Learning And Implementation 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.

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.

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.

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.

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

Learning without implementation is arrogance.

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.

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

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.

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

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.

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.

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.

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.

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.

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?

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.

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.

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.

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.

Isabella Di Fabio Web developers who design, build and implement web sites are involved in creating Web pages and help design aesthetic features such as layouts and colors, as well as technical considerations like designing a web site that can handle a certain amount of Internet traffic. Web developers in this role focus on the back-end development of websites, which includes the creation of complex search functions. It is not mandatory that their task is to know how to program the design, but to make it real in the browser. The design for print and web has never been as diverse as it is today. A group of web designers who understand the entire WordPress hierarchy system and know how to put together the code to use actions, filters and hooks to customize WordPress in the right way. Isabella Di Fabio If you want to pick a skill, learn something that is universally appealing and can be applied to many different types of clients and projects. The more you can do for a client generally, the better and the more work you can accept.

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.

Manage Your Team’s Collective Time Time management is a group endeavor. The payoff goes far beyond morale and retention. ILLUSTRATION: JAMES JOYCE by Leslie Perlow | 1461 words Most professionals approach time management the wrong way. People who fall behind at work are seen to be personally failing—just as people who give up on diet or exercise plans are seen to be lacking self-control or discipline. In response, countless time management experts focus on individual habits, much as self-help coaches do. They offer advice about such things as keeping better to-do lists, not checking e-mail incessantly, and not procrastinating. Of course, we could all do a better job managing our time. But in the modern workplace, with its emphasis on connectivity and collaboration, the real problem is not how individuals manage their own time. It’s how we manage our collective time—how we work together to get the job done. Here is where the true opportunity for productivity gains lies. Nearly a decade ago I began working with a team at the Boston Consulting Group to implement what may sound like a modest innovation: persuading each member to designate and spend one weeknight out of the office and completely unplugged from work. The intervention was aimed at improving quality of life in an industry that’s notorious for long hours and a 24/7 culture. The early returns were positive; the initiative was expanded to four teams of consultants, and then to 10. The results, which I described in a 2009 HBR article, “Making Time Off Predictable—and Required,” and in a 2012 book, Sleeping with Your Smartphone , were profound. Consultants on teams with mandatory time off had higher job satisfaction and a better work/life balance, and they felt they were learning more on the job. It’s no surprise, then, that BCG has continued to expand the program: As of this spring, it has been implemented on thousands of teams in 77 offices in 40 countries. During the five years since I first reported on this work, I have introduced similar time-based interventions at a range of companies—and I have come to appreciate the true power of those interventions. They put the ownership of how a team works into the hands of team members, who are empowered and incentivized to optimize their collective time. As a result, teams collaborate better. They streamline their work. They meet deadlines. They are more productive and efficient. Teams that set a goal of structured time off—and, crucially, meet regularly to discuss how they’ll work together to ensure that every member takes it—have more open dialogue, engage in more experimentation and innovation, and ultimately function better. CREATING “ENHANCED PRODUCTIVITY” DAYS One of the insights driving this work is the realization that many teams stick to tried-and-true processes that, although familiar, are often inefficient. Even companies that create innovative products rarely innovate when it comes to process. This realization came to the fore when I studied three teams of software engineers working for the same company in different cultural contexts. The teams had the same assignments and produced the same amount of work, but they used very different methods. One, in Shenzen, had a hub-and-spokes org chart—a project manager maintained control and assigned the work. Another, in Bangalore, was self-managed and specialized, and it assigned work according to technical expertise. The third, in Budapest, had the strongest sense of being a team; its members were the most versatile and interchangeable. Although, as noted, the end products were the same, the teams’ varying approaches yielded different results. For example, the hub-and-spokes team worked fewer hours than the others, while the most versatile team had much greater flexibility and control over its schedule. The teams were completely unaware that their counterparts elsewhere in the world were managing their work differently. My research provide

Gradle distinguishes two types of plugins: script plugins and object plugins. A script plugin is nothing more than a regular Gradle build script that can be imported into other build scripts. With script plugins, you can do everything you’ve learned so far. Object plugins need to implement the interface org.gradle.api.Plugin.

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.

Early in the interaction, practitioners should obtain information from clients about their perception of the problem, needs, and goals. The implementation of a client-centered approach requires the use of a top-down approach37,49 in which clients identify what they perceive to be the important issues causing them difficulty in carrying out their daily activities in work, self-maintenance, leisure, and rest.7 A client-centered approach requires practitioners to view clients in the contexts of their lives and help them not only to acquire the skills to handle the immediate issues influencing their health but to also learn strategies and link with community resources that promote, protect, and improve their health over the long term. This approach extends from the agency or institution into the community, requiring the practitioner to take an active role in advocating for

Try this: Identify a bottom-up improvement or innovation in your organization, and interview the person who championed it. Chances are you will find a hero story of some kind. Why do we have to be heroes to implement perfectly good ideas?

How might students complete this prompt if the sampling change is implemented effectively? Before this change, I used to _____________, but now I _____________.

