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Calexico: Carried to Dust [Quarterstick/Touch & Go]
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Кон албумот „Порта Маседониа“ на Горан Трајковски и Александар Хофман-Велјанов, „Премиум рекордс“, 2008
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за романот на Гоце Смилевски: Сестрата на Сигмунд Фројд. – Скопје: Култура, 2007, 182 стр.
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On "Porta Macedonia" album by Goran Trajkovski and Alexander Hoffman – Veljanov, "Premium Records", 2008
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Calexico: Carried to Dust (Quarterstick/Touch & Go, 2008)
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The Perceived Wellness Survey (PWS) (Adams, Bezner and Steinhardt, 1997) was developed to measure subjective well-being from a eudemonic point of view. This paper presents the findings of a study undertaken to adapt the PWS for the Romanian population. A sample of 448 subjects, 229 males and 219 females, were used. Based on exploratory and confirmatory factor analysis a three factor model was obtained. Results show adequate construct, convergent and discriminant validity of the adapted instrument as well as acceptable internal consistency for each scale.
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Concerning people with disabilities, sometimes errors occur in defining theoretical concepts used by different approaches that address this category of people. The correct definition of these concepts determines the clear understanding of the problems that people with disabilities have to overcome and the suggested solutions. In this paper, the main focus is on the clarification of the normalization principle and the ways in which it can be implemented in everyday life.
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Structural equation modelling is a technique of multivariate analysis very general and powerful at the same time. Such techniques may be used to test theories, sometimes very complex, from empirical data. Article's looking to make an introduction to the use of structural equations modelling, are presented concepts, specific methods, the steps are discussed fit indexes, and assumptions to be followed when modelling with structural equations.
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This article reviews literature on the psychosocial correlate of cancer relapse and survival from 1987 through 2007. Reviewed studies have shown that factors most frequently evaluated were depression, anxiety, hopelessness/hopelessness, hostility, marital status and social involvement. Mainly inconsistent results were found. The strong evidence for a relationship between psychosocial variable and prognosis was found for social support. Among the factors that showed no correlation at all was locus of control. For the inconsistent findings, a considerable number of methodologic shortcomings with respect to study design, sample size, measure and statistic analysis are enumerated.
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This article presents a review of the contribution of discursive social psychology to the study of prejudice and racism. At first I will discuss the theoretical and methodological characteristics of discursive social psychology showing that this field of social psychology has re-specified some of the traditional socio-cognitive approaches to stereotyping, prejudice and racism by shifting its emphasis on the study of the discursive practices, on the discourse which is seen as the action that construes reality. The paper ends with a presentation of what is known as “critical discursive social psychology”, which scope’s is to investigate the way in which some forms, discursive practices, institute, modify, create and reproduce patterns of social inequality and unequal relations of power which function on an ideological level. The basic idea of this approach, which has major implications for the study of prejudice and racism, is to highlight the social, political and ideological consequences of different types of discursive organizations such as naturalization and the legitimate dominance and maintenance of the status-quo.
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According to the theory of situated cognition learning is affected by the context in what the learning takes place. Embedding the process of learning in the context results in that the implicit knowledge acquired from the context will increase the performance. However, real context like situations increase also later performance. This research study is based on the hypothesis of real context like activities applied to reading comprehension task for students in 4th and 5th grade. The hypothesis of this research is that the use of methods similar to situated cognition related to a reading comprehension task will increase later performance of students for free retrieval and cued-recall of a story and new words presented through the story. Students were randomly assigned to one of three groups: control, visual, and activity (in situated cognition like condition). Results show that tasks that mimic reality increase reading comprehension performance. There are discussed implications for educational practice by showing the relationship between explicit knowledge and implicit understanding as related to situated cognition.
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