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Every one of us lives in a box. This box determines what we see and what we do not see. It tells us who to love and hate. What to fight for. How to live. Who we are. Our boxes -- the collection of stories we tell about ourselves and the world -- create the human drama. Whether you become a pawn in this drama or take control of your destiny depends on the ability to answer two questions: Why is my box the way it is? How can I transform it? By examining the forces that have shaped your most deeply held beliefs, this book challenges you to think outside the box that society has provided for you ... ... and begin writing your own story.
Working out solutions to polynomial equations is a mathematical problem that dates from antiquity. Galois developed a theory in which the obstacle to solving a polynomial equation is an associated collection of symmetries. Obtaining a root requires "breaking" that symmetry. When the degree of an equation is at least five, Galois Theory established that there is no formula for the solutions like those found in lower degree cases. However, this negative result doesn't mean that the practice of equation-solving ends. In a recent breakthrough, Doyle and McMullen devised a solution to the fifth-degree equation that uses geometry, algebra, and dynamics to exploit icosahedral symmetry. Polynomials, Dynamics, and Choice: The Price We Pay for Symmetry is organized in two parts, the first of which develops an account of polynomial symmetry that relies on considerations of algebra and geometry. The second explores beyond polynomials to spaces consisting of choices ranging from mundane decisions to evolutionary algorithms that search for optimal outcomes. The two algorithms in Part I provide frameworks that capture structural issues that can arise in deliberative settings. While decision-making has been approached in mathematical terms, the novelty here is in the use of equation-solving algorithms to illuminate such problems. Features Treats the topic—familiar to many—of solving polynomial equations in a way that’s dramatically different from what they saw in school Accessible to a general audience with limited mathematical background Abundant diagrams and graphics.
The influence on Ovid of Hesiod, the most important archaic Greek poet after Homer, has been underestimated. Yet, as this book shows, a profound engagement with Hesiod's themes is central to Ovid's poetic world. As a poet who praised women instead of men and opted for stylistic delicacy instead of epic grandeur, Hesiod is always contrasted with Homer. Ovid revives this epic rivalry by setting the Hesiodic character of his Metamorphoses against the Homeric character of Virgil's Aeneid. Dr Ziogas explores not only Ovid's intertextual engagement with Hesiod's works but also his dialogue with the rich scholarly, philosophical and literary tradition of Hesiodic reception. An important contribution to the study of Ovid and the wider poetry of the Augustan age, the book also forms an excellent case study in how the reception of previous traditions can become the driving force of poetic creation.
"Human beings aren't logical, they're psychological, with the emphasis on the psycho," wrote Howard Rankin in his book Power Talk; The Art of Effective Communication. In I Think Therefore I Am Wrong, Dr Rankin explores the various processes of thinking and shows how for the most part, we are not logical but rationalizers, story-tellers interested in consistency and emotional comfort than the truth. The book takes us through the latest information in cognitive neuroscience, told with Rankin's uncanny knack of making scientific ideas easy to grasp and wrapping the details in humor. Who would have thought cognitive neuroscience could be that funny! The overall message also has some dark undertones as Rankin shows how and why, the conventional and social media have major influences on thoughts and beliefs and how that impacts us in the present and the future of civilization. Rankin explores traditional concepts of defense mechanisms and relates them to the many cognitive biases that have been identified, as we march to an ever more narcissistic view of 'reality'. These biases effect every aspect of life and Rankin explores how they influence key institutions like healthcare, the law, education as well as relationships. Rankin also offers suggestions and tools on how we can as individuals improve emotional control -- a critical component for more critical and objective thinking.
In TEACHING THE MEDIA: INTERNATIONAL PERSPECTIVES Andrew Hart initiates a challenging dialogue about approaches to Media teaching in the major English-speaking nations of the world, including the United States, Canada, the United Kingdom, Australia, and South Africa. By animating actual lessons and the considered views of classroom practitioners, TEACHING THE MEDIA encourages readers to develop new perspectives on Media teaching, to examine approaches that differ from their own, and to reflect critically on their own practices with a view to understanding them more fully and enhancing their effectiveness in the classroom. Based on original research that began in England in the early 1990s, this is the first international comparative study to focus on Media Education in English-speaking countries. It systematically examines classroom strategies for Media teaching in the light of the major theoretical paradigms which have emerged globally over the last 50 years. It analyses the rich diversity of different educational concerns, goals, and classroom practices through a series of national studies of teachers and lessons. As a result, not only do we see how Media is actually taught in range of classroom contexts, but existing models of Media teaching can now be more precisely critiqued and made more accessible for further research and development.
Social anxiety (SA) is a common and incapacitating disorder that has been associated with seriously impaired career, academic, and general social functioning. Regarding epidemiological data, SA has a lifetime prevalence of 12.1% and is the fourth most common psychopathological disorder (Kessler et al., 2005). At a fundamental point of view, the most prominent cognitive models of SA posit that biased cognitions contribute to the development and maintenance of the disorder (e.g., Clark & Wells, 1995; Rapee & Heimberg, 1997). Over the last decades, a large body of research has provided evidence that individuals suffering from SA exhibit such biased cognitions at the level of visual attention, memory of social encounters, interpretation of social events, and in judgment of social cues. Such biased cognitions in SA has been studied in different ways within cognitive psychology, behavioral psychology, clinical psychology, and cognitive neuroscience over the last few decades, yet, integrative approaches for channeling all information into a unified account of biased cognitions in SA has not been presented so far. The present Research Topic aims to bring together theses different ways, and to highlight findings and methods which can unify research across these areas. In particular, this Research Topic aims to advance the current theoretical models of SA and set the stage for future developments of the field by clarifying and linking theoretical concepts across disciplines.
A fascinating collection of tales and lore from the ancient Oracle at Delphi, this book provides both a collection of good stories and finds spiritual enlightenment weaved throughout these diverse offerings.