Psychoanalysis presentation in Counseling Theories, Tools, and Techniques.
If you like it and if you find it useful, just like it.
You can also suggest to update the slide. <3 Thanks!
Creating REAL Customer Value (and how it creates Millionaires)Geoff Main
The reason why consumers buy your products is because of the value it offers them. Getting the value of your offer right impacts every part of your business.
This presentation looks at what value is, what drives value and how to create real value for customers that drives loyalty, profitability, acquisition and achievement of your business goals.
Okay, so the Millionaires tag in the headline was designed as an attention grabber, but by putting these elements into practice you're likely to be more successful with your business.
Prepared by Geoff Main from Passionberry Marketing for Byrons Accounting Clients, 24 Feb 2015.
Psychoanalysis presentation in Counseling Theories, Tools, and Techniques.
If you like it and if you find it useful, just like it.
You can also suggest to update the slide. <3 Thanks!
Creating REAL Customer Value (and how it creates Millionaires)Geoff Main
The reason why consumers buy your products is because of the value it offers them. Getting the value of your offer right impacts every part of your business.
This presentation looks at what value is, what drives value and how to create real value for customers that drives loyalty, profitability, acquisition and achievement of your business goals.
Okay, so the Millionaires tag in the headline was designed as an attention grabber, but by putting these elements into practice you're likely to be more successful with your business.
Prepared by Geoff Main from Passionberry Marketing for Byrons Accounting Clients, 24 Feb 2015.
There are different forms of communication and a particular form of communication is determined on the basis of the audience to whom we plan to communicate. So, it’s important to understand these various forms in order to hone one’s communication skills.
For more such innovative content on management studies, join WeSchool PGDM-DLP Program: http://bit.ly/ZEcPAc
Basic information on Customer Lifetime Value models.
- Demything frequent doubts with CLV.
- You can not calculate CLV in Google Analytics.
- First steps and outputs that you have to prepare when thinking about CLV.
- Presentation of possible outputs a CLV model can give you.
- Discussion on early estimation of CLV using cohort analysis and simple models to understand what interactions lead to a success.
The presentation was prepared in the pub White Swan for MeasureCamp London, March, 13, 2015.
Everything You Need to Know About Customer Lifetime Value (CLV)Demac Media
Customer Lifetime Value (CLV) has become a must know term for eCommerce merchants of any size. It allows you to discover the true value each customer has to your store. But what most people don't know are the different ways to calculate it and the true impact it has on your business.
In this discussion we cover everything you need to know about customer lifetime value. We present a few ways to calculate it as well as show some cases where CLV can impact a business. These cases will show what happens when you ignore lifetime value, and the benefits of making decisions with CLV in mind.
Presentation Skills is one of the most important skills for impressing others. There are three key steps involved in making an effective presentation:
1. Planning
2. Preparation
3. Delivery
All these can be successfully done through proper preparation and practice. Even the best public speakers adopt these vital steps.
Mind over Matter—Is the mind a machine, or is it a soul? (Part 1)Gospel Conversations
Is the mind a machine, or is it a soul? This is the fast emerging modern debate - which began slowly with the materialist world view but has accelerated in the era of Artificial Intelligence. At the end of this road, lies Jesus - who has set the archetype for what it means to be human - fully human. It is immensely helpful to consider this debate over the course of its history - and in this talk, this history is what Ron lays out.
Paper # 11. READ THE ARTICLE THAT FOLLOWS THESE INSTRUCT.docxalfred4lewis58146
Paper # 1
1. READ THE ARTICLE THAT FOLLOWS THESE INSTRUCTIONS
2. THINK ABOUT IT
3. ANSWER THE FOLLOWING QUESTION (USING 2 PHILOSOPHERS YOU HAVE READ OR READ ABOUT SO FAR IN THE CLASS). DOES MARY LEARN ANYTHING NEW WHEN SHE SEES RED FOR THE FIRST TIME? IF SHE DOES, THEN, WHAT IS IT? IF SHE DOES NOT, WHY NOT?
The paper should be:
· 12 font
· Times New Roman
· With a cover page
· A works cited page
· Cite all references and quotations made
· 3 pages
What Did Mary Know?
Marina Gerner on a thought experiment about consciousness.
Imagine a girl called Mary. She is a brilliant neuroscientist and a world expert on colour vision. But because she grew up entirely in a black and white room, she has never actually seen any colours. Many black and white books and TV programmes have taught her all there is to know about colour vision. Mary knows facts like the structure of our eyes and the exact wavelengths of light that stimulate our retinas when we look at a light blue sky.
