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Instant bestseller: Buddhist teacher Pema Chödrön shares life-changing practices for living with wisdom, confidence, and integrity amidst confusing situations and uncertain times We live in difficult times. Life so often seems like a turbulent river threatening to drown us and destroy our world. Why, then, shouldn’t we cling to the certainty of the comfortable—to our deep-seated habits and familiar ways? Because, Pema Chödrön teaches, that kind of fear-based clinging keeps us from the infinitely more powerful experience of being fully alive. The Buddhist teachings she presents here—known as the “Three Commitments”—provide a treasure trove of wisdom for learning to step right into the unknown, to completely and fearlessly embrace the groundlessness of being human, for people of all faiths. When we do, we begin to see not only how much better it feels to live an openhearted life, but we find that we begin to naturally and more effectively reach out to help and heal all those around us.
Are ordinary people able to reason with risk? Detailing case histories and examples, this text presents readers with tools for understanding statistics. In so doing, it encourages us to overcome our innumeracy and empowers us to take responsibility for our own choices.
Risky Teaching examines the role of risk and uncertainty in teaching and learning in higher education. Discussing the current landscape of higher education and the challenges and opportunities we face, this book synthesizes a range of evidence-based and high-impact practices both in and out of the classroom, offering practical strategies and thought-provoking ideas on educational innovation for students and faculty. Covering topics such as taking risks inside the classroom, innovative teaching methods outside the classroom, rethinking assessment, and sustaining creativity as we grow in our careers, this practical resource is for faculty and instructors to work within and through uncertainty. The book also explores the inward challenges and opportunities associated with risky teaching and how institutional leaders can encourage productive risk-taking throughout the organization. This important text is for faculty and instructors in higher education who want to help their students thrive in a complex, unscripted, and disruptive world.
An accomplished Fortune 50 executive translates for a western audience the lessons he learned from the land of his birth, India. Bob Miglani was stressed out, burnt out, and stuck until he rediscovered the enduring lessons of his childhood: celebrate impermanence, serve others, and move forward no matter what. Bob's message: chaos isn't going away--embrace it!
What if we could learn to accept I don't know and embrace the possibility that the future is full of mystery, excitement, and unlimited opportunity? The Art of Uncertainty is an invitation to the reader to consider its essential message: learning to love the unknown by staying present in the moment. If the difficulties of recent years have taught us anything-particularly those who "did everything right" and still saw it all fall apart-it's that none of us has as much control over our lives as we believe. The only thing we can control is our next thought. What if we could learn how to be at peace with uncertainty and embrace the possibility that the future is full of mystery, excitement, and unlimited opportunity? What if we discovered that a new paradigm can be more fulfilling, more rewarding, and more peaceful than what we have known? Living in the I don't know and loving it is an art form we can all master, and The Art of Uncertainty is the perfect guidebook.
In this revolutionary book, a renowned computer scientist explains the importance of teaching children the basics of computing and how it can prepare them to succeed in the ever-evolving tech world. Computers have completely changed the way we teach children. We have Mindstorms to thank for that. In this book, pioneering computer scientist Seymour Papert uses the invention of LOGO, the first child-friendly programming language, to make the case for the value of teaching children with computers. Papert argues that children are more than capable of mastering computers, and that teaching computational processes like de-bugging in the classroom can change the way we learn everything else. He also shows that schools saturated with technology can actually improve socialization and interaction among students and between students and teachers. Technology changes every day, but the basic ways that computers can help us learn remain. For thousands of teachers and parents who have sought creative ways to help children learn with computers, Mindstorms is their bible.
Anti-evolutionists, climate denialists, and anti-vaxxers, among others, question some of the best-established scientific findings by referring to the uncertainties in these areas of research. Uncertainty: How It Makes Science Advance shows that uncertainty is an inherent feature of science that makes it advance by motivating further research.
Based on extensive research, Addressing Tensions and Dilemmas in Inclusive Education presents a contemporary and critical analysis of the interaction between different perspectives and positions in the field of inclusive education. Referring to existing attitudes on the education of children and young people with learning difficulties and disabilities, Professor Norwich argues that despite the appeal of inclusion as a single powerful position, its practical realisation involves tensions and dilemmas that have to be addressed and resolved. This core analysis is illustrated by a review of relevant national and international concepts, principles, research and practices drawing on literature in areas of current interest and concern, such as: identification and classification; current national and international conceptions; pedagogic and curriculum issues; organisation of schooling; parental and student perspectives; the contribution of research to policy and practice. Engaging with the fundamental issues in the field and providing a coherent perspective that recognises and justifies the inter-connection between specialised and general school provision, this accessible and timely book will be of interest to all researchers and students of inclusive education.
