Continuing Professional Development Quotes

Why do most developers fear to make continuous changes to their code? They are afraid they’ll break it! Why are they afraid they’ll break it? Because they don’t have tests.

CPDise or perish”: Continuing Professional Development is must

If you want to continue to develop and expand your professional skills then you need a new environment.

Why do you choose to write about such gruesome subjects? I usually answer this with another question: Why do you assume that I have a choice? Writing is a catch-as-catch-can sort of occupation. All of us seem to come equipped with filters on the floors of our minds, and all the filters have differing sizes and meshes. What catches in my filter may run right through yours. What catches in yours may pass through mine, no sweat. All of us seem to have a built-in obligation to sift through the sludge that gets caught in our respective mind-filters, and what we find there usually develops into some sort of sideline. The accountant may also be a photographer. The astronomer may collect coins. The school-teacher may do gravestone rubbings in charcoal. The sludge caught in the mind's filter, the stuff that refuses to go through, frequently becomes each person's private obsession. In civilized society we have an unspoken agreement to call our obsessions “hobbies.” Sometimes the hobby can become a full-time job. The accountant may discover that he can make enough money to support his family taking pictures; the schoolteacher may become enough of an expert on grave rubbings to go on the lecture circuit. And there are some professions which begin as hobbies and remain hobbies even after the practitioner is able to earn his living by pursuing his hobby; but because “hobby” is such a bumpy, common-sounding little word, we also have an unspoken agreement that we will call our professional hobbies “the arts.” Painting. Sculpture. Composing. Singing. Acting. The playing of a musical instrument. Writing. Enough books have been written on these seven subjects alone to sink a fleet of luxury liners. And the only thing we seem to be able to agree upon about them is this: that those who practice these arts honestly would continue to practice them even if they were not paid for their efforts; even if their efforts were criticized or even reviled; even on pain of imprisonment or death. To me, that seems to be a pretty fair definition of obsessional behavior. It applies to the plain hobbies as well as the fancy ones we call “the arts”; gun collectors sport bumper stickers reading YOU WILL TAKE MY GUN ONLY WHEN YOU PRY MY COLD DEAD FINGERS FROM IT, and in the suburbs of Boston, housewives who discovered political activism during the busing furor often sported similar stickers reading YOU'LL TAKE ME TO PRISON BEFORE YOU TAKE MY CHILDREN OUT OF THE NEIGHBORHOOD on the back bumpers of their station wagons. Similarly, if coin collecting were outlawed tomorrow, the astronomer very likely wouldn't turn in his steel pennies and buffalo nickels; he'd wrap them carefully in plastic, sink them to the bottom of his toilet tank, and gloat over them after midnight.

In every interview I’m asked what’s the most important quality a novelist has to have. It’s pretty obvious: talent. Now matter how much enthusiasm and effort you put into writing, if you totally lack literary talent you can forget about being a novelist. This is more of a prerequisite than a necessary quality. If you don’t have any fuel, even the best car won’t run.The problem with talent, though, is that in most cases the person involved can’t control its amount or quality. You might find the amount isn’t enough and you want to increase it, or you might try to be frugal and make it last longer, but in neither case do things work out that easily. Talent has a mind of its own and wells up when it wants to, and once it dries up, that’s it. Of course, certain poets and rock singers whose genius went out in a blaze of glory—people like Schubert and Mozart, whose dramatic early deaths turned them into legends—have a certain appeal, but for the vast majority of us this isn’t the model we follow. If I’m asked what the next most important quality is for a novelist, that’s easy too: focus—the ability to concentrate all your limited talents on whatever’s critical at the moment. Without that you can’t accomplish anything of value, while, if you can focus effectively, you’ll be able to compensate for an erratic talent or even a shortage of it. I generally concentrate on work for three or four hours every morning. I sit at my desk and focus totally on what I’m writing. I don’t see anything else, I don’t think about anything else. … After focus, the next most important thing for a novelist is, hands down, endurance. If you concentrate on writing three or four hours a day and feel tired after a week of this, you’re not going to be able to write a long work. What’s needed of the writer of fiction—at least one who hopes to write a novel—is the energy to focus every day for half a year, or a year, or two years. … Fortunately, these two disciplines—focus and endurance—are different from talent, since they can be acquired and sharpened through training. You’ll naturally learn both concentration and endurance when you sit down every day at your desk and train yourself to focus on one point. This is a lot like the training of muscles I wrote of a moment ago. You have to continually transmit the object of your focus to your entire body, and make sure it thoroughly assimilates the information necessary for you to write every single day and concentrate on the work at hand. And gradually you’ll expand the limits of what you’re able to do. Almost imperceptibly you’ll make the bar rise. This involves the same process as jogging every day to strengthen your muscles and develop a runner’s physique. Add a stimulus and keep it up. And repeat. Patience is a must in this process, but I guarantee results will come. In private correspondence the great mystery writer Raymond Chandler once confessed that even if he didn’t write anything, he made sure he sat down at his desk every single day and concentrated. I understand the purpose behind his doing this. This is the way Chandler gave himself the physical stamina a professional writer needs, quietly strengthening his willpower. This sort of daily training was indispensable to him. … Most of what I know about writing I’ve learned through running every day. These are practical, physical lessons. How much can I push myself? How much rest is appropriate—and how much is too much? How far can I take something and still keep it decent and consistent? When does it become narrow-minded and inflexible? How much should I be aware of the world outside, and how much should I focus on my inner world? To what extent should I be confident in my abilities, and when should I start doubting myself? I know that if I hadn’t become a long-distance runner when I became a novelist, my work would have been vastly different. How different? Hard to say. But something would definitely have been different.

