Learn To Differentiate Quotes

One of the most effective ways to learn about oneself is by taking seriously the cultures of others. It forces you to pay attention to those details of life which differentiate them from you.

It is paradoxical that many educators and parents still differentiate between a time for learning and a time for play without seeing the vital connection between them.

I was learning to differentiate between my needs and my wants and this powerful lesson had to be mastered before I could move forward.

We learn from the hard taskmaster of experience. We discern between good and evil. We differentiate as to the bitter and the sweet. We discover that decisions determine destiny.

We should learn how to differentiate between ordinary and extraordinary persons . Not losing the precious ones !

I think the roots of this antagonism to science run very deep. They're ancient. We see them in Genesis, this first story, this founding myth of ours, in which the first humans are doomed and cursed eternally for asking a question, for partaking of the fruit of the Tree of Knowledge. It's puzzling that Eden is synonymous with paradise when, if you think about it at all, it's more like a maximum-security prison with twenty-four hour surveillance. It's a horrible place. Adam and Eve have no childhood. They awaken full-grown. What is a human being without a childhood? Our long childhood is a critical feature of our species. It differentiates us, to a degree, from most other species. We take a longer time to mature. We depend upon these formative years and the social fabric to learn many of the things we need to know.

Three things differentiate living from the soul versus living from ego only. They are: the ability to sense and learn new ways, the tenacity to ride a rough road, and the patience to deepen love over time. The ego, however, has a penchant and proclivity to avoid learning. Patience is not the ego's strong suit. Enduring in relationship is not Raven's forte. So it is not from the ever-changing ego that we love another, but rather from the wild soul.

Double your life experience by learning a second language. -Taru

Learn to differentiate between appreciating what you have and settling for less than you deserve

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

The Stoic makes no differentiation between a small act of kindness by a simple person and a great act of virtue from a learned sage. Virtue is virtue, and in both cases the result is happiness for the one who is virtuous.

Leadership through self-differentiation is not easy; learning techniques and imbibing data are far easier. Nor is striving or achieving success as a leader without pain: there is the pain of isolation, the pain of loneliness, the pain of personal attacks, the pain of losing friends. That’s what leadership is all about.

Many of our countrymen came to hate the war we fought. Those who hated it the most—the professionally sensitive—were not, in the end, sensitive enough to differentiate between the war and the soldiers who had been ordered to fight it. They hated us as well, and we went to ground in the cross fire, as we had learned in the jungles.

I’m mesmerized by lipstick prints on coffee cups. By the lines of lips against white pottery. By the color chosen by the woman who sat and sipped and lived life. By the mark she leaves behind. Some people read tea leaves and others can tell your future through the lines on your palm. I think I’d like to read lipstick marks on coffee mugs. To learn how to differentiate yearning from satiation. To know the curve of a deep-rooted joy or the line of bottomless grief. To be able to say, this deep blue red you chose and how firmly you planted your lips, this speaks of love on the horizon. But, darling, you must be sure to stand in your own truth. That barely-there nude that circles the entire rim? You are exploding into lightness and possibilities beyond what you currently know. The way the gloss only shows when the light hits it and the coffee has sloshed all over the saucer? people need to take the time to see you whole but my god, you’re glorious and messy and wonderful and free. The deep purple bruise almost etched in a single spot and most of the cup left unconsumed? Oh love. Let me hold the depth of your ache. It is true. He’s not coming back. I know you already know this, but do you also know this is not the end? Love. This is not the end. I imagine that I can know entire stories by these marks on discarded mugs. Imagine that I know something intimate and true of the woman who left them. That I could take those mugs home one day and an entire novel worth of characters would pour out, just like that.

Words evolve, perhaps more rapidly and tellingly than do their users, and the change in meanings reflects a society often more accurately than do the works of many historians. In he years preceding the first collapse of NorAm, the change in the meaning of one word predicted the failure of that society more immediately and accurately than did all the analysts, social scientists, and historians. That critical word? 'Discrimination.' We know it now as a term meaning 'unfounded bias against a person, group, or culture on the basis of racial, gender, or ethnic background.' Prejudice, if you will. The previous meaning of this word was: 'to draw a clear distinction between good and evil, to differentiate, to recognize as different.' Moreover, the connotations once associated with discrimination were favorable. A person of discrimination was one of taste and good judgment. With the change of the meaning into a negative term of bias, the English language was left without a single-word term for the act of choosing between alternatives wisely, and more importantly, left with a subterranean negative connotation for those who attempted to make such choices. In hindsight, the change in meaning clearly reflected and foreshadowed the disaster to come. Individuals and institutions abhorred making real choices. At one point more than three-quarters of the youthful population entered institutions of higher learning. Credentials, often paper ones, replaced meaning judgment and choices... Popularity replaced excellence... The number of disastrous cultural and political decisions foreshadowed by the change in meaning of one word is truly endless...

The mind sees reality through the lens of māyā (that is, it sees things as fundamentally separate and differentiated) because its primary function is to produce discursive thought-forms, or vikalpas. Vikalpas are mental constructs or interpretive filters that divide up (vi-kḷp) the world into discrete chunks for analysis (e.g., “Dangerous to me or not?” “Source of food or not?” “Potential mate or not?”). This function of the mind was very useful and important in our evolution, but has led to a problematic situation in which our interpretive lenses are constantly interposed between awareness and the rest of reality, such that it’s very easy to mistake the lens for reality. (To be more precise, we take the modified image that appears in the lens or filter as being accurate, when in fact it’s distorted to an unknown degree, until you learn how to remove the lens, at least temporarily). This is one definition of the ‘unawake’ state or dreamstate.

Begin to view the past as something that can never be changed, despite how you feel about it. It’s over! And any guilt that you choose will not make the past different. Emblazon this sentence on your consciousness. “My feeling guilty will not change the past, nor will it make me a better person.” This sort of thinking will help you to differentiate guilt from learning as a result of your past.

The biggest threat to creativity and scientific progress is therefore the opposite: a lack of structure and restrictions. Without structure, we cannot differentiate, compare or experiment with ideas.

Those five characteristics are:    1. Reactivity: the vicious cycle of intense reactions of each member to events and to one another.    2. Herding: a process through which the forces for togetherness triumph over the forces for individuality and move everyone to adapt to the least mature members.    3. Blame displacement: an emotional state in which family members focus on forces that have victimized them rather than taking responsibility for their own being and destiny.    4. A quick-fix mentality: a low threshold for pain that constantly seeks symptom relief rather than fundamental change.    5. Lack of well-differentiated leadership: a failure of nerve that both stems from and contributes to the first four. To reorient oneself away from a focus on technology toward a focus on emotional process requires that, like Columbus, we think in ways that not only are different from traditional routes but that also sometimes go in the opposite direction. This chapter will thus also serve as prelude to the three that follow, which describe the “equators” we have to cross in our time: the “learned” fallacies or emotional barriers that keep an Old World orientation in place and cause both family and institutional leaders to regress rather than venture in new directions.

Learning how to differentiate between why one does things and why one says one does them is the first step toward getting to know oneself. And from there to no longer being a cretin, there’s still quite a way to go.

Sciences are differentiated according to the various means through which knowledge is obtained. For the astronomer and the physicist both may prove the same conclusion: that the earth, for instance, is round: the astronomer by means of mathematics (i.e. abstracting from matter), but the physicist by means of matter itself. Hence there is no reason why those things which may be learned from philosophical science, so far as they can be known by natural reason, may not also be taught us by another science so far as they fall within revelation. Hence theology included in sacred doctrine differs in kind from that theology which is part of philosophy. SECOND ARTICLE [I, Q.

