"Learning Mind: Experience Into Art is astonishing in its range of authors, depths of perception, and subjects, gliding elegantly among three thematic clusters, from 'Being of Being an Artist' to 'Making Art and Pedagogy' and, finally, to 'Experiencing Art.' The editors have brilliantly and imaginatively realized the promise of their anthology's tantalizing, terse title."--Moira Roth, author of Traveling Companions/Fractured Worlds "Jacob and Baas have gathered together an exceptional group of some of the most articulate writers about art of this generation, as well as some of the most intelligent, thoughtful, esteemed and socially engaged artists. The Learning Mind invites them to speak from their own experiences with art; what emerges are important biographical moments of insight about the way art is a device for transforming consciousness."--Jennifer Gonzalez, University of California, Santa Cruz
3 Books in 1: Accelerated Learning, Mind Maps and Speed Reading to Read and Memorize Faster, Mapping Your Memory and Improve Brain Power
Author: David Triple
Publisher: Independently Published
Is the world full of so many wonders that you are finding it hard to study them all? Do you want to be able to learn faster than your current rate? This is the perfect book for you to change the way you absorb information forever! Most of us enjoy learning new things. We all have some subject that we take pleasure in, or a skill that we are interested in developing and enhancing. But learning anything new, or improving on what we already know, can be a time consuming business, and time is something that many of us have in short supply. You can change that with this great book bundle, Learning How to Learn, which comprises three stunning titles, Accelerated Learning, Mind Maps and Speed Reading, with which you can begin to change your speed of learning across a wide variety of subjects, with chapters that cover: How the brain learns and understanding your mind An introduction to mind mapping Introduction about visual learning methods and Tony Buzan, the father of modern mind mapping How to generate a mind map. Examples that explain about mind map as a tool in the workplace for giving presentations, training new employees, and listening in meetings Using mind maps in everyday life Develop a perfect, computer-like memory in just 5 minutes a day Speed reeading mindset and habits to develop Learning to use your eyes, uncover the factors you need to read for speed The critical steps to become adept at speed reading Memory enhancement and brain exercises Learn the difference between the art of skimming and scanning The history of accelerated learning and how it came to be the skill we know today Step-by-step easy-to-understand methods for turning even the worst memory into a powerful one And much more... By increasing the speed in which you learn you can improve many areas of your life, whether it is for pleasure or for work. These books offer you an in-depth examination of three amazing skills and show exactly how you could implement each one of them into your daily life. This is NOT a study manual! NOT a textbook! There are no lectures - not a single "blue-sky" or other strange theories to ponder over or memorize in this program! If you apply the strategies inside, inevitably - hour after hour - day after day - week after week - you will find yourself in command of ever-increasing powers of Rapid Learning, Vocabulary Building, Problem Solving, Clear-thinking, Friend-Making and much more Simple and effective learning at a speed you would never have believed! What are you waiting for? Scroll to the top of the page and select the Buy Now button!
Why would someone write a book on Mind Control? Because as much as we try to elevate ourselves above being human animals we are, in fact, animals. We are subject to the wants and desires of any being with a genome and vertebrae. To rise above that is an admirable and a task we should take on as a worthy spiritual endeavor. But to deny that we are, truly, animals is to lie to ourselves. We must deal with people who may not be so enlightened advanced as we are. They may desire what we have and be secretly filled with envy and contempt. The worst event is to have these suspicions fulfilled and then be pulled down into the politics of man. Do we deny that it's happening and hope others will be touched by our honesty and good will enough to change? Or do we drop our highest spiritual ideals and play their game? I would like to suggest a radically different strategy. Take the game of manipulation and Mind Control and make it a part of your spirituality.
By examining ideas about learning that transcend typical boundaries, such as school/workplace or home/school, this book emphasies the socially negotiated and embedded nature of meaning-making and how learners learn to use the cognitive tools of their cultural community through participation in social activity. The editors argue that this is the means by which individual agency is extended and learners′ identities, as forms of competency, are transformed. The book locates sociocultural understanding in a wide theoretical frame and demonstrates its implications for learning and assessment generally, covering a range of educational and workplace setttings. The contributions challenge ways of understanding learning and thinking about practice, both teaching and assessment. Drawing on the international literature, this book is essential reading for students of curriculum, learning and assesment in all sectors from pre-primary to further and higher education. It is suitable as a core text for masters and taught doctorate programmes. It will be of interest to a range of professionals involved with curriculum, learning and the practice of teaching and assessment. It is also relevant to those in work-based and professional education and training, and informal educational settings. A unique collection in a field that is underrepresented, it will also be of interest to an acadmeic audience.
