Suchergebnisse

Intro -- Table of Contents -- Series Introduction -- Chapter One: Drugs Throughout History -- Chapter Two: Psychological Causes -- Chapter Three: Genetic Causes -- Chapter Four: Social Causes -- Chapter Five: Prevention -- Further Reading -- Educational Videos -- Series Glossary -- Index -- About the Author -- About the Advisor -- Photo Credits.

Intro -- Table of Contents -- Series Introduction -- Chapter One: What Are Hallucinogens? -- Chapter Two: LSD and Other Classic Hallucinogens -- Chapter Three: Ecstasy (MDMA) -- Chapter Four: Dissociative Drugs -- Further Reading -- Educational Videos -- Series Glossary -- Index -- About the Author -- About the Advisor -- Photo Credits.

Intro -- Table of Contents -- Series Introduction -- Chapter One: What Is Addiction Medicine? -- Chapter Two: The Recovery Process -- Chapter Three: First Steps Toward Sobriety -- Chapter Four: Levels of Care -- Chapter Five: Teens and Recovery -- Further Reading -- Educational Videos -- Series Glossary -- Index -- About the Author -- About the Advisor -- Photo Credits.

Intro -- Table of Contents -- Series Introduction -- Chapter One: What Is Marijuana? -- Chapter Two: The Science of Marijuana -- Chapter Three: The Debate Over Legalization -- Chapter Four: Addiction and Treatment -- Further Reading -- Educational Videos -- Series Glossary -- Index -- About the Author -- About the Advisor -- Photo Credits.

Intro -- Table of Contents -- Series Introduction -- Chapter One: What Are Performance-Enhancing Drugs? -- Chapter Two: Steroids -- Chapter Three: HGH and Other Hormones -- Chapter Four: Sports Supplements -- Further Reading -- Educational Videos -- Series Glossary -- Index -- About the Author -- About the Advisor -- Photo Credits.

Intro -- Table of Contents -- Series Introduction -- Chapter One: What Are Stimulants? -- Chapter Two: Methamphetamine -- Chapter Three: Cocaine and Crack -- Chapter Four: Amphetamines and Other Stimulants -- Further Reading -- Educational Videos -- Series Glossary -- Index -- About the Author -- About the Advisor -- Photo Credits.

This study focuses on trophy head taking during the transition between the Late Formative period and Tiwanaku period (A.D. 200-800) based on evidence from a dedicatory offering found at the site of Wata Wata, east of the Titicaca Basin. Although trophy-head taking was common in other precontact Andean cultures, evidence of the practice among cultures from this region is usually present only in iconography and not in actual physical remains. We explore the nature of this find and its placement within the trade and ceremonial center of Wata Wata. The three individuals included in the offering underwent various levels of violence at or around the time of death, including beheading, cranial and facial fracturing, defleshingjaw removal, and possible eye extraction. Such violence makes it unlikely that the heads were offered as part of a cult to revere ancestors. We argue that these heads, entombed in a ritual cache and sealed with a capstone, embody a strategic metaphor to remove authority and influence from the individuals, because skulls can be Andean symbols of power in life and the afterlife. The violent acts carried out on these crania may also have been a way to advertise broader changes during this transitional period in the Kallawaya region, a strategic exchange corridor between ecological zones in the Central Andes.

The present study analyzed experimentally the association between the experience of psychological stress and the physiological stress response of prospective teachers. The experienced stress was assessed by self-reported data. Cortisol concentrations via saliva samples reflected the physiological response. The results show no difference between the stress and the control group in the experience of psychological stress. However, the stress group had significantly increased cortisol concentrations compared to the control group. The study could not show any correlation between the two stress parameters. The results suggest that a stress response should be validated based not only on the experience of psychological stress but also on the physiological stress response. This is particularly crucial in light of the fact that the majority of studies concerning stress in teachers are limited to experiences of psychological stress so far. Due to this, the results may provide a first important contribution to a more comprehensive stress assessment for teachers.