Concept Based Learning Quotes

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.

State philosophy reposes on a double identity: of the thinking subject, and of the concepts it creates and to which it lends its own presumed attributes of sameness and constancy. The subjects, its concepts, and also the objects in the world to which the concepts are applied have a shared, internal essence: the self-resemblance at the basis of identity. Representational thought is analogical; its concern is to establish a correspondence between these symmetrically structured domains. The faculty of judgment is the policeman of analogy, assuring that each of these terms is honestly itself, and that the proper correspondences obtain. In thought its end is truth, in action justice. The weapons it wields in their pursuit are limitive distribution (the determination of the exclusive set of properties possessed by each term in contradistinction to the others: logos, law) and hierarchical ranking (the measurement of the degree of perfection of a term’s self-resemblance in relation to a supreme standard, man, god, or gold: value, morality). The modus operandi is negation: x = x = not y. Identity, resemblance, truth, justice, and negation. The rational foundation for order. The established order, of course: philosophers have traditionally been employees of the State. The collusion between philosophy and the State was most explicitly enacted in the first decade of the nineteenth century with the foundation of the University of Berlin, which was to become the model of higher learning throughout Europe and in the United States. The goal laid out for it by Wilhelm von Humboldt (based on proposals by Fichte and Schleiermacher) was the ‘spiritual and moral training of the nation,’ to be achieved by ‘deriving everything from an original principle’ (truth), by ‘relating everything to an ideal’ (justice), and by ‘unifying this principle and this ideal to a single Idea’ (the State). The end product would be ‘a fully legitimated subject of knowledge and society’ – each mind an analogously organized mini-State morally unified in the supermind of the State. More insidious than the well-known practical cooperation between university and government (the burgeoning military funding of research) is its philosophical role in the propagation of the form of representational thinking itself, that ‘properly spiritual absolute State’ endlessly reproduced and disseminated at every level of the social fabric.

Doing Something with What You Read. While you can become an expert based on what you learn while reading, the true benefits will occur when you start to implement the ideas and concepts you have learned about. You can also take it to the next level when you share what you learn with others.

Because we cannot be skilled at thinking unless we are skilled at questioning, we strive for a state of mind in which essential questions become second nature. They are the keys to productive thinking, deep learning, and effective living.

The idea that we can systematically understand certain aspects of the world and make predictions based on what we’ve learned, while appreciating and categorizing the extent and limitations of what we know, plays a big role in how we think.

Why We Homeschool: ▪   Customized learning that focuses on our children’s individual learning styles and talents ▪   Concepts are learned at each child’s speed ▪   The option of which subjects to cover (and not cover) based on child’s needs or maturity ▪   Character training/teaching about biblical concepts interwoven into everyday

In view of the possibility of finding meaning in suffering, life's meaning is an unconditional one, at least potentially. That unconditional meaning, however, is paralleled by the unconditional value of each and every person. It is that which warrants the indelible quality of the dignity of man. Just as life remains potentially meaningful under any conditions, even those which are most miserable, so too does the value of each and every person stay with him or her, and it does so because it is based on the values that he or she has realized in the past, and is not contingent on the usefulness that he or she may or may not retain in the present. More specifically, this usefulness is usually defined in terms of functioning for the benefit of society. But today's society is characterized by achievement orientation, and consequently it adores people who are successful and happy and, in particular, it adores the young. It virtually ignores the value of those who are otherwise, and in so doing blurs the decisive difference between being valuable in the sense of dignity and being valuable in the sense of usefulness. If one is not cognizant of this difference and holds that na individual's value stems only from his present usefulness, then, believe me, one owes it only to personal inconsistency not to plead for euthanasia along the lines of Hitler's program, that is to say, "mercy" killing of all those who have lost their social usefulness, be it because of old age, incurable illness, mental deterioration, or whatever handicap they may suffer. Confounding the dignity of man with mere usefulness arises from a conceptual confusion that in turn may be traced back to the contemporary nihilism transmitted on many an academic campus and many an analytical couch. Even in the setting of training analyses such an indoctrination may take place. Nihilism does not contend that there is nothing, but it states that everything is meaningless. And George A. Sargent was right when he promulgated the concept of "learned meaninglessness." He himself remembered a therapist who said, "George, you must realize that the world is a joke. There is no justice, everything is random. Only when you realize this will you understand how silly it is to take yourself seriously. There is no grand purpose in the universe. It just is. There's no particular meaning in what decision you make today about how to act." One must generalize such a criticism. In principle, training is indispensable, but if so, therapists should see their task in immunizing the trainee against nihilism rather than inoculating him with the cynicism that is a defense mechanism against their own nihilism.

The dominance panacea is so out of proportion that entire schools of training are based on the premise that if you can just exert adequate dominance over the dog, everything else will fall into place. Not only does it mean that incredible amounts of abuse are going to be perpetrated against any given dog, probably exacerbating problems like unreliable recalls and biting, but the real issues, like well-executed conditioning and the provision of an adequate environment, are going to go unaddressed, resulting in a still-untrained dog, perpetuating the pointless dominance program. None of this is to say that dogs aren’t one of those species whose social life appears to lend itself to beloved hierarchy constructs. But, they also see well at night, and no one is proposing retinal surgery to address their non-compliance or biting behavior. Pack theory is simply not the most elegant model for explaining or, especially, for treating problems like disobedience, misbehavior or aggression. People who use aversives to train with a dominance model in mind would get a better result with less wear and tear on the dog by using aversives with a more thorough understanding of learning theory, or, better yet, forgoing aversives altogether and going with the other tools in the learning theory tool box. The dominance concept is simply unnecessary.

When I was in the advertising business, I used to offer free seminars to advertisers about how to create better ads (the material in this chapter being the content). That was not so long ago, but since then the Internet has ballooned to major significance. If I were selling advertising today, I’d have that seminar online. Think of how this cuts down on your travel expenses. I used to fly all over creation to deliver those seminars. And appointments were harder to get. The education-based marketing concept that you learned in Chapter Four works hand in glove with the ability to do things over the Internet. Here’s the pitch I’d do today: “How would you like to learn to make your advertising literally 10 times more effective? And you can do it right from the comfort of your favorite office chair.” It’s hard to resist such an offer. There are many examples I could give you to flesh out the model of turning your Web site into a community. The examples below are simple and some are even silly, but each shows how far this concept can go and how it helps you capture more leads and build a better brand.

The brain of the modern human is no longer capable of understanding reality directly. It used to be that a person lived, looked toward the horizon, howled at the moon, and formed his conceptions, however biased, based on his own experiences and observations. There used to be this thing called independent learning. Not anymore. They crystallize our brains like ice from water. Imagine how slowly, starting in childhood, your brain is crystallized for you, forming your conception of reality. We could even determine a unit of currency for all humanity, ‘the value of one concept.’ Everyone would have their own change purse, so to speak, and the coins in it, though of various values, quantities, styles, and metals, would all be from a single mint.

