Relevant bibliographies by topics / Spiritual direction

Academic literature on the topic 'Spiritual direction'

Author: Grafiati
Published: 4 June 2021
Last updated: 29 July 2024

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Journal articles on the topic "Spiritual direction"

1

Berger, Robert C. "Spiritual Direction." Listening 32, no. 2 (1997): 116–29. http://dx.doi.org/10.5840/listening199732212.

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Sperry, Len. "Integrating Spiritual Direction Functions in the Practice of Psychotherapy." Journal of Psychology and Theology 31, no. 1 (March 2003): 3–13. http://dx.doi.org/10.1177/009164710303100101.

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Recent research and clinical experience suggest that clients are increasingly expecting that psychotherapists will deal with their spiritual concerns that are traditionally addressed in spiritual direction. This expectation has already begun to impact the practice of psychotherapy by increasing interest in the “spiritually-oriented-psychotherapies.” This article proposes that psychotherapy can become more receptive and effective in dealing with spiritual concerns by appropriately incorporating some or many of the functions of spiritual direction. The practice of spiritual direction is first described and compared to pastoral counseling and spiritually-oriented psychotherapy. Then eight functions of spiritual direction are presented and compared to similar “functions” in psychotherapy. Finally, specific recommendations for incorporating these functions into the practice of psychotherapy are discussed.
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Saadeh, Mark G., Krystle North, Kristin Lang Hansen, Patti Steele, and John R. Peteet. "Spiritual direction and psychotherapy." Spirituality in Clinical Practice 5, no. 4 (December 2018): 273–82. http://dx.doi.org/10.1037/scp0000172.

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Hinson, E. Glenn. "Book Review: Spiritual Direction." Review & Expositor 82, no. 3 (August 1985): 460–61. http://dx.doi.org/10.1177/003463738508200333.

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Lee, Joo-Hyung. "Trinitarian Dynamics of Spiritual Direction." Theology and Praxis 76 (September 30, 2021): 203–23. http://dx.doi.org/10.14387/jkspth.2021.76.203.

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Richardson, Robin. "Spiritual Direction and Political Endeavour." British Journal of Religious Education 10, no. 3 (June 1988): 128–34. http://dx.doi.org/10.1080/0141620880100303.

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Huber, Lynn. "Spiritual Direction in Later Life." Journal of Religion, Spirituality & Aging 22, no. 1 (January 2010): 87–103. http://dx.doi.org/10.1080/15528030903313904.

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Lescher, Bruce. "The Professionalization of Spiritual Direction." Listening 32, no. 2 (1997): 81–90. http://dx.doi.org/10.5840/listening19973229.

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Whitlock, Luder G. "Spiritual Direction in the Reformed Tradition." Journal of Psychology and Theology 30, no. 4 (December 2002): 314–22. http://dx.doi.org/10.1177/009164710203000406.

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This article calls attention to the absence of spiritual directors in the Reformed tradition, describing how spiritual guidance or counsel was provided historically as well as noting current practice. From a definition of the practice in the Reformed tradition, it proceeds to describe the role of spiritual guides or companions. A description of the nature and process of spiritual transformation is provided, including the principal characteristics of spiritual maturity. Spiritual direction is distinguished from psychotherapy, and occasions for referral are recognized. Books representing different facets of this subject are recommended.
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이재현. "Spiritual Direction and Pastoral Counseling: Spiritual growth through counseling relationship." Journal of Pastoral Care and Counseling 23, no. ll (November 2014): 144–72. http://dx.doi.org/10.23905/kspcc.23..201411.005.

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Dissertations / Theses on the topic "Spiritual direction"

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Pike, Stephen. "Spiritual direction for pastors." Theological Research Exchange Network (TREN), 2000. http://www.tren.com.

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Leibold, Robert Charles. "Spiritual direction and small group ministries." Theological Research Exchange Network (TREN), 1997. http://www.tren.com.

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org, stephen truscott@fullnessoflife, and Stephen Austin Truscott. "A study of the developmental influences that shape the contemporary practice of beginning and advanced spiritual directors." Murdoch University, 2007. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20070722.150153.

