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Chapter 5–Special Operations

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CHAPTER 5

S P E C I A L O P E R AT I O N S

July 15, 1970

Dear Jim,

Well, I received your letter today. Tell mother that I’m sorry that I hadn’t written sooner, but for the last seven days I was real sick. The sickest that I can ever remember. This is just no place to get sick because you can’t take care of yourself and no one else will. A couple of days I was so weak I could hardly walk. I went six days without eating because I couldn’t get a hold of anything. It’s the worse I ever was in my whole life. I’m still grounded, but feel a lot better. I’ll go to the flight surgeon and get cleared for flight tomorrow. I’m feeling down in the dumps. People act so different over here, its really sad. They let their morals drop. They act like a bunch of kids.

All I do is try to analyze what I see about this war. The way we spend our money, time, etc. and how we are taken for granted. How no one appreciates what we are doing here, except maybe the ARVN forces. I just can’t see going out risking my life for no reason, except to maintain the same situation that we have been in for the last six years. I guess I’m just for fighting a war if I’m going to fight it and not be a part of a political circus. I thought I would really enjoy flying over here, because you would get the self satisfaction of helping people, but you can’t get that satisfaction. The worst thing is that we don’t know why we are here. I sure wish that I did. It sure would make this year go so much easier.

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6 HOW THE BREAKER STORY MAINTAINS ITSELF

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IF IT IS SO EASY to write a new story, why hasn’t someone done this before? Why has the Breaker story been in the driver’s seat for over one hundred centuries? What keeps this consciousness in place?

A story represents a group’s long-term survival strategy. If a particular story helps the next generation to make it in the world, the story is repeated, refined, and enhanced.

Because we have survived as humans for over one million years and can trace our lineage back to the dawn of life on this planet, the preservation of our survival strategies, including our story, is embedded within our system.

The strong survival story of one species may, unfortunately, be a mixed blessing to others when the favored species is introduced into a new ecological system. The following are just a few examples:

In the Pacific Northwest, the logger story, “Cut down as many trees as you can,” may have been appropriate when it took twenty men and teams of mules more than a week to cut down and transport one tree.With a technology that allows one person to cut and move twenty trees in an hour, the logger story has led to the decimation of the old-growth-forest ecosystems.

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Activity 46. Two Moose Were Sitting on a Log

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46. Two Moose Were Sitting on a Log

Description

A brief story is presented in this activity that asks a question about the subjects of the story and their relationship to one another.

Time Guideline

10 minutes

Purpose

To illustrate the point that you need to listen carefully to the information you receive to really understand what is being said, and what we perceive or think is being communicated

Resources

None

Presentation

1. Tell participants that you are going to read them a brief story and then ask them a question about the story, so they should listen carefully.

2. Read the following to participants:

Two moose are sitting on a log talking about baseball.

The little moose is the big moose’s son.

But the big moose is not the little moose’s father.

How is this possible?

3. Give participants a chance to answer this question.

4. If no one has the right answer, share with the group that

The big moose is the little moose’s mother!

Debrief

Ask participants why the answer to this question isn’t always obvious. Explain that sometimes our preconceptions get in the way of us seeing the obvious answers to many things.

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Feeling Glassy: An Analysis of Developing for Google Glass

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Chapter 20 You’re the Expert!

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CHAPTER 20

You’re the Expert!

What are you an expert in? You are probably an expert in teaching elementary students, and you may be an expert in a different topic, such as baseball, London, or U.S. national parks. An expert is someone who has a huge amount of knowledge and expertise in one small area. Nobody is born an expert. Rather, we become interested in an area and take every opportunity to learn about it. Research is a daunting concept for many students—and many teachers. But research is simply choosing an area of interest and finding out all you can about it. As you research a topic, you become an expert on that topic. You’re the Expert! lessons teach elementary students how to do research by helping them become experts on one small piece of a larger topic. Students will learn to formulate questions, collect and summarize information from sources, take notes, and provide a list of sources. You’re the Expert! lessons culminate in students creating presentations in which they use formal English to share important information on their topics. The presentations include digital media and visual displays.