From Bacon, Diderot learned that science need not bow down before a Bible-based view of the world; it should be based on induction and experimentation, and, ideally, used to further humankind’s mastery of nature. Locke delivered two related concepts. The first was a theory of mind that rejected the long-standing belief that humans were born with innate ideas (and, therefore, with an inborn understanding of the divine). In Locke’s view, the mind is a blank slate at birth, and our understanding of the exterior world comes about solely through sensation and reflection. This entirely nonspiritual view of cognition set up a second critical lesson. Since, according to the English philosopher, true knowledge is limited to what we can learn through our senses, anyone involved in seeking out nature’s secrets must rely on observation and experiment — on a so-called empirical approach — and avoid building huge systems based on fantasy.

Many intellectuals in the Western world defended the half-century (1959–2008) dictatorship of Fidel Castro of Cuba by noting, for example, under Castro’s rule the literacy rate in Cuba rose to a hundred percent. However, Cubans were not allowed to read anything forbidden by the communist regime. In the view of Castro’s defenders, it is better to be unfree and literate than to be free and illiterate. The Torah’s view, however, would seem to be the opposite; it is better to be free and illiterate, just as it is better to eat a poor man’s food and be free than to eat a rich man’s food as a slave. Furthermore, the very concept of freedom carries with it the possibility of improvement of one’s circumstances. The illiterate are free to learn to read; the poor are free to work, retain the fruits of their labors, and improve their lot in life—perhaps even become wealthy, as so many have in the freedom of the Western, Bible-based world.

In considering the question, how do our presumptions about gender affect the way we hear sounds? I have cast my net rather wide and have mingled evidence from different periods of time and different forms of cultural expression-in a way that reviewers of my work like to dismiss as ethnographic naïveté. I think there is a place for naïveté in ethnography, at the very least as an irritant. Sometimes when I am reading a Greek text I force myself to look up all the words in the dictionary, even the ones I think I know. It is surprising what you learn that way. Some of the words turn out to sound quite different than you thought. Sometimes the way they sound can make you ask questions you wouldn't otherwise ask. Lately I have begun to question the Greek word sophrosyne. I wonder about this concept of self-control and whether it really is, as Greeks believed, an answer to most questions of human goodness and dilemmas of civility. I wonder if there might not be another idea of human order than repression, another notion of human virtue than self-control, another kind of human self than one based on dissociation of inside and outside. Or indeed, another human essence than self.

There is a principle to be learned by studying the biological origins of moral reasoning. It is that outside the clearest ethical precepts, such as the condemnation of slavery, child abuse, and genocide, which all will agree should be opposed everywhere without exception, there is a larger gray domain inherently difficult to navigate. The declaration of ethical precepts and judgments made from them requires a full understanding of why we care about the matter one way or the other, and that includes the biological history of the emotions engaged. This inquiry has not been done. In fact, it is seldom even imagined. With deepened self-understanding, how will we feel about morality and honor? I have no doubt that in many cases, perhaps the great majority, the precepts shared by most societies today will stand the test of biology-based realism. Others, such as the ban on artificial conception, condemnation of homosexual preference and forced marriages of adolescent girls, will not. Whatever the outcome, it seems clear that ethical philosophy will benefit from a reconstruction of its precepts based on both science and culture. If such greater understanding amounts to the “moral relativism” so fervently despised by the doctrinally righteous, so be it.

The ‘Regal Seven (key) Ingredients of a Successful Company’ is: Pursue the goal of Profit Maximization keeping in mind the shareholders interests. To be achieved by developing and rendering Quality Goods and Services at a Reasonable Price. By inculcating Value and Ethics within the structure Through Sound People Management principles devised and effectively implemented. Further organizing Learning Programs and instill concept of ‘Learning and Earning’ Develop/Construct Customer Satisfaction. Build-Build-Build ; Build vision based values, Build your staff, Build customer satisfaction ; and witness your organization being built in the market.

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

As I look back on the cornerstones of my conditioning, I see to my surprise that the atheist Freud and my religious upbringing were fundamentally in agreement. Both assumed that human nature was basically bad and in need of control from outside. Freud told me I needed “civilization” and not religion. Religion told me I needed obedience to the precepts and laws of its “God.” Both agreed that my desires would get me into trouble. My religion told me I’m bad, but “God” will save me; Freud said I’m “bad” at the core, but “enculturation” will save me. Bottom line: I shouldn’t trust my desire. And if I can’t trust my core desire, is it really possible to trust myself? The answer was no—that which is trustworthy is not you, it is outside of you. All you have that you can trust is your reason, which will dictate that you should follow the social good. But if desire was bad, what was going to fuel my effort to obey reason? The unspoken answer was the same as the answer in childhood—fear. “Be responsible and be productive, or else . . .” Such a fear-based mental construct increases reliance on external sources of control. These external controls become internalized as Self 1 concepts that judge both desire and behavior. As I lose touch with Self 2’s natural instinct and am subject to the various cycles of Self 1 interference, there is a great price to pay in terms of human dignity, enjoyment, expression, and capacity for excellence.

Bush’s description of how basic research provides the seed corn for practical inventions became known as the “linear model of innovation.” Although subsequent waves of science historians sought to debunk the linear model for ignoring the complex interplay between theoretical research and practical applications, it had a popular appeal as well as an underlying truth. The war, Bush wrote, had made it “clear beyond all doubt” that basic science—discovering the fundamentals of nuclear physics, lasers, computer science, radar—“is absolutely essential to national security.” It was also, he added, crucial for America’s economic security. “New products and new processes do not appear full-grown. They are founded on new principles and new conceptions, which in turn are painstakingly developed by research in the purest realms of science. A nation which depends upon others for its new basic scientific knowledge will be slow in its industrial progress and weak in its competitive position in world trade.” By the end of his report, Bush had reached poetic heights in extolling the practical payoffs of basic scientific research: “Advances in science when put to practical use mean more jobs, higher wages, shorter hours, more abundant crops, more leisure for recreation, for study, for learning how to live without the deadening drudgery which has been the burden of the common man for past ages.”9 Based on this report, Congress established the National Science Foundation.

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.

