Project Based Learning Quotes

I’ve learned that fear is simply an illusion based on past experiences that we project into the present and onto the future.

To learn how to do, we need something real to focus on — not a task assigned by someone else, but something we want to create, something we want to understand. Not an empty exercise but a meaningful, self-chosen undertaking.

Children, even when very young, have the capacity for inventive thought and decisive action. They have worthwhile ideas. They make perceptive connections. They’re individuals from the start: a unique bundle of interests, talents, and preferences. They have something to contribute. They want to be a part of things. It’s up to us to give them the opportunity to express their creativity, explore widely, and connect with their own meaningful work.

Allowing children to learn about what interests them is good, but helping them do it in a meaningful, rigorous way is better. Freedom and choice are good, but a life steeped in thinking, learning, and doing is better. It’s not enough to say, “Go, do whatever you like.” To help children become skilled thinkers and learners, to help them become people who make and do, we need a life centered around those experiences. We need to show them how to accomplish the things they want to do. We need to prepare them to make the life they want.

The philosophy of project-based homeschooling — this particular approach to helping children become strong thinkers, learners, and doers — is dependent upon the interest and the enthusiastic participation and leadership of the learners themselves, the children.

Each time she appears, she narrows that down for us. Since she can only make projections five miles away from wherever her base is, each time she does appear, we learn more about where she might be.” I nodded slowly. “Like a catapult that shoots enormous grapes.

Research suggests that teachers who use more progressive or project-based learning techniques are more satisfied in their roles than teachers who use traditional instructional techniques.

Quality of life is having the freedom to make choices that are not fear based. Whether it’s the ability to choose the kinds of projects I want to take on and can learn from, or the ability to take a month off to travel. Freedom to choose is the ultimate luxury.

Imagine if we taught baseball the way that we teach science,” says UC Berkeley psychologist Alison Gopnik. “We would tell kids about baseball in the first couple of years. By the time they got to be in junior high, maybe we’d give them a drill where they could throw the ball to second base, over and over and over again. In college, they’d get to reproduce great, famous baseball plays, and then they’d never actually get to play the game until they were in graduate school.” High-quality project-based learning is, essentially, playing ball. There

17.  According as circumstances are favorable, one should modify one’s plans. [Sun Tzu, as a practical soldier, will have none of the “bookish theoric.” He cautions us here not to pin our faith to abstract principles; “for,” as Chang Yu puts it, “while the main laws of strategy can be stated clearly enough for the benefit of all and sundry, you must be guided by the actions of the enemy in attempting to secure a favorable position in actual warfare.” On the eve of the battle of Waterloo, Lord Uxbridge, commanding the cavalry, went to the Duke of Wellington in order to learn what his plans and calculations were for the morrow, because, as he explained, he might suddenly find himself Commander-in-chief and would be unable to frame new plans in a critical moment. The Duke listened quietly and then said: “Who will attack the first tomorrow—I or Bonaparte?” “Bonaparte,” replied Lord Uxbridge. “Well,” continued the Duke, “Bonaparte has not given me any idea of his projects; and as my plans will depend upon his, how can you expect me to tell you what mine are?”75] 18.  All warfare is based on deception. [The truth of this pithy and profound saying will be admitted by every soldier. Col. Henderson tells us that Wellington, great in so many military qualities, was especially distinguished by “the extraordinary skill with which he concealed his movements and deceived both friend and foe.”] 19. 

he admitted that he had projected his ideas of how life should go based on the route he had taken himself. He said he never related to me or understood me because of this. He declared that he now realized it’s not the child’s responsibility to teach the parent who they are; it’s the parent’s responsibility to learn who their child is.

Most lecture-based courses contribute nothing to real learning. Consequential and retained learning comes from applying knowledge to new situations or problems, research on questions and issues that students consider important, peer interaction, activities, and projects. Experiences, rather than short-term memorization, help students develop the skills and motivation that transforms lives." [p. 7-8]

Along the way, I began to develop an understanding about not only the process for making a miniature golf course, but the general process for making anything: how to start with an initial idea, develop preliminary plans, create a first version, try it out, ask other people to try it out, revise plans based on what happens—and keep doing that, over and over. By working on my project, I was gaining experience with the Creative Learning Spiral.

The transformation of a business-as-usual culture into one focused on innovation and driven by design involves activities, decisions, and attitudes. Workshops help expose people to design thinking as a new approach. Pilot projects help market the benefits of design thinking within the organization. Leadership focuses the program of change and gives people permission to learn and experiment. Assembling interdisciplinary teams ensures that the effort is broadly based. Dedicated spaces such as the P&G Innovation Gym provide a resource for longer-term thinking and ensure that the effort will be sustained. Measurement of impacts, both quantitative and qualitative, helps make the business case and ensures that resources are appropriately allocated. It may make sense to establish incentives for business units to collaborate in new ways so that younger talent sees innovation as a path to success rather than as a career risk.

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.

Arthur Kleinman explains, “We learn how to identify and react to pain, how to label and communicate dysfunction” (Klienman, **). He explains that every reaction and normative behavior is based on a set of culturally defined ideals, especially in explanation of illness and disease. Sidonie Smith and Julia Watson agree that autobiography is a subjective act based on historical and cultural frameworks (Smith and Watson, **). This truth is evident in symptoms, as Klienman point s out. He explains, “The meanings of symptoms are standardized ‘truths’ in a local cultural system, inasmuch as the groups’ categories are projected onto the world, then called natural because they are found there

Jack coughed slightly and offered his hand. “Hi, uh. I’m Jack.” Kim took it. “Jack what?” “Huh?” “Your last name, silly.” “Jackson.” She blinked at him. “Your name is Jack Jackson?” He blushed. “No, uh, my first name’s Rhett, but I hate it, so…” He gestured to the chair and she sat. Her dress rode up several inches, exposing pleasing long lines of creamy skin. “Well, Jack, what’s your field of study?” “Biological Engineering, Genetics, and Microbiology. Post-doc. I’m working on a research project at the institute.” “Really? Oh, uh, my apple martini’s getting a little low.” “I’ve got that, one second.” He scurried to the bar and bought her a fresh one. She sipped and managed to make it look not only seductive but graceful as well. “What do you want to do after you’re done with the project?” Kim continued. “Depends on what I find.” She sent him a simmering smile. “What are you looking for?” Immediately, Jack’s eyes lit up and his posture straightened. “I started the project with the intention of learning how to increase the reproduction of certain endangered species. I had interest in the idea of cloning, but it proved too difficult based on the research I compiled, so I went into animal genetics and cellular biology. It turns out the animals with the best potential to combine genes were reptiles because their ability to lay eggs was a smoother transition into combining the cells to create a new species, or one with a similar ancestry that could hopefully lead to rebuilding extinct animals via surrogate birth or in-vitro fertilization. We’re on the edge of breaking that code, and if we do, it would mean that we could engineer all kinds of life and reverse what damage we’ve done to the planet’s ecosystem.” Kim stared. “Right. Would you excuse me for a second?” She wiggled off back to her pack of friends by the bar. Judging by the sniggering and the disgusted glances he was getting, she wasn’t coming back. Jack sighed and finished off his beer, massaging his forehead. “Yes, brilliant move. You blinded her with science. Genius, Jack.” He ordered a second one and finished it before he felt smallish hands on his shoulders and a pair of soft lips on his cheek. He turned to find Kamala had returned, her smile unnaturally bright in the black lights glowing over the room. “So…how did it go with Kim?” He shot her a flat look. “You notice the chair is empty.” Kamala groaned. “You talked about the research project, didn’t you?” “No!” She glared at him. “…maybe…” “You’re so useless, Jack.” She paused and then tousled his hair a bit. “Cheer up. The night’s still young. I’m not giving up on you.” He smiled in spite of himself. “Yet.” Her brown eyes flashed. “Never.

