70 research outputs found
Recommended from our members
#1 - The New Borders with Dr. Ayelet Shachar
No full textIn the inaugural episode, Ben speaks with Dr. Ayelet Shachar, Professor of Law, Political Science and Global Affairs at the University of Toronto, and author of The Shifting Border: Legal Cartographies of Migration and Mobility, on what borders mean in the 21st century for sovereignty and human rights
Ayelet Peer: Julius Caesar's Bellum Civile and the Composition of a New Reality, Farnham, Ashgate, 2015
No full textReseña de la obra de Ayelet PEER: Julius Caesar's Bellum Civile and the Composition of a New Reality, Farnham, Ashgate, 2015, 212 pp., ISBN: 978-1-4724-5307-8. A cargo de Christian Núñez López
Covid-19 Home Isolation Manuscript Data
No full textData for manuscript titled: Home Isolation during the COVID-19 Pandemic: Self-Mastery as a Moderator of Psychiatric Symptoms
Authors: Michelle Slone, Ayelet Peer, Flora Mo
The Emperor, the Sun, and Olympus:Mythology in the Modern Japanese Education System
No full textJapan has a cultural history far-removed from that of Greece and Rome. Western education and methods greatly influenced the development of Japanese education after the Meiji Restoration in 1868, but the mythology that was taught was not classical, but Japanese, mythology. This was, in fact, a point of great dissension in the past, with the mythological origin of the Imperial Family taught within the framework of history classes, from the establishment of the educational system in the 1870s onwards. This emphasis on nationalism, reinforced by the teaching of Japanese mythology, was an important element of education right up to World War Two. In their chapter, Ayelet Peer and Marie Højlund Roesgaard examine the role of Japanese mythology and Japanese Classics within the national curriculum, before going on to explore the exposure of Japanese children and youth to classical Graeco-Roman myth, looking at the role of mythology in modern Japanese society. They demonstrate that, whereas previously it had been a strong source of legitimacy and national identity, it has become trivialised into merely a rich store of stories and fantasies about ancient times, which form a common basic repository of narratives and images.
The complete volume "Our Mythical Education: The Reception of Classical Myth Worldwide in Formal Education, 1900–2020", edited by Lisa Maurice, focuses on school education including a wide geographical and chronological range. The volume covers Eastern and Western Europe, Asia, Africa, the Americas (including Canada, the USA, and South America), Australia and New Zealand.
Published in the series “Our Mythical Childhood”, edited by Prof. Katarzyna Marciniak, Faculty of “Artes Liberales”, University of Warsaw, Poland.
Open Access of the complete volume is available at https://www.wuw.pl/product-eng-14887-Our-Mythical-Education-The-Reception-of-Classical-Myth-Worldwide-in-Formal-Education-1900-2020-PDF.htmlThis project has received funding from the European Research Council (ERC) under the European Union's Horizon 2020 Research and Innovation Programme under grant agreement No 681202 (2016–2022), "Our Mythical Childhood... The Reception of Classical Antiquity in Children's and Young Adults' Culture in Response to Regional and Global Challenges", ERC Consolidator Grant led by Katarzyna Marciniak. Project's Website: www.omc.obta.al.uw.edu.pl.
