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Evolutionary Psychology and the Propositional-attitudes: Two Mechanist Manifestos (SpringerBriefs in Philosophy)
by Alex WalterThe two essays provide a critical examination of theory and research in the field of evolutionary psychology. The view advanced here is that philosophical materialism and minimalist assumptions about adaptation serve Darwinian psychology better than the more popular alternative view that relies on cognitive dualism and propositional-attitude psychology to formulate evolutionary psychology theory. A commitment to cognitive dualism is destined to undermine the physical basis of behavior upon which evolutionary theory depends. Many evolutionary psychologists do not see this but are seduced by the easy way in which hypotheses can be formulated using the ‘propositional-attitude’ model. The challenge is to develop a materialistic and mechanistic approach to understanding human cognition and behavior, including linguistic and social behavior.
Becoming a Mathematician: An international perspective (Mathematics Education Library #56)
by Anna Reid Peter Petocz Leigh N WoodThis book considers the views of participants in the process of becoming a mathematician, that is, the students and the graduates. This book investigates the people who carry out mathematics rather than the topics of mathematics. Learning is about change in a person, the development of an identity and ways of interacting with the world. It investigates more generally the development of mathematical scientists for a variety of workplaces, and includes the experiences of those who were not successful in the transition to the workplace as mathematicians. The research presented is based on interviews, observations and surveys of students and graduates as they are finding their identity as a mathematician. The book contains material from the research carried out in South Africa, Northern Ireland, Canada and Brunei as well as Australia.
Young People's Quality of Life and Construction of Citizenship
by Graciela TononThe study of quality of life refers to the material environment (social welfare) and psychosocial environment (wellbeing). It has been defined as a concept that implies the objective and subjective dimension that Cummins (1997) first studied in seven domains. The use of domains in the quality of life study allows a more precise measurement than the one that could have been reached through simple questions, since psychometric scales are used and if the addition of domains is equivalent to the totality of life satisfaction, then the group of domains is a valid measure of quality of life. In the case of young people, it has been observed that even if they live in negative physical, social and contextual conditions, they can nevertheless experience a relatively positive experience in relation to their quality of life, depending on the strategies and capabilities that they generate in relation to the context. Similarly, young people that live in favorable socioeconomic conditions and with a trouble free psychological situation may experience a relatively poor evaluation of their position in life (Patrick et al). oung people do not form a homogenous group and, in this sense, it is not possible to generalize about youth; they interact with the environment in which they live and they are a product of the history they happen to live, in this way they transit different vital scenarios in daily life that affect their quality of life. The social representations about youth that each population has, in each historical moment, are embedded in the social context in which young people live and develop, conditioning every-day life and /or creating related stereotypes. The concept of youth is a social construction built conjointly by all members of society in the historical moment in which they live. Young people interact with the environment in which they live and they are a product of the history they happen to live. Authors like Urresti (1999) define youth from a point of view that takes into account the living together of different generations in different societies, thus being impossible to compare young people of today with those of two or three decades ago; in addition, he states that it is necessary to situate the understanding of youth within the historical and social moment in which they live. Nowadays the predominant adult model is based in individualism, and even if an intergenerational dialogue is necessary, it is difficult for young people to achieve this kind of communication with adults that, in some cases, are living "stages of youth" or that need to be "forever young". Young people live in uncertainty, with a limited perspective for future action, assigning their own meaning to events and facts, according to their fundamental concerns that are significantly different from those of their parents' generation. In the other side the process of globalization and the protagonist social role of the new informational and communicational technologies, produce that the possibilities to expand individual freedoms increase, but not all young people can manage with it (Lechner, 2002). What young people need in order to construct their citizenship and feel satisfied, varies according to the different societies, especially considering that most of them live a fragile situation. As Cortina (2003:7-9) states, the idea of citizenship always transcends individualism, because the citizen is somebody that exists together with others, and those others are equal to him before the city, is somebody that deliberates with others, that acts with others conjointly, that assumes the protagonist role of his own life, in this way citizen is not only that who the law protects, but that who participates in the public issues. Speaking about young people we propose to recognize them from their equal dignity because "recognition is not only a courtesy that we owe others: it is an essential human need" (Taylor, 1993:46). This recognition is based in human dignity and tends to protect the basic rights of people as individuals and to recognize the particul...
