: This paper represents the authors' attempt to provide a useful framework for discussing and investigating the links between the apparently disparate disciplines of neuroscience and dance. This attempt arose from an interdisciplinary course offering on this topic. A clear need apparent in preparing for an exploration of such uncharted territory was for some definition of the relevant landmarks in the form of a conceptual framework. The current status of that developing framework is presented here, as we consider the historical (...) context that contributed to the cultural distance between neuroscience and dance as disciplines; the conceptual and technical obstacles to collaborative work between these disciplines; and the recent developments, both conceptual and technological, that make the interface between neuroscience and dance a particularly fruitful source of inspiration not only for dancers and neuroscientists but potentially for a wide variety of disciplines touching on health and education in general. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Discover the Unknown Chekhov in Your ESL ClassroomNinah Beliavsky (bio)I was born in Moscow, ate aladushki, and listened to my mother read Chekhov in Russian. Kashtanka, a tale about a young, ginger-colored pup who gets lost, made me cry. And when I read about the death of Ivan Dmitrich Kreepikov, in The Death of a Civil Servant, I did not know whether to laugh or to cry. The poor (...) civil servant was sitting and watching an opera in a theater when all of a sudden he sneezed and spattered an old gentlemen, General Shpitzalov, in front of him. Now, as Chekhov writes, sneezing is not prohibited to any one or in any place; peasants sneeze, and even the chiefs of police sneeze. But, you see, the poor civil servant, being very much rank-conscious, could no longer live with himself after committing such a misconduct. He apologized profusely and went home, and without taking off his uniform, he lay down on the sofa, and... died.And what about Van'ka Zhukov, an orphan boy of nine apprenticed to a shoemaker who is being beaten and overworked. He writes a letter to his grandfather on Christmas Eve, begging him for the dear Lord's sake to take him away from his misery. After scratching his head and thinking for a moment, he dips his pen in ink and addresses his envelope: "The Village. To Grand Dad." He then dashes out into the street and pushes his precious letter through the opening of the postbox...The second part of my childhood I spent in Jerusalem; there I ate falafel with humus, was obsessed with perfecting the pronunciation of the Hebrew guttural "r," and read Miriam Yalan Shtekelis's children's poetry, which was filled with magical objects that laughed and cried. By the time I was in high school I was living in Milwaukee, eating fries and ice cream sundaes and reading O. Henry.The literature that one comes in contact with during childhood and young [End Page 101] adulthood is often deeply engraved on a person's psyche. It is similar to an adult craving sweets because of the psychological association with her childhood and a safe and protected environment. We tend to think back to the "good old days" because we find comfort in our past. Today, as an adult, a wife, and a mother, I often find refuge in my childhood memories. And, like most people, much of what I encounter and read today I tend to associate with my past. If I come across a story that I heard in my childhood, as I search for something new and amusing to give to my college English-as-a-Second-Language (ESL) students, I try to incorporate it into my curriculum. A few years ago I came across the story The Necklace by Guy de Mappassant and immediately recalled reading it in my adolescence. This story brought back the warm memories of home that I felt would be understood and identified with by my foreign students. Today, this story is one of my students' favorites. By using stories from my own past, I feel that I can bring to my class discussions a unique perspective—my own recollections and feelings and an interpretation not only academic in nature but also personal. Often, my international students will recall hearing or reading some of the same stories (that I bring to class) in their childhood, in their native tongues, and thus these stories will not seem out of context anymore because there will be a sense of connection.I teach ESL to college students—reading and writing at the intermediate and advanced levels. Aside from following the standard curriculum of using grammar and writing textbooks, I bring to my ESL classes music, opera, art, young adult novels by American writers, and short stories by both international and American writers. For instance, my students enjoy reading O. Henry's "The Christmas Present," "The Last Leaf," and "The Two Thanksgiving Day Gentlemen." These stories are about real people—just like my students—they are about everyday events, they are humorous and tragic in nature, and they have an unexpected twist... (shrink)

The beatific vision plays a prominent role in the history of Christian ethics. Reformed ethics has an ambiguous relationship to this history, on two counts. First, it offers some qualified critiques of the role of vision in ordering ethical understanding, and second, on some accounts, Reformed ethics shares some responsibility for the loss of transcendence in the modern world, and the narrowing of the ethical field that has resulted from this loss. This essay argues that the vision of God in (...) John Calvin’s understanding of the Christian life offers resources to defend a Reformed ethics from some recent detractors. Further, it provides a constructive contrast with the role of eschatology in a prominent strand of 20th century ethics. This argument is sustained through a close reading of Calvin’s biblical commentaries on the role of theophanies and the promise of the vision of God, and of Book III, chapters 6-10 of the Institutes. (shrink)

Narrative passages told from a character's perspective convey the character's thoughts and perceptions. We present a discourse process that recognizes characters'.

