PC Magazine July 2008



PDF | English | 114 pages | 20 MB

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by Minh T. Nguyen


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The history of happiness is no ordinary history, and the subject is by no means ordinary either. The idea of happiness points us to an all-inclusive assessment of a person’s condition. It makes a claim, at least, to take into account all considerations about what’s desirable and worthwhile. The history of happiness might thus claim to be relevant to everything concerning human, or even other, beings. On both sides, the concept and the history, there seem to be no boundaries within which to work. On various grounds, some contours and limits are called for. The contours should come from the problem that the concept raises. It attempts and purports to include, as I’ve just said, everything that’s desirable and worthwhile for humans. As the history of happiness shows, however, this totality isn’t easy to grasp. The various aims – and enjoyments, desires, judgments about
what’s worthwhile, etc. – all of which the notion of happiness is taken to include, seem often to con?ict with each other. They seem to con-?ict with each other in such a way that they can’t all be surveyed and evaluated together. Accordingly there might be no non-arbitrary way of constructing a coherent concept out of them. The concept of happiness may simply be the expression of a ?rm but unrealizable hope for some kind of coherence of aims (see Chapter 7). A history of happiness as it appears in western philosophy, which is what this book will cover, should contain descriptions of important attempts to ful?ll this hope, by somehow harmonizing these elements or systematizing them. Many of these attempts are attached to the word “happiness,” and to fairly near equivalents in English
and other languages, such as “well-being” and the Greek eudaimonia. Trying to include all of the topics that have been thought relevant to happiness, or all of the people who have said signi?cant things about it, would make impossible the task of a history of happiness, especially a brief one. A great deal has to be left out. I’ve selected the material to include by its relevance to the philosophical issues surrounding happiness that seem to me most important and interesting. Still, enough is excluded to occupy a much larger book than this one.

Alessandro Manzoni,
The Betrothed




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The purpose of this short book is easily stated. It sets out to explore a few aspects of the development of the idea of heaven in Western culture, and the inspiration it has brought to Western literature and personal faith. It is a subject that has long fascinated me, both academically and spiritually, and I hope its readers will find themselves sharing at least something of my excitement as I wrote it. Unlike some other excellent recent studies of the history of heaven,1 this book does not attempt to offer a chronological overview of the development of the idea of heaven, but looks at the ways in which Western literature – both Christian and secular – understands this notion, and the difference it makes to human life and thought. Its approach is thus primarily thematic, rather than historical. The origins of the book lie in research I undertook to expand the final chapter of my widely used textbook Christian Theology: An Introduction,2 which deals with the concept of heaven. As I researched this theme,re of two major difficulties. First, there was no way I could include any more than a fraction of that research within the severely limited confines of that chapter. It called out for a book in its own right. And second, the exploration of the idea of heaven in the field of Western literature was far more interesting than anything I found in works of systematic theology. Although care has been taken to ensure
that the theological foundations of the ideas are carefully explained, this book therefore focuses on the depiction and discussion of heaven in works of literature, rather than technical works of theology.


Alister McGrath







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No more punch lines that just slipped away. No more names on the tip of your tongue. No more senior moments! Drawing on cutting-edge neurological research, how to keep your brain alive: 83 neurotic exercises bring help to everyone whose memory is starting to slip. Devised by Dr. Lawrence Katz, a professor of neurobiology at Duke University Medical Center, and Manning Rubin, author of 60 Ways to Relieve Stress in 60 Seconds, here is a regimen of mental cross-training that can be done anywhere, by anyone, at any time of day. The premise is simple: When you exercise the brain, you release natural growth factors called neurotrophins, which in turn enhance the brain’s level of fitness. And nothing so easily stimulates the brain as breaking routines and using the five senses in new and unexpected ways. So if you’re right-handed, wake up tomorrow and brush your teeth with your left hand. Or close your eyes before you get into the car and then get the key into the ignition. Every time you open a new circuit in your brain, it’s like doing a round of mental sit-ups, without the pain.



