Skills Gap Quotes

Again, the troubling gap between word and meaning. My feeble language skills could not bear the weight of such a laden experience.

Listen to people from your heart, as if your life depended on it, and you will find that in turn people will listen to you with all of theirs.

The choices you make from this day forward will lead you, step by step, to the future you deserve.

Whilst people have answered questions, I have only heard my own voice thinking of the next question.

I was so sure that I knew what they needed and what I wanted to sell them that I never stopped long enough to find out what it was they wanted to buy.

Spend your time designing the greatest reputation a man could possess.

Whatever your medium, the goal of any arts practice is to develop a greater set of skills for dealing with challenges. Experience will help you close that gap between your own vision and the piece's final execution.

Another lesson for bookshop owners: "Learn how to listen yet let it pass through you." Thanks to some therapist friends, I have finally acquired that tough skill. But it wasn't part of our anticipated job description.

The time we need in order to heal our wounds and finally manifest our deepest dreams is only as long as the gap between two thoughts. These are thoughts in polarity, such as separation and unity, conflict and peace, misery and joy, hate and love, etc. Since as human beings we are all capable of experiencing both thoughts, the only skill we need to develop involves mastering the GAP.

Speaking from the heart is simple. Listening wholeheartedly, however, is much, much more difficult and most rare.

What you deserve will be down to you, and you alone.

Phonics never went away; it was outsourced. If the schools were not providing adequate basic skills instruction, concerned parents could try to fill the gap by other means.

[Young] adults who take gap years tended to be less motivated than their peers before the gap year. But after their gap year, most of them find new motivation. They had higher performance outcomes, career choice formation, improved employability, and a variety of life skills. The gap year can be seen as an educational process in which skills and critical reflection contribute to an individual's development.

Everything would have been for nothing just because I simply didn’t listen.

I should become happier at what I do and leave others happier than before they’d met me.

Finding happiness by delivering it.

Destiny and fate are of one’s own making, and riches and happiness are rarely found at the end of an easily-traversed path.

Study after study has shown almost all behavioral and psychological differences between the sexes to be small or nonexistent. Cambridge University psychologist Melissa Hines and others have repeatedly demonstrated that boys and girls have little, if any, noticeable gaps between them when it comes to fine motor skills, spatial visualization, mathematics ability, and verbal fluency.

I've talked with many other people who have found constructive ways to bridge gaps and fill holes that others merely walk around, and in the process have annointed themelves to roles others might not have chosen for them....one of the best ways to move from one field to another is to figure out how your skills can be translated into different settings.

You’ve got to be driven to become successful.

When most people come to believe the same thing, large gaps open up between price and value.

And so our schools are not failing.Rather they are obsolete

A gap in skills and abilities reveal a golden opportunity!

According to a 1995 study, a sample of Japanese eighth graders spent 44 percent of their class time inventing, thinking, and actively struggling with underlying concepts. The study's sample of American students, on the other hand, spent less than 1 percent of their time in that state. “The Japanese want their kids to struggle,” said Jim Stigler, the UCLA professor who oversaw the study and who cowrote The Teaching Gap with James Hiebert. “Sometimes the [Japanese] teacher will purposely give the wrong answer so the kids can grapple with the theory. American teachers, though, worked like waiters. Whenever there was a struggle, they wanted to move past it, make sure the class kept gliding along. But you don't learn by gliding.

[Peggy Mcintosh] explained that many people, but especially women, feel fraudulent when they are praised for their accomplishments. Instead of feeling worthy of recognition, they feel undeserving and guilty, as if a mistake has been made. Despite being high achievers, even experts in their fields, women can't seem to shake the sense that it is only a matter of time until they are found out for who they are -- impostors with limited skills or abilities

There’s a more glaring giveaway that boxing and wrestling are just recreation: girls and old guys aren’t good at them. As a rule of thumb, performance aberration in a basic skill is a good way to evaluate whether it’s natural to a species. When you spot a giant ability gap between ages and genders, you know you’re looking at nurture, not nature.

When women display the necessary confidence in their skills and comfort with power, they run the risk of being regarded as ‘competent but cold’: the bitch, the ice queen, the iron maiden, the ballbuster, the battle axe, the dragon lady … The sheer number of synonyms is telling. Put bluntly, we don’t like the look of self-promotion and power on a woman. In experimental studies, women who behave in an agentic fashion experience backlash: they are rated as less socially skilled, and thus less hireable for jobs that require people skills as well as competence than are men who behave in an identical fashion. And yet if women don’t show confidence, ambition and competitiveness then evaluators may use gender stereotypes to fill in the gaps, and assume that these are important qualities she lacks. Thus, the alternative to being competent but cold is to be regarded as ‘nice but incompetent’.15 This catch-22 positions women who seek leadership roles on a ‘tightrope of impression management’.16

When it comes to peace, we need to facilitate peace-makers' personal engagement and their genuine desire to bridge the gap between advocacy knowledge and skills necessary to differentiate between theory and practice in the field of conflict management.

Experience and miracle are two agents crafted with different names and meanings, yet express the exact same nature. It takes a miracle to gap experience. It takes experience to close the wall of a miracle. In the end, the only real difference...is skill.

The search for happiness is not about looking at life through rose-colored glasses or blinding oneself to the pain and imperfections of the world. Nor is happiness a state of exaltation to be perpetuated at all costs; it is the purging of mental toxins, such as hatred and obsession, that literally poison the mind. It is also about learning how to put things in perspective and reduce the gap between appearances and reality. To that end we must acquire a better knowledge of how the mind works and a more accurate insight into the nature of things, for in its deepest sense, suffering is intimately linked to a misapprehension of the nature of reality.

