Using the concepts of chaotic dynamical systems, we present an interpretation of dynamic neural activity found in cortical and subcortical areas. The discovery of chaotic itinerancy in high-dimensional dynamical systems with and without a noise term has motivated a new interpretation of this dynamic neural activity, cast in terms of the high-dimensional transitory dynamics among “exotic” attractors. This interpretation is quite different from the conventional one, cast in terms of simple behavior on low-dimensional attractors. Skarda and Freeman (1987) presented evidence (...) in support of the conclusion that animals cannot memorize odor without chaotic activity of neuron populations. Following their work, we study the role of chaotic dynamics in biological information processing, perception, and memory. We propose a new coding scheme of information in chaos-driven contracting systems we refer to as Cantor coding. Since these systems are found in the hippocampal formation and also in the olfactory system, the proposed coding scheme should be of biological significance. Based on these intensive studies, a hypothesis regarding the formation of episodic memory is given. Key Words: Cantor coding; chaotic itinerancy; dynamic aspects of the brain; dynamic associative memory; episodic memory; high-dimensional dynamical systems; SCND attractors. (shrink)

Das Problem der Intersubjektivitiit Intersubjektivität ist Husserl schon seit der Darstellung der Ideen I in Zusammenhang mit dem Problem der phiinomenologischen phänomenologischen Reduk tion sehr stark bewusst und wird, wie die neue VerOffentlichung Veröffentlichung 'Zur Phänome Phiinome nologie der Intersubjektivität'l Intersubjektivitiit'l ausdrücklich ausdrucklich zeigt, zeit seines Lebens in seinem Denken mit mehr oder weniger Intensitiit Intensität behandelt. Bekanntlich hat Husserl Hussed die Einfühlungslehre EinfUhlungslehre in seinem spiiten späten Versuch mit der 'Selbstobjektivation' 'Selbstobjektivation',, 'Selbstauslegung' des absoluten, anonymen, transzen 2 dentalen ego (...) erkliirt. erklärt. Gerade auf diesen Punkt konzentriert sich zutreffende Kritik und zeigt die Unvermeidbarkeit des transzendentalen Solipsismus; was als Grund für fUr echte echte Intersubjektivitiit Intersubjektivität gesucht gesucht wird, wird, niimlich nämlich die die Gleichursprunglich Gleichursprünglich keit keit von von Subjekten, Subjekten, fUhrt führt schliesslich schliesslich auf auf den den Weg der Radikalisierung der trans zendentalen Reduktion und der Erklärung Erkliirung mit der immanenten Zeitigung des transzendentalen ego in die 'einseitige Verlagerung des Gewichts auf ein konsti tuierendes Ur-Ich, dem kein ebenso ursprungliches ursprüngliches Du gegenübersteht, gegeniibersteht,...'3. (shrink)

It has long been thought that transmembrane cell‐surface receptors, such as receptor tyrosine kinases and cytokine receptors, among others, are activated by ligand binding through ligand‐induced dimerization of the receptors. However, there is growing evidence that prior to ligand binding, various transmembrane receptors have a preformed, yet inactive, dimeric structure on the cell surface. Various studies also demonstrate that during transmembrane signaling, ligand binding to the extracellular domain of receptor dimers induces a rotation of transmembrane domains, followed by rearrangement and/or (...) activation of intracellular domains. The paper here describes transmembrane cell‐surface receptors that are known or proposed to exist in dimeric form prior to ligand binding, and discusses how these preformed dimers are activated by ligand binding. (shrink)

We propose a new dynamical mechanism for information processing in mind and brain. We emphasize that a hermeneutic process is one of the key processes manifesting the functions of the brain and that it can be formulated as an itinerant motion in ultrahigh dimensional dynamical systems, which may give a new realm of the dynamic information processing. Our discussions are based on the notion of chaotic information processing and the observations of biological chaos.