In Learning and Leading with Habits of Mind, noted educators Arthur L. Costa and Bena Kallick present a comprehensive guide to shaping schools around Habits of Mind. The habits are a repertoire of behaviors that help both students and teachers successfully navigate the various challenges and problems they encounter in the classroom and in everyday life. The Habits of Mind include * Persisting * Managing impulsivity * Listening with understanding and empathy * Thinking flexibly * Thinking about thinking (metacognition) * Striving for accuracy * Questioning and posing problems * Applying past knowledge to new situations * Thinking and communicating with clarity and precision * Gathering data through all senses * Creating, imagining, innovating * Responding with wonderment and awe * Taking responsible risks * Finding humor * Thinking interdependently * Remaining open to continuous learning This volume brings together--in a revised and expanded format--concepts from the four books in Costa and Kallick's earlier work Habits of Mind: A Developmental Series. Along with other highly respected scholars and practitioners, the authors explain how the 16 Habits of Mind dovetail with up-to-date concepts of what constitutes intelligence; present instructional strategies for activating the habits and creating a "thought-full" classroom environment; offer assessment and reporting strategies that incorporate the habits; and provide real-life examples of how communities, school districts, building administrators, and teachers can integrate the habits into their school culture. Drawing upon their research and work over many years, in many countries, Costa and Kallick present a compelling rationale for using the Habits of Mind as a foundation for leading, teaching, learning, and living well in a complex world.
In, "Success Beyond Your Imagination: Working in the Zone," Dr. Puff demonstrates what holds most business professionals back. It isn't the market or the business environment, but rather their own mental commentary. By quieting the mental criticism and performing at optimal levels, business professionals will see their sales go up, productivity increase, and mental exhaustion decrease. Thus, by operating "In the Zone," business professionals can learn how to do their jobs exceptionally well-similar to professional athletes who practice and perfect their talents to a world-class level. Indeed what separates the excellent from the elite professional is a performance done "In the Zone." The game or sales consultation is executed flawlessly because the winner has trained to give a top performance, and then proceeds to sink the three-point basket or close the 3 million dollar sale.
Biofeedback training is a research methodology and training procedure through which people can learn voluntary control over their internal physiological systems. It is a merger of mUltiple disciplines with interest deriving from many sources-from basic understanding of psychophysiology to a desire for enhanced self-awareness. The goals of biofeedback are to develop an increased awareness of relevant internal physiological functions, to establish control over these functions, to generalize control from an experimental or clinical setting to everyday life, and to focus attention on mind/body integration. Biofeedback is explored in many different settings. In the university, biofeed back equipment and applications can be found in the departments of experi mental and clinical psychology, counseling, physiology, biology, education, and the theater arts, as well as in the health service (student infirmary). Outside the university, biofeedback may be found in different departments of hospitals (such as physical medicine), private clinics, education and self-awareness groups, psychotherapy practices, and elsewhere. Its growth is still expanding, and excite ment is still rising as a result of biofeedback's demonstration that autonomic functions can be brought under voluntary control and that the long-standing arti ficial separation between mind, body, and consciousness can be disproven.
The updated Fourth Edition of Gretchen B. Rossman and Sharon F. Rallis’s popular introductory text leads the new researcher into the field by explaining the core concepts through theory, research, and applied examples. Woven into the chapters are three themes that are the heart of the book: first, research is about learning; second, research can and should be useful; and finally, a researcher should practice the highest ethical standards to ensure that a study is trustworthy. The Fourth Edition includes an elaborate discussion of systematic inquiry as well as a nuanced discussion of developing a conceptual framework.
