Hexagram 4 of the I Ching: Analytical Psychology and Jung's Developmental Process

Theories, as well as history itself, are subject to their archetypal underpinnings, as well as to synchronicity, cyclic and sequential change. Some of Jung's early life experiences, his theories, and their permutations in his followers are considered in relation to Hexagram 4 of the I-Ching.
Jung's infantile wounds, his lack of adequately mirroring and metabolizing parents gave rise to a Puer Aeternus complex. This complex is explored as it is brought out through the lines of Hexagram 4 in the I-Ching. The complex is considered as pertinent to some problematical parts of Jung's theory and its impact on analytic history and behavior. Jung's genius and adaptive healing use of the building blocks of this complex are also discussed.
It is proposed that the descendants of Freud and Jung internalize the problems of their forefathers in much the same way that patients internalize the problems of their parents. Particular theories suggest similar personal affinities (and even histories) in their followers. Jung's childhood problems are considered for the way they may reverberate in Jungian practice today.     

Book reviews

Ulanov, Ann & Barry., Transforming Sexuality. The Archetypal World of Anima and Animus.
Ulanov, Ann Belford., The Functioning Transcendent: A Study in Analytical Psychology.
Von Franz, Marie-Louise., Archetypische Dimensionen der Seele. [Archetypal Dimensions of the Soul.]
Stevens, Anthony & Price, John., Evolutionary Psychiatry: A New Beginning.
Field, Nathan., Breakdown and Breakthrough: Psychotherapy in a New Dimension.
Tacey, David J., Remaking Men: Jung, Spirituality and Social Change.
Lopez-Pedraza, Rafael., Anselm Kiefer: 'After the Catastrophe'.
Diamond, Stephen A., Anger, Madness and the Daimonic: The Psychological Genesis of Violence, Evil and Creativity.     

Casuistry and Principlism: The Convergence of Method in Biomedical Ethics

Casuistry and principlism are two of the leading contenders to be considered the methodology of bioethics. These methods may be incommensurable since the former emphasizes the examination of cases while the latter focuses on moral principles. Conversely, since both analyze cases in terms of mid-level principles, there is hope that these methods may be reconcilable or complementary. I analyze the role of principles in each and thereby show that these theories are virtually identical when interpreted in a certain light. That is, if the gaps in each method are filled by a concept of judgment or Aristotelian practical wisdom, these methods converge.     

Working memory,sustained attention,and physical activity: An intraindividual study

ObjectiveExperimental studies show small to moderate effects of both acute and regular physical activity on executive functions, these being strongly associated with academic performance at school. In order to understand the naturally occurring associations between primary school-aged children’s working memory, self-reported sustained attention, and physical activity, 35 children (M_age = 9.8 years, range = 7.6–11.4 years old) in Years 3–6 of primary school took part in a two-week long intraindividual study.MethodsParticipants wore an accelerometer wristband throughout the study, and carried out a working memory task (digit recall) and completed a sustained attention measure each morning and afternoon, giving 517 time-points nested in 4–10 school-days (M_obs = 15.8 situations, n_obs = 4–18).ResultsUsing multilevel structural equation models (MSEM), we found that working memory was stable across time (within-person b = 0.29) and trait-like (ICCs = 0.58). Across situations, state-working memory was higher later in the calendar week. Acute moderate to vigorous physical activity (MVPA) was not associated with state-working memory, but exertion of a higher level of MVPA than usual the previous day was associated with lower state-working memory the following day. Trait-sustained attention (across the two weeks) predicted higher trait-working memory and older students outperformed younger students.ConclusionsImplications for timing and intensity of students’ physical activity in educational settings is discussed.     

‘Dominus dixit’

Abstract

The article reviews Peter Martyr Vermigli’s hermeneutical principles outlined in his I Corinthians commentary and examines Martyr’s understanding of the authority of Scripture and the Church as contrasted with a Roman Catholic interlocutor, Stanislaus Hosius; it also analyzes two test cases in Vermigli’s loci that demonstrate a constructive and destructive use, respectively, of his hermeneutical principles. The demonstrations evaluate Vermigli’s positive statement of the doctrine of justification and his polemical engagement with the doctrine of purgatory.     

Reciprocal relationships between State gratitude and high- and low-arousal positive affects in daily life: A time-lagged ecological assessment study

ABSTRACT

This study assessed whether state gratitude and high and low-arousal positive affect show reciprocal relationships in daily life, and whether these relationships are dependent of inter-individual differences in positive mental health or psychopathology. 106 participants reported on momentary gratitude and positive affects throughout 7 consecutive days, using the Experience Sampling Method. Multilevel time-lagged regression analyses showed that state gratitude, cheerfulness and satisfaction reciprocally predict one another from one moment to the next. The strength of the prospective relationships between state gratitude(t-1) and both cheerfulness(t) and satisfaction(t) did not vary as a function of inter-individual differences in positive mental health or psychopathology. However, the prospective effects of both cheerfulness(t-1) and satisfaction(t-1) on state gratitude(t) were significantly stronger for individuals with low vs. high levels of psychopathology. In addition, the prospective effect of cheerfulness(t-1) on state gratitude(t) was significantly stronger for those with high vs. low positive mental health.     

