Knowledge Skills Abilities Quotes

Dr. Watson's summary list of Sherlock Holmes's strengths and weaknesses: "1. Knowledge of Literature: Nil. 2. Knowledge of Philosophy: Nil. 3. Knowledge of Astronomy: Nil. 4. Knowledge of Politics: Feeble. 5. Knowledge of Botany: Variable. Well up in belladonna, opium, and poisons generally. Knows nothing of practical gardening. 6. Knowledge of Geology: Practical but limited. Tells at a glance different soils from each other. After walks has shown me splashes upon his trousers, and told me by their colour and consistence in what part of London he had received them. 7. Knowledge of Chemistry: Profound. 8. Knowledge of Anatomy: Accurate but unsystematic. 9. Knowledge of Sensational Literature: Immense. He appears to know every detail of every horror perpetrated in the century. 10. Plays the violin well. 11. Is an expert singlestick player, boxer, and swordsman. 12. Has a good practical knowledge of British law.

about 15 percent of one’s financial success is due to one’s technical knowledge and about 85 percent is due to skill in human engineering—to personality and the ability to lead people.

Was not Hypatia the greatest philosopher of Alexandria, and a true martyr to the old values of learning? She was torn to pieces by a mob of incensed Christians not because she was a woman, but because her learning was so profound, her skills at dialectic so extensive that she reduced all who queried her to embarrassed silence. They could not argue with her, so they murdered her.

IQ is a measure, to some degree, of innate ability. But social savvy is knowledge. It's a set of skills that have to be learned. It has to come from somewhere, and the place where we seem to get these kinds of attitudes and skills is from our families.

The hospital will never be healthy for patients if it's not a healthy environment for nurses, where their voices are heard and where they can care for their patients and use the full extent of their knowledge, abilities, and skills. After all, hospitals today have become one big intensive care unit: all patients need intensive caring.

Talent (a natural way of thinking, feeling, or behaving) × Investment (time spent practicing, developing your skills, and building your knowledge base) = Strength (the ability to consistently provide near-perfect performance)

When it came to hiding, even Gwin had nothing to teach Dustfinger. A strange sense of curiosity had always driven him to explore the hidden, forgotten corners of this and any other place, and all that knowledge had now come in useful.

I'd much rather hear someone's unique interpretation of their own experience. Those who negate or override someone else's experience in order to one-up them or to show off their own knowledge or perceived abilities are in truth showing off their lack of listening skills and wisdom.

One cannot measure a manager’s knowledge and performance in a vacuum. It involves their participation in business activities while bringing all of themselves to the process of development, including their spiritual, personal, and skill & ability development.

When writing a novel a writer should create living people; people not characters. A character is a caricature. If a writer can make people live there may be no great characters in his book, but it is possible that his book will remain as a whole; as an entity; as a novel. If the people the writer is making talk of old masters; of music; of modern painting; of letters; or of science then they should talk of those subjects in the novel. If they do not talk of these subjects and the writer makes them talk of them he is a faker, and if he talks about them himself to show how much he knows then he is showing off. No matter how good a phrase or a simile he may have if he puts it in where it is not absolutely necessary and irreplaceable he is spoiling his work for egotism. Prose is architecture, not interior decoration, and the Baroque is over. For a writer to put his own intellectual musings, which he might sell for a low price as essays, into the mouths of artificially constructed characters which are more remunerative when issued as people in a novel is good economics, perhaps, but does not make literature. People in a novel, not skillfully constructed characters, must be projected from the writer’s assimilated experience, from his knowledge, from his head, from his heart and from all there is of him. If he ever has luck as well as seriousness and gets them out entire they will have more than one dimension and they will last a long time. A good writer should know as near everything as possible. Naturally he will not. A great enough writer seems to be born with knowledge. But he really is not; he has only been born with the ability to learn in a quicker ratio to the passage of time than other men and without conscious application, and with an intelligence to accept or reject what is already presented as knowledge. There are some things which cannot be learned quickly and time, which is all we have, must be paid heavily for their acquiring. They are the very simplest things and because it takes a man’s life to know them the little new that each man gets from life is very costly and the only heritage he has to leave. Every novel which is truly written contributes to the total of knowledge which is there at the disposal of the next writer who comes, but the next writer must pay, always, a certain nominal percentage in experience to be able to understand and assimilate what is available as his birthright and what he must, in turn, take his departure from. If a writer of prose knows enough about what he is writing about he may omit things that he knows and the reader, if the writer is writing truly enough, will have a feeling of those things as strongly as though the writer had stated them. The dignity of movement of an ice-berg is due to only one-eighth of it being above water. A writer who omits things because he does not know them only makes hollow places in his writing. A writer who appreciates the seriousness of writing so little that he is anxious to make people see he is formally educated, cultured or well-bred is merely a popinjay. And this too remember; a serious writer is not to be confounded with a solemn writer. A serious writer may be a hawk or a buzzard or even a popinjay, but a solemn writer is always a bloody owl.

I always valued my reading skills as highly as I did my basketball skills. In college and in the N.B.A., I read at every opportunity. When age diminished my basketball skills and I retired, I still had everything I'd learned through reading: knowledge of the world and its history, an aptitude for critical thinking and the ability to write.

In the most general sense, talent is the sum of a person’s abilities—his or her intrinsic gifts, skills, knowledge, experience, intelligence, judgment, attitude, character, and drive. It also includes his or her ability to learn and grow.” That

The tragedy is that there are many walking encyclopedias who are living failures.

A good swordsman is more important than a good sword.

In everything you do, refine your skills and knowledge about fundamental concepts and simple cases. Once is never enough. As you revisit fundamentals, you will find new insights. It may appear that returning to basics is a step backward and requires additional time and effort; however, by building on firm foundations you will soon see your true abilities soar higher and faster.

. . and so it is that A Sensei may impart his knowledge of the martial Way and nurture your fighting abilities, but you must learn the wisdom of finding other ways than martial skills to solve your problems

For Socrates, all virtues were forms of knowledge. To train someone to manage an account for Goldman Sachs is to educate him or her in a skill. To train them to debate stoic, existential, theological, and humanist ways of grappling with reality is to educate them in values and morals. A culture that does not grasp the vital interplay between morality and power, which mistakes management techniques for wisdom, which fails to understand that the measure of a civilization is its compassion, not its speed or ability to consume, condemns itself to death. Morality is the product of a civilization, but the elites know little of these traditions. They are products of a moral void. They lack clarity about themselves and their culture. They can fathom only their own personal troubles. They do not see their own bases or the causes of their own frustrations. They are blind to the gaping inadequacies in our economic, social, and political structure and do not grasp that these structures, which they have been taught to serve, must be radically modified or even abolished to stave off disaster. They have been rendered mute and ineffectual. “What we cannot speak about” Ludwig Wittgenstein warned “we must pass over in silence.

Creativity is not intelligence, it is the ability to do what you did not know through the use of what you know.

The two fundamental dimensions that distinguish people who rise to great heights and accomplish amazing things are will, the drive to take on big challenges, and skill, the capabilities required to turn ambition into accomplishment. The three personal qualities embodied in will are ambition, energy, and focus. The four skills useful in acquiring power are self-knowledge and a reflective mind-set, confidence and the ability to project self-assurance, the ability to read others and empathize with their point of view, and a capacity to tolerate conflict.

