Learn And Implement Quotes

Training looks like a financial loss to many but when your employees learn something new and implement the same for your company, they improve efficiency of your business process which gives you a competitive edge.

Karl Marx said, “The task is not just to understand the world but to change it.” A variant to keep in mind is that if you want to change the world you’d better try to understand it. That doesn’t mean listening to a talk or reading a book, though that’s helpful sometimes. You learn from participating. You learn from others. You learn from the people you’re trying to organize. We all have to gain the understanding and the experience to formulate and implement ideas.

Who do I really want to become?,” their work indicated that it is better to be a scientist of yourself, asking smaller questions that can actually be tested—“Which among my various possible selves should I start to explore now? How can I do that?” Be a flirt with your possible selves.* Rather than a grand plan, find experiments that can be undertaken quickly. “Test-and-learn,” Ibarra told me, “not plan-and-implement.

I'll make a book on learning how to be a complete moron someday, and I'm sure no one will buy it, because everyone will have mastered that already by the time I gather enough moronism to process it into digestible upgrade instructions for your average village cyborg-idiot.

If you aim to be the best then it's essential to evolve constantly, learn from past mistakes, look for new opportunities and have the flexibility to implement improved processes and solutions along the way.

Considering that our habits create our life, there is arguably no single skill that is more important for you to learn and master than controlling your habits. You must identify, implement, and maintain the habits necessary for creating the results you want in your life, while learning how to let go of any negative habits which are holding you back from achieving your true potential.

Thousands of those men and boys died here, and I have recently learned that their inhuman treatment was the intended policy of Himmler. He called his plan Death by Exhaustion, and he implemented it. Work them hard, don't waste valuable foodstuffs on them, and let them die. They could, and would, always be replaced by new slave workers from Europe's Occupied countries.

Every Spring, nature teaches a class on business entrepreneurship. ....We see how capital is re-allocated, currencies are re-directed, growth is re-emphasized, and numerous life forms promote their value with re-vitalized marketing programs that implement flowers or seeds or aromas or habitability or pollination in an effort demonstrate a unique value proposition in a busy economy. Smart entrepreneurs enroll in this class every Spring and take good notes. Whether you're an entrepreneur of a small business or an entrepreneur of a line of business within a large company... learn from nature.

Learning without implementation is arrogance.

In 2019, Microsoft Japan implemented a four-day workweek without reducing pay for its workers. The result? Productivity increased 40 percent.

They must be plans for learning rather than plans for implementation.

Research has also revealed that women who have developed PTSD in relation to early childhood sexual abuse often develop borderline personality disorder. Some severe cases will result in the development of dissociative identity disorder or depersonalization disorder. Patients who have been exposed to protracted and repeated sexual abuse may also develop schizophrenia simultaneously with PTSD.

Finally, methods of control can be direct if a government is able to implement rewards and punishments based on behavior. Such a system treats people as reinforcement learning algorithms, training them to optimize the objective set by the state. The temptation for a government, particularly one with a top-down, engineering mind-set, is to reason as follows: it would be better if everyone behaved well, had a patriotic attitude, and contributed to the progress of the country; technology enables measurement of individual behavior, attitudes, and contributions; therefore, everyone will be better off if we set up a technology-based system of monitoring and control based on rewards and punishments.

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

They must be plans for learning rather than plans for implementation. By approaching a disruptive business with the mindset that they can’t know where the market is, managers would identify what critical information about new markets is most necessary and in what sequence that information is needed.

The Bible with masculine domination in the Old Testament and feminine submission in the New Testament is a BDSM manual! However, its BDSM lessons have never been properly learned and implemented. Christianity only makes sense in a dungeon and torture chamber. To convert Christians, you need to give them an even more thrilling BDSM experience!

A good program must be written many times. This is true of the programs we show. The first draft may not clearly separate out the concerns, but by making that draft the programmer learns the structure of the problem. We will show two different implementations, which will reveal the evolution of the program as we identify shortcomings in our draft.

Awareness is learning implemented.

The reality is that, statically, 95% of the people that read any book don't implement what they learn, because no one is holding them accountable to do so.

no matter how internal processes are implemented, (you) need to understand the extent to which the mind is reliant upon external scaffolding.

within thirty seconds of learning their name and where they lived, she would implement her social algorithm and calculate precisely where they stood in her constellation based on who their family was, who else they were related to, what their approximate net worth might be, how the fortune was derived, and what family scandals might have occurred within the past fifty years.

With making changes, the difficult part of trying to implement a new way, idea or thought, is getting people to believe the effect of your notion, and have them believe in themselves of adapting to something new.

We must master many subjects in order to implement our dreams. Our personal journey begins by gathering appropriate learning experiences and awakening our minds to observe, evaluate, and recall what we experience.

What Ibarra calls the “ plan-and-implement” model—the idea that we should first make a long-term plan and execute without deviation, as opposed to the “ test-and-learn” model—is entrenched in depictions of geniuses. Popular lore holds that the sculptor Michelangelo would see a full figure in a block of marble before he ever touched it, and simply chip away the excess stone to free the figure inside. It is an exquisitely beautiful image.

As Duflo puts it: “It is possible to make significant progress against the biggest problem in the world through the accumulation of a set of small steps, each well thought out, carefully tested, and judiciously implemented.

The lesson we have learned in life is that it does not matter the size of the dream or idea, find small entry points that can be implemented daily, weekly, and monthly by small tasks that are integral of the entire project.

Test and iteration are the two wings of innovation. When it comes to AI practical implementation, they turn ideas into reality and failures into lessons learned. Testing and iterating helps to find a way forward in Artificial Intelligence adoption.

Just as in sports, becoming an elite performer in business requires struggle, sacrifice, and honest (often painful) self-assessment... Learning how to implement these approaches is often what separates a brilliant thinker from a creative want-to-be.

The key lever in a complex system is learning; the key methods are conversation, discovery, and experimentation.14 In a complicated case, you have distinct times for diagnosing the problem, coming up with the solution, and then implementing that solution.

Maybe it's because we could pass along science. You wrote a fact in a book and there it sat until someone born five hundred years later improved it. Refined it, implemented it more usefully. Easy. You couldn't do that with soul-learning. We all started from zero. From less than zero, actually. We started whiny, without grace. Obsessed only with our own needing. And the dead couldn't teach us anything about that. No facts or tables or proofs. You just had to live and suffer and then teach our kids to do the same.

If you have a desire to live in an organized, simplified home, you’ve come to the right place. Throughout 10-Minute Declutter, not only will you learn the skills you need to organize your home, you’ll also discover an actionable strategy to implement immediately.

Planning for transformational change requires those implementing the change and those participating in the change to think differently about the nature of the work that they are doing. In addition, the previous skills and habits of mind are no longer useful or relevant.

