Evolution of evolvability Evolution of Evolvability This paper shows how evolution tunes the content and frequency of genetic variation to enhance its evolvability. Genetic evolution is not random or entirely blind. Genetic systems are like nervous systems and brains—they have been structured and organised by evolution to enhance their ability to discover effective adaptations. (For a more general approach to the evolution of evolvability, see Chapters 8 to 12 inclusive of the on-line book Evolution's Arrow. It examines in detail how evolution itself has evolved. (a final version of this paper was published in the Journal of Social and Evolutionary Systems (1997) 20: 53-73.) The cognitive ability of a genetic system is its capacity to discover and perpetuate beneficial adaptations. Cognitive ability will be influenced by genetic arrangements which affect the range and types of variant genotypes which are produced and trialed within the genetic system. Are genetic arrangements which have these features feasible?
Connectivism | Learning in the Future Overview Connectivism has been developed by George Siemens and Stephen Downes based on their analysis of the limitations of traditional learning theories to explain the effect technology has had on how we live, how we communicate, and how we learn. According to co-developer Stephen Downes (2007), connectivism posits that “knowledge is distributed across a network of connections, and therefore that learning consists of the ability to construct and traverse those networks.” As with constructivism and active learning, connectivism theorizes that knowledge is not acquired, as though it were a thing. In connectivism, there is no real concept of transferring knowledge, making knowledge, or building knowledge. Networked learning and connectivism Networked learning is a subset of connectivism, which consists of eight attributes : Principle 1: Learning and knowledge rests in diversity of opinions. Principle 2: Learning is a process of connecting specialized nodes or information sources.
Dave Ackley Profile Flow and Adolescence The flow experience is a state of complete involvement in an activity that requires complete concentration (Csikszentmihalyi, 1999). Flow is characterised by the matching of high environmental challenges with equally high levels of personal skills, the merging of action and awareness, the loss of reflexive self-consciousness, a sense of control and a distortion of temporal experiences (Nakamura & Csikszentmihalyi, 2005). Activities that produce flow experiences are intrinsically motivating and as a result they are valuable in that they produce a state of being that is an end to itself. Due to the rewarding nature of flow experiences, the activities that result in flow tend to be preferentially replicated (Csikszentmihalyi & Massimini, 1985) which impacts upon an individual’s life theme. The traditional view of adolescence portrays the parent-child bond as being fraught with conflict and tensions; however research shows that in most cases this isn’t so. References and Further Reading
Théorie du cerveau triunique Un article de Wikipédia, l'encyclopédie libre. Introduit par Paul Mac Lean en 1969, cette vision de l'organisation neuroanatomique est un outil théorique, aujourd'hui controversé, permettant de modéliser l'architecture fonctionnelle du cerveau et l'organisation générale de ses principales aires en relative interdépendance. Phylogénie du cerveau triunique[modifier | modifier le code] Le cerveau reptilien[modifier | modifier le code] Le cerveau reptilien serait donc notre premier cerveau. C'est celui qui régit le fonctionnement des oiseaux, des amphibiens, des poissons et des reptiles. Au niveau purement anatomique, il correspond, chez l'être humain, au tronc cérébral. Il est responsable des comportements primitifs assurant nos besoins fondamentaux. Ce cerveau primitif de reptile entraîne des comportements stéréotypés, pré-programmés. [réf. nécessaire] Critique du concept[modifier | modifier le code] Notes et références[modifier | modifier le code] Concept parents[modifier | modifier le code]
Big Thinkers: Judy Willis on the Science of Learning Judy Willis: Hi, I'm Judy Willis and I am a neurologist. I've been a neurologist for 15 years and after the 15 years my patient practice really changed. I started getting so many referrals for kids whose teachers thought they had ADD, obsessive compulsive disorder, staring spells, seizures petit mal epilepsy, and the increase was huge and yet the kids had no greater incidence of it. And I saw the notes were coming from the school so I visited the schools. The problem was that the way they were being taught was lectured. There's a part of the brain that is an emotional filter. So if a person is in a state of stress, the amygdala gets highly active. So we need to keep that switching station in a state of low stress. So if there is something new in the classroom, a new picture, a great bulletin board, something that's interesting, something that captures their curiosity. So how do you get students to focus their attention? The other one I'll use is color. What else does a videogame do?
Philadelphia University | Strategic Design MBA About the Program The Strategic Design MBA is for high-potential professionals who want to be well-positioned for big opportunity — whether in a major corporation, nonprofit or entrepreneurial venture. This program combines the best of business school with the best of design thinking. Design thinking is a way of approaching innovation and problem-solving borrowed from engineers and designers. It is used by companies like Nike, Starbucks and Google to introduce new products and services and by city governments to address social issues like illiteracy. Combining design thinking with the analytical intelligence of business prepares graduates to solve problems better in today’s volatile, uncertain, complex and ambiguous business world. This MBA is a low-residency program with intensive industry application. Join PhillyCHI and Philadelphia University’s Strategic Design MBA program during Philly Tech Week for the 2014 Annual Design Slam! B School + D School = Philadelphia University's Strategic Design MBA
Positive Psychology Center Online Research Program - University of Pennsylvania Intelligence Collective et cerveau triunique Intelligence Collective et cerveau triunique De l’Intelligence Collective à l’Intelligence Collaborative Souvent le parallèle est fait entre l’Intelligence Collective (IC) et le fonctionnement du cerveau. L’Intelligence Collective est omniprésente dans le vivant L’intelligence collective s’observe dans la nature principalement chez les insectes, mais depuis les récents travaux des biologistes (Jean-Marie Pelt) et en particulier des biomiméticiens (Janine Benyus), il existe une évidente collaboration entre les espèces végétales et animales. La question qui se pose alors est la suivante : quelle partie de nous-même participe-t-elle à cette intelligence collective ? Et pourquoi d’ailleurs se poser la question ? Voir au sujet de l’intention l’article : Et aussi : L’IC et les trois cerveaux
7 Speed Reading Tricks by a Former Book-Hater I was never a big fan of reading… I blame it on the education system, of course. (Well, it can’t be my fault, can it?) You see, it’s difficult to enjoy reading when every book your teacher throws at you is of no interest to you whatsoever. Then I finished school and went my own path. It is obvious that there are only so many hours in a day, so if I want to be able to read more I have to learn to read faster. 1. This is the thing that really slows us down. 2. The idea is simple. 3. This may sound obvious but it’s worth mentioning here. 4. Here’s what you do: start reading each line on the third word, and end each line on the third word from the end. As an example consider such a line of text: “Marry had a little lamb but she ate it for supper.” The words in bold indicate the focus points. 5. The easiest way of doing this is to read from a bigger distance (like 2ft). 6. This is a very common problem. 7. Start reading too fast to be able to comprehend everything comfortably.
Make it Obsolete « Essays « Pete Michaud “You never change things by fighting the existing reality. To change something, build a new model that makes the existing model obsolete.” - Buckminster Fuller Fuller was, among many other interests, a systems theorist. When he said you have to make parts of a system obsolete to change anything he was talking about social change, and perhaps market changes. You can’t just kill the Big Four record companies by beating them at their own, rigged game. But this insight doesn’t only apply to society or markets. If you want change, don’t fight yourself. The parts of you that procrastinate and overeat are part of the system because they serve a useful function. Once you do that the old part will fall by the wayside effortlessly. If procrastination is a defense mechanism against failure, and overeating is a surrogate for self-esteem, then embracing failure and finding a real reason to love yourself will make those symptoms evaporate.