You have a cough that won’t go away—and then? It’s not science you call upon but a doctor. A doctor with good days and bad days. A doctor with a weird laugh and a bad haircut. A doctor with three other patients to see and, inevitably, gaps in what he knows and skills he’s still trying to learn.

Since the greatest room for each person's growth is in the areas of his greatest strength, you should focus your training time and money on educating him about his strengths and figuring out ways to build on these strengths rather than on remedially trying to plug his 'skill gaps.' You will find that this one shift in emphasis will pay huge dividends. In one fell swoop you will sidestep three potential pitfalls to building a strengths-based organization: the 'I don't have the skills and knowledge I need' problem, the 'I don't know what I'm best at' problem, and the 'my manager doesn't know what I'm best at' problem.

If we are to venture into unchartered territories, we must be prepared and willing to make mistakes

Never before had the gap between my actual skill and the skill level I desired been so crushingly wide.

novice would hazard a guess and the expert would say yes or no. Eventually the novices became, like their mentors, vessels of the mysterious, ineffable expertise.5 There can be a large gap between knowledge and awareness. When we examine skills that are not amenable to introspection, the first surprise is that implicit memory is completely separable from explicit memory: you can damage one without hurting the other.

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)

educators, we have to recognize that we help maintain the achievement gap when we don’t teach advance cognitive skills to students we label as “disadvantaged” because of their language, gender, race, or socioeconomic status. Many children start school with small learning gaps, but as they progress through school, the gap between African American and Latino and White students grows because we don’t teach them how to be independent learners. Based on these labels, we usually do the following (Mean & Knapp, 1991): Underestimate what disadvantaged students are intellectually capable of doing As a result, we postpone more challenging and interesting work until we believe they have mastered “the basics” By focusing only on low-level basics, we deprive students of a meaningful or motivating context for learning and practicing higher order thinking processes

Key to succesfull and connecting communication is to always remember ; it is all about what they want to hear rather than what you want to say. Once you bridge this gap you will be successful in communication that connects

As a rule of thumb, performance aberration in a basic skill is a good way to evaluate whether it’s natural to a species. When you spot a giant ability gap between ages and genders, you know you’re looking at nurture, not nature.

As a rule of thumb, performance aberration in a basic skill is a good way to evaluate whether it’s natural to a species. When you spot a giant ability gap between ages and genders, you know you’re looking at nurture, not nature. Male

Existential isolation, a third given, refers to the unbridgeable gap between self and others, a gap that exists even in the presence of deeply gratifying interpersonal relationships. One is isolated not only from other beings but, to the extent that one constitutes one’s world, from world as well. Such isolation is to be distinguished from two other types of isolation: interpersonal and intrapersonal isolation. One experiences interpersonal isolation, or loneliness, if one lacks the social skills or personality style that permit intimate social interactions. Intrapersonal isolation occurs when parts of the self are split off, as when one splits off emotion from the memory of an event. The most extreme, and dramatic, form of splitting, the multiple personality, is relatively rare (though growing more widely recognized); when it does occur, the therapist may be faced (...) with the bewildering dilemma of which personality to cherish.

Up to now, most atheists have simply criticized religion in various ways, but the point is to dispel it. In A Manual For Creating Atheists, Peter Boghossian fills that gap, telling the reader how to become a ‘street epistemologist’ with the skills to attack religion at its weakest point: its reliance on faith rather than evidence. This book is essential for nonbelievers who want to do more than just carp about religion, but want to weaken its odious grasp on the world. (Review of Dr. Peter Boghossian's book, 'A Manual For Creating Atheists')

Nor is happiness a state of exaltation to be perpetuated at all costs; it is the purging of mental toxins, such as hatred and obsession, that literally poison the mind. It is also about learning how to put things in perspective and reduce the gap between appearances and reality.

We’re indignant that men get paid more than women for doing the same work, and that white Americans earn more than black Americans. But even the 150% racial income gap of the 1930s pales in comparison to the injustices inflicted by our borders. A Mexican citizen living and working in the U.S. earns more than twice as much as a compatriot still living in Mexico. An American earns nearly three times as much for the same work as a Bolivian, even when they are of the same skill level, age, and sex. With a comparable Nigerian, the difference is a factor of 8.5 – and that’s adjusted for purchasing power in the two countries.

The history of black workers in the United States illustrates the point. As already noted, from the late nineteenth-century on through the middle of the twentieth century, the labor force participation rate of American blacks was slightly higher than that of American whites. In other words, blacks were just as employable at the wages they received as whites were at their very different wages. The minimum wage law changed that. Before federal minimum wage laws were instituted in the 1930s, the black unemployment rate was slightly lower than the white unemployment rate in 1930. But then followed the Davis-Bacon Act of 1931, the National Industrial Recovery Act of 1933 and the Fair Labor Standards Act of 1938—all of which imposed government-mandated minimum wages, either on a particular sector or more broadly. The National Labor Relations Act of 1935, which promoted unionization, also tended to price black workers out of jobs, in addition to union rules that kept blacks from jobs by barring them from union membership. The National Industrial Recovery Act raised wage rates in the Southern textile industry by 70 percent in just five months and its impact nationwide was estimated to have cost blacks half a million jobs. While this Act was later declared unconstitutional by the Supreme Court, the Fair Labor Standards Act of 1938 was upheld by the High Court and became the major force establishing a national minimum wage. As already noted, the inflation of the 1940s largely nullified the effect of the Fair Labor Standards Act, until it was amended in 1950 to raise minimum wages to a level that would have some actual effect on current wages. By 1954, black unemployment rates were double those of whites and have continued to be at that level or higher. Those particularly hard hit by the resulting unemployment have been black teenage males. Even though 1949—the year before a series of minimum wage escalations began—was a recession year, black teenage male unemployment that year was lower than it was to be at any time during the later boom years of the 1960s. The wide gap between the unemployment rates of black and white teenagers dates from the escalation of the minimum wage and the spread of its coverage in the 1950s. The usual explanations of high unemployment among black teenagers—inexperience, less education, lack of skills, racism—cannot explain their rising unemployment, since all these things were worse during the earlier period when black teenage unemployment was much lower. Taking the more normal year of 1948 as a basis for comparison, black male teenage unemployment then was less than half of what it would be at any time during the decade of the 1960s and less than one-third of what it would be in the 1970s. Unemployment among 16 and 17-year-old black males was no higher than among white males of the same age in 1948. It was only after a series of minimum wage escalations began that black male teenage unemployment not only skyrocketed but became more than double the unemployment rates among white male teenagers. In the early twenty-first century, the unemployment rate for black teenagers exceeded 30 percent. After the American economy turned down in the wake of the housing and financial crises, unemployment among black teenagers reached 40 percent.

