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Prebendarismo Y Faccionalismo En La Institucionlización Del Conocimiento: El Caso De La Investigación Y La Docencia Argentinas (1989-2003)
University of South Florida Scholar Commons College of Education Publications College of Education 2-4-2004 Education Policy Analysis Archives 12/06 Arizona State University University of South Florida Follow this and additional works at: http://scholarcommons.usf.edu/coedu_pub Part of the Education Commons Scholar Commons Citation Arizona State University and University of South Florida, "Education Policy Analysis Archives 12/06 " (2004). College of Education Publications. Paper 469. http://scholarcommons.usf.edu/coedu_pub/469 This Article is brought to you for free and open access by the College of Education at Scholar Commons. It has been accepted for inclusion in College of Education Publications by an authorized administrator of Scholar Commons. For more information, please contact [email protected]. Revista Académica evaluada por pares Editor: Gene V Glass College of Education Arizona State University El Copyright es retenido por el autor (o primer coautor) quien otorga el derecho a la primera publicación a Archivos Analíticos de Políticas Educativas . AAPE es un proyecto de Education Policy Studies Laboratory. Los artículos que aparecen en AAPE son indexados en el Current Index to Journals in Education por ERIC Clearinghouse on Assessment and Evaluation y son archivados permanentemente en Resources in Education . Volumen 12 Numero 6 febrero 4, 2004 ISSN 1068-2341 Editores Asociados para Español y Portugués Gustavo Fischman Arizona State University Pablo Gentili Laboratorio de Políticas Públicas Universidade do Estado do Rio de Janeiro Prebendarismo Y Faccionalismo En La Institucionlización Del Conocimiento: El caso de la Investigación y la Docencia Argentinas (1989-2003) Eduardo R. Saguier Investigador Independiente del CONICET Citation: Saguier, E. -
Accesibilidad De Los Sitios Web De Las Universidades Argentinas
CORE Metadata, citation and similar papers at core.ac.uk Provided by SEDICI - Repositorio de la UNLP SIE, Simposio de Informßtica en el Estado Accesibilidad de los Sitios Web de las Universidades Argentinas Bibiana Rossi, Claudia Ortiz, Viviana Chapetto, Alberto Passarelli Universidad Nacional de Luján, Luján, Argentina [[email protected], [email protected], [email protected], [email protected]] Resumen. En 2010 se sancionó en Argentina la ley de Accesibilidad de la In- formación (26.653), que requiere que los sitios web del sector público respeten las normas recomendados por la Oficina Nac. de Tecnologías de la Información. En 2016, se realizó una evaluación de 126 sitios web de universidades argenti- nas, públicas y privadas, para determinar el grado de adhesión a las normativas. La evaluación automática se realizó con la herramienta TAW y se complementó con un análisis manual. Los resultados mostraron que el 100% de los portales alcanzó los 50 puntos para la adecuación del Nivel A (mínimo exigido en la primera etapa). Cuatro instituciones superan los 80 puntos (mínimo exigido en la segunda etapa), y una de esas cuatro está muy cerca de alcanzar los 100 pun- tos (nivel A completo). Si se tuviera en cuenta el nivel AA exigido en la mayo- ría de los países que basan su normativa en las WCAG 2.0, todas ellas estarían lejos de alcanzarlo. La accesibilidad de los sitios web de las universidades debe mejorar y puede hacerse implementando buenas prácticas de diseño web. Palabras clave: accesibilidad web, web universidades, usabilidad. -
Preliminary Program
SOCIETY FOR PSYCHOTHERAPY RESEARCH SPR an international, multidisciplinary, scientific organization Preliminary Program 42nd International Meeting June 29 to July 2, 2011 Bern, Switzerland Wednesday Pre-Conference Interpersonal Reconstructive Therapy (IRT) and a natural science of psychopathology Workshop (full day workshop) Interpersonal Lorna Smith Benjamin - University of Utah, Salt Lake City, Utah, USA Wednesday 9:30 - 17:30 101 Coffee Break Wednesday 11:00 - 11:30 Lunch Wednesday 13:00 - 14:00 Pre-Conference Alba Emoting™ and its applications to psychotherapy Workshop Juan Pablo Kalawski - University of Louisville, Louisville, Kentucky, USA Emotion Wednesday 