On the Hereditary Connections between Certain Nervous Diseases

1872 ◽  
Vol 17 (80) ◽  
pp. 471-484
Author(s):  
Francis E. Anstie

It is a great pleasure to me to have the opportunity of speaking to a number of my professional brethren on the subject announced for to-night's lecture—a subject whose vastness and far-reaching connections with the problems, not only of practical medicine, but also of physical and mental education for the young, are daily presented to my mind with increasing force by the facts that I observe in hospital and private practice. The inheritance of the neurotic temperament, with its ever shifting modifications and transformations of outward form, I need hardly tell you is not exactly a new discovery. Commenced, as far as scientific research goes, by Morel, in his treatise, “Des Dégénerescences Humaines,” the investigation of the hereditary neurosis has been since carried out by many observers, and has been specially illustrated by one of the most eminent alienists of the present day, Dr. Maudsley. It has now been sufficiently demonstrated in a general way, that there is handed down, in certain families, a tendency of the individual members to inherit from their parents either a particular nervous disease—for instance, insanity—from which they suffered, or else—and this quite as frequently—some other disease of the nervous system. Thus it often happens in these neurotic families, that an insane progenitor will endow a variable number of his descendants respectively with epilepsy, with neuralgia, with insanity, with invincible tendencies to drink, with brain softening, or with chorea; the more fortunate of his descendants escaping with only some more or less strongly marked irritability of nervous system, which may express itself chiefly in mental sensitiveness and impulsiveness, or in the existence of some slight local spasmodic affection, or in a general eccentricity of character which it is impossible to define. Or it may be that the vicious circle of nervous degeneration began at an earlier stage; for instance, the insane progenitor was himself the child of a drunkard, whose habitual intemperance had been the starting point—as there is reason to believe it often is the starting point—of a lowered nervous organisation of the family stock, which will show itself in the various ways already mentioned. These general facts are doubtless familiar to your minds, and you are also well aware that this sad inheritance is a curse that seems to fall with special weight upon families, many of whose members are of a mental calibre that would fit them to be the salt of the earth, possessing quickness of insight, original cast of thought, genius for mechanical invention, or, it may be, delicate artistic faculties. These are the men that really make the world march; it is they who give society its impulses to progress of all kinds; but, unhappily, it must be also said that they are too frequently the victims of their inherited temperament, and that their lives, even when they are not interrupted by any positive catastrophe, are too often overshadowed by the gloom of hypochondriasis, or poisoned by some unhappy intellectual or moral weakness, which may be known only to themselves, but is to themselves a perpetual misery, perhaps even a perpetual terror. Of course I am not here referring to the possessors of the highest kind of genius, that rare excellence which flowers only once or twice in a century of a nation's history; such natures are calm and strong, the typical embodiment of the mens sana in corpore sano, at its highest and best. Tour Shakespeare or your Goethe is no weakling. But, unhappily, it is not such as these that bear the heat and burden of modern progress, and among the men of second rank, upon whom that burden actually falls, a lamentable number are the victims of that inherited defect of nervous balance which is at the foundation of those associated hereditary neuroses, respecting which I ask permission to say a few words to you. And if we farther reflect on the fact that for one such partial, even if brilliant and useful success, as nature achieves in the persons of these neurotic men and women of talent, she probably makes at least two failures in the shape of their relatives who are nervous, but not talented, we cannot avoid the conviction that the subject of inherited neurosis is one of the most important that engages the attention either of the physician or of the student of social science.

