Career Development Theory: An Integrated Analysis

2020 ◽  
Author(s):  
Julia Yates
Keyword(s):  
Career Choice ◽  
Subject Matter ◽  
Academic Disciplines ◽  
Development Theory ◽  
Integrated Analysis ◽  
Theoretical Frameworks ◽  
Wide Range ◽  
Comprehensive Picture ◽  
The Subject ◽  
Career Practice

Career theories are developed to help make sense of the complexity of career choice and development. The intricacy of the subject matter is such that career theories most often focus on one or two aspects of the phenomenon. As such, the challenges of integrating the theories with each other, and integrating them within career practice, are not insignificant. In this chapter, an overview of the theoretical landscape is offered that illustrates how the theories align with each other to build up a comprehensive picture of career choice and development. The chapter introduces a wide range of theoretical frameworks, spanning seven decades and numerous academic disciplines, and discusses the most well-known theorists alongside less familiar names. The chapter is structured around four concepts: identity, environment, career learning, and psychological career resources. Suggestions are offered for the incorporation of theories in career practice.

scholarly journals Colour Studies: Clarification and Alpha-Numeric Adaptation of Notation Systems for Artists and Designers

1970 ◽  
Vol 4 (2) ◽  
pp. 121-148
Author(s):  
ZS Ebigbagha
Keyword(s):  
Subject Matter ◽  
Design Education ◽  
Qualitative Approach ◽  
Pivotal Role ◽  
Art And Design ◽  
Wide Range ◽  
The Subject ◽  
Effective Use ◽  
Creative Construction

Colour studies have generated much confusion in art and design education, particularly among students of the discipline in Nigeria. This is due to the complexity of the subject matter itself, wide-range of available materials and a variety of concepts developed in its multi-disciplinarity that is not kept distinct. Therefore, this paper utilizes a qualitative approach that employs the critical, historical, and analytic examination to provide clarification on the constructive and expressive aspects of colour studies. The paper introduces the reader to the pivotal role of colour and its multi-disciplinary interest. Also, it adequately clarifies paradigms and theories in the physical, psychophysical and psychological domains with particular emphasis on areas of practical value to art and design. Moreover, it considers the numeric adaptation of the colour wheel to a set of numbers for harmonic relationship. And it ends with the need for artists and designers to comprehensively grasp the contextual behaviour of colour and develop colour originality through creative construction and effective use in order to successfully express themselves in colour.

17. The Essential Characteristics of Easements

2017 ◽  
Author(s):  
Barbara Bogusz ◽  
Roger Sexton
Keyword(s):  
Subject Matter ◽  
Wide Range ◽  
Explanatory Text ◽  
The Subject ◽  
The Right ◽  
Primary Materials

Titles in the Complete series combine extracts from a wide range of primary materials with clear explanatory text to provide readers with a complete introductory resource. This chapter discusses the characteristics of an easement: there must be a dominant and a servient tenement; the easement must accommodate the dominant tenement; the easement must be owned or occupied by different people; and an easement must be capable of forming the subject matter of a grant. All four characteristics must exist for a right claimed to be an easement. If any one of those is missing then the right is not an easement.

scholarly journals Writing Assignments for Horticulture Courses

1993 ◽  
Vol 3 (4) ◽  
pp. 456-459
Author(s):  
David J. Wehner
Keyword(s):  
Subject Matter ◽  
General Public ◽  
Plant Materials ◽  
Writing Assignments ◽  
Wide Range ◽  
The Subject ◽  
Answering Questions

Writing in horticulture courses helps students develop a better understanding of the subject matter and prepares them for careers where they must communicate with the general public. Three writing assignments that can be modified for use in a wide range of horticulture courses are presented, along with grading sheets. The writing assignments simulate situations that horticulturists encounter frequently; i.e., answering questions about plant materials and their utilization and maintenance or proposing site improvements or additional expenditures for maintenance programs.

scholarly journals From Doxastic to Epistemic: A Typology and Critique of Qualitative Interview Styles

2018 ◽  
Vol 26 (3-4) ◽  
pp. 291-305 ◽  
Author(s):  
Astrid Berner-Rodoreda ◽  
Till Bärnighausen ◽  
Caitlin Kennedy ◽  
Svend Brinkmann ◽  
Malabika Sarker ◽  
...  
Keyword(s):  
Subject Matter ◽  
Qualitative Interview ◽  
Academic Disciplines ◽  
Empirical Testing ◽  
New Knowledge ◽  
Nature Of Information ◽  
The Subject ◽  
Constructing Knowledge