Reframing Disability and Quality of Life: A Global Perspective
by Lenore Manderson Narelle WarrenThis volume brings together two parallel fields of interest. One is the understanding among psychologists and other social scientists of the limits to psychometric measurement, and the challenges in generating information about quality of life and wellbeing that enable comparison across time and place, at both individual and population levels. The second is the interest among anthropologists and others in the lived experience of chronic illness and disability, including the unpredictable fluctuations in perceived health and capability. Chronic conditions and physical impairments are assumed to impact negatively on people's quality of life, affecting them psychologically, socially and economically. While some of these conditions have declined in prevalence, as a result of prenatal diagnosis, early successful interventions, and changes in medical technology and surgery, many of these conditions are on the increase as a consequence of improved life-saving medication and technology, and greater longevity. 'Quality of life' is often used as an indicator for successful and high quality health services, and good access to medical attention and surgery - for hip replacements or laser surgery to improve vision, for instance. But it is also used as an argument against interventions, when such interventions are seen to prolong life for its own sake. Yet we also know that people vary their idea of quality as a result of the context of fluctuations in their own health status, the presence or absence of pain or discomfort, and as a result of variations in social and economic contextual factors. In exploring these questions, this volume contributes to emerging debates related to individual health outcomes, but also to the social and other individual determinants that influence everyday life. Understanding these broader contextual factors will contribute to our knowledge of the kinds of services, support systems, and infrastructure that provide people with good 'quality of life' and a sense of wellbeing, regardless of their physical health, capability and functioning. The volume includes scholars from all continents who have been encouraged to think critically, and to engage with the descriptive, methodological, social, policy and clinical implications of their work.
Cognitive Agent-based Computing-I: A Unified Framework for Modeling Complex Adaptive Systems using Agent-based & Complex Network-based Methods (SpringerBriefs in Cognitive Computation #1)
by Amir Hussain Muaz A NiaziComplex Systems are made up of numerous interacting sub-components. Non-linear interactions of these components or agents give rise to emergent behavior observable at the global scale. Agent-based modeling and simulation is a proven paradigm which has previously been used for effective computational modeling of complex systems in various domains. Because of its popular use across different scientific domains, research in agent-based modeling has primarily been vertical in nature. The goal of this manuscript is to provide a single hands-on guide to developing cognitive agent-based models for the exploration of emergence across various types of complex systems. We present practical ideas and examples for researchers and practitioners for the building of agent-based models using a horizontal approach - applications are demonstrated in a number of exciting domains as diverse as wireless sensors networks, peer-to-peer networks, complex social systems, research networks, epidemiological HIV
The Role of Community-Mindedness in the Self-Regulation of Drug Cultures
by Anke StallwitzThis book analyzes heroin users and the drug subculture on the Shetland Islands, an area known for its geographical remoteness, rural character and relative wealth. It fills the scientific gap created by the conventional research in heroin research, which is usually conducted in urban areas and relies on treatment and prison populations. Based on qualitative, in-depth interviews with twenty-four heroin users, this book depicts and analyzes the nature and historical development of the local heroin scene. It illustrates the features and internal structures of the subculture, and it examines the manner in which both are influenced by the location-specific geographical, cultural and socio-economic conditions. It thus reveals complex causal associations that are hard to recognize in urban environments. Complete with a list of references used and recommendations for future research, this book is a vital tool for progressive and pragmatic approaches to policy, intervention and research in the field of illicit drug use.
Self-Studies of Science Teacher Education Practices
by Shawn M. Bullock Tom RussellPart of a vital Springer series on self-study practices in teaching and teacher education, this collection offers a range of contributions to the topic that embody the reflections of science teacher educators who have applied self-study methodology to their own professional development. The material recognizes the paradox that lies between classroom science and the education of science teachers: the disciplines of science are often perceived as a quest for right answers, an unintentional by-product of the classroom focus on right answers in student assessment in science. In contrast, the profession of teaching has few right answers and frequently involves the management of conflicting tensions. A dilemma thus arises in science teacher education of how to shift perspectives among student teachers from reductionist to more inclusive attitudes that are open to the mercurial realities of teaching. The self-studies presented here are unique, fresh and stimulating. They include the input of a beginning science teacher as well as science teacher educators from a range of backgrounds and varying levels of experience. In addition, the volume presents a truly international perspective on the issues, with authors hailing from five countries. Providing analysis at the leading edge of education theory, this collection will make fascinating reading for those teaching science--as well as those teaching science teachers.
