Skip to main content Accessibility help
×
  1. Home
  2. Publications
  3. Textbooks
  4. Content Listing

Refine search

Refine search

Access:
Content type:
Publication date:
Apply   From and To filters
Subject: Show more
Journals Show more
Publishers: Show more
Societies Show more
Series: Show more
Collections: Show more

Actions for selected content:

Select all | Deselect all
  • View selected items
  • Export citations
  • Download PDF (zip)
  • Save to Kindle
  • Save to Dropbox
  • Save to Google Drive

Save Search

You can save your searches here and later view and run them again in "My saved searches".

Please provide a title, maximum of 40 characters.
Cancel
×

38669 results in Cambridge Textbooks

Page 1523 of 1934

  • 2 - Autonomy and reduction in psychology

  • Daniel Weiskopf, Georgia State University, Fred Adams, University of Delaware
  • Book:
    An Introduction to the Philosophy of Psychology
    Published online:
    28 May 2018
    Print publication:
    15 January 2015, pp 33-63

  • Summary

    Mind–body relations

    Psychology deals with mental phenomena, but these phenomena are intimately related to events in the body and brain. From the inside out, desires lead to plans, which result in intentions, which lead to actions. From the outside in, the environment impinges on us, producing perceptual episodes that lead us to update our beliefs and other models of what is going on in the world. All of these activities, from perception through belief updating, planning, and acting, involve continuous changes to underlying bodily and neural states. How should we understand the relation between these psychological and physical states? This is the mind–body problem as it has traditionally been understood by philosophers. It is the general metaphysical problem of explaining how psychological phenomena are related to physical, biological, and neurophysiological ones.

    There are many possible philosophical stances on the mind–body relation, far too many for us to survey here. By far the greatest divide has historically been between dualists, who hold that the world contains two fundamentally distinct kinds of entities, the mental and the physical; and monists, who think that the world is fundamentally one type of thing through and through. Since at least the early twentieth century, dualism in most of its forms has been out of favor, paving the way for the rise of a thoroughgoing materialist or physicalist worldview. The demise of dualism has corresponded roughly with the increasing explanatory scope of the sciences. The more phenomena can be explained in physical and biological terms, the less need there is to posit special, nonphysical substances and properties. There gradually come to be fewer and fewer “gaps” in our understanding where dualistic explanations could carve out a distinctive role for themselves. But rejecting dualism only puts us on the side of some sort of monism. It does not tell us how we should understand the mind–body relation. For this, we need a positive theory.

  • Chapter 3 - Teaching processes

  • Lorraine Graham, Jeanette Berman, Massey University, Auckland, Anne Bellert, Southern Cross University, Australia
  • Book:
    Sustainable Learning
    Published online:
    06 August 2018
    Print publication:
    15 January 2015, pp 48-77

  • Summary

    Intended learning outcomes

    Engagement with the text in this chapter will enable readers to do the following:

  • explain why teaching is considered a profession and describe the fundamental professional responsibilities of inclusive teachers

  • understand that effective, responsive teaching results from a reiterative teaching–learning cycle of evaluating teaching, planning for learning and assessment, teaching, and reflection, as described in the RTF, introduced in this chapter

  • recognise that workplace skills such as organisation, communication and fostering good interpersonal relationships have specific applications in teaching, and that collaboration and data literacy are increasingly important for teachers’ professional learning

  • describe pedagogy, effective pedagogy and pedagogical content knowledge and articulate how they relate to inclusive teaching practice

    • Big ideas

  • Teaching is a profession that provides service for the benefit of others. As professionals, teachers engage in continuing professional learning and open their activities and decision-making processes to constructive evaluation by other members of the profession.

  • Teachers design instruction and facilitate student learning. Effective teaching occurs within a continuous, responsive cycle of understanding context, planning, implementing teaching and learning activities, assessment procedures, providing feedback, reflection and evaluation.

  • There are particular ways of organising information and resources and of interacting with others that are specific to the teaching profession. Collaborating with colleagues about student learning is a powerful way to improve teacher knowledge and practice.

  • Teaching matters: it impacts on student outcomes throughout their lives and affects national productivity. Effective, responsive teaching for all students is a key approach for achieving equity of educational outcomes.

