The document discusses the treatment resistance of psychopathy and argues that it is unlikely to be treatable through recent neuroscientific methods. Psychopathy involves a unified dysfunctional worldview or Weltanschauung, rather than isolated symptoms, making piecemeal treatment unlikely. While some evolutionary accounts view psychopathy as an adaptive strategy, treatment resistance cannot be explained by this alone, as other disorders thought to be adaptations can be treated. The document argues that psychopathy's treatment resistance is best explained by it being a disorder of personality and moral character, requiring moral commitment to treatment that may be difficult to achieve.
According to psychologist Gordon Allport, social psychology is a discipline that uses scientific methods "to understand and explain how the thought, feeling and behavior of individuals are influenced by the actual, imagined or implied presence of other human beings" (1985).
Briefly this field has been discussed.
The human mind, a vast and intricate realm, is
capable of extraordinary resilience and creativity.
However, it is not impervious to the challenges and
complexities of life. Within this intricate landscape,
some individuals navigate a path marked by
psychological disorders, conditions that impact
thoughts, emotions, and behaviors, often leading to
significant distress and impairment.
Psychological disorders meaning and treatmentCounsel India
Psychological disorders, also referred to as mental illnesses or psychiatric disorders, encompass a wide array of conditions that affect the way individuals think, feel, and behave.
In this e-book, you can find psychological disorder meaning and treatment-related tips These disorders are not mere quirks or personality traits but are characterized by disturbances in cognition, emotion regulation, and social functioning. They can manifest in various forms, ranging from mild and transient to severe and chronic.
To get more such informative and interesting e-books for free, visit our website -
https://www.counselindia.com/ebook
Psychopathy of the careerist is a developmental disorder marked by emotional deficits and an increased
risk for antisocial behavior. It is not equivalent to the diagnosis antisocial personality disorder, which
concentrates only on the increased risk for antisocial behavior and not a specific cause, i.e., the
reduced empathy and guilt that constitutes the emotional deficit. Our review considers data regarding
the neurobiology of this disorder. Dysfunction within the amygdala’s role in reinforcement learning
and the role of ventromedial frontal cortex in the representation of reinforcement value is stressed.
Data are also presented indicating potential difficulties within parts of temporal and posterior cingulate
cortex. Suggestions are made with respect to why these deficits lead to the development of the disorder.
Knowledge of recent neurobiology is proving our thesis that Darwin was wrong when formulated his
theorem “Survival of the fittest.” Reality in the 21st century is showing that “Survival of the careerist”
based on the quantum entanglement entropy (QEE) is more valid principle of social dynamics in our
days. Careeristic competition is the main cause of the QEE, leading to increased complications through
coincidences of social dynamics.
Theory Into Practice Four Social Work Case Studies In this co.docxsusannr
Theory Into Practice: Four Social Work Case Studies
In this course, you select one of the following four case studies and use it throughout the entire course. By doing this, you will have the opportunity to see how different theories guide your view of a client and that client’s presenting problem. Each time you return to the same case, you use a different theory, and your perspective of the problem changes—which then changes how you ask assessment questions and how you intervene.
These case studies are based on the video- and web-based case studies you encounter in the MSW program.
Table of Contents
Tiffani Bradley ................................................................................................................. 2
Paula Cortez ................................................................................................................... 9
Jake Levey .................................................................................................................... 10
Helen Petrakis ............................................................................................................... 13
Tiffani Bradley
Identifying Data: Tiffani Bradley is a 16-year-old Caucasian female. She was raised in a Christian family in Philadelphia, PA. She is of German descent. Tiffani’s family consists of her father, Robert, 38 years old; her mother, Shondra, 33 years old, and her sister, Diana, 13 years old. Tiffani currently resides in a group home, Teens First, a brand new, court-mandated teen counseling program for adolescent victims of sexual exploitation and human trafficking. Tiffani has been provided room and board in the residential treatment facility for the past 3 months. Tiffani describes herself as heterosexual.
Presenting Problem: Tiffani has a history of running away. She has been arrested on three occasions for prostitution in the last 2 years. Tiffani has recently been court ordered to reside in a group home with counseling. She has a continued desire to be reunited with her pimp, Donald. After 3 months at Teens First, Tiffani said that she had a strong desire to see her sister and her mother. She had not seen either of them in over 2 years and missed them very much. Tiffani is confused about the path to follow. She is not sure if she wants to return to her family and sibling or go back to Donald.
Family Dynamics: Tiffani indicates that her family worked well together until 8 years ago. She reports that around the age of 8, she remembered being awakened by music and laughter in the early hours of the morning. When she went downstairs to investigate, she saw her parents and her Uncle Nate passing a pipe back and forth between them. She remembered asking them what they were doing and her mother saying, “adult things” and putting her back in bed. Tiffani remembers this happening on several occasions. Tiffani also recalls significant changes in the home's appearance. The home, which was never fancy,.
Theory applied to informatics – Novice to Expertcjni.netjou.docxsusannr
Theory applied to informatics – Novice to Expert
cjni.net/journal
Editorial – Fall 2010
by June Kaminski, RN MSN PhD(c), Editor in Chief
I am often amazed by the consistent confusion and silence that arises when I ask nurses what
nursing informatics related theories they use or are aware of. I can sense their minds
searching for mysterious elusive theories that they conclude that they must have missed. Only
a few realize that many theories that they are already familiar with have great applicability to
nursing informatics. One such theory is the time honoured Novice to Expert theory.
The Novice to Expert Theory, a construct theory first proposed by Hubert and Stuart Dreyfus
(1980) as the Dreyfus Model of Skill Acquisition, and later applied and modified to nursing by
Patricia Benner (1984) provides a very useful and important theory that clearly applies to
nursing informatics. The Dreyfus brothers developed the model while working with scholars
interested in comparing artificial intelligence development and expert computer system
programming to the human mind and the development of expertise.
Within the field of nursing informatics, this theory can be applied to:
the development of nursing informatics skills, competencies, knowledge and expertise
in nursing informatics specialists;
the development of technological system competencies in practicing nurses working in
an institution;
the education of nursing students, from first year to graduation and;
the transition from graduate nurse to expert nurse.
The currently accepted five levels of development within the Novice to Expert theoretical
model are illustrated in the image above, as presented by Benner (1984). They start from the
1/4
http://cjni.net/journal/?p=967
bottom rung at the Novice level and move upward through Advanced Beginner, Competent,
Proficient, and Expert levels. Dreyfus and Dreyfus (1980) initially proposed the stages of:
Novice, Competent, Proficient, Expertise and Mastery. In both configurations, each level
builds on the level before it as the learner advances from a neophyte level then gains
knowledge, skills, perceptions, intuition, wisdom and most important of all, experience in their
given field of practice.
Distinguishing Traits
Both Dreyfus and Dreyfus and Benner estimated that it takes approximately five years to move
through the five stages from novice to expert but also elaborated that not all novices become
experts. Some people get ‘stuck’ at the competent or proficient stages. Two personal
characteristics that distinguish the successful evolution to the expert level seem to be
a) deliberate practice and
b) the willingness to take risks, to go beyond the ‘norm’.
Deliberate practice is a trait shown by people who use a personal, goal-oriented approach to
skill and knowledge development – they devote themselves to engage in progressively higher,
and ultimately expert performance. This requires years of sustained effort to continually
improve the quali.
Theorizing LeadershipTrait Theory- how tall someone is, hair, .docxsusannr
Theorizing Leadership
Trait Theory- how tall someone is, hair, smile, charm. Except for women. Traits theory seems to be gendered.
Behavioral Theory-organization skills, collaboration skills, better public speaker, all behaviors which should make for excellent leadership skills.
Power and Influence Theory-Machiavelli. Who has power in what settings? Tsun Tsu. Choosing the time and place of battle. Operation and influence.
Contingency Theory-matching your behavior to the settings. Be aware of the social context.
Cognitive Theory-what really matters is the decisions made and why they were made?
Satisficing Theory- choosing the solution that’s not necessarily the best solution, but its’ the solution that appeasing everyone. Unconscious bias. The discussion regarding unconscious bias’ who is hired in leadership. Groupthink-members of the organization feel as if they can’t adequately critique the leader. People are fearful and therefore, they can’t speak their minds.
Truth to power Theory-it’s so much harder for people to tell their truth TO POWER(ful) individuals.
Leaders don’t actually make decisions according to data…
Cultures and Symbols-Individuals who control culture and symbols.
Positivistic-leadership is known, and we can clearly identify power. Philosophical term
Social Constructivist-knowledge through interactions with others. It’s true because we say it’s true.
Critical-Leaderships role is to critique the social order and how it could be an advantage. Service of one groups but not others.
Post Modern-create a situation where everyone has a voice. Non-hierarchical.
Leadership as Servant-greater service to society. Responding to “a calling to service.” Why you go about what you do. Motivational intent of the individual.
Establish power based on time served. Legitimacy based on service.
Leading out of serving. Becoming a leader by “doing good” in the community.
Massive Critique-Evidence of leadership that leadership matters is undetermined. Is there a better approach to leadership? The question has yet to be answered. Overattribute accomplishments and underattribute failures.
Great leaders manage their emotions.
.