You might be too enmeshed with the other person, or “codependent,” and you must learn to set better “boundaries.” The basic premise underlying this point of view is that the ideal relationship is one between two self-sufficient people who unite in a mature, respectful way while maintaining clear boundaries. If you develop a strong dependency on your partner, you are deficient in some way and are advised to work on yourself to become more “differentiated” and develop a “greater sense of self.” The worst possible scenario is that you will end up needing your partner, which is equated with “addiction” to him or her, and addiction, we all know, is a dangerous prospect. While the teachings of the codependency movement remain immensely helpful in dealing with family members who suffer from substance abuse (as was the initial intention), they can be misleading and even damaging when applied indiscriminately to all relationships.

Sometimes what we seek to gain through "winning" a conflict is not worth what we're refusing to sacrifice. And true compromise often involves sacrifice: As on the path between Scylla and Charybdis, the monsters of Greek mythology who lie on either side of a narrow strait to devour sailors and ships, either way you go there will be losses. Through life experience we gradually learn to differentiate between the ideals, values and principles which can, and those which cannot, be compromised.

What differentiates successful entrepreneurs from everyone else is their willingness not only to face fear, but also to embrace fear. If you’re not really scared of what you’re doing, that means you’re not pushing the envelope, you’re not challenging yourself.

expectancy is the great differentiator between mere hope and motivation. When we find ourselves hopeful but not motivated, we need to add a little more faith to the mix, to tell ourselves, “I expect that it will happen no matter what, because I have faith in myself to learn and grow and, day by day, make things happen. I will make my dreams a reality over time because I trust my ability to learn, to work, to ask for help, to persist.” With these expectations, our minds begin to form the beliefs and behaviors needed to make our ambitions a reality.

We are images of Adonai, and are responsible for one another, and for taking care of all on earth created by Adonai: just as Adonai is responsible for everything created. We learned to differentiate between good and evil. We can even create order out of chaos, as Adonai did on day one. We not only procreate, but also teach the next generations. (Deuteronomy 6:7). All of these abilities and responsibilities, we inherited when created in the image of Adonai. Every person also has a spark of Adonai within. We can choose to ignore this, or to embrace this. We have the power of choice. With this great power, comes great responsibility. You see, not only were we given the ability to reason, but also, we have the ability to create a new and different future, because we have the ability to change, both ourselves, and the world.

I didn't know then that I hated school, only that school hated me, so much so that I bent my brown body into a bow to appease it. I broke out in hives, in teachers because I couldn't yet differentiate my love of learning from the hatred of a white supremacist educational system.

Because the ancients didn’t differentiate as easily as you do between fact and fiction. Myths illuminate a society’s behavior and beliefs on multiple levels all at the same time. So you can learn more ‘truth’ from a fictional epic than you can from a bunch of bone shards. No offense.” “Some taken.

Schiller places the responsibility for this decline of the modern individual on culture, that is, on the differentiation of functions. He next points out how, in art and learning, the intuitive and the speculative minds have become estranged, and how each has jealously excluded the other from its respective field of application:

There is a mathematical underpinning that you must first acquire, mastery of each mathematical subdiscipline leading you to the threshold of the next. In turn you must learn arithmetic, Euclidian geometry, high school algebra, differential and integral calculus, ordinary and partial differential equations, vector calculus, certain special functions of mathematical physics, matrix algebra, and group theory. For most physics students, this might occupy them from, say, third grade to early graduate school—roughly 15 years. Such a course of study does not actually involve learning any quantum mechanics, but merely establishing the mathematical framework required to approach it deeply.

Clearly, one primary purpose of our existence upon the earth is to obtain a body of flesh and bones. We have also been given the gift of agency. In a thousand ways we are privileged to choose for ourselves. Here we learn from the hard taskmaster of experience. We discern between good and evil. We differentiate as to the bitter and the sweet. We discover that there are consequences attached to our actions.

Babies quickly notice that certain sounds are not used in their language: English speakers never utter vowels like the French /u/ and /eu/, and Japanese locutors fail to differentiate between /R/ and /L/. In just a few months (six for vowels, twelve for consonants), the baby’s brain sorts through its initial hypotheses and keeps only the phonemes that are relevant to the languages that are present in its environment.

Since McDougall contrasts the behaviour of a highly organised group with what has just been described, we shall be particularly interested to learn in what this organisation consists, and by what factors it is produced. The author enumerates five principal conditions ' for raising collective mental life to a higher level. The first and fundamental condition is that there should be some degree of continuity of existence in the group. This may be either material or formal: the former, if the same individuals persist in the group for some time; and the latter, if there is developed within the group a system of fixed positions which are occupied by a succession of individuals. The second condition is that in the individual member of the group some definite idea should be formed of the nature, composition, functions and capacities of the group, so that from this he may develop an emotional relation to the group as a whole. The third is that the group should be brought into interaction (perhaps in the form of rivalry) with other groups similar to it but differing from it in many respects. The fourth is that the group should possess traditions, customs and habits, and especially such as determine the relations of its members to one another. The fifth is that the group should have a definite structure, expressed in the specialisation and differentiation of the functions of its constituents. According to McDougall, if these conditions are fulfilled, the psychological disadvantages of the group formation are removed. The collective lowering of intellectual ability is avoided by withdrawing the performance of intellectual tasks from the group and reserving them for individual members of it.

4. Differentiation—making the smallest possible sensory distinctions between movements—builds brain maps. Newborns, Feldenkrais observed, often make very large, poorly differentiated movements based on primitive reflexes, using many muscles at once, such as reflexively extending their entire arms. They also cannot discriminate among their fingers. As they mature, they learn to make smaller, more precise individual movements. But the movements do not become precise until the child can use awareness to discern very small differences among them. Differentiation, Feldenkrais would

As is known, scientific physics dates its existence from the discovery of the differential calculus. Only when it was learned how to follow continuously the course of natural events, attempts, to construct by means of abstract conceptions the connection between phenomena, met with success. To do this two things are necessary: First, simple fundamental concepts with which to construct; second, some method by which to deduce, from the simple fundamental laws of the construction which relate to instants of time and points in space, laws for finite intervals and distances, which alone are accessible to observation (can be compared with experience).

To make good choices, you need to make sense of the complexity of your environment. The strategy logic flow can point you to the key areas of analysis necessary to generate sustainable competitive advantage. First, look to understand the industry in which you play (or will play), its distinct segments and their relative attractiveness. Without this step, it is all too easy to assume that your map of the world is the only possible map, that the world is unchanging, and that no better possibilities exist. Next, turn to customers. What do channel and end consumers truly want, need, and value-and how do those needs fit with your current or potential offerings? To answer this question, you will have to dig deep-engaging in joint value creation with channel partners and seeking a new understanding of end consumers. After customers, the lens turns inward: what are your capabilities and costs relative to the competition? Can you be a differentiator or a cost leader? If not, you will need to rethink your choices. Finally, consider competition; what will your competitors do in the face of your actions? Throughout the thinking process, be open to recasting previous analyses in light of what you learn in a subsequent box. The basic direction of the process is from left to right, but it also has interdependencies that require a more flexible path through it.