Issues and Challenges in Science Education Research
by Mijung Kim Kim Chwee TanIn contemporary society, science constitutes a significant part of human life in that it impacts on how people experience and understand the world and themselves. The rapid advances in science and technology, newly established societal and cultural norms and values, and changes in the climate and environment, as well as, the depletion of natural resources all greatly impact the lives of children and youths, and hence their ways of learning, viewing the world, experiencing phenomena around them and interacting with others. These changes challenge science educators to rethink the epistemology and pedagogy in science classrooms today as the practice of science education needs to be proactive and relevant to students and prepare them for life in the present and in the future. Featuring contributions from highly experienced and celebrated science educators, as well as research perspectives from Europe, the USA, Asia and Australia, this book addresses theoretical and practical examples in science education that, on the one hand, plays a key role in our understanding of the world, and yet, paradoxically, now acknowledges a growing number of uncertainties of knowledge about the world. The material is in four sections that cover the learning and teaching of science from science literacy to multiple representations; science teacher education; the use of innovations and new technologies in science teaching and learning; and science learning in informal settings including outdoor environmental learning activities. Acknowledging the issues and challenges in science education, this book hopes to generate collaborative discussions among scholars, researchers, and educators to develop critical and creative ways of science teaching to improve and enrich the lives of our children and youths.
Education and the Kyoto School of Philosophy
by Paul Standish Naoko SaitoThe work of the Kyoto School represents one of the few streams of philosophy that originate in Japan. Following the cultural renaissance of the Meiji Restoration after Japan's period of closure to the outside world (1600-1868), this distinctly Japanese thought found expression especially in the work of Kitaro Nishida, Keiji Nishitani and Hajime Tanabe. Above all this is a philosophy of experience, of human becoming, and of transformation. In pursuit of these themes it brings an inheritance of Western philosophy that encompasses William James, Hume, Kant and Husserl, as well as the psychology of Wilhelm Wundt, into conjunction with Eastern thought and practice. Yet the legacy and continuing reception of the Kyoto School have not been easy, in part because of the coincidence of its prominence with the rise of Japanese fascism. In light of this, then, the School's ongoing relationship to the thought of Heidegger has an added salience. And yet this remains a rich philosophical line of thought with remarkable salience for educational practice. The present collection focuses on the Kyoto School in three unique ways. First, it concentrates on the School's distinctive account of human becoming. Second, it examines the way that, in the work of its principal exponents, diverse traditions of thought in philosophy and education are encountered and fused. Third, and with a broader canvas, it considers why the rich implications of the Kyoto School for for philosophy and education have not been more widely appreciated, and it seeks to remedy this. The first part of the book introduces the historical and philosophical background of the Kyoto School, illustrating its importance especially for aesthetic education, while the second part looks beyond this to explore the convergence of relevant streams of philosophy, East and West, ranging from the Noh play and Buddhist practices to American transcendentalism and post-structuralism.
Work and Quality of Life
by C. Allen Gorman Nora P. Reilly M. Joseph SirgyEmployees have personal responsibilities as well as responsibilities to their employers. They also have rights. In order to maintain their well-being, employees need opportunities to resolve conflicting obligations. Employees are often torn between the ethical obligations to fulfill both their work and non-work roles, to respect and be respected by their employers and coworkers, to be responsible to the organization while the organization is reciprocally responsible to them, to be afforded some degree of autonomy at work while attending to collaborative goals, to work within a climate of mutual employee-management trust, and to voice opinions about work policies, processes and conditions without fear of retribution. Humanistic organizations can recognize conflicts created by the work environment and provide opportunities to resolve or minimize them. This handbook empirically documents the dilemmas that result from responsibility-based conflicts. The book is organized by sources of dilemmas that fall into three major categories: individual, organizational (internal policies and procedures), and cultural (social forces external to the organization), including an introduction and a final integration of the many ways in which organizations can contribute to positive employee health and well-being. This book is aimed at both academicians and practitioners who are interested in how interventions that stem from industrial and organizational psychology may address ethical dilemmas commonly faced by employees.
