Developing hypnotic analogues of clinical delusions : Mirrored-self misidentification

Introduction. Despite current research interest in delusional beliefs, there are no viable models for studying delusions in the laboratory. However, hypnosis offers a technique for creating transient delusions that are resistant to challenge. The aim of this study was to develop an hypnotic analogue of one important delusion, mirrored-self misidentification. Methods. Twelve high hypnotisable participants received an hypnotic suggestion to see either a stranger in the mirror, a mirror as a window, or a mirror as a window with a view to a stranger. Participants' deluded beliefs were challenged, and following hypnosis, Sheehan and McConkey's (1982) Experiential Analysis Technique was used to explore participants' phenomenological experience of the delusion. Results. The majority of participants did not recognise their reflection in the mirror, described the person in the mirror as having different physical characteristics to themselves, and maintained their delusion when challenged. Conclusions. The hypnotic suggestion created a credible, compelling delusion with features strikingly similar to clinical cases of mirrored-self misidentification. Our findings suggest that Factor 2 within Langdon and Coltheart's (2000) two-factor framework may involve a lowering of the criteria used to accept or reject delusional hypotheses.PostprintPeer reviewe

Volume 19, Number 2 - December 1936

Volume 19, Number 2 - December 1936. 68 pages including covers and advertisements. Peace On Earth Smith, Dr. Ignatius, Scholastic Philosophy and Sociology Taft, George H., A Biologic Tycoon Houlihan, John, Tears--A Poem Gibbons, Walter F., Plot Or Not Hughes, Edward Riley, Vox Ex Umbris--A Poem Hughes, Edward Riley, When Learning Came To Hartford Houlihan, John, Winter--A Poem Asselin, Francis X., The National Guard Fanning, John H., Number Please--A Short Story Garriepy, Leo, Woonsocket Geary, William Denis, Deception-- A Poem Heffron, George, A Bronte Pilgrimage Flynn, Thomas, Remedy For Class War Henry, John, American Catholic Literature Scowcroft, George T., The Collegiate World Editorials Editorial Notes Book Review

The Identification of Scientific Programs to Utilize the Space Environment

A program to identify and develop ideas for scientific experimentation on the long duration exposure facility (LDEF) was completed. Four research proposals were developed: (1) Ultra pure germanium gamma ray radiation detectors in the space environment, intended to develop and demonstrate an X-ray and gamma-ray spectroscopy system incorporating a temperature cyclable high-purity germanium detector and diode heat pipe cryogenic system for cooling, (2) growth, morphogenesis and metabolism of plant embryos in the zero-gravity environment, to investigate if the space environment induces mutations in the embryogenic cells so that mutants of commercial significance with desirable attributes may be obtained, (3) effect of zero gravity on the growth and pathogenicity of selected zoopathic fungi. It is possible that new kinds of treatment for candidiasis, and tichophytosis could eventuate from the results of the proposed studies, and (4) importance of gravity to survival strategies of small animals. Gravitational effects may be direct or mediate the selection of genetic variants that are preadapted to weightlessness

How the Interaction of Domain and Situational Achievement Goals Influences Task Performance.

This thesis theoretically and empirically explores the application of achievement goal theory (AGT) for improving task performance. As one of most influential social-cognitive theories of achievement motivation, AGT has provided insight into the application of approach-based achievement goals by coaches and teachers to enhance performance. However, the question remains, which of the approach-based goals is the best? Using five empirical studies this thesis explores the consequences of the interaction between individuals’ domain goals and situationally imposed mastery and performance-approach goals on facilitating task performance. Study 1 (N = 15) piloted a methodology to examine the effects of the interaction between situational and domain goal congruency on sequence recall and goal valuation. Study 2 (N = 79) transitioned to the sport domain and considered the consequences of goal congruency for state anxiety, goal valuation, and reaction time performance. Study 3 (N = 129) embedded the methodological modifications noted in previous chapters and replicated an exploration of the facilitatory effects of congruent performance-approach goals identified in study 1. Study 4 (N = 81) then explored variations in the goal congruency relationship using a more complex physical task via the Speed, Time, Accuracy, Reaction, Response machine. The thesis contributes to a limited literature that uses within-subjects designs to investigate achievement goals and task performance. It provides initial evidence to affirm the importance of domain goals, the differentiation between imposed and adopted situational goals, and the need to consider the integrative effects on task performance. It also provides data that challenges previous notions of the debilitating effects of performance goals. Overall, the thesis advocates both the need for consistent conceptualisation and operationalisation of achievement goals and the consideration of the interacting relationships of AGT components

