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Making Space: How the Brain Knows Where Things Are

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Jennifer M. Groh, "Making Space: How the Brain Knows Where Things Are"
English | ISBN: 0674863216 | 2014 | 218 pages | PDF | 5 MB

Making Space: How the Brain Knows Where Things Are
Knowing where things are seems effortless. Yet our brains devote tremendous computational power to figuring out the simplest details about spatial relationships. Going to the grocery store or finding our cell phone requires sleuthing and coordination across different sensory and motor domains. Making Space" traces this mental detective work to explain how the brain creates our sense of location. But it goes further, to make the case that spatial processing permeates all our cognitive abilities, and that the brain s systems for thinking about space may be the systems of thought itself. Our senses measure energy in the form of light, sound, and pressure on the skin, and our brains evaluate these measurements to make inferences about objects and boundaries. Jennifer Groh describes how eyes detect electromagnetic radiation, how the brain can locate sounds by measuring differences of less than one one-thousandth of a second in how long they take to reach each ear, and how the ear s balance organs help us monitor body posture and movement. The brain synthesizes all this neural information so that we can navigate three-dimensional space. But the brain s work doesn t end there. Spatial representations do double duty in aiding memory and reasoning. This is why it is harder to remember how to get somewhere if someone else is driving, and why, if we set out to do something and forget what it was, returning to the place we started can jog our memory. In making space the brain uses powers we did not know we have."
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Modeling and Simulation-Based Systems Engineering Handbook

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Modeling and Simulation-Based Systems Engineering Handbook (Engineering Management) by Daniele Gianni and Andrea D'Ambrogio
English | 2014 | ISBN: 1466571454 | 513 pages | PDF | 49,7 MB

Modeling and Simulation-Based Systems Engineering Handbook
The capability modeling and simulation (M&S) supplies for managing systems complexity and investigating systems behaviors has made it a central activity in the development of new and existing systems. However, a handbook that provides established M&S practices has not been available. Until now. details the M&S practices for supporting systems engineering in diverse domains. It discusses how you can identify systems engineering needs and adapt these practices to suit specific application domains, thus avoiding redefining practices from scratch.

Although M&S practices are used and embedded within individual disciplines, they are often developed in isolation. However, they address recurring problems common to all disciplines. The editors of this book tackled the challenge by recruiting key representatives from several communities, harmonizing the different perspectives derived from individual backgrounds, and lining them up with the book's vision. The result is a collection of M&S systems engineering examples that offer an initial means for cross-domain capitalization of the knowledge, methodologies, and technologies developed in several communities. These examples provide the pros and cons of the methods and techniques available, lessons learned, and pitfalls to avoid.

As our society moves further in the information era, knowledge and M&S capabilities become key enablers for the engineering of complex systems and systems of systems. Therefore, knowledge and M&S methodologies and technologies become valuable output in an engineering activity, and their cross-domain capitalization is key to further advance the future practices in systems engineering. This book collates information across disciplines to provide you with the tools to more efficiently design and manage complex systems that achieve their goals.
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Grammaticalization: Current views and issues (Studies in Language Companion Series)

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Grammaticalization: Current views and issues (Studies in Language Companion Series) By Katerina Stathi, Elke Gehweiler, Ekkehard Konig
2010 | 387 Pages | ISBN: 9027205868 | PDF | 3 MB

Grammaticalization: Current views and issues (Studies in Language Companion Series)
This volume contains a selection of papers on grammaticalization from a broad perspective. Some of the papers focus on basic concepts in grammaticalization research such as the concept of 'grammar' as the endpoint of grammaticalization processes, erosion, (uni)directionality, the relation between grammaticalization and constructions, subjectification, and the relation between grammaticalization and analogy. Other papers shed a critical light on grammaticalization as an explanatory parameter in language change. New case studies of micro-processes of grammaticalization complete the selection. The empirical evidence for (and against) grammaticalization comes from diverse domains: subject control, clitics, reciprocal markers, pronouns and agreement markers, gender markers, auxiliaries, aspectual categories, intensifying adjectives and determiners, and pragmatic markers. The languages covered include English and its varieties, German, Dutch, Italian, Spanish, French, Slavonic languages, and Turkish. The book will be valuable to scholars working on grammaticalization and language change as well as to those interested in individual languages.
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TTC How We Learn (Audiobook)

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TTC How We Learn (Audiobook)
English | MP3 128 kbps | 24 Lectures | 361 MB
Learning is a lifelong adventure. It starts in your mother's womb, accelerates to high speed in infancy and childhood, and continues through every age, whether you're actively engaged in mastering a new skill, intuitively discovering an unfamiliar place, or just sleeping, which is fundamental to helping you consolidate and hold on to what you've learned. You are truly born to learn around the clock.