Some settlers began with no implements but an ax. In conversation, the subject of axes--their ideal weight, their proper helves--was more popular than politics or religion. A man who made good axes, who knew the secrets of tempering the steel and getting the center of gravity right, received the celebrity of an artist and might act accordingly. The best ax maker in southern Indiana was "a dissolute, drunken genius, named Richardson." Men who really knew how to chop became famous, too. An ax blow requires the same timing of weight shift and wrist action as a golf swing, and as in golf those who where good at it taught others; sometimes all the men in one district learned their stroke from the same axman extraordinaire. A good stroke had a "sweetness" similar to the sound of a well-struck golf or tennis ball, and gave a satisfaction which moved the work along.

You can't "let go". You can't "detach with love". You can't let them "hit bottom". You can't seem to implement the strategies you have learned when you are faced with your adult child's chaos and anxiety. When you try to do this, it makes you physically and emotionally ill, and the anxiety and fear becomes unbearable.

As leaders, if we ask teachers to use their own time to do anything, what we’re really telling them is: it’s not important. The focus on compliance and implementation of programs in much of today’s professional development does not inspire teachers to be creative, nor does it foster a culture of innovation. Instead, it forces inspired educators to color outside the lines, and even break the rules, to create relevant opportunities for their students. These outliers form pockets of innovation. Their results surprise us. Their students remember them as “great teachers,” not because of the test scores they received but because their lives were touched.

Intellect without implementation is ignorance, not intelligence. By definition: intellect is understanding objectively, implementation of intellect is intelligence, knowledge is a branch of intelligence (intellect plus implementation) and ignorance is lack of knowledge which is a branch of intellect (understanding but not implementing). Further, this is why we call academics “intellectual” and knowledge workers “practitioners.” One could be both of course. From a scriptural perspective, “If any man will do his will, he shall know” (John 7:17). Vast difference between learning and knowing. The gap is in the doing (implementation vs ignorant to the doing).

short term always leaves us in a place worse off than when we started. — To properly heal from addiction, we need a holistic approach. We need to create a life we don’t need to escape. We need to address the root causes that made us turn outside ourselves in the first place. This means getting our physical health back, finding a good therapist, ending or leaving abusive relationships, learning to reinhabit our bodies, changing our negative thought patterns, building support networks, finding meaning and connecting to something greater than ourselves, and so on. To break the cycle of addiction, we need to learn to deal with cravings, break old habits, and create new ones. To address all of this is an overwhelming task, but there is a sane, empowering, and balanced approach. But before we discuss how to implement solutions to the Two-Part Problem, we need to address one of the bigger issues that women and other historically oppressed folks need to consider, which is how patriarchal structures affect the root causes of addiction, how they dominate the recovery landscape, and what that means for how we experience recovery. If we are sick from sexism, homophobia, racism, classism, microaggressions, misogyny, ableism, American capitalism, and so on—and we are—then we need to understand how recovery frameworks that were never built with us in mind can actually work against us, further pathologizing characteristics, attributes, and behaviors that have been used to keep us out of our power for millennia. We need to examine what it means for us individually and collectively when a structure built by and for upper-class white men in the early twentieth century dominates the treatment landscape.

You do not simply, mindlessly, implement the best practices. You have to think deeply about your condition. If the “best practice” seems like a useful countermeasure for your problem, you should learn from the best practice; however, what may have worked in some other place may not work for you without adjustment and even further improvement.

Ultimately, students—not only teachers—must be able to use standards to guide efforts toward achievement and mastery. Implementation of new standards must be done in a manner that ensures that they result in different experiences for students; curriculum, instruction, assessment, and rubrics should look different in a classroom where a new set of standards is being used to guide student learning.

The religious scholar and Muslim Brotherhood ideologist Sayyid Qutb articulated perhaps the most learned and influential version of this view. In 1964, while imprisoned on charges of participating in a plot to assassinate Egyptian President Nasser, Qutb wrote Milestones, a declaration of war against the existing world order that became a foundational text of modern Islamism. In Qutb’s view, Islam was a universal system offering the only true form of freedom: freedom from governance by other men, man-made doctrines, or “low associations based on race and color, language and country, regional and national interests” (that is, all other modern forms of governance and loyalty and some of the building blocks of Westphalian order). Islam’s modern mission, in Qutb’s view, was to overthrow them all and replace them with what he took to be a literal, eventually global implementation of the Quran. The culmination of this process would be “the achievement of the freedom of man on earth—of all mankind throughout the earth.” This would complete the process begun by the initial wave of Islamic expansion in the seventh and eighth centuries, “which is then to be carried throughout the earth to the whole of mankind, as the object of this religion is all humanity and its sphere of action is the whole earth.” Like all utopian projects, this one would require extreme measures to implement. These Qutb assigned to an ideologically pure vanguard, who would reject the governments and societies prevailing in the region—all of which Qutb branded “unIslamic and illegal”—and seize the initiative in bringing about the new order.

Back in Afghanistan, when snipers from the other countries’ Special Operations teams were asking Osman and me over to debrief them after Zhawar Kili, I’d befriended a very sharp Danish sniper named Henning, from the Danish Frogman Corps. Now Henning was running the sniper training in Denmark, and he flew over to the States, went through our advanced courses, then took what he’d learned and implemented it in Denmark.

I have found that educators yearn to be told something like this: There will be no more initiatives—at least for a time. Instead, we will focus only on what will have an immediate and dramatic impact on learning in your classrooms: ensuring the implementation of a common, content-rich curriculum; good lessons; and plenty of meaningful literacy activities (such as close reading, writing, and discussion) across the curriculum.

What they argued was that we ought to be rational, by learning to repress the fallacies and dogmas that so readily seduce us, and that we can be rational, collectively if not individually, by implementing institutions and adhering to norms that constrain our faculties, including free speech, logical analysis, and empirical testing. And if you disagree, then why should we accept your claim that humans are incapable of rationality?

no memory of sexual abuse is as horrifying as the conversations overheard in the Underground pertaining to implementing the New World Order. I learned that perpetrators believed that controlling the masses through propaganda mind manipulation did not guarantee there would be a world left to dominate due to environmental and overpopulation problems. The solution being debated was not pollution/population control, but mass genocide of "selected undesirables.

Critical Thinking: Why Is It So Hard to Teach? By Daniel T. Willingham SUMMER 2007 AMERICAN FEDERATION OF TEACHERS pp. 8-1 Can critical thinking actually be taught? Decades of cognitive research point to a disappointing answer: not really. People who have sought to teach critical thinking have assumed that it is a skill, like riding a bicycle, and that, like other skills, once you learn it, you can apply it in any situation. Research from cognitive science shows that thinking is not that sort of skill. The processes of thinking are intertwined with the content of thought (that is, domain knowledge). Thus, if you remind a student to “look at an issue from multiple perspectives” often enough, he will learn that he ought to do so, but if he doesn’t know much about an issue, he can’t think about it from multiple perspectives. You can teach students maxims about how they ought to think, but without background knowledge and practice, they probably will not be able to implement the advice they memorize.