[The wives of powerful noblemen] must be highly knowledgeable about government, and wise – in fact, far wiser than most other such women in power. The knowledge of a baroness must be so comprehensive that she can understand everything. Of her a philosopher might have said: "No one is wise who does not know some part of everything." Moreover, she must have the courage of a man. This means that she should not be brought up overmuch among women nor should she be indulged in extensive and feminine pampering. Why do I say that? If barons wish to be honoured as they deserve, they spend very little time in their manors and on their own lands. Going to war, attending their prince's court, and traveling are the three primary duties of such a lord. So the lady, his companion, must represent him at home during his absences. Although her husband is served by bailiffs, provosts, rent collectors, and land governors, she must govern them all. To do this according to her right she must conduct herself with such wisdom that she will be both feared and loved. As we have said before, the best possible fear comes from love. When wronged, her men must be able to turn to her for refuge. She must be so skilled and flexible that in each case she can respond suitably. Therefore, she must be knowledgeable in the mores of her locality and instructed in its usages, rights, and customs. She must be a good speaker, proud when pride is needed; circumspect with the scornful, surly, or rebellious; and charitably gentle and humble toward her good, obedient subjects. With the counsellors of her lord and with the advice of elder wise men, she ought to work directly with her people. No one should ever be able to say of her that she acts merely to have her own way. Again, she should have a man's heart. She must know the laws of arms and all things pertaining to warfare, ever prepared to command her men if there is need of it. She has to know both assault and defence tactics to insure that her fortresses are well defended, if she has any expectation of attack or believes she must initiate military action. Testing her men, she will discover their qualities of courage and determination before overly trusting them. She must know the number and strength of her men to gauge accurately her resources, so that she never will have to trust vain or feeble promises. Calculating what force she is capable of providing before her lord arrives with reinforcements, she also must know the financial resources she could call upon to sustain military action. She should avoid oppressing her men, since this is the surest way to incur their hatred. She can best cultivate their loyalty by speaking boldly and consistently to them, according to her council, not giving one reason today and another tomorrow. Speaking words of good courage to her men-at-arms as well as to her other retainers, she will urge them to loyalty and their best efforts.

As it turns out, however, the more specific reason that unskilled or incompetent people overestimate their abilities far more than others is because they lack a key skill called “metacognition.” This is the ability to know when you’re not good at something by stepping back, looking at what you’re doing, and then realizing that you’re doing it wrong.

But willpower is necessary only where _ability_ to do is lacking. Learning ... is not the training of willpower but the acquisition of the skill to inhibit parasitic action and the ability to direct clear motivations as a result of self-knowledge. [Introduction]

If there’s one place, then, where we can intervene in a way that will pay dividends for society down the road, it’s in the classroom. Yet that’s barely happening. All the big debates in education are about format. About delivery. About didactics. Education is consistently presented as a means of adaptation – as a lubricant to help you glide more effortlessly through life. On the education conference circuit, an endless parade of trend watchers prophesy about the future and essential twenty-first-century skills, the buzzwords being “creative,” “adaptable,” and “flexible.” The focus, invariably, is on competencies, not values. On didactics, not ideals. On “problem-solving ability,” but not which problems need solving. Invariably, it all revolves around the question: Which knowledge and skills do today’s students need to get hired in tomorrow’s job market – the market of 2030? Which is precisely the wrong question. In 2030, there will likely be a high demand for savvy accountants untroubled by a conscience. If current trends hold, countries like Luxembourg, the Netherlands, and Switzerland will become even bigger tax havens, enabling multinationals to dodge taxes even more effectively, leaving developing countries with an even shorter end of the stick. If the aim of education is to roll with these kinds of trends rather than upend them, then egotism is set to be the quintessential twenty-first-century skill. Not

Fine art refers to an accomplished or advanced skill being used to testify and reveal the knowledge, ability, and wisdom of the creator. There is no art more exquisite than the work of the Master Artist Himself. Even those who choose to deny Him credit for His own creation are often engaged as an admirer of His work. Refusing to acknowledge the Source will never minimize His glory or extinguish the truth. With God’s loving guidance our life can be a great masterpiece filled with beauty, adventure, hope and purpose.

No tricks, no tools, but talent makes a task truly top class.

The nineteen elements of the astral body are mental, emotional, and lifetronic. The nineteen components are intelligence; ego; feeling; mind (sense-consciousness); five instruments of knowledge, the subtle counterparts of the senses of sight, hearing, smell, taste, touch; five instruments of action, the mental correspondence for the executive abilities to procreate, excrete, talk, walk, and exercise manual skill; and five instruments of life force, those empowered to perform the crystallizing, assimilating, eliminating, metabolizing, and circulating functions of the body. This subtle astral encasement of nineteen elements survives the death of the physical body, which is made of sixteen gross metallic and nonmetallic elements.

About 50 per cent of children with Asperger’s syndrome have relatively advanced verbal reasoning skills, and may be colloquially described as ‘verbalizers’. If such a child has difficulty acquiring a particular academic ability in the social ‘theatre’ of the classroom, then his or her knowledge and understanding may be improved by reading about the concept or engaging in a one-to-one discussion.

I believe that the four elements and the psychological handicaps that they create are the real secret behind the "four princes " described in The Abramelin. Each of the fo ur ancient elements has a positive psycho­ logical potential as well . The earth element can allow mechan­ical dexterity, and the enjoyment of physical affection. Water can provide intuition. Air can provide logic and problem­ solving skill s. Fire can produce the ability to make decisions,and carry through with them. Even if you already experience these things in some degree or another, they are somewhat repressed by self- doubt and anxiety. Once you have attained the Knowledge and Conversation of your Holy Guardian Angel, you will have the ability to be the master of all of these elements, and that will be the beginning of true magi­ cal ability.

When a man of self-esteem chooses his values and sets his goals, when he projects the long range purposes that will unify and guide his actions — it is like a bridge thrown to the future, across which his life will pass, a bridge supported by the conviction that his mind is competent to think, to judge, to value, and that he is worthy of enjoying values. This sense of control over reality is not the result of special skills, ability, or knowledge. It reflects one's fundamental relationship to reality, one's conviction of fundamental efficacy and worth. It reflects the certainty that, in essence and in principle, one is right for reality.

In your mind, your reality. In your heart, your humanity. In your soul, your reality. In your knowledge, your theory. In your understanding, your practicality. In your wisdom, your sagacity. In your skill, your ability. In your talent, your mastery. In your genius, your originality. In your thoughts, your mentality. In your words, your personality. In your deeds, your destiny. In your friends, your intimacy. In your family, your dependency. In yourself, your identity. In your feelings, your tendency. In your experiences, your maturity. In your perception, your individuality. In your life, your mortality. In your world, your sensuality. In your universe, your spirituality.

Skill is the ability to overcome obstacles, the first of which is usually lack of knowledge about the thing we wish to do. Skill is the result of trying again and again, applying our ability and proving our knowledge as we gain it.

What makes a good teacher today is what has always made a good teacher: command of a subject, a critical mind, a demanding nature, and an ability to inspire students to pursue knowledge for some end beyond mere financial rewards. A good teacher might be entertaining and funny, but shouldn’t set out to be. A good teacher may have broad experience with and skills using technology, but the mere possession of such experience and skills doesn’t make one a good teacher.

discover and develop, naturally and spontaneously, a compassionate desire to serve all beings, as well as a direct knowledge of how best you can do so, with whatever skill or ability you have, in whatever circumstances you find yourself.

Here, then, is our situation at the start of the twenty-first century: We have accumulated stupendous know-how. We have put it in the hands of some of the most highly trained, highly skilled, and hardworking people in our society. And, with it, they have indeed accomplished extraordinary things. Nonetheless, that know-how is often unmanageable. Avoidable failures are common and persistent, not to mention demoralizing and frustrating, across many fields—from medicine to finance, business to government. And the reason is increasingly evident: the volume and complexity of what we know has exceeded our individual ability to deliver its benefits correctly, safely, or reliably. Knowledge has both saved us and burdened us. That

We are precarious. Which is to say some good things (accumulation of diverse knowledges, skills and abilities through work and life experiences in permanent construction), and a lot of bad ones (vulnerability, insecurity, poverty, social exposure).

investigations revealed that even in such technical lines as engineering, about 15 percent of one’s financial success is due to one’s technical knowledge and about 85 percent is due to skill in human engineering – to personality and the ability to lead people.

The most important specialized skills are sales and marketing. The ability to sell—to communicate to another human being, be it a customer, employee, boss, spouse, or child—is the base skill of personal success. Communication skills such as writing, speaking, and negotiating are crucial to a life of success. These are skills I work on constantly, attending courses or buying educational resources to expand my knowledge.

SALES ASSESSMENT ONLINE. The world's first customized sales assessment, renamed a "successment," will judge your selling skill level in 12 critical areas of sales knowledge and give you a diagnostic report that includes fifty mini sales lessons. This amazing tool will rate your sales abilities and explain your opportunities for sales growth. This program is aptly named KnowSuccess because you can't know success until you know yourself.

