Pupillometric assessment of retrieval operations in factual long-term memory

The process involved in recall from long-term memory were studied through the use of a general knowledge questionnaire and the technique of pupillometry. Degree of processing of the components of the retrieval process was inferred from second-by-second monitoring of pupil size. Measurements were recorded during subjects' attempts to retrieve the answer to the query, or if unsuccessful, from clues of the target (first and last letters), and if still unsuccessful, to recognize the presented target word as being associated with the question (the “Of course”, or “That's it!” experience). Pupil size differed according to the nature of the three task demands. Additionally, there were differences based on the type of outcome within the question trial (e.g., between target known but blocked — feeling-of-knowing/tip-of-tongue — and target not known), and the answer trial (recognize vs not recognize the question—answer relationship). The results were related to the search and decisional processes of retrieval.     

Professional Development Policies and Practices in Schools Affiliated with the Association of Christian Schools International

This is a report of survey research conducted among administrators of schools belonging to the Association of Christian Schools International (ACSI) regarding their professional development policies and practices. Schools from five states in the northwest region of the United States were included in the study. Three categories of policies and practices were identified: supporting individual growth, supporting group growth and those supporting both. We offer recommendations both for professional practice and further research.     

a review of guide to america's federal jobs: a complete directory of u.s. government career opportunities

Karol Taylor and Janet M. Ruck. (2009). Guide to America's Federal Jobs: A Complete Directory of U.S. Government Career Opportunities. Indianapolis, IN: JIST Publishing. 404 pages, $19.95 List, ISBN 978–1593576547.     

Teachers' perceptions of the frequency and seriousness of violations of ethical standards

Despite nationwide efforts to professionalize public-school teaching, little attention has been given to the matter of standards of professional conduct for teachers. The authors examined teachers' perceptions of the frequency and seriousness of different categories of teacher misconduct. They administered a 34-item questionnaire to 235 school professionals in northwestern South Carolina. For each item, respondents rated the extent to which they agreed or disagreed that the behavior occurred frequently and represented a serious violation of professional ethics. Factor analysis of the ratings of seriousness yielded 3 domains of ethical concerns: (a) student-teacher boundary violations, (b) carelessness in behavior, and (c) subjectivity in grading and instruction. Teachers rated boundary violations as the most serious but least common violations and carelessness in behavior as the most frequent but least serious violation. Problems of subjectivity in grading were rated as moderately frequent and moderately serious. The authors found no differences between male and female teachers or between elementary and secondary teachers in their ratings of the seriousness or frequency of any of the 3 groups of ethical concerns. The authors discuss implications for development of a national code of teacher conduct.     

Platonism and metaphor in the texts of mathematics: Gödel and Frege on mathematical knowledge

In this paper, I challenge those interpretations of Frege that reinforce the view that his talk of grasping thoughts about abstract objects is consistent with Russell's notion of acquaintance with universals and with Gödel's contention that we possess a faculty of mathematical perception capable of perceiving the objects of set theory. Here I argue the case that Frege is not an epistemological Platonist in the sense in which Gödel is one. The contention advanced is that Gödel bases his Platonism on a literal comparison between mathematical intuition and physical perception. He concludes that since we accept sense perception as a source of empirical knowledge, then we similarly should posit a faculty of mathematical intuition to serve as the source of mathematical knowledge. Unlike Gödel, Frege does not posit a faculty of mathematical intuition. Frege talks instead about grasping thoughts about abstract objects. However, despite his hostility to metaphor, he uses the notion of ‘grasping’ as a strategic metaphor to model his notion of thinking, i.e., to underscore that it is only by logically manipulating the cognitive content of mathematical propositions that we can obtain mathematical knowledge. Thus, he construes ‘grasping’ more as theoretical activity than as a kind of inner mental ‘seeing’.

     

Making the Intangible Tangible: Using Expressive Art During Termination to Co-Construct Meaning

In this article, a creative termination activity grounded in relational-cultural theory is presented. In addition to providing a means for summarizing the counseling experience, this activity promotes relational development in the midst of client termination. Following implementation of the activity, the client and counselor are provided tangible, co-constructed gifts that are symbolic of the therapeutic relationship and relational growth. The authors provide a rationale for how this intervention promotes self-awareness, outline directions for implementation, and provide a case illustration to demonstrate how counselors can help promote relational closure and solidify clients’ therapeutic gains.     

The Use of Relational‐Cultural Theory in Counseling Clients Who Have Traumatic Stress Disorders

Counseling scholarship has increasingly demonstrated the utility of relational‐cultural theory (RCT) in promoting the relationship‐building and growth‐fostering connections many clients require to manage problems in living. The authors applied RCT to counseling clients with traumatic stress disorders rooted in traumas of an interpersonal nature (e.g., child abuse, interpersonal partner violence, sexual assault). An overview of traumatic stress disorders and RCT, as well as the ways in which RCT can inform trauma conceptualization and treatment approaches with victims, is provided.     

Is the Triple P-Positive Parenting Program Acceptable to Parents from Culturally Diverse Backgrounds?

Behavioural parenting programs are an effective intervention for behavioural and emotional problems in children, however these programs have low utilisation rates by culturally diverse parents. We examined the cultural acceptability of program materials, preferences for delivery methods, and barriers to use of the Triple P-Positive Parenting Program. One hundred and thirty seven parents watched a video outlining the 17 strategies in Triple P and read through a tip sheet before completing a series of questionnaires. Results revealed that parents found the strategies highly acceptable, highly useful, were very likely to use the strategies and reported currently using the strategies often. They also rated the program materials as very culturally appropriate and identified group, seminar, television, and individual as the most preferred delivery methods. Parents identified location and timing of services, financial cost, and competing work commitments as the most frequently cited barriers to accessing a parenting intervention. The findings of this study suggest that elements of parenting programs may not be contributing to the low rates of access among culturally diverse parents. These findings highlight the need for more research addressing variables that may contribute to increasing culturally diverse parents’ access of behavioural parenting programs.