...solutions are close to each other in time and space (thought they often aren't). In this form of learning, we are primarily considering our actions. Small changes are made to specific practices or behaviors, based on what has or has not worked in the past. This involves doing things better without necessarily examining or challenging our underlying beliefs and assumptions. The goal is improvements and fixes that often take the form of procedures or rules. Single-loop learning leads to making minor fixes or adjustments, like using a thermostat to regulate temperature. Are we doing things right? Here's what to do—procedures or rules. Double-Loop Learning Double-loop learning leads to insights about why a solution works. In this form of learning, we are considering our actions in the framework of our operating assumptions. This is the level of process analysis where people become observers of themselves, asking, “What is going on here? What are the patterns?” We need this insight to understand the pattern. We change the way we make decisions and deepen understanding of our assumptions. Double-loop learning works with major fixes or changes, like redesigning an organizational function or structure. Are we doing the right things? Here's why this works—insights and patterns. Triple-Loop Learning Triple-loop learning involves principles. The learning goes beyond insight and patterns to context. The result creates a shift in understanding our context or point of view. We produce...
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...Akarsh Trivedi Term paper Plato’s theory of forms, also knows as his theory of ideas, states that there is another world that exists. This world is separate from the world that we live in. Plato calls this world the eternal world. The theory that he proposes is that objects in the physical world merely resemble perfect forms in the ideal world, and that there perfect forms can be the object of true knowledge. Through out his work Plato makes the distinction between objects that are real and concepts that exist in our minds. To better understand this we have to look at the characteristics that Plato bases knowledge on. Throughout this his works, Plato was always concerned with one thing, which was epistemology. Epistemology deals with the possibilities and limits of human knowledge. It tries to answer such questions as: is the world as people perceive it the basic reality, or do people perceive only appearances that conceal basic reality? Knowledge may be regarded as having two parts. There is, first of all, what one perceives using the five senses. Next there is the way these perceptions are organized by the mind to form ideas or concepts. The problem is that epistemology is based on how philosophers have understood the relationship of the mind to the rest of reality. Through the Theory of Forms, Plato links mind and reality. For the average person, common sense says that there is a real world of perceivable objects. These objects can be analyzed and understood. Philosophers...
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...normally finish in the top three in the national spelling bee contest. This group relies on their religious belief as a guide in their daily lives. On the other hand, this group could be perceived as terrorist wishing all Americans should be put to death. 2) When you think about working professionally with members of this group, are there traits, characteristics, or other issues about the group that you would be curious about, concerned about, or intimidated by? Why would understanding diversity issues be important to you as a human services worker? The ideal of working with this group would be quite challenging but perhaps successful. This group is very professional in the work space and displays the desire to provide outstanding services. There would be a curiosity and concern about the way they retain their cultural identity while living in the United States. Such as their language, the way they dress, their beliefs and values. Being cautious in handling conflicts in the work space not knowing if you upset someone from this group, they strap a bomb to their body. 3) How could advanced knowledge of the group address concerns and assumptions? N/A 4) What kind of information, learning experiences, contact, and so forth would you need to increase your knowledge about this group? The best thing would be is to first eliminate personal feelings about this group in regards to 9/11. Understand that everyone is not the same and do not judge the act of...
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...Communication180 Summary 3 Wrinkles in Space-time This article provides the in-depth information about how Interstellar was made and how the use of computer generated imagery technology made it helpful for people to have a clear view and better understanding of the movie. As I noticed, this movie article was written before the movie was made. I have personally seen Interstellar and I found it to be a bit confusing film because it explains kind of parts of space that not all people are aware of. But, lately there have been a lot of sci-fi movies that have been made which showcase people a lot of things through different imagery technology that gives people a different kind of view to see all these things. For example the movies like Gravity and The Martian were very well portrayed and gave people the example of what it feels like there. At the same time, Interstellar is very well explained in this article and now that we think of this in a different way, I feel that the imagery technology has been very progressive and definitely gives people another look altogether. Even though the movie Interstellar was a bit confusing, it was real at the same time as explained in the article how it was all mathematically planned. All we can do about something like black hole is imagine and make random assumptions. But there are people out there who have studied these things for years and have come to various conclusions. The imagery technology puts all these things together and shows...
