Existential Analysis 20.1: January 2009
Mid-Life – A Time of Crisis or New Possibilities?
Yana Weaver
Key words
Individuation, will to meaning, personal growth, lifespan development,
owning experience
Abstract
With age our knowledge, emotions and the way we behave mature. The
commonly held view of mid-life crisis is that it is an emotional state of
doubt and anxiety in which a person becomes uncomfortable with the
realization that life is half over. It is a potentially stressful period as it
usually involves reflection and re-evaluation of one’s accomplishments. It
usually occurs between the age of 35 and 50 and lasts between 3 and 10
years. This paper compares and contrasts what might be taken as Freud’s
view on middle age, Jung’s idea of individuation, Frankl’s idea of will to
meaning and Rogers’ idea of personal growth: ideas that have relevance to
middle age. It also reflects on Erikson’s and Peck’s view of middle age as
a stage in the lifespan development. This paper relates the idea of middle
life crisis with Yalom’s research on meaning in life and Spinelli’s idea of
owning experience. It argues that middle age should not necessarily be
seen as a time of crisis and loss but of growth and new possibilities.
Psychodynamic view
According to the psychodynamic view, the major psychological changes
occur during childhood. More specifically, as Freud postulated, all three
stages of psychosexual development are completed in early childhood.
Therefore, the argument follows, any crisis occurring in middle life is
caused by the ‘disorders of ego’ related to the developmental experiences
in childhood. Thus those suffering from psychogenic neurosis, caused by
the conflict of different drives and/or clashes between parts of the psyche
developed in childhood, should be treated in psychoanalysis by visiting
and resolving those early experiences. The end-goal of all activity
throughout life is the re-establishment of individual equilibrium which has
been disordered in childhood (Wood et al. 2002). Adulthood, according to
Freud, is the ‘product’ of childhood, an end point rather than a stage for
change in its own right. Freud wrote in 1907 that ‘about the age of 50 the
elasticity of the mental processes on which treatment depends is, as a rule,
69
Yana Weaver
lacking. Old people are no longer educable’ (as cited in Cohen, 2006, p.1).
Freud, as Cohen noted, was 51 when he wrote this and a great deal of his
work was completed after his 65th birthday.
Jung’s individuation
While Freudians considered all crises of middle age to be linked with
childhood, Jung talked about middle life less in terms of crisis but more in
terms of an important period of growth and maturation. Furthermore, while
Freudians mostly were dealing with patients suffering from neurosis
caused by ‘disorders of ego’ and who needed to adjust to social (‘normal’)
requirements, the majority of Jung’s patients were …’socially well-adapted
individuals, often of outstanding abilities ...
Mental Health: A Contrastive Analysis between Western and Islamic Psychologie...Mohd Abbas Abdul Razak
Advancement in the way of life and urbanization has brought many great changes in the psychological well-being of people in many parts of the world. Driven by the need to be materially affluent has pushed people in the urban to unnecessary stress, anxiety, conflict, dilemma and a whole lot of other adverse psychological state of mind. Due to these psychological problems, at times, people mainly living in the cities respond in a negative way without considering the religious and ethical principles in life. In the light of this situation, this small scale research would like to explore the concept of mental health held by some selected schools in the Western mainstream psychology and Islamic psychology. It is hoped that a proper understanding of the concept of mental health and its maintenance could help people to lead a meaningful life: finding peace and harmony within themselves and in the external surrounding.
In the Jungian, Adlerian and Gestalt theories discuss with your peer.docxzenobiakeeney
In the Jungian, Adlerian and Gestalt theories discuss with your peers what you find to be the positives of the theories and techniques and any criticisms you may have. Be certain you have read over the powerpoint, both web articles found under learning resources and the required reading assignment. Must be a minimum of 500 word
Carl Gustav Jung was the best known member of the group that formed the core of the early psychoanalytic movementfollowers and students of Sigmund Freud. After completing his medical studies, Jung obtained a position at the Burghoelzli Hospital in Zurich, Switzerland.
C. G. Jung
Carl Gustav Jung was the best known member of the group that formed the core of the early psychoanalytic movementfollowers and students of Sigmund Freud. After completing his medical studies, Jung obtained a position at the Burghoelzli Hospital in Zurich, Switzerland. There he worked with patients suffering from schizophrenia, while also conducting word association research. In 1904 Jung corresponded with Freud about this latter work and also began to use Freud's psychoanalytic treatment with his patients. In 1906 Freud invited Jung to Vienna, and they began a professional relationship. Freud soon began to favor Jung as his successor in the new and growing psychoanalytic movement. Through Freud's efforts, Jung was appointed Permanent President of the Association of Psycho-Analysis at its Second Congress in 1910. Jung and Freud held in common an understanding of the profound role of the unconscious. Their understanding of the nature of the unconscious, however, began to diverge. This led to a painful break between the two men in 1913 after Jung's publication of a major article on the psychology of the unconscious which emphasized the role of symbolism (Jung, 1912). Freud felt personally betrayed by Jung's departure from his theoretical views. Jung likewise felt betrayed, believing that Freud, because of his inflexibility, had failed to support this extension of their mutual work.
In the years from 1913 to 1917, when Jung was largely ostracized by the psychoanalytic community, he embarked upon a deep, extensive, (and potentially dangerous) process of self-analysis that he called a "confrontation with the unconscious" (Jung, 1961, chap. 6, pp. 170-99). Jung emerged from this personal journey with the structures in place for his theories on archetypes, complexes, the collective unconscious, and the individuation process. These theories, along with his understanding of the symbolism found in dreams and in other creative processes, formed the basis of his clinical approach, which he called analytical psychology. Throughout his long life, Jung continued to develop and broaden his theoretical framework, drawing both on his clinical practice and his study of such wide-ranging subjects as alchemy, Eastern religions, astrology, mythology, and fairy tales.
Jungian Theory
Jungian theory is very much experience driven. It is an approach which keeps ...
Existential psychotherapy focuses on fundamental human experiences like death, freedom, relationships and finding meaning. It views people as responsible for making their own choices and finding their identity. Key influences include Viktor Frankl's logotherapy, Rollo May who applied existential philosophy to therapy, and Irvin Yalom who emphasized concerns with death, freedom, isolation and meaninglessness. Existential therapy aims to help clients through increased self-awareness and by addressing anxiety from confronting human realities rather than eliminating it.
A personality is the characteristics and patterns ofEDI RIADI
Personality originates within individuals and remains consistent throughout their lives. Freud, Jung, and Adler made significant but different contributions to understanding the human personality and mind. Freud focused on the conscious and unconscious mind, Jung studied how people perceive and make decisions, and Adler emphasized feelings of inferiority and social interests. While the conscious and unconscious mind remains complex, these early theorists helped advance the field's understanding.
1. Viktor Frankl developed logotherapy, which focuses on a "will to meaning" rather than Freud's "will to pleasure" or Adler's "will to power."
2. He observed that prisoners in Nazi death camps who had hopes, projects, or faith were more likely to survive.
3. Frankl argued that existential frustration and meaninglessness can lead to conditions like depression, addiction, and aggression, and that finding meaning is important for mental health.
The study of the human being can be narrowed down into what is ref.docxchristalgrieg
The study of the human being can be narrowed down into what is referred to as psychology. The chapter presented various theories which touch directly on the human living. These theories have then been explained, and good examples of the same have been given.
Having read some blog postings, my friend at home became very stressed, and deviated from the normal manner in which he carried out some various tasks. He became withdrawn and over time, stopped being talkative. Depression began to creep in, and I could tell that he was going through some issues. Upon inquiring what the issues were, he told me that in most of the blog postings that he read, the main topic addressed was on how the female population preferred the quiet kinds of people to the more talkative kind and therefore, this friend of mine decided to be quiet.
However, having read the chapter, I understand that human beings are social beings and that everyone has a different level of sociality, which is guided by our emotions (Fredrickson, 2001). For this reason, I would use this concept to motivate this friend of mine to continue socializing like he was previously, with more insistence on his friends who like him for his ability to speak openly. In addition, I would motivate him to understand the difference between his emotions, arousal, and personality, as understood from the theories by individuals such as James-Lange, Cannon-Brad, Schachter-Singer and others. Understanding himself along these lines would enable him to better understand his personality, and in a manner that would ensure he does not go through such an episode again. From what I have learned from the chapter, people are different and understanding everyone as a unique person is the first step towards enjoying the kind of life that a person leads (Carducci, 2009).
In conclusion, the above is an outline of how I would motivate the person.
References
Carducci, B. J. (2009). The Psychology of Personality: Viewpoints, Research, and Applications. John Wiley & Sons.
· Instinct theory (now replaced by the evolutionary perspective) focuses on genetically predisposed behaviors.
· Drive-reduction theory focuses on how we respond to our inner pushes.
· Arousal theory focuses on finding the right level of stimulation.
· Abraham Maslow's hierarchy of needs focuses on the priority of some needs over others.
· How does social networking influence us?
1. As social creatures, we live for connection. Asked what he had learned from studying 238 Harvard University men from the 1930s to the end of their lives, researcher George Vaillant (2009) replied, "The only thing that really matters in life are your relationships to other people." A South African Zulu saying captures the idea: Umuntu ngumuntu ngabantu—"a person is a person through other persons."
· The Social Effects of Social Networking
By connecting like-minded people, the Internet serves as a social amplifier. It also functions as an online dating matchmaker. As electronic comm ...
1) Existential therapy focuses on how individuals relate to their world, others, and their own sense of self, with an emphasis on personal responsibility, freedom, and the present moment.
2) There are four ways of being-in-the-world: engagement with one's environment (Umwelt), relationships (Mitwelt), inner self (Eigenwelt), and spiritual beliefs (Uberwelt).
3) Key existential themes include death, freedom and responsibility, isolation, meaning and meaninglessness. The therapist helps clients confront these themes to find their authentic selves.
300 words and please cite from the document.docxwrite4
The document provides an overview of the history and definitions of mental health disorders. It discusses how mental disorders were viewed in ancient times and treated throughout history, including the first asylums. Key figures who helped reform treatment are mentioned, such as Pinel who believed in humane treatment. The Diagnostic and Statistical Manual of Mental Disorders (DSM) is discussed as the standard reference used by clinicians. Three common neurodevelopmental disorders - intellectual disability, autism spectrum disorders, and attention deficit hyperactivity disorder - are defined.
Mental Health: A Contrastive Analysis between Western and Islamic Psychologie...Mohd Abbas Abdul Razak
Advancement in the way of life and urbanization has brought many great changes in the psychological well-being of people in many parts of the world. Driven by the need to be materially affluent has pushed people in the urban to unnecessary stress, anxiety, conflict, dilemma and a whole lot of other adverse psychological state of mind. Due to these psychological problems, at times, people mainly living in the cities respond in a negative way without considering the religious and ethical principles in life. In the light of this situation, this small scale research would like to explore the concept of mental health held by some selected schools in the Western mainstream psychology and Islamic psychology. It is hoped that a proper understanding of the concept of mental health and its maintenance could help people to lead a meaningful life: finding peace and harmony within themselves and in the external surrounding.
In the Jungian, Adlerian and Gestalt theories discuss with your peer.docxzenobiakeeney
In the Jungian, Adlerian and Gestalt theories discuss with your peers what you find to be the positives of the theories and techniques and any criticisms you may have. Be certain you have read over the powerpoint, both web articles found under learning resources and the required reading assignment. Must be a minimum of 500 word
Carl Gustav Jung was the best known member of the group that formed the core of the early psychoanalytic movementfollowers and students of Sigmund Freud. After completing his medical studies, Jung obtained a position at the Burghoelzli Hospital in Zurich, Switzerland.
C. G. Jung
Carl Gustav Jung was the best known member of the group that formed the core of the early psychoanalytic movementfollowers and students of Sigmund Freud. After completing his medical studies, Jung obtained a position at the Burghoelzli Hospital in Zurich, Switzerland. There he worked with patients suffering from schizophrenia, while also conducting word association research. In 1904 Jung corresponded with Freud about this latter work and also began to use Freud's psychoanalytic treatment with his patients. In 1906 Freud invited Jung to Vienna, and they began a professional relationship. Freud soon began to favor Jung as his successor in the new and growing psychoanalytic movement. Through Freud's efforts, Jung was appointed Permanent President of the Association of Psycho-Analysis at its Second Congress in 1910. Jung and Freud held in common an understanding of the profound role of the unconscious. Their understanding of the nature of the unconscious, however, began to diverge. This led to a painful break between the two men in 1913 after Jung's publication of a major article on the psychology of the unconscious which emphasized the role of symbolism (Jung, 1912). Freud felt personally betrayed by Jung's departure from his theoretical views. Jung likewise felt betrayed, believing that Freud, because of his inflexibility, had failed to support this extension of their mutual work.
In the years from 1913 to 1917, when Jung was largely ostracized by the psychoanalytic community, he embarked upon a deep, extensive, (and potentially dangerous) process of self-analysis that he called a "confrontation with the unconscious" (Jung, 1961, chap. 6, pp. 170-99). Jung emerged from this personal journey with the structures in place for his theories on archetypes, complexes, the collective unconscious, and the individuation process. These theories, along with his understanding of the symbolism found in dreams and in other creative processes, formed the basis of his clinical approach, which he called analytical psychology. Throughout his long life, Jung continued to develop and broaden his theoretical framework, drawing both on his clinical practice and his study of such wide-ranging subjects as alchemy, Eastern religions, astrology, mythology, and fairy tales.
Jungian Theory
Jungian theory is very much experience driven. It is an approach which keeps ...
Existential psychotherapy focuses on fundamental human experiences like death, freedom, relationships and finding meaning. It views people as responsible for making their own choices and finding their identity. Key influences include Viktor Frankl's logotherapy, Rollo May who applied existential philosophy to therapy, and Irvin Yalom who emphasized concerns with death, freedom, isolation and meaninglessness. Existential therapy aims to help clients through increased self-awareness and by addressing anxiety from confronting human realities rather than eliminating it.
A personality is the characteristics and patterns ofEDI RIADI
Personality originates within individuals and remains consistent throughout their lives. Freud, Jung, and Adler made significant but different contributions to understanding the human personality and mind. Freud focused on the conscious and unconscious mind, Jung studied how people perceive and make decisions, and Adler emphasized feelings of inferiority and social interests. While the conscious and unconscious mind remains complex, these early theorists helped advance the field's understanding.
1. Viktor Frankl developed logotherapy, which focuses on a "will to meaning" rather than Freud's "will to pleasure" or Adler's "will to power."
2. He observed that prisoners in Nazi death camps who had hopes, projects, or faith were more likely to survive.
3. Frankl argued that existential frustration and meaninglessness can lead to conditions like depression, addiction, and aggression, and that finding meaning is important for mental health.
The study of the human being can be narrowed down into what is ref.docxchristalgrieg
The study of the human being can be narrowed down into what is referred to as psychology. The chapter presented various theories which touch directly on the human living. These theories have then been explained, and good examples of the same have been given.
Having read some blog postings, my friend at home became very stressed, and deviated from the normal manner in which he carried out some various tasks. He became withdrawn and over time, stopped being talkative. Depression began to creep in, and I could tell that he was going through some issues. Upon inquiring what the issues were, he told me that in most of the blog postings that he read, the main topic addressed was on how the female population preferred the quiet kinds of people to the more talkative kind and therefore, this friend of mine decided to be quiet.
However, having read the chapter, I understand that human beings are social beings and that everyone has a different level of sociality, which is guided by our emotions (Fredrickson, 2001). For this reason, I would use this concept to motivate this friend of mine to continue socializing like he was previously, with more insistence on his friends who like him for his ability to speak openly. In addition, I would motivate him to understand the difference between his emotions, arousal, and personality, as understood from the theories by individuals such as James-Lange, Cannon-Brad, Schachter-Singer and others. Understanding himself along these lines would enable him to better understand his personality, and in a manner that would ensure he does not go through such an episode again. From what I have learned from the chapter, people are different and understanding everyone as a unique person is the first step towards enjoying the kind of life that a person leads (Carducci, 2009).
In conclusion, the above is an outline of how I would motivate the person.
References
Carducci, B. J. (2009). The Psychology of Personality: Viewpoints, Research, and Applications. John Wiley & Sons.
· Instinct theory (now replaced by the evolutionary perspective) focuses on genetically predisposed behaviors.
· Drive-reduction theory focuses on how we respond to our inner pushes.
· Arousal theory focuses on finding the right level of stimulation.
· Abraham Maslow's hierarchy of needs focuses on the priority of some needs over others.
· How does social networking influence us?
1. As social creatures, we live for connection. Asked what he had learned from studying 238 Harvard University men from the 1930s to the end of their lives, researcher George Vaillant (2009) replied, "The only thing that really matters in life are your relationships to other people." A South African Zulu saying captures the idea: Umuntu ngumuntu ngabantu—"a person is a person through other persons."
· The Social Effects of Social Networking
By connecting like-minded people, the Internet serves as a social amplifier. It also functions as an online dating matchmaker. As electronic comm ...
1) Existential therapy focuses on how individuals relate to their world, others, and their own sense of self, with an emphasis on personal responsibility, freedom, and the present moment.
2) There are four ways of being-in-the-world: engagement with one's environment (Umwelt), relationships (Mitwelt), inner self (Eigenwelt), and spiritual beliefs (Uberwelt).
3) Key existential themes include death, freedom and responsibility, isolation, meaning and meaninglessness. The therapist helps clients confront these themes to find their authentic selves.
300 words and please cite from the document.docxwrite4
The document provides an overview of the history and definitions of mental health disorders. It discusses how mental disorders were viewed in ancient times and treated throughout history, including the first asylums. Key figures who helped reform treatment are mentioned, such as Pinel who believed in humane treatment. The Diagnostic and Statistical Manual of Mental Disorders (DSM) is discussed as the standard reference used by clinicians. Three common neurodevelopmental disorders - intellectual disability, autism spectrum disorders, and attention deficit hyperactivity disorder - are defined.
Carl Jung broke from Sigmund Freud and developed his own theory of analytical psychology. Jung believed that the psyche consists of three layers - the ego and personal unconscious, the collective unconscious containing archetypes, and the self at the core regulating the entire psyche. In Jungian therapy, clients explore dreams and symbols to integrate the conscious and unconscious and achieve wholeness. Some key differences between Jung and Freud include Jung's view that libido encompasses all psychic energy, not just sexual urges, and that adult neuroses are caused by current issues rather than past childhood experiences alone.