Rhetorical Ways of Thinking
by Lillie R. Albert Danielle Corea Vittoria MacadinoRhetorical Ways of Thinking focuses on how the co-construction of learning models the interpretation of a mathematical situation. It is a comprehensive examination of the role of sociocultural-historical theory developed by Vygotsky. This book puts forward the supposition that the major assumptions of sociocultural-historic theory are essential to understanding the theory's application to mathematical pedagogy, which explores issues relevant to learning and teaching mathematics-in-context, thus providing a valuable practical tool for general mathematics education research. The most important goal, then, is to exemplify the merging of the theory with practice and the subsequent applications to mathematics teaching and learning. This monograph contains five chapters, including a primer to Vygotsky's sociocultural historic theory, three comprehensive empirical studies examining: prospective teachers' perception of mathematics teaching and learning and the practice of scaffolded instruction to assist practicing teachers in developing their understanding of pedagogical content knowledge. Finally, the book concludes with a contextualization of the theory, linking it to best practices in the classroom.
The Psychological Well-being of East Asian Youth
by Chin-Chun YiThe rapid social change in the East Asia has brought great research attention on the family, education and political impacts. The growth trajectory of the next generation is exposed to an entirely different context owing to the dual effects of traditional and modern values as well as practices. This book provides an overall picture of the developmental trajectory of Taiwanese youth as a typical example in the region. The time frame is set from early adolescence (13years old) to young adulthood (22yeard old). Individual psychological well-being in its broad definition will be used as the outcome indicator to reflect significant developmental processes during this important transitional life course. Benefitted from the rare panel datasets conducted from 2000-2009, this book has two major focuses: one is to explore the interplay among family, school and community with regard to their influence on the individual growth patterns; the other is to highlight the potential constraint and/or strength of the prevailing social norms and values shared among East Asian societies. To be specific, different chapters will describe and analyze the life chances and growth patterns among youth with different social capitals (including family SES, educational achievement, rural-urban residence, etc.). Their short-term versus long-term outcome, as indicated by various psychological well-being variables (e.g., depressive symptoms, deviant or problem behaviors, happiness, edutional performance), will allow us to delineate the particular structural context that individual East Asian youth encounters and to offer constructive suggestions on family interaction, educational strategy as well as health related policies based on the scientific evidence. This book incorporates comparative reports from other East Asian societies, and from youth panel studies of Australia and the U.S.. The experience of their counter-part in the advanced societies will contribute to readers' understanding of the particular social situation that East Asian youth is embedded in the growth process. In addition, comparative perspective will enable the reader to contemplate on the potential future development of the affluent generation in the region. Since changing social structure occurred in the last few decades in the East Asia has suffered inadequate investigation in the realm of family, education and community, this book provides timely information to fill up the gap. Analyses of the valuable dataset from early adolescents to young adults will attract those who are interested in family researches, in youth studies, in panel data analyses, as well as in the social development in Taiwan and in East Asia.
C. Henry Kempe: A 50 Year Legacy To The Field Of Child Abuse And Neglect (Child Maltreatment #1)
by Richard D. Krugman Jill E. KorbinThe book series, "Child Maltreatment: Contemporary Issues in Research and Policy." will consist of a state of the art handbook (to be revised every five years) and two to three volumes per year. The first volume in this series is a legacy to C. Henry Kempe. This is a timely publication because 2012 marks 50 years after the appearance of the foundational article by C. Henry Kempe and his colleagues, "The Battered-Child Syndrome." This volume capitalizes on this 50 year anniversary to stand back and assess the field from the perspective that Dr. Kempe's early contributions and ideas are still being played out in practice and policy today. The volume will be released at the next ISPCAN meeting, also in 2012.
Reading, Writing, Mathematics and the Developing Brain: Listening to Many Voices
by Orly Rubinsten Dennis L. Molfese Zvia Breznitz Victoria J. MolfeseThis valuable addition to the literature offers readers a comprehensive overview of recent brain imaging research focused on reading, writing and mathematics--a research arena characterized by rapid advances that follow on the heels of fresh developments and techniques in brain imaging itself. With contributions from many of the lead scientists in this field, a number of whom have been responsible for key breakthroughs, the coverage deals with the commonalities of, as well as the differences between, brain activity related to the three core educational topics. At the same time, the volume addresses vital new information on both brain and behavior indicators of developmental problems, and points out the new directions being pursued using current advances in brain imaging technologies as well as research-based interventions. The book is also a tribute to a new Edmund, J Safra Brain center for the study of learning Disabilities at the University of Haifa-Israel.