Kemmer is not always played by pairs. Pairing seems to be the commonest custom, but in the kemmerhouses of towns and cities, groups may form and intercourse take place promiscuously among the males and females of the group. The furthest extreme from this practice is the custom of vowing kemmering (Karh. oskyommer), which is to all intents and purposes monogamous marriage. It has no legal status, but socially and ethically is an ancient and vigorous institution. The whole structure of the Karhidish Clan-Hearths and Domains is indubitably based upon the institution of monogamous marriage. I am not sure of divorce rules in general; here in Osnoriner there is divorce, but no remarriage after either divorce or the partner’s death: one can only vow kemmering once. Descent of course is reckoned, all over Gethen, from the mother, the “parent in the flesh” (Karh. amha). Incest is permitted, with various restrictions, between siblings, even the full siblings of a vowed-kemmering pair. Siblings are not however allowed to vow kemmering, nor keep kemmering after the birth of a child to one of the pair. Incest between generations is strictly forbidden (In Karhide/Orgoreyn; but is said to be permitted among the tribesmen of Perunter, the Antarctic Continent. This may be slander.). What else have I learned for certain? That seems to sum it up. There is one feature of this anomalous arrangement that might have adaptive value. Since coitus takes place only during the period of fertility, the chance of conception is high, as with all mammals that have an estrous cycle. In harsh conditions where infant mortality is great, a race survival value may be indicated. At present neither infant mortality nor the birthrate runs high in the civilized areas of Gethen. Tinibossol estimates a population of not over 100 million on the Three Continents, and considers it to have been stable for at least a millennium. Ritual and ethical absention and the use of contraceptive drugs seem to have played the major part in maintaining this stability. There are aspects of ambisexuality that we have only glimpsed or guessed at, and which we may never grasp entirely. The kemmer phenomenon fascinates all of us Investigators, of course. It fascinates us, but it rules the Gethenians, dominates them. The structure of their societies, the management of their industry, agriculture, commerce, the size of their settlements, the subjects of their stories, everything is shaped to fit the somer-kemmer cycle. Everybody has his holiday once a month; no one, whatever his position, is obliged or forced to work when in kemmer. No one is barred from the kemmerhouse, however poor or strange. Everything gives way before the recurring torment and festivity of passion. This is easy for us to understand. What is very hard for us to understand is that, four-fifths of the time, these people are not sexually motivated at all. Room is made for sex, plenty of room; but a room, as it were, apart. The society of Gethen, in its daily functioning and in its continuity, is without sex. Consider:

Rather, active learning can be defined more broadly as any type of meaningful learning in which students construct a rich knowledge base (rather than memorizing facts) of interconnected concepts, prior knowledge, and real-life experiences (Bransford & Schwartz, 1999; Murphy & Woods, 1996; Renkl, Mandl, & Gruber, 1996).

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.

The artist is the master of his universe, often choosing his own themes, colors, shapes, materials, and images. The art therapist encourages individuals not to judge themselves, to let their work flow. Participants learn that self-expression becomes the most important aspect of creative work. The art doesn’t have to be perfect; each person’s designs are unique. The concept, that we are allowed to experiment and make mistakes, is crucial in the development of self-esteem. When individuals acknowledge that they don’t have to be perfect, they are better able to accept their perceived flaws and “themselves as a whole.” They are often able to identify and focus on strengths instead of weaknesses.

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.

Contemplation means living in such a way that God can enter into our lives. There are many ways of being open to God. Metaphysically it means that the difference between God and creature is infinitely greater than any similarity, as the Fourth Lateran Council (1215) taught. Consequently the Protestant tradition would not conclude that bad things happening to good people implies that God is not all-powerful. The metaphysical and religious speculations of Job's friends block true contemplation. Psychologically and intellectually it means that we must respect the fact that all concepts we form of God and God's ways are fundamentally inadequate to understand God. Emotionally it means that we must learn to live with the insecurity of an understanding of God that is not intellect based, and must accept mystery, unsolved riddles, and unrequited emotional suffering. Contemplation means living in what mystics have always described as a certain emotional and intellectual darkness. God can reveal himself to us only when we do not block that revelation with our heads, our emotions, and our actions.

A word might begin as a mere stream of sounds to the infant, just one part of the whole statistical learning package, but it quickly becomes more than that. It becomes an invitation for the infant to create similarities among diverse instances. A word tells the infant, “Do you see all these objects that look different physically? They have an equivalence that is mental.” That equivalence is the basis for a goal-based concept.

WHAT IS REIKI? Reiki is a Japanese technique that also facilitates therapy for stress reduction and relaxation. It is done by "laying on hands" and is based on the idea that an invisible "life force drive" is circulating through us, and that is what keeps us alive. If one's "life force drive" is low, then we are more likely to get sick or experience pain, and if it's high, we can be happier and healthier. The term Reiki consists of two Japanese words : Rei, meaning "God's Intelligence or the Higher Power" and Ki, meaning "life energy." So Reiki is simply "spiritually directed energy of life-force." A treatment looks like a stunning sparkling radiance streaming through and around you. Reiki embraces the whole person, including body, thoughts, mind, and spirit, producing various beneficial effects, including relief and feelings of calm, comfort, and well-being. Miraculous findings have been reported by many. Reiki is a simple, natural, and healthy holistic healing and self-improvement practice that can be used by anyone. It has been effective in helping almost all known diseases and disorders and always has a beneficial effect. It also helps to alleviate side effects and facilitate healing in combination with all other medicinal or rehabilitation strategies. An incredibly simple technique to learn, the learning to use Reiki is not learned in the usual sense, but during a Reiki, the lesson is passed to the pupil. The skill is passed on during a Reiki master's "attunement," which helps the student to tap into an unlimited supply of "life force resources" to improve their health and improve their quality of life. Its use does not depend on one's intellectual ability or spiritual development and is therefore available to all. Thousands of people of all ages and races have been effectively taught it. While in essence, Reiki is sacred; it is not a faith. It has no dogma, and in order to learn and use Reiki, there is nothing you have to believe. In reality, Reiki is not at all based on conviction and will function whether or not you believe in it. Because Reiki comes from God, many people find that using Reiki puts them more in touch with their religion's experience than just having an intellectual concept.

There is a subtle art to not giving a fuck. And though the concept may sound ridiculous and I may sound like an asshole, what I’m talking about here is essentially learning how to focus and prioritize your thoughts effectively—how to pick and choose what matters to you and what does not matter to you based on finely honed personal values.

Literacy, usually in Arabic, was spread through the teaching of the Qur’an. Thus the mosques became centres of learning. In this way, the peoples of northern and western Africa were exposed to and contributed to the intellectual achievements of the Muslim world. These achievements were considerable, especially in the fields of mathematics and science; it was people from this vast Muslim-Arab world who developed our modern numeral system based on counting from 1 to 10. They invented algebra, the use of the decimal point and the number zero – a mathematical concept missed by the Ancient Greeks. They developed physics and astronomy. They studied chemistry and were the first people to separate medicine from religion and develop it as a secular science. As we shall see later in this chapter, the peoples of the western Sudan became part of this Muslim intellectual tradition.