Her grandmother had taught her any number of things, like embroidery and spinning and plain sewing and some basic knitting. She had started to teach her how to use the great loom that stood in the corner, so that someday Gerta could earn her living as a weaver, if she didn’t marry, or if she outlived her husband as her grandmother had done. And Gerta could cook on a stove and clean nearly anything. All good, useful skills. She’d make someone a fine wife some day. Everybody said so. Making someone a fine wife had not included learning how to sleep in the woods without freezing or getting soaked. This struck Gerta as an enormous and unexpected gap in her education.

4 Steps for Understanding Each Other 1. Identify your beliefs and core values; ask how they determine your behaviors and habits. 2. Realize with whom you are interacting and try to identify how their values are explaining their behavior. 3. Assume positive intent. 4. Seek ways to adapt your behavior to help bridge the cultural gap.

Try to rest in the present moment, free of concepts. Watch the nature of the gap between thoughts, which is free from mental constructs. Gradually extend the interval between the disappearance of one thought and the emergence of the next. Remain in a state of simplicity that is free of mental constructs, yet perfectly aware; beyond effort, yet alert and mindful.

My take on personal evolution is largely about the spirit of connecting and disconnecting things, relating to what I call “the gap” or time and space between things. It is also about becoming practical in all this, developing the power and precision to simply bring the grand ideas home, to compress the paradigm of perception/choice/action/result into a single gesture.

The same thing, notes Brynjolfsson, happened 120 years ago, in the Second Industrial Revolution, when electrification—the supernova of its day—was introduced. Old factories did not just have to be electrified to achieve the productivity boosts; they had to be redesigned, along with all business processes. It took thirty years for one generation of managers and workers to retire and for a new generation to emerge to get the full productivity benefits of that new power source. A December 2015 study by the McKinsey Global Institute on American industry found a “considerable gap between the most digitized sectors and the rest of the economy over time and [found] that despite a massive rush of adoption, most sectors have barely closed that gap over the past decade … Because the less digitized sectors are some of the largest in terms of GDP contribution and employment, we [found] that the US economy as a whole is only reaching 18 percent of its digital potential … The United States will need to adapt its institutions and training pathways to help workers acquire relevant skills and navigate this period of transition and churn.” The supernova is a new power source, and it will take some time for society to reconfigure itself to absorb its full potential. As that happens, I believe that Brynjolfsson will be proved right and we will start to see the benefits—a broad range of new discoveries around health, learning, urban planning, transportation, innovation, and commerce—that will drive growth. That debate is for economists, though, and beyond the scope of this book, but I will be eager to see how it plays out. What is absolutely clear right now is that while the supernova may not have made our economies measurably more productive yet, it is clearly making all forms of technology, and therefore individuals, companies, ideas, machines, and groups, more powerful—more able to shape the world around them in unprecedented ways with less effort than ever before. If you want to be a maker, a starter-upper, an inventor, or an innovator, this is your time. By leveraging the supernova you can do so much more now with so little. As Tom Goodwin, senior vice president of strategy and innovation at Havas Media, observed in a March 3, 2015, essay on TechCrunch.com: “Uber, the world’s largest taxi company, owns no vehicles. Facebook, the world’s most popular media owner, creates no content. Alibaba, the most valuable retailer, has no inventory. And Airbnb, the world’s largest accommodation provider, owns no real estate. Something interesting is happening.

His deficiencies are indeed what they are. There are gaps in his knowledge about developmental biology, which he has closed steadily over the past few years, through study and coursework. There was also, in those early years, a lack of technical expertise, which he has acquired through practice. But the deficiency to which Roman is alluding to is not one of those, mot one of the many ways in which people come into graduate school unprepared for its demands, wrong-fitted this way and that by it's odd rituals and rigors. Why Roman is referring to is instead a deficiency of whiteness, a lack of requisite sameness. This deficiency cannot be overcome. The fact is, no matter how hard he tries or how much he learns or how many skills he masters, he will always be provisional in the eyes of these people, no matter how they might be fond of him or gentle with him.

Try to rest in the present moment, free of concepts. Watch the nature of the gap between thoughts, which is free from mental constructs. Gradually extend the interval between the disappearance of one thought and the emergence of the next. Remain in a state of simplicity that is free of mental constructs, yet perfectly aware; beyond effort, yet alert and mindful. As you thus observe the wellspring of thoughts, it is possible to break their endless proliferation.

Research has established that one aspect of reading does need to be taught and practiced as a set of skills, much like math: decoding, the part that involves matching sounds to letters. The problem is that the other aspect of reading—comprehension—is also being taught that way. While there’s plenty of evidence that some instruction in some comprehension strategies can be helpful for some children, there’s no reason to believe it can turn struggling readers into accomplished ones.