This document provides an overview of personality psychology and its application to negotiation. It discusses several key theorists in personality psychology, including Sigmund Freud, Carl Jung, and Isabel Briggs Myers. Freud developed concepts like the conscious/unconscious mind and defense mechanisms. Jung further developed the personality structure and introduced psychological types. He described elements like the ego, persona, shadow, and collective unconscious. Jung and Myers also developed the concepts of introversion/extroversion and thinking/feeling as key dimensions of psychological types. The document aims to educate negotiators about personality psychology concepts to help them better understand other people.
Humanisitc psychotherapy and counselingAamna Haneef
This document provides an overview of humanistic psychotherapy and counseling. It discusses the origins of humanistic psychology in phenomenology and existentialism. Key figures discussed include Carl Rogers, who developed client-centered therapy, and Abraham Maslow, who proposed the theory of self-actualization. The document also outlines common assumptions of humanistic theories, such as viewing people as having an innate tendency toward self-actualization. It describes necessary conditions for therapeutic change, including genuineness, empathy, and unconditional positive regard from the therapist. A variety of humanistic therapies are mentioned, such as gestalt therapy and transactional analysis.
Spirituality and Attitude towards Death among Senior Citizens with Special Re...AnuragSingh1049
Death is an unpredictable and undeniable event that occurs in everyone’s life regardless of age, time, place etc. One of the common experiences for those are unprepared for this reality is Anxiety. The attitude of senior citizens towards death vary from person to person and they adopt different strategies to cope with their anxieties. Spiritual practice is one of the coping strategies adopted by senior citizens. The present study tries to examine the association between spirituality and attitudes towards death among 100 senior citizens ( 65 years and above) in residential houses and in old age homes. Participants were asked to respond to two different questionnaires namely, Death Attitude Profile-Revised developed by Wong, Recker, Gosser (1994) and Spirituality Experience Index- Revised developed by Genia, V (1991) including a 32-item and 23-item respectively. Data was collected during March-April, 2018 by using SPSS software and data were analysed using the statistical tools namely, simple percentages, means, standard deviation, Pearson's correlation, t-Test and ANOVA. The scale had a high level of internal consistency, as determined by a Cronbach's alpha of 0.712. The study concludes that higher the level of spirituality (spiritual openness) lower the level of fear of death. Those with higher level of spirituality avoid thinking and talking about death to be away from anxiety. There is a negative correlation between spirituality and positive dimension of attitude towards death (Escape acceptance) higher the level of spirituality, lower the attitude towards escape acceptance (death as an escape from a painful existence) but there was no correlation between spiritual support and any of the death attitude dimensions.
Sigmund Freud's theory of conflict posits that mental illnesses like neuroses are caused by irreconcilable internal conflicts between parts of the psyche, like the id, ego, and superego. A psychoanalytic treatment aims to help patients become aware of these underlying conflicts by analyzing their symptoms and how the conflicts are expressed and repeated in the transference relationship with their analyst. Identifying and working through these psychic conflicts in treatment can help resolve patients' neuroses by allowing them to metabolize and integrate the repressed traumatic experiences and libidinal desires that were at the root of their symptoms.
Adolescence and the Reorganization of Infant Development a Neuropsychoanalyti...Frans Stortelder
This document summarizes a journal article that presents a neuro-psychoanalytic model of infant and adolescent development. It discusses how psychoanalytic theory views adolescence as a period of reorganization that builds upon the foundation established in early childhood. Recent neurobiological research supports this view, finding substantial brain reorganization occurs during adolescence similar to early childhood. The model aims to integrate psychoanalytic, neurobiological, and developmental perspectives on how environmental experiences program brain structure and psychic development, and how psychotherapy can address disturbances.
A Psychobiographical Study Of Intuition In A Writer S Life Paulo Coelho Revi...Sandra Long
This document summarizes a research study on the life of famous writer Paulo Coelho and his use of intuition. The study uses a psychobiographical approach to explore how Coelho used intuition throughout his life to make decisions and develop as a person. Key findings were that Coelho relied heavily on his intuitions for guidance, decision-making, and self-development. His intuitive decision-making is described in his life experiences and reflected in some of his creative works. The study aims to provide new insights into Coelho's uniqueness by focusing on his intuitive processes and how they influenced his life, health, faith, and success as a writer.
This document provides an overview of Sigmund Freud's psychoanalytic theory and Carl Jung's analytical psychology perspective on personality development. It discusses key concepts in Freudian psychoanalysis like the structure of personality consisting of the id, ego and superego. Defense mechanisms and psychosexual stages are also explained. Jung diverged from Freud in rejecting his sexual theory and emphasis on biological drives, focusing more on spirituality and individuation. The document also outlines techniques used in psychoanalytic therapy like free association, dream analysis, and interpretation of transference and resistance.
Anthropology is the study of human societies, cultures, and how biological and cultural processes shape human experience. It takes a holistic approach to studying the self, viewing the self as developed through social interactions. The self is seen as both an individual human as well as comprising physical, social, and psychological characteristics existing in the mind. Anthropology defines the self as having both implicit and explicit aspects, with the explicit self being what one is consciously aware of and the implicit being not immediately available to consciousness.
Psychoanalysis presentation in Counseling Theories, Tools, and Techniques.
If you like it and if you find it useful, just like it.
You can also suggest to update the slide. <3 Thanks!
Exploring Online Consumer Behaviors
John A. Smith and Jane L. Doe
Liberty University
References
Janda, S. (2008). Does gender moderate the effect of online concerns on purchase likelihood? Journal of Internet Commerce, 7(3), 339-358. doi:10.1080/15332860802250401
Jeon, S., Crutsinger, C., & Kim, H. (2008). Exploring online auction behaviors and motivations. Journal of Family and Consumer Sciences, 100(2), 31-40. Retrieved by http://search.proquest.com.ezproxy.liberty.edu:2048/docview/218160218
Koyuncu, C., & Lien, D. (2003). E-commerce and consumer's purchasing behaviour. Applied Economics, 35(6), 721. Retrieved from http://go.galegroup.com.ezproxy.liberty.edu:2048/ps/i.do?id=GALE%7CA102272684&v=2.1&u=vic_liberty&it=r&p=AONE&sw=w
Kukar-Kinney,M.,Monroe, K.B.,Ridgway,N.M. (2008). The relationship between consumers’ tendencies to buy compulsively and their motivations to shop and buy on the internet. Journal of Retailing: Consumer Behavior and Retailing, 85(3), 298-307. Retrieved from http://dx.doi.org. ezproxy.liberty.edu: 2048/10.1016/j.jretai.2009.05.002
Stibel, J. (2005). Mental models and online consumer behaviour. Behaviour & Information Technology, 24(2), 147-150. doi:10.1080/01449290512331321901
Vazquez,D., & Xu,X.(2009). Investigation linkages between online purchase behavior variables. International Journal of Retail & Distribution Management, 37(5), 408-419. doi:10.1108/09590550910954900
Abstract Comment by user: Double space between all lines of the manuscript. This includes the elimination of any extra spacing before or after the paragraph (APA Manual 5.03). The default setting in Microsoft Word is to add extra spacing after paragraphs. You can change this setting under the page layout tab in Microsoft Word.
Internet usage has skyrocketed in the past few decades, along with this increase comes the increase in internet shopping by consumers. This research examines the behaviors, motivations, and attitudes of this new form of consumer entity. Online consumer behavior has been studied for over 20 years and will undoubtedly be the source of many future researches as internet consumerism expands. This paper will examine the following research questions: (1) How do factors previously researched affect the online purchasing behavior of consumers and (2) what are the significant consumer behaviors both positive and negative that affect internet consumerism? By identifying these factors and variables, new strategies can be formulated and both consumer and supplier can gain knowledge and understanding of behaviors which exist. The purpose of this research paper is to integrate the varied research information together and draw coherent linkages to how consumer thoughts, attitudes and motivational behavior affect online buying, thus building a broader framework of analysis in which to build upon. Comment by user:
APA style uses one inch margins. Paragraphs should be indented five to seven spaces (about 1/2 inch ...
External and Internal Analysis 8Extern.docxgitagrimston
External and Internal Analysis 8
External and Internal Environmental Analysis
STR/581
Professor Alfonso Rodriguez
July 30, 2014
Sheila Medina
Introduction
Coffee has become an integral part of the lives of numerous people. In 1971, Starbucks coffee opened its first coffee shop in the Pike Place Market in Seattle, Washington. Now, according to research “Starbucks Corporation is the leading retailer, roaster and brand of specialty coffee in the world, with more than 6,000 retail locations in North America, Latin America, Europe, the Middle East and the Pacific Rim” (www.investor.starbucks.com). Starbucks aims to be the consumer’s favorite coffee shop and to achieve this the company focused on customer satisfaction as well as company advancement. Therefore, it is important to act based on what is written in Starbucks mission, value and vision statement, “To inspire and nurture the human spirit-one person, one cup, and one neighborhood at a time” (www.starbucks.com).
A review of Starbucks financial reports has identified an increase in revenue over the past few years. However, this increase in revenue doesn’t account for the increase in profits. The profit increase is not as high as it could be due to external factors such as other coffee shops and the increase in amount of competition. This report aims to identify the different internal and external environment factors attributing to the changes in Starbucks external environment by utilizing several different analyses.
SWOT Analysis
Strengths
Starbucks possesses several main strengths including their high visibility being located in high traffic areas, quality of service and products and their established brand loyalty. Starbucks remains an established leader being the number one known coffee house in the world while possessing a competent workforce, providing quality service, and continuing financial soundness. They also are known for their strong internal and external relationships with their suppliers.
Weakness
Weaknesses that Starbucks must address include: Product affordability and pricing, coffee beans price is the major influence over the firms profits, maintaining the positive public opinion of their products, avoiding any negative publicity, and remaining connected to their customers. Starbucks must also consider the fact they have expanded domestically and internationally resulting in saturation of the markets. They are also a non-smoking facility alienating some customers from purchasing coffee or other products from their store.
Opportunities
Opportunities include the ability for Starbucks to enter into different and new markets,
partnership opportunities with businesses, growing acceptance and customer satisfaction, and increase different product offerings. Starbucks must strive to continue expanding their products and food service to remain competitive and reach other consumers. Another option would be for Starbucks to allow consumers to order t ...
Exploring Music Concert Paper Guidelines Instructions.docxgitagrimston
Exploring Music
Concert Paper Guidelines
Instructions
1) Choose. Pick a classical music concert from the list provided on Blackboard. Sign up and buy tickets.
2) Research. Using reputable sources, learn about the composers and music featured at the concert. I
recommend searching Google for program notes from major orchestras.
3) Write. Write a typed, double-spaced, 2 -3 page research paper, including properly formatted citations
using APA, MLA, or Chicago style. This must be done before you attend the concert.
4) Cite. Cite your sources using in-text citations. Include a works cited list with full citations using MLA,
APA, or Chicago. If you don’t know how to do this, read this.
5) Submit. Turn in your research paper under the “concerts” tab in Blackboard 2 days before the concert
date. It will be checked for plagiarism.
6) Go. Plan ahead. Dress appropriately. Get to your concert on time. If you’re late, you might not get in.
7) Listen. Use active listening during the concert. (See “at the concert” below.)
8) Smile. Take a selfie or have someone take a picture of you that clearly shows that you were at the
concert. In the lobby during intermission is a good time for this! Save your ticket and program.
9) Interview. Talk to someone at the concert. Ask them why they came and what they thought.
10) Write. Add a “part two” to your research paper. This second part should be a typed, double-spaced, 2-3
page reaction paper to your concert. Talk about what you thought, show off your active listening skills,
and include the results of your interview.
11) Add. Add your concert picture to the last page of your paper. If you don’t have this, I can’t accept the
paper for credit. Staple your ticket to your paper.
12) Submit. Turn in a hard copy of your complete paper (research part AND reaction part with picture and
ticket) in class on or before the due dates indicated.
At The Concert: Active Listening
Choose one piece from your concert to analyze. Identify the meter, texture, and two other musical elements.
Reflect on the music. What emotions do you get from that piece? Does it spark anything in your imagination?
Does it remind you of anything? What is it about the music that creates those feelings and ideas?
Interview a fellow attendee after the show or during intermission. Ask why they came and what they thought.
WARNING
DO NOT OVER-USE DIRECT QUOTATIONS. If your paper has more than 50 words that are directly quoted, I will
return the paper to you, ungraded. Quotes can be useful, but you have to know when and how to use them!
Blend your quotes within your narrative. Paraphrase when appropriate. Read this.
DO NOT PLAGIARIZE. All sources, even if they are only alluded to or paraphrased, must be cited.
http://guides.temple.edu/c.php?g=77953&p=528593
http://www.temple.edu/writingctr/support-for-writers/documents/BecominganEffectiveWriterinCollege.pdf
http://www.bibme. ...
Expo 12 Discussion QuestionsThink about the cooperative learni.docxgitagrimston
Expo 12 Discussion Questions
Think about the cooperative learning lesson plan you have developed for studying Crystal Growing and the Rock Cycle. What problems do you envision occurring? Select the most problematic issue and elaborate on it on the discussion board.
Module 5 Activity
Consider the lab you have just completed, Experiment 12, and the processes you went through. Now, assume this experiment were to be conducted in your classroom in groups of four. Create an age appropriate lesson plan in which you conduct this experiment using cooperative learning, while still maintaining the integrity of the 5E Model. Submit your lesson plan as a word document.
Hands-On Labs SM-1 Lab Manual
91
EXPERIMENT 12:
Crystal Growing and the Rock Cycle
Note: Part One of this lab should be performed at least 10 days before your report due date.
Read the entire experiment and organize time, materials, and work space before beginning.
Remember to review the safety sections and wear goggles when appropriate.
Objectives: To grow synthetic crystals from a supersaturated solution by evaporation,
To measure the interfacial angles of minerals,
To make sugar “glass,”
To understand the role of evaporation in mineral growth, and
To determine the dissolution point of certain crystals.
Materials: Student Provides: Pan, small
Spoon or blunt knife
Cup saucer
Stovetop burner
Refrigerator
50 g sugar
From LabPaq: Tweezers
Protractor
Ruler
Magnifying hand lens
Digital scale
100-mL Beaker
3 Petri dishes, large
Thermometer
Set of 18 numbered minerals
Igneous rock sample #19
Sedimentary rock sample #36
Metamorphic rock sample #47
Epsom salt: Magnesium Sulfate Heptahydrate,
MgSO4 · 7H2O
Alum: Aluminum Potassium Sulfate Dodecahydrate,
KAI(SO4) 2 · 12 H2O
Discussion and Review: The textbook definition of a mineral is “a homogeneous,
naturally occurring, solid substance with a definable chemical composition and an
internal structure characterized by an orderly arrangement of atoms in a crystalline
structure” (from Earth; Portrait of a Planet; Stephen Marshak (Norton, 2005).
A crystal grown in a lab is not a true mineral since it did not form by geologic processes.
However, crystals grown in a lab are virtually identical to true minerals in many other
Hands-On Labs SM-1 Lab Manual
92
aspects: they are solid, inorganic, homogeneous, and have a definite chemical
composition and an ordered structure.
By growing crystals in a laboratory setting you will be able to investigate the different
properties that define a mineral. In addition, growing synthetic minerals can offer insight
into the factors that affect the crystal growing process in a true geologic setting. By
“watching” your crystals grow, you’ll be able to better understand how crystal faces
develop in rocks and what influences them, plus you won’t ...
ExplanationMaster Honey is a franchise-style company that sel.docxgitagrimston
Explanation:
Master Honey is a franchise-style company that sells a variety of products derived from raw honey harvested from both local and international bee-farms, called apiaries. Our company was established in 1988 by its founder, Sergio Saladrigas, back when honey was a booming industry, and its business was conducted based on quality rather than quantity. With this philosophy in mind, Master Honey has created a culture of good quality work with competitive pricing. Since its creation, Master Honey has had a successful expansion throughout most of Central and South-Florida in the form of two different types of establishments for retail selling that have made the brand differentiate itself from the competition:
For rather big retail space, Master Honey developed a trademarked concept for a retail-store called “Honey Caves”. Usually placed in malls and around touristic areas, Honey Caves are stores of 1,000-1,500 squared feet that offer the whole catalog of Mater Honey’s products. The product catalog includes:
Products
Types
Large size
Medium size
Small size
Artisanal honey:
Local Honey:
Tupelo
9$
5$
3$
Orange blossom
8$
4$
2$
Red Pepper
7$
4$
2$
Golden Berry
7$
4$
2$
Wildflower
6$
3$
2$
International Honey:
Blue Gum
11$
6$
4$
Beech Wood
10$
5$
3$
Acai
12$
8$
5$
Acacia
12$
8$
5$
Manuka
11$
6$
4$
Honey Blends for:
Tea, Chees or BBQ
12$
8$
5$
Soaps for:
Face (anti-acne)
-
10$
6$
Body
9$
5$
-
Hands
-
9$
5$
Lotions:
Face (anti-age)
-
15$
10$
Body
-
10$
7$
Other Products:
Shampoo
15$
11$
7$
Conditioner
15$
11$
7$
The honey caves have a specific and trademarked design that makes customers feel “like a bee in a hive”. The temperature is set at a low 72 degrees Fahrenheit with low light, and with a constant and subtle bee sound. In addition, the shelves are designed to look like a hive, with a series of hexagonally shaped boxes that designed to be piled together. This gives the shop managers freedom to change the setting of the store with ease and freedom of choice. Furthermore, the stores offer samples from all of our different products so the customers can see, feel, smell and taste the quality that differentiates our product. Also, every single one of our franchised Honey Caves has a large table in the middle of the store in a hexagonal shape displaying many large and artisanal-looking bottles that carry all of the honey types that we offer (that way, if a certain type of honey is not in store, it can still be shipped). The first bottle on each line contains a pump from which the customer can serve previously measured quantities in a small sample cup, and taste the differences in flavor and texture among all honeys from different flowers. The same technique is used with our soaps by providing 3 to 7 sinks for our customers to try the soaps, and realize its unique smell and smoothness. This type of store look like:
For the smaller stores, of about 600-800 squared feet, Master Honey has created another trademarked store des ...
Explain where industry profits are maximized in the figure below.docxgitagrimston
Explain where industry profits are maximized in the figure below:
Problem 13. What real-world evidence would lead you to believe that firms were acting as Cournot oligopolists? Stackelberg oligopolists? Bertrand oligopolists?
...
Exploratory EssayResearch - 1The ability to Wallow in complex.docxgitagrimston
Exploratory Essay/Research - 1
The ability to Wallow in complexity
On a separate paper:
1. Write your Exploratory question.
Your Introduction
Your goal in the Introduction is to hook your reader’s interest in your chosen problem. Often the best way to do so is to show why you yourself became interested in it.
Write about any or all of the following:
· Why do you think you have chosen this particular subject? What interested you?
