Module Learning Quotes

Humanity is on the verge of digital slavery at the hands of AI and biometric technologies. One way to prevent that is to develop inbuilt modules of deep feelings of love and compassion in the learning algorithms.

Thinking is computation, I claim, but that does not mean that the computer is a good metaphor for the mind. The mind is a set of modules, but the modules are not encapsulated boxes or circumscribed swatches on the surface of the brain. The organization of our mental modules comes from our genetic program, but that does not mean that there is a gene for every trait or that learning is less important than we used to think. The mind is an adaptation designed by natural selection, but that does not mean that everything we think, feel, and do is biologically adaptive. We evolved from apes, but that does not mean we have the same minds as apes. And the ultimate goal of natural selection is to propagate genes, but that does not mean that the ultimate goal of people is to propagate genes.

Because he said it as if he was the first human being who'd ever noticed. Maybe that's why so many people trusted him, because he had something in his voice, because he was well-spoken and had learned to modulate his speech-just so-and somehow, with that calm and controlled voice, he managed to rearrange the chaos of the world in such a way as to make it appear as if there really were a plan.

Cermak said, “Those therapists who work successfully with this population have learned to honor the client’s need to keep a lid on his or her feelings. The most effective therapeutic process involves swinging back and forth between uncovering feelings and covering them again, and it is precisely this ability to modulate their feelings that PTSD clients have lost. They must feel secure that their ability to close their emotions down will never be taken away from them, but instead will be honored as an important tool for living. The initial goal of therapy here is to help clients move more freely into their feelings with the assurance that they can find distance from them again if they begin to be overwhelmed. Once children from chemically dependent homes, adult children of alcoholics, and other PTSD clients become confident that you are not going to strip them of their survival mechanisms, they are more likely to allow their feelings to emerge, if only for a moment. And that moment will be a start.” (58)

A child's readiness for school depends on the most basic of all knowledge, how to learn. The report lists the seven key ingredients of this crucial capacity—all related to emotional intelligence:6 1. Confidence. A sense of control and mastery of one's body, behavior, and world; the child's sense that he is more likely than not to succeed at what he undertakes, and that adults will be helpful. 2. Curiosity. The sense that finding out about things is positive and leads to pleasure. 3. Intentionality. The wish and capacity to have an impact, and to act upon that with persistence. This is related to a sense of competence, of being effective. 4. Self-control. The ability to modulate and control one's own actions in age-appropriate ways; a sense of inner control. 5. Relatedness. The ability to engage with others based on the sense of being understood by and understanding others. 6. Capacity to communicate. The wish and ability to verbally exchange ideas, feelings, and concepts with others. This is related to a sense of trust in others and of pleasure in engaging with others, including adults. 7. Cooperativeness. The ability to balance one's own needs with those of others in group activity. Whether or not a child arrives at school on the first day of kindergarten with these capabilities depends greatly on how much her parents—and preschool teachers—have given her the kind of care that amounts to a "Heart Start," the emotional equivalent of the Head Start programs.

This is the thing about the service industry, you can get trained to be slick and hospitable in any situation and it serves you well the rest of your life. Once you figure out that everything is performance and you bow to that, learn to modulate, you can dissociate from the mothership of yourself like an astronaut floating in space.

The pattern recognition theory of mind that I articulate in this book is based on a different fundamental unit: not the neuron itself, but rather an assembly of neurons, which I estimate to number around a hundred. The wiring and synaptic strengths within each unit are relatively stable and determined genetically—that is the organization within each pattern recognition module is determined by genetic design. Learning takes place in the creation of connections between these units, not within them, and probably in the synaptic strengths of the interunit connections.

Perfectly following a list of punctuation rules may grant me some kinds of power, but it won’t grant me love. Love doesn’t come from a list of rules—it emerges from the spaces between us, when we pay attention to each other and care about the effect that we have on each other. When we learn to write in ways that communicate our tone of voice, not just our mastery of rules, we learn to see writing not as a way of asserting our intellectual superiority, but as a way of listening to each other better. We learn to write not for power, but for love. But for all the subtle vocal modulations that typography can express, we’re not just voices. We still need a way to convey the messages that we send with the rest of our bodies.

A therapist who fears dependence will tell his patient, sometimes openly, that the urge to rely is pathologic. In doing so he denigrates a cardinal tool. A parent who rejects a child's desire to depend raises a fragile person. Those children, grown to adulthood, are frequently among those who come for help. Shall we tell them again that no one can find an art to lean on, that each alone must work to ease a private sorrow? Then we shall repeat and experiment already conducted; many know its result only too well. If patient and therapist are to proceed together down a curative path, they must allow limbic regulation and its companion moon, dependence, to make the revolutionary magic. Many therapists believe that reliance fosters a detrimental dependency. Instead, they say, patients should be directed to "do it for themselves" - as if they possess everything but the wit to throw that switch and get on with their lives. But people do not learn emotional modulation as they do geometry or the names of state capitals. They absorb the skill from living in the presence of an adept external modulator, and they learn it implicitly. Knowledge leaps the gap from one mind to the other, but the learner does not experience the transferred information as an explicit strategy. Instead, a spontaneous capacity germinates and becomes a natural part of the self, like knowing how to ride a bike or tie one's shoes. The effortful beginnings fade and disappear from memory. (171)

As far as anyone could tell, Portia had learned to partition its cognitive processes: almost as if it were emulating a larger brain piece by piece, saving the results of one module to feed into the next. Slices of intellect, built and demolished one after another. No one would ever know for sure—a rogue synthophage had taken out the world’s Salticids before anyone had gotten around to taking a closer look—but the Icarus slime mold seemed to have taken the same basic idea and run with it.

As far as anyone could tell, Portia had learned to partition its cognitive processes: almost as if it were emulating a larger brain piece by piece, saving the results of one module to feed into the next. Slices of intellect, built and demolished one after another.

For emotional recognition, there is growing interest in our compassionate artificial intelligence lab about using different intrinsic functional connectivity between the machine learning modules. The objective is to capture both the self-emotional traits and the others-emotional traits.

Learning to modulate our internal states is called self-regulation or self-modulation. It is something the nervous system for the most part controls, but it is learned initially by the mother standing in for the developing nervous system and by meeting the child’s needs before he gets totally overwhelmed.