Outcome Based Education The first time you read this poem I need you to remember something They do not teach you in school Like Doctor’s, Lawyers, Soldiers, Teachers don’t have an oath, not at all Yet, students aren’t footballs They aren’t The student aren’t born dull or bright Teachers make them that way, a plight Obe comes for rescue to make learning, a delight Yet, is content about Obe too abstract to understand? Is the material about Obe too tough to grasp and comprehend? Do a new way to be adopted to explain and define Obe? Its an easy concept once you agree Outcomes are not scores, averages or grade point Only needs is to look education from a new viewpoint Obe is holistic way of enlightening and empowering learners It is a paradigm shift to make them achievers Obe is what they’ll be able to know and do Skills and knowledge they need to have at debut Course Outcome(CO) is what they’ll know after each course This is the skill they will acquire without any force Program Specific Outcomes(PSO) are specific to program, USPs of department, its hologram What they’ll be able to do at time of graduation accomplishment, achievement, acclamations Program Educational Objectives(PEOs) are the achievements they’ll have in their career Indicates what they’ll achieve and how they perform during first few years Program Outcomes (POs) is what they’ll be able to know and do upon graduation Skills, knowledge and behaviour they’ll acquire, will give their career acceleration. Obe wants all learner to learn and be successful 1 paradigm 2 purpose 3 premises 4 principles 5 Practices of obe makes you accountable ----------------By Dr. Kshitij Shinghal Special thanks to Dr. William Spady and references from his book “ Outcome Based Education: Critical Issues

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.

Outcome Based Education The first time you read this poem I need you to remember something They do not teach you in school Like Doctor’s, Lawyers, Soldiers, Teachers don’t have an oath, not at all Yet, students aren’t footballs They aren’t The student aren’t born dull or bright Teachers make them that way, a plight Obe comes for rescue to make learning, a delight Yet, is content about Obe too abstract to understand? Is the material about Obe too tough to grasp and comprehend? Do a new way to be adopted to explain and define Obe? Its an easy concept once you agree Outcomes are not scores, averages or grade point Only needs is to look education from a new viewpoint Obe is holistic way of enlightening and empowering learners It is a paradigm shift to make them achievers Obe is what they’ll be able to know and do Skills and knowledge they need to have at debut Course Outcome(CO) is what they’ll know after each course This is the skill they will acquire without any force Program Specific Outcomes(PSO) are specific to program, USPs of department, its hologram What they’ll be able to do at time of graduation accomplishment, achievement, acclamations Program Educational Objectives(PEOs) are the achievements they’ll have in their career Indicates what they’ll achieve and how they perform during first few years Program Outcomes (POs) is what they’ll be able to know and do upon graduation Skills, knowledge and behaviour they’ll acquire, will give their career acceleration. Obe wants all learner to learn and be successful 1 paradigm 2 purpose 3 premises 4 principles 5 Practices of obe makes you accountable 1 paradigm what and whether students learn successfully is more important than how and when they learn 2 Purpose maximize condition of success for all students, send fully equipped student into world to make their dreams unfurl 3 Premises All students can succeed and learn maybe not on same day and same way, Success breads success , colleges control condition of success 4 principles clarity of focus on outcomes, expended opportunity to all, high expectation from all, designing curriculum to attain outcome 5 practices define outcome, design curriculum, deliver instruction, document result, determine advancement These are 1 paradigm 2 purpose 3 premises 4 principles 5 Practices for Obe accomplishment ----------------By Dr. Kshitij Shinghal Special thanks to Dr. William Spady and references from his book “ Outcome Based Education: Critical Issues

Personalization in education ensures that individual students’ needs are met. This concept is similar to personalization in marketing to consumers. For example, when a company recommends products based upon customers’ previous selections, the company is specifically marketing to individuals. Such personalized industry practices contrast with simply mass marketing one product or service.

Knowledge is only the first step. It is the foundation of further learning processes.” – Inez De Florio, Effective Teaching and Successful Learning, p. 102 “Students engage in learning when two conditions are fulfilled. The goals, standards, or objectives must be of value for them. But it is not sufficient that they attribute personal value to the goal: They must be convinced that they can reach it.” – Inez De Florio, Effective Teaching and Successful Learning, p. 108 “The expertise of a teacher does not consist only of his ability to plan a lesson or a comprehensive teaching unit and put it into practice; at least as important as these basic tools of the teaching profession are knowledge and flexibility regarding how to surmount unexpected difficulties.” – Inez De Florio, Effective Teaching and Successful Learning, p. 119 “When planning a teaching intervention, the most important question often remains unasked: In what ways does the chosen learning content or skill refer to the needs and interests of the students?” – Inez De Florio, Effective Teaching and Successful Learning, p. 122 “Teaching is more effective and learning more successful when students participate in planning and starting the lesson.” – Inez De Florio, Effective Teaching and Successful Learning, p. 136 “What is a good explanation? Explanations should be clear and well-structured. They should take students’ age and their prior knowledge into account. They are supposed to correspond to the interests of the learners.” – Inez De Florio, Effective Teaching and Successful Learning, p. 144 “There is an unjustified differentiation between tasks for learning and tasks for testing. • First, all tasks should be meaningful and motivating, not only those destined for classroom practice. … • Second, all tasks have to contribute to an improvement of learning.” – Inez De Florio, Effective Teaching and Successful Learning, p. 159 “Deepening the learning processes during independent practice should at least prepare the transfer of new concepts or schemata to other situations than those in which the new content first occurred.” – Inez De Florio, Effective Teaching and Successful Learning, p. 172 “Cooperative learning and problem-/project-based approaches aim at further deepening the new learning content. They offer the learners multiple and motivating opportunities to lead to automaticity of knowledge and skills, and to promote the desired attitudes.” – Inez De Florio, Effective Teaching and Successful Learning, p. 176 “During the lesson, feedback should have three directions: from teachers to students, among the learners, and from students to teachers.” – Inez De Florio, Effective Teaching and Successful Learning, p. 199 “During work in small groups, teachers cannot eliminate peer feedback. It occurs as such because feedback is frequent in the life contexts of children, adolescents and adults. Therefore adequate training is of utmost importance not only for classroom learning but also with regard to future professional and private requirements.” – Inez De Florio, Effective Teaching and Successful Learning, p. 210

