What kind of networking strategy advice should career counsellors offer university graduates searching for a job?

This study investigated the relationship between social networking and job placement of university graduates. It explored whether getting a job through social contacts is the consequence of an intentional investment in social capital or is related to the biographical and psychological characteristics of the job-seeker; to what extent job-search strategies are related to the chance of being offered a job; and, finally, the relationships between social networking, social support and psychological well-being. Results showed two different approaches to the process of job entry-use of formal or informal contacts in job-finding-which led to different patterns of job-seeking strategies and employment outcomes after graduation. Significant differences were found between use of formal and informal sources of help relating to graduates' job-search intention and confidence in using social networks to find a job. No significant relationship was found between use of different sources of help and psychological well-being. Implications for university guidance services are discussed.     

Icelandic and American Students' Expectations About Counseling

The Expectations About Counseling‐Brief Form (H. E. A. Tinsley, 1982) was administered to 261 Icelandic and 225 American undergraduates. A 2 (Nationality: Icelandic & American) x 2 (Sex: men & women) x 3 (Holland Type: A, S, E) between subjects multivariate analysis of covariance (MANCOVA) was calculated with prior counseling experience as a covariate and expectations about counseling as dependent variables. Icelanders had higher expectations about counselor expertise than did Americans. In addition, women expected to be more personally committed in counseling than did men. Results are discussed in terms of counselor roles and functions and the role of help seeking in Iceland.     

The Gender Belief System,Authoritarianism, Social Dominance Orientation,and Heterosexuals' Attitudes Toward Lesbians and Gay Men

We tested hypotheses drawn from three theoretical perspectives—gender belief system, authoritarianism, and social dominance—concerning heterosexuals' attitudes toward lesbians and gay men. Data from 122 male and 131 female heterosexual college students with mostly White, middle-class backgrounds indicated that constructs postulated by all three perspectives played important roles in predicting attitudes: Gender differences in attitudes toward lesbians and gay men were mediated by social dominance orientation and gender-role beliefs, indicating that gender role beliefs may act as legitimizing myths to justify antigay attitudes. Authoritarianism had both a direct relationship to attitudes toward lesbians and gay men and an indirect relationship mediated by gender-role beliefs.     

Constructions and Reconstructions: Latino Parents' Values for Children

There is a fair amount of support for the premise that parents construct their child-related values from the ethnic cultural models that are available to them. There are also indications that personal experiences play a role in the construction of values. However, this latter influence has not been well-researched. We reconstructed the child-related values of a sample of Mexican American and Puerto Rican parents of young children with disability to describe parent-held values and to examine the extent to which having a child with a disability impacted on these values. Analysis of parental ratings and of their narratives indicated substantial consistency across gender, civil status, and country of origin. Disability appeared to have a small and diffused impact on the values. Ratings differed significantly on the basis of the language of interview, and the definitions that parents offered also showed an effect of interaction with the Anglo American culture. However, an in-depth examination of these differences indicated that they were mostly restricted to labeling. The basic values of parents remained fairly consistent. This finding has substantial implications for research and practice. Equivalence of meaning should not be assumed across populations.     

Poincaré’s Classification of Hypotheses and Their Role in Natural Science

In the introduction to his famous book, La Science et l’hypothèse, Poincaré remarks on the necessary role and legitimacy of hypotheses. He establishes a triple classification of hypotheses, dividing them into verifiable, useful, and apparent. However, in chapter 9, entitled ‘Les hypothèses en physique’, he gives a slightly different triadic classification: natural hypotheses, indifferent hypotheses, and real generalizations. The origin of this second classification is a lecture given at the International Congress of Physics, Paris, 1900. What are the similarities and differences between these two classifications? My main purpose is to provide a possible equivalence between the two classifications in order to clarify the role of hypotheses in Poincaré’s epistemology of natural science. The discussion will be based on the two fundamental texts mentioned above and on the contrast between Poincaré’s use of the notion of hypothesis and that of some of his contemporaries.