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This study explores the similar and different developmental influences that shape the practice of beginning and advanced spiritual directors. An examination of the contemporary literature on spiritual direction finds that in the main, two developmental influences shape the practice of contemporary spiritual directors: their capacity to adopt a contemplative stance towards their directees and their ability to be aware contextually of the factors that fashion the dynamic of accompaniment. While the review highlights the presence of these two influences, the literature is deficient in understanding the similarities and differences in how these two influences shape the practice of beginning and advanced spiritual directors. To address the deficiency, this study reviews three groups of Western Australian spiritual directors, Anglican, Churches of Christ and Roman Catholic. The investigation takes a qualitative, ethnographic approach, using focus groups. An analysis and discussion of the data confirms that the similarities and differences in the influences that shape their practice revolve around two key developmental influences namely, the capacity of directors to adopt a contemplative stance to their directees, and their ability to be aware contextually of the factors that fashion the dynamic of accompaniment. While both influences shape beginning and advanced directors, the former impacts more on the practice of beginning directors and the latter more affects advanced directors. Two factors may initiate and sustain the capacity of directors to adopt a contemplative stance. First, directors grow by noticing and attending to all the dimensions of their human experience. Second, directors develop by having their experience attended to in some form of therapeutic relationship or through participation in various developmental group processes. Directors may enhance their capacity to be aware contextually of the factors that fashion the dynamic of accompaniment through understanding paradigms about spiritual direction practice and spiritual development. Their appreciation of paradigms about spiritual direction may derive from two sources. The first is by how they distinguish more effectively spiritual direction from other therapeutic practices. The second is by how they grow in understanding relevant theological, philosophical, and psychological perspectives that inform good practice. Directors may further increase their comprehension of interpretive frameworks about spiritual development by redressing the attitudinal effects of fundamentalism and incorporating a multiplicity of approaches to spirituality. Training programmes are an important means to introduce and develop directors’ abilities to be aware contextually of the factors that fashion the dynamic of accompaniment. A person’s ecclesial role may influence the context in which a director commences practice. From this discussion, this study draws conclusions and offers recommendations applicable to practice and research.
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Barnes, Peter John. "Group spiritual direction program for depressed persons." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0022/NQ33797.pdf.

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Di, Leo Richard Albert. "Classical and contemporary experiences of spiritual direction." Theological Research Exchange Network (TREN), 1993. http://www.tren.com.

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Hayes, Michael A. "The interface between psychotherapy and spiritual direction." Thesis, University of Roehampton, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.587067.

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Stevenson, Joe. "Spiritual direction and grief a grace to embrace /." Theological Research Exchange Network (TREN) Access this title online, 2005. http://www.tren.com.

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Truscott, Stephen Austin. "A study of the developmental influences that shape the contemporary practice of beginning and advanced spiritual directors." Thesis, Truscott, Stephen Austin (2007) A study of the developmental influences that shape the contemporary practice of beginning and advanced spiritual directors. PhD thesis, Murdoch University, 2007. https://researchrepository.murdoch.edu.au/id/eprint/372/.

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This study explores the similar and different developmental influences that shape the practice of beginning and advanced spiritual directors. An examination of the contemporary literature on spiritual direction finds that in the main, two developmental influences shape the practice of contemporary spiritual directors: their capacity to adopt a contemplative stance towards their directees and their ability to be aware contextually of the factors that fashion the dynamic of accompaniment. While the review highlights the presence of these two influences, the literature is deficient in understanding the similarities and differences in how these two influences shape the practice of beginning and advanced spiritual directors. To address the deficiency, this study reviews three groups of Western Australian spiritual directors, Anglican, Churches of Christ and Roman Catholic. The investigation takes a qualitative, ethnographic approach, using focus groups. An analysis and discussion of the data confirms that the similarities and differences in the influences that shape their practice revolve around two key developmental influences namely, the capacity of directors to adopt a contemplative stance to their directees, and their ability to be aware contextually of the factors that fashion the dynamic of accompaniment. While both influences shape beginning and advanced directors, the former impacts more on the practice of beginning directors and the latter more affects advanced directors. Two factors may initiate and sustain the capacity of directors to adopt a contemplative stance. First, directors grow by noticing and attending to all the dimensions of their human experience. Second, directors develop by having their experience attended to in some form of therapeutic relationship or through participation in various developmental group processes. Directors may enhance their capacity to be aware contextually of the factors that fashion the dynamic of accompaniment through understanding paradigms about spiritual direction practice and spiritual development. Their appreciation of paradigms about spiritual direction may derive from two sources. The first is by how they distinguish more effectively spiritual direction from other therapeutic practices. The second is by how they grow in understanding relevant theological, philosophical, and psychological perspectives that inform good practice. Directors may further increase their comprehension of interpretive frameworks about spiritual development by redressing the attitudinal effects of fundamentalism and incorporating a multiplicity of approaches to spirituality. Training programmes are an important means to introduce and develop directors' abilities to be aware contextually of the factors that fashion the dynamic of accompaniment. A person's ecclesial role may influence the context in which a director commences practice. From this discussion, this study draws conclusions and offers recommendations applicable to practice and research.
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Truscott, Stephen Austin. "A study of the developmental influences that shape the contemporary practice of beginning and advanced spiritual directors." Truscott, Stephen Austin (2007) A study of the developmental influences that shape the contemporary practice of beginning and advanced spiritual directors. PhD thesis, Murdoch University, 2007. http://researchrepository.murdoch.edu.au/372/.