· Personal connection?
· Specific experiences?
· What do you think are the origins of your feelings?
· What are your first responses/answers to the question?
· Why do you think you feel the way you do now?
· Can you imagine yourself ever changing your mind? Why?
· Can you list (or imagine) different or alternative answers to this question? List some of them.
· How do you feel about these?
· Why?
· At this point, what is the most perplexing, confusing, or puzzling thing about this question?
...
Exploring MusicExtra Credit #2 Due November 6 in classIn G.docxgitagrimston
Exploring Music
Extra Credit #2
Due November 6 in class
In Germany, the 19th century was known as the “Age of Song”. For romantic composers, fusing literature with music represented artistic perfection. The Lied (pronounced “leet”) blended German poetry with piano collaboration. Lieder represent an intimate genre of music utilizing a solo singer partnered with piano. In most cases, the piano acts as more than mere accompaniment as it is able to musically enhance the text, depict moods and atmospheres, and in some cases represent a character in the poem.
For this assignment you will choose any threeLieder and write a 2-3 page paper (double spaced, 12 point font with 1 inch margins) based on the following guidelines to include in your paper:
1. Read the translation of the poetry and establish your own interpretation. Are there any words or phrases that lend themselves to musical depiction? If you were the composer how might you musically depict words or phrases or the mood/ atmosphere of the piece using only one singer and a piano?
2. Listen to the Lied and follow along with the translation. How does you analysis from Question 1 differ or parallel the composer’s interpretation?
3. Pay particular attention to the relationship between the voice, text, and piano keeping in mind the piano offers more than just harmonic support. Provide examples of how the piano enhances the text, creates a mood or atmosphere, or depicts a character from the poem.
4. Does the musical and vocal setting suit the poetry? Explain.
5. Is the setting strophic or through-composed? How does this affect the Lied?
Below are YouTube links to each Lied. Translations of the text are available in the Extra Credit no. 2 folder; print them out for your convenience if you wish.
1. Robert Schumann, “Die alten, bösen Lieder” from Dichterliebe
http://www.youtube.com/watch?v=sGx1zyOPZfM
2. Ludwig van Beethoven, “Der Kuß,” opus 128
http://www.youtube.com/watch?v=NTgcwny1PnU
3. Franz Schubert, “Ganymed”
http://www.youtube.com/watch?v=DMLiVQMDLEs
4. Robert Schumann, “Ich grolle nicht” from Dichterliebe
http://www.youtube.com/watch?v=XDbESDdZmfY
5. Franz Schubert, “Nähe des Geliebten”
http://www.youtube.com/watch?v=t47lxQCvJ5k
6. Clara Schumann, “Liebst du um Schönheit”
http://www.youtube.com/watch?v=kvHPxGfONYY
7. Franz Schubert, “Der Lindenbaum” from Wintereise
http://www.youtube.com/watch?v=zC7gEVSgf9k
8. Franz Schubert, “Rastlose Liebe”
http://www.youtube.com/watch?v=XOBNOB9Oxyc
Type the Boolean operator (AND, OR, or NOT) that best fits in the search statement to satisfy the search criterion stated.
Question 1 (1 point)
Question 1 options:
Find information on pollution in the Chesapeake Bay. "Chesapeake Bay"
pollut*
Question 2 (1 point)
Question 2 options:
Find information on the effect of plastics recycling on the environment. (recycle
reuse)
plastics
environment
Question 3 (1 point)
Question 3 options:
Find information on obedience tr ...
Explain why Franz Boas did not accept Morgan’s view about evol.docxgitagrimston
Explain why Franz Boas did not accept Morgan’s view about evolution ?
What sciences contributed to anthropology ?
How have teens used fashion and music to communicate their identity ?
What styles and attitudes today might seem rebellious to parents ?
What contributions did Pavlov, skinner and Chomsky bring to the comprehension of how language is attained ?
How does language indicate a society's values and priorities?
How has language evolved in some north American communities?
Why is language seen as a significant part of a people’s culture ?
Do advertisers give a false impression of their products ? it this legitimate communication ? why or why not
How can an environmental factors, such as living in a large city or a small rural town, influence individual and cultural evolution
Compare the approaches taken by anthropologist and psychologists in the study of human development ?
What are the various components of all rites of passage ?
How have coming of age rite of passage changed along with modern society
Some rites are experienced alone and some are experienced in groups. explain, with example, why this is the case
How is the body adornment connected to rites of passages
How do films and television programs portray sexual relationship between teens and adults ?
What rites of passage surrounding death have you experienced ?how did you feel about them ?
How do social scientists help people face the haunting prospect of death and the sadness of the loss of a loved one
...
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References
Janda, S. (2008). Does gender moderate the effect of online concerns on purchase likelihood? Journal of Internet Commerce, 7(3), 339-358. doi:10.1080/15332860802250401
Jeon, S., Crutsinger, C., & Kim, H. (2008). Exploring online auction behaviors and motivations. Journal of Family and Consumer Sciences, 100(2), 31-40. Retrieved by http://search.proquest.com.ezproxy.liberty.edu:2048/docview/218160218
Koyuncu, C., & Lien, D. (2003). E-commerce and consumer's purchasing behaviour. Applied Economics, 35(6), 721. Retrieved from http://go.galegroup.com.ezproxy.liberty.edu:2048/ps/i.do?id=GALE%7CA102272684&v=2.1&u=vic_liberty&it=r&p=AONE&sw=w
Kukar-Kinney,M.,Monroe, K.B.,Ridgway,N.M. (2008). The relationship between consumers’ tendencies to buy compulsively and their motivations to shop and buy on the internet. Journal of Retailing: Consumer Behavior and Retailing, 85(3), 298-307. Retrieved from http://dx.doi.org. ezproxy.liberty.edu: 2048/10.1016/j.jretai.2009.05.002
Stibel, J. (2005). Mental models and online consumer behaviour. Behaviour & Information Technology, 24(2), 147-150. doi:10.1080/01449290512331321901
Vazquez,D., & Xu,X.(2009). Investigation linkages between online purchase behavior variables. International Journal of Retail & Distribution Management, 37(5), 408-419. doi:10.1108/09590550910954900
Abstract Comment by user: Double space between all lines of the manuscript. This includes the elimination of any extra spacing before or after the paragraph (APA Manual 5.03). The default setting in Microsoft Word is to add extra spacing after paragraphs. You can change this setting under the page layout tab in Microsoft Word.
Internet usage has skyrocketed in the past few decades, along with this increase comes the increase in internet shopping by consumers. This research examines the behaviors, motivations, and attitudes of this new form of consumer entity. Online consumer behavior has been studied for over 20 years and will undoubtedly be the source of many future researches as internet consumerism expands. This paper will examine the following research questions: (1) How do factors previously researched affect the online purchasing behavior of consumers and (2) what are the significant consumer behaviors both positive and negative that affect internet consumerism? By identifying these factors and variables, new strategies can be formulated and both consumer and supplier can gain knowledge and understanding of behaviors which exist. The purpose of this research paper is to integrate the varied research information together and draw coherent linkages to how consumer thoughts, attitudes and motivational behavior affect online buying, thus building a broader framework of analysis in which to build upon. Comment by user:
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External and Internal Analysis 8Extern.docxgitagrimston
External and Internal Analysis 8
External and Internal Environmental Analysis
STR/581
Professor Alfonso Rodriguez
July 30, 2014
Sheila Medina
Introduction
Coffee has become an integral part of the lives of numerous people. In 1971, Starbucks coffee opened its first coffee shop in the Pike Place Market in Seattle, Washington. Now, according to research “Starbucks Corporation is the leading retailer, roaster and brand of specialty coffee in the world, with more than 6,000 retail locations in North America, Latin America, Europe, the Middle East and the Pacific Rim” (www.investor.starbucks.com). Starbucks aims to be the consumer’s favorite coffee shop and to achieve this the company focused on customer satisfaction as well as company advancement. Therefore, it is important to act based on what is written in Starbucks mission, value and vision statement, “To inspire and nurture the human spirit-one person, one cup, and one neighborhood at a time” (www.starbucks.com).
A review of Starbucks financial reports has identified an increase in revenue over the past few years. However, this increase in revenue doesn’t account for the increase in profits. The profit increase is not as high as it could be due to external factors such as other coffee shops and the increase in amount of competition. This report aims to identify the different internal and external environment factors attributing to the changes in Starbucks external environment by utilizing several different analyses.
SWOT Analysis
Strengths
Starbucks possesses several main strengths including their high visibility being located in high traffic areas, quality of service and products and their established brand loyalty. Starbucks remains an established leader being the number one known coffee house in the world while possessing a competent workforce, providing quality service, and continuing financial soundness. They also are known for their strong internal and external relationships with their suppliers.
Weakness
Weaknesses that Starbucks must address include: Product affordability and pricing, coffee beans price is the major influence over the firms profits, maintaining the positive public opinion of their products, avoiding any negative publicity, and remaining connected to their customers. Starbucks must also consider the fact they have expanded domestically and internationally resulting in saturation of the markets. They are also a non-smoking facility alienating some customers from purchasing coffee or other products from their store.
Opportunities
Opportunities include the ability for Starbucks to enter into different and new markets,
partnership opportunities with businesses, growing acceptance and customer satisfaction, and increase different product offerings. Starbucks must strive to continue expanding their products and food service to remain competitive and reach other consumers. Another option would be for Starbucks to allow consumers to order t ...
Exploring Music Concert Paper Guidelines Instructions.docxgitagrimston
Exploring Music
Concert Paper Guidelines
Instructions
1) Choose. Pick a classical music concert from the list provided on Blackboard. Sign up and buy tickets.
2) Research. Using reputable sources, learn about the composers and music featured at the concert. I
recommend searching Google for program notes from major orchestras.
3) Write. Write a typed, double-spaced, 2 -3 page research paper, including properly formatted citations
using APA, MLA, or Chicago style. This must be done before you attend the concert.
4) Cite. Cite your sources using in-text citations. Include a works cited list with full citations using MLA,
APA, or Chicago. If you don’t know how to do this, read this.
5) Submit. Turn in your research paper under the “concerts” tab in Blackboard 2 days before the concert
date. It will be checked for plagiarism.
6) Go. Plan ahead. Dress appropriately. Get to your concert on time. If you’re late, you might not get in.
7) Listen. Use active listening during the concert. (See “at the concert” below.)
8) Smile. Take a selfie or have someone take a picture of you that clearly shows that you were at the
concert. In the lobby during intermission is a good time for this! Save your ticket and program.
9) Interview. Talk to someone at the concert. Ask them why they came and what they thought.
10) Write. Add a “part two” to your research paper. This second part should be a typed, double-spaced, 2-3
page reaction paper to your concert. Talk about what you thought, show off your active listening skills,
and include the results of your interview.
11) Add. Add your concert picture to the last page of your paper. If you don’t have this, I can’t accept the
paper for credit. Staple your ticket to your paper.
12) Submit. Turn in a hard copy of your complete paper (research part AND reaction part with picture and
ticket) in class on or before the due dates indicated.
At The Concert: Active Listening
Choose one piece from your concert to analyze. Identify the meter, texture, and two other musical elements.
Reflect on the music. What emotions do you get from that piece? Does it spark anything in your imagination?
Does it remind you of anything? What is it about the music that creates those feelings and ideas?
Interview a fellow attendee after the show or during intermission. Ask why they came and what they thought.
WARNING
DO NOT OVER-USE DIRECT QUOTATIONS. If your paper has more than 50 words that are directly quoted, I will
return the paper to you, ungraded. Quotes can be useful, but you have to know when and how to use them!
Blend your quotes within your narrative. Paraphrase when appropriate. Read this.
DO NOT PLAGIARIZE. All sources, even if they are only alluded to or paraphrased, must be cited.
http://guides.temple.edu/c.php?g=77953&p=528593
http://www.temple.edu/writingctr/support-for-writers/documents/BecominganEffectiveWriterinCollege.pdf
http://www.bibme. ...
Expo 12 Discussion QuestionsThink about the cooperative learni.docxgitagrimston
Expo 12 Discussion Questions
Think about the cooperative learning lesson plan you have developed for studying Crystal Growing and the Rock Cycle. What problems do you envision occurring? Select the most problematic issue and elaborate on it on the discussion board.
Module 5 Activity
Consider the lab you have just completed, Experiment 12, and the processes you went through. Now, assume this experiment were to be conducted in your classroom in groups of four. Create an age appropriate lesson plan in which you conduct this experiment using cooperative learning, while still maintaining the integrity of the 5E Model. Submit your lesson plan as a word document.
Hands-On Labs SM-1 Lab Manual
91
EXPERIMENT 12:
Crystal Growing and the Rock Cycle
Note: Part One of this lab should be performed at least 10 days before your report due date.
Read the entire experiment and organize time, materials, and work space before beginning.
Remember to review the safety sections and wear goggles when appropriate.
Objectives: To grow synthetic crystals from a supersaturated solution by evaporation,
To measure the interfacial angles of minerals,
To make sugar “glass,”
To understand the role of evaporation in mineral growth, and
To determine the dissolution point of certain crystals.
Materials: Student Provides: Pan, small
Spoon or blunt knife
Cup saucer
Stovetop burner
Refrigerator
50 g sugar
From LabPaq: Tweezers
Protractor
Ruler
Magnifying hand lens
Digital scale
100-mL Beaker
3 Petri dishes, large
Thermometer
Set of 18 numbered minerals
Igneous rock sample #19
Sedimentary rock sample #36
Metamorphic rock sample #47
Epsom salt: Magnesium Sulfate Heptahydrate,
MgSO4 · 7H2O
Alum: Aluminum Potassium Sulfate Dodecahydrate,
KAI(SO4) 2 · 12 H2O
Discussion and Review: The textbook definition of a mineral is “a homogeneous,
naturally occurring, solid substance with a definable chemical composition and an
internal structure characterized by an orderly arrangement of atoms in a crystalline
structure” (from Earth; Portrait of a Planet; Stephen Marshak (Norton, 2005).
A crystal grown in a lab is not a true mineral since it did not form by geologic processes.
However, crystals grown in a lab are virtually identical to true minerals in many other
Hands-On Labs SM-1 Lab Manual
92
aspects: they are solid, inorganic, homogeneous, and have a definite chemical
composition and an ordered structure.
By growing crystals in a laboratory setting you will be able to investigate the different
properties that define a mineral. In addition, growing synthetic minerals can offer insight
into the factors that affect the crystal growing process in a true geologic setting. By
“watching” your crystals grow, you’ll be able to better understand how crystal faces
develop in rocks and what influences them, plus you won’t ...
ExplanationMaster Honey is a franchise-style company that sel.docxgitagrimston
Explanation:
Master Honey is a franchise-style company that sells a variety of products derived from raw honey harvested from both local and international bee-farms, called apiaries. Our company was established in 1988 by its founder, Sergio Saladrigas, back when honey was a booming industry, and its business was conducted based on quality rather than quantity. With this philosophy in mind, Master Honey has created a culture of good quality work with competitive pricing. Since its creation, Master Honey has had a successful expansion throughout most of Central and South-Florida in the form of two different types of establishments for retail selling that have made the brand differentiate itself from the competition:
For rather big retail space, Master Honey developed a trademarked concept for a retail-store called “Honey Caves”. Usually placed in malls and around touristic areas, Honey Caves are stores of 1,000-1,500 squared feet that offer the whole catalog of Mater Honey’s products. The product catalog includes:
Products
Types
Large size
Medium size
Small size
Artisanal honey:
Local Honey:
Tupelo
9$
5$
3$
Orange blossom
8$
4$
2$
Red Pepper
7$
4$
2$
Golden Berry
7$
4$
2$
Wildflower
6$
3$
2$
International Honey:
Blue Gum
11$
6$
4$
Beech Wood
10$
5$
3$
Acai
12$
8$
5$
Acacia
12$
8$
5$
Manuka
11$
6$
4$
Honey Blends for:
Tea, Chees or BBQ
12$
8$
5$
Soaps for:
Face (anti-acne)
-
10$
6$
Body
9$
5$
-
Hands
-
9$
5$
Lotions:
Face (anti-age)
-
15$
10$
Body
-
10$
7$
Other Products:
Shampoo
15$
11$
7$
Conditioner
15$
11$
7$
The honey caves have a specific and trademarked design that makes customers feel “like a bee in a hive”. The temperature is set at a low 72 degrees Fahrenheit with low light, and with a constant and subtle bee sound. In addition, the shelves are designed to look like a hive, with a series of hexagonally shaped boxes that designed to be piled together. This gives the shop managers freedom to change the setting of the store with ease and freedom of choice. Furthermore, the stores offer samples from all of our different products so the customers can see, feel, smell and taste the quality that differentiates our product. Also, every single one of our franchised Honey Caves has a large table in the middle of the store in a hexagonal shape displaying many large and artisanal-looking bottles that carry all of the honey types that we offer (that way, if a certain type of honey is not in store, it can still be shipped). The first bottle on each line contains a pump from which the customer can serve previously measured quantities in a small sample cup, and taste the differences in flavor and texture among all honeys from different flowers. The same technique is used with our soaps by providing 3 to 7 sinks for our customers to try the soaps, and realize its unique smell and smoothness. This type of store look like:
For the smaller stores, of about 600-800 squared feet, Master Honey has created another trademarked store des ...
Explain where industry profits are maximized in the figure below.docxgitagrimston
Explain where industry profits are maximized in the figure below:
Problem 13. What real-world evidence would lead you to believe that firms were acting as Cournot oligopolists? Stackelberg oligopolists? Bertrand oligopolists?
...
Exploratory EssayResearch - 1The ability to Wallow in complex.docxgitagrimston
Exploratory Essay/Research - 1
The ability to Wallow in complexity
On a separate paper:
1. Write your Exploratory question.
Your Introduction
Your goal in the Introduction is to hook your reader’s interest in your chosen problem. Often the best way to do so is to show why you yourself became interested in it.
Write about any or all of the following:
· Why do you think you have chosen this particular subject? What interested you?
· Personal connection?
· Specific experiences?
· What do you think are the origins of your feelings?
· What are your first responses/answers to the question?
· Why do you think you feel the way you do now?
· Can you imagine yourself ever changing your mind? Why?
· Can you list (or imagine) different or alternative answers to this question? List some of them.
· How do you feel about these?
· Why?
· At this point, what is the most perplexing, confusing, or puzzling thing about this question?
...
Exploring MusicExtra Credit #2 Due November 6 in classIn G.docxgitagrimston
Exploring Music
Extra Credit #2
Due November 6 in class
In Germany, the 19th century was known as the “Age of Song”. For romantic composers, fusing literature with music represented artistic perfection. The Lied (pronounced “leet”) blended German poetry with piano collaboration. Lieder represent an intimate genre of music utilizing a solo singer partnered with piano. In most cases, the piano acts as more than mere accompaniment as it is able to musically enhance the text, depict moods and atmospheres, and in some cases represent a character in the poem.
