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Raya A. Jones [16]Ray Jones [3]Raya Jones [3]Raya Abigail Jones [2]
Raymond Jones [1]Ray Brian Jones [1]
  1.  31
    Signaling Positive Corporate Social Performance.Ray Jones & Audrey J. Murrell - 2001 - Business and Society 40 (1):59-78.
    A firm’s social performance can shape the impressions of key stakeholders, such as employees, customers, suppliers, and investors, that influence subsequent decision making and relationships to the firm. To test this notion, we examine how a firm’s public recognition for exemplary social performance can serve as a positive signal of the firm’s business performance to shareholders. We conduct an event study of firms named to Working Mothermagazine’s list of “Most Family- Friendly Companies” for the first time between 1989 and 1994. (...)
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  2.  18
    Concerning the Apperception of Robot-Assisted Childcare.Raya A. Jones - 2019 - Philosophy and Technology 32 (3):445-456.
    This essay looks askance at how robot-assisted childcare is constructed in the public domain of the Internet. Complex interactions of rhetorical manoeuvres, narratives and postnarrativity, and semiotic slippages may channel the apperception of this application of robotics. The prospect of robots in childcare roles is exceptionally contentious, for it connotes interference with the child-caregiver attachment bond. The industry’s response to psychology-informed concerns is to ‘rebrand’ the product as a robot companion for a child or as a home robot for the (...)
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  3.  4
    Problem presentation and responses on an online forum for young people who self-harm.Christabel Owens, Tamsin Ford, Tobit Emmens, Ray Jones, Elaine Hewis, Siobhan Sharkey & Janet Smithson - 2011 - Discourse Studies 13 (4):487-501.
    In this article we investigate the nature of problem presentation and responses on an online forum for young people who self-harm. Previous studies have raised concerns about the peer encouragement of self-harming behaviours in online forums, and this analysis considers the nature of peer interaction on a specific forum, ‘ SharpTalk’. This was a research forum which explored the potential of online communities to foster engagement and shared learning between NHS professionals and young people who self-harm. This analysis draws on (...)
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  4.  20
    Education and imagination: post-Jungian perspectives.Raya A. Jones (ed.) - 2008 - New York: Routledge.
    The book identifies various facets of applying contemporary Jungian thought to the issue at hand, in chapters that range from scholarly critiques to practical ...
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  5.  58
    Relationalism through Social Robotics.Raya A. Jones - 2013 - Journal for the Theory of Social Behaviour 43 (4):405-424.
    Social robotics is a rapidly developing industry-oriented area of research, intent on making robots in social roles commonplace in the near future. This has led to rising interest in the dynamics as well as ethics of human-robot relationships, described here as a nascent relational turn. A contrast is drawn with the 1990s’ paradigm shift associated with relational-self themes in social psychology. Constructions of the human-robot relationship reproduce the “I-You-Me” dominant model of theorising about the self with biases that (as in (...)
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  6.  32
    The necessity of the unconscious.Raya A. Jones - 2002 - Journal for the Theory of Social Behaviour 32 (3):344–365.
  7.  41
    On the ‘Art and Science’ of Personal Transformation: Some critical reflections.Raya Abigail Jones - 2012 - Educational Philosophy and Theory 44 (1):18-26.
    This paper takes a critical look at the applicability of the Jungian view on individuation and imagination. While Jungian ideas can bring something fresh and necessary into educational practice, personal enthusiasm might blind us to a dissonance between educational goals and the therapeutic goal of analytical psychology. The case is made with particular attention to some work in the field of transformative learning in adult education.
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  8.  4
    On the ‘Art and Science’ of Personal Transformation: Some critical reflections.Raya A. Jones - 2012 - In Michael A. Peters & Inna Semetsky (eds.), Jung and Educational Theory. Chichester, UK: Wiley. pp. 12–20.
    This chapter contains sections titled: Introduction Jung and Education The Power of Images A Short Detour to the Pragmatics of Science Soul‐speak as Ideology A Closing Reflection References.
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  9.  7
    After postmodernism, technologism.Raya A. Jones - 2018 - Educational Philosophy and Theory 50 (14):1606-1607.
  10.  45
    Body, mind and healing after Jung: a space of questions.Raya A. Jones (ed.) - 2011 - New York, NY: Routledge.
    In this book Raya Jones draws on the triad of body, mind and healing and (re)presents it as a domain of ongoing uncertainty within which Jung's answers stir up ...
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  11.  28
    Direct perception and symbol forming in positioning.Raya Jones - 1999 - Journal for the Theory of Social Behaviour 29 (1):37–58.
    Harreà’s positioning theory posits discourse as the concrete context within which selves are produced, but accentuates the dissociation between the physical engagement in a conversation and ‘location’ in a conceptual interpersonal space. The thesis that positioning involves selective attention, and that selected positions express ongoing transformations in the hearer’s experiential realm is expanded here initially by reference to Gibson’s direct-perception theory. The concepts of indexical and symbolic affordances are introduced to describe the function of utterances in setting parameters for hearer’s (...)
