THE RELATIONSHIP BETWEEN TYPUS MELANCHOLICUS AND UNIPOLAR DEPRESSION: A LITERATURE REVIEW

Background: The Typus Melancholicus (TM) is the premorbid personality of endogenous depression defined by Tellenbach and Kraus and characterized by orderliness, conscientiousness, norm orientation and intolerance of ambiguity. Tellenbach’s hypothesis was to find around 50% of TM in the sample of patients with an Unipolar Depression (UD). The present paper aims to make a literature review on the relationship between the Typus Melancholicus (TM) and Unipolar Depression (UD). Methods: Nineteen references were selected through searches on PubMed, Google Scholar and Sciences-Direct with the following MeSH terms in the title: Typus Melancholicus AND Depressive or Depression or Dépression or Depressione. Nine of them were selected for our review. Results: Eight of the nine reviewed articles confirm Tellenbach’s hypothesis. The literature review also shows that, in a population of UD, TM is always constant regardless of age or sex, has no relationship to clinical characteristics and could contribute to the chronicity of depression. The TM with depression have increased levels of “lack of vital drive” and “feelings of guilt” and low scores in irritability and dysphoria compared to Non-Typus Melancholicus (NTM). Due to its characteristics, TM could also be involved in some pathologies such as burnout or postpartum depression. TM does not seem to be linked to a particular Personality Disorder or maladaptive personality, but the two may coexist in certain circumstances. It has been suggested that specific psychotherapeutic methods can be used to treat TM with UD. Conclusions: The TM could be very useful in our clinical practice. Better practical knowledge of TM could lead to more efficient psychiatric care as well as heightened capacity to predict new episodes

Le conte de fées parodique français du XVIIIe siècle : un discours antimerveilleux

À première vue inoffensif, le conte de fées parodique français du XVIIIe siècle dissimule, sous le couvert de la féérie, un discours anticontesque et antiromanesque. Qu'ils soient explicites ou non, ces propos prennent généralement forme dans les métalepses émises tant par les narrateurs que par les narrataires dans le texte lui-même ou dans le péritexte auctorial. L'élaboration d'une typologie, à partir de dix contes publiés entre 1730 et 1754, offre une vue d'ensemble de ce phénomène narratif épars et ouvre la voie à une analyse transversale des discours tenus dans ce trope. Loin d'être innocent, le contenu des métalepses contesques laisse poindre une nouvelle poétique du conte et du roman qui s'éloigne progressivement de l'idéal classique régissant toujours ces deux genres au XVIIIe siècle.Seemingly harmless, the satirical French fairy tales of the 18th century contain a hidden discourse against the novel, which does not abide by the rules of traditional fairy tales. Explicitly stated or not, these utterances are generally voiced as metalepsis by the narrators, the witnesses within the story, or an authority outside the main text. The development of a specific typology based on ten fairy tales published between 1730 and 1754, helps to present an overview of this uncommon narrative phenomenon, and allows for a more transversal analysis of these figures of speech. The contents of these fairy tale metalepsis give rise to a new poetics concerning novels and short stories. In turn, these tales gradually distances themselves from the established norms governing these two 18th century literary genres

Developing A System of Program Assessment Within Teacher Education: Lessons Learned

Our intention in this article is to present one institution’s efforts to take on program assessment and respond to calls for accountability. To do so, the teacher education program simultaneously sought to address the narrowly defined measures called for by policy makers and politicians, while at the same time broadening and expanding outcomes (such as student learning) and the missions, themes, and values of the teacher education program. The following describes the accountability movement in teacher education and then offers the lessons learned within one program developing a system of assessment within teacher education

Tau and atrophy: domain-specific relationships with cognition.

BackgroundLate-onset Alzheimer's disease (AD) is characterized by primary memory impairment, which then progresses towards severe deficits across cognitive domains. Here, we report how performance in cognitive domains relates to patterns of tau deposition and cortical thickness.MethodsWe analyzed data from 131 amyloid-β positive participants (55 cognitively normal, 46 mild cognitive impairment, 30 AD) of the Alzheimer's Disease Neuroimaging Initiative who underwent magnetic resonance imaging (MRI), flortaucipir (FTP) positron emission tomography, and neuropsychological testing. Surface-based vertex-wise and region-of-interest analyses were conducted between FTP and cognitive test scores, and between cortical thickness and cognitive test scores.ResultsFTP and thickness were differentially related to cognitive performance in several domains. FTP-cognition associations were more widespread than thickness-cognition associations. Further, FTP-cognition patterns reflected cortical systems that underlie different aspects of cognition.ConclusionsOur findings indicate that AD-related decline in domain-specific cognitive performance reflects underlying progression of tau and atrophy into associated brain circuits. They also suggest that tau-PET may have better sensitivity to this decline than MRI-derived measures of cortical thickness