1872 ◽  
Vol 17 (80) ◽  
pp. 471-484
Author(s):  
Francis E. Anstie

It is a great pleasure to me to have the opportunity of speaking to a number of my professional brethren on the subject announced for to-night's lecture—a subject whose vastness and far-reaching connections with the problems, not only of practical medicine, but also of physical and mental education for the young, are daily presented to my mind with increasing force by the facts that I observe in hospital and private practice. The inheritance of the neurotic temperament, with its ever shifting modifications and transformations of outward form, I need hardly tell you is not exactly a new discovery. Commenced, as far as scientific research goes, by Morel, in his treatise, “Des Dégénerescences Humaines,” the investigation of the hereditary neurosis has been since carried out by many observers, and has been specially illustrated by one of the most eminent alienists of the present day, Dr. Maudsley. It has now been sufficiently demonstrated in a general way, that there is handed down, in certain families, a tendency of the individual members to inherit from their parents either a particular nervous disease—for instance, insanity—from which they suffered, or else—and this quite as frequently—some other disease of the nervous system. Thus it often happens in these neurotic families, that an insane progenitor will endow a variable number of his descendants respectively with epilepsy, with neuralgia, with insanity, with invincible tendencies to drink, with brain softening, or with chorea; the more fortunate of his descendants escaping with only some more or less strongly marked irritability of nervous system, which may express itself chiefly in mental sensitiveness and impulsiveness, or in the existence of some slight local spasmodic affection, or in a general eccentricity of character which it is impossible to define. Or it may be that the vicious circle of nervous degeneration began at an earlier stage; for instance, the insane progenitor was himself the child of a drunkard, whose habitual intemperance had been the starting point—as there is reason to believe it often is the starting point—of a lowered nervous organisation of the family stock, which will show itself in the various ways already mentioned. These general facts are doubtless familiar to your minds, and you are also well aware that this sad inheritance is a curse that seems to fall with special weight upon families, many of whose members are of a mental calibre that would fit them to be the salt of the earth, possessing quickness of insight, original cast of thought, genius for mechanical invention, or, it may be, delicate artistic faculties. These are the men that really make the world march; it is they who give society its impulses to progress of all kinds; but, unhappily, it must be also said that they are too frequently the victims of their inherited temperament, and that their lives, even when they are not interrupted by any positive catastrophe, are too often overshadowed by the gloom of hypochondriasis, or poisoned by some unhappy intellectual or moral weakness, which may be known only to themselves, but is to themselves a perpetual misery, perhaps even a perpetual terror. Of course I am not here referring to the possessors of the highest kind of genius, that rare excellence which flowers only once or twice in a century of a nation's history; such natures are calm and strong, the typical embodiment of the mens sana in corpore sano, at its highest and best. Tour Shakespeare or your Goethe is no weakling. But, unhappily, it is not such as these that bear the heat and burden of modern progress, and among the men of second rank, upon whom that burden actually falls, a lamentable number are the victims of that inherited defect of nervous balance which is at the foundation of those associated hereditary neuroses, respecting which I ask permission to say a few words to you. And if we farther reflect on the fact that for one such partial, even if brilliant and useful success, as nature achieves in the persons of these neurotic men and women of talent, she probably makes at least two failures in the shape of their relatives who are nervous, but not talented, we cannot avoid the conviction that the subject of inherited neurosis is one of the most important that engages the attention either of the physician or of the student of social science.


2019 ◽  
Vol 31 (5) ◽  
pp. 1339-1344
Author(s):  
Baki Koleci

We, as individuals, continually through our lives, learn and acquire the knowledge, skill, and skill we expect to help us employ or apply appropriately in order to gain a living and secure our survival. Everyone wants to build a successful career with which he can be proud of his life. However, this is not always so easy and simple, it requires a lot of sacrifices, concessions, compromises with our partners, the family, close social relationships, and finally with ourselves. In this paper, the subject of the research is the determination of career development, career stages, career factors, then expert opinions, the difference between traditional and modern career views, goals pursued by individuals in the career, and so on, Career development can be seen as an experience of individuals (an internal career) and this is not related to an organization. Although the responsibility for career management is in the hands of individuals, individuals, however, organizations can play a key role in shaping and developing careers by providing help and providing support. Career development can not be pursued individually or separately from the personality as a whole, meaning it reflects on the context of life and the development of the person as a whole, not just personality as work. The main goal in career development is to realize the current and future needs and goals of the organization and individuals, which has to do more with developing employment opportunities and improving the skills needed for employment. Career success is reflected in the eyes of the individual and can be defined as a career pleasure through achieving personal goals related to the work, while at the same time enhancing the success and efficiency of the organization.


2021 ◽  
Author(s):  
Jasmina Veljković ◽  

The family as a living system is an organizedand permanent whole with changing patterns of human behavior, ie the family is the first life and social environment in which the child finds himself and acquires the first experiences that form the starting point of the overall development of the individual. In addition to the family, the time that the child spends in school is relatively long, and accordingly, she manages to achieve her influence on the development and formation of the student's personality. The cooperation established between the family and the school can contribute to both parties in different ways, improving the general atmosphere, the school climate and improving the work of teachers and providing support for the development of the family and parenting skills. By studying the relevant literature, we want to determine the importance of cooperation between the family and the school for the development of students' personalities, which is also the basic goal. The paper uses the historical method, as the basic method of historical research and analysis of the content of pedagogical documentation.