CONSENSUS PROPOSED CRITERIA FOR DEVELOPMENTAL TRAUMA DISORDER A. Exposure. The child or adolescent has experienced or witnessed multiple or prolonged adverse events over a period of at least one year beginning in childhood or early adolescence, including: A. 1. Direct experience or witnessing of repeated and severe episodes of interpersonal violence; and A. 2. Significant disruptions of protective caregiving as the result of repeated changes in primary caregiver; repeated separation from the primary caregiver; or exposure to severe and persistent emotional abuse B. Affective and Physiological Dysregulation. The child exhibits impaired normative developmental competencies related to arousal regulation, including at least two of the following: B. 1. Inability to modulate, tolerate, or recover from extreme affect states (e.g., fear, anger, shame), including prolonged and extreme tantrums, or immobilization B. 2. Disturbances in regulation in bodily functions (e.g. persistent disturbances in sleeping, eating, and elimination; over-reactivity or under-reactivity to touch and sounds; disorganization during routine transitions) B. 3. Diminished awareness/dissociation of sensations, emotions and bodily states B. 4. Impaired capacity to describe emotions or bodily states C. Attentional and Behavioral Dysregulation: The child exhibits impaired normative developmental competencies related to sustained attention, learning, or coping with stress, including at least three of the following: C. 1. Preoccupation with threat, or impaired capacity to perceive threat, including misreading of safety and danger cues C. 2. Impaired capacity for self-protection, including extreme risk-taking or thrill-seeking C. 3. Maladaptive attempts at self-soothing (e.g., rocking and other rhythmical movements, compulsive masturbation) C. 4. Habitual (intentional or automatic) or reactive self-harm C. 5. Inability to initiate or sustain goal-directed behavior D. Self and Relational Dysregulation. The child exhibits impaired normative developmental competencies in their sense of personal identity and involvement in relationships, including at least three of the following: D. 1. Intense preoccupation with safety of the caregiver or other loved ones (including precocious caregiving) or difficulty tolerating reunion with them after separation D. 2. Persistent negative sense of self, including self-loathing, helplessness, worthlessness, ineffectiveness, or defectiveness D. 3. Extreme and persistent distrust, defiance or lack of reciprocal behavior in close relationships with adults or peers D. 4. Reactive physical or verbal aggression toward peers, caregivers, or other adults D. 5. Inappropriate (excessive or promiscuous) attempts to get intimate contact (including but not limited to sexual or physical intimacy) or excessive reliance on peers or adults for safety and reassurance D. 6. Impaired capacity to regulate empathic arousal as evidenced by lack of empathy for, or intolerance of, expressions of distress of others, or excessive responsiveness to the distress of others E. Posttraumatic Spectrum Symptoms. The child exhibits at least one symptom in at least two of the three PTSD symptom clusters B, C, & D. F. Duration of disturbance (symptoms in DTD Criteria B, C, D, and E) at least 6 months. G. Functional Impairment. The disturbance causes clinically significant distress or impairment in at least two of the following areas of functioning: Scholastic Familial Peer Group Legal Health Vocational (for youth involved in, seeking or referred for employment, volunteer work or job training)

connection calms the nervous system, soothing children’s reactivity in the moment and moving them toward a place where they can hear us, learn, and even make their own Whole-Brain decisions. When the emotional gauge gets turned up, connection is the modulator that keeps the feelings from getting too high. Without connection, emotions can continue to spiral out of control.

The amygdala plays an important role in the acquisition, storage, expression, and extinction of threat memories. The ventromedial prefrontal cortex (PFCVM) regulates the acquisition, storage, expression, and extinction of threat memories by the amygdala. The hippocampus learns about the context of acquisition and modulates the expression and extinction of threat memories in relation to context.

We must learn to modulate our exposure, allowing things to ripen and mature in the container of the heart before revealing our secret inside flesh to others. In so doing, we will be better able to hear the subtle character and nuanced complexities of our inner life. This is delicate work, requiring a watchful attention to the rhythms of the soul. It is important to distinguish it from isolation and withholding—those are strategies devised early in our lives to keep hidden what had been shamed or wounded. Many of us had our expressions of suffering silenced. We heard the voices of those we looked to for comfort saying, “We’ve heard you say this all before. Stop repeating yourself.” “Get over it! Stop whining.” Or we heard nothing at all. Rarely did we find a refuge for our grief. Similarly, many of us found ourselves isolated in times of loss, shamed by the absence of someone who cared.

Coordinates streamed into her mind while she yanked on her environment suit, foregoing every safety check she’d ever learned. ‘Alex, we will try to help him together, but it is far too dangerous—’ She grabbed the module she used to access the circuitry of the ship, bypassed Valkyrie and fired up the Caeles Prism. ‘Alex—’ She opened a wormhole in the middle of the cabin, set its exit point at the coordinates Valkyrie had provided, and ran through it.

Novels begin and end with, consist of, and indeed in one sense are nothing but voices. So reading is learning to listen sensitively, and to tune in accurately, to varying frequencies and a developing programme. From the opening words a narrative voice begins to create its own characteristic personality and sensibility, whether it belongs to an 'author' or a 'character'. At the same time a reader is being created, persuaded to become the particular kind of reader the book requires. A relationship develops, which becomes the essential basis of the experience. In the modulation of the fictive voice, finally, through the creation of 'author' and 'reader* and their relationship, there is a definition of the nature and status of the experience, which will always imply a particular idea of ordering the world. So much is perhaps familiar enough, and a useful rhetoric of Voice' has developed. Yet I notice in my students and myself, when its vocabulary is in play, a tendency to become rather too abstract or technical, and above all too spatial and static. Perhaps we need to remind ourselves what it can be like to listen to close friends, talking animatedly and seriously in everyday experience, in order to make sure that a vocabulary which often points only to broad strategies does not tempt us to underplay the extraordinary resourcefulness, variety and fluctuation of the novelist's voice.

