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Books on the topic 'Sense of experiences'

Author: Grafiati

Published: 4 June 2021

Last updated: 17 February 2022

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1

McIntosh, Alistair. Number sense: Simple efffective number sense experiences. Dale Seymour Publications, 1997.

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2

The Evidence for the sixth sense. Cico Books, 2011.

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3

University of the Free State, ed. Making sense of Jesus: Experiences, interpretations and identities. SUN Press, 2017.

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4

Dickinson, Nathaniel R. Common sense wildlife management: Discourses on personal experiences. Settle Hill Pub., 1993.

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5

Young children and participation at the start of school: Making sense of early education experiences. Routledge, 2009.

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6

Koninklijk Instituut voor de Tropen and Joint United Nations Programme on HIV/AIDS, eds. Making sense of capacity development: Experiences with technical assistance and capacity development in the HIV response. KIT, 2010.

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7

Laura, Choate, ed. Nimble with numbers: Engaging math experiences to enhance number sense and promote practice, grades 4 and 5. Dale Seymour Publications, 1998.

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8

Balzan, Luciano. L' orizzonte di senso e-veniente. FrancoAngeli, 1991.

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9

After truth: Explorations in life sense. State University of New York Press, 1994.

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10

Verkamp, Bernard J. The sense of religious wonder: Epistemological variations. University of Scranton Press, 2002.

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11

Bello, Angela Ales. Il senso del sacro: Dall'arcaicità alla desacralizzazione. Castelvecchi, 2014.

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12

Time & sense: Proust and the experience of literature. Columbia University Press, 1996.

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13

A sense of the heart: Christian religious experience in the United States. Abingdon Press, 2014.

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14

The sense of creation: Experience and the god beyond. Ashgate Pub., 2008.

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15

Reynolds, Blair. The naked being of God: Making sense of love mysticism. University Press of America, 2000.

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16

Davies, Lloyd. Informal learning: A new model for making sense of experience. Ashgate Pub., 2008.

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17

Our sense of the real: Aesthetic experience and Arendtian politics. Cornell University Press, 1999.

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18

Informal learning: A new model for making sense of experience. Gower, 2008.

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19

Experience, evidence, and sense: The hidden cultural legacy of English. Oxford University Press, 2009.

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20

Davies, Lloyd. Informal learning: A new model for making sense of experience. Gower, 2008.

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21

Alistair, McIntosh, ed. Number sense: Simple effective number sense experiences. Dale Seymour Publications, 1997.

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22

(Editor), Joan Gideon, ed. Number Sense: Simple Effective Number Sense Experiences Grade 1-2. Dale Seymour Publications, 1996.

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23

(Editor), Joan Gideon, ed. Number Sense: Simple Effective Number Sense Experiences Grade 4-6. Dale Seymour Publications, 1996.

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24

Reys, Robert, and Barbara Reys. Number Sense: Simple Effective Number Sense Experiences Grade 3-4. Dale Seymour Publications, 1996.

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25

Reys, Robert, Barbara Reys, and Alistair McIntosh. Number Sense: Simple Effective Number Sense Experiences / Grades 6-8. Dale Seymour Publications, 1997.

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26

Tolmie, Francois, and Rian Venter, eds. Making sense of Jesus - Experiences, interpretations and indentities. SUN PRESS, 2017. http://dx.doi.org/10.18820/9781928424079.

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27

Cormier, Holly Christine. Women's experiences of loss of voice and sense of self. 2004.

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28

Di Paolo, Ezequiel A., Thomas Buhrmann, and Xabier E. Barandiaran. The sense of agency. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780198786849.003.0007.

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It has been recognized that the sensorimotor approach needs to be extended to account for not only the pragmatic aspects of perception but also the subjective phenomenology that characterizes experiences of the world and the self. In this chapter, the notion is proposed that sensorimotor agency can serve as the basis for a non-representational, world-involving theory of how agents perceive themselves as being the authors and in control of their actions. Both intentional and movement-related aspects in the phenomenology of agency experience are linked to processes of sensorimotor scheme selecti

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29

Walther-Hansen, Mads. Making Sense of Recordings. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780197533901.001.0001.

