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For thousands of years, societies actively practiced the oppression, persecution, and dehumanization of sexual and gender minority (SGM) people (e.g., lesbian, gay, bisexual, transgender, and queer individuals). Rekers and Lovaas' (1974) study is part of that history within behavior analysis. Following requests for retraction, the Society for the Experimental Analysis of Behavior and LeBlanc (2020) issued a formal Expression of Concern about the work. Continued conversation and debate have followed. First, we contextualize debate around retraction of Rekers and Lovaas and the history of behavior analysts' work on SGM issues. Second, we propose 5 steps that leaders in behavior analysis can take with relative immediacy, and we describe 5 research areas that individual behavior analysts could pursue. We conclude that behavior analysts can contribute much toward the liberation of SGM individuals if we begin to bring our science to bear on pressing, socially significant issues facing SGM communities.

We developed measures of relational beliefs and expectations among single young gay and bisexual men (YGBM). Data come from an online cross‐sectional study YGBM, which ran from July 2012 until January 2013. There were 50 items on relational beliefs and 25 items on relational expectations. We used random split samples and a priori analysis to group items together and applied principal axis factoring with varimax orthogonal rotation. We had a total N = 1582 in our analytical sample and identified six constructs of relational expectations (restrictions, negative break up, masculine and gender norms, optimism, cheating, immediacy) and two constructs of relational beliefs (sex beliefs, equality). Our findings highlight specific relational cognitions among YGBM and offer insight into the beliefs and expectations that may inform their relationships. Findings may be useful for health professionals to help YGBM reflect and understand the health implications of their beliefs and expectations about same‐sex relationships to promote healthy decision-making as they seek future partners.

The purpose of this article is to contribute to the research on the sign effect, steeper discounting of gains compared to losses, by offering results from an experiment using a "double-delay" procedure on adolescents. Twenty-four 14-year-old schoolchildren completed a computer-based test consisting of choices of Smaller-Sooner (SS) and Larger-Later (LL) hypothetical monetary gains and losses. Within-subject comparison and analysis of the aggregated data were conducted. Current results were also examined in light of prior research with adult participants, and variations in behavioral patterns were identified. Although the sign effect appears to be more profound in adolescents compared to adults, the effect of immediacy persists regardless of the sign of the outcome, and zero discounting of losses is often the case, suggesting that the sign effect is driven largely by qualitative differences.

Embedded librarians working in online classrooms present a new avenue of learner support direct to students in the space where they learn. The development of embedded librarian practice has evolved since 2004 and is becoming commonplace in online tertiary classrooms, but what is not yet so common is theory underlying this new practice. A multiple case study of embedded librarians in online tertiary classrooms in New Zealand was conducted to identify what makes this practice effective in providing support. Six factors were identified as contributing to effectiveness: relationality, immediacy, relevancy, interactivity, parity and faculty?librarian collaboration. The Embedded Librarian Support model was derived from, and is presented as the culmination of, the findings of this research.

The Internet is increasingly used to seek support by those suffering with mental distress (Bauman, S. and Rivers, I. Mental Health and the Digital Age. Basingstoke: Palgrave Macmillan; 2015). Drawing on research on a major online peer support forum, we analyse discussions around acute distress, self-harm and suicide. The paper argues that new temporalities of mental health 'crisis' are emerging through the intersection of the immediacy of online support, the chronicity of underlying distress and the punctuated nature of professional support. Online support adds a layer of temporal immediacy that does not traditionally feature in other forms of support (e.g. professional in-person services). This shifts the meaning of a mental health 'crisis' from acute to processual, and can lead to definitions of 'crisis' being used when not desired nor necessarily accurate. By attending to the layering of temporalities at the intersections of professional in-person, and online support, we demonstrate how parameters of crisis support are set - by whom, for whom and in relation to whose bodies. This has implications for professional clinical practice internationally in relation to the increased digitisation of support and the meanings of 'crisis' that emerge.

Encouraging the uptake of sustainable soil management practices often requires on-farm experiential learning and adaptation over a sustained period, rather than the traditional knowledge transfer processes of identifying a problem and implementing a solution. Farmer-to-farmer learning networks are emerging with farmers experimenting and sharing knowledge about these practices amongst themselves. One potential communication channel for such interaction and knowledge sharing is social media and Twitter in particular. A content analysis of a Twitter account for an EU research project, SoilCare, and in-depth qualitative interviews with five farmers using Twitter were used to illustrate the extent and type of farmer-to-farmer knowledge sharing in relation to sustainable soil management practices. Evidence of farmer learning and knowledge sharing on Twitter with respect to these practices was identified. Twitter can capture the immediacy of the field operations and visual impacts in the field. Furthermore, the brief messages channeled through Twitter appeal to time-constrained farmers. The ability for interaction around a particular hashtags in Twitter is developing virtual networks of practice in relation to sustainable soil management and within these networks farmer champions are emerging that are respected by other farmers. Twitter works best for those actively seeking information, rather than passive recipients of new knowledge. Therefore, its use with other forms of face-to-face interaction as part of a blended learning approach is recommended. Twitter also offers a potential space for other actors, such as researchers and advisers, to interact and share knowledge with farmers.

International audience; Drawing from a participant-observer study of volunteering in the context of U.K. music festivals, we examine how the sense of meaningfulness and community relate to instrumental goals of consumption and efficiency. We argue that the liminal nature of the festival setting supports an ambivalence in which meaningfulness is established through constructions of community, while the commodification of community feelings leads to heterogeneous understandings of the work setting. Our findings reveal heterogeneous ways in which work was rendered meaningful by festival volunteers, ranging from 1.) A commodity frame, characterizing work as drudgery seeking "fun" through consumption 2.) A "communitas" frame, emphasizing a transcendental sense of collective immediacy and 3.) A cynical frame, where communitas discourse is used instrumentally by both managers and workers. We discuss meaningful work as caught between creative community and ideological mystification, and how alternative workspaces vacillate between emancipatory principles of solidarity and neo-normative forms of ideological control.

