Good looks and good practice: the attitudes of career practitioners to attractiveness and appearance

Empirical evidence attests the impact that career image has on objective career success, yet little is known of how career practitioners conceptualise and operationalise this information. This article presents the quantitative findings of an online survey of career practitioners (n?=?399, 74% female, 89% white and 75% from the U.K.) exploring their attitudes and practices towards issues of appearance and attractiveness. Career practitioners who participated in this survey acknowledged that beauty, self-presentation and interpersonal skills influence career success, and 96% of them considered conversations about career image as part of their professional remit. The career practitioners felt relatively comfortable and well informed in their discussions in this arena, but would welcome further guidance and training to inform their practice. Ethical and practical implications for the profession are considered.     

The ‘tyranny of time’: getting to the heart of the impact of educational cuts on the provision of guidance counselling in Ireland

The Irish Education Act (Government of Ireland 1998) stipulates that each young person in secondary school in Ireland is entitled to access ‘appropriate’ guidance. It has been argued that this very right has been eroded since Budget 2012, where resource re-allocations in guidance counselling are obstructing the requirement for schools to implement this section of the Act. This qualitative study explored the effects of ‘educational cutbacks’ from the perspective of guidance counsellors. Findings from interviews with guidance counsellors, suggest that the effects of such cutbacks in guidance counselling are far-reaching and ultimately students are the one’s losing out. The paper proposes that there is a need to reinstate guidance counselling hours to allow guidance counsellors provide a comprehensive service to young people – which they are entitled to.     

On being guided – a typology of career guidance in EU discourses*

With this article we want to illustrate how the central publications of the European Union legitimate a role of Career Guidance Services (CGS) that help in establishing a desired form of social order. Using the Sociology of Knowledge Approach to Discourse, we reconstructed four typical metaphorical conceptualisations of CGS that go along with desirable and taken-for-granted subject positions. The results reveal the assigned active role of CGS in establishing a specific vision of and in transforming the European society. We conclude by outlining the ways in which critique is expressed within the discourse and by highlighting the inherent ambivalences of these practices of critique.     

Exploring counsellor perceptions of the impact of counselling supervision on clients

This qualitative study explores counsellors’ experiences and perceptions of how counselling supervision impacts upon their clients. Data collection combined open‐ended questionnaires (n = 13) and semi‐structured interviews (n = 6). The findings indicate that supervision impacts client work both helpfully and unhelpfully. Areas that emerged as having the most direct impact on client work were the counselling relationship dynamics and self‐awareness, professional development, emotional support, clients not discussed in supervision and the quality of the supervisory relationship. Congruence and confidence were the most direct link between supervision and client work.     

背景线索对室内场景中目标搜索的注意引导

以室内3D场景图为实验材料,采用眼动追踪技术,探讨背景线索对真实场景视觉搜索过程中的注意引导。结果发现：在室内场景目标搜索过程中存在背景线索效应,该效应基于对背景-目标共变关系的外显记忆;背景线索对搜索的启动和确认阶段无影响,对扫描阶段的注视行为有促进作用,有助于更有效地选择注视区域,将注视更直接地导向目标所在位置。     

Factors affecting the involvement of teachers in guidance and counselling as a whole-school approach

This study explores factors affecting the involvement of regular secondary school teachers in the whole-school approach to guidance and counselling by interviewing 12 secondary school teachers in Hong Kong. Emerging themes include teachers' ownership of their role in student guidance and counselling, the alignment of their disposition with education policies, school missions and culture, and their philosophy in education. Findings of what these teachers are actually doing in guidance and counselling are presented. Implications for policy-makers, administrators and leaders for comprehensive guidance and counselling programmes are drawn from constraints that limit interviewees' full potential in assisting students.     

