Saturday, 10 September 2016

Are there any similarities between the characteristics demanded of an entrepreneur and those demanded of a professional athlete?

There are definitely similarities between the qualities that an entrepreneur needs and those that a professional athlete needs.  Let us look at a few of these similarities.


First, both of these groups need to be willing to take on risks.  Entrepreneurs have to be willing to risk their money on ventures that may well fail.  Professional athletes have to be willing to risk injury and, in many cases, to risk their chances at a good...

There are definitely similarities between the qualities that an entrepreneur needs and those that a professional athlete needs.  Let us look at a few of these similarities.


First, both of these groups need to be willing to take on risks.  Entrepreneurs have to be willing to risk their money on ventures that may well fail.  Professional athletes have to be willing to risk injury and, in many cases, to risk their chances at a good life.  By this, I mean that many professional athletes have to forego the schooling that would allow them to have a good fallback position if they fail to achieve enough success to make a living through their sport.


Second, both of these groups have to be willing to deal with failure on the psychological level.  Many entrepreneurs fail, some more than once.  They have to be able to keep on trying rather than give up because they doubt their abilities.  Professional athletes fail constantly.  A professional basketball player, for example, may have to accept missing a shot or committing a turnover at a key point in the game.  They have to have the psychological makeup that allows them to fail and to still remain confident that they will succeed the next time.


Third, both of these groups have to be extremely ambitious and driven.  In both cases, people have to set their sights very high.  They have to want to achieve things that the vast majority of people do not and cannot achieve.  They also have to be willing to work very hard.  Entrepreneurs typically have to put in long hours and endure great amounts of stress in order to achieve their goals.  Professional athletes are the same way.  Most of them have to train constantly, watch their diets and their sleeping habits, and cope with extreme pressure from coaches, fans, and other players on a daily basis.


In all of these ways, entrepreneurs and professional athletes do have to possess some of the same characteristics.

Friday, 9 September 2016

How does a teacher create a positive classroom and school environment?

There are many qualities that exist in a healthy classroom environment. The most important quality is safety. Safety can be examined through a number of different lenses. First, is the classroom physically safe? That is pretty basic for the most part. Consider the spacing of desks, computer cords, exit ways and things of that nature so as to ensure that students do not have an accident. Common sense tends to prevail when considering the physical safety of the room and school.  

Safety also can mean the classroom discipline model used. Are students safe to learn because the teacher has provided a calm and steady classroom? There are a number of classroom management models that teachers can utilize to guarantee that the room is orderly and safe for learning.  All of the models depend on the teacher communicating and enforcing classroom norms and expectations.  


When considering a safe classroom learning environment, it is also necessary to consider the emotional climate of the room. Do students feel safe and prepared to achieve? Are they comfortable to fail in the classroom? Can the student express viewpoints that are different from the teacher and the rest of the classroom? It is important that the teacher provides a caring and compassionate classroom if students are to feel safe in their academic progress in that environment.  


In addition to safety, functionality is important in establishing a strong classroom environment. The style of the teacher and their methodology will dictate how a classroom is arranged. If a teacher is comfortable with cooperative learning and collaboration in the classroom, desks should be organized to reflect that. Maybe utilize tables or arrange desks into squares or circles to achieve this. If a teacher-centered approach is preferred by the teacher, perhaps a traditional arrangement of rows and columns is utilized. If the teacher wishes to utilize technology, the proper tools must be available in the classroom.  When creating a successful classroom environment, considering the functionality that matches the teacher's goals and methods is necessary.


The most important aspect of a positive classroom environment, however, still remains the interaction and communication between students and teacher. An environment of mutual respect and understanding is necessary. This process needs to happen in the early days of the school year. An important aspect of this interaction is that expectations are clearly communicated. The communication of expectations needs to be ongoing throughout the course of the school year. Having a safe and compassionate classroom environment will ultimately dictate the level of academic achievement that your students acquire.

What are chitosan's therapeutic uses?


Overview

Chitosan is a form of fiber chemically processed from
crustacean shells. Like other forms of fiber, such as oat bran, chitosan is not
well digested by the human body. As it passes through the digestive tract, it
seems to have an ability to bond with ingested fat and carry it out in the stool.
For this reason, it has been tried as an agent for lowering cholesterol and
reducing weight. However, the results in studies have been more negative than
positive. In addition, chitosan has been tried as a treatment for kidney failure
and as an aid in wound healing.





Requirements and Sources

Chitosan can be extracted from the shells of shrimp, crab, or lobster. It is also found in yeast and some fungi. Another inexpensive source of chitin is squid pens, a by-product of squid processing; these are small, plastic-like, inedible pieces of squid that are removed before the squid is consumed.




Therapeutic Dosages

The standard dosage of chitosan is 3 to 6 grams (g) per day, to be taken with food. Chitosan can deplete the body of certain minerals. For this reason, when using chitosan, it may be helpful to take supplemental calcium, vitamin D, selenium, magnesium, and other minerals. Also, according to a preliminary study in rats, taking vitamin C along with chitosan might provide additional benefit in lowering cholesterol.




Therapeutic Uses

On the basis of chitosan’s supposed ability to bind fat in the intestines, it has been tried as a treatment for high cholesterol. However, the evidence regarding whether it really works is generally more negative than positive. At best, chitosan appears to offer no more than minimal benefit for high cholesterol.


Chitosan has also been proposed as a weight-loss treatment on the same principle. However, despite some mildly positive results, the current balance of evidence suggests chitosan does not in fact significantly aid weight loss.


Weak evidence hints that chitosan may be helpful in kidney failure. When used for this purpose, it is thought to work by binding with toxins in the digestive tract and causing them to be excreted.


Studies in dogs have found that topically applied chitosan can help heal wounds. This effect might be caused by stimulation of new tissue growth; in addition, topical chitosan appears to kill bacteria such as those in the Streptococcus species, which may also contribute to wound healing. Chitosan may also have activity against Candida albicans, a form of yeast that causes vaginal infections.


Highly preliminary evidence suggests that oral chitosan may inhibit the expected rise in blood pressure after a high-salt meal. Other weak evidence hints that chitosan chewing gum might help prevent cavities. It has been suggested that chitosan can stimulate the immune system and prevent cancer, but there is no reliable evidence as yet that it offers these benefits.


Animal studies suggest that some forms of chitosan may help to prevent bone loss; however, because chitosan also interferes with mineral absorption, the net effect in humans might actually be to increase bone loss.




Scientific Evidence


High cholesterol. An eight-week double-blind, placebo-controlled
trial of fifty-one women found that use of chitosan at a dose of 1,200 milligrams
(mg) twice daily slightly reduced low density lipoproteins (LDL, or bad
cholesterol) compared with a placebo but did not affect total or high density
lipoprotein (HDL, or good cholesterol) levels. Another
eight-week trial, this one enrolling eighty-four people, also found modest
benefits.


