Cap a un model per interpretar i facilitar l'aprendre: estratègies i recursos per a la reflexió-acció en i des de la pràctica

1.- L'enquadrament d'aquest treball de recerca s'ha fet en i des de la praxis. EI que interessa és descobrir i proposar instruments pedagògics d'ajuda, assequibles i contextualitzats, especialment en el terreny de la comunicació i la interacció Educador-Educand. La metodologia que s'ha fet servir és de caire qualitatiu, etnogràfic, en un enfocament basat en la investigació-acció. La visió de la persona és volgudament holística; els sentiments, els significats, I' orientació personal, I' autodirecció. esdevenen elements centrals. La hipòtesi de treball, en la qual es fonamenta la recerca, podria formular-se així: 'En la pràctica, els Educadors, d'una forma més o menys reflexiva, perceben i interpreten el procés d'aprendre dels Educands; hi intervenen, el mediatitzen; n'avaluen la direcció i l'encert". A partir d'aquest supòsit, l'investigador veu convenient donar resposta a tres qüestions centrals: A) Com comprenem i interpretem els Educadors el procés d'aprendre dels Educands?; B) Quin tipus d'intervenció resultarà adient per promoure i/o facilitar l'aprendre?; C) Amb quins instruments i estratègies comptem per ajudar pedagògicament? 2.- Per llegir l'aprendre, l'investigador fa ús d'un model mental, indispensable per ordenar les dades de l'experiència. Convé, per tant, explicitar-lo, fer-ne ciència, coneixement compartit. En aquesta direcció de treball se li plantegen dos tipus d'interrogants: A) Quins són els elements comuns a qualsevol experiència d'aprenentatge?; Quina mena d'activitat o experiència personal desenvolupen tots els Educands; i B) Com es manifesta aquesta experiència? Amb quins indicadors? Quina mena de "text" llegeix l'Educador per orientar la seva intervenció d'ajuda? 3.- L'aprenentatge. en aquest treball, és considerat per l'investigador com la resultant de tres processos personals: el posicionament, l'estratègia i l'avaluació. Quan l'Educador vol compartir amb l'Educand el seu procés idiosincràtic d'aprendre, procura reconstruir amb ell aquestes tres accions bàsiques: A) Com es posiciona: què tem o desitja, què creu, què espera, quines expectatives viu, com es motiva? B) Quines són les seves pautes d'actuació: com treballa, com memoritza, com recupera la informació que té a la memòria, què fa davant d'un problema... ? C) Què busca; què és important per a ella; què pretén... ? 4.- Davant la complexitat dels missatges emesos per l'Educand l'investigador opta per llegir tres tipus de "textos": els productes i els resultats; les conductes; i els missatges parlats. Entre tots tres, pensa, podrà trobar elements i indicadors adequats per fonamentar, sempre hipotèticament, la seva actuació pedagògica. 5.- Procura sobretot detectar i fer existir els èxits, aquells productes i/o resultats que l'Educand troba valuosos, per tal d'ajudar-lo a prendre consciència dels seu repertori personal d'estratègies i capacitats. En aquest àmbit es proposen tres actituds o enfocaments del treball d'ajuda: A) El primer fa referència a la presa de consciència de l'estratègia personal, que s'amaga darrera el producte valorat. B) El segon apunta cap al respecte per l'estratègia que cadascú executa i, per tant, li és familiar. L'Educand la necessita. Es la seva. Es troba en la seva experiència, encara que no necessàriament existeixi en la seva construcció conscient. C) El tercer ,el duu a valorar l'estratègia d'acord amb les finalitats de l'Educand. La seva adequació es legitima pel que es proposa. Partim del supòsit que tota conducta es troba dirigida per un propòsit a vegades difícil de copsar i no sempre recomanable per a l'Educand. 6.- La conducta percebuda de l'Educand és entesa com un missatge, un conjunt d'indicadors de la seva activitat contextualitzada, interna i externa; missatge que, en relació amb altres, com els productes i les verbalitzacions, manifesta fragments dels seus significats, projectes, estratègies, valors. Es fa un èmfasi especial en les conductes "internes", els gestos mentals, l'acció interior, tramesa per mitja de microcomportaments sovint no conscient, i certificada per mitjà de la verbalització del viscut. 7.- Parlar amb l'Educand suposa dues menes d'accions: escoltar i emetre. Escoltem per comprendre; emetem per perfilar la comprensió i també per ajudar. En l'emissió, el missatge pedagògic té dues funcions: a) rellançar i orientar el pensament i l'autoexploració de l'Educand; i b) influir per tal que desenvolupi amb èxit el seu projecte d'aprendre. Interessa d'una manera especial ajudar a integrar en la consciència de l'Educand aquests elements de la seva experiència que poden facilitar-li l'adquisició del coneixement. I entenem que, en aquesta empresa, la paraula i la interacció verbal poden tenir-hi un joc important. Per aquesta raó s'ha considerat necessari oferir un model d'anàlisi de la interacció i els missatges verbals. 