Editorial: Contrib. Plasma Phys. 1–2/2007

A Connectionist View of Cognition<product> <article-title>Parallel Distributed Processing</article-title> <contrib-group><contrib> <name index="Rumelhart, David E."> <given-names>David E.</given-names> <surname>Rumelhart</surname> </name> </contrib></contrib-group> <contrib-group><contrib> <name index="McClelland, James L."> <given-names>James L.</given-names> <surname>McClelland</surname> </name> </contrib></contrib-group> <contrib-group><contrib><string-name index="PDP Research Group">PDP Research Group</string-name></contrib></contrib-group> </product>

than any particular implementation. It also seems that the "computer metaphor" for mind is not really being abandoned by the connectionists, but simply modified: the classical von Neumann serial processor is replaced with a processor that performs some simple computation in parallel on many data elements (for example, the "Con. *u . ,LI.;u. Q**Q. Q , o * ; .0 0 . OWN. . ....... .* ....... 00. 0...

Theories That Gyre and Gimble in the Wabe<product> <article-title>Mathematics Education as a Research Domain: A Search for Identity</article-title> <contrib-group><contrib> <name index="Sierpinska, Anna"> <given-names>Anna</given-names> <surname>Sierpinska</surname> </name> </contrib></contrib-group> <contrib-group><contrib> <name index="Kilpatrick, Jeremy"> <given-names>Jeremy</given-names> <surname>Kilpatrick</surname> </name> </contrib></contrib-group> </product>

Most mathematicians consider themselves, at least to some degree, to be both educators and researchers. Yet few embrace or even respect the subject at the intersection of these fields: research in mathematics education. Mathematicians rarely apply their own logical acumen to assessment of teaching and learning, nor do they often read the vast and growing literature in educational research. They...

Viral Immunology from Math<product> <article-title>Virus Dynamics: Mathematical Principles of Immunology and Virology</article-title> <contrib-group><contrib> <name index="Nowak, Martin A."> <given-names>Martin A.</given-names> <surname>Nowak</surname> </name> </contrib></contrib-group> <contrib-group><contrib> <name index="May, Robert M."> <given-names>Robert M.</given-names> <surname>May</surname> </name> </contrib></contrib-group> </product>

I t is a widespread fallacy that what mathematics contributes to biology is quantification of an otherwise innumerate science. But experimental biologists have long been expert at measuring and quantifying. The real contribution of mathematics lies in a precise qualitative framework of reasoning. The ratelimiting step in the advance of biology is usually experiment, not theory. (One of the very...

Anarchy in International Relations Theory: The Neorealist-Neoliberal Debate<article-title>Neorealism and its Critics.</article-title> <contrib-group><contrib> <name name-style="western" index="Keohane, Robert O."> <given-names>Robert O.</given-names> <surname>Keohane</surname> </name> </contrib></contrib-group><article-title>Neorealism and Neoliberalism: The Contemporary Debate.</article-title> <contrib-group><contrib> <name name-style="western" index="Baldwin, David A."> <given-names>David A.</given-names> <surname>Baldwin</surname> </name> </contrib></contrib-group>

PHYS - Physics

PHYS 226N. Honors: University Physics I. 4 Credits. Open only to students in the Honors College. A special honors version of PHYS 231N. This course also includes a Recitation Section for more indepth discussion of advanced problems. Prerequisites: MATH 211 with a grade of C or better. Preor corequisite: MATH 212. PHYS 227N. Honors: University Physics II. 4 Credits. Open only to students in the ...