Nor is happiness a state of exaltation to be perpetuated at all costs; it is the purging of mental toxins, such as hatred and obsession, that literally poison the mind. It is also about learning how to put things in perspective and reduce the gap between appearances and reality. To that end we must acquire a better knowledge of how the mind works and a more accurate insight into the nature of things, for in its deepest sense, suffering is intimately linked to a misapprehension of the nature of reality.

Outrageously clever people are worse, but quite a few of them mean well, and often they tend to have disadvantages (of appearance, manner, social skill) that allow you to forgive them. Beautiful people, though, I struggle with. Unless you keep your eyes shut or look the other way, you can’t help but have the awful fact ground into you, like the wheel of a heavy wagon running over your neck, that here is someone divided from you by a vast, unbridgeable gap, and they’ve done absolutely nothing to deserve it.

What content types best meet the needs of our target audience and their changing, multiple contexts? What content types best fit the skills of our copywriters? What content types do we already have? What contexts are appropriate for the delivery of our content, and how will we translate our information into multiple content types appropriate for different screens, resolutions, locations, and contexts? Is existing content still good? Is it still current, relevant, and brand-appropriate for our needs, our users’ needs, and the context in which we want to deliver it? How will we get more content to bridge the gaps between what we have and what we need? What is the workflow that already supports that, and do we need to refine it? How will we make the case for these new content types to other team members who help shape the user experience? Who will do this for launch? Who will maintain content on an ongoing basis? Who will train them? How will we help people find the answers, definitions, and other information they need? What are the relationships within our content?

If you know bikes at all, you can tell a lot about a man by how he rides. Abdullah rode from reflex rather than concentration. His control of the bike in motion was as natural as his control of his legs in walking. He read the traffic with a mix of skill and intuition. Several times, he slowed before there was an obvious need, and avoided the hard braking that other, less instinctive riders were forced to make. Sometimes he accelerated into an invisible gap that opened magically for us, just when a collision seemed imminent. Although unnerving at first, the technique did soon inspire a kind of grudging confidence in me, and I relaxed in the ride.

In theory, the fact that the rich countries own part of the capital of poor countries can have virtuous effects by promoting convergence. If the rich countries are so flush with savings and capital that there is little reason to build new housing or add new machinery (in which case economists say that the “marginal productivity of capital,” that is, the additional output due to adding one new unit of capital “at the margin,” is very low), it can be collectively efficient to invest some part of domestic savings in poorer countries abroad. Thus the wealthy countries—or at any rate the residents of wealthy countries with capital to spare—will obtain a better return on their investment by investing abroad, and the poor countries will increase their productivity and thus close the gap between them and the rich countries. According to classical economic theory, this mechanism, based on the free flow of capital and equalization of the marginal productivity of capital at the global level, should lead to convergence of rich and poor countries and an eventual reduction of inequalities through market forces and competition. This optimistic theory has two major defects, however. First, from a strictly logical point of view, the equalization mechanism does not guarantee global convergence of per capita income. At best it can give rise to convergence of per capita output, provided we assume perfect capital mobility and, even more important, total equality of skill levels and human capital across countries—no small assumption.

DISTINCTIVENESS is the quality that causes a brand expression to stand out from competing messages. If it doesn’t stand out, the game is over. Distinctiveness often requires boldness, innovation, surprise, and clarity, not to mention courage on the part of the company. Is it clear enough and unique enough to pass the swap test? RELEVANCE asks whether a brand expression is appropriate for its goals. Does it pass the hand test? Does it grow naturally from the DNA of the brand? These are good questions, because it’s possible to be attention-getting without being relevant, like a girly calendar issued by an auto parts company. MEMORABILITY is the quality that allows people to recall the brand or brand expression when they need to. Testing for memorability is difficult, because memory proves itself over time. But testing can often reveal the presence of its drivers, such as emotion, surprise, distinctiveness, and relevance. EXTENDIBILITY measures how well a given brand expression will work across media, across cultural boundaries, and across message types. In other words, does it have legs? Can it be extended into a series if necessary? It’s surprisingly easy to create a one-off, single-use piece of communication that paints you into a corner. DEPTH is the ability to communicate with audiences on a number of levels. People, even those in the same brand tribe, connect to ideas in different ways. Some are drawn to information, others to style, and still others to emotion. There are many levels of depth, and skilled communicators are able to create connections at most of them.

Areli kicked her dragon upwards and followed Aquilina and Fides through the lanterns and rock, out into clean mountain air. Aquilina had picked only the two, whom she said were hands down the greatest riders on the team, to ride with her. Areli didn’t know how to respond to that, except to turn red and cover her mouth with surprise. And now she was flying, not in an arena, but in free air, a privilege given to only the best professional riders. They flew over the city. The buildings looked like small blocks and the carriages looked like gold-colored ants roaming about. The sweep of the cool air was refreshing against Areli’s face. They flew over the trees leading to Emperor Abhiraja’s forest, which looked like nothing but a tossed salad from their view. And then they were over Emperor Abhiraja’s trees. Back at the boarding facility, before they left, Aquilina told them there was only one rule if they were to ride with her . . . keep up. Aquilina veered down towards the trees. Fides took after her and Areli followed. Areli sat hard into her seat and pulled the reins to her right. She leaned her leg into Kaia’s left shoulder and held on tight to the saddle horn. Kaia leaned her body and they knifed through the air. Areli shifted her legs and hands, chasing after Fides and Aquilina. They slipped through a tiny gap in the tops of the massive trees. Areli saw the red of Fidelja’s dragon ahead of her, and then it disappeared. She saw shades of brown and green coming up fast. Areli pulled on the reins, keeping her hands light, and sunk into the seat, leveling off their descent into the forest. She immediately started kicking Kaia forward as she saw Fides dragon’s tail wrap past a tree. Areli commanded Kaia in a way she never had before. Using every skill she ever learned, she cued Kaia right, then left, then into a roll to get through two narrowly placed trees, and then up, always following the blur of red in front of her. They came out above the trees again and then they swooped back down. This time it was into the Columns of Abhi. They curved around the large rock structures like a knife full of butter caressing a freshly baked roll. Areli didn’t think she could feel this exhilarated. But there was something utterly breathtaking about flying without walls, without spectators or trainers. This was true freedom, according to Areli. Freedom from homework, freedom from fears, freedom from worries. This was the place where she could be . . . just to be.