8.- "Les persones aprenen sempre, amb recursos, processos i sistemes de valoració idiosincràtics, per fa qual cosa la seva orientació en el context esdevé un referent central en el disseny de l'ajuda pedagògica i en la seva avaluació". Aquesta és la hipòtesi de sortida per dissenyar la intervenció pedagògica. Tothom aprèn, inevitablement; la qüestió és quina cosa està aprenent i de quina manera els seus resultats d'ara són mediatitzats per l'experiència passada i, alhora, condicionen el seu aprendre futur. L'aprenent es posiciona, anticipa el procés d' aprendre, valora la seva. capacitat per desenvolupar-lo amb èxit, es motiva en una determinada direcció, d'acord amb la seva experiència, els seus aprenentatges anteriors. Executa estratègies, mostra un tipus d'intel·ligència, una forma personal de processar la informació. Pretén quelcom. És un sistema obert en relació amb el medi: hi ha uns valors que dirigeixen la seva presa de decisions. Utilitza uns criteris propis, una gamma personal d'opcions conscients. Avalua el que fa, el resultat que obté i la seva capacitat personal. 9.- L'ajuda pedagògica que I' autor proposa s'encamina sobretot a facilitar en l'Educand la descoberta dels seus propis recursos. Es tracta de portar-lo cap a la consideració atenta de la seva pròpia experiència, per amplificar-la i fer-la existir com a recurs conscient . Ha dibuixat i experimentat tres conjunts d'intervenció cadascun enfocat vers un àmbit de l'experiència d'aprendre, el qual col·loca com a prioritari, sense oblidar qualsevol dels altres que pugui ser rellevant, per comprendre o ajudar. A) Intervenció sobre el posicionament. En aquest àmbit enfoca l'estil de motivació que executa l'Educand, mira de corregir-lo, si cal, a partir de l'anàlisi i la comprensió de les seves formes de motivar-se quan ell viu l'èxit. Treballa proposant objectius paradoxals de fracàs gairebé impossible, buscant l'assoliment de petits èxits, potser aparentment insignificants, però estratègics; prescriu l'automatisme, per modificar-lo si l'Educand ho desitja; comprova el procés d'anticipació de I' experiència que l'aprenent es construeix per orientar-se; l'ajuda a contextualitzar anticipació i a fer ús dels seus Ilenguatges interns més eficaços i còmodes;... B) Intervenció sobre les estratègies i processos. En un segon enfocament, no necessàriament posterior al descrit, considera les estratègies de I'Educand, també a partir dels seus encerts i èxits. Mira de portar-lo cap a fa descripció i presa de consciència de les seves maneres de fer mes còmodes i segures, les que lliguen amb les seves preferències cerebrals. Quan viu dificultats, el convida a explorar les excepcions, els moments en els quals les seves realitzacions són satisfactòries. Pretén sobretot modificar les seves creences limitants, posant-lo en conflicte amb els fets de l'experiència. A vegades, caldrà facilitar l'adquisició d'estratègies i procediments nous que l'Educand considera plausibles. Es tracta específicament de fer existir opcions noves d'actuació per tal d'assolir allò que vol i/o necessita. C) Intervenció sobre el sistema de valors de l'Educand. L'Educand viu uns valors, els quals expliquen el seu món intern les conductes que realitza i els resultats que obté. Aquest àmbit és col·locat, en el model, al centre del procés d'aprendre. Hom actua amb propòsits determinats, no necessariament conscients. L'obertura de la persona a l'experiència d'aprendre es dirigeix segons criteris i valors irrenunciables. 10.- L 'Educador procura compartir els objectius de l'Educand i els seus projectes per assolir-los; vol tanmateix que se'n faci coneixedor i director responsable. Per a això li convé preguntar-se per quina mena d'experiència està desenvolupant i quin sentit ecològic te per a ell. L'Educador, el seu model del món, la seva persona, està compromès en el procés d'ajuda. No és només un tècnic que aplica recursos objectius. El seu model de comunicació, el seu pensament, les seves expectatives i anticipacions, tenen un pes considerable en el tipus d'intervenció pedagògica que durà a terme i, d'escreix, en el tipus d' aprenentatge que facilita. En la intervenció, l'Educador parteix d'una avaluació intencionadament positiva, centrada en els recursos i les solucions, en la metacognició i l'autoregulació dels processos, a partir de premisses que pressuposen l'èxit personal.