However, a four-month double-blind, placebo-controlled trial of 88 individuals found no improvement in cholesterol with 1,000 mg three times daily of a different chitosan product. A seven-month study of 84 men given a placebo or 1,200 mg of chitosan daily also failed to find any benefit. Furthermore, in a ten-month double-blind, placebo-controlled study of 130 men and women, use of a special microcrystalline form of chitosan at a dose of 1,200 mg twice daily again failed to improve cholesterol profile. These contradictory results suggest that if chitosan actually improves cholesterol profile, it does so to only a minimal extent.



Weight loss. Chitosan has been widely advocated as a weight-loss supplement on the basis of its supposed ability to bind fat in the digestive tract. However, despite some positive results, the largest and best-designed trial failed to find benefit. In this six-month double-blind, placebo-controlled study of 250 overweight people, use of chitosan at a dose of 3 g daily failed to enhance weight loss to any meaningful extent, compared with a placebo.



Kidney failure. People with kidney failure experience numerous
health problems, including anemia, fatigue, and loss of appetite.
In one open study, researchers tested chitosan supplements in eighty people with
kidney failure receiving ongoing hemodialysis treatment. Half the participants
were given 45 mg tablets for a total of about 1,500 mg of chitosan daily for
twelve weeks; the other half were not given a supplement. Those in the treatment
group showed a significant decrease in urea and creatinine levels. Further, they
had a rise in hemoglobin levels and reported improved overall strength,
appetite, and sleep.




Safety Issues

There is significant evidence that long-term, high-dose chitosan
supplementation can result in malabsorption of some crucial vitamins and minerals,
including calcium, magnesium, selenium, and vitamins A, D, E, and K. In turn, this
appears to lead to a risk of osteoporosis in adults and delayed
growth in children. For this reason, adults taking chitosan should also take
supplemental vitamins and minerals, making especially sure to get enough vitamin
D, calcium, and magnesium. Another possible risk of long-term ingestion of high
doses of chitosan is that it could change the intestinal flora and allow the
growth of unhealthful bacteria.


Finally, there has been a case report of arsenic
poisoning caused by long-term use of chitosan supplements.
Shellfish, it appears, can concentrate arsenic in their shells as part of their
normal development; this in turn may lead to arsenic-laced chitosan supplements.
Pregnant or nursing women and young children should probably avoid chitosan
altogether.




Bibliography


Bokura, H., and S. Kobayashi. “Chitosan Decreases Total Cholesterol in Women.” European Journal of Clinical Nutrition 57 (2003): 721-725.



Guha, S., et al. “Effect of Chitosan on Lipid Levels When Administered Concurrently with Atorvastatin.” Journal of the Indian Medical Association 103 (2005): 418, 420.



Ho, S. C., et al. “In the Absence of Dietary Surveillance, Chitosan Does Not Reduce Plasma Lipids or Obesity in Hypercholesterolaemic Obese Asian Subjects.” Singapore Medical Journal 42 (2001): 6-10.



Lehtimaki, T., et al. “Microcrystalline Chitosan Is Ineffective to Decrease Plasma Lipids in Both Apolipoprotein E Epsilon4 Carriers and Non-carriers: A Long-term Placebo-Controlled Trial in Hypercholesterolaemic Volunteers.” Basic and Clinical Pharmacology and Toxicology 97 (2005): 98-103.



Metso, S., et al. “The Effect of Long-term Microcrystalline Chitosan Therapy on Plasma Lipids and Glucose Concentrations in Subjects with Increased Plasma Total Cholesterol.” European Journal of Clinical Pharmacology 59, no. 10 (2003): 721-726.



Mhurchu, C. N., et al. “The Effect of the Dietary Supplement, Chitosan, on Body Weight: A Randomised Controlled Trial in 250 Overweight and Obese Adults.” International Journal of Obesity and Related Metabolic Disorders 28 (2004): 1149-1156.



Schiller, R. N., et al. “A Randomized, Double-Blind, Placebo-Controlled Study Examining the Effects of a Rapidly Soluble Chitosan Dietary Supplement on Weight Loss and Body Composition in Overweight and Mildly Obese Individuals.” Journal of the American Nutraceutical Association 4 (2001): 42-49.

Thursday, 8 September 2016

Considering the specific aspects of Brave New World's utopian society, how might we see Aldous Huxley's novel as a cautionary tale?

The novel serves as a warning to our own society not to take the easy way out of life by giving up our freedoms in return for a superficial "happiness" than might numb our pain, but also prevents us from living fully. 


In the World State, people don't suffer but they also don't feel much. The government runs everything to make the world as efficient, painless and sterile as possible and people have no say...

The novel serves as a warning to our own society not to take the easy way out of life by giving up our freedoms in return for a superficial "happiness" than might numb our pain, but also prevents us from living fully. 


In the World State, people don't suffer but they also don't feel much. The government runs everything to make the world as efficient, painless and sterile as possible and people have no say in who they are or how the world is organized. Specific issues relevant to our own society would be the following:


The people in the World State popped soma, which made them feel good and let them escape reality; do we use meds, alcohol or other mind-altering substances to do the same? (This is not about people who genuinely need and benefit from meds.)


The people in the World State were conditioned to consume or to buy, buy, buy. Do we "shop until we drop" and stuff our homes and closets with more consumer goods than we need or could ever use?


The people in the World State were conditioned through tapes they heard at night to do what the society wanted them to do. Are we similarly "conditioned" by incessant advertising to do what others want us to do, whether it's good for us or not?


The people in the World State were given mindless entertainment. Do we substitute mindless entertainment (watching cat videos, for example) for reading works of literature, as the Savage does, that might cause us to rethink how we see the world or confront us with new ideas?


The people in the World State were encouraged never to become too close with any one person but instead to jump from superficial relationship to superficial relationship. Do we have a "hook up" culture in our world? 

What are Jungian archetypes and the collective unconscious?


Introduction

Analytical psychology, founded by Swiss psychologist Carl Jung, is based on the idea that the key to psychological adjustment and growth lies in making unconscious material conscious through hypnosis, active imagination (free association and guided imagery), and dream interpretation. For Jung, such psychological maturation is defined as individuation, “the process by which a person becomes a psychological 'individual,’ that is, a separate, indivisible unity or 'whole.’” For the developing individual, this involves the emergence of ego from a pre-egoic state of being. Children, for example, develop a growing sense of themselves as separate from their mothers as they move from childhood into adulthood. Erik H. Erikson, in Identity and the Life Cycle (1959), refers to this as the achievement of ego-identity. It represents the “comprehensive gains which the individual, at the end of adolescence, must have derived from all of his preadult experiences in order to be ready for the task of adulthood.” According to Jung, however, ego-identity is not a final stage in the individuation process but simply a step along the way. Full adult maturity implies a movement beyond ego-identity toward awareness of the collective, undivided nature of being and people’s unity with all things. Achievement of psychological maturity, or individuation, requires an integration of both conscious and unconscious energy.













