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This book mathematically analyzes the basic problems of biology, decision making and psychology within the framework of the theory of open quantum systems. In recent years there has been an explosion of interest in applications of quantum theory in fields beyond physics. The main areas include psychology, decision-making, economics, finance, social science as well as genetics and molecular biology. The corresponding models are referred to as quantum-like; they don't concern any genuine physical processes in the human brain. Quantum-like models reflect the special features of information processing in biological, cognitive, and social systems which match well with the quantum formalism. This formalism gives rise to the quantum probability model (QP) which differs essentially from Kolmogorov's classical probability model. QP also serves as the basis for quantum information theory. Recently QP has been widely applied to the resolution of the basic paradoxes of decision making theory and to modeling experimental data stemming from cognition, psychology, economics, and finance thereby shedding light on probability fallacies and irrational behavior. In this book, the theory of quantum instruments and the quantum master equation are applied to the modeling of biological and cognitive processes, in particular, to the stability of complex biological and social systems interacting with their environment. An essential part of the book is devoted to the theory of the social laser and the Fröhlich condensate. .

The knowledge that has dominated the globe for more than a century first emerged in the early modern period in Europe, and subsequently became globalized through colonialism. Despite the historical and cultural specificity of its origins, modern Western knowledge was thought to have transcended its particularities such that, unlike pre-modern and non-Western knowledges, it was 'universal,' or true for all times and places. Deriving its critical energies principally from postcolonial theory, 'Beyond Reason' breaks new ground to argue that the assumed 'truths' of social scientific reason are products of the specific circumstances of Western modernity, and thus that the social sciences are a parochial form of knowledge spuriously claiming universality.

Social work as a human services profession has been distinctive for its inclusion of research as a required element of practice and instrument in instigating reform. At the present time, the relationship of social work to science and a redefinition of social work as a science have reentered our national dialogue with new force. This expansion of perspective has, however, failed to explicitly attend to a closely related intellectual and practical domain, the world of social innovation. Innovation as an end itself, a synonym for progress, has largely been owned by the professions of business, engineering, and the biosciences. This essay presents a discussion of how social work may engage with social innovation and the tensions inherent to such an engagement. A place for social innovation within the recognized domains of scientific investigation and social work is essential. Social work would make a unique contribution to the enhancement of this conception through the weight given to values, social purpose, and context that is endemic to the social work perspective. The result of combining science and social innovation perspectives in the same academic home might be a flowering of new social configurations, networks, organizations, and relationships disciplined by repeated appraisals through the scientific method.

Cover -- Half Title Page -- Series Page -- Title Page -- Copyright -- Dedication -- Series Editor's Note -- Preface -- Contents -- Part I. Instrument Development and Analysis -- 1. Introduction -- Problems in Social Science Measurement -- What is Measurement Theory? -- Measurement Defined -- The Nominal Level of Measurement -- The Ordinal Level of Measurement -- The Interval Level of Measurement -- The Ratio Level of Measurement -- Criticisms of Stevens's Levels of Measurement -- A Brief History of Testing -- The Chinese Civil Service Examinations -- Testing in Ancient Greece -- Early European Testing -- Testing in the United States -- Testing in Business and Industry -- Personality Assessment -- Summary -- Exercises -- 2. Norms and Standardized Scores -- Which to Use? -- Norm Groups -- Important Characteristics of the Norm Group: The "Three R's" -- Types of Norm-referenced Scores -- Percentile Ranks -- Standardized and Normalized Scores -- Stanines -- Normal Curve Equivalents -- Developmental-Level Scores -- Criterion-Referenced Testing -- Summary -- Exercises -- 3. The Test Development Process -- Steps in Scale Development -- State the Purpose of the Scale -- Identify and Define the Domain -- Determine Whether a Measure Already Exists -- Determine the Item Format -- Write Out the Testing Objectives -- Create the Initial Item Pool -- Conduct the Initial Item Review -- Conduct Preliminary Item Tryouts -- Conduct a Large-Scale Field Test of Items -- Prepare Guidelines for Administration -- Summary -- Exercises -- 4. Writing Cognitive Items -- Objective Item Types -- Multiple-Choice Items -- True–False Items -- Matching Items -- Short-Answer or Completion Items -- Performance Assessments -- Essay Questions -- Performance Tasks -- Summary -- Exercises -- 5. Writing Noncognitive Items -- Noncognitive Item Types -- Thurstone Scaling

1. Forms and functions -- 2. Video used in extractive mode -- 3. Using video in a reflective mode -- 4. Video as projection and provocation -- 5. Video that generates participation -- 6. Video, voice and articulation -- 7. Video and your research : function and forms -- 8. Video and your research : from methodology to methods.