Technical Training Quotes

My muscles informed me they did not want to go through any more exercise today. So I suggest that maybe he should let me off this time. He laughed, and I'm pretty sure it was at me...not with me. "Why is that funny?" "Oh," he said, his smile dropping. "You were serious." "Of course I was! Look, I've technically been awake for two days. Why do we have to start this training now? Let me go to bed." I whined. "It's just one hour." "How do you feel right now?" "I hurt like hell." "You'll feel worse tomorrow." "So?" "So, better get a jump on it while you still feel...not as bad." "What kind of logic is that?" I retorted.

So I suggested to Dimitri that maybe he should let me off this time. He laughed, and I was pretty sure it was at me and not with me. Rose Hathaway: "Why is that funny?” Dimitri Belikov: "Oh, You were serious.” Rose Hathaway: "Of course I was! Look, I've technically been awake for two days. Why do we have to start this training now? Let me go to bed, It's just one hour.” Dimitri Belikov: "How do you feel right now? After the training you've done so far?” Rose Hathaway: "I hurt like hell.” Dimitri Belikov: "You'll feel worse tomorrow.” Rose Hathaway: "So?” Dimitri Belikov: "So, better to jump in now while you still feel…not as bad.” Rose Hathaway: "What kind of logic is that?

In no way did any of this discourage or deter Wilbur and Orville Wright, any more than the fact that they had had no college education, no formal technical training, no experience working with anyone other than themselves, no friends in high places, no financial backers, no government subsidies, and little money of their own. Or

In modern industrial society only minimal effort is necessary to satisfy one’s physical needs. It is enough to go through a training program to acquire some petty technical skill, then come to work on time and exert the very modest effort needed to hold a job. The only requirements are a moderate amount of intelligence and, most of all, simple OBEDIENCE.

This is the most important thing I will ever say to you. The human mind is the ultimate testing device. You can take all the notes you want on the technical data, anything you forget you can look up again, but this must be engraved on your hearts in letters of fire. There is nothing, nothing, nothing, more important to me in the men and women I train than their absolute personal integrity. Whether you function as welders or inspectors, the laws of physics are implacable lie detectors. You may fool men. You will never fool metal. That’s all.

I doubt that my sense of personal freedom is any stronger than anybody else's. I'm happy to respect authority when it's genuine authority, based on moral or intellectual or even technical superiority. I'm eager to follow a hero if we can find one. But I tend to resist or evade any kind of authority based merely on the power to coerce. Government, for example. The Army tried to train us to salute the uniform, not the man. Failed. I will salute the man, maybe, if I think he's worthy of it, but I don't salute uniforms anymore.

Yet there was also something slightly spooky about them. Norton could never understand how men with advanced scientific and technical training could possibly believe some of the things he had heard Cosmo Christers state as incontrovertible fact.

(3) Modern industrial societies provide extensive opportunities for technical training, as medieval Islam did and modern Zaire does not.

Poirot's eyes opened. "That is great ferocity," he said. "It is a woman," said the chef de train, speaking for the first time. "Depend upon it, it was a woman. Only a woman would stab like that." Dr. Constantine screwed up his face thoughtfully. "She must have been a very strong woman," he said. "It is not my desire to speak technically-that is only confusing; but I can assure you that two of the blows were delivered with such forces as to drive them through hard belts of bone and muscle." "It was clearly not a scientific crime," said Poirot. "It was most unscientific," returned Dr. Constantine. "The blows seem to have been delivered haphazard and at random. Some have glanced off, doing hardly any damage. It is as though somebody had shut his eyes and then in a frenzy struck blindly again and again." "C'est une femme," said the chef de train again. "Women are like that. When they are enraged they have great strength." He nodded so sagely that everyone suspected a personal experience of his own.

Children are told to humor their elders who still believe in such things and have never had the scientific and technical training that would show them how incompatible such notions are with modern science.

As formal teaching and training grow in extent, there is the danger of creating an undesirable split between the experience gained in more direct associations and what is acquired in school. This danger was never greater than at the present time, on account of the rapid growth in the last few centuries of knowledge and technical modes of skill.