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  12. Introduction : A debt to Jung.Raya Jones, Austin Clarkson & Sue Congram - 2008 - In Raya A. Jones (ed.), Education and imagination: post-Jungian perspectives. New York: Routledge.
     
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  13.  9
    Jung, Psychology, Postmodernity.Raya A. Jones - 2007 - Routledge.
    _Jung, Psychology, Postmodernity_ explores points of confluence and, more often, contradictions between Jungian and postmodern ideas. Throughout the book Raya Jones examines how personal meaning emerges in human activity. Jung addressed this in terms of symbol formation, with particular attention to dreams, myths, art and other fantasy productions. Postmodern psychologists tend to address issues of meaning in terms of peoples self-understanding and identity construction, with a focus on self-positioning in actual conversation or on autobiographical narratives. Jones draws a line of (...)
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  14. Jung, science, and technology.Raya A. Jones - 2019 - In Jon Mills (ed.), Jung and Philosophy. New York: Routledge.
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  15. Storytelling, socialization and individuation.Raya A. Jones - 2008 - In Education and imagination: post-Jungian perspectives. New York: Routledge. pp. 78.
  16. The 'child' motif in theorizing about embodied subjectivity.Raya A. Jones - 2010 - In Body, Mind and Healing After Jung: A Space of Questions. Routledge. pp. 1946--79.
     
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  17.  27
    The presence of self in the person: Reflexive positioning and personal constructs psychology.Raya Jones - 1997 - Journal for the Theory of Social Behaviour 27 (4):453–471.
    Tan and Moghaddam’s ‘reflexive positioning’ expansion of Harré’s positioning theory provokes consideration of psychological factors underlying the discursive production of selves. However, it understates the issue, why do people appropriate particular positions, hearable in utterances, as applicable to themselves. Some of the theoretical ambiguities dissipate when positioning is approached from a personal-constructs perspective , which draws attention to personal construction of selves, as distinct from social construction, and describes the dynamics of individual continuity, though understating the concrete contextuality of personal (...)
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  18.  45
    The person still comes first: The continuing musical self in dementia.Raya A. Jones & Pickles - 2006 - Journal of Consciousness Studies 13 (3):73-93.
    It is well known anecdotally that, for many people in dementia, the appreciation of music outlasts other faculties. Could the residual musicality constitute a 'musical self', an enduring fragment of the person that the sufferer used to be? The question, as far we know, has not been raised before. Towards formulating the hypothesis, this article examines some of the available research and theorizing concerning the self and the neurology of music and dementia. A unified neurocognitive 'musical self' system seems plausible, (...)
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  19.  21
    Itinerary of the Knower: Mapping the ways of gnosis, Sophia, and imaginative education.Joshua A. Ramey, Peter T. Dunlap, Raya A. Jones & Antonina Lukenchuk - 2012 - Educational Philosophy and Theory 44 (1):41-52.
    My conversion into a knower has been a long and winding road. From childhood reverie to the years of formal schooling, education has never ceased to lure me into its magical power. How do we really get to know/see/learn whatever happens on our educational journey? In this paper, I will re‐trace my quest for knowledge that reaches beyond the boundaries of traditional epistemology. My wonderings will take me to explore, via Jung, the possibilities of imaginative education through Gnosis and Sophia. (...)
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  20.  10
    Cultures and Identities in Transition: Jungian Perspectives.Murray Stein & Raya A. Jones (eds.) - 2010 - Routledge.
    _Cultures and Identities in Transition_ returns to the roots of analytical psychology, offering a thematic approach which looks at personal and cultural identities in relation to Jung’s own identity and the identities of contemporary Jungians. The book begins with two clinical studies, representing a meeting point between the traditional praxis of Jungian analysis, on the one side, and the current zeitgeist, world events and collective anxieties as impacting on persons in therapy, on the other. An international range of expert contributors (...)
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  21.  12
    Temporal patterns in multi-modal social interaction between elderly users and service robot.Ning Wang, Alessandro Di Nuovo, Angelo Cangelosi & Ray Jones - 2019 - Interaction Studies 20 (1):4-24.
    Social interaction, especially for older people living alone is a challenge currently facing human-robot interaction (HRI). There has been little research on user preference towards HRI interfaces. In this paper, we took both objective observations and participants’ opinions into account in studying older users with a robot partner. The developed dual-modal robot interface offered older users options of speech or touch screen to perform tasks. Fifteen people aged from 70 to 89 years old, participated. We analyzed the spontaneous actions of (...)
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  22.  7
    Aesthetically Designing Video-Call Technology With Care Home Residents: A Focus Group Study.Sonam Zamir, Felicity Allman, Catherine Hagan Hennessy, Adrian Haffner Taylor & Ray Brian Jones - 2021 - Frontiers in Psychology 12.
    BackgroundVideo-calls have proven to be useful for older care home residents in improving socialization and reducing loneliness. Nonetheless, to facilitate the acceptability and usability of a new technological intervention, especially among people with dementia, there is a need for user-led design improvements. The current study conducted focus groups with an embedded activity with older people to allow for a person-centered design of a video-call intervention.MethodsTwenty-eight residents across four care homes in the South West of England participated in focus groups to (...)
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