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The book shows how metaphors are closely connected to sonic experience and make sense within a larger historical context of technological developments and changing discourses of recorded sound. The book traces written discourses of recorded sound, discussing how everyday listeners and audio professionals describe their experiences of sound in recorded music. Building on cognitive sciences and ideas of embodied cognition, the book provides new theoretical and methodological approaches to sound perception and conceptualization with particular relevance to recorded music. It expands on existing h

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30

1940-, Johnson Donald Clay, and Foster Helen Bradley, eds. Dress sense: Emotional and sensory experiences of the body and clothes. Berg, 2007.

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31

Austen, Jane. Sense and Sensibility. Edited by John Mullan. Oxford University Press, 2019. http://dx.doi.org/10.1093/owc/9780198793359.001.0001.

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‘Pray, pray be composed,’ cried Elinor, ‘and do not betray what you feel to every body present. Perhaps he has not observed you yet.’ For Elinor Dashwood, sensible and sensitive, and her romantic, impetuous younger sister Marianne, the prospect of marrying the men they love appears remote. In a world ruled by money and self-interest, the Dashwood sisters have neither fortune nor connections. Concerned for others and for social proprieties, Elinor is ill-equipped to compete with self-centred fortune-hunters like Lucy Steele, whilst Marianne’s unswerving belief in the truth of her own feelings m

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32

Wickett, Maryann, Leigh Childs, and Laura Choate. Nimble With Numbers: Engaging Math Experiences to Enhance Number Sense and Promote Practice. Pearson Education, 1998.

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33

Childs, Leigh, Laura Choate, and Karen Kenkins. Nimble With Numbers: Engaging Math Experiences to Enhance Number Sense and Promote Practice. Pearson Education, 1998.

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34

Nimble With Numbers: Engaging Math Experiences to Enhance Number Sense and Promote Practice. Pearson Education, 1998.

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35

Eng, Betty Christine 1948. Exploring teacher knowledge through personal narratives: Experiences of identity, culture, and sense of belonging. 2005.

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36

Kay-Flowers, Susan. Childhood Experiences of Separation and Divorce. Policy Press, 2019. http://dx.doi.org/10.1332/policypress/9781447338659.001.0001.

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Using innovative, participatory research methods, this book offers new insights into the issues surrounding parental separation or divorce from the unique perspective, and retrospectives, of young adults. As they look back on their childhood, their views provide valuable insights into how children experience and accommodate their parents’ separation. Drawing on the qualitative research findings, Kay-Flowers develops a new framework to provide a useful analytical tool for academics and practitioners working with children and families to make sense of young people’s experiences and puts forward

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37

Doty, Jeffrey S. Experiences of Authority in The Tempest. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198806899.003.0011.

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This chapter analyses Shakespeare’s delineation of the tensions in hierarchic society as embodied in the form of master–servant relations in The Tempest. In a drama where the words ‘free’, ‘freedom’, and ‘liberty’ occur twenty times, the chapter ponders the hidden injuries of class: the damaging effects on personhood of subordination and domination as revealed in the relationships of Ariel and Caliban with Prospero. Sustaining uneasy ascendancy through physical harm and threat, cowing the spritely Ariel into moments of tense, monosyllabic obedience, and deforming the irrepressibly social Calib

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38

de Vignemont, Frédérique. The Immunity of the Sense of Ownership. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198735885.003.0004.

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Are bodily self-ascriptions immune to error through misidentification (IEM)? It is classically assumed that I can be wrong about whose legs are crossed when I have access to them through vision, but not through proprioception. Although the epistemic difference between vision and proprioception is intuitive, one may question its generality. Judgements of ownership that are grounded on bodily sensations can indeed be incorrect, whereas the body can be visually presented in such a way that it can be only one’s own body. This chapter will reconsider which experiences can ground bodily judgements t

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39

Making Sense of History: Using High-Quality Literature and Hands-On Experiences to Build Content Knowledge (Theory and Practice). Theory and Practice, 2006.

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40

de Vignemont, Frédérique. A Multimodal Account of Bodily Experience. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198735885.003.0007.

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What are the implications of pervasive presence of multisensory interactions for bodily awareness? It has been assumed that bodily experiences exclusively result from bodily senses, with no influence from external senses, but vision is actually required to maximize the veridical perception of the body. Consequently, bodily experiences in those who have never seen are of a different kind to the way one normally experiences one’s body. Whether or not one is currently seeing one’s body, vision plays an essential role in delineating the boundaries of the body, in locating our body parts in space a

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41

Yan, Veronica X., and Daphna Oyserman. The world as we see it. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198789710.003.0011.

