(No abstract is available for this citation).

Сборник издан к 60-летию доктора филологических наук, профессора Тверского государственного университета Михаила Викторовича Строганова. Авторы и составители построили его как праздничное торжество: здесь есть и серьезные научные чтения.

This paper examines the deontic logic of the Talmud. We shall find, by looking at examples, that at first approximation we need deontic logic with several connectives: O T A Talmudic obligation F T A Talmudic prohibition F D A Standard deontic prohibition O D A Standard deontic obligation. In classical logic one would have expected that deontic obligation O D is definable by $O_DA \equiv F_D\neg A$ and that O T and F T are connected by $O_TA \equiv F_T\neg (...) A$ This is not the case in the Talmud for the T (Talmudic) operators, though it does hold for the D operators. We must change our underlying logic. We have to regard {O T , F T } and {O D , F D } as two sets of operators, where O T and F T are independent of one another and where we have some connections between the two sets. We shall list the types of obligation patterns appearing in the Talmud and develop an intuitionistic deontic logic to accommodate them. We shall compare Talmudic deontic logic with modern deontic logic. (shrink)

A cornerstone of physics, Maxwell‘s theory of electromagnetism, apparently contains a fatal flaw. The standard expressions for the electromagnetic field energy and the self-mass of an electron of finite extension do not obey Einstein‘s famous equation, \, but instead fulfill this relation with a factor 4/3 on the left-hand side. Furthermore, the energy and momentum of the electromagnetic field associated with the charge fail to transform as a four-vector. Many famous physicists have contributed to the debate of this so-called 4/3-problem (...) without arriving at a complete solution. It has generally been assumed that, as originally suggested by Poincaré, the problems are connected to the question of stability of the charge distribution, and that relativistic equivalence between energy and self-mass can only be restored by inclusion of stabilizing forces. Alternative solutions to the problems have also been proposed. Nearly a century ago Fermi suggested a covariant definition of the electromagnetic energy and momentum, and sixty years later Kalckar et al. argued that the 4/3 problem is caused by omission of a relativistic correction in the standard evaluation of the self-force from Coulomb self-interaction. However, the relation between these suggestions has not been clear. We show that the relativistic correction implies that the mechanical momentum of an accelerated rigid body must be defined as the sum of the momenta of its parts for fixed time in the momentary rest frame of the body. For the total momentum of particles and field to be conserved, the total energy–momentum tensor must be divergence free, and this then requires that the momentum of the associated electromagnetic field be defined in the same way, consistent with the suggestion by Fermi. This comprehensive solution of the 4/3-problem demonstrates that there is no conflict of Maxwell‘s theory with special relativity and the questions of equivalence of electromagnetic energy and self-mass and of stability of a classical charge distribution are independent. In appendices we discuss the relations of our treatment with Fermi‘s seminal paper and with a classic paper by Dirac where he evaluated the damping self-force on a point electron from transport of energy and momentum in the electromagnetic field. (shrink)

Based on extensive questionnaire data, this paper focuses on parents’ views about children’s right to decide about participation in research. The data originates from 4000 families participating in a longitudinal prospective screening as 1997. Although current regulations and recommendations underline that children should have influence over their participation, many parents in this study disagree. Most (66%) were positive providing information to the child about relevant aspects of the study. However, responding parents were split about whether or not children should at (...) some point be allowed decisional authority when participating in research: 41.6% of the parents reported being against or unsure. Those who responded positively believed that children should be allowed to decide about blood-sampling procedures (70%), but to a less extent about participation (48.5%), analyses of samples (19.7%) and biological bank storage (15.4%). That as many as possible should remain in the study, and that children do not have the competence to understand the consequences for research was strongly stressed by respondents who do not think children should have a right to decide. When asked what interests they consider most important in paediatric research, child autonomy and decision-making was ranked lowest. We discuss the implications of these findings. (shrink)

We consider conditionals of the form A ⇒ B where A depends on the future and B on the present and past. We examine models for such conditional arising in Talmudic legal cases. We call such conditionals contrary to time conditionals.Three main aspects will be investigated: Inverse causality from future to past, where a future condition can influence a legal event in the past (this is a man made causality).Comparison with similar features in modern law.New types of temporal logics arising (...) from modelling the Talmudic examples. We shall see that we need a new temporal logic,which we call Talmudic temporal logic with linear open advancing future and parallel changing past, based on two parameters for time. (shrink)

Emotion has a substantial influence on the cognitive processes in humans, including perception, attention, learning, memory, reasoning, and problem solving. Emotion has a particularly strong influence on attention, especially modulating the selectivity of attention as well as motivating action and behavior. This attentional and executive control is intimately linked to learning processes, as intrinsically limited attentional capacities are better focused on relevant information. Emotion also facilitates encoding and helps retrieval of information efficiently. However, the effects of emotion on learning and (...) memory are not always univalent, as studies have reported that emotion either enhances or impairs learning and long-term memory retention, depending on a range of factors. Recent neuroimaging findings have indicated that the amygdala and prefrontal cortex cooperate with the medial temporal lobe in an integrated manner that affords (i) the amygdala modulating memory consolidation; (ii) the prefrontal cortex mediating memory encoding and formation; and (iii) the hippocampus for successful learning and long-term memory retention. We also review the nested hierarchies of circular emotional control and cognitive regulation (bottom-up and top-down influences) within the brain to achieve optimal integration of emotional and cognitive processing. This review highlights a basic evolutionary approach to emotion to understand the effects of emotion on learning and memory and the functional roles played by various brain regions and their mutual interactions in relation to emotional processing. We also summarize the current state of knowledge on the impact of emotion on memory and map implications for educational settings. In addition to elucidating the memory-enhancing effects of emotion, neuroimaging findings extend our understanding of emotional influences on learning and memory processes; this knowledge may be useful for the design of effective educational curricula to provide a conducive learning environment for both traditional “live” learning in classrooms and “virtual” learning through online-based educational technologies. (shrink)

We motivate and introduce a new method of abduction, Matrix Abduction, and apply it to modelling the use of non-deductive inferences in the Talmud such as Analogy and the rule of Argumentum A Fortiori. Given a matrix $${\mathbb {A}}$$ with entries in {0, 1}, we allow for one or more blank squares in the matrix, say a i,j =?. The method allows us to decide whether to declare a i,j = 0 or a i,j = 1 or a i,j =? (...) undecided. This algorithmic method is then applied to modelling several legal and practical reasoning situations including the Talmudic rule of Kal-Vachomer. We add an Appendix showing that this new rule of Matrix Abduction, arising from the Talmud, can also be applied to the analysis of paradoxes in voting and judgement aggregation. In fact we have here a general method for executing non-deductive inferences. (shrink)

There’s a possibly more interesting general question: does technology transform and extend the mind and our mental powers? In a widely discussed 1998 paper titled “The Extended Mind”, Andy Clark and David Chalmers argue that mind and cognition can extend outside the head and can include items and processes in the world. In their thought experiment, Otto has alzheimer’s syndrome but does not lose his ability to function because he records information he learns in a notebook that he always carries. (...) Thus, C&C claim, Otto continues to have beliefs. The notebooks function as his memory. C&C propose a "parity principle": a part of the world is part of a cognitive process if it "functions as a process which, were it done in the head, we would have no hesitation in recognizing [it] as part of the cognitive process .... Cognitive processes ain't (all) in the head!" (in Menary p. 29, original emphasis). (shrink)

The socialist construction in Vietnam, aspect of human role.

Two works: the first is a commentary on Book Lambda of Aristotle's Metaphysics; the second is a section of Avicenna's commentary on the so-called "Theology of Aristotle.