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If you read this, Joseph Monninger, Wendy and Pie; thank you.
In addition to the general information about "barn" living, we see what it is like to integrate three lives into one new one. The stories of the deepening relationship between Joe and Pie are heartwarming and touching, as are the moments of closeness between Joe and Wendy.
Mr. Monninger gives us a wonderful insight to barns, New England, and creating a new life with people that you love.
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You will not be referring to its text by Joseph Rosa, the author most famous for his biography of Wild Bill Hickok. His writing style is surprisingly and infuriatingly cumbersome. He is difficult to read, and he seems incapable of consistently putting together sentences that flow. I found myself saying over and over, "this would have been a lot clearer if he had put a comma here, or taken this one out, or broken this long sentence into two, or re-phrased this differently." One has to re-read his paragraphs two or three times very often to follow his narrative. His Hickok biography has the same problem.
One additional problem is that this is really two separate books. One is Rosa's narrative, and the other is the firearms pictures. The index deals with the narrative only. The excellent firearms pictures are not indexed, a handicap when one uses this book as a reference.
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Ledoux concentrates on memory, having in his last book focused on emotion. He explains memory systems from molecules to circuits, with the classical and most recent findings, including some from his own lab. He also gives a quick overview of the emotional systems of the brain, the working memory complex of the prefrontal cortex, and motivational systems of neuromodulator and brainstem and thalamocortical systems. He calls that the mental trilogy, namely cognition, emotion and motivation. Ledoux also wrote a nice chapter on some brain diseases that seem to alter these functions selectively. And thats it. Ledoux has explained the self. Or has he? Well, memory, emotion, cognition and motivation surely contribute to the making of the self, especially memory. How much of a self is left in a retrograde and anterograde severe amnesic? But this is not saying that putting them together is all the self is about. Its like saying vision, attention and waking are what consicousness is. Vision provides content, attention access, and waking a necesary condition for consicousness, but together they are not the phenomenon in question. I bring out consicousness because Ledoux says the really hard and important question in neuroscience is the self, and not consciousness. To me it seems almost silly to try to understand the former without the latter.
Ledoux then forgets about the feeling of the self itself, the possible bases of it on body schemas and body signals, the primacy of movement. He does touch on volition and free will, and is as naturalistic about these issues as one can be, which I think is a good thing. The final chapter presents 7 principles he can extract from his discussions, and meybe here we can find his theory of the self. Unfortunately, he seems just to add another thing, binding, to the picture. So binding, convergence zones, emotion and motivation, memory, placticity, hebbbian mechanisms of memory, together are the self. Again, I would say they are an important part of the self, but not the self itself. I may be wrong or maybe dogmatic about what would count as an explanation for the self. Maybe there is nothing more to the self than those mechanisms Ledoux lists. But work in theorethical neuroscience like by Damasio, or Patricia Churchland and philosophers like Bermudez show that the self is more complex than Ledoux seems to think.
At the end this book is of value, and I never said it did not make progress on the problem of the neurobiology of the self. However, it does not by any means solve it. It presents a nice theory of the integration of cognitive and affective mechanisms, and manages to cover a great deal of issues in simple terms, and that is always an achievement.
From my point of view the average person with no prior knowledge of brain physiology would be in need of some sort of primer before attempting this book. There are 11 chapters. Chapters 1-10 read like a college textbook in order to set up the author's final conclusion in chapter 11. The last chapter is my only complaint about the book, because I thought his main point wasn't elaborated enough.
LeDoux's Synaptic Self is a wonderful book loaded with clear understandable explanations and insights (his wife, a "fantastic writer," assisted) on how the brain works based on the most current neuroscience (e.g., how neurons/synapses/neurotransmitters/neuro modulators work/don't work, implicit/explicit learning/memory mechanism explanations, nature/nurture considerations, the "mental trilogy" of cognition/emotion/motivation, and much more). The book's bottom-line, he writes, is "you are your synapses." With this book, "know thyself," and even fix thyself, seem more attainable. It's a book I'll reread/study for a while.