TTC How We Learn (Audiobook)
But few of us know how we learn, which is the key to learning and studying more effectively. For example, you may be surprised by the following:

People tend to misjudge what they have learned well, what they don't yet know, and what they do and do not need to practice.
Moments of confusion, frustration, uncertainty, and lack of confidence are part of the process of acquiring new skills and new knowledge.
Humans and animals explore their worlds for the sake of learning, regardless of rewards and punishment connected with success.
You can teach an old dog new tricks. In fact, older learners have the benefit of prior knowledge and critical skills—two advantages in learning.
Shedding light on what's going on when we learn and dispelling common myths about the subject, How We Learn introduces you to this practical and accessible science in 24 half-hour lectures presented by Professor Monisha Pasupathi of the University of Utah, an award-winning psychology teacher and expert on how people of all ages learn.

A Course about You

Customers of The Great Courses are already devoted to lifelong learning and may be surprised at how complicated the process of learning is. We have a single word for it—learn—but it occurs in a fascinating variety of ways, which Professor Pasupathi recounts in detail. She describes a wide range of experiments that may strike a familiar chord as you recognize something about yourself or others:

scripts: We have trouble recalling specific events until we have first learned scripts for those events. Young children are prodigious learners of scripts, but so are first-time parents, college freshmen, foreign travelers, and new employees.
Variable ratio reinforcement: Children whining for candy are usually refused, but the few occasions when parents give in encourage maximal display of the behavior. The same principle is behind the success of slot machines and other unpredictable rewards.
Storytelling: Telling stories is fundamentally an act of learning about ourselves. The way we recount experiences, usually shortly after the event, has lasting effects on the way we remember those experiences and what we learn from them.
Sleeper effect: Have you ever heard something from an unreliable source and later found yourself believing it? Over time, we tend to remember information but forget the source. Paradoxically, this effect is stronger when the source is less credible.
Dr. Pasupathi's many examples cover the modern history of research on learning—from behaviorist theory in the early 20th century to the most recent debates about whether IQ can be separated from achievement, or whether a spectrum of different learning styles and multiple intelligences really exist.

What You Will Learn

You start by examining 10 myths about learning. These can get in the way of making the fullest use of the extraordinary capacity for learning and include widespread beliefs, such as that college-educated people already know how to maximize learning or that a person must be interested in a subject in order to learn it.

Professor Pasupathi then covers mistaken theories of learning, such as that lab animals and humans learn in the same way or that the brain is a tabula rasa, a blank slate that can absorb information without preparation. Babies might seem to be a counterexample, showing that you can learn from scratch. However, you examine what newborns must know at birth in order for them to learn so much, so quickly.

Next you explore in depth how humans master different tasks, from learning a native language or a second language, to becoming adept at a sport or a musical instrument, to learning a new city or a problem-solving strategy, to grasping the distinctive style of thinking required in mathematics and science. Then you look inside the learning process itself, where many factors come into play, including what is being learned and the context, along with the emotions, motivations, and goals of the learner. You close by considering individual differences. Some people seem to learn without effort. How do they do it?

Tips on Learning

Along the way, Professor Pasupathi offers frequent advice on how to excel in many different learning situations:

Mastering material: Testing yourself is a very effective strategy for mastering difficult material. Try taking a blank sheet of paper and writing down everything you can recall about the subject. Then go back and review the material. Next, try another blank sheet of paper.
Second-language learning: Becoming fluent in a second language in adulthood is difficult because your brain is tuned to your native language and misses important clues in the new language. To overcome this obstacle, immerse yourself among native speakers of the new language.
Motivating a child: When trying to motivate a schoolchild to learn, avoid controlling language, create opportunities to give the child a sense of choice, and be careful about excessive praise and other forms of rewards, which can actually undermine learning.
Maintaining a learning edge: Middle-aged and older adults can preserve their learning aptitude by exercising to maintain cardiovascular health, staying mentally active, and periodically trying a new challenge, such as learning to draw or studying new dance steps.
Adventures in Learning

Winner of prestigious teaching awards from her university's chapter of Psi Chi, the National Honor Society in Psychology, Dr. Pasupathi brings today's exciting field of learning research alive. Her descriptions of ongoing work in her field, in which she is a prominent participant, are vivid and insightful, allowing you to put yourself into a given experiment and ask, "How would I react under these circumstances? What does this tell me about my own approach to learning?"

By the time How We Learn ends, you will appreciate the incredible breadth of what we learn in our lifetimes, understand the commonality and diversity of human learning experiences, and come away with strategies for enhancing your own adventures in learning.

"Learning is a human birthright," says Professor Pasupathi. "Everything about us is built for lifelong learning—from our unusually long childhood and our large prefrontal cortex to our interest in novelty and challenge." And she finds reason for optimism about the future of humanity due to our almost miraculous capacity to learn.