For this assignment you will choose any threeLieder and write a 2-3 page paper (double spaced, 12 point font with 1 inch margins) based on the following guidelines to include in your paper:
1. Read the translation of the poetry and establish your own interpretation. Are there any words or phrases that lend themselves to musical depiction? If you were the composer how might you musically depict words or phrases or the mood/ atmosphere of the piece using only one singer and a piano?
2. Listen to the Lied and follow along with the translation. How does you analysis from Question 1 differ or parallel the composer’s interpretation?
3. Pay particular attention to the relationship between the voice, text, and piano keeping in mind the piano offers more than just harmonic support. Provide examples of how the piano enhances the text, creates a mood or atmosphere, or depicts a character from the poem.
4. Does the musical and vocal setting suit the poetry? Explain.
5. Is the setting strophic or through-composed? How does this affect the Lied?
Below are YouTube links to each Lied. Translations of the text are available in the Extra Credit no. 2 folder; print them out for your convenience if you wish.
1. Robert Schumann, “Die alten, bösen Lieder” from Dichterliebe
http://www.youtube.com/watch?v=sGx1zyOPZfM
2. Ludwig van Beethoven, “Der Kuß,” opus 128
http://www.youtube.com/watch?v=NTgcwny1PnU
3. Franz Schubert, “Ganymed”
http://www.youtube.com/watch?v=DMLiVQMDLEs
4. Robert Schumann, “Ich grolle nicht” from Dichterliebe
http://www.youtube.com/watch?v=XDbESDdZmfY
5. Franz Schubert, “Nähe des Geliebten”
http://www.youtube.com/watch?v=t47lxQCvJ5k
6. Clara Schumann, “Liebst du um Schönheit”
http://www.youtube.com/watch?v=kvHPxGfONYY
7. Franz Schubert, “Der Lindenbaum” from Wintereise
http://www.youtube.com/watch?v=zC7gEVSgf9k
8. Franz Schubert, “Rastlose Liebe”
http://www.youtube.com/watch?v=XOBNOB9Oxyc
Type the Boolean operator (AND, OR, or NOT) that best fits in the search statement to satisfy the search criterion stated.
Question 1 (1 point)
Question 1 options:
Find information on pollution in the Chesapeake Bay. "Chesapeake Bay"
pollut*
Question 2 (1 point)
Question 2 options:
Find information on the effect of plastics recycling on the environment. (recycle
reuse)
plastics
environment
Question 3 (1 point)
Question 3 options:
Find information on obedience tr ...
Explain why Franz Boas did not accept Morgan’s view about evol.docxgitagrimston
Explain why Franz Boas did not accept Morgan’s view about evolution ?
What sciences contributed to anthropology ?
How have teens used fashion and music to communicate their identity ?
What styles and attitudes today might seem rebellious to parents ?
What contributions did Pavlov, skinner and Chomsky bring to the comprehension of how language is attained ?
How does language indicate a society's values and priorities?
How has language evolved in some north American communities?
Why is language seen as a significant part of a people’s culture ?
Do advertisers give a false impression of their products ? it this legitimate communication ? why or why not
How can an environmental factors, such as living in a large city or a small rural town, influence individual and cultural evolution
Compare the approaches taken by anthropologist and psychologists in the study of human development ?
What are the various components of all rites of passage ?
How have coming of age rite of passage changed along with modern society
Some rites are experienced alone and some are experienced in groups. explain, with example, why this is the case
How is the body adornment connected to rites of passages
How do films and television programs portray sexual relationship between teens and adults ?
What rites of passage surrounding death have you experienced ?how did you feel about them ?
How do social scientists help people face the haunting prospect of death and the sadness of the loss of a loved one
...
Explanations 6.1 Qualities of Explanations Questions 0 of 3 com.docxgitagrimston
Explanations / 6.1 Qualities of Explanations Questions: 0 of 3 complete (0%) | 0 of 2 correct (0%)
Qualities of Explanations
An explanation is a statement that provides a reason for why or how something became the way it is. Arguments present a conclusion that's presumably new to you and then support this conclusion with evidence that you're likely to believe. Explanations work the other way around: they start with a conclusion that you likely believe (e.g., the sky is blue) and then offer an explanation for why that is so (e.g., because God is a UNC fan).
We will be looking specifically at causal explanations—that is, explanations in which you suggest that a particular physical or behavioral phenomenon is the result of another event.
Situation
Explanation
Traffic on a Saturday
There must be a football game today.
Most explanations start as theories. It can be challenging to fight the human impulse to pick the first theory that comes to mind and stop there, but what are the odds that the first thing you conceive of is in fact the best possible explanation?
Situation
Explanation
Traffic on a Saturday
Perhaps there's a concert today?
Maybe an art festival?
Or possibly an accident up ahead?
With a little imagination, you can come up with a seemingly unlimited number of theories, but at some point you've likely exhausted all the plausible explanations.
Situation
Explanation
Traffic on a Saturday
Perhaps a new IKEA has been built without my hearing anything about it, and all these people are headed to the grand opening.
As with all critical thinking, you'll need some judgment here. Discard the implausible theories (at least initially) and give fair consideration to all the reasonable ones:
· State your theory clearly (make a hypothesis).
· Consider possible alternatives.
· Look at the evidence.
· Evaluate the theory.
Sometimes the facts make the explanation quite clear:
I can see a train moving through an intersection several hundred yards ahead. That explains why traffic isn't moving.
Other times, you'll need to employ inductive reasoning to establish the most likely cause:
I can't see the tracks from here, but I drive through here every Saturday morning and usually a train was responsible for traffic being stalled. So it's probably a train.
We are presented with many such explanations on a daily basis.
Why is this webpage not loading?Why are sales down for last quarter?Why is my spouse not speaking to me?
As you consider potential explanations, keep the following standards in mind.
Consistency
First, is it internally consistent or does it contradict itself?
Second, is it externally consistent? Could this explanation effectively and fully account for whatever it's supposed to explain?
A good theory should be compatible with what we already know about how the world works. This is a problem with many paranormal theories—they go against accepted scientific fact. If the theory contradicts established knowledge, the burden of proof is on the new t ...
Experts Presentation
Student
PSY 496
Instructor
Overview of professionals
Maria Theresa Redaniel, Ph.D.
Suicide prevention specialist who’s main focus is finding ways to prevent suicide cases within local communities.
She is looking to branch out from the community sector to further her expertise on a federal and state vocation.
Received her master’s from the University of Nebraska in Community Development.
Michael Bauer, M.D., Ph.D.
Mental health profession with interest in suicide risk assessments, homicide and product liability especially in relation to psychotropic drugs.
He has extensive background in the field and wishes to further his resume by succeeding as a mentor to upcoming peers in the field.
Graduated top of his class from the University of Illinois 1965.
Suicide and prevention
Effective protective care is essential to suicide prevention.
If you are in crisis, call 1-800-273-TALK (8255) National Suicide Prevention Lifeline
Suicide is the 10th leading cause of death in the united states (AFSP, 2014). And the third leading cause among youth and young adults (Wharff, Ross, & Lambert, 2014)
Research shows 90% of those who have died by suicide had a potentially treatable mental illness (AFSP, 2014).
Prevention starts with awareness and education.
Risk Factors may include mental disorder, previous attempts, family history, serious medical condition or pain. These factors combined with environmental stimuli increase chances of suicide and suicide attempts (Carlborg, Winnerback, Jonsson, Jokinen & Nordstrom, (2010).
Research
Maria’s focus has been in the community prevention. The barriers of suicide documentation in the Philippines has encouraged her research in using psychological autopsy’s to evaluate a course of intervention (AFSP, 2014). Psychological autopsies have been used to present evidence of mental disorders present in those who died from suicide based on a collection of interviews and reports to dictate what they may have thought (Hjelmeland, Dieserud, Dyregrov, Knizek & Leenaars, 2012).
Michael has focused his research in the use of pharmacology in suicide prevention. Giving participants a prescribed amount of lithium has shown great strides in lowering future suicide attempts and depressive behaviors (ASFP, 2014).
Comparison
Maria has strong views in behavior aspect of study. She has culminated research of behaviors related to mental disorders and compared them to suicide reports made from informant interviews and medical documents. She uses such information to hopefully reduce the suicide rates in the community by early diagnosis and treatment prevention.
Michael uses his successful career in clinical psychology to establish the benefits of treating mental disorders to prevent suicides and suicidal behaviors. He focuses his research to provide evidence of pharmacology on disorders. His goal it to use such evidence to reduce thoughts of suicide and attempts.
References
American Foun ...
Explain whether Okonkwo was remaining truthful to himself by killi.docxgitagrimston
Explain whether Okonkwo was remaining truthful to himself by killing himself
Please make sure that you answer this question with 4 pages in length, it has to be MLA format, double space.
LDR/531 – WEEK 2
*
WDWLLW?DISC AssessmentLeadershipPersonality
*
ObjectivesTheories of Leadership Compare and contrast leadership theories.Evaluate the strengths and weaknesses of established leadership styles.
*
Leadership is:
Are leader’s born or made?
Leader traits – the trait approach is the oldest leadership perspective and was dominant for several decades. The perspective is that some personality characteristics – many of which a person need not be born with but can strive to acquire distinguish effective leaders from other people.
Drive, which refers to a set of characteristics that reflect a high level of effort. It includes high need for achievement, constant striving for improvement, ambition, energy, tenacity (persistence in the face of obstacles), and initiative.
Leadership motivation – great leaders not only have drive, they want to lead.
Integrity is the correspondence between actions and words. Honesty and credibility are especially important.
Self-confidence is important because the leadership role is challenging, and setbacks are inevitable.
Knowledge of the business, industry, company, and technical matters.
The most important personal skill, according to the text, the ability to perceive the needs and goals of others and to adjust one’s personal leadership approaches accordingly.
B. Leader Behaviors
1. Leadership behaviors – the behavioral approach attempts to identify what good leaders do. Three general categories of leadership behavior are: (Figure 12.2)
a. Task performance behaviors are the leader’s efforts to insure that the work unit or organization reaches its goals.
i. This dimension is sometimes referred to as:
concern for production
directive leadership
initiating structure or closeness of supervision.
ii. It includes a focus on:
work speed
quality and accuracy
quantity of output
following the rules.
b. Group maintenance behaviors is where leaders take action to ensure the satisfaction of group members, develop and maintain harmonious work relationships, and preserve the social stability of the group.
i. This dimension is sometimes referred to as:
(1) concern for people
(2) supportive leadership
(3) consideration.
ii. Leader-Member Exchange (LMX) theory highlights the importance of leader behaviors not just toward the group as a whole but also toward individuals
The ability to influence a group toward the achievement of a vision or set of goals.
OR
The process of influencing others to understand and agree what needs to be done and how to do it, and the process of facilitating individual and collective efforts to accomplish shared objectives
*
Types of leadershipLeadership involves influencing others (who influences? What type of influence?)to collaborate and agree (purpose of influence?) ...
Explain How these Aspects Work Together to Perform the Primary Fun.docxgitagrimston
Explain How these Aspects Work Together to Perform the Primary Function of HRM
Total: 5.00
Distinguished - Thoroughly and methodically explains how each of the aspects work together to perform the primary function of HRM. The explanation is professional and provides detailed examples that clearly demonstrate that new learning has occurred.
Proficient - Explains how each of the aspects work together to perform the primary function of HRM. The explanation is well constructed and provides several examples that demonstrate that new learning has occurred; however, a few minor details are missing.
Basic - Briefly explains how each of the aspects work together to perform the primary function of HRM. The explanation is somewhat complete, but provides few examples that demonstrate that new learning has occurred. Several key details are missing.
Below Expectations - Attempts to explain how each of the aspects work together to perform the primary function of HRM, but the explanation is too underdeveloped to be considered complete and does not demonstrate that new learning has occurred.
Non-Performance - The assignment is either nonexistent or fails to explain how these aspects work together to perform the primary function of HRM.
Are Any Aspects More Important than the Others? Why or Why Not?
Total: 4.00
Distinguished - Comprehensively explains whether or not any aspects are more important than others, including a detailed reasoning as to why. The explanation is professional and provides detailed examples that clearly demonstrate that new learning has occurred.
Proficient - Explains whether or not any aspects are more important than others, including reasoning as to why. The explanation well-written and provides a few examples that demonstrate that new learning has occurred. One or more minor details may be missing.
Basic - Briefly explains whether or not any aspects are more important than others, including a short reasoning as to why. The explanation is slightly underdeveloped and somewhat demonstrates that new learning has occurred. Several key details may be missing.
Below Expectations - Attempts to explain whether or not any aspects are more important than others, but the explanation is too underdeveloped to be considered complete and does not demonstrate that new learning has occurred.
Non-Performance - The assignment is either nonexistent or fails to determine whether or not and aspects are more important than others.
Optimizing the HRM Role for Shaping Organizational and Employee Behavior
Total: 4.00
Distinguished - Provides a comprehensive and thorough discussion addressing how the HRM role can be optimized for shaping organizational and employee behavior. The discussion is thought-provoking, creative, and utilizes vocabulary and concepts from the text.
Proficient - Provides a discussion addressing how the HRM role can be optimized for shaping organizational and employee behavior. The discussion is mostly complete and attempts to utilize voca ...
Explain the 3 elements of every negotiation. Why is WinWin used m.docxgitagrimston
Explain the 3 elements of every negotiation. Why is Win/Win used more than Win/Lose in life? When is the efficiency of a negotiation determined? Give an example of in the world today of a good and a bad negotiator
Lockeport Medical Center
Mission and Vision
As the regional leader in advanced medical care, we take our responsibilities seriously. Our vision and core values help guide us as we work to help and heal each patient in our care. We provide the community quality health care services through the compassionate hands of well-trained staff, in a technologically advanced, cost-effective manner.
Our Mission: To improve the health of the people of the state and surrounding region.
· Serve people as a not-for-profit health system governed by a voluntary community board.
· Ensure sustainability through stewardship of the community's assets.
· Provide quality services in a compassionate and cost-effective manner.
· Collaborate in order to improve access across the entire continuum of care.
· Promote wellness and health to benefit the community.
2020 Vision
A regional diversified health system providing superior care and service to patients and their families through a full continuum of integrated services, education, and research.
Major Strategies: "DEEDS"
Develop people
Excel in patient quality and safety
Enhance operational and financial performance
Develop the health system
Strengthen key relationships
Our MERIT Values
Five core values: Mercy, Excellence, Respect, Integrity and Trust/Teamwork. These values form the foundation for our culture at Lockeport Medical Center.
Mercy
We work to create a caring and compassionate environment responsive to the emotional, spiritual, and physical needs of all persons.
Excellence
We strive to meet or exceed patient/customer needs and expectations and work as a team to improve every aspect of care and service in our organization.
Respect
We value the innate dignity of all persons, respect their uniqueness and diversity, and enable the development of each one's full potential.
Integrity
We are consistently open, honest, and ethical, as the ideal means to protect overall safety and ensure confidentiality and privacy.
Trust/Teamwork
We say what we mean and do what we say. There is open and honest communication with patients and among staff. We recognize everyone’s contributions for the benefit of the patient. We strive to enhance the health of the communities we serve, and work in cooperation with other organizations to protect our vulnerable populations throughout the region.
Job Description
Position Title: Surgery Schedule Coordinator
Department: Operating Room
FLSA Status: Non-Exempt
Position Summary
Uses clinical and management processes to plan, organize, staff, direct, and evaluate patient care services; uses available resources to meet MD/customer needs. The surgery schedule coordinator uses knowledge of interactive management and humanistic values in creating an environment ...
Exploration 8 – Shifting and Stretching Rational Functions .docxgitagrimston
Exploration 8 – Shifting and Stretching Rational Functions
1. Sketch the graph of each function.
3( )f x
x
3
( ) 1
2
f x
x
Domain: Range: Domain: Range:
vertical horizontal vertical horizontal
asymptote: asymptote: asymptote: asymptote:
x-intercept: y-intercept: x-intercept: y-intercept:
How do you find the domain and vertical asymptote of a rational function?
How did you find the range and horizontal asymptote of THIS rational function?
How do you find the x-intercept of a function?
How do you find the y-intercept of a function?
Graphing
3
( ) 1
2
f x
x
is relatively easy.
Re-write the function rule as a single fraction by
subtracting the 1. Then find each of the following
for the newly written function.
Domain: Range: x-intercept: y-intercept:
vertical horizontal
asymptote: asymptote:
How do you find the equation of the horizontal asymptote for THIS type of function?
WebAssign Problem:
Graph the function,
2 4
( )
1
x
f x
x
, by shifting and stretching the function, 1( )f x
x
.
The horizontal shift is ______________________ because ________________________________.
The vertical shift is ______________________ because ___________________________________.
To find the stretch, you must re-write the function,
2 4
( )
1
x
f x
x
, in 1( )f x
x
form, by setting the
two rules equal and solving for c. Then sketch the graph below.
For the group submission:
Graph the function,
2 2
( )
1
x
f x
x
, by shifting and stretching the function, 1( )f x
x
.
Horizontal Shift:
Vertical Shift:
Stretch:
vertical horizontal x-intercept: y-intercept:
asymptote: asymptote:
Domain: Range:
Group Submission for Investigation #8
Write group member names legibly here:
Graph the function,
2 2
( )
1
x
f x
x
, by shifting and stretching the function, 1( )f x
x
.
Horizontal Shift:
Vertical Shift:
Stretch:
vertical horizontal x-intercept: y-intercept:
asymptote: asymptote:
Domain: Range:
...
Exploring Innovation in Action Power to the People – Lifeline Ene.docxgitagrimston
Exploring Innovation in Action: Power to the People – Lifeline Energy
Trevor Baylis was quite a swimmer in his youth, representing Britain at the age of 15. So it wasn’t entirely surprising that he ended up working for a swimming pool firm in Surrey before setting up his own company. He continued his swimming passion – working as a part-time TV stuntman doing underwater feats – but also followed an interest in inventing things. One of the projects he began work on in 1991 was to have widespread impact despite – or rather because of – being a ‘low-tech’ solution to a massive problem.
Having seen a documentary about AIDS in Africa he began to see the underlying need for something which could help communication. Much of the AIDS problem lies in the lack of awareness and knowledge across often isolated rural communities – people don’t know about causes or prevention of this devastating disease. And this reflects a deeper problem – of communication. Experts estimate that less than 20% of the world’s population have access to a telephone, while even fewer have a regular supply of electricity, much less television or Internet access. Very low literacy levels exclude most people from reading newspapers and other print media.