脑信号导向蛋白Semaphorins3F与难治性癫痫

在神经发育过程中Semaphorins为轴突导向和神经细胞的迁移提供导向信息。这些导向分子通过抑制自发的或异常的轴突生长来维持己建立的神经连接,并参与突触可塑性以及中枢神经受损后抑制神经再生与神经细胞的死亡。目前,虽然对Semaphorins在神经发育、成熟及受损不同阶段中的功能己有初步的了解,但Semaphorins其受体多样,尚无法预测Sema-phorins与其受体的结合将产生的生物学效应以及Semaphorins在神经系统中起作用的分子机制。进一步研究Semaphorins对癫痫、精神分裂、老年痴呆症等神经系统性疾病的治疗具有深远意义。     

The influence of Confucianism: a narrative study of Hong Kong teachers’ understanding and practices of school guidance and counselling

School guidance seeks to promote the whole person growth of students. It is regarded as an integral part of an educational programme. In Hong Kong secondary schools, a team of teachers are responsible for school guidance. This article examines how guidance teachers made sense of their caring work in general and specifically the counselling services they offered to students. With the use of a narrative analysis and personal experience methods, the study explores the experience of guidance teachers in counselling. Twelve in-service teachers who had enrolled in the Postgraduate Diploma in Education programme at the Hong Kong Institute of Education were interviewed. The influence of the Chinese philosophy of Confucianism, emerging as a theme from the data, was prominent, as its key principles were incorporated into the teachers’ personal systems of counselling. The findings illuminate the influence of Chinese culture in Hong Kong schools. Implications for the promotion of culturally responsive approaches to counselling and culturally competent practices for helping are discussed.     

Modeling and prediction of driver preparations for making a right turn based on vehicle velocity and traffic conditions while approaching an intersection

This paper focuses on modeling and predicting the influence of a vehicle’s velocity and the relative position between a driver’s vehicle and a vehicle to the front or rear on the onset of driver preparations for making a right turn at an intersection. Repeated experiments were carried out on a public road to measure driver preparations, including releasing the accelerator pedal, moving the right foot to cover the brake pedal, and activating the turn signal, as well as to record vehicle velocity and the relative distances to the leading and following vehicles. Structural equation modeling was applied to estimate these relationships quantitatively. Two separate latent variables accounting for the interaction between the driver’s vehicle and leading or following vehicles, and the onset point where driving behavior changes from straight mode to preparation mode before a right turn, were introduced in the specification of the structural equation model. The model estimates and testing indicate that the proposed structural equation model represents well the relationship hypothesized by observational analysis: that the vehicle velocity and the traffic conditions surrounding the driver’s vehicle strongly influence the driver’s deceleration and more weakly influenced turn signal activation. The proposed structural equation model contributes to the prediction of the onset locations of covering the brake pedal and activating the turn signal based on the vehicle velocity and the relative distances to the front and rear vehicles when the accelerator pedal is released. The prediction accuracy is high compared with predictions in which the vehicle velocity and the headway or rear distances are not taken into account or predictions using a single regression model with one independent variable, namely driving speed. Finally, a possible new addition to in-vehicle navigation systems that detects unusual driver behavior by predicting the driver’s preparatory maneuvers is discussed.     

Work values system development during adolescence

Work values stability, change, and development can be appreciably reduced to a living system model [Ford, D. H. (1994). Humans as self-constructing living systems: A developmental perspective on behavior and personality (2nd ed.). Hillsdale, NJ: Lawrence Erlbaum Associates]. This theoretical model includes discrepancy-reducing and cohesion-amplifying mechanisms that interact to govern the change in standard- and goal-oriented work values over time [Boldero, J., & Francis, J. (2002). Goals, standards, and the self: reference values serving different functions. Personality and Social Psychology Review, 6(3), 232-241]. Employing longitudinal data from a sample of adolescents (n = 1010) spanning the 9th through the 12th grades, the results demonstrate that the value system develops in a theoretically predictable fashion during the adolescent period. Discrepancy reduction and cohesion mechanisms interact to either maintain or increase the integrity of and harmony between standard-oriented values associated with high school part-time work experiences and goal-oriented work values related to anticipated career-oriented work during adulthood. Exploratory analyses suggest that adolescents’ educational expectations influence the relative salience of standard- and goal-oriented work values and the discrepancy reduction process linking the two over time.