This book is a result of a symposium at a recent annual meeting of the American Educational Research Association that explored foundational issues relative to situated cognition theory. Its chapters contribute to discourse about repositioning situated cognition theory within the broader supporting disciplines and to resolving the problematics addressed within the book. There is a cumulative vision to the book -- its theme is that the notion of the individual in situated cognition theory needs to be fundamentally reformulated. No theoretical reconfiguration of the social world or of social practices can overcome an individual cast in the dualist tradition. This reformulation probes the physiological, psychoanalytic, and semiotic constitution of persons. Chapters authors cover a wide range of topics including: * transfer of training -- arguing that traditional cognitive psychology has found precious little evidence of people's ability to apply knowledge gained in one context to the problems encountered in another; * ecosocial systems -- a new object of inquiry for situated cognition theory in which the primary units of analysis are not things or people, but processes and practices; * how linkages between discursive practices are manifested as semiotic chaining of signifiers for individuals engaged in everyday activities at home or at school; * how the ability to function in ways that are consistent with logic emerges not through reflective abstraction on actions, but through an enhanced sense of agency as more responsible roles are adopted in daily life practices; * the mutual constitution of social and individual knowledge -- familiar terms and concepts normally available through linguistic labels are cultural models, to be distinguished from the variegated and hidden mid-level meanings that reflect their situated uses in social activity; * the material (neurological) substrate through which cultural models and mid-level meanings emerge; and * how learning environments can be structured to take advantage of the perceptual underpinnings of cognition.

In a constantly changing economic environment, higher education institutions need to adapt in order to be relevant to their stakeholders and the society. The unpredictable landscape also demands a fresh approach as university presidents are increasingly subject to high resolution and three-dimensional scrutiny. Instead of relying on last century’s old management mindset, university leaders must build institutions that are agile and flexible, which can continuously learn to adapt to the changing environment. Redefining University Leadership for the 21st Century is a treatise on the challenges universities face in current times. Readers will understand, in three parts, the heart of what makes a great university. The initial part of the book covers the market failures and the management practices that have led to the erosion of confidence in universities among stakeholders. The authors examine the consequences of market failures caused by the marketization of higher education: an oversupply of graduates, student dissatisfaction, mismatch between qualifications and needed skills, student disillusionment, and the diminishing return on investments by students and their families. Next, authors offer concrete advice on how universities can future-proof university graduates in this fast-changing world of the fourth industrial revolution and artificial intelligence. The authors also provide valuable strategies to help university leaders to lead effectively in this uncertain world with a concluding case study on the University of Hong Kong. With its clear, logical and concise presentation, Redefining University Leadership for the 21st Century is a must-read for anyone who leads, works or studies in a university, or is interested in current trends in the higher education sector.

Redefining and Reclaiming Financial Literacy As a certified financial planner with thirty-five years of industry experience, Cindy Couyoumjian is committed to filling the financial literacy void for many Americans. In her timely and thought-provoking book, Cindy gives a unique macro perspective of what she calls “the hidden forces behind your money,” which are the unseen political and economic forces that may influence your investment decisions. Through meticulous research, Cindy shows how these hidden forces have contributed to a complex retirement system, which includes pensions, social security, and what she believes is the outdated 60/40 investment model. To address this issue, Cindy spent endless hours developing a new multi-asset class investment methodology, known as the REALM model, that may offer broader investment strategies aimed to mitigate risk from the hidden forces that may negatively impact your goals. Redefining Financial Literacy can help you • Understand the complex macro forces that you cannot control, yet could determine your financial future, • Take actionable steps to regain command of your retirement strategy, • Build a retirement with potential durable income strategies, lesser volatility, and risk-adjusted returns. Redefining Financial Literacy and Cindy’s innovative REALM model can open your eyes to investment possibilities while helping you regain confidence in the American dream. Diversification does not guarantee profit nor is it guaranteed to protect assets. There is no assurance that any strategy/model will achieve its objectives. Registered Principal offers securities and advisory services through Independent Financial Group, LLC (IFG), a Registered Investment Adviser. Member FINRA/SIPC. IFG, Cinergy Financial, and Greenleaf Book Group are not affiliated companies.

