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Today, much of psychoanalysis has moved beyond Freud, both methodologically and theoretically. I understand Freud to have been always either explicitly or implicitly committed to the view that psychoanalysis is a science, if only at times as an aspirational goal. The question I intend to raise in this article is not whether psychoanalysis is scientific, but rather whether it should still consider itself so in the light of contemporary theoretical physics' ever greater dependence on mathematical assertions that have not to date been validated by experimental conformation. Bestowing the appellation of science to superstring theory, “the theory of everything,” is at present a self-crowing by its adherents taken as a hereditary birthright. I view the relation between psychoanalytic theory and contemporary theoretical physics as a parallelism – a parallelism between approaches to conceptualisation rather than a reduction of disciplines. [ABSTRACT FROM AUTHOR]

In the 1950s, Terman summarized the results of his longitudinal study of the gifted and compared the 'life success' of the 150 most successful men (Group A) with the 150 least successful men (Group C) at the midpoint of their careers (age 30). The objective of this article is to replicate the original Terman work with a modern sample of the most successful (Group A) and least successful (Group C) American Academic Olympians (N = 190). The most successful adult Olympians were not hampered by a lack of motivation because they had parents who supplied a conducive home atmosphere when they were growing up. We present implications of this study for today's schools and for parents of the gifted. [ABSTRACT FROM AUTHOR]

It has long been established that marking accuracy in public examinations varies considerably among subjects and markers. This is unsurprising, given the diverse cognitive strategies that the marking process can entail, but what makes some questions harder to mark accurately than others? Are there distinct but subtle features of questions and their mark schemes that can affect accuracy? Such features could potentially contribute to a broad rationale for designating questions to markers according to personal expertise. The aim of this study was to identify question features that can distinguish those questions that are marked highly accurately from those that are marked less accurately. The study comprised an exploration of maths and physics questions from past GCSE examinations, which were marked in an experimental setting by groups of markers and yielded differing marking accuracies. The questions also varied in their difficulty for GCSE candidates, and in the cognitive strategies needed to mark them. Kelly's Repertory Grid technique and semi-structured interview schedules were used in meetings with highly experienced principal examiners, who had led the experimental marking of the questions. The data generated comprised ratings for each question on a number of question features (constructs). The ratings were analysed together with the marking accuracy data, enabling an investigation of possible relationships between each question feature and (i) marking accuracy, (ii) question difficulty for the candidate, and (iii) apparent cognitive marking strategy usage. For both subjects, marking accuracy was found to be related to various subject-specific question features, some of which were also related to question difficulty (for the candidate) and/or apparent marking strategy complexity. For both maths and physics, several other subject-specific question features were found to be unrelated to accuracy. Overall, the findings have potential implications for the management of markers and for question design. [ABSTRACT FROM AUTHOR]

The article highlights various mathematical publications, professional activities and instructional resources. Part I of the Sibling Curves and Complex Roots traces the history of graphical representations of the complex zeros of function. It also includes two copies of complex Argand plane side by side, one for the domain of the function and the other for its range. The article about Leonhard Euler (1707-1783) by Graham Hoare provides an overview of his life and mathematics. In the "Mathematics and Physics," by Peter D. Lax, the author guides the reader on a tour of fruitful interaction between mathematics and physics.

This paper presents a critical analysis of data analysis requirements in physics tertiary entrance examinations. The setting is Western Australia. Common aspects of the questions asked over 14 years and changes in the questions since a major syllabus reform are identified. Similar changes in other jurisdictions are referenced. The data analysis questions reflect minimally the changes in emphasis in the reform syllabus. They imply science is unassailable laws and not science is inquiry. [ABSTRACT FROM AUTHOR]

This article describes an active learning method for the teaching of physical sciences and mathematics to engineers. After defining the challenges involved in the training of engineers, we shall describe the answers provided by our method, 'learning by doing' (named 'Apprentissage Par l'Action' in French), by introducing four key points: real-life simulation, the management of non-success, the result requirement and the different roles of the teachers. An assessment of this experience is carried out which emphasizes the factors paramount in the success of this pedagogical innovation. Similarities between our experience and other well-known methods such as problem-based learning, problem solving and, more generally, the concept of learning by doing coined by John Dewey in his philosophy of education, are mentioned. [ABSTRACT FROM AUTHOR]

Formulas are derived for consistent evaluation of permutationally totally symmetric and determinantally antisymmetric powers of generalized combinations in which irreducible representations may occur with either positive or negative weights. [ABSTRACT FROM AUTHOR]