2003 ◽  
Vol 3 (2) ◽  
Author(s):  
Nivaldo Linares Pérez

Objetivo: Revisar los aspectos epidemiológicos relevantes de investigaciones nacionales sobre consumo de heroína y cocaína en las dos últimas décadas, haciendo énfasis en la frontera norte de México. Material y Método: Se realizó una consulta automatizada, previo diseño teórico de búsqueda bibliográfica de trabajos sobre el tema. Se encontraron 72 materiales y tras una cuidadosa selección, quedaron 59, recuperando 83% de ellos. Para su análisis se diseñó una matriz de variables cualitativas y cuantitativas y se procesó en Excel para Windows 2000. Resultados: Sin ser un fenómeno reciente, el consumo de heroína esta alcanzando en últimas fechas proporciones considerables y diversas fuentes de información marcan esta tendencia, sobre todo en el norte del país. Asimismo el consumo de cocaína es cada vez mayor y se extiende por todo el territorio nacional en proporciones cada vez mayores según lo muestran diferentes indicadores. Comentarios: El panorama epidemiológico del consumo de heroína y cocaína es alarmante por sus repercusiones en lo individual, familiar y social y representa un reto principalmente para la planificación y funcionamiento de los servicios de salud en México. AbstractObjective: To review the relevant epidemiological aspects of national research regarding consumption of heroin and cocaine over the last two decades, with emphasis on the northern border of Mexico. Materials and Method: An automated consultation was carried out after the theoretical design of a bibliographic search for works related to the subject. 72 papers were found of which 59 were chosen after a careful revision representing 83%. For the analysis a matrix of qualitative and quantitative variables was designed and processed with Excel, Windows 2000. Results: Although the consumption of heroin is not a recent phenomenon, over the last few years it has reached such high proportions, especially in the north of the country, as many different sources of information indicate. Likewise, the consumption of cocaine is ever-growing and spreading throughout the country the same proportions, as show by several indicators. Observations: The consumption prevalence of both heroin and cocaine is alarming because its tremendous impact on the individual, the family and the society and it represents a challenge for the Mexican Health Services, particularly in planning and management. 


Author(s):  
Theofanis Tassis ◽  

During the last decade Castoriadis’ questioning has become a reference point in contemporary social theory. In this article I examine some of the key notions in Castoriadis’ work and explore how he strives to develop a theory on the irreducible creativity in the radical imagination of the individual and in the institution of the social-historical sphere. Firstly, I briefly discuss his conception of modem capitalism as bureaucratic capitalism, a view initiated by his criticism of the USSR regime. The following break up with Marxist theory and his psychoanalytic interests empowered him to criticize Lacan and read Freud in an imaginative, though unorthodox, fashion. I argue that this criticai enterprise assisted greatly Castoriadis in his conception of the radical imaginary and in his unveiling of the political aspects of psychoanalysis. On the issue of the radical imaginary and its methodological repercussions, I’m focusing mainly on the radical imagination o f the subject and its importance in the transition from the “psychic” to the “subject”. Taking up the notion of “Being” as a starting point, I examine the notion of autonomy, seeking its roots in the ancient Greek world. By looking at notions such as “praxis”, “doing”, “project” and “elucidation”, I show how Castoriadis sought to redefine revolution as a means for social and individual autonomy. Finally I attempt to clarify the meaning of “democracy” and “democratic society” in the context of the social imaginary and its creations, the social imaginary significations.