You need to make sure that each one of those steps is done more systematically and purposefully. For example, you should think through what questions are asked and how the different answers candidates give differentiate them in the ways that you are seeking to differentiate them. You should also save all of those answers so you can learn about how indicative they might be of subsequent behaviors and performance. I do not mean that the human dimension or art of the hiring process should be eliminated—the personal values and esprit de corps part of a relationship are critically important and can’t be fully measured by data. Sometimes the twinkle in the eye and the facial expressions are telling.

To he "over-choiced" with thirty different kinds of bread does indeed develop the shopper's awareness of differentiation and sense of taste. However, from the ego that is becoming dependent on such a surplus of choice, it also takes away the time and energy for other life pursuits. The ego is diverted and, with the help of the world of consumer goods, "turned in on itself" (bomo incur-vatus in se ipsum), as the tradition used to depict the sinner. The least to he learned from the tradition of mysticism is that becoming empty in a world of surplus, learning to switch off, and limiting oneself are small steps in the liberation from consumerism, and that perhaps freedom cannot he imagined without letting go.

Many people who celebrate the arts and the humanities, who applaud vigorously the tributes to their importance in our schools, will proclaim without shame (and sometimes even joke) that they don’t understand math or physics. They extoll the virtues of learning Latin, but they are clueless about how to write an algorithm or tell BASIC from C++, Python from Pascal. They consider people who don’t know Hamlet from Macbeth to be Philistines, yet they might merrily admit that they don’t know the difference between a gene and a chromosome, or a transistor and a capacitor, or an integral and a differential equation. These concepts may seem difficult. Yes, but so, too, is Hamlet. And like Hamlet, each of these concepts is beautiful.

Supervised learning algorithms typically require stationary features. The reason is that we need to map a previously unseen (unlabeled) observation to a collection of labeled examples, and infer from them the label of that new observation. If the features are not stationary, we cannot map the new observation to a large number of known examples. But stationary does not ensure predictive power. Stationarity is a necessary, non-sufficient condition for the high performance of an ML algorithm. The problem is, there is a trade-off between stationarity and memory. We can always make a series more stationary through differentiation, but it will be at the cost of erasing some memory, which will defeat the forecasting purpose of the ML algorithm.

It is in the area of shedding light on human migrations—rather than in explaining human biology—that the genome revolution has already been a runaway success. In the last few years, the genome revolution—turbocharged by ancient DNA—has revealed that human populations are related to each other in ways that no one expected. The story that is emerging differs from the one we learned as children, or from popular culture. It is full of surprises: massive mixtures of differentiated populations; sweeping population replacements and expansions; and population divisions in prehistoric times that did not fall along the same lines as population differences that exist today. It is a story about how our interconnected human family was formed, in myriad ways never imagined.

But complexity consists of integration as well as differentiation. The task of the next decades and centuries is to realize this under-developed component of the mind. Just as we have learned to separate ourselves from each other and from the environment, we now need to learn how to reunite ourselves with other entities around us without losing our hard-won individuality. The most promising faith for the future might be based on the realization that the entire universe is a system related by common laws and that it makes no sense to impose our dreams and desires on nature without taking them into account. Recognizing the limitations of human will, accepting a cooperative rather than a ruling role in the universe, we should feel the relief of the exile who is finally returning home. The problem of meaning will then be resolved as the individual’s purpose merges with the universal flow.

Dear father, It's been five years today, but makes no difference! Not a day goes by without me remembering your pure green eyes, the tone of your voice singing In Adighabza, or your poems scattered all around the house. Dear father, from you I have learned that being a girl doesn't mean that I can't achieve my dreams, no matter how crazy or un-urban they might seem. That you raised me with the utmost of ethics and morals and the hell with this cocooned society, if it doesn't respect the right to ask and learn and be, just because I'm a girl. Dear father, from you I have learned to respect all mankind, and just because you descend from a certain blood or ethnicity, it doesn't make you better than anybody else. It's you, and only you, your actions, your thoughts, your achievements, are what differentiates you from everybody else. At the same time, thank you for teaching me to respect and value where I came from, for actually taking me to my hometown Goboqay, for teaching me about my family tree, how my ancestors worked hard and fought for me to be where I am right now, and to continue on with the legacy and make them all proud. Dear father, from you and mom, I have learned to speak in my mother tongue. A gift so precious, that I have already made a promise to do the same for my unborn children. Dear father, from you I have learned to be content, to fear Allah, to be thankful for all that I have, and no matter what, never loose faith, as it's the only path to solace. Dear father, from you I have learned that if a person wants to love you, then let them, and if they hurt you, be strong and stand your ground. People will respect you only if you respect yourself. Dear father, I'm pretty sure that you are proud of me, my sisters and our dear dear Mom. You have a beautiful grand daughter now and a son in-law better than any brother I would have ever asked for. Till we meet again, Shu wasltha'3u. الله يرحمك يا غالي. (الفاتحة) على روحك الطاهرة.

What does differential susceptibility mean for you? If you tend to be depressed or anxious, it may mean that you were more affected by a difficult childhood (troubles at home or at school) than other adults with similar childhood experiences. (Or that you are simply under too much stress, or something else is making you depressed or anxious.) While someone might tell you that you are making too much of your childhood problems, this research says you are probably not. You really were more affected and would benefit or have already benefited from help if you sought it, even if others would not feel the need. More important, and a special reason for hope—you may well gain more from help than others would. On the other hand, this research also means that if you had a reasonably good childhood, people who do not know you well may hardly notice your sensitivity. They will be too busy admiring its parts—your creativity, conscientiousness, kindness, and foresight. You have probably learned to take downtime when you need it, which is more often than others do, and avoid overstimulating environments, but only people close to you see this side of you.

1. True trolls are internet users who set out to ruin someone else’s day. Everyone else is merely someone who disagrees with you, which is allowed. It is hard to differentiate between someone who is ‘generally disagreeable to the entire world’ and ‘currently disagreeing with me’. So we move to… 2. They can’t speak proper, innit. Their punctuation, spelling or grammar is so far round the spout it’s actually random. Of course, this could also indicate someone with a learning difficulty, so to be kind we need to check off some more identifying factors such as… 3. They say extremely unreasonable things. Not just ‘Yeah well, so what, copper?’ but posting on the Facebook memorial pages of murdered children that they deserved it, searching out women to call them whores, or sending rape and death threats. This isn’t normal debate. 4. They are not friends with logic. If you question them, ask them why or suggest substantiating this or that, they will scream, kick a table or call you a Nazi. 5. The sheer volume of their posts –either in word count or frequency –indicates a serious personality disorder. 6. If you saw them on the bus, you would sit elsewhere.