Qualitative interview styles have been guided by precedent within academic disciplines. The nature of information sought, and the role of interviewer and interviewee are key determinants across styles, which range from doxastic (focused on understanding interviewees’ experiences or behaviors) to epistemic (focused on co-constructing knowledge). In this article, we position common interview styles along a doxastic–epistemic continuum, and according to the role of the interviewee (from respondent to equal partner). Through our typology and critique of interview styles, we enhance epistemic interviewing by introducing “deliberative interviews,” which are more debate oriented and closer to equality in the interviewee and interviewer relationship than existing interview styles. Deliberative interviews require a comprehensive, pre-interview briefing on the subject matter followed by interactive deliberation wherein complex issues are debated across viewpoints in an effort to devise solutions. The effectiveness of this interview style in generating new knowledge warrants empirical testing across academic disciplines.

scholarly journals The cultural construction of subject discipline knowledge: comparing ‘abstraction’ in two international contexts

2016 ◽  
Vol 11 (4) ◽  
pp. 434-448 ◽  
Author(s):  
Nick Pratt ◽  
Peter Kelly
Keyword(s):  
Subject Matter ◽  
Cultural Practices ◽  
Cultural Construction ◽  
Cultural Issues ◽  
Theoretical Frameworks ◽  
Mathematical Abstraction ◽  
Comparative Methodology ◽  
The Subject ◽  
Discipline Knowledge ◽  
Classroom Level

This paper uses a comparative methodology to examine the teaching of abstraction in two mathematics lessons, in Denmark and England. In doing so it aims to extend previous work by the authors, examining the effect of local, cultural issues on the form of teaching in order to understand how these also affect the subject content too. The analysis draws on two theoretical frameworks: the work of Hazzan and Zazkis to make sense of mathematical abstraction; and of Bernstein to provide a framework for examining pedagogic discourses at classroom level. The work compares two lessons, one each in England and Denmark, drawing out the ways in which teachers’ situated activities help to construct different versions of the subject matter – mathematical abstraction in this case. We assert that as well as abstraction being a practice which is constructed socially, cultural practices also mean that this is done differentially for, and by, groups of pupils and their teachers in ways which are likely to exacerbate the former’s differences, not reduce them. Some implications of this insight are discussed at the close.

Statistical estimation

1948 ◽  
Vol 7 (03) ◽  
pp. 144-173
Author(s):  
L. Solomon
Keyword(s):  
Subject Matter ◽  
Statistical Estimation ◽  
Inductive Logic ◽  
Daily Work ◽  
Study Research ◽  
Intellectual Inquiry ◽  
Deductive Logic ◽  
Wide Range ◽  
The Subject ◽  
Points Of View

The rules of deductive logic are inculcated throughout our intellectual education. They are universally accepted. They provide firm standards of judgement for many aspects of academic study, research, and of our daily work. It is from some points of view perhaps a matter of regret—and from others of challenge–that their scope is not all-embracing, and that a wide range of problems, both of practical affairs and of intellectual inquiry, is beyond their jurisdiction. These problems, of which the subject-matter of this essay is one, involve the process known as induction, or inductive logic. Rules, standards of judgement, do exist in this field, but few have won universal acceptance and many are the subject of vigorous philosophical dispute.

scholarly journals Sexual Abuse Counsellors' Responses to Trauma and Stress: a Social Work Perspective

2021 ◽  
Author(s):  
◽  
Margaret Jane Pack
Keyword(s):  
Sexual Abuse ◽  
Social Work ◽  
Work Practice ◽  
Significant Others ◽  
The Body ◽  
Development Theory ◽  
Theoretical Frameworks ◽  
Theoretical Approaches ◽  
Wide Range ◽  
The Impact

