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71.
72.
Lisa Hempenstall Sean Hammond 《Journal of Investigative Psychology & Offender Profiling》2018,15(2):162-174
Crisis incidents are volatile situations that can pose significant risk to those involved and to law enforcement. The idiosyncratic conditions that lead to such incidents, as well as their volatility, often militate against consistent explanatory models. However, the application of overarching paradigms, such as the action systems model, has shown some promise in imposing order in the domain. Recent research has successfully differentiated crisis incidents into the four distinct modes of the action systems model: conservative, adaptive, integrative, and expressive. The purpose of this paper is to attempt to replicate this recent study using 242 cases from the United States, Ireland, Canada, and Sweden. Data analysis involves smallest space analyses and constrained multidimensional scaling. Although the results supported the underlying structure of original proposed behavioural model, there are a few deviances. These differences along with the potential influence of cultural variations, offence variable selection, the type of incident, and the sample under scrutiny are discussed. It is evident that there remain several challenges, and further research is required, prior to developing a unified framework. 相似文献
73.
Adam Pryor 《Dialog》2018,57(1):5-11
Despite the awe and wonder that discoveries related to astrobiology inspire, the sheer volume and diversity of new discoveries related to space science can become overwhelming without meaningful frames of reference by which to organize our understanding of these phenomena. I suggest that a critical feature of the future of “astrotheology” relates to how it serves as an organizing correlate to astrobiology and space research. Considering that the prefix astro‐ has an amplicative and abductive effect on the fields of study to which it is applied, I contend that astrotheology implies a creative and constructive shift in how we conceptualize meaningful human being for theology that parallels how astrobiology effects a creative and constructive shift in how we conceptualize living systems. 相似文献
74.
Drawing from the intimacy process model and data from 5,042 individuals who remained partnered across Waves 1 and 2 of the German Panel Analysis of Intimate Relationships and Family Dynamics (pairfam), this study examined the contributions of traditional gender role attitudes and relationship efficacy in predicting levels of self-disclosure within an intimate relationship. Independent samples t-tests demonstrated females scored higher than males on self-disclosure and relationship efficacy measures but lower on traditional gender role attitudes. An ordinary least squares regression analysis revealed relationship efficacy was a stronger predictor of self-disclosure compared to traditional gender role attitudes, which were not associated with self-disclosure. The findings suggest attitudes with an interpersonal motivational system may be especially important for setting the intimacy process into motion within an intimate union. 相似文献
75.
76.
Fayme Yeates Andy J. Wills Fergal W. Jones Ian P. L. McLaren 《Cognitive Science》2015,39(5):1047-1061
Some argue the common practice of inferring multiple processes or systems from a dissociation is flawed (Dunn, 2003). One proposed solution is state‐trace analysis (Bamber, 1979), which involves plotting, across two or more conditions of interest, performance measured by either two dependent variables, or two conditions of the same dependent measure. The resulting analysis is considered to provide evidence that either (a) a single process underlies performance (one function is produced) or (b) there is evidence for more than one process (more than one function is produced). This article reports simulations using the simple recurrent network (SRN; Elman, 1990) in which changes to the learning rate produced state‐trace plots with multiple functions. We also report simulations using a single‐layer error‐correcting network that generate plots with a single function. We argue that the presence of different functions on a state‐trace plot does not necessarily support a dual‐system account, at least as typically defined (e.g. two separate autonomous systems competing to control responding); it can also indicate variation in a single parameter within theories generally considered to be single‐system accounts. 相似文献
77.
AbstractIn this introduction to the issue Semiotic tools in early mathematical knowledge, we offer a theoretical perspective that provides meaning to the different contributions. We begin by reviewing three perspectives bearing an important influence on the study of mathematical development in childhood (the Piagetian, the information processing and the neonativist perspectives). Next, we underscore the need for developmental studies in this domain to consider the semiotic component, and hence the socio-cultural component, in depth. The contributions that form this volume — a theoretical article, five papers and four short reports of empirical studies and a review of an instructional approach — illustrate different ways of including the semiotic component in the study of children’s mathematical knowledge. 相似文献
78.
Jessica J. Collura Brian D. Christens 《Journal of community & applied social psychology》2015,25(1):19-33
Community organizers and activists draw on multiple traditions of community building and collective action in attempts to galvanize change. The diversity of perspectives on social change processes indicates corresponding differences in perspectives on systems and what is required to change them. Twenty‐two in‐depth interviews with community organizers and activists in the Midwestern USA were conducted to identify differences in perspectives on systems change efforts. Four models used by organizers were identified: action/issue‐centric, identity‐centric, relationship‐centric, and organizing‐development. Strategies for recruitment, issue selection, leadership determination, and action were compared across models. Analyses revealed that some models might be better suited to action on certain issues (e.g. identity‐centric models when organizing around homelessness), whereas others may have advantages for use in certain settings (e.g. relationship‐centric models in congregations). These findings suggest that practitioners and scholars should pay close attention to contextual factors and focal issues when determining strategies for creating systems change. Copyright © 2014 John Wiley & Sons, Ltd. 相似文献
79.
Learning as Leaving Home: Fear,Empathy, and Hospitality in the Theology and Religion Classroom
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The article is a response to this journal's call for papers on metaphors for teaching, and also draws from a previous publication in which Kent Eilers developed a methodology for teaching global theologies. In this methodology, the ultimate goal was the development of “hermeneutical dispositions of empathy, hospitality, and receptivity toward culturally diverse voices” (2014, 165). This article considers the goals of Eilers' methodology, and others like his, and how it is that the metaphors of “leaving home” and “communal imagination” highlight the importance of the ambient and interpersonal features of a classroom and their effect on the attainment of the above goals. In so doing, it extends the conversation beyond content and methodology in teaching theology and religion into the realms of philosophy of education, as well as the fields of moral and values education. It is contended that the metaphors informed by these areas of study facilitate the attainment of such goals, and similar ones, by demonstrating that the cultivation of an ambience of care, trust, and compassion within the classroom constitutes an essential foundation for learning in which students “leave home” and cultivate “communal imagination.” The article finishes with practical suggestions for educators in theology and religion. 相似文献
80.
Value transmission is a fundamental task of schools. However, the question arises as to how far prevailing political and social conditions shape the functioning of a country or a region’s school system. In other words: what effect do they have on the choice of values to be transmitted at schools? Are there any fundamental social values that are shared by different cultures at different times? Are there values that exist independently of social and political systems? These questions have a special relevance in Eastern and Central European countries like Hungary where political and social changes in the twentieth century had a crucial effect on the set of values that were transmitted by the school system. The aim of this study is to describe how the value transmitting role of the Hungarian school system has changed as a consequence of political transformations in recent decades. 相似文献