Looking back on all my interviews for this book, how many times in how many different contexts did I hear about the vital importance of having a caring adult or mentor in every young person’s life? How many times did I hear about the value of having a coach—whether you are applying for a job for the first time at Walmart or running Walmart? How many times did I hear people stressing the importance of self-motivation and practice and taking ownership of your own career or education as the real differentiators for success? How interesting was it to learn that the highest-paying jobs in the future will be stempathy jobs—jobs that combine strong science and technology skills with the ability to empathize with another human being? How ironic was it to learn that something as simple as a chicken coop or the basic planting of trees and gardens could be the most important thing we do to stabilize parts of the World of Disorder? Who ever would have thought it would become a national security and personal security imperative for all of us to scale the Golden Rule further and wider than ever? And who can deny that when individuals get so super-empowered and interdependent at the same time, it becomes more vital than ever to be able to look into the face of your neighbor or the stranger or the refugee or the migrant and see in that person a brother or sister? Who can ignore the fact that the key to Tunisia’s success in the Arab Spring was that it had a little bit more “civil society” than any other Arab country—not cell phones or Facebook friends? How many times and in how many different contexts did people mention to me the word “trust” between two human beings as the true enabler of all good things? And whoever thought that the key to building a healthy community would be a dining room table? That’s why I wasn’t surprised that when I asked Surgeon General Murthy what was the biggest disease in America today, without hesitation he answered: “It’s not cancer. It’s not heart disease. It’s isolation. It is the pronounced isolation that so many people are experiencing that is the great pathology of our lives today.” How ironic. We are the most technologically connected generation in human history—and yet more people feel more isolated than ever. This only reinforces Murthy’s earlier point—that the connections that matter most, and are in most short supply today, are the human-to-human ones.

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Now to picture the mechanism of this process of construction and not merely its progressive extension, we must note that each level is characterized by a new co-ordination of the elements provided—already existing in the form of wholes, though of a lower order—by the processes of the previous level. The sensori-motor schema, the characteristic unit of the system of pre-symbolic intelligence, thus assimilates perceptual schemata and the schemata relating to learned action (these schemata of perception and habit being of the same lower order, since the first concerns the present state of the object and the second only elementary changes of state). The symbolic schema assimilates sensori-motor schemata with differentiation of function; imitative accommodation is extended into imaginal significants and assimilation determines the significates. The intuitive schema is both a co-ordination and a differentiation of imaginal schemata. The concrete operational schema is a grouping of intuitive schemata, which are promoted, by the very fact of their being grouped, to the rank of reversible operations. Finally, the formal schema is simply a system of second-degree operations, and therefore a grouping operating on concrete groupings. Each of the transitions from one of these levels to the next is therefore characterized both by a new co-ordination and by a differentiation of the systems constituting the unit of the preceding level. Now these successive differentiations, in their turn, throw light on the undifferentiated nature of the initial mechanisms, and thus we can conceive both of a genealogy of operational groupings as progressive differentiations, and of an explanation of the pre-operational levels as a failure to differentiate the processes involved. Thus, as we have seen (Chap. 4), sensori-motor intelligence arrives at a kind of empirical grouping of bodily movements, characterized psychologically by actions capable of reversals and detours, and geometrically by what Poincaré called the (experimental) group of displacement. But it goes without saying that, at this elementary level, which precedes all thought, we cannot regard this grouping as an operational system, since it is a system of responses actually effected; the fact is therefore that it is undifferentiated, the displacements in question being at the same time and in every case responses directed towards a goal serving some practical purpose. We might therefore say that at this level spatio-temporal, logico-arithmetical and practical (means and ends) groupings form a global whole and that, in the absence of differentiation, this complex system is incapable of constituting an operational mechanism. At the end of this period and at the beginning of representative thought, on the other hand, the appearance of the symbol makes possible the first form of differentiation: practical groupings (means and ends) on the one hand, and representation on the other. But this latter is still undifferentiated, logico-arithmetical operations not being distinguished from spatio-temporal operations. In fact, at the intuitive level there are no genuine classes or relations because both are still spatial collections as well as spatio-temporal relationships: hence their intuitive and pre-operational character. At 7–8 years, however, the appearance of operational groupings is characterized precisely by a clear differentiation between logico-arithmetical operations that have become independent (classes, relations and despatialized numbers) and spatio-temporal or infra-logical operations. Lastly, the level of formal operations marks a final differentiation between operations tied to real action and hypothetico-deductive operations concerning pure implications from propositions stated as postulates.

In the past few thousand years—a mere split second in evolutionary time—humanity has achieved incredible advances in the differentiation of consciousness. We have developed a realization that mankind is separate from other forms of life. We have conceived of individual human beings as separate from one another. We have invented abstraction and analysis—the ability to separate dimensions of objects and processes from each other, such as the velocity of a falling object from its weight and its mass. It is this differentiation that has produced science, technology, and the unprecedented power of mankind to build up and to destroy its environment. But complexity consists of integration as well as differentiation. The task of the next decades and centuries is to realize this underdeveloped component of the mind. Just as we have learned to separate ourselves from each other and from the environment, we now need to learn how to reunite ourselves with other entities around us without losing our hard-won individuality. The most promising faith for the future might be based on the realization that the entire universe is a system related by common laws and that it makes no sense to impose our dreams and desires on nature without taking them into account. Recognizing the limitations of human will, accepting a cooperative rather than a ruling role in the universe, we should feel the relief of the exile who is finally returning home. The problem of meaning will then be resolved as the individual’s purpose merges with the universal flow.

There can be a sadness when you move from one state to another, as we often find comfort in what we know best and what we have become accustomed to. Transition can bring with it fear, as well as a desire to look to another for aid, just as the child looks to the ferryman. The Six of Swords, being in the suit of the mind, on a higher level represents the journeys of the mind and the transition to new ideas and ways of thinking; on a lower level, it relates to any transition we undergo that involves leaving something behind. We can imagine that the woman and child in the boat are being ferried to a new life, away from something in the past that may have hurt or threatened them. The ferryman may be the father of the child, or he may be a stranger they have hired for help in getting across the river. We can see that, whilst they do not have all of their possessions with them on this journey to a new life, they have retained a few chests that contain some belongings. When we move to a new state of mind or being, or undergo a spiritual transition or a physical move, we never truly leave the past behind; the trick is being able to differentiate between good baggage and bad baggage. Sometimes we can use the past, and all we have learned and gained from it, to propel us forward in momentum across the river to the other side. Sometimes we cling only to the baggage from the past that weighs us down, and in that case the weight may be too heavy for the boat and start to sink it. It is, ultimately, our choice as to what we pack in the chests that we take with us on the journey.

NOTE: Practice your most effective relaxation techniques before you begin these exercises (refer to Chapter 6 if necessary). People are better able to concentrate when they are relaxed. Listening -Pay attention to the sounds coming from outside: from the street, from above in the air, from as far away as possible. Then focus on one sound only. -Pay attention to the sounds coming from a nearby room—the kitchen, living room, etc. Identify each one, then focus on a single sound. -Pay attention to the sounds coming from the room you are in: the windows, the electrical appliances. Then focus on one sound only. -Listen to your breathing. -Hear a short tune and attempt to re-create it. -Listen to a sound, such as a ringing doorbell, a knock on the door, a telephone ringing, or a siren. How does it make you feel? -Listen to a voice on the telephone. Really focus on it. -Listen to the voices of family members, colleagues, or fellow students, paying close attention to their intonation, pacing, and accent. What mood are they conveying? Looking -Look around the room and differentiate colors or patterns, such as straight lines, circles, and squares. -Look at the architecture of the room. Now close your eyes. Can you describe it? Could you draw it? -Look at one object in the room: chair, desk, chest of drawers, whatever. Close your eyes and try to picture the shape, the material, and the colors. -Notice any changes in your environment at home, at school, or in your workplace. -Look at magazine photos and try to guess what emotions the subjects’ expressions show. -Observe the effect of light around you. How does it change shapes? Expressions? Moods? Touching -When shaking a person’s hand, notice the temperature of the hand. Then notice the temperature of your own hand. -Hold an object in your hands, such as a cup of coffee, a brick, a tennis ball, or anything else that is available. Then put it down. Close your eyes and remember the shape, size, and texture of the object. -Feel different objects and then, with your eyes closed, touch them again. Be aware of how the sensations change. -Explore different textures and surfaces with your eyes first open and then closed. Smelling and Tasting -Be aware of the smells around you; come up with words to describe them. -Try to remember the taste of a special meal that you enjoyed in the past. Use words to describe the flavors—not just the names of the dishes. -Search your memory for important smells or tastes. -Think of places with a strong tie to smell. These sensory exercises are an excellent way to boost your awareness and increase your ability to concentrate. What is learned in the fullest way—using all five senses—is unlikely to be forgotten. As you learn concentration, you will find that you are able to be more in tune with what is going on around you in a social situation, which in turn allows you to interact more fully.