Alongside the development of theatres came the growth of an acting culture; in essence it was the birth of the acting profession. Plays had generally been performed by amateurs - often men from craft guilds. Towards the end of the sixteenth century there developed companies of actors usually under the patronage of a powerful or wealthy individual. These companies offered some protection against the threat of Puritan intervention, censorship, or closure on account of the plague. They encouraged playwrights to write drama which relied on ensemble playing rather than the more static set pieces associated with the classical tradition. They employed boys to play the parts of women and contributed to the development of individual performers. Audiences began to attend the theatre to see favourite actors, such as Richard Burbage or Will Kempe, as much as to see a particular play. Although the companies brought some stability and professionalism to the business of acting - for instance, Shakespeare's company, the Lord Chamberlain's, subsequently the King's, Men, continued until the theatres closed (1642) - they offered little security for the playwright. Shakespeare was in this respect, as in others, the exception to the rule that even the best-known and most successful dramatists of the period often remained financially insecure.

Whether she was engaged, married or single, nothing could or ever would come of the weakness he was forced to acknowledge that he had developed. He would re-establish the professional distance that had somehow ebbed away with her drunken confessions and the camaraderie of their trip up north, and temporarily shelve his half-acknowledged plan to end the relationship with Elin. It felt safer just now to have another woman within reach, and a beautiful one at that, whose enthusiasm and expertise in bed ought surely to compensate for an undeniable incompatibility outside it. He fell to wondering how long Robin would continue working for him after she became Mrs. Cunliffe. Matthew would surely use every ounce of his husbandly influence to pry her away from a profession as dangerous as it was poorly paid. Well, that was her lookout: her bed, and she could lie in it. Except that once you had broken up, it was much easier to do so again. He ought to know. How many times had he and Charlotte split? How many times had they tried to reassemble the wreckage? There had been more cracks than substance by the end: they had lived in a spider's web of fault lines, held together by hope, pain, and delusion. Robin and Matthew had just two months to go before the wedding. There was still time.

I look around and see many shelters and services for survivors of domestic violence, but no large-scale movement to end male violence. I see many batterer intervention programs, but few men involved in challenging sexism. The loss of vision that narrowed the focus of men's work reflects a change that occurred in other parts of the movement to end violence, as activists who set out to change the institutions perpetrating violence settled into service jobs helping people cope. [...] Social service work addresses the needs of individuals reeling from the personal and devastating impact of institutional systems of exploitation and violence. Social change work challenges the root causes of the exploitation and violence. In my travels throughout the United States, I talk with many service providers, more and more of whom are saying to me, "We could continue doing what we are doing for another hundred years and the levels of violence would not change. I meet more and more people who are running programs for batterers who say ,"We are only dealing with a minute number of the men who are violent and are having little impact on the systems which perpetuate male violence." [...] While there is some overlap between social service provision and social change work, the two do not necessarily go readily together. In our violent world, the needs and numbers of survivors are never ending, and the tasks of funding, staffing, and developing resources for our organizations to meet those needs are difficult, poorly supported, and even actively undermined by those with power and wealth in our society. Although some groups are both working for social change and providing social services, there are many more groups providing social services that are not working for social change. In fact, many social service agencies may be intentionally or inadvertently working to maintain the status quo. After all, the non-profit industrial complex (NPIC) wouldn't exist without a lot of people in desperate straits. The NPIC provides jobs; it provides opportunities for professional development. It enables those who do the work to feel good about what we do and about our ability to help individuals survive in the system. It gives a patina of caring and concern to the ruling class which funds the work.

I encounter forms of this attitude every day. The producers who work at the Ostankino channels might all be liberals in their private lives, holiday in Tuscany, and be completely European in their tastes. When I ask how they marry their professional and personal lives, they look at me as if I were a fool and answer: “Over the last twenty years we’ve lived through a communism we never believed in, democracy and defaults and mafia state and oligarchy, and we’ve realized they are illusions, that everything is PR.” “Everything is PR” has become the favorite phrase of the new Russia; my Moscow peers are filled with a sense that they are both cynical and enlightened. When I ask them about Soviet-era dissidents, like my parents, who fought against communism, they dismiss them as naïve dreamers and my own Western attachment to such vague notions as “human rights” and “freedom” as a blunder. “Can’t you see your own governments are just as bad as ours?” they ask me. I try to protest—but they just smile and pity me. To believe in something and stand by it in this world is derided, the ability to be a shape-shifter celebrated. Vladimir Nabokov once described a species of butterfly that at an early stage in its development had to learn how to change colors to hide from predators. The butterfly’s predators had long died off, but still it changed its colors from the sheer pleasure of transformation. Something similar has happened to the Russian elites: during the Soviet period they learned to dissimulate in order to survive; now there is no need to constantly change their colors, but they continue to do so out of a sort of dark joy, conformism raised to the level of aesthetic act. Surkov himself is the ultimate expression of this psychology. As I watch him give his speech to the students and journalists, he seems to change and transform like mercury, from cherubic smile to demonic stare, from a woolly liberal preaching “modernization” to a finger-wagging nationalist, spitting out willfully contradictory ideas: “managed democracy,” “conservative modernization.” Then he steps back, smiling, and says: “We need a new political party, and we should help it happen, no need to wait and make it form by itself.” And when you look closely at the party men in the political reality show Surkov directs, the spitting nationalists and beetroot-faced communists, you notice how they all seem to perform their roles with a little ironic twinkle.