Ibarra’s advice is nearly identical to the short-term planning the Dark Horse researchers documented. Rather than expecting an ironclad a priori answer to “Who do I really want to become?,” their work indicated that it is better to be a scientist of yourself, asking smaller questions that can actually be tested—“Which among my various possible selves should I start to explore now? How can I do that?” Be a flirt with your possible selves.* Rather than a grand plan, find experiments that can be undertaken quickly. “Test-and-learn,” Ibarra told me, “not plan-and-implement.

Proportional representation is often defended on the grounds that it leads to coalition governments and compromise policies. But compromises – amalgams of the policies of the contributors – have an undeservedly high reputation. Though they are certainly better than immediate violence, they are generally, as I have explained, bad policies. If a policy is no one’s idea of what will work, then why should it work? But that is not the worst of it. The key defect of compromise policies is that when one of them is implemented and fails, no one learns anything because no one ever agreed with it.

A good writer is likely to know and use, or find out and use, the words for common architectural features, like "lintel," "newel post," "corbelling," "abutment," and the concrete or stone "hems" alongisde the steps leading up into churches or public buildings; the names of carpenters' or pumbers' tools, artists' materials, or whatever furniture, implements, or processes his characters work with; and the names of common household items, including those we do not usually hear named, often as we use them. Above all, the writer should stretch his vocabulary of ordinary words and idioms--words and idioms he sees all the time and knows how to use but never uses. I mean here not language that smells of the lamp but relatively common verbs, nouns, and adjectives. The serious-mined way to vocabulary is to read through a dictionary, making lists of all the common words one happens never to use. And of course the really serious-minded way is to study languages--learn Greek, Latin, and one or two modern languages. Among writers of the first rank one can name very few who were not or are not fluent in at least two. Tolstoy, who spoke Russian, French, and English easily, and other languages and dialects with more difficulty, studied Greek in his forties.

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

As a teacher, no matter what grade level, no matter how hard you try to engage the entire class or implement the suggestions above, you will still encounter “that one kid” who will get under your skin: the class clown, the smart-ass, the student who acts like you are pulling his teeth every time you ask him to do something, the kid who always has to say “this is stupid.” They are just part of the clientele base we serve and they can drive us to drinking (figuratively speaking…and sometimes literally).   Please remember that you are the adult.  The negativity or resistance “that one kid” radiates can be handled in a way that does not disturb the class structure.

True learning is a permanent change in cognition and/or behavior. In other words, learning involves a permanent change in how you see and act in the world. The accumulation of information isn’t learning. Lots of people have heads full of information they don’t know what to do with. If you want to learn something quickly, you need to immerse yourself in that thing and immediately implement what you’re learning. The fastest way to learn Spanish, for instance, is by immersing yourself in a Spanish culture. Flash cards for fifteen minutes a day will eventually get you there. But you’ll make deeper connections with a few days fully immersed than you would in months of “dabbling.

THE 11 COMMANDMENTS FOR WISE BOSSES Have strong opinions and weakly held beliefs. Do not treat others as if they are idiots. Listen attentively to your people; don’t just pretend to hear what they say. Ask a lot of good questions. Ask others for help and gratefully accept their assistance. Do not hesitate to say, ‘I don’t know’. Forgive people when they fail, remember the lessons, and teach them to everyone. Fight as if you are right, and listen as if you are wrong. Do not hold grudges after losing an argument. Instead, help the victors implement their ideas with all your might. Know your foibles and flaws, and work with people who correct and compensate for your weaknesses. Express gratitude to your people.

Here are the four keys to successful commitments: 1. Strong desire: In order to fully commit to something, you need a clear and personally compelling reason. Without a strong desire you will struggle when the implementation gets difficult, but with a compelling desire, seemingly insurmountable obstacles are seen as challenges to be met. The desired end result needs to be meaningful enough to get you through the hard times and keep you on track. 2. Keystone actions: Once you have an intense desire to accomplish something, you then need to identify the core actions that will produce the result you’re after. In today’s world, many of us have become spectators rather than participants. We must remember that it’s what we do that counts. In most endeavors there are often many activities that help you accomplish your goal. However there are usually a few core activities that account for the majority of the results, and in some cases there are only one or two keystone actions that ultimately produce the result. It is critical that you identify these keystones and focus on them. 3. Count the costs: Commitments require sacrifice. In any effort there are benefits and costs. Too often we claim to commit to something without considering the costs, the hardships that will have to be overcome to accomplish your desire. Costs can include time, money, risk, uncertainty, loss of comfort, and so on. Identifying the costs before you commit allows you to consciously choose whether you are willing to pay the price of your commitment. When you face any of these costs, it is extremely helpful to recognize that you anticipated them and decided that reaching your goal was worth it. 4. Act on commitments, not feelings: There will be times when you won’t feel like doing the critical activities. We’ve all been there. Getting out of bed at 5:30 a.m. to jog in the winter cold can be daunting, especially when you’re in a toasty warm bed. It is during these times that you will need to learn to act on your commitments instead of your feelings. If you don’t, you will never build any momentum and will get stuck continually restarting or, as is so often the case, giving up. Learning to do the things you need to do, regardless of how you feel, is a core discipline for success.

possible results. You would be quick to recognize that both 12,609 and 123 are implausible. Without spending some time on the problem, however, you would not be certain that the answer is not 568. A precise solution did not come to mind, and you felt that you could choose whether or not to engage in the computation. If you have not done so yet, you should attempt the multiplication problem now, completing at least part of it. You experienced slow thinking as you proceeded through a sequence of steps. You first retrieved from memory the cognitive program for multiplication that you learned in school, then you implemented it. Carrying out the computation was a strain. You felt the burden of holding much material in memory, as you needed to keep track of where

GET BEYOND THE ONE-MAN SHOW Great organizations are never one-man operations. There are 22 million licensed small businesses in America that have no employees. Forbes suggests 75 percent of all businesses operate with one person. And the average income of those companies is a sad $44,000. That’s not a business—that’s torture. That is a prison where you are both the warden and the prisoner. What makes a person start a business and then be the only person who works there? Are they committed to staying small? Or maybe an entrepreneur decides that because the talent pool is so poor, they can’t hire anyone who can do it as well as them, and they give up. My guess is the latter: Most people have just given up and said, “It’s easier if I just do it myself.” I know, because that’s what I did—and it was suicidal. Because my business was totally dependent on me and only me, I was barely able to survive, much less grow, for the first ten years. Instead I contracted another company to promote my seminars. When I hired just one person to assist me out of my home office, I thought I was so smart: Keep it small. Keep expenses low. Run a tight ship. Bigger isn’t always better. These were the things I told myself to justify not growing my business. I did this for years and even bragged about how well I was doing on my own. Then I started a second company with a partner, a consulting business that ran parallel to my seminar business. This consulting business quickly grew bigger than my first business because my partner hired people to work for us. But even then I resisted bringing other people into the company because I had this idea that I didn’t want the headaches and costs that come with managing people. My margins were monster when I had no employees, but I could never grow my revenue line without killing myself, and I have since learned that is where all my attention and effort should have gone. But with the efforts of one person and one contracted marketing company, I could expand only so much. I know that a lot of speakers and business gurus run their companies as one-man shows. Which means that while they are giving advice to others about how to grow a business, they may have never grown one themselves! Their one-man show is simply a guy or gal going out, collecting a fee, selling time and a few books. And when they are out speaking, the business terminates all activity. I started studying other people and companies that had made it big and discovered they all had lots of employees. The reality is you cannot have a great business if it’s just you. You need to add other people. If you don’t believe me, try to name one truly great business that is successful, ongoing, viable, and growing that doesn’t have many people making it happen. Good luck. Businesses are made of people, not just machines, automations, and technology. You need people around you to implement programs, to add passion to the technology, to serve customers, and ultimately to get you where you want to go. Consider the behemoth online company Amazon: It has more than 220,000 employees. Apple has more than 100,000; Microsoft has around the same number. Ernst & Young has more than 200,000 people. Apple calls the employees working in its stores “Geniuses.” Don’t you want to hire employees deserving of that title too? Think of how powerful they could make your business.

