Activity Based Learning Quotes

Thinking like a scientist involves more than just reacting with an open mind. It means being actively open-minded. It requires searching for reasons why we might be wrong—not for reasons why we must be right—and revising our views based on what we learn.

Emotions are the lowest form of consciousness. Emotional actions are the most contracted, narrowing, dangerous form of behavior. The romantic poetry and fiction of the last 200 years has quite blinded us to the fact that emotions are an active and harmful form of stupor. Any peasant can tell you that. Beware of emotions. Any child can tell you that. Watch out for the emotional person. He is a lurching lunatic. Emotions are caused by biochemical secretions in the body to serve during the state of acute emergency. An emotional person is a blind, crazed maniac. Emotions are addictive and narcotic and stupefacient. Do not trust anyone who comes on emotional. What are the emotions? In a book entitled Interpersonal Diagnosis of Personality, written when I was a psychologist, I presented classifications of emotions and detailed descriptions of their moderate and extreme manifestations. Emotions are all based on fear. [...] The emotional person cannot think; he cannot perform any effective game action (except in acts of physical aggression and strength). The emotional person is turned off sensually. His body is a churning robot. [...] The only state in which we can learn, harmonize, grow, merge, join, understand is the absence of emotion. This is called bliss or ecstasy, attained through centering the emotions. [...] Conscious love is not an emotion; it is serene merging with yourself, with other people, with other forms of energy. Love cannot exist in an emotional state. [...] The great kick of the mystic experience, the exultant, ecstatic hit, is the sudden relief from emotional pressure. Did you imagine that there could be emotions in heaven? Emotions are closely tied to ego games. Check your emotions at the door to paradise.

When we’re in scientist mode, we refuse to let our ideas become ideologies. We don’t start with answers or solutions; we lead with questions and puzzles. We don’t preach from intuition; we teach from evidence. We don’t just have healthy skepticism about other people’s arguments; we dare to disagree with our own arguments. Thinking like a scientist involves more than just reacting with an open mind. It means being actively open-minded. It requires searching for reasons why we might be wrong—not for reasons why we must be right—and revising our views based on what we learn.

Their experiences led them to create assumptions about others and related beliefs about themselves such as "this is my lot in life" and "this is what I deserve". Some also learned that personal safety and happiness are of lower priority than survival and that it may be safer to give in than to actively fight off additional abuse and victimization. When abuse is perpetrated by intimates, it is additionally confounding in terms of attachment, betrayal, and trust. Victims may be unable to leave or to fight back due to strong, albeit insecure and disorganized, attachment and misplaced loyalty to abusers. They may have also experienced trauma bonding over the course of their victimization, that is, a bond of specialness with or dependence on the abuser.

A child's readiness for school depends on the most basic of all knowledge, how to learn. The report lists the seven key ingredients of this crucial capacity—all related to emotional intelligence:6 1. Confidence. A sense of control and mastery of one's body, behavior, and world; the child's sense that he is more likely than not to succeed at what he undertakes, and that adults will be helpful. 2. Curiosity. The sense that finding out about things is positive and leads to pleasure. 3. Intentionality. The wish and capacity to have an impact, and to act upon that with persistence. This is related to a sense of competence, of being effective. 4. Self-control. The ability to modulate and control one's own actions in age-appropriate ways; a sense of inner control. 5. Relatedness. The ability to engage with others based on the sense of being understood by and understanding others. 6. Capacity to communicate. The wish and ability to verbally exchange ideas, feelings, and concepts with others. This is related to a sense of trust in others and of pleasure in engaging with others, including adults. 7. Cooperativeness. The ability to balance one's own needs with those of others in group activity. Whether or not a child arrives at school on the first day of kindergarten with these capabilities depends greatly on how much her parents—and preschool teachers—have given her the kind of care that amounts to a "Heart Start," the emotional equivalent of the Head Start programs.

There is some evidence, after all, that a certain degree of tension, or classroom anxiety, can have a positive effect on learning (Scovel 1978), probably because it activates a process known to be critical for language learning: attention.

I faced people from all walks of business who fully disregarded design (though they were completely influenced by it). I also met fine artists who drowned in their own work and the dense creative universe in their minds. Then I met designers. And instantly fell in love. Let me tell you why. Designers are familiar with critiques. They not only tolerate them but actively look out for them. They honestly believe in iterations and learn to edit down their work. They embrace simplicity and create beauty based on requirements other than their own. Design education teaches you to run away from assumptions and to have the stomach to scrap your work often. I’m bringing this up because it’s time to bridge the gap between design and business.

Proper education is a fundamentally conservative activity, based on the assumption that a body of knowledge exists, is in the hands of the adult and educated, and can be passed on in measurable ways, by disciplined learning reinforced with authority.

Chimamanda Ngozi Adichie recalls that the stories she wrote as a seven year old in Nigeria were based on the kinds of stories she read, featuring characters who were white and blue eyed, they played in the snow, the ate apples. According to Adichie, this wasn´t just about experimentation or an active imagination, because all I had read were books in which characters were foreign, I had become convinced that books by their very nature had to have foreigners in them and had to be about things with which I could not personally identify. We learn so many things from reading stories, including the conventions of stories such as good versus evil, confronting our fears and that danger often lurks in the woods. The problem is that, when one of these conventions is that children in stories are white, english and middle class, than you may come to learn that your own life does not qualify as subject material. Adichie describes this as "The danger of a single story" a danger that extends to stories which, whilst appearing to be diverse, rely on stereotypes and thus limit the imagination

Those women, who have been admitted to the center of intellectual activity of their day and especially in the past hundred years, academically trained women, have first had to learn “how to think like a man.” In the process, many of them have so internalized that learning that they have lost the ability to conceive of alternatives. The way to think abstractly is to define precisely, to create models in the mind and generalize from them. Such thought, men have taught us, must be based on the exclusion of feelings. Women, like the poor, the subordinate, the marginals, have close knowledge of ambiguity, of feelings mixed with thought, of value judgments coloring abstractions. Women have always experienced the reality of self and community, known it, and shared it with each other. Yet, living in a world in which they are devalued, their experience bears the stigma of insignificance. Thus they have learned to mistrust their own experience and devalue it. What wisdom can there be in menses? What source of knowledge in the milk-filled breast? What food for abstraction in the daily routine of feeding and cleaning? Patriarchal thought has relegated such gender-defined experiences to the realm of the “natural,” the non-transcendent.

But why bother? Why exert all this effort to focus totally on the boring prattlings of a six-year-old? First, your willingness to do so is the best possible concrete evidence of your esteem you can give your child. If you give your child the same esteem you would give a great lecturer, then the child will know him- or herself to be valued and therefore will feel valuable. There is no better and ultimately no other way to teach your children that they are valuable people than by valuing them. Second, the more children feel valuable, the more they will begin to say things of value. They will rise to your expectation of them. Third, the more you listen to your child, the more you will realize that in amongst the pauses, the stutterings, the seemingly innocent chatter, your child does indeed have valuable things to say. The dictum that great wisdom comes from "the mouths of babes" is recognized as an absolute fact by anyone who truly listens to children. Listen to your child enough and you will come to realize that he or she is quite an extraordinary individual. And the more extraordinary you realize your child to be, the more you will be willing to listen. And the more you will learn. Fourth, the more you know about your child, the more you will be able to teach. Know little about your children, and usually you will be teaching things that either they are not ready to learn or they already know and perhaps understand better than you. Finally, the more children know that you value them, that you consider them extraordinary people, the more willing they will be to listen to you and afford you the same esteem. And the more appropriate your teaching, based on your knowledge of them, the more eager your children will be to learn from you. And the more they learn, the more extraordinary they will become. If the reader senses the cyclical character of this process, he or she is quite correct and is appreciating the truth of the reciprocity of love. Instead of a vicious downward cycle, it is a creative upward cycle of evolution and growth. Value creates value. Love begets love. Parents and child together spin forward faster and faster in the pas de deux of love.

Every human being asks pertinent questions regarding how to live, what to believe in, and what we aspire to become. Throughout life, we question what desires and principles to value and prioritize – love, friendship, freedom, happiness, creativity, wealth, security. We make difficult decisions based upon what we trust constitutes ethical behavior. We balance out work and play by considering what a person’s time is worth. We encounter both joyful and unpleasant physical experiences. As we age, we modify some of our youthful assumptions and question the existence of a mystical and divine world. We engage in formal and informal educational activities, which edifying foundation support modest or dramatic shifts in our instinctive and learned behavior patterns, and alter our intellectual and emotional perspective. Each person aspires to live honorably and age gracefully despite encountering physical adversity, financial hardships, sickness, or injury.

As you renew your mental dimension, you reinforce your personal management (Habit 3). As you plan, you force your mind to recognize high leverage Quadrant II activities, priority goals, and activities to maximize the use of your time and energy, and you organize and execute your activities around your priorities. As you become involved in continuing education, you increase your knowledge base and you increase your options. Your economic security does not lie in your job; it lies in your own power to produce—to think, to learn, to create, to adapt. That’s true financial independence. It’s not having wealth; it’s having the power to produce wealth. It’s intrinsic.

Most lecture-based courses contribute nothing to real learning. Consequential and retained learning comes from applying knowledge to new situations or problems, research on questions and issues that students consider important, peer interaction, activities, and projects. Experiences, rather than short-term memorization, help students develop the skills and motivation that transforms lives." [p. 7-8]

Encouragement during the early years is crucial because beginners are still figuring out whether they want to commit or cut bait. Accordingly, Bloom and his research team found that the best mentors at this stage were especially warm ans supportive: 'perhaps the major quality of these teachers was that they made the initial learning very pleasant and rewarding. much of the introduction to the field was as playful activity, and the learning at the beginning of this stage was like a game'. A degree of autonomy during the early years is also important. Longitudinal studies tracking learners confirm that overbearing parents and teachers erode intrinsic motivation. Kids whose parents let them make their own choices about what they like are more likely to develop interests later identified as a passion.

The charge that Anarchism is destructive, rather than constructive, and that, therefore, Anarchism is opposed to organization, is one of the many falsehoods spread by our opponents. They confound our present social institutions with organization; hence they fail to understand how we can oppose the former, and yet favor the latter. The fact, however, is that the two are not identical. “The State is commonly regarded as the highest form of organization. But is it in reality a true organization? Is it not rather an arbitrary institution, cunningly imposed upon the masses? “Industry, too, is called an organization; yet nothing is farther from the truth. Industry is the ceaseless piracy of the rich against the poor. “We are asked to believe that the Army is an organization, but a close investigation will show that it is nothing else than a cruel instrument of blind force. “The Public School! The colleges and other institutions of learning, are they not models of organization, offering the people fine opportunities for instruction? Far from it. The school, more than any other institution, is a veritable barrack, where the human mind is drilled and manipulated into submission to various social and moral spooks, and thus fitted to continue our system of exploitation and oppression. “Organization, as WE understand it, however, is a different thing. It is based, primarily, on freedom. It is a natural and voluntary grouping of energies to secure results beneficial to humanity. “It is the harmony of organic growth which produces variety of color and form, the complete whole we admire in the flower. Analogously will the organized activity of free human beings, imbued with the spirit of solidarity, result in the perfection of social harmony, which we call Anarchism. In fact, Anarchism alone makes non-authoritarian organization of common interests possible, since it abolishes the existing antagonism between individuals and classes. “Under present conditions the antagonism of economic and social interests results in relentless war among the social units, and creates an insurmountable obstacle in the way of a co-operative commonwealth. “There is a mistaken notion that organization does not foster individual freedom; that, on the contrary, it means the decay of individuality. In reality, however, the true function of organization is to aid the development and growth of personality. “Just as the animal cells, by mutual co-operation, express their latent powers in formation of the complete organism, so does the individual, by co-operative effort with other individuals, attain his highest form of development. “An organization, in the true sense, cannot result from the combination of mere nonentities. It must be composed of self-conscious, intelligent individualities. Indeed, the total of the possibilities and activities of an organization is represented in the expression of individual energies. “It therefore logically follows that the greater the number of strong, self-conscious personalities in an organization, the less danger of stagnation, and the more intense its life element. “Anarchism asserts the possibility of an organization without discipline, fear, or punishment, and without the pressure of poverty: a new social organism which will make an end to the terrible struggle for the means of existence,—the savage struggle which undermines the finest qualities in man, and ever widens the social abyss. In short, Anarchism strives towards a social organization which will establish well-being for all. “The germ of such an organization can be found in that form of trades unionism which has done away with centralization, bureaucracy, and discipline, and which favors independent and direct action on the part of its members.

The transformation of a business-as-usual culture into one focused on innovation and driven by design involves activities, decisions, and attitudes. Workshops help expose people to design thinking as a new approach. Pilot projects help market the benefits of design thinking within the organization. Leadership focuses the program of change and gives people permission to learn and experiment. Assembling interdisciplinary teams ensures that the effort is broadly based. Dedicated spaces such as the P&G Innovation Gym provide a resource for longer-term thinking and ensure that the effort will be sustained. Measurement of impacts, both quantitative and qualitative, helps make the business case and ensures that resources are appropriately allocated. It may make sense to establish incentives for business units to collaborate in new ways so that younger talent sees innovation as a path to success rather than as a career risk.

