Products related to Emotion:
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Affect and Legal Education : Emotion in Learning and Teaching the Law
The place of emotion in legal education is rarely discussed or analysed, and we do not have to seek far for the reasons.The difficulty of interdisciplinary research, the technicisation of legal education itself, the view that affect is irrational and antithetical to core western ideals of rationality - all this has made the subject of emotion in legal education invisible.Yet the educational literature on emotion proves how essential it is to student learning and to the professional lives of teachers. This text, the first full-length book study of the subject, seeks to make emotion a central topic of research for legal educators, and restore the power of emotion in our teaching and learning.Part 1 focuses on the contribution that neuroscience can make to legal learning, a theme that is carried through other chapters in the book.Part 2 explores the role of emotion in the working lives of academics and clinical staff, while Part 3 analyses the ways in which emotion can be used in learning and teaching.The book, interdisciplinary and wide-ranging in its reference, breaks new ground in its analysis of the educational lifeworld of situations, communities, actors and interactions in legal education.
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12Pcs 80x110mm Montessori Baby Emotion Learning Card Cartoon English Emotion Flash Cards for Child
12Pcs 80x110mm Montessori Baby Emotion Learning Card Cartoon English Emotion Flash Cards for Child
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12Pcs 80x110mm Montessori Baby Emotion Learning Card Cartoon English Emotion Flash Cards for Child
12Pcs 80x110mm Montessori Baby Emotion Learning Card Cartoon English Emotion Flash Cards for Child
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Teachers Learning : Professional Development and Education
A collaborative series with the University of Cambridge Faculty of Education highlighting leading-edge research across Teacher Education, International Education Reform and Language Education. Teachers Learning focuses on continuing teacher's professional development through accounts of recent enquiries.From presenting evidence and arguments about the teacher's role and profession, knowledge and knowledge creation, other organisations in the educational landscape, issues of power, status and development, this book highlights the crucial importance and effectiveness of teachers' learning benefitting pupils and classroom learning.
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Is hatred really an emotion?
Hatred is often described as a strong feeling of intense dislike or animosity towards someone or something. While it is commonly referred to as an emotion due to its powerful and visceral nature, some argue that it is more of a learned behavior or mindset rather than a pure emotion. Hatred can be fueled by a variety of factors such as fear, prejudice, or past experiences, making it a complex and multifaceted phenomenon that goes beyond just being a simple emotion.
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Is fear the strongest emotion?
Fear is a powerful and primal emotion that can have a strong impact on our thoughts and actions. However, it is not necessarily the strongest emotion for everyone. Different individuals may experience and respond to emotions in different ways, and what feels most powerful to one person may not be the same for another. Emotions such as love, anger, and joy can also have a significant impact on our lives and can be just as powerful as fear in certain situations. Therefore, it is subjective to say whether fear is the strongest emotion overall.
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Is hate really an emotion?
Hate is often described as a strong feeling of intense dislike or animosity towards someone or something. While it is not a primary emotion like happiness or sadness, hate is considered a complex emotion that can be fueled by a combination of other emotions such as anger, fear, or disgust. It involves a deep-seated aversion and can lead to harmful thoughts and actions. Overall, hate can be seen as a powerful and destructive emotion that can have significant impacts on individuals and society.
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What does little emotion mean?
Little emotion refers to a lack of strong feelings or expressions of emotion. It can indicate a sense of detachment, indifference, or apathy towards a situation or person. People who exhibit little emotion may have difficulty connecting with their own emotions or the emotions of others, leading to a perceived lack of empathy or understanding in social interactions.
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Emotion Focused Therapy for Youth : The Clinical Manual
This edited collection is the first book of its kind to apply the theory, research, and teaching of Emotion Focused Therapy to youth and their families, equipping clinicians and students with the practical skills to facilitate individual, dyadic, and parent sessions confidently.Mirisse Foroughe is joined by an impressive group of internationally acclaimed contributors, including clinician-scientists and scholars, as well as the developer of Emotion Focused Therapy, Dr. Leslie Greenberg. This clinical manual offers a trauma-informed perspective on how to apply EFT for primary care of youth as well as more complex mental health difficulties.The manual begins with an incredibly user-friendly overview of core EFT principles before moving onto clinical applications with individual youth, parents, and dyads.The contributors then address how EFT can be implemented with specific client populations, such as youth with anxiety, depression, and borderline personality disorder, before examining important considerations that clinicians should bear in mind when working with parent and youth trauma and complex clinical presentations.Interweaving a trauma-informed perspective throughout, the manual is filled with practical summary tables, helpful tips, and eye-catching illustrations to ensure it is useful for students and experienced therapists.Emotion Focused Therapy for Youth is essential reading for marriage and family therapists, clinical social workers, and other mental health professionals working with youth and their families.
