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.

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

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.

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.

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

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.

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.

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

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.

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.

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

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

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.

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.

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.

Are you a graduate with a great skill set, but still jobless? Well, you are lacking because of the limited professional network. The trick is to connect with a large number of employment providers and professionals to fill the gap.

The delightful part about digital is that if done right, it actually gets people to tell us who they are and what they’re looking for. Organizations can get an actual understanding of what their needs or aspirations are, enabling every business to be much more relevant in their engagement with customers. When that starts to happen, people get excited because you actually see the people you’re trying to reach and serve as they are. And it makes a huge difference. But for this to happen, the rate and pace of the adoption of digital for everyone has to happen quickly and in the right way to act on and harness this new power. Principally, most organizations have a skills and mindset gap with the amount of process change, tooling, and data that is being put into place. I’m convinced that the future of digital is going to change so many things. And we can’t wait. Most people are just as anxious as I am to get to that future.” —Jon Iwata, senior vice president, marketing and communications, IBM

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.

Study after study suggests that the pressure society places on women to stay home and do “what’s best for the child” is based on emotion, not evidence. In 1991, the Early Child Care Research Network, under the auspices of the National Institute of Child Health and Human Development, initiated the most ambitious and comprehensive study to date on the relationship between child care and child development, and in particular on the effect of exclusive maternal care versus child care. The Research Network, which comprised more than thirty child development experts from leading universities across the country, spent eighteen months designing the study. 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.

The lesson for psychotherapy is that the therapist may well have as great an impact through her presence as she does through her problem-solving skills. Especially when the root of the patient’s emotional predicament lies in the basic fault, in experiences that were preverbal or unremembered and that left traces in the form of absence or emptiness, the therapist’s ability to fill the present moment with relaxed attentiveness is crucial. It is not just that such patients tend to be extraordinarily sensitive to any falseness in relating, but that they need this kind of attention in order to let themselves feel the gap within themselves. It is much too threatening otherwise.

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

The Zero Effort Model is based on twelve universal principles:   1. I want to be happy and successful in my life.   2. I am aware that I do not need a thought to be happy and wise. I need a thought only to be successful in life. Happiness is a moment and success is a circumstance/event in my life.   3. I am convinced that it is much easier to first train myself to be happy and wise and then to go after success.   4. I will no longer worry about results. I will no longer worry about the actions that lead to results. I will no longer worry about the thoughts that give strength to my actions. I will work only on creating great impressions and forming noble intentions.   5. I will start my day by visiting feel-good areas.   6. I feel good about myself when I create great impressions and form noble intentions. This gives me the strength to discriminate between a thought, the feelings associated with the thought, and the present moment. I understand that this discrimination is vital for helping me lead a happy life without effort.   7. As my power of discrimination slowly increases my dependency on the mind decreases.   8. I notice that the gap between my two thoughts gradually widens when I become less dependent on my mind. When this happens, I become more alert.   9. I begin to spend more time in the present moment, which gives me terrific strength and makes me feel very good about myself. As I progress in this direction, my days are filled more with moments and less with thoughts.   10. I gradually allow the moments to direct the circumstances of my life.   11. Only when I have allowed the moments to direct the circumstances of my life will I finally command my mind to generate the thoughts that will help me achieve my goals.   12. I will be successful in every area of my life. I will work, but my work will be free from effort. I will think, but my thoughts will no longer have any affect on me. I will achieve all my goals, but the goals will no longer bring responsibility to me.   Through these twelve principles, you will learn the fine art of being happy, wise, and successful in your life with zero effort.

Linda Gottfredson, “Clinton’s New Form of Race-Norming.” Wall Street Journal, June 3, 1993. The national Assessment of Educational progress. . . has documented large gaps on specific skills and knowledge among high-school students. Throughout the 1980s, black 17-year-olds (excluding dropouts) had proficiency levels in math, reading, science and other subjects that were more comparable to white 13-year-olds than white 17-year-olds. A 1987 NAEP report found similarly large gaps in the functional literacy of young adults age 21 to 25. The average black college graduate could comprehend and use everyday reading materials, such as news articles, menus, forms, labels, street maps and bus schedules, only about as well as the average white high-school graduate with no college. In turn, black high school graduates function, on the average, only about as well as whites with no more than eight years of schooling. The pervasiveness of such huge gaps in current skills and knowledge explains why employment tests typically have disparate impact, especially in mid-to-high level jobs.

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? To identify underutilized resources, search for individuals or groups in your unit who have performed much better than average. What has enabled them to do so? Do they enjoy resources (technologies, methods, materials, and support from key people) that could be exported to the rest of your unit?