O papel do gestor escolar na formação de uma cultura da escola

RESUMO: Este trabalho investiga o papel do diretor escolar como agente formador de uma cultura da escola. Investigaram-se os conceitos de cultura, cultura escolar, gestão escolar, ambos com foco na atuação do diretor. Como hipótese de investigação considera-se que a opinião pessoal, aspirações, atitudes, concepção de educação, modelo de gestão e compromisso ético-profissional assumido, enfim, aspectos idiossincráticos do diretor influenciam de maneira decisiva a cultura de uma escola, passando pela equipe gestora (direção, coordenação), professores, funcionários, e por fim chegando até os alunos e suas famílias. Imagina-se que isso se deva em grande parte à liderança e autoridade conectadas ao papel central que o diretor exerce na instituição escolar, bem como se relaciona com as dificuldades que a democratização dos processos de gestão escolar encontra para uma atuação efetiva. Entre os objetivos deste estudo estão levantar informações sobre o papel do gestor escolar; identificar características da gestão escolar que favorecem a formação de uma cultura da escola; comparar as concepções acerca da gestão escolar como promotora de uma cultura da escola a partir das concepções dos diretores e coordenadores envolvidos nesse processo de gestão. Este estudo procura contribuir para compreensão do papel do gestor na promoção de uma cultura da escola, no sentido em que entende a gestão escolar como motor para articulação de processos, e dos envolvidos – professores, funcionários, alunos e comunidade – na busca de um ambiente escolar que seja traduzido e reconhecido como sua cultura, definindo assim um jeito de ser escola, uma espécie de identidade da escola. Como resultados, verificamos que a gestão escolar assume um papel decisivo na formação de um ambiente onde se cria uma cultura de escola, quando compartilha a sua visão de direção com a equipe gestora e fornece um direcionamento claro para suas ações. Desse modo, o estudo realizado evidencia a necessidade de se investir na produção de contextos escolares que favoreçam a construção de práticas democráticas, onde a cultura da escola possa ser vivenciada por todos e a partir de todos. ABSTRACT: This study investigates the role of school principal as a formation agent of the school culture. Investigated the concepts of culture, school culture, school management, both focusing on the action director. As a research hypothesis, it is considered that personal beliefs, aspirations, attitudes, vision of education, management model and professional and ethical commitment made at last respects idiosyncratic director's influence decisively the culture of a school, passing by the team management (leadership, coordination), faculty, staff and finally reaching the students and their families. It is thought that this is due in large part to the leadership and authority connected to the central role that the director has in the school and how it relates to the difficulties that the democratization processes of school management to find an effective action. Among the objectives of this study are collect information on the role of the school manager, identify characteristics of school management that promotes the formation of a school culture; compare the conceptions of school administration as a promoter of a school culture based on conceptions of directors and engineers involved in the management process. This study seeks to contribute to both, and thus an emancipatory purpose in the sense that believes the school management as an engine for articulating and processes involved - faculty, staff, students and community - in search of a school environment that is translated and recognized as its culture, thus defining a way to be a school, a sort of school identity. As a result, we found that the school management plays a decisive role in shaping an environment where you create a culture of school, he shares his vision of leadership with the management team and provides a clear direction for their actions. Proposes to invest in the production of school contexts that promote the construction of democratic practices, where the school culture can be experienced by everyone and from everyone.