Abstract Background When Covid-19 arrived and sparked a wave of lockdowns in the Spring of 2020, parents and other caregivers (e.g., grandparents, adult siblings) needed to decide what to tell their children, how to respond to the children's questions about the changes in their routines, and how much to shelter their children from pandemic news and media. At the time, information about the "new normal" was plentiful and chaotic; families were left mostly on their own to determine how to care for the physical, social, and mental well-being of the family members. Families, already essential yet underappreciated or overlooked learning environments, became visible centers for learning as the physical boundaries between school, home, work, and community life collapsed. Indeed, the Covid-19 pandemic is a special lens through which to understand expansive family learning dynamics with respect to the experience of sense-making in the pandemic. Caregivers are mediators and brokers of learning for their children; thus, their perspectives are critical to understand as we prepare to respond to future crises. Objective This study examines how three mechanisms shaped learning about the Covid-19 pandemic in families with elementary school children from around the U.S. during the Spring of 2020. My primary research questions are: (1) What can we learn about children's information needs in times of crisis from the questions they asked of their caregivers about the Covid-19 pandemic? (2) How were families using social and media resources to learn about Covid-19, and how did these resources play into caregivers' approaches to discussing the pandemic with their children? (3) How were caregivers managing the flow of Covid-19 information in their homes with respect to their children? Methodology The data analyzed come from a larger diary study research project conducted by Dr. Brigid Barron's youthLab, documenting how 109 families with elementary school-aged children across the U.S. adapted to distance learning in the first wave of Covid-19 lockdowns. We used dscout, a cell-phone-based, multimodal, qualitative research platform, to both collect the data and recruit participants. To qualify to participate in the study, caregivers who applied to be in the study needed to have at least one child in K-5 and give IRB consent. The final participants were mostly female caregivers (67%) who had children in public schools (84%). 55% self-identified as White, and X% self-reported incomes at or below the national average of $74,000. One portion of the study asked the caregivers to reflect on how they were learning about Covid-19 with their families. I took the multimodal data that participants provided in response to our prompts about their Covid-19 learning ecologies (written responses, two-minute selfie-style videos, pictures, and answers to multiple-choice questions) and performed multiple rounds of qualitative and descriptive statistical analyses on three units of analysis. These units of analysis are aligned to the research questions above. They are: the questions caregivers reported their children asking about Covid-19, the social and media resources caregivers drew on to learn about the pandemic with their children and inform their conversations, and caregivers' perspectives on their children's information needs and their goals for how their children's experience in the pandemic. The analyses build on each other to inform holistic case analyses of six families that demonstrate how the dynamics of Covid-19 learning were playing out in the caregiver's reports of the families' engagement with information about the pandemic. Conclusions Caregivers struggled to navigate the plethora of Covid-19 information generally and find helpful "kid-friendly" explanations they felt were appropriate for younger children. The emotional impact of not only disease but also the physical and social limitations imposed by the lockdowns also appears strongly in the children's questions also indicate their position as active participants in their families' health conversation and practices, as well as the pandemic-related topics that were most pressing on their minds in May 2020. In terms of caregiver mediation and brokering, I describe the relationship between caregivers' self-perceived transparency of information with their children versus the actions they report taking to curate their children's Covid-19 learning ecologies. Importantly, sheltering children and filtering the information they hear may have implications for public health education. Additionally, examining the social and media resources that caregivers leveraged to discuss the pandemic with their children surfaced novel forms of joint-media engagement that have implications for future research on learning in media-saturated environments. Implications Taken together, the findings imply a need for a more visible, coordinated public health educational system. A multitude of design opportunities to improve the learning environment in the next crises are evident. Some of those opportunities are material - e.g., improved public health education and messaging through all modes of media - and some are social - e.g., re-establishing sources of local information that are reliable and present a (relatively) unified message. Misinformation researchers are also calling attention to the risks to public health from the media infosphere. Now more than ever, these need to be headed and interventions designed specifically with the needs and dynamics of families in mind. Family management of the infosphere will only continue to grow in relevance as the misinformation online is not regulated. To reach families and meet their diverse needs, we must understand the frameworks that guide caregivers' actions and provide roadmaps for responding to difficult or unexpected situations. These frameworks are situationally dependent and evolve as new contradictions arise. However, we have the tools to start breaking down what is important to caregivers at a deeper level than on the surface. This study presents one method of doing so and points to novel opportunities for research on learning in families coming out of the Covid-19 pandemic.
A lively and informal introduction to the role of uncertainty and probability in people's lives from an everyday perspective From television game shows and gambling techniques to weather forecasting and the financial markets, virtually every aspect of modern life involves situations in which the outcomes are uncertain and of varying qualities. But as noted statistician Dennis Lindley writes in this distinctive text, "We want you to face up to uncertainty, not hide it away under false concepts, but to understand it and, moreover, to use the recent discoveries so that you can act in the face of uncertainty more sensibly than would have been possible without the skill." Accessibly written at an elementary level, this outstanding text examines uncertainty in various everyday situations and introduces readers to three rules--craftily laid out in the book--that prove uncertainty can be handled with as much confidence as ordinary logic. Combining a concept of utility with probability, the book insightfully demonstrates how uncertainty can be measured and used in everyday life, especially in decision-making and science. With a focus on understanding and using probability calculations, Understanding Uncertainty demystifies probability and: * Explains in straightforward detail the logic of uncertainty, its truths, and its falsehoods * Explores what has been learned in the twentieth century about uncertainty * Provides a logical, sensible method for acting in the face of uncertainty * Presents vignettes of great discoveries made in the twentieth century * Shows readers how to discern if another person--whether a lawyer, politician, scientist, or journalist--is talking sense, posing the right questions, or obtaining sound answers Requiring only a basic understanding of mathematical concepts and operations, Understanding Uncertainty is useful as a text for all students who have probability or statistics as part of their course, even at the most introductory level.