14:00 - 17:30 105 Pre-Conference Statistical analysis with R: Short introduction with the example of Item Response Workshop Models Assessment Jan R. Böhnke - University of Trier, Germany Wednesday 14:00 - 17:30 106 Pre-Conference Methods of meta-analysis for psychotherapy research Workshop AC Del Re - University of Wisconsin-Madison, USA Other Christoph Fluckiger Wednesday 14:00 - 17:30 114 Pre-Conference Questioning Measurement Precision: Applications of Item Response Theory in Workshop Psychotherapy Research Instruments Abraham Wolf - Case Western Reserve University, Cleveland, USA Wednesday Ann Doucette - The George Washington University Medical Center/The Evaluators’ Institute, USA 14:00 - 17:30 115 Pre-Conference Adequate, Psychoanalytically Understood Support Workshop Frans de Jonghe - Private Practice, Amsterdam, Netherlands Psychodynamic Rien Van, Annemieke Noteboom, Jack Dekker Wednesday 14:00 - 17:30 120 Pre-Conference Combining Verbal and Nonverbal Perspectives to Examine Social Alignments between Workshop Therapists and Clients Alliance Eva Bänninger-Huber - University of Innsbruck, Austria Wednesday Peter Muntiggl 14:00 - 17:30 205 1 Wednesday Pre-Conference A Multi-Layered Developmental Approach to Couples’ Counseling that Uses the Brain’s Workshop Neuroplasticity to Achieve Fast, Permanent Results Integration Stefan Deutsch - The Human Dev. -
PETER FONAGY United Kingdom
CONGRESS ATTACHMENT AND TRAUMA EMPATHY AND COMPASSION IN THE PROCESS OF HEALING LONDON JUNE 21-22-23 2019 CONGRESS ATTACHMENT AND TRAUMA Empathy and compassion in the process of healing Since our birth, every relationship with a significant other creates a deep emotional engagement, thus indelibly impressing itself upon our memory and contributing to the development of our own identity. Emotionally meaningful experiences can even have an impact on the activation of specific genes of our DNA, which are then transmitted to the next generations. Human beings build their more concrete, physical structure also based on the quality of their relational experiences; as a matter of fact, the “we-ness” – con- ceived as an experience of connection and resonance with another person at the biological, physiological, emotional and cognitive level – is the most adaptive and evolved way to express their identity. Therefore, from an adaptive point of view, the quality of relational experiences becomes crucially important to guar- antee not only the individual’s well-being, but also for future generations’ sake. The major advances in neuropsychological science have made it clear: ex- panding the horizons of both the research studies and the treatment strategies that are focused on the individual only, thus allowing them to explore the re- lational and collective dimension too, has become really necessary. All these aspects will be the main subjects that will be discussed during the next “Attach- ment and Trauma” Congress, taking place in London in 2019. From the study of the human personality – whose fragmentation, due to trau- ma, leads to structural dissociation – to the development of the individual’s autobiographical memory and identity, a broader perspective including the rela- tional dimension, based on the studies on mirror neurons and epigenetics, will be explored. -
A Complete Bibliography of Publications in Isis, 1970–1979
A Complete Bibliography of Publications in Isis, 1970{1979 Nelson H. F. Beebe University of Utah Department of Mathematics, 110 LCB 155 S 1400 E RM 233 Salt Lake City, UT 84112-0090 USA Tel: +1 801 581 5254 FAX: +1 801 581 4148 E-mail: [email protected], [email protected], [email protected] (Internet) WWW URL: http://www.math.utah.edu/~beebe/ 26 February 2019 Version 0.14 Title word cross-reference ⊃ [521]. 1 [511]. 1050 [362]. 10th [521]. 11th [1186, 521]. 125th [737]. 1350 [1250]. 1485 [566]. 14th [1409]. 1524 [1554]. 1528 [1484]. 1537 [660]. 1561 [794]. 15th [245]. 1600 [983, 1526, 261]. 1617 [528]. 1632 [805]. 1643 [1058]. 1645 [1776]. 1650 [864]. 1660 [1361]. 1671 [372]. 1672 [1654]. 1674 [1654]. 1675 [88]. 1680 [889]. 1687 [1147]. 1691 [1148]. 1692 [888, 371]. 1695 [296]. 16th [1823]. 1700 [864]. 1700-talets [890]. 1704 [476]. 1708 [265]. 1713 [1415]. 1733 [756]. 1741 [1494]. 1751 [1197]. 1760 [1258]. 1774 [1558]. 1777 [1909, 572]. 1780 [314, 663]. 1792 [269]. 1794 [266]. 1796 [1195, 840]. 1799 [128]. 1799/1804 [128]. 17th [1256, 623, 1813]. 1800 [1641, 100, 1343, 1044, 1655, 248, 1331]. 1802 [127, 437]. 1803 [405, 1778]. 1804 [128]. 1807 [625]. 1814 [668]. 1815 [1777]. 1820 [1660]. 1826 [1857]. 1832 [668]. 1841 [1362]. 1844 [1913, 946]. 1848 [1708]. 185 [1327]. 1850 [1230, 1391]. 1855 [442]. 1860 [301, 1232, 1917, 1367]. 1865 [445, 1263]. 1 2 1866 [253, 71]. 1868 [1019]. 1870's [674]. 1875 [1364]. 1878 [25]. 1880 [1427, 807, 1894]. 1882 [381]. 1889 [1428]. 1893 [1588]. 1894 [1921]. 1895 [896]. -
