DOCSLIB.ORG

MICHIGAN STATE UNWERSITY James 0. Martin 1958

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
MICHIGAN STATE UNWERSITY James 0. Martin 1958 A PSYCHOLOGICAL INVESTIGATION OF CONVICTED INCEST OFFENDERS BY MEANS OF TWO PROJECTIVE TECHNIQUES Thesls {or “we Degree of DI’I. D. MICHIGAN STATE UNWERSITY James 0. Martin 1958 111111 IIIIIIIIIIIIIIIIIIIIIIIIIIIIIILIIl ' '- 3 1293 104 8 54 5.}? 4 Huh A PSICROLOGICAL INVESTIGATION OF CONVICTfiD INCEST OFFEEDERS BY Efififis OF TWO PROJECTIVS TECHEIQUES BY James 0. Martin A T113513 Submitted to the school for Advanced Graduate Studies of Michigan State University of Agriculture and Applied Science in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Psychology Year 1958 ABSTRACT James 0..Martin, Michigan State University. A Ps,cholo ical Investigation of Convicted Incest Offenders B'NTEEHE"ETETFF- Frolective focfifiiques. Iéajmfessor: uB‘Ex-TITRE‘EiET' The present study represents an investigation of certain personality factors derived from psychoanalysis, and their relationship to the crime of father-daughter incest. Person- ality traits descriptive of the psychoanalytic concept of the ”Phallic Character” were presented as hypotheses to be con- firmed. Thres hypotheses suggested the continued presence of disturbances in the following psychosexual areas: Oral Eroti- cisn, Oedipal Intensity, and Castration Anxiety. Three more hypotheses were concerned with current behavioral reactions associated with the dynamics to be found in the Phallic Character; i.s.. the presence of aggressive drives, resent- ment toward authority, and a contempt and hostility toward women. The final four hypotheses contained predictions con- cerning perceptions expected from this type of individual. These included perception of the wife as unavailable sexually, s self-percspt of inability to compete successfully with oth- ers. perception of ths environment as hostile, and perception of young adolssccnt females as being interested in hetero- sexual activity. ii The subjects used in this investigation included an Experimental Group of thirty Incest Offenders and s Control Group of florty-ons other prisoners. The Controls were sub- divided into one group of twenty-one man convicted of Statutory Rape against non-related minor females, and a cec- ond group of twenty non imprisoned for the felony of Break- ing and Entering. All subjects schisved I.Q.'s of 80 or above. Ho subject had a prior history of arrest for a sexual or assaultive crime, and no subject had been previous- ly diagnosed ns psychotic or severely disturbed mentally. Analysis of the data on the subjects indicated that the Incest Offenders had s higher mean age than either of the Control subegroups. The Incest Offenders had more children, and as s group had cone into less conflict with the law prior to the commission of the crime for which they were in- careersted. Instruments used in this investigation were the Blacky Pictures Test. six cards fron.ths Thematic Apperception Test, and one card from the Michigan Picture Test. The latter seven cards were presented to the subjects, and scored, ac- cording to a method devised for the present study. Tests of hypotheses were nods by comparing the responses of each group by means of Chi-Square. iii The statistical compcri sons indicated that the Incest Offender Group had a significantly greater frequency of the proposed reactions on three of the tan hypothesea tested. flhasa differences were in the areaa of Oral Eroticism, Gaga tration Anxiety. and Oedip&1 Intensity. These three hypotheses were supported. the remaining aeven experimantal hypofibcues wart ro- Jocted as the Incest Offender: did not reveal a significantly higher-froqueney'of'the rasponsoa expected by the design of the study. The Incest Offendar Group had a significantly higher number or individuals Who wart Judged £3 generally'disturbed in tho paydhosexnal areas, a: msasnred by their responses to five Blacky'Pictures cards. A discussion of the limitations of this study and of the instruments employed was presented, and the current re? suits were compared with thoaa found in a similar study done at Sing Sing Prison. Su 3&2estiona for further resaa rch warn made. Approved: an- ‘ Kibert I. Rabin Pb. DO. Dept. of Psychoiog Dateiwf['izg‘~5’c? # 1v ACICJOwL”"C§£$€TS A primary debt of gratitude is owed to Dr. Albert I. Rabin, Major Professor and Committee Chairman who directed this thesis, fior hio invaluable professional assistance and his personal interooo in its progress. Important, also, was the help rendered by Dr. Paul Bakln and