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Books on the topic 'Emotional integrity'

Author: Grafiati
Published: 4 June 2021
Last updated: 12 February 2022

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1

The leadership integrity challenge: Assessing and facilitating emotional maturity. 2nd ed. Sonoma, Calif: Sanai Publishing, 2006.

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2

Abstract freedom: Creating emotional integrity in relationships. Seattle, WA: Puget Sound Press, 1999.

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3

The leadership integrity challenge: How to assess and facilitate emotional maturity. Sonoma, Calif: Sanai Publishing, 2005.

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4

Finally growing up: Living an authentic empowered life. Sonoma, Caif: Sanai Pub., 2008.

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5

Perach, Adam. "Even a flower ... ": Learnings on emotional integrity and spiritual breadwinning. Phoeniz: Perach Publishers, 2004.

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6

Wisdom in love: Kierkgaard and the ancient quest for emotional integrity. Notre Dame, IN: University of Notre Dame Press, 2004.

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7

Sound sentiments: Integrity in the emotions. Oxford: Oxford University Press, 2005.

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8

Sharing the blue crayon: How to integrate social, emotional, and literacy learning. Portland, Maine: Stenhouse Publishers, 2015.

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9

Watson, Charles E. Are you your own worst enemy?: The nine inner strengths you need to overcome self-defeating tendencies at work. Westport, Conn: Praeger, 2007.

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10

Perach, Adam. Even A Flower: Learnings On Emotional Integrity And Spiritual Breadwinning. Perach Press, 2004.

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11

Elliot, Adam. Even a Flower: A Memoir on Emotional Integrity and Spiritual Breadwinning. Writers Club Press, 2001.

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12

Furtak, Rick Anthony. Wisdom In Love: Kierkegaard And The Ancient Quest For Emotional Integrity. University of Notre Dame Press, 2005.

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13

Wisdom In Love: Kierkegaard And The Ancient Quest For Emotional Integrity. University of Notre Dame Press, 2005.

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14

Edward, E. Morler. The Leadership Integrity Challenge: Assessing and Facilitating Emotional Maturity, Expanded Second Edition. Sanai Publishing, 2006.

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15

Preparing Your Daughter for Every Woman's Battle: Creative Conversations About Sexual and Emotional Integrity (The Every Man Series). WaterBrook Press, 2010.

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16

Ethridge, Shannon. Preparing Your Daughter for Every Woman's Battle: Creative Conversations about Sexual and Emotional Integrity (The Every Man Series). WaterBrook Press, 2005.

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17

Decent People, Decent Company: How to Lead With Character at Work and in Life. Davies-Black Publishing, 2005.

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18

Decent People, Decent Company: How to Lead with Character at Work and in Life. Nicholas Brealey, 2015.

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19

Elfenbein, Hillary Anger. Emotional Dialects in the Language of Emotion. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190613501.003.0025.

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This paper discusses classic and recent findings on the cross-cultural communication of emotions, highlighting the dialect theory of emotion. Dialect theory uses a linguistic metaphor to argue emotion is a universal language with dialects that have subtle differences from each other. As in verbal language, it is more challenging to understand someone speaking a different dialect. This notion is meant to integrate decades of empirical findings. Notably, research supports an in-group advantage, whereby individuals are more accurate judging emotional expressions from their own cultural group versus foreign cultural groups. Dialect theory has at times been controversial due to its implications for dominant theories about cross-cultural differences in emotion. This chapter reviews dialect theory and discusses the mounting body of evidence in favor of it, evidence for alternative accounts, and practical implications for societies that are increasingly multicultural.
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20

Grandey, Alicia A., and Morgan A. Krannitz. Emotion Regulation at Work and at Home. Edited by Tammy D. Allen and Lillian T. Eby. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199337538.013.8.

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To effectively perform our roles, emotions need to be regulated while both at work (e.g., with customers, supervisor) and at home (e.g., with children, partner); yet, researchers often focus on one domain or the other. In this chapter, four main questions are addressed: (1) Is emotion regulation performed more at work or at home? (2) Is performing emotion regulation at work (i.e., emotional labor) more distressing to the employee than performing emotion regulation at home (i.e., emotion work)? (3) How does performing emotion regulation in one domain affect outcomes in the other domain? (4) Do emotional intelligence and regulatory skills help to successfully balance work and family? This chapter highlights what is known and unknown within each section, and provides many avenues for future research to better integrate emotion regulation with the work–family interface.
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21

Sound Sentiments: Integrity in the Emotions. Oxford University Press, USA, 2007.

