Facilitating Learning Quotes

True teachers are those who use themselves as bridges over which they invite their students to cross; then, having facilitated their crossing, joyfully collapse, encouraging them to create their own.

A good psychologist will take already-traumatic events in your life and work with you to contextualize them as non-traumatic. A bad psychologist will take non-traumatic events in your life and twist your narrative to both make them traumatic and connect them to your current problems. The problem is that good psychologists solve your issues while bad ones create dependency and thus recurring revenue streams.

You know that I don't believe that anyone has ever taught anything to anyone. I question that efficacy of teaching. The only thing that I know is that anyone who wants to learn will learn. And maybe a teacher is a facilitator, a person who puts things down and shows people how exciting and wonderful it is and asks them to eat.

A culture that has a moral compass which always points toward the elite’s conception of good—or a society’s default conceptions of “good”—has a broken moral compass. Compasses have value because they point toward a single magnetic North, not a moving position.

We will bring humanity across the vast Saharas of emptiness between the stars and create a dynamic, perpetually advancing empire that spans galaxies, universes, and realities. Just as our ancestors wove fabric from organic matter, our descendants will weave the fabric of reality. Humanity’s descendants will be entities beyond our wildest conceptions of the divine. Omnipotence and the ability to create universes will be the least of their powers. Whether they are good or evil—whether they even come to be at all—is up to us. In that sense, we have even more power than they do.

Researchers would eventually discover that autistic people stim to reduce anxiety—and also simply because it feels good. In fact, harmless forms of self-stimulation (like flapping and fidgeting) may facilitate learning by freeing up executive-functioning resources in the brain that would otherwise be devoted to suppressing them.

I see the most effective teacher being the one who facilitates learning in the same way a gardener facilitates growth, as opposed to the one who is just giving instruction.

When students are inspired, they’ll do anything to gain new knowledge and understanding. They will seek to learn even more than the teacher seeks to facilitate learning.

Everyone understood that Latin learning was inseparable from whipping. One educational theorist of the time speculated that the buttocks were created in order to facilitate the learning of Latin.

Good note taking helps you stay focused (possibly, awake), and it is active learning that encourages deeper processing. Good notes facilitate learning and are extremely useful when it comes time to review your learning.

Mindset 1: Stress Is Harmful. Experiencing stress depletes my health and vitality. Experiencing stress debilitates my performance and productivity. Experiencing stress inhibits my learning and growth. The effects of stress are negative and should be avoided. Mindset 2: Stress Is Enhancing. Experiencing stress enhances my performance and productivity. Experiencing stress improves my health and vitality. Experiencing stress facilitates my learning and growth. The effects of stress are positive and should be utilized.

Self-awareness— understanding our own motivations, our strengths and challenges—is the key to getting ready to mentor.

trust underpins innovation by facilitating learning and experimentation.

The teacher’s job is not to transmit knowledge, nor to facilitate learning. It is to engineer effective learning environments for the students. The key features of effective learning environments are that they create student engagement and allow teachers, learners, and their peers to ensure that the learning is proceeding in the intended direction. The only way we can do this is through assessment. That is why assessment is, indeed, the bridge between teaching and learning.

Journaling is the single most effective tool you may ever find for deeper intimacy with Father God and Jesus. It is a heart-to-heart method of communication with God. For you see, it is God’s desire to intimately commune with you and to have you intimately commune with Him. Journaling facilitates this heart-to-heart communion—it is simply listening to each other’s heart and writing it down. Journaling helps you hear God’s voice. God is speaking to you most of the time. Often you do not differentiate His voice from your own thoughts and therefore do not realize you are actually hearing God’s voice. If you can learn to clearly discern His voice speaking within you, you have found the font of intimacy—the heart of God speaking to you.

Leadership in its essence is the capacity to shift the inner place from which we operate. Once they understand how, leaders can build the capacity of their systems to operate differently and to release themselves from the exterior determination of the outer circle. As long as we are mired in the viewpoint of the outer two circles, we are trapped in a victim mind-set (“the system is doing something to me”). As soon as we shift to the viewpoint of the inner two circles, we see how we can make a difference and how we can shape the future differently. Facilitating the movement from one (victim) mind-set to another (we can shape our future) is what leaders get paid for.

Every man is capable of assisting their partner in the cosmic sexual experience. We can also help facilitate cosmic orgasmic alignment. By being 100% present in the moment, we will activate and trigger a new level of sexuality and orgasm for ourselves and our partner.

We should not expect the Church as an organization to teach or tell us all of the things we need t know and do to become devoted disciples and endure valiantly to the end (see Doctrine and Covenants 121:29). The moral agency afforded to all of Father's children through the plan of salvation and the Atonement of Jesus Christ is divinely designed to facilitate our individual and independent learning, acting, and, ultimately, becoming

We think of agents, traffickers and facilitators as the worst abusers of refugees, but when they set out to extort from their clients, when they cheat them or dispatch them to their deaths, they are only enacting an entrepreneurial version of the disdain which refugees suffer at the hands of far more powerful enemies – those who terrorise them and those who are determined to keep them at arm’s length. Human traffickers are simply vectors of the contempt which exists at the two poles of the asylum seeker’s journey; they take their cue from the attitudes of warlords and dictators, on the one hand, and, on the other, of wealthy states whose citizens have learned to think of generosity as a vice. [from the London Review of Books Vol. 22 No. 3 · 3 February 2000]

To facilitate your growth you have to be eager to learn new things.

Writing is, without dispute, the best facilitator for thinking, reading, learning, understanding and generating ideas we have.

Advance organizers are brief chunks of information—spoken, written, or illustrated—presented prior to new material to help facilitate learning and understanding.

What is the role of the supervisor in a one-on-one? He should facilitate the subordinate’s expression of what’s going on and what’s bothering him. The supervisor is there to learn and to coach.

What's a City/NGO-sponsored Neighborhood Summit, you ask? It's a trumped-up group of hand-picked 'neighborhood leaders' who have been instructed in Asset Based Community Development and the Delphi Technique. Their goal? To create neighborhood associations that are managed and manipulated by facilitators who have learned 'consensus building' and are using it to further the (United Nations's Agenda 21) plans.

In perhaps the most revealing of all the health-related studies, a group of subjects who had contracted malignant melanoma received traditional treatment and then were divided into two groups. One group met weekly for only six weeks; the other did not. Facilitators taught the first group of recovering patients specific communication skills. (When it's your life that's at stake, could anything be more crucial?) After meeting only six times and then dispersing for five years, the subjects who learned how to express themselves effectively had a higher survival rate--only 9 percent succumbed as opposed to almost 30 percent in the untrained group.