Dr. Gerald King, Committee Members, whose suggestion. and critique. made this research more scientifically sound and certainly more readable. The assistance of the filohigau Department of Correct- ions is acknowledged, including Birootor Gun Harrison, Warden William H. Bannan, and other: of the start of tho Stat. Prison of Southern Michigan. my personal thanks go out to the inmates who took part in thin study, especial- ly the coxual offenders. to whom no personal reward was offercd. AdditionAIIy, I would liko to singlo out Doug W., inmate clerk who typed this report, and who previously typed the many revisions necessary during its progress. Doug also did much of the group testing. Finally, I would like to mention my wife, Barbara Ann, who endured the many trials common to wire. of Ph. D. candi- da‘0.0 '1': ”LE 0? COI£T£IST3 I. IIITROEUCTION St‘tamflnt 0r tha PrOblun u o o o o o II. _ REVIEW OF THE LITEmTUIZE . III. POSSIBLE UW‘ERLYIKG CAUSES IN THE CRIMIuAL IKCESTUAL ACT Preliminary Considerations . 15 Statement of Hypechflle’ o o 21 IV. PROCEDURE SUbJBGt' 0.. c a o o a o o a 2b Control Groupfl 0 u o o o I o O 26 Psycho-Sooial Characteristics of 28 SfllCfltion of TCUtI o I o o o o a 36 Response measurafi a o o o o 39 The Judging ExPerimont . £5 Tests of fiypotheses . 53 V. RESULTS The EIpQrinontal Hypotheses 55 Further Experimental Analysis 64 vi TABLE OF CONTfllTS - Cont. VI. DISCUSS ON 0? RESULTS The Experimental Hypotheses . 70 Discussion of tho Experimental Findings 71 Limitations of the Present Study . 79 VII. SUI-SEMI A2551) COE’éCLUSIUNS Genaralfiamarka ............ 82 BIBLIOGRAPHY . 85 v11 LIST OF TABLES 1. Intolltgencc, Age, and Educational Level or the Tflfial SEQPIC o 0 Q o t 9 t u a o o a I a . a 30 2. marital Status 0 a o a o o o c o o o o o o o o 0 32 30 Criminal Record a n 0 a o o o o o o u o o a c a n 33 a. Ag’ a: Victim (Sax Groups) 0 o a n o o 0 c o o o 35 5. Number of Coital Contact: with Victim-Ificost . GTO“? o o o o I o . o 0 o o 0 o q o o 0 o o 0 ¢ 0 36 6. Final Tout Items. ChiuSqnaro Significance Level. and “flan Rating 0 u o o I Q o o o o o o c 51 7. ChicSqnaro Analysis of Hypothesis I-t .1. 55 8. ~ * ' - ' I-b . 57 9. ' ' ' " ' I-c . 58 19. "V . u a " L4..... .. 59 11. * ~ ~ * a 1-. 60 12. u ~ ~ , " 1-: . 61 13. ' - w * a 11. 61 1.. " a w w v 111-. 62 15. ' - n v u III-h . 63 16. ' ' " ' ' IV. 63 I7. Chi-Square Analysia of'Scoros on Blacky C‘rd II o o c o a o o o a o o c o o u c o o o o o 65 18. Chi-3 are Analysis of Scores on Blacky Card I o o p o a u o o o a n 0 ¢ - o o u o n o 66 7111 \Irl‘lll“ rll ,luln. rllll‘ LIST OF TABLES - Cont. 19. Chi-Square Analysis of Total Amount at Psycho- nexual flisturbancu Found in Individuals within Each Group - the Five Blacky Test Cards A - Individual Blacky Protocols, Humber or Cardfi Scored ”Disturbed” o c o o u a o o a o 67 B - By Parcentagas a o o o o c o o o u a o o o o 67 20. Chi-quare Signif1c&nce Levels A . The Blacky Test Cards . 63 BthoSovanPictursStoryCarda........ 68 21. Porcentages¢ot Subjects in Each Group Shdwing Disturbance 1n the Testing A - The Blacky'faat (+ or ++ Scores). 69 B - The Picture Story Gard: (”Strong” Reactions) 0 0 ¢ 0 o o o v o a o o o o o o o 69 22. Comparison of Present Findings with Thane of GluCCk - Deact1pt1'9 Statistics 0 o I o o o o 0 Q 76 23. Comparison of Present Findings with Those of Gluack - Disturbance Ratings (Mild and marked) a o o o o o o a o c o o o o o c a c o o o 73 I INTRODUCTION Statement of the problem The problem of the sexual offender is of great import- ance for those groups involved in the detection, detention, and prevention of socially deviant behavior. .MOtivating factors behind many such crimes are inadequately understood by those responsible for dealing with the criminal. There appears to be a dearth of scientific investigations of sexy ual crimes by those very disciplines whose object it is to understand human behavior. The criminal sexual offender provides an important area of study for such diverse groups as law enforcement officials; penologists, and the behavioral scientists and; secondarily; for the lauhmaking and adminis- trative organisations directing the control of such behavior. 1n. clinical psychologist is in a position to offer ser- vices and data toward the understanding of these sexual of- tenses. Sharing in common with other disciplines in the behavioral sciences a knowledge of personality theory - development and deviation . techniques of interviewing, and the use of case history'naterial; the clinician can also make a unique contribution in the use of psychological tests and - 1 .