These include: the Bar Raiser hiring process that ensures that the company continues to acquire top talent; a bias for separable teams run by leaders with a singular focus that optimizes for speed of delivery and innovation; the use of written narratives instead of slide decks to ensure that deep understanding of complex issues drives well-informed decisions; a relentless focus on input metrics to ensure that teams work on activities that propel the business. And finally there is the product development process that gives this book its name: working backwards from the desired customer experience. Many of the business problems that Amazon faces are no different from those faced by every other company, small or large. The difference is how Amazon keeps coming up with uniquely Amazonian solutions to those problems. Taken together, these elements combine to form a way of thinking, managing, and working that we refer to as being Amazonian, a term that we coined for the purposes of this book. Both of us, Colin and Bill, were “in the room,” and—along with other senior leaders—we shaped and refined what it means to be Amazonian. We both worked extensively with Jeff and were actively involved in creating a number of Amazon’s most enduring successes (not to mention some of its notable flops) in what was the most invigorating professional experience of our lives.

How to choose a best website development company RNS IT Solutions is the best Software development company. When choosing a development company for your website, it is very important not only to look at the price, but also the quality of the work you hope to obtain and it is that a good Web of quality, realized of the hand of good engineers who have been working in the sector for years, can make you recover the investment in a short time and generate great benefits in the long term. Of course, to have a quality website the initial investment will probably be greater than you expect and maybe right now you think that the web you need does not require much quality, or a lot of work, but stop to think for a moment and consider the possibility that you are totally wrong, because that may depend on the future of your company as well as Web Development company India.The image that you want to transmit to the clients of the same one and the investment that you will have to do in the web once developed. With all this I do not mean that you have to ask for a loan from the bank to pay for the web. If the project you have in mind takes more work than you initially thought and the budget is out of your expectations, you can always limit and remove features that are dispensable. In this way you can publish the Web as soon as possible, so that once the initial investment is amortized, you can continue investing in adding those features that were left in the background. There are few Web Development Company In India hat right now could not survive, if they were not involved in the online world and it costs much less to make you a quality professional website, with a higher initial investment, to make you a website on which you have to invest, and then large amounts in development and consulting to correct deficiencies initially not contemplated. In the worst case, a bad development, may even force you to throw all the code of the web to the trash, to have to start from scratch. But what is quality of Web Development Services India? Let's see the characteristics that a website must have in order to be considered quality and professional: In any development project, meetings are always held to develop an initial analysis, gathering all the requirements and objectives of the web that the client wants. At this point you should have a proactive attitude, proposing functionalities that could be interesting or alternative ideas that we know can generate good results.

She found it difficult to discuss physics, much less debate it, with her predominantly male classmates. At first they paid a kind of selective inattention to her remarks. There would be a slight pause, and then they would go on as if she had not spoken. Occasionally they would acknowledge her remark, even praise it, and then again continue undeflected. She was reasonably sure her remarks were not entirely foolish, and did not wish to be ignored, much less ignored and patronized alternately. Part of it—but only a part—she knew was due to the softness of her voice. So she developed a physics voice, a professional voice: clear, competent, and many decibels above conversational. With such a voice it was important to be right. She had to pick her moments. It was hard to continue long in such a voice, because she was sometimes in danger of bursting out laughing. So she found herself leaning toward quick, sometimes cutting, interventions, usually enough to capture their attention; then she could go on for a while in a more usual tone of voice. Every time she found herself in a new group she would have to fight her way through again, just to dip her oar into the discussion. The boys were uniformly unaware even that there was a problem. Sometimes she would be engaged in a laboratory exercise or a seminar when the instructor would say, “Gentlemen, let’s proceed,” and sensing Ellie’s frown would add, “Sorry, Miss Arroway, but I think of you as one of the boys.” The highest compliment they were capable of paying was that in their minds she was not overtly female. She had to fight against developing too combative a personality or becoming altogether a misanthrope. She suddenly caught herself. “Misanthrope” is someone who dislikes everybody, not just men. And they certainly had a word for someone who hates women: “misogynist.” But the male lexicographers had somehow neglected to coin a word for the dislike of men. They were almost entirely men themselves, she thought, and had been unable to imagine a market for such a word. More than many others, she had been encumbered with parental proscriptions. Her newfound freedoms—intellectual, social, sexual—were exhilarating. At a time when many of her contemporaries were moving toward shapeless clothing that minimized the distinctions between the sexes, she aspired to an elegance and simplicity in dress and makeup that strained her limited budget. There were more effective ways to make political statements, she thought. She cultivated a few close friends and made a number of casual enemies, who disliked her for her dress, for her political and religious views, or for the vigor with which she defended her opinions. Her competence and delight in science were taken as rebukes by many otherwise capable young women. But a few looked on her as what mathematicians call an existence theorem—a demonstration that a woman could, sure enough, excel in science—or even as a role model.

Well before the end of the 20th century however print had lost its former dominance. This resulted in, among other things, a different kind of person getting elected as leader. One who can present himself and his programs in a polished way, as Lee Quan Yu you observed in 2000, adding, “Satellite television has allowed me to follow the American presidential campaign. I am amazed at the way media professionals can give a candidate a new image and transform him, at least superficially, into a different personality. Winning an election becomes, in large measure, a contest in packaging and advertising. Just as the benefits of the printed era were inextricable from its costs, so it is with the visual age. With screens in every home entertainment is omnipresent and boredom a rarity. More substantively, injustice visualized is more visceral than injustice described. Television played a crucial role in the American Civil rights movement, yet the costs of television are substantial, privileging emotional display over self-command, changing the kinds of people and arguments that are taken seriously in public life. The shift from print to visual culture continues with the contemporary entrenchment of the Internet and social media, which bring with them four biases that make it more difficult for leaders to develop their capabilities than in the age of print. These are immediacy, intensity, polarity, and conformity. Although the Internet makes news and data more immediately accessible than ever, this surfeit of information has hardly made us individually more knowledgeable, let alone wiser, as the cost of accessing information becomes negligible, as with the Internet, the incentives to remember it seem to weaken. While forgetting anyone fact may not matter, the systematic failure to internalize information brings about a change in perception, and a weakening of analytical ability. Facts are rarely self-explanatory; their significance and interpretation depend on context and relevance. For information to be transmuted into something approaching wisdom it must be placed within a broader context of history and experience. As a general rule, images speak at a more emotional register of intensity than do words. Television and social media rely on images that inflamed the passions, threatening to overwhelm leadership with the combination of personal and mass emotion. Social media, in particular, have encouraged users to become image conscious spin doctors. All this engenders a more populist politics that celebrates utterances perceived to be authentic over the polished sound bites of the television era, not to mention the more analytical output of print. The architects of the Internet thought of their invention as an ingenious means of connecting the world. In reality, it has also yielded a new way to divide humanity into warring tribes. Polarity and conformity rely upon, and reinforce, each other. One is shunted into a group, and then the group polices once thinking. Small wonder that on many contemporary social media platforms, users are divided into followers and influencers. There are no leaders. What are the consequences for leadership? In our present circumstances, Lee's gloomy assessment of visual media's effects is relevant. From such a process, I doubt if a Churchill or Roosevelt or a de Gaulle can emerge. It is not that changes in communications technology have made inspired leadership and deep thinking about world order impossible, but that in an age dominated by television and the Internet, thoughtful leaders must struggle against the tide.

