DOCSLIB.ORG

TANREND 2015/2016 Elektív És Fakultatív Tárgyak

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
TANREND 2015/2016 Elektív És Fakultatív Tárgyak Pécsi Tudományegyetem Általános Orvostudományi Kar ÁLTALÁNOS ORVOS SZAK TANREND 2015/2016 Elektív és fakultatív tárgyak PTE ÁOK Általános orvos szak – Elektív és fakultatív modul - tantárgyleírások - 2015/2016-os tanév 1. szemeszter OOE-AKF _____ Alapfogalmak és közlési funkciók az angol orvosi szaknyelvben ________________________________ 8 OOE-BFA _____ A biofizika fizikai alapjai ______________________________________________________________ 10 OOE-BO1 _____ Biofizika szemináriumok 1. ____________________________________________________________ 12 OOE-ELH _____ Elhízás - a modern kor „járványa” _______________________________________________________ 13 OOE-ESO _____ Egészség-szociológia _________________________________________________________________ 15 OOE-IKG _____ Interkulturelle Kommunikation in Gesundheitsberufen _______________________________________ 17 OOE-JNK _____ Jelnyelvi kommunikáció az orvosi praxisban ______________________________________________ 19 OOE-KRM ____ Krisenmanagement bei Studium um Arbeit im Bereich Medizin _______________________________ 21 OOE-MS1 _____ Molekuláris sejtbiológiai kísérletek I. ____________________________________________________ 23 OOE-N06 _____ Orvosi terminológia __________________________________________________________________ 25 OOE-ORE _____ Orvosi rehabilitáció a gyakorlatban ______________________________________________________ 27 OOE-SMA _____ Szakszövegalkotás és szaknyelvi műfajok az angol orvosi szaknyelvben _________________________ 29 OOE-SSS _____ Sprache, Spracherwerb, Sprachstörungen _________________________________________________ 31 OOE-STD _____ AIDS és STD prevenciós kurzus ________________________________________________________ 33 OOF-BAL _____ Magyarország ásvány- és gyógyvizei, balneológia __________________________________________ 36 OOF-BBM _____ Bevezetés a biometriába _______________________________________________________________ 38 OOF-BFM _____ Biometria feladatmegoldás _____________________________________________________________ 40 OOF-BGS _____ Bevezetés a génsebészetbe _____________________________________________________________ 42 OOF-DME _____ A daganat megelőzhető! _______________________________________________________________ 44 OOF-EGF _____ Az egészségügy finanszírozása _________________________________________________________ 46 OOF-FJE ______ Egészségfejlesztés ___________________________________________________________________ 48 OOF-GOM ____ Mérgező gombák, gombamérgezések ____________________________________________________ 50 OOF-IKM _____ Interkulturális kommunikáció az orvostudományban ________________________________________ 53 OOF-KEF _____ Képalkotó módszerek fizikai alapjai és orvosi alkalmazásuk __________________________________ 55 OOF-KEG _____ Kommunikáció az egészségügyben. Alapismeretek a hatékony és meggyőző kommunikációhoz ______ 57 OOF-KKN _____ A környezetvédelem és a környezetmonitorozás népegészségügyi jelentősége ____________________ 59 OOF-KSZ _____ Kémiai számítások ___________________________________________________________________ 61 OOF-MPR _____ A marketing szerepe és lehetőségei a prevencióban _________________________________________ 63 OOF-MUV ____ Pszichiátria és művészet _______________________________________________________________ 65 OOF-N14 _____ Német orvosi szaknyelvi alapfogalmak és közlési funkciók ___________________________________ 67 OOF-N35 _____ Bevezetés a belgyógyászati betegségek német szaknyelvébe 1. ________________________________ 69 OOF-N54 _____ Német orvosi szaknyelv - prezentáció ____________________________________________________ 71 OOF-NET _____ Internet (számítógépes alkalmazások 2.) __________________________________________________ 73 OOF-PFI ______ Párkapcsolat, intimitás, szexualitás filmművészeti alkotások tükrében ___________________________ 74 OOF-SPT _____ A sikeres prezentáció elméleti és gyakorlati alapjai, prezentációs technikák ______________________ 76 OOF-SVT _____ Megküzdési stratégiák - A sikeres vizsgaidőszak titka _______________________________________ 78 OOF-TMR _____ Tanulási módszerek __________________________________________________________________ 80 OOF-TPR _____ Természetes gyógymódok a prevencióban ________________________________________________ 82 OOF-VB1 _____ Hogyan vizsgázzunk molekuláris sejtbiológiából? 