A lot of conflicts arise when parents expect their children to behave like adults. You need to define and learn to differentiate an appropriate behavior of a specific age from misbehavior.

important it is for students to have a clear picture of the teacher’s learning goals and of how they mesh with their personal goals.

Personalization. Instruction is paced to learning needs, tailored to learning preferences, and tailored to the specific interests of different learners.Differentiation. Instruction is tailored to the learning preferences of different learners.Individualization. Instruction is paced to the learning needs of different learners.

Those five characteristics are:    1. Reactivity: the vicious cycle of intense reactions of each member to events and to one another.    2. Herding: a process through which the forces for togetherness triumph over the forces for individuality and move everyone to adapt to the least mature members.    3. Blame displacement: an emotional state in which family members focus on forces that have victimized them rather than taking responsibility for their own being and destiny.    4. A quick-fix mentality: a low threshold for pain that constantly seeks symptom relief rather than fundamental change.    5. Lack of well-differentiated leadership: a failure of nerve that both stems from and contributes to the first four. To reorient oneself away from a focus on technology toward a focus on emotional process requires that, like Columbus, we think in ways that not only are different from traditional routes but that also sometimes go in the opposite direction. This chapter will thus also serve as prelude to the three that follow, which describe the “equators” we have to cross in our time: the “learned” fallacies or emotional barriers that keep an Old World orientation in place and cause both family and institutional leaders to regress rather than venture in new directions. By the term regression I

Here’s what it all boils down to: To become the differentiator, you need to always be learning.

When learners have choices to interact with the content and discuss what they watched, read, and learned, they are actively participating as learners. Encouraging learner voice and choice is the key difference to the other terms: differentiation and individualization. When learners have a voice in how they learn and a choice in how they engage with content and express what they know, they are more motivated to want to learn and own their learning.

People want to hang on to things that work—stories that work, methods that work, strategies that work. You figure something out, it works, so you keep doing it—this is what an organization that is committed to learning does. And as we become successful, our approaches are reinforced, and we become even more resistant to change. Moreover, it is precisely because of the inevitability of change that people fight to hold on to what they know. Unfortunately, we often have little ability to distinguish between what works and is worth hanging on to and what is holding us back and worth discarding. If you polled the employees of any creative company, my guess is that the vast majority would say they believe in change. But my experience, postmerger, taught me something else: Fear of change—innate, stubborn, and resistant to reason—is a powerful force. In many ways, it reminded me of Musical Chairs: We cling as long as possible to the perceived “safe” place that we already know, refusing to loosen our grip until we feel sure another safe place awaits. In a company like Pixar, each individual’s processes are deeply interconnected with those of other people, and it is nearly impossible to get everyone to change in the same way, at the same pace, all at once. Frequently, trying to force simultaneous change just doesn’t seem worth it. How, as managers, do we differentiate between sticking with the tried-and-true and reaching for some unknown that might—or might not—be better? Here’s what we all know, deep down, even though we might wish it weren’t true: Change is going to happen, whether we like it or not. Some people see random, unforeseen events as something to fear. I am not one of those people. To my mind, randomness is not just inevitable; it is part of the beauty of life. Acknowledging it and appreciating it helps us respond constructively when we are surprised. Fear makes people reach for certainty and stability, neither of which guarantee the safety they imply. I take a different approach. Rather than fear randomness, I believe we can make choices to see it for what it is and to let it work for us. The unpredictable is the ground on which creativity occurs.

Here’s another analogy. Human beings bring only a handful of facial features to the blueprint of how we look—two eyes, two eyebrows, a nose, a mouth, a pair of cheekbones, and two ears, all pasted onto a somewhat ovular-to-round face. That particular blueprint doesn’t often vary much, either. Interestingly enough, this is about the same number of essential storytelling parts and milestones that each and every story needs to showcase in order to be successful. Now, consider this: With only these eleven variables to work with, ask yourself how often you see two people who look exactly alike. In a crowd of ten thousand faces, you would be able to differentiate each and every one of them, other than a set of twins or two in attendance. Where we humans are concerned, the miracle of originality resides in the Creator, who applies an engineering-driven process—eleven variables— to an artistic outcome. Where art is concerned, there is something to be learned from that.

Humans start out, much like other primates, relying on a massively parallel system of cognition, made up of a set of domain-specific heuristics that have evolved as a way of addressing particular problems that presented themselves with some frequency in the environment of evolutionary adaptation. All primates engage in social learning (whereby, instead of engaging in trial-and-error learning, they look to the behavior of conspecifics for clues as to the best strategy). Humans, however, hit on a particular heuristic-imitation with a conformist bias-that has significant adaptive value. In particular, the fidelity of the copying strategy is sufficiently great that it enables cumulative cultural change, and thus creates a cultural inheritance system.28 It also creates the preconditions for genuine rule-following to emerge, and hence for the development of norms-implicit-in-practice. This creates the possibility of semantic intentionality, and propositionally differentiated language (whereby the meaning of propositions becomes independent of their immediate context of use). Thus language develops, initially, as an external social practice. However, the enhancement of our cognitive abilities associated with this "language upgrade" leads individuals to increased dependence on language as a tool for planning and controlling their own behavior. Thus the intentional planning system develops as the seat of conscious, rational action. Theories of rational action (such as decision theory) are not psychological theories that attempt to model underlying "springs of action." They are essentially expressive theories, which attempt to work out the normative commitments that are implicitly undertaken whenever we act on the basis of our beliefs and preferences. Thus they are part of the toolkit that is provided to us by the language upgrade.

Despite compelling new knowledge about learning, how the brain works, and what constitutes effective classroom groupings, classrooms have changed little over the past 100 years. We still assume that children of a given age are enough like each other that they can and should traverse the same curriculum in the same fashion. Further, schools act as though all children should finish classroom tasks as near to the same moment as possible, and that school year should be the same length for all learners. To this end, teachers generally assess student content mastery via tests based on specific chapters of the adopted textbook and summative tests at the end of designated marking periods. Teachers use the same grading system for all children of a given age and grade, whatever their starting point at the beginning of the year, with grades providing little if any indication of whether individual students have grown since the previous grading period or the degree to which students' attitudes and habits of mind contributed to their success or stagnation. Toward the end of the school year, schools administer standardized tests on the premise that all students of a certain age should have reached an average level of performance on the prescribed content by the testing date. Teachers, students, and schools that achieve the desired level of performance are celebrated; those that do not perform as desired are reprimanded, without any regard to the backgrounds, opportunities, and support systems available to any of the parties. Curriculum often has been based on goals that require students to accumulate and retain a variety of facts or to practice skills that are far removed from any meaningful context. Drill-and-practice worksheets are still a prime educational technology, a legacy of behaviorism rooted firmly in the 1930s. Teachers still largely run "tight ship" classes and are likely to work harder and more actively than their students much of the time.