The novel coronavirus and the disease it causes, COVID‐19 is one of the most unpredictable global public health crises in recent times. Academic leaders across the United States have responded by moving their educational and associated activities online; as a sense of immediacy swept the nation. The decision to pivot to remote learning was made swiftly, particularly by those institutions operating a shared leadership model, benefitting from a greater degree of agility, innovation, and collaboration. The current article highlights three of the leadership best practices for navigating unpredictable adaptive challenges such as that posed by the coronavirus pandemic. Firstly, by utilizing a type of servant leadership, that emphasizes empowerment, involvement, and collaboration, academic leaders with emotional intelligence and emotional stability should place the interests of others above their own. Secondly, academic leaders should distribute leadership responsibilities to a network of teams throughout the organization to improve the quality of the decisions made in crisis resolution and thirdly, leaders should communicate clearly and frequently to all stakeholders through a variety of communication channels. Looking forward, the rise of the flexible “allostatic leader” with the adaptive capacity to learn and evolve in crisis, to emerge better able to address future crises, is described.

Dealers in over-the-counter securities form networks to mitigate search frictions. The audit trail for municipal bonds shows the dealer network has a core-periphery structure. Central dealers are more efficient at matching buyers and sellers than peripheral dealers, which shortens intermediation chains and speeds up trading. Investors face a tradeoff between execution speed and cost. Central dealers provide immediacy by pre-arranging fewer trades and holding larger inventory. However, trading costs increase strongly with dealer centrality. Investors with strong liquidity need trade with central dealers and at times of market-wide illiquidity. Central dealers thus serve as liquidity providers of last resort.

Researchers have identified an unbalanced diet as a key risk factor in the etiology of many chronic diseases (World Health Organization, ). Although researchers have found that numerous factors influence children's food choices, no assessment exists to identify these factors. In Experiment 1, we established preliminary empirical evidence of children's preferences for healthier and less-healthy foods, and found that 16 of 21 children preferred less-healthy foods to healthier foods. In Experiment 2, we established the utility of an analogue, competing parameters assessment designed to approximate children's food choices in the natural environment. We identified either quality or immediacy as the most influential parameters governing four of four childrens' food choices. We found that effort influenced the efficacy of these reinforcer parameters in a predictable manner for one of four children.

Analysts are increasingly grappling with making space for the discussion of turbulent and disturbing current events in their practices. This social disorder raises questions about the role of social activism and advocacy for groups suffering discrimination, persecution, violence, and displacement. Jung too commented on the immediacy of political happenings that show up in our practices with 'violence'. The author discusses an organizational consultation he did in Berlin in 2017 to consult for an NGO that handles placements for unaccompanied minors who are refugees. Such consultation can employ analytic ideas and concepts to the benefit of the organization and its staff. This process, though, requires some translation of these ideas so as not to burden consultees with theoretical terminology with which they may have little or no familiarity. The role of vicarious trauma is discussed, including how it is passed along, and its implications for frontline helpers are considered. Developmental aspects of adolescence figured prominently in the consultation. This is the first of two papers addressing this topic; the second will focus on interactions that the author had with young refugees.

Impulsive choice describes preference for smaller, sooner rewards over larger, later rewards. Excessive delay discounting (i.e., rapid devaluation of delayed rewards) underlies some impulsive choices, and is observed in many maladaptive behaviors (e.g., substance abuse, gambling). Interventions designed to reduce delay discounting may provide therapeutic gains. One such intervention provides rats with extended training with delayed reinforcers. When compared to a group given extended training with immediate reinforcers, delay-exposed rats make significantly fewer impulsive choices. To what extent is this difference due to delay-exposure training shifting preference toward self-control or immediacy-exposure training (the putative control group) shifting preference toward impulsivity? The current study compared the effects of delay- and immediacy-exposure training to a no-training control group and evaluated within-subject changes in impulsive choice across 51 male Wistar rats. Delay-exposed rats made significantly fewer impulsive choices than immediacy-exposed and control rats. Between-group differences in impulsive choice were not observed in the latter two groups. While delay-exposed rats showed large, significant pre- to posttraining reductions in impulsive choice, immediacy-exposed and control rats showed small reductions in impulsive choice. These results suggest that extended training with delayed reinforcers reduces impulsive choice, and that extended training with immediate reinforcers does not increase impulsive choice.

Teachers' beliefs are a major factor in the effective use of new technology in teaching and learning. Recently, smart mobile devices (SMDs) such as smartphones, smart pads and tablet computers have been responsible for introducing broad innovations into the education field as Self‐directed, Motivated, Adaptive, Resources‐enriched, Technology embedded education in South Korea. Teachers' beliefs and technology acceptance concerning SMDs in South Korea can be either a facilitator or a barrier to the use of SMDs in the classroom. The purpose of this study is to investigate the factors of teachers' beliefs concerning SMDs, and to examine teachers' technology acceptance of SMDs in their lessons. To address these goals, 378 primary and 390 secondary teachers participated in a survey with a 25‐item paired adjective questionnaire and a 12‐item technology acceptance questionnaire. A series of exploratory and confirmatory factor analyses and multiple regressions were applied for the statistical analysis. The results indicate that teachers' beliefs were consistently revealed the five factors of immediacy, interest, interactivity, instability and inconvenience. Regarding the effect of the technology acceptance of SMDs on teachers' beliefs, the factors of instability, inconvenience and interactivity strongly related to the perceived usefulness and ease of use of SMDs. This finding indicates that teachers' beliefs that SMDs are unstable or uncomfortable can be the main barrier to the use of technology in the classroom. [ABSTRACT FROM AUTHOR]

