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Foreign Language Anxiety in an Intermediate Arabic Reading Course: a Comparison of Heritage and Foreign Language Learners
Foreign Language Anxiety in an Intermediate Arabic Reading Course: A Comparison of Heritage and Foreign Language Learners Dissertation: Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Dima Alghothani, B.A., M.Ed Graduate Program of Education The Ohio State University 2010 Dissertation Committee: Dr. Alan Richard Hirvela, Advisor Dr. Mariko Haneda Dr. Keiko Samimy Copyright by Dima Alghothani 2010 Abstract This mixed-methods, qualitative dominant study investigated the issue of foreign language anxiety in an intermediate Arabic reading course. The first, quantitative phase of the study collected data from twenty-two students using the Foreign Language Classroom Anxiety Scale (FLCAS) and the Foreign Language Reading Scale (FLRAS) as well as a background questionnaire. The second, qualitative phase collected data from five participants: three Foreign Language Learners (FLLs) and two Heritage Language Learners (HLLs) via interviews, classroom observations, and participant journals. The nature of the anxiety that both types of learners experienced varied due to their differing backgrounds. Although the HLLs had lower scores on the FLCAS and FLRAS in comparison to the FLLs, they still experienced anxiety that was at times debilitating. Furthermore, the qualitative data shows that the low levels of anxiety that the HLLs felt may have been a disadvantage to them, as it prevented them from feeling a type of facilitating anxiety, associated with emotionality rather than worry (Scovel, 1978), that may have motivated them to put forth more effort and achieve what they were truly capable of. These findings reiterate the importance of qualitative data, particularly when examining a phenomenon as complex as foreign language anxiety. -
How to Help Your Anxious Teen
Copyrighted material How to Help Your Anxious Teen.indd 3 5/3/19 9:33 AM Unless otherwise indicated, all Scripture quotations are from The ESV® Bible (The Holy Bible, English Standard Version® ), copyright © 2001 by Crossway, a publishing minis- try of Good News Publishers. Used by permission. All rights reserved. Verses marked msg are taken from THE MESSAGE, copyright © 1993, 1994, 1995, 1996, 2000, 2001, 2002 by Eugene H. Peterson. Used by permission of NavPress. All rights reserved. Represented by Tyndale House Publishers, Inc. Verses marked csb have been taken from the Christian Standard Bible®, Copyright 2017 by Holman Bible Publishers. Used by permission. Christian Standard Bible® and CSB® are federally registered trademarks of Holman Bible Publishers. Cover design by Bryce Williamson Cover photo © hannahgleg / Getty Images Published in association with Wolgemuth & Associates, Inc. How to Help Your Anxious Teen Copyright © 2019 by Jessica Thompson Published by Harvest House Publishers Eugene, Oregon 97408 www.harvesthousepublishers.com ISBN 978-0-7369-7671-8 (pbk.) ISBN 978-0-7369-7672-5 (eBook) Library of Congress Cataloging-in-Publication Data Names: Thompson, Jessica, 1975- author. Title: How to help your anxious teen / Jessica Thompson. Description: Eugene, Oregon : Harvest House Publishers, [2019] | Includes bibliographical references. Identifiers: LCCN 2019000379 (print) | LCCN 2019003549 (ebook) | ISBN 9780736976725 (ebook) | ISBN 9780736976718 (pbk.) Subjects: LCSH: Parenting—Religious aspects—Christianity. | Parent and teenager—Religious aspects—Christianity. | Anxiety in adolescence. Classification: LCC BV4529 (ebook) | LCC BV4529 .T554 2019 (print) | DDC 248.8/45—dc23 LC record available at https://lccn.loc.gov/2019000379 All Rights Reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means—electronic, mechani- cal, digital, photocopy, recording, or any other—except for brief quotations in printed reviews, without the prior permission of the publisher. -
Giovanni Liotti (1945–2018): the Pied Noir of Research in Attachment and Psychotherapy