Radio is an obvious solution to the problem – but how can radio work when the receivers need power and in many places mains electricity is simply non-existent. An alternative is battery power – but batteries are equally problematic – even if they were of good quality and freely available via village stores people couldn’t afford to buy them regularly. In countries where $1 a day is the standard wage, batteries can cost from a day’s to a week’s salary. The HIV/AIDS pandemic also means that household incomes are under increased pressure as earners become too ill to work while greater expenditure goes towards healthcare, leaving nothing for batteries.
What was needed was a radio which ran on some different source of electricity. In thinking about the problem Baylis remembered the old-fashioned telephones of pre-war days which had wind-up handles to generate power. He began experimenting, linking together odd items such as a hand brace, an electric motor and a small radio. He found that the brace turning the motor would act as a generator that would supply sufficient electricity to power the radio. By adding a clockwork mechanism he found that a spring could be wound up – and as it unwound the radio would play. This first working prototype ran for 14 minutes on a two minute wind. Trevor had invented a clockwork (wind-up) radio! As a potential solution to the communication problem the idea had real merit. The trouble was that, like thousands of entrepreneurs before him, Trevor couldn’t convince others of this. He spent nearly four years approaching major radio manufacturers like Philips and Marconi but to no avail. But luck often plays a significant part in the innovation story – and this was no exception. The idea came to the attenti ...
Experiment 8 - Resistance and Ohm’s Law 8.1 Introduction .docxgitagrimston
Experiment 8 - Resistance and Ohm’s Law
8.1 Introduction
In previous experiments, we have investigated electric charges largely under stationary conditions. These
studies were useful in order to illustrate concepts such as the electric potential and the electric field, and
forms the foundation needed to further our understanding of electricity and electrical circuits. In contrast
to electrostatics (charges confined to be stationary), the field of electricity deals with the flow (induced
movement) of electrical charges. Due to its many uses, most individuals knowingly or unknowingly have
a daily reliance on electricity. It is especially essential, in: (1) the distribution of energy, and (2) the
processing of information. To enable this, electricity must be handled in circuits, a closed loop of
conducting wire connecting power plant with individual homes, and businesses. To appreciate this
phenomena, it is useful to investigate various aspects of simple circuits and the various laws that may
govern them.
8.2 Objective
1. To verify Ohm’s Law
2. To use Ohm’s law to determine the resistance of a light source.
8.3 Theory
Our initial investigations will be guided by Ohm’s law, which postulates that the relationship between
current flow I, potential difference V, and resistance R for certain materials will observe the following
mathematical relationship, given a constant temperature constraint:
…………. 1RV = I
These materials are called Ohmic conductors, equation 1 implies that the ratio of voltage to current for
these materials is constant. Manufactured resistors can be considered as such, but other components such
as semiconductor diodes, filaments, and LEDs are non ohmic. In this experiment, we will verify Ohm’s
law by assessing whether it holds for a set resistance (typical color coded resistor). Further, we will apply
this to ascertain the resistance of a light source.
8.4 Apparatus
Variable DC voltage source, color coded resistor, (2) multimeters, connecting wires, light source
8.5 Procedure
Part A Verifying Ohm’s Law
1. You will be given a particular colour coded resistor from the set; use this and the other apparatus
items to set up the circuit as shown in figure 1 below.
Figure 1
2. Adjust DC voltage source so that a relatively small voltage reading is seen across the resistor R.
Record this voltage reading, and the electrical current reading ...
Experimental Essay The DialecticThe purpose of this paper is to.docxgitagrimston
Experimental Essay: The Dialectic
The purpose of this paper is to experiment with a style of essay that you’ve probably never written before: The Dialectic. We’ll be testing Foucault’s idea about polemics in order to push ourselves to consider and explore multiple conflicting perspectives in a single paper.
The basic premise is that you will write a series of thesis, antithesis arguments - point and counterpoint paragraphs. You will first argue a side of a discussion and then take up the opposing side, eloquently crafting a rigorous response to your own ideas.
Your essay should explore the concepts we will be discussing in class, so if you’ve been doing the homework, you already have some arguments to work from. If you would like something more specific to work from, the Justice discussions and comments that your peers will be posting on course studio are a good start. In addition to this, you should also read through your notes from our class discussion about the predictions from the Constitutional Convention 1787. Can we make an argument that the poor indirectly sell their votes to the rich? Does the wealthiest class of America really dictate society? Do the poor impose upon the freedom and the property of the rich through voting? In what ways can private interests manipulate public opinions and widely held beliefs? Who is influencing whom? Who is responsible for the actions and behaviors of masses and of individuals?
This dialectic should not look like the typical childhood debate: “YES. NO. YES. NO.” You should not simply state a side and then write the inverse. Instead, you should invent the most compelling defense for both sides. Where students misstep here is in the unfortunate habit of writing weak counterpoints - something “stupid” that’s easy to rip apart. Right? We’ve all done this in essays that require counterpoints. Why that doesn’t work for this essay is that it would essentially mean that HALF of your essay is intentionally “stupid”... This doesn’t make for a good college paper. Instead, you must argue both sides so well that the reader cannot tell which is actually your own position.
To build this paper over the next two weeks, you should be exploring as many points (and counterpoints) as you can imagine in your homework assignments. In your final essay, I would like you to try to compile what you believe to be your best ideas.
This paper cannot be a summary - you should not simply have a series of points restating and summarizing the arguments that you’ve pulled from the various texts. Instead, you should use what you think is interesting from the text as a way to launch into a discussion of your own brilliant ideas.
Format: double-spaced, times new roman typeface, 12-point font, with 1 inchmargins.
The paper must be 1000 - 1400 words in length.
Peer Review Draft Due : May 27
Final Draft Due : May 29 via email by 11:54pm
REFLECTION PIECE: You will also be writing a 300 word reflection on your writing. In this piece you sho ...
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
How to Create a More Engaging and Human Online Learning Experience
Existential Analysis 20.1 January 2009Mid-Life – A Time of Cr.docx
1. Existential Analysis 20.1: January 2009
Mid-Life – A Time of Crisis or New Possibilities?
Yana Weaver
Key words
Individuation, will to meaning, personal growth, lifespan
development,
owning experience
Abstract
With age our knowledge, emotions and the way we behave
mature. The
commonly held view of mid-life crisis is that it is an emotional
state of
doubt and anxiety in which a person becomes uncomfortable
with the
realization that life is half over. It is a potentially stressful
period as it
usually involves reflection and re-evaluation of one’s
accomplishments. It
usually occurs between the age of 35 and 50 and lasts between 3
and 10
years. This paper compares and contrasts what might be taken
as Freud’s
view on middle age, Jung’s idea of individuation, Frankl’s idea
of will to
meaning and Rogers’ idea of personal growth: ideas that have
relevance to
middle age. It also reflects on Erikson’s and Peck’s view of
middle age as
2. a stage in the lifespan development. This paper relates the idea
of middle
life crisis with Yalom’s research on meaning in life and
Spinelli’s idea of
owning experience. It argues that middle age should not
necessarily be
seen as a time of crisis and loss but of growth and new
possibilities.
Psychodynamic view
According to the psychodynamic view, the major psychological
changes
occur during childhood. More specifically, as Freud postulated,
all three
stages of psychosexual development are completed in early
childhood.
Therefore, the argument follows, any crisis occurring in middle
life is
caused by the ‘disorders of ego’ related to the developmental
experiences
in childhood. Thus those suffering from psychogenic neurosis,
caused by
the conflict of different drives and/or clashes between parts of
the psyche
developed in childhood, should be treated in psychoanalysis by
visiting
and resolving those early experiences. The end-goal of all
activity
throughout life is the re-establishment of individual equilibrium
which has
been disordered in childhood (Wood et al. 2002). Adulthood,
according to
Freud, is the ‘product’ of childhood, an end point rather than a
stage for
change in its own right. Freud wrote in 1907 that ‘about the age
3. of 50 the
elasticity of the mental processes on which treatment depends
is, as a rule,
69
Yana Weaver
lacking. Old people are no longer educable’ (as cited in Cohen,
2006, p.1).
Freud, as Cohen noted, was 51 when he wrote this and a great
deal of his
work was completed after his 65th birthday.
Jung’s individuation
While Freudians considered all crises of middle age to be linked
with
childhood, Jung talked about middle life less in terms of crisis
but more in
terms of an important period of growth and maturation.
Furthermore, while
Freudians mostly were dealing with patients suffering from
neurosis
caused by ‘disorders of ego’ and who needed to adjust to social
(‘normal’)
requirements, the majority of Jung’s patients were …’socially
well-adapted
individuals, often of outstanding abilities, to whom
normalization means
nothing’ (Jung, as cited in Storr, 1973, p.82). So ‘crisis’ or
maturation in
middle age was not aimed at achieving equilibrium between the
self and
the requirements of the social world but at deepening the
meaning of
existence for those individuals who have achieved success.
4. These
individuals, as Jung stated, were suffering from
…’senselessness and
aimlessness of their lives’ (as cited in Storr, 1978, p. 82).
Understanding a
crisis of this nature and subsequent emergence from it would
only have
some meaning to those of middle age. Individuals who have
negotiated
their youth successfully have usually, according to Jung,
developed one
side of themselves. They are intelligent and successful but feel
something
is lacking in their inner life. For example, a good standard of
living was
generally assumed to be something to aim for in twentieth
century Western
Europe and America. But it appeared that more was not
necessarily better
and people continued to search for something else that they
described as
‘quality of life’ (Storr, 1978). Jung’s patients were disenchanted
by their
wealth and prosperity. His idea was that through ‘Individuation’
–
integration of wholeness, serenity and harmony within himself
and
cultivation of the inner self – one overcomes middle life crisis
(Storr,
1978). To be able to reach those aspects of self that have been
neglected,
Jung suggested, one needs (in analytical therapy with the help
of the
analyst) to consider the personal underlying values. All people
have them –
they are influenced by the collective assumptions and the
5. dominant way of
life of the culture they belong to. Apart from exploration and
re-evaluation
of these values and exploration of dreams and phantasies,
individuation
also means a conscious acceptance of the whole balanced self -
neither
neglecting nor overdeveloping any part of the self. A person
who achieves
this state does not get emotionally puzzled any more and does
not negate
any part of his/her nature. An essential part of this new
integration-of-self
attitude is acceptance and preparation for death. By
understanding and
accepting self, others and most of all by preparing for death,
one accepts
and acknowledges that this awareness is more important than a
good 70
Mid-Life – A Time of Crisis or New Possibilities?
material standard of living. Jung describes it as a ‘religious’
attitude,
although a person who achieved this does not have to belong to
any
religion; it is a spiritual quest (Storr, 1978). Jung did not think
that all
people go through the process of individuation. Only those
whose
consciousness is overdeveloped and who have been detached
from their
unconsciousness can be encouraged in analytical therapy to take
this
journey. Neurotics who suffer from weak ego (typically
Freudian patients)
should not be tempted towards this kind of thinking (Storr,
6. 1978). For the
same reason, individuation does not have much relevance for
young
people. Although Jung’s ideas related to individuation are
generated
through his self-analysis and analysis of his rather particular
group of
patients, some of Jung’s followers would argue that
individuation is a
natural development process which everyone undergoes for the
most part
unconsciously (Storr, 1978).
Some existentialists’ views
Viktor Frankl, the existential therapist, challenged the
psychodynamic
view that a determined end-goal of all activity throughout life is
the reestablishment
of individual equilibrium. Frankl did not see people as
mainly trying to gratify their drives and satisfy their instincts in
order to
maintain or restore their inner equilibrium. He thought that
people are
oriented towards the world of potential meanings and values
(Frankl,
1967). Frankl, as did Jung, also talked about the existential
emptiness of
people. A cross-sectional survey conducted at a Vienna Hospital
in the
1960s, showed that 55% of those screened (both neurological
and
psychotherapeutic patients) expressed signs of existential
frustration. More
than half of those stated that they had experienced the feeling
that life is
7. meaningless (Frankl, 1967). This existential vacuum, as he
called it, may
be explained by the instincts and traditions that have been lost
by man in
the process of becoming a truly human being. Some basic
animal
behaviour patterns have been lost for ever and man no longer
relies on
instinctive responses; he has to make choices. More recently,
tradition is
no longer a powerful guide to what he ought to do. Very often
he does not
know what he wishes to do. Instead, as Frankl suggested, he
conforms to
the wishes of others (wishes to do what others do) or behaves in
a
totalitarian manner and does what others tell him to do (Frankl,
1959).
Existential vacuum is usually expressed as boredom with life.
Although in
constant race against time, we see how people lack ideas about
how to add
some spiritual experience in their free time. Technological
progress, the
reduction in the number of working hours and the increase in
leisure time,
Frankl predicted, would create a society in which people would
not know
what to do with their newly acquired free time. As an example
of this,
Frankl mentioned ‘Sunday neurosis’, a type of depression
affecting people 71
Yana Weaver
who lack content in their lives when the busy week is over
(Frankl, 1959).
8. Frankl did not talk about a mid-life crisis as such but by talking
of ‘Sunday
neurosis’, ‘the neurosis of unemployment’ and ‘the
psychological crisis of
retirement and ageing people’ he implied that the search for
meaning
became paramount at a certain level of maturity. Frankl noted
how people
think about their survival only when under immediate threat.
But when
continued survival is not threatened, people look for meaning in
life.
Frankl emphasised the importance for people of the ‘will to
meaning’ or
finding a sense of purpose in life. The sense of purpose in life
must be
constructed by each person on their own at a given moment.
Further, the
meaning of each individual life is not something to be invented
but
discovered in potentialities which are to be found in the world
rather than
within oneself. He emphasised the objectivity of this endeavour
and
responsibility with which each individual should respond to the
questions
of life. He stresses …’that the true meaning of life is to be
discovered in
the world rather than within man or his own psyche…’ (Frankl,
1959,
p.115). One way, suggested by Frankl, in which personal
meaning may be
sought is through actions, in particular creative activity. Other
ways are
through experience of nature, through art or experiencing love.
But the
9. meaning of existence is not fulfilled by creative activity only.
In a situation
of unavoidable difficulty and tragic circumstances of suffering,
pain and
guilt, meaning may be found in fortitude (Wood et al., 2002).
For those
troubled with noögenic neurosis (caused by an existential
vacuum) Frankl
recommended logo-therapy, a therapy that explores man’s
search for
meaning in which the role of the existential therapist is to be
with the client
on their journey of discovery of their own meaning. As Frankl
put it
…’what matters is not the meaning of man’s life in
general….one can
search only for the concrete meaning of personal existence, a
meaning
which changes from man to man, from day to day, from hour to
hour’
(Frankl, 1967 p.57).
Yalom also emphasised the idea that search for meaning is
intrinsic to
our existence and that it needs to be discovered rather than
given. One of
the reasons why people need meaning is that it creates values
which in
return confirm one’s sense of meaning (Yalom, 1980). Common
values
bind people together and form a shared belief system which
tells
individuals what they ought to do. But the meaning of life is
intertwined
and masked with other existential anxieties about isolation,
freedom and
death. In the case of death anxiety, one of the arguments that
10. Yalom
follows is that human beings wish to transcend death and leave
something
behind that matters. Like Frankl, Yalom does not say explicitly
that these
concerns are related to middle-aged people only but he
illustrated this
particular idea with a case study of a patient of his – a 55-year-
old
composer whose forthcoming birthday made him contemplate
the meaning
of life – implying that these concerns are more natural at this
stage of life. 72
Mid-Life – A Time of Crisis or New Possibilities?
The notion of ‘self’, whether in the middle or any other stage of
life, as
understood by the existential-phenomenological model is always
constructed through a particular experience (Spinelli, 1994).
Each person
also develops strong (sedimented) beliefs that are the building
blocks of
self. These beliefs are complex: not just personally, but
culturally and
socially derived. They are sometimes irrational and distorted
but always
very strong and it is difficult to change their interpretative
power. Usually
when there is incongruence between the believed and
experienced self, a
person is faced with choice; either to embrace the experience or
to find
some way of alienating it or, as Spinelli put it, ‘disowning’ it
(by for
example ‘forgetting’ it or avoiding reflecting on it). In many
cases in order
11. to maintain the status quo, preserve the self-construct and
maintain the
position in their social world, people tend to go with the latter
option and
avoid reflection. In the therapeutic setting, in the process of
creating ‘a
new’ self, people sometimes undermine the importance of their
relations to
others. Any changes in fundamental beliefs of any individual
could have
consequences for the relationships of that individual on both a
personal and
social level. If the client does not consider the implications of
changes of
their self-construct for their relationships with others, as
Spinelli
suggested, usually one set of disowned self constructs is
replaced with
another equally ‘disowned’. Examples of this, Spinelli noted,
could be seen
in many cases of ‘mid-life crisis’. Instead of exploring changes
that
brought about this ‘crisis’ and trying to accept them and ‘own’
them, a
client would replace one set of self-constructs with another,
neither being
congruent with his experience (Spinelli, 1994). What Spinelli
suggests, it
seems to me, is that to negotiate a mid-life crisis successfully
does not
require the individual to make changes in order to construct a
new ‘self’
but to face, explore and accept experiences that mid-life brings
and make
an effort in owning them. Reflecting on Spinelli’s presentation
of the self
12. being constructed through personally and socially developed
sedimented
beliefs, it would be interesting to explore to what extent a
‘crisis’ of
middle age might be viewed as a socio-cultural construct itself
and how
many people ‘feel’ it because it is an idea that has been
internalized by
their culture or society.
Rogers’ personal growth
Similarly to Frankl, Carl Rogers, one of the founders of the
humanistic
approach to psychotherapy, explored some existential questions
that people
ask themselves such as ‘What is my goal in life?’, ‘What am I
striving
for?’ and ‘What is my purpose?’ These are the questions that
every
individual asks himself at one time or another, some calmly and
some in
agonizing uncertainty (Rogers, 1961). Rogers also stated that
each
individual must answer these questions in his own way. In
Rogers’ 73
Yana Weaver
writings, they were not explicitly linked to middle age, but as
generally
people tend to ask themselves these kinds of questions when
they are free
to choose, it could be taken that they are more common later in
life. Rogers
postulated that people’s behaviour is goal-oriented but instead
of libido
13. being the driving force, there is a basic tendency towards
developing their
potentials or tendency for ‘personal growth’. From his
counselling
experience, Rogers noted that people embark on the process of
personal
growth not only through action but also by moving away from a
part of
their self with which they are not content. Rogers, as Frankl
did, noted that
many people did not know what they wish to do, but knew that
they
needed to move away from something. Rogers noted that
through clientcentred
therapy, people gradually become more aware of their own
situation, more open to experience and changes, accepting
others and
trusting the self. This process of ‘becoming a person’ is never
completed –
it continues throughout life (Rogers, 1961). Thus it could be
said that
middle age for Rogers represents a stage in the developmental
process
when confronting the existential questions related to personal
growth.