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...knowledge and understanding are two completely different categories. In education, proper categorization of knowledge and understanding provides teachers with extensive tools needed for organizing curriculum content around the key concepts, and developing meaningful connections between the curriculum content and students’ real world experiences. Knowledge vs. Understanding Despite significant similarities, knowledge and understanding are two completely different categories. In education, proper categorization of knowledge and understanding provide teachers with the extensive tools for organizing curriculum content around the key concepts, and developing meaningful connections between the curriculum content and students’ real world experiences. Knowledge is usually referred to as “a set of established facts” (Wiggins & McTighe, 2005); in other words, knowledge is a body of coherent facts, or verifiable claims, which are necessarily right or wrong, but which are not necessarily understood by people. In other words, understanding “is an unobvious and important inference, needing uncoverage” (Wiggins & McTighe, 2005). Knowledge requires understanding, and understanding is impossible without knowledge. Understanding makes sense of facts, ideas, and skills that form the foundation of knowledge. Understanding tells us what these facts, ideas, and skills mean; and while knowledge is an objective category (facts and ideas are either correct or incorrect), understanding is totally subjective...
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...mind. Even though the Office space was a closed knit space for 16 students, Tim seldom hung out with people to build personal relationships. He only interacted with others when there was a need. His lack of explanation on why the project was needed had left me wondering regarding purpose and design aspects of the new programming project. I struggled on how to effectively design the project and often sought help from other people, who recommended me that the project needed investment in new programming platform as old platform was incapable of achieving the project objectives. After making almost no progress on the project and wasting time in attempts to make old platform workable, I received a vehement email from Tim, stating that XYZ Inc. was deciding to scale back on funding, as no progress reports were submitted. I was shocked to learn that I was even expected to submit progress reports at the end of quarter on the undertaken project in which I had neither any clue nor communication. As an amiable person, I was too quick to reach an agreement with Tim on project deliverables. I had thought that I would be receiving friendly advice and guidance from Tim during the course of the project. My apprehensions to ask questions had pTimably made Tim think that I understood deliverables; however, in order to show support for the project I had initially agreed upon without understanding the details and necessary background knowledge. Even after understanding the complications, I was hesitant...
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...measurements and and also what kinds of balls. Like if a planet is a shape of a ball? | Representation|1. 1. The educator does create a web that which shows the child new knowledge of the hurricane.2. 2. Balls were also represented by using a Web that presented many different types of balls.| |Phase Two:Research| Investigation|1. 1. The people tried to compare each others findings and relate it to what they thought rather than what they wanted to hear. They compared, contrasted and found many of the same understandings.2. 2. Children were able to observe different sized and shape balls from new experiences like indoor and outdoor activities by finding out new sizes, heights, lengths, and areas. | Field Work|1. WHEN using raw materials to construct new houses that depend on community care and health provisions – it shows the children how to build and take leadership over there home stay and how helpful it is to lend a hand.2. Discovering all about balls and play areas for new spaces that the children can play with and find out more about balls like setting up a play room with different balls that lean closer among sports for a closer interpretation of balls.| Representation|1. When building a house you need to have bricks or else the foundation will not stay put. A good example of this is by practising with toy lego,...
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...User Manual Critique This is a critique of the first generation Motorola Droid cellular phone. One of the criteria used will be the table of contents. The table of contents is important if the user wants to learn how to execute a specific task without reading through the entire manual. Another important criterion is how accurate and detailed the information is to accomplish each step successfully. The manual must be able to be read and understood by different audiences. The graphics in the manual should stimulate the visual learner and provide clear guidance to the user. The ability to contact customer support is important so the user feels they have a place to go if they have any questions about the phone. Table of Contents The table of contents is organized and thorough using the different topics of the phones attributes. The table is structured in a numerical sequence that helps the user navigate to different parts of the manual. The table of contents is well organized and complete, but the light blue color font on white paper is a little hard to see. If the writer would have used better highlighting techniques, the font would not look washed out. The organization of the table of contents is important but accuracy is critical for user success. Accurate and Detailed This manual provides the accurate and detailed instructions required for any user to open the box, follow the step-by-step instructions, successfully set up and operate the phone. This manual states...