As Frances had learned to do in times of uncertainty, she created a project over which she had total control and began writing a book “Dedicated to the memory of Irving Thalberg as a tribute to his vision and genius.” How to Write and Sell Film Stories was written for “serious students of film technique.” She filled the straightforward textbook with anecdotes from her films and others’ to convey the lessons on the development of plot, motivation, and characters she had learned with Thalberg. She had come to believe that because of increased censorship and the limited number of adaptable plays and novels, “eighty percent of the motion pictures produced will be soon be stories written exclusively for the screen” and the time was right for a book on original screenplays. The audience for the book was immediate; universities ordered copies before it was published and it quickly went into several printings. The book led to her taking on an advice column on screen writing for Cinema Progress, a serious educational film magazine published by the American Institute of Cinematography based at the University of Southern California. She opened her house to roundtable discussions with students and sponsored a scenario contest with the winners serving as studio “apprentices.

Rejecting failure and avoiding mistakes seem like high-minded goals, but they are fundamentally misguided. Take something like the Golden Fleece Awards, which were established in 1975 to call attention to government-funded projects that were particularly egregious wastes of money. (Among the winners were things like an $84,000 study on love commissioned by the National Science Foundation, and a $3,000 Department of Defense study that examined whether people in the military should carry umbrellas.) While such scrutiny may have seemed like a good idea at the time, it had a chilling effect on research. No one wanted to “win” a Golden Fleece Award because, under the guise of avoiding waste, its organizers had inadvertently made it dangerous and embarrassing for everyone to make mistakes. The truth is, if you fund thousands of research projects every year, some will have obvious, measurable, positive impacts, and others will go nowhere. We aren’t very good at predicting the future—that’s a given—and yet the Golden Fleece Awards tacitly implied that researchers should know before they do their research whether or not the results of that research would have value. Failure was being used as a weapon, rather than as an agent of learning. And that had fallout: The fact that failing could earn you a very public flogging distorted the way researchers chose projects. The politics of failure, then, impeded our progress. There’s a quick way to determine if your company has embraced the negative definition of failure. Ask yourself what happens when an error is discovered. Do people shut down and turn inward, instead of coming together to untangle the causes of problems that might be avoided going forward? Is the question being asked: Whose fault was this? If so, your culture is one that vilifies failure. Failure is difficult enough without it being compounded by the search for a scapegoat. In a fear-based, failure-averse culture, people will consciously or unconsciously avoid risk. They will seek instead to repeat something safe that’s been good enough in the past. Their work will be derivative, not innovative. But if you can foster a positive understanding of failure, the opposite will happen. How, then, do you make failure into something people can face without fear? Part of the answer is simple: If we as leaders can talk about our mistakes and our part in them, then we make it safe for others. You don’t run from it or pretend it doesn’t exist. That is why I make a point of being open about our meltdowns inside Pixar, because I believe they teach us something important: Being open about problems is the first step toward learning from them. My goal is not to drive fear out completely, because fear is inevitable in high-stakes situations. What I want to do is loosen its grip on us. While we don’t want too many failures, we must think of the cost of failure as an investment in the future.

Ellen Braun, an accomplished agile manager, noticed that different behaviors emerge over time as telltale signs of a team’s emotional maturity, a key component in their ability to adjust as things happen to them and to get to the tipping point when “an individual’s self interest shifts to alignment with the behaviors that support team achievement” (Braun 2010). It is better to know some of the questions than all of the answers. —James Thurber Team Dynamics Survey Ellen created a list of survey questions she first used as personal reflection while she observed teams in action. Using these questions the same way, as a pathway to reflection, an agile coach can gain insight into potential team problems or areas for emotional growth. Using them with the team will be more insightful, perhaps as material for a retrospective where the team has the time and space to chew on the ideas that come up. While the team sprints, though, mull them over on your own, and notice what they tell you about team dynamics (Braun 2010). • How much does humor come into day-to-day interaction within the team? • What are the initial behaviors that the team shows in times of difficulty and stress? • How often are contradictory views raised by team members (including junior team members)? • When contradictory views are raised by team members, how often are they fully discussed? • Based on the norms of the team, how often do team members compromise in the course of usual team interactions (when not forced by circumstances)? • To what extent can any team member provide feedback to any other team member (think about negative and positive feedback)? • To what extent does any team member actually provide feedback to any other team member? • How likely would it be that a team member would discuss issues with your performance or behavior with another team member without giving feedback to you directly (triangulating)? • To what extent do you as an individual get support from your team on your personal career goals (such as learning a new skill from a team member)? • How likely would you be to ask team members for help if it required your admission that you were struggling with a work issue? • How likely would you be to share personal information with the team that made you feel vulnerable? • To what extent is the team likely to bring into team discussions an issue that may create conflict or disagreement within the team? • How likely or willing are you to bring into a team discussion an issue that is likely to have many different conflicting points of view? • If you bring an item into a team discussion that is likely to have many different conflicting points of view, how often does the team reach a consensus that takes into consideration all points of view and feels workable to you? • Can you identify an instance in the past two work days when you felt a sense of warmth or inclusion within the context of your team? • Can you identify an instance in the past two days when you felt a sense of disdain or exclusion within the context of your team? • How much does the team make you feel accountable for your work? Mulling over these questions solo or posing them to the team will likely generate a lot of raw material to consider. When you step back from the many answers, perhaps one or two themes jump out at you, signaling the “big things” to address.

