...1856 in Freiberg to a middle class family. He was born as the eldest child to his father’s second wife. When Freud was four years old, his family shifted and settled in Vienna. Although Freud’s ambition from childhood was a career in law, he decided to enter the field of medicine. In 1873, at the age of seventeen, Freud enrolled in the university as a medical student. During his days in the university, he did his research on the Central Nervous System under the guidance of German physician `Ernst Wilhelm Von Brucke’. Freud received his medical degree in 1881and later in 1883 he began to work in Vienna General Hospital. Freud spent three years working in various departments of the hospital and in 1885 he left his post at the hospital to join the University of Vienna as a lecturer in Neuropathology. Following his appointment as a lecturer, he got the opportunity to work under French neurologist Jean Charcot at Salpetriere, the famous Paris hospital for nervous diseases. So far Freud’s work had been entirely concentrated on physical sciences but Charcot’s work, at that time, concentrated more on hysteria and hypnotism. Freud’s studies under Charcot, which centered largely on hysteria, influenced him greatly in channelising his interests to psychopathology. In 1886, Freud established his private practice in Vienna specializing in nervous diseases and soon afterwards got to his fiancée Martha Bernays, who came from a well-known Jewish family in Hamburg. In 1888, Freud started...
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...# 2011 University of South Africa All rights reserved Printed and published by the University of South Africa Muckleneuk, Pretoria EDPHOD8/1/2012Ã2014 98753223 3B2 Karin-mod Style CONTENTS Learning unit PREFACE SECTION 1 A theoretical framework 1 The pastoral role of the educator in South African public schools: a theoretical framework SECTION 2 Practical examples 2 Understanding cultural diversity in my public school classroom 3 The ABC of building schools for an integrated South African society à diverse people unite 4 Education for human rights and inclusivity 5 Child abuse: an educator's guide for the Senior Phase and FET 6 HIV/AIDS education at school 7 Educators' pastoral role in their schools and communities: an opportunity to care SECTION 3 Crisis and trauma in adolescence 8 Crisis: the theory 9 The crisis intervener and the person in crisis: prevention, prejudice and the intervener 10 Crisis intervention: general models 11 The skills for ensuring a positive relationship and interview between the crisis intervener and the adolescent in crisis SECTION 4 The religious world of the learner 12 Understanding religious diversity in my school 186 122 136 144 168 16 24 41 57 81 92 Page (iv) 2 EDPHOD8/1/2012±2014 (iii) PREFACE The study material for this module comprises four sections. Section 1: The theoretical framework for the pastoral role of the educator (see learning unit 1) Section 2: Practical examples to illustrate the applied competence of the community...
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...AM user-f469 /Volumes/201/MHSF210/pap32045_disk1of1/pap32045_pagefiles A Child’s World: How We Discover It There is one thing even more vital to science than intelligent methods; and that is,the sincere desire to find out the truth, whatever it may be. —Charles Sanders Peirce, Collected Papers, vol. 5 Did You Know . . . Basic Theoretical Issues Issue 1: Is Development Active or Reactive? Issue 2: Is Development Continuous or Discontinuous? Theoretical Perspectives * Theories are never “set in stone”; they are always open to change as a result of new findings? * Children shape their world as it shapes them? * Cross-cultural research enables us to determine which aspects of development are universal and which are culturally influenced? * An experiment is the most definitive way to demonstrate that one event causes another? * The results of laboratory experiments may be less applicable to real life than experiments carried out in a home, school, or public setting? These are just a few of the interesting and important topics we will cover in this chapter. Here, we present an overview both of major theories of human development and of research methods used to study it. In the first part of the chapter, we explore major issues and theoretical perspectives that underlie much research in child development. In the remainder of the chapter, we look at how researchers gather and assess information so that, as you read further in this book, you will...