International audience; Words are very important to share ideas, but less is known regarding the way the message is communicated in the leadership process. The present study explored how nonverbal delivery factors might impact leaders’ charisma, followers’ mood, and followers’ performance. The research specifically focused on how immediacy and dominance impacted the relationship between leaders’ delivery styles and followers’ mood, perceptions of charismatic leadership, and performance. Results showed that immediate and dominant leadership behaviors were critical in eliciting positive mood and reducing negative mood in followers. In the absence of immediate and dominance behaviors in leaders, followers’ negative mood increased and positive mood decreased. Moreover, the dominant and immediate displays also led to higher perceptions of charismatic leadership. Crucially, only simple or mixed dominant delivery styles led to an enhancement in the performance of followers. The mediating role of followers’ positive mood on the relationship between leaders’ delivery styles and followers’ performance was also examined. More importantly, positive mood explained the link between leaders’ delivery styles and performance. Theoretical and practical implications of the role of delivery styles in the leadership process were discussed.

The environmental impacts of artificial light at night have been a rapidly growing field of global change science in recent years. Yet, light pollution has not achieved parity with other global change phenomena in the level of concern and interest it receives from the scientific community, government and nongovernmental organizations. This is despite the globally widespread, expanding and changing nature of night-time lighting and the immediacy, severity and phylogenetic breath of its impacts. In this opinion piece, we evidence 10 reasons why artificial light at night should be a focus for global change research in the 21st century. Our reasons extend beyond those concerned principally with the environment, to also include impacts on human health, culture and biodiversity conservation more generally. We conclude that the growing use of night-time lighting will continue to raise numerous ecological, human health and cultural issues, but that opportunities exist to mitigate its impacts by combining novel technologies with sound scientific evidence. The potential gains from appropriate management extend far beyond those for the environment, indeed it may play a key role in transitioning towards a more sustainable society.

Using a methodology derived from management and organizational studies, the author reviews the future of Jungian analysis. The methodology is termed SWOT - strengths, weaknesses, opportunities, threats. A selected list in each of these categories is presented. The author is transparent in allowing for the fact that the paper not only derives from a public lecture on the topic, but also retains the immediacy and the contrarian and opinionated style of such a lecture.

This paper focuses on 3 features of Freyenhagen's Aristotelian version of Adorno. (a) It challenges the strict negativism Freyenhagen finds in Adorno. If we have morally relevant interests in ourselves, it is implicit that we have a standard by which to understand what is both good and bad for us (our interests). Because strict negativism operates without reference to what is good, it seems to be detached from real interests too. Torture, it is argued, is, among other things, a violation of those interests. (b) Freyenhagen identifies the “impulse” in Adorno as an untutored yet moral reaction to morally demanding situations. The plausibility of this primitivism and its compatibility with Adorno's general worries about immediacy are considered. (c) The disruptive character of Adorno's version of the categorical imperative, its willingness to complicate action through wholesale reflection on the norms of what we are committing ourselves to, is set in contrast with Freyenhagen's Aristotelian claim that certain notions, such as “humanity,” cannot be intelligibly questioned.

Offering an account of Victorian secularisation which does not depend on the definition of the term “religion,” this article draws on a strand of secularisation studies often neglected by Victorian scholars. In particular, it develops two key aspects of philosopher Charles Taylor's work: the concept of social imaginaries, and the association of secularity with a particular kind of time. Emphasising the human-technological networks through which the notion of a Victorian public sphere was constituted, the article highlights how the function of these networks was premised on a concept of secular time regardless of participants’ conscious or articulated (non)belief. In these particular networks, the notion of immediacy and absolute simultaneity — which both presuppose a concept of secular time — were constituted through the mobilisation of a wide range of mediators, human and nonhuman. Here, the term “secularisation” denotes this process of increasingly investing and embedding secular time on the level of unarticulated assumptions. This allows scholars to recast the question of Victorian secularisation in a manner which avoids the problems associated with defining secularity as an absence of “belief” or “religion.”

Does digital design constitute a death-knell for drawing? On the contrary, argues Sean A Gallagher, Director of Sustainable Design at Diller Scofidio + Renfro. This well-known New York architecture practice retains a strong culture of sketching at all stages, due to its immediacy in recording ideas and its efficiency in communicating them. But the firm's members embrace new technology at the same time. iPads, for instance, offer easy transportability and can capture smooth movements of the hand; while new interfaces can enhance fluidity and allow complex layering.

This article explores whether holding a core organizational position – being a ‘lynchpin’ – provides employees with psychological benefits, such as higher experienced meaningfulness and affective commitment, as well as lower job insecurity and burnout. Understanding whether being in a core position leads to psychological benefits could help workers make better career choices. To this end, the purposes of this study were to provide a unified definition of core-versus-peripheral positions (CPP; i.e., core position is high in criticality, non-substitutability, pervasiveness, and immediacy), as well as develop and validate a new measurement to assess CPP. In Study 1 and Study 2, we examined the factor structure and reliabilities of the CPP scale. In Study 3, we examined its convergent and discriminant validity. In Study 4, two samples were used to explore its predictive validity. Specifically, we found that criticality, non-substitutability, pervasiveness, and immediacy predicted experienced meaningfulness, affective commitment, job insecurity, and burnout measured at a different time point. In Study 5, we demonstrated the consistency between self-reported and other-reported CPP. By demonstrating the benefits of being an organizational ‘lynchpin’, individual employees may consider the core-versus-peripheral nature of their job position before entering an organization. Practitioner points Using the position of landscape maintenance worker as an example, the same job position might be core in one organization (a landscaping business) and peripheral in another (e.g., working as a gardener at a university). Holding all else constant, the gardener in a landscaping company might have more positive outcomes (e.g., higher experienced meaningfulness and affective commitment, and lower job insecurity and burnout) than a gardener at a university. From the organization's perspective, managerial efforts to enhance employee well-being and satisfaction should be focused more on those in the peripheral positions than on core positions because employees in peripheral positions are likely to experience low psychological well-being compared to those in core positions. In an attempt to maximize their effective operation and competitive advantages, organizations may benefit most from hiring employees with high knowledge, skills, and abilities to take on core positions.