  • Inclusive practices for 21st century classrooms

  • Lorraine Graham, Jeanette Berman, Massey University, Auckland, Anne Bellert, Southern Cross University, Australia
  • Book:
    Sustainable Learning
    Published online:
    06 August 2018
    Print publication:
    15 January 2015, pp 224-225

  • Summary

    Sustainable learning is flexible and adaptable, with a focus on responsive action attuned to students’ needs, the valid assessment of learning progress and the evaluation of teaching effectiveness. In this book we have presented learning for all, teaching that matters and learning that lasts as major considerations for shaping, planning and implementing contemporary inclusive practice. The RTF and its reiterative set of questions introduce an approach to inclusive practice that is strengths based and concerned with orchestrating classroom organisation and teaching actions in order to facilitate student learning. In keeping with the ATRiUM metaphor, this approach to inclusion suggests that learners have the space and light required to learn and can use and develop knowledge and skills to a higher level, given the right conditions.

    Good teaching does not follow a one-size-fits-all approach but acknowledges that students have different learning needs. Responsive teachers have knowledge about learning trajectories that are typical within curriculum domains and use this knowledge to plan and differentiate their teaching in response to learning contexts and their students’ learning needs. Importantly, responsive teachers also understand that some learners have complex profiles that do not fit expected learning and development trajectories. Valid assessment is vital as a foundation for responsive teaching, because it focuses on gathering information about all students’ thinking and understanding and about the effectiveness of teaching.

  • Chapter 5 - Assessment and feedback

  • Lorraine Graham, Jeanette Berman, Massey University, Auckland, Anne Bellert, Southern Cross University, Australia
  • Book:
    Sustainable Learning
    Published online:
    06 August 2018
    Print publication:
    15 January 2015, pp 103-136

  • Summary

    Intended learning outcomes

    Engagement with the text in this chapter will enable readers to do the following:

  • explain how assessment supports effective teaching and sustainable learning

  • compare and contrast assessment of learning, assessment for learning and assessment as learning

  • articulate how assessment is embedded in the responsive teaching cycle

  • distinguish between various assessment approaches and choose strategies that best fit different educational purposes

  • explain the effects of different feedback types on learning

    • Big ideas

  • Teachers’ use of assessment and students’ involvement with assessment practices should support effective teaching and sustainable learning.

  • Assessment information needs to be made available to learners and their families (whānau) in the form of feedback and reporting so that responsibility for learning is shared and support for self-regulated learning development is provided.

  • Assessment is ongoing throughout the teaching cycle. All classroom decision-making is based on assessment of learning, assessment for learning and assessment as learning (DEECD 2014).

  • Assessment of learning is traditional assessment that identifies and measures what has been learnt. This is important but is no longer enough for responsive teachers.

  • Assessment for learning aims to acknowledge growth and learning, determine achievement, identify current learning needs and necessary adaptations and evaluate the instruction’s effectiveness. It ensures that factors that support and hinder learning are investigated in order to personalise learning.

  • Assessment as learning is assessment that creates learning opportunities. A formalised type of this kind of assessment practice is known as dynamic assessment.

  • 3 - Modularity and cognitive architecture

  • Daniel Weiskopf, Georgia State University, Fred Adams, University of Delaware
  • Book:
    An Introduction to the Philosophy of Psychology
    Published online:
    28 May 2018
    Print publication:
    15 January 2015, pp 64-94

  • Summary

    The mind as a complex system

    Brains and bodies are obvious examples of things – physical entities or objects. Like other paradigmatic physical objects, they have stable spatial boundaries and a host of other properties such as mass, density, and internal composition and organization. But are minds, or the ideas that fill them, also things? Are they object-like in these ways? Cartesian substance dualism, while it denied that the mind was something physical, nevertheless took it to be a kind of object or entity. Descartes argued further that the mind was not only a nonphysical object, but that it was also an indivisible object: it could not be decomposed into parts in any way whatsoever.

    Ontologically, minds are systems, and some systems can also be object-like or entity-like. Atoms, solar systems, biological organisms, and hurricanes are all examples of entity-like systems. As systems they are decomposable into component parts and operations, but like many objects, they are also relatively persistent, coherent, and spatially circumscribed. Given the complex psychological and behavioral phenomena they give rise to, minds must be systems of extreme complexity. Like other complex systems, they have an internal design plan. For artificial computing devices, this plan corresponds to their circuit diagram – the description of their central processors (e.g., their instruction set), memory, system bus, various sub-controllers for storage, networking, audiovisual output, and so on. For biological organisms, this plan corresponds to their overall anatomical organization, their breakdown into organ systems (circulatory system, respiratory system, immune system), into individual organs and other active components (airway, lungs, diaphragm, etc.), and still further into specific types of specialized sub-organs, tissue and cell types, secretions and fluids, and so on.