Take a look at the following list of numbers: 4, 8, 5, 3, 9, 7, 6. Read them out loud. Now look away and spend twenty seconds memorizing that sequence before saying them out loud again. If you speak English, you have about a 50 percent chance of remembering that sequence perfectly. If you're Chinese, though, you're almost certain to get it right every time. Why is that? Because as human beings we store digits in a memory loop that runs for about two seconds. We most easily memorize whatever we can say or read within that two-second span. And Chinese speakers get that list of numbers—4, 8, 5, 3, 9, 7, 6—right almost every time because, unlike English, their language allows them to fit all those seven numbers into two seconds. That example comes from Stanislas Dehaene's book The Number Sense. As Dehaene explains: Chinese number words are remarkably brief. Most of them can be uttered in less than one-quarter of a second (for instance, 4 is "si" and 7 "qi"). Their English equivalents—"four," "seven"—are longer: pronouncing them takes about one-third of a second. The memory gap between English and Chinese apparently is entirely due to this difference in length. In languages as diverse as Welsh, Arabic, Chinese, English and Hebrew, there is a reproducible correlation between the time required to pronounce numbers in a given language and the memory span of its speakers. In this domain, the prize for efficacy goes to the Cantonese dialect of Chinese, whose brevity grants residents of Hong Kong a rocketing memory span of about 10 digits. It turns out that there is also a big difference in how number-naming systems in Western and Asian languages are constructed. In English, we say fourteen, sixteen, seventeen, eighteen, and nineteen, so one might expect that we would also say oneteen, twoteen, threeteen, and five- teen. But we don't. We use a different form: eleven, twelve, thirteen, and fifteen. Similarly, we have forty and sixty, which sound like the words they are related to (four and six). But we also say fifty and thirty and twenty, which sort of sound like five and three and two, but not really. And, for that matter, for numbers above twenty, we put the "decade" first and the unit number second (twentyone, twenty-two), whereas for the teens, we do it the other way around (fourteen, seventeen, eighteen). The number system in English is highly irregular. Not so in China, Japan, and Korea. They have a logical counting system. Eleven is ten-one. Twelve is ten-two. Twenty-four is two- tens-four and so on. That difference means that Asian children learn to count much faster than American children. Four-year-old Chinese children can count, on average, to forty. American children at that age can count only to fifteen, and most don't reach forty until they're five. By the age of five, in other words, American children are already a year behind their Asian counterparts in the most fundamental of math skills. The regularity of their number system also means that Asian children can perform basic functions, such as addition, far more easily. Ask an English-speaking seven-yearold to add thirty-seven plus twenty-two in her head, and she has to convert the words to numbers (37+22). Only then can she do the math: 2 plus 7 is 9 and 30 and 20 is 50, which makes 59. Ask an Asian child to add three-tensseven and two-tens-two, and then the necessary equation is right there, embedded in the sentence. No number translation is necessary: It's five-tens-nine. "The Asian system is transparent," says Karen Fuson, a Northwestern University psychologist who has closely studied Asian-Western differences. "I think that it makes the whole attitude toward math different. Instead of being a rote learning thing, there's a pattern I can figure out. There is an expectation that I can do this. There is an expectation that it's sensible. For fractions, we say three-fifths. The Chinese is literally 'out of five parts, take three.' That's telling you conceptually

HR is My Area of Interest Where I Can Utilize My Professional Skills Throughout Fill The Gaps Between Organizational Goals With Employees Goals.

Glass emphasizes the importance of the hard work required to develop skill. “All of us who do creative work… you get into this thing, and there’s like a ‘gap.’ What you’re making isn’t so good, okay?… It’s trying to be good but… it’s just not that great,” he explained in an interview about his career.1 “The key thing is to force yourself through the work, force the skills to come; that’s the hardest phase,

The McKinsey Global Institute predicts that by 2020 the world will face a “skills gap” of nearly 40 million people, meaning that employers will need that many workers with a college degree or higher than the global labor force can supply.

Deep practice is not simply about struggling; it's about seeking out a particular struggle, which involves a cycle of distinct actions. Pick a target. Reach for it. Evaluate the gap between the target and the reach. Return to step one. Judging

This adaptive capacity is the crucial leadership element for a changing world (see fig. 7.1). While it is grounded on the professional credibility that comes from technical competence and the trust gained through relational congruence, adaptive capacity is also its own set of skills to be mastered. These skills include the capacity to calmly face the unknown to refuse quick fixes to engage others in the learning and transformation necessary to take on the challenge that is before them to seek new perspectives to ask questions that reveal competing values and gaps in values and actions to raise up the deeper issues at work in a community to explore and confront resistance and sabotage to learn and change without sacrificing personal or organizational fidelity to act politically and stay connected relationally to help the congregation make hard, often painful decisions to effectively fulfill their mission in a changing context This capacity building is more than just some techniques to master. It’s a set of deeply developed capabilities that are the result of ongoing transformation in the life of a leader.

