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.

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.

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.

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.

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

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.

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.

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

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

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.

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.

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.

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.

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.

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.

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.

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.

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.

If there was any politician in America who reflected the Cold War and what it did to the country, it was Richard Nixon—the man and the era were made for each other. The anger and resentment that were a critical part of his temperament were not unlike the tensions running through the nation as its new anxieties grew. He himself seized on the anti-Communist issue earlier and more tenaciously than any other centrist politician in the country. In fact that was why he had been put on the ticket in the first place. His first congressional race in 1946, against a pleasant liberal incumbent named Jerry Voorhis, was marked by red-baiting so savage that it took Voorhis completely by surprise. Upon getting elected, Nixon wasted no time in asking for membership in the House Un-American Activities Committee. He was the committee member who first spotted the contradictions in Hiss’s seemingly impeccable case; in later years he was inclined to think of the case as one of his greatest victories, in which he had challenged and defeated a man who was not what he seemed, and represented the hated Eastern establishment. His career, though, was riddled with contradictions. Like many of his conservative colleagues, he had few reservations about implying that some fellow Americans, including perhaps the highest officials in the opposition party, were loyal to a hostile foreign power and willing to betray their fellow citizens. Yet by the end of his career, he became the man who opened the door to normalized relations with China (perhaps, thought some critics, he was the only politician in America who could do that without being attacked by Richard Nixon), and he was a pal of both the Soviet and Chinese Communist leadership. If he later surprised many long-standing critics with his trips to Moscow and Peking, he had shown his genuine diplomatic skills much earlier in the way he balanced the demands of the warring factions within his own party. He never asked to be well liked or popular; he asked only to be accepted. There were many Republicans who hated him, particularly in California. Earl Warren feuded with him for years. Even Bill Knowland, the state’s senior senator and an old-fashioned reactionary, despised him. At the 1952 convention, Knowland had remained loyal to Warren despite Nixon’s attempts to help Eisenhower in the California delegation. When Knowland was asked to give a nominating speech for Nixon, he was not pleased: “I have to nominate the dirty son of a bitch,” he told friends. Nixon bridged the gap because his politics were never about ideology: They were the politics of self. Never popular with either wing, he managed to negotiate a delicate position acceptable to both. He did not bring warmth or friendship to the task; when he made attempts at these, he was, more often than not, stilted and artificial. Instead, he offered a stark choice: If you don’t like me, find someone who is closer to your position and who is also likely to win. If he tilted to either side, it was because that side seemed a little stronger at the moment or seemed to present a more formidable candidate with whom he had to deal. A classic example of this came early in 1960, when he told Barry Goldwater, the conservative Republican leader, that he would advocate a right-to-work plank at the convention; a few weeks later in a secret meeting with Nelson Rockefeller, the liberal Republican leader—then a more formidable national figure than Goldwater—Nixon not only reversed himself but agreed to call for its repeal under the Taft-Hartley act. “The man,” Goldwater noted of Nixon in his personal journal at the time, “is a two-fisted four-square liar.

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.

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.

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

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.

Yet in order to improve your skills you need to start somewhere. Don’t be afraid to make mistakes because the bigger mistake is to do nothing.

To identify skill and knowledge gaps, first revisit your mission and strategy and the core processes you identified. Ask yourself what mix of the four types of knowledge is needed to support your group’s core processes. Treat this as a visioning exercise in which you imagine the ideal knowledge mix. Then assess your group’s existing skills, knowledge, and technologies. What gaps do you see? Which of them can be repaired quickly, and which will take more time?

Inclusion is achievable. But to do so, we need more people with strong skills taking part in shaping a future that does more than simply replicate the status quo.

[Short Sword Finesse (Basic): Take your short sword proficiency a step further by attacking with grace and cunning. Spot gaps in your opponent’s style and finesse your blade into openings with more ease. You think yourself a fancy swordsman, huh? Well, if you can swing as much as you can talk, you might have more steel to your skill than expected.]

I was fifty-eight years old when I finally felt like a “master choreographer.” The occasion was my 128th ballet, The Brahms-Haydn Variations, created for American Ballet Theatre. For the first time in my career I felt in control of all the components that go into making a dance—the music, the steps, the patterns, the deployment of people onstage, the clarity of purpose. Finally I had the skills to close the gap between what I could see in my mind and what I could actually get onto the stage. Why did it take 128 pieces before I felt this way? A better question would be, Why not? What’s wrong with getting better as you get more work under your belt? The libraries and archives and museums are packed with early bloomers and one-trick ponies who said everything they had to say in their first novel, who could only compose one good tune, whose canvases kept repeating the same dogged theme. My respect has always gone to those who are in it for the long haul. When people who have demonstrated talent fizzle out or disappear after early creative success, it’s not because their gifts, that famous “one percent inspiration,” abandoned them; more likely they abandoned their gift through a failure of perspiration.

the quest for depth rather than breadth can undermine learning outcomes and the broader goals of a liberal arts education because there is no one to weave the silos of information together into a coherent whole.

