English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

olb categorized learning styles into four groups: (a) converging, (b) diverging, (c) assimilating, and (d) accommodating. Individuals of the first kind of learning style display interest in practical issues. The characteristic features of converging learning style are abstract conceptualization and active experimentation. The second type of learning style (i.e., diverging) is associated with concrete experience and reflective observation. Diverging Individuals tend to look at things from different perspectives, approaching situations through observing rather than doing. Individual with accommodating learning style desire to do things practically, developing under the slightest pressure and compulsion. The learning characteristics are concrete experience and active experimentation (1). Finally, individuals of assimilating learning style are able to understand, process, and combine a large amount of information logically and analytically. The learning characteristics are abstract conceptualization and reflective observation (2). In the last decade, the importance of spirituality and spiritual development in human has attracted increasing attention from psychologists and mental health professionals. Advances in the field of psychology on the one hand, and the K Abstract

Examining Spiritual Intelligence and Learning Style of High School Students in Lamerd