People who create successful strategic relationships demonstrate 10 essential character traits:    1. Authentic. They are genuine, honest, and transparent. They are cognizant of (and willing to admit to) their strengths and weaknesses.    2. Trustworthy. They build relationships on mutual trust. They have a good reputation based on real results. They have integrity: their word is their bond. People must know, like, and trust you before sharing their valuable social capital.    3. Respectful. They are appreciative of the time and efforts of others. They treat subordinates with the same level of respect as they do supervisors.    4. Caring. They like to help others succeed. They’re a source of mutual support and encouragement. They pay attention to the feelings of others and have good hearts.    5. Listening. They ask good questions, and they are eager to learn about others—what’s important to them, what they’re working on, what they’re looking for, and what they need—so they can be of help.    6. Engaged. They are active participants in life. They are interesting and passionate about what they do. They are solution minded, and they have great “gut” instincts.    7. Patient. They recognize that relationships need to be cultivated over time. They invest time in maintaining their relationships with others.    8. Intelligent. They are intelligent in the help they offer. They pass along opportunities at every chance possible, and they make thoughtful, useful introductions. They’re not ego driven. They don’t criticize others or burn bridges in relationships.    9. Sociable. They are nice, likeable, and helpful. They enjoy being with people, and they are happy to connect with others from all walks of life, social strata, political persuasions, religions, and diverse backgrounds. They are sources of positive energy.   10. Connected. They are part of their own network of excellent strategic relationships.

Microassaults involve misusing power and privilege in subtle ways to marginalize students and create different outcomes based on race or class. In the classroom, a microassault might look like giving a more severe punishment to a student of color than his White classmate who was engaged in the same behavior. Or it might look like overemphasizing military-like behavior management strategies for students of color. With younger children, it looks like excluding them from fun activities as punishment for minor infractions. Microinsults involve being insensitive to culturally and linguistically diverse students and trivializing their racial and cultural identity such as not learning to pronounce a student’s name or giving the student an anglicized name to make it easier on the teacher. Continually confusing two students of the same race and casually brushing it off as “they all look alike.” Microinvalidations involve actions that negate or nullify a person of color’s experiences or realities such as ignoring each student’s rich funds of knowledge. They are also expressed when we don’t want to acknowledge the realities of structural racialization or implicit bias. It takes the form of trivializing and dismissing students’ experiences, telling them they are being too sensitive or accusing them of “playing the race card.”

Right now, many female activists in their forties, fifties, sixties, seventies, and eighties are gazing thoughtfully into the glowing embers of lesbian culture. For us, this is still an active campfire where we gather and warm ourselves; one which, we hope, will not fade away into forgotten ash, but instead retain hot coals to stoke new fires. Such images of heat and spark have always served to symbolize shifts in leadership; think of that other fire-based metaphor, the passing of the torch - presumably, to a next generation. What does it mean if that next generation is disdainful of the torch, welcomes its dousing, or lacks the data or the will to learn how it was lit and carried forward in the first place?

When we speak of the human animal's spontaneous interchange with the animate landscape, we acknowledge a felt relation to the mysterious that was active long before any formal or priestly religions. The instinctive rapport with an enigmatic cosmos at once both nourishing and dangerous lies at the ancient heart of all we have come to call "the sacred". Temporarily forgotten, paved over yet never eradicated, this old reciprocity with the breathing earth was here long before all our formal religions, and it will likely outlast all our formal religions. For it has always been operative underneath our various religions, nourishing them from below like a subterranean river. There is no disdain for religion in such a statement. We can honor the awesome eloquence of each religion while acknowledging the precarious nature of church-based faiths in today's crowded and crisis-ridden world, where people of divergent scriptures must somehow learn to get along. Our greatest hope for the future rests not in the triumph of any single set of beliefs, but in the acknowledgment of a felt mystery that underlies all our doctrines. It rests in the remembering of that corporeal faith that flows underneath all mere beliefs: the human body's implicit faith in the steady sustenance of the air and the renewal of light every dawn, its faith in mountains and rivers and the enduring support of the ground, in the silent germination of seeds and the cyclical return of the salmon. There are no priests needed in such a faith, no intermediaries or experts necessary to effect our contact with the sacred, since - carnally immersed as we are in the thick of this breathing planet - we each have our own intimate access to the big mystery.

Unlike Americans, who value egalitarian relationships, the Chinese recognize the hierarchical nature of relationships that have uneven power dynamics. Since it is easy for those with power to become paternalistic or patronizing when they serve others, we must learn Christ's humility and self-emptying. As we fill our different roles, we need to fulfill our responsibilities with love and a humbleness to serve. This Chinese understanding of humility serves as a helpful counterbalance to American approaches to urban ministry and development. As guests in any community, we need to approach our neighbors empty of expectations and plans. Instead, we must become reliant on the people of peace whom God sends out. When doing ministry, our joy and strength cannot be based on our own success or power. We receive these gifts only when being guests of the King and recognizing our limitations while in exile.

Back in the twentieth century, American girls had used baseball terminology. “First base” referred to embracing and kissing; “second base” referred to groping and fondling and deep, or “French,” kissing, commonly known as “heavy petting”; “third base” referred to fellatio, usually known in polite conversation by the ambiguous term “oral sex”; and “home plate” meant conception-mode intercourse, known familiarly as “going all the way.” In the year 2000, in the era of hooking up, “first base” meant deep kissing (“tonsil hockey”), groping, and fondling; “second base” meant oral sex; “third base” meant going all the way; and “home plate” meant learning each other’s names. Getting to home plate was relatively rare, however. The typical Filofax entry in the year 2000 by a girl who had hooked up the night before would be: “Boy with black Wu-Tang T-shirt and cargo pants: O, A, 6.” Or “Stupid cock diesel”—slang for a boy who was muscular from lifting weights—“who kept saying, ‘This is a cool deal’: TTC, 3.” The letters referred to the sexual acts performed (e.g., TTC for “that thing with the cup”), and the Arabic number indicated the degree of satisfaction on a scale of 1 to 10. In the year 2000, girls used “score” as an active verb indicating sexual conquest, as in: “The whole thing was like very sketchy, but I scored that diesel who said he was gonna go home and caff up [drink coffee in order to stay awake and study] for the psych test.” In the twentieth century, only boys had used “score” in that fashion, as in: “I finally scored with Susan last night.” That girls were using such a locution points up one of the ironies of the relations between the sexes in the year 2000. The continuing vogue of feminism had made sexual life easier, even insouciant, for men. Women had been persuaded that they should be just as active as men when it came to sexual advances. Men were only too happy to accede to the new order, since it absolved them of all sense of responsibility

Without the aid of memory, human cognition would be nil. Without memory, there can be no thinking, no learning, no accumulation of shared knowledge, and no philosophy. Thinking requires the capacity to recall. Thinking is what enables human beings the ability to understand cause and effect, recognize patterns of significance, comprehend the unique context of experience, measure personal activities, and respond to the world in a meaningful way. Knowledge is memory based. Learning demands the acquisition of studious observations and learned information, the ability to recall a slew of previously held factoids on command, and logically and intuitively to extrapolate from such objective facts. Without memory, there could be no morality. Awareness of humankind’s ineluctable sense of impermanence requires the ability to comprehend times passage through use of stored memories. Without the epic sense of being that memory supplies us, there would be no understanding of eternity, we would remain ignorant of the unremitting thump of time, and therefore, we would be forever unaware of humankind’s wretched transience.

behaviors. Alcohol becomes more important because drinking it excessively tricks a primitive, unconscious part of our brain into believing it’s more critical to our survival than it actually is. The artificially high levels of dopamine that flood the brain when we ingest alcohol begin a cascade of other reactions and responses. The brain has a hedonic set point (a term coined by Dr. Kevin McCauley), which means that it both needs a certain amount of dopamine to register pleasure, and is programmed to downgrade levels of dopamine when we receive too much pleasure. Our bodies are constantly trying to find stasis, or balance, and the hedonic set point is an example of that. When high levels of dopamine are regularly released into the system from chronic use of alcohol, the dopamine is down-regulated (or balanced) by something called corticotropin-releasing factor, or CRF—a hormone that makes us feel anxious or stressed. If we flood our system with higher-than-normal levels of dopamine, we also flood our system with higher-than-normal levels of CRF, or anxiety. Over time, when our system is assaulted by surges of dopamine, our hedonic set point goes up (requiring more dopamine to feel good), and things that used to register as pleasurable (like warm hugs or our children’s laughter) don’t release enough dopamine to hit that raised baseline. To boot, activities that normally relieve stress, like a bath or a brisk walk, also lose their effectiveness. Alcohol becomes the quickest way our body learns to handle anxiety (which begets more anxiety because alcohol is a depressant, and the body reacts to it by releasing cortisol and adrenaline, which means the net effect of a glass of wine is more stress, not less). Our bodies are adaptive, and they adapt to an environment that expects the effects of alcohol. So here we are: we start using alcohol because it gives us more pleasure than sex and does more for stress management than chamomile tea. Over time it gets wrapped up in our survival response, so we are motivated to drink with the same force that motivates us to eat—only the force is stronger than the desire to eat because our midbrain, which ranks everything based on dopamine, thinks we need alcohol more than food. That seems like enough fuckery to contend with, but there’s more to the story.

Brains with insufficient life experience have not had the chance to model the world into a few heuristics, and must instead try to reason their way to the right result, not unlike how psychopaths, who lack any moral intuitions, must reason their way through moral dilemmas. When teenagers are placed in a scanner and asked things such as whether it is a good idea to swim with sharks, they show substantially more frontal activation than adults, most of whom have learned over many years that swimming with sharks belongs in the “don't do” category without having to think much at all about it. That is, teenagers can reason, but their worldview is still too constricted to allow that reason to reliably result in rational outcomes.48 Of course, brains develop at rates that differ across individuals, just as some seventeen year olds have had more brain-tuning experiences than others. As a result, as all parents know, some teenagers are more responsible than others. Likewise, some adults are less responsible than others. Until neuroscience can tell us which brains are sufficiently responsible on an individual level, and indeed what “sufficiently responsible” is, the law must continue to do what humans have always done – make gross classifications based on categories rather than on individuals.

Our present system based on preparing children for individual upward mobility into the system by making “us” like “them” is destroying our communities because those who succeed in the system leave the community while those who don’t take out their frustration and sense of failure in acts of vandalism. It is leaving too many children behind, labeling too many as suffering from attention deficit disorder and therefore requiring Ritalin, and widening the gap between the very rich and the very poor. The main cause of youth violence and addiction to drugs, I believe, is youth powerlessness. We have turned young people into parasites with no socially necessary or productive roles, nothing to do for eighteen years but go to school, play, and watch TV. Rich and poor, in the suburbs and the inner city, they are, as Paul Goodman pointed out years ago, “Growing Up Absurd,”4 deprived of the natural and normal ways of learning the relationship between cause and effect, actions and consequences by which the species has survived and evolved down through the millennia. Then we wonder why teenagers lack a sense of social responsibility. Schoolchildren need to be involved in community-building activities from an early age, both to empower themselves and to transform their communities from demoralizing wastelands into sources of strength and renewal. Their heads work better when their hearts and hands are engaged.

Many college courses in the humanities focus on discussion over lecture. Students read course material ahead of time and have a discussion in class. Harvard Business School took this to the extreme by pioneering case-based learning more than a hundred years ago, and many business schools have since followed suit. There are no lectures there, not even in subjects like accounting or finance. Students read a ten-to twenty-page description of a particular company’s or person’s circumstance—called a “case”—on their own time and then participate in a discussion/debate in class (where attendance is mandatory). Professors are there to facilitate the discussion, not to dominate it. I can tell you from personal experience that despite there being eighty students in the room, you cannot zone out. Your brain is actively processing what your peers are saying while you try to come to your own conclusions so that you can contribute during the entire eighty-minute session. The time goes by faster than you want it to; students are more engaged than in any traditional classroom I’ve ever been a part of. Most importantly, the ideas that you and your peers collectively generate stick. To this day, comments and ways of thinking about a problem that my peers shared with me (or that I shared during class) nearly ten years ago come back to me as I try to help manage the growth and opportunities surrounding the Khan Academy.

Pull approaches differ significantly from push approaches in terms of how they organize and manage resources. Push approaches are typified by "programs" - tightly scripted specifications of activities designed to be invoked by known parties in pre-determined contexts. Of course, we don't mean that all push approaches are software programs - we are using this as a broader metaphor to describe one way of organizing activities and resources. Think of thick process manuals in most enterprises or standardized curricula in most primary and secondary educational institutions, not to mention the programming of network television, and you will see that institutions heavily rely on programs of many types to deliver resources in pre-determined contexts. Pull approaches, in contrast, tend to be implemented on "platforms" designed to flexibly accommodate diverse providers and consumers of resources. These platforms are much more open-ended and designed to evolve based on the learning and changing needs of the participants. Once again, we do not mean to use platforms in the literal sense of a tangible foundation, but in a broader, metaphorical sense to describe frameworks for orchestrating a set of resources that can be configured quickly and easily to serve a broad range of needs. Think of Expedia's travel service or the emergency ward of a hospital and you will see the contrast with the hard-wired push programs.