One day, Mary escapes her monochrome room, and as she walks through the grey city streets, she sees a red apple for the first time.
What changes upon Mary’s encounter with the red apple? Has Mary learnt anything new about the colour red upon seeing the colour for the first time? Since Mary already knew everything about the physics and biology of colour perception, she must surely have known all there is to know about the colour red beforehand. Or is it possible that some facts escape physical explanations? (‘Physical’ in this sense refers to all the realms of physical science, including chemistry, biology, neuroscience, etc.). If Mary has learnt something new, then we can conclude that scientific explanations cannot capture all there is to know, argues Professor Frank Jackson, who thought up this scenario in ‘Epiphenomenal Qualia’, in The Philosophical Quarterly (1982). The story of Mary is known as the ‘knowledge argument’ and it has become one of the most prominent thought experiments in the philosophy of mind.
You might say, “Hang on a minute, how was it possible that Mary grew up in a black and white room in the first place?” Never mind the first place. Some philosophers have put forth that she wore special goggles. But this issue need not concern us, because philosophical thought experiments depend on logical coherence rather than practical feasibility. Philosophers devise such narratives to think through an imagined situation, so as to learn something about the way we understand things. Thought experiments require no Bunsen burners or test tubes; they are laboratories of the mind. In thought experiments, time travel is logically possible, but no philosophy professor is expected to travel back in time to prove their point.
Reinvigorating The Debate
The reason Professor Jackson devised the thought experiment involving Mary was to challenge the physicalist school of thought. In philosophy of mind debates, proponents of physicalism argue that what really m.
Thinking about Thought - Theories of Brain Mind Consciusness - Part 6. Consciousness, Self, Free Will I keep updating these slides at http://www.scaruffi.com/ucb.html
Before we can begin to consider the evolution of consciousness, we have to ask when consciousness first arose. Are human beings alone conscious, or are other creatures also conscious? Is an animal such as a dog, for example, conscious?
Dogs may not be aware of many of the things we are aware of. They are not conscious of much beyond their immediate world, the world defined by the span of their senses. They know nothing of lands beyond the oceans, or the space beyond the earth. Nor can dogs be aware of much beyond the present time. They know nothing of the course of history, or where it might be headed. They are not aware of their inevitable death in the same way that we are. They do not think to themselves in words, and they probably do not reason as we do. And they do not seem to have the self-awareness that we do; they certainly do not get caught up in concern for their own self-image, with all the strange behaviors that engenders. But this does not mean that dogs have no awareness at all.
Last name 1Your NameProfessor FerreiraEnglish 6024 A.docxDIPESH30
Last name 1
Your Name
Professor Ferreira
English 60
24 August, 2011
What MLA Format Looks Like
This page is an example of what MLA format should look like. Please note that there are 1 inch margins around the page and that the writing is double spaced. Also, please note that there is a header. The header should contain the writer’s last name and the page number. Please use the tool bar to insert the header. The header is typically located under the View or Insert menus, but it depends on the software that you’re using. Be sure that you are using a Word program, otherwise there is a good chance that you won’t be able to read or view your papers on other computers, or email them to your instructor.
Please note that the title of the paper is not bold, not italicized, not in super-large print. In fact, it is in the same font as the rest of the paper. Also, there is no extra spacing between the class information, the title, and the beginning of your paper. Please don’t add any. It makes your paper look shorter, not longer.
Another important thing to be aware of is that some of the new Word programs
automatically default to have an extra space between paragraphs. This does not follow the guidelines of MLA formatting. If you find your paper has extra spaces, please be sure to go under the spacing option and delete them. Your should have the option to “Remove Space After Paragraph.”
Paper # 1
1. READ THE ARTICLE THAT FOLLOWS THESE INSTRUCTIONS
2. THINK ABOUT IT
3. ANSWER THE FOLLOWING QUESTION (USING 2 PHILOSOPHERS YOU HAVE READ OR READ ABOUT SO FAR IN THE CLASS). DOES MARY LEARN ANYTHING NEW WHEN SHE SEES RED FOR THE FIRST TIME? IF SHE DOES, THEN, WHAT IS IT? IF SHE DOES NOT, WHY NOT?
The paper should be:
· 12 font
· Times New Roman
· With a cover page
· A works cited page
· Cite all references and quotations made
· 3 pages
What Did Mary Know?
Marina Gerner on a thought experiment about consciousness.