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Chapter One: The Science of Sleep

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There have been many books written about sleep, the varying theories about its nature and purpose, informed from multiple angles (adults, infants, animals, and even plants!) over many decades. As stated in the introduction, the purpose of this book is to deliver information that is current and state-of-the-art: to people with insomnia to help improve their sleep experience; and to healthcare practitioners in order to inform and enhance their practice. As a result, this chapter will not engage in a lengthy repetition of the evolving theories as to the purpose of sleep over the years, but will describe where we are at the moment and how this can be of use to the individual with a sleep problem and the practicing healthcare professional, restricting its range to human sleep in health and “disease”. This chapter is subdivided into sections that will examine our current knowledge about sleep from different perspectives. After an initial examination of the various states of consciousness, we will look at circadian rhythms, sleep stages, current ideas about memory, how sleep changes as we age, the influence of light on our sleep, tiredness, how social cues impact on our sleep, and then how physical and psychological insults can reduce the quality and quantity of our sleep. This chapter will then conclude by pulling all these elements together to explain the complex and dynamic nature of sleep. After reading through this chapter it is anticipated that the reader will have a good base-knowledge about the science underpinning what it is to sleep in health and in poor health, so providing them with a good foundation on which to introduce therapeutic interventions to help improve sleep in themselves, and for their families, friends, and clients.

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2. The Case of Lyndon B. Johnson

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Chapter Two

Everything I had ever learned in the history books taught me that martyrs have to die for causes. John Kennedy had died. But his “cause” was not really clear. That was my job. I had to take the dead man’s program and turn it into a martyr’s cause. That way Kennedy would live on forever and so would I.

—Lyndon B. Johnson.1

Lyndon B. Johnson’s presidential ambition was well-known to anyone with a basic understanding of the American political scene in the late 1950s. He opposed John Kennedy for the 1960 Democratic presidential nomination and had to settle instead for the vice presidential slot on the party’s ticket. Johnson’s three years as vice president were uncomfortable and, by the fall of 1963, there was speculation that his political career would conclude with his tenure as vice president.2 Some predicted that Johnson would end up one of many men who came within reach of the presidency, only to be denied. However, his ambition was fulfilled with Kennedy’s death. Two hours after the assassination, he took the oath of office on Air Force One before returning to Washington.

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Gangnam & South of the Han River

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1Stroll around Olympic Park, where there are 1700-year-old fortifications, museums and 200 quirky sculptures.

2Join in the amusement-park fun of Lotte World, with its thrill rides and fairytale carousel and castle.

3Make a lotus lantern and sip tea with monks at the venerable temple Bongeun-sa.

4Pay your respects at Seonjeongneung, the tombs of past Korean kings in Seolleung Park.

5Head to Seoul Grand Park to enjoy the National Museum of Modern and Contemporary Art and science museum.

Meaning 'South of the River', Gangnam refers to an administrative area, Gangnam-gu, and the parts of Seoul that lie south of the Han. Looking at the ranks of tower blocks bisected by broad highways, it’s hard to imagine that there wasn’t much of the city here a few decades ago.

The area saw much development for the 1988 Olympics, the legacy of which is Olympic Park, one of the area's main sights with its green space, museums and galleries. Gangnam’s wide open spaces allowed Lotte to create its giant theme park, plus Seoul's tallest building nearby. But mainly this newer part of Seoul is a ritzy residential address, entertainment district and business hub with major company headquarters, such as Samsung D'Light, and the COEX complex with its convention centre and shopping mall.

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Chapter 2. The Dance of Promise (New York)

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28 o A Day for Dancing

their way to New York City’s Naval Recruitment Center, near Times

Square. Even though Lloyd was young, highly intelligent and athletic, he was rejected from service due to blue-green colorblindness.

His friend was also rejected, because he was one-half inch too short!

So on that day the pursuit of any active duty in the armed forces came to an abrupt halt. The two shared a soda and some ice cream at

Bernie’s Drug Store (Broadway and 120th) and went back across the street to their studies at Union Theological Seminary.