The New Groupthink is also practiced in our schools, via an increasingly popular method of instruction called “cooperative” or “small group” learning. In many elementary schools, the traditional rows of seats facing the teacher have been replaced with “pods” of four or more desks pushed together to facilitate countless group learning activities. Even subjects like math and creative writing, which would seem to depend on solo flights of thought, are often taught as group projects. In one fourth-grade classroom I visited, a big sign announced the “Rules for Group Work,” including, YOU CAN’T ASK A TEACHER FOR HELP UNLESS EVERYONE IN YOUR GROUP HAS THE SAME QUESTION.

I saw a stop sign, and it occurred to me that just as no one expects a stop sign to stop a car, I shouldn’t expect words to substitute for experience. That’s not their job, although words certainly can be misused in that way. The job of words is to direct us toward experience, to round out experience, to facilitate experience, and to give us ways to share at least pale shadows of that experience with those we love. And the job of words is to help us learn to be — and act — human.

Children hit first because aggression is innate, although more dominant in some individuals and less in others, and, second, because aggression facilitates desire. It’s foolish to assume that such behaviour must be learned. A snake does not have to be taught to strike.

Once we recognize this possibility, we can deliberately shape the material worlds in which we learn and work to facilitate mental extension—to enhance “the cognitive congeniality of a space,” in the words of David Kirsh, a professor at the University of California, San Diego.

Experiencing the selflessness, timelessness, effortlessness, and richness of nonordinary states of consciousness can accelerate learning, facilitate healing, and provide measurable impact in our lives and work. But we have to revise or tactics and upend convention to make the most of those advantages.

The great manager and business thinker Peter Drucker says that it’s not enough simply to want to learn. As people progress, they must also understand how they learn and then set up processes to facilitate this continual education. Otherwise, we are dooming ourselves to a sort of self-imposed ignorance.

If you approach the idea of relationships with the goal of finding the perfect person you will miss the bigger purpose of being in a relationship with another. When you choose to instead honor the person who you are in a relationship with you receive the lesson and the growth that the relationship can facilitate.

I once asked one of the most successful leaders of the telecom industry what she considered to be the essence of her leadership work. She responded, “I am facilitating the opening process so my team can sense and seize emerging opportunities as they arise from the fast paced business environment we are operating in.

While you two expose yourselves to the detrimental effects of a formal education—reduced self-knowledge, submission to authority, covert institutional indoctrination in linear time—I am employing unorthodox methods of learning in order to facilitate grand associative leaps, heightened cognition, and transcendental intellectualism,

Although I play an important part in the facilitation of these lessons, the students take ownership of the problem-solving and reflection portions and display great leadership skills while collaborating with one another. Students rave about how much fun each experience is, and I’m meeting all of my objectives, Essential Questions, and Common Core standards along the way!

Not every investment requires money. As the girls in this book have shown, they want to know that people care about them and their well-being. They want to be seen and acknowledged for who they are and what they can contribute to the learning environment. Our collective community can respond to their needs by being there for them. But many schools around the country have also established girls’ groups as a way to provide encouragement for girls simply by convening them in regular conversation and sisterhood check-ins. These are good ways to facilitate conversation and to launch the next level of investment—one that does require financial resources. Join efforts to raise awareness about the conditions of Black girls in the racial justice movement.

I understand that this work is demanding, complicated, and exhausting, but I also know that there is no better feeling than to see yourself and the world as they really are. When you have an awakening, the dance of discomfort in cross-cultural relationships begins to dissipate. You begin to shake the fear of truly being seen, and you learn to embrace not only your strengths but your humanness.

Until today, Marcos has denied any connection to “trolls,”22 despite the data that we at Rappler exposed in a three-part Marcos propaganda series in 2019. Not so subtly, the messaging on his social media accounts began with changing the past. To begin with, he repeatedly lied about his education at Oxford University and Wharton. After being caught in the lie by a Rappler exclusive,23 his Senate office quietly changed his résumé on the Senate website, but he doubled down on the lie,24 a lesson many people, including Donald Trump and Mark Zuckerberg, have learned is easily facilitated by social media. His disinformation network also hijacked popular pages and news groups with copied-and-pasted comments that slowly chipped away at the legacy of the Aquino family, long seen as his family’s nemesis—all

Most cross-institutional change processes fail because they miss the starting point: co-sensing across boundaries. We need infrastructures to facilitate this process on a sustained level across systems. And because they don’t yet exist, organized interest groups go out and maximize their special interests against the whole, instead of engaging practitioners in the larger system in a process of sensing and innovating together. As

Respecting individual and group autonomy means that we don't need a bunch of f*cking managers; it means that no matter how well positioned or knowledgeable you are, people can communicate and resolve conflicts best when speaking from their direct experiences and with genuine humility. Some of the first skills taught in conflict resolution, facilitation, and de-escalation trainings are how not to speak for others; you learn that you break trust when trying to represent others without their consent.

Other groups of color need to acknowledge the courage of Black America, and our indebtedness to them for what we have learned from their struggles. Although all groups can recount their own unique struggles for equal rights, African Americans have always been in the forefront in advocating for social justice. Many other groups of color (and other marginalized groups—women and LGBTQ [lesbian, gay, bisexual, transgender, and queer] individuals) have learned much from the Black movement, including the importance of group identity, and have profited from the work, struggle, and sacrifice of African American brothers and sisters.

Those involved in the redesign process must know what they would do if they could do whatever they wanted. Such knowledge is essential if they are to set meaningful goals for the future. The outcome of such a design is idealized in the sense that the resulting system is ideal seeking, not ideal. It should be subject to continuous improvement with further experience and changing environments. The only certainty is that some of whatever we think we will want five or ten years from now will not be wanted then. Such a vision should be inspiring, a work of art. It should facilitate making short-run sacrifices for the sake of longer-run gains.

To be ridiculously sweeping: baby boomers and their offspring have shifted emphasis from the communal to the individual, from the future to the present, from virtue to personal satisfaction. Increasingly secular, we pledge allegiance to lowercase gods of our private devising. We are concerned with leading less a good life than the good life. In contrast to our predecessors, we seldom ask ourselves whether we serve a greater social purpose; we are more likely to ask ourselves if we are happy. We shun self-sacrifice and duty as the soft spots of suckers. We give little thought to the perpetuation of lineage, culture or nation; we take our heritage for granted. We are ahistorical. We measure the value of our lives within the brackets of our own births and deaths, and we’re not especially bothered by what happens once we’re dead. As we age—oh, so reluctantly!—we are apt to look back on our pasts and question not did I serve family, God and country, but did I ever get to Cuba, or run a marathon? Did I take up landscape painting? Was I fat? We will assess the success of our lives in accordance not with whether they were righteous, but with whether they were interesting and fun. If that package sounds like one big moral step backward, the Be Here Now mentality that has converted from sixties catchphrase to entrenched gestalt has its upsides. There has to be some value in living for today, since at any given time today is all you’ve got. We justly cherish characters capable of living “in the moment.”…We admire go-getters determined to pack their lives with as much various experience as time and money provide, who never stop learning, engaging, and savoring what every day offers—in contrast to the dour killjoys who are bitter and begrudging in the ceaseless fulfillment of obligation. For the role of humble server, helpmate, and facilitator no longer to constitute the sole model of womanhood surely represents progress for which I am personally grateful. Furthermore, prosperity may naturally lead any well-off citizenry to the final frontier: the self, whose borders are as narrow or infinite as we make them. Yet the biggest social casualty of Be Here Now is children, who have converted from requirement to option, like heated seats for your car. In deciding what in times past never used to be a choice, we don’t consider the importance of raising another generation of our own people, however we might choose to define them. The question is whether kids will make us happy.

