Tag Archives: novelty

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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Matrices and Simplex Algorithms: A Textbook in Mathematical Programming and Its Associated Mathematical Topics

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Matrices and Simplex Algorithms: A Textbook in Mathematical Programming and Its Associated Mathematical Topics by Aaart R. Heesterman
English | October 4, 2013 | ISBN: 9400979436 | 766 Pages | PDF | 16 MB
This is a textbook devoted to mathematical programming algorithms and the mathematics needed to understand such algorithms. It was mainly written for economists, but the mathematics itself obviously has relevance for other disciplines. It is a textbook as well a~ in parts, a contribution to new knowledge. There is, accordingly, a broad ordering of climbing sophistication, the earlier chapters being purely for the student, the later chapters being more specialist and containing some element of novelty on certain points. The book is edited in five parts. Part I deals with elementary matrix operations, matrix inversion, determinants, etc.

Matrices and Simplex Algorithms: A Textbook in Mathematical Programming and Its Associated Mathematical Topics
Part II is mainly devoted to linear programming. As far as students' readability is concerned, these two parts are elementary undergraduate material. However, I would claim, in particular with respect to linear programming, that I do things more efficiently than the standard textbook approach has it. This refers mainly to the search for a feasible solution i.e. Chapter 9, and to upper and lower limits, i.e. Chapter 10. I have also argued that the standard textbook treatment of degeneracy misses a relevant problem, namely that of accuracy. In short, I would invite anyone who has the task of writing or designing an LP-code, to first acquaint himself with my ideas. viii INTRODUCTION Parts III and IV are concerned with nonlinear programming.
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Matrices and Simplex Algorithms: A Textbook in Mathematical Programming and Its Associated Mathematical Topics

FREEDownload : Matrices and Simplex Algorithms: A Textbook in Mathematical Programming and Its Associated Mathematical Topics

Matrices and Simplex Algorithms: A Textbook in Mathematical Programming and Its Associated Mathematical Topics by Aaart R. Heesterman
English | October 4, 2013 | ISBN: 9400979436 | 766 Pages | PDF | 16 MB
This is a textbook devoted to mathematical programming algorithms and the mathematics needed to understand such algorithms. It was mainly written for economists, but the mathematics itself obviously has relevance for other disciplines. It is a textbook as well a~ in parts, a contribution to new knowledge. There is, accordingly, a broad ordering of climbing sophistication, the earlier chapters being purely for the student, the later chapters being more specialist and containing some element of novelty on certain points. The book is edited in five parts. Part I deals with elementary matrix operations, matrix inversion, determinants, etc.

Matrices and Simplex Algorithms: A Textbook in Mathematical Programming and Its Associated Mathematical Topics
Part II is mainly devoted to linear programming. As far as students' readability is concerned, these two parts are elementary undergraduate material. However, I would claim, in particular with respect to linear programming, that I do things more efficiently than the standard textbook approach has it. This refers mainly to the search for a feasible solution i.e. Chapter 9, and to upper and lower limits, i.e. Chapter 10. I have also argued that the standard textbook treatment of degeneracy misses a relevant problem, namely that of accuracy. In short, I would invite anyone who has the task of writing or designing an LP-code, to first acquaint himself with my ideas. viii INTRODUCTION Parts III and IV are concerned with nonlinear programming.
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Acolytes of Nature: Defining Natural Science in Germany, 1770-1850

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Acolytes of Nature: Defining Natural Science in Germany, 1770-1850 By Denise Phillips
2012 | 366 Pages | ISBN: 0226667375 | PDF | 3 MB

Acolytes of Nature: Defining Natural Science in Germany, 1770-1850
Although many of the practical and intellectual traditions that make up modern science date back centuries, the category of "science" itself is a relative novelty. In the early eighteenth century, the modern German word that would later mean "science," naturwissenschaft, was not even included in dictionaries. By 1850, however, the term was in use everywhere. "Acolytes of Nature" follows the emergence of this important new category within German-speaking Europe, tracing its rise from an insignificant eighteenth-century neologism to a defining rallying cry of modern German culture. Today's notion of a unified natural science has been deemed an invention of the mid-nineteenth century. Yet what Denise Phillips reveals here is that the idea of naturwissenschaft acquired a prominent place in German public life several decades earlier. Phillips uncovers the evolving outlines of the category of natural science and examines why Germans of varied social station and intellectual commitments came to find this label useful. An expanding education system, an increasingly vibrant consumer culture and urban social life, the early stages of industrialization, and the emergence of a liberal political movement all fundamentally altered the world in which educated Germans lived, and also reshaped the way they classified knowledge.

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The Knit Stitch Pattern Handbook: An Essential Collection of 300 Designer Stitches and Techniques

The Knit Stitch Pattern Handbook: An Essential Collection of 300 Designer Stitches and Techniques by Melissa Leapman
2013 | ISBN: 0449819906 | English | 288 pages | EPUB | 20.35 MB
Beloved knitwear designer Melissa Leapman offers a comprehensive stitch dictionary and guide with more than 300 original knitting patterns, including slip stitches, cables, and lace.

Knitters love their stitch dictionaries. Melissa Leapman, known for her knitting references, shares 300 of her favorite stitch patterns developed over her long career. With basic step-by-step knitting instruction, information on how to most effectively use a stitch dictionary, and a wealth of original stitch patterns, this book will appeal to all levels of knitters looking for a comprehensive, yet portable volume. The book includes stitch patterns in five categories from imaginative novelty stitch patterns to traditional knit designs. Each stitch pattern will include a gorgeous photograph as well as written and charted instructions.

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