And that was the problem. People only saw the age gap, the fact that I’d only recently turned eighteen, that Seth was twenty-eight and a rock star. They thought either I was star-struck and he was taking advantage, or I’d somehow cast a spell over him. Because obviously I was a witch with mad skills.

our educational systems focus on teaching science and business students to control, predict, verify, guarantee, and test data. It doesn’t teach how to navigate “what if” questions or unknown futures.

Three-quarters of today’s college students are nontraditional in some way

there is a growing gap between the demands of the changing higher education market and the market that most colleges and universities want to serve.

Even the most valuable STEM skills have short half-lives.

Universities need to embrace new methods of instruction unbound from the credit-hour

employers use an array of sorting criteria (‘screens’) and ways of measuring candidates’ potential (‘evaluative metrics’) that are highly correlated with parental income and education.

learning inherently has social and emotional dimensions,

53 percent of jobs that will be lost are projected to be those currently held by men,

Schools need to replicate real-world work, displacing some of the current focus on test-based achievement scores with more meaningful projects and tasks that better reflect traits valued in the workplace,

In 1940, fewer than 25 percent of American adults had a high school diploma;

A quote by film director Robert Bresson (1901-1999), ‘Make visible what, without you, might perhaps never have been seen’ (as cited in The Independent I, 2019), encapsulates why, although there appears to be a gap between peers’ early language skills, it is necessary to go beyond rhetoric and supposition.

Though wildly different in both character and tastes, Jane and Mary shared a common bond aside from the royal blood which flowed in their veins: their religious devotion was unswerving, and the dominant factor in both of their lives. For Mary, the situation was heartbreaking. Jane's mother, Frances, had been a close childhood companion. Frances, like her husband and her daughter, was a Protestant, though perhaps not as fervent in her faith as her husband and eldest daughter. Despite the fact that she and Mary were on opposing sides of the religious fence, to all appearances their differing beliefs had never driven a wedge between the cousins. Frances was a seasoned courtier, and as such she was well skilled in the art of diplomacy. It seems likely, therefore, that when she was in the company of her childhood friend, the two women tactfully avoided conversing on the subject of religion. After all, there were many at court who managed to maintain friendships with people who held differing religious beliefs, and Mary had also been friendly with Jane's step-grandmother, Katherine Willoughby. But it was quite different with jane, for though Mary had tried her best with the teenager, and had done her utmost to be affectionate, the relationship was not a harmonious one. The age gap between them meant that to Jane, Mary was probably more like an aunt than a cousin. Mary may have been twenty years Jane's senior, but it was not age that lay at the heart of the matter; the reason for the distance between the two cousins was perfectly simple: religion.

Such a contraption may not present intruders with a permanent obstacle, but it will slow their progress, bridging the gap between the moment of crisis and the arrival of emergency services.

Constant assessments, feedback, and continuous learning all play a crucial role in rapid learning, an approach for acquiring knowledge and developing skills quickly and efficiently.

In rapid learning, uncovering learning gaps involves assessing what students can't do, what they can do, and identifying areas where additional support is needed. Diagnostic assessments, formative assessments, and teacher observations play a crucial role in this process

Learning gaps, disparities in knowledge and skills among students, stem from differences in prior learning experiences, instructional gaps, or individual learning needs. Identifying these gaps is vital for providing effective rapid learning solutions.

Organization is key to applying rapid learning strategies effectively. Students need to be highly organized to stay engaged and motivated to maximize the benefits of rapid learning.

In addressing learning gaps, rapid learning becomes valuable, targeting disparities in knowledge and skills among students with tailored interventions and support.

Repetition is a core principle of rapid learning, emphasizing the essence of consistent and timely practice to reinforce newly acquired knowledge and develop skills.

Other skills and attributes can be appreciated and duly noted, but beauty is instantly noticeable to all.

Succession planning is thinking through how the organization would function without you, documenting those gaps, and starting to fill them in. It’s awkward enough to talk about that it doesn’t get much discussion, but it’s a foundational skill for building an enduring organization.

Rapid Remediation aims to swiftly bridge learning gaps, providing targeted support for struggling students to catch up and succeed.

In the realm of rapid learning, teachers in these classes acknowledge the individuality of each learner, understanding that diverse learning preferences and needs exist. This acknowledgment empowers educators to personalize their teaching methods, addressing variations in learning styles, strengths, weaknesses, and gaps in understanding.

Rapid learning can addressing achievement gaps, tackling the disparities in academic performance observed between different student groups. This approach offers a targeted and efficient means to bridge these gaps and promote equal educational opportunities.

Educators can leverage rapid learning to develop targeted interventions to close learning gaps ensuring that students falling behind can quickly catch up, fostering a more equitable learning environment.

Learning gaps, arising from disparities in knowledge and skills among students in the same class, find effective solutions through the rapid learning approach.

The rapid learning approach proves to be a powerful tool in addressing achievement gaps, which are disparities in academic performance between different groups of students. Whether based on ethnicity, socioeconomic status, or other factors, rapid learning serves as a strategic intervention to level the academic playing field.

The versatile nature of the rapid learning approach shines through in its ability to address both achievement gaps and learning gaps. By providing targeted interventions and promoting efficient learning processes, rapid learning becomes a transformative force in creating a more equitable and inclusive educational landscape.