Dreams

Jung believed that dreams provide a window into the individual’s unconscious and thus are central to the process of individuation. According to Jung, there are, however, two types of dreams, personal and archetypal dreams, just are there are two types of unconscious, the personal and the collective unconscious. The personal dream arises from the personal unconscious, which consists of repressed personal memories and experiences, including the Shadow (which represents everything that the individual refuses to acknowledge about himself or herself, specifically negative character traits or tendencies).


The archetypal dream, by contrast, arises from the collective unconscious, which is made up of archaic or “primordial” types, “universal images that have existed since the remotest times” and that are shared by all. Thus, although the personal unconscious is specific to the individual and involves a personal inventory of material that may have been forgotten (memories of birth, for example) or repressed from consciousness (child abuse, for example), the collective unconscious represents a vast reservoir of elemental configurations or archetypes that are outside space and time (the Rebirth archetype, for example). The collective unconscious, in other words, is inherited. It is, as Jung explains, identical and present in all individuals and represents “a common psychic substrate of a suprapersonal nature.” Jung’s support for the existence of the collective unconscious is based, in part, on his assertion that the realm of consciousness does not account for the totality of the psyche, a claim supported through many years of clinical observations of patients’ dreams and visions, particularly those of schizophrenics. Thus, achieving individuation through the “therapeutic method of complex psychology,” according to Jung, requires rendering conscious the energy of both the personal and collective unconscious, to reconcile the conflict between conscious and unconscious content. Jung refers to this union of opposites as the “transcendent function.”




Archetypes

Unconscious energy is made manifest through archetypes, the “language” of the collective unconsciousness, or the way in which unconscious material is articulated. Archetypes not only represent unconscious content rendered into consciousness, as prototypes or patterns of instinctual behavior, but also exist outside space and time and thus speak to the universal nature of human experience. The Mother archetype, for example, is a preexistent form that is above and yet subsumes individual experiences of one’s own mother. Archetypes may emerge in picture form (such as the universal mandala symbol, a squared circle) or in mythic narratives (such as a story of rebirth). Whether as pictures or stories, however, archetypes emerge during states of reduced intensity of consciousness, such as daydreams, visions, dreams, or delirium. In these states, according to Jung, “the check put upon unconscious contents by the concentration of the conscious mind ceases, so that the hitherto unconscious material streams, as through from opened side-sluices, into the field of consciousness.” They can also emerge during strong emotional states brought on by, for example, intense anger, love, hate, confusion, or pain. Archetypes are spontaneous products of the psyche that seem to have a life of their own; as such, they can be neither permanently suppressed nor ordered to emerge. They are, as Jung says, in potentia, waiting to be revealed. Some examples of archetypes include the Child, the Hero, the Old Man, the Mother, and the Trickster.




Important Functions

Jung claims that it is dangerous to suppress or ignore the collective unconscious, particularly in important matters, because he believes that the individual’s fate is predominantly determined by the unconscious. In extreme cases, suppression of the unconscious results in neurosis, a nervous disorder characterized by intense emotional instability. Indeed, Jung claims that “when an individual or social group deviates too far from their instinctual foundations, they then experience the full impact of unconscious forces.” It is as if, as Jung explains, the unconscious “were trying to restore the lost balance.” Although Jung asserts that archetypes are manifestations of instinctual behavior, such as the child’s need to suck or the innate attraction to warmth and light over cold and darkness, he also asserts that they may speak to people’s spiritual nature, and thus may be manifestations of the divine. He writes of archetypes, for example, that they “are meant to attract, to convince, to fascinate, and to overpower. They are created out of the primal stuff of revelation and reflect the ever-unique experience of divinity.” Jung goes so far as to assert that “our concern with the unconscious has become a vital question for us—a question of spiritual being and non being.”


Whether divine or instinctual, Jung makes a compelling argument for cultures’ need to continually explore the archetypes of the unconsciousness. Indeed, he even claims that the practice of psychology (by which he means analytical psychology) would be “superfluous in an age and a culture that possessed symbols.” Cultures, particularly Western cultures, according to Jung, have experienced a “growing impoverishment of symbols.” Despite the universal qualities of the unconscious, Jung explains that archetypes must constantly be reborn and reinterpreted for every generation or they will die. Jung, in fact, argues that the primary role of art is to “dream the myth outward,” to continually find new interpretations of the archetypes of the collective unconscious to live the fully human life.


Archetypes and archetypal stories, then, are continually produced and reproduced in all cultures in all ages. Manifest in dreams and delirium as well as in art (most notably in myths and fairy tales), they articulate human experiences, offer resources for psychological maturation, and provide a guide for living the fully human life. What, then, are some of these archetypes? How have they evolved? To what urgencies do they speak?




The Anima and Mother Archetypes

According to Jung, hidden inside of the unconscious of every man is a “feminine personality”; likewise, hidden in the unconsciousness of every woman is a “masculine personality.” Jung labels these the anima and animus,
respectively. The anima-animus concept is best illustrated in the Chinese yin-yang symbol, where yang, representing “the light, war, dry, masculine principle” contains within it “the seed of yin (the dark, cold, moist, feminine principle).” Jung supports such an idea with biology, explaining that although a majority of male or female genes determines an individual’s sex, the minority of genes belonging to the other sex do not simply disappear once the sex has been determined in the developing fetus. The idea of the anima and animus is also reflected in “syzygies” or dually gendered deities, such as god the father and god the mother, and in god’s human counterparts, the “godmother” and “godfather,” and in the child’s own mother and father. Jung links the anima personality, in particular, with its “historical” archetypes of the sister, wife, mother, and daughter, with particular attention paid to the Mother archetype.


The Mother archetype, or the image of the mother-goddess or Great Mother, is an archetype that spans the world’s religions and cultures. In psychological practice, it is often associated with fertility, fruition, a garden, a cave, or a plowed field. It is connected with birth, the uterus, or any round cavernous place and, by extension, rebirth, or magical transformation and healing. These are positive connotations, but the archetype also has negative ones, as in the witch, the devouring dragon, the grave, deep water, or any suffocating or annihilating energy. Thus, the mother archetype represents both the nurturing-protecting mother, as in the Roman Catholic image of the Virgin Mary, and the punishing-devouring mother, as in Medea of classical Greek mythology. Sometimes she represents both the loving and the devouring mother, as in the dual-natured Indian goddess Kali.