1. ________________________________________ 84 2. szemeszter OOE-AFA _____ Anamnézis felvétel angol nyelven _______________________________________________________ 85 OOE-BES _____ Bioetika szeminárium _________________________________________________________________ 87 OOE-BO2 _____ Biofizika szemináriumok 2. ____________________________________________________________ 89 OOE-BSK _____ Bioszervetlen kémia __________________________________________________________________ 90 OOE-BVA _____ Bioaktív vegyületek analitikája _________________________________________________________ 92 OOE-BVK _____ Bioaktív vegyületek kémiája ___________________________________________________________ 94 OOE-EMA _____ Az elektronmikroszkópia alapjai és felhasználási lehetőségei a klinikai diagnosztikában ____________ 96 OOE-JBS ______ Junior Bálint-szeminárium _____________________________________________________________ 98 OOE-MOM ____ Molekuláris medicina _________________________________________________________________ 99 OOE-MS2 _____ Molekuláris sejtbiológiai kísérletek II. __________________________________________________ 101 OOE-PRO _____ Az igazság az élő sejtről, amit mindenkinek tudnia kell _____________________________________ 103 OOE-TAR _____ Táplálkozás és a rák _________________________________________________________________ 105 OOE-TBG _____ Tájanatómiai boncolási gyakorlatok ____________________________________________________ 108 OOF-ATS _____ Az alternatív táplálkozási szokások egészségügyi hatásai ____________________________________ 110 2 PTE ÁOK Általános orvos szak – Elektív és fakultatív modul - tantárgyleírások - 2015/2016-os tanév OOF-BET _____ Boregészségtan _____________________________________________________________________ 112 OOF-BKK _____ Neuroantropológia II.: Az emberi viselkedés variabilitása ___________________________________ 115 OOF-BMM ____ Bevezetés a molekula modellezésbe ____________________________________________________ 117 OOF-BN2 _____ Bevezetés a német orvostudományi szaknyelvbe 2. ________________________________________ 119 OOF-CIR ______ A citoszkeletális rendszer _____________________________________________________________ 121 OOF-DAM ____ Az evolúciós nézőpont szerepe az orvoslásban: Darwini medicína _____________________________ 123 OOF-DIO _____ Gyógyszerészeti terminológia 2. _______________________________________________________ 125 OOF-EGN _____ Epigenetika - a gének feletti öröklődés orvosi vonatkozásai __________________________________ 127 OOF-EUA _____ Az egészségügyi ellátás alapelvei az EU-ban _____________________________________________ 129 OOF-GOL _____ Az orvosi szaknyelv görög-latin alapjai. Történeti áttekintés klasszikus szövegek feldolgozásával ___ 131 OOF-GSE _____ Gyógyászati segédeszköz alapismeretek _________________________________________________ 133 OOF-HEV _____ A human evolúció orvosi vonatkozásai __________________________________________________ 135 OOF-HSN _____ A humanitárius segítségnyújtás orvosi, egészségügyi alapjai _________________________________ 138 OOF-IZM _____ Az izomműködés molekuláris alapjai ___________________________________________________ 141 OOF-JEA _____ A jelátvitel betegségei _______________________________________________________________ 143 OOF-KAL _____ Fejezetek a természetes anyagok kémiájából II.: Alkaloidok _________________________________ 145 OOF-KEZ _____ A kézíráselemzés biológiai alapjai. Alkalmazási lehetőségek az orvosi gyakorlatban. ______________ 147 OOF-KFO _____ Kapilláris elektroforézis a laboratóriumi diagnosztikában ____________________________________ 149 OOF-KTE _____ Különböző nemzetek, vallások étrendi szokásainak táplálkozás-egészségtani vonatkozása __________ 151 OOF-LOK _____ Klinikai terminológia alapjai __________________________________________________________ 153 OOF-MGY ____ A Mecsek értékes gyógynövényeinek terepi vizsgálata I. ____________________________________ 155 OOF-N04 _____ Anatómiai terminológia ______________________________________________________________ 157 OOF-PLH _____ A placebo hatás ____________________________________________________________________ 159 OOF-POG _____ Populációgenetika és eredményeinek alkalmazása a gyakorlatban _____________________________ 161 OOF-ROE _____ Roma közösségek egészsége és egészségügyi ellátásuk kérdései (kihívások, feladatok, lehetőségek) __ 163 OOF-SMP _____ A sejtmag patológiája ________________________________________________________________ 165 OOF-STE _____ Fejezetek a természetes anyagok kémiájából I.: karotinoidok, szteroidok _______________________ 167 OOF-TKO _____ Az egészséges testedzés követelményei __________________________________________________ 170 OOF-TSZ _____ A természetjárás szerepe az egészség megőrzésében _______________________________________ 172 OOF-VB2 _____ Hogyan vizsgázzunk molekuláris sejtbiológiából? 