Before leaving the earth altogether, let us as: How does Music stand with respect to its instruments, their pitches, the scales, modes and rows, repeating themselves from octave to octave, the chords, harmonies, and tonalities, the beats, meters, and rhythms, the degrees of amplitude (pianissimo, piano, mezzo-piano, mezzo-forte, forte, fortissimo)? Though the majority go each day to the schools where these matters are taught, they read when time permits of Cape Canaveral, Ghana, and Seoul. And they’ve heard tell of the music synthesizer, magnetic tape. They take for granted the dials on radios and television sets. A tardy art, the art of Music. And why so slow? Is it because, once having learned a notation of pitches and durations, musicians will not give up their Greek? Children have been modern artists for years now. What is it about Music that sends not only the young but adults too as far into the past as they can conveniently go? The module? But our choices never reached around the globe, and in our laziness, when we changed over to the twelve-tone system, we just took the pitches of the previous music as though we were moving into a furnished apartment and had no time to even take the pictures off the walls. What excuse? That nowadays things are happening so quickly that we become thoughtless? Or were we clairvoyant and knew ahead of time that the need for furniture of any kind would disappear? (Whatever you place there in front of you sits established in the air.) The thing that was irrelevant to the structures we formerly made, and this was what kept us breathing, was what took place within them. Their emptiness we took for what it was – a place where anything could happen. That was one of the reasons we were able when circumstances became inviting (chances in consciousness, etc.) to go outside, where breathing is child’s play: no walls, not even the glass ones which, though we could see through them, killed the birds while they were flying.

The way that we think is dependent upon our flowering formal and informal education. How we think affects our behavior. How we conduct ourselves in the unscripted interactions with our family, friends, and lovers alters our emotional being. Our emotional being funnels our thought processes. Our community modulates our actions and establishes standards for behavior, and our logical reasoning and moral reasoning skills evolve as we mature. The didactical association between education, thinking, behaving, communal relationships, and the ongoing process of making logical and moral decisions continues to shape unions and disunions of our transforming character.

explanatory style is the great modulator of learned helplessness. Optimists recover from their momentary helplessness immediately. Very soon after failing, they pick themselves up, shrug, and start trying again. For them, defeat is a challenge, a mere setback on the road to inevitable victory. They see defeat as temporary and specific, not pervasive. Pessimists wallow in defeat, which they see as permanent and pervasive. They become depressed and stay helpless for very long periods. A setback is a defeat. And a defeat in one battle is the loss of the war. They don’t begin to try again for weeks or months, and if they try, the slightest new setback throws them back into a helpless state.

You may have noticed a trend in this chapter: the more we ponder the connection between reason and feeling, the dimmer the prospects seem for keeping our behavior under truly rational control. First we learned that Hume seems to have been right: our “reasoning faculty” isn’t ever really in charge; its agenda—what it reasons about—is set by feelings, and it can influence our behavior only by in turn influencing our feelings. Then we learned that, actually, even the term reasoning faculty suggests more in the way of orderly deliberation than is typical of the human mind. The view emerging here is that we don’t so much have a reasoning faculty as reasoning faculties; modules seem to have the ability to recruit reasons on behalf of their goals.

By contrast, a man who has just learned to read and write responds, “To go by your words, they should all be white.” To go by your words—in that phrase, a level is crossed. The information has been detached from any person, detached from the speaker’s experience. Now it lives in the words, little life-support modules. Spoken words also transport information, but not with the self-consciousness that writing brings. Literate people take for granted their own awareness of words, along with the array of word-related machinery: classification, reference, definition. Before literacy, there is nothing obvious about such techniques. “Try to explain to me what a tree is,” Luria says, and a peasant replies, “Why should I? Everyone knows what a tree is, they don’t need me telling them.

Turning and climbing, the double helix evolved to an operation which had always existed as a possibility for mankind, the eating of light. The appetite for light was ancient. Light had been eaten metaphorically in ritual transubstantiations. Poets had declared that to be is to be a variable of light, that this peach, and even this persimmon, is light. But the peach which mediated between light and the appetite for light interfered with the taste of light, and obscured the appetite it aroused. The appetite for actual light was at first appeased by symbols. But the simple instruction, promulgated during the Primordification, to taste the source of the food in the food, led to the ability to eat light. Out of the attempt to taste sources came the ability to detect unpleasant chemicals. These had to be omitted. Eaters learned to taste the animal in the meat, and the animal's food and drink, and to taste the waters and sugars in the melon. The discriminations grew finer - children learned to eat the qualities of the pear as they ate its flesh, and to taste its slow ripening in autumn sunlight. In the ripeness of the orange they recapitulated the history of the orange. Two results occurred. First, the children were quick to surpass the adults, and with their unspoiled tastes, and their desire for light, they learned the flavor of the soil in which the blueberry grew, and the salty sweetness of the plankton in the sea trout, but they also became attentive to the taste of sunlight. Soon there were attempts to keep fruit of certain vintages: the pears of a superbly comfortable autumn in Anjou, or the oranges of Seville from a year so seasonless that their modulations of bouquet were unsurpassed for decades. Fruit was eaten as a retrospective of light. Second, children of each new generation grew more clearly, until children were shaped as correctly as crystals. The laws governing the operations of growth shone through their perfect exemplification. Life became intellectually transparent. ("Desire")