In clinical practice, the Mother archetype is manifest in what Jung refers to as the mother-complex, which also has both positive and negatives aspects. For the daughter, the mother-complex can either unduly stimulate or inhibit her feminine instinct. The exaggeration of the feminine instinct, particularly the maternal instinct, is represented in the daughter whose only goal is childbirth, who views her husband primarily as an instrument of procreation, and who is self-defined as “living for others” while unable to make any true or meaningful sacrifices for others. A second manifestation of the mother-complex, according to Jung, is the daughter with an overdeveloped eros, or sexual instinct. In this case, the maternal instinct, potentially wiped out, is instead replaced with an overdeveloped sex drive, often leading to an unconscious incestuous relationship with the father driven by jealousy of the mother. By contrast, a third type of identification with the mother involves a complete paralysis of the daughter’s feminine will, such that “everything which reminds her of motherhood, responsibility, personal relationships, and erotic demands arouses feelings of inferiority and compels her to run away—to her mother, naturally, who lives to perfection everything that seems unattainable to her daughter.” Finally, the daughter who resists or rejects the mother and everything she represents exemplifies the extreme negative mother complex.


The Mother archetype in a man’s psychology is entirely different in character from that of a woman. Jung claims that while the mother-complex exemplifies the daughter’s own gendered conscious life, for the son, it typifies the alien, unknown, or yet-to-be-experienced, since it exists only as unconscious imagery. The mother-complex for sons, in other words, is connected with the man’s sexual counterpart, the anima. Jung’s discussion of the mother-complex in sons is some of his most controversial work, primarily because he argues that it produces homosexuality, Don Juanism, or impotence. In the case of homosexuality or impotence, he argues that the man’s heterosexuality is unconsciously tied to his mother, and thus is dormant. By contrast, in Don Juanism, which is marked by an overly developed sexual instinct, the “unconscious seeks his mother in every woman he meets.” Jung supports the idea of the strong influence of the mother on the son’s sexuality by explaining she is the first female with whom the man comes in contact. The man becomes increasingly aware of her femininity and responds to it instinctually or unconsciously.




The Child and Rebirth Archetypes

Another significant archetype of the collective unconscious, according to Jung, is the Rebirth archetype. Stories and images of rebirth, or about being twice born, abound in all cultures across time. Underlying all rebirth stories, according to Jung, is “dual descent,” the idea of both human and divine parents. For example, just as Jesus Christ is twice born, from his mother Mary and by his baptism by John the Baptist in the river Jordan, he also has a dual descent from a heavenly father and an earthly mother. Rebirth, then, is about acknowledging and experiencing the divine through the corporeal. Jung explains that there are five forms in which the rebirth archetype manifests itself and there are two central ways to experience it. The five forms are reincarnation (the continuity of a personality, accessible to memory, that is successively reborn in various human bodies), metempsychosis (the transmigration of souls into successive bodies, possibly without the continuity of personality or memory, as in karma, or soul debt), resurrection (the reestablishing of human existence after death, usually in a resurrected body rather than a corporeal one), participation in the process of transformation (an indirect rebirth through involvement in a ritual of transformation, such as taking part in the Catholic Mass), and rebirth (rebirth within an individual’s life span involving a renewal or transformation of personality). The two central ways of experiencing rebirth are through ritual, as in the aforementioned Catholic Mass, or through immediate experience, as in a divine revelation or a significant insight gained through hypnosis or dream therapy.


The Rebirth archetype may manifest itself in numerous ways, such as the diminution of personality, or “soul loss”; the enlargement of personality, through, for example, a divine revelation; a change in internal structure, a transformation brought about, for example, by possession, whether possession by the persona (the public self), the Shadow (the dark self), the anima or animus (the opposite-sex self), or even the “ancestral soul”; identification with a group, such that the individual identity is subsumed or transformed into that of the group (for example, mob psychology); identification with a cult hero, as in the Christian idea of rebirth and salvation through Jesus Christ; technical transformation, achieved through certain meditative practices such as yoga; and finally natural transformation, whereby the individual undergoes the death of the old personality and the birth of a new or greater personality (individuation). This last manifestation of rebirth, individuation, is the most important from the perspective of analytical psychology.


The Child archetype represents the potential for such a rebirth, since the child, according to Jung, is an individuation archetype. It signifies the preconscious (the childhood aspect of the collective psyche) and the past, while also representing future possibilities. The child, in other words, represents the idea of an “a priori existence of potential wholeness” while also anticipating future developments for the individual and the culture. In Jung’s words, it “paves the way for future change of personality,” and, in the largest sense, is a “symbol which unites opposites,” as a “mediator, a bringer of healing, that is, one who makes whole.” Analytical psychology, and the work of Jung, is primarily responsible for drawing attention to this and other archetypes of the collective unconscious and their role in the process of psychological maturity, or individuation.





Bibliography


Alister, Ian, and Christopher Hauke. Contemporary Jungian Analysis: Post-Jungian Perspectives from the Society of Analytical Psychology. Hoboken, NJ: Taylor, 2013. Print.



Goertzel, Ben. “World Wide Brain: Self-Organizing Internet Intelligence as the Actualization of the Collective Unconscious.” Psychology and the Internet: Intrapersonal, Interpersonal, and Transpersonal Implications. Ed. Jayne Gackenbach. 2d ed. Boston: Elsevier, 2007. Print.



Jung, Carl. The Archetypes and the Collective Unconscious. Trans. R. F. C. Hull. 2d ed. Princeton, NJ: Princeton UP, 1981. Print.



Jung, Carl. The Essential Jung. Ed. Anthony Storr. Princeton: Princeton UP, 1983. Print.



Jung, Carl. The Practice of Psychotherapy. Translated by R. F. C. Hull. 2d ed. Princeton: Princeton UP, 1966. Print.



Jung, Carl. The Structure and Dynamics of the Psyche. Trans. R. F. C. Hull. 2d ed. Princeton: Princeton UP, 1970. Print.



Jung, Carl. Symbols of Transformation. Trans. R. F. C. Hull. 2d ed. Princeton: Princeton UP, 1977. Print.



Odajnyk, V Walter. Archetype and Character: Power, Eros, Spirit, and Matter Personality Types. New York: Palgrave, 2012. Print.



Papadopoulos, Renos K. The Handbook of Jungian Psychology: Theory, Practice, and Applications. Hoboken, NJ: Taylor, 2012. Digital file.



Stevens, Anthony. Archetype: A Natural History of the Self. Hoboken, NJ: Taylor, 2013. Digital file.



Stevens, Anthony. Jung: A Very Short Introduction. New York: Oxford UP, 2001. Print.



Walker, Steven F. Jung and the Jungians on Myth: An Introduction. New York: Routledge, 2002. Print.

Wednesday, 7 September 2016

What is bonding? |


Physical and Psychological Factors

Bonding is usually associated with neonates (newborns), but it is an ongoing relationship that occurs between infants, toddlers, or children and their caretakers.