I refuse to recognize that there are impossibilities. I cannot discover that any one knows enough about anything on this earth definitely to say what is and what is not possible. The right kind of experience, the right kind of technical training, ought to enlarge the mind and reduce the number of impossibilities. It unfortunately does nothing of the kind. Most technical training and the average of that which we call experience, provide a record of previous failures and, instead of these failures being taken for what they are worth, they are taken as absolute bars to progress. If some man, calling himself an authority, says that this or that cannot be done, then a horde of unthinking followers start the chorus: "It can't be done.

... theory is good for you because studying it expands your mind... Specific technical knowledge, though useful today, becomes outdated in just a few years. Consider instead the abilities to think, to express yourself clearly and precisely, to solve problems, and to know when you haven’t solved a problem. These abilities have lasting value. Studying theory trains you in these areas.

It surprised M not at all to discover that though the library had technically been closed for hours, there was a small door in the back that was still open, and that it led to a long, hushed corridor, and then into a chamber, which was more like the nave of an immense cathedral than the checkout room in a library. Libraries—like train stations, crossroads, church belfries, and attics—are places where worlds leak together, where the Management, in its ineffable wisdom, tends not to look too closely on what goes on.

The standards which teachers are required to maintain are continually rising. Their work takes on a new dignity. It is rising above a calling, above a profession, into the realm of art. It must be dignified by technical training, ennobled by character, and sanctified by faith.

To understand a child we have to watch him at play, study him in his different moods; we cannot project upon him our own prejudices, hopes and fears, or mould him to fit the pattern of our desires. If we are constantly judging the child according to our personal likes and dislikes, we are bound to create barriers and hindrances in our relationship with him and in his relationships with the world. Unfortunately, most of us desire to shape the child in a way that is gratifying to our own vanities and idiosyncrasies; we find varying degrees of comfort and satisfaction in exclusive ownership and domination. Surely, this process is not relationship, but mere imposition, and it is therefore essential to understand the difficult and complex desire to dominate. It takes many subtle forms; and in its self-righteous aspect, it is very obstinate. The desire to "serve" with the unconscious longing to dominate is difficult to understand. Can there be love where there is possessiveness? Can we be in communion with those whom we seek to control? To dominate is to use another for self-gratification, and where there is the use of another there is no love. When there is love there is consideration, not only for the children but for every human being. Unless we are deeply touched by the problem, we will never find the right way of education. Mere technical training inevitably makes for ruthlessness, and to educate our children we must be sensitive to the whole movement of life. What we think, what we do, what we say matters infinitely, because it creates the environment, and the environment either helps or hinders the child. Obviously, then, those of us who are deeply interested in this problem will have to begin to understand ourselves and thereby help to transform society; we will make it our direct responsability to bring about a new approach to education. If we love our children, will we not find a way of putting an end to war? But if we are merely using the word "love" without substance, then the whole complex problem of human misery will remain. The way out of this problem lies through ourselves. We must begin to understand our relationship with our fellow men, with nature, with ideas and with things, for without that understanding there is no hope, there is no way out of conflict and suffering. The bringing up of a child requires intelligent observation and care. Experts and their knowledge can never replace the parents' love, but most parents corrupt that love by their own fears and ambitions, which condition and distort the outlook of the child. So few of us are concerned with love, but we are vastly taken up with the appearance of love. The present educational and social structure does not help the individual towards freedom and integration; and if the parents are at all in earnest and desire that the child shall grow to his fullest integral capacity, they must begin to alter the influence of the home and set about creating schools with the right kind of educators. The influence of the home and that of the school must not be in any way contradictory, so both parents and teachers must re-educate themselves. The contradiction which so often exists between the private life of the individual and his life as a member of the group creates an endless battle within himself and in his relationships. This conflict is encouraged and sustained through the wrong kind of education, and both governments and organized religions add to the confusion by their contradictory doctrines. The child is divided within himself from the very start, which results in personal and social disasters.