Load more

Recommended publications
  • A Review of Picture Based Psychological Assessment Tools for Children and Adolescents
    17 Review Article A Review of Picture Based Psychological Assessment tools for children and adolescents Snigdhasree Bhattacharya1, Uma Hirisave2 1PhD Scholar, Department of Clinical Psychology, NIMHANS - INI, Bangalore. 2Professor, Department of Clinical Psychology, NIMHANS - INI, Bangalore. E-mail – [email protected] ABSTRACT Children connect better with pictures than they do to verbal material. The review traces the application of pictures in the area of psychological assessment with children and adolescents. Pictures have been used as testing material in the domain of projective testing and self report formats. The pictorial tests available in each of the domains have been reviewed and separate analysis has been provided for each domain. The review focuses on the advantages of pictorial measures, their scope in the Indian context and challenges in development of pictorial measures. Keywords: Pictorial Tools, Psychological Assessment using pictures, Assessment with children and adolescents. INTRODUCTION “If a picture paints a thousand words, then a let a picture inspire a thousand words.” Nicholas Boyd Crutchley Images and Drawings have been used to elicit responses in therapeutic consultations and in therapy. These tests are known as „stimulus tests‟, evolved into combinations of stimuli and responses, creating a more interactive give and take between therapist and patient especially when working with children. A social constructivist approach views images as a visual resource that assists in the co-construction of understanding and meaning on a topic of interest, emotional and cognitive lives of the children [1]. It has been seen that children connect better to pictures than they do to words, a prime example of which is the use of illustrations in various books both academic and non academic.
    [Show full text]
  • Library of Congress Classification
    B PHILOSOPHY (GENERAL) B Philosophy (General) For general philosophical treatises and introductions to philosophy see BD10+ Periodicals. Serials 1.A1-.A3 Polyglot 1.A4-Z English and American 2 French and Belgian 3 German 4 Italian 5 Spanish and Portuguese 6 Russian and other Slavic 8.A-Z Other. By language, A-Z Societies 11 English and American 12 French and Belgian 13 German 14 Italian 15 Spanish and Portuguese 18.A-Z Other. By language, A-Z 20 Congresses Collected works (nonserial) 20.6 Several languages 20.8 Latin 21 English and American 22 French and Belgian 23 German 24 Italian 25 Spanish and Portuguese 26 Russian and other Slavic 28.A-Z Other. By language, A-Z 29 Addresses, essays, lectures Class here works by several authors or individual authors (31) Yearbooks see B1+ 35 Directories Dictionaries 40 International (Polyglot) 41 English and American 42 French and Belgian 43 German 44 Italian 45 Spanish and Portuguese 48.A-Z Other. By language, A-Z Terminology. Nomenclature 49 General works 50 Special topics, A-Z 51 Encyclopedias Historiography 51.4 General works Biography of historians 51.6.A2 Collective 51.6.A3-Z Individual, A-Z 51.8 Pictorial works Study and teaching. Research Cf. BF77+ Psychology Cf. BJ66+ Ethics Cf. BJ66 Ethics 52 General works 1 B PHILOSOPHY (GENERAL) B Study and teaching. Research -- Continued 52.3.A-Z By region or country, A-Z 52.5 Problems, exercises, examinations 52.65.A-Z By school, A-Z Communication of information 52.66 General works 52.67 Information services 52.68 Computer network resources Including the Internet 52.7 Authorship Philosophy.