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.

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Treating Abuse Today 3(4) pp. 26-33 While Pamela Freyd was speaking to us on the record about her organization, another development was in the making in the Freyd family. Since Pamela and her husband, Peter Freyd, started the Foundation and its massive public relations effort in which they present as a "falsely accused" couple, their daughter, Jennifer Freyd, Ph.D., remained publicly silent regarding her parents' claims and the activities of the FMS Foundation. She only wished to preserve her privacy. But, as the Foundation's publicity efforts gained a national foothold, Dr. Jennifer Freyd decided that her continued anonymity amounted to complicity. She began to feel that her silence was beginning to have unwitting effects. She saw that she was giving the appearance of agreeing with her parents' public claims and decided she had to speak out. Jennifer Freyd, Ph.D., is a tenured Professor of Psychology at the University of Oregon. Along with George K. Ganaway, M.D. (a member of the FMS Foundation Scientific Advisory Board), Lawrence R. Klein, Ph.D., and Stephen H. Landman, Ph.D., she was an invited presenter for The Center for Mental Health at Foote Hospital's Continuing Education Conference: Controversies Around Recovered Memories of Incest and Ritualistic Abuse, held on August 7, 1993 in Ann Arbor, Michigan. Dr. Jennifer Freyd's presentation, "Theoretical and Personal Perspectives on the Delayed Memory Debate," included professional remarks on the conference topic, along with a personal section in which she, for the first time, publicly gave her side of the Freyd family story. In her statement, she alleges a pattern of boundary and privacy violations by her parents, some of which have occurred under the auspices of the Foundation; a pattern of inappropriate and unwanted sexualization by her father and denial by her mother, and a pattern of intimidation and manipulation by her parents since the inception of the Foundation. She also recounts that several members of the original FMS Foundation Scientific Advisory Board had dual professional relationships with the Freyd family.

A culture of learning in an adult workplace is not just about “training.” A culture of learning is when a community of knowledge workers is empowered and inspired to continually learn and develop as professionals. People learn best by actually doing their work, making mistakes, and collaborating to improve their own practice. It’s an upward spiral: the teachers get better every year as the curriculum gets better, each causing and caused by the other.

Continuous Delivery changes the way that you and your software development teams work together. This is not a process that stops at the boundaries of the software development team. It helps to foster a professional, high-performance team culture. It frees each group to make the professional decisions for which they are trained and yet encourages them to interact more and depend upon one another’s skills and expertise.

Passage Four: From Functional Manager to Business Manager This leadership passage is often the most satisfying as well as the most challenging of a manager’s career, and it’s mission-critical in organizations. Business mangers usually receive significant autonomy, which people with leadership instincts find liberating. They also are able to see a clear link between their efforts and marketplace results. At the same time, this is a sharp turn; it requires a major shift in skills, time applications, and work values. It’s not simply a matter of people becoming more strategic and cross-functional in their thinking (though it’s important to continue developing the abilities rooted in the previous level). Now they are in charge of integrating functions, whereas before they simply had to understand and work with other functions. But the biggest shift is from looking at plans and proposals functionally (Can we do it technically, professionally, or physically?) to a profit perspective (Will we make any money if we do this?) and to a long-term view (Is the profitability result sustainable?). New business managers must change the way they think in order to be successful. There are probably more new and unfamiliar responsibilities here than at other levels. For people who have been in only one function for their entire career, a business manager position represents unexplored territory; they must suddenly become responsible for many unfamiliar functions and outcomes. Not only do they have to learn to manage different functions, but they also need to become skilled at working with a wider variety of people than ever before; they need to become more sensitive to functional diversity issues and communicating clearly and effectively. Even more difficult is the balancing act between future goals and present needs and making trade-offs between the two. Business managers must meet quarterly profit, market share, product, and people targets, and at the same time plan for goals three to five years into the future. The paradox of balancing short-term and long-term thinking is one that bedevils many managers at this turn—and why one of the requirements here is for thinking time. At this level, managers need to stop doing every second of the day and reserve time for reflection and analysis. When business managers don’t make this turn fully, the leadership pipeline quickly becomes clogged. For example, a common failure at this level is not valuing (or not effectively using) staff functions. Directing and energizing finance, human resources, legal, and other support groups are crucial business manager responsibilities. When managers don’t understand or appreciate the contribution of support staff, these staff people don’t deliver full performance. When the leader of the business demeans or diminishes their roles, staff people deliver halfhearted efforts; they can easily become energy-drainers. Business managers must learn to trust, accept advice, and receive feedback from all functional managers, even though they may never have experienced these functions personally.