THEORY & REVIEWTHEORIZING THE DIGITAL OBJECT1Philip Fa.docxsusannr
THEORY & REVIEW
THEORIZING THE DIGITAL OBJECT1
Philip Faulkner
Clare College, University of Cambridge,
Cambridge, CB2 1TL, UNITED KINGDOM {[email protected]}
Jochen Runde
Cambridge Judge Business School and Girton College, University of Cambridge,
Cambridge, CB2 1AG, UNITED KINGDOM {[email protected]}
Prompted by perceived shortcomings of prevailing conceptualizations of digital technology in IS, we propose
a theory aimed at capturing both the ontological complexity of digital objects qua objects, and how their iden-
tity and use is bound up with various social associations. We begin with what it is to be an object, the dif-
ferences between material and nonmaterial objects, and various categories of nonmaterial objects including
syntactic objects and bitstrings. Building on these categories we develop a conception of digital objects and
a novel “bearer” theory of how material and nonmaterial objects combine. The role of computation is con-
sidered, and how the identity and system functions of digital objects flow from their social positioning in the
communities in which they arise. Various implications of the theory are identified, focusing on its use as a
conceptual frame through which to view digital phenomena, and its potential to inform existing perspectives
with regard both to how digital technology per se and the relationship between people and digital technology
should be theorized. These implications are illustrated with reference to secondary markets for software, the
treatment of digital resources in the resource-based, knowledge-based, and service-dominant logic views of
organizing, and recent work on sociomateriality.
Keywords: Nonmaterial objects, digital objects, bitstrings, digital technology, social positions, resources,
resource-based view, service-dominant logic, sociomateriality, imbrication
Introduction 1
One of the striking features of the digital revolution has been
the proliferation of what we will call digital objects, many of
which have transformed and become indispensable parts of
organizational life. Digital objects feature prominently in IS
research and include computer systems and peripherals (Hib-
beln et al. 2017; Xu et al. 2017), smart devices (Prasopoulou
2017; Yoo 2010), mobile apps (Boudreau 2012; Claussen et
al. 2013; Hoehle and Venkatesh 2015), emails (Barley et al.
2011; Wang et al. 2016), blogs (Aggarwal et al. 2012; Chau
and Xu 2012; Luo et al. 2017), electronic health records
(Kohli and Tan 2016), online videos (Kallinikos and Mariá-
tegui, 2011; Susarla et al. 2012), 3D printers (Kyriakou et al.
2017), and enterprise systems (Strong and Volkoff 2010;
Sykes 2015).
Illuminating as these and similar studies invariably are,
however, their principal focus is on the human and organi-
zational implications of the technology in question rather than
on the devices themselves. The result is that research of this
kind tends to invoke “pretheoretical understandings” (Ekbia
2009, p. 2555) o.
Theory Analysis Assignment this assignment is another interview…but.docxsusannr
Theory Analysis Assignment: this assignment is another interview…but you are a coach in this interview.
After reading the Kouzes’s and Posner’s Chapter on
Strengthen Others,
use the statements concerning strenthening others by increasing their self-determination and developing competence use
the following questions below to complete the interview with someone YOU coach:
Questions:
1. Where are we going?
2. Where are you going?
3. What are you doing well?
4. What suggestions for improvement do you have for yourself?
5. How can I help you?
6. What suggestions do you have for me?
**No title page needed, it's an interview.
Textbook Reference
Kouzes, J. & Posner, B. (2012). The leadership challenge : how to make extraordinary things happen in organizations. San Francisco, CA: Jossey-Bass.
.
Theory and the White-Collar OffenderOur previous week’s disc.docxsusannr
Theory and the White-Collar Offender
Our previous week’s discussion required an explanation for inappropriate/criminal conduct committed by medical professionals.
In a 1-2 page paper, examine which criminological theory best explains this inappropriate/criminal conduct.
Which theory best describes your view of this white collar offender. Support your position with at least three (3) external references
.
THEO 650 Book Review Grading RubricCriteriaLevels of Achieveme.docxsusannr
THEO 650 Book Review Grading Rubric
Criteria
Levels of Achievement
Content 70%
Advanced 92-100% (A)
Proficient 84-91% (B)
Developing 1-83% (< C)
Not present
Introduction
18 to 20 points
There is a clear overview statement. The book is identified. The introduction provides a clear overview of the paper’s contents.
17 points
The book is identified, an overview statement is provided, and the reader knows generally where the book is heading.
1 to 16 points
The introduction is minimal, brief, and cursory.
0 points
Content and Critical Evaluation
60 to 65 points
The major issues and ideas of the book are addressed clearly and substantively. The paper contains a detailed evaluation of the major issues and ideas of the book. Assertions are properly supported by evidence.
55 to 59 points
The major issues and ideas of the book are addressed in a general manner. Evaluation of major issues and ideas of the book is given, offering some depth and analysis. Assertions are generally supported by evidence.
1 to 54 points
Summary and evaluation are provided, but the paper lacks depth in assessment and analysis. Evaluation is minimal, needing development.
0 points
Conclusion
18 to 20 points
The conclusion offers a good summary of issues treated in the paper.
17 points
The conclusion is given and offers a general summary of issues treated in the paper.
1 to 16 points
The conclusion is minimal, brief, and cursory.
0 points
Structure 30%
Advanced 92-100% (A)
Proficient 84-91% (B)
Developing 1-83% (< C)
Not present
Structure and Format
11 to 12 points
There are clear transitions between paragraphs and between paragraphs and sections. The treatment of the topic is logically oriented. Headings are properly used throughout.
10 points
Transitional elements are used between paragraphs and sections. The paper generally flows in a logical manner. Headings are generally correct.
1 to 9 points
Few transitional elements are provided between paragraphs and sections. The paper lacks a logical flow. Few or no headings are used throughout.
0 points
Style and Turabian Requirements
11 to 12 points
The paper properly uses current Turabian. It has a title page, Proper headings, footnotes, and bibliography are used. The paper reflects a graduate level of vocabulary. Assignment contains fewer than 2 errors in grammar or spelling that distract the reader from the content. Minimal errors (1-2) noted in the interpretation or execution of proper Turabian format.
10 points
Turabian formatting is used throughout. Assignment contains 3-4 errors in grammar or spelling that distract the reader from the content. Few errors (3-4) noted in the interpretation or execution of proper Turabian format.
1 to 9 points
Assignment contains 5 or more errors in grammar or spelling that distract the reader from the content. Numerous errors (5+) noted in the interpretation or execution of proper Turabian format.
0 points
Assignment Requirements
19 to 21 points
Student reading.
Theories of Poverty DiscussionTheories explain phenomena and pre.docxsusannr
Theories of Poverty Discussion
Theories explain phenomena and predict how the phenomena will behave under specific conditions. Usefulness of theories depends on how well the theory explains what is going on and predicts what will happen under certain conditions.
Describe at least
two individual theories and two structural theories that explain the causes (risks) of poverty.
Describe t
wo individual and two structural consequences of poverty.
Give two examples to illustrate the explanatory usefulness of theories about poverty. (How well do your theories explain and predict the phenomenon of poverty?)
.
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According to psychologist Gordon Allport, social psychology is a discipline that uses scientific methods "to understand and explain how the thought, feeling and behavior of individuals are influenced by the actual, imagined or implied presence of other human beings" (1985).
Briefly this field has been discussed.
The human mind, a vast and intricate realm, is
capable of extraordinary resilience and creativity.
However, it is not impervious to the challenges and
complexities of life. Within this intricate landscape,
some individuals navigate a path marked by
psychological disorders, conditions that impact
thoughts, emotions, and behaviors, often leading to
significant distress and impairment.
Psychological disorders meaning and treatmentCounsel India
Psychological disorders, also referred to as mental illnesses or psychiatric disorders, encompass a wide array of conditions that affect the way individuals think, feel, and behave.
In this e-book, you can find psychological disorder meaning and treatment-related tips These disorders are not mere quirks or personality traits but are characterized by disturbances in cognition, emotion regulation, and social functioning. They can manifest in various forms, ranging from mild and transient to severe and chronic.
To get more such informative and interesting e-books for free, visit our website -
https://www.counselindia.com/ebook
Psychopathy of the careerist is a developmental disorder marked by emotional deficits and an increased
risk for antisocial behavior. It is not equivalent to the diagnosis antisocial personality disorder, which
concentrates only on the increased risk for antisocial behavior and not a specific cause, i.e., the
reduced empathy and guilt that constitutes the emotional deficit. Our review considers data regarding
the neurobiology of this disorder. Dysfunction within the amygdala’s role in reinforcement learning
and the role of ventromedial frontal cortex in the representation of reinforcement value is stressed.
Data are also presented indicating potential difficulties within parts of temporal and posterior cingulate
cortex. Suggestions are made with respect to why these deficits lead to the development of the disorder.
Knowledge of recent neurobiology is proving our thesis that Darwin was wrong when formulated his
theorem “Survival of the fittest.” Reality in the 21st century is showing that “Survival of the careerist”
based on the quantum entanglement entropy (QEE) is more valid principle of social dynamics in our
days. Careeristic competition is the main cause of the QEE, leading to increased complications through
coincidences of social dynamics.
Theory Into Practice Four Social Work Case Studies In this co.docxsusannr
Theory Into Practice: Four Social Work Case Studies
In this course, you select one of the following four case studies and use it throughout the entire course. By doing this, you will have the opportunity to see how different theories guide your view of a client and that client’s presenting problem. Each time you return to the same case, you use a different theory, and your perspective of the problem changes—which then changes how you ask assessment questions and how you intervene.
These case studies are based on the video- and web-based case studies you encounter in the MSW program.
Table of Contents
Tiffani Bradley ................................................................................................................. 2
Paula Cortez ................................................................................................................... 9
Jake Levey .................................................................................................................... 10
Helen Petrakis ............................................................................................................... 13
Tiffani Bradley
Identifying Data: Tiffani Bradley is a 16-year-old Caucasian female. She was raised in a Christian family in Philadelphia, PA. She is of German descent. Tiffani’s family consists of her father, Robert, 38 years old; her mother, Shondra, 33 years old, and her sister, Diana, 13 years old. Tiffani currently resides in a group home, Teens First, a brand new, court-mandated teen counseling program for adolescent victims of sexual exploitation and human trafficking. Tiffani has been provided room and board in the residential treatment facility for the past 3 months. Tiffani describes herself as heterosexual.