PICARD: Did you read that book I gave you? (Wesley reacts, barely concealing a grimace as he recalls.) WESLEY: Some of it. PICARD: That's reassuring. WESLEY: I just don't have much time. PICARD: (re the book in his hand) There is no greater challenge than the study of philosophy. (Wesley glances over at Picard's book) WESLEY: William James sure won't be on my Starfleet exams. PICARD: The important things never will be. Anyone can be trained to deal with technology, and the mechanics of piloting a starship. WESLEY: But Starfleet Academy-- PICARD: It takes more than just that. Open your mind to the past... to history, art, philosophy. And then... (re: the stars) ...this will mean something. (Wesley considers this, almost embarrassed as he realizes Picard does truly care about him.) Then: PICARD (continuing) Just consider James' wisdom: "Philosophy... is not a technical matter... it is our sense of what life honestly means... our individual way of feeling the total push and pressure of the cosmos." (then) That's what I want for you. From: STAR TREK: THE NEXT GENERATION "Samaritan Snare" #40272-143 Written by Robert L. McCullough

the invention of deep learning means that we are moving from the age of expertise to the age of data. Training successful deep-learning algorithms requires computing power, technical talent, and lots of data. But of those three, it is the volume of data that will be the most important going forward. That’s because once technical talent reaches a certain threshold, it begins to show diminishing returns. Beyond that point, data makes all the difference. Algorithms tuned by an average engineer can outperform those built by the world’s leading experts if the average engineer has access to far more data.

In truth, the crossing from nature to culture and vice versa has always stood wide open. It leads across an easily accessible bridge: the practising life. People have committed themselves to its construction since they came into existence - or rather, people only came into existence by applying themselves to the building of said bridge. The human being is the pontifical creature that, from its earliest evolutionary stages, has created tradition-compatible connections between the bridgeheads in the bodily realm and those in cultural programes. From the start, nature and culture are linked by a broad middle ground of embodied practices - containing languages, rituals and technical skills, in so far as these factors constitute the universal forms of automatized artificialities. This intermediate zone forms a morphologically rich, variable and stable region that can, for the time being, be referred to sufficiently clearly with such conventional categories as education, etiquette, custom, habit formation, training and exercise - without needing to wait for the purveyors of the 'human sciences', who, with all their bluster about culture, create the confusion for whose resolution they subsequently offer their services.

Education is at present concerned with outward efficiency, and it utterly disregards, or deliberately perverts, the inward nature of man; it develops only one part of him and leaves the rest to drag along as best it can. Our inner confusion, antagonism and fear ever overcome the outer structure of society, however nobly conceived and cunningly built. When there is not the right kind of education we destroy one another, and physical security for every individual is denied. To educate the student rightly is to help him to understand the total process of himself; for it is only when there is integration of the mind and heart in everyday action that there can be intelligence and inward transformation. While offering information and technical training, education should above all encourage an integrated outlook on life; it should help the student to recognize and break down in himself all social distinctions and prejudices, and discourage the acquisitive pursuit of power and domination. It should encourage the right kind of self-observation and the experiencing of life as a whole, which is not to give significance to the part, to the "me" and the "mine", but to help the mind to go above and beyond itself to discover the real. Freedom comes into being only through self-knowledge in one's daily occupations, that is, in one's relationship with people, with things, with ideas and with nature. If the educator is helping the student to be integrated, there can be no fanatical or unreasonable emphasis on any particular phase of life. It is the understanding of the total process of existence that brings integration. When there is self-knowledge, the power of creating illusions ceases, and only then is it possible for reality or God to be. Human beings must be integrated if they are to come out of any crisis, and specially the present world crisis, without being broken; therefore, to parents and teachers who are really interested in education, the main problem is how to develop an integrated individual. To do this, the educator himself must obviously be integrated; so the right kind of education is of the highest importance, not only for the young, but also for the older generation if they are willing to learn and are not too set in their ways. What we are in ourselves is much more important than the traditional question of what to teach the child, and if we love our children we will see to it that they have the right kind of educators.