10 Practical Strategies to Improve Your Critical Thinking Skills and Unleash Your Creativity In today's rapidly changing world, the ability to think critically and creatively has become more important than ever. Whether you're a student looking to excel academically, a professional striving for success in your career, or simply someone who wants to navigate life's challenges with confidence, developing strong critical thinking skills is crucial. In this blog post, we will explore ten practical strategies to help you improve your critical thinking abilities and unleash your creative potential. 1. Embrace open-mindedness: One of the cornerstones of critical thinking is being open to different viewpoints and perspectives. Cultivate a willingness to listen to others, consider alternative opinions, and challenge your own beliefs. This practice expands your thinking and encourages creative problem-solving. 2. Ask thought-provoking questions: Asking insightful questions is a powerful way to stimulate critical thinking. By questioning assumptions, seeking clarity, and exploring deeper meanings, you can uncover new insights and perspectives. Challenge yourself to ask thought-provoking questions regularly. 3. Practice active listening: Listening actively involves not just hearing, but also understanding, interpreting, and empathizing with the speaker. By honing your active listening skills, you can better grasp complex ideas, identify underlying assumptions, and engage in more meaningful discussions. 4. Seek diverse sources of information: Expand your knowledge base by seeking information from a wide range of sources. Engage with diverse perspectives, opinions, and ideas through books, articles, podcasts, and documentaries. This habit broadens your understanding and encourages critical thinking by exposing you to different viewpoints. 5. Develop analytical thinking skills: Analytical thinking involves breaking down complex problems into smaller components, examining relationships and patterns, and drawing logical conclusions. Enhance your analytical skills by practicing activities like puzzles, riddles, and brain teasers. This will sharpen your ability to analyze information and think critically. 6. Foster a growth mindset: A growth mindset is the belief that your abilities can be developed through dedication and hard work. Embracing this mindset encourages you to view challenges as opportunities for growth, rather than obstacles. By persisting through difficulties, you build resilience and enhance your critical thinking abilities. 7. Engage in collaborative problem-solving: Collaborating with others on problem-solving tasks can spark creativity and strengthen critical thinking skills. Seek out group projects, brainstorming sessions, or online forums where you can exchange ideas, challenge each other's thinking, and find innovative solutions together. 8. Practice reflective thinking: Taking time to reflect on your thoughts, actions, and experiences allows you to gain deeper insights and learn from past mistakes. Regularly engage in activities like journaling, meditation, or self-reflection exercises to develop your reflective thinking skills. This practice enhances your critical thinking abilities by promoting self-awareness and self-improvement. 9. Encourage creativity through experimentation: Creativity and critical thinking often go hand in hand. Give yourself permission to experiment and explore new ideas without fear of failure. Embrace a "what if" mindset and push the boundaries of your thinking. This willingness to take risks and think outside the box can lead to breakthroughs in critical thinking. 10. Continuously learn and adapt: Critical thinking is a skill that can be honed throughout your life. Commit to lifelong learning and seek opportunities to expand your knowledge and skills. Stay curious, be open to new experiences, and embrace change.

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

The maker movement is mostly about building things (whether low-tech or high-tech), as well as creating art and music. But it’s driven by project-based, peer-to-peer learning, which tends to happen as novice “makers

They’d be responsible for documenting what they learned, and Brent would never be allowed to work on the same problem twice. I’d review each of the issues weekly, and if I find out that Brent worked a problem twice, there will be hell to pay. For both the level 3s and Brent.” I add, “Based on Wes’ story, we shouldn’t even let Brent touch the keyboard. He’s allowed to tell people what to type and shoulder-surf, but under no condition will we allow him to do something that we can’t document afterward. Is that clear?

Each adult viewed himself or herself as a stand-alone learning project. Now we see how powerfully the entire organization can leverage an ever-widening knowledge base by creating time and pathways for adults to share their learning with each other.

a spiraling process in which children imagine what they want to do, create a project based on their ideas, play with their creations, share their ideas and creations with others, reflect on their experiences – all of which leads them to imagine new ideas and new projects.

keeping the first station busy, and it’s similar to first-in, first-out scheduling. But of course, now everyone knows that you don’t release work based on the availability of the first station. Instead, it should be based on the tempo of how quickly the bottleneck resource can consume the work.” I just stare at him blankly. He continues, “Because of how Mark was releasing work, inventory kept piling up in front of our bottleneck, and jobs were never finished on time. Every day was an emergency. For years, we were awarded Best Customer of the Year from our air freight shipment company, because we were overnighting thousands of pounds of finished goods to angry customers almost every week.” He pauses and then says emphatically, “Eliyahu M. Goldratt, who created the Theory of Constraints, showed us how any improvements made anywhere besides the bottleneck are an illusion. Astonishing, but true! Any improvement made after the bottleneck is useless, because it will always remain starved, waiting for work from the bottleneck. And any improvements made before the bottleneck merely results in more inventory piling up at the bottleneck.” He continues, “In our case, our bottleneck was a heat treat oven, just like in Goldratt’s novel, The Goal. We also had paint-curing booths that later became constraints, too. By the time we froze the release of all new jobs, you couldn’t even see the bottleneck work centers because they were surrounded by huge piles of inventory. Even from up here!” Despite myself, I laugh with him. It’s obvious in hindsight, but I can imagine that to Mark, it was anything but obvious. “Look, thanks for the history lesson. But I learned most of this already in business school. I don’t see how this could possibly be relevant to managing IT Operations. IT is not like running a factory.” “Oh, really?” he turns to me, frowning intensely. “Let me guess. You’re going to say that IT is pure knowledge work, and so therefore, all your work is like that of an artisan. Therefore, there’s no place for standardization, documented work procedures, and all that high-falutin’ ‘rigor and discipline’ that you claimed to hold so near and dear.” I frown. I can’t figure out if he’s trying to convince me of something I already believe or trying to get me to accept an absurd conclusion. “If you think IT Operations has nothing to learn from Plant Operations, you’re wrong.

There are many things you can do to help your child direct and manage her own learning, but perhaps the most important one is choosing how and where to put your attention. Think hard about what you value most, because that’s what deserves your attention. Your child will respond by doing more of whatever earns your focus. You feed a behavior with your attention, and by feeding it, you create more of it — so be thoughtful about what you invest with that power. Contemplate your goals and intentions.

Some adults attempting project-based learning make the same mistake, moving forward relentlessly and forgetting the importance of doubling back. Interests are identified, research is completed, and then there is a big, impressive third act that brings everything to a close. Unfortunately, though appealing in its simplicity, this highly controlled approach cheats children out of the opportunity to lay down multiple layers of learning. The adult is satisfied. Is the child?