It has been said that the future will never be the same again, which is undoubtedly true, as is the statement that learning will never the same again. Many of the old rules of learning are being swept away and it is increasingly realised that knowledge of “fact” is less important than understanding of situations. It is now well established that understanding can be facilitated by simulation, which is one of the principles on which games-based learning is founded. Games-based learning is also important because there is so much pressure on the teaching resources available. Demand for learning has never been greater and it is likely to continue to grow exponentially. In this environment games-based learning has come into its own. It has always been true that there has been much to learn from games. Both competitiveness and team work have traditionally be learnt on the playing fields of schools around the world. Strategic thinking has been learnt from games such as Chess, even Checkers, and in a more sophisticated way the board game Diplomacy. With the power available through ICT entirely new games are possible that have a much richer and more engaging potential for learners. This is transforming learning and opening up new avenues for both learners and those who are helping them learn. This book represents some of the leading edge thinking in this field and is highly recommended to academics and training practitioners.
Third International Symposium, ISoLA 2008, Porto Sani, Greece, October 13-15, 2008, Proceedings
Author: Tiziana Margaria
Publisher: Springer Science & Business Media
This volume contains the conference proceedings of ISoLA 2008, the Third International Symposium on Leveraging Applications of Formal Methods, Verification and Validation, which was held in Porto Sani (Kassandra, Chalkidiki), Greece during October 13–15, 2008, sponsored by EASST and in cooperation with the IEEE Technical Committee on Complex Systems. Following the tradition of its forerunners in 2004 and 2006 in Cyprus, and the ISoLA Workshops in Greenbelt (USA) in 2005 and in Poitiers (France) in 2007, ISoLA 2008 provided a forum for developers, users, and researchers to discuss issues related to the adoption and use of rigorous tools and methods for the specification, analysis, verification, certification, construction, test, and maintenance of systems from the point of view of their different application domains. Thus, the ISoLA series of events serves the purpose of bridging the gap between designers and developers of rigorous tools, and users in engineering and in other disciplines, and to foster and exploit synergetic relationships among scientists, engineers, software developers, decision makers, and other critical thinkers in companies and organizations. In p- ticular, by providing a venue for the discussion of common problems, requirements, algorithms, methodologies, and practices, ISoLA aims at supporting researchers in their quest to improve the utility, reliability, flexibility, and efficiency of tools for building systems, and users in their search for adequate solutions to their problems.
Reflective Teaching in Further, Adult and Vocational Education is the definitive textbook for reflective professionals in further, adult and vocational education, drawing on the experience of the author team and the latest research, including that of the Teaching and Learning Research Programme (TLRP) findings. It offers extensive support for trainee and practising teachers in further, adult and vocational settings, for both practice-based training and career-long professionalism. Now in its fourth edition, written by a collaborative author team of further, adult and vocational education experts led by Yvonne Hillier and Margaret Gregson, Reflective Teaching in Further, Adult and Vocational Education offers two levels of support: - practical guidance for practitioner success with a focus on the key issues including individual and collaborative approaches to reflective practice, a systematic approach to educational improvement based upon Joint Practice Development; and - evidence-informed 'principles' to aid understanding of how theories can effectively inform teaching practices and offer ways to develop deeper understanding of effective practices. The new edition is also enhanced by improved navigation and updated pedagogical features, including a revised chapter structure and text design, all-new case studies, activities, figures and diagrams. The team includes: Margaret Gregson (University of Sunderland, UK) | Yvonne Hillier (University of Brighton, UK) | Gert Biesta (University of Luxembourg, Luxembourg) | Sam Duncan (Institute of Education, University College London, UK) | Lawrence Nixon (University of Sunderland, UK) | Trish Spedding (University of Sunderland, UK) | Paul Wakeling (Havering Sixth Form College, UK) Reflective Teaching in Further, Adult and Vocational Education directly compliments and extends the chapters of this book. It has been designed to provide convenient access to key texts, working as a compact and portable library. The associated website, www.reflectiveteaching.co.uk offers supplementary resources including reflective activities, research briefings and advice on further readings. It also features a glossary of educational terms, links to useful websites and showcases examples of excellent research and practice. This book forms part of the Reflective Teaching series, edited by Andrew Pollard and Amy Pollard, offering support for reflective practice in early, primary, secondary, further, vocational, university and adult sectors of education.