Curriculum Vitae 1
CURRICULUM VITAE 1. Personal Details Names & Surname: Marina Laura Galimberti Date of Birth: july 16, 1969 Citizenship: argentinian – italian (spanish residency) Marital Status: married Contact Telephone: 15 6981 7676 E-mail: [email protected] Location: Buenos Aires Province. Argentina 2. Education: 2.1 Degree Studies: Bachelor Degree in Psychology. Universidad de la Marina Mercante. Argentina (2009). Licensed n° 46.711 2.2 National Postgraduate Studies Specialization in Cognitive Psychotherapy Individual, Group, Family and Couples. Universidad Nacional de Mar del Plata / Fundación Aiglé in Agreement with Ackerman institute for the Family (New York). Argentina (2010/2012). PhD in Psychology. (Thesis ongoing). Universidad de Palermo. Argentina (2011/2013). Instructor in Art Therapy applied to children, adolescents and the elderly. Facultad de Buenos Aires UBA, Argentina (2019). Specialization in Clinical Psychology. Universidad John F. Kennedy. First Year 1 Completed. Argentina (2010). 2.3 International Postgraduate Studies Rational Emotive & Cognitive Therapy Supervisor. Albert Ellis Institute. New York. EEUU (2019). Associate Fellow of Albert Ellis Institute. Albert Ellis Institute. New York. EEUU (2019). Externship in Emotionally Focused Therapy for Couples. By Dr. Sue Johnson. New York. EEUU (2016). Training in Cognitive Therapy. Depression and Anxiety. Beck Institute for Cognitive Behavior Therapy. By Dr. Aaron Beck y Judith Beck. Philadelphia. EEUU (2011). Advanced Certificate in REBT. Training Course in Rational- Emotive & Cognitive Behavioral Theory and Techniques. In Agreement with Universidad de Flores & Albert Ellis Institute of New York. Charterer by the Regents of the University of the State of New York. EEUU (2010). Primary Certificate in REBT Rational Emotive Behavior Therapy. En conjunto con Universidad de Flores y Albert Ellis Institute de New York. -
The Balance of Personality
The Balance of Personality The Balance of Personality CHRIS ALLEN PORTLAND STATE UNIVERSITY LIBRARY The Balance of Personality by Chris Allen is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License, except where otherwise noted. The Balance of Personality Copyright © by Chris Allen is licensed under an Attribution NonCommercial-ShareAlike 4.0 International, except where otherwise noted. Contents Preface ix Acknowledgements x Front Cover Photo: x Special Thanks to: x Open Educational Resources xi Introduction 1 1. Personality Traits 3 Introduction 3 Facets of Traits (Subtraits) 7 Other Traits Beyond the Five-Factor Model 8 The Person-Situation Debate and Alternatives to the Trait Perspective 10 2. Personality Stability 17 Introduction 18 Defining Different Kinds of Personality Stability 19 The How and Why of Personality Stability and Change: Different Kinds of Interplay Between Individuals 22 and Their Environments Conclusion 25 3. Personality Assessment 30 Introduction 30 Objective Tests 31 Basic Types of Objective Tests 32 Other Ways of Classifying Objective Tests 35 Projective and Implicit Tests 36 Behavioral and Performance Measures 38 Conclusion 39 Vocabulary 39 4. Sigmund Freud, Karen Horney, Nancy Chodorow: Viewpoints on Psychodynamic Theory 43 Introduction 43 Core Assumptions of the Psychodynamic Perspective 45 The Evolution of Psychodynamic Theory 46 Nancy Chodorow’s Psychoanalytic Feminism and the Role of Mothering 55 Quiz 60 5. Carl Jung 63 Carl Jung: Analytic Psychology 63 6. Humanistic and Existential Theory: Frankl, Rogers, and Maslow 78 HUMANISTIC AND EXISTENTIAL THEORY: VIKTOR FRANKL, CARL ROGERS, AND ABRAHAM 78 MASLOW Carl Rogers, Humanistic Psychotherapy 85 Vocabulary and Concepts 94 7. -