THE 12 COMMANDMENTS OF BOSSES’ DIRTY WORK How to Implement Tough Decisions in Effective and Humane Ways Do not delay painful decisions and actions; hoping the problem will go away or that someone else will do your dirty work rarely is an effective path. Assume that you are clueless, or at least have only a dim understanding, of how people judge you and the dirty work that you do. Implement tough decisions as well as you can – even if they strike you as wrong or misguided. Or get out of the way and let someone else do it. Do everything possible to communicate to all who will be affected how distressing events will unfold, so they can predict when bad things will (and will not) happen to them. Explain early and often why the dirty work is necessary. Look for ways to give employees influence over how painful changes happen to them, even when it is impossible to change what will happen to them. Never humiliate, belittle, or bad-mouth people who are the targets of your dirty work. Ask yourself and fellow bosses to seriously consider if the dirty work is really necessary before implementing it. Just because all your competitors do it, or you have always done it in the past, does not mean it is wise right now. Do not bullshit or lie to employees, as doing so can destroy their loyalty and confidence, along with your reputation. Keep your big mouth shut. Divulging sensitive or confidential information can harm employees, your organization, and you, too. Refrain from doing mean-spirited things to exact personal revenge against employees who resist or object to your dirty work. Do not attempt dirty work if you lack the power to do it right, no matter how necessary it may seem.

When it comes to the Obama administration, we have observed how it has operated by implementing the “Chicago Way,” an approach to government Obama learned in his days serving the Daley Machine in Chicago. It’s a “my way or the highway” style that combines unaccountability and illegal secrecy with brazen favoritism toward allies and the punishment of political enemies. Despite the idealism with which he promised he would govern, President Obama has proven quite comfortable operating in the morally bankrupt idiom of the urban politico. We have detailed shady dealings with cronies, clear and present dangers to our national security, cozy relationships with union bosses, ethically questionable appointments, abuse of power in the use of executive orders, double talk on ethics reform, politicization of government agencies such as the Internal Revenue Service, and, of course, the widespread practice of “crony capitalism,” which rewards friends of the president and the Democratic Party.

When one travels, one does so to learn: a change of place should mean a change of scenery. Imagine how you will look when people ask you: "How do they execute criminals in Rome?" and you have to answer: "I don't know." Then, they say that the condemned man is an infamous rogue, a maniac who took a gridiron and beat to death a good priest who had brought him up as his own son. Just think! When you kill a man of the cloth, you should at least use a more appropriate implement than a gridiron, especially when this priest could be your father. If you were travelling through Spain, you would go and see a bullfight, wouldn't you? Well, imagine that we are going to see a fight; imagine the Ancient Romans and their Circus, those wild-beast hunts in which they killed a hundred lions and a hundred men. Remember the eighty thousand spectators clapping their hands, the virtuous matrons who would take their unmarried daughters, and those delightful Vestal Virgins whose pure white hands would give a charming little sign with the thumb that meant: "Come on, don't be lazy! Finish him off, that man who is already three-quarters dead!

Burial Cathy Linh Che There is the rain, the odor of fresh earth, and you, grandmother, in a box. I bury the distance, 22 years of not meeting you and your ruined hands. I bury your hair, parted to the side and pinned back, your áo dài of crushed velvet, the implements you used to farm, the stroke which claimed your right side, the land you gave up when you remarried, your grief over my grandfather's passing, the war that evaporated your father's leg, the war that crushed your bowls, your childhood home razed by the rutted wheels of an American tank— I bury it all. You learned that nothing stays in this life, not your daughter, not your uncle, not even the dignity of leaving this world with your pants on. The bed sores on your hips were clean and sunken in. What did I know, child who heard you speak only once, and when we met for the first time, tears watered the side of your face. I held your hand and said, bà ngoai, bà ngoai Ten years later, I returned. It rained on your gravesite. In the picture above your tomb, you looked just like my mother. We lit the joss sticks and planted them. We kept the encroaching grass at bay.

By the architecture of a system, I mean the complete and detailed specification of the user interface. For a computer this is the programming manual. For a compiler it is the language manual. For a control program it is the manuals for the language or languages used to invoke its functions. For the entire system it is the union of the manuals the user must consult to do his entire job. The architect of a system, like the architect of a building, is the user's agent. It is his job to bring professional and technical knowledge to bear in the unalloyed interest of the user, as opposed to the interests of the salesman, the fabricator, etc.[2] Architecture must be carefully distinguished from implementation. As Blaauw has said, "Where architecture tells what happens, implementation tells how it is made to happen."[3] He gives as a simple example a clock, whose architecture consists of the face, the hands, and the winding knob. When a child has learned this architecture, he can tell time as easily from a wristwatch as from a church tower. The implementation, however, and its realization, describe what goes on inside the case—powering by any of many mechanisms and accuracy control by any of many.

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

Partly at Rubel’s urging, Secretary of Defense McNamara later compelled the Minuteman developers, against great resistance, to install the equivalent of an electronic lock on the Minuteman, such that it couldn’t be fired without the receipt of a coded message from higher headquarters. Decades later, long after McNamara’s retirement, Bruce Blair, a former Minuteman launch control officer, informed the former secretary that the Air Force had ensured that the codes in the launch control centers were all set continuously at 00000000. According to Blair, McNamara responded, “I am shocked, absolutely shocked and outraged. Who the hell authorized that?” “What he had just learned from me,” Blair continues, was that the locks had been installed,52 but everyone knew the combination. The Strategic Air Command (SAC) in Omaha quietly decided to set the “locks” to all zeros in order to circumvent this safeguard. During the early to mid-1970s, during my stint as a Minuteman launch officer, they still had not been changed. Our launch checklist in fact instructed us, the firing crew, to double-check the locking panel in our underground launch bunker to ensure that no digits other than zero had been inadvertently dialed into the panel. SAC remained far less concerned about unauthorized launches than about the potential of these safeguards to interfere with the implementation of wartime launch orders. And so the “secret unlock code” during the height of the nuclear crises of the Cold War remained constant at 00000000.