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This study explores the similar and different developmental influences that shape the practice of beginning and advanced spiritual directors. An examination of the contemporary literature on spiritual direction finds that in the main, two developmental influences shape the practice of contemporary spiritual directors: their capacity to adopt a contemplative stance towards their directees and their ability to be aware contextually of the factors that fashion the dynamic of accompaniment. While the review highlights the presence of these two influences, the literature is deficient in understanding the similarities and differences in how these two influences shape the practice of beginning and advanced spiritual directors. To address the deficiency, this study reviews three groups of Western Australian spiritual directors, Anglican, Churches of Christ and Roman Catholic. The investigation takes a qualitative, ethnographic approach, using focus groups. An analysis and discussion of the data confirms that the similarities and differences in the influences that shape their practice revolve around two key developmental influences namely, the capacity of directors to adopt a contemplative stance to their directees, and their ability to be aware contextually of the factors that fashion the dynamic of accompaniment. While both influences shape beginning and advanced directors, the former impacts more on the practice of beginning directors and the latter more affects advanced directors. Two factors may initiate and sustain the capacity of directors to adopt a contemplative stance. First, directors grow by noticing and attending to all the dimensions of their human experience. Second, directors develop by having their experience attended to in some form of therapeutic relationship or through participation in various developmental group processes. Directors may enhance their capacity to be aware contextually of the factors that fashion the dynamic of accompaniment through understanding paradigms about spiritual direction practice and spiritual development. Their appreciation of paradigms about spiritual direction may derive from two sources. The first is by how they distinguish more effectively spiritual direction from other therapeutic practices. The second is by how they grow in understanding relevant theological, philosophical, and psychological perspectives that inform good practice. Directors may further increase their comprehension of interpretive frameworks about spiritual development by redressing the attitudinal effects of fundamentalism and incorporating a multiplicity of approaches to spirituality. Training programmes are an important means to introduce and develop directors' abilities to be aware contextually of the factors that fashion the dynamic of accompaniment. A person's ecclesial role may influence the context in which a director commences practice. From this discussion, this study draws conclusions and offers recommendations applicable to practice and research.
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Kim, Kyung Eun. "Spiritual direction as a spiritual practice for reconciliation ministry : a personal reconciliation perspective." Thesis, University of Edinburgh, 2012. http://hdl.handle.net/1842/19901.

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Books on the topic "Spiritual direction"

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W, Jones Alan. Exploring spiritual direction. Cambridge, Mass: Cowley Publications, 1999.

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Rosage, David E. Beginning spiritual direction. Ann Arbor, Mich: Servant Publications, 1994.

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1957-, Wagner Nick, ed. Spiritual direction in context. Harrisburg, Pa: Morehouse Pub., 2006.

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Annette, Muto Susan, ed. Dynamics of spiritual direction. Pittsburgh, Pa: Epiphany Association, 2003.

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Kreider, Larry. Authentic spiritual mentoring: Nurturing younger believers toward spiritual maturity. Ventura, Calif: Regal Books, 2007.