There are countries in which the communal provision of housing, transport, education and health care is so inferior that inhabitants will naturally seek to escape involvement with the masses by barricading themselves behind solid walls. The desire for high status is never stronger than in situations where 'ordinary' life fails to answer a median need for dignity or comfort. Then there are communities—far fewer in number and typically imbued with a strong (often Protestant) Christian heritage—whose public realms exude respect in their principles and architecture, and whose citizens are therefore under less compulsion to retreat into a private domain. Indeed, we may find that some of our ambitions for personal glory fade when the public spaces and facilities to which we enjoy access are themselves glorious to behold; in such a context, ordinary citizenship may come to seem an adequate goal. In Switzerland's largest city, for instance, the need to own a car in order to avoid sharing a bus or train with strangers loses some of the urgency it has in Los Angeles or London, thanks to Zurich's superlative train network, which is clean, safe, warm and edifying in its punctuality and technical prowess. There is little reason to travel in an automotive cocoon when, for a fare of only a few francs, an efficient, stately tramway will provide transport from point A to point B at a level of comfort an emperor might have envied. One insight to be drawn from Christianity and applied to communal ethics is that, insofar as we can recover a sense of the preciousness of every human being and, even more important, legislate for spaces and manner that embody such a reverence in their makeup, then the notion of the ordinary will shed its darker associations, and, correspondingly, the desires to triumph and to be insulated will weaken, to the psychological benefit of all.

In the genre of modern self-help narratives, music training has stood beside golf atop the podium, exemplars of the power of a narrowly focused head start in highly technical training. Whether it is the story of Tiger Woods or the Yale law professor known as the Tiger Mother, the message is the same: choose early, focus narrowly, never waver.

The Joy of Sex!—Elaine brought home that dreary tract one day, those tidings of comfort and joy by some Californicated Englishman, and we studied the ghastly pictures, the two hundred different positions. What a joyless book. That poor fucker the instructor-model, performing his gymnastic routines over and over, with slight variations, for three hundred pages, each and every time upon the same woman. No wonder he has that look on his soft hairy degenerate face of a bored he-dog hooked up on the street with an exhausted bitch, longing to leave but unable to extricate himself from what breeders call a “tie.” The woman in the book looks only slightly happier; somebody out of mercy should have emptied a bucket of ice water on the miserable couple. Technique, technique, technical engineering, curse of the modern world, debasing what should be a wild, free, spontaneous act of violent delight into an industrial procedure. Comfort’s treatise is a training manual, a workbook which might better have been entitled The Job of Sex.

So long as the individual state, despite its official condemnation of war, has to consider the possibility of engaging in war, it must influence and educate its citizens—and its youth in particular—in such a way that they can easily be converted into efficient soldiers in the event of war. Therefore it is compelled not only to cultivate a technical-military training and type of thinking but also to implant a spirit of national vanity in its people in order to secure their inner readiness for the outbreak of war.

We are trained to teach users but are not trained to help them learn.

I will not underrate the importance [of equipment]... But I insist that the trained mind is the first thing, and for scouting a fool on horseback is worth less than a wise man on foot.

Basic technical training is, of course, useful. But to treat it as anything more than that is to lock students into technology that will be obsolete by the time they graduate. The time wasted will also deprive them of the basic training in knowledge and thinking that might help them adjust to the constant changes outside. (IV - From Managers and Speculators to Growth)

An army cannot be built without reprisals. Masses of men cannot be led to death unless the army command has the death-penalty in its arsenal. So long as those malicious tailless apes that are so proud of their technical achievements—the animals that we call men—will build armies and wage wars, the command will always be obliged to place the soldiers between the possible death in the front and the inevitable one in the rear. And yet armies are not built on fear. The Tsar's army fell to pieces not because of any lack of reprisals. In his attempt to save it by restoring the death-penalty, Kerensky only finished it. Upon the ashes of the great war, the Bolsheviks created a new army. These facts demand no explanation for any one who has even the slightest knowledge of the language of history. The strongest cement in the new army was the ideas of the October revolution, and the train supplied the front with this cement.