Imagine a girl called Mary. She is a brilliant neuroscientist and a world expert on colour vision. But because she grew up entirely in a black and white room, she has never actually seen any colours. Many black and white books and TV programmes have taught her all there is to know about colour vision. Mary knows facts like the structure of our eyes and the exact wavelengths of light that stimulate our retinas when we look at a light blue sky.
One day, Mary escapes her monochrome room, and as she walks through the grey city streets, she sees a red apple for the first time.
What changes upon Mary’s encounter with the red apple? Has Mary learnt anything new about the colour red upon seeing the colour for the first time? Since Mary already knew everything about the physics and biology of colour perception, she must surely have known all there is to know about the colour red beforehand. Or is it possible that some facts escape physical explanations? (‘Physical’ in this sense refers to all the realms of physical science, ...
Consciousness - Part 10 of Piero Scaruffi's class "Thinking about Thought" at...piero scaruffi
Consciousness - Part 10 of Piero Scaruffi's class "Thinking about Thought" at UC Berkeley (2014), excerpted from http://www.scaruffi.com/nature I keep updating these slides at www.scaruffi.com/ucb.html
An Introduction to Philosophy
Lecture 02: Epistemology
James Mooney
Open Studies
The University of Edinburgh
j.mooney@ed.ac.uk
www.filmandphilosophy.com
@film_philosophy
CHAPTER 4The Nature of Substance, Reality, and Mind Idealism,.docxchristinemaritza
CHAPTER 4
The Nature of Substance, Reality, and Mind: Idealism, Dualism, and Materialism
There are a number of complex philosophical issues brought about by a discussion of substance. As you may recall from an earlier chapter, the Ancient Greeks were very much concerned about the question of substance. At present, science tells us everything is made up of material atoms, and yet, philosophers still debate this scientific conclusion. It is not to say that atoms do not exist (although no one has actually seen one, which is another question about scientific realism), but rather a question of what is reality made up of, mind, matter, or a combination of both.
These questions lead to other questions regarding the nature of the human mind. Is it just the brain or does it have an immaterial component? What of the soul? All these questions will be considered in the following sections below.
POWERFUL IDEAS: THE NATURE OF SUBSTANCE
Materialism claims that all real objects are physical. Dualism claims that all real objects are either physical or nonphysical. Idealism claims that all real objects are nonphysical.
Berkeley and Idealism
Berkeley contends that the only things that are real are ideas. This view is known as idealism. All the objects we encounter in the world (which is an idea as well) are nonmaterial objects. As bizarre as this may at first sound, what you should be aware of is the fact that the only objects that we do have direct access to in our mind (or brain) are ideas.
We assume that our idea of objects in the world is tied to or come from these objects; some underlying physical substance, yet Berkeley is denying that we have any good reason to infer to this material substance. Berkeley employs a radical empiricism. He thought that we can only acquire knowledge from our experiences—from our per- ceptions. What is the nature of our perceptions? We assume that we perceive objects directly, yet in fact, what we are doing is experience an idea of the object, which has been constructed by our mind. Berkeley goes on to argue that “to exist is to be perceived.”
Berkeley contends that the only things that are real are ideas. All the objects we encounter in the world—which is an idea as well—are nonmaterial objects. As bizarre as this may at first sound, what you should be aware of is the fact that the only objects that we do have direct access to are our ideas. We assume that our idea of objects in the world are tied to or come from those objects (we think those ideas correspond to object in reality), some underlying physical substance, yet Berkeley is denying that we have any good reason to infer to is this material substance.
He may have a point. Consider a strawberry, for example. It has a certain color, shape, and weight; it has a particular texture, taste, and smell. These are all perceptions, ideas in your mind. If you take away the taste of the strawberry, take away its smell, its weight, its shape—what do you have left? Nothing. The ...
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
2. Our sensory organs (which we have established have
limitations) gather information from stimuli in the
environment such as light or sound waves.
Our body converts the stimuli into neural
signals that travel through our nerve cells to
our brains. (Transduction)
Our brains interpret the signals and create
meaning. Sometimes, the complexity of the
signals means it is difficult for our brains to
perceive with full accuracy.
Finally…each person has a different set of eyes and a different
brain. If our brains are perceiving reality, and we each have
different brains, how similar are our realities, really?
3. Reality:
“The world or the state of things as they actually exist,
as opposed to an idealistic or notional idea of them.”
Pair-Share:
How do we each form an
understanding of reality?
5. Where does our understanding of the world come from?
1. Personal Experience: our first-hand sensations and
experiences of the environment.