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Theresa, Coombs Marie, ed. The way of spiritual direction. Wilmington, Del: M. Glazier, 1985.

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J, Connolly William, ed. The practice of spiritual direction. 2nd ed. New York: HarperOne, 2009.

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Kaam, Adrian L. Van. Dynamics of spiritual self-direction. Pittsburgh, PA: Epiphany Association, 1992.

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Theresa, Coombs Marie, ed. The way of spiritual direction. Collegeville, Minn: Liturgical Press, 1993.

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J, Connolly William, ed. The practice of spiritual direction. [San Francisco]: HarperSanFrancisco, 1999.

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Book chapters on the topic "Spiritual direction"

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Nolen, Kenneth L. "Spiritual Direction." In Encyclopedia of Psychology and Religion, 2260–62. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-24348-7_658.

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Nolen, Kenneth L. "Spiritual Direction." In Encyclopedia of Psychology and Religion, 1717–18. Boston, MA: Springer US, 2014. http://dx.doi.org/10.1007/978-1-4614-6086-2_658.

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Cyrous, Sam, Carol L. Schnabl Schweitzer, Stacey Enslow, Paul Larson, Rod Blackhirst, Morgan Stebbins, Erel Shalit, et al. "Spiritual Direction." In Encyclopedia of Psychology and Religion, 869–71. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71802-6_658.

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Murphy, Mark Gerard. "Lacan and Spiritual Direction." In The Direction of Desire, 195–229. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-33107-7_5.

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Jastrzębski, Andrzej K. "From Spiritual Direction to Spiritually Integrated Therapy." In Integrating Spirituality into Counseling, 67–83. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003262145-6.

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Murphy, Mark Gerard. "The Shift in Spiritual Direction." In The Direction of Desire, 15–61. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-33107-7_2.

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Ranft, Patricia. "Spiritual Direction among the Protestants." In A Woman’s Way, 157–72. New York: Palgrave Macmillan US, 2000. http://dx.doi.org/10.1007/978-1-349-38533-1_9.

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Ranft, Patricia. "Spiritual Direction among the Protestants." In A Woman's Way, 157–72. New York: Palgrave Macmillan US, 2000. http://dx.doi.org/10.1057/9780312299477_9.

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Murphy, Mark Gerard. "Desire in Pre-modern Spiritual Direction." In The Direction of Desire, 65–150. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-33107-7_3.

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Healey, Bede J. "Self-Disclosure in Religious Spiritual Direction." In Self-Disclosure in the Therapeutic Relationship, 17–27. Boston, MA: Springer US, 1990. http://dx.doi.org/10.1007/978-1-4899-3582-3_2.

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Conference papers on the topic "Spiritual direction"

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Lazar, Frans. "The Connection Between Counseling Psychology and Christian Spiritual Direction." In Proceedings of the 1st International Conference on Education, Humanities, Health and Agriculture, ICEHHA 2021, 3-4 June 2021, Ruteng, Flores, Indonesia. EAI, 2021. http://dx.doi.org/10.4108/eai.3-6-2021.2310678.

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SADRITDINOVA, DILFUZA MAMATXONOVNA. "LINGUOCULTUROLOGY - A NEW DIRECTION OF LINGUISTICS." In TEACHING FOREIGN LANGUAGES IN THE CONTEXT OF SUSTAINABLE DEVELOPMENT: BEST PRACTICES, PROBLEMS AND OPPORTUNITIES. ISCRC, 2023. http://dx.doi.org/10.37547/geo-87.

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This work is devoted to cultural linguistics, which studies the ethnopsychological characteristics and spiritual culture of the nation, parameology, precedent texts and sociocultural connotations. The author examines the key concepts of cultural linguistics, such as a picture of the world, concept, logo-episteme, phraseological units, idiomatic words, aphorisms, sayings, proverbs, quotes, stamps.
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İbadov, Rakif. "About The Religious Sites of The Medieval Period of The Southeastern Region of Azerbaijan Republic." In International Symposium Sheikh Zahid Gilani in the 800th Year of His Birth. Namiq Musalı, 2023. http://dx.doi.org/10.59402/ees01201812.