After the initial cry, the neonate calms down and uses its first touch with the mother to relax. This experience may occur in a brightly lit hospital room with medical attendants or in a semidark birthing room at home with nurses or midwives attending. Usually, the infant is placed on the mother’s abdomen for contact to begin. The initial moments of connection may include the parents touching, rubbing, and stroking the baby’s cheeks, fingers, toes, abdomen, and back. Research reports that even in these early moments, an infant may engage in limited imitations of the parents by moving the head, opening and closing the mouth, and responding to their facial gestures.


These first touches begin the relationship that may initiate a successful bonding attachment with the primary caregivers and the extended family. Some circumstances, however, may start a process that does not lead to successful attachment. The process of bonding between a newborn and caregivers is an essential part of normal development. The care that the infant receives at this point, as well as through the subsequent early stages of life, is vital to his or her healthy development. Some infants, however, may need ancillary medical care that removes the child from the mother’s touch and postpones connecting immediately after birth.


As the infant begins to grow, the early stages of development should be supported, sharpened, and enhanced during the continuing developmental and bonding process. Babies actively seek stimulation, and the first week of life involves hearing, seeing, smelling, and touching. Distinguishing sounds is a learning process. Soft noises, lullabies, and soft music are soothing. Basic visual powers exist that are important for communication and learning. Infants are sensitive to the intensity of light. They can discriminate shapes and patterns. Feeding involves smelling food, distinguishing tastes, and becoming aware of the presence of the mother or primary caregiver. The infant can feel changes in temperature and respond to skin contact and touch.


While bonding tends to be associated with the mother-infant relationship, the attachment and bonding process also includes the relationship with the other parent, siblings, and other relatives who come into frequent contact with the developing baby. The interaction within this social network creates a variety of relationships and opportunities for positive and responsive stimulation, support, and encouragement. Connections with grandparents, aunts, uncles, and cousins can provide strong supportive bonds that help infants thrive. The strength of these relationships can make up for limitations with the primary caregivers.




Disorders and Effects

The relationship between some caregivers and infants may encounter serious problems as they try to establish attachment. Bonding disorders such as failure to thrive
can occur with infants who are abused or neglected. One of the major reasons that babies in institutions do not do well is the infrequent handling and touching that they receive.


Infants exhibiting failure to thrive show a variety of symptoms. They are usually quite small. They appear ill, listless, and immobile and may be unable to digest food. Other symptoms of failure to thrive include low birth weight, eye contact avoidance, and evidence of delayed development. Improvements can occur with appropriate feeding and care. Failure to thrive may also occur due to purely physical causes, such as congenital genetic disorders. Such disorders are generally not reversible, unless the specific defect can be corrected medically.


If a mother had early developmental experiences of abuse and neglect, these experiences may appear as obstacles to the development of her own infant. The mother of a failure-to-thrive infant may be using drugs or alcohol. She may be depressed, physically or mentally ill, or unable to cope well enough to provide a positive bonding experience for her child. She may have recently been involved in a significant crisis that was emotionally draining.


Significant variables may precede the attachment phase, or environmental forces may impede the infant’s maternal attachment as the bonding process proceeds. If the infant does not have a positive experience with the mother during the first months of life, developmental problems may begin. When the mother or infant must remain in a hospital for a prolonged period of time, the mother may be unavailable; nurturing can be delayed or occur only for short periods. A mother may be psychologically unable to be close to her infant because of other young children or her own psychological problems or disorders. Some mothers experience postpartum depression as a result of hormonal imbalances and overwhelming demands. Economic and social circumstances may also impede the bonding process.


Establishing warm, comforting relationships through interactions between babies, parents, caregivers, and other family members in the earliest weeks is critical to forming secure attachments and developing successful bonding.




Bibliography


A.D.A.M. Medical Encyclopedia. "Infant—Newborn Development." MedlinePlus, January 17, 2011.



Caplan, Theresa. The First Twelve Months of Life: Your Baby’s Growth Month by Month. New York: Bantam, 1995.



Cohen, Lawrence. Playful Parenting. New York: Random House, 2002.



Craig, Grace J., Marguerite D. Kermis, and Nancy Digdon. Children Today. 2d ed. Toronto, Ont.: Prentice Hall, 2002.



Kids Health. "Bonding with Your Baby." Nemours Foundation, January 2012.



Leach, Penelope. Your Baby and Child: From Birth to Age Five. London: Dorling Kindersley, 2003.



MedlinePlus. "Infant and Newborn Care." MedlinePlus, June 17, 2013.



Mercer, Jean. Understanding Attachment: Parenting, Child Care, and Emotional Development. Westport, Conn.: Praeger, 2006.



Parker, DeAnsin Goodson, and Karen W. Bressler. Yoga Baby: Exercises to Help You Bond with Your Baby, Physically, Emotionally, and Spiritually. New York: Broadway Books, 2000.



Sears, William, and Martha Sears. The Attachment Parenting Book: A Commonsense Guide to Understanding and Nurturing Your Baby. New York: Little, Brown, 2001.

Why did the Vietnam War cause massive protests and significant distrust in the government?

The Vietnam War caused massive protests and significant distrust in the government for several reasons. Many people didn’t understand why we were fighting in Vietnam. They believed this was an unnecessary war, and they protested over our involvement in it. They also felt the Vietnam War discriminated against minorities and the poor. Those who were in college were able to have their deployment deferred. The poor and some minority groups were less likely to be...

The Vietnam War caused massive protests and significant distrust in the government for several reasons. Many people didn’t understand why we were fighting in Vietnam. They believed this was an unnecessary war, and they protested over our involvement in it. They also felt the Vietnam War discriminated against minorities and the poor. Those who were in college were able to have their deployment deferred. The poor and some minority groups were less likely to be in college. As a result, they were more likely to be sent to fight in Vietnam. Additionally, as more and more people were being killed in the war, the number of protests against our involvement in it increased.


People also began to distrust the government. This war was the first war that was covered on television. The images that people saw and the stories that they heard didn’t match what the government was telling them. The government kept saying the war was almost over, but more troops were being sent to Vietnam. The number of soldiers killed in action also was rising. When North Vietnam launched the Tet Offensive, people were convinced that the government wasn’t telling them the truth.


The Vietnam War had significant consequences for our country and for our government.

Tuesday, 6 September 2016

What is the scientific method?


Overview

The phrase “scientific method” is used in two contexts; the first is a formal method for determining truth. It involves the elements of laws, hypotheses, experiments, and theories. The second context of scientific method is how scientists actually work, and it seldom involves the first context.



Formal scientific method is no longer taught to aspiring scientists. Indeed, one survey of first-year college chemistry and physics textbooks showed no mention of the term. For many therapies and techniques in complementary and alternative medicine, the formal science is absent or less than adequate.