Advisors ask me what it takes to be referable. My response is simple: It all comes down to trust. Clients and strategic partners have to trust that endorsing you will reflect positively on them in turn, but what does that mean, and how can you predictably and methodically create trust? Let’s revisit the foundation of refer-ability, summed up in the four Cs.: Credentials – Your skills as a professional advisor in terms of your judgment and the solutions you provide give you the credibility needed to foster trust. Consistency – People crave consistency and your professional deployment of best practices helps you meet and exceed the expectations you set for your clients. Chemistry – The rapport you develop using F.O.R.M., as well as your sincere and holistic interest in your clients’ lives, creates comfort and chemistry. Congruency – Doing what you say you will and conducting yourself as a professional consultant rather than as a salesperson means that you can attract rather than having to chase new business. Many elite advisors who deploy the Four C’s are still underwhelmed with the quality and quantity of referrals they see. The reason is simple - while they have laid down a foundation for refer-ability, they still find themselves in the red-zone but not in the Promised Land. The last piece of the puzzle is to create awareness for the concept of referrals in their on-going Communication (the fifth C) with their clients and rain-makers. Just because you are referable due to your professional conduct, that doesn’t mean that it will occur to your clients that they should introduce a friend to you. You have to continually communicate your value to them so that they make the connection.

Some of our findings were surprising in that they challenge some popularly held beliefs about what makes a teacher effective. For example, style of organization for mathematics teaching was not a predictor of how effective teachers were. Whole-class ‘question-and-answer’ teaching styles were used by both highly effective and comparatively less effective teachers. Similarly, individualized work and small-group work were used by teachers across the range of effectiveness. At the school level, setting across an age group was used in schools with both high and low proportions of highly effective teachers. The same published mathematics schemes were used by highly effective and comparatively much less effective teachers. Our findings also raised questions about the sort of mathematical knowledge teachers need in order to be effective. Despite what might be expected, being highly effective was not positively associated with higher levels of qualifications in mathematics. The amount of continuing professional development in mathematics education that teachers had undertaken was a better predictor of their effectiveness than the level to which they had formally studied mathematics.

By the age of four, a child of professionals would have heard 32 million more words than a child on welfare. This 'thirty-million word gap' appears to have a huge impact in the child's development. 'With few exceptions, the more parents talked to their children, the faster the children's vocabularies were growing and the higher the children's IQ test scores at age three and later,' Hart and Risley wrote. They continued to follow the children until they were nine years old and found that the number of words young children heard seemed to have a substantial impact on their brain development, IQ, and school performance. Later research has confirmed their findings, as well as their conclusion that by school age poor children are often so far behind that it is difficult for them to catch up. Moreover, many of the words low-income children heard were stern ones of scolding, while professional parents praised their children at every opportunity. Children on welfare heard two words of discouragement for every encouraging one, while children of professionals received six encouraging words for every discouraging one. As David Olds and many other researchers have found, it's not that poor families are averse to talking to their babies or to praising them...By and large, parents of every background love their kids, want them to succeed, and are happy to help them thrive. The problem is that struggling single moms living in poverty are stressed and busy, don't realize that talking to a baby is critical, and often are accustomed to a parenting style that is authoritarian.

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According to Freud, these feelings (which he called "transference love") are generated by the therapeutic process itself; they are not the same as love experienced outside the therapy and they have little to do with the particular attributes of the therapist per se. Instead it is a process in which the therapist purposefully induces trust and intimacy in order to (1) analyze the patient's response and (2) use the relationship to influence the patient's response to treatment. Transference, used properly, is a constructive tool in psychotherapy, allowing the therapist to understand where and how particular conflicts developed and how they continue to affect the patient in her adult life. When the transference is understood by the patient as well, it can contribute significantly to the healing process.

Professional developers are so certain of their code and tests that they are maddeningly casual about making random, opportunistic changes. They'll change the name of a class, on a whim. They'll notice a long-ish method while reading through a module and repartition it as a matter of course They'll transform a switch statement into polymorphic deployment, or collapse an inheritance hierarchy into a chain-of-command. In short, they treat software the way a sculptor treats clay-they continuously shape and mold it.

Andreas Schleicher, who runs the Programme for International Student Assessment exams, a global evaluation of scholastic performance, observed that those scoring highest are Asian countries that have “ownership cultures—a high degree of professional autonomy for teachers … where teachers get to participate in shaping standards and curriculum and have ample time for continuous professional development.

the mantra of an innovative educator. I am an educator. I am an innovator. I am an innovative educator and I will continue to ask, “What is best for learners?” With this empathetic approach, I will create and design learning experiences. I believe that my abilities, intelligence, and talents can be developed, leading to the creation of new and better ideas. I recognize that there are obstacles in education, but, as an innovator, I will focus on what is possible today and where I can push to lead towards tomorrow. I will utilize the tools that are available to me today, and I will continue to search for new and better ways to grow, develop, and share my thinking, while creating and connecting my learning. I focus not only on where I can improve, but where I am already strong, and I look to develop those strengths in myself and in others. I build upon what I already know, but I do not limit myself. I’m open to and willing to embrace new learning, while continuously asking questions that help me move forward. I question thinking, challenge ideas, and do not accept, “This is the way we have always done it” as an acceptable answer for our students or myself. I model the learning and leadership I seek in others. I take risks, try new things to develop, and explore new opportunities. I ask others to take risks in their learning, and I openly model that I’m willing to do the same. I believe that isolation is the enemy of innovation, and I will learn from others to create better learning opportunities for others and myself. I connect with others both locally and globally to tap into ideas from all people and spaces. I will use those ideas, along with my professional judgment, to adapt the ideas to meet the needs of the learners in my community. I believe in my voice and experiences, as well as the voice and experiences of others, as they are important for moving education forward. I share because the learning I create and the experiences I have help others. I share to push my own thinking and to make an impact on learners, both young and old, all over the world. I listen and learn from different perspectives because I know we are much better together than we could ever be alone. I can learn from anyone and any situation. I actively reflect on my learning because I know looking back is crucial to moving forward. If we all embrace this mindset, imagine what education could become.