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...DEPRESSION: LITERATURE REVIEW OF RISK FACTORS AND INTERVENTIONS Donna E. Stewart, MD, FRCPC E. Robertson, M.Phil, PhD Cindy-Lee Dennis, RN, PhD Sherry L. Grace, MA, PhD Tamara Wallington, MA, MD, FRCPC ©University Health Network Women’s Health Program 2003 Prepared for: Toronto Public Health October 2003 Women’s Health Program Financial assistance by Health Canada Toronto Public Health Advisory Committee: Jan Fordham, Manager, Planning & Policy – Family Health Juanita Hogg-Devine, Family Health Manager Tobie Mathew, Health Promotion Consultant – Early Child Development Project Karen Wade, Clinical Nurse Specialist, Planning & Policy – Family Health Mary Lou Walker, Family Health Manager Karen Whitworth, Mental Health Manager Copyright: Copyright of this document is owned by University Health Network Women’s Health Program. The document has been reproduced for purposes of disseminating information to health and social service providers, as well as for teaching purposes. Citation: The following citation should be used when referring to the entire document. Specific chapter citations are noted at the beginning of each chapter. Stewart, D.E., Robertson, E., Dennis, C-L., Grace, S.L., & Wallington, T. (2003). Postpartum depression: Literature review of risk factors and interventions. POSTPARTUM DEPRESSION: LITERATURE REVIEW OF RISK FACTORS AND INTERVENTIONS Table of Contents EXECUTIVE SUMMARY 2 OVERALL METHODOLOGICAL FRAMEWORK 5 CHAPTER 1: RISK FACTORS FOR POSTPARTUM DEPRESSION...
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...Forced marriage, family cohesion and community engagement: national learning through a case study of Luton Dr Nazia Khanum OBE March 2008 Forced marriage, family cohesion and community engagement: national learning through a case study of Luton Completed by: Dr Nazia Khanum OBE Director Equality in Diversity Commissioned by: MP Margaret Moran’s Office – Ushrat Sultana Metropolitan Police Service – Jim Blair Home Office – Deborah Jamieson Published by: Printed by: Equality in Diversity e-mail: nkhanum@aol.com Bartham Press (Watford) Ltd e-mail: koyes@barthampress.com Phone: 01582 459402 / 573471 Mobile: 07931 973967 © Nazia Khanum 2008 All rights reserved ISBN: 1-904070-02-7 March 2008 Acknowledgements As soon as I started conducting this piece of research in 2006, it became clear to me that I was dealing with one of the most sensitive subjects, the actual scale and complexity of which will probably never be known. The paucity of available data and the inconsistency of recording incidents across agencies were clear from the start. Since the lack of data was anticipated, this research project took a qualitative and not a quantitative approach, and so no attempt has been made to indulge in a number crunching exercise. Full advantage has been taken of the opportunity to delve into the interviewees’ personal views, perceptions and experiences. During the research, I came across all kinds of emotions and value judgments including mistrust, fear, denial,...
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...TOMB Myth #6 Playing Mozart’s Music to Infants Boosts Their Intelligence Myth #7 Adolescence Is Inevitably a Time of Psychological Turmoil Myth #8 Most People Experience a Midlife Crisis in | 8 Their 40s or Early 50s Myth #9 Old Age Is Typically Associated with Increased Dissatisfaction and Senility Myth #10 When Dying, People Pass through a Universal Series of Psychological Stages 3 A REMEMBRANCE OF THINGS PAST Myth #11 Human Memory Works like a Tape Recorder or Video Camera, and Accurate Events We’ve Experienced Myth #12 Hypnosis Is Useful for Retrieving Memories of Forgotten Events Myth #13 Individuals Commonly Repress the Memories of Traumatic Experiences Myth #14 Most People with Amnesia Forget All Details of Their Earlier Lives 4 TEACHING OLD DOGS NEW TRICKS Myth #15 Intelligence (IQ) Tests Are Biased against Certain Groups of People My th #16 If You’re Unsure of Your Answer When Taking a Test, It’s Best to Stick with Your Initial Hunch Myth #17 The Defining Feature of Dyslexia Is Reversing Letters Myth #18 Students Learn Best When Teaching Styles Are Matched to Their Learning Styles 5 ALTERED STATES Myth #19 Hypnosis Is a Unique “Trance” State that Differs in Kind from Wakefulness Myth #20 Researchers Have Demonstrated that Dreams Possess Symbolic Meaning Myth #21 People Can Learn Information, like New Languages, while Asleep Myth #22 During “Out-of-Body” Experiences, People’s Consciousness Leaves Their Bodies 6 I’VE GOT A FEELING Myth #23 The...