The basic training procedure for the perceptron, as well as its many contemporary progeny, has a technical-sounding name—“stochastic gradient descent”—but the principle is utterly straightforward. Pick one of the training data at random (“stochastic”) and input it to the model. If the output is exactly what you want, do nothing. If there is a difference between what you wanted and what you got, then figure out in which direction (“gradient”) to adjust each weight—whether by literal turning of physical knobs or simply the changing of numbers in software—to lower the error for this particular example. Move each of them a little bit in the appropriate direction (“descent”). Pick a new example at random, and start again. Repeat as many times as necessary.

In no way did any of this discourage or deter Wilbur and Orville Wright, any more than the fact that they had had no college education, no formal technical training, no experience working with anyone other than themselves, no friends in high places, no financial backers, no government subsidies, and little money of their own. Or the entirely real possibility that at some point, like Otto Lilienthal, they could be killed.

In order to penetrate the subject matter there must be, in addition, the love of teaching and the love of learning, the give and take between teacher and student, example and imitation. Beyond the technical problem, there is a personal encounter similar to that of a savage training his sons in the use of bow and arrow, or of an animal guiding its young. I am firmly convinced that one of the high orders of the universe is a pedagogical order.

Left-wing progressivism” and “managerialism” are synonymous since the solutions of the former always involve the expansion of the latter. To stay with the example of LGBT causes, these may seem remote from something as technical as “managerialism” but consider the armies of HR officer, diversity tsars, equality ministers, and so on that are supported today under the banner of “LGBT” and used to police and control enterprises. The “philanthropic” endeavours of the Ford Foundation in this regard laid the infrastructure and groundwork to setup new power centres for managerialism under the guise of this ostensibly unrelated cause. Similar case studies can be found in issues as diverse as racial equality, gender equality, Islamist terrorism, climate change, mental health, and the management of the COVID-19 pandemic. The LOGIC of managerialism is to create invisible “problems” which can, in effect, never truly be solved, but rather can permanently support managerial jobs that force some arbitrary compliance standard such as “unconscious bias training”, “net zero carbon”, the ratio of men and women on executive boards or whatever else.

As the governor scanned it, Swim explained. “Liberal progressive policies for the last fifty years or so have devastated the poor people of America. Welfare; aid to dependent families; food stamps; essentially free medical care; schools that try to prepare everyone for a four-year college degree, when only a fraction of the poor people will ever want or get one; lack of technical training; the breakdown of the black family—all those things have led us to where we are.

I made my first fire last night and I didn't even set myself aflame! It was fantastic". "If you need more, there's plenty where that came from". "Sure, I'll take your wood anytime!" Matty fought the smile that threatened to engulf his face, and he coughed, using it for a cover of his laugh. But Rob laughed outright. "Consider me at your service. Though, technically, It wasn't my wood. So maybe it's more accurate to say that you'll take George's wood anytime. Matty cracked up. "No, definitely not. I'm sure it's aged and gnarled".

Who were you going to assassinate, anyway?” he asked. “You were ten.” “Ninjas,” I said. “Gran-Gran had been telling stories, and…well, I assumed my future would include far more ninjas than it has.” “I might be able to fix that,” Hesho said, hovering down beside me. “Assuming the translator has the right term, in our language, for the ancient warrior assassins of lore.” “You have ninjas?” I asked him. “Kitsen ninjas?” “Indeed,” he said. “As the Masked Exile, I am technically part of their tradition. It’s not as practical an art as the stories make it sound—more a method of training the mind and soul. But as we bring peace to mind and soul, we learn to bring stillness to the world around us.” I was barely listening. Fifteen-centimeter-tall. Furry. Ninjas. Scud. The universe was awesome after all.

Over the years, this style of breath restriction has been given many names—hypoventilation, hypoxic training, Buteyko technique, and the pointlessly technical “normobaric hypoxia training.” The outcomes were the same: a profound boost in performance.* Not just for elite athletes, but for everyone.