Project-based homeschooling is concerned with the underlying motives, habits, and attitudes of thinking and learning. However you feel about knowledge and skills — whether you’re a Latin-loving classicist or a relaxed unschooler or somewhere in-between — the point of project-based homeschooling is to devote some time to helping your child direct and manage his own learning. This does not have to comprise your entire curriculum. (Though it can.) It does not have to be the primary focus of your learning life. (Though it can be.) But it is essential. It is the part of your child’s education that is focused on that underlying machinery. It is the part of your child’s learning life that is focused on your child’s very specific and unique interests, talents, and passions. It is the part of your child’s learning when he is not only free to explore whatever interests him, but he receives attention, support, and consistent, dependable mentoring to help him succeed.

Lifelong learning” is a phrase so trite it makes your teeth hurt, but being a good mentor means showing your child that learning doesn’t stop when someone hands you a diploma. Not by treacly speech, but by everyday immersion in a life that celebrates learning interesting things and doing challenging, meaningful work.

Too often the term “project” means any activity that is not worksheet-based or that takes longer than a 42-minute class period.

The first eye-opener came in the 1970s, when DARPA, the Pentagon’s research arm, organized the first large-scale speech recognition project. To everyone’s surprise, a simple sequential learner of the type Chomsky derided handily beat a sophisticated knowledge-based system. Learners like it are now used in just about every speech recognizer, including Siri. Fred Jelinek, head of the speech group at IBM, famously quipped that “every time I fire a linguist, the recognizer’s performance goes up.” Stuck in the knowledge-engineering mire, computational linguistics had a near-death experience in the late 1980s. Since then, learning-based methods have swept the field, to the point where it’s hard to find a paper devoid of learning in a computational linguistics conference. Statistical parsers analyze language with accuracy close to that of humans, where hand-coded ones lagged far behind. Machine translation, spelling correction, part-of-speech tagging, word sense disambiguation, question answering, dialogue, summarization: the best systems in these areas all use learning. Watson, the Jeopardy! computer champion, would not have been possible without it.

project-based learning requires that the content is significant, the inquiry is in depth, the work is question driven, the student has a voice in choosing the product, the work is shared with an audience beyond the classroom, and creativity and innovation are “explicitly taught and assessed.

This kind of anarchic, Dionysian love doesn't give a shit about commitments or institutions; it smashes our illusions about what kind of people we are, what we would and would not do, exposing the difference between what we want to want and what we really want. We may choose friendships based on common interests and complimentary qualities, but our reasons for falling in love are altogether more irrational, projections of our most infantile wants and pathology.

For example, in Spain, the Barcelona Age Factor (BAF) project studied the effects of changing the age of beginning to teach English to Catalan/Spanish bilingual students. When the starting age for teaching English was lowered, Carmen Muñoz and her colleagues took advantage of the opportunity to compare the learning outcomes for students who had started learning at different ages. They were able to look at students’ progress after 100, 416, and 726 hours of instruction. Those who had begun to learn later (aged 11, 14, or 18+) performed better on nearly every measure than those who had begun earlier (aged 8). This was particularly true of measures based on metalinguistic awareness or analytic ability. On listening comprehension, younger starters showed some advantages. Muñoz suggests that this may be based on younger learners’ use of a more implicit approach to learning while older learners’ advantages may reflect their ability to use more explicit approaches, based on their greater cognitive maturity. She points out that, in foreign language instruction, where time is usually limited, ‘younger learners may not have enough time and exposure to benefit fully from the alleged advantages of implicit learning’ (Muñoz 2006: 33).

The Passionate Educator: Lily Lapenna has created MyBnk, the UK’s first independent, peer-led youth banking program approved by the national banking regulator. In doing so, Lapenna is developing the next generation of financially literate and entrepreneurial citizens. Such literacy will be crucial as the UK economy struggles to avoid another recession. In just five years, thanks to its partnership with dozens of schools and youth organizations, MyBnk has evolved from a pilot project to now reach thirty-five thousand 11-25 year olds in underprivileged neighbourhoods of London. These tech-savvy youth learn about managing money and the basics of entrepreneurship through cellphone-based games.

learning how to take control of her environment and feel independent—largely based on the approval of others. If she feels like she’s not adequate the way she is, her self-confidence will suffer and she will likely feel guilty for not living up to the standards around her, especially those set by her parents.

There’s another level at which attention operates, this has to do with leadership, I argue that leaders need three kinds of focus, to be really effective, the first is an inner focus, let me tell you about a case that’s actually from the annals of neurology, there was a corporate lawyer, who unfortunately had a small prefrontal brain tumour, it was discovered early, operated successfully, after the surgery though it was a very puzzling picture, because he was absolutely as smart as he had been before, a very high IQ, no problem with attention or memory, but he couldn’t do his job anymore, he couldn’t do any job, in fact he ended up out of work, his wife left him, he lost his home, he’s living in his brother spare bedroom and in despair he went to see a famous neurologist named Antonio Damasio. Damasio specialized in the circuitry between the prefrontal area which is where we consciously pay attention to what matters now, where we make decisions, where we learn and the emotional centers in the midbrain, particularly the amygdala, which is our radar for danger, it triggers our strong emotions. They had cut the connection between the prefrontal area and emotional centers and Damasio at first was puzzled, he realized that this fellow on every neurological test was perfectly fine but something was wrong, then he got a clue, he asked the lawyer when should we have our next appointment and he realized the lawyer could give him the rational pros and cons of every hour for the next two weeks, but he didn’t know which is best. And Damasio says when we’re making a decision any decision, when to have the next appointment, should I leave my job for another one, what strategy should we follow, going into the future, should I marry this fellow compared to all the other fellows, those are decisions that require we draw on our entire life experience and the circuitry that collects that life experience is very base brain, it’s very ancient in the brain, and it has no direct connection to the part of the brain that thinks in words, it has very rich connectivity to the gastro- intestinal tract, to the gut, so we get a gut feeling, feels right, doesn’t feel right. Damasio calls them somatic markers, it’s a language of the body and the ability to tune into this is extremely important because this is valuable data too - they did a study of Californian entrepreneurs and asked them “how do you make your decisions?”, these are people who built a business from nothing to hundreds of millions or billions of dollars, and they more or less said the same strategy “I am a voracious gatherer of information, I want to see the numbers, but if it doesn’t feel right, I won’t go ahead with the deal”. They’re tuning into the gut feeling. I know someone, I grew up in farm region of California, the Central Valley and my high school had a rival high school in the next town and I met someone who went to the other high school, he was not a good student, he almost failed, came close to not graduating high school, he went to a two-year college, a community college, found his way into film, which he loved and got into a film school, in film school his student project caught the eye of a director, who asked him to become an assistant and he did so well at that the director arranged for him to direct his own film, someone else’s script, he did so well at that they let him direct a script that he had written and that film did surprisingly well, so the studio that financed that film said if you want to do another one, we will back you. And he, however, hated the way the studio edited the film, he felt he was a creative artist and they had butchered his art. He said I am gonna do the film on my own, I’m gonna finance it myself, everyone in the film business that he knew said this is a huge mistake, you shouldn’t do this, but he went ahead, then he ran out of money, had to go to eleven banks before he could get a loan, he managed to finish the film, you may have seen

These are going to be important because they will ensure that we are able to see some of the results that we want in our codes and that we will be able to pull out the different parts based on what we are hoping to accomplish as well. These files are simple to work with, but there are different things that we need to do with each one to ensure that they are going to work the way that we want. We can set up the files to save some of the work that we want to do, and to organize the different parts of the code that we want to work with. It takes a bit of coding and a bit of work to make all of this come together and behave in the manner that you would like. With some of this in mind, let’s take a look at how the files are going to work in this kind of language and look at how we are able to handle the file input and the file output in the C# language.