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22

Herring, Jonathan. 6. Non-Fatal Non-Sexual Offences Against the Person. Oxford University Press, 2018. http://dx.doi.org/10.1093/he/9780198811817.003.0006.

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This chapter discusses a wide range of offences against the person: from an unwanted touching on an arm to a life-threatening attack. Key to the law is the right to bodily integrity: a person should not be touched against his or her wishes. This right is protected under the common law and Article 8 of the European Convention on Human Rights. Topics covered include assault and battery; assault occasioning actual bodily harm; malicious wounding; wounding with intent; poisoning; racially and religiously aggravated crimes; the Protection from Harassment Act 1997; threats offences; transmitting disease; consent and assault; the true nature and extent of violent crime; the nature of an assault; objections to and reform of the Offences Against the Person Act 1861; and emotional and relational harm.
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23

Anderson, Amanda. In the Middle of Life. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198755821.003.0003.

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This chapter explores the specific challenges that cognitive science and social psychology pose to those literary concepts and modes that are grounded in traditional moral understandings of selfhood and action, including integrity of character and notions such as tragic realization and moral repair. Focusing on the concept of moral time, the chapter explores two literary texts in which profound middle-of-life dramas take place: Henry James’s “The Beast in the Jungle” and Shakespeare’s The Winter’s Tale. A form of slow psychic time entirely lost to view in recent cognitive science is shown to take place in James’s tale, while The Winter’s Tale insists on the forms of moral and emotional experience that are beyond reflection and explanation. The readings presented are set in relation to key critical debates on the works, to challenge a persistent evasion of moral frameworks in contemporary anti-normative approaches.
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24

Brown, Andrew, Christopher T. Flinton, Josh Gibson, Brian Grant, Barrie Greiff, Duane Hagen, Stephen Heidel, et al. Future Directions. Edited by Andrew Brown, Christopher T. Flinton, Josh Gibson, Brian Grant, Barrie Greiff, Duane Hagen, Stephen Heidel, et al. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780190697068.003.0013.

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In this book, the authors have focused on three challenges to the human aspect of work—technology, globalization, and litigation—and have provided tools for managing the types of challenges these forces present. The workplace is an ever-changing scene, and we can only hypothesize how the relationships among globalization, litigation, and technology may change in the future. Nonetheless, maintaining emotional health in work and workplace relationships will remain ever-important for the success of employees, managers, employers, and the company as a whole. Increasing challenges to the integrity of culture and relationships in the workplace demand greater involvement from mental health professionals. Because of the substantial potential benefit both to the 21st-century business world and the field of psychiatry, the development of formal training in workplace issues, including courses, mentorship, and fellowships, would present an important opportunity for future psychiatric residency training.
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25

Bazzan, Anthony J., and Daniel A. Monti. Diet, Gut, and Brain: A New Horizon. Edited by Anthony J. Bazzan and Daniel A. Monti. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780190690557.003.0001.

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There is growing data that dietary factors have profound effects on inflammation, the gut microbiome, intestinal permeability, and the blood–brain barrier; all of which impact brain health and psychological well-being. The Western diet in particular is deleterious for both physical and cognitive/emotional health. This occurs primarily by causing inflammation in the gut and an activation of the immune system along with causing impairment in the integrity of the gut lining. This allows many reactive molecules to enter the general circulation and even cross the blood–brain barrier. Recent research advances elucidate that understanding the harmful physiological effects of certain dietary behaviors is as important as knowing the role of critical nutrients for optimal brain health. This chapter reviews current knowledge regarding diet and nutrition in the context of psychiatric disorders and brain health. Information is reviewed regarding the most appropriate dietary and nutrition approaches to support optimum brain health.
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26

Platte, Nathan. Success in Spite of Itself. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780199371112.003.0011.