Here is a checklist for helping your students maintain and boost their motivation. Relate each item to the key motivators of agency (A), relatedness (R) and competence (C). Some items may be a mixture of more than one motivator. 1 Encourage students to get to know each other and talk to each other about their lives and what matters to them. Join in yourself. 2 Suggest they keep a learning journal in which they reflect on what they have learnt,  what activities they have liked or disliked, what is affecting their learning. 3 Allow class time for them to report on their learning to a partner or in small groups 4 Exploit the motivational tools that accompany course books, such as progress tests, ‘can do’ self-evaluative checklists and CEF-based portfolios. There is more on this in the section on coaching with a course book. 5 Wherever possible give your students a choice of what they do in class and for homework (whatever their age!), either as a group by voting for one activity which everyone will do or allowing them individually to choose different activities. 6 Help students set goals for themselves, as a group and individually. Encourage them to write these down and check their progress. 7 Offer your students the opportunity to prepare for an external exam which relates to their needs, such as the Trinity GESE exams for spoken English or the Cambridge ESOL exams. 8 Ask your students how they are feeling about their English on a regular basis. Ask them where their motivation levels are from one week to the next. Get them to ask each other. Be a role model by paying attention to your own motivation!

it is helpful to keep in mind three ways in which we can know something. The first is by way of theoretical statements. We can learn a lot by listening to a lecture. In this mode of knowing, we endeavor to abstract from the particulars of the case and grasp what is essential to it. Although the lecturer might use examples or illustrations to aid comprehension, the primary mode of delivery is by way of statements and arguments made up out of abstract notions. Another way we can know something is by what we might call the way of doing. There’s real know-how that comes from doing something, especially when we do something so much that our experience of it becomes rich and varied. For example, our sweet, humble Aunt Emily knows a lot about the virtue of humility by having lived humility over many years. Her theoretical knowledge of humility—her knowledge of humility by way of universal statements and arguments—may be nil. She may have never studied moral theology. If asked to give a definition of humility, she would probably be at a loss. And yet, it’s undeniable that Aunt Emily has a real understanding of what it means to be humble, an experiential knowledge embodied in her habitually humble acts. And by imitating Aunt Emily’s humility, we can proceed along this way of doing as well. The third way of knowing is by what we might call the way of showing. By “showing,” I mean the activities of the artistic imagination. A movie is a kind of showing, as is a play. But there are other kinds of showing that do not involve performance either live or recorded. A novel is a kind of showing, as is a poem, as is a short story. These latter arts are showings in the sense that they, just like a movie or play, offer us images of human beings doing things. And whether a showing is performance-based or text-based, it attempts—as we so often say about a work of art—to “say” something. It offers us the experience of something meaningful.

Look around on your next plane trip. The iPad is the new pacifier for babies and toddlers… Parents and other passengers read on Kindles… Unbeknownst to most of us, an invisible, game-changing transformation links everyone in this picture: the neuronal circuit that underlies the brain’s ability to read is subtly, rapidly changing… As work in neurosciences indicates, the acquisition of literacy necessitated a new circuit in our species’ brain more than 6,000 years ago… My research depicts how the present reading brain enables the development of some of our most important intellectual and affective processes: internalized knowledge, analogical reasoning, and inference; perspective-taking and empathy; critical analysis and the generation of insight. Research surfacing in many parts of the world now cautions that each of these essential “deep reading” processes may be under threat as we move into digital-based modes of reading… Increasing reports from educators and from researchers in psychology and the humanities bear this out. English literature scholar and teacher Mark Edmundson describes how many college students actively avoid the classic literature of the 19thand 20th centuries because they no longer have the patience to read longer, denser, more difficult texts. We should be less concerned with students’ “cognitive impatience,” however, than by what may underlie it: the potential inability of large numbers of students to read with a level of critical analysis sufficient to comprehend the complexity of thought and argument found in more demanding texts… Karin Littau and Andrew Piper have noted another dimension: physicality. Piper, Littau and Anne Mangen’s group emphasize that the sense of touch in print reading adds an important redundancy to information – a kind of “geometry” to words, and a spatial “thereness” for text. As Piper notes, human beings need a knowledge of where they are in time and space that allows them to return to things and learn from re-examination – what he calls the “technology of recurrence”. The importance of recurrence for both young and older readers involves the ability to go back, to check and evaluate one’s understanding of a text. The question, then, is what happens to comprehension when our youth skim on a screen whose lack of spatial thereness discourages “looking back.

Focus intently and beat procrastination.    Use the Pomodoro Technique (remove distractions, focus for 25 minutes, take a break).    Avoid multitasking unless you find yourself needing occasional fresh perspectives.    Create a ready-to-resume plan when an unavoidable interruption comes up.    Set up a distraction-free environment.    Take frequent short breaks. Overcome being stuck.    When stuck, switch your focus away from the problem at hand, or take a break to surface the diffuse mode.    After some time completely away from the problem, return to where you got stuck.    Use the Hard Start Technique for homework or tests.    When starting a report or essay, do not constantly stop to edit what is flowing out. Separate time spent writing from time spent editing. Learn deeply.    Study actively: practice active recall (“retrieval practice”) and elaborating.    Interleave and space out your learning to help build your intuition and speed.    Don’t just focus on the easy stuff; challenge yourself.    Get enough sleep and stay physically active. Maximize working memory.    Break learning material into small chunks and swap fancy terms for easier ones.    Use “to-do” lists to clear your working memory.    Take good notes and review them the same day you took them. Memorize more efficiently.    Use memory tricks to speed up memorization: acronyms, images, and the Memory Palace.    Use metaphors to quickly grasp new concepts. Gain intuition and think quickly.    Internalize (don’t just unthinkingly memorize) procedures for solving key scientific or mathematical problems.    Make up appropriate gestures to help you remember and understand new language vocabulary. Exert self-discipline even when you don’t have any.    Find ways to overcome challenges without having to rely on self-discipline.    Remove temptations, distractions, and obstacles from your surroundings.    Improve your habits.    Plan your goals and identify obstacles and the ideal way to respond to them ahead of time. Motivate yourself.    Remind yourself of all the benefits of completing tasks.    Reward yourself for completing difficult tasks.    Make sure that a task’s level of difficulty matches your skill set.    Set goals—long-term goals, milestone goals, and process goals. Read effectively.    Preview the text before reading it in detail.    Read actively: think about the text, practice active recall, and annotate. Win big on tests.    Learn as much as possible about the test itself and make a preparation plan.    Practice with previous test questions—from old tests, if possible.    During tests: read instructions carefully, keep track of time, and review answers.    Use the Hard Start Technique. Be a pro learner.    Be a metacognitive learner: understand the task, set goals and plan, learn, and monitor and adjust.    Learn from the past: evaluate what went well and where you can improve.

In Healing the Masculine Soul, Dalbey introduced themes that would animate what soon became a cottage industry of books on Christian masculinity. First and foremost, Dalbey looked to the Vietnam War as the source of masculine identity. The son of a naval officer, Dalbey described how the image of the war hero served as his blueprint for manhood. He’d grown up playing “sandlot soldier” in his white suburban neighborhood, and he’d learned to march in military drills and fire a rifle in his Boy Scout “patrol.” Fascinated with John Wayne’s WWII movies, he imagined war “only as a glorious adventure in manhood.” As he got older, he “passed beyond simply admiring the war hero to desiring a war” in which to demonstrate his manhood. 20 By the time he came of age, however, he’d become sidetracked. Instead of demonstrating his manhood on the battlefields of Vietnam, he became “part of a generation of men who actively rejected our childhood macho image of manhood—which seemed to us the cornerstone of racism, sexism, and militarism.” Exhorted to make love, not war, he became “an enthusiastic supporter of civil rights, women’s liberation, and the antiwar movement,” and he joined the Peace Corps in Africa. But in opting out of the military he would discover that “something required of manhood seemed to have been bypassed, overlooked, even dodged.” Left “confused and frustrated,” Dalbey eventually conceded that “manhood requires the warrior.” 21 Dalbey agreed with Bly that an unbalanced masculinity had led to the nation’s “unbalanced pursuit” of the Vietnam War, but an over-correction had resulted in a different problem: Having rejected war making as a model of masculine strength, men had essentially abdicated that strength to women. As far as Dalbey was concerned, the 1970s offered no viable model of manhood to supplant “the boyhood image in our hearts,” and his generation had ended up rejecting manhood itself. If the warrior spirit was indeed intrinsic to males, then attempts to eliminate the warrior image were “intrinsically emasculating.” Women were “crying out” for men to recover their manly strength, Dalbey insisted. They were begging men to toughen up and take charge, longing for a prince who was strong and bold enough to restore their “authentic femininity.” 22 Unfortunately, the church was part of the problem. Failing to present the true Jesus, it instead depicted him “as a meek and gentle milk-toast character”—a man who never could have inspired “brawny fishermen like Peter to follow him.” It was time to replace this “Sunday school Jesus” with a warrior Jesus. Citing “significant parallels” between serving Christ and serving in the military, Dalbey suggested that a “redeemed image of the warrior” could reinvigorate the church’s ministry to men: “What if we told men up front that to join the church of Jesus Christ is . . . to enlist in God’s army and to place their lives on the line? This approach would be based on the warrior spirit in every man, and so would offer the greatest hope for restoring authentic Christian manhood to the Body of Christ.” Writing before the Gulf War had restored faith in American power and the strength of the military, Dalbey’s preoccupation with Vietnam is understandable, yet the pattern he established would endure long after an easy victory in the latter conflict supposedly brought an end to “Vietnam syndrome.” American evangelicals would continue to be haunted by Vietnam. 23

10 Practical Strategies to Improve Your Critical Thinking Skills and Unleash Your Creativity In today's rapidly changing world, the ability to think critically and creatively has become more important than ever. Whether you're a student looking to excel academically, a professional striving for success in your career, or simply someone who wants to navigate life's challenges with confidence, developing strong critical thinking skills is crucial. In this blog post, we will explore ten practical strategies to help you improve your critical thinking abilities and unleash your creative potential. 1. Embrace open-mindedness: One of the cornerstones of critical thinking is being open to different viewpoints and perspectives. Cultivate a willingness to listen to others, consider alternative opinions, and challenge your own beliefs. This practice expands your thinking and encourages creative problem-solving. 2. Ask thought-provoking questions: Asking insightful questions is a powerful way to stimulate critical thinking. By questioning assumptions, seeking clarity, and exploring deeper meanings, you can uncover new insights and perspectives. Challenge yourself to ask thought-provoking questions regularly. 3. Practice active listening: Listening actively involves not just hearing, but also understanding, interpreting, and empathizing with the speaker. By honing your active listening skills, you can better grasp complex ideas, identify underlying assumptions, and engage in more meaningful discussions. 4. Seek diverse sources of information: Expand your knowledge base by seeking information from a wide range of sources. Engage with diverse perspectives, opinions, and ideas through books, articles, podcasts, and documentaries. This habit broadens your understanding and encourages critical thinking by exposing you to different viewpoints. 5. Develop analytical thinking skills: Analytical thinking involves breaking down complex problems into smaller components, examining relationships and patterns, and drawing logical conclusions. Enhance your analytical skills by practicing activities like puzzles, riddles, and brain teasers. This will sharpen your ability to analyze information and think critically. 6. Foster a growth mindset: A growth mindset is the belief that your abilities can be developed through dedication and hard work. Embracing this mindset encourages you to view challenges as opportunities for growth, rather than obstacles. By persisting through difficulties, you build resilience and enhance your critical thinking abilities. 7. Engage in collaborative problem-solving: Collaborating with others on problem-solving tasks can spark creativity and strengthen critical thinking skills. Seek out group projects, brainstorming sessions, or online forums where you can exchange ideas, challenge each other's thinking, and find innovative solutions together. 8. Practice reflective thinking: Taking time to reflect on your thoughts, actions, and experiences allows you to gain deeper insights and learn from past mistakes. Regularly engage in activities like journaling, meditation, or self-reflection exercises to develop your reflective thinking skills. This practice enhances your critical thinking abilities by promoting self-awareness and self-improvement. 9. Encourage creativity through experimentation: Creativity and critical thinking often go hand in hand. Give yourself permission to experiment and explore new ideas without fear of failure. Embrace a "what if" mindset and push the boundaries of your thinking. This willingness to take risks and think outside the box can lead to breakthroughs in critical thinking. 10. Continuously learn and adapt: Critical thinking is a skill that can be honed throughout your life. Commit to lifelong learning and seek opportunities to expand your knowledge and skills. Stay curious, be open to new experiences, and embrace change.