Professional Networking “The first week I lived in Madison, WI, I sought a local chapter meeting for ATD (Association for Training Development). Having belonged to the same organization in Florida, I knew it would be a comfortable way to meet new people and make new friends. Knowing we would have a lot in common, I entered the room of strangers feeling confident and hopeful. As everyone took turns introducing themselves, it was easy to see our common denominators. I briefly mentioned that I was new to the area, was a professional speaker, and a member of the National Speakers Association. Within minutes of mentioning NSA, a fellow participant approached me, shared that she was a member too, and our lively conversation began. The positive first impression we made on each was so powerful and captivating that we continued our conversations for months to come. Now, two years later, Tina and I are the best of friends and I have every confidence we will be for life. You never know when an amazing person will walk into your life when you seek common bonds and camaraderie.

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The Superior College Lahore is known for its ever-evolving, unique, and quality education initiatives for educational facilities, fastest expansion, and focuses on innovation for student success. Advertisement This continued legacy of excellence has led Superior College Lahore to achieve “University Status” granted by a gazette notification. The amendment bill of university status for the chartered institute ‘Superior College Lahore’ was presented in the Punjab Assembly on March 09, 2021, which was approved by the Governor Punjab, Chaudhry Muhammad Sarwar on July 23, 2021, while the approved amendment status notification was handed over to the Chairman Superior Group, Prof. Dr. Ch. Abdul Rehman by the Speaker Punjab Assembly, Chaudhry Parvez Elahi on July 26, 2021. Superior University is now Pakistan’s leading university with its core focus on promoting entrepreneurship, Research & innovation ensuring student success to contribute economically Superior Pakistan. The unique program for entrepreneurship development among the youngsters “Entrepreneurship Teaching & Training Development” (ETTP) at Superior University has made a significant difference in students’ career orientation. Focus on developing future job creators instead of job seekers through the power of entrepreneurship has earned great success for the university. The market-ready graduates are prepared through the “3U1M Program” where they spend three years of education in university and one year in the market to seek practical exposure to professional careers. Three indigenous streams for specialization in the final year of the 3U1M Program offer ideal options of Startup, Scaleup, and Design Thinking which ensures 100% job placement. Chairman Superior Group, Prof. Dr. Ch. Abdul Rehman and Rector Superior University, Dr. Sumaira Rehman also share the vision of promoting education in the country and prepare students equipped with attributes of the 21st century. Superior University is taking part in improving the literacy rate to create a socio-economic impact in the country by increasing access to quality education even in all the farfetched areas.

Trained Obstetrician and Gynaecologist in Dubai Dr Elsa de Menezes Fernandes is a UK trained Obstetrician and Gynaecologist. She completed her basic training in Goa, India, graduating from Goa University in 1993. After Residency, she moved to the UK, where she worked as a Senior House Officer in London at the Homerton, Southend General, Royal London and St. Bartholomew’s Hospitals in Obstetrics and Gynaecology. She completed five years of Registrar and Senior Registrar training in Obstetrics and Gynaecology in London at The Whittington, University College, Hammersmith, Ealing and Lister Hospitals and Gynaecological Oncology at the Hammersmith and The Royal Marsden Hospitals. During her post-graduate training in London she completed Membership from the Royal College of Obstetricians and Gynaecologists. In 2008 Dr Elsa moved to Dubai where she worked as a Consultant Obstetrician and Gynaecologist at Mediclinic City Hospital until establishing her own clinic in Dubai Healthcare City in March 2015. She has over 20 years specialist experience. Dr Elsa has focused her clinical work on maternal medicine and successfully achieved the RCOG Maternal Medicine Special Skills Module. She has acquired a vast amount of experience working with high risk obstetric patients and has worked jointly with other specialists to treat patients who have complex medical problems during pregnancy. During her training she gained experience in Gynaecological Oncology from her time working at St Bartholomew’s, Hammersmith and The Royal Marsden Hospitals in London. Dr Elsa is experienced in both open and laparoscopic surgery and has considerable clinical and operative experience in performing abdominal and vaginal hysterectomies and myomectomies. She is also proficient in the technique of hysteroscopy, both diagnostic and operative for resection of fibroids and the endometrium. The birth of your baby, whether it is your first or a happy addition to your family, is always a very personal experience and Dr Elsa has built a reputation on providing an experience that is positive and warmly remembered. She supports women’s choices surrounding birth and defines her role in the management of labour and delivery as the clinician who endeavours to achieve safe motherhood. She is a great supporter of vaginal delivery. Dr Elsa’s work has been published in medical journals and she is a member of the British Maternal and Fetal Medicine Society. She was awarded CCT (on the Specialist Register) in the UK. Dr Elsa strives to continue her professional development and has participated in a wide variety of courses in specialist areas, including renal diseases in pregnancy and medical complications in pregnancy.

Traditional training programmes can be a hit or a miss. A miss could arguably be attributed to their generic format of delivery or lack of consideration of the professional needs of an individual or an organisation. Line managers need to scrutinise business needs versus experience, knowledge or skill gaps to invest in relevant capacity enhancement for their human capital for concrete results. Many excellent professionals work outside their fields of study because of : - Learning on the job or through cross functional circuit stints - Mentorship from seasoned professionals - Relevant continuous professional development - Participating in simulated learning environment

In late 2019, I had a chance to talk with Serena Williams. I hadn’t researched her childhood at all, but I had heard that it was a Tiger story. I was only slightly surprised when she complicated that notion. Her father was ahead of his time, she told me. She participated in ballet, gymnastics, taekwondo, and track and field. She and Venus threw a football to develop the motion for a powerful serve, a habit they continued as professionals.

