205 research outputs found
Advancing understanding of the mechanisms of antipsychotic-associated cognitive impairment to minimise harm:a call to action
No full textCommentAbstract unavailableKelly Allott, Sidhant Chopra, Jack Rogers, Maria Regina Dauvermann, and Scott Richard Clar
Supp_Table1 – Supplemental material for Harmonised collection of data in youth mental health: Towards large datasets
No full textSupplemental material, Supp_Table1 for Harmonised collection of data in youth mental health: Towards large datasets by Suzie Lavoie, Kelly Allott, Paul Amminger, Cali Bartholomeusz, Maximus Berger, Michael Breakspear, Anjali K Henders, Rico Lee, Ashleigh Lin, Patrick McGorry, Simon Rice, Lianne Schmaal and Stephen J Wood in Australian & New Zealand Journal of Psychiatry</p
SuppMaterial – Supplemental material for Harmonised collection of data in youth mental health: Towards large datasets
No full textSupplemental material, SuppMaterial for Harmonised collection of data in youth mental health: Towards large datasets by Suzie Lavoie, Kelly Allott, Paul Amminger, Cali Bartholomeusz, Maximus Berger, Michael Breakspear, Anjali K Henders, Rico Lee, Ashleigh Lin, Patrick McGorry, Simon Rice, Lianne Schmaal and Stephen J Wood in Australian & New Zealand Journal of Psychiatry</p
19.4 CAT IN FIRST-EPISODE PSYCHOSIS: FEASIBILITY, ACCEPTABILITY AND POTENTIAL TO ENHANCE VOCATIONAL RECOVERY
No full textBeauty for the Present: Mill, Arnold, Ruskin and Aesthetic Education
No full textThe present thesis examines the idea of aesthetic education of three eminent Victorians: John Stuart Mill, Matthew Arnold and John Ruskin. By focusing on the essence of what they meant with ‘the cultivation of the beautiful’ and, more importantly, the way their ideas of beauty informed their criticism of society, my study aims to contribute to our understanding of the idea of aesthetic education in the Victorian context and, further, to participate in a recent debate about the nature of beauty and aesthetic education.
Chapter One focuses on John Stuart Mill’s concept of ‘feeling’ in a series of essays. I will demonstrate how Mill’s idea of ‘aesthetic education’ was an ‘education of feelings,’ and moreover, how this idea was integrated into his literary criticism, his later critique of democratisation, his description of an ideal liberal society and even his own style of writing. Chapter Two contains a comparative study of Matthew Arnold and Friedrich Schiller. Through a rereading of Arnold, I will argue that his idea of aesthetic education is essentially Schillerian and that their resemblance consists primarily in their stress on the importance of aesthetic unity for modern life, which was becoming increasingly fragmentary and multitudinous. Chapter Three examines John Ruskin’s idea of aesthetic education and concentrates particularly on the cultivation of perception. Perception, as I shall show, was pivotal in Ruskin’s idea of aesthetic education. Just as what happened in Mill and Arnold, the emphasis on the education of seeing continued from his early writings well into his art and social criticisms. It not only differentiated him from his fellow art critics; the conviction that people should perceive with a pure heart also enabled him to link observation of artistic details with moral criticism of contemporary society and, thereby, to turn the cultivation of the beautiful into a moral-aesthetic experience
Understanding and effectively treating cognitive and functioning impairments in youth with psychosis and other mental disorders
No full textImpaired thinking skills, such as memory, concentration and problem solving, emerge early in psychotic and other mental disorders, which has a negative impact on functioning in work and other daily activities. Current treatments are not very effective at addressing this. The research proposed in this fellowship will improve knowledge about these impairments and develop and test a range of interventions that treat thinking skill difficulties and improve daily functioning in youth mental illness.$431,000.00Career Development FellowshipsClinical CD
How typology allows for a new analysis of the verb phrase in Burmese
No full textInternational audienceBurmese has been studied by westerner scholars since 18e century. Recent works containing good description of the language (or part of the language) are Allott (1965), Okell (1969), Bernot (1980), Wheatley (1982), Bernot et al (2001), Allott &. Okell (2001). However comparison of the description made by these authors leads to different analysis of the verbal phrase. For instance the list of optional verbal morphemes (particles and auxiliaries) varies depending of the criteria used by the author for his analysis. Moreover, as in many Asian languages, groups of verbs not separated by connectors exist in Burmese. These verbal phrases composed by several verb roots have identical form in surface. However, they cannot be analyzed in the same way. They can correspond to lexical expressions, or compounds and be listed in dictionaries. The verbal phrase may be analyzed as a prototypical serial verbs construction (SVC), here is to say, part of one clause only which refers to a unique event. Third possibility : some of the verb roots can be grammaticalized and be considered as auxiliaries. Given the identical surface forms and the different under-laying structures, we look for a model allowing us to treat together phenomenon traditionally analyzed separately. Therefore, the notion of serial verbs construction (CVS) recently developed by Déchaine (1993), Durie (1997) or, Aikhenvald & Dixon (in press) among others help us to build the adequate frame for a more global approach of the VP in Burmese
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