Changing what we think is always a sticky process, especially when it comes to religion. When new information becomes available, we cringe under an orthodox mindset, particularly when we challenge ideas and beliefs that have been “set in stone” for decades. Thomas Kuhn coined the term paradigm shift to represent this often-painful transition to a new way of thinking in science. He argued that “normal science” represented a consensus of thought among scientists when certain precepts were taken as truths during a given period. He believed that when new information emerges, old ideas clash with new ones, causing a crisis. Once the basic truths are challenged, the crisis ends in either revolution (where the information provides new understanding) or dismissal (where the information is rejected as unsound). The information age that we live in today has likely surprised all of us as members of the LDS Church at one time or another as we encounter new ideas that revise or even contradict our previous understanding of various aspects of Church history and teachings. This experience is similar to that of the Copernican Revolution, which Kuhn uses as one of his primary examples to illustrate how a paradigm shift works. Using similar instruments and comparable celestial data as those before them, Copernicus and others revolutionized the heavens by describing the earth as orbiting the sun (heliocentric) rather than the sun as orbiting the earth (geocentric). Because the geocentric model was so ingrained in the popular (and scientific!) understanding, the new, heliocentric idea was almost impossible to grasp. Paradigm shifts also occur in religion and particularly within Mormonism. One major difference between Kuhn’s theory of paradigm shift and the changes that occur within Mormonism lies in the fact that Mormonism privileges personal revelation, which is something that cannot be institutionally implemented or decreed (unlike a scientific law). Regular members have varying degrees of religious experience, knowledge, and understanding dependent upon many factors (but, importantly, not “faithfulness” or “worthiness,” or so forth). When members are faced with new information, the experience of processing that information may occur only privately. As such, different members can have distinct experiences with and reactions to the new information they receive. This short preface uses the example of seer stones to examine the idea of how new information enters into the lives of average Mormons. We have all seen or know of friends or family who experience a crisis of faith upon learning new information about the Church, its members, and our history. Perhaps there are those reading who have undergone this difficult and unsettling experience. Anyone who has felt overwhelmed at the continual emergence of new information understands the gravity of these massive paradigm shifts and the potentially significant impact they can have on our lives. By looking at just one example, this preface will provide a helpful way to think about new information and how to deal with it when it arrives.

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All airplanes must carry two black boxes, one of which records instructions sent to all on-board electronic systems. The other is a cockpit voice recorder, enabling investigators to get into the minds of the pilots in the moments leading up to an accident. Instead of concealing failure, or skirting around it, aviation has a system where failure is data rich. In the event of an accident, investigators, who are independent of the airlines, the pilots’ union, and the regulators, are given full rein to explore the wreckage and to interrogate all other evidence. Mistakes are not stigmatized, but regarded as learning opportunities. The interested parties are given every reason to cooperate, since the evidence compiled by the accident investigation branch is inadmissible in court proceedings. This increases the likelihood of full disclosure. In the aftermath of the investigation the report is made available to everyone. Airlines have a legal responsibility to implement the recommendations. Every pilot in the world has free access to the data. This practice enables everyone—rather than just a single crew, or a single airline, or a single nation—to learn from the mistake. This turbocharges the power of learning. As Eleanor Roosevelt put it: “Learn from the mistakes of others. You can’t live long enough to make them all yourself.” And it is not just accidents that drive learning; so, too, do “small” errors. When pilots experience a near miss with another aircraft, or have been flying at the wrong altitude, they file a report. Providing that it is submitted within ten days, pilots enjoy immunity. Many planes are also fitted with data systems that automatically send reports when parameters have been exceeded. Once again, these reports are de-identified by the time they proceed through the report sequence.*

As strangeness becomes the new normal, your past experiences, as well as the past experiences of the whole of humanity, will become less reliable guides. Humans as individuals and humankind as a whole will increasingly have to deal with things nobody ever encountered before, such as super-intelligent machines, engineered bodies, algorithms that can manipulate your emotions with uncanny precision, rapid man-made climate cataclysms and the need to change your profession every decade. What is the right thing to do when confronting a completely unprecedented situation? How should you act when you are flooded by enormous amounts of information and there is absolutely no way you can absorb and analyse it all? How to live in a world where profound uncertainty is not a bug, but a feature? To survive and flourish in such a world, you will need a lot of mental flexibility and great reserves of emotional balance. You will have to repeatedly let go of some of what you know best, and feel at home with the unknown. Unfortunately, teaching kids to embrace the unknown and to keep their mental balance is far more difficult than teaching them an equation in physics or the causes of the First World War. You cannot learn resilience by reading a book or listening to a lecture. The teachers themselves usually lack the mental flexibility that the twenty-first century demands, for they themselves are the product of the old educational system. The Industrial Revolution has bequeathed us the production-line theory of education. In the middle of town there is a large concrete building divided into many identical rooms, each room equipped with rows of desks and chairs. At the sound of a bell, you go to one of these rooms together with thirty other kids who were all born the same year as you. Every hour some grown-up walks in, and starts talking. They are all paid to do so by the government. One of them tells you about the shape of the earth, another tells you about the human past, and a third tells you about the human body. It is easy to laugh at this model, and almost everybody agrees that no matter its past achievements, it is now bankrupt. But so far we haven’t created a viable alternative. Certainly not a scaleable alternative that can be implemented in rural Mexico rather than just in upmarket California suburbs.

As I write this, I know there are countless mysteries about the future of business that we’ve yet to unravel. That’s a process that will never end. When it comes to customer success, however, I have achieved absolute clarity on four points. First, technology will never stop evolving. In the years to come, machine learning and artificial intelligence will probably make or break your business. Success will involve using these tools to understand your customers like never before so that you can deliver more intelligent, personalized experiences. The second point is this: We’ve never had a better set of tools to help meet every possible standard of success, whether it’s finding a better way to match investment opportunities with interested clients, or making customers feel thrilled about the experience of renovating their home. The third point is that customer success depends on every stakeholder. By that I mean employees who feel engaged and responsible and are growing their careers in an environment that allows them to do their best work—and this applies to all employees, from the interns to the CEO. The same goes for partners working to design and implement customer solutions, as well as our communities, which provide the schools, hospitals, parks, and other facilities to support us all. The fourth and most important point is this: The gap between what customers really want from businesses and what’s actually possible is vanishing rapidly. And that’s going to change everything. The future isn’t about learning to be better at doing what we already do, it’s about how far we can stretch the boundaries of our imagination. The ability to produce success stories that weren’t possible a few years ago, to help customers thrive in dramatic new ways—that is going to become a driver of growth for any successful company. I believe we’re entering a new age in which customers will increasingly expect miracles from you. If you don’t value putting the customer at the center of everything you do, then you are going to fall behind. Whether you make cars, solar panels, television programs, or anything else, untold opportunities exist. Every company should invest in helping its customers find new destinations, and in blazing new trails to reach them. To do so, we have to resist the urge to make quick, marginal improvements and spend more time listening deeply to what customers really want, even if they’re not fully aware of it yet. In the end, it’s a matter of accepting that your success is inextricably linked to theirs.