Attachment & Human Development ISSN: 1461-6734 (Print) 1469-2988 (Online) Journal homepage: https://www.tandfonline.com/loi/rahd20 Giovanni Liotti (1945–2018): the Pied Noir of research in attachment and psychotherapy Benedetto Farina, Antonio Onofri, Fabio Monticelli, Armando Cotugno, Alessandro Talia & Marianna Liotti To cite this article: Benedetto Farina, Antonio Onofri, Fabio Monticelli, Armando Cotugno, Alessandro Talia & Marianna Liotti (2019): Giovanni Liotti (1945–2018): the PiedNoir of research in attachment and psychotherapy, Attachment & Human Development To link to this article: https://doi.org/10.1080/14616734.2019.1640258 Published online: 15 Jul 2019. Submit your article to this journal View Crossmark data Full Terms & Conditions of access and use can be found at https://www.tandfonline.com/action/journalInformation?journalCode=rahd20 ATTACHMENT & HUMAN DEVELOPMENT https://doi.org/10.1080/14616734.2019.1640258 Giovanni Liotti (1945–2018): the Pied Noir of research in attachment and psychotherapy Benedetto Farinaa, Antonio Onofrib, Fabio Monticellic, Armando Cotugnod, Alessandro Taliae and Marianna Liottic aSchool of Psychology, European University of Rome, Rome, Italy; bPsychotherapy Training School (PTS), Rome, Italy; cScuola Italiana di Cognitivismo Clinico (SICC, Italian School of Clinical Cognitivism), Rome, Italy; dEating Disorders Unit, Department of Psychiatry, ASL Roma1, Rome, Italy; eInstitute for Psychosocial Prevention, University of Heidelberg, Heidelberg University Hospital, Heidelberg, Germany ABSTRACT ARTICLE -
Edition XXVII April 2009
The Scarab Eyes by Elisha Gallegos Edition XXVII April 2009 The Scarab The annual OCU anthology of prose, poetry, and artwork Edition XXVII Copyright © The Scarab 2009 All rights reserved 2 Editorial Staff Poetry Editor Sheridan Harris Fiction Editor Joe Caputo Non-Fiction Editor Najah Hylton Artwork Jenna Shatto Sponsor Dr. Terry Phelps The Scarab is published annually by the Oklahoma City University chapter of Sigma Tau Delta, the International English Honor Society. Opinions and beliefs expressed herein do not necessarily reflect those of the university, the chapter, or the editors. Submissions are accepted from students, faculty, staff, and alumni. Address all corre- spondence to The Scarab c/o Dr. Terry Phelps, 2501 N. Blackwelder, Oklahoma City, OK 73106, or e-mail [email protected] The Scarab is not responsible for returning submitted work. All submissions are subject to editing. 3 Table of Contents Poetry When I‘m Sitting in Class by Zoe Miles………………………………………7 Supernova by Nicole Fancher…………………………………………………8 A Dream I Had When I Was Six Years Old by Nicole Fancher……………….9 Fairies and Dreams by Najah Hylton…………………………………………10 There Are Gaps Between the Stars by Angela Dockrey ……………………..11 First Kiss Kelsey Nagel……………………………………………………….12 The Ocean‘s Gift by Brittney May……………………………………………13 Promises by Andrew Tolly……………………………………………………14 Dark Woman Amrish Sengupta……………………………………………….16 Synapse by Stacey Lloyd……………………………………………………..17 Love, Be Not Stored by Jonathan Richey…………………………………….17 First Readings – Impressions by Regan Markley…………………………….18 -
June-Oct 2021
JUNE-OCT FREE & BENEFIT 2021 PERFORMANCES SUMMERSTAGE.ORG SUMMERSTAGE NYCSUMMERSTAGE SUMMERSTAGENYC SUMMERSTAGE IS BACK More than a year after the first lockdown order, SummerStage is back, ready to once again use our city’s parks as gathering spaces to bring diverse and thriving communities together to find common ground through world-class arts and culture. We are committed to presenting a festival fully representing the city we serve - a roster of diverse artists, focused on gender equity and presenting distinct New York genres. This year, more than ever before, our festival will focus on renewal and resilience, reflective of our city and its continued evolution, featuring artists that are NYC-born, based, or inextricably linked to the city itself. Performers like SummerStage veteran Patti Smith, an icon of the city’s resilient rebelliousness, Brooklyn’s Antibalas, who have married afrobeat with New York City’s Latin soul, and hip hop duo Armand Hammer, two of today’s most important leaders of New York’s rap underground. And, as a perfect symbol of rebirth, Sun Ra’s Arkestra returns to our stage in this year of reopening, 35 years after they performed our very first concert, bringing their ethereal afro-futurist cosmic jazz vibes back to remind us of our ongoing mission and purpose. Our festival art this year also reflects our outlook -- bold, bright, powerful -- and was created by New Yorker Lyne Lucien, an award-winning Haitian artist based in Brooklyn. Lucien is an American Illustration Award Winner and a finalist for the Artbridge - Not a Monolith Residency. She has worked as a photo editor and art director at various publications including New York Magazine, The Daily Beast and Architectural Digest. -