COLLECTIVE RELIGIO‐SCIENTIFIC DISCUSSIONS ON ISLAM AND HIV/AIDS: I. BIOMEDICAL SCIENTISTS

During the 1990s, biomedical scientists and Muslim religious scholars collaborated to construe Islamic responses for the ethical questions raised by the AIDS pandemic. This is the first of a two‐part study examining this collective legal reasoning (ijtihād jamā‘ī). The main thesis is that the role of the biomedical scientists is not limited to presenting scientific information. They engaged in the human rights discourse pertinent to people living with HIV/AIDS, gave an account of the preventive strategy adopted by the World Health Organization, and offered an (Islamic) virtue‐based preventive model. Finally, these scientists tried to draft a number of Islamic legal rulings (a?kām), usually seen in Islamic jurisprudence as the exclusive business of Muslim religious scholars. This multilayered role played by the scientists reflects intriguing developments in the Islamic religio‐ethical discourse in general and in the field of Islamic jurisprudence in particular.     

First-principles pseudopotential study of an aluminium grain boundary containing sulphur atoms

The electronic structure of an aluminium grain boundary with segregated sulphur impurity atoms has been calculated by a first-principles pseudo-potential method. It is found that a sulphur atom bonds to only one of the neighbouring aluminium atoms. This bond is a mixed-character metallic-covalent bond which is stronger than the metallic Al-Al bonds. Electrons that participate in forming this bond are 3p electrons of sulphur but not its 3s electrons. Other Al--S bonds in the boundary contain no covalent character. From the nature of Al--S bonds in the boundary it cannot be decided whether the embrittlement promotion mechanism by sulphur segregation should be classified as a 'bond mobility model' or a 'decohesion model'.     

Executive function performance on the children's kitchen task assessment with children with sickle cell disease and matched controls

Objective: The aim of this study was to compare executive function abilities of 8- to 12-year-old children with sickle cell disease (SCD) with a matched control sample. The measures included the parent and teacher Behavior Rating Inventory of Executive Function (BRIEF); the Delis-Kaplan Executive Function System (D-KEFS), Free Sorting Test and Color Word Interference Test; and the Children's Kitchen Task Assessment (CKTA), a new performance measure. Methods: Twenty-two children with SCD were recruited from one hematology clinic and 22 community children, matched on characteristics of age, gender, and race, were selected from a larger sample of controls for comparison. Parents and teachers completed rating scales. Results:As hypothesized, children with SCD scored significantly lower than matched controls on Digit Span Forward; on 5 of the 9 D-KFES Color Word Interference and Sorting tasks; on CKTA organization, initiation, and task completion; and on the BRIEF's parent and teacher Metacognitive Index (MI) and Global Executive Composite (GEC) scores. Conclusion:Cognitive and performance evaluations indicate lower executive function among children with SCD. Results substantiate the need for evaluative triangulation for children with SCD: Neurocognitive testing supported by performance testing, and adult reflection of a child's daily performance compared to other children. These elements will provide rich data to create educational support for children with SCD who have frequent hospitalizations, school absences, and the potential presence of cerebral vascular accident symptomology.     

Screen media and language development in infants and toddlers: An ecological perspective

The abilities to understand and use language represent two of the most important developmental competencies that children must master during the first 3 years of life. Over the past decade, screen media content directed at infants and toddlers has dramatically increased. As a result, infants’ and toddlers’ time spent with media has also notably increased (i.e., 1–2 h per day). At present, there is limited empirical knowledge regarding how screen media influence infants’ and toddlers’ language development. In this review, we contend that infants and toddlers are capable of learning from screen media. This learning is dependent upon the confluence of three distinct but interrelated factors: attributes of the child; characteristics of the screen media stimuli; and the varied environmental contexts surrounding the child’s screen media use. To examine these interrelated factors, we have adopted an ecological framework in which a young child’s language skills develop from the reciprocal transactions between the child and the broader environmental contexts in which a child is situated or operates. Screen media effects are dependent on the degree to which media content resembles infants’ and toddlers’ real-life experiences including the use of simple stories and familiar objects or routines. Repeated exposure also helps infants and toddlers learn both the format and the content of screen media and can even ameliorate negative effects associated with viewing particular content. Finally, the presence of a competent co-viewer appears to boost babies’ language learning from screen media, much like the ways these processes facilitate learning in live scenarios.