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Educational Philosophy in the French Enlightenment

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Natasha Gill, "Educational Philosophy in the French Enlightenment"
English | 2010 | ISBN-10: 0754662896 | 304 pages | PDF | 4 MB

Educational Philosophy in the French Enlightenment
Though Emile is still considered the central pedagogical text of the French Enlightenment, a myriad of lesser-known thinkers paved the way for Rousseau's masterpiece. Natasha Gill traces the arc of these thinkers as they sought to reveal the correlation between early childhood experiences and the success or failure of social and political relations, and set the terms for the modern debate about the influence of nature and nurture in individual growth and collective life. Gill offers a comprehensive analysis of the rich cross-fertilization between educational and philosophical thought in the French Enlightenment. She begins by showing how in Some Thoughts Concerning Education John Locke set the stage for the French debate by transposing key themes from his philosophy into an educational context. Her treatment of the abbe Claude Fleury, the rector of the University of Paris Charles Rollin, and Swiss educator Jean-Pierre de Crousaz illustrates the extent to which early Enlightenment theorists reevaluated childhood and learning methods on the basis of sensationist psychology. Etienne-Gabriel Morelly, usually studied as a marginal thinker in the history of utopian thought, is here revealed as the most important precursor to Rousseau, and the first theorist to claim education as the vehicle through which individual liberation, social harmony and political unity could be achieved. Gill concludes with an analysis of the educational-philosophical dispute between Helvetius and Rousseau, and traces the influence of pedagogical theory on the political debate surrounding the expulsion of the Jesuits in 1762.

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Whitlam

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Brian Carroll, "Whitlam"
English | ISBN: 1921719133 | 2011 | EPUB | 256 pages | 9 MB

Whitlam
Edward Gough Whitlam was one of the most momentous figures in Australian political history. Born into a privileged life that should have seen him on the side with the 'born-to-rule gang,' Whitlam took a different path and joined the Australian Labor Party. Although he was branded as a 'silver tail' (one who is considered wealthy, usually by inherited money) by the rough and ready men of Labor, Whitlam fought to convince Labor that they were something more than just the political arm of the union movement, and that principle without power was an exercise in futility. He overcame party resistance and, in 1972, led Labor triumphantly into the government benches, where he became Parliamentary leader. However, the pace of change scared too many people and sudden developments in the world economic environment brought challenges Whitlam could not overcome. Nor could he overcome the local political challenges thrown down by the conservative forces, once they had recovered from the shock of the 1972 election results. Whitlam held them at bay when they forced him to the electors 18 months ahead of schedule in mid-1974. Although he won the election with a reduced majority, he and his colleagues seemed determined to continue providing the opposition with the ammunition needed to shoot him down, and on November 11, 1975, they finally did. This book recaptures the excitement of one of the most contentious and momentous events in Australian political history.
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The Globalization of Supermax Prisons

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The Globalization of Supermax Prisons By Loic Wacquant, Jeffrey Ian Ross
2013 | 242 Pages | ISBN: 0813557402 , 0813557410 | PDF | 1 MB

The Globalization of Supermax Prisons
"Supermax" prisons, conceived by the United States in the early 1980s, are typically reserved for convicted political criminals such as terrorists and spies and for other inmates who are considered to pose a serious ongoing threat to the wider community, to the security of correctional institutions, or to the safety of other inmates. Prisoners are usually restricted to their cells for up to twenty-three hours a day and typically have minimal contact with other inmates and correctional staff. examines why nine advanced industrialized countries have adopted the supermax prototype. Featuring essays that look at the U.S.-run prisons of Abu Ghraib and Guantanemo, this collection seeks to determine if the American model is the basis for the establishment of these facilities and considers such issues as the support or opposition to the building of a supermax and why opposition efforts failed; the allegation of human rights abuses within these prisons; and the extent to which the decision to build a supermax was influenced by developments in the United States. Additionally, contributors address such domestic matters as the role of crime rates, media sensationalism, and terrorism in each country's decision to build a supermax prison.
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Apple Pro Training Series by DigitalFilm Tree

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Apple Pro Training Series: Advanced Editing and Finishing Techniques in Final Cut Pro HD (2nd Edition) by DigitalFilm Tree
English | Dec 20, 2004 | ISBN: 0321256085 | 880 Pages | CHM | 36 MB
Final Cut Pro is a serious tool for serious (usually professional) editors-which means that if you're like most users, you already know the software's interface, are well-versed in editing basics, and are interested in just one thing: going as deep as possible with the software's tools and features.