2. Authorities: certain people are culturally trusted: parents,
teachers, highly educated professionals, and government
leaders.
3. Factual Evidence: has it been studied, tested, published, and
declared to be a fact?
4. References: can you read about it in books that society
considers to be reliable?
5. Culture/Tradition: This category is related to authority.
Our cultural traditions and religious beliefs can influence
what we believe to be true.
6. Is The Earth Flat?
Until sometime near the end of the 15th century (Columbus
sailed in 1492), the vast majority of people believed the
Earth was flat.This idea formed a common world view and
was supported by reasoning and evidence.
• Authorities: Teachers taught that the world was flat.
• References: Some scientific experts wrote opinions
supporting the belief that the world was flat. (Others,
like Galileo, opposed this belief, but were silenced by
the Catholic Church).
• Factual Evidence: No one had circumnavigated the
earth. (Ferdinand Magellan sailed around the world
between 1519-1522.)
• Personal Experience: From a normal vantage point,
the earth looks flat.
7. Is The Earth Flat?
Today, we believe that the world is round, and just like the
ancients, we base this belief on facts and experience.
Every year, humanity discovers new things. How different will our
collective understanding of reality look 100 years from now?
• Authorities: My parents and teachers all agree that
the earth is round.
• References: I read about this in science textbooks
and I saw it in reputable TV documentaries about the
planet and the solar system.
• Factual Evidence: I have seen photographs taken
from outer space that show that the earth is round.
• Personal Experience: I have flown across the world
in an airplane and have seen the curved horizon line of
the planet.
9. Multiple Perspectives
“Multiple perspectives” means that we each experience
reality from different points of view: through the lens of
different cultures, histories, religions, families, and schools.
All disagreement in the world is the result of seeing the
world (including events, ideas) from different perspectives.
10. Pair-Share:
How can we use our understanding of multiple
perspectives to explain human behavior?
12. Plato’s Allegory of the Cave
Plato’s famous allegory is
about the perception of a
limited reality. Imagine
prisoners trapped in a cave
for their entire lives. In the
cave they can see shadows,
but not the source of the
shadows. Because they have
no knowledge of fire or of
the objects casting the
shadows, the shapes they
see on the wall and the
echoes they hear are the
only experiences they have
to create an understanding
of reality with.
14. Rene Descartes’ Evil Demon
In the 17th century, Descartes came up
with a thought experiment: he believed
that God created the world…but what if
everything we see and experience is a
vision created by -not a god- but an all-
powerful, evil demon? He thought,“what
if the demon is controlling my mind,
and creating everything I experience?”
The modern
version…
…the “brain in a jar.”
15. Rene Descartes’ Evil Demon
Descartes tried to think
of something an evil
demon could never
deceive him about. He
decided that he cannot
be deceived into
thinking that he does
not exist, because if he is
thinking, he must be
existing. One must exist
in order to think, so if
you are thinking, you
know for certain that
you exist!
16. Hume’s Idea of Causality
Hume was very different than Descartes: Descartes believed that our
minds are the basis of truth, while Hume believed that experience is the
basis of truth. He asked,“if something happens repeatedly (like the rising
of the sun), does it mean it is true that it will always rise?” He concluded
that past experiences do not predict the future: our belief that the future
will resemble the past is a matter of habit.
We cannot imagine things we
have never experienced! Every
idea we create is a combination
of things we have seen. Also…
Facts can never be proven from
secondhand knowledge: they
must be discovered or inferred
from personal experience.
17. Egocentric Predicament
The “egocentric predicament” is the problem of not
being able to view reality outside of our own
perceptions. (I don't know anything about the world,
other than what is given to me).
We are like the prisoners in
Plato’s Allegory of the Cave:
the only reality we know is the
one based on our experiences
(despite the fact that there
could be a different reality
beyond what we are able to
perceive!)
18. The Phaneron
Charles Sanders Pierce came up with the term
“phaneron” to describe reality as it is filtered through
our perceptions. He said that reality as we see it
and true reality are two separate things.
Technically, we
can't prove that
anything
exists...because
in the end, all of
the information
we acquire is the
product of our
own minds!
19. Solipsism & Realism
A solipsist is someone who believes
that everything we experience is a
product of our minds.Thus, if I cease
to exist, everything else ceases to
exist as well.
A realist is someone who believes
that reality exists separately from our
minds. Thus, if I cease to exist, the
outside world continues existing
without me.
However, it is impossible to prove that reality exists separately from
our minds! We just believe it to be true.