Untangling Future Memories is a sci-fi story set in 2032. Jack, a young adult, lost his short-term memory because of an accident at age thirteen. Cody Jaeckel, director of the Ultragenetic Institute, devises a grand design for uploading Jacks mindhe is genetically endowed with remarkable innate intelligenceand downloading it to a host of citizens for work in factories, corporations, services, hospitals, schools, and homes. Dr. Jaeckel believes the recipients of Jacks mind will prove supremely qualified for relatively simple, repetitive labor, thus providing an income for citizens who lost their jobs because of downsizing, cheap labor abroad, and robots. Jack, however, undergoes a self-healing process that puts a strain on Dr. Jaeckels project. Complexities arise, ambiguities and paradoxical issues abound, leaving Dr. Jaeckel, Jack, and the institutes investors in a bind, which leads to a bizarre turn of events.
C.S. Peirce, the founder of pragmatism, was an American philosopher and mathematician whose influence has been enormous on the field of semiotics. Merrell uses Pierce's theories to reply to the all-important question: "What and where is meaning?
Four married couples from the southwest search for Spanish treasure in northern Mexico, guided by a peculiar map. They meet strange four-dimensional visitors from another world, Tarahumara people with a unique philosophy of life, local bandits roaming the area, narcos ready to kill any and all outsiders, and suspicious police and military personnel. Yet, they become enchanted by the vast Sierra Madre range, they find treasure that exceeds their wildest dreams, and unfortunately they begin squabbling over the take, until the alien visitors sequester most of it. Back home, they make amends, but soon realize their adventure, bizarre to the extreme, will continue haunting them to the end.
This book captures and reveals the intriguing complexities of daily life in Mexico, from its artistic pursuits to its political and economic patterns. It is of interest to students who during their professional career expect to come into contact with citizens of Mexican origin in the United States.
Matthew was raised by a profoundly religious Mexican mother and Anglo father. When in his twenties, he believes he has been called by God to embark on a mission to spread the gospel among the indigenous Tarahumaras in northern Chihuahua, Mexico. He leaves behind his family and sweetheart, Dotty, to walk "like Jesus walked." He also hitchhikes through the remote southern New Mexico desert and the rugged Sierra Madre into the Copper Canyon area. Matthew befriends Jesus and stays with his family, working with him in the field by day and engaging in long conversations at night. They discuss folk beliefs, the Tarahumara religion, and philosophy. Matthew's faith begins to waver and he finds himself in a sea of ambiguity. Following a dramatic change of mind, heart, and soul, he decides to return home to orient his strange emerging self. On the way, he has a run-in with drug traffickers and kills one of them; he is mugged twice and loses his faith in the goodness of mankind; his financial resources diminish, compelling him to collaborate in a robbery. In short, his life becomes what before his journey would have been virtually unthinkable. Physically drained, when he is back home and sees Dotty, he can do no more than weakly whisper her name, leaving the novel open to multiple interpretations.
The objective of this study is to inquire, from a broad epistemological view, into the underlying nature of fictions, and above all, to discover how it is possible to create and process them. In Chapter One, I put forth four "postulates" in the form of though experiments. in Chapter Two I turn attention to make-believe, imaginary, and dream worlds, and how they can be conceived and perceived only with respect to the/a "real world." Chapter Three includes a discussion of the affinities and differences between one's tacit knowledge of certain aspects of the number system in arithmetic (an ordered series) and the range of all possible fictional entities (an unordered network). In Chapter Four I establish more precisely the relations between one's "real world" and one's fictional worlds in light of the conclusions from Chapter Three. And, in Chapter Five, I attempt to construct a formal model with which to account for the construction of all possible fictional sentences.
Focusing on analogical sensing, rather than digital reasoning, Merrell argues that human sensation and cognition should be thought of in terms of continually changing signs that can be accounted for in terms of topological forms.
Who are we to suppose we are capable of comprehending the world of which we are a part, and what is the world to suppose it can be understood by us, minuscule and insignificant spatiotemporal warps contained within it?" This provocative question opens Floyd Merrell's study of postmodernism and the thought of Charles Sanders Peirce, part of the author's ongoing effort to understand our contemporary cultural and intellectual environment. The specific focus in this interdisciplinary study is the modernism/postmodernism dichotomy and Peirce's precocious realization that the world does not lend itself to the simplistic binarism of modernist thought. In Merrell's examination of postmodern phenomena, the reader is taken through various facets of the cognitive sciences, philosophy of science, mathematics, and literary theory. Merrell's consideration of Peirce's complex and inadequately understood concept of the sign is enhanced through numerous charts and figures. Theories, hypotheses, and speculation in the physical sciences are then brought to bear on Peircean semiotics. The final chapter critiques the often undiscriminating acceptance of postmodern practices in today's academic world.
Richard Blackman was chased off a course by a lion. Despite being blind, Charles Boswell shot a round of 81. An errant drive by Mathieu Boya resulted in the destruction of the entire air force of Benin. Otto Bucher shot a hole-in-one at age ninety-nine. Mobster Al Capone shot himself in the foot during a round of golf. Tommy Bolt was fined 250 for repeatedly breaking wind during the 1959 Memphis Open. While leading the 1934 U.S. Open, Bobby Cruickshank knocked himself out when he threw his club into the air in celebration of a good shot. At the 1973 Sea Pines Heritage Classic, Hale Irwin hit a.
