Launched in 1971, _Adolescent Psychiatry,_ in the words of founding coeditors Sherman C. Feinstein, Peter L. Giovacchinni, and Arthur A. Miller, promised "to explore adolescence as a process... to enter challenging and exciting areas that may have profound effects on our basic concepts." Further, they promised "a series that will provide a forum for the expression of ideas and problems that plague and excite so many of us working in this enigmatic but fascinating field." For over two decades, Adolescent (...) Psychiatry has fulfilled this promise. The repository of a wealth of original studies by preeminent clinicians, developmental researchers, and social scientists specializing in this stage of life, the series has become an essential resource for all mental health practitioners working with youth. With volume 22, the editorship of _Adolescent Psychiatry_ passes to Aaron E. Esman, a distinguished clinician and educator whose wide-ranging sensibilities gain expression in a collection rich in clinical, developmental, and scholarly insight. Encompassing developmental topics timely clinical issues, historical commentaries, and a special section on "ambient genocide and adolescence," volume 22 ably meets the needs of professional and scholarly readers interested in this vitally important stage of life. (shrink)

It is traditionally believed that cerebral activation (the presence of low voltage fast electrical activity in the neocortex and rhythmical slow activity in the hippocampus) is correlated with arousal, while deactivation (the presence of large amplitude irregular slow waves or spindles in both the neocortex and the hippocampus) is correlated with sleep or coma. However, since there are many exceptions, these generalizations have only limited validity. Activated patterns occur in normal sleep (active or paradoxical sleep) and during states of anesthesia (...) and coma. Deactivated patterns occur, at times, during normal waking, or during behavior in awake animals treated with atropinic drugs. Also, the fact that patterns characteristic of sleep, arousal, and waking behavior continue in decorticate animals indicates that reticulo-cortical mechanisms are not essential for these aspects of behavior. (shrink)

Branner, H.C. Humanismens krise.--Hansen, Martin A. Eneren og massen.

In describing the account of the εδη in the Phaedo, Burnet says, ‘they are explained in a peculiar vocabulary which is represented as that of a school. The technical terms are introduced by such formulas as “we say”’. Similarly Taylor has written of the ‘characteristic technical nomenclature’ used in the dialogues, of the ‘technicalities’ of the theory of εδη, of ‘the technical phrases of the Phaedo’ The validity of such language has been taken for granted by both these and many (...) other Platonic scholars. But the assumption which it represents—that Plato employed certain words in a significance peculiar to his use of them—carries such wide implications for the history and interpretation of his philosophy that it can hardly be accepted without further investigation. In this article I shall examine the evidence in fifth- and early fourth-century literature about these words which Plato or Socrates is alleged to have transformed into ‘technicalities’: first, εδος and δσ, which I shall assume to be more or less synonymous; second, the various terms used to describe the relation between εδη and particulars—,μετέχειν, κοινωνεν,παρεναι, νεναι,μιμησις,μοιωαις, and so on. (shrink)

What credentials does evolutionary epistemology have as science? A judgement based on past performance, both in terms of advancing an empirical programme and further ng theory construction, is not much. This paper briefly outlines some of the research areas, both theoretical and empirical, that can be developed and that might secure for evolutionary epistemology a future in evolutionary biology.

This work has been selected by scholars as being culturally important and is part of the knowledge base of civilization as we know it. This work is in the public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity has a copyright on the body of the work. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and (...) made generally available to the public. To ensure a quality reading experience, this work has been proofread and republished using a format that seamlessly blends the original graphical elements with text in an easy-to-read typeface. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant. (shrink)

The fundamental tenet of contemporary sociobiology, namely the assumption of a single process of evolution involving the selection of genes, is critically examined. An alternative multiple-level, multiple-process model of evolution is presented which posits that the primary process that operates via selection upon the genes cannot account for certain kinds of biological phenomena, especially complex, learned, social behaviours. The primary process has evolved subsidiary evolutionary levels and processes that act to bridge the gap between genes and these complex behaviours. The (...) subsidiary levels are development, individual animal learning, and socioculture itself. It is argued that individual learning is pivotal to the derivation and biological analysis of culture. The differences between cultural and noncultural societies are stressed. It is concluded that such a multiple-level model of evolution can form the basis for reconciling opposing sides in the sociobiology debate. (shrink)

Originally published in 1913, this book charts the development, growth and legacy of the schools of the Jansenists of Port-Royal based in Paris. The Port-Royalists used many innovative teaching methods in the years before they were closed down in the mid-seventeenth century, such as their use of the vernacular and their views on the role of the teacher, and Barnard examines the place that the Port-Royalists held in the context of French education more generally to illustrate their lasting influence on (...) other schools. This book will be of value to anyone with an interest in Jansenism and the history of education. (shrink)

This article is a survey of familiar ground—those passages of the Poetics of Aristotle which throw light on the treatment of legend by the tragic poets. Although sweeping generalizations are often made on the use of the traditional stories in drama, our evidence on the subject is slight and inconclusive. We have little knowledge of the form in which most of the legends were known to the Attic playwrights, for the few we find in the Iliad and Odyssey appear there (...) in very different versions from those they take on in the plays, and the fragmentary remains of epic and lyric poetry between Homer and the fifth century B.C. present us with a wide field for speculation, but few certain facts; while vase paintings and other works of art supplement only here and there the scanty information gained from literature.The comments of ancient writers on this aspect of tragedy are surprisingly few, and carry us little farther. The Poetics stands out as the one source from which we can draw any substantial account of the matter. Even Aristotle, of course, is not directly concerned with the history of drama, and deals with it only incidentally in isolated passages; and in considering these it must constantly be borne in mind that he is discussing tragedy as he knew it in the late fourth century, for the benefit of fourth-century readers. But even so, his statements are the main foundation on which our view of the dramatists' use of legend must be built. (shrink)

In a note on this passage as far back as 1868, E. Wölmin 1 advanced the theory that the plural anulis is used here in a technical and stereotyped way as symbolic of equestrian rank. He is not sure whether such illogical use of the plural is to be found earlier than Tacitus or not.