The following are quotes from the last chapter:
Life requires many brain functions, functions require systems, and systems are made of synaptically connected neurons. We all have the same brain systems, and the number of neurons in each brain system is more or less the same in each of us as well. However, the particular way those neurons are connected is distinct, and that uniqueness, in short, is what makes us who we are.
What is remarkable is that synapses in all of these systems are capable of being modified by experience... Emotion systems [as an example]... are programmed by evolution to respond to some stimuli, so-called innate or unconditioned stimuli, like predators or pain. However, many of the things that elicit emotions in us or motivate us to act in certain ways are not preprogrammed into our brains as part of our species heritage but have to be learned by each of us. Emotion systems learn by association - when an emotionally arousing stimulus is present, other stimuli that are also present acquire emotion-arousing qualities (classical conditioning), and actions that bring you in contact with emotionally desirable stimuli or protect you from harmful or unpleasant ones are learned (instrumental conditioning.) As in all other types of learning, emotional associations are formed by synaptic changes in the brain system involved in processing the stimuli. Some of the brain's plastic emotional processors include systems involved in detecting and responding to danger, finding and consuming food, identifying potential mates and having sex.
Because synaptic plasticity occurs in most if not all brain systems, one might be tempted to conclude that the majority of brain systems are memory systems. But [as LeDoux argues in chapter 5], a better way of thinking about this is that the ability to be modified by experience is a characteristic of many brain systems, regardless of their specific function. Brain systems, in other words, were for the most part not designed as storage devices - plasticity is not their main job assignment. They were instead designed to perform particular tasks like processing sounds or sights, detecting food or danger or mates, controlling actions, and so on. Plasticity is simply a feature that helps them do their job better.
Functions depend on connections: break the connections and you lose the functions...
From LeDoux's Synaptic Self
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To read this book is to have a look into what life was like after WWII, which is an interesting time period for a child today. In these two towns, being rich is owning a refrigerator. Now it is owning an estate, or a huge business. Life was very different back then. Something surprising to me was the amount of rights women had back then. That was more than 60 years ago, but the women did have many rights. The women in the book were on the town council, actively participated in church activities and the whole Bat 6 game was a bunch of girls playing softball. That is one similarity to daily life back then. They also had hate crimes. The hate crimes in this time period were committed against Japanese-Americans, because of the war between the USA and Japan. The Japanese were put into camps for their safety against hate crimes. One of the main characters, Aki, is Japanese-American and had been put into a camp. Another reason to read this book is to see the world through the eyes of little girls. One goes on a journey with them while each individual girl puts the pieces together about the war. The girls may be small, but they have a huge concept to comprehend. The two new girls, Aki and Shazam, have the most to learn. Sadly Shazam's father had been killed at Pearl Harbor and she holds it against the Japanese, in other words, she holds it against Aki. The girls each tell the many tales of 6th grade from their own perspective. It is a good way to see different points of view. This book provides a whole new look into the world.
One less appealing aspect of the book is its format. There are entries from each girl and when deep into the book, the switch between entrees is not very noticeable. It is confusing when two different points of view are read, and one thinks they are from the same person, but they are not. Another confusing aspect of the format is that the chapters switch from the girls on one team to the girls on the other team. Despite the format flaw, the plot is inspiring and Bat 6 is well written. It is highly recommended!
The author chose a very complex way of writing this book. In some parts of the book, you can barely understand what she is trying to say. The narrator changes a lot and that's what makes it even more confusing. I like what she chose to do because you get to hear thoughts from different characters about what is going on in the book. Various characters help tell this amazing, complex story. This book gives a lot of detail and makes you think a lot. It is good for kids eight and older because it might be hard for little children to understand, but I would definitely recommend reading this book.
All the girls on each team are different, just like me and you. There is one girl in particular. This girl's name is Shazam. Her father was killed in World War Two, during the Pearl Harbor attack. She hates all Japanese people now. She thinks all of them are evil and they are out to get her. Shazam joins the Barlow team and definitely stands out from the other players.
Bear Creek Ridge gets a new player too. Her name is Aki and she's Japanese. She can throw left and right and can hit very well. She becomes one of the best players on the team, but the other girls don't mind. They are all kind to one another and they are open to all people.