In this paper we address the epistemological debate between emerging perceptual accounts (PA) of knowing other minds and traditional theory of mind (ToM) approaches to the problem of other minds. We argue that the current formulations of the debate are conceptually misleading and empirically unfounded. Rather, the real contribution of PA is to point out a certain ‘immediacy’ that characterizes episodes of mindreading. We claim that while the intuition of immediacy should be preserved for explaining the nature and function of some cognitive processes of mindreading, the notion of immediacy should apply for describing a particular epistemic attitude and not a particular type of epistemic access. We draw on Wittgenstein's discussions of one's relation to other minds to elaborate our claims and to move the epistemological discussions beyond stalling debates between ToM and PA.

In this article, the authors describe, reflect, and analyze the implementation of a commonly used teaching strategy with a technological twist: exit tickets via Twitter. Longitudinal data collected over the course of three years demonstrated that using Twitter to reinvent a nondigital teaching practice ultimately demonstrated a better understanding of student learning, provided a model for effective teaching, and offered more opportunities to hear student voices. Likewise, analyses showed the most important benefit of the strategy was an immediacy to classroom interactions. Examples of these interactions and the value in the immediacy, which allowed the instructor to capitalize on teachable moments and cocreate curriculum with students, are highlighted.

A preference for smaller immediate rewards over larger delayed rewards (delay discounting, DD) is common in attention deficit hyperactivity disorder (ADHD), but rarely investigated in depression. Whether this preference is due to sensitivity to reward immediacy or delay aversion remains unclear. To investigate this, we examined whether ADHD and depressive symptoms are associated with preference reversals: a switch from smaller immediate rewards to larger delayed rewards when smaller rewards are also delayed. We also examined whether these symptoms differentially affect DD of losses. In Study 1 undergraduates completed a questionnaire about ADHD symptoms, and performed a hypothetical DD task. In the NOW condition, participants were presented with choices between a small reward available today and a large reward available after one year. In the FUTURE condition both rewards were delayed with +1 year. In Study 2 undergraduates completed questionnaires about ADHD and depressive symptoms and performed a DD task with gains and losses. Participants showed preference reversals in both studies and tasks. Losses were less steeply discounted than gains. ADHD and depressive symptoms did not influence these effects. Depressive symptoms, but not ADHD symptoms, were associated with less economic choices in general. These findings suggest that impulsive choice in depression is not explained by sensitivity to reward immediacy. Copyright © 2016 John Wiley & Sons, Ltd.

The accepted and peer reviewed manuscript to the article cited below. It may contain minor differences from the journal's pdf version.

It is well established that the therapeutic relationship is an important factor in the success of counseling (Lambert & Barley, 2001; Norcross & Wampold, 2011; Orlinsky, Ronnestad, & Willutzki, 2004). Furthermore, researchers (Price, 2012; Wiggins, 2013) have found that relational depth - characterized by profound moments of connection (Mearns & Cooper, 2005) - accounted for unique variance in client outcome over and above the therapeutic relationship. Therapists' experiences during moments of relational depth have been explored (Cooper, 2005a; Macleod, 2013); however, researchers have yet to validate those specific therapist factors that contribute to the ability to invite and facilitate moments of relational depth with clients. Learning more about these factors could inform relational depth research, therapist training, and supervision. The primary aim of the following study was to better describe the relational depth process using concept mapping (Kane & Trochim, 2007; Trochim, 1989a) to explore therapist factors that contribute to the ability to invite and facilitate moments of relational depth with clients. Twenty peer-nominated therapists participated in the first round of data collection, generating a synthesized set of 90 therapist factors believed to contribute to the ability to invite and facilitate moments of relational depth. Eighteen of these initial therapists participated in the second round of data collection, sorting and rating the statements based on importance and frequency. From there, the multivariate analyses of nonmetric multidimensional scaling and agglomerative hierarchical cluster analysis were performed in order to create pictorial concept maps of the participants' aggregated conceptualizations. Furthermore, the importance and frequency ratings were represented by statement in a table and by cluster in a bar graph. Finally, nine therapists participated in the third phase of data collection - a focus group where they were invited to interpret the results of the study. The participants named the ten clusters: Tuning In, Offering Genuine Connection, Practicing Presence, Being Emotionally Present, Using Engagement Skills, Bringing Immediacy, Structuring Intentionally, Facilitating Intimate Connection, Attending with Focus, and Honoring the Client. Furthermore, as part of this focus group, the participants also offered their impressions of the importance and frequency ratings, described the ways they developed the capacity to invite and facilitate moments of relational depth, explored the results in light of the three positions of the therapist's use of self (Rowan & Jacobs, 2002), and offered implications for educators, supervisors, and relational depth researchers. Six major findings emerged from the results of this study: (a) relational depth appears to represent a synergy of Rogers' (1957, 1980, 1989) core conditions; (b) experiences of relational depth seem to be predicated on therapists' intentional creation of a therapeutic structure and their deliberate use of specific counseling skills; (c) therapists seem to have developed the capacity to relate on deep levels after experiencing this type of engagement in their relationships with others (e.g., family members, therapists, supervisors, mentors, clients); (d) experiences of the transpersonal may perhaps set people on the path toward becoming therapists and eventually cultivating the capacity to engage on deeper levels; (e) relational depth appears to be trainable, though individuals must have some capacity and desire, and finally; (f) relational depth appears to exist within and incorporate all three positions of the therapist's use of self (Rowan & Jacobs, 2002). Finally, these six results are explored in light of the literature on relational depth and implications and suggestions are offered for educators, supervisors, and researchers.

