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Tony Botelho 《Journal of Employment Counseling》2011,48(1):37-38
Spencer G. Niles, Norman E. Amundson, and Roberta A. Neault. (2011). Career Flow: A Hope‐Centered Approach to Career Development. Boston, MA: Prentice Hall. 264 pages, $32.00 List, ISBN 978–0132241908. 相似文献
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Tony Milligan 《Ratio》2012,25(2):164-176
Iris Murdoch's philosophical texts depart significantly from familiar analytic discursive norms. (Such as the norms concerning argument structure and the minimization of rhetoric.) This may lead us to adopt one of two strategies. On the one hand an assimilation strategy that involves translation of Murdoch's claims into the more familiar terms of property‐realism (the terminology of ethical naturalism and non‐naturalism). On the other hand, there is the option of adopting a crossover strategy and reading Murdoch as (in some sense) a philosopher who belongs more properly to the continental tradition. The following article argues that if familiar Quinean claims about ontological commitment and Murdoch's account of metaphor are both broadly correct then the assimilation strategy must fail to produce a faithful translation. Nonetheless, Murdoch's connection to the analytic tradition is more than genealogical, it is more than a matter of her writing (initially) in response to analytic contemporaries before branching off in a more continental direction. While she departs from familiar analytic discursive norms, she continues to accept most of the epistemic values (such as clarity and simplicity) that the norms embody. 相似文献
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Our visual systems account for stimulus context in brightness perception, but whether such adjustments occur for stimuli that we are unaware of has not been established. We therefore assessed whether stimulus context influences brightness processing by measuring unconscious priming with metacontrast masking. When a middle-gray disk was presented on a darker (or brighter) background, such that it could be consciously perceived as brighter (or darker) via simultaneous brightness contrast (SBC), reaction times were significantly faster to a bright (or dark) annulus than to a dark (or bright) annulus. We further show that context-dependent brightness priming does not correlate with visibility using an objective measure of awareness (Experiment 1) and that context-dependent, but not context-independent brightness priming, occurs equally strongly for stimuli below or above the subjective threshold for awareness (Experiment 2). These results suggest that SBC occurs at early levels of visual input and is not influenced by conscious perception. 相似文献
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The main results of the Central Lancashire Family and Community Project are reported. The project extended from 1965 to 1973 and attempted to determine experimentally the value of social work undertaken in secondary schools. Significant reductions in juvenile maladjustment and misbehaviour, both short- and long-term, were achieved. While children sent to court showed some behavioural improvement, this was accompanied by a deterioration in measures of adjustment; whereas treatment of a matched sample by school social workers was associated with sustained improvement both in behaviour and in test measures of social adjustment. The school setting was shown to have impeded the workers in a variety of ways: teachers' judgements of what were suitable cases to refer were biassed towards certain kinds of behaviour, and the teachers expected the social workers to achieve unrealistically rapid behavioural improvement. There was also pressure upon the workers to over-identify with the school, its ethos and its staff, and to become too generously involved in school activities, which interfered with their relationships with the children and the time available for social work — especially home visiting. These handicaps, however, were more than offset by the advantages of the school setting in aiding the identification of needy cases at an early stage in the development of their problems, and in undertaking sustained, beneficial casework Furthermore, there were indications that the presence of the worker in itself tended to change the ethos of the school. 相似文献
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