No Some Yes G. Overall Performance Objective Is the performance objective: ___ ___ ___ 1. Clear (you/others can construct an assessment to test learners)? ___ ___ ___ 2. Feasible in the learning and performance contexts (time, resources, etc)? ___ ___ ___ 3. Meaningful in relation to goal and purpose for instruction (not insignificant)? H. (Other) ___ ___ ___ 1. Your complete list of performance objectives becomes the foundation for the next phase of the design process, developing criterion-referenced test items for each objective. The required information and procedures are described in Chapter 7. Judge the completeness of given performance objectives. Read each of the following objectives and judge whether it includes conditions, behaviors, and a criterion. If any element is missing, choose the part(s) omitted. 1. Given a list of activities carried on by the early settlers of North America, understand what goods they produced, what product resources they used, and what trading they did. a. important conditions and criterion b. observable behavior and important conditions c. observable behavior and criterion d. nothing 2. Given a mimeographed list of states and capitals, match at least 35 of the 50 states with their capitals without the use of maps, charts, or lists. a. observable response b. important conditions c. criterion performance d. nothing 3. During daily business transactions with customers, know company policies for delivering friendly, courteous service. a. observable behavior b. important conditions c. criterion performance d. a and b e. a and c 4. Students will be able to play the piano. a. important conditions b. important conditions and criterion performance c. observable behavior and criterion performance d. nothing 5. Given daily access to music in the office, choose to listen to classical music at least half the time. a. important conditions b. observable behavior c. criterion performance d. nothing Convert instructional goals and subordinate skills into terminal and subordinate objectives. It is important to remember that objectives are derived from the instructional goal and subordinate skills analyses. The following instructional goal and subordinate skills were taken from the writing composition goal in Appendix E. Demonstrate conversion of the goal and subordinate skills in the goal analysis by doing the following: 6. Create a terminal objective from the instructional goal: In written composition, (1) use a variety of sentence types and accompanying punctuation based on the purpose and mood of the sentence, and (2) use a variety of sentence types and accompanying punctuation based on the complexity or structure of the sentence. 7. Write performance objectives for the following subordinate skills: 5.6 State the purpose of a declarative sentence: to convey information 5.7 Classify a complete sentence as a declarative sentence 5.11 Write declarative sentences with correct closing punctuation. Evaluate performance objectives. Use the rubric as an aid to developing and evaluating your own objectives. 8. Indicate your perceptions of the quality of your objectives by inserting the number of the objective in either the Yes or No column of the checklist to reflect your judgment. Examine those objectives receiving No ratings and plan ways the objectives should be revised. Based on your analysis, revise your objectives to correct ambiguities and omissions. P

Constructivism views learning as a process in which the learner actively constructs or generates new ideas or concepts based upon current and past knowledge.

safely connected world: inclusiveness, willingness to repair, scaffolding, and support in struggling. This model allows people to develop security, flexibility, and coherent working models of attachment, through inclusiveness (responding to the entire range of their experience, and staying curious about internal needs, wants, desires, and beliefs, which fosters a relaxed approach to psychological exploration); a willingness to repair disruptions (as we as therapists take ownership of our own parts, while being appropriately transparent, which allows the client to learn and expect that disruption doesn’t disrupt the underlying solid therapeutic connection); scaffolding (helping the client to find the necessary baby steps in accessing their inner world, translating that into words, linking what’s going on inside their self-system with the intersubjective presence of the therapist); and support the client in a willingness to struggle (actively engaging, setting limits, making room for protest, all while staying connected through the conflict).

there may be marked differences among various sectors with regard to their knowledge base. Some science-intensive sectors base their activities mainly on codified knowledge, while others operate and compete mainly on the basis of unstructured and experience-based implicit knowledge. But there are no pure cases. Even in the most strongly science-based sectors, tacit knowledge will be a key element in their competitive position, and conversely, it is difficult to find firms in the OECD area that can avoid completely the need to codify.

The sanctity of motherhood in Islam cannot be overstated. How do you think Prophets and Messengers came into this world? God could have sent angels, but He chose to send men. Moreover, God could have created them without involving the biological sequence of events we are all familiar with, but that was not the case. To come into this world Prophets and Messengers had to enter through the gate of mercy we call the womb, ar-Ra’him, which lies within the woman. Not only that, but just in case we got confused and thought men were indispensable in this process, God's Word Jesus Christ peace be upon him was brought as a sign. God does not create in vain and among the lessons to be learned from Christ’s birth is the status of motherhood. Women are the gateways of God’s mercy and revelation to this world. The Merciful, ar-Rahman­, is the predominant Divine Attribute of God, which shares the same root letters in Arabic for the womb. The misguided quest to achieve sameness based on masculine standards established by a consumerist culture that rejects the Unseen does not only desacralize motherhood, it is also an active attempt at closing off the gate of mercy to the world. It places an undue burden on the woman who feels the impulse to claim that status, either through biology or adoption, by making her experience guilt for her feelings, and lays out an expectation to ignore them in favor for material pursuits that are euphemistically called achievements and are celebrated by a culture that negates her feminine essence.

Anxiety does not exist to control you. You exist to control it. It is, as I said, a simple fact of life that can be managed. In fact, used properly, it can actually give you an extra boost by heightening your energy and awareness. If you have social anxiety about such things as giving a presentation, speaking up at a meeting, attending a social gathering, initiating plans, developing intimacy in friendships and dating, then learning to manage your anxiety will help. This book will teach you how to channel your anxiety—not how to eliminate it. The twelve chapters delineate a five-step program that essentially works like this: Step I: Identify your anxiety symptoms and recognize the ways in which they interfere with your life. Your social fears prevent you from doing things you would like to do (pursue friendships, date, achieve career success). Pinpointing your stress responses and noting what causes them give you the information you need to move on to Step 2. Step 2: Set short- and long-term social goals. Having identified the situations you have trouble confronting, you can identify immediate goals to work toward, and start to form a vision of your ideal social self. Goal-setting is a valuable way of letting your imagination offer a reward for your hard work. Next, you will begin to learn skills that can make your dream a reality. Step 3: Learn stress management and self-awareness. The techniques outlined in this book will allow you to control your anxiety response and tune in to your own desires and strong points, giving you more to share as you become more comfortable interacting. With your anxiety in check and your self-awareness guiding you toward fulfillment, anxiety becomes positive energy and will be the base of your self-empowerment. Now you are ready to polish your social skills. Step 4: Learn or refine social skills. Your fear has diminished, making it possible to refine social skills and enhance your interactive productivity, which will make the difference between social success and failure. Good conversation, active listening, an awareness of what behavior is appropriate—all of these skills will add to your overall social ability and self-empowerment. Step 5: Expand and refine your social network. At this point, you are ready to roll. You understand your anxiety, your stress is manageable, and you have learned the finer points of interacting in a positive, productive manner. The final step is to use your community’s resources to create, expand, or refine your social network to best meet your interactive goals. No matter who you are, you can improve your social network to better suit your needs. From here, anything is possible!

1. Omnipresent and Omnipotent Authoritarianism: Authoritarian Media vs. Social Media?2. Istanbul Mobil'ized: Mobile Phones' Contribution to Political Participation and Activism in Istanbul Gezi Park Protests and Onwards. 3. The Gezi Park Protest and #resistgezi: A Chronicle of Tweeting the Protests. 4. Peace Journalism: Urgently and Desperately Needed in Post-Election Turkey.5. Critical Thinking Skills on Social Media: A Blooming Season Or A Period Of Decline? 6. Social media, blended learning and constructivism: A jigsaw completed by the uses and gratifications theory? 7. Educational uses of social media and problem-based learning. 8. The future of the new media: The mobile generation and interpersonal communication. 9. "Keep in E-Touch" Personality and Facebook use (with Ng)10. Of Kate Moss & Marilyn Monroe: Body Dissatisfaction and its Relation to Media (with Dev)11. Media psychology and intercultural communication: The social representations of Vietnam on Turkish newspapers. 12. Regional Journalism in Southeast Asia and ASEAN Identity in Making

Burnout is also why passive language learning activities can sometimes be very beneficial. For example, relaxing to a song, movie, book, or conversation in a target language without looking up any words or preoccupying the mind with linguistic minutiae. In these moments, learners can focus on mastering what they already know. As for the unknown, they can draw inferences based solely on context without racking their brains. Passive language activities are doubly productive when learners have acquired a solid language base, without which their ability to rehearse, refine, and infer is constrained.

Pilot test your training to determine an optimal amount of practice to reach acceptable job competence. As you plan your practice activities, find ways to spread them over a lesson or course. Spaced practice results in better long-term learning with a high effect size of 0.71.

Editor’s introduction: Welcome our guide on guest blogging in seo. That’s right, send it a spot on profcontent from our friend alex. Alex breaks down everything beginners need to know to start blogging on the web. Take that, Alex. What is good blogging? Guest blogging- also referred to as blogging – is the need to contribute to another person’s blog to build relevant exposure, leads and links. Link are a primary ranking factor in goggle, and seo offer a strong chance of getting a link back from another website, among other marketing considerations in guest blogging. Guest blogging build a relationship with the blogger hosting your post, connects with the blogger hosting your post, connects with their audience for additional exposure, and helps you build authority among that audience. The premise is simple: you write a blog article tailored to the needs of a particular blogger and get a backlink in return, What Is Guest Blogging in SEO? A Guide for usually below the article in what’s called an author box. Blogger are inserted in publishing high- quality content on their blogs that they can use to attract new readers as well as share with their exiting audience. This makes guest blogging a win-win solution for both website owners who want to rank higher in search engines (and need link to do so) and bloggers who want to drive more readers to their blog. Interested in attracting more readers their blog. Is guest blogging good for bloggers? The short answer is yes again. As extensive as the blogger is shrewdness and eager to spend time sifting through and excision posts from outside bases, guest blogging can be a great source of valuable content for the blogger’s audience. An important portion of removal any external role is reviewing the links inside the content Take a look at this (or another) post a bout guest blogging and inbound marketing written by Neil Patel. Almost every paragraph has an external link. You get, Neil knows that links add price to a post by if more material and additional incomes. Be like Neil. To be on the benign side, examine guest posts for superiority and make sure you only link to superiority websites that add price to the mesh. To type sure the websites you’re involving to are immobile available, aren’t recurring 404s, or readdressing to dissimilar content. 1.find list of top blogs. The first step of prospects is pretty obvious: type a phrase like “ top [ industry specific] blogs list” into goggle and review the results. Opinion all the blogs registered one by one on each sheet in the search fallouts. Most likely you find great blogs this way, but only a few of them can accept guest articles from contributors. 2. Advanced search with search strings: Google has many hunt strings to help you find exact happy on the web, which you can syndicate into search If you are novel to this, you can learn extra here or here. If you search for [“keyword” and “write for us”], your results will look like the image under. 3. Shadow people or businesses who actively visitor blog. One of the best ways to find great guest blogging opportunities is to find other people who consistently contribute quality guest posts to industry- related websites. Most people and companies share their posts through social media profiles. Once I ran across a twitter profile that was basically sharing their guest posts, so I pretty much grew my list in no time. Stab this search thread to find sites anywhere a precise person or business published a guest post: “individual name “or” corporation name” “guest column”.

Try these journal prompts as you work to integrate your type 8 shadows: See yourself through your ex’s eyes. This can be a difficult exercise, but if anyone’s up for it, Challenger, it’s you. Write a letter to yourself from your ex’s point of view. Take a moment to remember all you did wrong and write it down—even if (especially if!) you think the failure of the relationship was their fault, not yours. What negative traits of yours do you need to own and master to be better in your next relationship? Write a letter to the person who hurt you the most in your past. Tell them everything they did that made you feel unworthy of love or less-than. Don’t be afraid to hit below the belt! Get it all out! When you’re done, put the letter away somewhere safe. Come back and re-read it two weeks later and consider whether you can see any of the negative qualities of this person in yourself. How have you hurt others? Is it similar to the way you’ve been hurt? Think about the people you love most. If you had the power, what would you like to change about them in order to improve your relationship with them? (This might also have to do with the way you resolve conflicts.) How does this action reflect on you? Based on this exercise, is there anything you might consider improving in yourself to help? TYPE 8 SELF-CARE PRESCRIPTION Type 8s tend to struggle with inaction when it comes to self-care. Since you’re always seeking progress and pushing yourself, it’s challenging for you to sit in a quiet place alone and rest. But the world is a complicated place, and you are prone to feeling angry about the things you can’t control or change. You want so much to do something to heal the pain of the world, to fix the broken systems. But you can’t fight for others until you’ve first fought for yourself by releasing the need for control and choosing stillness. Being still probably feels unnatural to you, even scary, but that’s where your real inner work begins! Learn your limits. As an energetic 8, you frequently push yourself to your limits, even if you’re unaware you’re doing so. Pay closer attention to your own feelings, and force yourself to rest and recover whenever necessary, instead of pushing through. You’ll be much better off for it! Practice mindful breathing for anger management. When you feel the need to let loose with an angry tirade, take it as a cue to practice your calming breaths. Find an outdoor exercise activity you love. When you’re feeling especially furious or antsy, hop on your bike and go for a ride or do a few laps around the neighborhood. These activities are healthy outlets for that restless energy of yours. Let others take the lead sometimes. With your commanding presence and direct approach, you make a natural leader. But sometimes, you need to step back and allow someone else to step up to bat. Take a break and learn not to carry all responsibilities on your own shoulders; this will benefit both you and your relationships with others.