The Distinctions: SINCERITY - is the assessment that you are honest, that you say what you mean and mean what you say; you can be believed and taken seriously. It also means when you express an opinion it is valid, useful, and is backed up by sound thinking and evidence. Finally, it means that your actions will align with your words. RELIABILITY - is the assessment that you meet the commitments you make, that you keep your promises. COMPTENCE - is the assessment that you have the ability to do what you are doing or propose to do. In the workplace this usually means the other person believes you have the requisite capacity, skill, knowledge, and resources, to do a particular task or job. CARE - is the assessment that you have the other person’s interests in mind as well as your own when you make decisions and take actions. Of the four assessments of trustworthiness, care is in some ways the most important for building lasting trust. When people believe you are only concerned with your self-interest and don’t consider their interests as well, they may trust your sincerity, reliability and competence, but they will tend to limit their trust of you to specific situations or transactions. On the other hand, when people believe you hold their interest in mind, they will extend their trust more broadly to you.

About 15 percent of one’s financial success is due to one’s technical knowledge and about 85 percent is due to skill in human engineering—to personality and the ability to lead people. It’s absolutely great to be knowledgeable but without personal and communication skills this will get you nowhere. If you want to be successful you have to learn how to best interact with people from all walks in life. Social skills and good interactions go a long way.

Genghis Khan’s ability to manipulate people and technology represented the experienced knowledge of more than four decades of nearly constant warfare. At no single, crucial moment in his life did he suddenly acquire his genius at warfare, his ability to inspire the loyalty of his followers, or his unprecedented skill for organizing on a global scale. These derived not from epiphanic enlightenment or formal schooling but from a persistent cycle of pragmatic learning, experimental adaptation, and constant revision driven by his uniquely disciplined mind and focused will. His fighting career began long before most of his warriors at Bukhara had been born, and in every battle he learned something new. In every skirmish, he acquired more followers and additional fighting techniques. In each struggle, he combined the new ideas into a constantly changing set of military tactics, strategies, and weapons. He never fought the same war twice.

The human collective knows far more today than did the ancient bands. But at the individual level, ancient foragers were the most knowledgeable and skilful people in history. There is some evidence that the size of the average Sapiens brain has actually decreased since the age of foraging.5 Survival in that era required superb mental abilities from everyone. When agriculture and industry came along people could increasingly rely on the skills of others for survival, and new ‘niches for imbeciles’ were opened up. You could survive and pass your unremarkable genes to the next generation by working as a water carrier or an assembly-line worker.

Now sensitiveness to the state of mind of the public is a difficult thing to achieve or maintain. Any man can tell you with more or less accuracy and clearness his own reactions on any particular issue. But few men have the time or the interest or the training to develop a sense of what other persons think or feel about the same issue. In his own profession the skilled practitioner is sensitive and understanding. lhe lawyer can tell what argument will appeal to court or jury. “The salesman can tell what points to stress to his prospective buyers. The politician can tell what to emphasize to his audience, but the ability to estimate group reactions on a large scale over a wide geographic and psychological area is a specialized ability which must be developed with the same painstaking self-criticism and with the same dependence on experience that are required for the development of the clinical sense in the doctor or the surgeon. The significant revolution of modern times is not industrial or economic or political, but the revolution which is taking place in the art of creating consent among the governed. Within the life of the new generation now in control of affairs, persuasion has become a self-conscious art and a regular organ of popular government. None of us begins to understand the consequences, but it is no daring prophecy to say that the knowledge of how to create consent will alter every political premise. Under the impact of propaganda, not necessarily in the sinister meaning of the world alone, the only constants of our thinking have become variables. It is no longer possible, for example, to believe in the cardinal dogma of democracy that the knowledge needed for the management of human affairs comes up spontaneously from the human heart. Where we act on that theory we expose ourselves to self-deception and to farms of persuasion that we cannot verify. It has been demonstrated that we cannot rely upon intuition, conscience or the accidents of casual opinion if we are to deal with the world beyond our reach.

We’re reminded of a story we heard about a wise old man who lived high in the Himalayan mountains. Periodically he ventured down into the local town to entertain the villagers with his special knowledge and talents. One of his skills was to psychically tell them the contents in their pockets, boxes, or minds. A few young boys decided to play a joke on the old man and discredit his special abilities. One came up with the idea to capture a bird and hide it in his hands. He knew, of course, the man would know the object in his hands was a bird. The boy devised a plan. Knowing the wise old man would correctly state the object in his hands was a bird, the boy would ask the old man if the bird was dead or alive. If the wise man said the bird was alive, the boy would crush the bird in his hands, so that when he opened his hands the bird would be dead. But if the man said the bird was dead, the boy would open his hands and let the bird fly free. No matter what the man said, the boy would prove the old man a fraud. The following week, the man came down from the mountain into the village. The boy quickly caught a bird, cupped it out of sight behind his back, walked up to the wise old man, and asked, “What is it that I have in my hands?” The man said, “You have a bird, my son.” The boy then asked, “Tell me, is the bird alive or dead?” The wise old man looked at the boy and said, “The bird is as you choose it to be.” So it is with your life.

You need to know a lot about your own tiny field of expertise, but for the vast majority of life’s necessities you rely blindly on the help of other experts, whose own knowledge is also limited to a tiny field of expertise. The human collective knows far more today than did the ancient bands. But at the individual level, ancient foragers were the most knowledgeable and skilful people in history. There is some evidence that the size of the average Sapiens brain has actually decreased since the age of foraging.5 Survival in that era required superb mental abilities from everyone. When agriculture and industry came along people could increasingly rely on the skills of others for survival, and new ‘niches for imbeciles’ were opened up.

Oath of Non-Harm for an Age of Big Data I swear to fulfill, to the best of my ability, the following covenant: I will respect all people for their integrity and wisdom, understanding that they are experts in their own lives, and will gladly share with them all the benefits of my knowledge. I will use my skills and resources to create bridges for human potential, not barriers. I will create tools that remove obstacles between resources and the people who need them. I will not use my technical knowledge to compound the disadvantage created by historic patterns of racism, classism, able-ism, sexism, homophobia, xenophobia, transphobia, religious intolerance, and other forms of oppression. I will design with history in mind. To ignore a four-century-long pattern of punishing the poor is to be complicit in the “unintended” but terribly predictable consequences that arise when equity and good intentions are assumed as initial conditions. I will integrate systems for the needs of people, not data. I will choose system integration as a mechanism to attain human needs, not to facilitate ubiquitous surveillance. I will not collect data for data’s sake, nor keep it just because I can. When informed consent and design convenience come into conflict, informed consent will always prevail. I will design no data-based system that overturns an established legal right of the poor. I will remember that the technologies I design are not aimed at data points, probabilities, or patterns, but at human beings.

Harari clearly has no knowledge at all of cross-cultural developmental psychology, and of how modes of thought develop in relation to the natural and socio-cultural environments. The people who carved the Stadel lion-man around 30,000 years ago and the Piraha had the same ability to learn as we do, which is why Piraha children can learn to count, but these cognitive skills have to be learnt: we are not born with them all ready to go. Cross-cultural developmental psychology has shown that the development of the cognitive skills of modern humans actually requires literacy and schooling, large-scale bureaucratic societies and complex urban life, the experience of cultural differences, and familiarity with modern technology, to name some of the more important requirements

There’s just no owning any success you achieve and stacking it in your win column. The force just won’t let it happen. What happens when imposter syndrome has you in its grip? You become terrified you’ll be found out. Despite all her acclaim and success, this is what Maya Angelou feared. “I have written 11 books, but each time I think, ‘Uh-oh, they’re going to find out now. I’ve run a game on everybody, and they’re going to find me out.’”1 You might be surprised to find out how many accomplished people think to themselves they’ll be “found out,” then ostracized and ridiculed. However, it’s irrational. It would only happen if you actually did have no skill, no ability, or no knowledge, but that isn’t the case for most people. This is the ultimate fear, isn’t it? Being found out and kicked out of our tribe? By nature, we’re tribal. Humans survived through the millennia because we were part of a tribe that hunted, gathered, sheltered, and protected one another from the elements, from predators, and from other tribes. You couldn’t be out hunting and watching the fire simultaneously. You needed other people if you had any hope of surviving through the night. If your tribe finds out you’re a fraud, it triggers that primordial “Uh-oh, they’re going to kick me out! I’m going to be caught in the wilderness alone!” When plagued by imposter syndrome, people don’t take themselves, their abilities, or their accomplishments seriously. If you don’t take yourself seriously on any Field of Play, you most likely won’t be getting the results you want.