Formal Scientific Method

A law, in formal scientific method, is something all persons believe to be true but which cannot be proven. The law of conservation of mass (that mass is neither created nor destroyed, but only transformed) was believed for more than a century, until nuclear reactions converted mass into energy. This law was then modified into the law of conservation of mass and energy (that the sum of mass and energy in the universe is a constant). One of the hallmarks of science is a willingness to change any aspect of a belief when enough evidence is available to a reasonable person that such change is appropriate; there are no absolutes in science.


A hypothesis is a verifiable statement about truth. An experiment is a test of whether a hypothesis is true, and a theory is a condensation of all the experiments that support the truthfulness of a hypothesis. A theory always has some reproducible, well-designed experiment in support of it, and some theories have hundreds of thousands of observations supporting them. This all sounds grand and ideal, but neither the formal scientific method nor any of the several other scientific methods proposed by philosophers of science are how science is actually done.


Modern science has amassed a virtually infinite body of knowledge. The chance that any scientist is really working on something new is small. In reality, for example, a young scientist joins a laboratory (such as a group studying the genetics of cholesterol metabolism) and is assigned a small bit of the laboratory’s efforts (such as finding and isolating the gene that has changed in one patient’s deviated cholesterol metabolism). There is no need for hypotheses, and the theory of genetics is already abundantly supported. What this young scientist is taught in exquisite detail, especially at higher levels of education, is appropriate experimental design.


A particular mistake often made in medicine and biology can be illustrated as follows: An experimenter mashes up the leaves of the herb in ethyl alcohol and filters the extract. He or she then applies the extract to a patient’s rash; within two days the rash has been cured. This outcome sounds plausible: Something in the herb cured the rash.


Consider, however, this statement: A person’s alarm clock goes off, and then the sun comes up. Even if the person observes this several days in a row, no cause-and-effect relationship exists between the alarm clock making a noise and the occurrence of dawn. One event followed by another event does not mean that the second event was caused by the first event. In the earlier example, it is not known if the ethyl alcohol cured the rash or if the rash would have cured itself in two days without intervention.


These types of errors can be subtle. For example, a study to find out if a certain drug had a curative effect on bedsores in hospitalized persons can be clouded by the fact that one-third of the persons with bedsores will be cured simply by signing up for the research and receiving no treatment whatsoever. Bedsores are caused by a lower standard of care and when persons cannot move around in bed.




Double-Blind Clinical Study

The only acceptable experiment is the double-blind clinical study. In this type of study, the participant population must be large, and treatment and controls must be masked (blinded) so that neither the physician nor the participant knows who is receiving treatment versus control. These studies are the standard for acceptability to physicians and scientists, the final frail line that stands between science and pseudoscience.




Bibliography


Iyioha, Ireh. “Law’s Dilemma: Validating Complementary and Alternative Medicine and the Clash of Evidential Paradigms.” Evidence-Based Complementary and Alternative Medicine, September 21, 2011. Available at http://www.ncbi.nlm.nih.gov/pmc/articles/pmc2952302.



Kantor, M. “The Role of Rigorous Scientific Evaluation in the Use and Practice of Complementary and Alternative Medicine.” Journal of the American College of Radiology 6, no. 4 (2009): 254-262.



Neutens, James J., and Laurna Rubinson. Research Techniques for the Health Sciences. 4th ed. San Francisco: Benjamin Cummings, 2010.



Wilson, E. Bright. An Introduction to Scientific Research. 1952. New ed. New York: Dover, 1990.

What does "Choices" mean by Nikki Giovanni?

On one hand, the speaker of the poem seems to be making the best of a bad or an unappealing situation. In the first stanza, she says that if she cannot do what she wants, she can at least refuse to do what she doesn't want to do. In the second stanza, she thinks that if she cannot have what she wants, then she will learn to want what she does have. In the third...

On one hand, the speaker of the poem seems to be making the best of a bad or an unappealing situation. In the first stanza, she says that if she cannot do what she wants, she can at least refuse to do what she doesn't want to do. In the second stanza, she thinks that if she cannot have what she wants, then she will learn to want what she does have. In the third stanza, she concludes that if she cannot go one way, she will go another. And finally, in the last stanza, she determines that she will try to feel what she can express because she cannot (yet) express what she feels. 


This "doing what you can" attitude can be interpreted as a maturation but it might also be considered a matter of settling. And in this case of the latter (settling), the reader gets the impression that the speaker is being oppressed, held down, or forced to live in certain ways. But, the speaker does not merely settle. In this case, the speaker does what she can in spite of those forces which limit her. Rather than quitting, settling into, and/or dwelling on her limitations, she "chooses" to act, think, and move in some way and in doing so, she chooses to pursue her own personal progress. 

What is inhalants abuse? |


Causes

Inhalation of fumes, vapors, or gases leads to the rapid onset of a high that resembles alcohol intoxication. The chemicals in the inhalants are quickly absorbed from the lungs into the bloodstream and from there to the brain and other organs. The initial high lasts for only a few minutes, so most abusers inhale repeatedly over time to maintain a sustained high. Repeated use builds up tolerance, leading to the need for higher and more frequent dosing.






Risk Factors

Inhalant products, such as glues, nail polish removers, hairsprays, felt-tip markers, lighter fluids, and spray paints, are readily available in the home and the community. More than one thousand products containing inhalants can be obtained at a low cost and, for the most part, without legal restrictions on purchase or use. US state laws prohibiting the sale of products containing certain inhalants to minors are difficult to enforce. Legal consequences for abusing the few restricted inhalants are minimal.


Most first-time abusers are preteens or young adolescents who begin by experimenting with friends. Among the youngest users, girls are about as likely as boys to try inhalers. In contrast, among young adults, abuse is twice as common among men as among women. The National Institute on Drug Abuse estimates that about 15 percent of all eighth graders have had some experience with abusing inhalants and that 70 percent of abusers were younger than age eighteen years when their inhalants abuse began.




Symptoms

The initial, brief high experienced with inhalants abuse is followed by drowsiness, lightheadedness, and agitation. Short-term adverse effects that can develop include headache, numbness and muscle weakness, nausea, and abdominal pain. Hearing loss and visual disturbances, even hallucinations, may occur.


Long-term use may result in weight loss, disorientation, incoordination, irritability, depression, and irreversible damage to the brain, heart, kidneys, liver, and other organs. Even a first-time user is at risk of death. The abuser can develop a rapid and erratic heartbeat, which can lead to cardiac arrest and death. Abuse also can reduce the body’s oxygen level, leading to suffocation.




Screening and Diagnosis

Changes in an abuser’s appearance and behavior are the primary indicators of abuse. An abuser may have red or runny eyes and nose, spots or sores around the mouth, paint or other products on the face, lips, nose, or fingers, or unusual breath odor or the odor of chemicals on clothing. The abuser may have slurred speech and appear to be dazed or drunk.