The Well-Being of America's Children
by Kenneth C. LandIn 1998, the Foundation for Child Development (FCD) provided Kenneth Land a grant to explore the feasibility of producing the first national composite index of the status of American children that would chart changes in their well-being over time. Important questions needed to be answered: was it possible to trace trends in child and youth well-being over several decades? Could such an index provide a way of determining whether the United States was making progress in improving its children's lives? The Index of Child and Youth Well-Being (CWI) was born from these questions. Viewing the CWI trends from 1975 to present, there is evidence that the well-being of American children lags behind other Western nations. As conditions change, it is clear that the index is an evolving and rich enterprise. This volume attests to that evolution, and what the CWI promises for understanding the progress - or lack of progress - in enhancing the life prospects of all American children.
Citation Classics from the Journal of Business Ethics: Celebrating the First Thirty Years of Publication (Advances in Business Ethics Research #2)
by Alex C. Michalos Deborah C PoffThe Journal of Business Ethics was founded by Alex C. Michalos and Deborah C. Poff and published its first issue in March 1982. It is the most frequently cited business ethics journal in the world. The Journal has always offered a multi-disciplinary and international public forum for the discussion of issues concerning the interaction of successful business and moral virtue. Its authors and readers are primarily scholars and students in social sciences and philosophy , with special interests in the interaction of these disciplines with business or corporate responsibility. Since the field of business ethics grew simultaneously with the growth of the Journal, a collection of its most cited articles is tantamount to a collection of the articles that had the greatest influence in defining the field over its first 30 years of development. In this anniversary volume, an overview of citation classics from the Journal is presented, the 33 most frequently cited articles are reproduced and brief reflections on the impact of the Journal on the field are given from over 100 scholars who authored citation classics and/or distinguished papers, as well as those who served on the Editorial Board and/or are recognized as leaders in the field.
Critical Analysis of Science Textbooks: Evaluating instructional effectiveness
by Myint Swe KhineThe critical analysis of science textbooks is vital in improving teaching and learning at all levels in the subject, and this volume sets out a range of academic perspectives on how that analysis should be done. Each chapter focuses on an aspect of science textbook appraisal, with coverage of everything from theoretical and philosophical underpinnings, methodological issues, and conceptual frameworks for critical analysis, to practical techniques for evaluation. Contributions from many of the most distinguished scholars in the field give this collection its sure-footed contemporary relevance, reflecting the international standards of UNESCO as well as leading research organizations such as the American Association for the Advancement of Science (whose Project 2061 is an influential waypoint in developing protocols for textbook analysis). Thus the book shows how to gauge aspects of textbooks such as their treatment of controversial issues, graphical depictions, scientific historiography, vocabulary usage, accuracy, and readability. The content also covers broader social themes such as the portrayal of women and minorities. "Despite newer, more active pedagogies, textbooks continue to have a strong presence in classrooms and to embody students' socio-historical inheritance in science. Despite their ubiquitous presence, they have received relatively little on-going empirical study. It is imperative that we understand how textbooks influence science learning. This book presents a welcome and much needed analysis." Tina A. Grotzer Harvard University, Cambridge, Massachusetts, USA The present book provides a much needed survey of the current state of research into science textbooks, and offers a wide range of perspectives to inform the 'science' of writing better science textbooks. Keith S Taber University of Cambridge, Cambridge, United Kingdom
Multiple Representations in Biological Education
by David F. Treagust Chi-Yan TsuiThis new publication in the Models and Modeling in Science Education series synthesizes a wealth of international research on using multiple representations in biology education and aims for a coherent framework in using them to improve higher-order learning. Addressing a major gap in the literature, the volume proposes a theoretical model for advancing biology educators' notions of how multiple external representations (MERs) such as analogies, metaphors and visualizations can best be harnessed for improving teaching and learning in biology at all pedagogical levels. The content tackles the conceptual and linguistic difficulties of learning biology at each level--macro, micro, sub-micro, and symbolic, illustrating how MERs can be used in teaching across these levels and in various combinations, as well as in differing contexts and topic areas. The strategies outlined will help students' reasoning and problem-solving skills, enhance their ability to construct mental models and internal representations, and, ultimately, will assist in increasing public understanding of biology-related issues, a key goal in today's world of pressing concerns over societal problems about food, environment, energy, and health. The book concludes by highlighting important aspects of research in biological education in the post-genomic, information age.
