The dreaming brain/mind, consciousness and psychosis

Several independent lines of research in neurobiology seem to support the phenomenologically-grounded view of the dreaming brain/mind as a useful model for psychosis. Hallucinatory phenomena and thought disorders found in psychosis share several peculiarities with dreaming, where internally generated, vivid sensorimotor imagery along with often heightened and incongruous emotion are paired with a decrease in ego functions which ultimately leads to a severe impairment in reality testing. Contemporary conceptualizations of severe mental disorders view psychosis as one psychopathological dimension that may be found across several diagnostic categories. Some experimental data have shown cognitive bizarreness to be equally elevated in dreams and in the waking cognition of acutely psychotic subjects and in patients treated with pro-dopaminergic drugs, independent of the underlying disorder. Further studies into the neurofunctional underpinnings of both conditions will help to clarify the use and validity of this model.     

On Canonicity and Strong Completeness Conditions in Intermediate Propositional Logics

By using algebraic-categorical tools, we establish four criteria in order to disprove canonicity, strong completeness, w-canonicity and strong w-completeness, respectively, of an intermediate propositional logic. We then apply the second criterion in order to get the following result: all the logics defined by extra-intuitionistic one-variable schemata, except four of them, are not strongly complete. We also apply the fourth criterion in order to prove that the Gabbay-de Jongh logic D₁ is not strongly w-complete. This revised version was published online in June 2006 with corrections to the Cover Date.     

Change and Management of Complex Services: The Ethno-narrative Form to Support Good Living and Working Together

Nowadays, managing change in complex services requires that middle management re-designs its objects and professional practices, in order to cope with new needs. It seems therefore crucial to activate training settings that allow managers to: (1) develop research and analytical skills on their own work practices and professional objects; (2) face and manage conflict, related to every change, that represents an opportunity to reflect and review one's own practices; and (3) build new and shared repertories of managerial practices, able to support a better form of living and working together within the management community. Moving from these hypotheses, inside the setting of a training intervention conducted in an educational service, the article discusses a specific tool used to generate opportunity of exchange, and reflection, within a challenging framework of change.