cerebrate aug 2022 (5 resultados)

Taschenbuch. Condición: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -INTRODUCTION The entity ¿borderline¿ has been mysterious, debatable and hard to manage from the very inception of the concept. The diagnoses have never reached to a consensus among professionals. Generally the patients diagnosed with ¿borderline states¿ in their course of illness receive several diagnoses, variety of management is tried and finally conclusion remains questionable and confusing. Researchers have tried to classify them as schizophrenia, mood disorders etc. and finally most consensus have been found when it was classified under the personality disorder rubric. The first person to introduce the personality component in the diagnosis of borderline entity was Dr Otto Kernberg, naming the entity as ¿Borderline Personality Organization¿. He even popularized ¿Transference Focused Therapy¿ as a major therapy in the treatment of Borderline Personality Disorder. Apart from Kernberg, the researchers have not probed into the entity of ¿Borderline Personality Organization¿ after 1980s. Current researchers have shifted their focus from psychodynamic perspectives to neurodevelopmental hypothesis but in case of borderline they have not been able to reach a conclusion. Kernberg's ¿Borderline Personality Organization¿ seemed to provide a comprehensive clarification amidst confusions and controversies. 1.1 History and Evolution of the ¿Borderline¿ Construct The term 'borderline' dates as far back as the late 1800's and early 1900's when it was used to refer to those patients who fell between the designation of psychosis and neurosis. Hughes (1884), Rosse (1890), and Jones (1918) were among those who attempted to differentiate these patients from schizophrenic patients and neurotic patients at a time when, as exemplified by Kraepelin's (1912) development of a psychiatric classification system, psychiatry was primarily concerned with diagnosis (Grinker, Werble & Drye, 1968). Early attempts to classify borderlines continued into the first half of the 1900's, with a number of arguments developing about the diagnosis of these patients. Some argued that as they most often presented compulsions, phobias, obsessions and hysteria, and they were in fact not clearly psychotic, it was important not to confuse them with schizophrenics about whom a far more concise literature had begun to develop. In an attempt to differentiate them from psychotic patients, Stern (1938) defined the borderline syndrome as a group of neuroses. Alternately, Clark (1919) noting 'mild, 226 pp. Englisch.

Taschenbuch. Condición: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -INTRODUCTION Globally, there has been an increasing concern in the education sector on how to make sure that students learn optimally at school and achieve excellence in their academic settings. It has been observed that some students in the classroom do not pay attention to what the teacher is doing as they are easily caught engaged in other activities and to see students slouched in their chairs and not listening to the teacher or participating in the classroom discussion which illustrates lack of engagement (Jones, 2008). Thus, motivating students and engaging them in learning at school is a matter of great concern for educationist today and achieving success is one of the greatest challenges of this century (Awan, Noureen and Nas, 2011). Hence, motivation and engagement have been taken as an important components for enhanced learning outcomes of students. Empirically, researches (Eccles & Wigfield, 2002; Ryan, & Deci, 1991; Berndt & Keefe, 1995; Ryan & Deci, 2000; Dweck and Leggett, 1988) point towards gender, parents, peers, teachers, personality, as being significant determinants of motivation and engagement. Despite strong theoretical associations of attributional style and self-regulated learning strategies with various academic outcomes, little research has been conducted on exploring linkages between these two variables with motivation and engagement. Attribution is a significant component of academic success. Prior researches (Hall, 2007; Perry, 1993; Perry, 1989) have shown that by altering dysfunctional attributional style, students' academic performance, motivation and success can be enhanced. In the light of these researches, it can be stated that functional attributional style has a prominent role to play in motivation and engagement. Similarly, self-regulated learning strategies have been proved (Pintrich and Garcia,1991; Zimmerman, 2002) to be significantly correlated with academic outcomes. Keeping in mind, the significance of attributional style and self-regulated learning strategies in the domain of academics, it becomes essential to explore as to how do these two factors are related to and contribute in motivation and engagement. Motivation and engagement play an essential role in students' interest in and enjoyment of school and study. These can also underpin students' achievement (Liem & Martin, 2012; Martin, 2007, 2009; Martin, Marsh, & Debus, 2001a, 2001b; 2003; Pintrich, 2003; Schunk, 1990). Thus, motivation and engagement have been found to be crucial factors in academic success and achievement because the student may, 156 pp. Englisch.