Japanese tragedy illustrates this aspect of the Trinity better than Greek tragedy, Kitamori taught, because it is based on the feeling expressed by the word tsurasa. This is the peculiar pain felt when someone dies in behalf of another. yet the term implies neither bitterness nor sadness. Nor is tsurasa burdened with the dialectical tension in the struggle with fate that is emphasized in Greek drama, since dialectic is a concept foreign to Japan. Tsurasa is pain with resignation and acceptance. Kitamori called our attention to a Kabuki play, The Village School. The feudal lord of a retainer named Matsuo is defeated in battle and forced into exile. Matsuo feigns allegiance to the victor but remains loyal to his vanquished lord. When he learns that his lord's son and heir, Kan Shusai, has been traced to a village school and marked for execution, Matsuo resolves to save the boy's life. The only way to do this, he realizes, is to substitute a look-alike who can pass for Kan Shusai and be mistakenly killed in his place. Only one substitute will likely pass: Matsuo's own son. So when the enemy lord orders the schoolmaster to produce the head of Kan Shusai, Matsuo's son consents to be beheaded instead. The plot succeeds: the enemy is convinced that the proffered head is that of Kan Shusai. Afterwards, in a deeply emotional scene, the schoolmaster tells Matsuo and his wife that their son died like a true samurai to save the life of the other boy. The parents burst into tears of tsurasa. 'Rejoice my dear,' Matsuo says consolingly to his wife. 'Our son has been of service to our lord.' Tsurasa is also expressed in a Noh drama, The Valley Rite. A fatherless boy named Matsuwaka is befriended by the leader of a band of ascetics, who invites him to accompany the band on a pilgrimage up a sacred mountain. On the way, tragically, Matsuwaka falls ill. According to an ancient and inflexible rule of the ascetics, anyone who falls ill on a pilgrimage must be put to death. The band's leader is stricken with sorrow; he cannot bear to sacrifice the boy he has come to love as his own son. He wishes that 'he could die and the boy live.' But the ascetics follow the rule. They hurl the boy into a ravine, then fling stones and clods of dirt to bury him. The distressed leader then asks to be thrown into the ravine after the boy. His plea so moves the ascetics that they pray for Matsuwaka to be restored to life. Their prayer is answered, and mourning turns to celebration. So it was with God's sacrifice of his Son. The Son's obedience to the Father, the Father's pain in the suffering and death of the Son, the Father's joy in the resurrection - these expressions of a deep personal relationship enrich our understanding of the triune God. Indeed, the God of dynamic relationships within himself is also involved with us his creatures. No impassive God, he interacts with the society of persons he has made in his own image. He expresses his love to us. He shares in our joys and sorrows. This is true of the Holy Spirit as well as the Father and Son... Unity, mystery, relationship - these are the principles of Noh that inform our understanding of the on God as Father, Son, and Spirit; or as Parent, Child, and Spirit; or as Creator, Redeemer, Sanctifier...this amazing doctrine inspires warm adoration, not cold analysis. It calls for doxology, not definition.

For me, the heart of librarianship is learning. It's a cyclical process of support, engagement, and discovery with deep roots in the concepts of service, access, and freedom to pursue interests of all kinds. No matter what type of institution, someone is gaining knowledge, finding information, or creating something new based on our facilitation.

them out if they make dumb choices. Let them struggle; let them learn; let them take responsibility. They need to figure out the importance of working hard, saving money, being smart. For God’s sake, don’t be a damned fool and then go begging the government to save you.” This is not a stupid argument. I come at the issues differently, of course, as someone who supports a strong social safety net. But this more conservative view represents a considered and consistent position, worthy of respect. Lower-income conservatives are making the same kind of argument that rich liberals are making. They are willing to make monetary sacrifices to answer the call of their fundamental values. For liberals, those values are more about the common good and enlightened self-interest. For conservatives, those values are more about the importance of independence and personal responsibility. But both sides rightfully see their voting behavior as needing to reflect more than just a vulgar calculation about their immediate pocketbook needs. If one side deserves respect, then so does the other.*1 Of course, respecting our opponent’s argument doesn’t mean we have to just accept it and give in. It doesn’t mean we shouldn’t argue passionately about the best approach to taxes or spending—especially in a society as complex as ours, with the stakes as high as they are. In fact, we should disagree and debate. Debate is the lifeblood of democracy, after all. Disagreement is a good thing—even heated disagreement. Only in a dictatorship does everybody have to agree. In a democracy, nobody has to agree. That’s called freedom. It’s the whole point of America. But at the base of too many of our public discussions sits the same destructive assumption: I’m right. And you’re wrong. We proceed on both sides as if our side is grounded in “the Truth” and the other side is always insane and delusional. And some version of this flawed concept has become the default setting throughout American political discourse. It is one thing to say, “I disagree with you because we have different values and priorities.” It’s quite another to say, “I disagree with you because you are an uneducated idiot—a pawn—and a dupe.” The prevalence of the latter set of arguments is why the Democratic Party stinks of elitism. Here’s another liberal favorite: “How can we argue with conservatives? They don’t believe in facts anymore—only ‘alternative facts.’ At least, liberals believe in science. Right-wingers don’t!” I understand the source of liberal exasperation here. Even though any high school student can reproduce the greenhouse-gas effect in a laboratory beaker,

The purpose of life is to live. To live is to express. To express is to be what you want to be and to do what you want to do and to have what you want to have. There is an abundance of everything you could desire in the universe. There are laws or rules of making available all the things you desire. So all you need to do is to learn the laws and decide what you desire, and then do something about it. It is your privilege to either say to yourself, "I don't believe all this" or to say. "I am open-minded and will assume that it is true until I prove it either true or untrue, inasmuch as it is good. If it proves untrue, fine, at least I exposed myself to the possibility of discovering that it was true. If it proves to be true, then I will always know how you feel happy, healthy and prosperous." The indescribable abundance of the universe will be yours as you choose to express it, because now you know the truth about it. Now you know who you are. You know that you are an important individual. You know that you have a special job to do in life. Now, you must neutralize all those false concepts of yourself; the idea that you were not as good as someone else; the idea that you were not as pretty as someone else, etc. The way that you do that is to assume the new premise that you are an exclusive, important individual and feel the new concept so strongly that your new concept becomes a deeper habit pattern in your subconscious than the old ones. Then you will automatically feel confident. Confidence or faith is based upon knowledge of self. Your knowledge of self now does not justify feeling inferior. It justifies a feeling of real importance. You now know who you are and your relationship to your creator and your fellow men.

lot of Christians seem to think that the grace of God and the vigorous pursuit of holiness are antithetical — that is, in direct and unequivocal opposition to one another. To some, the pursuit of holiness sounds like legalism and man-made rules. To others, an emphasis on grace seems to open the door to irresponsible, sinful behavior based on the notion that God’s unconditional love means we are free to sin as we please. Some years ago I wrote a book titled The Pursuit of Holiness1 in which I strongly emphasized our responsibility for holiness as opposed to the concept of just turning it all over to God. Thirteen years later I wrote another book, Transforming Grace,2 in which I urged believers to learn to live by grace, not by performance. After Transforming Grace was published, many people asked me how it related to The P

antithetical — that is, in direct and unequivocal opposition to one another. To some, the pursuit of holiness sounds like legalism and man-made rules. To others, an emphasis on grace seems to open the door to irresponsible, sinful behavior based on the notion that God’s unconditional love means we are free to sin as we please. Some years ago I wrote a book titled The Pursuit of Holiness1 in which I strongly emphasized our responsibility for holiness as opposed to the concept of just turning it all over to God. Thirteen years later I wrote another book, Transforming Grace,2 in which I urged believers to learn to live by grace, not by performance. After Transforming Grace was published, many people asked me how it related to The P