  • 6 - Perception and action

  • Daniel Weiskopf, Georgia State University, Fred Adams, University of Delaware
  • Book:
    An Introduction to the Philosophy of Psychology
    Published online:
    28 May 2018
    Print publication:
    15 January 2015, pp 155-188

  • Summary

    Defining the senses

    Psychologists have studied perception more deeply than any other of our cognitive capacities, and among the senses vision is by far the most closely scrutinized. Accordingly, although burgeoning philosophical attention has been paid in recent years to nociception (Aydede, 2006), audition (O’Callaghan, 2007), touch (Fulkerson, 2013), and olfaction (Batty, 2011), we mostly confine our attention here to vision. First, however, we address the more general question of how sensory systems are to be distinguished from the rest of cognition, as well as from each other.

    The traditional division that posits five separate senses goes back to Aristotle, at least in recorded Western philosophical thought. Dividing the senses into touch, smell, taste, hearing, and sight makes sense on two intuitive grounds. First, these senses correspond to manifestly different sense organs. The eyes, ears, nose, tongue, and skin are relatively salient parts of the body, and their role in mediating different types of sensory interaction with the environment is pre-scientifically manifest. Second, these sensory divisions seem to be associated with distinct sensory phenomenology. To see something is a different kind of experience than to touch it or hear it. On the basis of anatomy and sensory experience, then, the Aristotelian divisions have some support.

  • 9 - Thought and language

  • Daniel Weiskopf, Georgia State University, Fred Adams, University of Delaware
  • Book:
    An Introduction to the Philosophy of Psychology
    Published online:
    28 May 2018
    Print publication:
    15 January 2015, pp 246-274

  • Summary

    On wordless minds

    Which comes first, thought or language? Do thoughts about the world take shape and then become expressed in a language? Or does one acquire a language first, and only later, or simultaneously by virtue of the very tools of language, gain the ability to think about the world? Descartes notoriously took one of the hardest lines on this question. Speechless animals, he claimed, did not think at all. He may have even meant to imply by this that they lack experience of any kind. The ability to use language in a productive and creative way, for Descartes, was the only sure sign of mentality because it was a performance that could not be duplicated by a mere physical machine. Language is an infinite resource and one that is endlessly adaptable to new contexts. By contrast, the grunts of pigs and the cunning life-and-death dance of wolves hunting sheep are all purely material acts produced by mindless neural machinery.

    To modern ears, this may sound peculiar. Language itself is an evolutionarily recent innovation, one that builds on a complex and extensive foundation of behavioral and cognitive processes. Once we adopt an evolutionary perspective, the phylogeny of cognition appears as a series of increasingly elaborate minds, and the Cartesian attempt to draw a bright line marking out the simultaneous emergence of thought and language seems fruitless (Dennett, 1997).

  • 24 - Gender dysphoria in children

  • from Part IV - Less frequent and less clearly defined forms of child psychopathology
  • Barry H. Schneider, University of Ottawa
  • Book:
    Child Psychopathology
    Published online:
    28 May 2018
    Print publication:
    04 December 2014, pp 483-495

  • Summary

    Deciding whether gender dysphoria is or should be a mental disorder invokes many of the fundamental issues about the nature of psychopathology that were considered in the first chapters of this book. As discussed in Chapter 1, a disorder may be delineated in several ways, each of which poses major conceptual problems along with distinct advantages. One way is to consider patterns of behavior that are atypical in the population as disorders. Another option is to define pathology on the basis of the assumption that the body and mind of the person involved are affected by some kind of illness that may or may not be curable. A final approach usually considered is to delineate disorder or pathology when a pattern of behavior interferes with the person’s adaptation to the environment or successful daily life functioning. In addition, the diagnostician is responsible ethically to ensure that the person is better off at the end of the process. There is the growing recognition that in contemporary Western society, being diagnosed as having a mental disorder can itself contribute to the public stigma of people being diagnosed. Thus, diagnosis could actually compromise their well-being and daily life functioning, the very opposite of what helping professionals are supposed to do. These issues have been in the forefront of the debate that has raged over the past 40 years about the diagnostic status of homosexuality and, more recently, of gender dysphoria. The term “gender dysphoria” is new in DSM-5; it replaces the DSM-IV term “gender identity disorder.” The current debate about whether to delete gender identity issues from the lexicon of mental illness is considered by many a continuation of the polemics that led to the progressive deletion of homosexuality in the 1970s and 1980s.