I hope you have a book telling others how you do what you do. If you answered no, then I challenge you to spend the next couple of hours reading this book and then, in the next ten days implementing what you’ve learned here. When you realize the value of the impact your book will make, your decision to write will be a no-brainer! Using this very simple, powerful system you will soon be thinking about your second book, and third book. You will want to recruit your spouse, children and parents to write. You will understand that everyone has a unique voice whose legacy is to be forever captured in print. They key is to begin. Dreaming about getting started is not going to make it happen. Action is everything so make a promise to yourself to commit and take action.

how much more control and opportunities would African-Americans have if ownership was part of the mix and not just participation?

Research suggests that in over 90 percent of all successful new businesses, historically, the strategy that the founders had deliberately decided to pursue was not the strategy that ultimately led to the business’s success.12 Entrepreneurs rarely get their strategies exactly right the first time. The successful ones make it because they have money left over to try again after they learn that their initial strategy was flawed, whereas the failed ones typically have spent their resources implementing a deliberate strategy before its viability could be known. One of the most important roles of senior management during a venture’s early years is to learn from emergent sources what is working and what is not, and then to cycle that learning back into the process through the deliberate channel.

Cohesion: each function should have a single, unified purpose. When designed well, each of your functions should do one thing — something you can summarize in a simple declarative sentence. If that sentence is very broad (e.g., “this function implements my whole program”), or contains lots of conjunctions (e.g., “this function gives employee raises and submits a pizza order”), you might want to think about splitting it into separate and simpler functions.

Factories can be a major undertaking in a strongly typed language such as C++ but are almost trivial to implement in Python.

How do you react when an employee admits to doing something on autopilot, without deliberately thinking about the action or its consequences? Do you think that by implementing a system of taking deliberate action you can eliminate errors in your company, or within certain departments in your company? Will employees in your workplace revert to acting hastily and automatically in a real-life situation? How effectively do you learn from mistakes?

Are you aware of which areas in your business are marred by mistakes because the lower-level employees don’t have enough technical competence to make good decisions? How could you implement a “we learn” policy among your junior and senior staff? Would you consider writing a creed for your organization modeled after the one we wrote for Santa Fe? Are people eager to go to training?

countries that are implementing technology most rapidly are showing the least gains in student achievement.10 But this does not repudiate the benefits of technology per se. It is more a commentary on the indecent haste and spread of implementation that is often fueled by the massive financial investments made by technology companies in climates of austerity, where other funding for public education is otherwise in short supply.

Some people mistakenly believe that we are defined by our culture—that the words we speak or what we wear, eat, and drink make us who we are. It’s important that you learn to walk the fine line between the old and the new. It is okay to share aspects of your “old” culture that will enhance the culture of your “new” country, but not every aspect of your culture should be implemented. Preserving your cultural heritage is not required for preserving your own life and identity. In fact, some of your cultural beliefs and practices may be entirely out of place in America.

It turns out that people can live very well with the situation where they make their case and yet another view is implemented, so long as the learning process is open and everyone acts with integrity.

As a teacher, no matter what grade level, no matter how hard you try to engage the entire class or implement the suggestions above, you will still encounter “that one kid” who will get under your skin: the class clown, the smart-ass, the student who acts like you are pulling his teeth every time you ask him to do something, the kid who always has to say “this is stupid.” They are just part of the clientele base we serve and they can drive us to drinking (figuratively speaking…and sometimes literally).   Please remember that you are the adult.  The negativity or resistance “that one kid” radiates can be handled in a way that does not disturb the class structure.

Great bosses avoid burdening their people. They invent, borrow, and implement ways to reduce the mental and emotional load they heap on followers.

Even if we came to a nationally shared recognition that government policy has created an unconstitutional, de jure, system of residential segregation, it does not follow that litigation can remedy this situation. Although most African Americans have suffered under this de jure system, they cannot identify, with the specificity a court case requires, the particular point at which they were victimized. For example, many African American World War II veterans did not apply for government-guaranteed mortgages for suburban purchases because they knew that the Veterans Administration would reject them on account of their race, so applications were pointless. Those veterans then did not gain wealth from home equity appreciation as did white veterans, and their descendants could then not inherit that wealth as did white veterans' descendants. With less inherited wealth, African Americans today are generally less able than their white peers to afford to attend good colleges. If one of those African American descendants now learned that the reason his or her grandparents were forced to rent apartments in overcrowded urban areas was that the federal government unconstitutionally and unlawfully prohibited banks from lending to African Americans, the grandchild would not have the standing to file a lawsuit; nor would he or she be able to name a particular party from whom damages could be recovered. There is generally no judicial remedy for a policy that the Supreme Court wrongheadedly approved. But this does not mean that there is no constitutionally required remedy for such violations. It is up to the people, through our elected representatives, to enforce our Constitution by implementing the remedy.

Many investment managers believe that the secret to riches is to implement an extremely complex ML algorithm. They are setting themselves up for a disappointment. If it was as easy as coding a state-of-the-art classifier, most people in Silicon Valley would be billionaires.

Where is everyone?” Leo asked. Win kept her slender arm around Poppy’s back as she turned to reply. “Cam is visiting Lord Westcliff at Stony Cross Park, Amelia is inside with the baby, Beatrix is roaming the woods, and Merripen is with some of the tenants, lecturing them on new techniques of hoeing.” The word caught Leo’s attention. “I know all about that. If you don’t want to go to a brothel, there are certain districts of London—” “Hoeing, Leo,” Win said. “Breaking ground with farm implements.” “Oh. Well, I know nothing about that.” “You’ll find out a great deal about it once Merripen learns you’re here.” Win tried to look severe, although her eyes were twinkling. “I do hope you’ll behave, Leo.” “Of course I will. We’re in the country. There’s nothing else to do.

Common practice dictates that overloaded operators should work the same way that built-in operator implementations do.

the attributes of a namespace object are usually implemented as dictionaries, and class inheritance trees are (generally speaking) just dictionaries with links to other dictionaries.

We believed Harriet had been collected in 1835 by Charles Darwin himself. She was brought to Australia from England in 1841 by Captain Wickham aboard the HMS Beagle. Actually, three giant Galapagos tortoises had been donated to the Brisbane Botanic Gardens, after Darwin realized they did not flourish in England, where he had originally taken them in 1835. How could we determine whether Harriet was one of the Darwin Three? Scott Thomson found a giant tortoise in the collection of the Queensland Museum that had been mislabeled an Aldabran tortoise. Carved on the carapace was the animal’s name. “Tom,” and “1929.” We now had potentially found two of the three Darwin tortoises. Harriet and Tom had been seen together in living memory. The third tortoise was never found and was presumed buried somewhere in the botanic gardens. Harriet lived on. Steve and I became very excited at this news. Our studies and research into Harriet’s history continued for years, and it was amazing to learn what a special resident we had at the zoo. Despite her impressive background, Harriet remained attractively modest. She had a sweet personality like a little dog. She loved hibiscus flowers, and certain veggies were her favorites. Steve carried on a practice that his parents had implemented: Whatever you feed animals should be good enough for you to eat. Thus Harriet got the most beautiful mustard greens, kale, eggplant, zucchinis, and even roses. In return, Harriet gave zoo visitors a rare chance to watch her keepers cuddle and scratch one of the grandest creatures on earth. She was the oldest living chelonian and the only living creature to have met Charles Darwin and traveled aboard the Beagle. And she gave us all something else, too--a lesson in how to live a long life. Don’t worry too much. Take it easy. Stop and munch the flowers. It was a lesson Steve noted and understood but could never quite take to heart. He was a meteor. Harriet was more of a mountain. In this world, we need both.