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This book brings into brief compass a subject that touches practically every aspect of life. The inevitable interest we all have in death – whether voiced or silent – is, often, unlike the interest we possess in other subjects. This one is infused with emotion, whether that of the experience of bereavement or of its anticipation, or of the thought of our own mortality. This brief volume seeks to capture some of these moods as reflected within the kaleidoscope of the history, religion and culture of many societies. I have taken as a guide for inclusion the interest shown by generations of students and others in particular aspects of death covered in courses I have taught, especially at Nottingham and Durham Universities. My own background in both social anthropology, involving empirical studies, and theology, with its reflective concerns, will also be evident throughout the text. Here I thank those who have hosted me in numerous places in the pursuit of my death research. The authorities responsible for Stockholm’s Woodland Crematorium and Bordeaux Crematorium allowed me to photograph at their sites, so too with Harry Heyink and Walter Carpey who also met me at their Amsterdam exhibition. I thank Roger Arber for his welcome at Golders Green Crematorium, as well as for his involvement in, and wider support of, my cremation research through the Golders Green Foundation and the Cremation Society of Great Britain. Professor W. Trutwin entertained me in Poland and took me on an unforgettable snow-covered New Year visit to Auschwitz, marked here through a photographed memorial. By complete contrast of context I recall several friends, especially Profs David Paulsen and David Whittaker and their welcome in Utah, re- flected in the Memorial Day photograph. The Aberfan photograph recalls L. J. who helped dig amidst the catastrophe and, unspeaking, took me to see the memorial. Finally, I take this opportunity to express thanks to Blackthorne Records for permission to use Ewan McColl’s evocatively instructive song ‘The Joy of Living’.

Douglas J. Davies
Durham





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Introduction

Intelligence may be narrowly defined as the capacity to acquire knowledge and understanding, and use it in different novel situations.It is this ability, or capacity, which enables the individual to deal with real situations and profit intellectually from sensory experience. A test of intelligence is designed to formally study, under test conditions, the success of an individual in adapting to a specific situation. There are a number of different methods which purport to measure intelligence, the most famous of which is the IQ, or intelligence quotient test. In the formation of such tests many psychologists treat intelligence as a general ability operating as a common factor in a wide variety of aptitudes. Whilst many IQ tests measure a variety of different types of ability such as verbal, mathematical, spatial and reasoning skills, there is now a second school of thought in which it is believed that the earlier definitions of intelligence may be too simplistic. It is now becoming increasingly recognised that there are many different types of intelligence and that a high measured IQ, although desirable, is not the only key to success in life. Other characteristics, such as outstanding artistic, creative or practical prowess, especially if combined with personal characteristics such as ambition, good temperament and compassion, could result in an outstanding level of success despite a low measured IQ. It is because of this that in recent years CQ (creative quotient) and EQ (emotional quotient), to name just two examples, have come to be regarded as equally important as, or even more important than, IQ measurement.


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Author Joseph has to say about The Course

When I was in second grade I was called upon to read in front of the class.
The material I was required to read was above my ability at the time and I
knew it. I was so frightened to stand in front of the class, yet I was unable to
resist the teacher who was an old-school disciplinarian. The teacher insisted
that I come up and read in front of the class or receive a severe consequence
- she liked to strike the backs of hands with a ruler, a very intimidating and
painful experience.
I was petrified with fright as I stood before my class, many of whom were
snickering and giggling. I gave them quite a show when I released my
bladder in fright. I was so embarrassed, and the teacher so unsympathetic,
that I swore I’d never do that again. I was traumatized to say the least. I
never again stood in front of a class - I took the consequences instead.
Further, I never undertook to read adequately because that meant “proving”
it to my teachers and classmates in some embarrassing way. So, I went to
my mother’s mother, my grandma Tuggle. She was a special reading teacher
for the school district I lived in. She taught me some shortcuts that helped
me get through. Some of her shortcuts are included in this course because
they worked so well for me.
In the mid 1970's I completed the Evelyn Wood Reading Dynamics course.
The concepts of supersonic reading appealed to me having actually
demonstrated to myself that it could be done. I burst the reading barrier and
proved to myself that I was not a dummy - I had just learned a system that
did not work for me.
Years later, when one of our daughters was nearly gang raped after school
and our son was beaten into a gang, we pulled our school age children out of
school (there were 4 then) and determined to teach them at home. I took
upon myself the task of teaching them how to read, since a person can learn
just about anything if they know how to read. All the successful tactics I
used with them I included with this course.
We did some experimentation with eye patches, reading upside down and
backwards, and generally having a great time. We also used “shortcuts” and
“cheating” as one daughter who took the course scolded me - she had been
taught what was fair and correct in reading.
After 8 weeks of our course, the oldest daughter, then in her senior year in
traditional school, was able to demonstrate a reading speed of over 30,000
words per minute and comprehension level of 95% (from her initial speed of
120 and comprehension level of 30%). The youngest of our children to take
this course was then in 8th grade. Her scores were similar - 25,000 words
per minute and 95% comprehension. They were amazed, yet not surprised.
As they have gone on with their lives, they have chosen to practice some of
the skills and have retained much of their skill.
In this course I offer you the value of my experience in reading. My belief is
that you already know how to read; you’ve just been conditioned to believe
that you either can’t read or read slowly. My own experience in second
grade and on through the public school system has shown me the inadequacy
of our present system of instruction in reading. Belief in our own innate
genius might be a wonderful start.
Thank you for investing in this course. May you experience wonder and awe
in yourself as you progress.
In gratitude,