Although all new talkers say names, use similar sounds, and prefer nouns more than other parts of speech, the ratio of nouns to verbs and adjectives varies from place to place (Waxman et al., 2013). For example, by 18 months, Englishspeaking infants speak far more nouns than verbs compared to Chinese or Korean infants. Why? One explanation goes back to the language itself. The Chinese and Korean languages are “verb-friendly” in that verbs are placed at the beginning or end of sentences. That facilitates learning. By contrast, English verbs occur anywhere in a sentence, and their forms change in illogical ways (e.g., go, gone, will go, went). This irregularity may make English verbs harder to learn, although the fact that English verbs often have distinctive suffixes (-ing, -ed) and helper words (was, did, had) may make it easier (Waxman et al., 2013).

Connecting to the outernet was less of a shock this time, as the monitor gave him a sense of distance from it, but it was still annoying. How did these people live with such a system, stalked by advertisements and "free" offers and icons that would take you to another site, unasked-for, the moment you gave them your attention? It was like wending your way through an obstacle course. Perhaps after a while you just learned to tune it all out... or perhaps you could buy programs that did it for you. He would have to design himself one of those before he did any more real work on the outernet, though he suspected that the consumer programs which were stalking him were capable of adapting to anything he could turn out quickly. Advertising: the ultimate predator. He longed for the simplicity of the Gueran network, which simply did what it was supposed to and no more. When had these people lost touch with the fact that the purpose of a network was to facilitate communication, not impede it?

It was an amazing experience,” I said. “By remembering the love I felt I was able to open up. I sat up there all day simmering in it. I didn’t reach the state I experienced on the ridge but I got close.” Sanchez looked more serious. “The role of love has been misunderstood for a long time. Love is not something we should do to be good or to make the world a better place out of some abstract moral responsibility, or because we should give up our hedonism. Connecting with energy feels like excitement, then euphoria, and then love. Finding enough energy to maintain that state of love certainly helps the world, but it most directly helps us. It is the most hedonistic thing we can do.” I agreed, then noticed he had moved his chair back several more feet and was looking at me intensely, his eyes unfocused. “So what does my field look like,” I asked. “It is much larger,” he said. “I think you feel very good.” “I do.” “Good. That is what we do here.” “Tell me about that,” I said. “We train priests to go farther into the mountains and work with the Indians. It is a lonely job and the priests must have great strength. All of the men here have been screened thoroughly and all have one thing in common: each has had one experience he calls mystical. “I have been studying this kind of experience for many years,” he continued, “even before the Manuscript was found, and I believe that when one has already encountered a mystical experience, getting back into this state and raising one’s personal energy level comes much easier. Others can also connect but it takes longer. A strong memory of the experience, as I think you learned, facilitates its re-creation. After that, one slowly builds back.” “What does a person’s energy field look like when this is happening?” “It grows outward and changes color slightly.” “What color?” “Normally from a dull white toward green and blue. But the most important thing is that it expands. For instance, during your mystical encounter on the ridge top, your energy flashed outward into the whole universe. Essentially you connected and drew energy from the entire cosmos and in turn your energy swelled to encompass everything, everywhere. Can you remember how that felt?” “Yeah,” I said. “I felt as though the entire universe was my body and I was just the head, or perhaps more accurately, the eyes.” “Yes,” he said, “and at that moment, your energy field and that of the universe were the same. The universe was your body.

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

A common problem plagues people who try to design institutions without accounting for hidden motives. First they identify the key goals that the institution “should” achieve. Then they search for a design that best achieves these goals, given all the constraints that the institution must deal with. This task can be challenging enough, but even when the designers apparently succeed, they’re frequently puzzled and frustrated when others show little interest in adopting their solution. Often this is because they mistook professed motives for real motives, and thus solved the wrong problems. Savvy institution designers must therefore identify both the surface goals to which people give lip service and the hidden goals that people are also trying to achieve. Designers can then search for arrangements that actually achieve the deeper goals while also serving the surface goals—or at least giving the appearance of doing so. Unsurprisingly, this is a much harder design problem. But if we can learn to do it well, our solutions will less often meet the fate of puzzling disinterest. We should take a similar approach when reforming a preexisting institution by first asking ourselves, “What are this institution’s hidden functions, and how important are they?” Take education, for example. We may wish for schools that focus more on teaching than on testing. And yet, some amount of testing is vital to the economy, since employers need to know which workers to hire. So if we tried to cut too much from school’s testing function, we could be blindsided by resistance we don’t understand—because those who resist may not tell us the real reasons for their opposition. It’s only by understanding where the resistance is coming from that we have any hope of overcoming it. Not all hidden institutional functions are worth facilitating, however. Some involve quite wasteful signaling expenditures, and we might be better off if these institutions performed only their official, stated functions. Take medicine, for example. To the extent that we use medical spending to show how much we care (and are cared for), there are very few positive externalities. The caring function is mostly competitive and zero-sum, and—perhaps surprisingly—we could therefore improve collective welfare by taxing extraneous medical spending, or at least refusing to subsidize it. Don’t expect any politician to start pushing for healthcare taxes or cutbacks, of course, because for lawmakers, as for laypeople, the caring signals are what makes medicine so attractive. These kinds of hidden incentives, alongside traditional vested interests, are what often make large institutions so hard to reform. Thus there’s an element of hubris in any reform effort, but at least by taking accurate stock of an institution’s purposes, both overt and covert, we can hope to avoid common mistakes. “The curious task of economics,” wrote Friedrich Hayek, “is to demonstrate to men how little they really know about what they imagine they can design.”8

Since my first research visit to Malta in November 1999 I've learned that objects -- and even places -- of archaeological importance can and do disappear here in mysterious ways. For example, ancient remains of an estimated 7000 people were found in the Hypogeum of Hal Saflieni, buried in a matrix of red earth, when it was excavated by Sir Themistocles Zammit at the beginning of the twentieth century. Today only six skulls are left, stashed out of public view in two plastic crates in the cavernous vaults of Malta's National Museum of Archaeology. Nobody has the faintest idea what has happened to all the rest of the bones. They've just 'vanished', according to officials at the Museum. And the six skulls? After much pressure and protest I have been allowed to see them only this morning and they are -- I must confess -- extremely and unsettlingly odd. They are weirdly elongated -- dolichocephalic is the technical term but this is dolichocephalism of the most extreme form. And one of the skulls, though that of an adult, is entirely lacking in the fossa median -- the clearly-visible 'join' that runs along the top of the head where two plates of bone are separated in infancy (thus facilitating the process of birth) but later join together in adulthood. I should be paying attention to the fantastic views and seascapes unfolding beneath the helicopter but I keep on wondering: what would people with skulls like that have looked like during life? How could they have survived birth and grown to adulthood? And did the other skulls from the Hypogeum -- the lost skulls, the lost bones -- also show the same distinctive peculiarity?