An increase in global violence has forced the displacement of more than 70 million people, including 26 million refugees and 3.5 asylum seekers. Refugees and asylum seekers face serious socioeconomic and healthcare barriers and are therefore particularly vulnerable to physical and mental health risks, which are sometimes exacerbated by immigration policies and local social discriminations. Calls for a strong evidence base for humanitarian action have encouraged conducting research to address the barriers and needs of refugees and asylum seekers. Given the (...) role of epigenetics factors to mediate the effect of psychological and environmental exposures, epigenetic modifications have been used as biomarkers for life adversity and disease states. Therefore, epigenetic research can be potentially beneficial to address some of the issues associated with refugees and asylum seekers. Here, we review the value of previous and ongoing epigenetic studies with traumatized populations, explore some of the ethical challenges associated with epigenetic research with refugees and asylees and offer suggestions to address or mitigate some of these challenges. Researchers have an ethical responsibility to implement strategies to minimize the harms and maximize the short and long-term benefits to refugee and asylee participants. (shrink)

A novel method to quantize systems of damped motion is proposed in the frameworks of canonical quantization and path integral quantization. It can be afforded by considering a Lagrangian multiplied by a time-dependent function, which may represent an effective interaction with “environment.”.

THOMAS AQUINAS INSISTS that there are two different ways to attain correct judgment. One is by way of “perfect use of reason,” and another is by way of “connaturality”.

Boethius, the Roman philosopher, was executed for treason and pilloried by modern scholars for misinterpreting Aristotle to the West. This book examines his semantics and logic, attempting to clear his name and lend him new credence.

This paper examines the movement for independent living among the Japanese with disabilities from the perspective of multiculturalism and human rights. The IL movement questions the conventional idea, widely held by Japanese without disabilities, that disabled people are in need of special care and cannot live independently in ordinary communities. The IL movement advocates: 1) the reinterpretation of “disability” as mere “difference”, 2) the equal right to autonomy and social participation for the disabled, and 3) the unique right to care (...) and support that enable the disabled to be autonomous. The IL movement thus projects a new “disability culture” that assigns different meanings to disability and calls for radical change in social relationships. The IL movement then is one of many forces that celebrates diversity and advocates pluralism in Japanese society in defiance of the myth of a “homogeneous monocultural” Japan. The IL movement highlights the right to care as a basic human right which is a precondition for the right to autonomy. Consequently, the IL movement reinterprets the notion of autonomy and enriches the concept of “human rights.”. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Isocrates' Use of doxaTakis PoulakosEven though Isocrates presents Antidosis as a thorough defense of his educational program, he says very little about it, choosing instead to offer lavish portraits of his own earlier writings, elaborate arguments in defense of his reputation, and painstaking attacks against his competitors. One of the few passages where he speaks directly and explicitly about his educational views concerns the type of teaching of which (...) he approved. "[T]eachers of philosophy," he remarks in an obvious reference to his own instruction, begin their students' training by acquainting them with "all the forms of discourse in which the mind expresses itself." Past this type of training, he goes on to say,when they have made them familiar and thoroughly conversant with these lessons, they set them at exercises, habituate them to work, and require them to combine in practice the particular things which they have learned, in order that they may grasp them more firmly and bring their theories into closer touch with the occasions for applying them —I say "theories," for no system of knowledge can possibly cover these occasions, since in all cases they elude our science. Yet those who most apply their minds to them and are able to discern the consequences which for the most part grow out of them, will most often meet these occasions in the right way. (184)The passage is important for a number of reasons. First, it makes clear that Isocrates conceives learning not so much in terms of possessing a specialized body of knowledge as in knowing how to apply principles to specific situations. Students will be educated in the art of logos, not only when they have become familiar with "all the forms of discourse,," but, more importantly, when they have learned how to apply principles of the art to practical situations. Second, the passage also makes clear that the proper site for applying the principles of the art of logos is the domain of politics. [End Page 61] Teachers of "philosophy" will guide students to apply their knowledge of the art of logos, not in every situation, but in those situations that deal with contingencies and that call for decisions about future courses of action, whose outcome is unknown and whose consequences are unforeseen. Along with many other sections throughout his writings, the passage above offers one more indication that Isocrates' educational program focuses principally on instruction in political or symbouleutic speaking, political discourse or logos politikos. Finally, as the passage states, the domain of situations addressed by his instruction is on the level of contingency and kairos, a domain belonging to the order of doxa, not the order of epistēmē. His teaching of political discourse relies on a method of adjusting opinions and conjectures to specific cases, on bringing doxa in closer proximity to kairos.The passage above, then, sets the conceptual stage for the type of civic education with which Isocrates associates his teaching throughout the Antidosis: the teaching of logos politicos, not for its own sake, but for the purpose of citizenship and statesmanship, an education in speaking well for the purposes of citizenship and statesmanship. By guiding students in how to apply rhetorical principles to practical situations, how to make choices about future courses of action with an eye to potential consequences, and how to adjust choices made to the demands of changing circumstances, he is in fact preparing students to participate in their city's deliberations as citizens. Should they rise to the occasion and be prepared to address the city's problems by submitting the judgments they formulate to the principles of contingency and timeliness, they may very well become leaders of the city one day, capable statesmen or celebrated citizens of the polis.But the passage also leaves several questions unanswered. To begin with, there is the question of the label "philosophy." Does Isocrates use the term philosophia to "denote his rhetoric" (Too 1995, 193) or to suggest an "implicit denial of rhetoric" (Cahn 1989, 134)? Is this label meant to be an act of "appropriating the term 'philosophy'" (Nehamas 1990, 5) or of positing "a contrasting definition of philosophy" (Timmerman 1998, 157)? Can the... (shrink)