Developing A System of Program Assessment Within Teacher Education: Lessons Learned

Our intention in this article is to present one institution’s efforts to take on program assessment and respond to calls for accountability. To do so, the teacher education program simultaneously sought to address the narrowly defined measures called for by policy makers and politicians, while at the same time broadening and expanding outcomes (such as student learning) and the missions, themes, and values of the teacher education program. The following describes the accountability movement in teacher education and then offers the lessons learned within one program developing a system of assessment within teacher education

Unethical Business and Fair Trade

The goal of this presentation is to educate others about the impact of America’s businesses on the global community. We will do this by first discussing the history of foreign trade in America, highlighting the exploitative characteristics our international business has for decades. From here, we will move into five specific industries that consume American life and the ways they violate social, environmental, and economic justice worldwide. These three industries include: the fashion industry, the pharmaceutical industry, the oil industry, and the food industry. We will end our presentation by challenging our audience to think about the spirit of consumerism that exists in America, and the ways in which this affects their buying. With this, we will offer examples of businesses that create products ethically and encourage our listeners to become more aware and conscientious of the products and businesses they support

Le projet professionnel des jeunes hommes inscrits en formation générale ou dans une formation professionnelle du secteur de la construction : le rôle médiateur de l’estime de soi, du sentiment de contrôle et de la détresse psychologique

Les secteurs adultes de formation secondaire au Québec (formation générale aux adultes, FGA et formation professionnelle, FP) constituent des milieux scolaires qui contribuent fortement à la qualification minimale et professionnelle des jeunes âgés entre 16 et 24 ans. Par contre, on détient actuellement peu de connaissances sur les distinctions ou les ressemblances entre ces deux secteurs de l’éducation au Québec sinon que l’un est parfois le tremplin de l’autre (FGA vers FP) et qu’une proportion de jeunes en FGA et FP présentent des difficultés diverses ayant retardé ou nui à leur parcours scolaire. Cette étude exploratoire veut précisément alimenter ce vide de connaissance en comparant les jeunes hommes inscrits dans ces deux secteurs sur le plan de l’estime de soi, de la détresse psychologique, du sentiment de contrôle sur l’avenir et du projet professionnel. Dans un deuxième temps, nous voulons vérifier si le sentiment de contrôle, la détresse psychologique et l’estime de soi peuvent agir comme médiateurs dans le lien entre le secteur de formation (FGA ou FP) et le projet professionnel. Plus précisément, nous posons l’hypothèse que chacune de ces variables aura un effet médiateur spécifique sur la relation entrele secteur de formation et le projet professionnel. Les résultats de cette étude montrent que le fait d’être en formation générale ou professionnelle ne permet pas, à lui seul, de préciser un projet professionnel. C’est l’interaction entre les caractéristiques individuelles des jeunes au sein de ces secteurs qui détermine le lien entre le type de formation et le projet professionnel.Mots-clés : projet professionnel, estime de soi, sentiment de contrôle et détressepsychologiqu

Mirror Neurons System Engagement in Late Adolescents and Adults While Viewing Emotional Gestures

International audienceObserving others' actions enhances muscle-specific cortico-spinal excitability, reflecting putative mirror neurons activity. The exposure to emotional stimuli also modulates cortico-spinal excitability. We investigated how those two phenomena might interact when they are combined, i.e., while observing a gesture performed with an emotion, and whether they change during the transition between adolescence and adulthood, a period of social and brain maturation. We delivered single-pulse transcranial magnetic stimulation (TMS) over the hand area of the left primary motor cortex of 27 healthy adults and adolescents and recorded their right first dorsal interossus (FDI) muscle activity (i.e., motor evoked potential – MEP), while they viewed either videos of neutral or angry hand actions and facial expressions, or neutral objects as a control condition. We reproduced the motor resonance and the emotion effects – hand-actions and emotional stimuli induced greater cortico-spinal excitability than the faces/control condition and neutral videos, respectively. Moreover, the influence of emotion was present for faces but not for hand actions, indicating that the motor resonance and the emotion effects might be non-additive. While motor resonance was observed in both groups, the emotion effect was present only in adults and not in adolescents. We discuss the possible neural bases of these findings