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Detailed production files about the musical score for Spellbound reveal an intense and fraught collaboration among music editor Audray Granville, director Alfred Hitchcock, composer Miklós Rózsa, and, producer David O. Selznick. In contrast to Rebecca, for which Hitchcock assumed a back seat in the scoring, his music directions for Spellbound are more specific—and contrary to Selznick’s. Granville, whose influence stretches from the preview score to the final dubbing of Rózsa’s theremin-infused score, sought to reconcile these differences. Her editing is deftly effective—not only maintaining the motivic integrity of Rózsa’s score but also shifting the score’s emotional weight from its misogynist villains toward the beleaguered heroine (Ingrid Bergman). Ultimately, the collaborative tensions of Spellbound proved unsustainable: the final result disappointed all four players. Nevertheless, the score’s popular reception—abetted by another music-based publicity campaign and soundtrack album—made it one of the best-known scores of the studio era.
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27

Building Learning Communities with Character: How to Integrate Academic, Social, and Emotional Learning. Association for Supervision & Curriculum Deve, 2002.

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28

Trollope, Anthony. Framley Parsonage. Edited by Katherine Mullin and Francis O'Gorman. Oxford University Press, 2014. http://dx.doi.org/10.1093/owc/9780199663156.001.0001.

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‘The fact is, Mark, that you and I cannot conceive the depth of fraud in such a man as that.’ The Reverend Mark Robarts makes a mistake. Drawn into a social set at odds with his clerical responsibilities, he guarantees the debts of an unscrupulous Member of Parliament. He stands to lose his reputation, and his family, future, and home are all in peril. His patroness, the proud and demanding Lady Lufton, is offended and the romantic hopes of Mark's sister Lucy, courted by Lady Lufton's son, are in jeopardy. Pride and ambition are set against love and integrity in a novel that has remained one of Trollope's most popular stories. Set against ecclesiastical events in the Barchester diocese and informed by British political instability after the Crimean War, Trollope's fourth Barchester novel was his first major success. A compelling history of uncertain futures, Framley Parsonage is a vivid exploration of emotional and geographical displacement that grew out of Trollope's own experiences as he returned to England from Ireland in 1859.
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29

The heart and science of teaching : transformative applications that integrate academic and social-emotional learning. New York, NY : Teachers College Press, 2019.

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30

Brontë, Charlotte, and Juliette Atkinson. Jane Eyre. Edited by Margaret Smith. Oxford University Press, 2019. http://dx.doi.org/10.1093/owc/9780198804970.001.0001.

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Gentle reader, may you never feel what I then felt!’ Throughout the hardships of her childhood - spent with a severe aunt and abusive cousin, and later at the austere Lowood charity school - Jane Eyre clings to a sense of self-worth, despite of her treatment from those close to her. At the age of eighteen, sick of her narrow existence, she seeks work as a governess. The monotony of Jane’s new life at Thornfield Hall is broken up by the arrival of her peculiar and changeful employer, Mr Rochester. Routine at the mansion is further disrupted by mysterious incidents that draw the pair closer together but which, once explained, threaten Jane’s happiness and integrity. A flagship of Victorian fiction, Jane Eyre draws the reader in by the vigour of Jane’s voice and the novel’s forceful depiction of childhood injustice, of the restraints placed upon women, and the complexities of both faith and passion. The emotional charge of Jane’s story is as strong today as it was more than 150 years ago, as she seeks dignity and freedom on her own terms. In this new edition, Juliette Atkinson explores the power of narrative voice and looks at the striking physicality of the novel, which is both shocking and romantic.
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31

Carse, Alisa, and Cynda Hylton Rushton. Moral Distress. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780190619268.003.0003.

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Moral distress, a response to moral adversity that imperils integrity under conditions of constraint, has been studied for more than three decades. The context of clinical practice, the complexities of healthcare, clinicians’ roles, and broader society, alongside exponential advances in technology and treatment, create circumstances that regularly imperil integrity. These circumstances create the conditions for burnout, disengagement, and imperiled patient care. Specifically, they foster powerlessness, frustration, anger, diminished moral responsiveness, disillusionment, and shame. The cumulative dynamic of moral distress results in myriad detrimental consequences affecting the bodies, emotions, minds, and souls of clinicians. Transforming these experiences requires a shift in orientation toward restoring and preserving integrity by cultivating capacities of moral resilience and strategies to foster systemic ethical practice.
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32

Erwin, Jonathan C. SEL Solution: Integrate Social-Emotional Learning into Your Curriculum and Build a Caring Climate for All. Free Spirit Publishing, Incorporated, 2019.

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33

Cohen, Kerry. The Truth of Memoir: How to Write about Yourself and Others with Honesty, Emotion, and Integrity. Writer's Digest Books, 2014.

