The principles of individual liberty, the rule of law, government by consent of the people, and the right to private property are taken for granted as fundamental to the human condition now. Most liberal theorists writing today look back to Locke as the source of their ideas. Some maintain that religious fundamentalism, "post-modernism," and socialism are today the only remaining ideological threats to liberalism. To the extent that this is true, these ideologies are ultimately attacks on the ideas that Locke, arguably more than any other, helped to make the universal vocabulary of political discourse.

    These three Great Untruths are part of a larger philosophy that sees young people as fragile creatures who must be protected and supervised by adults. But despite the good intentions of the adults who impart them, the Great Untruths are harming kids by teaching them the opposite of ancient wisdom and the opposite of modern psychological findings on grit, growth, and antifragility. The result is rising rates of depression and anxiety, along with endless stories of college campuses torn apart by moralistic divisions and mutual recriminations. This is a book about how we got here. First Amendment expert Greg Lukianoff and social psychologist Jonathan Haidt take us on a tour of the social trends stretching back to the 1980s that have produced the confusion and conflict on campus today, including the loss of unsupervised play time and the birth of social media, all during a time of rising political polarization. This is a book about how to fix the mess. The culture of “safety” and its intolerance of opposing viewpoints has left many young people anxious and unprepared for adult life, with devastating consequences for them, for their parents, for the companies that will soon hire them, and for a democracy that is already pushed to the brink of violence over its growing political divisions. Lukianoff and Haidt offer a comprehensive set of reforms that will strengthen young people and institutions, allowing us all to reap the benefits of diversity, including viewpoint diversity. This is a book for anyone who is confused by what’s happening on college campuses today, or has children, or is concerned about the growing inability of Americans to live and work and cooperate across party lines.

    Updated information is included about the associated features, culture, age & gender features, prevalence, course & familial pattern of mental disorders. The DSM-IV-TR(R) brings this essential diagnostic tool to-date, to promote effective diagnosis, treatment & quality of care. One can get all the essential diagnostic information from the DSM-IV(R) along with important updates not in the '94 edition. Benefit from new research into Schizophrenia, Asperger's Disorder & other conditions. Utilize additional information about the epidemiology & other facets of DSM conditions. Update ICD-9-CM codes implemented since 1994 including Conduct Disorder, Dementia, Somatoform Disorders.Use of the manual DSM-IV-TR classification Multiaxial assessment Disorders usually 1st diagnosed in infancy, childhood or adolescenceDelirium, dementia & amnestic & other cognitive disordersMental disorders due to a general medical condition Substance-related disorders Schizophrenia & other psychotic disordersMood disorders Anxiety disordersSomatoform disordersFactitious disordersDissociative disordersSexual & gender identity disordersEating disorders Sleep disorders Impulse-control disorders not elsewhere classifiedAdjustment disordersPersonality disordersOther conditions that may be a focus of clinical attentionAdditional codes Appendix A: Decision trees for differential diagnosis Appendix B: Criteria sets & axes provided for further study Appendix C: Glossary of technical terms Appendix D: Highlights of changes in DSM-IV text revisionAppendix E: Alphabetical listing of DSM-IV-TR diagnoses & codesAppendix F: Numerical listing of DSM-IV-TR diagnoses & codesAppendix G: ICD-9-CM codes for selected general medical conditions & medication-induced disordersAppendix H: DSM-IV classification with ICD-10 codesAppendix I: Outline for cultural formulation & glossary of culture-bound syndromesAppendix J: DSM-IV contributorsAppendix K: DSM-IV text revision advisers

    The book is a frame narrative primarily depicting a fictional island society as described by the character Raphael Hythloday who lived there some years, who describes and its religious, social and political customs.

    You will have numerous opportunities to practice statistical techniques through learning checks, examples, demonstrations, and problems. Exam preparation is made easy with a student companion website that provides tutorials, crossword puzzles, flashcards, learning objectives, and more!

    New chapters cover developments in such areas as social entrepreneurship, financial leadership and capital structure, accountability and transparency, and the changing political-legal climate. It includes an instructor's manual

    It shows teachers how to create an environment in which technology can effectively enhance learning. It contains a technology integration framework that builds on research and the TIP model.

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    Thaler, and Cass R. Sunstein: a revelatory look at how we make decisionsNew York Times bestsellerNamed a Best Book of the Year by The Economist and the Financial Times Every day we make choices—about what to buy or eat, about financial investments or our children’s health and education, even about the causes we champion or the planet itself. Unfortunately, we often choose poorly. Nudge is about how we make these choices and how we can make better ones. Using dozens of eye-opening examples and drawing on decades of behavioral science research, Nobel Prize winner Richard H. Thaler and Harvard Law School professor Cass R. Sunstein show that no choice is ever presented to us in a neutral way, and that we are all susceptible to biases that can lead us to make bad decisions. But by knowing how people think, we can use sensible “choice architecture” to nudge people toward the best decisions for ourselves, our families, and our society, without restricting our freedom of choice.