A placebo cure is almost always temporary, and we are looking for permanent resolution of the pain. Therefore, we would not be satisfied with a placebo cure. This is all too common. People are administered a large variety of physical treatments, feel better for a few days, and then need another treatment. (And, of course, they never overcome their fear of physical activity.) One of the reasons I know the TMS program does not induce a placebo reaction is the fact that almost all patients have permanent resolution of symptoms. A second reason is that the placebo effect is based on blind faith; patients know little or nothing about the disorder they have and the rationale for treatment. They simply trust the treating practitioner. The educational program employed in the treatment of TMS is the very opposite. I teach patients literally all I know about the disorder; they are encouraged to ask questions, and they are warned that they must find the diagnosis logical and consistent. Their recovery depends on information, on awareness. They are active participants in the recovery process. This is anything but a placebo process. Perhaps the most compelling argument that what we do is not a placebo is the fact that on numerous occasions since the publication of the book Mind Over Back Pain, the predecessor of this one, people have reported complete and permanent resolution of pain simply by reading the book. There is no personality influence here, no bedside manner; just plain, solid information. And we have learned that that's what it takes to banish TMS. (page 109)

Thirty-Nine Ways to Lower Your Cortisol 1 Meditate. 2 Do yoga. 3 Stretch. 4 Practice tai chi. 5 Take a Pilates class. 6 Go for a labyrinth walk. 7 Get a massage. 8 Garden (lightly). 9 Dance to soothing, positive music. 10 Take up a hobby that is quiet and rewarding. 11 Color for pleasure. 12 Spend five minutes focusing on your breathing. 13 Follow a consistent sleep schedule. 14 Listen to relaxing music. 15 Spend time laughing and having fun with someone. (No food or drink involved.) 16 Interact with a pet. (It also lowers their cortisol level.) 17 Learn to recognize stressful thinking and begin to: Train yourself to be aware of your thoughts, breathing, heart rate, and other signs of tension to recognize stress when it begins. Focus on being aware of your mental and physical states, so that you can become an objective observer of your stressful thoughts instead of a victim of them. Recognize stressful thoughts so that you can formulate a conscious and deliberate reaction to them. A study of forty-three women in a mindfulness-based program showed that the ability to describe and articulate stress was linked to a lower cortisol response.28 18 Develop faith and participate in prayer. 19 Perform acts of kindness. 20 Forgive someone. Even (or especially?) yourself. 21 Practice mindfulness, especially when you eat. 22 Drink black and green tea. 23 Eat probiotic and prebiotic foods. Probiotics are friendly, symbiotic bacteria in foods such as yogurt, sauerkraut, and kimchi. Prebiotics, such as soluble fiber, provide food for these bacteria. (Be sure they are sugar-free!) 24 Take fish or krill oil. 25 Make a gratitude list. 26 Take magnesium. 27 Try ashwagandha, an Asian herbal supplement used in traditional medicine to treat anxiety and help people adapt to stress. 28 Get bright sunlight or exposure to a lightbox within an hour of waking up (great for fighting seasonal affective disorder as well). 29 Avoid blue light at night by wearing orange or amber glasses if using electronics after dark. (Some sunglasses work.) Use lamps with orange bulbs (such as salt lamps) in each room, instead of turning on bright overhead lights, after dark. 30 Maintain healthy relationships. 31 Let go of guilt. 32 Drink water! Stay hydrated! Dehydration increases cortisol. 33 Try emotional freedom technique, a tapping strategy meant to reduce stress and activate the parasympathetic nervous system (our rest-and-digest system). 34 Have an acupuncture treatment. 35 Go forest bathing (shinrin-yoku): visit a forest and breathe its air. 36 Listen to binaural beats. 37 Use a grounding mat, or go out into the garden barefoot. 38 Sit in a rocking chair; the soothing motion is similar to the movement in utero. 39 To make your cortisol fluctuate (which is what you want it to do), end your shower or bath with a minute (or three) under cold water.

Research-based learning transforms simple educational activities into the today's currency of scientific literacy.

Visualization As you hone and create your identity and new narrative, being able to picture yourself moving through this new life actually helps it become your reality. As you use imagery as a tool, be aware that there is a huge difference between fantasizing and visualizing. It’s like the saying “If you write it down, it’s a plan; if you don’t, it’s a wish.” Fantasizing is the activity of imagining scenarios that satisfy your desire for gratification and vengeance. Fantasizing is wishing, which is not a bad place to start. Fantasy often uses a third-person POV, like watching yourself in the best movie ever, starring you. It might be fun to fantasize, but as a psychological tool that enables you to get what you want in life, it’s more or less useless. Fantasy is usually about outcome. You imagine yourself being respected or thin, in a sexual or romantic relationship, or on the beach, but you are no closer to realizing those dreams than you were before you fantasized about them. Visualizing is like writing it down to make a plan; more specifically, it is making a model in your mind of the process leading to the desired result. Visualizing is a scientific methodology for rehearsing different reality-based scenarios in your head before an important event or interaction. If you learn to visualize effectively, you can condition yourself to succeed, even in stressful, anxious situations. To visualize for success: First, use the third-person POV to see yourself showing up as required in your life, on task, and with the performance you desire. Next, use the first-person POV, where you enter into the scene and you see and feel the experience. Go over the specifics of a job interview and see yourself being assertive. Feel your steady heart rate. Smell the confidence. Train your brain to associate walking into that interview with assurance and calm. Visualize every sensation and step. The coldness of the doorknob, the plush carpet under your shoes, the overhead lighting, the sound of the copy machine down the hall. Immerse yourself in detail. Script the scene with positive, powerful phrases, like I can and I am. I can get the job done. I am the person you’re looking for. Repeat the scenario. During the week before the specific event or interaction is to take place, practice daily. Later on, when it’s all over, examine how close your visualization was to reality. Even if the two look completely different, you’ll be glad you did all you could to be prepared and to succeed. This is a tried-and-true method of practicing for success. Athletic coaches on the sports field and personal life coaches advocate and outright require this kind of thorough mental preparation. There is no substitute except to rely on luck, which is not really a plan. Prepare, prepare, prepare, and remember what Louis Pasteur said: “Chance seems to favor the prepared mind.

Risk-taking helps children learn what works, teaches them to push themselves, and offers opportunities to grow from mistakes.

Stress reduces sexual interest in 80–90 percent of people and reduces sexual pleasure in everyone—even the 10–20 percent of people for whom it increases interest. The way to deal with stress is to allow your body to complete the stress response cycle. Trauma survivors’ brains sometimes learn to treat “sex-related” stimuli as threats, so that whenever the accelerator is activated, the brakes are hit, too. Practicing mindfulness is an evidence-based strategy for decoupling the brakes and accelerator. In the right context, sex can attach us emotionally to new partners or reinforce emotional bonds in unstable relationships. In other words, sex and love are closely linked in our brains—but only in the right context. Sex that brings you closer to your partner “advances the plot,” as opposed to gratuitous sex, for no reason other than that you can. To have more and better sex, give yourself a compelling reason to have sex, something important to move toward.

teacher-led instruction in kindergartens has almost entirely replaced the active, play-based, experiential learning that we know children need from decades of research in cognitive and developmental psychology and neuroscience,

Planning their learning involves making decisions based on: •  how much time the learner has to study and when •  the type of practice she needs •  the resources available to her •  what she enjoys doing! The Organise! section of the Student’s Book includes various activities that help learners make those decisions and formulate a plan of action. 

More times than you probably care to admit, the situations you encounter in your life were created by you. By making important choices, you learn to accept that there is nothing you must do. Everything is based on your choice. By doing something — regardless of your mood — you're further ahead than if you did nothing. If you allow piles to grow in your work area, as time passes, you will keep on creating the clutter. The energy and anxiety that you invest in putting off an activity can consume more energy than is required to perform the activity

Too often the term “project” means any activity that is not worksheet-based or that takes longer than a 42-minute class period.

In most school activities, structure is valued over serendipity. Understanding is often “designed” by an adult committee prior to even meeting the students. Play is something you do at recess, not in class where students need to “settle down” and “be serious.” Schedules and bells tell students where to be and what they are to learn. Textbooks set the pace of learning, and teachers tend to follow the pattern of chapter assignments and tests. Too often, kids are hooked on teachers and teachers have a faith-based relationship with the textbook.

Despite compelling new knowledge about learning, how the brain works, and what constitutes effective classroom groupings, classrooms have changed little over the past 100 years. We still assume that children of a given age are enough like each other that they can and should traverse the same curriculum in the same fashion. Further, schools act as though all children should finish classroom tasks as near to the same moment as possible, and that school year should be the same length for all learners. To this end, teachers generally assess student content mastery via tests based on specific chapters of the adopted textbook and summative tests at the end of designated marking periods. Teachers use the same grading system for all children of a given age and grade, whatever their starting point at the beginning of the year, with grades providing little if any indication of whether individual students have grown since the previous grading period or the degree to which students' attitudes and habits of mind contributed to their success or stagnation. Toward the end of the school year, schools administer standardized tests on the premise that all students of a certain age should have reached an average level of performance on the prescribed content by the testing date. Teachers, students, and schools that achieve the desired level of performance are celebrated; those that do not perform as desired are reprimanded, without any regard to the backgrounds, opportunities, and support systems available to any of the parties. Curriculum often has been based on goals that require students to accumulate and retain a variety of facts or to practice skills that are far removed from any meaningful context. Drill-and-practice worksheets are still a prime educational technology, a legacy of behaviorism rooted firmly in the 1930s. Teachers still largely run "tight ship" classes and are likely to work harder and more actively than their students much of the time.

ACCESS (Automatization in Communicative Contexts of Essential Speech Segments). It draws on the cognitive perspective and is based on classroom activities which, by their nature, require learners to use meaningful units of language repetitively in contexts where there are genuine exchanges of meaning. The goal is to provide opportunities for using these units with sufficient frequency that they will become automatic. Segalowitz (2010) has emphasized the importance of increasing the amount of language that can be used automatically, thus freeing more cognitive resources for learning new things. Paul Nation (2007) has suggested that automaticity, which he, like Segalowitz, refers to as ‘fluency’ may be the most neglected aspect of language teaching in contexts where instruction focuses primarily on meaning.

Research on comprehension-based approaches to second language acquisition shows that learners can make considerable progress if they have sustained exposure to language they understand. The evidence also suggests, however, that comprehension-based activities may best be seen as an excellent way to begin learning and as a supplement to other kinds of learning for more advanced learners. Comprehension of meaningful language is the foundation of language acquisition. Active listening and reading for meaning are valuable components of classroom teachers’ pedagogical practices. Nevertheless, considerable research and experience challenge the hypothesis that comprehensible input is enough. VanPatten’s research showed that forcing students to rely on specific linguistic features in order to interpret meaning increased the chances that they would be able to use these features in their own second language production. Another response to comprehension-based approaches is Merrill Swain’s (1985) comprehensible output hypothesis. She argues that it is when students have to produce language that they begin to see the limitations of their interlanguage (see Chapter 4). However, as we will see in the discussion of the ‘Let’s talk’ proposal, if learners are in situations where their teachers and classmates understand them without difficulty, they may need additional help in overcoming those limitations.

Study 22: Learner language and proficiency level George Yule and Doris Macdonald (1990) investigated whether the role that different proficiency-level learners play in a two-way communication task led to differences in their interactive behaviour. They set up a task that required two learners to communicate information about the location of different buildings on a map and the route to get there. One learner, referred to as the ‘sender’, had a map with a delivery route on it, and this speaker’s job was to describe the delivery route to the ‘receiver’ so that he or she could draw the delivery route on a similar map. The task was made more challenging by the fact that there were minor differences between the two maps. To determine whether there would be any difference in the interactions according to the relative proficiency of the 40 adult participants, different types of learners were paired together. One group had high-proficiency learners in the ‘sender’ role and low-proficiency learners in the ‘receiver’ role; the other group had low-proficiency ‘senders’ paired with high-proficiency ‘receivers’. When low-proficiency learners were senders, interactions were considerably longer and more varied than when high-proficiency learners were the senders. The explanation for this was that high-proficiency senders tended to act as if the lower-level receiver had little contribution to make in the completion of the task. As a result, the lower-level receivers were almost forced to play a passive role and said very little. When lower-level learners were the senders however, much more negotiation for meaning and a greater variety of interactions between the two speakers took place. Based on these findings, Yule and Macdonald suggest that teachers should sometimes place more advanced students in less dominant roles in paired activities with lower-level learners.