Paula Tizzano Fernández Paula Tizzano Fernández
Paula Tizzano Fernández Paula Tizzano Fernández Nationality: Spanish / Argentine Born: March 3, 1963 E-mail addresses: [email protected] / [email protected] Website: www.letras.vivas.com Professional profiles: www.proz.com/profile720698 Skype: letras-vivas GOALS As a professional translator: Providing specialized freelance linguistic solutions in the fields of translation, edition and localization, ensuring precision, style and economy, fast turnaround times, contextual terminology management, and supportive thorough services. As an academic and researcher: Pursuing a steady, fruitful research activity aiming at creating positive developments in translator training and education, focused in the fostering of capable youth and successors. SCHOLARLY BACKGROUND 2010 – Jaume I University, Castellón, Spain M. A. in Research in Translation and Interpretation Studies Completion date: July 2011 2003 – University of Mar del Plata M. A. in Contemporary Philosophy (Discontinued program) Academic Director: Dr. Tomás Abraham 1993 – Instituto de Estudios Literarios y Filológicos LITTERAE Specialization program in Professional Grammar and Style Rules in Spanish Language (Especialización en Corrección Profesional de Textos y Normativa de la Lengua) Academic Director: Dr. Alicia Zorrilla de Rodríguez, Corresponding Fellow of the Royal Academy of Spanish Language. Page 1 Lic. Paula Tizzano Fernández 1987 – University of Buenos Aires (Argentina) Major degree in Clinical Psychology / Honor Diploma (Summa Cum Laude) 1983 – University of Buenos Aires (Argentina) School of Medicine / Freshman and sophomore years. 1982 – British Lyceum Professorship in English Language Awards and recognitions: 2009 – First Prize – Annual Proz Translation Contest – English-Spanish 2004 – Seikyo Culture Award, Tokyo, Japan 1992 – First Prize – National Essay Contest – “Situation of Spanish Language on the Fifth Centennial of the Discovery of America”. -
Results of Psychinfo Search for Suicide Scales/Measures
Annotated Assessment Bibliography DIAGNOSTIC ASSESSMENT The following sections contain measures that can be used to evaluate the appropriateness of potential clients for your DBT program. Diagnostic Assessment - Axis I Clinical Interview . Structured Clinical Interview for DSM-IV, Axis I (SCID) First, M. B., Spitzer, R. L., Gibbon, M., & Williams, J. B. W. (1995). Structured Clinical Interview for Axis I DSM-IV Disorders - Patient Edition (SCID-I/P). New York: Biometrics Research Department, NY State Psychiatric Institute. Contact Biometrics Research for a research version of the SCID: 212-960-5524. Use DSM IV criteria, observations, informants; Use consensus diagnosis The SCID is the standard in the field for DSM diagnoses. Training tapes are available by contacting author directly. Longitudinal Interview Follow-up Evaluation - Psychiatric Status Ratings (LIFE) Keller, M. B., Lavori, P. W., Friedman, B., Nielsen, E. C., Endicott, J., McDonald-Scott, P., & Andreasen, N. C. (1987). The longitudinal interval follow-up evaluation: A comprehensive method for assessing outcome in prospective longitudinal studies. Archives of General Psychiatry, 44, 540-548). Contact: Claire Walker c/o Martin Keller's office at 401-444-1943. This measure evaluates the presence and severity of psychiatric diagnoses over time. The LIFE can be used as a measure of quality-of-life-interfering behavior because, in addition to substance abuse, psychiatric symptomatology also represents quality of life interfering behavior and is common in women with BPD. High interviewer-observer reliability has been shown for the change points in diagnostic criteria as well as for the level of psychopathology. Diagnostic Assessment - Axis II (for Diagnosis of BPD) Axis II: Structured Interview . -
List of English and Native Language Names