I thought I’d been doing her a favor by leaving her alone, and yet it had really thrown her off and made the project start much more slowly than needed. I realized I had a problem: I didn’t know when to be hands-on vs. hands-off. It prompted me to start asking about exactly that: “In the last week, when would you have preferred that I be more or less involved in your work?” I learned that people not only had different default preferences, but different preferences based on the nature of the task.

A less common strategy for manipulating the search space is to manipulate the input attribute set. Feature subset-based ensemble methods are those that manipulate the input feature set in order to create the ensemble members. The idea is simply to give each classifier a different projection of the training set.

How to Raise a Wild Child: The Art and Science of Falling in Love with Nature by Scott D. Sampson Home Grown: Adventures in Parenting off the Beaten Path, Unschooling, and Reconnecting with the Natural World by Ben Hewitt Project-Based Homeschooling: Mentoring Self-Directed Learners by Lori Pickert Let’s Play Math: How Families Can Learn Math Together—and Enjoy It by Denise Gaskins The Art of Self-Directed Learning: 23 Tips for Giving Yourself an Unconventional Education by Blake Boles Gifts Differing: Understanding Personality Type by Isabel Briggs Meyers and Peter B. Myers

I used a citizen-science programme, the American Gut Project, based at the laboratory of Professor Rob Knight at the University of Colorado, Boulder. Available to anyone around the world for a donation, the AGP sequences samples of microbes from the human body to learn more about the species we harbour and their impact on our health. By sending a stool sample containing the microbes from my own gut, I received a snapshot of the ecosystem that called my body home.

For example, more and more schools are incorporating project-based learning and design thinking—a five-stage process for solving complex problems that includes (1) defining a problem; (2) understanding the human needs involved; (3) reframing the problem in human-centric ways; (4) generating a multitude of ideas; and (5) a hands-on approach in prototyping and testing.

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

It was this hierarchy—so central to Western cosmology for so long that, even today, a ten-year-old could intuitively get much of it right—that was challenged by the most famous compendium of all: Denis Diderot and Jean le Rond d’Alembert’s eighteen-thousand-page Encyclopédie. Published between 1751 and 1772, the Encyclopédie was sponsored by neither the Catholic Church nor the French monarchy and was covertly hostile to both. It was intended to secularize as well as to popularize knowledge, and it demonstrated those Enlightenment commitments most radically through its organizational scheme. Rather than being structured, as it were, God-down, with the whole world flowing forth from a divine creator, it was structured human-out, with the world divided according to the different ways in which the mind engages with it: “memory,” “reason,” and “imagination,” or what we might today call history, science and philosophy, and the arts. Like alphabetical order, which effectively democratizes topics by abolishing distinctions based on power and precedent in favor of subjecting them all to the same rule, this new structure had the effect of humbling even the most exalted subjects. In producing the Encyclopédie, Diderot did not look up to the heavens but out toward the future; his goal, he wrote, was “that our descendants, by becoming more learned, may become more virtuous and happier.” It is to Diderot’s Encyclopédie that we owe every modern one, from the Britannica and the World Book to Encarta and Wikipedia. But we also owe to it many other kinds of projects designed to, in his words, “assemble all the knowledge scattered on the surface of the earth.” It introduced not only new ways to do so but new reasons—chief among them, the diffusion of information prized by an élite class into the culture at large. The Encyclopédie was both the cause and the effect of a profoundly Enlightenment conviction: that, for books about everything, the best possible audience was the Everyman.

Project-based learning is a constructivist approach that encourages learning in depth by allowing students to use inquiry-based methods to engage with issues and questions that are rich, real, and relevant to their lives.

Managers handle parallel projects all the time. They juggle with people, work tasks, and goals to ensure the success of every project process. However, managing projects, by design, is not an easy task. Since there are plenty of moving parts, it can easily become disorganized and chaotic. It is vital to use an efficient project management system to stay organized at work while designing and executing projects. Project Management Online Master's Programs From XLRI offers unique insights into project management software tools and make teams more efficient in meeting deadlines. How can project management software help you? Project management tools are equipped with core features that streamline different processes including managing available resources, responding to problems, and keeping all the stakeholders involved. Having the best project management software can make a significant influence on the operational and strategic aspects of the company. Here is a list of 5 key benefits to project professionals and organizations in using project management software: 1. Enhanced planning and scheduling Project planning and scheduling is an important component of project management. With project management systems, the previous performance of the team relevant to the present project can be accessed easily. Project managers can enroll in an online project management course to develop a consistent management plan and prioritize tasks. Critical tasks like resource allocation, identification of dependencies, and project deliverables can be completed comfortably using project management software. 2. Better collaboration Project teams sometimes have to handle cross-functional projects along with their day to day responsibilities. Communication between different team members is critical to avoid expensive delays and precludes the waste of precious resources. A key upside of project management software is that it makes effectual collaboration extremely simple. All project communication is stored in a universally accessible place. The project management online master's program offers unique insights to project managers on timeline and status updates which leads to a synergy between the team’s functions and project outcomes. 3. Effective task delegation Assigning tasks to team members in a fair way is a challenging proposition for most project managers. With a project management program, the delegation of project tasks can be easily done. In most instances, these programs send out automatic reminders when deadlines are approaching to ensure a smooth and efficient project workflow. 4. Easier File access and sharing Important documents should be safely accessed and shared among team members. Project management tools provide cloud-based storage which enables users to make changes, leave feedback and annotate easily. PM software logs any user changes to ensure project transparency within the team. 5. Easier integration of new members Project managers are responsible to get new members up to speed on the important project parameters within a short time. Project management online master's programs from XLRI Jamshedpuroffer vital learning to management professionals in maintaining a project log and in simplistically visualizing the complete project. Takeaway Choosing the perfect PM software for your organization helps you to effectively collaborate to achieve project success. Simple and intuitive PM tools are useful to enhance productivity in remote-working employees.