Father, help me focus on my strengths and trust others to fill the gaps of my weaknesses” Every leader knows the skills in which they excel. They also are aware of those tasks that they maintain a certain level of competence along with those duties they struggle in accomplishing. In my experience there are "want to’s" and the "have to’s" of leadership. The "want to’s" energize a leader and the "have to’s" zap the leader’s creativity and time. The quicker a leader can find those around them that will fill the gaps of their weaknesses, the more effective they will be in achieving God’s mission.

John Maxwell goes on to say, “The greatest gap in the world in the gap between knowing and doing.

Trust in our basic goodness is foundational in Buddhist thought. It sets Buddhism apart from other major religions. In Buddhism no intermediaries are required to bridge the gap caused by sinfulness, because there is no gap to bridge, and no sin—only suffering and the causes of suffering. Even suffering is a part of our basic goodness. It brings us into direct contact with reality, cultivates compassion, and builds great inner strength when we deal with suffering skillfully.

There are times to teach and train and times not to teach. When relationships are strained and charged with emotion, attempts to teach or train are often perceived as a form of judgment and rejection. A better approach is to be alone with the person and to discuss the principle privately. But again, this requires patience and internal control—in short, emotional maturity. BORROWING STRENGTH BUILDS WEAKNESS In addition to parents, many employers, leaders, and others in positions of authority may be competent, knowledgeable, and skillful (at day six) but are emotionally and spiritually immature (at day two). They, too, may attempt to compensate for this deficiency, or gap, by borrowing strength from their position or their authority. How do immature people react to pressure? How does the boss react when subordinates don’t do things his way? The teacher when the students challenge her viewpoint? How would an immature parent treat a teenage daughter when she interrupts with her problems? How does this parent discipline a bothersome younger child? How does this person handle a difference with a spouse on an emotionally explosive matter? How does the person handle challenges at work? An emotionally immature person will tend to borrow strength from position, size, strength, experience, intellect, or emotions to make up for a character imbalance. And what are the consequences? Eventually this person will build weakness in three places: First, he builds weakness in himself. Borrowing strength from position or authority reinforces his own dependence upon external factors to get things done in the future. Second, he builds weakness in the other people. Others learn to act or react in terms of fear or conformity, thus stunting their own reasoning, freedom, growth, and internal discipline. Third, he builds weakness in the relationship. It becomes strained. Fear replaces cooperation. Each person involved becomes a little more arbitrary, a little more agitated, a little more defensive. To win an argument or a contest, an emotionally immature person may use his strengths and abilities to back people into a corner. Even though he wins the argument, he loses. Everyone loses. His

Not all men go about boasting, but most understand how to let it be known that they are awfully good at something important. They can make the mundane sound important and their role seem pivotal. For a woman to boast like a man, she must act in ways counter to her socialization. Women who accomplish this usually find that men are uncomfortable with boastful women. So boasting like a man often brings women no greater reward than not boasting at all. Women are left to prove themselves without promoting themselves in environments where skillful self-promotion often brings impressive rewards.

Predictably, psychologists who test police officers’ ability to spot lies in a controlled setting find a big gap between their confidence and their skill. And that gap grows as officers become more experienced and they assume, not unreasonably, that their experience has made them better lie detectors. As a result, officers grow confident faster than they grow accurate, meaning they grow increasingly overconfident.

Klarman has a wonderful line: “Value investing is at its core the marriage of a contrarian streak and a calculator.”35 He's saying that you have to be different from others and focus on gaps between price and value. This idea extends well beyond the world of investing.

It’s not just their skills and talents that matter; it’s the way they weave those individual skills and talents together with larger-scale infrastructure, operations, and technology, to produce something that no other enterprise can match.

once read that trust is the total number of interactions divided by the number of positive interactions,” she explained. “The higher the number of positive interactions, the greater the trust.

while our measurable skills are not always low, compared to those of neurotypical brains, they are lower than other parts of our own cognitive functioning. There is a gap. And that is the frustration we feel. And you feel with us.

It does not matter how great the idea is (for these IPOs), they cannot be valued simply in billions. For that matter, no skill is worth billions. Look at the contrast here –Four hundred million for chucking somebody out and on the other side people losing their life savings at the age of 60 years? Where do you draw the line? Look at the gap.

Deep practice is not simply about struggling; it's about seeking out a particular struggle, which involves a cycle of distinct actions. Pick a target. Reach for it. Evaluate the gap between the target and the reach. Return to step one.

What do you do when you have two outstanding employees who logically both fit in the same place on the organizational chart? Perhaps you have a world-class architect who is running engineering, but she does not have the experience to scale the organization to the next level. You also have an outstanding operational person who is not great technically. You want to keep both in the company, but you only have one position. So you get the bright idea to put “two in the box” and take on a little management debt. The short-term benefits are clear: you keep both employees, you don’t have to develop either because they will theoretically help each other develop, and you instantly close the skill set gap. Unfortunately, you will pay for those benefits with interest and at a very high rate.

While the assembly line created some meaningful advances in society, it widened the gap between the haves and the have- nots by solidifying a tremendous barrier to entry for manufacturing businesses. Factories and assembly lines cost millions and millions of dollars to build, and those resources were only available to large organizations and wealthy industrialists. That made it nearly impossible to disrupt or innovate without being associated with one of these entities. The assembly line also marked a tipping point for standardization and globalization. Prior to its arrival there was a strong emotional connection between the artisan and the product. The maker was close to the consumer, and that meant something to both of them. Standardized production over the twentieth century eroded that connection by separating the producer from the product. Producers no longer had to be skilled—they now only had to handle a piece of the process. That, with very few exceptions, systematically eliminated specialized artisan work. And the more efficient production became, the more financially beneficial it was to consolidate on the retail side as well, which led to what most call globalization, but I call global monotony. We entered the “Boring Age,” one in which different cities and countries all featured the same stores and products.