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Employing Community-Based Experiential Learning in Teacher Education
This book positions itself at the intersection of the interrelationship between three key areas of initial teacher education: constructivist learning theories, teaching practicum, and the promotion of reflective practices.It presents an innovative approach to teacher preparation at undergraduate and postgraduate levels by critically examining the implementation of a mandatory experiential learning block across subject disciplines on undergraduate and postgraduate teacher preparation courses.This book presents multiple examples and case studies of these varied experiential learning projects that will inform academics, teachers and policymakers.Through these rich examples the authors set out to address the theory-practice dilemma in teacher education, where teachers-to-be are often positioned as ‘consumers’ of educational research in classrooms, read reference books and academic papers on teaching, and observe university and school experts before applying the same acquired theories and practices in their own classes.In the book the authors argue for a shift away from this conventional teacher-learning curriculum that is characterised by the separation of theory and practice, choosing instead to promote pedagogy and methods courses where practice underpins all learning.These pedagogical perspectives include the promotion of a diverse range of learning contexts (including on- and off-campus learning sites) for student teachers to experience during their time on teacher education courses.
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Toward Positive Youth Development : Transforming Schools and Community Programs
Social settings have enormous power to promote or hinder positive youth development.Researchers and practitioners know a great deal about features of schools and programs for youth that affect development, but much less about how to transform settings to bring about these desirable features.This book shows how to harness the power of settings.It shifts the debate from simply enhancing youth outcomes at the individual level to improving the settings of youths' daily lives.The book offers researchers and practitioners blueprints for creating and changing influential settings including classrooms, schools, universities, out-of-school time programs, ethnic systems of supplementary education, and other community-based programs.Leading scholars in psychology, education, human development, sociology, anthropology, economics, law, and public policy discuss a wide array of social change strategies, and describe how to measure key features of settings as a target and guide for change.The authors also demonstrate how larger social structures - such as school districts, community coalitions, community data resources - can support change.Many of the chapters describe ways to make settings work for all youth, including those marginalized by reason of race, ethnicity, social class, or sexual orientation.Toward Positive Youth Development will guide researchers, educators, administrators and policy makers to improve schools and youth programs for all of America's youth.
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Introduction to Community Development : Theory, Practice, and Service-Learning
Historical context, theoretical grounding, critical issues perspective, and the "how-to" for community developmentThis collection of work by leading community development scholars presents students with a theoretical and practical introduction to the field.The text progresses seamlessly from a theoretical overview to a historical overview to three approaches to community development (ecological, interactional, and structural-functional), then explores the practice of community development along with technical assistance, action research, evaluation research, and the role of local organizations, local leadership, and coalitions.The book concludes with critical issues, such as rural development, inner-city development, youth in community development, health care, public schools, and sustainable development. Key features include:New community development intervention models, using examples from recent events to demonstrate the strengths and challenges of such models Community service-learning activities, providing useful examples and case studies of successful service-learning programs in communities A hierarchy of learning activities and exercises within each chapter, ensuring that students learn how to apply concepts to real-world issues Relevant cases of successful community development interventions, giving students examples of 'best practices'Major trends, challenges, and prospects for the future in community development, helping students identify key issues and opportunities Instructor Teaching Site: Password-protected resources contain learning modules, developed by the authors, which include exercises and activities which reinforce chapter content, and demonstrate application of concepts in real-life communities. Student Study Site: Open-access study materials include chapter self-quizzes to aid content learning. This comprehensive, introductory survey text is designed for upper-level undergraduate and graduate courses in Community Development, Urban Studies, Rural Development, and Introduction to Service Learning found in departments of sociology, public administration, management, and social work.
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Do emotion and reason go together?
Emotion and reason are often seen as two separate aspects of human cognition, but they are not mutually exclusive. In fact, they often work together to help us make decisions and navigate the world. Emotions can provide valuable information about our values and preferences, while reason can help us evaluate options and make logical choices. Ultimately, a balance of both emotion and reason is often necessary for making well-rounded and informed decisions.
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Which emotion accompanies you the most?
As an AI, I do not experience emotions like humans do. I am designed to assist and provide information to the best of my abilities without any emotional influence. My main purpose is to help users with their queries and provide accurate and helpful responses.
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Why is she writing without emotion?
She may be writing without emotion because she is trying to convey information in a clear and objective manner. This could be important in a professional or academic context where emotions may cloud the message. Additionally, she may be intentionally trying to distance herself from the topic or the reader in order to maintain a sense of professionalism or neutrality. Finally, it's possible that she is feeling emotionally detached from the subject matter and is reflecting that in her writing.
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Is this lack of emotion normal?
The experience of a lack of emotion can be normal in certain situations, such as during periods of stress or grief. However, if the lack of emotion persists for an extended period of time and significantly impacts daily functioning, it may be a sign of an underlying mental health issue such as depression or anxiety. It is important to seek support from a mental health professional to better understand the cause of the lack of emotion and to receive appropriate treatment.
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