The first task for effective implementation of a one-to-one program is the creation of a shared vision, a vision that focuses on shared goals for student achievement, not on technology.

Creating a value-oriented IT mission is particularly important in those scenarios in which the IT department does not have much guidance from the rest of the organization, does not yet have a strong IT strategy per se, or both. It is a great first point of orientation for the IT department. That said, it is also highly effective to continue to keep in place for the IT team in general to learn, almost like a mantra.

Without consistent and strong leadership from top to bottom, even this inspirational vision will find its way to a dusty shelf. Without forceful expectations for immediate and continuous implementation, expect people, even good people, to quickly fall back into their old routines. It is job #1 for each and every leader throughout the system to help their reports understand the important role they personally play in making this vision a reality.

Christian leadership is about immersing ourselves in the Story of God and then living faithfully within that narrative as it is still unfolding. Ministry leaders today need to spend far more time immersing themselves in the story and less time learning and implementing success-determined strategies.

If you are determined to be an effective shield, start by working on yourself. Great bosses avoid burdening their people. They invent, borrow, and implement ways to reduce the mental and emotional load they heap on followers. In particular, meetings are notorious time and energy suckers. Yes, some are necessary, but too many bosses run them in ways that disrespect people’s time and dignity – especially self-absorbed bosses bent on self-glorification. If you want to grab power and don’t care much about your people, make sure you arrive a little late to most meetings. Plus, every now and then, show up very late, or – better yet – send word after everyone has gathered that, alas, you must cancel the meeting because something more pressing has come up. After all, if you are a very important person, the little people need to accept their inferior social standing. Sound familiar? Using arrival times to display and grab power is an ancient trick. This move was used by elders, or ‘Big Men’, in primitive tribes to gain and reinforce status. An ethnography of the Merina tribe in Madagascar found that jostling for status among elders meant that gatherings routinely started three or four hours late. Elders used young boys to spy on each other and played a waiting game that dragged on for hours. Each elder worked to maximize the impression that the moment he arrived, the meeting started. If he arrived early and the meeting didn’t start right away, it signaled that he wasn’t the alpha male. If he arrived late and the meeting had started without him, it also signaled that he wasn’t the most prestigious elder. I’ve seen similar power plays in academia. I was once on a committee led by a prestigious faculty member who always arrived at least ten minutes late, often twenty minutes. He also cancelled two meetings after the rest of the five-person committee had gathered. I tracked the time I wasted waiting for this jerk, which totaled over a half day during a six-month stretch.

Well, you either learn or you fail.

Performance improved only when companies implemented programs to empower employees (for example, by taking decision-making authority away from managers and giving it to individuals or teams), provided learning opportunities that were outside what people needed to do their jobs, increased their reliance on teamwork (by giving teams more autonomy and allowing them to self-organize), or a combination of these.

response to intervention (RTI) is our best hope to provide every child with the additional time and support needed to learn at high levels. RTI’s underlying premise is that schools should not delay providing help for struggling students until they fall far enough behind to qualify for special education, but instead should provide timely, targeted, systematic interventions to all students who demonstrate the need. To achieve this goal, we remain equally convinced that the only way for an organization to successfully implement RTI practices is within the professional learning community (PLC) model.

As teachers, we can literally overcome the negative influence of a community. How many other professionals can say that? That’s practically a superpower.

One common mistake that schools make when implementing a tiered intervention program is that they pull students from essential core instruction to provide remediation of prior skills—that is, Tier 2 interventions replace student access to Tier 1 core instruction. When students miss essential core instruction for interventions, they never catch up. This is because while the targeted student is receiving interventions to learn a prior skill, they are missing instruction on a new essential standard. Ask classroom teachers why they don’t like students “pulled out” of their class for interventions, and they will tell you: “Because the student misses what I am teaching now.” For these students, it is one step forward, two steps back.

shifts is participatory learning. Participatory learning includes the many ways that learners (of any age) use new technologies to participate in virtual communities where they share ideas, comment on one another's projects, and plan, design, implement, advance, or simply discuss their practices, goals, and ideas together. This method of learning has been promoted both by HASTAC and by the John D. and Catherine T. MacArthur Foundation's Digital Media and Learning Initiative. Participatory learning begins from the premise that new technologies are changing how people of all ages learn, play, socialize, exercise judgment, and engage in civic life. Learning environments-peers, family, and social institutions (such as schools, community centers, libraries, museums, even the playground, and so on)-are changing as well. The concept of participatory learning

Performance improved only when companies implemented programs to empower employees (for example, by taking decision-making authority away from managers and giving it to individuals or teams), provided learning opportunities that were outside what people needed to do their jobs, increased their reliance on teamwork (by giving teams more autonomy and allowing them to self-organize), or a combination of these. These factors “accounted for a 9% increase in value added per employee in our study.” In short, only when companies took steps to give their people more freedom did performance improve.

Many new funds may see these policies and procedures as something to be implemented after a fund has launched, but if the manager wants to attract institutional money, these must be in place from the start.

If these examples are typical, then 75 to 95 percent of the productivity gains from many major new technologies were realized only after decades of improvements in the implementation.