You can look at that list and think, “But everyone has hobbies, what’s so special about yours?” Like much of what differentiates an autistic trait from a simple personality quirk, the answer is the degree to which the trait is present. For example, when I took up running, I didn’t just go out and jog a few times a week. I read books about training for marathons. I found workout plans online and joined a training site to get personalized drills. I learned about fartlek and track workouts and running technique. I signed up for road races. Ten years later, I spend more on running clothes and shoes than on everyday clothes. I use a heart rate monitor and a distance tracker to record my workouts. If I go on vacation, I pack all of my running stuff. I don’t just like to run occasionally; running is an integral part of my life. That’s a key differentiator between a run-of-the-mill hobby and an autistic special interest. Spending time engaged in a special interest fulfills a specific need. It’s more than just a pleasant way to pass the time. Indulging in a special interest is a way to mentally recharge. It’s comforting. It allows me to completely immerse myself in something that intensely interests me while tuning out the rest of the world.

In the aforementioned Intellectual Birdhouse, which focuses on artistic practice as research, Michael Schwab examines the role of the artists' artist and, in doing so, extends Foster's reflections when discussing 'love value' over exchange value. Drawing on the work of Bourdieu among others, Schwab describes what values the new archival context suggests for institutions that are looking to recoup their losses: "the 'artists' artist' is too epistemologically demanding on the market, which fails to capitalize (often during the lifetime of the artist) on the symbolic value that is produced while he or she delivers epistemological gain to his or her peers, who appear to be the only ones who are able to perceive such value in advance of the market." Schwab is arguing that the role of the artist in the production of knowledge through artistic research extends and can be differentiated from symbolic value. It is not the market that distinguishes the value of an artist to the artist, it is their epistemic value. In other words, it is what we can learn from that artist, not just their artworks. This produces a dilemma for the established institution that struggles to identifY the cultural significance and value of the 'artists' artist' until late, sometimes too late, in the lifetime of the subject. It is not necessarily just a lack of vision on the part of museum staff, archivists and curators, but the values these institutions are increasingly forced to place on spectacular exhibitions in order to survive through corporate and media driven sponsored relations. Archivists themselves acknowledge this limitation of working within institutions that have little room to speculate on cultural value except through established forms, such as the emerging contemporary markets. Many seek out and must work in new emerging archives, such as Flat Time House. However, I would also argue that it is the artist's understanding of the potential value of' 'becomingness' through cultural capital that applies to the present moment too. As has been stated by Derrida, the 'vision' to see what needs to be archived is now the work of the artist/s: to anticipate the archive itself. (excerpt from Experiments and Archives in the Expanded Field written by Neal White)

The S curve is not just important as a model in its own right; it’s also the jack-of-all-trades of mathematics. If you zoom in on its midsection, it approximates a straight line. Many phenomena we think of as linear are in fact S curves, because nothing can grow without limit. Because of relativity, and contra Newton, acceleration does not increase linearly with force, but follows an S curve centered at zero. So does electric current as a function of voltage in the resistors found in electronic circuits, or in a light bulb (until the filament melts, which is itself another phase transition). If you zoom out from an S curve, it approximates a step function, with the output suddenly changing from zero to one at the threshold. So depending on the input voltages, the same curve represents the workings of a transistor in both digital computers and analog devices like amplifiers and radio tuners. The early part of an S curve is effectively an exponential, and near the saturation point it approximates exponential decay. When someone talks about exponential growth, ask yourself: How soon will it turn into an S curve? When will the population bomb peter out, Moore’s law lose steam, or the singularity fail to happen? Differentiate an S curve and you get a bell curve: slow, fast, slow becomes low, high, low. Add a succession of staggered upward and downward S curves, and you get something close to a sine wave. In fact, every function can be closely approximated by a sum of S curves: when the function goes up, you add an S curve; when it goes down, you subtract one. Children’s learning is not a steady improvement but an accumulation of S curves. So is technological change. Squint at the New York City skyline and you can see a sum of S curves unfolding across the horizon, each as sharp as a skyscraper’s corner. Most importantly for us, S curves lead to a new solution to the credit-assignment problem. If the universe is a symphony of phase transitions, let’s model it with one. That’s what the brain does: it tunes the system of phase transitions inside to the one outside. So let’s replace the perceptron’s step function with an S curve and see what happens.

Learning is a continuous process and your training has merely prepared you for that never-ending journey. Learn from everyone, everywhere, and everything. Use every moment to do so. That is the only legacy we leave behind when the Great God of Time, calls us back to his abode. My second piece of advice is, when you are in positions of power, the trappings of power are many and may often hinder you in taking the right decision. When your mind knows not what to do, here is a mantra for differentiating between right and wrong: any decision you take will affect some people favourably and others unfavourably. The right decision is always based on the greatest common good and not in favour of one particular group.” Bhishma

Letters of the alphabet are the base of reading and writing. It is through letters that form words. For your children to learn the alphabet, you can buy educational books geared for this purpose. My book the grocery cart of spring writing abc is very affordable and helpful when it comes to teaching. Train an hour a day, until they learn slowly and learn to differentiate one letter from another. Repetition and association are the keys to learning fast.

When you’re adept at extracting the underlying principles or “rules” that differentiate types of problems, you’re more successful at picking the right solutions in unfamiliar situations. This skill is better acquired through interleaved and varied practice than massed practice. For instance, interleaving practice at computing the volumes of different kinds of geometric solids makes you more skilled at picking the right solution when a later test presents a random solid.

Differentiated instruction theory reinforces the importance of effective classroom management and reminds teachers of meeting the challenges of effective organizational and instructional practices. Engagement is a vital component of effective classroom management, organization, and instruction. Therefore teachers are encouraged to offer choices of tools, adjust the level of difficulty of the material, and provide varying levels of scaffolding to gain and maintain learner attention during the instructional episode.

Your body provides you with constant feedback that can help improve your running performance while minimizing biomechanical stress. Learn to differentiate between the discomfort of effort and the pain of injury. When you practice listening, you increase competence in persevering through the former and responding with respect and compassion to the latter.

The anomie, control, differential association, and routine activities perspectives are not incompatible. Anomie theory suggests that culturally valued goals and the opportunities available to achieve these goals are major influences on behavior. Opportunities to learn and

Rather than pigeon-holing learners into aural, visual, verbal, etc. types, Pashler et al. ‘think the primary focus should be on identifying and introducing the experiences, activities, and challenges that enhance everybody’s learning (2008: 117). ‘Given the capacity of humans to learn, it seems especially important to keep all avenues, options, and aspirations open’ (ibid.). Besides, an approach that focuses on what learners have in common, rather than on what differentiates them, is ultimately more practicable. The alternative – small groups of like-minded learners getting individualized instruction – is a luxury few educational institutions or systems can afford, even if there were any psychological basis for it.

f there is one thing we have learned during these months of pandemic, it is that far from being indiscriminate in its actions, COVID-19 has attached itself to the lopsided superstructures of society in such a way as to brutalize some groups and only challenge others. The complex nature of this infection has revealed, through differential stresses, the inadequacy of both our understanding and control of cascading perturbations. And the great diversity of areas affected by the infection are only now being fully revealed.