Just spending time together is not enough, he said. The sorts of activities you engage in are vital. Graham concluded you are driven to grow, to expand, to add to your abilities and knowledge. When you satisfy this motivation for self-expansion by incorporating aspects of your romantic partner or friend into your own skills, philosophies and self, it does more to strengthen your bond than any other act of love. This opens the door to one of the best things about misattribution of emotion. If, like those in the study, you persevere through a challenge - be it remodeling a kitchen yourself or learning how to dance the Dougie - that glowing feeling of becoming wiser, that buoyant sense of self-expansion, will be partially misattributed to the presence of the other person.

Universities are turning out highly skilled barbarians because we don’t provide a framework of values to young people, who more and more are searching for it. – Steven Muller, President, Johns Hopkins University True education is training of both the head and the heart. It is better to be uneducated than ill-educated. An uneducated thief may steal goods from the train but an educated one may steal the entire train. We need to compete for knowledge and wisdom, not for grades. Knowledge is piling up facts, wisdom is simplifying them. One could have good grades and a degree and still not learn much. The most important thing one can learn is to ‘learn to learn’. People confuse education with the ability to memorise facts. Educating the mind without morals creates a menace in society.

Survival—The basic need to live and survive. Safety and Security—Once basic needs are taken care of, we need to feel safe, secure, and protected. Love and Belonging—Once we have a home, we desire a sense of family or community or connection. Unconditional love and acceptance. Esteem and Self-Respect—Is earned love and respect for what you’ve done in your life, to be looked up to and to be recognized. The Need to Know and Understand—The search for knowledge. We have a natural curious desire to know how things work and how things fit together. The Aesthetic—The need for balance, a sense of order in life, a sense of being connected to something greater than ourselves. Can be spiritual. Self-Actualization—To express ourselves; to communicate who we are; to actualize our talents, skills, and abilities whether or not we are publicly

Metalearning: First Draw a Map. Start by learning how to learn the subject or skill you want to tackle. Discover how to do good research and how to draw on your past competencies to learn new skills more easily. Focus: Sharpen Your Knife. Cultivate the ability to concentrate. Carve out chunks of time when you can focus on learning, and make it easy to just do it. Directness: Go Straight Ahead. Learn by doing the thing you want to become good at. Don’t trade it off for other tasks, just because those are more convenient or comfortable. Drill: Attack Your Weakest Point. Be ruthless in improving your weakest points. Break down complex skills into small parts; then master those parts and build them back together again. Retrieval: Test to Learn. Testing isn’t simply a way of assessing knowledge but a way of creating it. Test yourself before you feel confident, and push yourself to actively recall information rather than passively review it. Feedback: Don’t Dodge the Punches. Feedback is harsh and uncomfortable. Know how to use it without letting your ego get in the way. Extract the signal from the noise, so you know what to pay attention to and what to ignore. Retention: Don’t Fill a Leaky Bucket. Understand what you forget and why. Learn to remember things not just for now but forever. Intuition: Dig Deep Before Building Up. Develop your intuition through play and exploration of concepts and skills. Understand how understanding works, and don’t recourse to cheap tricks of memorization to avoid deeply knowing things. Experimentation: Explore Outside Your Comfort Zone. All of these principles are only starting points. True mastery comes not just from following the path trodden by others but from exploring possibilities they haven’t yet imagined.

Reducing identity threat is not sufficient to overcome real skill and knowledge deficits in school. To do that, students have to have the opportunity to acquire the relevant skills and knowledge. They need good instruction and the chance to apply themselves to critical material, sometimes for long periods of time. But it’s equally true that for ability-stereotyped students, reducing identity threat is just as important as skill and knowledge instruction. It may not be sufficient, but it is necessary. That is, no amount of instruction, no matter how good it is, can reduce these deficits if it doesn’t also keep identity threat low. Without that, threat will always have first claim on students’ attention and mental resources. So neither approach—providing instructional opportunities or reducing identity threat—is sufficient, by itself, to improve academic performance, especially for ability-stereotyped students. Both are necessary.

Ongoingly in his creation, the Spirit vitalizes and refreshes. He delights to make his creation—and his creatures—fruitful. Isaiah writes of the time when “the Spirit is poured upon us from on high, and the desert becomes a fertile field, and the fertile field seems like a forest” (Is 32:15). The psalmist sings: “When you send your Spirit, they [the creatures] are created, and you renew the face of the earth” (Ps 104:30). Small wonder, then, that creativity, the ability to craft, adorn and make beautiful, is a gift of the Spirit: Then the LORD said to Moses, “See, I have chosen Bezalel son of Uri, the son of Hur, of the tribe of Judah, and I have filled him with the Spirit of God, with skill, ability and knowledge in all kinds of crafts—to make artistic designs for work in gold, silver and bronze, to cut and set stones, to work in wood, and to engage in all kinds of craftsmanship.” (Ex 31:1-5) The Spirit makes his creation alive with beauty.

I found it again at last! Page 156 - 157 of *My Soul to Keep* by Melanie Wells. Dr. Dylan Foster is thinking to herself while searching through literature on snake lore, "Then there was all the mystical stuff. Once again, the dearth of comparative religion in my theology training nearly skunked me. Four years of sod-busing in seminary had taught me exactly nothing more than what I already knew--in grander proportions, of course, and to near-microscopic levels of minutia. In the end, I got out of there with a solid hermeneutical method, an encyclopedic understanding of dispensational theology, and the ability to conjugate verbs and deconstruct participles in Greek and Hebrew--all notable skills--but without even passable knowledge of anything outside one extremely narrow strip of theological territory." "When it was all said and done, I'd spent four years and trainload of money to get indoctrinated, not educated. Lousy planning, if you ask me.

A self-concept is fluid; it is composed of numerous ongoing self-assessments forming an awareness of a person’s physical and mental attributes. Our perception of self comes from our interaction with all of nature, and is especially dependent upon social interactions with parents, siblings, spouses, children, friends, neighbors, co-workers, and other aquanatiences. Self-identity includes an understanding of a person’s personality attributes, knowledge of their skills and abilities, taking stock of their values and religious affiliations, and tallying their choices for occupation and hobbies. Identity is a mixture of our resilience and our energy; it is the product of our aggressiveness and meekness. We forge an identity with the arms we bear to protect our territory and by the gentleness that we exhibit towards other people. Identity is weaved from sunshine and shadows. It derives from good and evil conduct; it encompasses a sense of love, wonder, and loss.

Great athletes practice, train, study, and develop. So do great learners. As students empowering ourselves with knowledge, what can we learn from Olympic-caliber athletes about success, and how to achieve it? 1. Preparation = Success! “If you fail to prepare, you're prepared to fail.” —Mark Spitz, Gold Medalist, Swimming 2. Learning is lifelong “Never put an age limit on your dreams.” —Dara Torres, Gold Medalist, Swimming 3. Failure is opportunity "One shouldn't be afraid to lose” —Oksana Baiul, Gold Medalist, Figure Skating 4. The only person who can stop you is yourself “This ability to conquer oneself is no doubt the most precious of all things sports bestows.” —Olga Korbut, Gold Medalist, Gymnastics 5. Learning is fun! “If you're not having fun, then what the hell are you doing?” —Allison Jones, six-time Paralympian 6. You have to be in it to win it “Failure I can live with. Not trying is what I can't handle.” —Sanya Richards-Ross, Gold Medalist, Track & Field There are always new skills to learn, new challenges to overcome, new ways to succeed. The only guarantee of failure is if you don’t get started in the first place.