Reasons I quit teaching -Kids didn't love me -Teachers didn't like me -Principal hated me -Couldn't continue to witness bad decisions at the expense of children -Couldn't stand one more minute of professional development that was neither professional nor developmental -Couldn't stand reading bad writing Real reasons I quit teaching -I wasn't a good enough teacher -It hurt my heart to watch kids waste so much time and ability Reasons I became a teacher -Understood the job -Dad suggested it -Always like school -Mr. Sullivan -Summer Vacations Teaching revelations 1. Teaching is the only profession that you spend at least 15 years observation before trying to do it yourself 2. I wouldn't be a teacher if Dad hadn't suggested it 3. I still think of myself as a teacher even though I'm not 4. There will always be too m any kids in need of saving 5. If the only reason I became a teacher was for the summer vacations, that would've still be reason enough

Nicholas David Cully has continued to grow in his professional career. From stockbroker at Gibraltar Asset Management Limited to his current role as Group Business Development Director at The Sovereign Group, he has dedicated his career to client-focused roles.

Teaching academic writing to Bachelor of Science in Nursing (BSN) students is crucial early in their academic journey and should continue throughout their program. Here's a breakdown: Foundation Level (First Year): Introducing basic academic writing skills at the onset helps students develop a strong foundation. This includes understanding essay structure, proper citation methods (APA, MLA), and critical reading and writing skills NURS FPX 4010 Assessment 2. Core Nursing Courses: As students progress into core nursing courses, integrating academic writing into these subjects is beneficial. Assignments related to evidence-based practice, research papers, case studies, and reflective writing can aid in linking theoretical knowledge to practical application through writing.NURS FPX 4010 Assessment 3 Clinical Practice Integration: Incorporating writing assignments that reflect on clinical experiences or patient interactions helps students articulate their observations, reflections, and professional development, enhancing their communication skills.online class help services Advanced Nursing Courses: In advanced years, focus on more complex academic writing, such as scholarly articles, thesis or capstone projects, and literature reviews. This phase aligns with deeper research and specialization within nursing fields. Continuous Improvement: Encourage ongoing improvement by providing resources, workshops, and feedback on writing. Additionally, revisiting and reinforcing academic writing skills periodically ensures students maintain and enhance these crucial abilities.nursfpx.com By introducing and reinforcing academic writing skills across various stages of the BSN program, students develop proficiency in communicating their ideas effectively, a skill essential for their future practice, research endeavors, and professional growth.

Page 49-50: … more than 30 different trade guilds (kung-hui) flourish among Chinese merchants and professional men in Bangkok … Their importance lies in the assistance they render in the economic adjustment of the Chinese immigrants and in the continuing services of an economic nature they perform for members—circulating trade information, advising on economic trends and policies, hindering the development of unwanted competition. … Membership in these trade guilds is entirely Chinese, either immigrants or their immediate descendants. To become a member of a trade guild, one has first to be engaged in a particular type of business or profession; and secondly, one must be approved by the leaders of that particular guild. Both these provisions work to exclude Thai. An individual cannot ordinarily become a goldsmith, or vegetable merchant, or printer, or take up any of the other occupations represented by these guilds without first learning the trade. This apprenticeship system is controlled by Chinese organizations, open normally to other Chinese whatever their dialect group affiliation, but closed to outsiders, i.e., the Thai …

In a world that’s getting ever richer, where cows produce more milk and robots produce more stuff, there’s more room for friends, family, community service, science, art, sports, and all the other things that make life worthwhile. But there’s also more room for bullshit. As long as we continue to be obsessed with work, work, and more work (even as useful activities are further automated or outsourced), the number of superfluous jobs will only continue to grow. Much like the number of managers in the developed world, which has grown over the last thirty years without making us a dime richer. On the contrary, studies show that countries with more managers are actually less productive and innovative.15 In a survey of 12,000 professionals by the Harvard Business Review, half said they felt their job had no “meaning and significance,” and an equal number were unable to relate to their company’s mission.16 Another recent poll revealed that as many as 37% of British workers think they have a bullshit job.17

liberal simply couldn’t sustain himself professionally by developing a specialized capacity for attacking, say, Romneys or Bushes. Either there wasn’t sufficient continuity across election cycles or, as in the case of the dynastic Bushes, they didn’t inspire the kind of visceral loathing among the opposition that is necessary to maintain a permanent counter-operation. The Clintons, on the other hand, registered to most conservatives as the primary and ever-present enemy. Through Bossie, Trump forged a

Almost anybody who’s pretty active with their body has had some type of injury in the past that is causing some type of injury now,” he continues. “Oftentimes the compensation patterns we develop as civilians don’t manifest until your late thirties or your forties. But for these guys, because of the load they put on them, they manifest much more quickly. Everything plays out in a much shorter time period for these professional athletes. Getting these compensation patterns out of their systems, not letting them continue to fester or cause career-limiting or career-ending injuries, is absolutely one of the keys to optimizing athletes deep into their careers.