Presenting Problem: Tiffani has a history of running away. She has been arrested on three occasions for prostitution in the last 2 years. Tiffani has recently been court ordered to reside in a group home with counseling. She has a continued desire to be reunited with her pimp, Donald. After 3 months at Teens First, Tiffani said that she had a strong desire to see her sister and her mother. She had not seen either of them in over 2 years and missed them very much. Tiffani is confused about the path to follow. She is not sure if she wants to return to her family and sibling or go back to Donald.
Family Dynamics: Tiffani indicates that her family worked well together until 8 years ago. She reports that around the age of 8, she remembered being awakened by music and laughter in the early hours of the morning. When she went downstairs to investigate, she saw her parents and her Uncle Nate passing a pipe back and forth between them. She remembered asking them what they were doing and her mother saying, “adult things” and putting her back in bed. Tiffani remembers this happening on several occasions. Tiffani also recalls significant changes in the home's appearance. The home, which was never fancy,.
Theory applied to informatics – Novice to Expertcjni.netjou.docxsusannr
Theory applied to informatics – Novice to Expert
cjni.net/journal
Editorial – Fall 2010
by June Kaminski, RN MSN PhD(c), Editor in Chief
I am often amazed by the consistent confusion and silence that arises when I ask nurses what
nursing informatics related theories they use or are aware of. I can sense their minds
searching for mysterious elusive theories that they conclude that they must have missed. Only
a few realize that many theories that they are already familiar with have great applicability to
nursing informatics. One such theory is the time honoured Novice to Expert theory.
The Novice to Expert Theory, a construct theory first proposed by Hubert and Stuart Dreyfus
(1980) as the Dreyfus Model of Skill Acquisition, and later applied and modified to nursing by
Patricia Benner (1984) provides a very useful and important theory that clearly applies to
nursing informatics. The Dreyfus brothers developed the model while working with scholars
interested in comparing artificial intelligence development and expert computer system
programming to the human mind and the development of expertise.
Within the field of nursing informatics, this theory can be applied to:
the development of nursing informatics skills, competencies, knowledge and expertise
in nursing informatics specialists;
the development of technological system competencies in practicing nurses working in
an institution;
the education of nursing students, from first year to graduation and;
the transition from graduate nurse to expert nurse.
The currently accepted five levels of development within the Novice to Expert theoretical
model are illustrated in the image above, as presented by Benner (1984). They start from the
1/4
http://cjni.net/journal/?p=967
bottom rung at the Novice level and move upward through Advanced Beginner, Competent,
Proficient, and Expert levels. Dreyfus and Dreyfus (1980) initially proposed the stages of:
Novice, Competent, Proficient, Expertise and Mastery. In both configurations, each level
builds on the level before it as the learner advances from a neophyte level then gains
knowledge, skills, perceptions, intuition, wisdom and most important of all, experience in their
given field of practice.
Distinguishing Traits
Both Dreyfus and Dreyfus and Benner estimated that it takes approximately five years to move
through the five stages from novice to expert but also elaborated that not all novices become
experts. Some people get ‘stuck’ at the competent or proficient stages. Two personal
characteristics that distinguish the successful evolution to the expert level seem to be
a) deliberate practice and
b) the willingness to take risks, to go beyond the ‘norm’.
Deliberate practice is a trait shown by people who use a personal, goal-oriented approach to
skill and knowledge development – they devote themselves to engage in progressively higher,
and ultimately expert performance. This requires years of sustained effort to continually
improve the quali.
Theorizing LeadershipTrait Theory- how tall someone is, hair, .docxsusannr
Theorizing Leadership
Trait Theory- how tall someone is, hair, smile, charm. Except for women. Traits theory seems to be gendered.
Behavioral Theory-organization skills, collaboration skills, better public speaker, all behaviors which should make for excellent leadership skills.
Power and Influence Theory-Machiavelli. Who has power in what settings? Tsun Tsu. Choosing the time and place of battle. Operation and influence.
Contingency Theory-matching your behavior to the settings. Be aware of the social context.
Cognitive Theory-what really matters is the decisions made and why they were made?
Satisficing Theory- choosing the solution that’s not necessarily the best solution, but its’ the solution that appeasing everyone. Unconscious bias. The discussion regarding unconscious bias’ who is hired in leadership. Groupthink-members of the organization feel as if they can’t adequately critique the leader. People are fearful and therefore, they can’t speak their minds.
Truth to power Theory-it’s so much harder for people to tell their truth TO POWER(ful) individuals.
Leaders don’t actually make decisions according to data…
Cultures and Symbols-Individuals who control culture and symbols.
Positivistic-leadership is known, and we can clearly identify power. Philosophical term
Social Constructivist-knowledge through interactions with others. It’s true because we say it’s true.
Critical-Leaderships role is to critique the social order and how it could be an advantage. Service of one groups but not others.
Post Modern-create a situation where everyone has a voice. Non-hierarchical.
Leadership as Servant-greater service to society. Responding to “a calling to service.” Why you go about what you do. Motivational intent of the individual.
Establish power based on time served. Legitimacy based on service.
Leading out of serving. Becoming a leader by “doing good” in the community.
Massive Critique-Evidence of leadership that leadership matters is undetermined. Is there a better approach to leadership? The question has yet to be answered. Overattribute accomplishments and underattribute failures.
Great leaders manage their emotions.
.
THEORY & REVIEWTHEORIZING THE DIGITAL OBJECT1Philip Fa.docxsusannr
THEORY & REVIEW
THEORIZING THE DIGITAL OBJECT1
Philip Faulkner
Clare College, University of Cambridge,
Cambridge, CB2 1TL, UNITED KINGDOM {[email protected]}
Jochen Runde
Cambridge Judge Business School and Girton College, University of Cambridge,
Cambridge, CB2 1AG, UNITED KINGDOM {[email protected]}
Prompted by perceived shortcomings of prevailing conceptualizations of digital technology in IS, we propose
a theory aimed at capturing both the ontological complexity of digital objects qua objects, and how their iden-
tity and use is bound up with various social associations. We begin with what it is to be an object, the dif-
ferences between material and nonmaterial objects, and various categories of nonmaterial objects including
syntactic objects and bitstrings. Building on these categories we develop a conception of digital objects and
a novel “bearer” theory of how material and nonmaterial objects combine. The role of computation is con-
sidered, and how the identity and system functions of digital objects flow from their social positioning in the
communities in which they arise. Various implications of the theory are identified, focusing on its use as a
conceptual frame through which to view digital phenomena, and its potential to inform existing perspectives
with regard both to how digital technology per se and the relationship between people and digital technology
should be theorized. These implications are illustrated with reference to secondary markets for software, the
treatment of digital resources in the resource-based, knowledge-based, and service-dominant logic views of
organizing, and recent work on sociomateriality.
Keywords: Nonmaterial objects, digital objects, bitstrings, digital technology, social positions, resources,
resource-based view, service-dominant logic, sociomateriality, imbrication
Introduction 1
One of the striking features of the digital revolution has been
the proliferation of what we will call digital objects, many of
which have transformed and become indispensable parts of
organizational life. Digital objects feature prominently in IS
research and include computer systems and peripherals (Hib-
beln et al. 2017; Xu et al. 2017), smart devices (Prasopoulou
2017; Yoo 2010), mobile apps (Boudreau 2012; Claussen et
al. 2013; Hoehle and Venkatesh 2015), emails (Barley et al.
2011; Wang et al. 2016), blogs (Aggarwal et al. 2012; Chau
and Xu 2012; Luo et al. 2017), electronic health records
(Kohli and Tan 2016), online videos (Kallinikos and Mariá-
tegui, 2011; Susarla et al. 2012), 3D printers (Kyriakou et al.
2017), and enterprise systems (Strong and Volkoff 2010;
Sykes 2015).
Illuminating as these and similar studies invariably are,
however, their principal focus is on the human and organi-
zational implications of the technology in question rather than
on the devices themselves. The result is that research of this
kind tends to invoke “pretheoretical understandings” (Ekbia
2009, p. 2555) o.
Theory Analysis Assignment this assignment is another interview…but.docxsusannr
Theory Analysis Assignment: this assignment is another interview…but you are a coach in this interview.
After reading the Kouzes’s and Posner’s Chapter on
Strengthen Others,
use the statements concerning strenthening others by increasing their self-determination and developing competence use
the following questions below to complete the interview with someone YOU coach:
Questions:
1. Where are we going?
2. Where are you going?
3. What are you doing well?
4. What suggestions for improvement do you have for yourself?
5. How can I help you?
6. What suggestions do you have for me?
**No title page needed, it's an interview.
Textbook Reference
Kouzes, J. & Posner, B. (2012). The leadership challenge : how to make extraordinary things happen in organizations. San Francisco, CA: Jossey-Bass.
.
Theory and the White-Collar OffenderOur previous week’s disc.docxsusannr
Theory and the White-Collar Offender
Our previous week’s discussion required an explanation for inappropriate/criminal conduct committed by medical professionals.
In a 1-2 page paper, examine which criminological theory best explains this inappropriate/criminal conduct.
Which theory best describes your view of this white collar offender. Support your position with at least three (3) external references
.
THEO 650 Book Review Grading RubricCriteriaLevels of Achieveme.docxsusannr
THEO 650 Book Review Grading Rubric
Criteria
Levels of Achievement
Content 70%
Advanced 92-100% (A)
Proficient 84-91% (B)
Developing 1-83% (< C)
Not present
Introduction
18 to 20 points
There is a clear overview statement. The book is identified. The introduction provides a clear overview of the paper’s contents.
17 points
The book is identified, an overview statement is provided, and the reader knows generally where the book is heading.
1 to 16 points
The introduction is minimal, brief, and cursory.
0 points
Content and Critical Evaluation
60 to 65 points
The major issues and ideas of the book are addressed clearly and substantively. The paper contains a detailed evaluation of the major issues and ideas of the book. Assertions are properly supported by evidence.
