Betrayal And Paranoia: The Psychotherapist's Function as an Intermediary

We present an approach to the problem of structuring a therapeutic alliance with patients presenting paranoid symptoms, using both psychoanalytical and cognitive techniques. Initially, we focused on one of the main aspects of the paranoid worldview: the fear of being betrayed and the tendency to betray. This is a defense maneuver, through which patients deny their passivity, and the impotence in the relationship with their own internal needs and with the significant people in the external world, including the therapist. In our experience to build up a working relationship, both a psychoanalytical interpretation of unconscious conflicts and the cognitive analysis of dysfunctional beliefs are needed. Often, in more serious cases, the role of nonqualified object must be accepted at the beginning, due to the patient's need to be in control of the situation. Only then can a therapeutic phase begin, in most cases, through an integrated approach that includes pharmacological, psychodynamic, and cognitive modalities.     

Proof-Theoretic Modal PA-Completeness III: The Syntactic Proof

This paper is the final part of the syntactic demonstration of the Arithmetical Completeness of the modal system G; in the preceding parts [9] and [10] the tools for the proof were defined, in particular the notion of syntactic countermodel. Our strategy is: PA-completeness of G as a search for interpretations which force the distance between G and a GL-LIN-theorem to zero. If the GL-LIN-theorem S is not a G-theorem, we construct a formula H expressing the non G-provability of S, so that ⊢_GL-LIN ∼ H and so that a canonical proof T of ∼ H in GL-LIN is a syntactic countermodel for S with respect to G, which has the height θ(T) equal to the distance d(S, G) of S from G. Then we define the interpretation ξ of S which represents the proof-tree T in PA. By induction on θ(T), we prove that ⊢_PA S^ξ and d(S, G) > 0 imply the inconsistency of PA. This revised version was published online in June 2006 with corrections to the Cover Date.     

大学生学习体验与学习结果的关系：学生投入的中介作用

选取3063名大学二年级本科生（平均年龄19.76 ± 0.73岁）为被试,考察大学生投入在学习体验（课堂学习体验和课外学习体验）和学习结果（学业成就、共通能力和学习满意度）间的中介作用。结果发现：（1）大学生投入在学习体验和学业成就间起部分中介作用;（2）大学生投入在学习体验和共通能力间起完全中介作用;（3）大学生投入在学习体验和满意度间起部分中介作用。     

西方公共行政及其正义价值

公共行政本质上所具有的伦理特性以及公共行政理论和范式在不同发展时期所具有的不同特点和价值诉求,使得从伦理的角度对公共行政进行审视成为可能。公共行政正义价值既体现了民主社会自由、平等的价值追求,也蕴涵着公共行政本身所具有的对公共利益的价值取向,同时也是公共行政人员德性的体现。     

孔子是怎样解释《周易》的

孔子与《易》是有密切关系的,抛开《史记》和帛书的记载不言,仅就《论语》中两条最直接的材料来看确实如此。"加我数年……"当为孔子五十之前所说。五十之前,孔子也曾学《易》,而孔子认为知天命之年尤需学《易》。"不占而已"表明孔子解《易》以德,判定吉凶不需要占筮,而是取决于人的德性。孔子以"生生之德性"解《易》,以"道德必然性"解"天命",通过揭去《周易》的神秘外衣,发掘并发展其天人之学,将隐微难言的性与天道托诸于显著的人道德性,发展出天人合一的德性学说。     

王家台秦简《归藏》出土的易学价值

作者以新出土的<归藏>为主要根据,又征引出土阜阳汉简<周易>、马王堆帛书<周易>和其它文照献资料,对易学界长期争讼不休的问题进行检讨考辨,再次印证了传本<归藏>不伪、<归藏>早于<周易>、文王演易不是重卦、<周易>原为卜筮之书等论断.     

Images of God and the imaginary in the face of loss: a quantitative research on Vietnamese immigrants living in Canada

ABSTRACT

This study examines the relationships between images of God, the imaginary and experiences of loss among Vietnamese immigrants living in Canada. One hundred twenty-nine participants completed four sets of questionnaires: a demographic questionnaire, a Questionnaire on God Image, the Brief Symptom Inventory, the Davidson Trauma Scale. In the second phase, 32 participants were administered the AT.9 test (an archetypal test with nine elements). In this test, participants are asked to draw, using nine symbolic elements, and then write a story based on their drawing. Results showed that a positive perception of God negatively correlated with somatisation, anxiety and hostility, whereas negative God image was significantly related to high levels of emotional distress. Results also showed that the synthetic categories of the imaginary were associated with a positive perception of God; and were negatively associated with somatisation, intrusion and hyper-vigilance. Further discussions on the main findings will address cultural implications in the fields of Mental Health, Religion and Culture.     

"得荃忘鱼"、渔父哲学与当代道德"救亡"

明末顾炎武曾把易姓改号称为“亡国”,而把道德沦丧称为“亡天下”;清末严复写《救亡决论》一文,为民族救亡大声疾呼。今天中国虽无“亡国”之忧,却有“亡天下”之虞,“得荃忘鱼”的病象,“渔父哲学”的盛行,厚黑之道的猖獗,使“道德救亡”已成为当前中国最迫切的现实课题,中国不应回避也不能头痛医头脚痛医脚地对待这个问题,只有清理历史传统、改造社会生态才是“道德救亡”的唯一出路。     

The learning benefits of teaching: A retrieval practice hypothesis

Teaching educational materials to others enhances the teacher's own learning of those to‐be‐taught materials, although the underlying mechanisms remain largely unknown. Here, we show that the learning‐by‐teaching benefit is possibly a retrieval benefit. Learners (a) solved arithmetic problems (i.e., they neither taught nor retrieved; control group), (b) taught without relying on teaching notes (i.e., they had to retrieve the materials while teaching; teaching group), (c) taught with teaching notes (i.e., they did not retrieve the materials while teaching; teaching without retrieval practice [TnRP] group), or (d) retrieved (i.e., they did not teach but only practised retrieving; retrieval practice group). In a final comprehension test 1 week later, learners in the teaching group, as did those in the retrieval practice group, outperformed learners in the TnRP and control groups. Retrieval practice possibly causes the learning benefits of teaching.