Postmodernism in Therapy: Meanings and Concerns Jeffrey Joseph Crane Iowa State University
Iowa State University Capstones, Theses and Retrospective Theses and Dissertations Dissertations 1999 Postmodernism in therapy: meanings and concerns Jeffrey Joseph Crane Iowa State University Follow this and additional works at: https://lib.dr.iastate.edu/rtd Part of the Clinical Psychology Commons Recommended Citation Crane, Jeffrey Joseph, "Postmodernism in therapy: meanings and concerns " (1999). Retrospective Theses and Dissertations. 12447. https://lib.dr.iastate.edu/rtd/12447 This Dissertation is brought to you for free and open access by the Iowa State University Capstones, Theses and Dissertations at Iowa State University Digital Repository. It has been accepted for inclusion in Retrospective Theses and Dissertations by an authorized administrator of Iowa State University Digital Repository. For more information, please contact [email protected]. INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand comer and continuing from left to right in equal sections with small overiaps. -
Songs by Artist
Songs by Artist Title Title (Hed) Planet Earth 2 Live Crew Bartender We Want Some Pussy Blackout 2 Pistols Other Side She Got It +44 You Know Me When Your Heart Stops Beating 20 Fingers 10 Years Short Dick Man Beautiful 21 Demands Through The Iris Give Me A Minute Wasteland 3 Doors Down 10,000 Maniacs Away From The Sun Because The Night Be Like That Candy Everybody Wants Behind Those Eyes More Than This Better Life, The These Are The Days Citizen Soldier Trouble Me Duck & Run 100 Proof Aged In Soul Every Time You Go Somebody's Been Sleeping Here By Me 10CC Here Without You I'm Not In Love It's Not My Time Things We Do For Love, The Kryptonite 112 Landing In London Come See Me Let Me Be Myself Cupid Let Me Go Dance With Me Live For Today Hot & Wet Loser It's Over Now Road I'm On, The Na Na Na So I Need You Peaches & Cream Train Right Here For You When I'm Gone U Already Know When You're Young 12 Gauge 3 Of Hearts Dunkie Butt Arizona Rain 12 Stones Love Is Enough Far Away 30 Seconds To Mars Way I Fell, The Closer To The Edge We Are One Kill, The 1910 Fruitgum Co. Kings And Queens 1, 2, 3 Red Light This Is War Simon Says Up In The Air (Explicit) 2 Chainz Yesterday Birthday Song (Explicit) 311 I'm Different (Explicit) All Mixed Up Spend It Amber 2 Live Crew Beyond The Grey Sky Doo Wah Diddy Creatures (For A While) Me So Horny Don't Tread On Me Song List Generator® Printed 5/12/2021 Page 1 of 334 Licensed to Chris Avis Songs by Artist Title Title 311 4Him First Straw Sacred Hideaway Hey You Where There Is Faith I'll Be Here Awhile Who You Are Love Song 5 Stairsteps, The You Wouldn't Believe O-O-H Child 38 Special 50 Cent Back Where You Belong 21 Questions Caught Up In You Baby By Me Hold On Loosely Best Friend If I'd Been The One Candy Shop Rockin' Into The Night Disco Inferno Second Chance Hustler's Ambition Teacher, Teacher If I Can't Wild-Eyed Southern Boys In Da Club 3LW Just A Lil' Bit I Do (Wanna Get Close To You) Outlaw No More (Baby I'ma Do Right) Outta Control Playas Gon' Play Outta Control (Remix Version) 3OH!3 P.I.M.P. -
Redalyc.Sentido De Vida Y Recursos Noologicos En Pacientes Diagnosticados Con Depresion Mayor Con Ideación Suicida
Revista Argentina de Clínica Psicológica ISSN: 0327-6716 [email protected] Fundación Aiglé Argentina Arango, María Alejandra; Ariza, Shirley; Trujillo, Ángela Sentido de vida y recursos noologicos en pacientes diagnosticados con depresion mayor con ideación suicida Revista Argentina de Clínica Psicológica, vol. XXIV, núm. 3, noviembre, 2015, pp. 211- 221 Fundación Aiglé Buenos Aires, Argentina Disponible en: http://www.redalyc.org/articulo.oa?id=281946988003 Cómo citar el artículo Número completo Sistema de Información Científica Más información del artículo Red de Revistas Científicas de América Latina, el Caribe, España y Portugal Página de la revista en redalyc.org Proyecto académico sin fines de lucro, desarrollado bajo la iniciativa de acceso abierto