Something positive?
Erik Erikson, a neo-Freudian, also considered that
psychological
development continued throughout life. He suggested that each
stage of a
person’s life requires the resolution of an issue which could be,
if
negotiated properly, turned into a ‘virtue’. Each stage is built
on what has
14. gone before and becomes a part of that person’s ego
development (Wood
et al. 2002). So crisis is present in the form of a major ‘issue’
that needs to
be resolved in all stages of lifespan development. Erikson
considered
middle adulthood (40-65 years) to be characterized by the
concern about
the legacy one will leave behind and growing awareness of
mortality.
Those who negotiate these concerns in a healthy way are
‘generative’ -
they care about others and issues outside themselves. Those who
do not
negotiate these issues in a healthy way remain focused on their
own needs
and become self-absorbed (Wood et al. 2002). Although
Erikson’s theory
was one of the very few which made explicit the role of
development in
later life, he considered that most developmental changes occur
in
adolescence. The primary concern of middle age is coming to
terms with
death.
Peck (as cited in Wood et al. 2002) argued that this view was
too narrow
to account for all the issues that are of concern in the last forty
years of
life. To address this, Peck attempted to characterize the crisis of
middle life
in more detail. One area of potential crisis is when one values
physical
powers more highly than the wisdom that come with age. There
is the need
to come to terms with a loss of physical strength. But at the
15. same time
people gain (one hopes) wisdom in dealing with self and others.
According 74
Mid-Life – A Time of Crisis or New Possibilities?
to Peck, it is wrong to deal with life problems by relying on
physical
capability. Another area of crisis could be if one fails to
redefine partners
in terms of their personality rather than viewing them as sexual
partners
only. Another relationship crisis is related to the ability to make
new
emotional bonds when children leave home and parents die. The
fourth and
final crisis of middle age, according to Peck, occurs if people
fail to keep a
flexible and open attitude to life; very often people of middle
age are
closed to new ideas (Wood et al. 2002). All these issues are
viewed as
potential sources of crisis but also, if negotiated well, they can
be seen as
opportunities for satisfaction and personal growth. By looking
at mid-life
issues in more detail, Peck actually viewed later life positively.
Yalom also supports Erikson’s idea of the life developmental
cycle. He
mentioned George Vaillant’s longitudinal study to illustrate
how people’s
concerns from the age of 45 onwards are more long term and
selftranscending
rather than being personal and self-centred, characteristic of
adolescence and early adulthood.
Cohen (2006) also thinks that growing old could be filled with
16. positive
experiences. The challenge is to recognise it and nurture it.
Only 10% of
middle aged people, Cohen found in the research he conducted
(2006),
described middle life as a time of crisis. Far more said that they
felt more
secure and eager to follow a new sense of quest and personal
discovery.
They thought that they could use the knowledge and experience
they had
gained to organize their life in a more creative way.
Does culture play a part?
Theories about meaning of life and midlife crisis are culturally
specific
rather than universal. Erikson and Peck’s remarks about life
span
development are based on Western concepts of when people
retire, their
children leave home and when they stop having sex. While there
is
evidence that sexual activity declines with age, some evidence
also
suggests that it could play an important role in people’s
relationships well
into their 70s and beyond (Wood et al, 2002). Further, there is a
vast
difference between western and eastern attitudes to nature and
by
implication to life. Yalom points out that the westerners’ view
is analytical
and objective in contrast to the oriental view which is
subjective and
integrative. While the western world considers past and present
as
17. preparation for a ‘point’ in the future which is always goal-
oriented, the
eastern world never assumes that there is a problem in life that
needs to be
solved: …’instead, life is a mystery to be lived’ (Yalom, 1980).
Within the
western world, views on the purpose of life have changed a
great deal
through history. The early Christians valued contemplation
above all else,
while the Calvinists, whose theological system has influenced
the West’s
ideas towards the purpose of life ever since, valued hard work.
Those who 75
Yana Weaver
do not fit in feel guilty and worthless (Yalom, 1980). The
differences are
evident within contemporary culture as well. Frankl referred to
a survey
revealing that 25% of his European students said they were to a
degree in
an ‘existential vacuum’, while amongst his American students it
was 60%
(Frankl, 1959). In his book ‘Man’s Search For Meaning’ he
made this
distinction again by saying ‘…to the European, it is a
characteristic of the
American culture that, again and again, one is commanded and
ordered to
‘be happy’’ (Frankl, 1959, p140). But happiness, as Frankl put
it, can not
be pursued but can only be a by-product when a reason to be
happy is
found. It seems that some form of mid-life crisis occurs when
people see
18. their lives in terms of their expectations and missed
potentialities, but in
this process of reflection, they tend to overlook the valuable
contributions
they made in the past. Frankl mentioned how these ‘realised
values’ in the
past are neglected when ‘measuring’ how useful a person is to
society. As
he put it …’today’s society is characterized by achievement
orientation,
and consequently it adores people who are successful and happy
and in
particular, it adores the young.’ (Frankl, 1959, p. 152). Frankl’s
study of
existential vacuum in the sixties and Cohen’s recent study on
mid-life
crisis have different results. The question is whether this is due
to a general
maturation of western society, or perhaps the same phenomenon
has been
looked at in a different way; Frankl focused on negative
experience of
ageing while Cohen’s survey highlighted positive experience.
Further,
most of the research on this subject has been focused on the
male life cycle
and the results have been generalized to the whole population.
Yalom
referred to a recent feminist study offering an important
corrective of this
view. Middle-aged women, having devoted the first half of their
lives to
their families, have different desires (from their middle-aged
male
counterparts) for the second half of life. While traditionally
men become
19. more altruistic at this stage of their life, having achieved
success, women
now have their first experience of having time for themselves
since
marriage (Yalom, 1980).
Ageing brings losses and challenges. By accepting inevitable
losses and
embracing challenges one can find ways to reach individual
potential and
in the process maintain physical and mental health. Erikson’s
theory of
lifespan psychological changes and Frankl’s ideas of striving
for deeper
meanings resonate with my own experience of middle age. An
interesting
area for more research would be to investigate the positive
experience of
ageing. Knowledge and experience gained through ageing brings
spiritual
maturity and serenity, which can benefit not just the individual
but also
societies as a whole – ‘happy’ people are productive people.
The
alternative seems to me unproductive and unnecessarily bleak.
76
Mid-Life – A Time of Crisis or New Possibilities?
Conclusion
While most psychodynamic theorists see middle life as a
product of
childhood, some, such as Erikson and Peck, consider it to be a
stage in the
lifespan development. Reflection and re-evaluation of one’s
20. accomplishments does not have to be seen necessarily as a time
of crisis
and negative experience. Facing existential questions, usually
associated
with the middle stage of life, is not easy; it often entails
conflicts between
what one is and what one should or could be (or between one’s
beliefs and
experience), but it also opens up new possibilities. It could be
said that
growth and maturation underlie existentialist and humanistic
ideas
associated with search for meanings: Jung’s individuation,
Frankl’s will to
meaning and Rogers’ personal growth. But the good things of
middle life
do not just happen; the meanings should be actively searched
for through
creative work, experience of love and fortitude and acceptance
and
‘owning’ of the whole self. In doing so, I believe, one can come
closer to
achieve one’s own individuation, deepen the meaning of one’s
own
existence and continue one’s own process of personal growth.
Yana Weaver has a background in economics and psychology.
She is
currently in the second year of a Doctorate course in
Counselling
Psychology at the School of Psychotherapy and Counselling
Psychology,
Regent's College, London.
An earlier version of this paper was originally submitted as a
course
requirement essay at the School of Psychotherapy and
21. Counselling
Psychology, Regent's College, London. I am very grateful to
Tony Babarik,
my tutor at the time, for his suggestion to submit the paper for
publication.
77
References
Cohen, G. (2006). ‘The myth of midlife crisis’ Jan. 16 2006
issue of
Newsweek - the article adapted from ‘The Mature Mind: the
Positive
power of the Aging Brain’, Basic Books, www.msnbc.msn.com/
id/10753221/site/newsweek/ accessed on 23 February 2007.
Frankl, V. (1959). Man’s Search For Meaning. London: The
Random
House.
Frankl, V. (1967). Psychotherapy and Existentialism. New
22. York: Simon
and Schuster.
Rogers, C.R. (1961). On Becoming a Person. London: Constable
&
Robinson Ltd.
Spinelli, E. (1994). Demystifying Therapy. London: Constable
and
Company Ltd.
Storr, A. (1973). Jung. London, Fontana.
Wood, C., Littleton, K. and Oates, J. (2002). Lifespan
development. In
Cooper, T. & Roth, I. (eds.) Challenging Psychological Issues.
Milton
Keynes: The Open University.
Yalom, I.D. (1980). Existential Psychotherapy. Library of
Congress
Cataloging in Publication Data.
78
PROPERTY PROTECTION ISSUES
The ability to link computers through the Internet offers many
advantages. With linked computers, we can quickly and easily
communicate with other users around the world, sharing files
and other data with a few simple keystrokes. The convenience
provided by linking computers through the Internet also has
some drawbacks. Computer viruses can travel around the world
23. in seconds, damaging programs and files. Hackers can enter into
systems without authorization and steal or alter data. In
addition, the wealth of information on the Web and the
increased ease with which it can be copied have made
plagiarizing easy. Plagiarism is using others’ ideas and
creations (their intellectual property) without permission.
All of these ethical issues revolve around property rights, the
right of someone to protect and control the things he or she
owns. A solid legal framework ensuring the protection of
personal property exists, but computers have created many new
issues that challenge conventional interpretations of these
laws.Intellectual Property
Intellectual property includes just about anything that can be
created by the agency of the human mind. To encourage
innovation and improvement and thus benefit society as a
whole, our legal system grants patents to those who invent new
and better ways of doing things. A patent awards ownership of
an idea or invention to its creator for a fixed number of years.
This allows the inventor the right to charge others for the use of
the invention. To encourage and protect artistic and literary
endeavors, authors and artists are awarded copyrights to the
material they create, allowing them the right to control the use
of their works and charge others for their use. Patent and
copyright violation is punishable by law, and prosecutions and
convictions are frequent. The legal framework protecting
intellectual property has come under constant challenge as
technology has moved forward.
With the Internet, accessing and copying written works that may
be protected is easy. Today, authors are increasingly dismayed
to find copies of their works appearing on the Internet without
their permission. The same problem occurs with graphic and
artistic images on the Internet, such as photographs and
artwork. Once placed on the Web, they can be copied and
reused numerous times. Unauthorized copying of items
appearing on websites is difficult and sometimes even
technically impossible to prevent.Fair Use
24. Situations exist in which using work written by others is
permissible. Using another person’s material without permission
is allowed as long as the use is acknowledged, is used for
noncommercial purposes, and involves only the use of limited
excerpts of protected material, such as no more than 300 words
of prose and one line of poetry. Such a right is called fair use
and is dealt with under the U.S. Copyright Act, Section 107.
Here, in part, is what the Fair Use law states:
[A] copyrighted work, including such use by reproduction in
copies of phonorecords or by any other means specified by that
section, for purposes such as criticism, comment, news
reporting, teaching (including multiple copies for classroom
use), scholarship, or research, is not an infringement of
copyright.
Even under the Fair Use provision, describing the source of the
material is important. Plagiarism may be punished by law, and
in many educational institutions it can result in suspension or
even expulsion.Intellectual Property Protection
The problem faced by intellectual property owners in the digital
age is twofold. First, new technology has presented new
difficulties in interpreting previous understandings dealing with
the protection of intellectual property, such as difficulties
applying the Fair Use provision to Internet material. Second, the
new technical capabilities brought about by digital technologies
have greatly increased the ease with which intellectual property
can be appropriated and used without authorization, making
policing and protecting intellectual property very difficult.
Intellectual property owners have formed new organizations to
ensure the protection of their property.REFERENCES
Fuller, Floyd and Brian Larson. (2013) Computers:
Understanding Technology (pp. 659-661). St. Paul, MN:
Paradigm Publishing.
Myerson, Jean A. (2014) Intellectual Properties (pp. 123-126).
New Orleans, LA: Robicheaux Publishing House.
Patterson, Margaret and Montgomery Littleton. (2014) Issues of
Plagiarism. Chicago, IL: Lansing and Edelman Publishers.
25. Talbot, Lenora J. and Marcella S. Angleton. (2013) Internet
Considerations. Portland, OR: Pacific Blue Publishing Group.
PSYCHOANALYSIS AND ITS CRITICS
Morris N. Eagle, PhD
Adelphi University
This article discusses the question of the basis of changes in
psychoanalytic
concepts, theory, and treatment. Illustrative examples discussed
include the
“widening scope” of the use of “parameters” in psychoanalytic
treatment; the
rejection of the “Enlightenment Vision” and the concomitant de-
emphasis on
the role of insight; the concept of “narrative truth”; and the
“totalistic” re-
conceptualization of the meaning of countertransferase. I then
discuss the
relationship between research and clinical practice and argue
that if it is to grow,
psychoanalysis must be open to and attempt to integrate
findings from other
related disciplines.
I begin with a distinction between criticisms and critics of
psychoanalysis from
without and from within. Serious criticism should always be
thoughtfully considered,
wherever the critic is situated. However, there is an
understandable tendency for those
within psychoanalysis to rush to its defense when it is criticized
26. from without,
particularly when the outside critic launches what is perceived
as an unfair attack. It
is somewhat like finding it acceptable to criticize one’s wife or
husband but rushing
to his or her defense in the face of outside criticism. Thus,
although I have written
many articles critical of certain aspects of psychoanalysis, I
wrote to the New York
Review of Books defending its contributions in response to
Frederick Crews’ whole-
sale condemnation of psychoanalysis. Our understandable
reactions to the unfairness
and indiscriminateness of some criticisms from without should
not, however, blind us
to the need for sustained self-criticisms from within, from those
who have a broad
sympathy with an overall psychoanalytic perspective but take
issue with specific
claims or practices. The internal critic is often in a better
position to offer challenges
and criticisms of specific elements within psychoanalytic theory
and practice, because
his or her thinking is informed by an intimate knowledge of and
commitment to the
field. I hope that what follows will be perceived as such.
A frequent—I think the most frequent—response from the
psychoanalytic community
to cogent criticisms of traditional psychoanalytic theory (e.g.,
Grünbaum, 1984, 1993) is
some variation of “oh, that might have been true years ago, but
psychoanalysis has
progressed and we don’t think that way anymore. The critics are
beating a dead or at least
27. This article was based on a paper presented at a Division 39
Panel, New York City, April 16, 2005.
I thank Rita Eagle, Jerome Wakefield, and David Wolitzky for
helpful suggestions and comments.
Correspondence concerning this article should be addressed to
Morris N. Eagle, PhD, Professor
Emeritus, Derner Institute of Advanced Psychological Studies,
Adelphi University, Garden City,
NY 11530. E-mail: [email protected]
Psychoanalytic Psychology Copyright 2007 by the American
Psychological Association
2007, Vol. 24, No. 1, 10 –24 0736-9735/07/$12.00 DOI:
10.1037/0736-9735.24.1.10
10
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ad
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.
an outdated horse.” This reply tends to be taken as self-
evidently correct, but in fact there
are at least three questions one can pose in regard to this
response: (a) Just how do we now
think? (b) On what grounds, including empirical grounds, are
32. the changes in how we think
based? and (c) Does how we think now effectively address the
criticisms previously
made?
I want to address mainly the second question in this article,
which is essentially a
question regarding how changes in theory and in therapeutic
approach come about in
psychoanalysis. Some years ago I published a couple of articles
on theory change in
psychoanalysis, and my presentation today is a continuation of
those articles (Eagle 1986,
1993). My main claim is that changes in psychoanalytic theory
and practice are primarily
based not on empirical evidence, including evidence of greater
therapeutic effectiveness—
although I have the personal conviction that certain changes, for
example, the abandon-
ment of the “blank screen” role, could not help but contribute to
greater therapeutic
effectiveness— but instead reflect broad developments and
shifts in cultural, philosoph-
ical, and social– economic conditions.
Consider as a case in point the claim that changes in
contemporary psychoanalytic
theory and practice have yielded a “widening scope” (Stone,
1954, p. 567) of practice that
permits effective psychoanalytic treatment for a wider range of
patients. The term
widening scope implies that new techniques and tools are now
available that can reach
patients who were not treatable by earlier techniques and tools.
It is not at all clear whether
these presumably new techniques and tools are more effective
33. with more disturbed
patients, and whether the “older” techniques and tools were
ineffective with certain kinds
of patients. One only knows for sure that there are repeated
statements in the literature
referring to a widened scope and its presumed applicability to
more disturbed patients.
In addition to the motivation to help a wider range of patients,
an additional factor in
leading to the so-called widened scope might have been the
need to enlarge the range of
patients who were available for psychoanalytic treatment. The
pool of patients who met
the idealized criteria of appropriateness for psychoanalysis was
shrinking. There were
fewer and fewer patients who were able or willing to spend a
great deal of money and time
and who were likely to be capable of withstanding the rigor of
the classic analytic stance.
The widened scope suddenly made potentially available a large
pool of patients who
would not otherwise have been available.
For many of the wider range of patients, the classical analytic
situation, including the
blank screen role of the analyst, was probably not helpful or
manageable. This meant that
the analytic situation had to be modified so that it would be
more suitable and more likely
to be helpful for these patients. However, it is important to note
that the modifications of
the analytic situation—what Eissler (1953, p. 109) earlier
referred to as “parameters”—to
make it more manageable for a wider range of patients,
including more disturbed patients,
34. does not necessarily mean that the blank screen stance, although
more readily tolerated by
some, perhaps less disturbed patients, was ever appropriate or
helpful for any patient. It
was not as if there was empirical evidence for the applicability
of traditional methods
within a certain patient population and their inapplicability for
certain others, and then
new evidence emerged that a different approach could help
those others and thus widen
psychoanalysis’s scope. No such evidence was presented. In
fact, at least some of the
modifications of the analytic situation which constituted the so-
called widened scope and
which presumably were generated by the treatment requirements
of more disturbed
patients may well have been modifications appropriate for all
patients, as Stone (1954)
suggests.