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...having your information can not be seen collact data such as valueble information popup keyloggers And the list just goes on and on, over all its a bad idea to have spyware but we need it too because it helps us identify if we got hacked through cookies and yet cookies are bad too. Technology is growing and some stuff we can not control but we can prevent from it getting out of hand. Referrence http://www.vbmb.org/Resources/Technology-Help/SpyWare-Facts.cfm http://www.pcsndreams.com/Pages/Articles/spyware_facts.htm http://lockergnome.net/questions/72264/what-are-cookies-are-they-a-good-thing-or-do-they-take-up-space-and-slow-down-your-web-browser http://exids.com/0421/facts-about-spyware-and-malware/ Case 2-2 The definition of social engineering is a way that people can trick others to give out the information with out them understanding whats really happening. Its also called a “con game”, because even con-men do social engineering although they do it for money or even homeless people do social engineering because they have to...
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...Stages of Ego Development Jillian Whalen PSY/230 June 20, 2014 Chris Allen Shreve Stages of Ego Development Jane Leovinger created a method of recognizing which stage of ego development one may be in at any given age. A verbal sentence completion test is implemented to help the participant understand more about which one of the nine stages of development she may be experiencing at the time and what she needs to do in order to move on to the next stage. Each stage explains what level of maturity, acceptance, and understanding one may be in at the time of test completion. They also help the individual understand their internal feelings about environmental factors surrounding them and how these factors form the ego. Loevinger notes that not everyone reaches self-actualization and many may be stuck at certain stages. Stage one – The Pre-Social and Symbolic Stage: Because this stage occurs at infancy, it is not as understood as well as other stages because the child is non-verbal and unable to complete the sentence completion test. An infant’s ego, according to Loevinger, is most interested in gratifying immediate needs, such as feedings and diaper changes. She also notes that infants form a close bond with their primary care giver. While the child recognizes she is a different entity from the world that surrounds her, she has trouble distinguishing her own identity from the caregiver. Stage two- The Impulsive Stage Loevinger describes this stage in relation...
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...A. Kidd Professor Jane Bolduc Osburn Business Ethics – BUS 309 February 20, 2012 Explain how you would handle this situation if you were Charles Renfold. When we look at this scenario, I can only imagine how many times this same situation happens in workplaces all over the world. For Charles Renfold, handling the situation will require tact, understanding, and patients. Now, if I were in Charles’s position, I would begin by sympathetically acknowledging Darlene’s concerns and grievances, giving complete understanding and validation to her ill and nauseating feeling from the bad odor of old cigarette smoke. Letting her also know that I understand completely when working in an uncomfortable environment, especially those with offensive sights, sounds, and smells, it can be quite a hindrance to complete tasks and assignments in a timely manner and with proficiency. As her supervisor, I would look into trying to provide an alternative work space then that of the environment with the bad smell, and even though Frank and Alice have been trying to air out the room, I would also explore the possibilities of providing better ventilation in the small confined areas. Reminding Darlene that yes the company is aware of the states law about providing a ‘smoke-free’ work area for those non-smokers who desire it, I would ask Darlene to try and understand the difficulty one who smokes has in stopping...
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...Name: Professor: Course: Date: The Relationship Between What we See and What we Know is Never Settled Introduction The article describes that how we see the world, greatly influences the world we see. As our ideas of solid living change, so we start to take a gander at the things we consume in an unexpected way. The article explains that there exists a relationship between what we can see together with what we know. Our fantasies of our own and our youngsters' future shape the regular judgments we make, about work, about individuals, about the world that either empowers or hinders those fantasies. Day by day life in this present reality is additionally an envisioned life. The animals of our creative energy slither out of our heads, cross the boondocks in the middle of dream and reality, in the middle of the shadow and act, and get to be real. John Berger’s article on Ways of seeing", is extremely fascinating, though its applications is centered on general seeing and perception of seeing. It concentrates on workmanship through history, and perception was of less enthusiasm to me. The article is so useful because it helped me to remember a philosophical IB class I had on which comparable angles got examined. That could be because I had some major difficulty getting a handle on all dialects in the latter piece of "methods for seeing". I accept John Berger's principle explanation of how people perceive, and how they see, is an extremely captivating one. The...