55 to 59 points
The major issues and ideas of the book are addressed in a general manner. Evaluation of major issues and ideas of the book is given, offering some depth and analysis. Assertions are generally supported by evidence.
1 to 54 points
Summary and evaluation are provided, but the paper lacks depth in assessment and analysis. Evaluation is minimal, needing development.
0 points
Conclusion
18 to 20 points
The conclusion offers a good summary of issues treated in the paper.
17 points
The conclusion is given and offers a general summary of issues treated in the paper.
1 to 16 points
The conclusion is minimal, brief, and cursory.
0 points
Structure 30%
Advanced 92-100% (A)
Proficient 84-91% (B)
Developing 1-83% (< C)
Not present
Structure and Format
11 to 12 points
There are clear transitions between paragraphs and between paragraphs and sections. The treatment of the topic is logically oriented. Headings are properly used throughout.
10 points
Transitional elements are used between paragraphs and sections. The paper generally flows in a logical manner. Headings are generally correct.
1 to 9 points
Few transitional elements are provided between paragraphs and sections. The paper lacks a logical flow. Few or no headings are used throughout.
0 points
Style and Turabian Requirements
11 to 12 points
The paper properly uses current Turabian. It has a title page, Proper headings, footnotes, and bibliography are used. The paper reflects a graduate level of vocabulary. Assignment contains fewer than 2 errors in grammar or spelling that distract the reader from the content. Minimal errors (1-2) noted in the interpretation or execution of proper Turabian format.
10 points
Turabian formatting is used throughout. Assignment contains 3-4 errors in grammar or spelling that distract the reader from the content. Few errors (3-4) noted in the interpretation or execution of proper Turabian format.
1 to 9 points
Assignment contains 5 or more errors in grammar or spelling that distract the reader from the content. Numerous errors (5+) noted in the interpretation or execution of proper Turabian format.
0 points
Assignment Requirements
19 to 21 points
Student reading.
Theories of Poverty DiscussionTheories explain phenomena and pre.docxsusannr
Theories of Poverty Discussion
Theories explain phenomena and predict how the phenomena will behave under specific conditions. Usefulness of theories depends on how well the theory explains what is going on and predicts what will happen under certain conditions.
Describe at least
two individual theories and two structural theories that explain the causes (risks) of poverty.
Describe t
wo individual and two structural consequences of poverty.
Give two examples to illustrate the explanatory usefulness of theories about poverty. (How well do your theories explain and predict the phenomenon of poverty?)
.
Theories help frame more than presenting problems—they also frame so.docxsusannr
Theories help frame more than presenting problems—they also frame social problems, and both types of problems can be linked in relation to client issues. For example, many scholars and social workers have attempted to understand the social problem of poverty. Turner and Lehning (2007) classified various psychological theories to explain poverty under two headings: (1) individual-related theories or (2) structural/cultural-related theories. In other words, think of these two headings as lenses in viewing poverty. In this Discussion, you apply lenses through which to understand a client's problem in relation to social problems.
To prepare:
Read this article listed in the Learning Resources: Turner, K., & Lehning, A. J. (2007). Psychological theories of poverty.
Journal of Human Behavior in the Social Environment, 16
(1/2), 57–72. doi:10.1300/J137v16n01-05
Select a theory under the individual-related theories and a theory under the structural/cultural-related theories.
Complete the handout “Comparing Individual-Related and Structural/Cultural-Related Theories” to help you craft your response. (
Note:
You do
not
need to upload the handout to the Discussion forum. The handout is intended to assist you in writing your Discussion post.)
By Day 3
Post:
Describe how a social worker would conceptualize a presenting problem of poverty from the two theories you selected.
Explain how this conceptualization differs from an individual-related versus a structural/cultural-related theoretical lens.
Compare how the two theoretical lenses differ in terms of how the social worker would approach the client and the problem and how the social worker would intervene.
.
Theories of LeadershipInstructionsWrite a 4–5 page paper.docxsusannr
Theories of Leadership
Instructions
Write a 4–5 page paper in which you:
Determine two leadership theories and two leadership styles that support the definition of a public leader. Provide a rationale for your response.
Discuss the differences, if any, between successful leaders in public, private, and nonprofit organizations. Cite experiences and research to support your assertions.
Some think leadership is a born ability. Some think leadership can be learned. Some think leadership is a product of a need or challenge. What do you think? Cite experiences and research to support your assertions.
Include at least four peer-reviewed references (at least one must be no more than 3 months old) from material outside the textbook.
Note:
Appropriate peer-reviewed references include scholarly articles and government websites. Wikipedia, other wikis, and websites ending in anything other than ".gov" do not qualify as academic resources.
.
Theories in SociologyAssignment OverviewThis writing assignm.docxsusannr
Theories in Sociology
Assignment Overview
This writing assignment explores different facets of the sociological perspective and allows you to understand different theoretical approaches in sociology.
Deliverables
A one-to-two page (250-500 word) paper
Step 1
Write an essay response to the following question.
Different sociological theories can have various explanations for the same phenomenon.
Consider crime rates in the US. Try to think how three sociological theories—symbolic interactionism, functionalist theory and conflict theory—would explain the kind, distribution, or changing crime rates in the US.
In your response, make sure you have an introduction, one paragraph per theory, and a conclusion.
Step 2
Save and submit your assignment.
When you have completed the assignment, save a copy for yourself in an easily accessible place, and submit a copy to your instructor using the dropbox. but please include the outside source and references as well please. just 1 page paper at least 270 words
.
Theories of LeadershipMany schools of thought have developed t.docxsusannr
Theories of Leadership
Many schools of thought have developed throughout history that propose various theories about the source and development of leaders, how leaders are discovered, and how they can be identified. Early leadership theories focused on the qualities that distinguished leaders from followers; subsequent theories looked at other variables such as situational factors and skill levels. Evaluate the similarities and differences between two approaches or theories of leadership: the trait approach and behavioral theory; the Situational Leadership® Model and authentic leadership theory; or the transformational and transactional leadership theories. Begin by providing a brief summary of the two approaches or theories of leadership you have chosen to analyze. Then, examine the common characteristics and differences between the two approaches or theories you selected. Use a minimum of two scholarly sources to support your post. Cite your sources according to APA style as outlined in the Ashford Writing Center.
.
THEORIES OF INTELLECTUAL DEVELOPMENTPiaget’s TheoryWe begin wi.docxsusannr
THEORIES OF INTELLECTUAL DEVELOPMENT
Piaget’s Theory
We begin with the theory of the famous Swiss psychologist, Jean Piaget (Gruber & Voneche, 1995). Piaget disagreed with the behaviorist notion that children come into this world as “blank slates” who simply receive and store information about the world from other people (Driver, Asoko, Leach, Mortimer & Scott, 1994). Instead, Piaget argued that, at all ages, humans actively interact with their world, and through those interactions try to interpret and understand it in terms of what they already know. He also thought that humans change the ways in which they interact with and interpret the world as they grow older and more experienced. What is important for teachers to understand is (1) how children are likely to interact with and interpret the world at particular ages and (2) what factors lead children to move from less sophisticated to more sophisticated forms of interaction and interpretation.
In describing how children interact with and interpret the world, Piaget proposed four stages of intellectual development. He believed that these stages were universal, that is, that children everywhere, regardless of culture or experience passed through the same stages. He also believed that children progressed through the stages in an invariant order, that is, all children move from simpler, less adequate ways of thinking to increasingly more complex, sophisticated ways of thinking. Piaget did allow that some children might develop faster than others and that some might never achieve the highest stage(s) of thinking.
Piaget’s claims about stages of intellectual development have faced many criticisms, as you have no doubt read in your human development text. For example, it has been suggested that development is much more gradual and piecemeal than implied by the notion of a stage (Santrock, 2008, 2009). Nevertheless, these stages still provide a useful framework for teachers. In particular, Piaget’s stages provide clues about how students will interpret and approach many of the problems that you pose, as well as clues about the types of problems and experiences that are most likely to engage students and be beneficial for them (Elliott, Kratochwill, Littlefield & Travers, 2000; Feinburg & Mindess, 1994; Santrock, 2008).
The four stages that Piaget proposed are described briefly below. Please note that the age ranges listed are only approximations.
Sensorimotor period. This stage characterizes the thinking of children up until the age of 2 years. During this stage, infants and toddlers learn about the world by acting on it directly through motoric and sensory activities, such as sucking, grasping, and looking. In this way, they gradually learn about the physical properties of objects and develop rudimentary understanding of space, time, and causality.
Preoperational period. This stage characterizes the thinking of children between the ages of 2 and 6 years. Preoperational chil.
Theories of Maladaptive BehaviorLocate at least two peer-rev.docxsusannr
Theories of Maladaptive Behavior
Locate at least two peer-reviewed scholarly articles in the Keiser online library that demonstrate how the biological theory explains etiology in two different mental illnesses. Answer the following questions about each different mental illness:
a) What are the specific biological mechanisms associated with each diagnosis?
b) How would each diagnosis be explained by a major psychological theory other than biological theory (e.g., cognitive-behavioral)?
c) Could each disorder be better understood by the combination of both biological theory and another perspective? If not, why not? If so, which other perspective is best? Why?
Reading
pic
Overview, History, and Psychological Theories
Readings
Butcher, J.N., Mineka, S., & Hooley, J.M. (2017).
Abnormal psychology
(17th ed.). Upper Saddle River, NJ: Pearson.
Chapter 1: Abnormal Psychology: An Overview
Chapter 2: Historical and Contemporary Views of Abnormal Behavior
Chapter 3: Causal Factors and Viewpoints
American Psychiatric Association. (2013).
Diagnostic and statistical manual of mental disorders
(5th ed.). Washington, DC: Author.
Introduction (pp. 5-17)
Use of the Manual (pp. 19-24)
Highlights of Changes from
DSM-IV
to
DSM-5
(pp. 809 – 816)
.