Revista Argentina de Clínica Psicológica 2015, Vol. XXIV, N° 3, 211-221 211 SENTIDO DE VIDA Y RECURSOS NOOLOGICOS EN PACIENTES DIAGNOSTICADOS CON DEPRESION MAYOR CON IDEACIÓN SUICIDA MEANING OF LIFE AND NOETIC SOURCES IN PATIENTS DIAGNOSED WITH MAJOR DEPRESSIVE DISORDER AND SUICIDAL IDEATION María Alejandra Arango, Shirley Ariza y Ángela Trujillo* Resumen Son escasos los estudios que abordan la depresión desde las nociones de la logoterapia. Este estudio pretende identificar la relación entre el Sentido de Vida y los Recursos Noológicos, en personas con Trastorno Depresivo Mayor. Se encuestaron 15 pacientes institucionalizados con depresión mayor. Se aplicaron la Escala Dimensional del Sentido de Vida y Escala Dimensional de Recursos Noológicos. Se encontró que hombres y mujeres puntuaron niveles bajos en sentido de vida, encontrándose en búsqueda de sentido vital. En una gran proporción, los participantes mantuvieron niveles ambivalentes de todos los recursos noéticos. Sin embargo, todos los factores que pretenden evaluar el recurso de auto-distanciamiento, y los elementos que este comprende, se ubican en niveles de bloqueo, restricción y ambivalencia. -
The Embodied Self and Wordless Knowing
SrnrcR KNuurru-R Sounding Out the Core: The Embodied Self and Wordless Knowing This essay outlines the concept of the embodied self as a tentative part in for- mulating postrational subjectivity. It serves the idea of empathic reading that can resist numbness under the pressure of growing media. Postulating a self which has an embodied core implies a capability of becoming aware and re- flecting affectively on the non-verbal exchange of self and other. For this pur- pose, I investigate the neural basis of this hypothesis in terms of Antonio Damasio, and adapt it to Daniel N. Stern's idea of the present moment as the felt locus of implicit knowing. Moreover, to illuminate the working of the em- bodied self in reading, I use as an example Friederike Mayröcker's poem "Fotografie." Since the poem sensitively echoes implicit memory in traumatic loss, I explore its figures as multisensory signs which the poet transfers from her emotional memory into language. Especially the metonymies of the poem express the dual affect of sorrow and love when verbally bridging the temporal delay typical of traumatic memory. I. Towards Embodied Symbolization As I read Friederike Mayröcker's poem "Fotografie" for the first time in 2004, its perceptual and emotional power pervaded my reading experience on a mul- tisensory bodily level. Every time since, Mayröcker's lyrical 'l' epitomizes for me a profound sense of dialogical subjectivity with her beloved, Ernst Jandl. When viewing an old photo in 2003, three years after Jandl's death, Mayröcker writes: Photography for Ernst Jandl with his big left hand he covers my big right hand with his big warm left hand he covers my big cold right hand I have hidden my big right cold hand his big left warm hand rests protectively on my fleeting 52 Sirkka Knuuttila right big cold hand while Stefan Moses is taking our picture in the year'76 each ofus covering up face with the other big hand (as Stefan Moses asks) - we hold on to each other in this unprepossessing gesture that in retrospect brings tears to my invisible eye . -
A Historical and Theoretical Review of Cognitive Behavioral Therapies: from Structural Self‑Knowledge to Functional Processes
J Rat-Emo Cognitive-Behav Ther https://doi.org/10.1007/s10942-018-0292-8 A Historical and Theoretical Review of Cognitive Behavioral Therapies: From Structural Self‑Knowledge to Functional Processes Giovanni M. Ruggiero1,2 · Marcantonio M. Spada5 · Gabriele Caselli2,3,4 · Sandra Sassaroli2,3,4 © The Author(s) 2018 Abstract This paper critically examines the historical conceptualization of cogni- tive behavioral psychotherapy approaches (CBT) as a direct clinical counterpart of the cognitive revolution. The main “second wave” cognitive psychotherapies, either standard cognitive therapy (CT) or constructivist, in spite of their diferences, share a common conceptualization of psychopathological factors as superordinate struc- tural cognitive content belonging to the self: self-beliefs, self-schemata, personal- ity organizations and so on. On the other hand, rational emotive behavior therapy (REBT) is an exception given that in REBT self-knowledge is not the core psycho- pathological tenet, being rather a derivate mechanism. Moreover, in non clinical cognitive science cognition is conceived as a regulatory function that operates ret- roactively and not in a hierarchically super- ordered fashion centered on the self. A historical review suggests that in both CT and constructivist model the structural- istic model of self-centered cognition may have emerged for both cultural and sci- entifc reasons: self-centered cognitive models may be more readily understandable to clinicians as they allow for a straightforward identifcation of operationalizable -