The Western medical model — and I don't mean the science of it, I mean the practice of it, because the science is completely at odds with the practice — makes two devastating separations. First of all we separate the mind from the body, we separate the emotions from the physiology. So we don't see how the physiology of people reflects their lifelong emotional experience. So we separate the mind from the body, which is not something that traditional medicine has done, I mean, Ayuverdic or Chinese medicine or shamanic tribal cultures and medicinal practices throughout the world have always recognized that mind and body are inseparable. They intuitively knew it. Many Western practitioners have known this and even taught it, but in practice we ignore it. And then we separate the individual from the environment. The studies are clear, for example, that when people are emotionally isolated they tend to get sick more quickly and they succumb more rapidly to their disease. Why? Because people's physiology is completely related to their psychological, social environment and when people are isolated and alone their stress levels are much higher because there's nothing there to help them moderate their stress. And physiologically it is straightforward, you know, it takes a five-year-old kid to understand it. However because in practice we separate them... when somebody shows up with an inflamed joint, all we do is we give them an anti-inflammatory or because the immune system is hyperactive and is attacking them we give them a medication to suppress their immune system or we give them a stress hormone like cortisol or one of its analogues, to suppress the inflammation. But we never ask: "What does this manifest about your life?", "What does this say about your relationships?", "How stressful is your job?", "To what extent do you lack control in your life?", "Where are you not authentic?", "How are you trying to work so hard to meet your attachment needs by suppressing yourself?" (because that is what you learn to do as a kid). Then we do all this research that has to do with cell biology, so we keep looking for the cause of cancer in the cell. Now there's a wonderful quote in the New York Times a couple of years ago they did a series on cancer and somebody said: "Looking for the cause of cancer inside the individual cell is like trying to understand a traffic jam by studying the internal combustion engine." We will never understand it, but we spend hundreds of billions of dollars a year looking for the cause of cancer inside the cell, not recognizing that the cell exists in interaction with the environment and that the genes are modulated by the environment, they are turned on and off by the environment. So the impact of not understanding the unity of emotions and physiology on one hand and in the other hand the relationship between the individual and the environment.. in other words.. having a strictly biological model as opposed to what has been called a bio-psycho-social, that recognizes that the biology is important, but it also reflects our psychological and social relationships. And therefore trying to understand the biology in isolation from the psychological and social environment is futile. The result is that we are treating people purely through pharmaceuticals or physical interventions, greatly to the profit of companies that manufacture pharmaceuticals and which fund the research, but it leaves us very much in the dark about a) the causes and b) the treatment, the holistic treatment of most conditions. So that for all our amazing interventions and technological marvels, we are still far short of doing what we could do, were we more mindful of that unity. So the consequences are devastating economically, they are devastating emotionally, they are devastating medically.

Another vital component of the UDL is the constant flow of data from student work. Daily tracking for each lesson, as well as mid- and end-of-module assessment tasks, are essential for determining students’ understandings at benchmark points. Such data flow keeps teaching practice firmly grounded in students learning and makes incremental progress possible. When feedback is provided, students understand that making mistakes is part of the learning process.

The easiest way to do this is to share with your students the ‘big picture’, the overall objective for that lesson, unit or module of work.

I get asked this question a lot. My first piece of advice would be that the less well you understand a domain, the harder it will be for you to find proper bounded contexts for your services. As we discussed previously, getting service boundaries wrong can result in having to make lots of changes in service-to-service collaboration — an expensive operation. So if you’re coming to a monolithic system for which you don’t understand the domain, spend some time learning what the system does first, and then look to identify clean module boundaries prior to splitting out services.

but in the meanwhile here were these slow undulations of lips and cheek, the articulate movements of tongue and jaw, the glow of alabaster skin. Sometimes in the woods near the farm in Percussina he lay on the leaf-soft ground and listened to the two-tone song of the birds, high low high, high low high low, high low high low high. Sometimes by a woodland stream he watched the water rush over the pebbled bed, its tiny modulations of bounce and flow. A woman's body was like that. If you watched it carefully enough you could see how it moved to the rhythm of the world, the deep rhythm, the music below the music, the truth below the truth. He believed in this hidden truth the way other men believed in God or love, believed that truth was in fact always hidden, that the apparent, the overt, was invariably a kind of lie. Because he was a man fond of precision he wanted to capture the hidden truth precisely, to see it clearly and set it down, the truth beyond ideas of right and wrong, ideas of good and evil, ideas of ugliness and beauty, all of “deceptions of the world, having little to do with how things really worked, disconnected from the what-ness, the secret codes, the hidden forms, the mystery. Here in this woman's body the mystery could be seen. This apparently inert being, her self erased or buried beneath this never-ending story, this labyrinth of story-rooms in which more tales had been hidden than he was interested to hear. This toothsome sleepwalker. This blank. The rote-learned words poured out of her as he looked on, and while he unbuttoned and caressed. He exposed her nudity without compunction, touched it without guilt, manipulated her without any feelings of remorse. He was the scientist of her soul. In the smallest motion of an eyebrow, in the twitch of a muscle in her thigh, in a sudden minuscule curling of the left corner of her upper lip, he deduced the presence of life. Her self, that sovereign treasure, had not been destroyed. It slept and could be awakened. He whispered in her ear, "This is the last time you will ever tell this story. As you tell it, let it go." Slowly, phrase by phrase, episode by episode, he would unbuild the “only a man looking for the deeper truth would have seen it, her back arched in return. There was nothing wrong in what he did. He was her rescuer. She would thank him in time” Excerpt From: Toppy. “The Enchantress of Florence - Salman Rushdie.

Once you understand the logic behind modern schooling, its tricks and traps are fairly easy to avoid. School trains children to be employees and consumers; teach yours to be leaders and adventurers. School trains children to obey reflexively; teach yours to think critically and independently. Well-schooled kids have a low threshold for boredom; help your own to develop an inner life so that they'll never be bored. Urge them to take on the serious material, the grown-up material, in history, literature, philosophy, music, art, economics, theology — all the stuff schoolteachers know well enough to avoid. Challenge your kids with plenty of solitude so that they can learn to enjoy their own company, to conduct inner dialogues. Well-schooled people are conditioned to dread being alone; they seek constant companionship through the TV, the computer, the cell phone, and through shallow friendships quickly acquired, quickly abandoned. Your children should have a more important life, and they can. Don't let your own children have their childhoods extended, not even for a day. If David Farragut could take command of a captured British warship as a preteen, if Ben Franklin could apprentice himself to a printer at the same age, . . . there's no telling what your own kids could do. (p. xxii) — John Taylor Gatto, Weapons of Mass Instruction

Every cell in the tree integrates information about the state of the internal environment of the needs then open or close to admit gases or release water vapor. Every cell inside the needle is making similar assessments and decisions, sending and receiving signals, modulating its behavior as it learns about and responds to the environment. When such processes run though animal nerves, we call them “behavior and thought”. If we broaden our definition and let drop the arbitrary requirement of the possession of nerves, then the balsam fir tree is a behaving and thinking creature. Indeed, the proteins that we vertebrate animals use to create the electrical gradients that enliven our nerves are closely related to the proteins in plant cells that cause similar electrical excitation. The signals in galvanized plant cells are languid-they take a minute or more to travel the length of a leaf, twenty times slower than nerve impulses in a human limb-but they perform a similar function as animal’s nerves, using pulses of electrical charge to communicate from one part of the plant to another. Plants have no brain to coordinate these signals, so plant thinking is diffuse, located in the connections among every cell.

