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MARY J. HEPPNER JOSEPH A. JOHNSTON JULIE BRINKHOFF 《Journal of counseling and development : JCD》1988,66(7):340-341
The authors describe a career information hotline for rural and farm residents affected by the farm crisis as one way a university career center and extension division can make their resources more generally available to residents. The rural crisis is real, but a crisis brings opportunities. There are opportunities to provide needed services and help ease the personal cost for families and reduce the declining quality of life in rural communities. (Heffernan & Heffernan, 1985, p. 17) 相似文献
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JULIE A. NELSON 《希帕蒂亚:女权主义哲学杂志》1992,7(3):138-154
I present a way of thinking about gender that I have found helpful in evaluating various proposed feminist projects. By considering gender and value as independent dimensions, relationships of “difference” can be more clearly perceived as involving relationships of lack, of complementarity, or of perversion. I illustrate the use of my gender/value “compass” with applications to questions of self-identity, rationality, and knowledge. This way of thinking about gender allows a conceptualization of feminism that neither erases nor emphasizes gender distinctions. 相似文献
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The authors examine and propose a synthesis of the theoretical tenets of ecumenical religious principles and cognitive-developmental stages of moral reasoning as a basis for value development. Because the college years represent a major opportunity for such value development, a case is made for formal programs and curriculum development for this period and an example is provided of coursework designed to promote systematic consciousness and the process of value growth. 相似文献
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ABSTRACT Creativity research has unsettled education by newly defining neglected abilities, and by proposing new methods like training in questioning abilities, but conventional methods do not encourage students to learn or think by asking good questions. We need to cultivate the full spectrum of talents by bridging the research—classroom practice gap. A proposed three-dimensional model for analyzing curricula, courses, and classes would show us where we are not doing a good job in teaching students to think while we are simultaneously teaching them subject-matter content. Content is best learned as a by-product of thinking or learning processes. The proposed model capitalizes on transfer effects of both processes and content, and may be of value in working, not only with those highest in a talent, but also with the educationally deprived. Every student should learn to use each of his abilities at some point in the educational process, but different teachers may specialize in various contents, processes, or methods. 相似文献
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ITEM GENERATION PROCEDURES AND BACKGROUND DATA SCALES: IMPLICATIONS FOR CONSTRUCT AND CRITERION-RELATED VALIDITY 总被引:1,自引:0,他引:1
MICHAEL D. MUMFORD DAVID P. COSTANZA MARY SHANE CONNELLY JULIE F. JOHNSON 《Personnel Psychology》1996,49(2):361-398
Background data measures are one of the best predictors of job performance. Nonetheless, questions have been raised about their content and construct validity. The present effort describes a set of procedures for developing construct and content valid background data items. Data gathered in seven field studies and six laboratory studies are presented bearing on the reliability and validity of the measures constructed using these item generation procedures. Findings in these studies indicate that construct-based item generation procedures yield reliable scales evidencing both content and construct validity. Furthermore, these scales are capable of predicting performance in a variety of settings. Theoretical and practical implications of these findings for the development and validation of background data measures are discussed. 相似文献
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