Análise à volatilidade do mercado da arte

Um olhar breve para a história financeira internacional denota que, em períodos de crise ou até mesmo de depressão das principais economias mundiais, os investidores tendem a proteger os seus investimentos, muito para além dos usuais activos financeiros, como o caso das acções, obrigações, entre outros. A principal razão para tal é que, em termos empíricos, verifica-se que estes activos referidos apresentam uma elevada volatilidade, especialmente em momentos de grande turbulência nos mercados financeiros, em virtude da incerteza quanto ao futuro das economias mundiais. Assim sendo, a presente investigação realiza uma análise em torno da previsão de volatilidade dos activos associados a arte e, assim, pretende comparar com a volatilidade existente em torno dos índices ou mercados financeiros. Para tal, serão adoptados os modelos de heterocedasticidade condicional, com a finalidade de previsão de volatilidade marginal ou incondicional. A análise efectuada baseou-se na comparação da volatilidade marginal dos índices S&P 500 e DJ Euro Stoxx 50, representativos dos activos financeiros, face à volatilidade marginal das principais empresas (Christie´s e Sotheby´s) e do principal índice de arte (ArtPrice Global Index), representativos dos activos associados à arte. Os resultados evidenciam uma diferença significativa entre as volatilidades marginais ou incondicionais previstas, resultando numa menor volatilidade prevista incondicional dos activos de arte face aos activos financeiros.

For better or for worse, till the human development index do us part?

This paper describes the results of research intended to explore the volatility inherent in the United Nations Development Programme's (UNDP) Human Development Index (HDI). The HDI is intended to be a simple and transparent device for comparing progress in human development, and is an aggregate of life expectancy, education and GDP per capita. Values of the HDI for each country are presented in the Human Development Reports (HDRs), the first being published in 1990. However, while the methodology is consistent for all countries in each year there are notable differences between years that make temporal comparisons of progress difficult. The paper presents the results of recalculating the HDI for a simplified sample of 114 countries using various methodologies employed by the UNDP. The results are a set of deviations of recalculated HDI ranks compared to the original ranks given in the HDRs. The volatility that can result from such recalculation is shown to be substantial (+/-10-15 ranks), yet reports in the popular press are frequently sensitive to movements of only a few ranks. Such movement can easily be accounted for by changes in the HDI methodology rather than genuine progress in human development. While the HDRs often carry warnings about the inadvisability of such year-on-year comparisons, it is argued that the existence of such a high-profile index and the overt presentation within league tables do encourage such comparison. Assuming that the HDI will be retained as a focal point within the HDRs, then it is suggested that greater focus be upon more meaningful and robust categories of human development (e.g. low, medium and high) rather than league tables where shifts of a few places, perhaps as a result of nothing more than a methodological or data artefact, may be highlighted in the press and by policy makers. (C) 2003 Elsevier Science B.V. All rights reserved.

The PhD in construction management

The PhD process is uncertain, idiosyncratic and vague. Research into the management of PhDs has proved very useful for supervisors and students. It is important for everyone involved in the process to be aware of what can be done to improve the likelihood of success for PhD studies. There are many ways of tackling a PhD and it is not possible to describe construction management as a generic type of study. Rather, construction management is a source of problems and data, whereas solutions and approaches need to be based within established academic disciplines. The clear definition of a research project is an essential prerequisite for success. Although PhDs are difficult, there are many things that can be done by departments, supervisors and students to ease the difficulties. In the long run, the development of an active and dynamic research community is dependent upon a steady flow of high quality PhDs. No-one benefits from an uncompleted or failed PhD.

Airborne measurements of the spatial distribution of aerosol chemical composition across Europe and evolution of the organic fraction

The spatial distribution of aerosol chemical composition and the evolution of the Organic Aerosol (OA) fraction is investigated based upon airborne measurements of aerosol chemical composition in the planetary boundary layer across Europe. Sub-micron aerosol chemical composition was measured using a compact Time-of-Flight Aerosol Mass Spectrometer (cToF-AMS). A range of sampling conditions were evaluated, including relatively clean background conditions, polluted conditions in North-Western Europe and the near-field to far-field outflow from such conditions. Ammonium nitrate and OA were found to be the dominant chemical components of the sub-micron aerosol burden, with mass fractions ranging from 20--50% each. Ammonium nitrate was found to dominate in North-Western Europe during episodes of high pollution, reflecting the enhanced NO_x and ammonia sources in this region. OA was ubiquitous across Europe and concentrations generally exceeded sulphate by 30--160%. A factor analysis of the OA burden was performed in order to probe the evolution across this large range of spatial and temporal scales. Two separate Oxygenated Organic Aerosol (OOA) components were identified; one representing an aged-OOA, termed Low Volatility-OOA and another representing fresher-OOA, termed Semi Volatile-OOA on the basis of their mass spectral similarity to previous studies. The factors derived from different flights were not chemically the same but rather reflect the range of OA composition sampled during a particular flight. Significant chemical processing of the OA was observed downwind of major sources in North-Western Europe, with the LV-OOA component becoming increasingly dominant as the distance from source and photochemical processing increased. The measurements suggest that the aging of OA can be viewed as a continuum, with a progression from a less oxidised, semi-volatile component to a highly oxidised, less-volatile component. Substantial amounts of pollution were observed far downwind of continental Europe, with OA and ammonium nitrate being the major constituents of the sub-micron aerosol burden. Such anthropogenically perturbed air masses can significantly perturb regional climate far downwind of major source regions.