Innovations in Practical Work at the Tertiary Level

A survey of the aims, philosophy and assessment techniques in practical work since 1805 was carried out. Evaluation of the practical courses at Glasgow University revealed two main weaknesses in the present system. These were that the effectiveness of learning in the laboratory was low and that the student was given no opportunity to think for himself. A two stage laboratory model was devised to overcome these weaknesses. Learning Stage → Experience Stage (Reinforcement ) The aim of the learning stage is to teach the skills unique to the laboratory such as manipulative skills and other ancillary skills such as graph drawing and to provide the student with practice in mastering the techniques. The aim of the experience stage is to reinforce the previously learnt techniques and to provide the student with an opportunity to think for himself in the laboratory. To evaluate practical work three types of assessment were used. The first method was that of self-report techniques where the student evaluates his own performance Both questionnaire and interview approaches were used to collect this information and an interview schedule based on the two-stage laboratory model was developed. The use of paper and pencil tests to assess the students' knowledge of practical procedures was investigated and the results analysed. A third method of assessment which involved analysing student performance in the laboratory was developed to assess the effectiveness of two films. In the / In the learning stage of the laboratory model three approaches were examined which were intended to increase the effectiveness of learning. These were, the development of two films, one on the use of the burette and the other on the use of the pipette, the introduction of pre-laboratory exercises and the adoption of a group participation approach to present selected experiments. In the experience stage two methods were examined. These were the use of open-ended experiments and, secondly, the use of projects. Suggestions for further work have been proposed which may lead to further improvement of practical courses and of assessment methods

Exploring the risk factors associated with youth offending behavior in Cape Town

Includes bibliographical references.The study explored the risk factors associated with youth offending behaviour in Cape Town, in order to suggest, from a social development point of view, preventive measures that address the risk factors from an outset. The sample that was used consisted of twenty reforming youth offenders (fifteen males and five females) at REALISTIC, a youth restorative centre in Cape Town. The study adopted a qualitative, exploratory approach, using a semi-structured interview schedule for face to face interviews. The sample was purposive and based on the selection of the administrators of the organisation. The results of the interviews, compared with relevant literature and theoretical framework, led to the findings of the study. The findings revealed that substance abuse, academic failure, anti-social peers, low socio-economic status in families and disorganized communities influence offending behaviour among the youth. Additionally, the absence of primary care givers and institutional failures on basic services delivery also exacerbate youth offending behaviour

Transnational mobility and European belonging : a demos without an ethnos?

