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Emily Bullock‐Yowell Lindsay Andrews Amy McConnell Michael Campbell 《Journal of Employment Counseling》2012,49(1):18-30
Little empirical knowledge about unemployed adults exists during a time when this group needs substantial career assistance. Because there is greater empirical understanding of college student career development compared with what is known about unemployed adults, a chi square and analyses of covariance were used to compare the career thinking, self‐efficacy, and interests of 169 unemployed adults seeking public job center assistance with that of 200 college students. Additionally, a diverse sample of 2,444 unemployed adults is demographically reviewed. Unemployed adults reported a higher level of Realistic interests and similar levels of negative career thinking and career decision‐making self‐efficacy compared with college students. 相似文献
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M. J. Garcia‐Encinas 《Metaphilosophy》2012,43(1-2):147-164
This article argues for two related theses. First, it defends a general thesis: any kind of necessity, including metaphysical necessity, can only be known a priori. Second, however, it also argues that the sort of a priori involved in modal metaphysical knowledge is not related to imagination or any sort of so‐called epistemic possibility. Imagination is neither a proof of possibility nor a limit to necessity. Rather, modal metaphysical knowledge is built on intuition of philosophical categories and the structures they form. 相似文献
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‘Pupil voice’ is a movement within state education in England that is associated with democracy, change, participation and
the raising of educational standards. While receiving much attention from educators and policy makers, less attention has
been paid to the theory behind the concept of pupil voice. An obvious point of theoretical departure is the work of Jürgen
Habermas, who over a number of decades has endeavoured to develop a theory of democracy that places strong significance on
language, communication and discourse. This paper is an attempt to gauge the usefulness of Habermas’ approach to understanding
the theory of pupil voice, in particular how his theory of universal pragmatics lends itself to a ‘philosophy of between’,
a philosophy that finds echoes in the conflicted nature of schooling that ‘pupil voice’ is supposed to rectify to some extent.
The paper also explores the drawbacks of a Habermasian approach, in particular his overreliance on rationality as a way of
understanding communication. Lacan’s concept of the objet petit a is introduced as an alternative way of understanding pupil
voice. 相似文献