An Examination of the Psychologists' Attitudes Towards Complementary and Alternative Therapies Scale Within a Practitioner Sample

This study assessed the validity of a scale measuring psychologists' attitudes towards complementary and alternative therapies and compared the attitudes of psychologists with a previous sample of psychology students. The scale, derived from existing measures for medical professionals and previously tested on a sample of psychology students, was completed by practising psychologists (N = 122). The data were factor analysed, and three correlated subscales were identified, assessing the perceived importance of knowledge about available therapies, attitudes towards integration with psychological practice, and concerns about associated risks of use. This structure was similar, but not identical, to that found in a previous sample of psychology students; however, psychologists expressed more concern for risks associated with integration and were less likely to hold a positive attitude towards integration. This scale will be useful in gauging changes in psychologists' attitudes towards integrative practice over time.     

Primary school teachers’ perceptions of school children coping with changing family situations – a hybrid Hong Kong experience

The personal beliefs of teachers and the cultural traditions of society can have significant effects on the adjustment of children in changing family situations. This paper explores primary school teachers’ perception of children coping with difficult family situations and family changes in the hybrid context of Hong Kong, where Westernization meets with Chinese culture. A qualitative case study methodology was used. Thirty one teachers of different ages, experience, and roles at school were interviewed. The finding shows that teachers were on the whole quite traditional in their perception of children in difficult family situations despite the co-existence of modern ideas of marriage with traditional family values. Implications of the study for teacher education are discussed.     

Modal Logic,Truth, and the Master Modality

In the paper (Braüner, 2001) we gave a minimal condition for the existence of a homophonic theory of truth for a modal or tense logic. In the present paper we generalise this result to arbitrary modal logics and we also show that a modal logic permits the existence of a homophonic theory of truth if and only if it permits the definition of a so-called master modality. Moreover, we explore a connection between the master modality and hybrid logic: We show that if attention is restricted to bidirectional frames, then the expressive power of the master modality is exactly what is needed to translate the bounded fragment of first-order logic into hybrid logic in a truth preserving way. We believe that this throws new light on Arthur Prior's fourth grade tense logic.     

Pedagogical issues in the teaching of classroom guidance curriculum—a hybrid Hong Kong case

Unlike many other places in the world, guidance lessons in Hong Kong are taught mainly by class teachers rather than school counsellors. Given the unique educational context of Hong Kong as East meets West and given that guidance is essentially a concept from the West, it is important to investigate what kind of pedagogy is suitable for teaching guidance in Hong Kong. This paper examines what teaching guidance lessons are like in Hong Kong for the researcher and for some primary teachers. A qualitative case study methodology is used. Data are drawn from the author's own experience in a primary school teaching attachment and interviews with guidance professionals, primary school principals, teachers and students in three selected primary schools in Hong Kong. Pedagogical issues for the teaching guidance curriculum are explored and discussed. The researcher argues for a hybrid guidance pedagogy for the teaching of classroom guidance in Hong Kong. Findings are applicable to countries facing similar issues in parallel mixed cultural settings.     

Becoming a bilingual teacher in a Chinese university: a case study

Higher education in China has developed significantly over the past decades. Many universities have established cooperative partnerships with western universities, and overseas courses are being progressively introduced to China. At many Chinese universities, a cohort of teachers endeavor to open up bilingual subjects as a bridge to their students’ future learning; accordingly, there are higher expectations of the teachers involved in bilingual education and challenges for their professional development. In this case study, the researcher invites a Chinese professor to reflect on his experiences of bilingual instruction at a university situated in central China. After describing how the bilingual course in the case study was set up and the difficulties confronted, this study uses theories of hybrid identity and third space to contextualize how bilingual teachers experience hybrid identity construction and transformation in their adaptation to the new challenges. This in-depth study will shed light on the professional development of bilingual teachers in China’s higher education industry.     

Proof-Theoretic Functional Completeness for the Hybrid Logics of Everywhere and Elsewhere

A hybrid logic is obtained by adding to an ordinary modal logic further expressive power in the form of a second sort of propositional symbols called nominals and by adding so-called satisfaction operators. In this paper we consider hybridized versions of S5 (“the logic of everywhere”) and the modal logic of inequality (“the logic of elsewhere”). We give natural deduction systems for the logics and we prove functional completeness results.     

Intertemporal Distributive Judgement

This paper considers the simple two-person two-period case of distributive judgement, and argues (a) that sensible intertemporal distributive principle should consider both the distribution of people's life time well-being and the distribution of people's well-being at each period and (b) that, if (a) is correct, Egalitarianism is more acceptable than Prioritarianism since the latter must choose either one.     

Canonical/redundancy factoring analysis

The interrelationships between two sets of measurements made on the same subjects can be studied by canonical correlation. Originally developed by Hotelling [1936], the canonical correlation is the maximum correlation betweenlinear functions (canonical factors) of the two sets of variables. An alternative statistic to investigate the interrelationships between two sets of variables is the redundancy measure, developed by Stewart and Love [1968]. Van Den Wollenberg [1977] has developed a method of extracting factors which maximize redundancy, as opposed to canonical correlation.A component method is presented which maximizes user specified convex combinations of canonical correlation and the two nonsymmetric redundancy measures presented by Stewart and Love. Monte Carlo work comparing canonical correlation analysis, redundancy analysis, and various canonical/redundancy factoring analyses on the Van Den Wollenberg data is presented. An empirical example is also provided.Wayne S. DeSarbo is a Member of Technical Staff at Bell Laboratories in the Mathematics and Statistics Research Group at Murray Hill, N.J. I wish to express my appreciation to J. Kettenring, J. Kruskal, C. Mallows, and R. Gnanadesikan for their valuable technical assistance and/or for comments on an earlier draft of this paper. I also wish to thank the editor and reviewers of this paper for their insightful remarks.     

Equivalent Dynamic Models

Equivalences of two classes of dynamic models for weakly stationary multivariate time series are discussed: dynamic factor models and autoregressive models. It is shown that exploratory dynamic factor models can be rotated, yielding an infinite set of equivalent solutions for any observed series. It also is shown that dynamic factor models with lagged factor loadings are not equivalent to the currently popular state-space models, and that restriction of attention to the latter type of models may yield invalid results. The known equivalent vector autoregressive model types, standard and structural, are given a new interpretation in which they are conceived of as the extremes of an innovating type of hybrid vector autoregressive models. It is shown that consideration of hybrid models solves many problems, in particular with Granger causality testing.     

不同经验群体的学习观比较

通过对361名具有不同的学科经验和实践经验的被试进行学习观的测查,发现不同经验群体在学习的可控性、学习的速度、知识的组织性以及知识的稳定性等学习观的四个维度上表现出不同程度的差异。