Theories help frame more than presenting problems—they also fram.docxsusannr
Theories help frame more than presenting problems—they also frame social problems, and both types of problems can be linked in relation to client issues. For example, many scholars and social workers have attempted to understand the social problem of poverty. Turner and Lehning (2007) classified various psychological theories to explain poverty under two headings: (1) individual-related theories or (2) structural/cultural-related theories. In other words, think of these two headings as lenses in viewing poverty. In this Discussion, you apply lenses through which to understand a client's problem in relation to social problems.
To prepare:
Read this article listed in the Learning Resources: Turner, K., & Lehning, A. J. (2007). Psychological theories of poverty.
Journal of Human Behavior in the Social Environment, 16
(1/2), 57–72. doi:10.1300/J137v16n01-05
Select a theory under the individual-related theories and a theory under the structural/cultural-related theories.
Complete the handout “Comparing Individual-Related and Structural/Cultural-Related Theories” to help you craft your response. (
Note:
You do
not
need to upload the handout to the Discussion forum. The handout is intended to assist you in writing your Discussion post.)
By Day 3
Post:
Describe how a social worker would conceptualize a presenting problem of poverty from the two theories you selected.
Explain how this conceptualization differs from an individual-related versus a structural/cultural-related theoretical lens.
Compare how the two theoretical lenses differ in terms of how the social worker would approach the client and the problem and how the social worker would intervene.
.
THEORETICAL REVIEW Please read through these extensive assignmen.docxsusannr
THEORETICAL REVIEW
Please read through these extensive assignment instructions carefully.
If you allow yourself enough time on this assignment, you can work with an
online writing tutor
by going to this website
:
https://case.fiu.edu/writingcenter/make-an-appointment/index.html
OVERVIEW OF THE PAPER
In this
Gordon Rule Writing
course, you will complete
three writing assignments
that build on each other to facilitate your progress.
The goal of these writing assignments is for you to sharpen your research skills, apply communication theory to everyday life, and demonstrate college-level writing skills
.
SELECTION OF THE TOPIC
1. Select Section
From the sections of our course textbook on communication theories, you will choose
three sections
to base your three Theoretical Review papers on. For the Theoretical Review Paper_1, you will work with the first section of the course textbook --
The Self and Messages
. This section is assigned to you to get us started with the writing assignments, however, going forward in the course you will be able to choose the section you want to focus on for each Theoretical Review Paper. The sections you can choose from are below and they align with the sections of the course textbook.
The sections on communication theories are:
The Self and Messages (Chapters 4, 5, 6, 7)
Relationship Development (Chapters 8, 9, 10, 11)
Groups and Organizations (Chapters 14, 17)
Culture and Diversity (Chapters 27, 28)
Public and Media (Chapters 18, 21, 25, 26)
2. Select a Theory from each section
From each section, you will select a theory you will research and write about in your Theoretical Reveiw Paper. For the first Theoretical Review Paper you will select theory/theories from (1) The Self and Messages (Chapters 4, 5, 6, 7); choose one theory to research.
With that theory, you should research how the theory applies to some aspect of communication of interest to you.
For example, here are some topics
(sections of the text, theories, communication aspect)
that other students have previously chosen:
The Self and Messages
Symbolic Interactionism (theory), intrapersonal communication (communication context), and self-esteem among college students (situation or issue from everyday life).
Symbolic Interactionism (theory), intrapersonal communication (communication context), and its relationship to body-shaming (situation or issue from everyday life).
Coordinated Management of Meaning theory, intrapersonal communication (communication context), and its effects on the business environment (situation or issue from everyday life).
Cognitive Dissonance Theory, intrapersonal communication (communication context), and the effects on romantic relationships (situation or issue from everyday life)
Expectancy Violations Theory, intrapersonal communication, and employer/employee relationships (situation or issue from everyday life)
Relationship Development
Uncertainty Reduction Theory, interpersonal.
THEORETICAL FRAMEWORK FOR A FAMILY AND PALLIATIVE NURS.docxsusannr
THEORETICAL FRAMEWORK FOR A FAMILY AND PALLIATIVE NURSING PRACTITIONER
Presented by: Iriabel Nepravishta
*
INTRODUCTION
Peplau’s Theory Interpersonal Relationship
Challenge Facing Palliative Care Practitioners
Impact of Society Perception of Palliative Care on Health Care Outcomes
Ways in which Peplau’s Theory can be used to address the Scope of Practice Restriction Challenge
Perspective Offered through the Application of Peplau’s Theory
Conclusion
References
A Palliative Nurse Practitioner (PNPR) is an advanced practice registered nurse. PNPR is trained to assess patient needs, diagnose disease, interpret diagnostic results and provide palliative medicine to treat illness with complex pain and symptoms. Additionally, PNPR will anticipate and meet the needs of the patient and family facing terminal illness and bereavement (Forchuk, 2015).
*
PEPLAU’S THEORY INTERPERSONAL RELATIONSHIP
Three phases: orientation, working and termination phases
Establish therapeutic relationship to provide better patient care.
A guide for resolution of the issues and concerns
Peplau’s Theory Views a Palliative Nursing Practitioner as a professional that establishes therapeutic relationship with patients. Peplau’s theory consist in 3 phases which are orientation, working and termination stages. During the orientation phase, the patient, family and nurse work together to recognize, clarify, and define existing problem. The working phase includes deliver and application of interventions, and services of care to treat, explore and change a situation. Finally, the termination phase includes resolution and successful completion of all the other two stages on finalization of care (Townsend, 2015).
This theory is significant in palliative care because it will allow me to determine the needs of my patients and their families through the use of the orientation, working concepts. In doing so, I can serve as a resource person, a counselor and surrogate. In addition, I can provide individualized care that will meet the needs of my patients and their families. But most importantly, this theory is significant to palliative care because it will help me to transition patients and their families through end of life care by applying the concepts of the termination phase (Townsend, 2015 p. 40) , (Forchuk, 2015).
*
CHALLENGE FACING PALLIATIVE CARE PRACTITIONERS
Perception of Palliative Care.
Different approaches of care among health care providers
Family conflicts.
Cultural differences
Today’s society struggles with the subject of death. We live in a decade where modern technology and treatments are prolonging life and the concept of natural death is seeming a vague illusion and almost an impossible concept to accept and face. We are dragged into the philosophy that there is nothing worse than letting our loves ones go and we hold them tight without acknowledging and respecting their wishes. Palliative Care Nurse Practitioners (PNPR) play an importan.
Theoretical PerspectivesSince Childrens Literature is written f.docxsusannr
Theoretical Perspectives
Since Children's Literature is written for the child audience, authors and illustrators need to understand how children develop emotionally, mentally, physically and spiritually. Authors and illustrators must cater to children through their use of ideas, language, images, and style. They must also understand how children learn in order to know how to integrate ideas with language, images and style for the child mind. In this section of our course, you will learn about three child development theories, including Piaget's theory on how children develop cognitively, Kohlberg's theory on how children learn moral reasoning, and Erikson's stages on how a child develops psychologically. You will also learn about two educational theories in children's literature, including Vygotsky's Social Development Theory and Rosenblatt's Reader's Response/Transaction Theory. Having an understanding of how children develop and learn will help you critique the many types of children's literature you will analyze in this course.
Piaget's Theory of Cognitive Development
View the short film clip titled "Piaget's Stages of Cognitive Development" published by Khan Academy to gain perspective on Piaget's theoretical stages. Keep in mind that Piaget believed that knowledge is constructed--children's learning builds on what is already known. Use the following outline as a guide. What examples can you use to illustrate each stage?
Stage 1: 0-2 Years of age--Sensorimotor Stage
Children gather information about the world through their senses and their movement.
Stage 2: 2-6 years of age--Pre-Operational Stage
Children develop language skills and begin to use symbols to represent language.
Stage 3: 7-11 Years of age--Concrete Operational Stage
Children learn to use mental operations such as math reasoning.
Stage 4: 12-Up Years of age--Formal Operational Stage
Children learn abstract and moral reasoning.
Kohlberg's Theory of Moral Development (An expansion on Piaget’s Theory)
View the short video titled “Kohlberg's Theory of Moral Development Explained!” published by Learn My Test. Examine each level and stage carefully, and then consider the 3 main criticisms of Kohlberg's theory:
Level 1: Pre-conventional Morality--at this level, children tend to obey rules to avoid punishment. They also make choices based on self-need.
Level 2: Conventional Morality--at this level, children tend to conform to societal expectations. They typically respect and abide by rules.
Level 3: Post-conventional Morality--at this level, children recognize that members of society should agree to standards that set rules; they view justice as more important than laws.
Consider:
Why is Kohlberg's theory on moral development important for authors to be aware of as they write literature for children?
What are the 3 main criticisms of Kohlberg's theory? Are these criticisms justifiable? Why or why not?
Erikson's Stages of Development
View the short video clip about Eri.
Theoretical Bases for Analyzing the Ethics of a DecisionAdapte.docxsusannr
Theoretical Bases for Analyzing the Ethics of a Decision
Adapted from a chapter by John R. Deckop, in Vida Scarpello (ed). The Handbook of Human Resource Management Education: Promoting and Effective and Efficient Curriculum, Los Angeles: Sage Publications, 2008.
Philosophers have pondered ethical questions for millennia, and have developed numerous theoretical perspectives to aid in ethical decision-making. The range and depth of philosophical theories on ethical decision-making can be daunting. So much so that arguably, presenting all the major philosophical perspectives, and their nuances, is likely to fail from a pragmatic standpoint because there is no way most students can absorb, much less apply on a day-to-day level, so much material.
So this analysis will be restricted to the two “dominant” (Beauchamp & Bowie, 1997) philosophical perspectives on ethics: utilitarianism and universalism, and will deal with only the most general features of these theories. Things will be complicated a little, in that a third theoretical perspective that is a subset of utilitarianism will also be discussed: profit maximization.