In 1945 Lloyd Pfautsch’s professional singing career reached new heights of success. He studied voice throughout his Union years, first with Maude Neidlinger and then with the English opera star, Clytie

Hine Mundy. Still a paid soloist at the Brick Presbyterian Church, he decided to audition for Toscanini’s NBC Symphony Chorus. His audition with chorus master Peter J. Wilhousky was memorable for two reasons. It was his first professional audition and he was the very first person to be auditioned. After singing only ten measures or so he was invited to the callbacks and dismissed. The other significant event was that at this audition he first caught sight of alto Edith

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18. Cargo Bikes by Finley Fagan

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Finley Fagan

Hauling stuff by pedal power is nothing new. In 1898, when Morris Worksman established Worksman Cycles in New York City, he believed that a well-designed cargo bike could replace the horse and wagon. Henry Ford begged to differ, and so King Car all but killed the fledgling cargo bike. The towns, cities, and suburbs of North America grew to rely on and reinforce the convenience of the automobile, bicycles were largely relegated to the role of toys, and cargo cycling didn’t evolve much beyond the factory floor. But in the late 1990s, almost a century after Worksman Cycles built its first heavy-duty trike, cargo biking started making a comeback on the streets of North America, with hot spots in Portland, Seattle, the Bay Area, New York, and Colorado.

So what do we know about cargo cyclists, this curious breed who set themselves up for hauling heavy or cumbersome loads? Sales figures indicate that the buyers of cargo bikes are just as likely to be male as they are female, and that the new cargo is not strictly business. While some entrepreneurs and couriers are zipping around laden with mail, organic fruit and vegetables, baked goods, coffee, and Christmas trees, for others cargo cycling is all about the everyday A to B — getting the kids to school, the pets to the park, the groceries into the fridge, the fridge into the new apartment.

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CHAPTER FIFTEEN Cities and Youth

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THIS SECTION OF THE PAX MEDITERRANEO EXPLAINS HOW TO take advantage of a city’s unique position among Mediterranean nations and within the region as a whole. I also offer concrete mechanisms through which the region’s youth can become active participants in the peacemaking process. Ultimately, the goal of glocalization is to invite the participation of people from all sectors of Mediterranean society and from conflict, post-conflict, and peaceful countries.

Participatory peace in the Mediterranean can start with the establishment of a network of coastal cities—particularly in conflict and post-conflict zones—that would work together toward interdependence. A decentralized peace will enable a more equitable distribution of peace dividends across the social strata. The international community, possibly through a Madrid II or Annapolis II conference, could declare its support for decentralization based on expanding urbanization and the growing importance of the city in international affairs.

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Chapter Two. Introducing the Cross-Cultural Kaleidoscope

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This chapter focuses on:

An overview of the Cross-Cultural Kaleidoscope

The Cross-Cultural Kaleidoscope model was originally designed as part of a Master's degree in Coaching and Mentoring Practice (Plaister-Ten, 2008).

Interviews were conducted with highly experienced professional coaches, practising in twenty-seven countries, who had collectively coached forty-three different nationalities and represented more than 20,000 coaching hours across all the continents of the world (see Appendix One). The model originated from the stories that the research participants were sharing about their experiences of coaching in a multicultural context. As I followed the stories, an image of a kaleidoscope kept popping into my mind: rich colours, complex, constantly moving, and dynamic.

Following this, a sample of intercultural coaches, HR (human resources) practitioners, students, and educators has been exploring its use in practice (see Appendix Three). From 2011, the model was further developed following a reflective feedback process (see Appendix Four) from those using the model in coaching practice. It has now evolved and been made available to a wider audience.

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CHAPTER TEN: Psychoanalytic treatment of panic attacks

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Psychoanalytic treatment
of panic attacks

Mark J. Blechner, Ph.D.

Panic attacks are a major mental health problem in the United States today. It has been estimated that between 1% and 3% of the general population experience panic attacks during their lifetimes (Schuman et al. 1985; Katon 1996). Patients with panic attacks use up a lot of time in medical practices and emergency rooms, when they show up repeatedly, thinking they are having a heart attack or a stroke or some other medical crisis. Of course, tests have to be run to make sure that they are not really having a heart attack or a stroke, so a lot of time and money is wasted. I think that psychoanalytic therapists should be the first line of treatment for patients with panic attacks, but that is not the case today. The conventional wisdom is that such patients should be sent to a cognitive-behavioural therapist or a psychopharmacologist. This is not good for the patients, and it is not good for psychoanalysts. I will explain why.