2. _______________________________________ 174 OOF-VVE _____ Védőoltások, védőoltás-ellenes mozgalmak tevékenysége: többet árt, mint használ _______________ 175 3. szemeszter OOE-AFN _____ Anamnézis felvétel német nyelven 1.- Anamneseerhebung 1 _________________________________ 177 OOE-APK _____ Anatómiai preparátumok készítése _____________________________________________________
Load more

Recommended publications
  • Final Thesis Shahram Rafieian Koupaei.Pdf
    Bangor University DOCTOR OF PHILOSOPHY Dissociation, unconscious and social theory : towards an embodied relational sociology Rafieian Koupaei, Shahram Award date: 2015 Awarding institution: Bangor University Link to publication General rights Copyright and moral rights for the publications made accessible in the public portal are retained by the authors and/or other copyright owners and it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights. • Users may download and print one copy of any publication from the public portal for the purpose of private study or research. • You may not further distribute the material or use it for any profit-making activity or commercial gain • You may freely distribute the URL identifying the publication in the public portal ? Take down policy If you believe that this document breaches copyright please contact us providing details, and we will remove access to the work immediately and investigate your claim. Download date: 29. Sep. 2021 Dissociation, unconscious and social theory towards an embodied relational sociology Thesis submitted for examination for: PhD in Sociology and Social Policy Shahram Rafieian koupaei School of Social Sciences Bangor University 2015 I hereby declare that (i) the thesis is not one for which a degree has been or will be conferred by any other university or institution; (ii) the thesis is not one for which a degree has already been conferred by this University; (iii) the work for the thesis is my own work and that, where material submitted by me for another degree or work undertaken by me as part of a research group has been incorporated into the thesis, the extent of the work thus incorporated has been clearly indicated.
    [Show full text]
  • The Adult Learner: a Neglected Species. INSTITUTION American Society for Training and Development, Madison, Wis
    DOCUMENT RESUME ED 084 368 CE 000 509 AUTHOR Knowles, Malcolm TITLE The Adult Learner: A Neglected Species. INSTITUTION American Society for Training and Development, Madison, Wis. PUB DATE Apr 73 NOTE 207p. AVAILABLE FROM Gulf Publishing Company, P.O. Box 2608, Houston, TX 77001 ($7.95) EDRS PRICE MF-$0.65 HC Not Available from EDRS. DESCRIPTORS *Adult Education; *Adult Learning; Behavior Patterns; *Human Resources; Individual Development; Learning Characteristics; Learning Experience; Learning Motivation; *Learning Theories; Manpower Development; Organizational Development; Teaching Models; *Teaching Techniques; Training ABSTRACT Traditional theories of learning and the teaching practices resulting from them are reviewed. Most theories of adult learning are based on research into the learning of children, which in turn is founded upon theories of animal learning. These theories, formulated under laboratory conditions, are artificial at best--and not complex enough to apply to adult human beings. Emerging theories of adult learning, however, are Lased on the unique characteristics of adults as learners and result in differentiated educational practices. Human resource development (BED) is based on many of these newer theories and serves as a guideline for action. Knowles' andragogical theory is based on four assumptions which differ from those of pedagogy: (1) changes in self-concept,(2) the role of experience, (3) readiness to learn, and (4) orientation to learning. As a guideline for developing programs and for selecting andtraining teachers, the andragogical model of HRD is very applicab?e. Among the appendixes are "Is It Skinner or Nothing" and "An Approach to a Differential Psychology of the Adult Potential." There is a eleven-page bibliography.