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In the medieval Ages, the geography of the rich religious and spiritual and monuments of Azerbaijan is ancient and extensive. It is urgent to identify and investigate the role and the place of religious sanctuaries which includes these spiritual values. In the modern phase the state care and important attention being paid in this direction, in the process of strengthening of the independence, the policy of preserving religious and spiritual values, interfaith relations and peacekeeping of our national leader H. Aliyev′s strategic policy is necessary historically. Keywords: Sanctuary, Tomb, Sacred Place, Multiculturalism, Synagogue.
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Sangadzhieva, Valentina Badmaevna, and Tsagan Nimaevna Ayushova. "PEDAGOGICAL TECHNOLOGIES OF INTERACTIVE LEARNING IN THE FRAMEWORK OF THE STUDY OF HUMANITIES AS A FACTOR OF SPIRITUAL AND MORAL EDUCATION OF STUDENTS." In Themed collection of papers from Foreign International Scientific Conference «Trends in the development of science and Global challenges» Ьу НNRI «National development» in cooperation with AFP. April 2023. - Managua (Nicaragua). Crossref, 2023. http://dx.doi.org/10.37539/230415.2023.70.93.018.

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This article analyzes the use of forms of interactive learning at lectures and seminars as part of the study of students of humanities disciplines on the example of two groups of pedagogical direction. The authors of the article presented the results of pedagogical technologies of interactive learning, which provide motivation, communication, freedom of expression, democracy, creativity, contribute to the spiritual and moral education of students.
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Kirillova, K. A., A. Y. Pashchenko, M. G. Zhalbe, and L. A. Volkov. "RELEVANCE OF THE INTRODUCTION OF FITNESS-AEROBICS IN THE TRAINING PROCESS OF YOUNG FOOTBALL PLAYERS." In Х Всероссийская научно-практическая конференция. Nizhnevartovsk State University, 2021. http://dx.doi.org/10.36906/fks-2020/21.

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The direction of fitness aerobics contributes to the harmonious development of the child, the improvement of physical, intellectual, mental, as well as spiritual and moral qualities. When training movements, young players acquire the knowledge necessary for their conscious motor activity, gain experience in their implementation, including creative. In the process of learning motor actions in young athletes developed the need to improve their own nature, they create the prerequisites for the implementation of their own individuality. Mastering a variety of fitness aerobics complexes, engaged in the opportunity to improve, as well as they have formed a deeper interest and love to practice in the football section.
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Yi, Xiong, and Bing Xiao. "Emotional Design Study for Blind Box Toys." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001781.

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With the rise of experience economy and constant pursuit of spiritual needs, blind box toys have explored a new path in the global toy market. The toys meet consumers’ needs as well as create emotional user experience for them. Blind box toys break down limitations of art and take advantage of emotional design to arouse the interaction between human and products. Taking blind box toys as main research object, combined with the theory of emotional design and emotional experience, this paper expounds the important direction of emotional design and summarizes the design experience of blind box toys. The attempt will guide and implement in the design of subsequent blind box toys.
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Devrnja, Zoran. "CRKVENO PRAVO KAO BOGOSLOVSKA I PRAVNA NAUČNA DISCIPLINA – PREDNOSTI I MANE DVOJNOG NAUČNOG IDENTITETA." In MEĐUNARODNI naučni skup Državno-crkveno pravo. University of Kragujevac, Faculty of law, 2023. http://dx.doi.org/10.46793/dcp23.045d.

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The Ecclesiastical law is one of the oldest theological disciplines that expresses the authentic church tradition created by the course of the sacred body of the Church throughout history. Besides its undeniable ecclesiastical identity and eclectic character that appear through the sacred permeating of its canonical testimony and other bearers of the theological traditions such as the science of worship, the patristic spiritual and theological legacy, and the contribution of shaping its dogmatical and ethical testifying, about bearers of literary tradition, and the history of Church, the Ecclesiastical law has been developing in the direction of its identification with the jurisprudent subjects and the methods of exploration from the period of late medieval, which makes it a dual scientific discipline. Albeit it has been the subject of discussions on its positioning in the family of legal and theological sciences during the last three centuries, the Ecclesiastical law withstands rounded and ultimate epistemological definitions, keeping its structural complexity as well as its multi-leveled, unique, and distinctive theological, legal, pastoral, and academic scientific identity. This topic is a reduced attempt to perceive the positive and negative consequences of the dual identity of the Ecclesiastical law.
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Hassan, Moshood Ayinde. "Designing Life Long Learning Frameworks for Graduates Employability in Nigeria." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.9676.