Researching the counseling process is an ongoing challenge because it is so complex and dynamic (Oliveira, Sousa, & Pazo Pires, 2012). The client's perspective, which is essential to understanding the counseling process (De Stefano, Mann-Feder, & Gazzola, 2010), is still often overlooked (Oliveira et al., 2012). Traditionally, researchers have examined the process from the counselor's perspective, but more recently they have taken the client's perspective into account, enriching counseling professionals' understanding (Paulson, Truscott, & Stuart, 1999; Sackett, Lawson, & Burge, 2012). However, Levitt and Piazza-Bonin (2011) asserted that studying participants' internal experiences in counseling remains largely unexplored. In accessing client experiences, researchers have called for qualitative (Levitt, Butler, & Hill, 2006) and specifically phenomenological studies to further understanding of the process (Oliveira et al., 2012). Singer (2005) posited that qualitative research methods expand understanding through asking people for their perspectives of a phenomenon. Oliveira et al. (2012) specified that phenomenological studies provide details that are naturally interesting for clinical practice. Counselors can provide more effective counseling by using participants' experiences as a guide (Elliott & James, 1989). If counselors and researchers hear from clients about their experiences, they can better understand the process. Sackett et al. (2012) explored what clients and counselors-in-training (CITs) found meaningful in counseling by conducting phenomenological interviews following each dyad's second counseling session. Twelve counseling dyads participated, and clients and CITs were interviewed separately. Themes from the CITs' perspectives included the counseling relationship, insight, immediacy, goals, emotion, nonverbals, transference and countertransference, and CITs negotiating the counseling process and their role. Themes of meaningful experiences from the clients' perspectives were the counseling relationship, insight, immediacy, goals, emotion, and reflections on counseling. Sackett et al. provided valuable information regarding the similarities and differences in perspectives of clients and CITs and a place to build from in finding out more about clients' experiences. To gain greater depth in awareness of meaningful experiences in counseling from the clients' perspective, we designed the current study to build upon the findings of Sackett et al.'s study, which we examine more thoroughly in the next section. Using previously discovered themes and subthemes as an anchor, we conducted phenomenological interviews to further understand how clients experience the counseling process. By beginning with previously found themes (Sackett et al., 2012), we hope to get at the intricacies that starting from scratch would not allow. We concur with Elliott and James's (1989) statement, "Where information about meaning and value of therapy are sought, clients may be the only accurate source of information" (p. 445). * Previous Research on Client Perceptions in Counseling Several authors have qualitatively examined meaningful experiences from solely the clients' perspective (De Stefano et al., 2010; Levitt et al., 2006; Oliveira et al., 2012; Singer, 2005). Oliveira et al. (2012) and Levitt et al. (2006) both used phenomenological interviews of ex-clients to gather data. Oliveira et al. found that clients valued a counselor's nonjudgmental attitude, validation of the individual's experience, and cooperative approach. In addition, their findings indicated that a successful counseling experience is based on a knowing and competent counselor with the ability to establish a substantial and authentic counseling relationship. In Levitt et al.'s study, clients spoke of the counseling relationship more than any other factor and emphasized the significance of feeling cared for by their counselor. …

Yudkin et al.’ fetuses-at-risk (FAR) approach1 for estimating gestational age-specific stillbirth rates languished for years before being widely accepted. More recently, this formulation has been extended to pregnancy-related postnatal events, with proponents claiming that the incidence of birth, growth restriction and perinatal death are key phenomena in perinatology.2 However, epidemiologists have been reluctant to debate and develop these concepts, leaving clinicians to pursue applications without adequate epidemiologic input.3 I was therefore pleasantly surprised when Professor Cande Ananth invited commentaries on a manuscript criticising the extended FAR model. Hopefully, such discussion will help the perinatal community to accept or reject the extended FAR approach with greater immediacy than was shown to Yudkin et al.'s original proposition.

Instructors can incorporate social media and the immediacy and accessibility to information these offer in ways that support student learning, while simultaneously encouraging students to be critical of these same media systems and platforms.

Building on previous theoretical constructs and empirical findings on idioms, this article advances an integrated theoretical and methodological framework for developing idiomatic competence in English for speakers of other languages (ESOL). Beginning with a definition of the term idiomatic competence, the author then presents a framework of theory and pedagogy not to theorize research findings to date but to advocate for learning idioms in an explicit and systematic way befitting natural use in comprehending and producing idioms effectively and appropriately in actual context-sensitive social situations without violating the conventions of social appropriacy. Throughout the explication of this pragmatic account, a series of insights are offered to help readers reexamine their contexts of teaching and pedagogical practices. It is suggested that for idiom instruction to achieve social immediacy, that is, attain communicative reality and social relevance in everyday discourse, the conditions for optimal idiom learning need to be made compatible with and supportive of the way English language learners learn best. The author concludes with implications for practicing and testing idiomatic competence across the curriculum, even at the tertiary level, in a supportive environment that values active, real-life participation and engagement in English language learning both inside and outside the language class.

Direct Perception is the view that we can see others' mental states, i.e. that we perceive others' mental states with the same immediacy and directness that we perceive ordinary objects in the world. I evaluate Direct Perception by considering whether we can see intentions, a particularly promising candidate for Direct Perception. I argue that the view equivocates on the notion of intention. Disambiguating the Direct Perception claim reveals a troubling dilemma for the view: either it is banal or highly implausible.