    [Show full text]
  • History of Psychology
    The Psych 101 Series James C. Kaufman, PhD, Series Editor Department of Educational Psychology University of Connecticut David C. Devonis, PhD, received his doctorate in the history of psychology from the University of New Hampshire’s erstwhile pro- gram in that subject in 1989 with a thesis on the history of conscious pleasure in modern American psychology. Since then he has taught vir- tually every course in the psychology curriculum in his academic odys- sey from the University of Redlands in Redlands, California, and the now-closed Teikyo Marycrest University (formerly Marycrest College in Davenport, Iowa) to—for the past 17 years—Graceland University in Lamoni, Iowa, alma mater of Bruce Jenner and, more famously for the history of psychology, of Noble H. Kelly (1901–1997), eminent con- tributor to psychology’s infrastructure through his many years of ser- vice to the American Board of Examiners in Professional Psychology. Dr. Devonis has been a member of Cheiron: The International Society for the History of Behavioral and Social Sciences since 1990, a con- tributor to many of its activities, and its treasurer for the past 10 years. Currently he is on the editorial board of the American Psychological Association journal History of Psychology and is, with Wade Pickren, coeditor and compiler of the online bibliography History of Psychology in the Oxford Bibliographies Online series. History of Psychology 101 David C. Devonis, PhD Copyright © 2014 Springer Publishing Company, LLC All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or trans- mitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior permission of Springer Publishing Company, LLC, or authorization through payment of the appropriate fees to the Copyright Clearance Cen- ter, Inc., 222 Rosewood Drive, Danvers, MA 01923, 978-750-8400, fax 978-646-8600, [email protected] or on the Web at www.copyright.com.
    [Show full text]
  • The Persuaders: Nonbehavioristic Psychologists
    The Persuaders 271 high as well when the community is persuaded to change and it accepts a successful Persuader as a guide for some time. Practically all the "great names" in the history of science can be viewed as successful Persuaders. This chapter presents two apparently successful Persuaders and two relatively unsuccessful ones. At any one time there are probably many The Persuaders: unsuccessful Persuaders in a scientific community. They may be said to represent the seeds of potential change; but most of these seeds fall Nonbehavioristic Psychologists on arid ground. The chances of success for any Persuader is small. Yet without the presence of such people, the scientific community would be Whoso would be a man must be a non-conformist. -RALPH WALDOEMERSON left with no coherent program of development when its current course faltered. Timing is a critical ingredient in the process of successful persua- ~ion.In psychology as elsewhere, a receptive audience is one that has almost arrived at the same conclusion by itself. Thus, Plans and the Struc- Although behaviorism unquestionably dominated scientific psychology ture ofBehiuiio~,by George A. Miller, Eugene Galanter, and Karl Pribram, until well into the 1950s, there were numerous cross-currents even in had a significant impact on the cognitive revolution, in part because it the heyday of behaviorism. I have already pointed to social psychology appeared in 1960, just as many psychologists were preparing to think as one field in which many of the major developments in the cognitive more cognitively. Had it bee$ published five years earlier, it would have framework were foreshadowed (Chapter 4).