Maury and I spent more than one month in Pakistan, talking with AID personnel and their Pakistani counterparts and learning about the conduct of the projects over the six-year period. Most importantly, we focused on the dialogue between senior U.S. embassy and mission personnel and those in the Pakistani government responsible for economic policy formulation. One day, he and I were asked to attend a “brown bag luncheon” with the senior mission staff. The idea was to be totally informal, put our feet on the desks and just chat about our impressions. Everyone was eager to learn what Maury thought about the program. Three important things emerged for me out of that discussion. 1. The mission director explained that he had held some very successful consultations and brainstorming sessions with senior Pakistani government leaders. He said the Pakistanis were open to his ideas for needed reform, listened carefully and took extensive notes during these meetings. Although there had been little concrete action to implement these recommendations to date, he was confident they were seriously considering them. Maury smiled and responded, “Yeah. They used to jerk me around the same way when I was in your position. The Paks are masters at that game. They know how to make you feel good. I doubt that they are serious. This is a government of inaction.” The mission director was crestfallen. 2. Then the program officer asked what Maury thought about the mix of projects that had been selected by the government of Pakistan and the mission for inclusion in the program for funding. Maury responded that the projects selected were “old friends” of his. He too, had focused on the same areas i.e. agriculture, health, and power generation and supply. That said, the development problems had not gone away. He gave the new program credit for identifying the same obstacles to economic development that had existed twenty years earlier. 3. Finally, the mission director asked Maury for his impressions of any major changes he sensed had occurred in Pakistan since his departure. Maury thought about that for a while. Then he offered perhaps the most prescient observation of the entire review. He said, when he served in Pakistan in the 1960s, he had found that the educated Pakistani visualized himself and his society as being an important part of the South-Asian subcontinent. “Today” he said, “after having lost East Pakistan, they seem to perceive themselves as being the eastern anchor of the Middle-East.” One wonders whether the Indian government understands this significant shift in its neighbor’s outlook and how important it is to work to reverse that world view among the Pakistanis for India’s own security andwell-being.

Maury and I spent more than one month in Pakistan, talking with AID personnel and their Pakistani counterparts and learning about the conduct of the projects over the six-year period. Most importantly, we focused on the dialogue between senior U.S. embassy and mission personnel and those in the Pakistani government responsible for economic policy formulation. One day, he and I were asked to attend a “brown bag luncheon” with the senior mission staff. The idea was to be totally informal, put our feet on the desks and just chat about our impressions. Everyone was eager to learn what Maury thought about the program. Three important things emerged for me out of that discussion. 1. The mission director explained that he had held some very successful consultations and brainstorming sessions with senior Pakistani government leaders. He said the Pakistanis were open to his ideas for needed reform, listened carefully and took extensive notes during these meetings. Although there had been little concrete action to implement these recommendations to date, he was confident they were seriously considering them. Maury smiled and responded, “Yeah. They used to jerk me around the same way when I was in your position. The Paks are masters at that game. They know how to make you feel good. I doubt that they are serious. This is a government of inaction.” The mission director was crestfallen. 2. Then the program officer asked what Maury thought about the mix of projects that had been selected by the government of Pakistan and the mission for inclusion in the program for funding. Maury responded that the projects selected were “old friends” of his. He too, had focused on the same areas i.e. agriculture, health, and power generation and supply. That said, the development problems had not gone away. He gave the new program credit for identifying the same obstacles to economic development that had existed twenty years earlier. 3. Finally, the mission director asked Maury for his impressions of any major changes he sensed had occurred in Pakistan since his departure. Maury thought about that for a while. Then he offered perhaps the most prescient observation of the entire review. He said, when he served in Pakistan in the 1960s, he had found that the educated Pakistani visualized himself and his society as being an important part of the South-Asian subcontinent. “Today” he said, “after having lost East Pakistan, they seem to perceive themselves as being the eastern anchor of the Middle-East.” One wonders whether the Indian government understands this significant shift in its neighbor’s outlook and how important it is to work to reverse that world view among the Pakistanis for India’s own security andwell-being.

Bayes’ theorem is useful because what we usually know is the probability of the effects given the causes, but what we want to know is the probability of the causes given the effects. For example, we know what percentage of flu patients have a fever, but what we really want to know is how likely a patient with a fever is to have the flu. Bayes’ theorem lets us go from one to the other. Its significance extends far beyond that, however. For Bayesians, this innocent-looking formula is the F = ma of machine learning, the foundation from which a vast number of results and applications flow. And whatever the Master Algorithm is, it must be “just” a computational implementation of Bayes’ theorem. I put just in quotes because implementing Bayes’ theorem on a computer turns out to be fiendishly hard for all but the simplest problems, for reasons that we’re about to see.

It is a free software program. You don’t have to pay in order to download and install Python, or implement it on your application. Additionally, it will not cost you a thing to modify or redistribute this programming language, because although it is protected by a copyright, it is distributed with an open source permit.

or opposite of the word

A leader’s checklist for planning should include the following: • Analyze the mission. —Understand higher headquarters’ mission, Commander’s Intent, and endstate (the goal). —Identify and state your own Commander’s Intent and endstate for the specific mission. • Identify personnel, assets, resources, and time available. • Decentralize the planning process. —Empower key leaders within the team to analyze possible courses of action. • Determine a specific course of action. —Lean toward selecting the simplest course of action. —Focus efforts on the best course of action. • Empower key leaders to develop the plan for the selected course of action. • Plan for likely contingencies through each phase of the operation. • Mitigate risks that can be controlled as much as possible. • Delegate portions of the plan and brief to key junior leaders. —Stand back and be the tactical genius. • Continually check and question the plan against emerging information to ensure it still fits the situation. • Brief the plan to all participants and supporting assets. —Emphasize Commander’s Intent. —Ask questions and engage in discussion and interaction with the team to ensure they understand. • Conduct post-operational debrief after execution. —Analyze lessons learned and implement them in future planning.

Implementation is a difficult task and requires niche competence to deal with people. In real life we have to deal with Humans, Creation of ALLAH, and to learn this competence, sometimes, requires our life … So I wish everyone best of luck for this continuous task and Hats Off to those who are experts.