A central, and no doubt controversial, tenet of affective neuroscience is that emotional processes, including subjectively experienced feelings, do, in fact, play a key role in the causal chain of events that control the actions of both humans and animals. They provide various types of natural internal values upon which many complex behavioral choices in humans are based. However, such internal feelings are not simply mental events; rather, they arise from neurobiological events. In other words, emotional states arise from material events (at the neural level) that mediate and modulate the deep instinctual nature of many human and animal action tendencies, especially those that, through simple learning mechanisms such as classical conditioning, come so readily to be directed at future challenges. One reason such instinctual states may include an internally experienced feeling tone is that higher organisms possess neurally based self-representation systems.

Support has also been found for using observational learning in academic domains, such as preschool-age reading and middle school writing (Braaksma, Rijlaarsdam, van den Bergh, & van Hout-Wolters, 2004; Horner, 2004).

Learning can occur by observing others.

Learning may or may not include a behavior change.

Personal characteristics are important in learning. Behavior is not simply a direct effect of the environment but also includes personal characteristics, such as beliefs in one’s ability.

support incremental learning in their students. For example, emphasize that learning takes time and practice. Homework is an opportunity to practice new skills and knowledge learned in school. Explain to students that the more practice they get, the more efficient their brains will be at processing information or performing certain skills.

You also may have heard teachers say that students have different learning styles—for example, some are “visual learners” and others are “auditory learners.” The way the brain processes information actually runs counter to these classifications. Research shows that if children are taught new information using several modalities, such as learning letters of the alphabet by looking at them, writing them, and naming them, the brain areas underlying each modality become activated even when children later process information using one modality, such as vision only (James, 2007). This suggests that rather than classify students as one type of learner or another, we should ask students to learn information in a variety of ways. This is consistent with research indicating that providing students

During the 1940s and 1950s, schools typically used teacher-centered instructional approaches based on behavioral learning theories. Teachers were dispensers of information, and learning involved breaking down complex skills into subskills, learning those subskills in isolation, memorizing, and practicing.

Rather, active learning can be defined more broadly as any type of meaningful learning in which students construct a rich knowledge base (rather than memorizing facts) of interconnected concepts, prior knowledge, and real-life experiences (Bransford & Schwartz, 1999; Murphy & Woods, 1996; Renkl, Mandl, & Gruber, 1996).

Another way to encourage active learning is to have students work on solving complex problems or issues before instruction.

Research indicates that students who engage in problem-solving, even if they get stuck or solve problems incorrectly, learned material better than those who receive instruction followed by practice at problem-solving (Kapur, 2008, 2014; Lodge, Kennedy, Lockyer, Arguel, & Pachman, 2018).

Revisiting content over time and in different contexts also encourages transfer of knowledge by preventing learned information from being tied to specific situations or contexts (Salomon & Perkins, 1989).

Recognize cultural context in learning situations. Consistent with Vygotsky’s theory, teachers need to consider how the setting of particular instructional activities and the larger cultural context may affect learning (Griffin & Cole, 1999; Tharp & Gallimore, 1988).

For a well-defined, standard, and stable process involving hand-offs between people and systems, it is preferable to use a smart workflow platform. Such platforms offer pre-developed modules. These are ready-to-use automation programs customized by industry and by business function (e.g., onboarding of clients in retail banking). In addition, they are modular. For example, a module might include a form for client data collection, and another module might support an approval workflow. In addition, these modules can be linked to external systems and databases using connectors, such as application programming interfaces (APIs), which enable resilient data connectivity. Hence, with smart workflows, there is no need to develop bespoke internal and external data bridges. This integration creates a system with high resiliency and integrity. In addition, the standardization by industry and function of these platforms, combined with the low-code functionality, helps to accelerate the implementation.

● Pursuing online courses with pre-recorded videos? ● Not able to communicate with the instructor while in an online lecture? ● Online lectures seem boring and disengaging? Not anymore. Technology has been able to advance an already transformative concept. Online learning has made its way into almost every professional’s career life. However, there is a new concept which not many people are aware of - LIVE & interactive learning. As the name suggests, it’s just like traditional classroom learning but entirely online. Let’s see what it is, how it works, and how it can benefit your career. LIVE Learning: The Better, More Interactive Learning Method LIVE & interactive learning entails experienced tutors and instructors delivering lectures via LIVE online learning platforms that are built with features to aid in engaging educational learnings. Furthermore, Online Courses are delivered in a similar format that is found in a traditional classroom. With interactivity, teachers can not only deliver lectures, take LIVE questions, and respond, but also the students can interact with one another - just like they would in a brick and mortar classroom. Taking Online Courses Up a Notch Instead of sitting through a pre-recorded lecture, you can now attend the session LIVE. And the best part about this type of learning is that both tutors and students can interact with each other, so query resolution is instant, students can voice out their thoughts, collaboration becomes easy, and the face-to-face interaction definitely makes it more interactive. Reasons Why LIVE & Interactive Learning is Taking the Lead ● Comfortable Learning Pace Students pursuing LIVE & interactive online courses get the opportunity to learn at their own pace. They can discuss their questions in LIVE lectures and interact with the faculty as well. ● Focus on Tougher Modules In a regular classroom, the teacher always decides which modules require special focus. However, with LIVE & interactive learning, you can choose how much time you want to spend on a particular module. ● Extensive Study Materials Another added benefit of LIVE & interactive online courses is that you have access to study material 24*7 and from anywhere. This gives you control and ample time to go through the material more than once or as required. ● Opportunity for More Interaction Ranging from Online Data Analytics Courses to finance, marketing, and sales, online courses allow students to involve themselves in class discussions and chat with more ease. This is just not possible in regular face-to-face interactions where teachers can ask questions and embarrass you in front of the entire class if you are wrong or don’t know the answer. It’s Not a Roadblock, Rather an Accelerant to Your Career The best part - you don’t have to leave your current job to pursue a degree program. Passion to gain knowledge and upskill and a search engine that will take you the right online course is all you need. So whether you are scouting for online data analytics courses, machine learning courses, or digital marketing, LIVE & interactive learning can help you gain the education you deserve.