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...1. Discuss why Joe’s employees need to understand the importance of how people form perceptions and make attributions. Understanding the importance of how people form perceptions and make attributions will help Joe’s employees in building and maintaining trusted, culturally competent relationships with clients. Ensuring employees understand the cultural differences and perceptions of others will reduce the likelihood of employees mistakenly offending customers. What we know, as a simple wave of our hand to say hello or goodbye can be interpreted differently to someone from Japan or India. A simple curl of our index finger indicating come here; can be perceived to someone in Indonesia and Australia as solicitation for prostitution. Most people are unaware of the verbal and non-verbal cultural differences across cultures. If Joe educates his employees on the factors that contribute to an individual’s perception, employees will have additional skills to build solid relationships. It will also help employees understand how people form perceptions and make attributions about others. Some of the internal factors involved include examples listed above (hand movements). Those particular examples are related to the perceiver. External factors include intensity, motion, size and contrast. An Example of intensity used in Joe’s situation is the blue lights that flashed as indicators of a buy one get one free sale on pens. Employees knew that when the lights flashed blue the sale was on...
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...RELATIONSHIP: The initiating of a relationship in counselling could involve a telephone consultation to arrange appropriate appointment time and location where the first meeting will be held it will also have the name of the counsellor who will be holding the sessions. A letter could also be sent to start the initiating process between a counsellor and the client. It will contain the appointment time, location and the name of the counsellor who will be conducting the sessions. Before the initial meeting takes place the counsellor will ask the reception to inform them that the client has arrived. They will prepare the consultation room by setting the chairs in a position where eye contact can be maintained, but personal space respected. They will make sure the room is at the right temperature, if warm having a window open a little. Have tissues on the table in case they are required and check that any paper work is in the right order and the correct forms if any are required. On the arrival of the client the counsellor introduces them self in formal way with a greeting such as good morning or afternoon, my name is and was it easy for you to get here. Before we go to the consultation room would you like a hot drink, this will enable the counsellor to show the client where to get refreshments and where the toilets are situated; before going to the consultation room. The first meeting will entail the counsellor getting...
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...D M A S O N understanding understanding S TAT E U N I V E R S I T Y O F N E W Y O R K P R E S S Published by State University of New York Press, Albany © 2003 State University of New York All rights reserved Printed in the United States of America No part of this book may be used or reproduced in any manner whatsoever without written permission. No part of this book may be stored in a retrieval system or transmitted in any form or by any means including electronic, electrostatic, magnetic tape, mechanical, photocopying, recording, or otherwise without the prior permission in writing of the publisher. For information, address State University of New York Press, 90 State Street, Suite 700, Albany, NY 12207 Production, Laurie Searl Marketing, Fran Keneston Library of Congress Cataloging-in-Publication Data Mason, Richard, 1948– Understanding understanding / Richard Mason. p. cm. — (SUNY series in philosophy) Includes bibliographical references and index. ISBN 0-7914-5871-7 (alk. paper) — ISBN 0-7914-5872-5 (pbk. : alk. paper) 1. Comprehension (Theory of knowledge) I. Title. II. Series. BD181.5.M27 2003 121—dc21 2003042557 10 9 8 7 6 5 4 3 2 1 for Margie Contents INTRODUCTION, 1 CHAPTER ONE WHAT WE UNDERSTAND, 7 CHAPTER TWO HOW WE UNDERSTAND, 21 CHAPTER THREE UNDERSTANDING AND KNOWLEDGE, 39 CHAPTER FOUR INTELLIGIBILITY, 51 CHAPTER FIVE FAILURES OF UNDERSTANDING, 67 CHAPTER SIX BEYOND UNDERSTANDING, 89 viii CONTENTS ...
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