In other words, the average forager had wider, deeper and more varied knowledge of her immediate surroundings than most of her modern descendants. Today, most people in industrial societies don’t need to know much about the natural world in order to survive. What do you really need to know in order to get by as a computer engineer, an insurance agent, a history teacher or a factory worker? You need to know a lot about your own tiny field of expertise, but for the vast majority of life’s necessities you rely blindly on the help of other experts, whose own knowledge is also limited to a tiny field of expertise. The human collective knows far more today than did the ancient bands. But at the individual level, ancient foragers were the most knowledgeable and skilful people in history. There is some evidence that the size of the average Sapiens brain has actually decreased since the age of foraging.5 Survival in that era required superb mental abilities from everyone. When agriculture and industry came along people could increasingly rely on the skills of others for survival, and new ‘niches for imbeciles’ were opened up. You could survive and pass your unremarkable genes to the next generation by working as a water carrier or an assembly-line worker.

The human collective knows far more today than did the ancient bands. But at the individual level, ancient foragers were the most knowledgeable and skilful people in history. There is some evidence that the size of the average Sapiens brain has actually decreased since the age of foraging.5 Survival in that era required superb mental abilities from everyone. When agriculture and industry came along people could increasingly rely on the skills of others for survival, and new ‘niches for imbeciles’ were opened up. You could survive and pass your unremarkable genes to the next generation by working as a water carrier or an assembly-line worker. Foragers mastered not only the surrounding world of animals, plants and objects, but also the internal world of their own bodies and senses. They listened to the slightest movement in the grass to learn whether a snake might be lurking there. They carefully observed the foliage of trees in order to discover fruits, beehives and bird nests. They moved with a minimum of effort and noise, and knew how to sit, walk and run in the most agile and efficient manner. Varied and constant use of their bodies made them as fit as marathon runners. They had physical dexterity that people today are unable to achieve even after years of practising yoga or t’ai chi.

Here's a resume of crucial knowledge you should have in today's world but universities are not providing: Financial - Not just on management, but also on how to profit, how to manage and control flows of income; Linguistic - In today's world, speaking only a language is prove of lack of education. Knowing two languages is a basic necessity, and knowing three languages is essential, while knowing four is merely the ideal situation. Which four languages? Chinese, English, Spanish, and another of your choice, just for fun; Intellectual - It's not about what you know; it’s all about how you think about what you know. Therefore, it's ridiculous to think that there’s only one answer and one way to examine our life. Most students are extremely dumb because they lack the ability to educate themselves, despite their certificates or where they’ve studied. They never read with an intention in mind. And as they graduate, they become completely futile as individuals. This situation is the same all over the world. Millions are graduating every year, without any significant knowledge to live with. Their books are often outdated once they graduate and they're unable to learn by themselves and develop the necessary skills to adjust to the economic society in which we live. Maybe they can keep a job for 3 or 5 years of their life, but then are surprised to lose it and never finding a suitable job again. The world is changing very fast and most people can’t or are unwilling to recognize this fact.

The information in this topic of decision making and how to create and nurture it, is beneficial to every cop in their quest to mastering tactics and tactical decision making and are a must read for every cop wanting to be more effective and safe on the street. My purpose is to get cops thinking about this critical question: In mastering tactics shouldn’t we be blending policy and procedure with people and ideas? It should be understandable that teaching people, procedures helps them perform tasks more skillfully doesn’t always apply. Procedures are most useful in well-ordered situations when they can substitute for skill, not augment it. In complex situations, in the shadows of the unknown, uncertain and unpredictable and complex world of law enforcement conflict, procedures are less likely to substitute for expertise and may even stifle its development. Here is a different way of putting it as Klein explains: In complex situations, people will need judgment skills to follow procedures effectively and to go beyond them when necessary.3 For stable and well-structured tasks i.e. evidence collection and handling, follow-up investigations, booking procedures and report writing, we should be able to construct comprehensive procedure guides. Even for complex tasks we might try to identify the procedures because that is one road to progress. But we also have to discover the kinds of expertise that comes into play for difficult jobs such as, robbery response, active shooter and armed gunman situations, hostage and barricade situations, domestic disputes, drug and alcohol related calls and pretty much any other call that deals with emotionally charged people in conflict. Klein states, “to be successful we need both analysis (policy and procedure) and intuition (people and ideas).”4 Either one alone can get us into trouble. Experts certainly aren’t perfect, but analysis can fail. Intuition isn’t magic either. Klein defines intuition as, “ways we use our experience without consciously thinking things out”. Intuition includes tacit knowledge that we can’t describe. It includes our ability to recognize patterns stored in memory. We have been building these patterns up all our lives from birth to present, and we can rapidly match a situation to a pattern or notice that something is off, that some sort of anomaly is warning us to be careful.5

To every one Jesus has left a work to do, there is no one who can plead that he is excused. Every Christian is to be a worker with Christ; but those to whom he has intrusted large means and abilities have the greater responsibilities. … The Master has given directions, “Occupy till I come.” He is the great proprietor, and has a right to investigate every transaction, and approve or condemn; he has a right to rebuke, to encourage, to counsel, or to expel. The Lord’s work requires careful thought and the highest intellect. He will not inquire how successful you have been in gathering means to hoard, or that you may excel your neighbors in property, and gather attention to yourself while excluding God from your hearts and homes. He will inquire, What have you done to advance my cause with the talents I lent you? What have you done for me in the person of the poor, the afflicted, the orphan, and the fatherless? I was sick, poor, hungry, and destitute of clothing; what did you do for me with my intrusted means? How was the time I lent you employed? How did you use your pen, your voice, your money, your influence? I made you the depositary of a precious trust by opening before you the thrilling truths heralding my second coming. What have you done with the light and knowledge I gave you to make men wise unto salvation? Our Lord has gone away to receive his kingdom; but he will prepare mansions for us, and then will come to take us to himself. In his absence he has given us the privilege of being co-laborers with him in the work of preparing souls to enter those mansions of light and glory. It was not that we might lead a life of worldly pleasure and extravagance that he left the royal courts of Heaven, clothing his divinity with humanity, and becoming poor that we through his poverty might be made rich. He did this that we might follow his example of self-denial for others. Each one of us is building upon the true foundation, wood, hay, and stubble, to be consumed in the last great conflagration, and our life-work be lost, or we are building upon that foundation, gold, silver, and precious stones, which will never perish, but shine the brighter amid the devouring elements that will try every man’s work. Any unfaithfulness in spiritual and eternal things here will result in loss throughout endless ages. Those who lead a Christless life, who exclude Jesus from heart, home, and business, who leave him out of their counsels, and trust to their own heart, and rely on their own judgment, are unfaithful servants, and will receive the reward which their works have merited. At his coming the Master will call his servants, and reckon with them. The parable certainly teaches that good works will be rewarded according to the motive that prompted them; that skill and intellect used in the service of God will prove a success, and will be rewarded according to the fidelity of the worker. Those who have had an eye single to the glory of God will have the richest reward. -ST 11-20-84

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.

circuitry. Studies of neurological patients with damaged prefrontal–limbic circuitry confirm that their cognitive capacities may remain intact, while their emotional intelligence abilities are impaired. 11 This neurological fact clearly separates these competencies from purely cognitive abilities like intelligence, technical knowledge, or business expertise, which reside in the neocortex alone. Biologically speaking, then, the art of resonant leadership interweaves our intellect and our emotions. Of course, leaders need the prerequisite business acumen and thinking skills to be decisive. But if they try to lead solely from intellect, they’ll miss a crucial piece of the equation. Take, for example, the new CEO of a global company who tried to change strategic directions. He failed, and was fired after just one year on the job. “He thought he could

Wisdom is the skill of living. It is a practical knowledge that helps one know how to act and how to speak in different situations. Wisdom entails the ability to avoid problems, and the skill to handle them when they present themselves. Wisdom also includes the ability to interpret other people’s speech and writing in order to react correctly to what they are saying to us