It is the most complex and mysterious object in the universe. Covered by a dull grey membrane, it resembles a gigantic, convoluted fungus. Its inscrutability has captivated scientists, philosophers and artists for centuries. It is, of course, the human brain. With the help of science we can now begin to understand the extraordinary complexity of the brain's circuits: we can see which nerve cells generate electricity as we fall in love, tell a lie or dream of a lottery win. And inside the 100 billion cells of this rubbery network is something remarkable: you. In this entertaining and accessible book, Robert Winston takes us deep into the workings of the human mind and shows how our emotions and personality are the result of genes and environment. He explains how memories are formed and lost, how the ever-changing brain is responsible for toddler tantrums and teenage angst, plus he reveals the truth behind extra-sensory perception, déjà vu and out-of-body experiences. He also tells us how to boost our intelligence, how to tap into creative powers we never knew we had, how to break old habits and keep our brain fit and active as we enter old age. The human mind is all we have to help us to understand it. Paradoxically, it is possible that science may never quite explain everything about this extraordinary mechanism that makes each of us unique.
The path to true human happiness is governed by the laws of nature, including the nature of man. It took me over 18 years to discover them; by the time you get to the end of this book you will know the path I took. This is a report of my journey to discover who I am and why I am here. I have discovered that the purpose and course of my life is determined in the same manner as yours. It matters not who you are or what your particular circumstance is. It doesn't matter if you have lost a child to death or not. It doesn't even matter if you have children or not. It matters not if you are a murderer or a saint; gay or straight; male or female; first world citizen or jungle savage; plant or animal. The purpose for living is the same for all living things. This book is the result of my search for what the true content of The Mind of God is, and how, by once acquiring the content of The Mind of God, it can be applied to one's own benefit. By reading this book you will be exposed to the method of human knowledge acquisition and it will forever change the content of your mind. It is said that a mind, once expanded by a new idea, can never return to its original size. Prepare yourself for a mind-expanding experience.
Building on best-selling texts over three decades, this thoroughly revised new edition is essential reading for both primary and secondary school teachers in training and in practice, supporting both initial school-based training and extended career-long professionalism. Considering a wide range of professionally relevant topics, Reflective Teaching in Schools presents key issues and research insights, suggests activities for classroom enquiry and offers guidance on key readings. Uniquely, two levels of support are offered: · practical, evidence-based guidance on key classroom issues – including relationships, behaviour, curriculum planning, teaching strategies and assessment processes; · routes to deeper forms of expertise, including evidence-informed 'principles' and 'concepts' to support in-depth understanding of teacher expertise. Andrew Pollard, former Director of the UK's Teaching and Learning Research Programme, led development of the book, with support from primary and secondary specialists from the University of Cambridge, UK. Reflective Teaching in Schools is part of a fully integrated set of resources for primary and secondary education. Readings for Reflective Teaching in Schools directly complements and extends the chapters in this book. Providing a compact and portable library, it is particularly helpful in school-based teacher education. The website, reflectiveteaching.co.uk, offers supplementary resources including reflective activities, research briefings, advice on further reading and additional chapters. It also features a glossary, links to useful websites, and a conceptual framework for deepening expertise. This book is one of the Reflective Teaching Series – inspiring education through innovation in early years, schools, further, higher and adult education.
When asking how cognition comes to take its mature form, learning seems to be an obvious factor to consider. However, until quite recently, there has been very little contact between investigations of how infants learn and what infants know. For example, on the one hand, research efforts focused on infants' foundational conceptual knowledge-what they know about the physical permanence of objects, causal relations, and human intentions-often do not consider how learning may contribute to the structure of this knowledge. On the other hand, research efforts focused on infants' perceptual and motor learning-how they extract information from the environment, tune their behavior patterns according to this information, and generalize learning to new situations-often do not consider the potential impacts of these perceptual and learning mechanisms the structure of conceptual knowledge. Although each of these research efforts has made significant progress, this research has done little to narrow the divide between the disparate traditions of learning and knowledge. The chapters in this book document, for the first time, the insights that emerge when researchers who come from diverse domains and use different approaches make a genuine attempt to bridge this divide. The authors consider both infants' knowledge across domains, including knowledge of objects, physical relations between objects, categories, people, and language, and learning broadly construed, bringing to bear direct laboratory manipulations of learning and more general considerations of the relations between experience and knowledge. These authors have begun to consider whether and how the products of learning "go beyond" the input in several senses. As a result, several converging trends emerge across Whese diverse points of view. These authors have begun to investigate whether infants derive relatively abstract representations from experience, as well as the extent to which infants generalize information learned in one context to a new context. They have also begun to investigate the extent to which learning is generative, constraining and informing subsequent learning.