The notion, popularized by classicist and romanticist critics alike, of the Attic theatre as the perfect example of a national theatre, and of its audiences as realizing the ideal of a whole people united in support of art, is a falsification of historical truth.33 The festival theatre of Athenian democracy was certainly no ‘people’s theatre’ —the German classical and romantic theorists could only represent it as such, because they conceived the theatre to be an educational institution. The true ‘people’s theatre’ of ancient times was the mime, which received no subvention from the state, in consequence did not have to take instructions from above, and so worked out its artistic principles simply and solely from its own immediate experience with the audiences. It offered its public not artistically constructed dramas of tragi-heroic manners and noble or even sublime personages, but short, sketchy, naturalistic scenes with subjects and persons drawn from the most trivial, everyday life. Here at last we have to do with an art which has been created not merely for the people but also in a sense by the people. Mimers may have been professional actors, but they remained popular and had nothing to do with the educated élite, at least until the mime came into fashion. They came from the people, shared their taste and drew upon their common sense. They wanted neither to educate nor to instruct, but to entertain their audience. This unpretentious, naturalistic, popular theatre was the product of a much longer and more continuous development, and had to its credit a much richer and more varied output than the official classical theatre; unfortunately, this output has been almost completely lost to us. Had these plays been preserved, we should certainly take quite a different view of Greek literature and probably of the whole of Greek culture from that taken now. The mime is not merely much older than tragedy; it is probably prehistoric in origin and directly connected with the symbolic-magical dances, vegetation rites, hunting magic, and the cult of the dead. Tragedy originates in the dithyramb, an undramatic art form, and to all appearances it got its dramatic form—involving the transformation of the performers into fictitious personages and the transposition of the epic past into present —from the mime. In tragedy, the dramatic element certainly always remained subordinate to the lyrical and didactic element; the fact that the chorus was able to survive shows that tragedy was not exclusively concerned to get dramatic effect and so was intended to serve other ends than mere entertainment.

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However, this new approach alone is not enough. Schools that are true professional learning communities, as defined by Rick and Becky DuFour, Bob Eaker, and Tom Many (2006), understand the power that comes with this kind of professional development. PLCs enhance the learning that occurs in their collaborative cultures through well-defined and focused adult learning. They define areas of growth through data analysis, and then they ensure that the adults receive the knowledge they need to make the necessary decisions for continuous growth. Through their structures and processes, these professional learning communities define, learn, and implement appropriate professional development: that which will positively impact student achievement.

Aimshala's Vision for Education: Empowering Educators, Enriching Lives In the heart of every learner's journey, there exists a light of inspiration, a guide through the moving seas of knowledge and discovery. This guide, often hidden and ignored, is the educator. At Aimshala, we understand the transformative power of educators not just in imparting knowledge, but in enriching lives and empowering minds. Our vision for education is deeply rooted in the belief that by empowering educators, we can create ripples of change that extend beyond classroom walls, enriching the lives of countless individuals and, by extension, society itself. The Unknown Heroes of Our Society Educators are the unknown heroes of our society, the architects of the future, shaping minds and inspiring hearts. They do more than teach; they awaken curiosity, instill resilience, and foster a lifelong love for learning. The impact of a passionate educator extends far beyond academic achievements; it touches on the very essence of who we become. At Aimshala, we recognize the challenges educators face daily juggling administrative tasks, adapting to new technologies, and meeting each student's unique needs. Yet, despite these hurdles, their commitment never wavers. They continue to light the path for their students, often with little recognition for their monumental impact. It's for these unsung heroes that Aimshala dedicates its mission: to empower educators and acknowledge their invaluable contribution to shaping our future. A Journey of Empowerment Empowerment is at the core of Aimshala's vision for education. But what does it truly mean to empower educators? It means providing them with the tools, resources, and support they need to thrive in their roles. It means creating an environment where their voices are heard, their challenges are addressed, and their achievements are celebrated. We believe in a holistic approach to empowerment. From continuous professional development opportunities to innovative teaching tools, Aimshala is committed to ensuring educators have what they need to succeed. But empowerment goes beyond material resources; it's about fostering a community of educators who can share experiences, challenges, and successes. A community where collaboration and support are the norms, not the exceptions. Enriching Lives Through Education Education has the power to transform lives. It opens doors to new opportunities, develops horizons, and builds bridges across cultures. Aimshala's vision extends to every student touched by our educators. By enriching the lives of educators, we indirectly enrich the lives of countless students. An enriched life is one of purpose, understanding, and continual growth. Through our support for educators, Aimshala aims to cultivate learning environments where students feel valued, respected, and inspired to reach their full potential. These environments encourage critical thinking, creativity, and the courage to question. They nurture not just academic skills but life skills—empathy, resilience, and the ability to adapt to change. Building a Future Together The future of education is a collaborative vision, one that requires the efforts of educators, students, families, and communities. Aimshala stands at the forefront of this collaborative effort, bridging gaps and fostering partnerships that enhance the educational experience for all. Technology plays a pivotal role in shaping this future. Aimshala embraces innovative educational technologies that make learning more accessible, engaging, and effective. However, we also recognize that technology is but a tool in the hands of our capable educators. It is their wisdom, passion, and dedication that truly transform education. At Aimshala, our vision for education is clear: to empower educators and enrich lives. We understand the challenges and celebrate the triumphs. We believe in the power of education to transform society.

Occasionally one can even find some kind of currency beginning to develop: for instance, in POW camps and many prisons, inmates have indeed been known to use cigarettes as a kind of currency, much to the delight and excitement of professional economists.27 But here too we are talking about people who grew up using money and now have to make do without it—exactly the situation “imagined” by the economics textbooks with which I began. The more frequent solution is to adopt some sort of credit system. When much of Europe “reverted to barter” after the collapse of the Roman Empire, and then again after the Carolingian Empire likewise fell apart, this seems to be what happened. People continued keeping accounts in the old imperial currency, even if they were no longer using coins.28 Similarly, the Pukhtun men who like to swap bicycles for donkeys are hardly unfamiliar with the use of money. Money has existed in that part of the world for thousands of years. They just prefer direct exchange between equals—in this case, because they consider it more manly.29