If you think you are good at something, you do it more and progress faster. If you think you are bad at something, you do it less and progress slower. Much of the skill gap between people is explained by psychology and hard work, not natural ability.

1. Clarify Together At the first step, Clarify Together, you are ready to begin coaching. Start by making sure you have permission to coach the potential candidate, and verify that you have selected a time that works for you both. Clarifying Together is about setting the stage for the coaching conversation and making sure there is alignment about why you are engaging in this process. Here are some questions that may be helpful during this step: What are the most important visions, strategies, goals, or outcomes that you are seeking to accomplish? What are the benefits of going after these anticipated goals and key outcomes? What are the costs or negative consequences of not doing these things? What is the single most important thing to do now to advance toward your goal? What performance gaps, poor behaviors, or challenging issues need to be addressed? On a scale of 1 to 10 (with 10 being the highest), how likely are you to make your goal happen in the time frame you have committed to? How might you alter the plan to move it closer to a 10?

Basically, action is, and always will be, faster than reaction. Thus, the attacker is the one that dictates the fight. They are forcing the encounter with technique after technique that are designed to overcome any defensive techniques initiated by the defender. Much of this exchange, and determining which of the adversaries is victorious, is all a matter of split seconds. That is the gap between action and reaction. That attacker acts; the defender reacts. Military history is saturated with an uneven amount of victorious attackers compared to victorious defenders. It is common to observe the same phenomenon in popular sports, fighting competitions, in the corporate world of big business. The list goes on and on. So, how do we effectively defend ourselves when we can easily arrive at the conclusion that the defender statistically loses? It is by developing the mentality that once attacked that you immediately counter-attack. That counter-attack has to be ferocious and unrelenting. If someone throws a punch, or otherwise initiates battle with you, putting you, for a split second, on the wrong side of the action versus reaction gap. Your best chance of victory is to deflect, smoother, parry, or otherwise negate their attack and then immediately launch into a vicious counter-attack. Done properly, this forces your adversary into a reactive state, rather than an action one. You turn the table on them and become the aggressor. That is how to effectively conceptualizes being in a defensive situation. Utilizing this method will place you in a greater position to be victorious. Dempsey, Sun Tzu and General Patton would agree. Humans are very violent animals. As a species, we are capable of high levels of extreme violence. In fact, approaching the subject of unarmed combatives, or any form of combatives, involves the immersion into a field that is inherently violent to the extreme of those extremes. It is one thing to find yourself facing an opponent across a field, or ring, during a sporting match. Those contests still pit skill verses skill, but lack the survival aspects of an unarmed combative encounter. The average person rarely, if ever, ponders any of this and many consider various sporting contests as the apex of human competition. It is not. Finding yourself in a life-or-death struggle against an opponent that is completely intent on ending your life is the greatest of all human competitions. Understanding that and acknowledging that takes some degree of courage in today’s society.

We must be Cognizant of the fact that without the demanded skill set of the digital age, the digital skills gap will be inevitable, consequently leading to the digital divide.

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.

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.

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.

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.

In review, here are my top best practices for hiring great leaders: Know everyone’s profile. Whether you use DiSC, Meyers-Briggs, or something else, I can’t emphasize enough how important it is to find great leaders who fill in your gaps and get them into the right roles. Look at past experience. Do they have what it takes—experience and mindset—to 10X your business? No ambiguity allowed. Put everything on paper. Don’t rely on verbal agreements or trust your memory. Build SMART goals into the expectations for their role and connect those with rewards. Keep away from the yea-sayers. You need people who can challenge you and push things to find the best direction. Hire leaders with similar core values. While personalities, strengths, and skills should be complementary, core values must be in alignment as the glue to hold things together

One might argue that technical deficiency is the sole condition which would allow genuine choice to exist. It is only in a world where crude tools are not good enough to accomplish tasks without the aid of a skilled human labourer that a free subject can shoulder the burden of making real choices rather than just submit to a fate already decided in advance by an autonomous technical apparatus. Only if a minimal gap holds between an imperfect tool and a completed task (in which a skilled labourer must intervene) can the subject exist, since the subject’s realm of existence is in this space between. A machine running fully on auto-pilot destroys subjectivity by collapsing this space between tool and task into nothingness. Being qua Being transforms according to a new standard which bears no room for a thinking subject to achieve real existence.

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

academics are essential, but critical thinking skills, social skills, and life skills bridge the gap between book knowledge and applied knowledge.

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.

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.

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.

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

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.

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.

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.

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?

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.

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.

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

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,

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.

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