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34

Herrera, Socorro Guadalupe. Accelerating literacy for diverse learners: Classroom strategies that integrate social/emotional engagement and academic achievement, K-8. 2017.

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35

Davis, Zachary, and Anthony J. Steinbock. Scheler on the Moral and Political Significance of the Emotions. Edited by Dan Zahavi. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780198755340.013.13.

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Max Scheler’s contribution to the development of phenomenology is marked perhaps most distinctively by his analysis of the emotions. Rather than treat the emotions as merely subjective or psychological, he grants them their own integrity and privileged means of access. The purpose of this chapter is to show how his phenomenological analysis of the emotions offers unique insights into the nature of moral and political responsibility. There are three main sections to this chapter. The first section provides a brief biographical sketch, highlighting those who were most instrumental in Scheler’s approach to phenomenology. The second section examines how Scheler’s phenomenological analysis of the emotions overcomes the reductive approaches to the emotions in Modernity including Husserl’s own approach to the emotions. The third section clarifies how Scheler articulates the distinctive sense of solidarity necessarily entailed in the social relations and acts shared by members of a community.
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36

Lewis, Marc D. The Development of Emotion Regulation. Edited by Philip David Zelazo. Oxford University Press, 2013. http://dx.doi.org/10.1093/oxfordhb/9780199958474.013.0004.

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This chapter examines the relation between normative advances and emerging individual differences in emotion regulation (ER), using principles from developmental cognitive neuroscience to integrate these seemingly disparate processes. Like several other theorists, I view corticolimbic development as a self-organizing stream of synaptic alterations, driven by experience rather than biologically prespecified. This conceptualization helps resolve ambiguities that appear when we try, but consistently fail, to neatly parse individual differences and developmental differences. At the neural level, increasingly specific patterns of synaptic activation converge in response to (or in anticipation of) recurrent emotions, creating synaptic networks that link multiple regions. These networks regulate emotions (in real time). But they also stabilize and consolidate with repetition, thus giving rise tohabitsthat are the hallmark of individual development. These configurations are progressively sculpted through individual learning experiences, but they also become increasingly effective with use, thereby expressing both individual trajectories and normative advances as they develop. In sum, experience-driven synaptic changes create a repertoire of individual solutions to universal challenges, shared among members of a culture or society. This description casts individual differences and age-related advances as dual facets of a unitary developmental process.
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37

Idinopulos, Thomas A., and Charles E. Watson. Are You Your Own Worst Enemy?: The Nine Inner Strengths You Need to Overcome Self-Defeating Tendencies at Work. Praeger Publishers, 2007.

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38

Lavelle, Brooke D., Lisa Flook, and Dara G. Ghahremani. A Call for Compassion and Care in Education. Edited by Emma M. Seppälä, Emiliana Simon-Thomas, Stephanie L. Brown, Monica C. Worline, C. Daryl Cameron, and James R. Doty. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780190464684.013.33.

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Students are challenged by stressors that negatively impact their physical health and well-being as well as their ability to thrive in school. Many educators have mobilized to address these issues, as mounting evidence suggests that enhancing the social, emotional, cultural, and ethical aspects of schooling improves student well-being. These movements have stirred a variety of prosocial education initiatives—including Social and Emotional Learning (SEL) and mindfulness-based programs—which have been shown to make a positive impact. Yet in spite of this growing interest in prosocial education, these movements have proceeded largely independently of one another and without a comprehensive theoretical model of prosocial development. In this chapter, we review the evidence of compassion-based interventions and offer a compassion-based framework as an organizing principle for the field that may help integrate diverse prosocial approaches and help educators respond most effectively to needs of our school communities.
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39

Emond, Alan, and Jane Coad. School readiness and transition into school. Edited by Alan Emond. Oxford University Press, 2019. http://dx.doi.org/10.1093/med/9780198788850.003.0031.

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School readiness is a complex construct which includes physical health and well-being, social competence, emotional maturity, language and cognitive development, and communication skills. This chapter reviews the evidence for interventions which help children, and their families, be ready to start school, and highlights good practice in schools being ready and welcoming for new children. The issues of transition into school are discussed, and evidence presented on how children with medical needs can be helped to integrate and participate. Health assessments at school entry are reviewed, and the complicated area of medication in schools is summarized.
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40

Allen, Charles Lawrence. Why Good People Make Bad Choices: How You Can Develop Peace Of Mind Through Integrity (New Horizons in Therapy Series). Loving Healing Press, 2006.