Perhaps..." Resuming his rake's persona, investing every movement with languid grace, he shifted forward, closer. Held her gaze. "You could teach me what it is you need." He let his gaze drift from her eyes to her lips. "I've always been considered a fast learner, and if I'm willing to learn, to devote myself to the study of what you truly want..." Her lips parted slightly. He raised his gaze once more to her eyes, to the stormy blue. Read her interest, knew he had her undivided attention. Inwardly smiled. "If I swear I'll do all I can to meet your requirements, shouldn't you accept the...challenge, if you like, to take me as I am and reshape me to your need?" Holding her gaze, resisting the urge to lower his to her tempting lips, he raised a hand, touched the backs of his fingers to her cheek in a tantalizingly light caress. "You could, if you wished, take on the challenge of taming the ton's foremost rake, of making me your devoted slave...but you'd have to work at it, make the effort and take the time to educate me-arrogantly oblivious male that I am-all of which will be much easier, facilitated as it were, by us marrying. After all, nothing worthwhile is ever attained easily or quickly. If I'm willing to give you free rein to mold me to your liking, shouldn't you be willing to engage?" She was thinking, considering he could see it in her eyes. She was following his arguments, her mind following the path he wanted it to take. Shifting his fingers to lightly frame her chin, he held her face steady as if for a kiss. "And just think," he murmured, his eyes still locked with hers, his lips curving in a practiced smile, "of the cachet you'll be able to claim as the lady who captured me.

The human capacity to respond with great variety is testament to the core principles that have guided our exploration thus far: the entropic two-step and evolution by natural selection. The entropic two-step explains how orderly clumps can form in a world that is becoming ever more disordered, and how certain of these clumps, stars, can remain stable over billions of years as they produce a steady output of heat and light. Evolution explains how, in a favorable environment such as a planet bathed by a star’s steady warmth, collections of particles can coalesce in patterns that facilitate complex behaviors, from replication and repair, to energy extraction and metabolic processing, to locomotion and growth. Collections that acquire the further capacities to think and learn, to communicate and cooperate, to imagine and predict, are better equipped to survive and hence to produce similar collections with similar capacities. Evolution thus selects for these abilities and, generation upon generation, refines them. In time, some collections conclude that their cognitive powers are so remarkable that they transcend physical law. Some of the most thoughtful of these collections are then bewildered by the conflict between the freedom of will they experience and the unyielding control of physical law they recognize. But the fact is there is no conflict because there is no transcending of physical law. There can’t be. Instead, the collections of particles need to reassess their powers, focusing not on the laws that govern particles themselves but on the high-level, thoroughly complex, and extraordinarily rich behaviors each collection of particles—each individual—can exhibit and experience. And with that reorientation, the particle collections can tell an illuminating story of wondrous behaviors and experiences, suffused with wills that feel free and speak as though they have autonomous control, and yet are fully governed by the laws of physics.

Hi Tim, Patience. Far too soon to expect strength improvements. Strength improvements [for a movement like this] take a minimum of 6 weeks. Any perceived improvements prior to that are simply the result of improved synaptic facilitation. In plain English, the central nervous system simply became more efficient at that particular movement with practice. This is, however, not to be confused with actual strength gains. Dealing with the temporary frustration of not making progress is an integral part of the path towards excellence. In fact, it is essential and something that every single elite athlete has had to learn to deal with. If the pursuit of excellence was easy, everyone would do it. In fact, this impatience in dealing with frustration is the primary reason that most people fail to achieve their goals. Unreasonable expectations timewise, resulting in unnecessary frustration, due to a perceived feeling of failure. Achieving the extraordinary is not a linear process. The secret is to show up, do the work, and go home. A blue collar work ethic married to indomitable will. It is literally that simple. Nothing interferes. Nothing can sway you from your purpose. Once the decision is made, simply refuse to budge. Refuse to compromise. And accept that quality long-term results require quality long-term focus. No emotion. No drama. No beating yourself up over small bumps in the road. Learn to enjoy and appreciate the process. This is especially important because you are going to spend far more time on the actual journey than with those all too brief moments of triumph at the end. Certainly celebrate the moments of triumph when they occur. More importantly, learn from defeats when they happen. In fact, if you are not encountering defeat on a fairly regular basis, you are not trying hard enough. And absolutely refuse to accept less than your best. Throw out a timeline. It will take what it takes. If the commitment is to a long-term goal and not to a series of smaller intermediate goals, then only one decision needs to be made and adhered to. Clear, simple, straightforward. Much easier to maintain than having to make small decision after small decision to stay the course when dealing with each step along the way. This provides far too many opportunities to inadvertently drift from your chosen goal. The single decision is one of the most powerful tools in the toolbox. 2 Wealthy “If you set your goals ridiculously high and it’s a failure, you will fail above everyone else’s success.” —James Cameron

To wit, researchers recruited a large group of college students for a seven-day study. The participants were assigned to one of three experimental conditions. On day 1, all the participants learned a novel, artificial grammar, rather like learning a new computer coding language or a new form of algebra. It was just the type of memory task that REM sleep is known to promote. Everyone learned the new material to a high degree of proficiency on that first day—around 90 percent accuracy. Then, a week later, the participants were tested to see how much of that information had been solidified by the six nights of intervening sleep. What distinguished the three groups was the type of sleep they had. In the first group—the control condition—participants were allowed to sleep naturally and fully for all intervening nights. In the second group, the experimenters got the students a little drunk just before bed on the first night after daytime learning. They loaded up the participants with two to three shots of vodka mixed with orange juice, standardizing the specific blood alcohol amount on the basis of gender and body weight. In the third group, they allowed the participants to sleep naturally on the first and even the second night after learning, and then got them similarly drunk before bed on night 3. Note that all three groups learned the material on day 1 while sober, and were tested while sober on day 7. This way, any difference in memory among the three groups could not be explained by the direct effects of alcohol on memory formation or later recall, but must be due to the disruption of the memory facilitation that occurred in between. On day 7, participants in the control condition remembered everything they had originally learned, even showing an enhancement of abstraction and retention of knowledge relative to initial levels of learning, just as we’d expect from good sleep. In contrast, those who had their sleep laced with alcohol on the first night after learning suffered what can conservatively be described as partial amnesia seven days later, forgetting more than 50 percent of all that original knowledge. This fits well with evidence we discussed earlier: that of the brain’s non-negotiable requirement for sleep the first night after learning for the purposes of memory processing. The real surprise came in the results of the third group of participants. Despite getting two full nights of natural sleep after initial learning, having their sleep doused with alcohol on the third night still resulted in almost the same degree of amnesia—40 percent of the knowledge they had worked so hard to establish on day 1 was forgotten.