Single-case research design (SCRD) is a rigorous method for evaluating treatment effects (Horner et al., 2005; Shadish, Cook, & Campbell, 2002) that is promoted by counselors across settings (Lenz, 2015; Lundervold & Belwood, 2000). Although the use of SCRDs is not new, interest in the analysis and interpretation of SCRD results has increased (Gast, 2010; Parker, Vannest, & Davis, 2011; Smith, 2012). This momentum is due, in part, to the emphasis on higher-quality research and evidence-based practice (Lenz, 2013; Parker & Vannest, 2009; Parker, Vannest, & Davis, 2014; Sharpley, 2007), with the increased use of effect size (ES) calculations for quantifying results receiving notable attention (Parker & Brossart, 2003; Parker, Vannest, & Davis, 2011). In this article, we describe the application and interpretation of ESs within SCRDs for increasing rigor in research, informing practice, and demonstrating counseling outcomes. An ES is a quantitative index of practical significance that estimates the meaningfulness of change associated with an intervention. Although visual analysis remains the most widely used analysis for SCRD (Smith, 2012), visual analysis can be supplemented with an ES to provide standardized and reliable results that contribute to evidence-based practices. Therefore, when counselors provide credible ES estimations in addition to visually analyzed data, they improve the credibility, reliability, and defensibility of their findings. This article illustrates general guidelines for four techniques that counselors can use when evaluating the outcomes of SCRDs. The article is organized by the steps involved in using ES: determining functional relationships, internal validity, and experimental control; calculating ES; and interpreting ES. Steps Involved in Using ES Step 1: Determining Functional Relationships, Internal Validity, and Experimental Control American Statesman Henry Clay (1777-1852) stated, "Statistics are no substitute for judgment." This statement is particularly appreciated in SCRD analysis, in which the first step is not to calculate, but to evaluate. The clinical judgment of the counselor is required to evaluate the design and the data to decide if a functional relationship is demonstrated. A functional relationship is considered present when a believable and consistent pattern of change is demonstrated in target outcomes by a systematic manipulation of an independent variable (Kennedy, 2005). Some have suggested that three or more replications are required to establish this functional relationship (Horner et al., 2005; Kratochwill et al., 2013). However, this determination is ultimately based on a synthesis decision about changes in the mean or level between phases, the immediacy of the change, the nature of the change, the presence and direction of trend in the baseline and intervention, and the degree of variability. Determining that a functional relationship exists between the counseling treatment and the outcome variable is recommended prior to calculating an ES. Experimental control is critical in empirical SCRD research, but there are no set rules for replicating effects, especially in clinical practice. If replication of effect is not established, the ES may indicate the size of a change but not the reason for the change. For example, if a counselor investigates the effect of cognitive behavior therapy on reported client anxiety, the counselor may begin by taking repeated measures during a baseline period. The counselor will then introduce the treatment and continue data collection. These time-series data permit the calculation of an ES on the data collected. However, the resulting number cannot tell the counselor if the change was a result of the cognitive behavior therapy or something else, such as an undisclosed change in medication. The "something else" is any alternative explanation for the behavior change, and these alternative explanations are typically related to an uncontrolled threat to the internal validity of the study. …

Summary Religious harassment claims in the United States have risen sharply over the past decade. However, victims of religious harassment may not always report harassment, and true rates may be higher. Hence, actions taken by third parties present (observers) are important in combating harassment in the workplace. The purpose of this paper is to extend a previous model of observer intervention and related research by testing it empirically in the context of religious harassment and identify factors that influence observers' decision to intervene (intervention), when they intervene (level of immediacy), and how much they intervene (level of involvement). Across two studies, we find evidence that verbal harassment, ambiguity of intent, relationship to target/harasser, recurrence belief, religious commitment, pro-social orientation, and the interactive effect of shared religion and religious commitment predict intervention. Furthermore, individuals show higher levels of involvement and immediacy in intervention when costs are low and emotional reactions are high. Implications of these findings for engaging observers in combatting harassment are discussed. Copyright © 2015 John Wiley & Sons, Ltd.

Patients of Venezuelan state clinics ascribe meanings to doctor–patient interactions that reverberate beyond the immediacy of the clinical encounter to shape political subjectivities. They seek not just medical goods and services from clinical interactions but also expressions of recognition, respect, care, and solidarity from doctors. I argue that patients who had long resented what they saw as the Venezuelan state's broken promises to use national oil wealth to provide for its citizens now read its efforts to address sociopolitical inequalities in the bodily dispositions of its medical workers. Combining anthropological approaches to doctor–patient interactions and to medical embodiment, I show how doctors’ embodied practices can render biomedical encounters politically significant for patients, activating or foreclosing a sense of sociopolitical belonging. In doing so, I demonstrate how sociopolitical orders are constructed and challenged through the intimacies of biomedical practice.

In this essay, I trace the operations of a moral optimism and a skepticism that lie, uneasily, at the foundation of sociocultural anthropology. As other authors of year-in-review pieces have noted, anthropology is motivated by a moral optimism pointing toward the possibilities of an ethically and politically better life. Equally as fundamental, I argue, is a rigorous skepticism interrogating the shifting conditions that give life to anthropology's possibility. Here, I follow the productive tension between these two stances through the sociocultural anthropology of 2014, loosely grouping that work under the rubrics of “ends,” “immediacy,” “ecology,” and “refusal.” Throughout, I make a push for increased attention to our ethic of skepticism as means of tempering the discipline's moral optimism. [optimism, skepticism, immediacy, connection, year in review, sociocultural anthropology]