Bt cotton and production risk: Panel data evidence

The farm-level success of Bt-cotton in developing countries is well documented. However, the literature has only recently begun to recognise the importance of accounting for the effects of the technology on production risk, in addition to the mean effect estimated by previous studies. The risk effects of the technology are likely very important to smallholder farmers in the developing world due to their risk-aversion. We advance the emergent literature on Bt-cotton and production risk by using panel data methods to control for possible endogeneity of Bt-adoption. We estimate two models, the first a fixed-effects version of the Just and Pope model with additive individual and time effects, and the second a variation of the model in which inputs and variety choice are allowed to affect the variance of the time effect and its correlation with the idiosyncratic error. The models are applied to panel data on smallholder cotton production in India and South Africa. Our results suggest a risk-reducing effect of Bt-cotton in India, but an inconclusive picture in South Africa.

Immunogenetics of drug-induced skin blistering disorders. Part II: Synthesis

The overall immunopathogenesis relevant to a large series of disorders caused by a drug or its associated hyperimmune condition is discussed based upon examining the genetics of severe drug-induced bullous skin problems (sporadic idiosyncratic adverse events including Stevens-Johnson syndrome and Toxic epidermal necrolysis). New results from an exemplar study on shared precipitating and perpetuating inner causes with other related disease phenotypes including aphtous stomatitis, Behcets, erythema multiforme, Hashimoto's thyroiditis, pemphigus, periodic fevers, Sweet's syndrome and drug-induced multisystem hypersensitivity are presented. A call for a collaborative, wider demographic profiling and deeper immunotyping in suggested future work is made.

Immunogenetics of drug-induced skin blistering disorders. Part I: Perspective

The overall immunopathogenesis relevant to a large series of disorders caused by a drug or its associated hyperimmune condition is discussed based upon the examination of the genetics of severe drug-induced bullous skin problems (sporadic idiosyncratic adverse events, including Stevens-Johnson syndrome and toxic epidermal necrolysis). An overarching pharmacogenetic schema is proposed. Immune cognition and early-effector processes are focused upon and a challenging synthesis around systems evolution is explained by a variety of projective analogies. Etiology, human leukocyte antigen-B, immune stability, clysiregulation, pharmacomimicry, viruses and an aggressive ethnically differentiated 'karmic' response are discussed.

Timing and the holding periods of institutional real estate

Literature on investors' holding periods for securities suggests that high transaction costs are associated with longer holding periods. Return volatility, by contrast, is associated with shorter holding periods. In real estate, high transaction costs and illiquidity imply longer holding periods. Research on depreciation and obsolescence suggests that there might be an optimal holding period. Sales rates and holding periods for U.K. institutional real estate are analyzed, using a proportional hazards model, over an 18-year period. The results show longer holding periods than those claimed by investors, with marked differences by type of property and over time. The results shed light on investor behavior.

Simulating regional scale secondary organic aerosol formation during the TORCH 2003 campaign in the southern UK