Scrum Master The scrum master acts as a coach, guiding the team to ever-higher levels of cohesiveness, self-organization, and performance. While a team’s deliverable is the product, a scrum master’s deliverable is a high-performing, self-organizing team. The scrum master is the team’s good shepherd, its champion, guardian, facilitator, and scrum expert.  The scrum master helps the team learn and apply scrum and related agile practices to the team’s best advantage. The scrum master is constantly available to the team to help them remove any impediments or road-blocks that are keeping them from doing their work. The scrum master is not—we repeat, not—the team’s boss. This is a peer position on the team, set apart by knowledge and responsibilities not rank.

I am learning more and more each day how to not have situational self-esteem, in which the events of the day do not facilitate whether I am happy or not.

We know that for those who love God all things work together for good.” The Christian does not merely hold this as a theory, but he knows it as a matter of fact. So far everything has worked for good; the poisonous drugs mixed in proper proportions have effected the cure; the sharp cuts of the scalpel have cleaned out the disease and facilitated the healing. Every event as yet has worked out the most divinely blessed results; and so, believing that God rules all, that He governs wisely, that He brings good out of evil, the believer’s heart is assured, and he is learning to meet each trial calmly when it comes

THE SPH'S OFFICIAL VISIT (VIJAYA YATRA) TO KAILASA IN LOS ANGELES || E-TOUR || 21 FEB 2021 WORLDWIDE OFFICIAL VISITS (VIJAYA YATRA) OF THE SUPREME PONTIFF OF HINDUISM, JAGATGURU MAHASANNIDHANAM, HIS DIVINE HOLINESS BHAGAVAN #NITHYANANDA PARAMASHIVAM CONTINUES TODAY WITH THE ETOUR TO KAILASA IN LOS ANGELES, USA. ADHERING TO WHO’S GUIDANCE ON RETAINING OURSELVES TO QUARANTINE AND SOCIAL DISTANCING, KAILASA’S DEPARTMENT OF BROADCASTING FACILITATED THE E-TOUR BRINGING HINDU DIASPORA IN LOS ANGELES CLOSER TO THE SUPREME PONTIFF OF HINDUISM. THE DE FACTO SPIRITUAL EMBASSY, #KAILASA IN LOS ANGELES HEADED BY SRI NITHYA MUKTHANANDA AND MA NITHYA MUKTHIKANANDA RECEIVED THE SPH AT 9.40AM IST. A FEW HUNDRED KAILASIANS PARTICIPATED IN THE E-TOUR VIA KAILASA’S OFFICIAL DIGITAL SPACES. THE E-TOUR WAS TRULY A BLESSED MOMENT FOR EACH AND EVERY KAILASIAN AS IT HAS BEEN 11 YEARS SINCE THE SPH HAD VISITED THE KAILASA IN LOS ANGELES PHYSICALLY. INSPIRING EVERY #HINDU TO RECLAIM THEIR HINDU CENTRIC FREEDOM AND BUILD KAILASA, THE ENLIGHTENED CIVILIZATIONAL NATION, THE SPH REVEALED VARIOUS POWERFUL TRUTHS IN THE 3 HOUR LONG E-TOUR. KAILASA IN LOS ANGELES’S DEPARTMENT OF #RELIGION & WORSHIP RECEIVED SPIRITUAL GUIDANCE ON THE DEITIES IN KAILASA. THE SPH REVEALED THAT WHEN INSTALLING DEITIES ENERGISED BY THE SPH BY A LIVING INCARNATION, THE DEITIES PROTECT THE LAND AND PEOPLE OF THE NATION. THEREFORE, THE DEITIES SHOULD BE PLACED IN SUCH A WAY THAT THEY TOUCH THE LAND (BHU) HE FURTHER REVEALED, “LEARN DISCIPLINE FROM NATURE BEFORE NATURE DISCIPLINES US". THE #SPH BLESSED THE VARIOUS INITIATIVES UNDERTAKEN BY THE DEPARTMENT OF HUMAN SERVICES INCLUDING NITHYANANDA FOOD BANK (ANNAMANDIR) , DEPARTMENT OF AGRICULTURE AND DEPARTMENT OF EDUCATION - KAILASA IN LOS ANGELES. #nithyananda kailaasa kailasa

Intelligent failures can be helpful in facilitating learning.13

You see, we Hamilton-Sweeneys are not discoverers, my father said, we are investors. We facilitate the greatness of others. And this is what it means to be a man - learning to see the world not as a question of what you want to be, but of what you are...

Function in brain networks depends on the modularity and strength of interactions. Activity within a module is faster than across a widespread network because there is no need for the signal to travel long distances, and strong connections work faster than weaker, dif- fuse ones. Danielle Bassett and her colleagues showed that perception of visual cues and the response to new events that capture attention arise from strong, localized connections, which easily facilitate change in the activity of nearby nodes. By contrast, learning and cognition are associated with low modularity in the form of weak, long-distance connections. One outcome is that we see faster than we think.

Digital boards, also known as interactive or electronic whiteboards, have revolutionized the way information is presented and shared in various settings, ranging from classrooms to corporate boardrooms. These sophisticated devices combine the benefits of traditional whiteboards with cutting-edge technology, providing a dynamic and interactive platform for communication. Unlike static whiteboards, digital boards are equipped with touch-sensitive screens that respond to both stylus and finger input, allowing users to write, draw, and manipulate content with ease. This versatility enhances collaboration and engagement, making learning and business meetings more interactive and productive. The potential applications of digital boards are vast, from facilitating remote collaboration to enhancing creative brainstorming sessions. As technology continues to advance, we can expect further innovations in digital board design, with features such as artificial intelligence integration and enhanced interactivity. In essence, digital boards have become indispensable tools in modern communication, fostering dynamic and collaborative environments across educational, professional, and creative domains.

There has been no greater tool to facilitate this weakening of the parent’s authority than the school system. This has gotten so sinister that advocates of the education system have been pushing for children to attend school from younger ages. This is presented as a benefit to the parents as they can now have time to work, and the child is learning from a young age.

Even if you know nothing about the process of filmmaking…you can sense the fear, excitement, and risk that went into a scene like that. For the writer to conceive it, for the director to facilitate it, for the actors to execute it, and for the editor to hinge it to the flow of a thousand other moments with as much gambled on them.

At the organizational level, this value can take the form of acquiring the capacity to sustain ongoing evaluative inquiry. This outcome is more likely when participants experience evaluation as a meaningful and productive way to enhance patterns of work and communication. Participatory, collaborative, appreciative, and empowering mechanisms are often at the heart of evaluations where process use is a high priority. These mechanisms can promote stakeholder ownership of the evaluation processes and products and thus enhance process use, as well as use of evaluation findings. For some organizations, evaluation capacity building means that evaluation stakeholders learn how to work effectively with external evaluators. This organizational learning further facilitates the contributions that external evaluation processes and findings can make to the organization’s growth and productivity.