    [Show full text]
  • PCS AP Psych 0280
    A Planned Course of Study for Advanced Placement Psychology ASHS Course # 0280 Abington School District Abington, Pennsylvania September, 2016 a. Objectives Students will demonstrate the appropriate level of proficiency in each of the following areas: History and Approaches • Recognize how philosophical and physiological perspectives shaped the development of psychological thought . • Describe and compare different theoretical approaches in explaining behavior: — structuralism, functionalism, and behaviorism in the early years; — Gestalt, psychoanalytic/psychodynamic, and humanism emerging later; — evolutionary, biological, cognitive, and biopsychosocial as more contemporary approaches . • Recognize the strengths and limitations of applying theories to explain behavior . • Distinguish the different domains of psychology (e .g ., biological, clinical, cognitive, counseling, developmental, educational, experimental, human factors, industrial–organizational, personality, psychometric, social) . • Identify major historical figures in psychology (e .g ., Mary Whiton Calkins, Charles Darwin, Dorothea Dix, Sigmund Freud, G . Stanley Hall, William James, Ivan Pavlov, Jean Piaget, Carl Rogers, B . F . Skinner, Margaret Floy Washburn, John B . Watson, Wilhelm Wundt) Research Methods • Differentiate types of research (e .g ., experiments, correlational studies, survey research, naturalistic observations, case studies) with regard to purpose, strengths, and weaknesses . • Describe how research design drives the reasonable conclusions that can be
    [Show full text]
  • Thinking About Trance Over a Century: the Making of a Set of Impasses
    Thinking about Trance Over a Century: The Making of a Set of Impasses The Harvard community has made this article openly available. Please share how this access benefits you. Your story matters Citation Harrington, Anne. 2016. Thinking about Trance Over a Century: The Making of a Set of Impasses. In Hypnosis and meditation: Towards an integrative science of conscious planes, eds. Michael Lifshitz and Amir Raz. New York: Oxford University Press. Published Version https://global.oup.com/academic/product/hypnosis-and- meditation-9780198759102?cc=us&lang=en&# Citable link http://nrs.harvard.edu/urn-3:HUL.InstRepos:33439060 Terms of Use This article was downloaded from Harvard University’s DASH repository, and is made available under the terms and conditions applicable to Open Access Policy Articles, as set forth at http:// nrs.harvard.edu/urn-3:HUL.InstRepos:dash.current.terms-of- use#OAP Part 2 Philosophical, historical, and cultural perspectives Chapter 2 Thinking about trance over a century The making of a set of impasses Anne Harrington Abstract Despite differences in methods and (usually) goals, both hypnosis and meditation involve an unusual state of awareness, generally known as “trance.” Yet, the idea of trance, as an object of scholarly and scientific study, turns out to have been marked, historically, by confusion and controversy. Is trance one thing or many things? A regression to a pathological, primitive state or ascent to an elevated state? Noisy or quiet? Biological or social? Meditation researchers, hypnosis researchers, and anthropologists (interested in phenomena like shamanism and spirit possession) have all, historically, struggled with questions like these in surprisingly similar ways.
    [Show full text]
  • NATURE APRIL 30, 1966 Vot..210
    456 NATURE APRIL 30, 1966 Vot..210 Studies on the Piriform Lobe noses, attitudes to hypnosis and responses to various By F. Valverde. Pp. vii+l31. (Cambridge, Mass.: personality inventories. Although some significant corre­ Harvard University Press; London: Oxford University lations do emerge, they are insufficient to characterize Press, 1965.) 60s. net. the hypnotizable person clearly. One of the final chapters is written by the wife of the author, who makes some lobe', Dr. Valverde ITHIN the term 'piriform very interesting inferences from clinical case studies. W includes the olfactory bulb, parolfactory structures, The presentation of these susceptibility scales is the together with their pro­ piriform cortex and amygdala, central point of the book. However, it also provides a j ection systems. The first part of this work consists of comprehensive and up-to-date review of present-day in various parts of the several experiments with lesions knowledge on this ill-understood subject. It is a valuable degeneration stained by the forebrain and the resulting book not only to those concerned with the more academic Nauta m ethod. The second part comprises Golgi studies aspects of psychology, but also to those who make use of of the relevant areas. hypnosis in the clinical field. A considerable amount of Attempting, as it does, to provide comprehensive space is given to statistical procedures, which does tend of central olfactory con­ coverage of the whole system to make it heavy reading for those not specifically in­ achieves considerable nexions, Dr. Valverde's monograph terested in this aspect, but a brief and succinct summary is unity of purpose, although there are inevitably many given at the end of each chapter.