2019 ◽  
Vol 7 ◽  
pp. 173-184
Author(s):  
Marta Zambrzycka

The text concerns the subject of the disease in Ukrainian literature based on the novel by Maria Matios Sweet Darusia. The novel was published in 2003, has received many awards and is one of the most famous Ukrainian novels of the last decades. Many Ukrainian literary scholars have written about this novel, including Sofi a Filonenko, Jaroslaw Holoborodko, Nila Zborowska and Tamara Hundorowa. Maria Matios analyzes in Sweet Darusia an illness as a metaphor for social and cultural phenomena. In the fi rst part of my paper, I analyse the metaphor of a disease and dysfunction in Ukrainian literature. The second part of the text is about a disease as a consequence of the traumatic experience of the heroine, in which Maria Matios illustrates the problems of memory of the Ukrainian nation. Diseases, dysfunctions, and pathological states are quite popular motifs in the Ukrainian prose of the independence period. They appear, among others, in the texts of Yuri Andrukhovych, Stepan Procuik, Oksana Zabuzko, Yuri Gudz, and Yuri Izdryk. All mentioned authors combine a state of disease with the mental, political and economic condition of post-Soviet society. In Ukrainian prose, the disease is a posttraumatic symptom, manifested in both the individual plan – in the hero’s body and psyche – and also with a broader, over-individual dimension, allowing to diagnose the condition of post-totalitarian space residents. In the novel Sweet Darusia, physical suff ering and illness of the main character is an image of a historical trauma experienced by totalitarian society. The illness in this novel is the starting point for self-refl ection and the stimulus to construct new identifi cation, basing on what is individual, human, intimate but often painful and difficult to accept.


Author(s):  
Ю.В. Постылякова

В статье в рамках экологического и ресурсного подходов анализируется понятие индивидуальной жизнеспособности как важной характеристики студентов. Рассматриваются индивидуальные навыки жизнеспособности студента, проявляемой им в процессе обучения в университете, анализируются модели жизнеспособности А. Мастен и М. Унгара, созданные в рамках экологической модели развития Ю. Бронфеннбренера. Предложена экологическая модель жизнеспособности студента, которая позволяет учитывать большое число различных факторов риска, прямо или опосредованно оказывающих влияние на студента, и его защитных факторов, к которым он может обращаться для ответа на требования или угрозы, идущие от факторов риска. Факторы риска, действующие на уровне макросистем (актуальная экологическая, эпидемиологическая, экономическая и др. ситуации в стране или мире), в которые включен субъект, взаимодействуют со всеми нижележащими уровнями экологический системы (микро-, мезо- и экзосистемы, например, образовательная система вуза; семейная система и др.), и опосредованно оказывают на них влияние. Все это предъявляет к студенту требования, на которые он вынужден отвечать на основе своих индивидуальных ресурсов, а также ресурсов, заключенных на микро-, мезо- и экзо- уровнях. На любом из уровней, любая из систем может нести в себе как факторы риска, так и факторы защиты, быть ресурсной для отдельного студента. Риски могут возникать как на индивидуальном уровне (на уровне микросистем), так и на уровнях более высокого порядка. Поэтому и проявления жизнеспособности студентом оказываются необходимыми во всех этих системах и на разных уровнях. Развитие и усиление жизнеспособности происходит по мере того, как все уровни (семьи, университета, сообщества) работают вместе, чтобы положительно влиять на индивидуальный уровень жизнеспособности студента. Показано значение экологической модели жизнеспособности студента при использовании ее специалистами в области социальной, педагогической, семейной психологии, психологии развития для анализа факторов риска и жизнеспособности в научных исследованиях, психотерапевтической и консультационной работе. The article analyzes the concept of individual resilience as an important characteristic of students within the framework of environmental and resource approaches. The individual skills of the student's resilience shown by him in the process of studying at the University are considered, the models of resilience by A. Masten and M. Ungar created within the framework of the ecological model of development by Yu. Bronfenbrenner. An ecological model of the student's resilience is proposed, which allows us to take into account a large number of different risk factors that directly or indirectly affect the student, and his protective factors that he can turn to respond to the requirements or threats coming from risk factors. Risk factors operating at the level of macro-systems (current environmental, epidemiological, economic, etc. situations in the country or world), in which the subject is included, interact with all the underlying levels of the ecological system (micro -, meso - and exosystems, for example, the educational system of a university, the family system, etc.), and indirectly influence them. All this makes demands on the student, which he is forced to meet on the basis of his individual resources, as well as resources contained at the micro -, meso - and exo - levels. At any level, any of the systems can carry both risk factors and protection factors, be a resource for a student. Risks can occur both at the individual level (at the level of Microsystems) and at higher-order levels. The manifestations of resilience by the student are necessary in all these systems and at different levels. The development and strengthening of resilience occurs as all levels (family, university, community) work together to positively influence the individual level of the student's resilience. The importance of the ecological model of the student's resilience is shown when it is used by specialists in the field of social, pedagogical, family psychology, developmental psychology for the analysis of risk factors and resilience in scientific research, psychotherapeutic and consulting work.