The core of this system is often referred to as Japan’s “iron triangle” of politicians, bureaucrats, and big business, each occupying a corner. Each facilitates the others in achieving their goals and aspirations—rising status for politicians, power for bureaucrats, and riches for corporate chieftains.

To facilitate learning, I have found it helpful to appoint a Five Whys master for each area in which the method is being used. This individual is tasked with being the moderator for each Five Whys meeting, making decisions about which prevention steps to take, and assigning the follow-up work from that meeting. The master must be senior enough to have the authority to ensure that those assignments get done

Here’s what my friend and business associate Kurt Huffman said: “People are afraid of the consequences of failure. People are afraid of being fired, ridiculed, hurt, black-listed, demoted, etc. People may still not like failure. I don’t ‘like’ failure. But when I know the consequences of my failure are seen as learning opportunities rather than a pink slip, it facilitates rather than stifles innovation.

The God of Israel modeled for us how to embed something in the memory of a group or peoplehood. When God instructed Moses in matters pertaining to the ongoing tutelage of Israel, he tells Moses the reason for the great “Song of Moses” that will follow in Deuteronomy 32. This song proclaimed God’s ways, his honor, his judgment, and his salvation. God wanted Israel to take this to heart, to hear it, to internalize it. So, he says, “Now write down this song and teach it to the Israelites and have them sing it [‘by heart’ MSG], so that it may be a witness for me against them” (Deut 31:19 NIV). They were to learn the song by heart. So, the song of Moses is in memorable poetry and was to be formally articulated in ways to facilitate memorization by the community. It was to be sung, oralized. But we note also that it was to be written down.324 The textual version of the poem was necessary for maintaining its permanence from generation to generation, to check its accuracy. Here we see the dynamic dialectic between the written word and the oralized word—the oralized word can be ephemeral, so must be preserved in writing. The written word is enduring but must be oralized.325

Changing the context of the meeting to “looking for advisors” is the equivalent of throwing out all your chocolate when you start a diet. You change the environment to naturally facilitate your goals.

The iPhone untethered the internet from the desktop. The energy of the blogosphere was redirected toward faster, mobile mediums. Twitter, Tumblr, and Instagram facilitated the transition to mobile. These sites had learned from Facebook’s streamlined profiles and easy feeds. But they diverged from Facebook’s friend-focused model, favoring an open network that allowed users to “follow” anyone they found interesting. This mirrored the subscriber-based model of YouTube as well as the open architecture of the blogosphere. Instead of trying to re-create real-world friend networks online, this new generation of social apps sought to build an audience of friends and strangers alike. At the same time, they took the lessons of the blog era—chiefly, that anyone could build a following online—and expanded upon them.

Teaching, in its noblest expression, transcends the mere transmission of knowledge. It is an act of selfless love, where the master, far from seeking to impose their greatness, becomes the bridge facilitating the student's growth. The teacher helps the student explore and realize their abilities, guiding and supporting their journey toward profound development.

Statement on Generative AI Just like Artificial Intelligence as a whole, on the matter of Generative AI, the world is divided into two camps - one side is the ardent advocate, the other is the outspoken opposition. As for me, I am neither. I don't have a problem with AI generated content, I have a problem when it's rooted in fraud and deception. In fact, AI generated content could open up new horizons of human creativity - but only if practiced with conscience. For example, we could set up a whole new genre of AI generated material in every field of human endeavor. We could have AI generated movies, alongside human movies - we could have AI generated music, alongside human music - we could have AI generated poetry and literature, alongside human poetry and literature - and so on. The possibilities are endless - and all above board. This way we make AI a positive part of human existence, rather than facilitating the obliteration of everything human about human life. This of course brings up a rather existential question - how do we distinguish between AI generated content and human created material? Well, you can't - any more than you can tell the photoshop alterations on billboard models or good CGI effects in sci-fi movies. Therefore, that responsibility must be carried by experts, just like medical problems are handled by healthcare practitioners. Here I have two particular expertise in mind - one precautionary, the other counteractive. Let's talk about the counteractive measure first - this duty falls upon the shoulders of journalists. Every viral content must be source-checked by responsible journalists, and declared publicly as fake, i.e. AI generated, unless recognized otherwise. Littlest of fake content can do great damage to society - therefore - journalists, stand guard! Now comes the precautionary part. Precaution against AI generated content must be borne by the makers of AI, i.e. the developers. No AI model must produce any material without some form of digital signature embedded in them, that effectively makes the distinction between AI generated content and human material mainstream. If developers fail to stand accountable out of their own free will, they must be held accountable legally. On this point, to the nations of the world I say, you can't expect backward governments like our United States to take the first step - where guns get priority over children - therefore, my brave and civilized nations of the world - you gotta set the precedent on holding tech giants accountable - without depending on morally bankrupt democratic imperialists. And remember, the idea is not to ban innovation, but to adapt it with human welfare. All said and done, the final responsibility falls upon just one person, and one person alone - the everyday ordinary consumer. Your mind has no reason to not believe the things you find on the internet, unless you make it a habit to actively question everything - or at least, not accept anything at face value. Remember this. Just because it's viral, doesn't make it true. Just because it's popular, doesn't make it right.

I don't have a problem with AI generated content, I have a problem when it's rooted in fraud and deception. In fact, AI generated content could open up new horizons of human creativity - but only if practiced with conscience. For example, we could set up a whole new genre of AI generated material in every field of human endeavor. We could have AI generated movies, alongside human movies - we could have AI generated music, alongside human music - we could have AI generated poetry and literature, alongside human poetry and literature - and so on. The possibilities are endless - and all above board. This way we make AI a positive part of human existence, rather than facilitating the obliteration of everything human about human life.

One of the greatest challenges educators and parents face is getting students engaged in their own learning. Particularly in middle school and high school, a large segment of students is doing as little as possible to get by. Even some top students take what Ned calls a “station-to-station” attitude, refusing to do anything that doesn’t contribute to a grade.2 We’re not raising curious learners who are motivated to develop their own minds. We’re raising kids who are overly focused on metrics and outcomes. The best thing you can do to facilitate engagement in the classroom may be to give your kid autonomy outside of it.

Career Triangles is a cutting-edge platform designed to seamlessly connect individuals seeking career advancement, educational institutions aiming to reach eager learners, and companies in search of top talent. Our unique triadic approach ensures that every participant in the professional ecosystem finds their perfect match, facilitating a direct pathway from learning to employment. By fostering meaningful connections and providing valuable insights, Career Triangles simplifies the process of career development, making it more accessible, efficient, and aligned with the evolving needs of the job market. careertriangles.com

Facilitating global collaboration initiatives exposes students to diverse perspectives and cultures, fostering empathy, cross-cultural understanding, and collaborative problem-solving skills essential for success in a globalized world.