Behavioral changes include increased anxiety, excitability, and irritability. The abuser may become belligerent, even violent, with swings between extreme agitation and lethargy. Speech may be slurred. Disciplinary problems or truancy may develop. Extracurricular activities may be dropped in favor of socializing with friends or staying home. The abuser may develop a new set of friends or become a loner. Conflict with siblings and parents may increase.


No test, such as urinalysis, will detect inhalants abuse. The user has to be confronted and admit to the problem.




Treatment and Therapy

For most abusers, treatment is community-based and focuses on behavioral changes. One should listen to what an abuser has to say and remain calm and nonjudgmental. This may provide clues to underlying problems, such as peer pressure or problems at home, which can be resolved or redirected. One should focus on the serious health risks of inhalants abuse, not on such behavior being “bad,” and should redirect an abuser to constructive, safe, and healthy activities.


A frequent or relapsing abuser will require professional help to identify and address underlying causes for the abuse and any concomitant physical or psychological problems. An initial step is a medical examination to determine if inhalants abuse has caused organ damage. Neurologic, psychological, and cognitive assessments should be part of the initial examination. Family stability, structure, and dynamics may contribute to the abuser’s behavior. An effort should be made to obtain constructive participation in treatment by the abuser’s family.


Few treatment centers address inhalants abuse. Detoxification may take up to thirty or forty days because inhaled chemicals stored in fatty tissue take a long time to break down and be flushed from the body.


During withdrawal, the abuser may experience headaches, nausea, excessive sweating and chills, tremors, muscle cramps, hallucinations, and even delirium. Relapse is common among heavy abusers, especially if underlying behavioral problems are not addressed.




Prevention

Children should be informed about the dangers of experimenting with inhalants, preferably before they try them. Inhalants abuse can be the gateway to further substance abuse. Parents, teachers, and other adults involved with children and young adolescents should know and be on guard for warning signs, including behavior changes, and should be prepared to discuss the dangers of inhalants abuse with the young person.


Parents should be aware of what inhalant products are in the home and how they can be used and stored so the risk of abuse is minimized. Similarly, school personnel should assess the use and storage of inhalant products in schools. Programs such as the Alliance for Consumer Education Inhalant Abuse Prevention Program can help parents, teachers, school administrators, and community leaders.




Bibliography


Abadinsky, Howard. Drug Use and Abuse: A Comprehensive Introduction. 7th ed. Belmont, CA: Wadsworth, 2011. Focuses on what drugs are abused, how they are abused, and how abuse is treated. Inhalants abuse is covered in chapter 6.



Julien, Robert M. A Primer of Drug Actions. 11th ed. New York: Worth, 2008. A concise, nontechnical guide to the mechanisms of action, side effects, uses, and abuses of psychoactive drugs. Chapter 4 is on inhalants.



Kuhn, Cynthia, Scott Swartwelder, and Wilkie Wilson. Buzzed: The Straight Facts about the Most Used and Abused Drugs from Alcohol to Ecstasy. 3rd ed. New York: W. W. Norton, 2008. Contains an informative, easy-to-read section on the risks involved in inhalants abuse.



Lowinson, Joyce W., et al., eds. Substance Abuse: A Comprehensive Textbook. 4th ed. Philadelphia: Lippincott, 2005. A comprehensive textbook on substance abuse. Chapter 20 covers inhalants abuse.

Monday, 5 September 2016

Describe the types of sexual assault perpetrators.


Introduction

Sexual assault is the threat or actual act of sexual physical endangerment of a nonconsensual person or legally defined minor child, regardless of consent. Rape is forced sexual penetration of a nonconsensual person or legally defined minor child, regardless of consent. Definitions of sexual assault and rape are further delineated by states’ criminal codes. The Crime Classification Manual (1992) notes that “definitions of what constitutes rape and sexual assault vary from state to state, resulting in marked differences in the reported frequencies of offense and behavior categories in different samples reported in the literature.”









According to the Office of Justice Programs of the US Department of Justice, 287,100 attempted or completed rapes or sexual assault victimizations against adolescents and adults were reported to law-enforcement agencies in 2010. This figure represents a victim ratio of 2.1 females in every 1,000 persons over age twelve and 0.1 males in every 1,000 persons over age twelve. However, it is significant to note that rape and sexual assault are the most underreported of the index crimes. Aggravated assault, robbery, and murder are commonly reported at near incidence level, but sex-related crimes are often not reported or are charged inaccurately.


Married or cohabiting people may be victims of forced sexual activity but do not report the behavior of their partner, or if they do report the behavior, it is commonly considered domestic violence and the formal legal charge is reduced to simple assault and does not represent the true, sexual nature of the assault. The question as to whether a husband can rape his wife has been debated in many courtrooms. The cross-examination of the victim is often a humiliating experience, and consequently, many victims choose not to press charges against the offender. Many women choose not to report forcible intercourse if they had previously been a consensual partner with the offender. It is also common that while children who are sexually molested by a parent are removed from the home under an order of child abuse, the offending parent is not charged with rape or sexual assault.




Sexual Paraphilias

The American Psychiatric Association’s
Diagnostic and Statistical Manual of Mental Disorders
(DSM-5) recognizes a group of disorders known as sexual paraphilias. The essential features of a paraphilia are recurrent, intense, sexually arousing fantasies, sexual urges, or behaviors, generally involving nonhuman objects or the suffering or humiliation of oneself or one’s partner or children or other nonconsenting persons. Paraphilic disorders are paraphilias that occur over a period of at least six months and cause distress or impairment to the individual or cause harm to others. For some individuals, paraphilic fantasies or stimuli are obligatory for erotic arousal and are always included in the sexual activity.


It is significant to note that not all sexual paraphilias result in sexual assault or rape, and it is the preference of individuals who have paraphilias to identify consensual adult partners. It is also significant to note that the majority of those with known sexual paraphilias are male. However, some of the paraphilias are specific to nonconsensual parties and children. Children, because of their age, by law cannot consent to sexual activity. There are a handful of paraphilias that are commonly associated with nonconsensual partners.



Exhibitionism


Exhibitionism
is defined as “behaviors involving the exposure of one’s genitals to an unsuspecting stranger.” The nature of this paraphilia requires a nonconsensual relationship with a stranger; consequently, it must be considered a form of sexual assault.




Frotteurism

Frotteurism is defined as “touching and rubbing against a nonconsensual person.” A frotteur (usually a man) rubs his genitals against the victim, often in a crowded public place, or fondles the victim. Like exhibitionism, the nature of this paraphilia requires a nonconsensual victim and, consequently, must be considered a sexual assault.