Examples of good conditioning include: Good manners Understanding dangers Ability to learn and gain useful knowledge Good social skills Respect for others Good diet Happiness (positive outlook) Discipline Fair minded balanced attitudes based on understanding (empathy) Good driving Regular exercise/healthy lifestyle Reliability/loyalty Honesty Lack of dependency Lack of negative impulsivity Negative forms of conditioning could include: Gambling Overeating/bad diet Repetitive criminal activity Unreliability Lack of empathy Laziness Bad manners Non clinical depression (negative outlook) Non-dependency drug use Bad driving Speech patterns Negative problematic attitudes (Radicalisation/Extremism) Spousal abuse Negative impulsivity Watching too much TV Lack of exercise Device overuse

Bizarre and Surprising Insights—Consumer Behavior Insight Organization Suggested Explanation7 Guys literally drool over sports cars. Male college student subjects produce measurably more saliva when presented with images of sports cars or money. Northwestern University Kellogg School of Management Consumer impulses are physiological cousins of hunger. If you buy diapers, you are more likely to also buy beer. A pharmacy chain found this across 90 days of evening shopping across dozens of outlets (urban myth to some, but based on reported results). Osco Drug Daddy needs a beer. Dolls and candy bars. Sixty percent of customers who buy a Barbie doll buy one of three types of candy bars. Walmart Kids come along for errands. Pop-Tarts before a hurricane. Prehurricane, Strawberry Pop-Tart sales increased about sevenfold. Walmart In preparation before an act of nature, people stock up on comfort or nonperishable foods. Staplers reveal hires. The purchase of a stapler often accompanies the purchase of paper, waste baskets, scissors, paper clips, folders, and so on. A large retailer Stapler purchases are often a part of a complete office kit for a new employee. Higher crime, more Uber rides. In San Francisco, the areas with the most prostitution, alcohol, theft, and burglary are most positively correlated with Uber trips. Uber “We hypothesized that crime should be a proxy for nonresidential population.…Uber riders are not causing more crime. Right, guys?” Mac users book more expensive hotels. Orbitz users on an Apple Mac spend up to 30 percent more than Windows users when booking a hotel reservation. Orbitz applies this insight, altering displayed options according to your operating system. Orbitz Macs are often more expensive than Windows computers, so Mac users may on average have greater financial resources. Your inclination to buy varies by time of day. For retail websites, the peak is 8:00 PM; for dating, late at night; for finance, around 1:00 PM; for travel, just after 10:00 AM. This is not the amount of website traffic, but the propensity to buy of those who are already on the website. Survey of websites The impetus to complete certain kinds of transactions is higher during certain times of day. Your e-mail address reveals your level of commitment. Customers who register for a free account with an Earthlink.com e-mail address are almost five times more likely to convert to a paid, premium-level membership than those with a Hotmail.com e-mail address. An online dating website Disclosing permanent or primary e-mail accounts reveals a longer-term intention. Banner ads affect you more than you think. Although you may feel you've learned to ignore them, people who see a merchant's banner ad are 61 percent more likely to subsequently perform a related search, and this drives a 249 percent increase in clicks on the merchant's paid textual ads in the search results. Yahoo! Advertising exerts a subconscious effect. Companies win by not prompting customers to think. Contacting actively engaged customers can backfire—direct mailing financial service customers who have already opened several accounts decreases the chances they will open more accounts (more details in Chapter 7).

Language both required additional cognitive capacities and made new ones possible, and these changes took space and connections to achieve. The space problem was solved, as we saw earlier, by moving some things around in existing cortical space, and also by adding more space. But the connection problem was only partially solved. The part that was solved, connectivity within cortical processing networks, made the enhanced cognitive capacities of the hominid brain possible. But the part that hasn't been fully solved is connectivity between cognitive systems and other parts of the mental trilogy-emotional and motivational systems. This is why a brilliant mathematician or artist, or a successful entrepreneur, can like anyone else fall victim to sexual seduction, road rage, or jealousy, or be a child abuser or rapist, or can have a crippling depression or anxiety. Our brain has not evolved to the point where the new systems that make complex thinking possible can easily control the old systems that give rise to our base needs and motives, and emotional reactions. This doesn't mean that we're simply victims of our brains and should just give in to our urges. It means that downward causation is sometimes hard work. Doing the right thing doesn't always flow naturally from knowing what the right thing to do is. In the end, then, the self is maintained by systems that function both explicitly and implicitly. Through explicit systems, we try to willfully dictate who we are, and how we will behave. But we are only partially effective in doing so, since we have imperfect conscious access to emotional systems, which play such a crucial role in coordinating learning by other systems. In spite of their importance, though, emotion systems are not always active and have only episodic influence on what other brain systems learn and store. Furthermore, because there are multiple independent emotion systems, the episodic influence of any one system is itself but a component of the total impact of emotions on self-development.

for several years starting in 2004, Bezos visited iRobot’s offices, participated in strategy sessions held at places like the Massachusetts Institute of Technology , and became a mentor to iRobot chief executive Colin Angle, who cofounded the company in 1990. “He recognized early on that robots were a very disruptive game-changer,’’ Angle says of Bezos. “His curiosity about our space led to a very cool period of time where I could count upon him for a unique perspective.’’ Bezos is no longer actively advising the company, but his impact on the local tech scene has only grown larger. In 2008, Bezos’ investment firm provided initial funding for Rethink Robotics, a Boston company that makes simple-to-program manufacturing robots. Four years later, Amazon paid $775 million for North Reading-based Kiva, which makes robots that transport merchandise in warehouses. Also in 2012, Amazon opened a research and software development outpost in Cambridge that has done work on consumer electronics products like the Echo, a Wi-Fi-connected speaker that responds to voice commands. Rodney Brooks, an iRobot cofounder who is now chief technology officer of Rethink, says he met Bezos at the annual TED Conference. Bezos was aware of work that Brooks, a professor emeritus at MIT, had done on robot navigation and control strategies. Helen Greiner, the third cofounder of iRobot, says she met Bezos at a different technology conference, in 2004. Shortly after that, she recruited him as an adviser to iRobot. Bezos also made an investment in the company, which was privately held at the time. “He gave me a number of memorable insights,’’ Angle says. “He said, ‘Just because you won a bet doesn’t mean it was a good bet.’ Roomba might have been lucky. He was challenging us to think hard about where we were going and how to leverage our success.’’ On visits to iRobot, Greiner recalls, “he’d shake everyone’s hand and learn their names. He got them engaged.’’ She says one of the key pieces of advice Bezos supplied was about the value of open APIs — the application programming interfaces that allow other software developers to write software that talks to a product like the Roomba, expanding its functionality. The advice was followed. (Amazon also offers a range of APIs that help developers build things for its products.) By spending time with iRobot, Bezos gave employees a sense they were on the right track. “We were all believers that robotics would be huge,’’ says former iRobot exec Tom Ryden. “But when someone like that comes along and pays attention, it’s a big deal.’’ Angle says that Bezos was an adviser “in a very formative, important moment in our history,’’ and while they discussed “ideas about what practical robots could do, and what they could be,’’ Angle doesn’t want to speculate about what, exactly, Bezos gleaned from the affiliation. But Greiner says she believes “there was learning on both sides. We already had a successful consumer product with Roomba, and he had not yet launched the Kindle. He was learning from us about successful consumer products and robotics.’’ (Unfortunately, Bezos and Amazon’s public relations department would not comment.) The relationship trailed off around 2007 as Bezos got busier — right around when Amazon launched the Kindle, Greiner says. Since then, Bezos and Amazon have stayed mum about most of their activity in the state. His Bezos Expeditions investment team is still an investor in Rethink, which earlier this month announced its second product, a $29,000, one-armed robot called Sawyer that can do precise tasks, such as testing circuit boards. The warehouse-focused Kiva Systems group has been on a hiring tear, and now employs more than 500 people, according to LinkedIn. In December, Amazon said that it had 15,000 of the squat orange Kiva robots moving around racks of merchandise in 10 of its 50 distribution centers. Greiner left iRo

Title: Teaching Writing Based on Journaling Concepts of Thoreau   Thesis: Information processing generates active students. My thesis is to engage in remembering place.      Through my own experience of basing my newest novel entitled The Passing Light on my own travel diary, I create strategies based on the travel journaling of Thoreau. My students create E- journals as primary sources for essays. Writing based on keen observation and self discovery is a part of learning to write.

Observation is key. As a teacher/guide we must put an emphasis on learning rather than teaching, our primary role is observing the child and providing an environment for him based on our observations. By following the child, his interests and sensitive periods, we’ll be able to adequately provide activities a 2-6 year old can keep engaged in. During presentations/work time, silence and concentration are a priority; we should eliminate distractions even if one must use a minimum of words and movement. Finally, we must allow 2-6 year old children the freedom to explore and grow at their own pace, all while embodying patience ourselves.

a new teaching appointment required that I become familiar with mysticism in Christianity and other religions. That’s when I realized that these were mystical experiences. Especially important was William James’s classic book The Varieties of Religious Experience, published more than a century ago, still in print, and named by a panel of experts in 1999 as the second most important nonfiction book published in English in the twentieth century. The book combines the elements that made up James himself: a psychologist fascinated by the varieties of human consciousness, and a philosopher pondering what all of this might mean.1 Part of his book is about mystical experiences. Based on James’s study of accounts of such experiences, he concluded that their two primary features are “illumination” and “union.” Illumination has a twofold meaning. The experiences often involve light, luminosity, radiance. Moreover, they involve “enlightenment,” a new way of seeing. “Union” (or “communion”) refers to the experience of connectedness and the disappearance or softening of the distinction between self and world. In addition, James names four other common features: Ineffability. The experiences are difficult, even impossible, to express in words. Yet those who have such experiences often try, usually preceded by, “It’s really hard to describe, but it was like . . .” Transiency. They are usually brief; they come and then go. Passivity. One cannot make them happen through active effort. They come upon one—one receives them. Noetic quality. They include a vivid sense of knowing (and not just intense feelings of joy, wonder, amazement)—a nonverbal, nonlinguistic way of knowing marked by a strong sense of seeing more clearly and certainly than one ever has. What is known is “the way things are” when all of our language falls away and we see “what is” without the domestication created by our words and categories. This way of knowing might be called direct cognition, a way of knowing not mediated through language. Reading James and other writers on mysticism was amazing. In colloquial language, I was blown away. I found my experiences described with great precision. Suddenly, I had a way of naming and understanding them. Moreover, they were linked to the experiences of many people. They are a mode of human consciousness. They happen. And

I learned that a covert CIA operation known as ‘The Finders,’ based in Washington DC, was actively involved in kidnapping and trafficking of children since the early 1960s.  This matter was brought to the attention of the FBI and State Department in 1997.  A report by the Metropolitan Police Department was classified ‘Secret’ in the interest of National Security.  The investigation by the FBI was closed down,  however,  according  to  the U.S. Customs  investigation  report.  ‘The Finders’  became  an internal matter. I  have  given  this  information  to  the  FBI  on  seven  occasions,  and  have  demanded  an investigation for the international kidnapping and trafficking of children.”   Fostered,

WhatsApp user base crosses 70 million in India The total user base for WhatsApp is 600 million, according to a a vice-president of the company. Photo: AFP By PTI | 328 words Mumbai: Mobile messenger service WhatsApp's user base in India has grown to 70 million active users, which is over a 10th of its global users, its business head Neeraj Arora said on Sunday. "We have 70 million active users here who use the application at least once a month," Arora, a vice-president with WhatsApp, said at the fifth annual INK Conference in Mumbai. He said the total user base for the company, which was bought by Facebook in a $19-billion deal earlier this year, is 600 million. With over a 10th of the users from the country, India is one of the biggest markets for WhatsApp, he said, adding connecting billions of people in markets like India and Brazil is the aim of the company. Arora, an alumnus of Indian Institute of Technology (IIT)-Delhi and ISB Hyderabad, said WhatsApp will continue to hold a distinct identity even after the takeover by Facebook and will not get merged with the social networking giant. He said WhatsApp, which has only 80 employees, will benefit through learnings from the social networking giant. Arora, who first heard of WhatsApp as a business development executive for the Internet search firm Google Inc. and later joined as its business head, said it took two years to stitch the $19 billion deal announced this April. Interestingly, Arora said he would have paid a fraction of the sum to buy WhatsApp three years back. It would have been in "low tens of million" dollars, he said stressing that the company has grown a lot since then. Arora said the user-base has doubled to 600 million from the 30 million when he joined three years ago. The company has flourished because of its focus on the product, rather than the business side of things, he said. "The founders wanted to develop a cool product which will be used by millions and did not have business things like valuations," he said, stressing that this continues to be a motto of the company.

By bringing community members into the school, forming partnerships with local organizations, initiating joint planning activities, grounding curriculum in local knowledge and issues, becoming curriculum designers, giving students the chance to create knowledge, nurturing their agency and voice, and linking children and youth to adults outside the school, it becomes possible for schools to become vital centers of community learning and activity, institutions worthy of both children’s attention and adults’ support.

school. In the late 1890s John Dewey warned of this emerging disconnect in School and Society and sought in his own educational approach to recover the relationship between formal learning and community life that had been disrupted in most schools: From the standpoint of the child, the great waste in the school comes from his inability to utilize the experiences he gets outside the school in any complete and free way within the school itself; while, on the other hand, he is unable to apply in daily life what he is learning at school. That is the isolation of the school—its isolation from life. When the child gets into the schoolroom he has to put out of his mind a large part of the ideas, interests, and activities that predominate in his home and

Early in the interaction, practitioners should obtain information from clients about their perception of the problem, needs, and goals. The implementation of a client-centered approach requires the use of a top-down approach37,49 in which clients identify what they perceive to be the important issues causing them difficulty in carrying out their daily activities in work, self-maintenance, leisure, and rest.7 A client-centered approach requires practitioners to view clients in the contexts of their lives and help them not only to acquire the skills to handle the immediate issues influencing their health but to also learn strategies and link with community resources that promote, protect, and improve their health over the long term. This approach extends from the agency or institution into the community, requiring the practitioner to take an active role in advocating for

In School of One, students have daily "playlists" of their learning tasks that are attuned to each student's learning needs, based on that student's readiness and learning style. For example, Julia is way ahead of grade level in math and learns best in small groups, so her playlist might include three or four videos matched to her aptitude level, a thirty-minute one-on-one tutoring session with her teacher, and a small group activity in which she works on a math puzzle with three peers at similar aptitude levels. There are assessments built into each activity so that data can be fed back to the teacher to choose appropriate tasks for the next playlist.

