_The Dissociative Mind in Psychoanalysis: Understanding and Working With Trauma_ is an invaluable and cutting edge resource providing the current theory, practice, and research on trauma and dissociation within psychoanalysis. _Elizabeth Howell and Sheldon Itzkowitz _bring together experts in the field of dissociation and psychoanalysis, providing a comprehensive and forward-looking overview of the current thinking on trauma and dissociation. The volume contains articles on the history of concepts of trauma and dissociation, the linkage of complex trauma and dissociative problems (...) in living, different modalities of treatment and theoretical approaches based on a new understanding of this linkage, as well as reviews of important new research. Overarching all of these is a clear explanation of how pathological dissociation is caused by trauma, and how this affects psychological organization -- concepts which have often been largely misunderstood._ _This book will be essential reading for psychoanalysts, psychoanalytically oriented psychotherapists, trauma therapists, and students. (shrink)

Essential skills and attitudes necessary for active citizenship need to be cultivated as early as prekindergarten. This exploratory study investigated if three and four-year olds could be actively engaged in social studies practices through inquiry learning in a school garden. Eleven children openly interacted and conducted personally-driven investigations on a daily basis in the school garden located on their playground over nine-months. Three interviews with children, teacher observation notes, and lesson plans were analyzed to discover whether NCSS preK-12 learning themes (...) (2010) for the social studies curriculum could be correlated with garden inquiries. Three prevalent NCSS themes surfaced from data analysis with Civic Ideals and Practices, People, Places, and Environments, and Time, Continuity, and Change being most prevalent. Results imply that working in a school garden through inquiry learning can foster the development of democratic competencies and thus, could be used to design C3 lessons for preschoolers in the garden. (shrink)

We consider a one-dimensional translation invariant point process of density one with uniformly bounded variance of the number NI of particles in any interval I. Despite this suppression of fluctuations we obtain a large deviation principle with rate function F(ρ) −L−1 log Prob(ρ) for observing a macroscopic density profile ρ(x), x ∈ [0, 1], corresponding to the coarse-grained and rescaled density of the points of the original process in an interval of length L in the limit L → ∞. F(ρ) (...) is not convex and is discontinuous at ρ ≡ 1, the typical profile. (shrink)

This book addresses the most important questions asked about higher education: What should its content be? What should we educate for, and why? What constitutes a meaningful liberal education, as distinct from mere training for a vocation? These and many other questions are addressed by Reuben Abel, M.H. Abrams, Robert L. Bartley, Ronald Berman, Also S. Bernardo, Wm. Theodore deBary, Gray Dorsey, Joseph Dunner, Nathan Glazer, Feliks Gross, Gertrude Himmelfarb, Gerald Holton, Sidney Hook, Charles Issawi, Montimer R. Kadish, Paul Oscar (...) Krissteller, paul Kurtz, Herbert I. London, Ernest Nagel, Henry R. Novotny, Frederick A. Olafson, Michael Rabin, Howard B. Radest, Joseph J. Schwab, Robert F. Sexton, Thomas Sowell, John B. Stephenson, and Miro M. Todorovich. (shrink)

Using computer simulations, we investigate the time evolution of the (Boltzmann) entropy of a dense fluid not in local equilibrium. The macrovariables M describing the system are the (empirical) particle density f = {f(x,v)} and the total energy E. We find that S(ft,E) is a monotone increasing in time even when its kinetic part is decreasing. We argue that for isolated Hamiltonian systems monotonicity of S(Mt) = S(MXt) should hold generally for ‘‘typical’’ (the overwhelming majority of) initial microstates (phase points) (...) X0 belonging to the initial macrostate M0, satisfying MX0 = M0. This is a consequence of Liouville's theorem when Mt evolves according to an autonomous deterministic law. (shrink)

In a recent paper [1], O. F. de Alcantara Bonfim, J. Florencio, and F. C. S´ a Barreto claim to have found numerical evidence of chaos in the motion of a Bohmian quantum particle in a double square-well potential, for a wave function that is a superposition of five energy eigenstates. But according to the result proven here, chaos for this motion is impossible. We prove in fact that for a particle on the line in a superposition of n + (...) 1 energy eigenstates, the Bohm motion x(t) is always quasiperiodic, with (at most) n frequencies. This means that there is a function F (y1, . . . , yn) of period 2π in each of its variables and n frequencies ω1, . . . , ωn such that x(t) = F (ω1t, . . . , ωnt). The Bohm motion for a quantum particle of mass m with wave function ψ = ψ(x, t), a solution to Schrödinger’s equation, is defined by.. (shrink)

Fred Dretske asserts that the conscious or phenomenal experiences associated with our perceptual states—e.g. the qualitative or subjective features involved in visual or auditory states—are identical to properties that things have according to our representations of them. This is Dretske's version of the currently popular representational theory of consciousness . After explicating the core of Dretske's representational thesis, I offer two criticisms. I suggest that Dretske's view fails to apply to a broad range of mental phenomena that have rather distinctive (...) subjective or qualitative features. I also suggest that Dretske's view, in identifying conscious experiences with features of our perceptual states, casts its aim too low. It deflates further than it should and, in consequence, fails to capture what are arguably some of the most important phenomena associated with our conscious lives. (shrink)

A set A is m-reducible to B if and only if there is a polynomial-time computable function f such that, for all x, x∈ A if and only if f ∈ B. Two sets are: 1-equivalent if and only if each is m-reducible to the other by one-one reductions; p-invertible equivalent if and only if each is m-reducible to the other by one-one, polynomial-time invertible reductions; and p-isomorphic if and only if there is an m-reduction from one set to the (...) other that is one-one, onto, and polynomial-time invertible. In this paper we show the following characterization. Theorem The following are equivalent: P = PSPACE. Every two 1-equivalent sets are p-isomorphic. Every two p-invertible equivalent sets are p-isomorphic. (shrink)

Most theories of learning consider inferring a function f from either observations about f or, questions about f. We consider a scenario whereby the learner observes f and asks queries to some set A. If I is a notion of learning then I[A] is the set of concept classes I-learnable by an inductive inference machine with oracle A. A and B are I-equivalent if I[A] = I[B]. The equivalence classes induced are the degrees of inferability. We prove several results about (...) when these degrees are trivial, and when the degrees are omniscient. (shrink)

Sheldon adds his voice to the growing chorus of protest against theological "fideism." Religion is not an irrational commitment to what cannot be known. Rather "pure straight reason, impartially pursued, leads by logical necessity to worship of... supernatural deity...." This rather surprising thesis is defended by identifying "true" philosophy, the wise pursuit of goods, with religion and morality, whose core is compassionate love, impartial and universal in scope.--P. F. J.