Mindless performance may be especially helpful in endurance sports because of the supreme importance of the capacity to suffer. The more science and technical detail an athlete incorporates into the training process, the more distracted he becomes from the only thing that really matters: getting out the door and going hard.

It is not that the historian can avoid emphasis of some facts and not of others. This is as natural to him as to the mapmaker, who, in order to produce a usable drawing for practical purposes, must first flatten and distort the shape of the earth, then choose out of the bewildering mass of geographic information those things needed for the purpose of this or that particular map. My argument cannot be against selection, simplification, emphasis, which are inevitable for both cartographers and historians. But the map-maker's distortion is a technical necessity for a common purpose shared by all people who need maps. The historian's distortion is more than technical, it is ideological; it is released into a world of contending interests, where any chosen emphasis supports (whether the historian means to or not) some kind of interest, whether economic or political or racial or national or sexual. Furthermore, this ideological interest is not openly expressed in the way a mapmaker's technical interest is obvious ("This is a Mercator projection for long-range navigation-for short-range, you'd better use a different projection"). No, it is presented as if all readers of history had a common interest which historians serve to the best of their ability. This is not intentional deception; the historian has been trained in a society in which education and knowledge are put forward as technical problems of excellence and not as tools for contending social classes, races, nations. To emphasize the heroism of Columbus and his successors as navigators and discoverers, and to de-emphasize their genocide, is not a technical necessity but an ideological choice. It serves- unwittingly-to justify what was done. My point is not that we must, in telling history, accuse, judge, condemn Columbus in absentia. It is too late for that; it would be a useless scholarly exercise in morality. But the easy acceptance of atrocities as a deplorable but necessary price to pay for progress (Hiroshima and Vietnam, to save Western civilization; Kronstadt and Hungary, to save socialism; nuclear proliferation, to save us all)-that is still with us. One reason these atrocities are still with us is that we have learned to bury them in a mass of other facts, as radioactive wastes are buried in containers in the earth. We have learned to give them exactly the same proportion of attention that teachers and writers often give them in the most respectable of classrooms and textbooks. This learned sense of moral proportion, coming from the apparent objectivity of the scholar, is accepted more easily than when it comes from politicians at press conferences. It is therefore more deadly. The treatment of heroes (Columbus) and their victims (the Arawaks)-the quiet acceptance of conquest and murder in the name of progress-is only one aspect of a certain approach to history, in which the past is told from the point of view of governments, conquerors, diplomats, leaders. It is as if they, like Columbus, deserve universal acceptance, as if they-the Founding Fathers, Jackson, Lincoln, Wilson, Roosevelt, Kennedy, the leading members of Congress, the famous Justices of the Supreme Court-represent the nation as a whole. The pretense is that there really is such a thing as "the United States," subject to occasional conflicts and quarrels, but fundamentally a community of people with common interests. It is as if there really is a "national interest" represented in the Constitution, in territorial expansion, in the laws passed by Congress, the decisions of the courts, the development of capitalism, the culture of education and the mass media.

But the body is also directly involved in a political field; power relations have an immediate hold upon it; they invest it, mark it, train it, torture it, force it to carry out tasks, to perform ceremonies, to emit signs. The political investment of the body is bound up, in accordance with complex reciprocal relations, with its economic use; it is largely as a force of production that the body is invested with relations of power and domination; but, on the other hand, its constitution as labour power is possible only if it is caught up in a system of subjection (in which need is also a political instrument meticulously prepared, calculated and used); the body becomes a useful force only if it is both a productive body and a subjected body. This subjection is not only obtained by the instruments of violence or ideology; it can also be direct, physical, pitting force against force, bearing on material elements, and yet without involving violence; it may be calculated, organized, technically thought out; it may be subtle, make use neither of weapons nor of terror and yet remain of a physical order.

In modern industrial society only minimal effort is necessary to satisfy one's physical needs. It is enough to go through a training program to acquire some petty technical skill, then come to work on time and exert the very modest effort needed to hold a job. The only requirements are a moderate amount of intelligence and, most of all, simple obedience. If one has those, society takes care of one from cradle to grave.