What apparently started as a loosening of semantic context, which allowed the patient to make a witty play with words about pyramids and 'extrapyramidal' disorders, completely lost its humorous character when the patient experienced the profound anxieties and cognitive impairments associated with a severe psychotic crisis. Experiencing the lack of precision of higher-order concepts, in this case clear distinction between pyramids in Egypt and pyramids in the brain, can thus be a curse and blessing at the same time: it allows us to detect the fundamental imprecision of language and the shaky metaphorical ground on which common concepts about ourselves and the world are based, and this experience can lead to a state of exhilaration about the fundamental nonsense of the world, the nonexistence of our assumed securities, and the shallowness of cherished beliefs, but it also confronts us with overwhelming complexity and threatening insecurity and throws us in deep anxious turmoil when confronted with the sheer chaos of being.

By highlighting what she learned from Jimmy on these cross-country trips, Grace was affirming the political wisdom that he derived from his background and experiences that differed from hers—namely, his rural upbringing, experiences riding freight trains, and many years as an autoworker. She was also asserting the significance of their divergent backgrounds for their relationship. 63 Decades later, after they had made many more such trips over many years, she reinforced this point with a telling description of their trips: “Traveling along the highway, I would have my head in a book, while he was pointing out the cows and sheep, counting the freight cars and trying to figure out what they were carrying based on his knowledge of industry and agriculture in the region.” And this, she said, reflected not just their divergent personal styles but also their differing political styles: “My approach to political questions came more from books, his from experience.” 64 This duality of books and experience may have been exaggerated—theoretical concepts informed Jimmy’s political practice more than the statement would suggest—but it captures the complementary and cumulative nature of their collaboration. Combining their respective approaches to the politics that they engaged together, Grace and Jimmy could learn from each other, influence each other’s thinking, and grow together. This mutual growth came to be a crucial dynamic of their intellectual and political partnership, and this is what Grace was coming to see, and reporting to C. L. R. in their 1957 correspondence, as she weighed the decision to join him in London for several months.

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

As a method of measurement based upon Nature itself, the invention of time was brilliantly conceived and still functions splendidly as the system by which humanity marks its existence: a precise, entirely arbitrary assignment yet, by its mere presence, establishing the concept of past, present and future. It is a calculated attempt to control and manipulate environment, providing a specific structure to be learned, accepted and followed by mortals in search of a purpose and meaning to an otherwise chaotic world. However, when one is close enough to touch, to smell and hear someone else who died centuries before they were born, this contact warps time and skews space for eternity. Nothing is ever the same. Nothing is ever small or compartmentalized again.

To rebuild Detroit, we have to think of a new mode of production based upon serving human needs and the needs of the.… community and not on any get-rich-quick schemes.… If we are going to create hope especially for our young people, we have to stop seeing the city as just a place to which you come for a job or to make a living and start seeing it as the place where the humanity of people is enriched because they have the opportunity to live with people of many different ethnic and social backgrounds. The foundation of our city has to be people living in communities who realize that their human identity or their Love and Respect for Self is based on Love and Respect for others and who have also learned from experience that they can no longer leave the decision as to their present and their future to the market place, to corporations or to capitalist politicians, regardless of ethnic background. We, the People, have to see ourselves as responsible for our city and for each other, and especially for making sure that our children are raised to place more value on social ties than on material wealth.… We have to get rid of the myth that there is something sacred about large-scale production for the national and international market.… We have to begin thinking of creating small enterprises which produce food, goods and services for the local market, that is, for our communities and our city. Instead of destroying the skills of workers, which is what large-scale industry does, these small enterprises will combine craftsmanship, or the preservation and enhancement of human skills, with the new technologies which make possible flexible production and constant readjustment to serve the needs of local customers.… In order to create these new enterprises we need a view of our city which takes into consideration both the natural resources of our area and the existing and potential skills and talents of Detroiters.… We also need a fundamental change in our concept of Schools. Since World War II our schools have been transformed into custodial institutions where our children are housed for 12 years with no function except to study and get good grades so that they can win the certificates that will enable them to get a job.… We have to create schools which are an integral part of the community, in which young people naturally and normally do socially necessary and meaningful work for the community, for example, keeping the school grounds and the neighborhood clean and attractive, taking care of younger children, growing gardens which provide food for the community, etc., etc.5

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.

•  Create a base of rigorous learning opportunities. Teachers begin with clear ideas about what learning should occur as the result of a lesson or unit aligned with assessments and standards. Then, teachers connect students with the curriculum by transforming student-boring topics into student-friendly concepts that have enduring value beyond the classroom, lie at the heart of the discipline, require analysis, have the potential to engage students, and span various cultures. Give students a reason for studying the curriculum.

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.

The core of Bayesian thinking (or Bayesian updating, as it can be called) is this: given that we have limited but useful information about the world, and are constantly encountering new information, we should probably take into account what we already know when we learn something new. As much of it as possible. Bayesian thinking allows us to use all relevant prior information in making decisions. Statisticians might call it a base rate, taking in outside information about past situations like the one you’re in.

one more key issue for which dashboards are especially well suited: developing an evidence-based business model whose economics will stack up. We saw how GlobalGiving’s conception of the business changed to make its project sourcing much more efficient. We saw how AK’s evolving set of dashboards provided real-world, in-the-marketplace evidence of how quickly customers could be acquired and a host of other issues that make the difference between staying in business and running out of cash. This kind of learning translates easily into numbers, and numbers—not words—are the language of every company’s business model.