To understand the public opinion concerning the genethics in culturally different populations, we conducted two focus groups in Japan, with one focus group each in China and Panama between April 2008 and August 2009. Generally, the participants in Japan were more cautious to disclose their personal thinking in a clear manner. Most participants in China and Panama hoped to have children free from any genetic disease if at all possible. The major difference between China and Panama seems to be whether (...) or not they will accept the issue of genetic abortion. Compared to China and Panama, fewer participants accepted a reprogenetics procedure in Japan. ―A goal of genetic counseling is to reduce the number of patients of genetic disease‖ is supported to a greater degree in China and Panama than in Japan. Most participants in China as well as Panama, and fewer participants in Japan accepted the concept of sharing genetic information with relatives, even though it is useful for preventing a possible genetic risk. The difference of the answers for the questions is depending on the cultural and value diversity in each country, while some of them are related into a paucity of knowing the principle of biogenetics. Education as to medical genetics and the principle of bioethics is most important to make genetics more accessible to the general public. (shrink)

I would like to emphasize the significance of chaotic dynamics at both local and macroscopic levels in the cortex. The basic notions dealt with in this commentary will be noise-induced order, chaotic “itinerancy” and dissipative structure. Wright & Laley's theory would be partially misleading, since emergent nonlinearity rather than the linearity at even a macroscopic level can actually subserve cortical functions.