The spies, sent to search out the Promised Land, could be likened to a Baptist committee. Instead of looking to God’s promises, they fed on one another’s perception of the impossibility before them—conquering the land God had promised. God’s great works have not come through committees but through leaders who were totally surrendered to Him. While ten of the twelve committee members were fearful of the giants and battle, Joshua fixed his focus on God. He had the pure vision to focus on God’s clearly revealed will rather than on the obstacles to fulfilling it. “And Joshua the son of Nun, and Caleb the son of Jephunneh, which were of them that searched the land, rent their clothes: And they spake unto all the company of the children of Israel, saying, The land, which we passed through to search it, is an exceeding good land. If the LORD delight in us, then he will bring us into this land, and give it us; a land which floweth with milk and honey. Only rebel not ye against the LORD, neither fear ye the people of the land; for they are bread for us: their defence is departed from them, and the LORD is with us: fear them not. But all the congregation bade stone them with stones. And the glory of the LORD appeared in the tabernacle of the congregation before all the children of Israel.”—NUMBERS 14:6–10 A pattern oft repeated in the lives of leaders who make a difference is the opposition that comes as they edge closer to being used of God. It’s as if the devil senses the potential for God’s power to flow through their surrendered lives and plants doubts in their minds and accusations in the minds of others. “You’re not good enough,” “You can’t do it,” “You’ll never see people saved,” “It can’t be done,” “No one wants to hear what you have to say”—these thoughts are common darts of discouragement the devil hurls at leaders. The person who places confidence in personal ability, education, friendships, allegiances, or alliances, will fail indeed. But while there will always be the naysayers who insist that God’s will cannot be done, a Spirit-filled leader will place his confidence solely in God Almighty and press forward. Joshua knew the victory would not come through his sword, his ingenuity, or his military skill. But he also knew that if God was in it, God would do it. This knowledge gave him the confidence to insist, against the voice of his peers, “If the LORD delight in us, then he will bring us into this land, and give it us” (Numbers 14:8). In a world of ideals, such leadership would be appreciated and readily followed. But the results in Joshua’s life were not quite so rosy. For believing God and trying to lead others to do the same, Joshua became a target. The people wanted to take the life of this faith-filled man of God! If you will be a spiritual leader where you work—a man of God who doesn’t laugh at improper jokes or join in ungodly conversation—if you will be distinct and stand for what is right, not everyone will applaud. You may be mocked, criticized, and ostracized. Standing for Christ may be difficult at times, but it does make a difference. Like Joshua, we must understand the importance of vision and be willing to make sacrifices to lead others. For “where there is no vision, the people perish…” (Proverbs 29:18).

Advancement of Teaching uncovered a most important and significant fact - a fact later confirmed by additional studies made at the Carnegie Institute of Technology. These investigations revealed that even in such technical lines as engineering, about 15 percent of one's financial success is due to one's technical knowledge and about 85 percent is due to skill in human engineering-to personality and the ability

Without that courage, an officer is just another person in the crowd of badges. Demonstrating courage takes practice. Many police professionals have the knowledge and ability to lead. Yet, they may choose not to exercise their leadership skills—not to do the right thing—because they fear losing the rewards that conformity provides (such

this information without sharing it with me? This is all new information to me. I feel sandbagged.” To his relief and slight embarrassment, I pointed out that it was his own information. We had merely given it some analytical horsepower, in the spirit of broadened collaboration. After that, he became more trustful of the CNC, and a number of his senior leaders became major supporters of the center. Beyond this new trust and cooperation among federal agencies, the other new and innovative component of the linear strategy was the way we started dealing with our liaison partners in foreign intelligence agencies. Brian Bramson, a veteran CIA operations officer and Latin America hand, led the way here—and has never been fully recognized for this achievement. Traditionally, we tried to give liaison partners as little support and intelligence as we could get away with to stay in the game. We did not want to develop their skills to the point where they could jeopardize our other unilateral operations if they turned against us. I understood this reluctance, having seen trusted liaison partners become criminal liabilities. Nevertheless, when it came to attacking drug cartels at the CNC in the early 1990s, we made a decision to truly build up liaison capabilities and share with the locals even high-end resources—everything that could be used to damage the narcotic-trafficking networks. Our strategy was to use our liaison partners as a genuine force multiplier. Combining their on-the-ground knowledge, language abilities, and existing networks with our skills, training, and equipment, we went from minimal bilateral liaison to enhanced multilateral liaison. “The kind of information we were looking for had to be gathered in-country by our good liaison contacts that we trusted … liaison relationships were key,” Brian Bramson said.5 Soon we were building powerful and effective

Tolkien’s linguistic control (a professional skill for him) is one of his least-appreciated abilities; there is a sour irony in observing critics with no linguistic knowledge presuming to tell him how to do it, or assuming it is some sort of accident.

even in such technical lines as engineering, about 15 percent of one’s financial success is due to one’s technical knowledge and about 85 percent is due to skill in human engineering – to personality and the ability to lead people.

Microbusinesses aren’t new; they’ve been around since the beginning of commerce. What’s changed, however, is the ability to test, launch, and scale your project quickly and on the cheap. To start a business, you need three things: a product or service, a group of people willing to pay for it, and a way to get paid. Everything else is completely optional. If you’re good at one thing, you’re probably good at other things too. Many projects begin through a process of “skill transformation,” in which you apply your knowledge to a related topic. Most important: merge your passion and skill with something that is useful to other people.

For example, if healthy 30-year-olds are sleep deprived for six days (averaging, in this study, about four hours of sleep per night), parts of their body chemistry soon revert to that of a 60-year-old. And if they are allowed to recover, it will take them almost a week to get back to their 30-year-old systems. Taken together, these studies show that sleep loss cripples thinking in just about every way you can measure thinking. Sleep loss hurts attention, executive function, working memory, mood, quantitative skills, logical reasoning ability, general math knowledge. Eventually, sleep loss affects manual dexterity, including fine motor control, and even gross motor movements, such as the ability to walk on a treadmill.

He therefore, in blessing of his people, lays his hands across, guiding them wittingly, and laying the chiefest blessing on the head of Ephraim, or in that providence, that sanctifies affliction. Abel! what, to the reason of Eve was he, in comparison of Cain. Rachel called Benjamin the son of her sorrow: but Jacob knew how to give him a better name (Gen 35:18). Jabez also, though his mother so called him, because, as it seems, she brought him forth with more than ordinary sorrow, was yet more honourable, more godly, than his brethren (1 Chron 4:9,10). He that has skill to judge of providences aright, has a great ability in him to comprehend with other saints, what is the breadth, and length, and depth, and height: but he that has not skill as to discerning of them, is but a child in his judgment in those high and mysterious things. And hence it is, that some shall suck honey out of that, at the which others tremble for fear it should poison them, I have often been made to say, “Sorrow is better than laughter; and the house of mourning better than the house of mirth” (Eccl 7:3-5). And I have more often seen, that the afflicted are always the best sort of Christians.

The heart of software is its ability to solve domain-related problems for its user. All other features, vital though they may be, support this basic purpose. When the domain is complex, this is a difficult task, calling for the concentrated effort of talented and skilled people. Developers have to steep themselves in the domain to build up knowledge of the business. They must hone their modeling skills and master domain design. Yet these are not the priorities on most software projects. Most talented developers do not have much interest in learning about the specific domain in which they are working, much less making a major commitment to expand their domain-modeling skills. Technical people enjoy quantifiable problems that exercise their technical skills. Domain work is messy and demands a lot of complicated new knowledge that doesn’t seem to add to a computer scientist’s capabilities. Instead, the technical talent goes to work on elaborate frameworks, trying to solve domain problems with technology. Learning about and modeling the domain is left to others. Complexity in the heart of software has to be tackled head-on. To do otherwise is to risk irrelevance.

The child who is a skilled thinker and adept learner can adjust to whatever the future doles out. She can spackle in those holes in her knowledge, and she knows how to acquire skills she needs to do things she wants to do. On the other hand, the child who shoveled down his prepared education but lost his curiosity, whose interests withered away and were replaced by a general malaise and desire to just be left alone — that child has a bagful of knowledge and skills with varying expiration dates and dubious ability or desire to acquire more.