I fully enjoyed “Imagineer Your Future” by Les LaMotte. This is a wonderful manual with an underlying Christian base that teaches how anyone can learn the principles of becoming an “Imagineer” like Les. The book begins by explaining the author’s own spiritual, life, and career journey that produced in him an Imagineer mindset. His grandfathers specific teaching the principles of a simple kite that in 50 years turned into his Xtra Lite Display System with five US patents and several international that opened sales in over 36 countries. The author explains, “To call yourself an Imagineer means you lead a complex life, schooled in enlightenment and problem solving with many hundreds of ideas of the past, present, and future technology, all while living your life in various stages of your own growth, development, and experience.” This creative and colorful book filled with photographs and illustrations has 20 sections ranging from important principles gleaned from childhood to helping the reader take necessary self assessments before launching into higher education without a well thought through plan. These sections are color coded using side tabs and there are vertical chapter titles present that allow the reader to quickly comb through the concepts and chapters that are most relevant to them. Dollar icons are present throughout to indicate where an Excel sheet is available to download free on LaMotte’s website. An Imagineer symbol targets areas of specific learning opportunities. To make this process even easier, the reader is provided with fill in the blank lists and links to online Core Passion assessments so they can discover their actual motivations in light of their gifts and how to apply their five top core passions to complete their own Imagineer journey. I really enjoyed how the author weaves his own experiences throughout each section and the heartfelt mentions of well known individuals that have Imagineered throughout recent and ongoing history. Les provides his own amazing pointers on how to stay on the path to leading a fulfilling life of an Imagineer. If you are looking for a cross between a creative and easy to understand manual on becoming an Imagineer and a heartfelt journey traveling the road to success this is the choice for you.

Well,” I said, “right now I make a living as a freelance writer and part-time English teacher. I never wanted to teach school. I want to write, but my journalism career hasn’t gone anywhere. I can’t seem to get beyond writing puff restaurant reviews for what’s basically an advertising circular, and I’m desperate to do something more meaningful, and interesting, and challenging with my life.” “Ministry is certainly all that,” he said. “But why ministry in particular?” Hearing him preach, I said, had given me the idea. I was drawn to how he immersed himself deeply in a spiritual concept, then reported back to us what he’d learned. Also, I had developed an intense interest in the church—how it functioned and what it gave to its members. “And what does a church give to its members?” I hadn’t prepared an answer to this. “I can really only speak for myself,” I said. “Church is the one place I know that privileges the soul, that focuses on spiritual values and bases a community on them.

Work out example problems yourself, without looking at the solutions. (If you have to peek partway through, after you finish the problem, go back and do the whole problem again.) Try to recall the key points from a book, article, or paper. Look away and see if you can recall the key idea or ideas. If what you’re reading is difficult, it’s best to pause and try to recall after each page of what you’re reading. Formulate your own questions about the material. Take practice tests, preferably under time pressure that simulates the actual time constraints of the test. Find ways to re-explain key ideas from your notes or textbook in simpler terms, as if you’re explaining them to a child. Work with others, either another person or a small group—meet and discuss the concepts, give mini-lectures, and compare approaches.

because I had been taught that that kind of change was impossible. The only explanations that fit my experience completely contradicted everything I had learned in optometry school. So I left my training behind to develop a new approach to natural vision improvement, one that was based on the fundamental self-healing properties of the body/mind. As I introduced this new approach to my patients, I noticed that it did a lot more than help people improve their eyesight. In fact, vision improvement was just a small part of the powerful transformations that began to occur. In the twenty years since then, I have seen over and over that changing your vision is the same as changing your life. Jonathan Swift said a long time ago that “vision is the art of seeing [the] invisible.” My clinical experience has proven that he was absolutely right—clearing our vision allows us to, literally, see the parts of ourselves, of our lives, that were invisible to us before. In the ancient traditions, the concept of “vision” did not refer to eyesight; it was synonymous with wisdom. Real wisdom, even what we call genius, flows naturally from the clarity of our perception. The belief that eyesight occurs only in our eyes limits more than our vision; it limits our entire worldview. The eyes have been described most accurately as the windows of the soul. Light energy enters our being through our eyes, but our vision of reality is determined more by what we see with our mind’s eye than what we see with our physical eye. In fact, I’ve found that our eyesight is simply a reflection of our view of reality. So when the mind begins to see more clearly, the eyes also begin to see more clearly—and that shift can be instantaneous. I now spend most of my time speaking and giving workshops all over the world, and everywhere I travel, I meet ordinary people who have miraculously healed their eyesight. They all suddenly saw a new possibility. Vision is so much more than eyesight. The eyes are simply one focal point in a vast perceptive field. But if we live in a chronic state of fear or anger, all our sensory functions contract; we literally become narrow-minded. After a while that contraction begins to feel “normal.” Most of us seem to have closed down some aspects of our perception.

Contemporary doctrine continues to espouse a procedure for decision-making, which cognitive psychologists have told us for a half-century has limited utility. Each service and the joint community have a slightly different model of this procedure, but all models have as their foundation the rules of systems analysis; identify a problem, determine criteria that relate to the problem, assign weights to those criteria; develop and compare alternative solutions (courses of action) based on those criteria; and decide on the “optimal” solution. A systems analysis procedure works well when determining how to degrade an integrated air defense or disrupt an electrical power grid or similar man-made systems. It is of no value when it comes to designing the concepts that drive campaign or operational plans. Instructors at the Naval War College’s Command and Staff course and at the Army War College taught me the intricacies of this formula. It proved inadequate on nearly every occasion I tried to use it. Yet, this was the only procedure the US military acknowledged until the late 1980s when officers began to learn of emerging research on decision-making. Literature on this research explained how recognizing patterns of activity enabled people to make decisions intuitively.[xvii] In essence, as people perceive a problem they tell themselves stories of how to respond to those problems and then they “act out” their stories. (Excerpt from article “From Grand Strategy to Operational Design: Getting it Right”)

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for kids to be able to evaluate, synthesize, and apply a concept in different settings, they’re going to be much more efficient at getting there when they have the base of knowledge and the retention, so they’re not wasting time trying to go back and figure out what that word might mean or what that concept was about. It allows them to go to a higher level.