I will describe three patients I have seen in treatment. I will summarize what I observed with them and then discuss the theoretical implications of this data. After presenting my own data, I will summarize some of the generalizations that have been made about panic patients and then evaluate them in terms of my own clinical data. I will suggest some ways in which we might revise our theory of panic attacks and test out a newly formulated theory.

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Making the Private Public

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Ronald Britton

I am going to talk about the psychological problems associated specifically with the act of publication, whether spoken or written. I am not going to speak about difficulties in thinking and writing; nor about the complex, difficult and extremely important ethical issues involved in publishing clinical case material. Both these difficulties affect publication, obviously if someone cannot write they cannot publish; if they cannot satisfy themselves that it is ethical to publish what they have written they will not feel free to do so, and if it is not ethical then they should not do so. We have a duty to protect the anonymity of patients at all times and beyond that I believe we should seek the agreement of our patients before publishing direct clinical material obtained from their analyses even where there is nothing about it that anyone else could recognise.

I have found however that proceeding carefully by protecting the patient from recognition and securing the informed consent of the patient does not relieve us, as authors, of a sense of guilt. We may feel that we are not betraying a confidence but we are left with a feeling that we are betraying an affiliation. Nor does getting permission exonerate the analyst in the eyes of his patient and those who identify with the patient. The knowledge that had seemed to be the private possession of the analytic dyad has been shared with others: what had seemed to be the inter-subjective experience is offered as an object for their perusal; what had seemed like the mental content of a private relationship has become the raw material for other minds. The communications internal to one relationship have become the means of furthering the development of another relationship. In its most extreme form it feels best represented by the myth of Iphegenia whose father Agamemnon en route for the Trojan war sacrificed his daughter to get a fair wind from the gods and to propitiate his associates. And yet I also know that if I followed the example of some others and refrained from using analytic experience for writing I would feel I was betraying something else. In allegiance to a shared subjectivity, often these days referred to as inter-subjectivity, I would be betraying a commitment to an objectivity shared with professional colleagues past and present and with psychoanalysis itself. There are circumstances where objectivity is felt to be the death of subjectivity and others where subjectivity is felt to threaten the demise of objectivity.

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CHAPTER ONE Introduction

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Attempts to relate social behaviour and psychopathology to neuroscience, and on a more fundamental level to unify the social and psychological sciences with the physical sciences, are plagued by seemingly insurmountable conceptual problems attributable, in part, to the continuing dominance of cognitiv-ist views. Insights provided by a rich tradition of psychoanalytic theory will prove critical in bridging the existing gap between psychology and sociology, on the one hand, and the neurosciences, on the other. Psychoanalysis, along with philosophical phenomenology, may help us to construct an evolutionarily sound understanding of social phenomena onto which the accumulating body of evidence from neurophys-iology, behavioural neuroscience, and biological psychiatry can be mapped parsimoniously. The contention is that a conceptual framework founded on psychoanalysis, philosophical phenomenology, and evolutionary theory can elucidate the otherwise incomprehensible complexity of the brain. In fact, adoption of a psychoanalyti-cally informed framework may be unavoidable if we want to succeed in understanding how the brain has evolved for, and subserves, complex social behaviours and psychological phenomena, both in adaptive social functioning and mental illness. The role envisaged for psychoanalysis goes beyond the well-known emphasis on the primacy of the unconscious. Firstly, psychological phenomena that arise in an interpersonal context are, of course, nothing but manifestations of unconscious drives and defence mechanisms, yet we have to apply this principle without compromising to all conscious phenomena. A position that leaves any room for a conscious agency, or does not fully discard the idea that conscious phenomena are causal to behaviour, is philosophically untenable. Secondly, psychoanalysis provides a wealth of clinical findings and internally consistent ideas that allow us to relate psychological and psychopathological phenomena to an interplay of primitive behaviour modes that are deeply rooted in the evolution of reward seeking and defensive behaviours of vertebrates. Psychopathology, as captured by descriptive phenomenology and conceptualized by psychoanalysis, is a rich source of information, highlighting more clearly the primitive motivational processes that drive all social behaviour and give rise to the interpersonal, social, and cultural fabric that surrounds us—primitive motivational processes that, unless they present themselves under extreme conditions, we are well versed to ignore or rationalize away within a worldview that centres on our notion of the self as the rational agent of all our actions.

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