Handbook of the Sociology of Mental Health
by Alex Bierman Jo C. Phelan Carol S. AneshenselThis second edition of the Handbook of the Sociology of Mental Health features theory-driven reviews of recent research with a comprehensive approach to the investigation of the ways in which society shapes the mental health of its members and the lives of those who have been diagnosed as having a mental illness The award-winning Handbook is distinctive in its focus on how the organization and functioning of society influences the occurrence of mental disorder and its consequences. A core issue that runs throughout the text concerns the differential distribution of mental illness across various social strata, defined by status characteristics such as gender, race/ethnicity, socioeconomic status, and age. The contributions to this volume shed light on the social, cultural, and economic factors that explain why some social groups have an elevated risk of disorder. They also address the social repercussions of mental disorder for individuals, including stigmatization within the larger society, and for their families and social networks. The second edition of this seminal volume includes substantial updates to previous chapters, as well as seven new chapters on: -The Individual's Experience of Mental Illness.--The Medicalization of Mental Illness.---Age, Aging, and Mental Health.- -Religion and Mental Health.- -Neighborhoods and Mental Health.- -Mental Health and the Law--and Public Beliefs about Mental Illness.
LOST Opportunities
by Reed Stevens Philip Bell Aria Razfar Bronwyn BevanLearning in informal settings is attracting growing attention from policymakers and researchers, yet there remains, at the moment, a dearth of literature on the topic. Thus this volume, which examines how science and mathematics are experienced in everyday and out-of-school-time (OST) settings, makes an important contribution to the field of the learning sciences. Conducting research on OST learning requires us to broaden and deepen our conceptions of learning as well as to better identify the unique and common qualities of different learning settings. We must also find better ways to analyze the interplay between OST and school-based learning. In this volume, scholars develop theoretical structures that are useful not only for understanding learning processes, but also for helping to create and support new opportunities for learning, whether they are in or out of school, or bridging a range of settings. The chapters in this volume include studies of everyday and 'situated' processes that facilitate science and mathematics learning. They also feature new theoretical and empirical frameworks for studying learning pathways that span both in- and out-of-school time and settings. Contributors also examine structured OST programs in which everyday and situated modes of learning are leveraged in support of more disciplined practices and conceptions of science and mathematics. Fortifying much of this work is a leading focus on educational equity--a desire to foster more socially supportive and intellectually engaging science and mathematics learning opportunities for youth from historically non-dominant communities. Full of compelling examples and revealing analysis, this book is a vital addition to the literature on a subject with a fast-rising profile.
Quality of Life and Mortality Among Children
by Thomas E. JordanThis birefs examines mortality among young children in the period from the seventeenth to the nineteenth century. It does so using several types and sources of information from the census unit England and Wales, and from Ireland. The sources of information used in this study include memoirs, diaries, poems, church records and numerical accounts. They offer descriptions of the quality of life and child mortality over the three centuries under study. Additional sources for the nineteenth century are two census-derived numerical indexes of the quality of life. They are the VICQUAL index for England and Wales, and the QUALEIRE index for Ireland. Statistical procedures have been applied to the numbers provided by the sources with the aim to identify effects of and associations between such variables as gender, age, and social background. The briefs examines the results to consider the impact of children's deaths upon parents and families, and concludes that there are differences and continuities across the centuries.