Once, enrolled in any undergraduate study program of the Superior University means confidence to be part of a setup where guaranteed job placement is waiting for everyone. It can easily happen with the unique 3U1M Program offered by the university which allows the students to spend three years learning with fun at the campus with all assignments, practical, projects, and classroom studies through OBE (Objective Based Education) and PBL (Program Based Learning) programs. The final year is wholly spent with the experiential learning in the most prestigious public or private sector organizations.

Rarely have I seen an organization or project management office take a forward look to anticipate how to change the process in future projects to avoid the mistakes of the past. In the best cases, we learn from those mistakes and select and run better projects in the future, but all too often we don’t learn the best lessons and are doomed to repeat the same mistakes on another project.

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.

Blades: You have gained some understanding of how to wield swords and other bladed weapons that depend on Finesse over Brawn. You will find more openings in combat while using these weapons, and you are more able to defend against opponents whose skill with this type of weapon is equal to or less than your own. Aetheric Meditation: You have learned how to expedite your aetherium regeneration through meditation and control of your Aura. Provides significant bonuses to aetherium recovery rates. May provide other bonuses as well. Critical Breakthrough! You have stumbled upon secrets or techniques normally revealed through in-depth study. Your skill level has increased accordingly. Synergy! Your Aetheric Insight affects the bonus of this skill. Aetheric Sensing: While most beings can only sense aetheric disturbances within their Aura, you have learned to extend this method of perception. Allows the practitioner to feel changes in the environment based on sentient beings or aether concentrations. This allows for the detection of nearby individuals regardless of line of sight, stealth, or visibility. You may also sense spells cast near you by detecting ripples in the aether. Your Abyssal Sight augments this skill, allowing you to detect denizens of the Darkness within its range using these methods. Synergy! Your Aetheric Insight affects the bonus of this skill. Aetheric Channeling: Where Aetheric Projection utilizes aetherium in controlled bursts, you have learned how to prolong the flow of your aetherium. Increases the ratio of damage to aetherium expenditure when using these techniques. Increased proficiency allows for greater accuracy and finer control. Synergy! Your Aetheric Insight affects the bonus of this skill. Skill Knowledge Unlocked: Arcane Chirography (Primordial), Expressive Magic. Your known skills have given you insights that may be used to learn the listed skills without a tutor, though doing so may prove to be more difficult than finding a tutor would be.

I think so many of us would be nourished by the sort of symbiotic communities that Octavia envisioned, where connection wasn’t necessarily based on visual attraction but other kinds of longing and need. Where being attracted to someone wasn’t the first step of a path toward a singular ownership but could be a move into community and a future. Where interdependence was a given and there was no shame in seeking to learn the right ways to enter and stay in community. And where the truth could be perceived by the physical or telepathic connection, so instead of wasting time on projecting and lying to each other, we would spend our time lifting each other up, generating futures based on our truest selves, truest needs.

Further Reading For the Children’s Sake: Foundations of Education for Home and School by Susan Schaeffer Macaulay The Brave Learner: Finding Everyday Magic in Homeschool, Learning, and Life by Julie Bogart The Read-Aloud Family: Making Meaningful and Lasting Connections with Your Kids by Sarah Mackenzie Rethinking School: How to Take Charge of Your Child’s Education by Susan Wise Bauer A Gracious Space: Daily Reflections to Sustain Your Homeschooling Commitment by Julie Bogart Teaching from Rest: A Homeschooler’s Guide to Unshakable Peace by Sarah Mackenzie Free to Learn: Why Unleashing the Instinct to Play Will Make Our Children Happier, More Self-Reliant, and Better Students for Life by Peter Gray Last Child in the Woods: Saving Our Children from Nature-Deficit Disorder by Richard Louv How to Raise a Wild Child: The Art and Science of Falling in Love with Nature by Scott D. Sampson Home Grown: Adventures in Parenting off the Beaten Path, Unschooling, and Reconnecting with the Natural World by Ben Hewitt Project-Based Homeschooling: Mentoring Self-Directed Learners by Lori Pickert Let’s Play Math: How Families Can Learn Math Together—and Enjoy It by Denise Gaskins The Art of Self-Directed Learning: 23 Tips for Giving Yourself an Unconventional Education by Blake Boles Gifts Differing: Understanding Personality Type by Isabel Briggs Meyers and Peter B. Myers

To prosper, colleges need to become more like cathedrals. They need to build beautiful places, real and virtual, that learners return to throughout their lives. They need to create authentic human communities and form relationships with people based on the never-ending project of learning. They need to do it in ways that are affordable and meaningful for large numbers of people. The idea of “applying to” and “graduating from” colleges won’t make as much sense in the future. People will join colleges and other learning organizations for as long or as little time as they need.

By the nature of their basic design, families tend to have a strong, united identity. In this natural state families live in the same house, eat the same meals, work on the same projects, suffer the same misfortunes, have the same friends and extended family relations and protect the weaker members. It takes an alien, unnatural culture to create a family that eats separately, has separate friends, separate interests and identifies more strongly with a peer-based subculture than their own family. Most of what families must do to bring back a strong family identity involves resisting the forces that want to pull the family into its individual parts. In our family that means we don’t worship separately, we worship together; we don’t play sports separately but together; we don’t learn separately but together; we eat most of our meals together; we make money together; we go on adventures together because we are one unit and we opt out of many opportunities that force us to spend too much time embodying our individual identities.

Develop spatial skills by modeling your school, house, or neighborhood. Learn engineering and design skills by making structural models of Buckminster Fuller’s tetrahedron-based geodesic domes, Snelson’s tensegrity sculptures, and other architectural forms. Teacher Brenda Jackson particularly recommends the modeling of bridges for its multidisciplinary aspects: “In [a] bridge design project,” she says, “a variety of disciplines is involved. Drawing the proposed design, coping with the practical problem of tension, and using calculations and manual skill in making the model, are all parts of the problem. Testing the bridge to destruction, although somewhat noisy, involves learning in a practical way, and the results are often so spectacular that they are unlikely to be quickly forgotten.