Taschenbuch. Condición: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -INTRODUCTION What Is Marriage The human society, ever since, has witnessed the diffusion and evolution of multiple institutions that have led to the continuity and survival of the society. The basic tenet of human existence is to seek meaning and relationships are the one of the most crucial way to attend the same. The institution of marriage has a very crucial place in the sphere of institutions and this institution contributes in maintaining the human society through familial and marital ties. Taylor (From his sermon, The Mysteriousness of Marriage, on Ephesians 5:32.) also observed that ¿Marriage is the mother of the world, and preserves kingdoms, and fills cities, churches and Heaven itself. It is that state of thing to which God has designed the present constitution of the world'. It also exhibits the society ones lives in terms of cultural and social values since the choice is deliberately made by entire family, friends and self. Having said so, this institution exits since the time world has come into existence and has taken different shapes and forms since then as per need of the human society. The basis of marriage is family where a single self-contained unit exits which has different functions and each partner performs different task as per their role and responsibilities in the best interest of family collectively. According to sociologist Mazumdar (1966), ¿marriage is a socially sanctioned union of male and female for the purpose of establishing (a) household (b) having intimate relations (c) procreating and (d) providing care for the offspring¿. Marriage is uniquely beneficial to society because it is the foundation of the family and the basic building block of society. It brings significant stability and meaning to human relationships. Although, marriage is often seen as an alliance between two different individuals, but it also brings out a new network of relationship as both families also gets connected (Basham, 1963; Kapadia, 1966; Ross, 1961). Additionally, Marriage, in Indian society is largely considered as sacramental and essential event in an individual's life (Kapadia, 1966) and one who doesn't marry is seen as incomplete. From some marriage is a loving communion between two individuals which eventually becomes a means propagating the species and nurturing children, 182 pp. Englisch.

Taschenbuch. Condición: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -INTRODUCTION Childhood experiences lay down a critical foundation for one's whole course of life. Quality of these experiences depends on the attitude and behaviour of family, community, and society towards children. Optimal child well-being is achieved only in safe, nurturing, and stable environments (Boynton-Jarrett, Ryan, Berkman & Wright, 2008). According to Anda (2009) 'Adverse Childhood Experiences (ACEs) are any stressful or traumatic experiences such as abuse, neglect, and household dysfunction with a serious impact on child's health, well-being and development throughout life'. 'Childhood' is a term that has been defined in various ways to suit the purpose in various circumstances when it comes to the context of legal and constitutional provisioning though one in every five individuals under 18 years (The Planning Commission, 2012) in the world belongs to India. About 42 % of India's total population is under 18 years (Census India, 2011) and they require care and protection (MoWCD, 2007). Out of 42%, adolescents alone share 21%. About 40% of India's children are at risk of threats such as forced labor, homelessness, trafficking, drug abuse, and crime (The Planning Commission, 2012). Youth is a stage of significance in the developmental cycle of every human being as it is characterized by the process of individuation from the family and becoming a productive citizen in the society. While ¿ of Indian population is under 40 years, in Kerala which is home to 0.03% of population of the country, where 52% live in rural areas and 48% in urban areas, it is about 50%. Adolescents in Kerala constitute about 16% and 16% of Keralite population belong to 15-24 years (Census India, 2011). Students in Higher Secondary schools and colleges are typically in this stage. Conceptual definitions of ACEs and child maltreatment Adverse childhood experiences 'Adverse Childhood Experiences are stressful or traumatic experiences in childhood and may be one or more of emotional, physical and or sexual abuse, physical and or emotional neglect, or arise from household dysfunction, due to substance misuse and, 250 pp. Englisch.

Taschenbuch. Condición: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -Introduction In many fields of contemporary studies, be it anthropology, history, sociology or psychology, 'culture' is a term that is very often used. The term had already been included in an English Dictionary during the 1920s (Kroeberg, 1949), but Taylor (1871), who had used it in the field of anthropology, defined it as, 'that complex whole which includes knowledge, belief, art, morals, laws, customs and any other capabilities and habits acquired by man as a member of society.' This definition gave a more immaterial meaning to the word 'culture' as compared to the previously utilitarian meaning which had been attached to it. The difference between material and the non-material aspect of culture has also been mentioned by sociologists Max Weber, MacIver and RK Merton, which has become more or less accepted as what differentiates culture from other concepts such as civilisation. Others have given alternate definitions of culture such as Linton's (1936), which defines it 'the total social heredity of mankind' and Herskovitz (1948) who defined it as 'the man-made part of the human environment'. In his definition of the term, Wissler (1923), has included speech, material traits, art, knowledge, religion, society, property, government, and war as being the elements of culture. Looking at these definitions, we see that the definitions of culture include more immaterial definitions as compared to material concepts. Many have agreed that culture is a direct expression of human nature by means of different methods such as thoughts, actions, arts, religion, morality and recreation (Gisbert, 1973). We can say that, generally, culture includes all the phenomena in a society that are human and are not the products of biological or heriditary inheritance (Rawat, 2007). In a sense, it includes what is expressed besides what has been passed down through reproduction. The ways in which we adapt to the environment as a group is called culture. Accordingly, Sir Edward Tylor (1871) defined culture as 'that complex whole which includes knowledge, belief, art, morals, law, custom and any other capabilities and habits acquired by man as a member of society.' Here, he mentions what is acquired through being a member of the society, not what is passed on genetically from parent to child. Everything that we learn from being a part of a society, ones that we pick up post birth, is what makes up the 'culture, 108 pp. Englisch.