By David D. Burns
During this step forward publication, Dr. David Burns, M.D., writer of the bestselling Feeling Good, applies the confirmed rules of Cognitive treatment to taking out the damaging pondering and occasional vainness that explanations loneliness and shyness. With brilliant and delicate recommendation, case histories, and revealing routines, this step by step application exhibits you ways to:
• Pinpoint and rid your self of attitudes that hold you except others
• grasp the ideas that make you look and feel extra attractive
• Deal with those that provide the runaround
• Resist romantic temptations now not on your top interest
• Release inhibitions to overcome functionality nervousness and increase sexual pleasure
• Develop pleasurable relationships . . . and more
“Revelatory . . . Burns is aware on a intestine level.”—The Chicago Tribune
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Extra resources for Intimate Connections
In Indonesia a credit transfer scheme is built into bridging programmes which aim to boost the performance of individuals who fail to meet the minimum requirements of the institution conferring their credits. In New Zealand RPL is part of the credit system. Education providers in New Zealand are required to have their own administrative and practical arrangements in place for the RPL and credit recognition and transfer. This applies to employing organizations, industry and professional bodies and educational organizations, and includes a number of institutes of technology and polytechnics, which have ‘Centres for the Assessment of Prior Learning’.
Shavit, Y. (1998). The institutional embeddedness of the stratification process: A comparative study of qualifications and occupations in thirteen countries. In W. Müller & Y. ), From school to work: A comparative study of educational qualifications and occupational destinations (pp. 1–48). Oxford: University Press. NCEUS. (2009). Skill formation and employment assurance in the unorganised sector. New Delhi: National Commission of or Enterprises in the Unorganised Sector. , & Hovdhaugen, E.
Methodologically this was based on the concept of strategic career and learning biographies (Cedefop 2016; Barabasch and Merrill 2014; Brown et al. 2012), which implies that the voices of participants were heard and had a central place in the research process (Cedefop 2014a, b). When telling the story of career transitions individuals tend to prioritise certain episodes in ones’ life and attach special meaning to them. They become strategic stepping stones in the explanation of pathways and outcomes (Brown 2015).