    Widely praised and much-discussed, this classic book explores how cooperation can emerge in a world of self-seeking egoists—whether superpowers, businesses, or individuals—when there is no central authority to police their actions. The problem of cooperation is central to many different fields. Robert Axelrod recounts the famous computer tournaments in which the “cooperative” program Tit for Tat recorded its stunning victories, explains its application to a broad spectrum of subjects, and suggests how readers can both apply cooperative principles to their own lives and teach cooperative principles to others.

    What's new in the Second Edition? 1. Fully compliant with the latest version of SPSS version 12 2. More coverage of advanced statistics including completely new coverage of non-parametric statistics. The book is 50 per cent longer than the First Edition. 3. Each section of each chapter now has a notation - 1,2 or 3 - referring to the intended level of study. This helps students navigate their way through the book and makes it user-friendly for students of ALL levels. 4. Has a 'how to use this book' section at the start of the text. 5. Characters in each chapter have defined roles - summarizing key points, to pose questions etc 6. Each chapter now has several examples for students to work through. Answers provided on the enclosed CD-ROM

    Freedom, Sen argues, is both the end and most efficient means of sustaining economic life and the key to securing the general welfare of the world's entire population. Releasing the idea of individual freedom from association with any particular historical, intellectual, political, or religious tradition, Sen clearly demonstrates its current applicability and possibilities. In the new global economy, where, despite unprecedented increases in overall opulence, the contemporary world denies elementary freedoms to vast numbers—perhaps even the majority of people—he concludes, it is still possible to practically and optimistically regain a sense of social accountability. Development as Freedom is essential reading.

    They are, writes David Bornstein, the driven, creative individuals who question the status quo, exploit new opportunities, refuse to give up--and remake the world for the better. How to Change the World tells the fascinating stories of these remarkable individuals--many in the United States, others in countries from Brazil to Hungary--providing an In Search of Excellence for the nonprofit sector. In America, one man, J.B. Schramm, has helped thousands of low-income highschool students get into college. In South Africa, one woman, Veronica Khosa, developed a home-based care model for AIDS patients that changed government health policy. In Brazil, Fabio Rosa helped bring electricity to hundreds of thousands of remote rural residents. Another American, James Grant, is credited with saving 25 million lives by leading and 'marketing' a global campaign for immunization. Yet another, Bill Drayton, created a pioneering foundation, Ashoka, that has funded and supported these social entrepreneurs and over a thousand like them, leveraging the power of their ideasacross the globe. These extraordinary stories highlight a massive transformation that is going largely unreported by the media: Around the world, the fastest-growing segment of society is the nonprofit sector, as millions of ordinary people--social entrepreneurs--are increasingly stepping in to solve theproblems where governments and bureaucracies have failed. How to Change the World shows, as its title suggests, that with determination and innovation, even a single person can make a surprising difference. For anyone seeking to make a positive mark on the world, this will be both an inspiring readand an invaluable handbook

    It is both witness and tribute to the late theory of mind—the so-called structural theory, with its stress on aggression, indeed the death drive, as the pitiless adversary of eros.Civilization and Its Discontents is one of the last of Freud's books, written in the decade before his death and first published in German in 1929. In it he states his views on the broad question of man's place in the world, a place Freud defines in terms of ceaseless conflict between the individual's quest for freedom and society's demand for conformity.Freud's theme is that what works for civilization doesn't necessarily work for man. Man, by nature aggressive and egotistical, seeks self-satisfaction. But culture inhibits his instinctual drives. The result is a pervasive and familiar guilt.Of the various English translations of Freud's major works to appear in his lifetime, only one was authorized by Freud himself: The Standard Edition of the Complete Psychological Works of Sigmund Freud under the general editorship of James Strachey.Freud approved the overall editorial plan, specific renderings of key words and phrases, and the addition of valuable notes, from bibliographical and explanatory. Many of the translations were done by Strachey himself; the rest were prepared under his supervision. The result was to place the Standard Edition in a position of unquestioned supremacy over all other existing versions.

    A bachelor’s degree is now required for entry into a growing number of professions. And some parents begin planning for the expense of sending their kids to college when they’re born. Almost everyone strives to go, but almost no one asks the fundamental question posed by Academically Adrift: are undergraduates really learning anything once they get there?For a large proportion of students, Richard Arum and Josipa Roksa’s answer to that question is a definitive no. Their extensive research draws on survey responses, transcript data, and, for the first time, the state-of-the-art Collegiate Learning Assessment, a standardized test administered to students in their first semester and then again at the end of their second year. According to their analysis of more than 2,300 undergraduates at twenty-four institutions, 45 percent of these students demonstrate no significant improvement in a range of skills—including critical thinking, complex reasoning, and writing—during their first two years of college. As troubling as their findings are, Arum and Roksa argue that for many faculty and administrators they will come as no surprise—instead, they are the expected result of a student body distracted by socializing or working and an institutional culture that puts undergraduate learning close to the bottom of the priority list.Academically Adrift holds sobering lessons for students, faculty, administrators, policy makers, and parents—all of whom are implicated in promoting or at least ignoring contemporary campus culture. Higher education faces crises on a number of fronts, but Arum and Roksa’s report that colleges are failing at their most basic mission will demand the attention of us all.