There are no ready-to-use modules with RPA. Most of the development is bespoke, and all process flows need to be built almost from scratch. The connections also need to be constructed. This results in a more flexible design and implementation of the programs developed, which can fit with more specific business requirements. The key advantage of RPA is that it allows the creation of automation programs that can involve legacy systems (e.g., those which can’t use APIs) or address non-standard requirements (e.g., onboarding of clients for a broker insurance company under Singapore regulations). However, with RPA, the lack of native integration amongst the components has weaknesses. For example, it involves less robustness, weaker data integrity, and lower resilience to process changes. If one part of an RPA program fails, the whole end-to-end process is stopped. As an outcome, based on our experience, the leading practice is to use low-code and smart workflow platforms as a foundation of the overall automation platform. In contrast, RPA is used for any integration of the overall platform with legacy systems or for automation of bespoke processes.

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the emphasis is more on the child’s ability to create networks of associations rather than on processes of imitation and habit formation. Referred to by various names, including cognitive linguistics, this view also differs sharply from the innatists’ because language acquisition is not seen as requiring a separate ‘module of the mind’ but rather depends on the child’s general learning abilities and the contributions of the environment. As Elena Lieven and Michael Tomasello (2008) put it, ‘Children learn language from their language experiences—there is no other way’ (p.168). According to this view, what children need to know is essentially available to them in the language they are exposed to.

The elements of trial and error, similar to earth and sky, and fire and water, delineates the constituent modules of our lives. Living robustly includes more failures than successes. We achieve adeptness to living by exhibiting a willingness to make good faith mistakes and learn from each misadventure. Every effort that fails to achieve our expected result is understandably frustrating. The fact is that without ideas and dreams and devoid of occasional crash landings, a person can never hope to achieve any worthy acts to temper resounding personal disappointment. Meaningful success is ultimately defined when a person dies, when an entire life’s work devoted to performing passionate and compassionate enterprises can be judge as a whole unit.

The defining feature of Type r processing is its autonomy. Type r processes are termed autonomous because: r) their execution is rapid, 2) their execution is mandatory when the triggering stimuli are encountered, 3) they do not put a heavy load on central processing capacity (that is, they do not require conscious attention), 4) they are not dependent on input from high-level control systems, and 5) they can operate in parallel without interfering with each other or with Type 2 processing. Type i processing would include behavioral regulation by the emotions; the encapsulated modules for solving specific adaptive problems that have been posited by evolutionary psychologists; processes of implicit learning; and the automatic firing of overlearned associations 4 Type i processing, because of its computational ease, is a common processing default. Type i processes are sometimes termed the adaptive unconscious in order to emphasize that Type i processes accomplish a host of useful things-face recognition, proprioception, language ambiguity resolution, depth perception, etc. -all of which are beyond our awareness. Heuristic processing is a term often used for Type i processing-processing that is fast, automatic, and computationally inexpensive, and that does not engage in extensive analysis of all the possibilities. Type 2 processing contrasts with Type I processing on each of the critical properties that define the latter. Type 2 processing is relatively slow and computationally expensive-it is the focus of our awareness. Many Type 1 processes can operate at once in parallel, but only one Type 2 thought or a very few can be executing at once-Type 2 processing is thus serial processing. Type 2 processing is often language based and rule based. It is what psychologists call controlled processing, and it is the type of processing going on when we talk of things like "conscious problem solving.

In Pythons 3.3 and 2.7, you can get help for a module you have not imported by quoting the module’s name as a string — for example, help('re'), help('email.message') — but support for this and other modes may differ across Python versions.

The girl you knew was a silly little romantic with her head in the clouds,' she hissed back at him, lowering her voice again as Steven glanced their way. 'I learned to hit back.' 'You certainly did.' Ty put down the half-empty cup, taking advantage of the pause to gather himself. When he spoke again it was in modulated, reasonable tones. 'Ria, it wasn't the way you thought back then. I no more wanted to lose you than you wanted to go, only it wouldn't have worked out. You needed a home, boyfriends, parties—all the things you'd missed out on trying to be what you weren't. All I could offer you was a rusting boat and a life where even I couldn't be sure what the next day was going to bring.' 'I see.' She attempted the same level delivery. 'So you sent me away for my own sake. Self-sacrificing of you, Ty—if I believed a word of it!

George A. Miller’s “Magical Number 7” has an expansion module, under certain conditions. We can load around 7 coherent “units” into our mental working space, but depending on our learning and expertise, those units may vary in size.

We let our fathers carry our stuff up into our new rooms and our mothers make up our beds with new linen, something we probably wouldn’t do in a few months’ time after a single gender studies module convinced us we knew more about the world than our parents had learned from decades of living in it.

Both T cells and neural network nodes compete for the right to commandeer the resources of the system in which they abide. And both show a seeming “willingness” to live by the rules which dictate self-denial. This combination of competition and selflessness turns an agglomeration of electronic or biological components into a learning machine with a quandary-solving power vastly beyond that of any individual module it contains.

It’s a complicated relationship, being a good grandparent, because it hinges on a series of other relationships. It’s an odd combination of being very experienced and totally green: I know how to raise a child, but I need to learn how to help my child raise his own. Where I once commanded, now I need to ask permission. Where I once led, I have to learn to follow. For years I had strong opinions for a living. Now I need to wait until I am asked for them, and modulate them most of the time.

Python is a mainstream programming language that is commonly used to solve cognitive and mathematical problems. Many Python modules and useful Python libraries, such as IPython, Pandas, SciPy, and others, are most commonly used for these tasks. Usage of Business Applications Python is used by many engineers to assemble and maintain their commercial programs or apps. Python is used by many designers to maintain their web-based company sites. An application that runs on the console Python can be used to create help-based software. IPython, for example, can be used to create a variety of support-based applications. Audio or Video-based Application Programming Python is an excellent programming language for a variety of video and audio projects. Python is used by many professionals to create a variety of media applications. You can do this with the help of cplay, another Python compiler. 3D based Computer-Aided Drafting Applications Python is used by many designers to create 3D-based Computer-Aided Drafting systems. Fandango is a very useful Python-based application that allows you to see all of the capabilities of CAD to expand these types of applications. Applications for Business Python is used by many Python experts to create a variety of apps that can be used in a business. Tryton and Picalo are the most famous applications in this regard.