    [Show full text]
  • AP Psychology Curriculum
    AP Psychology Curriculum Course Description: Advanced Placement Psychology is the equivalent of a college introductory psychology course. This is a rigorous and demanding course, intended to provide the scope and level of accomplishment expected in a college/university setting. The curriculum for this course places a heavy emphasis on essential readings, writing assignments, independent projects, and frequent tests intended to prepare students for the AP Exam. The instructor's role is to facilitate your drive and accomplishment by structuring learning situations and selecting learning tools to help you attain your goals: a successful score on the AP Psychology Exam, an enrichment of your life through the acquisition of psychological knowledge, and enjoyment of the course. Scope and Sequence: Timeframe Unit Instructional Topics 1-3 Class Periods History & Topic 1: Philosophical and Historical Development as Approaches Psychology as a Science Topic 2: Contemporary Viewpoints of Analyzing Behavior 3-5 Class Periods Memory Topic 1: Physiological Bases of Memory Topic 2: Psychological Stems and Bases of Memory Topic 3: Scientific Contributions to Understanding Memory 3-5 Class Periods Research Topic 1: Research Methodologies Methods and Topic 2: Statistical Analyzes Statistics Topic 3: Ethical Issues of Research 6-7 Class Periods Social Topic 1: Social Cognition Topic 2: Social Influence Topic 3: Group Behavior and Influences Topic 4: Antisocial Behavior Topic 5: Prosocial Behavior 7-8 Class Periods Biopsychology Topic 1: Neuroscience Topic
    [Show full text]
  • Psychologues Américains
    Psychologues américains A G (suite) M (suite) • Robert Abelson • Gustave M. Gilbert • Christina Maslach • Gordon Willard • Carol Gilligan • Abraham Maslow Allport • Stephen Gilligan • David McClelland • Richard Alpert • Daniel Goleman • Phil McGraw • Dan Ariely • Thomas Gordon • Albert Mehrabian • Solomon Asch • Temple Grandin • Stanley Milgram • Blake Ashforth • Clare Graves • Geoffrey Miller • David Ausubel • Joy Paul Guilford (psychologue) • Moubarak Awad • George Armitage H Miller B • Theodore Millon • G. Stanley Hall • James Baldwin • Daria Halprin N (psychologue) • Harry Harlow • Theodore Barber • Alan Hartman • Ulric Neisser • Gregory Bateson • Torey Hayden • Richard Noll • Diana Baumrind • Frederick Herzberg • Alex Bavelas • Ernest Hilgard O • Don Beck • James Hillman • Benjamin Bloom • Allan Hobson • James Olds • Edwin Garrigues • John L. Holland Boring • John Henry Holland P • Loretta Bradley • Evelyn Hooker • Nathaniel Branden • Carl Hovland • Baron Perlman • Urie Bronfenbrenner • Clark Leonard Hull • Walter Pitts • Joyce Brothers • Jerome Bruner J R • David Buss • Howard Buten • William James • Joseph Banks Rhine • Kay Redfield Jamison • Kenneth Ring C • Irving Janis • Judith Rodin • Arthur Janov • Carl Rogers • John Bissell Carroll • Joseph Jastrow • Milton Rokeach • James McKeen Cattell • Julian Jaynes • Eleanor Rosch • Raymond Cattell • Arthur Jensen • Marshall Rosenberg • Cary Cherniss • Frank Rosenblatt • Robert Cialdini K • Robert Rosenthal • Mary Cover Jones • Julian Rotter • Lee Cronbach • Daniel Kahneman • Paul Rozin
    [Show full text]
  • Behavioral Sciences” Label Jefferson D
    ARTICLE A “Not Particularly Felicitous” Phrase: A History of the “Behavioral Sciences” Label Jefferson D. Pooley [email protected] Abstract The article reconstructs the history of the "behavioral sciences" label, from scattered interwar use through to the decisive embrace of the newly prominent Ford Foundation in the early Cold War. The rapid uptake of the label, the article concludes, was the result of the Ford Foundation’s 1951 decision to name its social science unit the “Behavioral Sciences Program” (BSP). With Ford’s en- couragement, the term was widely adopted by quantitative social scientists eager to tap the founda- tion’s social science funds. The label’s newness and its link to the gigantic foundation’s initiative generated much suspicion and resistance as well. Keywords Behavioral sciences, Ford Foundation, Cold War There are few behavioral scientists today. But as recently as the 1950s and 1960s, self-identified “behavioral scientists” occupied the elite ranks of American social science. The rapid uptake of the label was the result of the Ford Foundation’s 1951 decision to name its social science unit the “Be- havioral Sciences Program” (BSP). With Ford’s encouragement, the term was widely adopted by quantitative social scientists eager to tap the foundation’s social science funds. The label’s newness and its link to the gigantic foundation’s initiative generated much suspicion and resistance as well. This paper reconstructs the label’s career from scattered interwar use through to Ford’s embrace. Existing histories trace the term back to psychologist James Grier Miller’s Committee on the Be- havioral Sciences at the University of Chicago.