  • Appendix B - Elicitations and persona development

  • Timothy L. Faley
  • Book:
    The Entrepreneurial Arch
    Published online:
    28 May 2018
    Print publication:
    04 December 2014, pp 265-272

  • Summary

    Business model discovery requires hypotheses to be built and tested. Both require information to be gathered. Obtaining information, particularly information on the market, involves breaking the whole down into finite elements. This is the zooming-in and dissection process that will uncover specific needs. Elicitation will be an important tool in the discovery of these specific needs. Your firm, however, cannot customize an offering to the unique needs of every single individual. After the dissection, you will therefore need to do some integration; to regroup subsets of the disintegrated whole. These new subgroups of the whole will be based on common needs. This zooming-out and assembly process will define specific market segments. In the creation of new offerings, particularly if your customer is also an end user, it can be helpful to envision how your customer will engage with your product. To do that, it is convenient to personify the market segment, to create an image of a person. The imagined person will represent a market group that makes decisions based on specific needs. Elicitation and persona development are the two topics of this appendix.

    Primary research techniques

    The information you seek will be obtained through primary and secondary research. The secondary research will involve reading industry and association reports in addition to market reports. Hypothesis building often comes from secondary research, while hypothesis testing is typically done via primary research, although there are exceptions to both. From the research you do you will start to formulate beliefs. You will have beliefs about the industry, the market, your proposed product, your collaborators, and the end users. These beliefs make up your hypotheses. These hypotheses may be purely speculative, conjectured from some preliminary understanding, or fact-based, understanding that is rigorously supported by evidence. In other words, you will have things that you know, things that you think you know, and things you would like to know. Those conjectures that we think we know may turn out to be more fantasy than fact. As Figure B1 illustrates, we want to move from items we want to know to data-supported understanding by creating and testing hypotheses.

  • Appendix C - Implications of investment type for the founders

  • Timothy L. Faley
  • Book:
    The Entrepreneurial Arch
    Published online:
    28 May 2018
    Print publication:
    04 December 2014, pp 273-278

  • Summary

    Step 2 of the business assessment methodology outlined in Chapter 4 was to determine the type of capital that aligns optimally with the proposed new venture. This assessment was made from the perspective of the financier. The type of financing also has significant implications for the founders. It is therefore worthwhile to flip the perspective and examine the implications of various types of investments for both the venture and the entrepreneur since, in the end, the financing structure has to be good for all involved. This section will take the perspective of the entrepreneur. That examination will start by looking at the entrepreneur’s eventual exit from the firm.

    Exit options

    The entrepreneur’s exit from their business probably sounds like a strange place to start a discussion on how to build the financial structure for the launch of a new business. New business founders are usually superfocused on what they can accomplish through their business if only they could obtain financing. The last thing on their minds is how they personally will exit from the business one day. But think about it they must, for no single factor has a greater impact on how the founder may operate and leave the company than does that company’s financing. It is therefore extremely important that the financing be congruent with the goals the founders have, both for the company and for themselves.

  • 1 - Introduction to the Entrepreneurial Arch

  • Timothy L. Faley
  • Book:
    The Entrepreneurial Arch
    Published online:
    28 May 2018
    Print publication:
    04 December 2014, pp 1-14

  • Summary

    I was sitting on the side of a hill one day when a breeze wafted over me. That’s when it hit me – the glorious idea that became my billion-dollar business! My message to you, aspiring entrepreneur, is to go find your hill and feel your breeze.

    Does anybody really believe that this is how new businesses are created? Wafts of breezes? We have all heard variations of this entrepreneurship tale before. They may be awe-inspiring, but they are useless to help transform aspiring entrepreneurs into actual ones.

    Innovation and entrepreneurship are far too important to be left to a chance breeze. Growth is the number one goal of business leaders and economic developers across the globe. Growth creates value. Growth creates jobs. The world desperately needs more people that can understand how to do both. In short, it needs people that can:

  • identify clear opportunities and threats from a confusing, chaotic, constantly changing environment

  • formulate potential businesses that take advantage of these opportunities

  • assess the feasibility of these proposed business ventures

  • create practicable, operational plans for these new business opportunities from disparate and incomplete information

  • acquire and align the resources necessary to launch the business (these resources will be both within and outside the organization’s immediate control)

Page 1523 of 1934