    [Show full text]
  • O Attribution — You Must Give Appropriate Credit, Provide a Link to the License, and Indicate If Changes Were Made
    COPYRIGHT AND CITATION CONSIDERATIONS FOR THIS THESIS/ DISSERTATION o Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use. o NonCommercial — You may not use the material for commercial purposes. o ShareAlike — If you remix, transform, or build upon the material, you must distribute your contributions under the same license as the original. How to cite this thesis Surname, Initial(s). (2012) Title of the thesis or dissertation. PhD. (Chemistry)/ M.Sc. (Physics)/ M.A. (Philosophy)/M.Com. (Finance) etc. [Unpublished]: University of Johannesburg. Retrieved from: https://ujcontent.uj.ac.za/vital/access/manager/Index?site_name=Research%20Output (Accessed: Date). Reviewing psychological projective techniques in the South African context by Marichen Klaver MINOR DISSERTATION Submitted in partial fulfilment of the requirements for the degree MAGISTER EDUCATIONIS in EDUCATIONAL PSYCHOLOGY in the FACULTY OF EDUCATION at THE UNIVERSITY OF JOHANNESBURG SUPERVISOR: Dr. H. Dunbar-Krige October 2017 ACKNOWLEDGEMENTS I would like to thank my wonderful family for all their support throughout my studying career. Thank you for always believing in me and for all your constant love and support. To Leighton Cooper, thank you for all your encouragement and support. I appreciate your believing in me, even when I doubted myself. I would like to thank my supervisor, Dr Helen Dunbar-Krige for all her support and advice over the two years of my Master’s degree, I appreciate it. ii iii ABSTRACT Due to the historical segregation of educational opportunities, the development of psychological assessment in South Africa took place in a racially segregated society, promoted by unequal allocation of resources based on racial class.
    [Show full text]
  • Psychological Adjustment
    ALAGAPPA UNIVERSITY [Accredited with ‘A+’ Grade by NAAC (CGPA:3.64) in the Third Cycle and Graded as Category–I University by MHRD-UGC] (A State University Established by the Government of Tamil Nadu) KARAIKUDI – 630 003 Directorate of Distance Education B.Sc. (Psychology) VI - Semester 119 64 PSYCHOLOGICAL ADJUSTMENT Authors: Dr Sushma Suri, Assistant Professor, Department of Psychology, Jamia Millia Islamia Units (1.3, 3.3-3.6) Kapil C Agarwal, Assistant Professor, Lovely Professional University, Jalandhar, Punjab Units (1.4, 2, 6, 8.3, 9, 10.2.1, 10.3-10.3.1, 11, 12.2, 12.3.1, 13, 14) SS Chauhan, Professor and Dean (Retd.), Faculty of Education, Himachal Pradesh University, Shimla Units (4.2-4.2.3, 4.2.5-4.2.6) RK Madhukar, Retired General Manager Incharge of Business Communication and Public Relations Canara Bank, Bengaluru & Former Chief Economist Indian Banks' Association, Mumbai Unit (7) Vikas®Publishing House, Units (1.0-1.2, 1.5-1.9, 3.0-3.2, 3.7-3.12, 4.0-4.1, 4.2.4, 4.3-4.7, 5.0-5.1, 5.2, 5.3, 5.3.1, 5.3.2, 5.3.3, 5.4-5.4.2, 5.5, 5.6-5.10, 8.0-8.1, 8.2, 8.4-8.5, 8.6-8.10, 10.0-10.1, 10.2, 10.3.2, 10.4-10.8, 12.0-12.1, 12.3, 12.4-12.8) "The copyright shall be vested with Alagappa University" All rights reserved. No part of this publication which is material protected by this copyright notice may be reproduced or transmitted or utilized or stored in any form or by any means now known or hereinafter invented, electronic, digital or mechanical, including photocopying, scanning, recording or by any information storage or retrieval system, without prior written permission from the Alagappa University, Karaikudi, Tamil Nadu.
