Interaction of Biological Stress Recovery and Cognitive Vulnerability for Depression in Adolescence

Major Depressive Disorder is a common mental illness with rates increasing during adolescence. This has led researchers to examine developmental antecedents of depression. This study examined the association between depressive symptoms and the interaction between two empirically supported risk factors for depression: poor recovery of the biological stress system as measured through heart rate and cortisol, and cognitive vulnerabilities as indexed by rumination and a negative cognitive style. Adolescents (n = 127; 49 % female) completed questionnaires and a social stress task to elicit a stress response measured with neuroendocrine (cortisol) and autonomic nervous system (heart rate) endpoints. The findings indicated that higher depressive symptoms were associated with the combination of higher cognitive vulnerabilities and lower cortisol and heart rate recovery. These findings can enhance our understanding of stress responses, lead to personalized treatment, and provide a nuanced understanding of depression in adolescence.     

DD Dorvillier's No change or ‘freedom is a psycho-kinetic skill’

Working between the discourses of sculpture, sound, and choreography, I address the breaks and collapses of language precipitated by scattered sounds and objects in No Change or freedom is a psycho-kinetic skill (2005) choreographed and performed by DD Dorvillier. Her work proposes an improvisational choreography structured from relationships with objects-speakers, microphone stands, computers, cords-transposing the audial into a visual register. The bodies and objects they encounter act as a latent sound score, signifying trajectories not only of movement but of language, playing with feedback, interpretation, and accidental associations. This constant shifting between sculpture-sound-choreography emerges through an improvisational process, proposing a phenomenological animation attentive to the materiality of the objects as triggers of memory and meaning and as an alternative writing, a language inflected by a capacity to play, to break, to be bored, momentarily extending and scattering perceptional experience.     

Equity in assessment: discrimination and disability issues from an Australian legal perspective

Assessment equity concerns all educational authorities and practitioners. When educators consider issues of equity, their predominant concern is accommodation of students with special needs, cultural issues, and creating alternative assessment activities that have equivalence to standard activities, so as not to advantage or disadvantage any student in their demonstration of knowledge. This paper examines equity issues in assessment from a legal perspective, drawing on case history from Australia, and based in discrimination and disability law. The paper is intended to assist authorities and practitioners to understand legal implications of educational assessment in order to promote practices that reduce the likelihood of legal claims and the resultant use of financial and human resources away from educational activities. However, the discussion of cases and judgements is also intended to raise issues of whether educational providers and authorities should be more conscionable in their consideration of educational equity and assessment.     

Suicide cases in civil law: do the legal tests make sense?

The legal 'tests' for suicide liability in negligence and workmen's compensation law have developed along parallel, but not identical, lines to the tests for criminal responsibility. Current legal precedent has shifted the focus from cognitive awareness and irresistible impulse theories to the ability of a negligent act or injury to cause an abnormal mental state. The courts, in their variable interpretation of these mental state tests, leave no clear guidelines for the psychiatric expert asked to address suicidal behavior from the standpoint of responsibility.     

Some remarks on the Gu\underset{\raise0.3em\hbox{agu\underset{\raise0.3em\hbox{ibhedabha\dot nga chapter in Udayana's ātmatattvaviveka

But under the requirement of philosophic consistency, and the impact of the perfectly valid reflection that experience is always my experience, and never part of some object independent of me, the world shrinks to the extension of my experience only, and I am left with bundles of my sensations. What are the natural consequences of such an epistemological sophistication? One plausible and natural reaction is what one might call the ‘Indian’ one. It runs roughly as follows: my experience of the world is, alas, only my experience. It is not ‘the real’. Moreover, the world disclosed in my experience is one of misery, precariousness, insecurity, which ends in old age and death and within which no secure, reliable, undeceptive goods can be found. The flux and precariousness which make it so unhappy a place, also make it most ill-suited to be an object of knowledge. — E. Gellner (1974: 114)