<p>Using a qualitative research methodology, this study explores the range of social, organisational and theoretical factors that impact on sexual abuse counsellors. The relevance of the concept of vicarious traumatisation and the theoretical framework of constructivist self-development theory, as presented in the original study of McCann and Pearlman (1990) are investigated using a social work perspective. Secondly, the relationship between sexual abuse counsellors' responses to trauma and the theoretical frameworks identified as fruitful in their work with sexual abuse survivors are explored. Thirdly, the significant others of the primary participants were interviewed to elicit their perspectives of the impact of the work on their relationships with the counsellor-participants. This thesis adds to the body of knowledge about stress and trauma among sexual abuse therapists by introducing a multi-layered understanding of the challenges faced. It suggests that there are ways in which social workers and therapists can develop awareness and understanding of trauma and stress on multiple levels. It underlines the importance of workers sampling and integrating into their practice a wide range of theoretical approaches. These approaches which include narrative, strengths-based, critical-reflective, feminist and emancipatory frameworks provide a way for workers to connect with themselves, which is tansferred into fostering effective connections with clients, colleagues and their significant others. Maintaining relationship is the primary theme of this research which protects the counsellor from the fragmenting sense of disjuncture, that is a key experience of sexual abuse work Practice in a synthesis of theoretical frameworks provides a context for establishing and maintaining connections on a variety of levels: with the self and identity of the therapist, with others including clients, and with the wider social discourses in which their work is located.</p>

scholarly journals Thoughts on a Pedagogy OF Complexity

2014 ◽  
Vol 11 (2) ◽  
Author(s):  
David Byrne
Keyword(s):  
Physical Education ◽  
Systems Engineering ◽  
Clinical Education ◽  
Subject Matter ◽  
Frame Of Reference ◽  
Educational Systems ◽  
Extensive Literature ◽  
Educational Levels ◽  
Wide Range ◽  
The Subject

There is now a developed and extensive literature on the implications of the ‘complexity frame of reference’ (Castellani & Hafferty, 2009) for education in general and pedagogy in particular. This includes a wide range of interesting contributions which consider how complexity can inform, inter alia, research on educational systems (Cochran-Smith et al., 2014; Radford, 2008) and theories of learning (Mercer, 2011; Fromberg, 2010), as well as work dealing with specific pedagogical domains including physical education (Atencio et al., 2014, Tan et al. 2010), clinical education and in particular the learning of clinical teams (Noel et al., 2013; Bleakley, 2010; Gonnering, 2010), and learning in relation to systems engineering (Thompson et al., 2011, Foster et al., 2001). This material has contributed considerably to my thinking about the subject matter of this essay which is not the implications of complexity for pedagogy but rather how we might develop a pedagogy OF complexity and, more specifically, a pedagogy of what Morin (2008) has called ‘general’ (as opposed to ‘restricted’) complexity. In other words how should we teach the complexity frame of reference to students at all appropriate educational levels?

17. The Essential Characteristics of Easements

2019 ◽  
pp. 535-557
Author(s):  
Barbara Bogusz ◽  
Roger Sexton
Keyword(s):  
Subject Matter ◽  
Wide Range ◽  
Explanatory Text ◽  
The Subject ◽  
The Right ◽  
Primary Materials

Titles in the Complete series combine extracts from a wide range of primary materials with clear explanatory text to provide readers with a complete introductory resource. This chapter discusses the characteristics of an easement: there must be a dominant and a servient tenement; the easement must accommodate the dominant tenement; the easement must be owned or occupied by different people; and an easement must be capable of forming the subject matter of a grant. All four characteristics must exist for a right claimed to be an easement. If any one of those is missing, then the right is not an easement.

The Spirit of the Canon Law and its Application in England

1987 ◽  
Vol 1 (1) ◽  
pp. 5-14 ◽  
Author(s):  
Eric Kemp
Keyword(s):  
Subject Matter ◽  
Canon Law ◽  
Early Stage ◽  
The Other ◽  
Wide Range ◽  
Recent Conference ◽  
The Subject ◽  
The Church ◽  
Christian Society

The word Canon means a rule or norm and it was used at quite an early stage of the Church's history to denote both general principles governing the life of the Christian society and particular enactments of Christian assemblies. The subject matter of the canons is as wide as the life of the Church itself and consequently very varied in its nature. At one end of its range it is concerned with matters fundamental to the Church's existence such as the creeds and sacraments. At the other it deals with practical arrangements such as the ownership and use of buildings. At a recent conference with German Lutherans I was asked whether the canon law was jus divinum or jus humanum, and I felt bound to reply. ‘Both’, because of this wide range which stretches from revelation to convenience.

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