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...Week 2, Chapter 2 1. Why are males more likely to have a sex-linked trait than females? Answer Men have only one X chromosome which makes the poor schleps chances of x linked traits bigger than women, who have two X chromosomes. Having two X chromosomes means that the trait can be cancelled out by the opposing X. 2 Characteristics such as hair color and height are called Answer 2 answers * phenotypes. * chromosomes. * genotypes. * zygotes. 3 A genotype Answer 3 answers * is a rodlike structure in the cell nucleus that transmits genetic information. * reflects an individual's physical and behavioral characteristics, determined both by environmental and genetic factors. * refers to the genetic makeup of an individual. * is a directly observable characteristic. 4 The DNA of humans and chimpanzees is between __________ percent identical. Answer 4 answers * 75 and 80 * 20 and 25 * 50 and 55 * 98 and 99 5 A person whose 23rd pair of chromosomes is XY Answer 5 answers * has PKU. * is male. * has Down syndrome. * cannot be a fraternal twin. 6 A zygote that separates into two clusters of cells instead of just one produces ...
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...among ethical, social, and political issues that are raised by information systems. 2. Identify the main moral dimensions of an information society and specific principles for conduct that can be used to guide ethical decisions. 3. Evaluate the impact of contemporary information systems and the Internet on the protection of individual privacy and intellectual property. 4. Assess how information systems have affected everyday life. CHAPTER OUTLINE 4.1 UNDERSTANDING ETHICAL AND SOCIAL ISSUES RELATED TO SYSTEMS A Model for Thinking About Ethical, Social, and Political Issues Five Moral Dimensions of the Information Age Key Technology Trends that Raise Ethical Issues ETHICS IN AN INFORMATION SOCIETY Basic Concepts: Responsibility, Accountability, and Liability Ethical Analysis Candidate Ethical Principles Professional Codes of Conduct Some Real-World Ethical Dilemmas THE MORAL DIMENSIONS OF INFORMATION SYSTEMS Information Rights: Privacy and Freedom in the Internet Age Property Rights: Intellectual Property Accountability, Liability, and Control System Quality: Data Quality and System Errors Quality of Life: Equity, Access, and Boundaries HANDS-ON MIS Developing a Web Site Privacy Policy: Dirt Bikes USA Achieving Operational Excellence: Creating a Simple Web Site Using Web Page Development Tools Improving Decision Making: Using Internet Newsgroups for Online Market Research 4.2 4.3 4.4 Interactive Sessions: Data for Sale The Internet: Friend or Foe to Children? LEARNING TRACK...
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...Beyond Feelings A Guide to Critical Thinking NINTH EDITION Vincent Ryan Ruggiero Professor Emeritus of Humanities State University of New York, Delhi BEYOND FEELINGS: A GUIDE TO CRITICAL THINKING, NINTH EDITION Published by McGraw-Hill, a business unit of The McGraw-Hill Companies, Inc., 1221 Avenue of the Americas, New York, NY 10020. Copyright © 2012 by The McGraw-Hill Companies, Inc. All rights reserved. Previous editions © 2009, 2007 and 2004. No part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written consent of The McGraw-Hill Companies, Inc., including, but not limited to, in any network or other electronic storage or transmission, or broadcast for distance learning. Some ancillaries, including electronic and print components, may not be available to customers outside the United States. This book is printed on acid-free paper. 1 2 3 4 5 6 7 8 9 0 DOC/DOC 1 0 9 8 7 6 5 4 3 2 1 ISBN: MHID: 978-0-07-803818-1 0-07-803818-9 Vice President & Editor-in-Chief: Michael Ryan Vice President EDP/Central Publishing Services: Kimberly Meriwether David Editorial Director: Beth Mejia Senior Managing Editor: Meghan Campbell Executive Marketing Manager: Pamela S. Cooper Senior Project Manager: Joyce Watters Buyer: Nicole Baumgartner Design Coordinator: Margarite Reynolds Media Project Manager: Sridevi Palani Compositor: Glyph International Typeface: 10/13 Palatino Printer: R...