    [Show full text]
  • The General Psychologist
    A Publication of the Society WILLIAM JAMES BOOK AWARD for General Psychology Division One The Blank Slate of the American Psychological Association by Steven Pinker, Harvard University INSIDE THIS ISSUE Steven Pinker is the Johnstone Family Professor in the Department of Psychology at de Waal: The Most Bipolar Ape Harvard University. For his book, The Blank Slate: The Modern Denial of Human Na- ..........................9 ture, the Society for General Psychology awarded Dr. Pinker the William James Book Award for 2003. The following essay, based on his invited address at the 2005 APA con- Koltko-Rivera: Worldviews vention, draws on material in the book. .........................11 Sternberg: Still Hope of Unity .........................15 uman nature is a topic of perennial interest, because every- Bitterman: Conditioning one has a theory of human nature. All of us have to anticipate ........................16 Hhow people will react to their surroundings, and that means that we all need theories, implicit or explicit, about what makes Mentoring people tick. .........................17 So much depends on our theory of human nature. In our private lives we use it to win friends and influence people, to manage our A Word from Our President relationships, to bring up our children, to control our own behavior. .........................18 Its assumptions about learning guide our policies in education; its Steven Pinker 2006 Convention Program assumptions about motivation guide our policies in law and poli- .........................19 tics. And because the theory of human nature delineates what we can achieve easily, what we can achieve only with effort and sacrifice, and what we cannot achieve at all, it’s tied to Announcements our values: what we think we can reasonably strive for as individuals and as a society.
    [Show full text]
  • Talking the Hype out of Hypnosis and a Look at Its Entrancing Use in Pain
    CuFwentEamments” EUGENE GARFIELD INSTITUTE FOR SCIENTIFIC INFORMATION* 3501 MARK ET ST, PHILADELPHIA, PA 191C4 Taking the Hype Out of Hypnosis and a Look at Its Entrancing Use in Pain Control Number 3 Januarv ,, 19, 1987 In the most hackneyed depictions of hyp- Chinese, Egyptians, and Gre&s.2 There nosis on television and in the movies, the are even rdlusions in the Bible to activities hypnotic subject is invariably shown star- that are hypnotic in character. Historical ac- ing at a swinging pocket watch or pendu- counts of hypnotism in the modem era gen- lum while repeating the instructions of the erally begin with Franz Anton Mesmer hypnotist in a halting monotone. Once the (1734-18 15), an Austrian physician whose “trance” is broken through a snap of the name survives in the word “mesmerize. ” fingers or some other hypnotically suggested Mesmer is most often associated with the signal, the subject awakens, fully if uncon- theory of “animal magnetism. ” As dis- sciously prepared to perform whatever deed cussed by Henri F. Ellenberger, Universi- the hypnotist has directed. Other popular no- ty of Montreal, Canada, in 7?seDiscovery tions surrounding hypnotism no doubt de- of the Unconscious, the theory involved the rive from entertainers known as stage hyp- existence of a subtle physical fluid that sup- notists, who induce volunteers from their au- posedly filled the universe and connected hu- diences to engage in comic or ribald behav- mans, the earth, and the heavenly bodies. ior for the amusement of the others. Believing that disease originated from an These distorted, inaccurate views do not imbalance of this magnetic fluid in the do justice to the serious discipline of clini- human body, Mesmer maintained that cal hypnosis.
    [Show full text]