Economic historians have long understood that most of the economic benefit from many major new technologies does not come from the initial commercialization of the original invention but from the eventual implementation.

frustration has flared up over the Common Core initiative, involving the implementation of national reading and maths standards for primary and secondary school children. The Gates Foundation played a central role in bringing the standards to fruition. Spending over $233 million to back the standards, the foundation dispersed money liberally to both conservative and progressive interest groups. The two major teachers' unions, the National Education Association and the American Federation of Teachers, each received large donations, as did the US Chamber of Commerce. Gates himself suggested that a benefit of the standards is that they open avenues towards increasing digital learning. In 2014, Microsoft announced it was partnering with Pearson to load Pearson's Common Core classroom material onto Microsoft's Surface tablet. Previously, the iPad was the classroom frontrunner; the Pearson partnership helps to make Microsoft more competitive.

Creative Individuals 1. Are Independent Thinkers 2. Great Listeners 3. Keen Observers 4. Risk Takers 5. Influential 6. Inborn Leaders 7.Dream Like There's No Tomorrow 8. Make Mistakes And Learn 9. Fall And Rise 10. Eager For Knowledge 11. Believe In Implementation Of Their Creativity 12. Self Confidence 13. Driven By Positivity 14. Self-Control

After the publication of a report in 1967 by Bridget Plowden, an amateur educationalist, describing primary schooling, Britain’s education system had become an ideological battleground. Masked by a scattering of platitudes about improving schools, Plowden recommended the destruction of traditional education. Children, she wrote, should no longer sit in rows of desks but instead gather in groups around tables to encourage self-learning. She also recommended that the eleven-plus examination, a three-part test (English, maths and intelligence) taken in one day that irrevocably determined a child’s educational fate – either to blossom in a grammar school or be consigned to failure in a secondary modern school – should be abandoned. Grammar schools should be replaced by non-selective comprehensives that mixed children of all standards. With cross-party support, successive Labour and Conservative governments implemented her recommendations.

For the last decade, like clockwork, new CIOs would come and go every two years. They stay just long enough to understand the acronyms, learn where the bathrooms are, implement a bunch of programs and initiatives to upset the apple cart, and then they’re gone. CIO stands for “Career Is Over.” And VPs of IT Operations don’t last much longer.

Specifically, they reference the work of Argyris and Schon on distinguishing between single and double-loop learning in both papers.72 Naot, Lipshitz, and Popper state that double loop learning is, “considered to be of higher quality because effective solution of some problems requires the examination of sensitive undiscussable issues, and the reframing of assumptions, values and goals.”73 Whereas single loop learning is more interested in a quick fix, double loop considers the larger context and works to shift organizational culture (values, beliefs, assumptions, etc.) when necessary to truly implement a lesson, and more importantly, change individual and organizational behavior. For example, Moynihan states, “The creation of the ICS can be considered an example of intercrisis double-loop learning, as it shows practitioners and policy makers questioning basic approaches to crisis response, and developing a new framework for future responses.”74

knew that judges had no idea what they were deciding upon. They had not actually spent any time in the tenement housing looking the poor in the eye, smelling the stench of rotting tobacco and foul bedding. Almost a century later, in the 1970s, the business leadership saying “management by wandering around” became popular, a style of managing whereby executives walked through the workforce in an unstructured manner, just listening and interpreting. Several historians believe that it was Abraham Lincoln who first implemented the informal management style when he visited Union Army camps to inspect the troops in the early part of the Civil War. For Roosevelt, the Cigar Bill incident was a learning experience: leaders learn best by interpreting a situation firsthand.

The Core Debugging Process The core of the debugging process consists of four steps: Reproduce: Find a way to reliably and conveniently reproduce the problem on demand. Report erratum Prepared exclusively for castLabs GmbH this copy is (P2.0 printing, February 2010) FIRST THINGS FIRST 18 Diagnose: Construct hypotheses, and test them by performing experiments until you are confident that you have identified the underlying cause of the bug. Fix: Design and implement changes that fix the problem, avoid intro- ducing regressions, and maintain or improve the overall quality of the software. Reflect: Learn the lessons of the bug. Where did things go wrong? Are there any other examples of the same problem that will also need fixing? What can you do to ensure that the same problem doesn’t happen again?

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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.

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

The same year we also acquired Financial Network Services (FNS), an Australian company with a retail banking software package called Bancs24. We needed them because some of our competitors had begun to target that market segment with their own IP. Bancs24 was a very comprehensive package and we were able to successfully win the systems integration contract for the State Bank of India (SBI) Group for implementation of core banking. Since we had invested considerable effort in customizing and strengthening it we felt acquiring FNS would be strategic for our products business. During our initial dealings with FNS and its feisty owner Tony Ward we learned to our surprise that when the product was being developed in the early 1980s TCS had deputed its programmers to Sydney to work with Tony and his team to help develop the product. Since the acquisition we have been able to deploy the FNS software package, rechristened ‘Bancs’, extensively with a number of domestic clients. Today close to 50 per cent of the banking transactions in India are processed by Bancs, thereby justifying the acquisition we made.

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.