Comparative Analysis of Psychotherapy Integrative Theories
Comparative Analysis of Psychotherapy Integrative Theories Irena Tojcic A Thesis submitted in parlial fulfilment of the requirements for the Degree of Master of Science in Psychology University of Canterbury Christchurch New Zealand August 2000 I b:lr; 1000 In memory ofmy father Z 4 r~ov 2000 Acknowledgements It would be impossible to admowledge all the people who have helped me reach this very important stage of my life and, therefore, I am going to mention the most significant ones. First, I would like to thank my supervisor Ken Strongman for giving me all the necessary emotional and practical support that I have needed in pursuing my academic comeback. I would also like to thank my fonner supervisor Tony Ward who helped me lay the foundations for my thesis, as well as Brian Haig who first drew my attention to theoretical research. Last but not least, I regard myself as being very lucky to have shared my life's journey with my beloved husband Goran and our terrific son Sven who have made everything seem worthwhile. Abstract Psychotherapy represents a diverse and controversial field. It is characterised by an excessive proliferation of various psychotherapeutic approaches accompanied by the sectarian attitudes of a majority of psychotherapists. In response to these, the psychotherapy integration movement was established. Within this movement three ways of psychotherapy integration have emerged, namely, theoretical integration, common factors approach and technical eclecticism. Methodological issues of theoretical integration are the focus of interest in this thesis. The current methodological recommendations in this area seem to be very limited. A specific method of assimilative integration has been proposed and the necessity of the existence of metatheoretical congruence between theories to be integrated has been emphasised. -
Response Guides for Teaching Children's Books
DOCUMENT RESUME ED 165 167 CS 204 629 AUTHOR Somers, Albert B.; Worthington, Janet Evans TITLE, Response Guides for Teaching Children's Books. INSTITUTION National Council of Teachers.of English, Urbana, PUB DATE 79 NOTE 124p. .AVAILABLE FROM National Council of Teachers of English, 1111 Kenyon Road, Urbana, Illinois 61801 (Stock No. 40866, $4.00 members, $5.00 non-members) EDRS PRICE MF-$0.83 HC-$6.01 Plus Postage. ,DESCRIPTORS Behavioral Objectives; *Childrens Books; *Creative Reading; *Critical Reading; Educational Resources; Elementary Education; Fiction; *Language Arts; *Literature Appreciation; *Reading Instruction; Reading Materials; Reading Skills; Student Motivation; Teaching Guides; Unit Plan ABSTRACT Intended to provide educators with units that will help them create student enthusiasm for reading, reinforce the teaching of reading skills, and interrelate the language arts with other areas of the curriculum, this book contains guides to 27 .works of- children's fiction. The guides are arranged in order of increasing \ difficulty and cover ten picture books, four "transitional" novels, and thirteen longer novels. Each guide opens with a brief plot summary, including a list of themes emphasized in the book. Next, a brief appraisal of the book's appeal to children, its strengths, and other relevant information is presented. The problems children might have in reading the book are discUssed in a section of reading consideLations, and a list of initiating activities offers suggestions for ways to introdUce children to the book. Each guide also contains a list of discussion questions, suggestions for activities in art and media, creative_ dramatics, and composing, and a list of instructional resources.