This, then, seems not so much a matter of widened scope for a
particular class of
11PSYCHOANALYSIS AND ITS CRITICS
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39. patients but of general correctives of a stance that, too often,
had become rigidified and
stultified. As Holzman (1976) noted, for some classical analysts
who took ideas such as
blank screen and analytic neutrality too literally, the analytic
stance had become somewhat
of a caricature characterized by aloofness, excessive silence,
and stodginess. Although it
is, of course, an empirical question, it is difficult to believe that
these characteristics would
be therapeutic for any patient.1
Eissler’s (1953, p. 109) concept of “parameters” implies that
although the ideally
desirable analytic stance is a neutral2 and blank screen one,
given, so to speak, extenuating
circumstances (e.g., more disturbed patients), one may have to
introduce modifications,
that is, parameters, to the ideal analytic stance. However,
Eissler cautioned the parameters
should be reduced as soon and as much as possible, should be
interpreted, and one should
not permit an unnecessary transference gratification. In other
words, one should attempt
to return to the ideal analytic stance as soon as possible. But
there was little reason to
believe that the presumed ideal analytic stance was
therapeutically ideal. It was ideal only
in the sense that it was presumably dictated by theory and had
become accepted dogma.
Later modifications of the analytic stance and of analytic
practice included other
40. features that one might sum up as the increasing
democratization of the analytic situation.
Psychoanalysis became increasingly interactional; transference
was no longer simply
distortion; the analyst was no longer confidently thought to be
in an epistemologically
privileged and expert position, and so on. Also, the
“participant-observer” sensibility of
the quintessentially American Harry Stack Sullivan was
suddenly rediscovered, often with
no explicit acknowledgment. In some quarters, the process of
democratization increas-
ingly blurred distinctions between therapist and patient. I read
recently in one of our
journals—I can’t recall where—that the success of a treatment
should be measured by the
analyst’s transformation, as well as the patient’s.
From his or her earlier position as an opaque blank screen, the
analyst had now
become for many, if not an equal, at least a near-equal
democratic partner in self-
disclosure. The patient self-disclosed, both overtly and
inadvertently, through free asso-
ciation on the couch and the analyst self-disclosed, presumably
mainly advertently, from
behind the couch, through sharing his or her countertransference
reactions, sometimes
including very personal reactions. The question of the analyst’s
self-disclosure is a
controversial one. But my purpose here is not to discuss that but
rather to note the radical
swing of the pendulum and to raise the question of how we got
from one place to the other.
1 One finds in the history of psychoanalysis a particular pattern
41. of justifying departures from
traditional theory and practice by initially limiting claims of
their applicability only to a particular
class of patients and retaining traditional theory for the other
“usual” patients. As Mitchell (1979)
argues, the division of domains of applicability represents, in
part at least, an attempt to escape the
charge of heresy through a strategy of retaining a “domain for
orthodox concepts” (p. 182) and
designating “a new form of psychopathology to which the
formerly heretical lines now apply” (p.
188). Furthermore, as I (Eagle, 1987) have noted, once these
innovations have been accepted on this
limited basis by the psychoanalytic community, then claims of
applicability are extended to all
patients. A good example of this pattern is the movement from
Kohut’s (1971) early restriction of
the applicability of self-psychology to narcissistic personality
disorders (with traditional drive-
theory continuing to be applicable to “structural neuroses”) to
the more all-encompassing claim that
at the “deepest level” of all disturbances is self pathology
(Kohut, 1984).
2 Although a full discussion of this issue is beyond the scope of
this article, I believe that,
understood in a particular way, a good case can be made for the
therapeutic legitimacy and value
of maintaining a stance of analytic neutrality. However, I do not
believe that a plausible case can
be made to expect that neutrality instantiated as aloofness,
excessive silence, and other related
attitudes and behaviors should have any special therapeutic
value.
12 EAGLE
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.
On what factors was this swing based? As far as I know, we do
not have the foggiest idea
whether and when self-disclosure is related to therapeutic
outcome. We also have little or
no systematic information on different kinds of self-disclosure.
We have, instead, testi-
monials and seemingly endless debate.
Let me turn now to the relation between other changes in
psychoanalysis and broad
philosophical developments in our culture. How can one
characterize these broader
developments and in what ways are they reflected in changes in
psychoanalytic theory and
practice? It seems to me that a central and significant cultural
and philosophical shift that
marks our era is the repudiation of, or perhaps disillusionment
with, what Searle (1998,
p. 12) calls the “Enlightenment Vision.” Among other things,
this repudiation is charac-
terized by a rejection of and deep skepticism toward the
47. legitimacy of any concept of a
reality independent of the observer, any notion of universal
truths, and, as expressed by
Rorty (1979, 1985, 1991), of even the usefulness of the notion
of truth. Furthermore, for
those who do allow room for a concept of truth it is only a
local, not a universal, one. It
is a socially constructed truth that is saturated with issues of
power, social practices, and
social status. Again, as expressed by Rorty (1979), in this view,
knowledge is not a matter
of internal representations that reflect or mirror an independent
reality, but rather a matter
of pragmatic usefulness in achieving the practical projects and
goals one is pursuing. One
may recognize my brief description as social constructivism or
postmodernism, but the
label does not matter.
It seems to me that paralleling the broader philosophical shift
briefly described above,
indeed, reflecting it, is the shift from psychoanalysis as a
quintessential representation of
the Enlightenment Vision to a project in which that vision is
repudiated and replaced. As
I have argued elsewhere (Eagle, 2003), for Freud, learning the
truth about oneself—in the
form of lifting repression, for example—was at one and the
same time, a Socratic moral
imperative to know oneself, and the primary means of
therapeutic cure. What a fortunate
and wonderful and perhaps too good to be entirely true
convergence! Gaining self-
knowledge, expanding self-awareness, and being cured were all
part of the same liberating
project, a project that seemed to be a quintessential expression
48. of the Enlightenment
Vision. Soon, however, doubts were voiced regarding the
curative power of interpretation
and ensuing insight and awareness. An attempt was made to
rescue insight by positing a
distinction between merely intellectual and truly transformative
emotional insight. How-
ever, this discussion and literature soon faded and what
followed was an increasing
de-emphasis of the primary role of insight and awareness and an
increasing emphasis on
the curative powers of the therapeutic relationship.
The increasing emphasis on the therapeutic relationship and the
increasingly interac-
tional conception of the psychoanalytic situation brought other
changes in its wake.
Among many analysts, the patient’s transference reactions were
no longer understood as
distortions or projections on a blank screen analyst, but rather
as plausible interpretations
of cues emitted by the analyst (Gill, 1982, 1994). Also,
although analysis of the trans-
ference had long been a central focus in psychoanalytic
treatment, for many the belief that
only transference interpretations are therapeutically useful has
become virtually axiomatic
in contemporary psychoanalysis. And yet, there is remarkably
little evidence supporting
this claim. It has become an article of faith based on repeated
assertions (see Spence,
1992), despite the fact that the picture is a very complicated one
and that there are at least
some studies that report a negative relationship between
frequency of transference
interpretation and therapeutic outcome (e.g., Ogrodniczuk,
49. Piper, Joyce, & McCallum,
1999).
Consider also the “totalistic” (Kernberg, 1965)
reconceptualization of countertrans-
13PSYCHOANALYSIS AND ITS CRITICS
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.
ference and its new place of honor. Gabbard (1995, p. 475)
recently observed that the use
of countertransference as a valuable guide to understanding
what is going on in the
patient’s mind constitutes the “common ground” of
contemporary psychoanalysis, despite
the existence of theoretical differences. However, it should be
noted that there are no
systematic investigations and no systematic evidence indicating
when one’s countertrans-
ference reactions serve as a reliable guide to what is going on in
the patient’s mind and
when they do not.
54. Although the de-emphasis of insight and awareness does seem
to reflect a disillusion-
ment with the Enlightenment Vision, the concomitant emphasis
on the therapeutic
relationship is not, in itself, antithetical to that vision—it is sort
of orthogonal to it.3 It
reflects a turning to other factors partly as a consequence of the
disillusionment with the
curative role of insight and awareness. Nevertheless, if one
found, on the basis of
systematic and ecologically valid empirical research, that
relationship factors contribute
more to positive therapeutic outcome than interpretation and
insight, there would be no
special anti-Enlightenment or antiscientific implications.
Emphasis on the therapeutic
relationship is not in itself antithetical to the Enlightenment
Vision. It would simply be a
straightforward empirical finding that would present a challenge
to a point of view that
places exclusive emphasis on the therapeutic role of insight and
awareness. And, indeed,
there is some evidence that the quality of the therapeutic
alliance is the single factor most
highly correlated with positive therapeutic outcome (e.g., Blatt
& Zuroff, 2005; Zuroff &
Blatt, 2006).
Some contemporary features and developments in
psychoanalysis, however, go be-
yond merely giving special attention to the therapeutic
importance of the patient–analyst
relationship. And it is these developments that I believe most
clearly reflect broad
philosophical influences and that are most susceptible to
criticisms from within. Perhaps
55. the most far-reaching conceptual changes in psychoanalysis, the
ones that perhaps most
clearly reflect contemporary philosophical shifts, are those that
seem to call into question
the very ideas that (a) the patient’s mind has an organization
and structure that is
independent of the analyst and the analytic interaction—an
ontological claim; and (b) that
one can gain any objective knowledge of such a mind—an
epistemological claim. Note the
issue here is no longer the question of whether uncovering and
discovering truths about
the patient’s mind are therapeutically effective. It is, rather, the
deeper and more philo-
sophically sweeping question of whether it is in principle even
possible. These ontological
and epistemological skepticisms regarding, respectively, the
separateness and the know-
ability of another’s mind have been expressed in a number of
ways in the psychoanalytic
literature.
Consider Spence’s (1982) concept of “narrative truth” (which if
you read Spence you
will find, has nothing to do with truth, narrative or otherwise,
but entirely with persua-
siveness). In contrasting “narrative truth” and “historical truth,”
Spence makes a modest
and defensible point; namely, that because the analyst (and
patient) does not have reliable
access to historical events in the patient’s life, the best one can
do is formulate narratives
that are persuasive to the patient. Freud (1937) makes a similar
point in his “Constructions
in Analysis” paper when he writes that “if the analysis is carried
out correctly, we produce
56. [in the patient] an assured conviction of the truth of the
construction which achieves the
same therapeutic result as a recaptured memory” pp. 255–256).
He acknowledges that the
3 Such an emphasis is, however, more congruent with what
Rorty (1985) calls “solidarity” in
opposition to “objectivity”.
14 EAGLE
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.
analyst constructs rather than reconstructs the patient’s
history.4 It is unfortunate and
misleading, I believe, to have chosen the term narrative truth,
insofar as it equates at least
one kind of presumed truth with persuasiveness. That is, it
implies that there is a special
kind of truth—narrative truth—that is to be distinguished from
ordinary historical truth by
its special mark of persuasiveness. However, the basic idea that,
as far as the historical
past is concerned, the analyst may have little choice but to
61. formulate persuasive narrations
is, I repeat, a modest and defensible one. What has happened,
however, is that the concept
of narrative truth has come to be taken by many to be applicable
to all analytic
interpretations, including those that refer not only to the
patient’s historical past, but to his
or her current unconscious mental states. In other words,
narrative truth has been
assimilated into the general position that the analyst does not
and cannot gain objective
knowledge of the patient’s mind, but can only construct (or
coconstruct) new narratives.
On this view, all the analyst can offer is persuasive narratives
that hopefully make sense
to the patient and are useful.
In effect, this view concedes defeat in the battle against
suggestion, which Freud
viewed as the single most devastating criticism of
psychoanalysis. For some, who were
openly inclined toward postmodernism, even this was not
enough. Thus Geha (1984b)
takes Spence to task for being a closet positivist, still, poor
man, naı̈ vely believing that
there is a historical truth that can be distinguished from
constructed narratives and for
being concerned with retaining truth of any kind. According to
Geha (1984a, p. 268),
analysts generate “beautifully wrought” esthetic fictions,
nothing more, nothing less. (For
a further discussion of this issues, including ontological claims
regarding other minds, see
Eagle, 1984; Eagle, Wolitzky, and Wakefield, 2001; Altman &
Davies, 2003; and Eagle,
Wakefield, and Wolitzky, 2003).
62. Note that these developments in psychoanalysis regarding
knowledge of the internal
world almost completely parallel a currently fashionable
philosophical position regarding
knowledge of the external world. For example, as noted earlier,
Rorty (1979, 1991) tells
us that we should dispense altogether with the concept of truth
and the idea that our
theories and representations mirror an independent reality and
are to be tested against that
independent reality. According to Rorty, animistic tribal myths
about the nature of the
universe have no lesser or weaker epistemological status or
claim to truth than, say,
Einstein’s theory of relativity. One cannot look to an
independent reality to adjudicate
between different accounts. Each story—and each, according to
this view, is nothing but
a story—is designed to serve a particular pragmatic project and
accomplish certain goals
and is to be evaluated only in terms of how well it does that. By
the way, most often we
do not even take this step in psychoanalysis. That is, we
generally do not systematically
determine whether this or that coconstructed story or retelling
or narrative or esthetic
fiction or new perspective accomplishes what it is supposed to
accomplish. We merely
proclaim and assert and tell anecdotes.
So, where does all this lead to and where do we go from here? I
can only give you my
own views for whatever they are worth. I believe that
psychoanalysis cannot be a
self-contained discipline but instead must be open to influence
63. from and integration with
4 It will be noted that although Freud remarks that the best the
analyst may be able to do is
construct a convincing account of the patient’s past, he does not
claim that the constructed account
somehow possesses some special truth to be distinguished from
ordinary truth. Instead, he focuses
on the therapeutic usefulness of the constructed account.
15PSYCHOANALYSIS AND ITS CRITICS
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findings and theory from other disciplines. Drew Westen’s
work, one example of which
is presented on this Panel, serves as a very good exemplar of
that kind of endeavor.5
I think, however, there is a caution to be sounded. There is the
risk that one will look
to, say, cognitive science and neuroscience only or mainly to
confirm preexisting psy-
choanalytic concepts and formulations. That might be
68. interesting and personally satisfy-
ing, but it will not necessarily contribute to the growth and
vitality of the field. The greater
challenge is to look to findings from other disciplines that may
suggest a reconceptual-
ization or even elimination of cherished ideas. For example,
there is some fascinating
empirical work in psychology on “repressive style,” the
implications of which both
support certain aspects of Freud’s concept of repression but, at
the same time, point to
important modifications of that concept (see Eagle, 1998).
I believe that attachment theory and research have a great deal
to offer to psychoan-
alytic theory and practice. For example, as Parish and Eagle
(2003) have shown, partic-
ularly in long-term psychoanalytic treatment, the therapist
serves as an attachment figure
for the patient—although in different ways, depending upon the
latter’s attachment
pattern. I think some interesting implications flow from
thinking of the therapist as an
attachment figure, as well as some interesting work to be done
on how the match between
therapist’s and patient’s attachment patterns influence the
course of therapy (see Diamond
et al., 2002, for preliminary work in this area).
There are certain concepts that cut across different theoretical
schools and that are
likely to play a central role in understanding how people
function. Two such related
concepts in my view are defense and affect regulation. As Drew
Westen’s article (2004)
demonstrates, defense has been an extraordinarily robust
69. concept in psychoanalysis—
although how it is understood needs to be fine tuned in the light
of clinical work and
empirical findings in psychology and neuroscience. The concept
of self-regulation is
integrally linked to defense insofar as from the very beginning,
the primary function of
defense has been understood to be the regulation of affect states
such as anxiety, guilt,
depression, and shame. By the way, work on attachment styles
shows that one can find
evidence of self-regulating defense in infants as young as 1 year
of age. Thus, there is
evidence that a 1-year-old avoidant infant who does not seem to
respond to mother’s
absence and/or who does not turn to mother as a safe haven or
safe base upon reunion in
the Strange Situation nevertheless is responding with
accelerated heart rate and increased
level of cortisol secretion (e.g., Sroufe & Waters, 1977). One
way of interpreting these
findings is that the avoidant pattern serves to spare the infant
the pain of rejection and the
caregiver’s anger. In other words, it serves as a defense.
Although insight and self-awareness are not in much favor these
days, recent attach-
ment research points to their great importance, including the
role of mentalization and
self-reflection in self-regulation. (e.g., Fonagy, Target, Gergely,
& Jurist, 2002). We may
yet find that such old-fashioned ideas as the goal of
strengthening the observing function
of the ego in psychoanalytic treatment may become acceptable
and prominent again.
70. My strong belief is that one of the places we need go from here
is the abandonment
of different “schools” of psychoanalysis, each with its own
training institutes, its own
associations, and its own loyal band of followers. This sort of
thing is more appropriate
to political parties or religious sects than to a professional or
scientific discipline.
Adherence and loyalty to different schools are associated with a
habit of mind that is
parochial and will, in my view, contribute little to
psychoanalysis. I know that a happy
5 The research reported by Westen on this Panel will appear
elsewhere.
16 EAGLE
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75. thousand flowers bloom.” However, it seems to me to reflect
more a Tower of Babel than
anything else. I have much sympathy with Fonagy’s (2002)
conclusion that “this frag-
mentation and confusing absence of shared assumptions is what
spells, to me, the
inevitable demise of psychoanalysis—more than any of the
external challenges we face”
(p. 12). I am not suggesting (nor, I doubt, is Fonagy suggesting)
a return to a period of
monolithic orthodoxy and dogma. However, I do not believe,
paradoxical as it may seem,
that the existence of different schools constitutes a departure
from orthodoxy and dogma.
Rather, one finds that we now have a varieties of orthodoxies
and dogmas rather than a
simple predominant one.6 Freedom from orthodoxy and dogma,
it seems to me, lies not
in multiplicity of “local” orthodoxies and dogmas, but in an
openness and habit of mind
that is sensitive to evidence and that is antithetical to loyalty to
this or that school. In short,
the current so-called pluralism is not the only alternative to past
psychoanalytic orthodoxy
and dogma. Another alternative is an enduring effort for a truly
integrative theory that is
the product of a relinquishment of quasi-political loyalties and a
genuine openness—and
openness includes a readiness to relinquish cherished ideas—to
relevant empirical find-
ings from a variety of sources.
One will be able to say that the psychoanalytic ethos has
changed when one can write
about the history of psychoanalytic ideas without reference to
“dissidents” or “revision-
76. ists.” As a former President of Division 39, I have been
especially concerned with the
direction the division has taken. I believed that as an
organization primarily of psychol-
ogists, Division 39 could perhaps better integrate
psychoanalysis with psychology,
broaden its empirical base, and take it in a direction that the
earlier psychoanalytic
establishment could not. However, although there are
exceptions—Drew Westen is a
prime example of such an exception7—for the most part, this
has not occurred. Indeed, in
certain respects, I think the programs of the American
Psychoanalytic Association
meetings perhaps reflect a greater concern with scientific issues
and input from other
disciplines than the programs of Division 39 meetings. I am not
alone in this assessment.