As I was to learn, the process for creating the digital media business would be quite different because there was so much more to creating a great digital media customer experience than simply adding the next retail category to the Amazon website. The first part of the process went as normal. Our team of three or four people developed plans using the tried-and-true MBA-style methods of the time. We gathered data about the size of the market opportunity. We constructed financial models projecting our annual sales in each category, assuming, of course, an ever-increasing share of digital sales. We calculated gross margin assuming a certain cost of goods from our suppliers. We projected an operating margin based on the size of the team we would need to support the business. We outlined the deals we would make with media companies. We sketched out pricing parameters. We described how the service would work for customers. We put it all together in crisp-looking PowerPoint slides (this was still several months before the switch to narratives) and comprehensive Excel spreadsheets.

the lean startup model squares well with my advice. The contradiction arises only if you take a narrow view of the nature of planning. Planning, as I see it, is not merely sitting and thinking, much less a rule-based bureaucratic exercise of programming. It is an active process. Planning is doing: Try something, see if it works, and try something else in light of what you’ve learned. Planning is iteration and learning before you deliver at full scale, with careful, demanding, extensive testing producing a plan that increases the odds of the delivery going smoothly and swiftly.

one more key issue for which dashboards are especially well suited: developing an evidence-based business model whose economics will stack up. We saw how GlobalGiving’s conception of the business changed to make its project sourcing much more efficient. We saw how AK’s evolving set of dashboards provided real-world, in-the-marketplace evidence of how quickly customers could be acquired and a host of other issues that make the difference between staying in business and running out of cash. This kind of learning translates easily into numbers, and numbers—not words—are the language of every company’s business model.

Phase 1: Discovery 1. Define the problem statement What is the challenge that will be solved? The problem statement is defined at this step and becomes the foundation of the project. Here is a sample problem statement: The company has more than one hundred thousand email addresses and has sent more than one million emails in the last twelve months, but open rates remain low at 8 percent, and sales attributed to email have remained flat since 2018. Based on current averages, a 2 percentage-point lift in email open rates could produce a $50,000 increase in sales over the next twelve months. It’s important to note that a strong and valid problem statement should include the value of solving the problem. This helps ensure that the project is worth the investment of resources and keeps everyone focused on the goal. 2. Build and prioritize the issues list What are the primary issues causing the problem? The issues are categorized into three to five primary groups and built into an issues tree. Sample issues could be: •​Low open rates •​Low click rates •​Low sales conversion rates 3. Identify and prioritize the key drivers. What factors are driving the issues and problem? Sample key drivers could include: •​List fatigue •​Email creatives •​Highly manual, human-driven processes •​Underutilized or missing marketing technology solutions •​Lack of list segmentation •​Lack of reporting and performance management •​Lack of personalization 4. Develop an initial hypothesis What is the preliminary road map to solving the problem? Here is a sample initial hypothesis: AI-powered technologies can be integrated to intelligently automate priority use cases that will drive email efficiency and performance. 5. Conduct discovery research What information can we gain about the problem, and potential solutions, from primary and secondary research? •​How are talent, technology, and strategy gaps impacting performance? •​What can be learned from interviews with stakeholders and secondary research related to the problem? Ask questions such as the following: •​What is the current understanding of AI within the organization? •​Does the executive team understand and support the goal of AI pilot projects?

from writing up a fake schedule of classes they’d take based on college course guides, to researching a “thesis” project in their subject, to doing work-study programs in the community. If someone wants to do an SWS major in premed, they have to figure out how to finance med school, how to get all their prerequisites taken without overloading on hours for any semesters, which labs they’ll need, what their books will cost, and which academic groups to join. Then they do a minithesis—ten pages at least—learn about med school entrance exams, and finally, in the last week before summer, shadow a professional in the field well enough to get a good recommendation. Grades are based on that recommendation, their educational plan, their financial plan, and their thesis. And the faculty who grade them are those who aren’t burdened with the grading of normal finals. A.k.a.: me. Me, the counselors, special-subject teachers, coaches, even the nurse. It’s all hands

Peer-based learning has unique properties that drive engagement in ways that differ fundamentally

From Vanderbilt, Morgan had learned the trick of basing value not on current assets but on projected earnings.

All of us have different childhoods. The story of childhood is refracted in one’s own estimation of oneself, that’s where we pick up as it were how we feel about ourselves. Because of the language that we’ve learned in childhood, all of us have acquired expectations of how the world is, and how the world will respond to us, based on certain things that happened in the microcosmic world of the family. So we extrapolate what happened in the family, and generalize outwards to the whole world. It’s a natural thing that we do. Because our families of origin are carrying a lot of warps, and a lot of distortions, we’re likely to approach adult life full of expectations, that are not necessarily very fair, either on ourselves or on other people. We may for example think that everybody thinks we’re boring, or everyone’s out to get us, or anyone that we try to love is going to humiliate us, or that in order to win anyone’s favor we’ll always have to agree with them. We carry stories of what we need to do to get loved and also what we can expect from the world, and these stories carry distortions. And normally we play out these distortions in the busy world of relationships, and the office and our friendships, and no one quite notices, and they’re doing their stuff back to us, so everyone’s kind of projecting wildly into one another. Someone’s going “Everyone hates me”, and the other one’s going “I wanna aggress everyone”, and it’s a mess of projections and counter projections, and no one sees what’s going on and there’s no ultimate forgiveness or reconciliation. But what can happen in therapy is you take your issues and when it’s going well you play them out with the therapist, so you become really convinced that the therapist hates you because you are so boring and because therapy is just a room with a therapist, they can actually observe that and go “No, I don’t think that is necessarily right, but I think I am finding you quite interesting.” The therapist can see in a kind of petri dish things that are normally just lost in the complexity of the day-to-day world, and therefore there is a chance to correct what’s going on, so that all those slightly strange ideas, like we have a chance in the sort of clinical and clean confines of a therapy room, to see what we’re doing and get a chance to question whether it still makes sense. It has an origin but that origin may no longer be fair to reality as we have to live it.

What Digital Humanities is not about, despite its explicit claims, is the use of digital or quantitative methodologies to answer research questions in the humanities. It is, instead, about the promotion of project-based learning and lab-based research over reading and writing, the rebranding of insecure campus employment as an empowering ‘alt-ac’ career choice, and the redefinition of technical expertise as a form (indeed, the superior form) of humanist knowledge

Societies that have successfully coped with moral diversity at one level may well be those that can continue expanding their moral networks because they have achieved wider-based, more impartial, justification. In 'climbing the ladder' of wider appeal in a diverse society, they have crafted their rules to accommodate greater diversity. Note here that the very justificatory competency that is critical to a stable shared moral rule also can be employed to undermine the current rule and move to a new publicly justified rule. Justification must be able to perform this destabilizing role of a cooperative moral system is to learn and adapt. A recent analyses such as Haidt's, Stanford's, and DeScioli and Kurzban's have recognized, any adequate account of morality must be able to induce change as well as provide stability. Moral diversity and conflict may be an engine of moral reform, pointing toward a new cooperative equilibrium. On the other hand, we should expect continued conflict on many matters, 'As moral projects climb the ladder to broader audiences (being recast and potentially applied to increasingly broader sets of individuals), any given individual will be bombarded with increasing numbers of candidate moral rules.

An early lesson I learned in my career was that whenever a large organization attempts to do anything, it always comes down to a single person who can delay the entire project. An engineer might get stuck waiting for a decision or a manager may think she doesn’t have authority to make a critical purchase. These small, seemingly minor hesitations can cause fatal delays. I could not afford any hesitation, so I scheduled a daily meeting with Anthony, Jason, and the team—though they were now based in Plano. The purpose was to remove all roadblocks.

