The definition of sociology and the sociology of definition: Durkheim's Rules of Sociological Method and high school philosophy in France

Despite his attempts to break with philosophy and found a science of society, Émile Durkheim (1858–1917) was involved with philosophy throughout his career. Academic philosophy in France was a highly centralized institution that produced professors capable of teaching a standard curriculum. These professors made up a significant portion of the audience whose support Durkheim hoped to win for his sociological project. The concepts of Pierre Bourdieu and the literature on the rhetoric of the human sciences can help reconstruct the field of academic philosophy, Durkheim's relationship with it, and the ways in which he drew upon it to formulate his method and to persuade his philosophical colleagues. Durkheim's definition of the social fact in The Rules of Sociological Method can only be understood in the context of French academic philosophy. © 1996 John Wiley & Sons, Inc.     

Psychotherapy Revolution: Translating Symptoms into Gifts

This article proposes four revolutions in psychotherapy. The first revolution invites therapists to focus on building client’s strengths rather than patching up weaknesses. The second revolution proposes a technique of translating symptoms into gifts. The third revolution invites therapists to consider alternative goals of psychotherapy other than returning the client to previous levels of functioning. Finally, the fourth revolution challenges the dictum of psychotherapy training that therapists should only teach their clients how to fish, metaphorically speaking, rather than giving them fish. Case studies are offered focusing particularly on clients diagnosed with Major Depression and Attention Deficit/Hyperactivity Disorder.     

Moral education for the elite of democracy: the classe de philosophie between sociology and philosophy

In this article, I address the issues at stake in the relationship between sociology and philosophy in the second half of the nineteenth century by focusing on a debate between two parties: Emile Durkheim, who was attempting to found an independent scientific sociology, and the editors and collaborators of the Revue de métaphysique et de morale (RMM), one of the central philosophical journals of the period. This debate focused on the role of philosophy in secondary school education, but at its heart, this was a struggle between two disciplines over which ought to direct the formation of good citizens for Third Republic France.     

Translating emotion theory and research into preventive interventions

Scientific advances in the field of emotions suggest a framework for conceptualizing the emotion-related aspects of prevention programs that aim to enhance children's socioemotional competence and prevent the emergence of behavior problems and psychopathology. A conception of emotions as inherently adaptive and motivational and the related empirical evidence from several disciplines and specialities suggest 7 principles for developing preventive interventions: the utilization of positive and negative emotions, emotion modulation as a mediator of emotion utilization, emotion patterns in states and traits, different processes of emotion activation, emotion communication in early life, and the development of connections for the modular and relatively independent emotions and cognitive systems. Each principle's practical implications and application in current prevention programs are discussed.     

Translating close-up research into action: a critical reflection

This paper argues that simple dissemination models do not work. One of the strengths of close-up research, with its emphasis on depth and understanding, is that it can identify why things are as they are and, by extension, when we identify wrongs seek to challenge them. The paper suggests, however, that making a difference is fraught with contradictions and that the translation from research to action is far from straightforward. We illustrate these tensions by reflecting on our experiences of conducting two projects for the UK Higher Education Academy. At the same time as exploring the slippages of translation and loss of criticality, however, we want to defend notion of praxis as theoretically informed change for critical social purposes. This involves a view of making a difference and research that moves beyond thinking of research as a discrete act and invokes the significance of corporate agency and the possibilities of acting collectively.     

Translating sales effort into service performance: it's an emotional ride

It has been broadly assumed by both researchers and managers that the more effort salespeople exert, the better their performance outcomes are likely to be. However, organizations are placing an increasing emphasis not just on objective sales outcomes, but on subjective, customer service outcomes as well. This research tests relationships between employee effort and relational performance. We develop and test the position that employee effort reaches a point of diminishing returns, after which relational performance decreases. Further, in an effort to bound our model, we test the moderating role played by employees' emotional intelligence in this relationship. We test our study model in a lagged, multisource field study, matching survey data collected from 107 employees and 19 supervisors, relational performance metrics, and archived effort data collected for a period of 3 months pre–survey data collection. The results from our analysis indicate that the relationship between effort and relational performance is captured by an inverted U-shaped function that is significantly moderated by emotional intelligence. We find that the effort of employees with low EI reaches an identifiable point of diminishing returns; however, the more effort those with high EI exert, the better their relational performance outcomes tend to be.     

Translating multiple assessment techniques into an intervention selection model for classrooms

Translating current research to school-based clinical practice highlights issues not often encountered in laboratory settings. With the assistance of a consultant, teachers conducted functional analyses, brief multielement treatment comparisons, and controlled treatment evaluations under naturalistic conditions in the classroom. Teachers also provided input on treatment selection. Treatment integrity data collected throughout the study suggested that teachers implemented analyses and treatments with high integrity. The functional analysis outcomes combined with effectiveness and acceptability data led to the selection of interventions that reduced problem behavior in the classrooms for each of 3 children.     

《道德经》首句英译问题研究

《道德经》已在西方传播数百年,各种译本达600种以上,但西方译者无论是对《道德经》语言文字的把握,还是对老子之"道"深刻内涵的领悟,都与原文化存在很大差异。《道德经》首句既是老子开篇立"道"之言,又贯穿全篇,句法严密,用词精妙,本文以此句为例,分析西方译者如何翻译老子之"大道"、"可道"、"常道"核心概念,进而探讨中华文化在西方传播中的误译误释问题。     

Translating the Human Right to Water and Sanitation into Public Policy Reform

The development of a human right to water and sanitation under international law has created an imperative to implement human rights in water and sanitation policy. Through forty-three interviews with informants in international institutions, national governments, and non-governmental organizations, this research examines interpretations of this new human right in global governance, national policy, and local practice. Exploring obstacles to the implementation of rights-based water and sanitation policy, the authors analyze the limitations of translating international human rights into local water and sanitation practice, concluding that system operators, utilities, and management boards remain largely unaffected by the changing public policy landscape for human rights realization. To understand the relevance of human rights standards to water and sanitation practitioners, this article frames a research agenda to ensure that human rights aspirations lead to public policy reforms and public health outcomes.