During the course of revising and expanding this article for
publication, I had the
occasion to read an exchange of e-mails on psychodynamic
research on a Listserv that
includes leading clinicians, researchers, and scholars in our
field. It is clear from these
e-mail exchanges that at least some leading people in our field
are dissatisfied and
disillusioned with the substance and content of Division 39
meetings, in particular with the
relative absence of representation and interest in empirical
research at these meetings.
Drew Westen (April 21, 2005, personal communication) writes
that “I mostly go to
Division 39 meetings to see friends. Most of the talks have
titles like the container, the
contained, and the continental breakfast.” I would add an
77. observation on the hype and
excessive claims one sometimes encounters implied in the titles
of Division 39 workshops.
Westen also notes the tendency of some authors to present
“views about development,
unencumbered by what anyone who has actually studied it has
ever written” and suggests
6 There are exceptions to this state of affairs. For example, Pine
(1990), although not claiming
or attempting theoretical integration, argues convincingly that
the different aspects of psychic
functioning, emphasized by different “schools”— drive, ego,
object, and self— are all likely to be
especially relevant at different points in psychoanalytic
treatment.
7 Others include John Auerbach, Sidney Blatt, Wilma, Bucci,
Hartvig Dahl, Diana Diamond,
Peter Fonagy, Kenneth Levy, Lester Luborsky, Joseph Masling,
Harold Sampson, Robert Waller-
stein, Sherwood Waldron, and Joseph Weiss. Of course, this is
not meant to be an exhaustive list.
17PSYCHOANALYSIS AND ITS CRITICS
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that someone who presents or submits a paper on an issue that
has been empirically
investigated should at least demonstrate that he or she has
carried out a PsycINFO search.
In accord with my own impression noted above, Westen also
notes that “I’m actually
finding that the medical analysts and the American
Psychoanalytic Association and its
institutes are some of the most excited about research. Many in
Division 39 are psychol-
ogists and are dropping the ball rather than pushing it up the
hill.” Again, similar to my
view, Westen writes that “unfortunately, when psychologists
created their own alternative
to the orthodoxy of medical psychoanalysis, they forgot that
alongside learning to interpret
meaning in graduate school (now a disappearing art), they also
learned something else that
could have distinguished a psychologically informed
psychoanalysis: knowledge about
evidence, methodology, and hypothesis testing.”
An interesting and potentially fruitful suggestion made by Larry
Josephs (April 21,
2005, personal communication) in that e-mail exchange is the
scheduling of a regular
Division 39 presentation in which a theory paper, a clinical case
paper, and an empirical
research paper are presented on a given topic or issue. This
approach could serve as a
model for cooperation and interpretation among clinical,
83. theoretical, and research per-
spectives.
I believe that we need to strive to develop an integrated theory
of mental functioning
that incorporates findings from other disciplines and that does
not neglect or trivialize the
kinds of real-life complex phenomena and properties of the
human mind with which, in
contrast to other approaches, psychoanalysis has been
traditionally concerned. I know of
no current theory other than psychoanalysis that even attempts
to do justice to the depth
and complexity of the human mind. This is what needs to be
preserved. Whether the
integrated theory turns out to bear much resemblance to current
psychoanalytic theories
and schools seems to me of less importance than whether it
constitutes an ecologically
valid and comprehensive explanatory account that does justice
to deep questions regarding
the passions, subtleties, and complexities of the human mind.
It will be noted that I emphasize the need for an integrated
theory of mental
functioning and an explanatory account of the human mind
rather than the need to
demonstrate the effectiveness of psychoanalytic treatment—
although one would hope that
the former would have implications for the latter. Although I
believe that it is important
to carry out outcome and process research on psychoanalytic
treatment, I do not believe
that psychoanalysis’ main claim on posterity will necessarily lie
in its therapeutic effec-
tiveness.8 Indeed, Freud (1933) remarked that although
84. “psychoanalysis began as a
method of treatment, . . ..I did not want to commend it to your
interest as a method of
treatment but on account of the truths it contains. . .” (p. 155).
He also famously expressed
his need “to feel assured that the therapy will not destroy the
science” (Freud, 1926, p.
254). From the very beginning, the main contribution of
psychoanalysis was that it
presumably constituted both a special means for the
achievement of self-awareness and
self-knowledge, as well as a treatment for neurosis. As I noted
above, from the moment
that Freud focused on lifting repression as the main process
goal of psychoanalytic
treatment, the Socratic imperative to know thyself and the
clinical goal of cure for mental
disorder converged. However, the Zeitgeist no longer permits
the assumption of a
8Although there are studies suggesting that psychodynamic
treatment is effective (e.g., Bate-
man & Fonagy, 2001; Fonagy, 2002; Leichsenring, 2005;
Leichsenring, Fairbairn, & Leibing, 2003;
Sandell et al., 2000, 2001).
18 EAGLE
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convergence between self-awareness and cure, at least not in
any simple and unproblem-
atic way.
If one can no longer assume a convergence between self-
knowledge and cure, where
does this leave psychoanalysis? We have witnessed many
implicit and explicit answers to
this question, including ones that focus on the therapeutic
relationship, on corrective
emotional experiences, on offering new perspectives, on
constructing narratives, and so
on. An adequate answer to this question could itself take up a
full volume. One can read
Freud’s modesty regarding the therapy as expressing the
concern that in an overemphasis
on the cure aspect of psychoanalysis, its major role as a special
vehicle for self-knowledge
(as well as knowledge of others) would be weakened. Indeed, I
suspect that if Freud was
faced with the possible disjunction between self-knowledge and
therapeutic effectiveness
(the latter defined in a way that did not give a privileged
position to self-knowledge) and
was forced to choose between the two, he would opt for self-
knowledge as the main
mission of psychoanalysis.
One could argue that the emphasis on self-awareness and self-
knowledge is econom-
90. ically suicidal insofar as such an emphasis would lead to the
disqualification of psycho-
analysis as a treatment modality by health maintenance
organizations (HMOs) and
insurance companies. However, they do so anyway, and it is just
as likely that the claim
that we offer coconstructed narratives, or retellings, or new
perspectives would equally
disqualify psychoanalysis as a treatment modality. It may well
be the case that psycho-
analysis cannot compete as a treatment for mental disorder in an
age of quick fixes and
randomly controlled trials but can honestly offer a unique
opportunity to strengthen one’s
capacity for meaningful self-reflection and a unique experience
in the quest for self-
awareness, self-knowledge, and self-discovery. In a 1997
article, Stone, himself an analyst
and former President of the American Psychiatric Association,
takes the position that
psychoanalytic treatment is not suitable for severe pathology
but is irreplaceable as a
means to self-knowledge. He challengingly writes: “I still
believe that that a traditional
psychoanalytic experience on the couch is the best way to
explore the mysterious
otherness of oneself. But I do not believe that psychoanalysis is
an adequate form of
treatment” (p. 39). He also writes that, contrary to Freud, “when
a patient’s symptoms are
treated, he may then need a psychoanalyst to help him deal with
his ordinary human
suffering. That is the therapeutic domain in which the art of
psychoanalysis will survive”
(p. 39). It might well turn out, however, that the pursuit of self-
knowledge and self-
91. reflection is not only a worthy aim in itself, but may, in the
long run, constitute the most
reliable means of achieving cure or lessen the need to seek cure
from the more narrowly
focused forms of treatment.
In coming to the end of this article, I want to address briefly
two underlying issue that
run as a red thread through the entire discussion, namely the
“proper” relationship between
clinical work and research and the weight to be given to clinical
experience and to the
cumulative clinical experience of our field in developing
theories of personality and in
clinical practice. Does an emphasis on systematic research
imply that these experiences
are to count for nothing? An adequate examination of this
complex issue requires a
separate article or perhaps a separate volume. However, a few
brief comments are in order.
I recall during my Presidency of Division 39 there would be
periodic flurries of
apparent interest in research generally generated by the urgent
need to demonstrate that
psychoanalytic treatment is effective and could, therefore,
qualify for HMO and insurance
coverage. As noted earlier, there is, in fact, a body of research
that tends to demonstrate
that psychodynamic treatment is effective. However, the sudden
and periodic surges of
interest in research were not motivated by any interest in
information that research might
19PSYCHOANALYSIS AND ITS CRITICS
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provide, but by its public relations value. This, I believe,
continues to be the typical
attitude among many analysts. In a recent e-mail discussion of
evidence-based therapy, a
number of prominent analysts took the position that although we
know that psychoanal-
ysis works, we need the research for public relations purposes.
In a recent article,
articulating a viewpoint similar to the one expressed here,
Schachter (2005) cites as an
example of this attitude, Laufer’s (2004) statement that
universities “can contribute to
systematic research methodology to validate our findings” (p.
16, Schachter’s emphasis
added). Schachter goes on to comment: “she knows that our
finding are correct; university
research would provide a pro forma validation, rather than a test
of them” (p. 484, italics
in original). This attitude toward research limits its usefulness
and purpose to what might
be called its demonstration value. That is, it is intended to
demonstrate what we already
97. know (or think we know). There is little or no interest in
learning anything new from the
research and little or no expectation that the research findings
will surprise anyone by
calling into question or disconfirming what we think we already
know. Although under-
standable and necessary in particular contexts, the
demonstration function itself is not
likely to lead to new knowledge and to growth of our field.
My strong impression is that if a research finding did contradict
or disconfirm the
clinician’s convictions, it would be ignored or rejected. In an e-
mail discussion of a
Listserv,9 a prominent analyst—let us call him Dr. X—took the
following position: “what
if the findings [of a research study] were that medication
worked just as well as medication
and psychotherapy, but my conviction, based on my own
experience, was that people who
tried with just meds came back later in worse shape and people
who continued with both
therapy and meds did great. Well, I’m the therapist. Shouldn’t
my own experience take
precedence over any study, regardless of the results, in which I
was not the therapist?
What kind of scientist would I be if I let a study in which that
variable was left
uncontrolled decide how I should practice?” One can charitably
interpret these comments
as making the valid point that in this hypothetical study,
because the experience, talent,
and qualifications of the therapist were not taken into account
in comparing the relative
effectiveness of medication and psychotherapy, the results
should be taken with a grain of
98. salt. Such criticism, taken seriously, would lead to a better-
designed study. However, this
is not the gist of Dr. X’s comments. For even a better-designed
study would still not
include Dr. X who could continue to ask: “Shouldn’t my own
experience take precedence
over any study, regardless of the results in which I was not the
therapist?” Imagine that
every therapist takes a similar position: “I don’t care what the
results of this or that study
show. I was not the therapist in the study. And my clinical
experience is what counts in
how I practice.” This position is, of course, a recipe for
ignoring the findings of any study,
however well designed and however ecologically valid.
What Dr. X does not address is the question of what variables
are being omitted or
ignored by virtue of his not being included in this hypothetical
study. What is it about Dr.
X’s experience that could usefully be included as a factor in an
investigation of psycho-
therapy process and outcome? Is that factor Dr. X the person or
something he understands
and does which, if included in a study, and carried out by
others, would yield processes
and outcomes congruent with Dr. X’s experience? When Dr. X
asks “What kind of
scientist would I be if I let a study in which that variable was
left uncontrolled decide how
9 I understand that Listservs have an ambiguous privacy status.
Hence, although I quote one of
the contributors to the e-mail discussion, I do not identify him
or her. Therefore, I will use the name
“Dr. X”.
103. ss
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I should practice?” the variable he seems to be referring to is
Dr. X the person or Dr. X
the therapist. But surely, Dr. X knows, that he cannot be
included in every study on
psychotherapy process and outcome—just as every therapist
who takes a similar position
knows. What Dr. X position amounts to, then, is not only a
guaranteed rejection of any
findings that contradict his experience, regardless of how well
the study is designed, but
also silence regarding how his experience might contribute to
better studies which, despite
his not being included as a therapist, he (and others) would find
convincing.
What then is a useful and productive relation between clinical
experience and research
(as well as other) findings? I think it is important to note that in
clinical work (from both
104. the patient’s and the therapist’s perspective), as well as in
everyday experience, compel-
ling insights may spontaneously emerge that cannot be
controlled or predicted nor dictated
by the use of a therapy manual, but nevertheless have the ring
of truth about them. Meehl
(1991), who has long advocated the importance of rigorous
research data, provides a
striking example of this kind of experience. Most of the time,
these insights are not and
perhaps cannot be validated by systematic research data. I am
not suggesting that,
therefore, one should dismiss or minimize the importance of
these experiences.
It seems to me in doing clinical work one must anchor oneself
in a set of convictions
that are buttressed by background information, commonsense,
personal intuitions, and
cumulative clinical experience. However, although one may
have such convictions—and
I have expressed such convictions throughout this article—it is
necessary. I believe, to
recognize that contrary evidence may come along that will
throw these convictions into
question. All such convictions, then, particularly in the contexts
of theory and professional
practice, have a provisional status, subject to the test of
systematic evidence.
I realize that this is a difficult attitude to maintain. One is
always more comfortable
with certainty and unshakeable convictions. However, there is a
great cost to be paid for
this greater comfort. One of the reasons I believe that loyalty to
this or that psychoanalytic
105. school is ultimately harmful to the field is that it serves to
crystallize and ossify
convictions on the basis of quasi-ideological affiliation and
renders one’s views more
refractory to contrary evidence.
In the course of working on this article, I read a New York
Times (Kolata, 2006)
article on an extensive and well-controlled 6-year study on the
effects of a low-fat diet on
the incidence of cancer and heart disease in women. The results
showed that the low-fat
diet employed in the study was not a protective factor—
evidence apparently dramatically
contrary to the cumulative clinical wisdom and experience of
the field. I have little doubt
that the clinical wisdom of many, if not all, physicians dictated
the prescription of a
low-fat diet and that they could buttress their conviction with
anecdotal evidence and
self-selected case studies. However, their convictions and
cumulative clinical experiences
seem to be unsupported by systematic evidence. As one
commentator noted, “We, in the
scientific community, often, give strong advice based on flimsy
evidence. That’s why we
have to do experiments” (as quoted in the New York Times, p.
A15).
This study is hardly the last word on the topic. Letters to the
New York Times have
already appeared pointing to flaws in the study and undoubtedly
more systematic critiques
will follow. But cogent critiques will likely lead to better
studies and modifications of the
conclusions suggested by the earlier study. And so it will go. It
106. is likely that despite the
findings of this study, which like many studies is an imperfect
one, many physicians will
continue to prescribe a low-fat diet. (And, I, personally, will
continue a low-fat diet.)
However, the issue is now open to further systematic
investigation. Any responsible
physician, whatever his or her clinical convictions, will now
have to be sensitive to
relevant findings from future studies. I am reminded of Meehl’s
(1997) observation that
21PSYCHOANALYSIS AND ITS CRITICS
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there is no clinical intervention in human history, including
those that in the course of
time, have turned out to be useless or harmful, that has not been
supported by personal
conviction, clinical experience, testimonies, and anecdotes.
As noted, I am aware that in doing clinical work, one must have
certain convictions
111. and firm beliefs in order to function effectively. One cannot
constantly keep at the
forefront of one’s mind an attitude of skepticism and an acute
awareness of the fallibility
of one’s convictions. At its extreme, this degenerates into an
obsessive stupor. However,
at the other extreme is the dead end of unshakeable and
dogmatic conviction and the
inability to not know and to be surprised by findings that are
contrary to one’s dogged
beliefs and convictions. I believe that in order for our field to
grow, we must all wear two
hats, one hat operating with some confidence, on the basis of
what one thinks one knows,
and with the other hat operating with an openness to not
knowing, to being surprised, and
to contrary evidence. This is an ideal stance, I believe, not only
in the context of the
relationship between clinical work and research, but also within
clinical work itself. Just
as there is the danger that excessive certainty will shut out
critical information from
external research sources, so there is a similar risk that
excessive adherence to preset
views will shut out critical information from within the clinical
situation, that is, from the
patient.
A final comment: The focus in the above discussion has been on
clinical work and the
relationship between clinical practices and research findings.
However, as noted earlier,
psychoanalysis is not only a treatment approach, but also, and
perhaps most importantly,
a theory of mental functioning and psychopathology. Even if
one questions the relevance
112. of research findings for clinical practice, can the development
of psychoanalytic theory
afford to ignore relevant research from a variety of other
disciplines? How one answers
this question will reveal one’s vision of psychoanalysis. Is it a
self-sufficient discipline,
content to rely on data exclusively from the clinical situation or
does its future lie in an
openness to and enrichment form a variety of sources, including
disciplined clinical data
and a wide range of research findings? For whatever it is worth,
it should be clear what
my view is. I believe that the former position is a dead end and
that a receptivity to
findings from a variety of disciplines represents the best
opportunity for psychoanalysis to
survive and, perhaps, prosper.10
10 Needless to say, I also believe that other disciplines can
benefit from psychoanalytic insights
(e.g., See Barron, Eagle, & Wolitzky, 1992; Eagle, 1997).
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133. Geir Overskeid
University of Oslo
Sigmund Freud and B. F. Skinner are often seen as psy-
chology’s polar opposites. It seems this view is fallacious.
Indeed, Freud and Skinner had many things in common,
including basic assumptions shaped by positivism and de-
terminism. More important, Skinner took a clear interest in
psychoanalysis and wanted to be analyzed but was turned
down. His views were influenced by Freud in many areas,
such as dream symbolism, metaphor use, and defense
mechanisms. Skinner drew direct parallels to Freud in his
analyses of conscious versus unconscious control of behav-
ior and of selection by consequences. He agreed with
Freud regarding aspects of methodology and analyses of
civilization. In his writings on human behavior, Skinner
cited Freud more than any other author, and there is much
clear evidence of Freud’s impact on Skinner’s thinking.
Keywords: B. F. Skinner, Sigmund Freud, history of psy-
chology, psychoanalysis, behaviorism
W ithout two men, Sigmund Freud (1856–1939)and B. F.
Skinner (1904–1990), the psychol-ogy of the 20th century
would have looked
very different. Freud and Skinner are found at, or very
close to, the top of every list of influential or eminent
psychologists (e.g., Haggbloom et al., 2002; Hoefer, War-
nick, & Knapp, 2003). Though they both belonged to the
universe of psychology, their home regions are often as-
sumed to be so far apart that contact is virtually unthink-
able. Skinner was an American behaviorist with his roots in
animal experimenting and the functionalist tradition,
whereas Freud was a continental European brought up on
German philosophy and the budding medical science of the
late 19th century.