The propositional content of a reference is the proposition attributing to the referent the properties that correspond to the nouns and modifiers in the reference (for example, the propositional content of `Mary' is that the referent is named`Mary'). During language comprehension, the hearer or reader must determine the set of beliefs with respect to which the propositional content of a reference is to be understood. In the prototypical case, this set consists of the propositions that she believes that the speaker (...) or writer believes that she and the speaker or writer mutually believe. This paper identifies two contexts in which the propositional content of a specific reference is not understood with respect to this set--subjective and objective sentences in third-person fictional narrative text--and identifies some implications of this for understanding specific references in these contexts. (shrink)

Narrative passages told from a character's perspective convey the character's thoughts and perceptions. We present a discourse process that recognizes characters' thoughts and perceptions in third-person narrative. An effect of perspective on reference In narrative is addressed: references in passages told from the perspective of a character reflect the character's beliefs. An algorithm that uses the results of our discourse process to understand references with respect to an appropriate set of beliefs is presented.

The lived body (Leib) in the phenomenological tradition tends to be thought as the living body of the acting and perceiving subject, which is then analyzed by way of subjective self-reflection. This is true for Husserl (1970) as well as for Merleau-Ponty (1962) and Sartre (1992). When, however, the lived body is made the starting point of analysis in this way, it becomes a general and thus transhistorical condition of experience, and it is only in a second step that social (...) relations and historical formation can be inscribed into it. Plessner’s concept of the lived body (Leib) differs in two ways from this view predominant in phenomenology. First, Plessner does not approach the lived body in terms of a .. (shrink)

Drawing upon the latest insights from the fields of performance psychology, neuroscience, and cognitive science, as well as case studies from their own coaching clients, New York Times bestselling authors Michael Hyatt and Megan Hyatt Miller explore the power of ideas to shape superior outcomes, not only in business but in the rest of life.

We all want to live a life that matters. We all want to reach our full potential. But too often we find ourselves overwhelmed by the day-to-day. Our big goals get pushed to the back burner--and then, more often than not, they get forgotten. New York Times bestselling author Michael Hyatt wants readers to know that it doesn't have to be this way. In fact, he thinks that this is the year readers can finally close the gap between reality (...) and their dreams. In Your Best Year Ever, Hyatt shares a powerful, proven, research-driven system for setting and achieving goals. Readers learn how to design their best year ever in just five hours - three simple ways to triple the likelihood of achieving their goals - how to quit-proof their goals - what to do when they feel stuck - and much more Anyone who is tired of not seeing progress in their personal, intellectual, business, relationship, or financial goals will treasure the field-tested wisdom found in these pages. (shrink)

Why do we call this a "non-book"? Because this is not a text you "read at". Its very structure and contents are designed to put you into the "Energized Hypnosis" state as you learn how to do it at will. Reading is doing!!

In this essay, I contend that Polanyi’s view of metaphor as outlined in Meaning (1975), has important heuristic implications for understanding the way metaphor functions in trauma therapy. I also contend that in his seminal book on trauma, The Body Keeps the Score (2014), Bessel van der Kolk, M.D., although he rarely uses the term, relies on metaphor as a vital element in his treatment of trauma victims. Analysis of Van der Kolk’s practice further confirms and extends Polanyi’s view of (...) the bodily roots of all knowledge. Juxtaposing Polanyi’s theory and Van der Kolk’s practice demonstrates how unspeakable trauma can be overcome through the embodied metaphoric/linguistic matrix of human speech. (shrink)

Stations: Listening to the Deep Earth is the essential listener's companion to Field Works' Stations album.

We recount the process by which Plessner’s Levels was rendered into English, noting special difficulties of the task. We then discuss particular words and word groupings, the adequate translation of which required special care. Finally, we consider an example of the kind of collaborative procedure employed and the difficulties faced along the way.

New York Times bestselling author shares a powerful, proven, research-driven system for setting and achieving your goals. If you're tired of not seeing progress in your personal, intellectual, business, relational, or financial goals, it's time for you to have your best year ever!

We present a computational analysis of de re, de dicto, and de se belief and knowledge reports. Our analysis solves a problem first observed by Hector-Neri Castañeda, namely, that the simple rule -/- `(A knows that P) implies P' -/- apparently does not hold if P contains a quasi-indexical. We present a single rule, in the context of a knowledge-representation and reasoning system, that holds for all P, including those containing quasi-indexicals. In so doing, we explore the difference between reasoning (...) in a public communication language and in a knowledge-representation language, we demonstrate the importance of representing proper names explicitly, and we provide support for the necessity of considering sentences in the context of extended discourse (for example, written narrative) in order to fully capture certain features of their semantics. (shrink)