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Own Social (own + social)

Distribution by Scientific Domains
Psychology40%
Humanities and Social Sciences40%

Selected Abstracts

Adapting to changes in molecular biosciences and technologies

EUROPEAN JOURNAL OF DENTAL EDUCATION, Issue 2008
P. Ford (nci)
Abstract Dental education, like any other educational programme in a research-intensive university environment, must be research led or at least research informed. In this context, as the research and knowledge base of dentistry lies in the biological and physical sciences, dental education must be led by advances in research in both these areas. There is no doubt that biotechnology and nanotechnology have, over the past 25 years, led research in both these areas. It is therefore logical to assume that this has also impacted on dental education. The aim of this paper is twofold; on one hand to examine the effects of biotechnology and nanotechnology and their implications for dental education and on the other to make recommendations for future developments in dental education led by research in biotechnology and nanotechnology. It is now generally accepted that dental education should be socially and culturally relevant and directed to the community it serves. In other words, there can be no universal approach and each dental school or indeed curriculum must apply the outcomes in their own social, cultural and community settings. [source]

Why I (really) became a therapist

JOURNAL OF CLINICAL PSYCHOLOGY, Issue 8 2005
Albert Ellis
This article describes how the author really became a therapist and worked on his own social and performance anxiety. He was at first a follower of liberal psychoanalysis, but, in successfully using in vivo desensitization on himself, he overcame his anxiety and became highly constructivist. He finally created rational emotive behavior therapy, the pioneering cognitive-behavior therapy; integrated it with emotional-evocative and experiential methods; and used it to cope with much criticism he received about his active-directive techniques. © 2005 Wiley Periodicals, Inc. J Clin Psychol/In Session 61: 945,948, 2005. [source]

The Reintroduction of Ethics to Eighteenth-Century Literary Studies

LITERATURE COMPASS (ELECTRONIC), Issue 7 2010
Elizabeth Kraft
The 1980s and 1990s witnessed a ,turn to ethics' in literary criticism in general and in criticism of the literature of the long 18th century in particular. Wayne Booth's The Company We Keep was instrumental in turning our attention to the relationship between books and readers, a relationship that he figured as a ,friendship' with the kinds of ethical demands that attend all friendships. A highly regarded work, Company influenced subsequent studies, such as my Character and Consciousness in Eighteenth-Century Comic Fiction, but it was not until critics such as Melvyn New and Donald Wehrs began to situate literary analysis in terms drawn from the philosophy of Emmanuel Levinas that ,ethical criticism' of the field would become an identifiable ,school' of 18th-century studies. Building on, but diverging from, the political emphases of race, class, and gender, ethical critics insist on the ,otherness' of the text and its resistance to our ideologies and assumptions. My Women Novelists and the Ethics of Desire, for example, reads the works of women writers as statements of ethical agency rather than as evidence of political objectification. Edward Tomarken's Genre and Ethics similarly attends to the voices of literary works in their own contexts, meeting them face-to-face (in Levinasian terms) before asking questions regarding political implications or assumptions. The ,turn to ethics' is not a turn away from politics, however, for the impact of the ethical encounter will have real-world consequences. Therefore, ecocriticism and disability studies are likely to become growth areas in 18th-century ethical readings in the near future as these concerns surfaced in the period itself and are two subjects that dominate our own social, political, and ethical lives as well. [source]

The Role of Religion in the Postwar Settlement Patterns of Dutch Canadians,

CANADIAN REVIEW OF SOCIOLOGY/REVUE CANADIENNE DE SOCIOLOGIE, Issue 1 2001
Joanne van Dijk
Dans cet article, nous examinons l'influence de la religion sur les modèles de colonies de peuplement des Hollandais au Canada après la guerre. D'après les données historiques, des différences existaient dans l'assimilation des catholiques hollandais et des calvinistes hollandais au Canada. Lorsque les immigrants hollandais sont arrivés au Canada au début des années cinquante, les catholiques se sont inté-grés aux églises et aux écoles catholiques existantes alors que les calvinistes orthodoxes ont entrepris de forger leurs propres structures sociales et culturelles, car, selon eux, les institutions canadiennes ne reflétaient pas leurs croyances idéologiques et religieuses. La religion a joué un rôle important dans l'émergence de communautés hollando-canadiennes contrastées. Nous partons du modèle de pluralisme et d'intégration volontaires de Driedger (1996: 39) afin d'élaborer le cadre théorique de cet article. In this paper the influence of religion on the postwar settlement patterns of Dutch-Canadian immigrants is examined. Historical data show that there were differences in the assimilation patterns of Dutch Catholics and Dutch Calvinists within Canada. When Dutch immigrants arrived in Canada in the early 1950s, the Dutch Catholics joined existing Catholic churches and schools, while the orthodox Dutch Calvinists undertook the building of their own social and cultural structures because they could not find Canadian organizations based on their ideological and religious beliefs. Religion played an important role in the emergence of contrasting Dutch-Canadian communities. Driedger's (1996:39) model of voluntary pluralism and integration provides the theoretical framework for this study. [source]

Linkages Between Children's and Their Friends' Social and Physical Aggression: Evidence for a Gene,Environment Interaction?

CHILD DEVELOPMENT, Issue 1 2008
Mara Brendgen
Based on a sample of 406 seven-year-old twins, this study examined whether exposure to friends' social or physical aggression, respectively, moderates the effect of heritability on children's own social and physical aggression. Univariate analyses showed that children's own social and physical aggression were significantly explained by genetic factors, whereas friends' social and physical aggression represented "true" environmental factors that were unrelated to children's genetic dispositions. Multivariate analyses further suggested a possible gene,environment interaction in the link between friends' and children's physical aggression but not in the link between friends' and children's social aggression. Instead, friends' social aggression was directly related to children's social aggression, in addition to genetic effects on this behavior. Theoretical and practical implications of these results are discussed. [source]