The Bat 6 game comes so soon. This is the day all of the girls have been waiting for all of their lives. The game is going well; the teams are both doing very well. Everyone is nervous. Towards the end of the game, something happens that will change the girls' lives forever and will go down in Bat 6 history. Something that no one is expecting. A terrible event, maybe the worst the girls had ever seen, something that damaged a person for a long time, maybe even for life.
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So many new things I discovered in the book made me doubt the authenticity of the so called "ChiLel" teaching in North America. Is it really an offset of Zhineng Qigong?
We'd better explore it by ourselves.
I look forward to a hardcopy of this book.
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In Mercola's defense, neither the writer, Levy, nor Dutton editors did much to clarify and communicate his vision. The writing is stilted and humorless, the organization an afterthought. Readers will balk at the confusion between Phases and Food Plans. Inconsistencies abound: Foods allowed on one page are nowhere to be found on another. For example, oranges are allowed on the 8-meal Booster Start-up plan on page 68; yet, inexplicably, the same list (lots of duplication in this book) eliminates oranges on page 106. Without explanation, the plan itself is reduced to six meals on page 136.
With better editing and organization, and fewer contradictory menus, the entire tome could have been reduced to half its size, with twice the clarity. It's a prime example of how too much information -- right down to how to cut one's bacon! -- can spoil a vital health education.
If you can find a way to get past the book's choking design flaws, please do: The good doctor's prescription for real health is both impassioned and well-documented, eclipsing all other "diets" out there, past or present.
Dr. Mercola is one of a growing number of physicians that conclude that the current USDA nutritional food pyramid is not conducive to our bodies' needs nor optimal health. In fact, it's flat-out not healthy. To Mercola, significant or excessive amount of carbohydrates are the major causes of weight gain, a number of diseases, illnesses, and disorders. However, this is not an exclusively anti-carbo diet or regimen, but simply a reduction. And, for the good, this is not an absolute no-grain diet. After some time on this program people can introduce grains back into their diet. What's new here is that Dr. Mercola is also not a proponent of the high protein diet programs that have become so prevalent in recent years.
There are three phases of this eating and living method. Three-day, fifty-day, and the long-term maintenance plan. Achieving the optimal weight and being healthy is the goal of this diet program.
You can learn a lot about foods and what they do to us. This seems to be more balanced and healthy than a lot of other programs out there today.
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This book was very enjoyable, real and totally involving. A quick summer book which was a nice change from typical formula books. It had enough twists that I didn't predict the ending. I look forward to Joseph Pittmans second book.
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However, within a few chapters I was starting to have some concerns that Monninger was missing the point, and the more I read the more it was confirmed. What he has written is a New Yorker's view of life in New Hampshire. When I got to the point in the book where he describes how he used to live on Central Park West, I understood my concerns, but also really lost touch with the book.
He describes expansive fields with levels of gardens and myriad flora and fauna. In my mind's eye I was picturing a real expansive New Hampshire farm, but then I was drawn back to the fact that he is talking about three acres, abutting on the town school. Three acres is a lot of land in Manhattan, but if you live in New England for a while you will understand that it is just a back yard. Monninger catalogs every plant and every bird he finds, with the child-like glee of someone who has never seen nature before, but he is so lost in the details that he can't get beyond that fact that he is writing a New Yorker's view of New Hampshire for other New Yorkers.
I also found it annoying that he does not describe the impact of having on job on his ambitious renovation project. It would be great if I could have the amount of free time that he seems to have, both to spend with family and work around the house. It comes off as an idealized view of life, and does not describe the realities of what he has undertaken. He also makes a few attempts to add local color and local history, and I feel the book would have been better if he had had more of that.
From a literary standpoint, he really does overdo the metaphors and descriptions, but I can imagine how difficult it must be to accurately convey the feeling of spring in New England, or the size of a large structure. He would do better though with more description and less attempted poetry.
I can see how this book might be an interesting read for someone in a large city imagining life in the country, but it is not really an accurate or well written portrayal, and it left me, now a committed New Hampshirite, frustrated.