Peer-Assessment 25 Peer-assessment helps students in many ways. First, it gives them a chance to compare their own work to that of their peers. This helps them to develop a greater sense of what can be done. Second, it opens up success criteria, ensuring pupils can become more familiar with what they need to do to succeed. Third, it allows students to think of new ideas based on what they see while engaged in the task. You can ask pupils to peer-assess any work produced in class or at home. Just make sure they have a mark scheme or set of criteria to use and that you train them on how to give good feedback (that is clear and focussed on the learning).

A startup called Wit.ai plans to make it easy for hardware makers and software developers to add custom voice controls to everything from Internet-connected thermostats to drones to smart watches. While big companies like Apple and Google have their own voice recognition technology, smaller companies and independent developers don’t have the deep pockets required to create voice software that continuously learns from mountains of data. Wit.ai, based in Palo Alto, California, is taking aim at the swiftly growing number of devices with small displays, or no screen at all, and at activities like driving and cooking, where you don’t want to look at or touch a display.

Embracing active learning methodologies such as Problem-Based Learning (PBL) empowers students to tackle real-world challenges head-on, fostering critical thinking, collaboration, and practical problem-solving skills.

Kennon Smith in their delineating of critical issues in education through the studio. Central to their investigation is a connection with other fields of design and bringing common essential characteristics to the field of instructional design. Design and narrative meet in two chapters. In the first, Katherine Cennamo relates her experiences in pairing two design forms in a multidisciplinary design studio. Not all design work is alike and different cultures exist in different disciplines. At the same time, there are lessons to be learned through this innovative studio environment. Subsequently, Wayne Nelson and David Palumbo present the crossover of an interactive design firm to engagement with instructional design. Blending processes and ideas from product design and user-experience design informs their work, beginning from their entertainment-oriented experience and moving toward an educational product. How people design—whether they are instructional designers, architects, or end users—is a valuable base for practice and education. Chapters by Lisa Yamagata-Lynch and Craig Howard examine the design process using different methods of inquiry, but both help us in our quest for understanding. While Yamagata-Lynch uses Cultural Historical Activity Theory to examine design from an end-user point of view, Howard builds on an extensive use of the case study method to examine our own practices of instructional design. As we have seen in these chapters, instructional design is a diverse field and, while the specific subject matter is important, it is but one component of education. Wayne Nelson outlines the possible scope of research and practice and finds ways to integrate the field beyond traditional educational research. The qualitative and subjective aspects of instructional design must also be addressed. The specific elements of message design, judgment, and ethics are presented in chapters by M.J. Bishop, Nilufer Korkmaz and Elizabeth Boling, and Stephanie Moore. Each is critical in a holistic understanding of the field of instructional design, touching on such questions as how we convey meaning and information, our judgment of quality in our work, and our responsibilities as designers. We began the symposium with the idea of the value of design thinking, and Gordon Rowland, in his chapter, presents a method for improving the use of design in learning and thinking. Design is “a unique and essential form of inquiry,” and Rowland’s method can advance the use of design as a full-fledged educational component. Examining design and education encourages us to address larger, more systemic issues. Marcia Ashbaugh and Anthony Piña examine leadership thinking and how it could infuse and direct instructional design. How to improve the practice of design inquiry extends to the full field of education and to leadership in higher education. Paul Zenke’s chapter examines the role of university leadership as designers. Challenges abound in the modern age for higher education, and the application of design thinking and transformation is sorely needed. Our story, the chapters of this book, began with detailed views of the work of instructional design

Mikulincer and Shaver created a model of attachment-system functioning and dynamics,4 which I’ve adapted into a flowchart showing how the different attachment experiences arise. First, if a child experiences a threat—whether perceived or actual, physical or emotional—they will try to find protection by seeking closeness to an attachment figure. If their attachment figure is available and responsive, and meets their needs, the child feels safe and can go back to playing or exploring. But if their attachment figure is unresponsive or inaccessible, and the child is left without a safe haven to turn to, they may adapt by either deactivating (turning down) or hyperactivating (turning up) their attachment needs. As children, when we feel afraid, threatened or in need, and seeking closeness with our parents is not a viable option because they’re not available or because turning towards them doesn’t make things better, we learn to rely more on ourselves. We become more self-reliant and we minimize our attachment needs. When we deactivate our attachment system, we suppress our attachment-based longings—not because we don’t still want closeness and connection, but in order to adapt and survive. If we experience discomfort or danger and closeness to a parent is still somewhat of a viable option, we might learn that we can get their attention by intensifying our attachment cries. If our caretakers did not respond to our initial bids, but ramping up our demands and hyperactivating our attachment system did get their attention in some form, we then learn that this is an effective strategy. Later in this chapter, we’ll talk about how these strategies—deactivating, hyperactivating, or vacillating between the two—relate to the three different insecure attachment styles. FIGURE 1.1 An adaptation of Mikulincer and Shaver’s model of attachment-system activation and functioning in adulthood.5

Understanding Financial Risks and Companies Mitigate them? Financial risks are the possible threats, losses and debts corporations face during setting up policies and seeking new business opportunities. Financial risks lead to negative implications for the corporations that can lead to loss of financial assets, liabilities and capital. Mitigation of risks and their avoidance in the early stages of product deployment, strategy-planning and other vital phases is top-priority for financial advisors and managers. Here's how to mitigate risks in financial corporates:- ● Keeping track of Business Operations Evaluating existing business operations in the corporations will provide a holistic view of the movement of cash-flows, utilisation of financial assets, and avoiding debts and losses. ● Stocking up Emergency Funds Just as families maintain an emergency fund for dealing with uncertainties, the same goes for large corporates. Coping with uncertainty such as the ongoing pandemic is a valuable lesson that has taught businesses to maintain emergency funds to avoid economic lapses. ● Taking Data-Backed Decisions Senior financial advisors and managers must take well-reformed decisions backed by data insights. Data-based technologies such as data analytics, science, and others provide resourceful insights about various economic activities and help single out the anomalies and avoid risks. Enrolling for a course in finance through a reputed university can help young aspiring financial risk advisors understand different ways of mitigating risks and threats. The IIM risk management course provides meaningful insights into the other risks involved in corporations. What are the Financial Risks Involved in Corporations? Amongst the several roles and responsibilities undertaken by the financial management sector, identifying and analysing the volatile financial risks. Financial risk management is the pinnacle of the financial world and incorporates the following risks:- ● Market Risk Market risk refers to the threats that emerge due to corporational work-flows, operational setup and work-systems. Various financial risks include- an economic recession, interest rate fluctuations, natural calamities and others. Market risks are also known as "systematic risk" and need to be dealt with appropriately. When there are significant changes in market rates, these risks emerge and lead to economic losses. ● Credit Risk Credit risk is amongst the common threats that organisations face in the current financial scenarios. This risk emerges when a corporation provides credit to its borrower, and there are lapses while receiving owned principal and interest. Credit risk arises when a borrower falters to make the payment owed to them. ● Liquidity Risk Liquidity risk crops up when investors, business ventures and large organisations cannot meet their debt compulsions in the short run. Liquidity risk emerges when a particular financial asset, security or economic proposition can't be traded in the market. ● Operational Risk Operational risk arises due to financial losses resulting from employee's mistakes, failures in implementing policies, reforms and other procedures. Key Takeaway The various financial risks discussed above help professionals learn the different risks, threats and losses. Enrolling for a course in finance assists learners understand the different risks. Moreover, pursuing the IIM risk management course can expose professionals to the scope of international financial management in India and other key concepts.

Variously called productive failure, invention learning, or desirable difficulties, the proposed benefits of starting with a problem include: • activating prior knowledge related to new skills • combating student perceptions that the content is easy to learn • creating a moment of need, making students more receptive to explanations.

Kolb’s experiential learning cycle is a widely used explanation on how effective learning takes place (Kolb, 1983; Zull, 2002). Kolb’s cycle has four stages – namely, the concrete experience stage, reflective observation stage, abstract conceptualisation stage, and active experimentation stage. All four stages play important roles in accomplishing successful and effective learning. Kolb’s theory explains how different parts of the brain function together to affect effective learning; concrete experience is sensed through the sensory cortex; reflective observation is performed using the back integrative cortex; abstract conceptualisation is done using the frontal integrative cortex; and active experimentation is performed using motor cortex (Zull, 2002).

Using the characterisation of left and right hemispheric functions of the brain (Silverman, 2002), we can infer that concrete experience and active experimentation tasks mainly use the left hemisphere of our brain, while reflective observation and abstract conceptualisation activities use the right hemisphere; former functions may require detailed descriptions and a sense of time, while the latter probably needs to understand the big picture in the process of integrating and may not need to be concerned about the time or sequencing. In other words, we can infer that those who prefer auditory-sequential learning may prefer the concrete experience and active experimentation stages of the Kolb cycle, while visual-spatial learners may prefer the reflective observation and abstract conceptualisation stages.

we need to use appropriate instructions and activities to encourage all our learners to utilise not only both hemispheres of the brain but also different parts of the cerebral cortex, as highlighted above.

In other words, the learner plays a more active role in learning in an emotionally and socially supported environment, creating knowledge, while the teacher’s role is somewhat passive, guiding learners in the knowledge creation process. In pedagogy, this scenario is referred to as a dialectic teaching-learning process. As we can see, the dialectic approach has a deeper and critical focus to learning, while the didactic approach is more likely to produce a surface approach to learning. In the dialectic approach, the delivery is so paced and toned that the learners are in a more emotionally and socially comfortable position to engage in reflective observation and abstract conceptualisation stages of the Kolb’s cycle. We can also see student-centred learning from another important point of view: it is possible that individual students get more attention from the teacher to possibly get individual feedback and individual issues addressed for more purposeful learning and development. Also, the teacher gets to know students individually based on the discussions they engage in, thus getting to know their personality traits, as widely referred to by psychologists, so that appropriate personalised feedback can be provided. This learner-centred approach accommodates for a more authentic learning experience for each student, and at the same time, it caters for a more authentic evaluation of individual students.

In relation to these learning styles, psychologists have also identified other associated psychological, neurological, and personality characteristics. The students with preferences for the auditory-sequential learning style are more inclined to have extrovert personalities, while the students who prefer the visual-spatial learning style are inclined to possess introvert personalities. Extrovert personalities are more outgoing, engage in discussions, and respond easily, even with relatively unknown people, and they enjoy social activities with a large number of participants. On the contrary, introverts prefer attending to things on their own with less interaction with others, especially with relatively unknown people, and dislike social activities with large attendance. Auditory-sequential learners are good in analysis and pay more attention to specific detail; they approach solving a complex problem by dividing it into smaller parts. On the other hand, visual-spatial learners are good synthesisers, who can relate different perspectives to form an answer and are better at seeing the big picture or are holistic. As we would expect, auditory-sequential learners deal better with the concept of time and are better organised, while visual-spatial learners are relatively less competent with the concept of time. Auditory-sequential learners think in words and are better in rote memorisation; visual-spatial learners think in pictures and need to relate contextual meanings with pictures and, as a result, struggle with rote memorisation. That is, auditory-sequential learners have better auditory short-term memory, while visual-spatial learners have better visual long-term memory. Further, since they think in pictures, visual-spatial learners take a relatively longer time to process and relate information to contexts; once they do that, this contextual information is retained longer in memory.

From the point of view of brain structure, it is important to note that the tasks of synthesis and evaluation essentially need to get the right hemisphere involved. That is, when higher-order learning is targeted, we have to necessarily stimulate right hemisphere through appropriate instructions and activities that go beyond mere procedural/routine/sequential operations. In addition, essentially the frontal integrative cortex of the cerebral cortex needs to be stimulated to a higher degree for promoting higher-order learning; this is the region we use for more integrative tasks of abstract conceptualisation, as presented earlier.

research evidence shows repeatedly, learners in such disadvantaged situations/conditions could benefit from attention training/mindfulness practices so that they can continue engaging in higher-order learning activities.