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Economic downturn in Nigeria is worsened by the arrival of Covid-19 in the early 2020. By the time economic activities resumed, inflation had skyrocketed. Life became difficult for the generality of the people. Many people including tertiary institutions students are developing shortcuts in the name of spiritual activities. Continuing in this direction portends danger in the future. Therefore, this study entitled: Designing lifelong frameworks for graduates’ employability in Nigeria is embarked upon. The purpose of the study is to emplace lifelong learning frameworks that would encourage graduates in embarking on sustainable and legal jobs after leaving the school. The population of the study comprised final year students from some selected Universities in Nigeria. The study employed research design of survey type, using appropriate statistics for analysis. Focus group discussion also be used to elicit information from the respondents. Findings revealed that respondents disagreed with the view that obtaining degree programme could serve as foundation for building future career. Some students from public university reported that whenever they were given research to conduct, they hardly receive guidance on how to go about it. It is recommended that employers of labour and training brokers should make appropriate use of lifelong learning frame works that will be beneficial when training programme is organised.
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Chávez, Minerva S. "EMPLOYING WHITENESS AS PROPERTY: LEADERSHIP IN HIGHER EDUCATION AND THE SIGNALING DIVERSITY WHEN YOU ARE WHITE." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v2end061.

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"Academic leaders in the United States are tasked with establishing university strategic plans that facilitate a holistic educational experience in order to meet the needs of our diverse student populations. A holistic education includes the academic, social, emotional, and spiritual (meaning of life, finding purpose) necessities of our students. To this end, let us consider the leaders accountable for upholding this ethical imperative. This autoethnography examines the concept of Whiteness as Property (WaP) (Harris, 1993) to identify how the distribution of power amongst educational leaders maintains whites in a space of racialized privilege while using people of color to signal their commitment to establishing a diverse university culture. Using the WaP lens, allows for the analyses of the practices, behaviors, and other social performances administrators engage in to construct their leadership identities in relation to the current sociopolitical milieu concerning inclusion and diversity. Autoethnography illuminates these leadership practices in unique ways—the narratives are from the perspective of the non-traditional leader. We serve to collectively lead our universities in the right direction to meet our strategic goals and provide equable education for all students. As a working-class Latina occupying educational leadership roles, autoethnography permits the theorization of my liminal perspective to underscore the interconnected role of universities as apparatuses assisting in capital accumulation, legitimation, and production. The narratives provide an analytical and profoundly humanistic understanding of the experiences that shape our conscious behaviors, actions, and thoughts in our workplace."
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VACARCIUC, Mariana. "Strategies for optimizing quality of music educational process by validating specific aspects of art-pedagogy." In Ştiință și educație: noi abordări și perspective. "Ion Creanga" State Pedagogical University, 2023. http://dx.doi.org/10.46727/c.v2.24-25-03-2023.p382-385.

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In this article, a current problem related to the quality of the educational process is addressed, which can be optimized by capitalizing ART-pedagogy – modern direction of pedagogical science, which studies the legitimacy, mechanisms, principles, rules of including the means of art in the educational context. ART-pedagogy has the potential to facilitate the formation-development process of fine arts and poetic artistic predispositions/ skills through music, offering conditions for perceiving the world from a new and original perspective. Thus, music education lessons should be carried out in an integrated way with other subjects, such as visual arts and the Romanian language and literature. By implementing ART-pedagogy in the musical educational process, teachers will be able to create optimal conditions at lessons for forming and developing the students’ deep perception of the universe, the need to acquire spiritual values, to develop their skills to understand the finest aspects of art as a whole and, finally, to form-develop their harmonious personality. To achieve these objectives, some of the methods specific to music education, both attested and original, are suggested and proposed in this article. Thanks to the increased potential of ART-pedagogy from the perspective of forming and developing the general artistic culture of students, personal development, increasing school performance, facilitating the act of communication between the teaching staff and the student through art, its utilization in the educational process leads to optimizing its quality.
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