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41

Clasen, Mathias. Why Horror Seduces. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190666507.001.0001.

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This book explains the appeals and functions of horror entertainment by drawing on cutting-edge findings in the evolutionary social sciences, showing how the horror genre is a product of human nature. It is the first book to integrate the study of horror with the sciences of human nature and to offer a sustained analysis of the ways in which our evolutionary heritage constrains and directs horror in literature, film, and computer games. The central claim of the book is that horror entertainment works by targeting ancient and deeply conserved neurobiological mechanisms. We are attracted to horrifying entertainment because we have an adaptive tendency to find pleasure in make-believe that allows us to experience negative emotions at high levels of intensity within a safe context. This book offers a detailed theoretical account of the biological underpinnings of the paradoxically and perennially popular genre of horror. The theoretical account is bolstered with original analyses of a range of well-known and popular modern American works of horror literature and horror film to illustrate how these works target evolved cognitive and emotional mechanisms to fulfill their function of absorbing, engaging, and horrifying audiences: I Am Legend (1954), Rosemary’s Baby (1967), Night of the Living Dead (1968), Jaws (1975), The Shining (1977), Halloween (1978), and The Blair Witch Project (1999). The book’s final chapter expands the discussion to include interactive, highly immersive horror experiences offered through horror video games and commercial haunted attractions.
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42

Wellman, James, Katie Corcoran, and Kate Stockly. High on God. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780199827718.001.0001.

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Humans are homo duplex, seeking to be individuals but knowing this is only possible in communities. Thus, humans struggle to integrate these two sides of their nature. Megachurches have been enormously successful at resolving this struggle. How do they do it, and what is it about their structure and rituals that makes so many feel as if they are high on God? The affective energies and emotional valences that characterize religious ecstasy are the primary focus of our study of megachurches. Empirically, humans want and desire forms of what Randall Collins calls “emotional energy.” Drawing on extensive qualitative and quantitative data on twelve nationally representative megachurches, we identify six desires that megachurches evoke and meet: acceptance, awe and spiritual stimulation, reliable leadership, deliverance, purpose, and solidarity in a community of like-minded others. Megachurches satisfy these desires through co-presence—being in the presence of other desiring people—a shared mood achieved through powerful musical worship services, a mutual focus of attention on the charismatic senior pastor who acts as an emotional charging agent, transformative altar calls, service opportunities, and small-group participation. This interaction ritual chain solidifies attendees’ commitment and group loyalty, and keeps them coming back to be recharged. Megachurches also have a dark side: they are known for their highly publicized scandals often involving malfeasance of the senior pastor. After examining the positive and negative sides to megachurches, we conclude that they successfully meet the desire of humans to flourish as individuals and to do so in a group.
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43

Nation, R. Craig. Noncompliance with the Geneva Conventions in the Wars of Yugoslav Secession. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780199379774.003.0009.

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The wars of Yugoslav secession were characterized by multiple violations of the law of war and armed conflict. Understanding why these violations occurred is an important foundation for determining how such outcomes might be tempered looking forward. This chapter addresses the sources of war crimes during the Yugoslav wars from various perspectives, including the deficiencies of professional military education, ethnic mobilization on the basis of hate narratives in a context of state failure, the role of paramilitary forces, leadership failures, and ineffective legal constraint. In future armed conflicts of a comparable nature one must be aware of the gap between the conventional interstate conflicts for which the Geneva Conventions were originally devised and the demands of contemporary new wars, where sovereign states are no longer primary actors, irregular forces play a greater role, and emotionally laden discourses of identity and cultural integrity replace classic geostrategic goals.
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44

Gutiérrez-Maldonado, José, Marta Ferrer-García, Antonios Dakanalis, and Giuseppe Riva. Virtual Reality. Edited by W. Stewart Agras and Athena Robinson. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780190620998.013.26.