Author(s):  
Miguel Ángel Arias Ortega

The way environmental education has been presented as a viable response to the emergence of national, regional, and global environmental problems since the 1970s is reviewed; as well as some environmental education presuppositions, approaches, and aims with which a field of knowledge and educational practices have been constituted and provided to the individual, to help re-evaluate and redefine the established forms of relationship and exchange with society and nature. Also, the concepts of education and environmental education are examined as they are considered the starting point for undertaking teacher education processes and the potential to generate a new environmental culture in society. At the same time, certain inconsistencies in this process are observed, along with the analysis of some distinctive features (knowledge, attitudes, abilities, and skills) a teacher who is trained in the field of environmental education must possess. General reflections on environmental education teacher training and its processes which are meant to increase debate and discussion on the subject are included, together with the description of some educational experiences developed in different areas and levels that aim to innovate in the reflection and practice of environmental education. Finally, some clues are given to help the design and development of training proposals for environmental education teachers with a greater social, scientific, critical, and humanistic projection.


Author(s):  
Alcina Silva ◽  
Marsyl Mettrau ◽  
Márcia Barreto

Propõe-se a refletir sobre as relações que envolvem o lúdico e o ensino-aprendizagem das Ciências, a partir de uma perspectiva em que as concepções prévias de conceitos científicos sejam compreendidas como ponto de partida e parte ativa de um processo para a construção de novos conhecimentos. Nesta perspectiva, coerente com a Epistemologia Genética e com uma abordagem socioconstrutivista, o objeto é apreendido por meio de uma estrutura cognitiva constituída pelo sujeito a partir de seus interesses e necessidades. A motivação vem a ser o elemento propulsor neste processo, tendo em vista que despertar o interesse implica envolver o indivíduo/estudante em algo que tenha significado para si. As seguintes questões norteiam esta reflexão: Qual o significado de motivar? Este significado passa apenas por proporcionar prazer por meio de atividades lúdicas ou vai para além de sua relação com o lúdico? Qual o papel do professor ao trabalhar com atividades lúdicas? Palavras-chave: lúdico; aprendizagem; motivação; conhecimento científico. Abstract The objective of this paper is to reflect upon the relations involving the ludic activities and the teaching-learning process of sciences, from a perspective in which the pre-conceptions of scientific notions are recognized as the starting point and also as an active part of a process for the construction of new knowledge. From this point of view, which is coherent with the Genetic Epistemology and with a socio-constructivist approach, the object is seized by means of a cognitive structure elaborated by the subject based on his interests and needs. The motivation becomes the propelling element in this process, considering that stirring the interest implies involving the individual/student in something meaningful to himself. The following questions guide this reflection: What is the meaning of motivating? Does this meaning have the sole purpose of providing pleasure by means of ludic activities or does it surpass its relation with the ludic activities? What is the role of the teacher while working with ludic activities? Keywords: ludic; learning process; motivation; scientific knowledge.


2009 ◽  
Vol 30 (1-2) ◽  
pp. 42-53
Author(s):  
J. M. Fritzman ◽  
Jeffrey A. Gauthier

In quest of an authoritative text for determining the relationship between Hegel and feminism, nearly all writers on the subject have turned to his interpretation ofAntigonein chapter six of thePhenomenology of Spirit. There are at least two compelling reasons for this. In the first place, as the comprehensive introduction to Hegel's writings, thePhenomenology of Spiritis the obvious place to begin in exploring Hegel's arguments on the subject (compare Forster 1998: 13-14). Because the description of gender relations in the world of ancient Greece in chapter six is Hegel's only extended discussion on the topic, this obviously recommends that discussion as a starting point for study. In the second place, Hegel refers back to the division of gender roles in that chapter in some of his discussions concerning gender and women in subsequent ethical writings, most notably in theElements of the Philosophy of Right. This would suggest that Hegel himself took the discussion there as authoritative on matters of gender.Despite general agreement that Hegel's account ofAntigonein thePhenomenology of Spiritis significant, scholars differ on how best to interpret that significance. Kelly Oliver argues that Hegel's restriction of women to traditional family roles in chapter six prevents them from participating in later stages of the dialectic, a fact that ‘undermines Hegel's entire project in thePhenomenology’ (Oliver 1996: 69). Patricia Jagentowicz Mills claims that ‘Hegel's interpretation of Sophocles’ playAntigoneis central to an understanding of woman's role in the Hegelian system' (Mills 1996: 59), but goes on to argue that Hegel uses a distortion of the play ‘to represent woman in the family in transhistorical terms’ (Mills 1996: 78).


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