The goal is to provide three perspectives (utilitarianism, profit maximization, and universalism) on ethical decision-making that can actually be easily remembered, taught, and used in daily decision-making. Later other perspectives will be overviewed, including theory that challenges the two dominant perspectives.
Utilitarianism
The theory. Utilitarianism, developed primarily in the 19th century, can be understood by the common phrases “The greatest good for the greatest number” and “The ends justify the means.” The utilitarian believes that the potential outcomes of a decision should be analyzed to see who benefits and who is harmed. The decision that results in the most total benefit compared to harm is the best decision. The utilitarian is often portrayed figuratively as holding a scale, with the benefits on one side being weighed against the harm on the other.
A critical aspect of this theory is that a decision can result in harm to some individuals and still be the most ethical course of action. As long as benefit versus harm is maximized, the “ends justify the means.” From a utilitarian perspective, an organizational downsizing for example would be ethical as long as the good that comes from it, perhaps in the form of long-term company health and shareholder value, outweighs the harm to dismissed and current employees, and other stakeholders.
Some criticisms of the theory. One criticism of utilitarianism is that the ends may not always justify the means. Universalism, the other dominant ethical theory to be discussed below, argues that humans have inherent worth and thus fundamental rights that should not be violated under any circumstances. Thus, for example, while a utilitarian may defend drug testing, a universalist might argue that drug testing fundamentally violates an employe.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Theoretical Medicine & Bioethics, 35, 31-42. To Treat a Psyc.docx
1. Theoretical Medicine & Bioethics, 35, 31-42.
To Treat a Psychopath
Heidi L. Maibom
Recent successes in manipulating the activity of the brain more
or less directly—e.g. through transcranial magnetic stimulation
or the administration of drugs that inhibit the production or
reuptake of certain neurotransmitters—promise that one day
soon it may be possible to treat a range of hitherto treatment
resistant disorders [1-4]. Conventional treatment is typically
unsuccessful with psychopaths [5-6]. Some people, however, are
now quite optimistic about the possibility of treating
psychopathy with drugs that directly modulate brain function
[2]. Does the recent evidence support the idea that we will soon
be able to treat psychopathy? I shall argue that it does not.
Psychopathy is a global disorder in an individual’s worldview,
including his social and moral outlook. Because of the unity of
this Weltanschauung, it is unlikely to be treatable in a
piecemeal fashion. But recent neuroscientific methods do not
give us much hope that we can replace, in a wholesale manner,
problematic views of the world with more socially desirable
ones. There are, therefore, principled reasons that psychopathy
is so singularly treatment resistant.
1. The Trouble with Psychopaths
By contrast to depression, which can often be treated by the
administration of mood-enhancing drugs (SSRIs or
SNRIs)[footnoteRef:1] and/or psychotherapy, psychopathy is a
disorder involving a wide variety of symptoms that, on the face
of it, have little in common except for their moral and social
undesirability. Depressive symptoms typically form a unified
picture of a certain type of affective disorder. Psychopathy has
2. been called a moral or an antisocial disorder [7, 8]. Where it
seems relatively obvious, at least in theory, that to treat
depression one must help elevate the subject’s mood and
alleviate her despair, how to treat amoral or antisocial
tendencies is less clear. And since we have experience of
ingesting substances that are mood-elevators, at least in the
short term, such as champagne or chocolate, it is not too far-
fetched to suppose that other substances may produce a longer-
term effect on a person’s mood. But what of amorality or
antisociality? [1: Serotonin reuptake inhibitors and serotonin
and norepinephrine reuptake inhibitors.]
On closer inspection, depression and psychopathy have more in
common than it might seem at first. The two disorders represent
more global divergences of cognitive and emotional functioning
compared to the statistical norm. Depressed individuals tend to
have a rather dark view of themselves and existence in general,
associated with social withdrawal and lack of interest in
activities, even those that were previously of great importance
to them. Georg Northoff has suggested that depressed
individuals may experience difficulties projecting themselves
into the future or, if you like, imagining a future different from
their current reality.[footnoteRef:2] Psychopaths’ divergence
from the statistical norm is also of a more global sort. For the
moral and social issues that psychopaths have are not limited to
a certain domain. They characterize not a weakness or a lacuna
in an otherwise intact socio-moral outlook, but a global socio-
moral deficit or dysfunction. It is no coincidence that
psychopaths are known to be ‘amoral’ or ‘without conscience’.
Let us rehearse, briefly, the main features of the condition.
Psychopaths experience relatively little empathy or sympathy
and they may be unable to truly love others [10]; they
experience little guilt and shame [10], are relatively fearless
[11], and experience mainly unstable and shallow
emotions.[footnoteRef:3] They can experience an emotion very
strongly one minute—great anger for instance—but not at all
3. the next. Their emotional impairments extend to deficits in
recognizing certain emotions.[footnoteRef:4] It is often that it
is the lack of empathic orientation towards others that allows
the psychopath to manipulate, exploit, and parasitize those
around him. However that may be, he seems to lack basic
respect for others. [2: Interview with Lynn Desjardin,
available at: http://www.theroyal.ca/northoff/2011/09/28/800/]
[3: In what follows, I am following PCL-R, except where
noted. That is, I reference emotional and other disorders that are
not part of the diagnostic criteria, but that have nevertheless
been documented by at least some important researchers in the
field.] [4: Some studies have found that psychopaths have
problems recognizing the expression of fear in people’s faces
[14], others that they have special problems identifying disgust,
but not fear [15]. Sadness recognition might also be a problem,
but only in adolescent psychopaths [16]. Vocal affect is another
area that has been studied and it would appear that here, too,
psychopaths are impaired, but again only with respect of certain
emotions. Bagley and colleagues, for instance, only found
evidence for general impaired vocal-semantic sadness
recognition (with some difference between primary and
secondary psychopaths for other emotions) [17].]
Generalizing, we may say that the psychopath tends to regard
others as tools or means to his own ends. Being able to lie
without compunction no doubt makes it easier for him to use
other people. Seeing others as in some sense worthy of respect
in their own right appears to be beyond him [18]. The problem
is not that he has a tenuous regard for humanity, say, but that he
lacks respect even for friends and family. Robert Hare notes
that criminal psychopaths distinguish themselves from other
career criminals by being as likely to cheat, steal from,
mistreat, harm, and generally act irresponsibly towards
members of their own family as they are towards others [19,
20]. Psychopathy is par excellence a problem of living with
others in organized social groups. More universally, they appear
4. to regard the world and everything in it in terms of its use for
their own purposes without being able to see animals, nature,
works of art, etc. as having intrinsic value [18]. Famously, all
traditional methods of treatment have failed to show results,
though some recent treatment programs have shown some
progress for adolescents with psychopathic tendencies [21].
There may be principled, as opposed to more practical, reasons
treatments have failed. First, there are those that argue that
psychopathy is not a disorder at all, but an evolved strategy. It
is, if you like, a human psychological subtype, which either was
adaptive in ancestral environments or is currently adaptive in a
strictly evolutionary sense. If it is an adaptive strategy, it may
be much harder to resolve, if it is resolvable at all, than
illnesses or diseases that can be understood as a dysfunction of
a system relative to a statistical norm [22]. Second, one might
suppose that as a personality disorder, psychopathy is
tremendously resistant to treatment. A version of this argument
is that it is a special type of mental disorder, i.e. a Cluster B
personality disorder, which requires moral commitment for
treatment to work. Ultimately, I shall argue (in section 2) for a
variation of this position, but where it focuses on commitment,
my main concern is the unity of a subject’s moral outlook or, as
I shall argue, her Weltanschauung. But first, let us examine the
two positions, because the ways in which they fall short is
instructive.
There is much evidence of genetic variation within humans. For
instance, lactose tolerance or the sickle cell trait are chronic
genetic conditions, which confer significant advantages on their
bearers, i.e. resistance to parasitization of the red blood cells by
the plasmodium falciparum parasite (one of the more serious
forms of malaria) and the ability to digest lactose throughout
life. In parallel to such genetic variations in physical traits,
Linda Mealey argues that psychopathy should be regarded as its
own special genotype, adaptive if it occurs relatively
infrequently in the group in which it occurs. It is the cheater,
defector, or free rider genotype [23].[footnoteRef:5] In the
5. words of Mealey, psychopaths: [5: I simplify Mealey here a bit.
She thinks primary psychopaths are genetically disposed to
become psychopaths, whereas the expression of secondary
psychopathy is more environmentally determined. ]
are designed for the successful execution of social deception
and […] they are the product of evolutionary pressures which,
through a complex interaction of environmental and genetic
factors, lead some individuals to pursue a life strategy of
manipulative and predatory social interactions.
Lee Dugatkin [24] has suggested something similar, providing a
detailed game theoretic model of the viability of the ‘con
artist’. The idea behind these suggestions is relatively simple.
Being devoid of the emotions that ordinarily curtail immoral
actions of various kinds, psychopaths have an adaptive
advantage over people who come fully equipped with empathy,
guilt, and shame. Psychopaths are able to break their promises,
cheat, lie, steal, and otherwise coerce others into doing their
will without experiencing negative emotions as a result.
Relative fearlessness and impulsivity may add to such
abilities/tendencies. In other words, the psychopath’s presumed
deficits enhance his ability to con, manipulate, and coerce
others. From a certain perspective, what we call deficits are
advantages. Mealey focuses on the emotional deficit, but it is
equally likely that their practical reasoning deficit facilitates
this type of behavior, perhaps by being undeterred by temporary
setbacks in manipulative strategies.
Other defenders of such selectionist accounts of
psychopathy stress psychopaths’ sexual strategy. Grant Harris
and Marnie Rice [5] point out that not only are psychopaths
very promiscuous, but they are also quite willing to use
deception and coercion in order to have sex. Sex offenders who
“preferentially target “reproductively viable” victims (i.e.,
postpubertal females) have significantly higher PCL-R scores
than those who target all other classes of people” [5, pg.