About Your Professor

Dr. Monisha Pasupathi is Associate Professor of Psychology at the University of Utah. She holds a Ph.D. in Psychology from Stanford University. She joined the faculty at Utah in 1999 after completing a postdoctoral fellowship at the Max Planck Institute for Human Development in Germany.

Professor Pasupathi has been honored multiple times for her teaching. She was named Best Psychology Professor by her university's chapter of Psi Chi, the National Honor Society in Psychology. Psi Chi also awarded her the Outstanding Educator Award and Favorite Professor Award.

Professor Pasupathi's research focuses on how people of all ages learn from their experiences, particularly through storytelling. She is coeditor of Narrative Development in Adolescence: Creating the Storied Self, and her work has been published widely in scholarly journals.

Directory of TTC Teaching Company – How We Learn 2012

01 Myths about Learning.mp3
02 Why No Single Learning Theory Works.mp3
03 Learning as Information Processing.mp3
04 Creating Representations.mp3
05 Categories, Rules, and scripts.mp3
06 What Babies Know.mp3
07 Learning Your Native Tongue.mp3
08 Learning a Second Language.mp3
09 Learning How to Move.mp3
10 Learning Our Way Around.mp3
11 Learning to Tell Stories.mp3
12 Learning Approaches in Math and Science.mp3
13 Learning as Theory Testing.mp3
14 Integrating Different Domains of Learning.mp3
15 Cognitive Constraints on Learning.mp3
16 Choosing Learning Strategies.mp3
17 Source Knowledge and Learning.mp3
18 The Role of Emotion in Learning.mp3
19 Cultivating a Desire to Learn.mp3
20 Intelligence and Learning.mp3
21 Are Learning Styles Real.mp3
22 Different People, Different Interests.mp3
23 Learning across the Lifespan.mp3
24 Making the Most of How We Learn.mp3
How We Learn.txt

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Systematic Instruction of Functional Skills for Students and Adults With Disabilities

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Systematic Instruction of Functional Skills for Students and Adults With Disabilities by Keith and Ph.D. Storey
English | 2011-03-11 | ISBN: 0398086257, 0398086265 | PDF | 234 pages | 1,4 MB

Systematic Instruction of Functional Skills for Students and Adults With Disabilities
The scope of the book is to provide an overview of systematic instructional strategies that is written in a format so that teachers and other service providers can immediately put the information to use. We have tried to write specifically regarding general systematic instruction components such as task analysis, prompts, error correction, and so one, as well as specifically for different instructional domains such as employment, community, and residential.
This book is specifically focused on systematic instruction for individuals with disabilities (school age and adults). It is generic across age groups as well as disability labels and should be of interest to those working in the schools as well as those in transition and adult service settings. In this book each chapter follows the sequence of Key Point Questions, Window to the World Case Studies, Best Practice Recommendations, Future Research Issues, Discussion Questions, and School and Community-Based Activity Suggestions.
This book is focused on improving instructional practices for students and adults with disabilities. All too often the assumption is that students and adults have reached their "potential," and they become stuck in a place or setting because of a lack of skills on their part due to the poor instruction that they have received. Practitioners may understand the importance of placing individuals in different settings (e.g., inclusive classrooms, supported employ ment sites) but not how to improve their skills once they are in that setting. This book is intended to give teachers and other service providers the instructional skills for improving the skills of the individuals that they are serving.
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Philosophy and Design: From Engineering to Architecture

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Philosophy and Design: From Engineering to Architecture by Pieter E. Vermaas
English | 2008 | ISBN: 1402065906 | 364 Pages | PDF | 1 MB
This volume provides the reader with an integrated overview of state-of-the-art research in philosophy and ethics of design in engineering and architecture.

Philosophy and Design: From Engineering to Architecture
It contains twenty-five essays that focus on engineering designing in its traditional sense, on designing in novel engineering domains, and on architectural and environmental designing. This volume enables the reader to overcome the traditional separation between engineering designing and architectural designing.
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Deleuze and Psychoanalysis

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Deleuze and Psychoanalysis by Leen De Bolle
English | 2010 | ISBN: 9058677966 | 160 Pages | PDF OCR | 3 MB

Deleuze and Psychoanalysis
Gilles Deleuze is among the twentieth century's most important philosophers of difference. The style of his extended oeuvre is so extremely dense and cryptic that reading and appreciating it require an unusual degree of openness and a willingness to enter a complicated but extremely rich system of thought.

The abundant debates with and references to a variety of authors of many different domains, the sophisticated conceptual framework, the creation of new concepts and the injection of existing concepts with new meanings – all this makes his oeuvre difficult to grasp.