In lieu of an abstract, here is a brief excerpt of the content:Isocrates' Use of doxaTakis PoulakosEven though Isocrates presents Antidosis as a thorough defense of his educational program, he says very little about it, choosing instead to offer lavish portraits of his own earlier writings, elaborate arguments in defense of his reputation, and painstaking attacks against his competitors. One of the few passages where he speaks directly and explicitly about his educational views concerns the type of teaching of which (...) he approved. "[T]eachers of philosophy," he remarks in an obvious reference to his own instruction, begin their students' training by acquainting them with "all the forms of discourse in which the mind expresses itself." Past this type of training, he goes on to say,when they have made them familiar and thoroughly conversant with these lessons, they set them at exercises, habituate them to work, and require them to combine in practice the particular things which they have learned, in order that they may grasp them more firmly and bring their theories into closer touch with the occasions for applying them —I say "theories," for no system of knowledge can possibly cover these occasions, since in all cases they elude our science. Yet those who most apply their minds to them and are able to discern the consequences which for the most part grow out of them, will most often meet these occasions in the right way. (184)The passage is important for a number of reasons. First, it makes clear that Isocrates conceives learning not so much in terms of possessing a specialized body of knowledge as in knowing how to apply principles to specific situations. Students will be educated in the art of logos, not only when they have become familiar with "all the forms of discourse,," but, more importantly, when they have learned how to apply principles of the art to practical situations. Second, the passage also makes clear that the proper site for applying the principles of the art of logos is the domain of politics. [End Page 61] Teachers of "philosophy" will guide students to apply their knowledge of the art of logos, not in every situation, but in those situations that deal with contingencies and that call for decisions about future courses of action, whose outcome is unknown and whose consequences are unforeseen. Along with many other sections throughout his writings, the passage above offers one more indication that Isocrates' educational program focuses principally on instruction in political or symbouleutic speaking, political discourse or logos politikos. Finally, as the passage states, the domain of situations addressed by his instruction is on the level of contingency and kairos, a domain belonging to the order of doxa, not the order of epistēmē. His teaching of political discourse relies on a method of adjusting opinions and conjectures to specific cases, on bringing doxa in closer proximity to kairos.The passage above, then, sets the conceptual stage for the type of civic education with which Isocrates associates his teaching throughout the Antidosis: the teaching of logos politicos, not for its own sake, but for the purpose of citizenship and statesmanship, an education in speaking well for the purposes of citizenship and statesmanship. By guiding students in how to apply rhetorical principles to practical situations, how to make choices about future courses of action with an eye to potential consequences, and how to adjust choices made to the demands of changing circumstances, he is in fact preparing students to participate in their city's deliberations as citizens. Should they rise to the occasion and be prepared to address the city's problems by submitting the judgments they formulate to the principles of contingency and timeliness, they may very well become leaders of the city one day, capable statesmen or celebrated citizens of the polis.But the passage also leaves several questions unanswered. To begin with, there is the question of the label "philosophy." Does Isocrates use the term philosophia to "denote his rhetoric" (Too 1995, 193) or to suggest an "implicit denial of rhetoric" (Cahn 1989, 134)? Is this label meant to be an act of "appropriating the term 'philosophy'" (Nehamas 1990, 5) or of positing "a contrasting definition of philosophy" (Timmerman 1998, 157)? Can the... (shrink)

We consider the significance of high-dimensional transitory dynamics in the brain and mind. In particular, we highlight the roles of high-dimensional chaotic dynamical systems as an “adequate language” (Gelfand 1989), which should possess both explanatory and predictive power of description. We discuss the methods of description of dynamic behavior of the brain. These methods have been adopted to capture the averaged or deterministic complexity, and further to allow for discussion of a new approach to capture the complexity of the deviation (...) from such an averaged complexity and also the complexity of interactive modes. We also give arguments in defense of our models for dynamic memory with chaotic itinerancy and Cantor coding. In addition, we discuss the reality that a model of the brain and mind should reflect. (shrink)

Social epidemiology has made a powerful case that health determined not just by individual-level factors such as our genetic make-up, access to medical services, or lifestyle choices, but also by social conditions, including the economy, law, and culture. Indeed, at the level of populations, evidence suggests that these “structural” factors are thepredominantinfluences on health. Legal scholars in public health, including those in the health and human rights movement, have contended that human rights, laws, and legal practices are powerfully linked to (...) health. Social epidemiology and health-oriented legal scholarship are complementary in their focus and their research needs. Legal scholarship has identified plausible ways in which legal and human rights factors could be influencing health, but empirical evidence has been limited. (shrink)

Social epidemiology has made a powerful case that health determined not just by individual-level factors such as our genetic make-up, access to medical services, or lifestyle choices, but also by social conditions, including the economy, law, and culture. Indeed, at the level of populations, evidence suggests that these “structural” factors are the predominant influences on health. Legal scholars in public health, including those in the health and human rights movement, have contended that human rights, laws, and legal practices are powerfully (...) linked to health. Social epidemiology and health-oriented legal scholarship are complementary in their focus and their research needs. Legal scholarship has identified plausible ways in which legal and human rights factors could be influencing health, but empirical evidence has been limited. (shrink)