A photochemical trajectory model has been used to simulate the chemical evolution of air masses arriving at the TORCH field campaign site in the southern UK during late July and August 2003, a period which included a widespread and prolonged photochemical pollution episode. The model incorporates speciated emissions of 124 nonmethane anthropogenic VOC and three representative biogenic VOC, coupled with a comprehensive description of the chemistry of their degradation. A representation of the gas/aerosol absorptive partitioning of ca. 2000 oxygenated organic species generated in the Master Chemical Mechanism (MCM v3.1) has been implemented, allowing simulation of the contribution to organic aerosol (OA) made by semi- and non-volatile products of VOC oxidation; emissions of primary organic aerosol (POA) and elemental carbon (EC) are also represented. Simulations of total OA mass concentrations in nine case study events (optimised by comparison with observed hourly-mean mass loadings derived from aerosol mass spectrometry measurements) imply that the OA can be ascribed to three general sources: (i) POA emissions; (ii) a '' ubiquitous '' background concentration of 0.7 mu g m(-3); and (iii) gas-to-aerosol transfer of lower volatility products of VOC oxidation generated by the regional scale processing of emitted VOC, but with all partitioning coefficients increased by a species-independent factor of 500. The requirement to scale the partitioning coefficients, and the implied background concentration, are both indicative of the occurrence of chemical processes within the aerosol which allow the oxidised organic species to react by association and/or accretion reactions which generate even lower volatility products, leading to a persistent, non-volatile secondary organic aerosol (SOA). The contribution of secondary organic material to the simulated OA results in significant elevations in the simulated ratio of organic carbon (OC) to EC, compared with the ratio of 1.1 assigned to the emitted components. For the selected case study events, [OC]/[EC] is calculated to lie in the range 2.7-9.8, values which are comparable with the high end of the range reported in the literature.

Mechanisms for the formation of organic acids in the gas-phase ozonolysis of 3-carene

This paper describes experimental studies aimed at elucidating mechanisms for the formation of low-volatility organic acids in the gas-phase ozonolysis of 3-carene. Experiments were carried out in a static chamber under 'OH-free' conditions. A range of multifunctional acids-which are analogous to those observed from alpha-pinene ozonolysis-were identified in the condensed phase using gas chromatography coupled to mass spectrometry after derivation. Product yields were determined as a function of different OH radical scavengers and relative humidities to give mechanistic information about their routes of formation. Furthermore, an enone and an enal derived from 3-carene were ozonised in order to probe the early mechanistic steps in the reaction and, in particular, which of the two initially formed Criegee intermediates gives rise to which products. Branching ratios for the formation of the two Criegee Intermediates are determined. Similarities and differences in product formation from 3-carene and alpha-pinene ozonolysis are discussed and possible mechanisms-supported by experimental evidence-are developed for all acids investigated.

Mechanisms for the formation of secondary organic aerosol components from the gas-phase ozonolysis of alpha-pinene

Gas-phase ozonolysis of alpha-pinene was studied in static chamber experiments under 'OH-free' conditions. A range of multifunctional products-in particular low-volatility carboxylic acids-were identified in the condensed phase using gas chromatography coupled to mass spectrometry after derivatisation. The dependence of product yields on reaction conditions (humidity, choice of OH radical scavengers, added Criegee intermediate scavengers, NO2 etc.) was investigated to probe the mechanisms of formation of these products; additional information was obtained by studying the ozonolysis of an enal and an enone derived from alpha-pinene. On the basis of experimental findings, previously suggested mechanisms were evaluated and detailed gas-phase mechanisms were developed to explain the observed product formation. Atmospheric implications of this work are discussed.

Behaviour-based authentication in the built enviromnent

This paper proposes a novel method of authentication of users in secure buildings. The main objective is to investigate whether user actions in the built environment can produce consistent behavioural signatures upon which a building intrusion detection system could be based. In the process three behavioural expressions were discovered: time-invariant, co-dependent and idiosyncratic.

What does a transdiagnostic approach have to offer the treatment of anxiety disorders?

Purpose: The purpose of this paper is to review the rationale for 'transdiagnostic' approaches to the understanding and treatment of anxiety disorders. Methods: Databases searches and examination of the reference lists of relevant studies were used to identify papers of relevance. Results: There is increasing recognition that diagnosis-specific interventions for single anxiety-disorders are of less value than might appear since a large proportion of patients have more than one co-existing anxiety disorder and the treatment of one anxiety disorder does not necessarily lead to the resolution of others. As transdiagnostic approaches have the potential to address multiple co-existing anxiety disorders they are potentially more clinically relevant than single anxiety disorder interventions. They may also have advantages in ease of dissemination and in treating anxiety disorder not otherwise specified. Conclusions: The merits of the various transdiagnostic cognitive-behavioral approaches that have been proposed are reviewed. Such approaches have potential benefits, particularly in striking the balance between completely idiosyncratic formulations and diagnosis-driven treatments of anxiety disorders. However, caution is needed to ensure that transdiagnostic theories and treatments benefit from progress made by research on diagnosis-specific treatments, and further empirical work is needed to identify the shared maintaining processes that need to be targeted in the treatment of anxiety disorders.