His name is C. J. Skender, and he is a living legend. Skender teaches accounting, but to call him an accounting professor doesn’t do him justice. He’s a unique character, known for his trademark bow ties and his ability to recite the words to thousands of songs and movies on command. He may well be the only fifty-eight-year-old man with fair skin and white hair who displays a poster of the rapper 50 Cent in his office. And while he’s a genuine numbers whiz, his impact in the classroom is impossible to quantify. Skender is one of a few professors for whom Duke University and the University of North Carolina look past their rivalry to cooperate: he is in such high demand that he has permission to teach simultaneously at both schools. He has earned more than two dozen major teaching awards, including fourteen at UNC, six at Duke, and five at North Carolina State. Across his career, he has now taught close to six hundred classes and evaluated more than thirty-five thousand students. Because of the time that he invests in his students, he has developed what may be his single most impressive skill: a remarkable eye for talent. In 2004, Reggie Love enrolled in C. J. Skender’s accounting class at Duke. It was a summer course that Love needed to graduate, and while many professors would have written him off as a jock, Skender recognized Love’s potential beyond athletics. “For some reason, Duke football players have never flocked to my class,” Skender explains, “but I knew Reggie had what it took to succeed.” Skender went out of his way to engage Love in class, and his intuition was right that it would pay dividends. “I knew nothing about accounting before I took C. J.’s class,” Love says, “and the fundamental base of knowledge from that course helped guide me down the road to the White House.” In Obama’s mailroom, Love used the knowledge of inventory that he learned in Skender’s class to develop a more efficient process for organizing and digitizing a huge backlog of mail. “It was the number-one thing I implemented,” Love says, and it impressed Obama’s chief of staff, putting Love on the radar. In 2011, Love left the White House to study at Wharton. He sent a note to Skender: “I’m on the train to Philly to start the executive MBA program and one of the first classes is financial accounting—and I just wanted to say thanks for sticking with me when I was in your class.

Man as an individualised soul is essentially causal-bodied,” my guru explained. “That body is a matrix of the thirty-five ideas required by God as the basic or causal thought forces from which He later formed the subtle astral body of nineteen elements and the gross physical body of sixteen elements. “The nineteen elements of the astral body are mental, emotional, and lifetronic. The nineteen components are intelligence; ego; feeling; mind (sense-consciousness); five instruments of knowledge, the subtle counterparts of the senses of sight, hearing, smell, taste, touch; five instruments of action, the mental correspondence for the executive abilities to procreate, excrete, talk, walk, and exercise manual skill; and five instruments of life force, those empowered to perform the crystallising, assimilating, eliminating, metabolising, and circulating functions of the body. This subtle astral encasement of nineteen elements survives the death of the physical body, which is made of sixteen gross chemical elements. “God thought out different ideas within Himself and projected them into dreams. Lady Cosmic Dream thus sprang out decorated in all her colossal endless ornaments of relativity. “In thirty-five thought categories of the causal body, God elaborated all the complexities of man’s nineteen astral and sixteen physical counterparts. By condensation of vibratory forces, first subtle, then gross, He produced man’s astral body and finally his physical form. According to the law of relativity, by which the Prime Simplicity has become the bewildering manifold, the causal cosmos and causal body are different from the astral cosmos and astral body; the physical cosmos and physical body are likewise characteristically at variance with the other forms of creation. “The fleshly body is made of the fixed, objectified dreams of the Creator. The dualities are ever present on earth: disease and health, pain and pleasure, loss and gain.

Reflective thought involves the ability to acquire facts, understand ideas and arguments, apply methodological principles, analyse and evaluate information and produce conclusions. It includes the ability to question and solve problems by linking your previous ideas, knowledge and experiences with present ideas, knowledge and experiences.

o resume: 2 It is often said—and even more often screamed at anti–gay marriage rallies outside the statehouse in Lansing—that I created Adam and Eve, not Adam and Steve. 3 Wrong. 4 Now will I tell the story of the first man, Adam; and of the companion I fashioned for him, Steve; and of the great closeting that befell their relationship. 5 For after I created the earth, and sea, and every plant and seed and beast of the field and fowl of the air, and had the place pretty much set up, I saw that it was good; 6 But I also saw, that by way of oversight it made administrative sense to establish a new middle-managerial position. 7 So as my final act of Day Six, I formed a man from the dust of the ground, and breathed life into his nostrils; and I called him Adam, to give him a leg up alphabetically. 8 And lo, I made him for my image; not in my image, but for my image; because with Creations thou never gettest a second chance to make a first impression; 9 And so in fashioning him I sought to make not only a responsible planetary caretaker, but also an attractive, likeable spokesman who in the event of environmental catastrophe could project a certain warmth. 10 To immediately assess his ability to function in my absence, I decided to change my plans; for I had intended to use Day Seven to infuse the universe with an innate sense of compassion and moral justice; but instead I left him in charge and snoozed. 11 And Adam passed my test; yea, he was by far my greatest achievement; he befriended all my creatures, and named them, and cared for them; and tended the Garden most skillfully; for he had a great eye for landscape design. 12 But I soon noticed he felt bereft in his solitude; for oft he sighed, and pined for a helpmeet; and furthermore he masturbated incessantly, until he had well-nigh besplattered paradise. 13 So one night I caused him to fall into a deep sleep; fulsomely did I roofie his nectar; and as he slept, I removed a rib, though not a load-bearing one. 14 And from this rib I fashioned a companion for him; a hunk, unburdened by excess wisdom; ripped, and cut, and hung like unto a fig tree before the harvest; 15 Yea, and a power bottom. 16 And Adam arose, and saw him, and wept for joy; and he called the man Steve; I had suggested Steven, but Adam liked to keep things informal. 17 And Adam and Steve were naked, and felt no shame; they knew each other, as often as possible; truly their loins were a wonderland. 18 And they were happy, having not yet eaten of the Tree of the Knowledge That Your Lifestyle Is Sinful.

There are times to teach and train and times not to teach. When relationships are strained and charged with emotion, attempts to teach or train are often perceived as a form of judgment and rejection. A better approach is to be alone with the person and to discuss the principle privately. But again, this requires patience and internal control—in short, emotional maturity. BORROWING STRENGTH BUILDS WEAKNESS In addition to parents, many employers, leaders, and others in positions of authority may be competent, knowledgeable, and skillful (at day six) but are emotionally and spiritually immature (at day two). They, too, may attempt to compensate for this deficiency, or gap, by borrowing strength from their position or their authority. How do immature people react to pressure? How does the boss react when subordinates don’t do things his way? The teacher when the students challenge her viewpoint? How would an immature parent treat a teenage daughter when she interrupts with her problems? How does this parent discipline a bothersome younger child? How does this person handle a difference with a spouse on an emotionally explosive matter? How does the person handle challenges at work? An emotionally immature person will tend to borrow strength from position, size, strength, experience, intellect, or emotions to make up for a character imbalance. And what are the consequences? Eventually this person will build weakness in three places: First, he builds weakness in himself. Borrowing strength from position or authority reinforces his own dependence upon external factors to get things done in the future. Second, he builds weakness in the other people. Others learn to act or react in terms of fear or conformity, thus stunting their own reasoning, freedom, growth, and internal discipline. Third, he builds weakness in the relationship. It becomes strained. Fear replaces cooperation. Each person involved becomes a little more arbitrary, a little more agitated, a little more defensive. To win an argument or a contest, an emotionally immature person may use his strengths and abilities to back people into a corner. Even though he wins the argument, he loses. Everyone loses. His

Great athletes practice, train, study, and develop. So do great learners. As students empowering ourselves with knowledge, what can we learn from Olympic-caliber athletes about success, and how to achieve it? 1. Preparation = Success! “If you fail to prepare, you're prepared to fail.” —Mark Spitz, Gold Medalist, Swimming 2. Learning is lifelong “Never put an age limit on your dreams.” —Dara Torres, Gold Medalist, Swimming 3. Failure is opportunity "One shouldn't be afraid to lose” —Oksana Baiul, Gold Medalist, Figure Skating 4. The only person who can stop you is yourself “This ability to conquer oneself is no doubt the most precious of all things sports bestows.” —Olga Korbut, Gold Medalist, Gymnastics 5. Learning is fun! “If you're not having fun, then what the hell are you doing?” —Allison Jones, six-time Paralympian 6. You have to be in it to win it “Failure I can live with. Not trying is what I can't handle.” —Sanya Richards-Ross, Gold Medalist, Track & Field There are always new skills to learn, new challenges to overcome, new ways to succeed. The only guarantee of failure is if you don’t get started in the first place.