Educators who teach low-income and nonwhite students can take steps to combat these gaps in political attitudes and civic engagement. First, we can go beyond the typical list of famous activists of color and introduce students to “ordinary” role models, people who share their racial, ethnic, cultural, and/or class-related characteristics, live and/or work locally, may be relatively unknown, and are effectively engaged in civic or political action. We can teach students that the ordinary, everyday acts taken by these people make significant differences to their communities. Finally, we can help students identify and practice the key skills deployed by these “ordinary” role models as a means of becoming efficacious, engaged civic and political actors themselves.

The search for happiness is not about looking at life through rose-colored glasses or blinding oneself to the pain and imperfections of the world. Nor is happiness a state of exaltation to be perpetuated at all costs; it is the purging of mental toxins, such as hatred and obsession, that literally poison the mind. It is also about learning how to put things in perspective and reduce the gap between appearances and reality. To

A dramatic ageing of the population. Its effects will start being felt in 2005 (from the retirement of numerous groups). Since the government did not foresee and reform the retirement system paid out of each year’s taxes, we know it is already too late. There will not be sufficient funds to furnish allocations and healthcare to seniors and ever higher taxes will be levied on those who are working. The result will necessarily be a generalised lowering of purchasing power and therefore of economic growth based on consumption. The ageing of the population will also rapidly lead — it is already happening — to another frightening effect: a loss of technological skills. There are not enough young minds. 2)  The massive immigration of new battalions from the Third World to palliate these gaps, so desired by the UN, is an imposture. These migrants are unskilled and need social services themselves. They are mouths to feed, not the brains needed in a post-industrial society. Germany wanted to import more than 30,000 engineers that it needs (already), but got only 9,000 Indians. The immigration-colonisation (of which the entire cost is already more than 122 billion euros a year), which will not stop growing, added to the steadily increasing birth rate of the foreigners — most of them, as everyone knows, are not able to earn a good education — will be one more brake on economic prosperity. The current masses of ‘youths’ from Africa and North Africa will for the most part have a choice only between unemployment supported by welfare payments or participation in the parallel and criminal economy. The professional value of the workforce is going to experience a dramatic decline as soon as 2010.

Western thought is fixated on the gap between what is and what ought to be. But in everyday life we do not scan our options beforehand, we simply deal with whatever is at hand. The Taoists of ancient China saw no gap between is and ought. Right action was whatever comes from a clear view of the situation. They did not follow moralists—in their day, Confucians—in wanting to fetter beings with rules or principles. In Taoist thought, the good life comes spontaneously (i.e. acting dispassionately, on the basis of an objective view of the situation at hand / acting according to the needs of the situation). Western moralists will ask what is the purpose of such action, but for Taoists the good life has no purpose. It is like swimming in a whirpool, responding to the currents as they come and go. 'I enter with the inflow, and emerge with the outflow, follow the Way of the water, and do not impose my selfishness upon it. This is how I stay afloat in it' says Chuang-Tzu. In this view ethics is simply a practical skill, like fishing or swimming. The core of ethics is not choice or conscious awareness, but the knack of knowing what to do. It is a skill that comes with practice and an empty mind. For people in thrall to 'morality', the good life means perpetual striving. For Taoists it means living effortlessly, according to our natures. The freest human being is not one who acts on reasons he has chosen for himself, but one who never has to chose.

Imagine a musical piece that has no gaps between it's tones. Just a continuous release of sound, and how exhausting and overwhelming it will be? The same thing goes for communication in all its forms. There is no musical skill that would make you succeed to ignore the value of gaps between tones and make good music. There is no conversational skill that you can learn to ignore the value of silence and make good communication. You have to develop better understanding about gaps. You have to value the function of silence.

Imagine a musical piece that has no gaps between its tones. Just a continuous release of sound, and think how exhausting and overwhelming it will be? The same thing goes for communication in all its forms. There is no musical skill that would make you succeed to ignore the value of gaps between tones and make good music. There is no conversational skill that you can learn to ignore the value of silence and make good communication. You have to develop better understanding about gaps. You have to value the function of silence.

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

Here was my first lesson: This type of skill development is hard. When I got to the first tricky gap in the paper’s main proof argument, I faced immediate internal resistance. It was as if my mind realized the effort I was about to ask it to expend, and in response it unleashed a wave of neuronal protest, distant at first, but then as I persisted increasingly tremendous, crashing over my concentration with mounting intensity. To combat this resistance, I deployed two types of structure. The first type was time structure: “I am going to work on this for one hour,” I would tell myself. “I don’t care if I faint from the effort, or make no progress, for the next hour this is my whole world.” But of course I wouldn’t faint and eventually I would make progress. It took, on average, ten minutes for the waves of resistance to die down. Those ten minutes were always difficult, but knowing that my efforts had a time limit helped ensure that the difficulty was manageable. The second type of structure I deployed was information structure—a way of capturing the results of my hard focus in a useful form. I started by building a proof map that captured the dependencies between the different pieces of the proof. This was hard, but not too hard, and it got me warmed up in my efforts to understand the result. I then advanced from the maps to short self-administered quizzes that forced me to memorize the key definitions the proof used. Again, this was a relatively easy task, but it still took concentration, and the result was an understanding that was crucial for parsing the detailed math that came next. After these first two steps, emboldened by my initial successes in deploying hard focus, I moved on to the big guns: proof summaries. This is where I forced myself to take each lemma and walk through each step of its proofs—filling in missing steps. I would conclude by writing a detailed summary in my own words. This was staggeringly demanding, but the fact that I had already spent time on easier tasks in the paper built up enough momentum to help push me forward.