Self-awareness is one of the key modules of compassionate artificial intelligence. Where the intelligent agent focuses attention inward and perceives their own internal states and others' emotions, behaviors, and acumen.

You can accomplish it by thinking about your teaching as modular, by which I mean that what you do in the classroom consists of a series of different cognitive activities, each of which could be considered its own module, and any given class period is constructed by combining modules in ways designed to support both attention and learning.

5. Learn to Modulate Your Feelings and Emotions

You will learn on the job, in the process of repairing many different kinds of equipment and seeing how the designers solved various problems, or failed to solve them in some cases. For every repair, you will fill out a log describing the cause of the failure and what you did to rectify it. If you don’t understand something, you may consult the more experienced Technicians, including myself.” He led the group down a wide hallway, and they crowded into a soundproofed studio. “This is the backup broadcast studio, which kept operational at all times in case of a major failure in the main studio. The first item in the signal chain is the microphone. We use dynamic mics for DJ’s and guests, and various ribbons and condensers for radio plays and orchestral broadcasts. For pre-recorded sound sources, we have direct-drive turntables, cassette decks, open-reel decks, and cart machines. All machines are wired for remote start from the console. “The consoles are vacuum tube type, fully balanced with input, output, and interstage transformers, and completely modular. They were designed in-house for absolute reliability. Channel modules can be hot-swapped without powering down the console, so that breakdowns can be fixed in a matter of seconds. “The output of the console is wired to a stereo compressor, variable mu type, to regulate the overall volume. The studio switcher selects the currently active studio and routes it to the transmitter. The output passes through an additional compressor, VCA type, with sophisticated circuitry for leveling, peak limiting, soft clipping, filtering, and pre-emphasis, in order to maximize the station’s loudness without overmodulating the transmitter.

A mnemonic for this is LPLT—learn, play, learn, teach. Simply repeat this mantra for every single module in your learning outline.

Now, even though the bad guy has a knife, the two men are more evenly matched, since they’re each finally employing their greatest tactical advantage—a mindset with clarity and purpose. At that point, it’s simply a race to first injury and then incapacitation. Here’s the truth: using real violence is binary. You’re either doing it, or you’re not. It’s either on, or it’s off. There is no middle ground, no halfway, no modulating levels of severity when it comes to protecting yourself in a life-or-death situation.

Interleaving is a desirable difficulty that frequently holds for both physical and mental skills. A simple motor-skill example is an experiment in which piano students were asked to learn to execute, in one-fifth of a second, a particular left-hand jump across fifteen keys. They were allowed 190 practice attempts. Some used all of those practicing the fifteen-key jump, while others switched between eight-, twelve-, fifteen-, and twenty-two-key jumps. When the piano students were invited back for a test, those who underwent the mixed practice were faster and more accurate at the fifteen-key jump than the students who had only practiced that exact jump. The “desirable difficulty” coiner himself, Robert Bjork, once commented on Shaquille O’Neal’s perpetual free-throw woes to say that instead of continuing to practice from the free-throw line, O’Neal should practice from a foot in front of and behind it to learn the motor modulation he needed.

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

Studentprogress.org is a multifaceted educational platform providing self-paced learning modules for educators and administrators, focusing on high-quality programming for students with disabilities. It features detailed resources for student progress monitoring, including tools and technical assistance, particularly for elementary grades. Additionally, the site offers extensive test preparation material, including reviews of various prep courses, test dates, study strategies, and general test guides.

After the separation from his partners and the closing of his firm (for reasons that had nothing to do with him), he did not start a new mega-fund. He limited his involvement in managing other people’s money. (Most people reintegrate into the comfort of other firms and leverage their reputation by raising monstrous amounts of outside money in order to collect large fees.) But such restraint requires some intuition, some self-knowledge. It is vastly less stressful to be independent—and one is never independent when involved in a large structure with powerful clients. It is hard enough to deal with the intricacies of probabilities, you need to avoid the vagaries of exposure to human moods. True success is exiting some rat race to modulate one’s activities for peace of mind. Thorp certainly learned a lesson: The most stressful job he ever had was running the math department of the University of California, Irvine. You can detect that the man is in control of his life.

The abundance of windows meant that the great room was cheered by a constant diffused light, even on a winter afternoon. The panes were not colored like church windows, and the lead-framed squares of clear glass allowed the light to enter in the purest possible fashion, not modulated by human art, and thus to serve its purpose, which was to illuminate the work of reading and writing. I have seen at other times and in other places many scriptoria, but none where there shone so luminously, in the outpouring, of physical light which made the room glow, the spiritual principle that light incarnates, radiance, source of all beauty and learning, inseparable attribute of that proportion the room embodied. For three things concur in creating beauty: first of all integrity or perfection, and for this reason we consider ugly all incomplete things; then proper proportion or consonance; and finally clarity and light, and in fact we call beautiful those things of definite color. And since the sight of the beautiful implies peace, and since our appetite is calmed similarly by peacefulness, by the good, and by the beautiful, I felt myself filled with a great consolation and I thought how pleasant it must be to work in that place.

It took quantum theory … to reconcile how both ideas could be true: photons and other subatomic particles—electrons, protons, and so forth—exhibit two complementary qualities; they are, as one physicist put it, “wavicles.” To explain the idea … physicists often used a thought experiment, in which Young’s double-slit demonstration is repeated with a beam of electrons instead of light. Obeying the laws of quantum mechanics, the stream of particles would split in two, and the smaller streams would interfere with each other, leaving the same kind of light- and dark-striped pattern as was cast by light. Particles would act like waves.311 In 1961, this idea was actually tested with electrons, and it worked as expected. Elementary particles, chunks of stuff like little billiard balls, behave like waves, provided that you aren’t looking. This can be demonstrated easily even if you shoot a single photon one at a time through a double-slit apparatus.312 However—and this is the frosting on the quantum measurement problem—those very same chunks of stuff behave like particles when you do look at them. Technically, the process of looking is called gaining “which-path” information, in which you learn which path a photon took as it traveled through the double-slit apparatus. To repeat: If you know that it goes through the left slit or the right slit, typically determined using a detector placed behind each slit, then the photon will behave like a particle. But if you don’t know, then it will behave like a wave. Assumptions The experiment we conducted took advantage of this intriguing effect. It was based on two assumptions: (A) If information is gained—by any means—about a photon’s path as it travels through two slits, then the quantum wavelike interference pattern, produced by photons traveling through the slits, will “collapse” in proportion to the certainty of the knowledge obtained. (B) If some aspect of consciousness is a primordial, self-aware feature of the fabric of reality, and that property is modulated by us through capacities we enjoy as attention and intention, then focusing human attention on a double-slit system may extract information about the photon’s path, and in turn that will affect the interference pattern.

