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Author: Camille Conte
Publisher: Createspace Independent Publishing Platform
ISBN: 9781722842093
Category :
Languages : en
Pages : 216
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Book Description
This experiment began with one simple question: "Can meditation heal confusion?" With nothing more than her phone's timer and camera, Camille set out for the answer. This remarkable story takes you deep inside the messy, painful, scary and yet sacred journey of self-transformation. Camille's willingness to bare all, to be completely real, raw, and vulnerable makes this personal exploration a universal experience. Foreword by New York Times Bestselling author, Kyle Cease.
Author: Joseph L. Camp Jr.
Publisher: Harvard University Press
ISBN: 0674029178
Category : Philosophy
Languages : en
Pages : 257
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Book Description
Everyone has mistaken one thing for another, such as a stranger for an acquaintance. A person who has mistaken two things, Joseph L. Camp argues, even on a massive scale, is still capable of logical thought. In order to make that idea precise, one needs a logic of confused thought that is blind to the distinction between the objects that have been confused. Confused thought and language cannot be characterized as true or false even though reasoning conducted in such language can be classified as valid or invalid. To the extent that philosophers have addressed this issue at all, they take it for granted that confusion is a kind of ambiguity. Camp rejects this notion; his fundamental claim is that confusion is not a mental state. To attribute confusion to someone is to take up a paternalistic stance in evaluating his reasoning. Camp proposes a novel characterization of confusion, and then demonstrates its fruitfulness with several applications in the history of philosophy and the history of science.
Author: Camille Conte
Publisher: Createspace Independent Publishing Platform
ISBN: 9781722842093
Category :
Languages : en
Pages : 216
Get Book Here
Book Description
This experiment began with one simple question: "Can meditation heal confusion?" With nothing more than her phone's timer and camera, Camille set out for the answer. This remarkable story takes you deep inside the messy, painful, scary and yet sacred journey of self-transformation. Camille's willingness to bare all, to be completely real, raw, and vulnerable makes this personal exploration a universal experience. Foreword by New York Times Bestselling author, Kyle Cease.
Author: Pamela Shakespeare
Publisher: Routledge
ISBN: 1136684611
Category : Language Arts & Disciplines
Languages : en
Pages : 259
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Book Description
Based on research focusing on the experience of having confused speech and being with confused speakers, this book begins with everyday, commonly understood ideas such as "talking too much" and examines how confused speech is "brought off" as a collaborative activity by the people involved. The author became involved in this project because she was interested in how "confusion" seemed to be something that everyone is not only involved in but also recognizes as part of ordinary life. At the same time, "confusion" is a word that is used somewhat as a blanket category for some people considered permanently incompetent and "set apart" from ordinary members of society. Her study analyzes how talk between confused and normal speakers throws light on this tension.
Author: American Psychological Association. Committee on the Standardizing of Procedure in Experimental Tests
Publisher:
ISBN:
Category : Association of ideas
Languages : en
Pages : 108
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Book Description
Author: Robert Sessions Woodworth
Publisher:
ISBN:
Category : Psychology
Languages : en
Pages : 480
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Book Description
Author: Allison Nicole Zengilowski
Publisher:
ISBN:
Category :
Languages : en
Pages : 362
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Book Description
Confusion is a frequent and important experience accompanying the learning process, characterized as both affective and cognitive, and especially prevalent during complex learning. Although research has highlighted confusion’s affective processes and its connection to learning outcomes, students’ lived experiences, what they think about confusion, and what impacts their responses to their experience of confusion have been largely overlooked. Guiding questions for the two studies comprising this project focused on what learners decided to do when confused and what factors played a role in determining the path they took when experiencing confusion. Qualitative methodologies rooted in grounded theory (Corbin & Strauss, 2008) were used in these investigations. Focus group sessions were conducted in Study 1 (n = 27), with students expressing that confusion was a negative experience but useful for learning. Sources of confusion were cognitive (prior knowledge), affective (relational/emotional status), and contextual (classroom factors), and students recognized their confusion either when initially comprehending or when applying new knowledge. Students relied on themselves and others to resolve confusion, or they ignored it, temporarily or permanently. Factors influencing how students responded to confusion included prior experiences, course goals, and personal/cultural identities. Study 2 examined students’ experiences of confusion in online learning environments, incorporating classroom observations and stimulated recall interviews with 19 participants. Findings from this study were used to create a process model of confusion, illustrating how once students recognize confusion, they choose to address or ignore it. If addressing, learners may move to interim unresolved confusion, and either move to ignore or circle back to addressing the confusion. Addressing confusion leads to one possibility, that the confusion is resolved. Alternatively, if learners ignore confusion, they could do so temporarily, choosing to address it later, or permanently ignore it, resulting in terminal unresolved confusion. Factors impacting students’ decision processes before and while they address or ignore confusion were personal, environmental, and resource related. This research develops an understanding of how students conceptualize confusion and the processes they engage in when confused. By centering students’ voices and highlighting their perceptions and experiences of confusion, the study provides useful insights for researchers as they bolster the theoretical foundations of how to conceptualize confusion and of the ways it can be resolved. Additionally, the study may be useful for practitioners to help them identify appropriate ways to support learners as they move through confusion
Author:
Publisher:
ISBN:
Category : Electronic journals
Languages : en
Pages : 770
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Book Description
Vol. 49, no. 4, pt. 2 (July 1952) is the association's Publication manual.
Author: Richard Henry Paynter
Publisher:
ISBN:
Category : Psychophysiology
Languages : en
Pages : 88
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Book Description
Author: Cheryl Young
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
Author: Hongbin Zha
Publisher: Springer Science & Business Media
ISBN: 3642123031
Category : Computers
Languages : en
Pages : 742
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Book Description
The three volume set LNCS 5994, LNCS 5995, and LNCS 5996 constitutes the thoroughly refereed post-conference proceedings of the 9th Asian Conference on Computer Vision, ACCV 2009, held in Xi'an, China, in September 2009. The 35 revised full papers and 130 revised poster papers of the three volumes were carefully reviewed and seleceted from 670 submissions. The papers are organized in topical sections on multiple view and stereo, face and pose analysis, motion analysis and tracking, segmentation, feature extraction and object detection, image enhancement and visual attention, machine learning algorithms for vision, object categorization and face recognition, biometrics and surveillance, stereo, motion analysis, and tracking, segmentation, detection, color and texture, as well as machine learning, recognition, biometrics and surveillance.