Expectancy violations theory predicts and explains the effects of nonverbal behavior violations on interpersonal communication outcomes such as attraction, credibility, persuasion, and smooth interactions. Human interactions are strongly governed by expectations which, if violated, are arousing and trigger an appraisal process that may be moderated by the rewardingness of the violator. Violation interpretations and evaluations determine whether they are positive or negative violations. Positive violations are predicted to produce more favorable outcomes, and negative violations less favorable outcomes, than positive and negative confirmations respectively. Many of the theory's propositions have been supported empirically. Some contrary findings have led to revision of the theory. The theory has also been expanded to several kinds of nonverbal violations, including personal space, eye contact, posture, touch, involvement, and immediacy violations. The theory also spawned the investigation of the meanings associated with violations and the kinds of arousal that violations provoke. Keywords: communication theory; expectations; interpersonal communication; interpersonal theory; interviewing; nonverbal communication; relational communication; social norms; violations

The theory and philosophy of history (just like philosophy in general) has established a dogmatic dilemma regarding the issue of language and experience: either you have an immediate experience separated from language, or you have language without any experiential basis. In other words, either you have an immediate experience that is and must remain mute and ineffable, or you have language and linguistic conceptualization that precedes experience, provides the condition of possibility of it, and thus, in a certain sense, produces it. Either you join forces with the few and opt for such mute experiences, or you go with the flow of narrative philosophy of history and the impossibility of immediacy. Either way, you end up postulating a mutual hostility between the nonlinguistic and language, and, more important, you remain unable to account for new insights and change. Contrary to this and in relation to history, I am going to talk about something nonlinguistic—historical experience—and about how such historical experience could productively interact with language in giving birth to novel historical representations. I am going to suggest that, under a theory of expression, a more friendly relationship can be established between experience and language: a relationship in which they are not hostile to but rather desperately need each other. To explain the occurrence of new insights and historiographical change, I will talk about a process of expression as sense-formation and meaning-constitution in history, and condense the theory into a struck-through “of,” as the expression of historical experience.

In 1757, the scholar Kang Se-hwang (1713-91) documented his trip to Kaesong (formerly known as Songdo) in an album that has since become one of the most celebrated groups of paintings in the history of late Choson art. Known as "Journey to Kaesong", the album has been particularly recognized for its incorporation of linear perspective and other techniques associated with Western-style oil painting. Yet even more significant was how Kang treated scale, defined in this context the deliberate calibration of objects according to size. The vast majority of Choson paintings used scale primarily as a means to make visible abstract ideas such as infinity and vastness, often taking as a standard the kinds of relational frameworks used in inkbrush painting since the early Song Dynasty. In "Journey to Kaesong", however, both the physical scale determined by the album format and the pictorial scale internal to the depiction are used to generate viewing experiencies that induce in audiences a sense of immediacy, one that enabled the possibility of imaginig the world beyond the geographic, aesthetic, political and social hierarchies prevalent at the time the work was first made and shown.

This article studies the influence of the non-tradable share reform in the cross-section of stock returns in China. Prior research has generally neglected this important development in the Chinese stock market. We find that the firm-specific illiquidity measures that reflect direct transaction costs, price impact and difficulties in trading immediacy, exhibit a positive and significant relationship with stock returns. These effects are particularly pronounced after the non-tradable share reform. Furthermore, in the post-reform era, portfolios with high illiquidity (i.e. high relative bid–ask spread, high Amihud illiquidity, low Amivest liquidity ratio) significantly outperform portfolios with low illiquidity, controlling for size, and book-to-market effects.

The classic, theological tradition of just war reasoning (JWT) is not exhausted but needed more than ever in the shadow of global risks, when facing “hybrid” war, and when the difference between war and peace is said to be blurring. The tradition does not speak with one voice but debate within the tradition about the (un)acceptability of military action under conditions of uncertainty sheds light, in at least three ways, on ways of approaching the range of unorthodox tactics threated in conflict today: 1. How to be fearful. Fear and anxiety in an age of risk are potential threats to reason. The JWT has resources with which to consider “how to fear” wisely. 2. How to grapple with issues of classification, including what constitutes an attack equivalent to an “armed attack” under UN Charter Art 51. When, for instance, are cyber-attacks better dealt with under civilian, international commercial law, and when the laws of war? 3. How to approach new challenges in a principled manner. Are different principles or criteria needed to govern action (e.g., the criterion of intensity) or do immediacy and necessity remain the most critically important principles in our moral arsenal?

The intent of this article is to use cooperative game theory to predict the level of social impact of scholarly papers created by citation networks. Social impact of papers can be defined as the net effect of citations on a network. A publication exerts direct and indirect influence on others (e.g., by citing articles) and is itself influenced directly and indirectly (e.g., by cited articles). This network leads to an influence structure of citing and cited publications. Drawing on cooperative game theory, our research problem is to translate into mathematical equations the rules that govern the social impact of a paper in a citation network. In this article, we show that when citation relationships between academic papers function within a citation structure, the result is social impact instead of the (individual) citation impact of each paper. Mathematical equations explain the interaction between papers in such a citation structure. The equations show that the social impact of a paper is affected by the (individual) citation impact of citing publications, immediacy of citing articles, and number of both citing and cited papers. Examples are provided for several academic papers.

The ontologies and epistemologies of hunter-gatherers have attracted growing attention in recent years as these people are undergoing changes. We examine these changes, focusing on one particular case based on our studies of the South Indian Nayaka; they have recently added cultivation and animal husbandry to their partially ongoing hunting and gathering life-style. Resisting analysis based on an assumed forest/domesticated dichotomy, we show that forest and domesticated animals and plants are both regarded as sentient co-dwellers in some cases, and as objects in others, depending not on what they are in essence, or where they are, but on when, by whom, and for what purpose they are approached. We argue that pockets of utilitarian framing emerge within the continuing relational epistemology of the Nayaka along with a growing departure from immediacy in the production-consumption nexus. In these pockets, the vivid presence of animals and plants is concealed, and they no longer appear as persons but as things.