564].[footnoteRef:6] Michael Seto and Vernon Quinsey [6]
6. point out that from a Darwinian perspective at least, to talk of a
condition as pathological (i.e. an illness or a disorder) which
leads to increased reproductive success would be nonsensical.
Whether to call such conditions diseases or dysfunctions or not,
is not relevant to the project at hand. What matters is that there
is a difference between conditions that reflect a genotypic
variation, and thus an abnormality or a deviation from the
statistical norm [cf. 25, 23], and conditions that constitute an
abnormality or deviation from the ordinary functioning of the
individual. In the latter cases, treatment can be aimed at
bringing the subject back to their ‘normal’ state (some state that
is within the statistical norm of functioning for that person).
But in cases where the deviation is due to genetic variation,
treatment aims to change the subject from his or her own norm.
And this may be what the obstacle is to ‘treating’ psychopathy.
[6: But probably this is primarily true for male psychopaths.
Since women traditionally do most of the child rearing and
psychopaths are notoriously irresponsible, female psychopaths
may not fare particularly well fitness wise. The prevalence rate
of psychopathy among women is much smaller than among men,
however [30]. ]
The trouble with this line of thinking is that there are,
indeed, evolutionary accounts of other mental disorders, such as
depression [e.g. 26, 27] and anxiety syndromes [e.g. 28, 29],
and yet there are decent treatment options available for both. So
it cannot simply be in virtue of being an adaptation that a
condition remains untreatable. It must be something more
specific about the condition—whether or not we believe it is
technically a disorder or an adaptation—that makes it resistant
to treatment. One possibility is that psychopathy is really a
disorder of the personality or character of a person rather than
being an episodic condition, which depression typically is. This
is the second position mentioned above. Though psychopathy is
not in the DSM-IV, its closest living cousin in that reference
work is Antisocial Personality Disorder. Personality disorders
7. are life-long conditions, which affects the very character of the
people who suffer from them. Because they affect character as a
whole, some people have been very skeptical about the
possibility of treating such disorders [31]. Even if treatment is
possible, it cannot be aimed at restoring a character that has
been overcome by illness—as in depression, for instance—
because their illness is, in an important sense, part of who these
people are. If one treats the disorder, one changes the
personality or character of the individual. This is, perhaps, most
dramatic in the case of Dissociative Personality Disorder, where
one can argue that by treating the individual, one actually kills
off some of her personalities [32].
Some of these personality disorders are disorders in living with
others. Louis Chartrand [33] calls Cluster B Personality
Disorders—Narcissistic, Histrionic, Borderline, and Antisocial
Personality Disorder—“moral” disorders. These are disorders
where “it is impossible to imagine a successful “treatment” or
“cure” […] that does not involve some sort of conversion or
change in moral character.” [33, pg. 71] In the cases of
Narcissistic and Histrionic Personality Disorders “the
“excessive attention seeking” and “inappropriate sexually
seductive and provocative behavior” […] is flatly inconsistent
with a pattern of empathy and regard for others.” [33, pg. 71]
Any treatment of Antisocial Personality Disorder would have to
address and alter the “pervasive pattern of disregard for and
violation of the rights of others” [33, pg. 71].[footnoteRef:7]
Indeed, such disorders are only treatable if the person shows
moral willingness or moral commitment to therapy and change
[33, pgs. 71-72]. [7: Here Chartrand quotes directly from the
DSM-IV [8, pg. 649].]
If Cluster B Personality Disorders prove difficult to treat
because of the need to ensure the subject’s moral commitment,
we should expect psychopathy to be even more treatment
resistant given that it is, more than any other, a moral disorder.
My point is not that psychopathy is reducible to Antisocial
8. Personality Disorder. Rather, if the latter is a moral disorder,
psychopathy is even more so given that “the formal criteria of
ASP place more emphasis on antisocial and criminal behaviors,
and less emphasis on personality traits, than do traditional
conceptions of psychopathy and the PCL-R” [34, pg.
5].[footnoteRef:8]Chartrand is a bit cagey about why he thinks
that therapy or treatment of Cluster B Personality Disorders
requires moral commitment on the part of the subject, other than
for the obvious reason that therapy in general requires
commitment. What he seems to have in mind is that Cluster B
Personality Disorders are moral, not medical, disorders, and that
they therefore require moral, not medical, treatment. But moral
treatment requires commitment to moral change. At the core of
moral treatment for all Cluster B Personality Disorders is
“[w]illingness and commitment to developing the capacity for
empathy” [34, pg. 71]. Lack of empathy is at the core of
Narcissistic Personality Disorder, Antisocial Personality
Disorder, and Psychopathy. [8: Antisocial Personality Disorder
is a very disputed diagnosis, particularly among psychopathy
researchers. At least half of the prison population meets the
diagnostic criteria, adding credence to critics who regard it as a
thinly veiled “criminality” classification (only a slight advance
on “moral insanity”). And many young people, who would have
received the diagnosis at one point or other, end up as
productive members of society [19]. However, Hare judges that
most psychopaths meet the Antisocial Personality Disorder
diagnosis [34, 92]. Hart et al. 1991 found that 79.2% of
psychopaths had a diagnosis of Antisocial Personality Disorder,
whereas only 30.2% of inmates with this diagnosis also met the
diagnostic criteria for psychopathy (PCL-R). ]
It is often suggested that the psychopath’s more or less
complete disregard for the wellbeing of others is at the core of
their disorder [14, 35]. Many studies report a negative relation
between empathy and aggression [36, 37]. So it would seem that
if we could only increase empathy in violent offenders, we
9. would reduce their violent tendencies.[footnoteRef:9]
Psychopathy researchers have not been too optimistic about the
prospects of increasing empathy in psychopaths. Their
emotional deficits are thought to be too wide-ranging [6]. One
now rather famous psychotherapeutic program aimed to increase
empathy and responsibility lowered violent recidivism in
nonpsychopaths, but increased it in psychopaths [38]. In their
assessment of the treatment options for psychopaths, David
Thornton & Linda Blud argue that: [21, pg. 534] [9: The
matter is more complex than it seems at first. The evidence that
empathy reduces violence is mixed [39, 40, 41]. For instance,
violent sex offenders often have intact empathy [42]. There is
also the additional question of what, exactly, we mean by
‘empathy’. In the psychopathy literature, as many other places,
‘empathy’ may refer to sympathy, empathy, personal distress,
emotional reactivity, or emotional contagion [41]. This gives
rise to considerable confusion, particularly when considering
how to conceptualize the moral impairments of psychopaths
[43].]
Motives based on altruism, empathy, deep emotional needs, or
long-term self-interest are unlikely to be relevant to
psychopathic offenders. Short-term self-interest, excitement,
challenges, status, and a sense of power or control are all much
more relevant.
This makes it very difficult to see how psychopaths could form
a commitment to moral change at all. I take it most moral
philosophers would agree that the project of building morality
of short-term self-interest is pretty hopeless.
2. Medicating Amorality?
The principled difficulties with treating psychopathy suggested
above stems from considerations of traditional treatment
techniques. But what about new ones? If empathy cannot be
therapeutically induced, perhaps it can be done
neuropharmalogically. Molly Crockett and colleagues’ recent
10. success with modulating responses to morally significant
situations by means of the administration of SSRIs is very
promising [1]. The authors build on evidence that: “prosocial
and affiliative behaviors are associated with intact or enhanced
serotonin function, whereas antisocial and aggressive behaviors
are associated with impaired or reduced serotonin function.” [1,
pg. 17433] In their study, they found that increasing a person’s
serotonin increased her acceptance of some unfair offers in the
Ultimatum Game (but not the really unfair
ones).[footnoteRef:10] It also had the effect of increasing
people’s judgment that so-called personal harms are
unacceptable, even when such harms are necessary to save the
many.[footnoteRef:11] This is particularly relevant to
psychopathy as Koenigs et al. [44] found that some
psychopaths—so-called low-anxious psychopaths (also known
as ‘primary psychopaths’)—are more willing than
nonpsychopaths to endorse such harms to the individual when it
is required to save the many.[footnoteRef:12] Psychopaths have
also been found to be more likely to reject moderately unfair
offers in Ultimatum Games [46]. Increasing serotonin, then, is a
very promising lead in the search for a treatment of
psychopathy. [10: In the Ultimatum Game, a certain amount of
money is provisionally allocated two people who may share it
under the following conditions. Person 1 is to make an offer of
how to split the money, e.g. 70/30, and person 2 must either
accept or reject that offer. Only if person 2 accepts person 1’s
offer, does either of them receive any money.] [11: Personal
harms are harms that involve physical contact with the victim,
e.g. one pushes another to his or her death. They contrast with
impersonal harms where, for instance, one dispatches the victim
by pulling a lever or pushing a button. The scenarios are
supposed to involve a moral dilemma between harming the one
and saving the many.] [12: A couple of points bear mentioning
here. First, Cima, Tonnaer, and Hauser [45] found no
statistically significant difference between psychopaths and
nonpsychopaths on moral dilemmas of the type used by Koenigs
11. and colleagues [44] and Crockett and colleagues [1], though
they did use a lower cut-off point for psychopathy (26 vs. 30
points). Koenigs and colleagues also do not find a difference
between the two groups on personal harm dilemmas unless they
divide the psychopaths into high-anxious and low-anxious
groups. Interestingly, even low-anxious psychopaths find
personal harm scenarios unacceptable almost half of the time
(0.58 versus 0.46 for nonpsychopaths). Second, both groups of
psychopaths in the Koenigs et al. study were more likely to
endorse impersonal harms to save the many. Third, though the
studies show a statistically significant difference between
psychopath and nonpsychopath responses, it is hardly as
dramatic as one would expect given the current hype about
psychopaths. ]
Unfortunately, it turns out that the effects described above are
driven by people who are already quite
empathetic.[footnoteRef:13] Increased serotonin has no effect
on low-empathy scorers. Since psychopaths are notoriously low
in empathy, Crockett and colleagues recognize that the therapy
is unlikely to be effective with psychopaths. But why should
serotonin not be effective with psychopaths or with people who
are not very empathetic if, as the authors claimed, it “directly
modifies subjects’ moral judgments and behavior by means of
enhancing aversion to personally harming others” [1, pg.