Joseph Bennette

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Introduction
If you’re like most parents, you want your child to succeed in school and to enjoy learning. You want school to be the best experience it can be. You know how important a
good education is. Today, more students continue their education after high school and many more jobs require education and training beyond high school. Even jobs that don’t require a college degree demand increasingly advanced skills, such as being able to work with computers and other technology.

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Martin Gardner has had no formal education in mathematics, but he has had an enormous influence on the subject. His writings exhibit an extraordinary ability to convey the essence of many mathematically sophisticated topics to a very wide audience. In the words first uttered by mathematician John Conway, Gardner has brought “more mathematics, to more millions, than anyone else." In January 1957, Martin Gardner began writing a monthly column called “Mathematical Game” in Scientific American. He soon became the influential center of a large network of research mathematicians withwhom he corresponded frequently. On browsing through Gardner’s old columns, one is struck by the large number of now-prominent names that appear therein. Some of these people wrote Gardner to suggest topics for future articles; others wrote to suggest novel twists on his previous articles. Gardner personally answered all of their correspondence. Gardner’s interests extend well beyond the traditional realm of mathematics. His writings
have featured mechanical puzzles as well as mathematical ones, Lewis Carroll, and Sherlock Holmes. He has had a life-long interest in magic, including tricks based on mathematics, on sleight of hand, and on ingenious props. He has played an important role in exposing charlatans who have tried to use their skills not for entertainment but to assert supernatural claims. Although he nominally retired as a regular columnist at Scientific American in 1982, Gardner’s prolific output has continued. Martin Gardner’s influence has been so broad that a large percentage of his fans have only infrequent contacts with each other. Tom Rodgers conceived the idea of hosting a weekend gathering in honor of Gardner to bring some of these people together. The first “Gathering for Gardner” (G4G1) was held in January 1993. Elwyn Berlekamp helped publicize the idea to mathematicians. Mark Setteducati took the lead in reaching the magicians. TomRodgers contacted the puzzle community. The site chosen was Atlanta, partly because it is within driving distance of Gardner’s home. The unprecedented gathering of the world’s foremost magicians, puzzlists, and mathematicians produced a collection of papers assembled by Scott Kim, distributed to the conference participants, and presented to Gardner at the meeting. G4G1 was so successful that a second gathering was held in January 1995 and a third in January 1998. As the gatherings have expanded, so many people have expressed interest in the papers presented at prior gatherings that A K Peters, Ltd., has agreed to publish this archival record. Included here are the papers from G4G1 and a few that didn’t make it into the initial collection. The success of these gatherings has depended on the generous donations of time and talents of many people. Tyler Barrett has played a key role in scheduling the talks. We would also like to acknowledge the tireless effort of Carolyn Artin and Will Klump in editing and formatting the final version of the manuscript. All of us felt honored by this opportunity to join together in this tribute to the man in whose name we gathered and to his wife, Charlotte, who has made his extraordinary career possible. Elwyn Berlekamp Tom Rodgers Berkeley, California Atlanta, Georgia


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