Voyeurism

Voyeurism is defined as “the act of observing unsuspecting individuals, usually strangers, who are naked, in the process of disrobing, or engaging in sexual activity.” A voyeur (usually a man) is sexually excited by looking (“peeping”), sometimes masturbating to orgasm either in the process of peeping or later while retrospectively reviewing what he has seen, but does not seek actual sexual contact with the victims. As in the previous paraphilias, the nature of voyeurism requires a nonconsenting person and, consequently, is considered a sexual assault.




Pedophilia


Pedophilia
is defined as “recurrent, intense sexually arousing fantasies, sexual urges, or behaviors involving sexual activity with a prepubescent child or children (generally age thirteen years or younger).” State statutes define the minimum age at which a person may consent to sexual relations. Pedophilic behavior is by definition a violation of law and consequently is a sexual assault.




Sexual Sadism

Sexual sadism is defined as “recurrent, intense, sexually arousing fantasies, sexual urges, or behaviors involving acts (real, not simulated) in which the psychological or physical suffering (including humiliation) of the victim is sexually exciting to the person.” Persons with this sexual paraphilia are continuously looking for a consensual partner. The practice of sexual sadism is commonly comorbid with sexual masochism. Sexual masochism is defined as “recurrent, intense, sexually arousing fantasies, sexual urges, or behaviors involving the act (real, not simulated) of being humiliated, beaten, bound, or otherwise made to suffer.”


People with one or both of these sexual paraphilias frequent bars and social clubs where sadists and masochists congregate. They are able to establish consensual relationships and mutually satisfy their sexual urges. In the absence of a consensual partner, or when a masochistic party refuses to proceed as far as the sadist desires, the sadist may force compliance and a sexual assault takes place. Sexual assaults that occur because the masochist refuses to continue to participate are rarely reported. When no consensual partners are available and the sadist is experiencing intense sexual arousal, the sadist may forcibly rape a nonconsensual stranger party.





Rape

The concept of rape has a historical and common definition of a man forcing a nonconsenting woman to engage in sexual intercourse. The definition is no longer contemporary. Men and women engage in sexual intercourse with children under the legal age of consent and, consequently, meet the statutory definition of rape. Men and women also engage in same-sex relationships that may result in behaviors that may be, in fact, forcible sexual assault or may be rape as defined by statute. Some hate-motivated crimes involve rape and sodomy. Consequently, the entire legal and philosophical concept of rape must be viewed from an expanded, inclusive definition.


The Crime Classification Manual includes a taxonomy of rape and sexual assault that outlines numerous categories: child pornography; criminal-enterprise rape; felony rape; personal cause sexual assault; nuisance offenses; domestic sexual assault; opportunistic rape, including social acquaintance rape, authority rape, power-reassurance rape, and exploitative rape; anger rape; sadistic rape; abduction rape; group-cause sexual assault; formal gang sexual assault, informal gang sexual assault; military sexual harassment; and military sexual assault/rape. The manual also classifies rapists based on motivations.


The taxonomic studies that describe the styles of convicted rapists focus on the interaction of sexual and aggressive motivations. Although all rape clearly includes both motivations, for some rapists, the need to humiliate and injure through aggression is the most salient feature of the offense, whereas for others the need to achieve sexual dominance is the most salient feature of the offense. John Douglas and Robert Ressler, both retired Federal Bureau of Investigation (FBI) agents who were the initial founders of the FBI’s Behavioral Sciences Unit, identified four primary subcategories of rapists: power-reassurance, exploitative, anger, and sadistic.



Power-Reassurance Rapist

Referred to as a "compensatory rapist," this individual is commonly afflicted with one or more of the sexual paraphilic disorders, and these paraphilias are clearly demonstrated in the method in which the rape is preformed. These rapists are preoccupied with their particular sexual fantasies and commonly have a vision of their “perfect” victim. They are highly sexually aroused as they attempt to locate their “perfect” victim and may demonstrate voyeurism, exhibitionism, masturbation practices, and pedophilia. They are delusional, believing that their victim truly loves them in return. These individuals commonly cannot achieve and maintain normal, age-appropriate heterosexual or homosexual relationships and compensate for their personal perception of inadequacy by stalking and assaulting a younger or older, and weaker, victim.




Exploitative Rapist

The exploitative rapist, also referred to as an "impulsive rapist," commits the crime of rape as an afterthought while committing another crime. These rapes generally occur when a victim is found at the site of a burglary or armed robbery. There is no premeditation in this rape, and the motivation is purely coincidental to the original intended criminal activity. It is not uncommon for persons to take hostages during an armed robbery or carjacking and then impulsively rape the hostage.




Anger Rapist

The anger rapist, also referred to a "displaced aggressive rapist," commits sexual assault because of anger. This rapist is commonly not angry with the victims, because they are usually strangers. Rather, the displaced aggressive rapist is angry with someone or something else, perhaps a boss, a spouse, or just a set of circumstances. Unable to express anger at the source, he displaces his anger on the victim. The rape is characterized by very violent behavior, and the victim is commonly severely injured and may be killed.




Sadistic Rapist

The sadistic rapist, also referred to as a "sexually aggressive rapist," possesses the sexual sadism paraphilia and cannot achieve sexual arousal or satisfaction unless inflicting pain on a victim. The rapist believes that the victim likes his or her sex rough and, consequently, will demonstrate a variety of torturous behaviors during the rape. While the rape is violent, it does differ from the rape by the displaced aggression rapist. The sexually aggressive rapist will demonstrate behaviors that have sexual overtones, while the displaced aggressive rapist will demonstrate unrestrained violence, more violence than is necessary to subdue the victim.




Other Rapist Classifications

Other classifications of rapists include gang rapists motivated by retaliation, intimidation, or juvenile impulsivity. Persons who use drugs to incapacitate their victims are generally compensating for their inability to achieve normal sexual relations and are commonly personality disordered.





Bibliography


American Psychiatric Association. Diagnostic and Statistical Manual of Mental Disorders: DSM-5. Washington: Amer. Psychiatric Assn., 2013. Print.



Bartol, Curt, and Anne M. Bartol. Criminal Behavior: A Psychosocial Approach. 10th ed. Upper Saddle River: Pearson Education, 2012. Print.



Dobbert, Duane, ed. Forensic Psychology. Columbus: McGraw, 1996. Print.



Douglas, John E., Ann W. Burgess, Allen G. Burgess, and Robert K. Ressler. Crime Classification Manual. 3rd ed. Hoboken: Wiley, 2013. Print.



Goode, Erich. Deviant Behavior. 10th ed. Upper Saddle River: Pearson, 2014. Print.



Planty, Michael, et al. Female Victims of Sexual Violence, 1994–2010. Ed. Catherine Bird and Jill Thomas. Office of Justice Programs, US Dept. of Justice, Mar. 2013. PDF file.

How can a 0.5 molal solution be less concentrated than a 0.5 molar solution?

The answer lies in the units being used. "Molar" refers to molarity, a unit of measurement that describes how many moles of a solu...