17433]? And why do we see no increased tendency among
empathetic subjects with increased serotonin levels to accept
quite unfair offers in the Ultimatum Game (18-22% of the
stake)? One assumes that this is because the people judge that
there is a limit to how much unfairness they should accept. But
if this is right, increased serotonin levels do not directly modify
moral behavior in this case. If it does not do it in this instance,
why should we assume that it does so in the other cases? What
is, after all, the difference between the cases that would
motivate (justify) such a difference? In short, the fact that
increased serotonin has no effect on low empathy subjects and
12. no effect on high empathy subjects once offers are sufficiently
unfair together suggest that increased serotonin does not modify
moral judgment or behavior directly at all. More likely, the
effect is mediated by the subject’s other attitudes, beliefs,
propensities, and so on. Increased serotonin levels undergird
psychological phenomena that are only some of the pieces of the
puzzle of human moral judgment. [13: The Interpersonal
Reactivity Index [47], which is used by the authors to establish
the level of empathy of their subjects, is a hodgepodge of
measures, which includes one’s tendency to take others’
perspective, feel sympathy for them, experience emotions in
response to their emotions, distress at their distressing situation,
or one’s tendency to engage with fictional characters. ]
It is notable is that according to Crockett and colleagues,
serotonin therapy boosts pre-existing tendencies or dispositions.
Let us assume, with these authors that high-empathy subjects
are already quite reluctant to harm others and are distressed and
saddened by the prospects of such harm. Increasing their
serotonin level enhances this tendency somewhat (approx. 0.15
on a 0-1 scale). But the concern for the welfare of others is
unlikely to be blocked by, or meet much resistance in, the
person’s other concerns, tendencies, and attitudes. This points
to something that we already surely knew: a subject’s judgment
of what is morally acceptable is not reducible to one factor,
such as preventing harm to individuals simpliciter. Typically, a
moral judgment reflects a wider assessment of the situation,
which is the result of a person’s general moral outlook, the
neurophysiological underpinnings of which are likely to be
considerably complex. We might capture this idea by saying
that a subject’s moral beliefs, judgments, attitudes, and
behavior are a unified whole. They constitute her outlook on the
social world—which, for most of us, simply is the world—and
capture her attitude to life with others. One’s view of the world,
one’s attitude towards it, is hardly an independent variable that
can be modified by direct operation on some of the neurological
13. properties that instantiate it. A Weltanschauung is not merely a
matter of having a handful of interconnected ideas, perhaps of a
rather lofty nature; it is a diffuse network of beliefs,
assumptions, attitudes, and affective dispositions related to a
vision of how to live (including how to live with others).
Removing a handful of those or replacing them with others is
hardly sufficient to change it. For we work at maintaining a
relatively coherent worldview, so that if parts of it come into
conflict, we must resolve it in a way that coheres, more or less,
with our overall view, or with those parts of it that are central
and of greatest importance. Therefore, to change a person’s
Weltanschauung, one must change it wholesale or change a
critical amount, so that the subject can do the rest of the work
himself as part of bringing his belief system into a coherent
equilibrium. But it does not appear that this can be achieved by
means of modulating certain neurotransmitters, as is evidence
by the fact that increased serotonin has no effect on low-
empathy subjects.
I think we ought to conclude that there are rather formidable
difficulties with the project of altering elements of a subject’s
moral outlook—such as their tendency to find harmful actions
acceptable—because harm-considerations are only one part of a
network of closely interrelated beliefs and attitudes. One might
increase the salience of harms and the aversion towards them,
but if the subject does not generally endorse an outlook on
human affairs that places the feelings and wellbeing of others at
the very center of what is important, any such influence will be
swamped by the other beliefs, attitudes, etc. that constitute their
socio-moral outlook. I have suggested that this is due to the
dynamic unity of moral, or socio-moral, outlook. If things fall
into imbalance, if a person who does not place a high premium
on individuals not being harmed compared to the welfare of the
many, inducing aversion to harm or empathy will not have the
desired effect. For these other ideals of what is of greatest
importance will correct the “intruding” thoughts and attitudes.
Nevertheless, it is certainly possible to modify a person’s moral
14. outlook. And if it can be done through other influences, it is not
impossible to imagine that it could be done pharmacologically.
But it is unlikely to be achievable directly. Such a change
would require changes to other parts of a person’s
Weltanschauung. That is, the subject would have to complete
the work that drugs initiate in her. If this is thought to be
problematic in the ordinary individual, the difficulties facing
pharmacological intervention in psychopathic populations are
formidable indeed. For here we are not talking about enhancing
a moral tendency or other; we must implant a tendency that is
more or less absent. Furthermore, we require that our “implant”
replace their own narrowly self-interested Weltanschauung in
its entirety. But everything that we know about the mind, of
moral attitudes, of people’s socio-moral outlook suggests that
this is impossible. We would not merely have to enhance,
reinforce, or even alter their moral outlook, but we would need
to give them one in the first place and, by doing so, alter their
entire personality.
I have focused on just one new neurotechnology for the possible
treatment of psychopathy here, but it illustrates a deeper, more
principled difficulty with any treatment options that are targeted
at globally immoral and antisocial beliefs, attitudes, and
behaviors.[footnoteRef:14] I suggested that this is partly
because of what is involved in moral alteration (given the unity
of a person’s socio-moral outlook), and partly due to the
particular disorder that psychopathy is. If psychopathy is, at
core, the most moral of disorders, then it seems that we must
agree with William Reid and Carl Gacono that psychopathy is a
disorder that is untreatable in all its aspects [20]. [14: Gregor
Hassler and colleagues have recently reported success
modulating behavioral responses with cathecolamine depletion
[3]. By administering alphamethyl-paratyrosine (AMPT), which
inhibits tyrosine hydroxylase, which is essential for the
formation of cathecolamines (e.g. epinephrine, norepineprhine,
and dopamine), the authors produced reduced adaptive
responses in a couple of simple learning tasks. In certain parts
15. of the probabilistic reversal learning and passive avoidance
learning tasks, AMPT drugged subjects performed worse than
controls. This supports the literature that suggests that
dopamine plays an important role in various forms of learning
[48]. Upon finding abnormal responses to negative
reinforcement in passive avoidance learning tasks in youths
with psychopathic tendencies, Elizabeth Finger and colleagues
[2] suggest that treatment with dopamine or cathecolamine
enhancing drugs increases reinforcement learning, and should
therefore be considered as a treatment option for psychopathy or
psychopathic tendencies. The focus of this treatment
intervention is no longer the modulation of emotions that should
increase social and moral concern, but on psychopaths’
deficient learning. Though not often recognized, psychopaths
have significant practical reasoning deficits [49]. Could one fix
them, it should have important and enduring effects on their
behavior. But these deficits are unlikely to exhaust their socio-
moral impairments. And as we have seen, without a more
encompassing change of orientation towards how to lead one’s
life, such interventions will not have the desired effect.]
To return to Chartrand’s idea that treatment of Cluster B
Personality Disorders requires willingness or commitment to
moral change for a moment, I think that the best way to flesh
this intuition out is in terms of the unity of a subject’s socio-
moral outlook. Because of the relative unity or coherence of a
person’s Weltanschauung, one cannot merely fiddle with one
part of it and expect it or everything else to stay intact. Type B
Personality Disorders are conditions where subjects have a
divergent Weltanschauung. In Chartrand’s view these are all
conditions whose disease classification is contingent on
normative assessment. They constitute disorders insofar as they
represent problems that a subject experiences relative to others
or to society more generally. Whether or not we agree with this
position, we can certainly agree that psychopathy is well
conceived as a moral disorder and, for that reason, requires
16. moral commitment on the part of the psychopath to be treatable.
But here is the rub, of course. For psychopaths are supposed to
be without a conscience [19], to be fundamentally amoral. And
since truly making and upholding commitments is plausibly
itself a moral activity, we should not expect psychopaths to be
able to do so. What would be required is either a wholesale
change in moral outlook or, as I have called it, Weltanschauung,
or a commitment to moral change. Any current treatment, even
of the neuropsychological or neuropharmalogical kind, is so far
removed from being able to accomplish anything so
fundamental that I don’t think it is premature to conclude that
the prospect for treating or curing psychopathy are grim.
3. Concluding Remarks
I have argued that we have little reason to think that
psychopathy is treatable, even with new neuro-techniques.
There is a principled reason for this. Unless one can change a
person’s moral outlook entirely, one will have to work with the
outlook a person has. If she already values other’s welfare, one
may increase that valuing either through reasoned discourse or
even pharmacologically. Whether it is ethical to do so or
whether it is desirable to increase a subject’s unwillingness to
be physically involved in harming others under all
circumstances is another issue, which I cannot address here.
However, one must always consider that a person’s moral
outlook is a system where the parts mutually affect another.
People strive to have reasonably coherent views of the world,
and moral considerations must be weighed against each other,
and against other considerations. If we were to introduce a
change in one set of such considerations, it would still be
answerable to all the other beliefs, attitudes, etc. that make up
the person’s moral outlook which, I think, we should understand
as being inextricably linked to their view of how to live more
generally. This is what I have called the subject’s
Weltanschauung. If what is introduced is incompatible with or
sufficiently in tension with other parts of the subject’s outlook,
17. it will be eliminated. A true change in outlook requires either
the subject’s cooperation or extensive, coercive measures of a
kind that we have little knowledge of.
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