This volume takes up the challenge of Canadian women's writing in its diversity, in order to examine the terms on which subjectivity, in its social, political and literary dimensions, emerges as discourse. Work from writers as diverse as Dionne Brand, Hiromi Goto and Margaret Atwood, among others, are studied both in their specific dimensions and through the collective focus of cultural and textual revision which characterizes Canadian writing in the feminine. Current theorizing on the postcolonial imaginary is brought to bear in the interests of forging or unpacking those links which tie the Self to culture. As such, Redefining the Subject sets out to discover the limits of the aesthetic in its encounter with the political: the figures and designs which envisage textual reimaginings as statements of a contemporary Canadian reality.

Work hard in school, graduate from a top college, establish a high-paying professional career, enjoy the long-lasting reward of happiness. This is the American Dream—and yet basic questions at the heart of this competitive journey remain unanswered. Does competitive success, even rarified entry into the Ivy League and the top one percent of earners in America, deliver on its promise? Does realizing the American Dream deliver a good life? In Redefining Success in America, psychologist and human development scholar Michael Kaufman develops a fundamentally new understanding of how elite undergraduate educations and careers play out in lives, and of what shapes happiness among the prizewinners in America. In so doing, he exposes the myth at the heart of the American Dream. Returning to the legendary Harvard Student Study of undergraduates from the 1960s and interviewing participants almost fifty years later, Kaufman shows that formative experiences in family, school, and community largely shape a future adult’s worldview and well-being by late adolescence, and that fundamental change in adulthood, when it occurs, is shaped by adult family experiences, not by ever-greater competitive success. Published research on general samples shows that these patterns, and the book’s findings generally, are broadly applicable to demographically varied populations in the United States. Leveraging biography-length clinical interviews and quantitative evidence unmatched even by earlier landmark studies of human development, Redefining Success in America redefines the conversation about the nature and origins of happiness, and about how adults develop. This longitudinal study pioneers a new paradigm in happiness research, developmental science, and personality psychology that will appeal to scholars and students in the social sciences, psychotherapy professionals, and serious readers navigating the competitive journey.

Anxiety is real—but it isn’t the end of your story. Dr. John Delony knows what anxiety feels like. He’s walked that dark road himself, but he found light and hope on the other side of it. Bringing together his own journey and two decades of counseling and research, he walks you through: The four biggest myths about anxiety and the life-changing truth Practical steps you can take today to start getting your life back Long-term strategies for healing to help you move forward John will show you that most of what you’ve heard about anxiety is wrong. Things like: If you have anxiety, you’re broken and need to be fixed Anxiety is a disease that can only be cured with medicine Anxiety is caused by your genetics While mental health is complex, our culture has made anxiety into something it’s not. For the majority of people who face anxiety, the truth is simpler than we think: anxiety is an alarm. It’s a signal—nothing more and nothing less. Anxiety is simply our body’s way of telling us something is wrong. If we stop and listen, we can calm the alarm and move forward into healing and hope.

In his "Géométrie" of 1637 Descartes achieved a monumental innovation of mathematical techniques by introducing what is now called analytic geometry. Yet the key question of the book was foundational rather than technical: When are geometrical objects known with such clarity and distinctness as befits the exact science of geometry? Classically, the answer was sought in procedures of geometrical construction, in particular by ruler and compass, but the introduction of new algebraic techniques made these procedures insufficient. In this detailed study, spanning essentially the period from the first printed edition of Pappus' "Collection" (1588, in Latin translation) and Descartes' death in 1650, Bos explores the current ideas about construction and geometrical exactness, noting that by the time Descartes entered the field the incursion of algebraic techniques, combined with an increasing uncertainty about the proper means of geometrical problem solving, had produced a certain impasse. He then analyses how Descartes transformed geometry by a redefinition of exactness and by a demarcation of geometry's proper subject and procedures in such a way as to incorporate the use of algebraic methods without destroying the true nature of geometry. Although mathematicians later essentially discarded Descartes' methodological convictions, his influence was profound and pervasive. Bos' insistence on the foundational aspects of the "Géométrie" provides new insights both in the genesis of Descartes' masterpiece and in its significance for the development of the conceptions of mathematical exactness.