Are [the arts and the sciences] really as distinct as we seem to assume? [...] Most universities will have distinct faculties of arts and sciences, for instance. But the division clearly has some artificiality. Suppose one assumed, for example, that the arts were about creativity while the sciences were about a rigorous application of technique and methods. This would be an oversimplification because all disciplines need both. The best science requires creative thinking. Someone has to see a problem, form a hypothesis about a solution, and then figure out how to test that hypothesis and implement its findings. That all requires creative thinking, which is often called innovation. The very best scientists display creative genius equal to any artist. [...] And let us also consider our artists. Creativity alone fails to deliver us anything of worth. A musician or painter must also learn a technique, sometimes as rigorous and precise as found in any science, in order that they can turn their thoughts into a work. They must attain mastery over their medium. Even a writer works within the rules of grammar to produce beauty. [...] The logical positivists, who were reconstructing David Hume’s general approach, looked at verifiability as the mark of science. But most of science cannot be verified. It mainly consists of theories that we retain as long as they work but which are often rejected. Science is theoretical rather than proven. Having seen this, Karl Popper proposed falsifiability as the criterion of science. While we cannot prove theories true, he argued, we can at least prove that some are false and this is what demonstrates the superiority of science. The rest is nonsense on his account. The same problems afflict Popper’s account, however. It is just as hard to prove a theory false as it is to prove one true. I am also in sympathy with the early Wittgenstein of the Tractatus Logico-Philosophicus who says that far from being nonsense, the non-sciences are often the most meaningful things in our lives. I am not sure the relationship to truth is really what divides the arts and sciences. [...] The sciences get us what we want. They have plenty of extrinsic value. Medicine enables us to cure illness, for instance, and physics enables us to develop technology. I do not think, in contrast, that we pursue the arts for what they get us. They are usually ends in themselves. But I said this was only a vague distinction. Our greatest scientists are not merely looking to fix practical problems. Newton, Einstein and Darwin seemed primarily to be seeking understanding of the world for its own sake, motivated primarily by a sense of wonder. I would take this again as indicative of the arts and sciences not being as far apart as they are usually depicted. And nor do I see them as being opposed. The best in any field will have a mixture of creativity and discipline and to that extent the arts and sciences are complimentary.

Microsoft azure course focuses to cover a scope of parts, including Azure Compute, Azure Storage, and system benefits that clients can profit by while sending half breed arrangements. The preparation gives the learning to the members which thusly is basic to plan Hybrid arrangements appropriately. It likewise incorporates various showings and labs that empower understudies to create hands-on abilities that are essential for fruitful usage of such arrangements. Implementing microsoft azure infrastructure solutions.

In a similar vein, early in 2005, Florida State University professors were startled to learn from press accounts that their school’s administration planned to build a school of chiropractic medicine on the Tallahassee campus. Indeed, before the faculty had even read about the idea, the university’s president had already hired an administrator to oversee planning for the new school and advertised for a dean to direct its programs.8 University administrators boasted that theirs would be the first chiropractic school formally affiliated with an American university, making FSU the nation’s leader in this realm. Administrators apparently were not bothered by the fact that chiropractic theories, claims, and therapies, beyond simple massage, are universally dismissed by the medical and scientific communities as having no scientific basis. In essence, FSU administrators aspired to a lead role in the promotion of quackery. Fortunately, the state legislature cut off funds for the chiropractic school before the administration’s visionary plans could be implemented.

To administer the ongoing rapid cycling process, Gilfoy created a small office led by Seema Dhanoa, the “director for simplicity.” This manager led a three-person team that included a senior consultant, Christina Fai, whose job it was to be a key facilitator and coach others at Vancity to lead the methodology, and a consultant, Ali Anderson, to coordinate workshops, capture ideas, manage the details, and work on the implementation of the rapid cycles. Rather than staff the team with permanent employees who again would come to “own” simplicity, she rotated employees in and out of the team on temporary assignments to facilitate workshops. Team members were volunteers selected on the basis of their cross-organizational experience, ability to facilitate discussions, ability to learn new processes, and overall curiosity. As they left and went on to other assignments, they would take their simplification experiences with them, helping to build a simplification mindset, competency, and culture within the organization.

The feature of programs, that they are defined purely formally or syntactically, is fatal to the view that mental processes and program processes are identical. And the reason can be stated quite simply. There is more to having a mind then having formal or syntactical processes. Our internal mental states, by definition, have certain sorts of contents. If I am thinking about Kansas City or wishing that I had a cold beer to drink, in both cases my mental state has certain mental content in addition to whatever formal features it might have. That is, even if my thoughts occur to me in strings of symbols, there must be more to the thoughts then the abstract strings, because strings by themselves can't have any meaning. If my thoughts are to be about anything, then the strings must have a meaning which makes the thoughts about those things. In a word, the mind has more than syntax, it has semantics. The reason that no computer program can ever be a mind is simply that a computer program is simply syntactical, and minds are more than syntactical. Minds are semantical, in the sense that they have more than a formal structure, they have a content. To illustrate this point, I have designed a thought experiment. Imagine a bunch of computer programmers have written a program that will enable a computer to simulate the understanding of Chinese. So for example, if the computer is given a question in chinese, it will match the question against its memory or data base, and produce appropriate answers to the questions in chinese. Suppose for the sake of argument that the computer's answers are as good as those of a native Chinese speaker. Now then, does the computer on the basis of this literally understand Chinese, in the way that Chinese speakers understand Chinese? Imagine you are locked in a room, and this room has several baskets full of chinese symbols. imagine that you don't understand a word of chinese, but that you are given a rule book in english for manipulating these chinese symbols. The rules specify the manipulations of the symbols purely formally, in terms of syntax, not semantics. So the rule might say: take a squiggle out of basket 1 and put it next to a squoggle from basket 2. Suppose that some other chinese symbols are passed into the room, and you are given futhter rules for passing chinese symbols out the room. Suppose, unknown to you, the symbols passed into the room are called 'questions' and your responses are called answers, by people outside the room. Soon, your responses are indistinguishable from native chinese speakers. there you are locked in your room shuffling symbols and giving answers. On the basis of the situation as it parallels computers, there is no way you could learn chinese simply by manipulating these formal symbols. Now the point of the story is simply this: by virtue of implementing a formal computer from the point of view of an outside observer, you behave exactly as if you understood chinese, but you understand nothing in reality. But if going through the appropriate computer program for understanding CHinese is not enough, then it is not enough to give any other computer an understanding of chinese. Again, the reason for this can be stated simply: a computer has a syntax, but no semantics.

In order to be effective in public relations, you must learn to develop and implement the overall communications plans to ensure effective and consistent dissemination of strategic objectives.

Because we make our own budget, we can implement classes that most schools don’t have, like gardening. I don’t know how many children are learning how to grow their own food anymore, but I consider it a vital resource.

1. what the business wants or needs to achieve operationally (such as some sort of measurable goal) 2. what learners perceive as useful, relevant, engaging, and a valuable use of their time and effort 3. what can be realistically implemented and sustained given technology or environmental constraints that exist for the business and the targeted users.