Apple Pro Training Series by DigitalFilm Tree
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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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Cable Confidence: A Guide to Textured Knitting by Sara Louise Harper

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Cable Confidence: A Guide to Textured Knitting by Sara Louise Harper
English | May 5, 2008 | ISBN: 1564778185 | 80 Pages | PDF | 103,5 MB

Cable Confidence: A Guide to Textured Knitting by Sara Louise Harper
Think cables are too tricky to master? Debunk that myth today! Cabling is just a series of knits and purls. If you can knit and purl, you already have the foundation for making
gorgeous textured sweaters. A new knitting world will open up as soon as you learn the basics.

– Unlock the mysteries of reading stitch charts, using cable needles, swatching, and much more with this beginner friendly guide

– Start with the easiest stitches, and then move on to more complex techniques, one step at a time

– Knit up starter projects like pillows, scarves, and an afghan, and then move on to gorgeous pullovers and cardigans 14 projects in all

There are 5 very nice aran sweaters all classic mode which usually means drop down shoulders. What is interesting to me is the beauty of the aran combinations which is not so easy to design and with a pullover you do have more scope to do just that. For example, I find the cover sweater to be very aesthetically pleasing. The final sweater in the book, Ciaran pullover, is another stunning aran with a beautiful central cable pattern set off by mirrored cables on the sides. The Fiona vest uses an allover cable plus zipper. The first two sweaters are aimed for beginners with simpler cables. There are 9 pullovers, one v-neck cardigan, one cardigan vest, 3 pillows, one scarf, one felted bag and one hat. Photos in color are good as are the charts and schematics. Sizes go from finished chest of 36" to 54" in some examples. Most yarns called for are worsted weight or #4 on the yarn system. All the sleeves are done drop down which was the standard method until about a year ago and this book was probably begun a few years back. The sleeves don't look very good on the models as they are longer than the models' arms and also appear to be too wide. Certainly the more advanced knitter can change the sleeves to fit more attractively. For anyone interested in aran and cabled sweaters, this is an excellent choice.
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Saunders and Saro Aircraft Since 1917

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Peter London – Saunders and Saro Aircraft Since 1917
Putnam | 1988 | ISBN: 0851778143 | English | 359 pages | PDF | 148.31 MB

Saunders and Saro Aircraft Since 1917
Saunders/Saro designed and built mostly flying-boats and amphibious aircraft, a natural evolution from an earlier involvement with boatbuilding. The aircraft varied greatly in terms of success. A number have gone largely unrecorded, especially some of the early prototypes. A small number of landplane designs were also conceived. The term 'Saunders/Saro' is used to describe a Limited Company which existed between 1908 and 1959. For twenty years, S.E. Saunders Ltd was engaged in boat-building, sub-contracted aircraft construction, and the development of a few aircraft to the company's own designs. In late 1928 the firm was reorganised and a new name was adopted-Saunders-Roe Ltd, usually abbreviated to Saro. The latter concern laid greater emphasis on aircraft design, and other interests were over a period made virtually autonomous.
Despite fluctuations in the success of its aircraft, the company continued with its work and by the early 1950s was the last stronghold of flying-boat development in Great Britain. Saunders/Saro was always a small enterprise compared with the major aircraft manufacturers and so a frequently one-sided battle was waged in terms of obtaining orders and developing new types. It has been suggested that the company might have done well to concentrate solely on boat-building. Certainly a significant proportion of its aircraft remained unsold or were unpopular with those who flew them. Others, however, were more successful and a few were outstanding. This is the story of all these aircraft and the company which produced them.
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Plant Breeding for Biotic Stress Resistance