If there is one thing we have learned during these months of the pandemic, it is that far from being indiscriminate in its actions, COVID-19 has attached itself to the lopsided superstructures of society in such a way as to brutalize some groups and only challenge others. The complex nature of this infection has revealed, through differential stresses, the inadequacy of both our understanding and control of cascading perturbations. And the great diversity of areas affected by the infection are only now being fully revealed.

Therefore, it is perhaps best to listen to Kant on what the best moral education of young children involves, and to take this as a clue to what he learned from his own parents. In his so-called Lectures on Pedagogy he differentiates between a physical education that is based on discipline and a moral education that is based on maxims. The former does not allow children to think, it simply trains them. Moral education is based on maxims. In it, he thinks, “everything is lost when it is founded on examples, threats, punishment,

Earlier I mentioned that Newton and Jobs were great synthesizers. Newton brought together planetary astronomy, laws of motion, differential mathematics—ideas developed by others—and synthesized them into a coherent whole the world hadn’t seen. Jobs brought together design, marketing, and technology into a coherent whole, as few others could do. But he was missing a key ingredient. Like Land before him, who brought similar skills together, Jobs had led only as a Moses. Which is why the most valuable gift that Jobs received—from the perspective of Apple product lovers today—was not the financial reward of his Pixar investment. It was seeing the Bush-Vail rules in action. He learned a different model for leading, for how to nurture loonshots and grow franchises while balancing the tensions between the two. That missing ingredient became the key to his third act, when he returned to hardware and revived his previous company—along with the entire American consumer electronics industry.

Now and then we know a moment of supreme bliss, when we ask nothing, give nothing, know nothing but bliss. Then it passes, and we again see the panorama of the universe moving before us; and we know that it is but a mosaic work set upon God, who is the background of all things. Vedanta teaches that nirvana can be attained here and now, that we do not have to wait for death to reach it. Nirvana is the realization of the Self, and after having once known that, if only for an instant, never again can one be deluded by the mirage of personality. Having eyes, we must see the apparent, but all the time we know what it is; we have found out its true nature. It is the screen that hides the Self, which is unchanging. The screen opens and we find the Self behind it. All change is the screen. In the saint the screen is thin, and the reality can almost shine through. In the sinner the screen is thick, and we are able to lose sight of the truth that the atman [Self] is there, as well as behind the saint’s screen. When the screen is wholly removed, we find it never existed—that we were the atman and nothing else, even the screen is forgotten. The two phases of this distinction in life are: First, that the man, who knows the real Self, will not be affected by anything; secondly, that that man alone can do good to the world. That man alone will have seen the real motive of doing good to others, because there is only one. It cannot be called egoistic, because that would be differentiation. It is only selflessness. It is the perception of the universal, not of the individual. Every case of love and sympathy is an assertion of this universal. “Not I, but thou.” Help another, because you are in him and he is in you, is the philosophical way of putting it. The real Vedantist alone will give up his life for a fellow being without any compunction, because he knows he will not die. As long as there is one insect left in the world, he is living; as long as one mouth eats, he eats. So he goes on doing good to others, and is never hindered by the modern ideas of caring for the body. When a man reaches this point of abnegation, he goes beyond the moral struggle, beyond everything. He sees in the most learned priest, in the cow, in the dog, in the most miserable places, neither the learned man, nor the cow, nor the dog, nor the miserable place, but the same divinity manifesting itself in them all. He alone is the happy man; and the man who has acquired that sameness has, even in this life, conquered all existence. God is pure; therefore such a man is said to be living in God.

A lack of understanding of the theory leaves you unable to differentiate between a necessary aspect of a method and an arbitrary one.

Our brain naturally wants to protect us from danger – that is why we feel fear. But our brain can’t differentiate between a perceived threat and a real threat. When we think fearful thoughts, when we think we can’t do something, when we are afraid to step out of comfort zones, we activate the same chemicals as when someone is chasing after us. Fear is natural and as long as we are growing and expanding, we will feel it. Once we understand its role in the body, we can learn to observe it as it arises and make a conscious decision about whether we will allow it to interfere with what we are desiring on a deeper level.

learned there were still ways to differentiate Seeker Health, even in this crowded market. First, I noticed that there were differences in the type of patients a company could specialize in finding, such as: Incidence of condition—common, specialty, rare, or ultrarare Type of condition—chronic or episodic Severity of condition—mild, moderate, or severe

Indeed, terrorism stays terrorism, whether by the evil individuals, organizations, or by the devil-minded states; terrorism is not only with weapons; terrorists also demonstrate that with tongue, writing, and art, which cause significant damage more than other deeds and objects. Therefore, one should learn and understand the differential between the context of that before advocating for the right of the freedom of press and speech. Factually, hurting, insulting, and hate speech in whatever shapes and forms, against a particular minority or a majority' religious, cultural, and social values, endorsing as a right and a concept of freedom show and prove an idiot's idiocy, nothing than that. Never justify your hegemony and self-victimization and immoral practices upon others' values since that spread hatred and terrorism inside and outside the states; consequently, you are responsible and accountable for that, not terrorists.

To learn never consists in being made capable of repeating the same gesture, but of providing an adapted response to the situation by different means. Nor is the response acquired with regard to an individual situation. It is rather a question of a new aptitude for resolving a series of problems of the same form. It is known that, in children, the acquisition of differential behavior with respect to colors is slow and difficult. When the child has succeeded in distinguishing red and green and naming them comcretely, what is acquired is not properly speaking the discrimination of these two qualities as such; it is a general power of comparing and distinguishing colors: all pairs of colors benefit from the distinction of red and green and differential behavior progresses not from one to the other but by a finer and finer discrimination with regard to all of them.

At the start of this book I presented ten things I used to believe that I no longer do. So, it seems only fitting to end with ten things I now believe that I wished I knew when I first started teaching. Students remember what they are thinking about, or attending to. Planning for achievement is more important than planning for motivation. Practice does not make perfect, practice makes permanent. Students do not think and learn differently due to their learning styles, but because of their amount of domain-specific knowledge. My choice of examples and exercises are the single most important part of my planning. It often makes sense to teach the How before the Why. Students can be struggling but not learning. Effective differentiation is best achieved in terms of the time students spend on a task, not by giving different students different tasks to do. Retrieval, predominantly through frequent low-stakes quizzing, is the key to long-term learning. Perhaps, above all, the best thing I can do to help my students become the independent problem-solvers I want them to be is to carefully and explicitly teach them.

A being forced to learn in a negative context learns about himself in a context of differentiation and comparison.

Think about making a footprint in the snow or sand. How was that impression made? In your mind’s eye you can see it and envision how deep, how wide, and how long it is. Each aspect depends on the one making that mark in that place. So it is with teaching by using differentiated instruction. Each person is different, and each needs or requires instruction that will make an impression that lasts. However, the significance of how it was made will last longer than the actual footprint, because of the persons involved, the place it occurred, and the way it was done: Special needs, different abilities, and different ways!