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Cultural knowledge allows people to engage the world seemingly effortlessly—their implicit expectations for how everyday experiences will unfold seem to match their observations, triggering a sense that all is right with the world and oneself. However, culture-based expectations are sometimes violated; yielding an experience of cultural disfluency that triggers increased systematic reasoning, reduces experienced inherence, and increases uncertainty about the world and one’s present and future self. This chapter synthesizes these culture-based processes with identity-based motivation theory to

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42

Fortier, Martin. Sense of reality, metacognition, and culture in schizophrenic and drug-induced hallucinations. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198789710.003.0016.

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Hallucinations possess two main components: (i) a sensory content; (ii) a sense that the sensory content is real. Influential models of schizophrenic hallucination claim that both the sensory content and the sense of reality can be explained in terms of metacognitive dysfunction. This chapter assesses whether such a claim holds for schizophrenic and drug-induced hallucinations; it further attempts to determine the actual role of metacognition in hallucination and how this role is liable to vary across cultures. It is first argued that the notion of sense of reality is heterogeneous and should

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43

Davis, Coralynn V. Metaphysical Questions of Fortune and Social Stratification. University of Illinois Press, 2017. http://dx.doi.org/10.5406/illinois/9780252038426.003.0003.

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This chapter explores how Maithil women see the relationship between experiences of prosperity and misery, on the one hand, and the capacity to tell stories, on the other. The persistence in advocating for a life story framed by experiences of sukha (prosperity, happiness) and especially dukha (hardship, sorrow) illustrates two important notions about the experience and narrativization of life that are prevalent among the Maithil women who shared their folktales and personal stories. First, life is marked in memory by its measure of and shifts between good and bad times in which the painful ex

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44

Snowdon, Paul. Private Experience and Sense Data. Oxford University Press, 2011. http://dx.doi.org/10.1093/oxfordhb/9780199287505.003.0019.

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45

Gallagher, Sally K. Changing. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190239671.003.0007.

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Chapter 7 extends the analysis to questions of how becoming a member has affected women’s and men’s sense of self, relationships with family and friends, and, for some, was associated with experiences of personal and relational change that eventually led them to no longer attend. We find that experiences of change vary across congregations, with greater sense of change among those joining congregations that have higher subcultural boundaries or whose teachings emphasize change as a goal of religious life. We find gender differences in the experience of change, and the degree and direction of c

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46

Myers, John W. Making sense of whole language. Phi Delta Kappa Educational Foundation, 1993.

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47

Tumulty, Maura. Alien Experience. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190845629.001.0001.

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If I were a better human being, that person’s voice wouldn’t sound so shrill to me. Many of us may have had such thoughts. They give voice to the worrying intuition that if we were less affected by sexism and racism, or better at keeping our tempers, our fellow humans would look and sound differently to us. Alien Experience argues that we should take this sense of unease seriously. It is as philosophically significant as our unease over desires or fears that we disown. Making sense of this unease requires us to re-think the relation between experiences and standing commitments; to re-consider

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48

Saito, Yuriko. The Aesthetics of the Ordinary and Familiar. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780199672103.003.0001.

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Capturing the realm of everyday aesthetics requires a wide net. The defamiliarized familiar certainly is its major ingredient. However, everyday aesthetics contains diverse modes of experience beyond defamiliarziation. The familiar experienced as familiar, often yielding a sense of comforting security and stability while at other times felt as sheer drudgery, also comprises an important dimension of everyday aesthetics. The only aspect of daily life that does not belong to everyday aesthetics is inattentiveness, as it prevents one from having any ‘experience’ to speak of. Everyday aesthetics t

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49

Hadley, Dawn M. Children and Migration. Edited by Sally Crawford, Dawn M. Hadley, and Gillian Shepherd. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780199670697.013.22.

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This chapter will explore how children experienced a sense of community and family within the context of migration, focusing on case studies from the nineteenth century and the Viking Age. In particular, the chapter will look at two main migratory contexts: transnational and internal migration. There has been extensive research on migration in diverse contexts and time periods by archaeologists, but the experiences of children of migration have largely been unexplored. Analysis of recent migrations, principally by social scientists, has highlighted the distinctive experiences that children may

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50

Sprung, Mervyn. After Truth: Explorations in Life Sense. State University of New York Press, 1993.

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