Leverage everyday activities. The most irritating kind of injury comes from doing something that shouldn’t cause injury. Mowing the lawn, a project at home, picking something off the floor. But all too often, these are the exact things that get people hurt. It’s not supposed to be this way—even with advanced age. When you train with optimal posture and alignment, learn to stabilize your core, and use correct form when performing movements like hinging at the hips, squatting, pulling and lifting—you can translate those movement patterns to real life. Now, a movement or project that would typically cause pain serves as a type of fitness supplement, reinforcing proper mechanics. Hobbies like golfing, going for a hike, or even doing chores around the house are no longer activities that ache your joints but varied movements that give your body the exact physiological nourishment it needs to stay healthy and pain-free. Getting to this level takes a three-pronged approach: (1) mastery of the basic human movements with focused load training, (2) posture awareness, and (3) translating correct body position and movement quality (from exercise training) to everyday activities.

That means that however funds are raised for community projects, the highest amount goes to educational facilities and teachers. The curriculum would be based on learning what it means to be a human being, or rather, a spiritual being living in a human body/world. Courses taught would include how to develop creativity, what it means to clear the psychological and emotional self, how to be in relationship with others, what steps must be taken to ensure basic needs are met for all souls in physical embodiment, the study of different soul paths for the purpose of understanding the viewpoints and perceptions of each group, etc. Second, resources would be devoted to scientific research and application. Specifically, funding would be allocated for alternative energy projects, agricultural advances, transportation systems, cleanup of the environment, and exploration of the cosmos. Third, emphasis would be placed on cultural advancement, including creative architecture, community gardens, cooperative building and re-building projects, implementation of new economic paradigms including enlightened currencies, and providing of the latest technological systems in every household that desires them (but not necessarily with emphasis on the latest gadgets for hours of mind-numbing entertainment). The priority here is to enable more efficient communication and awareness of world events for all souls. Also, it is important to be sure and include entertainment and down time. Fourth, opportunities would be provided to help individuals express their spiritual freedom. Encouragement and support will be given for souls to build churches, mosques, temples, synagogues, monasteries, healing retreat centers, therapy and holistic bodywork facilities, and more. The truth may be within, but it is helpful to have an outer environment that reflects the inner truth.

The unique epistemic role of the university in our culture was to set up conditions where students could learn how to bring arguments and evidence to a question, and to teach them not to project convictions derived from tribal loyalties onto the evaluation of evidence on testable questions. The rise of identity politics should have been recognized by university faculties as a threat to their ability to teach decoupled argumentation and evidence evaluation. As a monistic ideology (Tetlock 1986), where all values come from a single perspective, identity politics entangles many testable propositions with identity-based convictions. It fosters myside bias by reversing Kahan’s (2016) prescription—by transforming positions on policy-relevant facts into badges of group-based convictions. One of the most depressing social trends of the last few decades has been universities becoming proponents of identity politics—a doctrine that attacks the heart of their intellectual mission.

You can’t separate how you approach life as a family and how your child will approach life as a thinker and learner. Your home is your child’s first workplace, first studio, first school — and your family members are your child’s first friends, first coworkers, first audience, first collaborators. You are his first mentor, and his siblings are his first teammates. You can’t separate learning from living. If your daily habits and routines don’t support your learning goals, you need to get them back into alignment. You want to build a family culture that celebrates and supports meaningful work. This is much more than saying the right thing — this is creating a lifestyle, a set of articulated beliefs, and a daily routine that encourage and sustain the life you want for your family. Building a family culture means being purposeful with your choices. What you say you value pales in importance next to the way you live from day to day, the choices you make, big and small.

Airbus Group Ventures business to be led by Tim Dombrowski, a former partner of technology venture capital powerhouse Andreessen Horowitz. The unit’s mandate is to “invest in promising, disruptive and innovative business opportunities generated around the globe,” Airbus said on Friday. Paul Eremenko, who was director of engineering at Google’s secretive Advanced Technology and Projects organization and also worked for the Pentagon’s Defense Advanced Research Projects Agency technology incubator, will be chief executive of Airbus Group Silicon Valley technology and business innovation center, the company said. “Silicon Valley serves as a unique hub for technology breakthroughs and we see huge opportunities to learn from, and partner with the many players based there,” Airbus Chief Executive Tom Enders said in a statement. Mr. Enders has become concerned that newcomers to the industry may turn into formidable rivals to the European aerospace giant along with more traditional competitors such as Boeing Co. That’s already happening in space where entrepreneur Elon Musk’s space company, Space Exploration

Placing young people in dynamic situations, involving multiple interests and without a simple solution, is a catalyst for the development of critical thinking, collaboration, and communication skills. In a way, engaging students in the restorative discipline process is a form of project-based learning where the school incident provides the text for their learning. The

If I could change one thing about our schools it would be to transform all schools into communities of care and project based experiential learning through play where the focus is less on results and more on the process. Instead of zero tolerance policies we would have tolerance policies where it is okay to make mistakes. Schools would be centered on taking care of ourselves, each other and our environment driven by care not data. I believe all children have the right to love and freedom to explore not restrained.

We believe that there is a process which can explain the data we will be observing from the customers.

The main demerit of static Bayesian networks is that it can’t model temporal aspects of the sensor

Risk-taking helps children learn what works, teaches them to push themselves, and offers opportunities to grow from mistakes.

In STEM education, where complexity meets curiosity, rapid learning techniques come handy. Grasping complex STEM concepts becomes quick and efficient through experiments, simulations, and project-based activities powered by rapid learning principles.

His Information presets had very little to tell him during his rural detour, except the occasional comment about the type of tree sliding by or when the road was constructed, and the rush of exposition in the airport comes as a shock, especially on such little sleep. Ken quickly learns, and completely fails to absorb, a great deal about the politicking involved in the airport’s initial construction and the decision on its location, as well as which airlines serve it and since when and to which connections, and its place in various ranking schemes (official associations, user-generated, statistically based), while bypassing reams on the sourcing of materials, the architecture firm, and the history of the land below it. Along the way, ads—flat and projected, still and animated—crowd his vision, all of them translated and most of them annotated by his Information: he learns that the company trying to sell him whiskey is a subsidiary of Coca-Cola (not surprising, since they are part of the corporate government that owns this airport) and sees the annual statement summary for a firm offering wealth management. Not having any wealth to speak of, he ignores both the ad and the background Information discrediting it.

Implementing problem-based learning through real-world projects and interdisciplinary collaborations empowers students to tackle complex challenges, think critically, and develop innovative solutions that address pressing issues in society and beyond.