EThOS - Electronic Theses Online ServiceGBUnited Kingdo

Delaying the image : towards an aesthetics of encounter

This thesis, as part of a movement towards the degree of PhD (a becoming Doctor of Philosophy), is constructed and approached as a philosophical situation, which is always about an encounter between terms that are foreign to each other. In this case, through the exploration of the interplays of space, film and politics, a multiplicity of foreign terms and such encounters will emerge and take us along a journey through places, movies and architectures, to discuss the ways in which architecture and other spatial practices think, imagine and produce the worlds we live in and the ways in which we live together. Quite differently from what has usually been the focus of explorations of the relationships between film and architecture -namely an approach to their connections as formal constructions and compositional techniques- I will approach cinema as a form that thinks, as an apparatus of spatial critique and as a material that is capable of activating a time and a space of encounter: one in which people are enabled to meet reality at a distance from that in which they are presently becoming. Film is here an encounter with otherness, and allows thinking in and through the distance that separates the viewer from the screen and from the spaces and realities presented on it. lt does so by means of its form. lt is a form that thinks. Through its thinking, cinema can change the ways in which we conceive of territories and places; it can change the ways in which we conceive of architecture, helping us move from understanding it as a discipline or an 'it' to seeing it as an action or a verb: to architect. Cinema can help us gain the critical, social, political and utopian impetus we are missing in our 'movement' towards the establishment of the common. Philosophy has, according to Badiou, three tasks in relationship with situations: first, it has to help us clarify the basic choices of our thinking; second, it has to help us clarify the distance between that thinking (truths as creation) and power; and third,it has to help us clarify the importance of the exception, the rupture, the event. Choice, distance, exception. One could also see in that sequence a relationship to the main three parts of this research, the first part is about choices: an archaeology of the present that forces us to choose between different things in order to approach what I will call 'pragmatic dissent'; the second part is about distances: a filmic, spatial and affective journey in which we take a distance from that present in order to encounter reality, and we do so by exploring and developing an 'aesthetics of encounter'; and the third part is about exceptions: an exploration of other images and other spaces, alternatives and events in the conception, thinking and production of spaces and images, a journey through these exceptions that will become a discussion of two interrelated notions: anarchic metapolitics and what I will provisionally call 'ethics of encounter'. Or in other words, a different way of conceiving and addressing our becoming 'of' the world as architects and the responsibilities we have in relationship with its transformation through the thinking, construction and organization of our coexistence.Esta tesis - parte de una trayectoria orientada a la obtención del grado de doctor (un devenir 'philosophi doctor:o PhD) - se ha construido y afrontado como una situación filosófica, siempre un encuentro entre términos ajenos entre sí. En este caso, a través de la exploración de las relaciones de espacio, cine y política, se hacen posibles múltiples encuentros de este tipo, que emergen y nos conducen a lo largo y ancho de lugares, películas y arquitecturas, con el fin de discutir las maneras en las que la arquitectura y otras prácticas espaciales piensan, imaginan y producen los mundos que habitamos y los diversos modos en los que podemos habitarlos juntos. En marcado contraste con las aproximaciones más usuales a las relaciones entre cine y arquitectura -caracterizadas generalmente por enfoques centrados en aspectos formales y técnicas compositivas- la tesis se acerca al cine como forma capaz de pensar, y como aparato de crítica espacial capaz de activar un tiempo y un lugar de encuentro: un espacio y un tiempo en el que encontrarse con la realidad a una cierta distancia con respecto a la que nos separa de nuestro devenir cotidiano. El cine es entonces un encuentro con la alteridad, con el otro, y permite pensar en y a través de la distancia que separa al espectador de la pantalla y de los espacios y realidades que se presentan en ella. El cine es capaz de producir este encuentro gracias a su forma. Una forma capaz de pensar. A través de su pensar, el cine puede cambiar las maneras en que concebimos territorios y lugares; y puede cambiar las formas en las que concebimos la arquitectura, ayudándonos a pasar de entenderla como una disciplina o entidad a verla como una acción o un verbo:'arquitecturar'. El cine puede contribuir a recuperar el ímpetu crítico, social, político y utópico tan necesario en nuestro 'movimiento' hacia el establecimiento de lo común. La filosofía, según Badiou, tiene tres tareas principales en relación con las situaciones:primero, debe ayudarnos a clarificar las decisiones principales de nuestro pensar; segundo,debe ayudarnos a clarificar la distancia entre ese pensamiento (verdades como creación) y el poder;y tercero,debe ayudarnos a clarificar la importancia de la excepción, la ruptura, el acontecimiento. Elección, distancia, excepción. Podría encontrarse en esa secuencia también una relación con las tres partes de esta investigación; la primera parte se centra en la elección: una arqueología del presente que nos obliga a escoger con el fin de aproximarnos a lo que llamaré 'disenso pragmático'; una segunda parte que trata de distancias: un viaje fílmico,espacial y afectivo en el que tomamos distancia sobre ese presente para encontrarnos con la realidad, a través de la exploración y el desarrollo de una 'estética del encuentro'; y una tercera parte que se ocupa de la excepción,una exploración de imágenes y espacios otros y otras, alternativas y acontecimientos en la concepción, pensamiento y producción de espacios e imágenes, una travesía a través de estas excepciones que se convertirá en una discusión de dos nociones interrelacionadas: metapolítica anárquica y lo que denominaré provisionalmente 'ética del encuentro'. Es decir, otra forma de concebir y afrontar nuestro devenir arquitectos 'de' el mundo y las responsabilidades que tenemos en relación con su transformación a través de la concepción, construcción y organización de nuestra coexistenciaPostprint (published version

Consuming work and managing employability: students' work orientations and the process of contemporary job search

Unemployment and precarity have become key features of 21st century work. Employability is presented as a solution to these issues. Individuals are exhorted to manage their employability, in order to be able to exercise choice in the labour market. While employability is individualsʼ responsibility, governments, employers and educational bodies simply provide opportunities for its development. Higher education is a key site for this process, as employability rhetoric increasingly informs policy and practice. It is founded on rhetoric that emphasises flexibility, skills and marketability, shaping students in certain ways with the risk of being deemed unemployable as the consequence of disengagement. At the same time, there has been a rise in employer presence on university campuses. Recruitment is no longer its key feature. Traditional ʻmilkroundʼ recruitment has been replaced by year round marketing campaigns. As a result, students are continually exposed to a selection of employers promoting a specific image of work and work orientations. The theoretical framework of this study is informed by works of Antonio Gramsci and Mikhail Bakhtin. Gramsciʼs notion of ʻcommon senseʼ is central to analysing the rhetoric on work and employability present on campus. I also give voice to students by recounting how they as ʻdialogical selvesʼ engage with such ʻcommon senseʼ. These issues are explored through an analysis of data gathered during seventeen months of fieldwork. This includes longitudinal interviews with students, participant observation, documents, interviews with careers advisors and non-participant observation of career consultations. From this, I argue that there was a strongly normative image of work constructed around an orientation I term ʻconsumption of workʼ. This image was closely associated with consumption opportunities, marketed to students through corporate presence on campus. ʻConsumption of workʼ was central to shaping studentsʼ work orientations and only few of them resisted the ʻcommon senseʼ. Those who made ʻalternativeʼ choices articulated doubt about these, with the challenge to employability as a key reason for it. Employability was presented to students as a lifelong project of the self, where constant acquisition, development and selling of skills were necessary to maintain a position in the labour market. Many students embraced the rhetoric of skill ʻpossessionʼ, but were ʻplaying the gameʼ when ʻdemonstratingʼ skills. Conforming to what the employers were willing them to ʻdemonstrateʼ and understanding how to do this became the primary condition for achieving employability