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In the last twenty years researchers have embraced virtual reality (VR) in order to integrate and extend the assessment tools and treatments currently in use for eating disorders (EDs). Specifically the VR protocols for EDs try to exploit clinically the sense of “presence,” that is, the feeling of “being there” inside the virtual environment. The sense of presence offered by VR can be a powerful tool in therapy because it provides the individual with a world in which he/she can be placed and live a particular experience. This triggers emotional reactions in patients and allows a higher level of self-reflectiveness than that provided by memory and imagination, and greater control than that offered by direct “real” experience. In particular, VR protocols for EDs use technology to alter the experience of the body (embodiment) in real time and as a cue exposure tool for reducing food craving.
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45

Licardo, Marta, and Isabel Simões Dias, eds. Contemporary themes in early childhood education and international educational modules. University of Maribor Press, 2019. http://dx.doi.org/10.18690/978-961-286-269-5.

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The purpose of the book is to present contemporary themes in early childhood education that are important for preschool education in practice and as topics in the education of students who will work in preschool education settings. The presented scientific research includes various themes in the field of pedagogy, didactics, special didactics and psychology. The results of the research reveal important conclusions regarding relationships between children and preschool teachers, children’s relationships with peers, important practices for social-emotional learning, problems that occur in students’ mathematics knowledge and the possibilities of promoting family literacy. Professional reports present international good practices in various educational settings for preschool education students. The presented good practices are innovative and are all based on socio-constructivist pedagogies. Authors report on how to activate learning in early childhood education with service learning, programming with children, science technology and maths, daily training in kindergartens, multimodal literacy, dance and didactic materials. In the last chapter international educational modules are presented that were prepared and tested within the project Erasmus+: International Learning Module in Early Years Education (EYE), between the years 2017 and 2019. These modules are examples of innovative education and how to integrate important topics in international early childhood education.
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46

Trestman, Robert L. Psychiatric aspects of pain management. Oxford University Press, 2015. http://dx.doi.org/10.1093/med/9780199360574.003.0039.

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Chronic pain differs from acute pain in many ways. First, by definition, it has become enduring and goes beyond the expected period of healing, whether post-trauma, post-surgery, or as part of a degenerative or progressive disease. The typical time frame used for defining chronic pain is defined as pain that persists beyond a six month window. Another characteristic that distinguishes chronic from acute pain is the emotional element of perceived suffering. This component of chronic pain becomes important in the assessment and subsequent treatment of chronic pain. Chronic pain management in a correctional setting is very challenging due to a host of factors. First, the majority of people being treated have a history of substance abuse disorders. Further, as a whole, the population of incarcerated adults has a disproportionate prevalence of significant chronic medical and psychiatric conditions. Finally, access to illicit drugs is limited, if not completely eliminated in correctional settings, shifting the environmental demand characteristics to prescription medication misuse. This chapter addresses issues of the psychiatric assessment and management of chronic pain in correctional settings. Information is provided regarding the factors to be elicited in a chronic pain interview, the methods used to assess chronic pain, and the assessment factors appropriate to integrate into a management plan. The methods used to manage chronic pain, including close coordination with a treatment team, cognitive behavioral interventions, and pharmacological management are presented. Tracking treatment outcomes from a psychiatric perspective in the correctional setting are then discussed.
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47

Trestman, Robert L. Psychiatric aspects of pain management. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780199360574.003.0039_update_001.

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Chronic pain differs from acute pain in many ways. First, by definition, it has become enduring and goes beyond the expected period of healing, whether post-trauma, post-surgery, or as part of a degenerative or progressive disease. The typical time frame used for defining chronic pain is defined as pain that persists beyond a six month window. Another characteristic that distinguishes chronic from acute pain is the emotional element of perceived suffering. This component of chronic pain becomes important in the assessment and subsequent treatment of chronic pain. Chronic pain management in a correctional setting is very challenging due to a host of factors. First, the majority of people being treated have a history of substance abuse disorders. Further, as a whole, the population of incarcerated adults has a disproportionate prevalence of significant chronic medical and psychiatric conditions. Finally, access to illicit drugs is limited, if not completely eliminated in correctional settings, shifting the environmental demand characteristics to prescription medication misuse. This chapter addresses issues of the psychiatric assessment and management of chronic pain in correctional settings. Information is provided regarding the factors to be elicited in a chronic pain interview, the methods used to assess chronic pain, and the assessment factors appropriate to integrate into a management plan. The methods used to manage chronic pain, including close coordination with a treatment team, cognitive behavioral interventions, and pharmacological management are presented. Tracking treatment outcomes from a psychiatric perspective in the correctional setting are then discussed.
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48

Attain a Happy & Peaceful Life by Nikhil Anshuman: Live a life filled with happiness and inner peace. Nikhil Anshuman, 2019.

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