An exploration of the world of magic that teaches the reader many tricks--including how better to understand the real world. When Alex Stone was five years old, his father bought him a magic kit--a gift that would spark a lifelong love. Years later, he discovered a vibrant New York underground magic scene exploding with creativity and innovation and populated by a fascinating cast of characters. Captivated, he plunged headlong into this mysterious world. From the back rooms of New York City's century-old magic societies to cutting-edge psychology labs, Fooling Houdini recounts Stone's quest to join the ranks of master magicians. As he navigates this quirky and occasionally hilarious subculture, Stone pulls back the curtain on a community shrouded in secrecy, fueled by obsession and brilliance, and organized around a single overriding need: to prove one's worth by deceiving others. But his journey is more than a tale of tricks, gigs, and geeks. In trying to understand how expert magicians manipulate our minds to create their astonishing illusions, Stone uncovers a wealth of insight into human nature and the nature of perception. By investigating some of the lesser-known corners of psychology, neuroscience, physics, history, and even crime, all through the lens of trickery and illusion, Fooling Houdini arrives at a host of startling revelations about how the mind works--and why, sometimes, it doesn't.

This book constitutes the refereed proceedings of the 7th International Conference on Concept Mapping, CMC 2016, held in Tallinn, Estonia, in September 2016. The 25 revised full papers presented were carefully reviewed and selected from 135 submissions. The papers address issues such as facilitation of learning; eliciting, capturing, archiving, and using “expert” knowledge; planning instruction; assessment of “deep” understandings; research planning; collaborative knowledge modeling; creation of “knowledge portfolios”; curriculum design; eLearning, and administrative and strategic planning and monitoring.

Test komplett bestehend aus: administrator's guide, technical manual, user's manual, item booklet.

How do children construct, negotiate and organize space? The study of social space in any human group is fraught with limitations, and to these we must add the further limits involved in the study of childhood. Here specialists from archaeology, history, literature, architecture, didactics, museology and anthropology build a body of theoretical and methodological approaches about how space is articulated and organized around children and how this disposition affects the creation and maintenance of social identities. Children are considered as the main actors in historic dynamics of social change, from prehistory to the present day. Notions on space, childhood and the construction of both the individual and the group identity of children are considered as a prelude to papers that focus on analyzing and identifying the spaces which contribute to the construction of children’s identity during their lives: the places they live, learn, socialize and play. A final section deals with these same aspects, but focuses on funerary contexts, in which children may lose their capacity to influence events, as it is adults who establish burial strategies and practices. In each case authors ask questions such as: how do adults construct spaces for children? How do children manage their own spaces? How do people (adults and children) build (invisible and/or physical) boundaries and spaces?