Writing and repairing software generally takes far more time and is far more expensive than initially anticipated. “Every feature that is added and every bug that is fixed,” Edward Tenner points out, “adds the possibility of some new and unexpected interaction between parts of the program.”19 De Jager concurs: “If people have learned anything about large software projects, it is that many of them miss their deadlines, and those that are on time seldom work perfectly. … Indeed, on-time error-free installations of complex computer systems are rare.”20 Even small changes to code can require wholesale retesting of entire software systems. While at MIT in the 1980s, I helped develop some moderately complex software. I learned then that the biggest problems arise from bugs that creep into programs during early stages of design. They become deeply embedded in the software’s interdependent network of logic, and if left unfixed can have cascading repercussions throughout the software. But fixing them often requires tracing out consequences that have metastasized in every direction from the original error. As the amount of computer code in our world soars (doubling every two years in consumer products alone), we need practical ways to minimize the number of bugs. But software development is still at a preindustrial stage—it remains more craft than engineering. Programmers resemble artisans: they handcraft computer code out of basic programming languages using logic, intuition, and pattern-recognition skills honed over years of experience.

Life rewards action. To get from where you are now to where you want to be requires forward movement and momentum. Although you may already know what it takes to bridge the gap, simply knowing what to do is not enough.

When it comes to meeting new people, playing well with others, and connecting on deeper levels, there are inherent gaps which can be closed only by being brave. When is bravery needed?

The space between meeting a stranger and making a new friend can be a short distance or a gaping chasm. By understanding how to open a conversation well, you will be better able to bridge the gaps and build rapport more successfully.

They tracked more than one thousand children over the course of fifteen years, repeatedly assessing the children’s cognitive skills, language abilities, and social behaviors. Dozens of papers have been published about what they found.23 In 2006, the researchers released a report summarizing their findings, which concluded that “children who were cared for exclusively by their mothers did not develop differently than those who were also cared for by others.”24 They found no gap in cognitive skills, language competence, social competence, ability to build and maintain relationships, or in the quality of the mother-child bond.25 Parental behavioral factors—including fathers who are responsive and positive, mothers who favor “self-directed child behavior,” and parents with emotional intimacy in their marriages—influence a child’s development two to three times more than any form of child care.26 One of the findings is worth reading slowly, maybe even twice: “Exclusive maternal care was not related to better or worse outcomes for children. There is, thus, no reason for mothers to feel as though they are harming their children if they decide to work.”27

Changing the way we see the world does not imply naive optimism or some artificial euphoria designed to counter-balance adversity. So long as we are slaves to the dissatisfaction and frustration that arise from the confusion that rules our minds, it will be just as futile to tell ourselves “I’m happy! I’m happy!” over and over again as it would be to repaint a wall in ruins. The search for happiness is not about looking at life through rose-colored glasses or blinding oneself to the pain and imperfections of the world. Nor is happiness a state of exaltation to be perpetuated at all costs; it is the purging of mental toxins, such as hatred and obsession, that literally poison the mind. It is also about learning how to put things in perspective and reduce the gap between appearances and reality.

Here was my first lesson: This type of skill development is hard. When I got to the first tricky gap in the paper’s main proof argument, I faced immediate internal resistance. It was as if my mind realized the effort I was about to ask it to expend, and in response it unleashed a wave of neuronal protest, distant at first, but then as I persisted increasingly tremendous, crashing over my concentration with mounting intensity. To combat this resistance, I deployed two types of structure. The first type was time structure: “I am going to work on this for one hour,” I would tell myself. “I don’t care if I faint from the effort, or make no progress, for the next hour this is my whole world.” But of course I wouldn’t faint and eventually I would make progress. It took, on average, ten minutes for the waves of resistance to die down. Those ten minutes were always difficult, but knowing that my efforts had a time limit helped ensure that the difficulty was manageable. The second type of structure I deployed was information structure—a way of capturing the results of my hard focus in a useful form. I started by building a proof map that captured the dependencies between the different pieces of the proof. This was hard, but not too hard, and it got me warmed up in my efforts to understand the result. I then advanced from the maps to short self-administered quizzes that forced me to memorize the key definitions the proof used. Again, this was a relatively easy task, but it still took concentration, and the result was an understanding that was crucial for parsing the detailed math that came next. After these first two steps, emboldened by my initial successes in deploying hard focus, I moved on to the big guns: proof summaries. This is where I forced myself to take each lemma and walk through each step of its proofs—filling in missing steps. I would conclude by writing a detailed summary in my own words. This was staggeringly demanding, but the fact that I had already spent time on easier tasks in the paper built up enough momentum to help push me forward. I returned to this paper regularly over a period of two weeks. When I was done, I had probably experienced fifteen hours total of deliberate practice–style strain, but due to its intensity it felt like much more. Fortunately, this effort led to immediate benefits. Among other things, it allowed me to understand whole swaths of related work that had previously been mysterious. The researchers who wrote this paper had enjoyed a near monopoly on solving this style of problem—now I could join them.

Successfully navigating complex change requires the ability to lead people through uncertainty.

tunnel vision on the technical dimensions can leave a worker of the future unprepared to use good judgment and interact with other people effectively.

We must now begin to actively take part in automation, data analytics, and software development across industries and professions.

A geographic education is a necessary part of a complete education.

we’re no longer content even when we achieve good work-life balance; rather we seek work-life fulfillment.