The Biology of Happiness
by Bjørn GrindeThe briefs presents a model for happiness based on current knowledge in evolutionary biology and neurobiology. Briefly, the primary purpose of nervous systems is to direct an animal toward behaviour relevant for survival and procreation. In primitive animals actions are based on reflexes, while in humans the modules directing behaviour engage positive and negative affect (good and bad feelings), and they are swayed by cognitive processes. The reason why evolution opted for this strategy was the improved flexibility in response - i.e., we learn from previous experiences. The human capacity for happiness is an accidental consequence. An array of brain modules has evolved to care for various pursuits, but recent studies suggest that they converge on shared neural circuits designed to generate positive and negative mood. Happiness can be construed as the net output of the relevant modules. The briefs suggests a strategy for how to avoid having negative feelings (such as anxiety, depression and chronic pain) dominate the mind, and how to exercise positive feelings. In short, the book offers both a deeper understanding of what happiness is about, and a framework for improving well-being. An array of brain modules has evolved to care for various pursuits, but recent studies suggest that they converge on shared neural circuits designed to generate positive and negative mood. Happiness can be construed as the net output of the relevant modules. The book suggests a strategy for how to avoid having negative feelings (such as anxiety, depression and chronic pain) dominate the mind, and how to exercise positive feelings. In short, the book offers both a deeper understanding of what happiness is about, and a framework for improving well-being.
Reconstruction of Wave-Particle Duality and its Implications for General Chemistry Textbooks
by Mansoor Niaz Cecilia MarcanoIt goes without saying that atomic structure, including its dual wave-particle nature, cannot be demonstrated in the classroom. Thus, for most science teachers, especially those in physics and chemistry, the textbook is their key resource and their students' core source of information. Science education historiography recognizes the role played by the history and philosophy of science in developing the content of our textbooks, and with this in mind, the authors analyze more than 120 general chemistry textbooks published in the USA, based on criteria derived from a historical reconstruction of wave-particle duality. They come to some revealing conclusions, including the fact that very few textbooks discussed issues such as the suggestion, by both Einstein and de Broglie, and before conclusive experimental evidence was available, that wave-particle duality existed. Other large-scale omissions included de Broglie's prescription for observing this duality, and the importance of the Davisson-Germer experiments, as well as the struggle to interpret the experimental data they were collecting. Also untouched was the background to the role played by Schrödinger in developing de Broglie's ideas. The authors argue that rectifying these deficiencies will arouse students' curiosity by giving them the opportunity to engage creatively with the content of science curricula. They also assert that it isn't just the experimental data in science that matters, but the theoretical insights and unwonted inspirations, too. In addition, the controversies and discrepancies in the theoretical and experimental record are key drivers in understanding the development of science as we know it today.
The Psychology of Quality of Life
by M. Joseph SirgyThe second edition will be an update and further elaboration of the literature related to subjective well-being, happiness, and life satisfaction. It will have a new substantial section that focuses on reviewing much of the literature of subjective well-being within specific life domains (social life, material life, leisure life, work life, community life, spiritual life, family life, health life, sex life, travel life, etc.) In the 1st edition the research in these various life domains was discussed only briefly. The second edition will maintain the same organizational structure of the first edition; that is, Part 1 will focus on introduction (definitions and distinctions; examples of measures of subjective well-being, happiness, and life satisfaction; and motives underlying subjective well-being). Part 2 will focus on psychological strategies that are allow people to optimize subjective well-being by engaging in psychological processes related to the relationship between and among life domains (e.g., social life, family life, love life, spiritual life, community life, financial life, etc.) This part will contain four chapters related to these various "inter-domain" processes: bottom-up spillover, top-down spillover, horizontal spillover, and compensation. Part 3 of the book will focus on "intra-domain" psychological strategies designed to optimize subjective well-being. These include re-evaluation based on personal history, re-evaluation based on self-concept, re-evaluation based on social comparison, goal selection, goal implementation and attainment, and re-appraisal. Part 4 of the book will focus on balance processes--how people attempt to create balance in their lives using psychological processes within specific life domains (intra-domain strategies) and processes that relate one domain to another (inter-domain strategies).
Happiness in Children
by Mark D. HolderThis briefs summarizes the research on positive well-being in children, with a particular focus on their happiness. It starts with a discussion of the constructs of positive psychology (i.e., well-being, happiness and life satisfaction), and then outlines the research that shows the importance of studying well-being. Next, it explores how researchers measure happiness and what these measures tell us about whether children are happy and how their happiness differs from adults. Following this, it discusses current positive psychology theories with the aim of suggesting their promise in understanding children's well-being. Next, it examines the importance of individual differences, including culture and temperament. Because studies have only recently identified several of the factors associated with children's happiness, the book ends with a discussion of how we might enhance children's well-being and suggests directions for future research.