    [Show full text]
  • Chological Tests and Manuals, 86, Annual Review of Psychology, 81
    Index A Holtzman inkblot technique, 136-170 inkblots, 113-114 Acting Out Scores (AOS) , 479-480 Rorschach, 113-135 Adaptation level theory, 49-52 Associative chaining, 22 application to projective techniques, Associative processes, 5 49-52 on psychological tests, 554-558 Adaptation of projective methods, 61l- Attacks Auditory Apperception Test (AA T) , 629; see also Special projective 250-252 methods B Adience-abience, 408-409 measuring degree of, 416 Behavior, 15, 82 Administration of tests, 53 correlations of tests with HIT scores, Adolescence, 68 156-157 Affect system, 90 projective tests for predicting special Aggression behavior, 617-619 delinquents, 89-90 projective theories and, 19-30, 617-619 Hand Test, 479-481 Bellak, Leopold, 18, 224-228 Alcoholics, drawings by, 370-371 Bender-Gestalt Test, 79, 80, 397-420 Alcoholism, 160 administration as projective test, 403- American Psychiatric Association, 563 407 American Psychological Association association phase, 406-407 Standards for Educational and Psy­ copy phase, 404-405 chological Tests and Manuals, 86, elaboration phase, 405-406 87 application and use, 418 Annual Review of Psychology, 81 historical perspective, 397-400 Anxiety, 78, 155 Hutt Adaptation, 412-414 Sarason's Test Anxiety Scale for Chil­ increased use of, 398 dren, 155 interpreting, 407-418 Assessment of personality, 64-84 categories proposed by Hutt, 410-411 diagnostic, 67-69 clinical-intuitive method of analysis, doll play, 341-347 407-408 intelligence test in, 421-460 configurational method of analysis, process phenomena
    [Show full text]
  • Kamus-Psikologi.Pdf
    Dictionary of Psychological Testing, Assessment and Treatment by the same author The Psychology of Ageing An Introduction 4th edition ISBN 978 1 8431 0426 1 An Asperger Dictionary of Everyday Expressions 2nd edition ISBN 978 1 84310 518 3 Dictionary of Cognitive Psychology ISBN 978 1 85302 148 0 Dictionary of Developmental Psychology ISBN 978 1 85302 146 6 Key Ideas in Psychology ISBN 978 1 85302 359 0 Dictionary of Psychological Testing, Assessment and Treatment Second Edition Ian Stuart-Hamilton Jessica Kingsley Publishers London and Philadelphia First edition published in 1995 Paperback edition published in 1996 This edition published in 2007 by Jessica Kingsley Publishers 116 Pentonville Road London N1 9JB, UK and 400 Market Street, Suite 400 Philadelphia, PA 19106, USA www.jkp.com Copyright © Ian Stuart-Hamilton 1995, 1996, 2007 All rights reserved. No part of this publication may be reproduced in any material form (including photocopying or storing it in any medium by electronic means and whether or not transiently or incidentally to some other use of this publication) without the written permission of the copyright owner except in accordance with the provisions of the Copyright, Designs and Patents Act 1988 or under the terms of a licence issued by the Copyright Licensing Agency Ltd, 90 Tottenham Court Road, London, England W1T 4LP. Applications for the copyright owner’s written permission to reproduce any part of this publication should be addressed to the publisher. Warning: The doing of an unauthorised act in relation to a copyright work may result in both a civil claim for damages and criminal prosecution.