Dornyei (2005) proposed the second language (L2) motivational self system in response to the need to develop the socioeducational model. This motivational theory has not been examined in language learners other than those studying English. This study, through investigating Chinese heritage and nonheritage language learners, found that the theory can be extended to motivation studies of Chinese learners and suggests the application to other language students. The findings demonstrate that the perspective of L2 self provides new insights into the motivation of foreign language learners and the heritage and nonheritage learner comparison. Finally, the study provides pedagogical implications corresponding to the findings.Key words: Chinese learners, college level, heritage, L2 self, nonheritageIntroductionA number of models, including Gardner 's (1985) socioeducational model, have attempted to explain differences in motivation across a variety of learners and settings. Since the 1990s, researchers have proposed other models (Dornyei, 1990b, 1994a; Dornyei & Csizer, 2002; Noels, 2003; Noels, Pelletier, & Vallerand, 2000; Ushioda, 2001; Yashima, 2000), one of which is the second language (L2) motivational self system (Dornyei, 2005). A number of researchers have used this model to explain differences in motivation for learners of English as a foreign language (e.g. Csizer & Kormos, 2009; Kim, 2009; Ryan, 2009; Taguchi, Magid, & Papi, 2009; Yashima, 2009). In order to better understand differing types and levels of motivation in learners of Chinese as a foreign language, this study examined the validity of the L2 motivational self system as a framework and investigated the extent to which heritage and nonheritage language learners sought to approximate an ideal L2 self.Review of LiteratureBackgroundThe socioeducational model (Gardner, 1985; Gardner & Lambert, 1972) identified the impact of the social and cultural milieu on L2 learning and addressed the signifi- cance of learners' attitudes toward the com- munity during L2 acquisition. The model proposed two types of motivation-integrative and instrumental-with the former referring to positive attitudes and openness to the tar- get language group and even an eventual intention to identify with them, and the latter referring to utilitarian motives for learning another language. However, the model was not without faults. First, although it was agreed that instrumentality and integrative- ness were, to a certain extent, mutually inclu- sive (Dornyei, 2010; Gardner & MacIntyre, 1993; Gardner, Tremblay, & Masgoret, 1997), the subjects whom Gardner and his associates investigated were quite young school learners who hence lacked consider- ation for future career and salaries (Dornyei, 1994b); thus "instrumentality" was left unex- plored (Oxford, 1996) and studies inevitably conveyed the incorrect impression that the socioeducational model dichotomized the two motivations (Dornyei, 2010). What is more, some researchers have posited that integrative motivation does not exist in for- eign language settings (Clement & Kruidenier, 1983; Dornyei, 1990a, 1990b, 2003; Oxford, 1996; Oxford & Shearin, 1994; Warden & Lin, 2000): According to Clement and Kruidenier (1983), the two con- ditions that are necessary for the generation of integrativeness are the significance of the tar- get language and the immediacy of intercul- tural contact. According to Dornyei (2003) and Clement and Kruidenier, "bookish" in- terest in the target language and culture has been confused with integrative motivation. Finally, the definition of integrativeness has been far from consistent because it has em- braced different degrees of openness to the target community, ranging from general in- terest to intentional membership in the com- munity (Gardner, 2001; Gardner & Lambert, 1972), which has unfortunately caused in- consistent operationalization of integrative- ness for research purposes. …

SUMMARY The use of machine-to-machine (M2M) systems has spread among people seeking to connect devices with remote systems via the Internet to provide services such as remote maintenance and remote energy management without human intervention. For the access network for M2M systems, not only security and immediacy, but also multiservice connectivity is required, which makes it possible to connect devices with multiple services. In this paper, an M2M proxy communication method is proposed as a communication method that achieves multiservice connectivity and security and immediacy at the same time. In the proposed method, a proxy server located between devices and application servers relays communications among them. In the relay processing, multiservice connectivity of the access network is achieved by performing access or exclusive control to devices. By adopting the M2M proxy communication method, the access network simultaneously provides multiservice connectivity, security, and immediacy at low cost without introducing any special scheme into devices. © 2013 Wiley Periodicals, Inc. Electron Comm Jpn, 96(12): 74–84, 2013; Published online in Wiley Online Library (wileyonlinelibrary.com). DOI 10.1002/ecj.11474

In the last decade, Internet access and social media have reshaped the possibilities for experimental practice in terms of reach and immediacy. Doina Petrescu and Constantin Petcou of atelier d'architecture autogeree (aaa) describe a project that they initiated for a collective platform in Paris that acts as a catalyst for community engagement in the urban realm and particularly the reappropriation of vacant plots of land in the city.

The one-minute preceptor (OMP) is a time-efficient, learner-centered teaching method used in a busy ambulatory care setting. This project evaluated the effects of training experienced anatomy teachers in the use of the OMP in the gross anatomy laboratory on students' perceived learning. Second-year medical students from a five-year, undergraduate-entry, system- and problem-based medical program were divided randomly into two groups of 76 students each. The groups took part in the same gross anatomy laboratory session on different dates, supervised by the same two teachers (both with over 25 years of teaching experience). The teachers attended a workshop on the use of the OMP between the two sessions. Students were given a questionnaire at the end of the two sessions to indicate their agreements to statements regarding their learning experiences. Semistructured interviews were conducted with the two teachers after the second session. Results showed that training experienced anatomy teachers in the use of the OMP did not result in improvement of student learning perception in the gross anatomy laboratory. The experienced teachers have developed their own approaches with elements similar to those in the OMP: being learner centered and adaptable to individual student's needs, providing feedback, and enhancing teacher immediacy. They do not have an explicit structure such as the OMP, and are thus flexible and adaptive. Confining the teachers' teaching behaviors to the OMP structure could limit their performance. Although there are theoretical advantages for novice teachers in adopting the OMP technique, these advantages still need to be supported by further studies. Anat Sci Educ 7: 124–129. © 2013 American Association of Anatomists.