This practical guide to the intellectual assessment of children and adolescents in schools is widely used, both by practicing school psychologists and by instructors and students in graduate school psychology programs. This second edition includes evidence-based best practices for the use and interpretation of intelligence tests in decision-making by counselors, teachers, administrators, and other school personnel. While the assessment of intelligence has long been mandated by law for eligibility determination for special education and related services, there is widespread disagreement about the use and interpretation of intelligence tests. This is the only intellectual assessment book to address this issue by critically reviewing the scientific evidence regarding the critical role played by intelligence tests in the schools for the determination of eligibility for special education and related services, alongside the plethora of practical information. New to this edition: New chapter that reviews the methodology used in research on interventions that target cognitive abilities, and the results of that research, as well as literature on aptitude-by-treatment interactions in the cognitive domain New chapter on the WISC-V, its history, and an in-depth description of its organization, materials, and scores, for both the traditional administration format and the new Q-interactive format New section titled, “Where in the Brain is Intelligence?” as well as expanded discussions of contemporary training programs designed to increase intelligence Revised Screening Tool for Assessment forms to address English language proficiency and acculturation Updated entries for four intelligence tests and added an entry for the Detroit Test of Learning Abilities, Fifth Edition (Hammill, McGhee, & Ehrler, 2018). Added sections focused on test accommodations and behavior management during testing Recommendations for incorporating emergent assessment technology (e.g., tablet-based test administration). New content addressing different styles of reports as well as a summary of new recommendations from the recently published Publication Manual of the American Psychological Association, Seventh Edition (2019). Review of the most recent ethical guidelines from the American Psychological Association and the National Association of School Psychologists
Matt receives accolades regarding his innovative retailing technique as produce manager at a large supermarket. Yet, his multi-ethnic identity continues plaguing him. Following a series of troubling confrontations, traumatic events, and the death of his wife, María, he finds he has the wherewithal finally to resolve his dilemma.
This fifth edition retains its emphasis on the full equity method whilst expanding its coverage of the cost and partial equity methods. It also adds coverage of interim reporting, corporate joint ventures, SEC accounting and estates and trusts.
A fascinating venture into diverse but contiguous and even overlapping worlds that points out unexpected relationships between modern linguistics, textual analysis, philosophy, mathematics, fiction, physics, and much else. An illuminating, radically interdisciplinary achievement".--Walter J. Ong, S.J. (Philosophy)
This book is divided into three main sections. The first section, Foundations of Direct Observation, is intended to provide readers with the basic conceptual foundations of direct observation. We review the basic considerations involved in conducting school-based observations (Chapter 2), describe the most important indicators of high-quality observation methods (Chapter 3), and suggest guidelines for maximizing the reliability and validity of decisions based on observation data (Chapter 4). The second section, Specific Observational Codes, then moves from a general discussion of the overall assessment method to a more specific discussion of extant codes that are available for specific purposes. A number of evidence-based observation codes that were designed to assess student behavior in classroom settings (Chapter 5), the classroom environment (Chapter 6), student behavior in non-classroom settings (Chapter 7), and both student behavior the environmental context within functional assessment (Chapter 8) are introduced. We provide general guidelines for developing a unique code in Chapter 9, as well as a library of operational definitions and a range of sample coding forms within the appendices. The third and final section, Using Assessment Data to Inform Decision Making and Intervention, consists of one chapter focused on what to do once observational data have been collected"--
The volume draws from Charles S. Peirce's pragmatic philosophy, as well as from diverse areas in contemporary arts and sciences, and certain facets of Buddhist philosophy – especially regarding notions of interconnectedness, self-organization, and co-participation of the knowing subject with her inner world, her socio-cultural world, and her physical environment. Contradictory, complementary, and coalescence are also fundamental watchwords, in addition to entanglement. 'Contradictory', since conflicts, clashes and inconsistencies there will always be, in spite attempts to resolve them. 'Complementarity', since poles of opposition can at least provisionally be resolved by mediation and moderation, however vaguely and ambiguously, such that consonance might emerge from dissonance, balance from imbalance, and accord from discord. And 'coalescence', since the union of disparities is an ongoing, and always incomplete, process; it is never fixed product. These concepts, along with the key word, entanglement, place Peirce in a new light, giving rise to new questions and possible responses from readers who are searching for alternate means of understanding in our increasingly complex, rapidly globalizing world.
The idea of complementing borders is appropriately ambiguous with respect to Latin America. People inhabiting cultural borders do not belong to either of the two sides, yet they are contained within the complementation that emerges when two or more cultures interdependently and incongruously interact. In giving an account of complementing borders, this volume alludes to the Latin American context through notions of rhythms and resonances, euphonies and discords, continuous flows and syncopies- all of which are found in everyday life, the arts, politics, economics, and social institutions and practices.
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