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...AMONG YOUTHS AND FAMILY RELATIONSHIP <<青年濫藥與家庭關係的研究 青年濫藥與家庭關係的研究>> 青年濫藥與家庭關係的研究 THE FINAL REPORT (FINAL version) February 2011 1 PREFACE The project on the study on “DRUG ABUSE AMONG YOUTHS AND FAMILY RELATIONSHIP” (“the Study”) is being undertaken by the Centre for Suicide Research and Prevention and the Department of Social Work and Social Administration at the University of Hong Kong (“the Consultant”). The research team comprises the principal investigator (PI), Professor Paul YIP, Director of the Centre for Suicide Research and Prevention and Professor of the Department of Social Work and Social Administration at the University of Hong Kong, and eight co-investigators (Co-Is), Dr. CHEUNG Siu Lan Karen (Demographer), Dr. Sandra Tsang (Social and Family Worker), Dr. Samson Tse (Focus group expert on mental health and drug abuse), Dr. Wong Oi Ling (Family therapist, Family Institute), Prof. Karen Laidler (Sociologist, expertise on assessing drug abuse problem), Dr. Paul Wong (Clinical psychologist), Ms. Frances Law (Social Worker), and Dr. Lilian Wong (Associate Consultant, Department of Pediatrics and Adolescent Medicine, Tseung Kwan O Hospital, Hospital Authority). We would like to thank Mr. Gary Ip, the research assistant of the Department of Social Work and Social Administration, Ms. Garlum Lau, the senior research officer 2 of the Department of Sociology, the participants and NGOs for focus groups and case studies for their kind and valuable support on this project...
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...absorbed from family, church and friends. Why Study Ethics There are nine reasons why human beings have to study ethics. 1. Human beings are capable of reasoning from cause to effect with the understanding that everything done has effect. 2. Human beings are capable of making choices after comparing the alternatives, that is, internal and external. People have two cells namely: a. Real – what we have now b. Ideal – what we are aiming at 3. Human beings are self – conscious. This means we can study ourselves by being a subject and be the object at the same time. 4. Human beings are finite or limited not knowing what will happen from the next moment or next door. Thus, we must have principles to apply when situations comes. 5. Human life is an active dynamic phenomenon – We do something as if we do nothing. 6. People also can be taught to be good (Isaiah 1 :18) 7. Human beings are capable of filing an obligation 8. Human beings are also capable of understanding what moral terms like freedom, dignity and so on affects other people. 9. Finally, human beings need to survive. Human civilization, therefore, can not survive without ethical people. History of Ethics Outside Christianity, some people have taught about ethics. Amongst those who taught ethics are: 1. Socrates 457 BC, a Greek philosopher whose key question was, “What is the meaning of Life”? Socrates like every life seeker was concerned about the good life. Socrates said, “The unexamined life is not worthy...
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...and Reader, Brief Edition, 5e, by Nadell/McMeniman/Langan and Comodromos Copyright ©2003 Pearson Education, Inc. All rights reserved. Printed in the United States of America. Instructors may reproduce portions of this book for classroom use only. All other reproductions are strictly prohibited without prior permission of the publisher, except in the case of brief quotations embodied in critical articles and reviews. Please visit our website at: http://www.ablongman.com ISBN: 0-321-13157-6 1 2 3 4 5 6 7 8 9 10 - D O H - 05 04 03 02 CONTENTS THEMATIC CONTENTS vi COLLABORATIVE AND/OR PROBLEM-SOLVING ACTIVITIES TEACHING COMPOSITION WITH THE LONGMAN WRITER A SUGGESTED SYLLABUS ANSWER KEY 19 PART 1: THE READING PROCESS Ellen Goodman, “Family Counterculture” PART 2: THE WRITING PROCESS Chapter 2: Getting Started Through Prewriting 20 Chapter 3: Identifying a Thesis 22 Chapter 4: Supporting the Thesis With Evidence 24 Chapter 5:...