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Are the individual functions in your modules too large? This is not so much a matter of line count as it is of internal complexity. If you can’t informally describe a function’s contract with its callers in one line, the function is probably too large.9 9 Many years ago, I learned from Kernighan & Plauger’s The Elements of Programming Style a useful rule. Write that one-line comment immediately after the prototype of your function. For every function, without exception.

Social success in primitive society, therefore, is achieved by those who are perceived to help the group, not by those who cheat and sponge from it, and cheating as a successful strategy can only work when a number of basic social changes have taken place. These are: much larger societies with a high percentage of people who are strangers; the growth of trade and commerce, particularly through the medium of money; the accumulation of material wealth; and the growth of complex bureaucratic systems of redistribution. So it should be obvious that it is not the hunter-gatherer band but modern industrial society that provides by far the most advantageous environment for freeloaders to flourish, such as bogus welfare claimants, tax evaders, and confidence-tricksters of every kind, but evolution has sadly neglected to provide us with any “cheater-detection” module to cope with this.

In general, you can define collector modules that import all the names from other modules so they’re available in a single convenience module.

By coding functions and classes in module files, we’ve ensured that they naturally support reuse. And by coding our software as classes, we’ve ensured that it naturally supports extension.

Nobody can seriously doubt that environmental factors modify the expression of sex differences. The problem with socialization theories is that they ask the environment to do all of the work. They fail to recognize that the environment is acting on an evolved organ—the mind. Of course, forces such as reinforcement, imitation, cognitive schema, and conformity all modulate our actions. The pleasure of social approval, the ability to learn through observation, our internal representations, and the desire to be like others—these are part of human psychology everywhere. The question is whether these processes alone can explain the origins of the cross-cultural differences between male and female. Altering reinforcement contingencies for sex-typical behavior can temporarily change it: boys and girls will show cross-sex play where the environment is manipulated to encourage it and social approval is contingent on it. But when that intervention is removed, children revert to the same-sex preference that characterizes children everywhere.

mix-in classes are the class equivalent of modules

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And so the piece was learned, and Lizzie felt that she had devoted her hour to poetry in a quite rapturous manner. At any rate she had a bit to quote; and though in truth she did not understand the exact bearing of the image, she had so studied her gestures, and so modulated her voice, that she knew that she could be effective. She did not then care to carry her reading further, but returned with the volume into the house. Though the passage about Ianthe’s soul comes very early in the work, she was now quite familiar with the poem, and when, in after days, she spoke of it as a thing of beauty that she had made her own by long study, she actually did not know that she was lying. As she grew older, however, she quickly became wiser, and was aware that in learning one passage of a poem it is expedient to select one in the middle, or at the end. The world is so cruelly observant now-a-days, that even men and women who have not themselves read their “Queen Mab” will know from what part of the poem a morsel is extracted, and will not give you credit for a page beyond that from which your passage comes

In a sense, a module is like a single-instance class, without inheritance, which corresponds to an entire file of code.

Sensory Processing Disorder is difficulty in the way the brain takes in, organizes and uses sensory information, causing a person to have problems interacting effectively in the everyday environment. Sensory stimulation may cause difficulty in one’s movement, emotions, attention, or adaptive responses. SPD is an umbrella term covering several distinct disorders that affect how the child uses his senses. Having SPD does not imply brain damage or disease, but rather what Dr. Ayres called “indigestion of the brain,” or a “traffic jam in the brain.” Here is what may happen: • The child’s CNS may not receive or detect sensory information. • The brain may not integrate, modulate, organize, and discriminate sensory messages efficiently. • The disorganized brain may send out inaccurate messages to direct the child’s actions. Deprived of the accurate feedback he needs to behave in a purposeful way, he may have problems in looking and listening, paying attention, interacting with people and objects, processing new information, remembering, and learning.

This ability of Life 2.0 to design its software enables it to be much smarter than Life 1.0. High intelligence requires both lots of hardware (made of atoms) and lots of software (made of bits). The fact that most of our human hardware is added after birth (through growth) is useful, since our ultimate size isn’t limited by the width of our mom’s birth canal. In the same way, the fact that most of our human software is added after birth (through learning) is useful, since our ultimate intelligence isn’t limited by how much information can be transmitted to us at conception via our DNA, 1.0-style. I weigh about twenty-five times more than when I was born, and the synaptic connections that link the neurons in my brain can store about a hundred thousand times more information than the DNA that I was born with. Your synapses store all your knowledge and skills as roughly 100 terabytes’ worth of information, while your DNA stores merely about a gigabyte, barely enough to store a single movie download. So it’s physically impossible for an infant to be born speaking perfect English and ready to ace her college entrance exams: there’s no way the information could have been preloaded into her brain, since the main information module she got from her parents (her DNA) lacks sufficient information-storage capacity.

industry, you can get trained to be slick and hospitable in any situation and it serves you well the rest of your life. Once you figure out that everything is performance and you bow to that, learn to modulate, you can dissociate from the mothership of yourself like an astronaut floating in space. That’s

Best practice in all Pythons recommends listing all your imports at the top of a module file; it’s not required, but makes them easier to spot.

Furthermore, people like Marcus can over-estimate the degree of threat or mis-read visual cues such as facial expressions, resulting in an inability to modulate emotional pain. Imagine what will happen when he experiences a situation in early recovery that reminds him of the old trauma. For example, if his male supervisor at work gets angry with him, Marcus’ brain has learned to go into a “fight or flight” pattern, which leads to another angry outburst.

In a sense, mix-in classes are similar to modules: they provide packages of methods for use in their client subclasses.