While implementing constructivist approaches demands tailored learning experiences and skilled facilitation, its resource-intensive nature may pose challenges for educators striving to create dynamic, student-centered classrooms.

TAKEAWAYS FOR TEACHING YOUR DOG Provide a long pause. When you see your dog noticing your modeling or noticing the buttons, turn your routine interactions into language-facilitating opportunities. The greatest cue we can provide is a long, silent pause to give the AAC user a chance to process what is happening and try exploring her words. When you see your dog communicate through a gesture or vocalization, stay quiet for at least ten to fifteen seconds. At the end of fifteen seconds, if your dog looks like she might be walking toward her buttons or is looking at them, continue staying quiet. If you have not seen an indication that she might try saying a word, add a naturalistic cue. Your dog may need cues for a little while before using words independently. Keep providing a long pause, pointing at the button, asking a general question such as “What do you want?” or standing near the button to support your dog’s emerging vocabulary. Even after you’ve heard your dog’s first words, your dog will likely need support before using words independently and regularly. Model words in different contexts to support generalization. Your dog will learn to use words in different ways if she sees and hears you using words in multiple ways. Remember that your dog is intrinsically motivated to communicate. Resist the desire to offer a treat for saying a word (unless the word is treat). This will keep your dog from learning the actual meaning of the word. Stick to providing the appropriate response to your dog’s word. Think about other communication functions besides requesting. Your dog might be trying to label an object or activity in her environment or talk about what is happening.

When your dog is becoming more aware of your modeling, create communication opportunities within your routines When you see your dog noticing your modeling or noticing the buttons, turn your routine interactions into language-facilitating opportunities. The greatest cue we can provide is a long, silent pause to give the AAC user a chance to process what is happening and try exploring her words. When you see your dog communicate through a gesture or vocalization, stay quiet for at least ten to fifteen seconds. At the end of fifteen seconds, if your dog looks like she might be walking toward her buttons or is looking at them, continue staying quiet. If you have not seen an indication that she might try saying a word, add the next level of naturalistic cueing. Add naturalistic cues if necessary After you have already tried staying silent, you can try standing next to your dog’s buttons or pointing at them. Dogs respond to human gestural social cues as early as six weeks old! If pointing or standing near the buttons does not work, you can try tapping it with your finger or foot, not pushing it to activate it. You can also try adding an open-ended verbal prompt such as, “What do you want?” Avoid telling your dog exactly what to say or forcing your dog to push a button with their paw. This can cause prompt dependency and keep your dog from learning how to use words independently. If none of these prompts encourage your dog to try saying a word, simply model it again verbally and with the button, and carry on with the appropriate action.

Asoka World School is a reputed international school in Kochi affiliated with CBSE. We have a student-friendly environment and has a very interesting syllabus. The STEM enriched curriculum helps to provide an in-depth learning experience for the students. We have a wide range of extracurricular activities for nurturing and developing a child’s creativity and imagination. Asoka World School can be an ideal option for your child. Here are some key reasons why Asoka World School is the best for your kid. Individualized attention in classes: Our student-teacher ratio arrangement is standardised in such a way that teachers are able to give individual attention to each child. Our teachers are well educated, experienced and constantly inspires their students. We follow the golden teacher-student ratio of 1:20. This helps students to gain the concepts of each subject easily hence they become more confident. This also enriches their knowledge, and they get more quality time to interact with their teachers. image Child Safe Environment: At Asoka World School, you will find your child is in extremely safe hands. Our classrooms are aesthetically designed and technologically equipped to disseminate learning through very many fun ways. Asoka World School has a world-class building design, infrastructure, fully integrated wireless network, climate-controlled smart classrooms, security features and no compromise hygiene and safeguarding policy that offers everything you have been dreaming for your child. Updated Curriculums: We have 4 levels of programmes prepared for our children. Foundational - KG - IInd Preparatory - IIIrd - Vth Middle School - VIth - VIIIth Senior School - IXth - XIIth These programs are framed by our school to focus on developing various vital skills in the students. Our teachers adopt a customised teaching approach that can help students of every category. Our flexible curriculum enhances the communication between the teachers and students to a great extent. Our school has result-oriented teaching methods, qualified and responsible teaching staff to help facilitate a learning environment that is both safe and nurturing. As the best CBSE school in Kochi, Asoka World School is a leader in its sector and we hope to continue rising and come out as the best school in Kochi.

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.

Acknowledgment of one’s own or another’s strengths, efforts, accomplishments, etc., can facilitate natural learning. Acknowledgment of and respect for one’s capabilities support trust in Self 2.

By refusing to respect you and your needs, the other is bringing about a certain set of natural consequences, which themselves can become the other’s teacher. Your job is to simply facilitate the learning process, beginning by asking reality-testing questions, and proceeding to warnings.

Willpower is a finite resource. The way to overcome difficult situations isn't to power through, but rather to change your circumstances to require less willpower. Changing the context of the meeting to "looking for advisors" is the equivalent of throwing out all your chocolate when you start a diet. You change the environment to naturally facilitate your goals.

School administrators facilitate staff professional development opportunities, emphasizing the importance of ongoing growth and learning within the school community.

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

have to do everything every day! I can practice habits that facilitate healthy balance in my life as I prioritize all the items clamoring for my energy and attention. Through trial and error, I’ve learned

Quick Mastery programs facilitate rapid proficiency, allowing participants to swiftly become adept in a particular skill or subject matter.

Rapid learning techniques like chunking, mapping, or outlining can be employed to create a well-structured and organized curriculum to facilitate understanding and retention.

Rapid learning classes are built upon the premise that learners can efficiently absorb information at an accelerated pace. By incorporating the principles of rapid learning and strategically selecting the best strategies, techniques, and methods, educators can facilitate quicker and more efficient learning outcomes.

Leveraging mnemonic devices is an effective strategy in the rapid learning approach. These memory aids help learners create associations between new information and familiar elements, facilitating easier recall.

Complex information undergoes a process in rapid learning known as chunking. Breaking down intricate concepts into smaller, manageable chunks facilitates comprehension, retention, and practical application.

Jamie: I’m just beginning to learn UML notation. So the home security function is represented by the big box with the ovals inside it? And the ovals represent use cases that we’ve written in text? Facilitator: Yep. And the stick figures represent actors—the people or things that interact with the system as described by the use case . . . oh, I use the labeled square to represent an actor that’s not a person . . . in this case, sensors. Doug: Is that legal in UML? Facilitator: Legality isn’t the issue. The point is to communicate information. I view the use of a humanlike stick figure for representing a device to be misleading. So I’ve adapted things a bit. I don’t think it creates a problem.