LIST OF ENGLISH AND NATIVE LANGUAGE NAMES ALBANIA ALGERIA (continued) Name in English Native language name Name in English Native language name University of Arts Universiteti i Arteve Abdelhamid Mehri University Université Abdelhamid Mehri University of New York at Universiteti i New York-ut në of Constantine 2 Constantine 2 Tirana Tiranë Abdellah Arbaoui National Ecole nationale supérieure Aldent University Universiteti Aldent School of Hydraulic d’Hydraulique Abdellah Arbaoui Aleksandër Moisiu University Universiteti Aleksandër Moisiu i Engineering of Durres Durrësit Abderahmane Mira University Université Abderrahmane Mira de Aleksandër Xhuvani University Universiteti i Elbasanit of Béjaïa Béjaïa of Elbasan Aleksandër Xhuvani Abou Elkacem Sa^adallah Université Abou Elkacem ^ ’ Agricultural University of Universiteti Bujqësor i Tiranës University of Algiers 2 Saadallah d Alger 2 Tirana Advanced School of Commerce Ecole supérieure de Commerce Epoka University Universiteti Epoka Ahmed Ben Bella University of Université Ahmed Ben Bella ’ European University in Tirana Universiteti Europian i Tiranës Oran 1 d Oran 1 “Luigj Gurakuqi” University of Universiteti i Shkodrës ‘Luigj Ahmed Ben Yahia El Centre Universitaire Ahmed Ben Shkodra Gurakuqi’ Wancharissi University Centre Yahia El Wancharissi de of Tissemsilt Tissemsilt Tirana University of Sport Universiteti i Sporteve të Tiranës Ahmed Draya University of Université Ahmed Draïa d’Adrar University of Tirana Universiteti i Tiranës Adrar University of Vlora ‘Ismail Universiteti i Vlorës ‘Ismail -
The Design School
The Design School MASTER OF ARCHITECTURE PROGRAM REPORT PREPARED 09|07|11 FOR 2012 NAAB ACCREDITATION VISIT ARCHITECTURAL PROGRAM REPORT Submitted to the National Architectural accrediting Board (NAAB) Institution Herberger Institute for Design and the Arts Arizona State University Tempe, Arizona Dr. Michael Crow President Arizona State University Dr. Elizabeth Capaldi Executitive Vice President and Provost of the University Dr. Kwang-Wu Kim Dean + Director Herberger Institute for Design and the Arts School The Design School Arizona State University Tempe, Arizona 85287-1605 480-965-3536 Darren Petrucci Director Tom Hartman Program Coordinator Program Master of Architecture First Professional Degree Contents: PART ONE - Institutional Support and Commitment to Continuous Improvement 1.1 - Identity & Self-Assessment 1.1.1 - History and Mission 1.1.2 - Learning Culture and Social Equity 1.1.3 - Response to the Five Perspectives A - Architectural Education and the Academic Community B - Architectural Education and Students C - Architectural Education and the Regulatory Environment D - Architectural Education and the Profession E - Architectural Education and the Public Good 1.1.4 - Long-Range Planning 1.1.5 - Self-Assessment Procedures (merge two previous categories) 1.2 - Resources 1.2.1 - Human Resources and Human Resource Development 1.2.2 - Administrative Structure & Governance 1.2.3 - Physical Resources 1.2.4 - Financial Resources 1.2.5 - Information Resources 1.3 - Institutional and Program Characteristics 1.3.1 - Statistical Reports -
President's Column 2006
VOL 59 Issues 1 & 2 WINTER/SPRING 2 0 06 A Publication of the Society of Clinical Psychology (Division 12, American Psychological Association) CONTENTS PRESIDENT’S COLUMN 01 President’s Column An Invitation to Auseinandersetzen about the Evidence- 04 New Editor Signs On Based Practices in Psychology Task Force Report 06 Internet Update Gerald C. Davison, PhD 07 Early Career 08 History At its August 2005 meeting, the Council of Representatives 10 Diversity unanimously adopted an APA policy based on the report 12 Psychopharm Update from Ron Levant’s Presidential Task Force on Evidence-Based 14 Book Recommendations Practice in Psychology (EBPP). This report has for months been avail- 15 Section Updates Gerald C. Davison, PhD able online at www.apa.org/practice/ebpreport.pdf. I regard Council’s 17 Focus On…Principles action and especially the report as important an achievement of of Change our national organization as anything in my memory since joining APA in 1965 right out of 18 Division 12 Elections: graduate school. Candidate Statements Like any action or product by an organization as large and as diverse as APA -- or like 23 Board Meeting Minutes any product issuing from human effort – the task force report on EBPP is not perfect. But to my mind, considering the enormous complexity of the issues of empirically based practices and the EDITOR mind-boggling heterogeneity among the membership of APA, it is as good a statement as can William C. Sanderson, PhD be expected on a matter that goes to the heart of psychology as a science and profession.