Within an authentic education framework, learners’ individual psychological and neurological characteristics (akin to social-emotional learning aspects) are given consideration and accepted/honoured as they are, promoting inclusive practices. For example, emotional and other high sensitivities commonly found in gifted and creative personnel are not treated as constraints, maladjustments, or something antisocial; rather, they are considered as enriching a neurodiverse society to operate in a more balanced manner. All learners, including those with high developmental potential, get conducive environments to reach higher levels of development, similar to the self-actualised/self-transcended state. An authentic education system sends learners through a lasting deep learning and/or critical thinking experience, which human brains are capable of under conducive teaching-learning environments; human brains are treated as parallel processors that are capable of dealing with multiple inputs and solving complex problems, unlike machines or computers that are good at executing routine steps in reaching specific answers at very high speeds. In effect, in an authentic learning environment, most parts of a human brain (a.k.a. whole brain) including the right hemisphere, are stimulated using appropriate instructions and activities; this contrasts from mainly addressing the left hemisphere in a traditional environment.

her takes a good deal of clinical experience. More importantly, the therapist needs to have worked deeply with her own early life experiences, and has to actively work with it throughout the life span. A successful therapeutic relation precipitates emotional growth not only in the patient but also in the therapist. Sieff refered to the fact that short-term cognitive behavioral therapy (CBT) is currently very popular and widely used. Can it help with healing relational trauma? Schore answered that CBT is grounded in cognitive psychology, and its research base is grounded cognitive processes such as explicit memory, rational thought, language, and effortful conscious control. Cognitively based therapy’s basic theoretical assumption is grounded in the assumption that we can change how we feel by consciously changing how we think and what we believe. This means that cognitive therapy focuses on language and thought, both of which are located in the left brain. People who have trouble regulating their emotions typically have a left brain that is already more developed than their right brain, and they may well have learned to use rational thinking and words to obscure the deeper emotional experiences and to keep them dissociated. Cognitive therapy may strengthen the very strategies that keep the affect dampening defense of dissociation in place. Even if the left brain becomes more able to control the emotions of the right brain, it can only control emotional arousal that is of low or moderate intensity. As a rule, when emotional arousal reaches a certain level of intensity the left brain goes off-line and the right brain becomes dominant. Changes made in the cognitive strategies of the left brain are unavailable when this happens. At these times, emotionally-focused therapy may enhance the neural connections between the right amygdala and the right orbifrontal cortex which allows the patient to more effectively tolerate and regulate intense emotions. Cognitive therapy which exclusively focuses on the ability of the left brain to control the right cannot directly alter changes within the right-lateralized limbic system. The

Sir,’ I commented, ‘I have been thinking of the scientific men of the West, greater by far in intelligence than most people congregated here, living in distant Europe and America, professing different creeds, and ignorant of the real values of such melas as the present one. They are the men who could benefit greatly by meetings with India’s masters. But, although high in intellectual attainments, many Westerners are wedded to rank materialism. Others, famous in science and philosophy, do not recognize the essential unity in religion. Their creeds serve as insurmountable barriers that threaten to separate them from us forever.’ ‘I saw that you are interested in the West, as well as the East.’ Babaji’s face beamed with approval. ‘I felt the pangs of your heart, broad enough for all men, whether Oriental or Occidental. That is why I summoned you here. ‘East and West must establish a golden middle path of activity and spirituality combined,’ he continued. ‘India has much to learn from the West in material development; in return, India can teach the universal methods by which the West will be able to base its religious beliefs on the unshakable foundations of yogic science.

Uber had to get creative to unlock the hard side of their network, the drivers. Initially, Uber’s focus was on black car and limo services, which were licensed and relatively uncontroversial. However, a seismic shift occurred when rival app Sidecar innovated in recruiting unlicensed, normal people as drivers on their platform. This was the “peer-to-peer” model that created millions of new rideshare drivers, and was quickly copied and popularized by Lyft and then Uber. Jahan Khanna, cofounder/chief technology officer of Sidecar, spoke of its origin: It was obvious that letting anyone sign up to be a driver would be a big deal. With more drivers, rides would get cheaper and the wait times would get shorter. This came up in many brainstorms at Sidecar, but the question was always, what was the regulatory framework that allows this to operate? What were the prior examples that weren’t immediately shut down? After doing a ton of research, we came onto a model that had been active for years in San Francisco run by someone named Lynn Breedlove called Homobiles that answered our question.22 It’s a surprising fact, but the earliest version of the rideshare idea came not from an investor-backed startup, but rather from a nonprofit called Homobiles, run by a prominent member of the LGBTQ community in the Bay Area named Lynn Breedlove. The service was aimed at protecting and serving the LGBTQ community while providing them transportation—to conferences, bars and entertainment, and also to get health care—while emphasizing safety and community. Homobiles had built its own niche, and had figured out the basics: Breedlove had recruited, over time, 100 volunteer drivers, who would respond to text messages. Money would be exchanged, but in the form of donations, so that drivers could be compensated for their time. The company had operated for several years, starting in 2010—several years before Uber X—and provided the template for what would become a $100 billion+ gross revenue industry. Sidecar learned from Homobiles, implementing their offering nearly verbatim, albeit in digital form: donations based, where the rider and driver would sit together in the front, like a friend giving you a ride. With that, the rideshare market was kicked off.

Finding the Competitive Levers When there’s a battle between two networks, there are competitive levers that shift users from one into the other—what are they? The best place to focus in the rideshare market was the hard side of the network: drivers. More drivers meant that prices would be lower, attracting valuable high-frequency riders that often comparison shop for fares. Attract more riders, and it more efficiently fills the time of drivers, and vice versa. There was a double benefit to moving drivers from a competitor’s network to yours—it would push their network into surging prices while yours would lower in price. Uber’s competitive levers would combine financial incentives—paying up for more sign-ups, more hours—with product improvements to improve Acquisition, Engagement, and Economic forces. Drawing in more drivers through product improvements is straightforward—the better the experience of picking up riders and routing the car to their destination, the more the app would be used. Building a better product is one of the classic levers in the tech industry, but Uber focused much of its effort on targeted bonuses for drivers. Why bonuses? Because for drivers, that was their primary motivation for using the app, and improving their earnings would make them sticky. But these bonuses weren’t just any bonuses—they were targeted at quickly flipping over the most valuable drivers in the networks of Uber’s rivals, targeting so-called dual apping drivers that were active on multiple networks. They were given large, special bonuses that compelled them to stick to Uber, and every hour they drove was an hour that the other networks couldn’t utilize. There was a sophisticated effort to tag drivers as dual appers. Some of these efforts were just manual—Uber employees who took trips would just ask if the drivers drove for other services, and they could mark them manually in a special UI within the app. There were also behavioral signals when drivers were running two apps—they would often pause their Uber session for a few minutes while they drove for another company, then unpause it. On Android, there were direct APIs that could tell if someone was running Uber and Lyft at the same time. Eventually a large number of these signals were fed into a machine learning model where each driver would receive a score based on how likely they were to be a dual apper. It didn’t have to be perfect, just good enough to aid the targeting.

AGENCY: OWNING YOUR LIFE “Agency” is the technical term for the feeling of being in charge of your life: knowing where you stand, knowing that you have a say in what happens to you, knowing that you have some ability to shape your circumstances. The veterans who put their fists through drywall at the VA were trying to assert their agency—to make something happen. But they ended up feeling even more out of control, and many of these once-confident men were trapped in a cycle between frantic activity and immobility. Agency starts with what scientists call interoception, our awareness of our subtle sensory, body-based feelings: the greater that awareness, the greater our potential to control our lives. Knowing what we feel is the first step to knowing why we feel that way. If we are aware of the constant changes in our inner and outer environment, we can mobilize to manage them. But we can’t do this unless our watchtower, the MPFC, learns to observe what is going on inside us. This is why mindfulness practice, which strengthens the MPFC, is a cornerstone of recovery from trauma.12 After I saw the wonderful movie March

Thinking like a scientist involves more than just reacting with an open mind. It means being actively open-minded.27 It requires searching for reasons why we might be wrong—not for reasons why we must be right—and revising our views based on what we learn.

That attachment styles can vary based on type—for example, friendship or a romantic relationship. 2. That how a person behaves in one relationship—for example, with one specific friend—can spread to how they behave in other relationships of that same type—such as with other friends. This concept is important because it truly demonstrates the ability of the subconscious to store and replay beliefs based on repetition and emotion. Now that you understand the fluidity of attachment styles and why they lie along a spectrum, you can begin to discover your dominant attachment style in different areas of your life. Consider how you act and feel in your relationships, whether they are romantic, platonic, or familial. Examine the ratio of activating to deactivating strategies in your thoughts and behaviors. Recall that activating strategies are decisions that are made based on prior information and experiences. Deactivating strategies are actions that drive self-reliance and deny attachment needs altogether, pushing others away. If you have relatively more activating strategies, you may have a greater fear of abandonment and be on the Anxious side of the spectrum. More deactivating strategies may indicate a subconscious belief around complete autonomy, placing you more on the Dismissive-Avoidant side of the attachment scale. Keep in mind that this tool should be used in romantic relationships after the honeymoon phase is over, a phase that occurs during the first two years of the relationship. During the honeymoon phase, your brain has higher levels of dopamine in the caudate nucleus and ventral tegmental regions, according to Scientific American. These areas of the brain are responsible for, respectively, learning and memory and emotional processing. Consequently, your attachment style may be unclear to you in the early phases of your romantic relationship since your emotions, memory, and hormone regulation are atypical. Our experiences can also dramatically alter our attachment style. For example, if Sophie were to partake in certain forms of therapy and practices such as recurrent meditation, she may be able to better understand and re-equilibrate her subconscious beliefs. According to Science Daily, since meditation induces theta brain waves and activates areas of the frontal lobe associated with emotional regulation, Sophie could eventually bring herself into a more Secure attachment space without the help of a Secure partner. However, although it is common to express different attachment styles in different areas of life, the type of attachment you have in relationships ultimately tends to be the attachment style that you associate with the type of relationship. For example, you can be Dismissive-Avoidant in familial relationships because you experienced emotional neglect from parental figures, but you could also be Fearful-Avoidant in romantic relationships due to domestic abuse that has occurred. This illustrates that major events such as betrayal, loss, or abuse can alter our attachment style in different chapters of life, but that ultimately attachment styles are fluid and often dependent on the kind of relationships we are in. We tend to have a primary attachment style, most associated with how we show up in romantic relationships, that plays a large role in our personality structure. This essentially dictates how we give and receive love and what our subconscious expectations are of others.

In a now-famous experiment, he and his colleagues compared three groups of expert violinists at the elite Music Academy in West Berlin. The researchers asked the professors to divide the students into three groups: the “best violinists,” who had the potential for careers as international soloists; the “good violinists”; and a third group training to be violin teachers rather than performers. Then they interviewed the musicians and asked them to keep detailed diaries of their time. They found a striking difference among the groups. All three groups spent the same amount of time—over fifty hours a week— participating in music-related activities. All three had similar classroom requirements making demands on their time. But the two best groups spent most of their music-related time practicing in solitude: 24.3 hours a week, or 3.5 hours a day, for the best group, compared with only 9.3 hours a week, or 1.3 hours a day, for the worst group. The best violinists rated “practice alone” as the most important of all their music-related activities. Elite musicians—even those who perform in groups—describe practice sessions with their chamber group as “leisure” compared with solo practice, where the real work gets done. Ericsson and his cohorts found similar effects of solitude when they studied other kinds of expert performers. “Serious study alone” is the strongest predictor of skill for tournament-rated chess players, for example; grandmasters typically spend a whopping five thousand hours—almost five times as many hours as intermediatelevel players—studying the game by themselves during their first ten years of learning to play. College students who tend to study alone learn more over time than those who work in groups. Even elite athletes in team sports often spend unusual amounts of time in solitary practice. What’s so magical about solitude? In many fields, Ericsson told me, it’s only when you’re alone that you can engage in Deliberate Practice, which he has identified as the key to exceptional achievement. When you practice deliberately, you identify the tasks or knowledge that are just out of your reach, strive to upgrade your performance, monitor your progress, and revise accordingly. Practice sessions that fall short of this standard are not only less useful—they’re counterproductive. They reinforce existing cognitive mechanisms instead of improving them. Deliberate Practice is best conducted alone for several reasons. It takes intense concentration, and other people can be distracting. It requires deep motivation, often self-generated. But most important, it involves working on the task that’s most challenging to you personally. Only when you’re alone, Ericsson told me, can you “go directly to the part that’s challenging to you. If you want to improve what you’re doing, you have to be the one who generates the move. Imagine a group class—you’re the one generating the move only a small percentage of the time.” To see Deliberate Practice in action, we need look no further than the story of Stephen Wozniak. The Homebrew meeting was the catalyst that inspired him to build that first PC, but the knowledge base and work habits that made it possible came from another place entirely: Woz had deliberately practiced engineering ever since he was a little kid. (Ericsson says that it takes approximately ten thousand hours of Deliberate Practice to gain true expertise, so it helps to start young.)

In STEM education, where complexity meets curiosity, rapid learning techniques come handy. Grasping complex STEM concepts becomes quick and efficient through experiments, simulations, and project-based activities powered by rapid learning principles.

Montessori School located in Little Falls, NJ, providing Montessori-based practices to education for ages 6 weeks old to 9 years old. Spacious, bright and warm classrooms are filled with natural light and provide an environment that is safe, clean and homey. Carpeting, natural bamboo flooring, and surroundings that echo the home are designed to encourage children to create, explore, feel at ease and ready to learn. Outdoors, children can continue their “work” of play in our play area, set on 1.3 acres of open space. Several times daily, they have the opportunity to engage in physical activity and use their imaginations. In Spring, they plant their own outdoor garden, incorporating the “fruits of their labor” into classroom meals and snacks.

a team-based learning and development intervention that considers the team to be a system and is applied collectively to the team as a whole. The focus of team coaching is on team performance and the achievement of a common or shared team goal. Team learning is empowered via specific team coaching activities for self and team reflection, which is facilitated by the team coach(es) through the application of coaching techniques such as impactful, reflective questioning which raises awareness, builds trusting relationships and improves communication. A team coach does not provide advice or solutions to the team. Rather, team coaching requires advanced coaching skills from the coach such as considering multiple perspectives simultaneously and observing and interpreting dynamic interactions and is typically provided over a series of sessions rather than as a one-off intervention (p. 73).