This book can be seen as a guide to reading Deleuze, but at the same time it is a direct confrontation with issues at stake, particularly the debate with and against psychoanalysis. This debate not only offers the occasion to find an entrance to Deleuze's basic thought, but also throws the reader into the middle of the dispute. provides a clear and perspicuous overview of subject matter of interest to psychoanalysts, Deleuzean or otherwise.
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Differential Geometry and Topology, Discrete and Computational Geometry

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Differential Geometry and Topology, Discrete and Computational Geometry By M. Boucetta, J.M. Morvan
English | 2005 | 385 Pages | ISBN: 158603507X | DJVU | 3 MB

Differential Geometry and Topology, Discrete and Computational Geometry
The aim of this volume is to give an introduction and overview to differential topology, differential geometry and computational geometry with an emphasis on some interconnections between these three domains of mathematics.

The chapters give the background required to begin research in these fields or at their interfaces. They introduce new research domains and both old and new conjectures in these different subjects show some interaction between other sciences close to mathematics. Topics discussed are; the basis of differential topology and combinatorial topology, the link between differential geometry and topology, Riemanian geometry (Levi-Civita connextion, curvature tensor, geodesic, completeness and curvature tensor), characteristic classes (to associate every fibre bundle with isomorphic fiber bundles), the link between differential geometry and the geometry of non smooth objects, computational geometry and concrete applications such as structural geology and graphism.
IOS Press is an international science, technical and medical publisher of high-quality books for academics, scientists, and professionals in all fields.
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Essential Results of Functional Analysis

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Essential Results of Functional Analysis (Chicago Lectures in Mathematics) by Robert J. Zimmer
English | 1990-01-15 | ISBN: 0226983382 | 168 pages | PDF | 3,7 MB

Essential Results of Functional Analysis
Functional analysis is a broad mathematical area with strong connections to many domains within mathematics and physics. This book, based on a first-year graduate course taught by Robert J. Zimmer at the University of Chicago, is a complete, concise presentation of fundamental ideas and theorems of functional analysis.

It introduces essential notions and results from many areas of mathematics to which functional analysis makes important contributions, and it demonstrates the unity of perspective and technique made possible by the functional analytic approach.

Zimmer provides an introductory chapter summarizing measure theory and the elementary theory of Banach and Hilbert spaces, followed by a discussion of various examples of topological vector spaces, seminorms defining them, and natural classes of linear operators. He then presents basic results for a wide range of topics: convexity and fixed point theorems, compact operators, compact groups and their representations, spectral theory of bounded operators, ergodic theory, commutative C*-algebras, Fourier transforms, Sobolev embedding theorems, distributions, and elliptic differential operators. In treating all of these topics, Zimmer's emphasis is not on the development of all related machinery or on encyclopedic coverage but rather on the direct, complete presentation of central theorems and the structural framework and examples needed to understand them. Sets of exercises are included at the end of each chapter.

For graduate students and researchers in mathematics who have mastered elementary analysis, this book is an entrée and reference to the full range of theory and applications in which functional analysis plays a part. For physics students and researchers interested in these topics, the lectures supply a thorough mathematical grounding.
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Essential Results of Functional Analysis

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Essential Results of Functional Analysis (Chicago Lectures in Mathematics) by Robert J. Zimmer
English | 1990-01-15 | ISBN: 0226983382 | 168 pages | PDF | 3,7 MB

Essential Results of Functional Analysis
Functional analysis is a broad mathematical area with strong connections to many domains within mathematics and physics. This book, based on a first-year graduate course taught by Robert J. Zimmer at the University of Chicago, is a complete, concise presentation of fundamental ideas and theorems of functional analysis.

It introduces essential notions and results from many areas of mathematics to which functional analysis makes important contributions, and it demonstrates the unity of perspective and technique made possible by the functional analytic approach.

Zimmer provides an introductory chapter summarizing measure theory and the elementary theory of Banach and Hilbert spaces, followed by a discussion of various examples of topological vector spaces, seminorms defining them, and natural classes of linear operators. He then presents basic results for a wide range of topics: convexity and fixed point theorems, compact operators, compact groups and their representations, spectral theory of bounded operators, ergodic theory, commutative C*-algebras, Fourier transforms, Sobolev embedding theorems, distributions, and elliptic differential operators. In treating all of these topics, Zimmer's emphasis is not on the development of all related machinery or on encyclopedic coverage but rather on the direct, complete presentation of central theorems and the structural framework and examples needed to understand them. Sets of exercises are included at the end of each chapter.

For graduate students and researchers in mathematics who have mastered elementary analysis, this book is an entrée and reference to the full range of theory and applications in which functional analysis plays a part. For physics students and researchers interested in these topics, the lectures supply a thorough mathematical grounding.
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