What Are Skills? Skills are the capabilities developed through training or hands-on experience. Skills are the practical application of knowledge. Someone can take a course on investing and gain knowledge of it. But only experience in trading gives them the skills. What Are Abilities? Abilities, often confused with skills, are the innate traits or talents that you bring to a task or situation. Many people can learn to negotiate competently by acquiring knowledge and practicing skills. But a few are brilliant negotiators because they have an innate ability to persuade. What Are Assets? Assets are funds you have saved up or that you acquire through loans, investors, or fund-raising. So how do assets work with everything else to push your business from idea into reality? Take a look at the example below. This is what I call the knowledge, skills, abilities, and assets matrix:

The growing necessity of deep work is new. In an industrial economy, there was a small skilled labor and professional class for which deep work was crucial, but most workers could do just fine without ever cultivating an ability to concentrate without distraction. They were paid to crank widgets—and not much about their job would change in the decades they kept it. But as we shift to an information economy, more and more of our population are knowledge workers, and deep work is becoming a key currency—even if most haven’t yet recognized this reality.

His quick wits, his language skills and personal knowledge of the battle arena brought him success and esteem and his abilities had not gone unremarked when, after the war, he had decided to join the police force.

is more process- than results-oriented. We haven’t seen the ability to pull through results. He is more knowledgeable than others but doesn’t perform. His people standards are not high enough, and he isn’t demanding. His leadership skills are underdeveloped. Make sure he gets some help.

Microbusinesses aren’t new; they’ve been around since the beginning of commerce. What’s changed, however, is the ability to test, launch, and scale your project quickly and on the cheap. • To start a business, you need three things: a product or service, a group of people willing to pay for it, and a way to get paid. Everything else is completely optional. • If you’re good at one thing, you’re probably good at other things too. Many projects begin through a process of “skill transformation,” in which you apply your knowledge to a related topic. • Most important: merge your passion and skill with something that is useful to other people.

What separates success from failure in the kitchen? It’s the ability to think on your feet, to make adjustments as you cook. And, despite what you might think, a lifetime of experience isn’t a prerequisite for being a good cook (although it does help). Knowledge, however, is essential. The successful home cook understands the fundamental principles of good cooking and is able to apply them on the fly, almost without thinking.

Memory has been discussed here as though it consisted mainly of a body of data. But experts possess skills as well as knowledge. They acquire not only the ability to recognize situations or to provide information about them; they also acquire powerful special skills for dealing with situations as they encounter them. Physicians prescribe and operate as well as diagnose. The boundary between knowledge and skill is subtle. For example, when we write a computer program in any language except machine language, we are really not writing down processes but data structures. These data structures are then interpreted or compiled into processes that is, into machine-language instructions that the computer can understand and execute. Nevertheless for most purposes it is convenient for us simply to ignore the translation step and to treat the computer programs in higher-level languages as representing processes.

From Satan, Demons, & You! Who And What Is Satan? Satan is an angel, a fallen angel. He does not know the future. He cannot read your mind or heart. He is in one locale at a time. He moves and operates as an angel because he was an angel. He is not a god like our God is. He is only a god in the sense that he rules other demons. He is limited in power, knowledge and abilities. He makes himself out to be something much bigger than what he is. He can be compared to the grade school bully: though skinny and weak, has a big mouth and knows how to intimidate! Satan’s main skill is deception. Many Christians have fallen by the way side, due to his ability to deceive. For the Christian that is on his spiritual toes, the devil cannot trick him up. He is not to be feared but we do need to recognize his abilities of trickery!

Daniel Kahneman has argued that this tendency to overconfidence is particularly strong among investors. More than most other groups, investors tend to exaggerate their own skill and deny the role of chance. They overestimate their own knowledge, underestimate the risks involved, and exaggerate their ability to control events.

Your brain is essentially no different to a muscle. In the same way that you can strengthen your body through exercise, so too can you strengthen your mind. Can you grasp what this means for you, for your life? For your ability to learn, develop, grow and master anything you desire? Your brain will physically adapt for you to master anything you focus on. It will literally reshape itself to optimize the skills and knowledge you choose to master and which are your dominant focus in life. It is designed to support mastery of whatever skills and information you need at any given point in time. Can you see now the fallacy of how most of the world views failure?

Dweck came to see that some students aim at performance goals, while others strive toward learning goals. In the first case, you’re working to validate your ability. In the second, you’re working to acquire new knowledge or skills. People with performance goals unconsciously limit their potential. If your focus is on validating or showing off your ability, you pick challenges you are confident you can meet. You want to look smart, so you do the same stunt over and over again. But if your goal is to increase your ability, you pick ever-increasing challenges, and you interpret setbacks as useful information that helps you to sharpen your focus, get more creative, and work harder.

When a musician . . . does not have the ability to bend the souls of listeners to where he wishes, his skill and knowledge may be considered null and vain. —Vincenzo Galilei, 1581

Clue After a night of reflection, a thorough look at all of Lien’s notes and carefully plotted data, Paul had doubts about his reasoning ability.  He concluded that while at one time he had been competent enough as both a surgeon and teacher, much of that skill and knowledge had eroded with time—the objective to their research project eluded him.   Funny,

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

Empathy Skill #1: To see the world as others see it, or perspective taking We see the world through a set of unique lenses that bring together who we are, where we come from, and our vast experiences. Our lenses certainly include factors like age, race, ethnicity, ability, and spiritual beliefs, but we also have other lenses that shape how we see the world, including our knowledge, insights, and experience. Our take on the world is completely unique because our point of view is a product of our history and experiences. This is why ten people can witness the same incident and have ten different perspectives on what happened, how it happened, and why it happened.

English children’s vocabulary increases rapidly during the early school years. Anglin (1993, 62) estimated that first grade English children know approximately 10,000 words, third grade pupils know 19,000 words, and fifth grade pupils know 39,000 words. The annual increase in vocabulary is estimated to be 3,000 words from the first to third grade and 10,000 words from the fourth to the fifth grade. Nagy & Anderson (1984, 20) uphold that there is “the ability to utilize morphological relatedness among words (which) puts a student at a distinct advantage in dealing with unfamiliar words”. In a later work, Nagy (1988, 46) acknowledges that: “there is no doubt that skilled word learners use context and their knowledge of prefixes, roots, and suffixes to deal effectively with new words”. In short, in addition to context, there is awareness of word-formation devices which accounts for such rapid increase in early school age English children’s vocabulary. Such high vocabulary growth would certainly be of great interest in L2 acquisition. Nakayama, N. (2008) tested the role that explicit teaching of affixes (prefixes) plays in vocabulary learning to pre- and upper-intermediate L2 learners. The participants received instructions over the contribution prefixes played in the meaning of the complex word during an academic year. L2 learners’ vocabulary was measured in the beginning and in the end of the academic year. Assisted by the instructions, L2 learners learned easier the new derived words, but, in the end of the academic year they had forgotten the derived words whose meaning they acquired through instructions over the contribution prefixes played in the meaning of the complex word (2008, 70). In the end, Nakayama, N. (2008, 68) concludes that systematic teaching of prefixes does lead to better retention of the derived word, but only with regard to short-term memory. On the other hand, it has been estimated that the only the most advanced L2 learners can acquire 3000 words a year (Bauer, L. & Nation, P. 1993); a figure comparable to that of early school age native children acquiring their L1. Hence, word-formation knowledge leads to high vocabulary growth to L2 learners, but solely to the most advanced L2 learners. We may uphold that word formation devices have to be acquired rather than learned through explixit instructions.

Hendrick Kganyago Characteristics of the successful entrepreneur Find out if you have the necessary skills to start your business and achieve success in the business world. An entrepreneur is a person who, with information, knowledge, contacts and high levels of innovation and creativity, brings together money, equipment, raw materials and personnel in order to start a business and achieve success. Hendrick Kganyago However, to be a successful entrepreneur you must try to develop certain skills that influence the success of any company 1. Ability to detect opportunities 2. Ability to innovate or create 3. Ability to fight against the inconveniences of the environment 4. Hendrick Kganyago Ability to adapt to changes

talent?” the McKinsey authors ask in the book’s opening pages. Answering their own question: “In the most general sense, talent is the sum of a person’s abilities—his or her intrinsic gifts, skills, knowledge, experience, intelligence, judgment, attitude, character, and drive.