    [Show full text]
  • Combination of Cognitive Group Therapy and Subliminal Stimulation in Treatment of Test-Anxious College Males
    ZlCf //SYJ COMBINATION OF COGNITIVE GROUP THERAPY AND SUBLIMINAL STIMULATION IN TREATMENT OF TEST-ANXIOUS COLLEGE MALES DISSERTATION Presented to the Graduate Council of the North Texas State University in Partial Fulfillment of the Requirements For the Degree of DOCTOR OF PHILOSOPHY By William K. Gordon III, M.S, Denton, Texas December, 1982 Gordon, William K., III, Combination of Cognitive Group Therapy and Subliminal Stimulation in Treatment of Test-Anxious College Males. Doctor of Philosophy (Clinical Psychology), December, 1982, 81 pp., 1 table, references, 64 titles. Silverman's technique of subliminal psychodynamic activation via tachistoscope has been demonstrated to facilitate competitive performance in college males when a sanctioned oedipal gratification fantasy stimulus is utilized. This effect is presumed to result from a decrease in unconscious neurotic conflict. The cognitive component of Meichenbaum1s Cognitive Behavior-Modification has been shown effective in reducing test anxiety. This effect is presumed to stem from conscious identification and modifi- cation of negative self-statements. The hypothesis that a combination of the two approaches would prove more effective than the cognitive group therapy alone in reducing test anxiety was tested. Thirty-four test-anxious male students attended 10 sessions wherein they received subliminal stimulation and cognitive group therapy. Half of the students were presented active, and half neutral stimuli subliminally via tachistoscope. All received the cognitive group therapy. Therapists conducting the groups were blind to the hypothesis being tested and the assignment of subjects to experimental and control groups. Subjects were randomly assigned to the experimental condi- tions in order to control for group and therapist effects.
    [Show full text]
  • Personality Assessment Methods
    CHAPTER 13 Personality Assessment Methods S ome people see the world as fi lled with love and goodness, where others see hate and evil. Some people equate living with behavioral excess, whereas others strive for mod- eration in all things. Some people have relatively realistic perceptions of themselves. ◆ Others labor under grossly distorted self-images and inac- JUST THINK . curate perceptions of family, friends, and acquaintances. For psychologists and others interested in exploring differ- How objective are objective methods of ences among people with regard to these and other dimen- assessment? sions, many different tools are available. In this chapter, we survey some of the tools of personality assessment, including projective methods of assessment and behavioral assessment. We begin with objective methods. Objective Methods Typically associated with paper-and-pencil and computer-administered personality tests, objective methods of personality assessment characteristically contain short- answer items for which the assessee’s task is to select one response from the two or more provided. The scoring is done according to set procedures involving little, if any, judgment on the part of the scorer. As with tests of ability, objective methods of person- ality assessment may include items written in a multiple-choice, true–false, or match- ing format. Whereas a particular response on an objective ability test may be scored correct or incorrect, a response on an objective personality test is scored with reference to either the personality characteristic(s) being measured or the validity of the respondent’s p attern of responses. For example, on a personality test where a true response is deemed indica- tive of the presence of a particular trait, a number of true responses to true–false items will be interpreted with reference to the presumed strength of that trait in the testtaker.
    [Show full text]
  • B Philosophy (General) B
    B PHILOSOPHY (GENERAL) B Philosophy (General) For general philosophical treatises and introductions to philosophy see BD10+ Periodicals. Serials 1.A1-.A3 Polyglot 1.A4-Z English and American 2 French and Belgian 3 German 4 Italian 5 Spanish and Portuguese 6 Russian and other Slavic 8.A-Z Other. By language, A-Z Societies 11 English and American 12 French and Belgian 13 German 14 Italian 15 Spanish and Portuguese 18.A-Z Other. By language, A-Z 20 Congresses Collected works (nonserial) 20.6 Several languages 20.8 Latin 21 English and American 22 French and Belgian 23 German 24 Italian 25 Spanish and Portuguese 26 Russian and other Slavic 28.A-Z Other. By language, A-Z 29 Addresses, essays, lectures Class here works by several authors or individual authors (31) Yearbooks see B1+ 35 Directories Dictionaries 40 International (Polyglot) 41 English and American 42 French and Belgian 43 German 44 Italian 45 Spanish and Portuguese 48.A-Z Other. By language, A-Z Terminology. Nomenclature 49 General works 50 Special topics, A-Z 51 Encyclopedias 1 B PHILOSOPHY (GENERAL) B Historiography 51.4 General works Biography of historians 51.6.A2 Collective 51.6.A3-Z Individual, A-Z 51.8 Pictorial works Study and teaching. Research Cf. BF77+ Psychology Cf. BJ66+ Ethics Cf. BJ66 Ethics 52 General works 52.3.A-Z By region or country, A-Z 52.5 Problems, exercises, examinations 52.65.A-Z By school, A-Z Communication of information 52.66 General works 52.67 Information services 52.68 Computer network resources Including the Internet 52.7 Authorship Philosophy.
    [Show full text]