A great mentor drilled into me at an early age that some friends will be for when you just need someone to listen and offer comfort; some will be for when you need advice and support. Some will be there for just fun. And others will ALWAYS be there. Learn to differentiate. Acquaintances, Colleagues, Friends, Good Friends, Great Friends, Best Friends.

percent return, but international stocks returned 187 percent. The very fact that the returns differentials could be this large between U.S. and international stocks shows that you don’t get enough international exposure by just buying U.S. stocks. Faulty argument #2: One should overweight international stocks, because most of the world’s economic growth will come from overseas. I certainly agree with this argument, but that does not translate into international stocks outpacing U.S. stocks. That’s because it’s not exactly a secret that countries like China and India are growing faster than the United States, and this knowledge is already priced into the market. This is the same phenomenon as Google being priced at much higher multiples than Ford, because we know Google has better economic prospects. Remember that beaten-up value stocks tend to make better investments than the star growth stocks. The same may be true in that the fastest-

one of the best ways of learning orthodoxy is by learning what is false. In fact, heresy historically has forced the church to be precise, to define its doctrines and differentiate truth from falsehood.

When a child's needs are not met (because they conflict with those of its caretakers), the child's boundaries become defined by the needs of others, limiting the development of the sense of "self." The child does not learn to experience its own needs; it experiences only the needs of others. This blurs the boundaries between the child and others, ultimately preventing the child from differentiating its own needs from those of others.

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

Looking back on all my interviews for this book, how many times in how many different contexts did I hear about the vital importance of having a caring adult or mentor in every young person’s life? How many times did I hear about the value of having a coach—whether you are applying for a job for the first time at Walmart or running Walmart? How many times did I hear people stressing the importance of self-motivation and practice and taking ownership of your own career or education as the real differentiators for success? How interesting was it to learn that the highest-paying jobs in the future will be stempathy jobs—jobs that combine strong science and technology skills with the ability to empathize with another human being? How

Unistructural Memorize, identify, recognize, count, define, draw, find, label, match, name, quote, recall, recite, order, tell, write, imitate Multistructural Classify, describe, list, report, discuss, illustrate, select, narrate, compute, sequence, outline, separate Relational Apply, integrate, analyse, explain, predict, conclude, summarize (précis), review, argue, transfer, make a plan, characterize, compare, contrast, differentiate, organize, debate, make a case, construct, review and rewrite, examine, translate, paraphrase, solve a problem Extended abstract Theorize, hypothesize, generalize, reflect, generate, create, compose, invent, originate, prove from first principles, make an original case, solve from first principles Table 7.2  Some more ILO verbs from Bloom’s revised taxonomy Remembering Define, describe, draw, find, identify, label, list, match, name, quote, recall, recite, tell, write Understanding Classify, compare, conclude, demonstrate, discuss, exemplify, explain, identify, illustrate, interpret, paraphrase, predict, report Applying Apply, change, choose, compute, dramatize, implement, interview, prepare, produce, role play, select, show, transfer, use Analysing Analyse, characterize, classify, compare, contrast, debate, deconstruct, deduce, differentiate, discriminate, distinguish, examine, organize, outline, relate, research, separate, structure Evaluating Appraise, argue, assess, choose, conclude, critique, decide, evaluate, judge, justify, monitor, predict, prioritize, prove, rank, rate, select Creating Compose, construct, create, design, develop, generate, hypothesize, invent, make, perform, plan, produce

FUNCTIONAL SAFETY AS PER IEC 61511 SIF SIS SIL TRAINING FUNCTIONAL SAFETY COURSE OBJECTIVES: The main objective of this training program is to give engineers involved in safety instrumented systems the opportunity to learn about functional safety, current applicable safety standards (IEC 61511) and their requirements. The Participants will be able to learn to follow: • Understand the basic requirements of the functional safety standards (IEC 61511) • The meaning of SIS, SIF, SIL and other functional safety terminology • Differentiate between safety functions and control functions • The role of Hazard and Risk analysis in setting SIL targets• • Create basic designs of safety instrumented systems considering architectural constraints • Different type of failures and best practices for minimizing them • Understand the effect of redundancy, diagnostics, proof test intervals, hardware fault tolerance on the SIL • The responsibility of operation and maintenance to ensure a SIF meets its SIL • How to proof test a SIF The Benefits for the Participants: At the conclusion of the training, the participants will be able to: Participate effectively in SIL determination with Risk graph, Risk matrix, and LOPA methodology Determine whether the design of a Safety Instrumented Function meets the required SIL. Select a SIF architecture that both meets the required SIL and minimizes spurious trips. Select SIF components to meet the target SIL for that SIF Target Audience: Instrument and Control Design and maintenance engineers Process Engineers Process Plant Operation Engineers Functional safety Management Engineers For Registration Email Us On techsupport@marcepinc.com or call us on 022-30210100

Business Plan Writers If you need a business plan in less than a week, our consulting service can help! Our business plan consultants will create a business strategy that will impress your investors. We looked at all the best business plan writing services and compared their features and pricing. Here is our in depth comparison and recommendations. A business plan writing service is a team of business experts that take your ideas & numbers, combine it with some of their own research and produce a professional, well-formatted business plan. We looked at the 3 top business plan writing services and compared their features and pricing. From start-up guidance to operations consulting, your company can become more successful with the support of one of our business consultants. First, let our team learn more about your business and listen to your needs. Then, we’ll identify key areas of opportunity, and help you to implement the right business plan and strategy for the growth of your company. It was a good startup. It had a good idea and, much more important, a market window, differentiation and experience to make it happen. One of my first engagements in business planning was as business plan consultant to a startup with three experienced founders. I met with them several times, listened always, and did their business plan. I built the financial model, wrote the text, and produced the document as a business plan document. But I wasn’t part of the team.

Here are some action words to help act as thought starters as you determine what you are asking of your audience: accept | agree | begin | believe | change | collaborate | commence | create | defend | desire | differentiate | do | empathize | empower | encourage | engage | establish | examine | facilitate | familiarize | form | implement | include | influence | invest | invigorate | know | learn | like | persuade | plan | promote | pursue | recommend | receive | remember | report | respond | secure | support | simplify | start | try | understand | validate

Marijuana, like wine, has been hybridized into endless varietals. But heroin is a commodity, like sugar, and usually varies only in how much it’s been cut—that is, diluted—or how well it’s been processed and refined. Thus, to differentiate their product, dealers learned to market aggressively, and New York City is where they learned to do it first.

Reimprinting the third semantic circuit can now follow easily. The human brain is capable of mastering any symbol-system if sufficiently motivated. Some people can even play Beethoven’s late piano music, although to me this is as “miraculous” as any feat alleged by psychic researchers; people can learn French, Hindustani, differential calculus, Swahili, etc. ad. infinitum — if motivated. When the first circuit security needs have been reimprinted and second-circuit ego-needs have been hooked to mastering a new semantic reality-tunnel, that tunnel will be imprinted.

Learn to discern or differentiate between a worm and a caterpillar.

Put measurements in place to differentiate between actions and words. If you are feeling ignored, for example, make a plan together that can clarify the dimensions of your problem—perhaps keeping track of the amount of time you spend together for a week. Consider weekly “learning conversations” (explained in detail in Step 4) to address issues that simply won’t go away. Make it a point to discuss your motives and differences in approach that might be getting in the way of finding common ground. Learn to laugh when you miscommunicate, rather than see it as a sign that you’ll never figure it out. Laughter reduces tension and helps keep you both in a positive mindset.

It is a beautiful vision that the President of Russia, Vladimir Vladimirovich Putin, understands the differential between Freedom of the Press and violation of that. West should follow him to learn such insight.

I didn't know then that I hated school, only that school hated me, so much so that I bent my brown body into a bow to appease it. I broke out in hives, in tears, because I couldn't yet differentiate my love of learning from the hatred of a white supremacist educational system.