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Plant Breeding for Biotic Stress Resistance by Roberto Fritsche-Neto, Aluízio Borém
2012 | ISBN: 364233086X, 3642330886 | English | 176 Pages | PDF | 3.65 MB

Plant Breeding for Biotic Stress Resistance
Experience shows that biotic stresses occur with different levels of intensity in nearly all agricultural areas around the world. The occurrence of insects, weeds and diseases caused by fungi, bacteria or viruses may not be relevant in a specific year but they usually harm yield in most years. Global warming has shifted the paradigm of biotic stresses in most growing areas, especially in the tropical countries, sparking intense discussions in scientific forums. This book was written with the idea of collecting in a single publication the most recent advances and discoveries concerning breeding for biotic stresses, covering all major classes of biotic challenges to agriculture and food production. Accordingly, it presents the state-of-the-art in plant stresses caused by all microorganisms, weeds and insects and how to breed for them. Complementing Plant Breeding for Abiotic Stress Tolerance, this book was written for scientists and students interested in learning how to breed for biotic stress scenarios, allowing them to develop a greater understanding of the basic mechanisms of resistance to biotic stresses and develop resistant cultivars.
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Sparse Representations and Compressive Sensing for Imaging and Vision

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Sparse Representations and Compressive Sensing for Imaging and Vision by Vishal M. Patel and Rama Chellappa
English | 2013-02-08 | ISBN: 1461463807 | PDF | 112 pages | 4 MB

Sparse Representations and Compressive Sensing for Imaging and Vision
Compressed sensing or compressive sensing is a new concept in signal processing where one measures a small number of non-adaptive linear combinations of the signal. These measurements are usually much smaller than the number of samples that define the signal. From these small numbers of measurements, the signal is then reconstructed by non-linear procedure. Compressed sensing has recently emerged as a powerful tool for efficiently processing data in non-traditional ways. In this book, we highlight some of the key mathematical insights underlying sparse representation and compressed sensing and illustrate the role of these theories in classical vision, imaging and biometrics problems.
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The Guitar and Its Music from the Renaissance to the Classical Era by James Tyler

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The Guitar and Its Music from the Renaissance to the Classical Era by James Tyler
English | Jan 25, 2007 | ISBN: 0199214778 | 349 Pages | PDF | 20,1 MB

The Guitar and Its Music from the Renaissance to the Classical Era by James Tyler (Repost)
Following on from James Tyler's The Early Guitar: A History and Handbook(O.U.P. 1980) this collaboration with Paul Sparks (their previous book for O.U.P., The Early Mandolin, appeared in 1989), presents new ideas and research on the history and development of the guitar and its music from the Renaissance to the dawn of the Classical era. Tyler's systematic study of the two main guitar types found between about 1550 and 1750 focuses principally on what the sources of the music (published and manuscript) and the writings of contemporary theorists reveal about the nature of the instruments and their roles in the music making of the period. The annotated lists of primary sources, previously published in The Early Guitar but now revised and expanded, constitute the most comprehensive bibliography of Baroque guitar music to date. His appendices of performance practice information should also prove indispensable to performers and scholars alike. Paul Sparks also breaks new ground, offering an extensive study of a period in the guitar's history-notably c.1759-c.1800-which the standard histories usually dismiss in a few short paragraphs. Far from being a dormant instrument at this time, the guitar is shown to have been central to music-making in France, Italy, the Iberian Peninsula, and South America. Sparks provides a wealth of information about players, composers, instruments, and surviving compositions from this neglected but important period, and he examines how the five-course guitar gradually gave way to the six-string instrument, a process that occurred in very different ways (and at different times) in France, Italy, Spain, Germany, and Britain.

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