Try to mix your children with children of different ages. This enhances the zone of proximal development, allowing one to facilitate the other’s learning, helping each get to a new level naturally. In this way, children learn to both star in the game as well as cooperate with the older ones. They learn to participate as well as challenge the game. This is teaching the self-control and negotiation skills so necessary in life. Let them be free and forget the guilt They don’t need an adult-led activity or specific toys. The more you can let them be in control of their own play, using their imagination and doing it themselves, the better they will get at it. The skills they are learning are invaluable. We are so caught up in worrying about how many organized activities our children are involved in or what they are learning that we are forgetting the importance of letting them play freely. Stop feeling guilty that letting them play means you aren’t parenting. Free play is what they are missing! Be real If you want to play with your kids, you must be

Then in March 1993, everything changed. My one-year-old son, Charlie, had his first seizure. There’s absolutely nothing funny about being the parent of a child with uncontrolled epilepsy. Nothing. After a year of daily seizures, drugs, and a brain surgery, I learned that the cure for Charlie’s epilepsy, the ketogenic diet—a high fat, no sugar, limited protein diet—had been hiding in plain sight for, by then, over seventy years. And despite the diet’s being well documented in medical texts, none of the half-dozen pediatric neurologists we had taken Charlie to see had mentioned a word about it. I found out on my own at a medical library. It was life altering—not just for Charlie and my family, but for tens of thousands like us. Turns out there are powerful forces at work within our health care system that don’t necessarily prioritize good health. For decades, physicians have barely been taught diet therapy or even nutrition in medical school. The pharmaceutical, medical device, and sugar industries make hundreds of billions every year on anti-epileptic drugs and processed foods—but not a nickel if we change what we eat. The cardiology community and American Heart Association demonize fat based on flawed science. Hospitals profit from tests and procedures, but again no money from diet therapy. There is a world epilepsy population of over sixty million people. Most of those people begin having their seizures as children, and only a minuscule percentage ever find out about ketogenic diet therapies. When I realized that 99 percent of what had happened to Charlie and my family was unnecessary, and that there were millions of families worldwide in the same situation, I needed to try to do something. Nancy and I began the Charlie Foundation (charliefoundation.org) in 1994 in order to facilitate research and get the word directly to those who would benefit. Among the high points were countless articles, a couple appearances of Charlie’s story on Dateline NBC, and a movie I produced and directed about another family whose child’s epilepsy had been cured by the ketogenic diet starring Meryl Streep titled First Do No Harm (1997). Today, of course, the diet permeates social media. When we started, there was one hospital in the world offering ketogenic diet therapy. Today, there are 250. Equally important, word about the efficacy of the ketogenic diet for epilepsy spread within the scientific community. In 1995, we hosted the first of many scientific global symposia focused on the diet. As research into its mechanisms and applications has spiked, incredibly the professional communities have found the same metabolic pathway that is triggered by the ketogenic diet to reduce seizures has also been found to benefit Alzheimer’s disease, ALS, severe psychiatric disorders, traumatic brain injury, and even some cancers. I

The Third Way enables the creation of a generative, high-trust culture that supports a dynamic, disciplined, and scientific approach to experimentation and risk-taking, facilitating the creation of organizational learning, both from our successes and failures.

The Humanitarian Nerd (Sonnet 1538) Machines have a tendency of disconnecting mind from society. Unless you're driven by a humane dream, silicon dreams only facilitate inhumanity. Worse than silicosis is silicon psychosis, Worse than septicemia es la indiferencia. Worse than writer's block is fighter's block, to settle in ice-age is insult of la conciencia. Before you master raspberry and arduino, learn to master common everyday humanity. If you're not burning with the fire to do good, there's no point to your gray's anatomy.

Transforming negative emotions and cultivating positive emotions is a pathway to accessing our strengths. These decisions build hope in us, and this activation of hope becomes fuel—the power to facilitate and cultivate further high-hope decisions. This is an important new way of understanding how hope works.

Facebook Marketing Course By taking a Facebook marketing course, you can quickly create a means of income on a huge platform like Facebook. This Facebook marketing course covers a large part of digital marketing. When we talk about social media, we mean Facebook as the biggest online social media platform. Because every month on average 2.96 billion people around the world actively use Facebook and 1.3 billion people use Facebook Messenger. So think about how much of a platform you are getting for free to promote your business. Most of us don't know about Facebook's numerous features and tools, or even if we do, we don't know how to use them. Although it is unbelievable, it is true that if we learn the use of those tools, we can easily increase the sales of our website, Facebook page, or e-commerce site many times. Why learn Facebook Marketing? The interface we usually see on Facebook is only 20% of Facebook. The remaining 80 percent are in various subdomains of Facebook. In our country, no one can use 99 percent of Facebook. It cannot be said that more than 5% of the mangoes are used by the common people. And spammers can use 10 percent. So today I will discuss how to earn from Facebook by using the maximum of Facebook. In 2019, Facebook earned $40 million from Facebook ads alone, after paying content creators, bloggers, publishers, and developers. Which has doubled till now. If the calculation includes the amount Facebook pays to those who create content and make videos on Facebook, the amount would be $1 billion. Have you ever wondered why Facebook gives them so much money? The reason is propaganda. As a result of this campaign, the business expanded. That is not in the words - "propaganda is expansion"! The objective of this Facebook campaign and marketing is to increase sales. The higher the sales, the higher the profit. That's why every company now hires its own social media marketing manager to promote its business and increase sales. A social media marketing manager's salary ranges from around $500 to $3,000. In other words, Facebook has facilitated the way to do business in social media as well as to get a job. How many Types of Facebook Marketing? To know how to use Facebook's features and tools, you need to take a Facebook Marketing Course. Facebook marketing is generally of two types, namely – free Facebook marketing and paid Facebook marketing. In this case, you can do both types of courses. Facebook free and paid marketing is used according to the type of business. Free Facebook Marketing Marketing or advertising on Facebook without spending any money is called Free Facebook Marketing. Let's give an example – “You open a Facebook page for your business, then give it a nice name according to the type of work you do. Then continue to post about your products every day, as well as request your relatives and friends to like your page. Also, ask them to share your page. Give them a little flattery so that they stay by your side and help grow your page by liking-commenting-sharing, etc etc”. But you don't have to spend any money to do them. This is called Free Facebook Marketing. Paid Facebook Marketing On Facebook, those posts that we see under a post (Sponsored) are called paid Facebook marketing. Every company wants everyone to know about their products. So they use paid Facebook marketing in addition to using free Facebook promotion. It is possible to reach very selective customers by using this paid Facebook marketing. For example, "You want your product's customers to be located within the Dhaka Banani area and for both men and women, and you can also give an age limit that people between so and so age will see my ad or post". It is natural that you will not get the benefits that you can enjoy in the case of paid Facebook marketing in the case of free. This is why you need to spend money on paid Facebook marketing.

As LLMs burgeon and permeate diverse sectors, the mandate for transparency, facilitated by all-encompassing documentation, becomes even more pressing.