Algebra for the Practical Man, 3ed (Mathematics for Self by J. E. Thompson

By J. E. Thompson

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Looking back, with a bit of distance, I realise I was already learning the value of putting out and owning where I am, but I can hardly communicate the fear, anxiety and loneliness which that meant at the time. Having spent the previous day talking about implicit and explicit norms, my fears picked up on what I felt were the implicit norms held by some of our group - 'she should have sorted herself out before she came on this course', and perceiving me as threatening by questioning the value of counselling.

The external acts that correspond to them'. Visualise yourself sitting at the word-processor and writing. 2. This works reciprocally since carrying out actions and adopting attitudes 'evoke and strengthen positive and desired inner states'. Having written part or all of the assign­ ment, you now see yourself as 'a capable student', who can get work done. 3 . We all know that it is easier to pay attention to something that interests us. It is less obvious that attention tends to increase interest.

For example, do you understand why listening is such a key skill? It has been said that listening has the same importance in counselling as watching the road has in driving a car, yet there are now 'counselling' systems without ears, in the shape of elec­ tronic networks (Lago, 1 996). Does a computer listen? Or what is its equivalent? Competence The idea of 'competence' is useful in conceptualising learning and in avoiding the potential reduction of behaviour into ultimately meaningless units.

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