A circular-cone test for testing homogeneity against a simple tree order

Several methods exist for the problem of testing the equality of several treatments against the one-sided alternative that the treatments are better than the control. These methods include Dunnett's test, Bartholomew's likelihood-ratio test, the Abelson-Tukey-Schaafsma-Smid optimal-contrast test, and the multiple-contrast test of Mukerjee, Robertson, and Wright. A new test is proposed based on an approximation of the likelihood-ratio test of Bartholomew. This test involves using a circular cone in place of the alternative-hypothesis cone. The circular-cone test has excellent power characteristics similar to those of Bartholomew's test. Moreover, it has the advantages of being simpler to compute and may be used with unequal sample sizes.     

The use of metaphor in therapeutic communication with young adolescents

The ability to utilize metaphor is presented as the normal stage in the development of the capacity to symbolize that is characteristic of the young adolescent. Symbolization is considered to be the basic structure through which the individual constructs a knowledge of the reality and of the self. Therefore, staying within the framework of the metaphor in treatment with the young adolescent is beginning where the client is but equally as importantly it is assisting the youngster to further develop both his symbolic capacities and himself. A case illustration is utilized to demonstrate both healthy and pathological usage of metaphorical language.     

The created relationship: Transference,countertransference and the therapeutic culture

The concepts of transference and countertransference are examined in the light of current knowledge about the unconscious. These are redefined as action patterns which are not conscious because they have not become integrated into the individual's meaning system. It is proposed that the process of therapy consists in part in a mutually interactive construction of the client's reality. In order for this construction to take place another construction, that of the therapeutic culture must come first.     

Nurses and the dying: Symbolic interaction as a precipitator of dying “stages”

The impact of nurses' attitudes upon their communication with dying patients is examined from the symbolic interaction perspective. Data were obtained from participant observation in the intensive care and postintensive care units of a hospital and from in-depth interviewes with additional nurses. Characteristics of the situation, nurses, and patients were examined in terms of an Interpersonal Reactions Model. The strength of this model is its emphasis upon the effect unintended judgments may have on a patient's self-image. A stage in the dying process may simply be a response to the nonverbally communicated expectations of interactors with dying persons. This research focuses on the first stage of this model—the differential reaction of nurses to the varying characteristics of patients within the constraints of extra-care situations.This is a revision of a paper presented at the annual meeting of the Mid-South Sociological Association in Little Rock, Arkansas, in November, 1980.     

刻意创新

我们大多数人都认同创新是成长的关键途径。问题是如何创新?许多企业依靠突发机遇。也就是说,他们指望某个人提出产品或服务方面的点子,然后从中获利。然而有些时候,企业必须发掘比以往更多的创意,并先于竞争对手将创意化为切实可行的产品与服务。此时,企业便不能再依靠机缘巧合了。我们需要可持续、可重复的创新方法。     

Facilitation and Dialogue as Methods of Reflective Practice in Professional Education

Students may fear sharing their learning in public because classrooms are not traditional places where we teach skills needed for mutual understanding, such as facilitation and dialogue. This is a pedagogical challenge for planning, policy, and design fields because contemporary teaching requires collaboration among participants. We propose that learning to work collaboratively in the classroom has broader relevance for practice because it mirrors the learning that happens in organizations. To address this opportunity, we trained students in facilitation and dialogue. In this article, we discuss the design, implementation, and outcomes of this intervention.     

＂Inspire Confidence, Stay Relevant＂

(Continued from the last issue)However,I did not feel I had made the right choice and the next time I saw her I apologized.She said to me I had done nothing wrong and said "it’s not your fault teacher,it’s my fault my English is too poor." But I still insisted that I had made a mistake.Yes,I had corrected her,but at what cost? The experience obviously embarrassed her,and her peers by the third time she repeated the word incorrectly had been shaking their heads.She may have left the classroom being able to pronounce the word correctly but what about the damage to her confidence? I thought about it for literally hours.I feared that perhaps next time she might not want to stand up,or shout out the answer in class in case she might be humiliated again.In her mind it was her own incompetence but for me it was my own ignorance.