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...Included with this collection: 2 What Makes a Leader? by Daniel Goleman 14 Leadership That Gets Results by Daniel Goleman 30 Primal Leadership: The Hidden Driver of Great Performance by Daniel Goleman, Richard Boyatzis, and Annie McKee 42 Social Intelligence and the Biology of Leadership by Daniel Goleman and Richard Boyatzis Product 12088 Best of HBR on Emotionally Intelligent Leadership, 2nd Edition Collection Overview What distinguishes great leaders from merely good ones? It’s not toughness, vision, or industry smarts. It’s their emotional intelligence—a potent combination of self-management and relationship skills. Studies strongly suggest that emotional intelligence plays a far greater role than IQ in determining leaders’ effectiveness, and thus their organizations’ success. To increase your emotional intelligence, start by understanding the skills that define it. Then learn how to flexibly interchange those skills to meet the needs of shifting circumstances. Finally, use mood contagion (a powerful neurological process) to create positive chemical connections between your and your followers’ brains. COPYRIGHT © 2008 HARVARD BUSINESS SCHOOL PUBLISHING CORPORATION. ALL RIGHTS RESERVED. Featuring the work of Daniel Goleman, this HBR Article Collection shows you how to foster and spread the positive emotions that drive quantifiable business results in your firm. The Articles 3 Article Summary 4 What Makes a Leader? by Daniel Goleman ...
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...animal Books by Elliot Aronson Theories of Cognitive Consistency (with R. Abelson et al.), 1968 Voices of Modern Psychology, 1969 The Social Animal, 1972, 1976, 1980, 1984, 1988, 1992, 1995, 1999, 2004; (with J. Aronson), 2008 Readings About the Social Animal, 1973, 1977, 1981, 1984, 1988, 1992, 1995, 1999, 2004; (with J. Aronson), 2008 Social Psychology (with R. Helmreich), 1973 Research Methods in Social Psychology (with J. M. Carlsmith & P. Ellsworth), 1976 The Jigsaw Classroom (with C. Stephan et al.), 1978 Burnout: From Tedium to Personal Growth (with A. Pines & D. Kafry), 1981 Energy Use: The Human Dimension (with P. C. Stern), 1984 The Handbook of Social Psychology (with G. Lindzey), 3rd ed., 1985 Career Burnout (with A. Pines), 1988 Methods of Research in Social Psychology (with P. Ellsworth, J. M. Carlsmith, & M. H. Gonzales), 1990 Age of Propaganda (with A. R. Pratkanis), 1992, 2000 Social Psychology, Vols. 1–3 (with A. R. Pratkanis), 1992 Social Psychology: The Heart and the Mind (with T. D. Wilson & R. M. Akert), 1994 Cooperation in the Classroom: The Jigsaw Method (with S. Patnoe), 1997 Nobody Left to Hate: Teaching Compassion After Columbine, 2000 Social Psychology: An Introduction (with T. D. Wilson & R. M. Akert), 2002, 2005, 2007 The Adventures of Ruthie and a Little Boy Named Grandpa (with R. Aronson), 2006 Mistakes Were Made (But Not By Me) (with C. Tavris), 2007 Books by Joshua Aronson Improving Academic Achievement, 2002 The Social Animal To...
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...Improving Communication and Getting What You Want in Your Relationships John Gray, Ph.D. Men Are from Mars, Women Are from Venus Contents: Introduction _________________________________________________________________ i Chapter 1: Men Are from Mars Women Are from Venus Chapter 2: Mr. Fix-It and the Home-Improvement Committee Chapter 3: Men Go to Their Caves and Women Talk Chapter 4: How to Motivate the Opposite Sex Chapter 5: Speaking Different Languages Chapter 6: Men Are Like Rubber Bands Chapter 7: Women Are Like Waves Chapter 8: Discovering Our Different Emotional Needs Chapter 9: How to Avoid Arguments Chapter 10: Scoring Points with the Opposite Sex Chapter 11: How to Communicate Difficult Feelings Chapter 12: How to Ask for Support and Get It Chapter 13: Keeping the Magic of Love Alive 1 4 12 18 26 40 50 59 67 78 92 110 122 2 Acknowledgments I thank my wife, Bonnie, for sharing the journey of developing this book with me. I thank her for allowing me to share our stories and especially for expanding my understanding and ability to honor the female point of view. I thank our three daughters, Shannon, Julie, and Lauren, for their continued love and appreciation. The challenge of being a parent has allowed me to understand the struggles my parents had and love them even more. Being a father has especially assisted me in understanding and loving my father. I thank my father and mother for their loving efforts to raise a family of seven...
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