The publication is licensed under (CC BY 3.0 PL) (full license available at: http://creativecommons.org/licenses/by/3.0/pl/legalcode)
Acquired selective IgA deficiency induced by dietary bovine IgA
No full textSelective IgA deficiency (sIgAD) is the most common immunodeficiency in humans. Auto-reactive antibodies to human IgA are found in the serum of 20-40% of individuals with sIgAD. It is unknown whether these antibodies play a role in the pathogenesis of this immunodeficiency, and most researchers believe that they are secondary to the onset of sIgAD. However, it is possible that in these individuals, the anti-IgA antibodies are in fact responsible for the removal of IgA from serum, and are originally generated against xenogeneic IgA. To examine this hypothesis, the presence of anti-bovine and anti-human IgA antibodies was tested by ELISA in serum samples from IgA-deficient and control individuals. All 14 of the IgA-deficient individuals that were tested had IgG anti-bovine IgA antibodies (100%), whereas only 8 had IgG anti-human IgA antibodies (57%). Individuals with both anti-bovine and anti-human IgA antibodies always had a higher titre against bovine IgA than against human IgA. Of 18 control individuals who have normal serum levels of IgA and no anti-human IgA antibodies, a surprisingly high proportion (61%) had IgG anti-bovine IgA antibodies in their serum. These results strongly support the hypothesis that the anti-human IgA antibodies found in IgA-deficient individuals are originally produced against xenogeneic IgA, specifically bovine IgA found in dietary beef products. These antibodies can be found in many normal individuals, but only those that cross-react with endogenous human IgA will lead to the removal of IgA from circulation, and to sIgAD. Thus, sIgAD with anti-IgA antibodies is an acquired immunodeficiency, initiated by cross-reactive antibodies consumed in the diet.M.S.Includes bibliographical references (p. 28-32)
Hear no Evil? The Manipulation of Words of Sounds and Rumours in Julius Caesar’s Commentaries
No full textIn recent years, we have witnessed how scholars have re-read and re-examined Caesar’s commentaries on the Gallic and Civil wars, focusing more on the works’ literary merits. In this contribution to the discussion I aim to show how Caesar deploys the motif of hearing to develop his narrative of battle description. Therefore I single out specific words denoting sound such as shouting (clamor), voices (vox), and also the use of rumours (rumor, fama). Caesar probably wished to give his audience a fuller, engaging portrayal of the battlefield, along with its dangers and terrors, so that we, his readers, are able not only to see through the general’s eyes, but also to hear the sounds of war. Sounds are thus significant in conveying the tense atmosphere of war, especially since soldiers are naturally frightened by what they cannot see, but only hear. Yet in this chaos of shouts and voices Caesar would have us remember that only one voice can ease the fears of the soldiers and restore order: the voice of the commander, imperator Caesar.
Speeches and the Late Republic in Cassius Dio (on C. Burden-Strevens, Cassius Dio’s Speeches and the Collapse of the Roman Republic: The Roman History, Books 3–56)
No full textConceptualizing cognitive-behavioral supervision: an exploratory study of supervising psychologists
No full textAlthough supervision plays a key role in the training of psychologists and in improving adherence to Cognitive-Behavioral Therapy (CBT), there is a scarcity of systematic knowledge on the supervision of CBT therapists. In response, Judith Beck’s supervision model has been a valuable development. However, there remains a dearth of research on the supervision practices of doctoral-level CBT supervisors in the field, and whether they adhere to Beck’s model. The current exploratory study investigated the practices of doctoral-level CBT supervisors along the following five dimensions: (a) the structure of CBT supervision, (b) attending to supervisees’ emotions, thoughts and behaviors, (c) relationship factors, (d) evaluation of supervisees, and (e) self-evaluation. In addition, this study assessed the extent to which supervisors followed Beck’s supervision model. A semi-structured interview was conducted with 10 experienced doctoral-level CBT supervisors. The participants had a median of 10 years of experience as CBT supervisors and 70% attained Diplomate or Fellow Certification with the Academy of Cognitive Therapy. The interviews were analyzed using a content analysis approach based on the five major topic domains outlined above. Case examples were also provided to further illustrate the supervision practices of three individual supervisors. Findings indicated that the supervision practices of supervisors in this sample were very similar along the five dimensions, and were also mostly consistent with Beck’s supervision model. More specifically, supervisors described their supervision structure as mirroring CBT therapy sessions (e.g., check-in, agenda setting, and problem solving); emphasized attending to supervisee’s thoughts if they interfere with the patient’s treatment; and stressed the importance of creating a collaborative and collegial relationship with supervisees. On the other hand, supervisors did not generally listen to entire therapy tapes and use rating scales to assess therapy sessions due to time constraints. Moreover, supervisors emphasized the importance of attending to supervisees’ emotions in supervision as well as the importance of increasing autonomy in CBT supervision, neither of which are explicitly discussed in Beck’s supervision model. Implications for future research are discussed, along with recommendations for CBT supervisors and training programs.Psy. D.Includes bibliographical referencesby Ayelet Katta
- …