How to Play and Win Slope Game: The Ultimate Guide for Beginners and Pros If you're into high-speed, reflex-testing games, Slope Game is one of the most thrilling options available online. With its minimalist 3D design, smooth controls, and ever-increasing speed, the game offers a simple concept that’s incredibly hard to master. Whether you're trying it for the first time or aiming to break your personal best, this guide will help you understand the gameplay and learn how to consistently get better scores. What Is Slope Game? Slope Game is an endless runner that takes place on a futuristic 3D slope filled with twists, turns, obstacles, and gaps. You control a glowing ball that rolls downhill at an accelerating pace. Your objective is to survive as long as possible while dodging red blocks, sharp turns, and sudden drops. The game has no levels or checkpoints – it’s all about how far you can go without crashing. What makes Slope Game stand out is its combination of speed, simplicity, and challenge. The more you play, the faster it gets, pushing your reflexes to the limit. How the Gameplay Works The controls in Slope Game are extremely straightforward – you only need the left and right arrow keys to steer. There’s no jumping or stopping. The ball is constantly in motion, picking up speed with each passing second. The track is full of randomly generated elements, which means no two runs are exactly the same. You’ll encounter slanted platforms, rolling obstacles, and narrow paths that require quick decisions and steady hands. The faster the ball goes, the harder it becomes to stay on track, so precise movement becomes critical. Because the game is browser-based, there’s no need to download anything – you can start playing instantly and challenge yourself to beat your high score with each run. Winning Strategies to Go Further To get a high score in Slope Game, you’ll need more than just fast reactions – smart strategy plays a big role too. One of the most important tips is to keep your ball centered whenever possible. This gives you more time to react to incoming turns or obstacles. Sticking to the edges of the track might seem like a good idea, but it leaves less room for error if a sharp turn or red block suddenly appears. Another key to success is looking ahead instead of focusing directly on the ball. By scanning the upcoming path, you can anticipate tricky sections before they happen. This gives you an edge, especially when the game starts moving at a lightning pace. Smooth, controlled movements are better than jerky, last-second swerves. It’s easy to overcorrect when panicking, which often leads to flying off the edge or crashing into a red block. Finally, with enough practice, you'll start to recognize patterns in how obstacles and turns appear. While the levels are randomly generated, certain shapes and sequences repeat. Learning to spot these patterns in advance can give you a crucial advantage. Final Thoughts: Are You Ready to Master the Slope? Slope Game is more than just a simple ball-rolling game – it’s a test of your reaction time, focus, and ability to stay calm under pressure. With easy controls

The traditional lecture format of the twentieth century (which is still largely used in business schools) was quite adapted to the bygone industrial era. In that format, one enlightened person talks (the teacher as knowledge giver) while the students (a-lumni, “those who do not see the light”) listen passively. Such traditional setting worked well in a world in which knowledge access was limited, environmental changes were slower and hierarchical organizations relied on passive workers mostly to relay information and obey orders. In our digital, post-industrial age, organizations that thrive are those that have flexible structures, adaptable strategies and a culture of constant learning and collaboration among so-called “knowledge workers”. Modern companies expect students to become autonomous information seekers and problem solvers. Students expect to be given tools, methods and concepts that will make them better at thinking critically and creatively (Lima, 2003). But that is not always what they find in passive learning environments.

The Enlightenment emphasized ways of learning that weren’t subservient to human power hierarchies. Instead, Enlightenment thinking celebrates evidence-based scientific method and reasoning. The cultures of sciences and engineering used to embrace Enlightenment epistemology, but now they have been overridden by horribly regressive BUMMER epistemology. You probably know the word “meme” as meaning a BUMMER posting that can go viral. But originally, “meme” suggested a philosophy of thought and meaning. The term was coined by the evolutionary biologist Richard Dawkins. Dawkins proposed memes as units of culture that compete and are either passed along or not, according to a pseudo-Darwinian selection process. Thus some fashions, ideas, and habits take hold, while others become extinct. The concept of memes provides a way of framing everything non-nerds do—the whole of humanities, culture, arts, and politics—as similar instances of meme competition, mere subroutines of a higher-level algorithm that nerds can master. When the internet took of, Dawkins’s ideas were in vogue, because they flattered techies. There was a ubiquitous genre of internet appreciation from the very beginning in which someone would point out the viral spread of a meme and admire how cute that was. The genre exists to this day. Memes started out as a way of expressing solidarity with a philosophy I used to call cybernetic totalism that still underlies BUMMER. Memes might seem to amplify what you are saying, but that is always an illusion. You might launch an infectious meme about a political figure, and you might be making a great point, but in the larger picture, you are reinforcing the idea that virality is truth. Your point will be undone by whatever other point is more viral. That is by design. The architects of BUMMER were meme believers.

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...in pure mathematics the mind deal only with its own creations and imaginations. The concepts of number and form have not been derived from any source other than the world of reality. The ten fingers on which men learned to count, that is, to carry out the first arithmetical operation, may be anything else, but they are certainly not only objects that can be counted, but also the ability to exclude all properties of the objects considered other than their number-and this ability is the product of a long historical evolution based on experience. Like the idea of number, so the idea of form is derived exclusively from the external world, and does not arise in the mind as a product of pure thought.

In such an endeavor it is not enough to say that history unfolds by processes too complex for reductionistic analysis. That is the white flag of the secular intellectual, the lazy modernist equivalent of The Will of God. On the other hand, it is too early to speak seriously of ultimate goals, such as perfect green-belted cities and robot expeditions to the nearest stars. It is enough to get Homo sapiens settled down and happy before we wreck the planet. A great deal of serious thinking is needed to navigate the decades immediately ahead. We are gaining in our ability to identify options in the political economy most likely to be ruinous. We have begun to probe the foundations of human nature, revealing what people intrinsically most need, and why. We are entering a new era of existentialism, not the old absurdist existentialism of Kierkegaard and Sartre, giving complete autonomy to the individual, but the concept that only unified learning, universally shared, makes accurate foresight and wise choice possible. In the course of all of it we are learning the fundamental principle that ethics is everything. Human social existence, unlike animal sociality, is based on the genetic propensity to form long-term contracts that evolve by culture into moral precepts and law. The rules of contract formation were not given to humanity from above, nor did they emerge randomly in the mechanics of the brain. They evolved over tens or hundreds of millennia because they conferred upon the genes prescribing them survival and the opportunity to be represented in future generations. We are not errant children who occasionally sin by disobeying instructions from outside our species. We are adults who have discovered which covenants are necessary for survival, and we have accepted the necessity of securing them by sacred oath. The search for consilience might seem at first to imprison creativity. The opposite is true. A united system of knowledge is the surest means of identifying the still unexplored domains of reality. It provides a clear map of what is known, and it frames the most productive questions for future inquiry. Historians of science often observe that asking the right question is more important than producing the right answer. The right answer to a trivial question is also trivial, but the right question, even when insoluble in exact form, is a guide to major discovery. And so it will ever be in the future excursions of science and imaginative flights of the arts.

As he learned more math, Brodt made the wonder-inspiring observation that mathematical laws seemed to be Someone's intention rather than just accidents in many concepts: infinity, unity being totality, irrational numbers in general and pi in particular as it illustrates such disparate occurrences as the relationship of height to base perimeter in the Great Pyramid of Giza and the course of any meandering river (over a surface smoothed for consistency). There was also the Fibonacci Sequence, that looping string of addends which, with their sums, describes the spirals on a nautilus shell, the distribution of leaves around a tree branch, and the genealogy of ants and bees. It all seemed too orderly, too regular and consistent to have occurred by chance. So many things in the world appeared as blotches, smears, or random spikes that these mathematically explained phenomena were extraordinary--he wanted to say mystical, but he wouldn't want to be caught using that word.

Knowledge isn’t about acing a quiz: it’s about letting ideas become natural and automatic extensions to the way you think. New concepts snap into place because they’re based on a solid intuitive foundation, not a fragile memorized one.

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