What about the arts and literature, so often valued by democratic educators? An education for economic growth will, first of all, have contempt for these parts of a child’s training, because they don’t look like they lead to personal or national economic advancement. For this reason, all over the world, programs in arts and the humanities, at all levels, are being cut away, in favor of the cultivation of the technical.

When employers designate certain jobs "professional" and insist that employees have professional training – not just the technical skills that seem sufficient to do the work – they must have more in mind than efficiency. Hierarchical organizations need professionals, because through professionals those at the top control the political content of what is produced, and because professionals contribute to the bosses' control of the workforce itself.

In a classic study of how names impact people’s experience on the job market, researchers show that, all other things being equal, job seekers with White-sounding first names received 50 percent more callbacks from employers than job seekers with Black-sounding names.5 They calculated that the racial gap was equivalent to eight years of relevant work experience, which White applicants did not actually have; and the gap persisted across occupations, industry, employer size – even when employers included the “equal opportunity” clause in their ads.6 With emerging technologies we might assume that racial bias will be more scientifically rooted out. Yet, rather than challenging or overcoming the cycles of inequity, technical fixes too often reinforce and even deepen the status quo. For example, a study by a team of computer scientists at Princeton examined whether a popular algorithm, trained on human writing online, would exhibit the same biased tendencies that psychologists have documented among humans. They found that the algorithm associated White-sounding names with “pleasant” words and Black-sounding names with “unpleasant” ones.7 Such findings demonstrate what I call “the New Jim Code”: the employment of new technologies that reflect and reproduce existing inequities but that are promoted and perceived as more objective or progressive than the discriminatory systems of a previous era.

Arnold Harberger, Milton Friedman & Co. Inc., your modest proposal of partial equilibrium for the general good is not without its own internal contradictions. Moreover, you cannot take complete credit for this program of equilibriation. Although you and your colleagues and disciples at the Department of Economics of the University of Chicago may have dedicated two decades to the design of the program and the technical training of its executors, it took the approach of another major economic and political crisis of capitalism, analogous to that of the 1930's, to mobilize the political support and the military force to instal a government prepared to put your program of equilibration and your equilibrating experts to work in Chile - and you, Milton Friedman, are still waiting to put your part of the same program, complete with Brazilian style indexing, into practice at home for the glory and benefit of the bourgeoisie in the USA, whom you so faithfully serve as paid executors and executioners.

But we must not overlook the vital connection between all physical movement and the acquisition of speech, for this has now been established independently by psychologists. In the case of children whose speech has been retarded or has become disordered, they have found that the child's ability to handle words can be recovered by re-training his motor behavior through inducing him to resume the earlier posture of crawling, the stage that usually accompanies, or slightly precedes, the first efforts at speech.

Much of the ability to help other people arises from personal power, but it would be naive to assert that nothing else is required. In large organizations, there are many resources available to a leader—money to pay for training, support staff, office space, tools to make work more efficient, access to helpful people. Such resources are not evenly distributed, and one of the requirements for becoming a problem-solving leader is to acquire organizational power so as to obtain resources for other innovators. Most

THE PREGNANT-NAVY SYNDROME It isn’t politically correct to even discuss this in the services, but. . . a large percentage of women soldiers are electively aborting their fetuses after they’ve served their purpose of enabling them to avoid their tour of duty in Operation Desert Storm. . . . It is wrong to use a fetus to shirk the responsibility for which you have signed up, and then to kill that fetus. —NAME WITHHELD, Army-Physician, Kuwait22 The mentality of valuing self also produces the “Pregnant-Navy Syndrome”: the phenomenon of a woman benefiting from the technical training and then, just prior to her ship’s being deployed, becoming pregnant so as to qualify for shore leave and not being deployed; or becoming pregnant immediately after her ship is deployed, thus allowing her increasingly to shirk responsibilities, forcing her shipmates to pick up the slack. This is all compatible with valuing self, but in a military situation—when more than .40 percent of the women on ships like the USS Acadia become pregnant during workup for deployment23—this bailing out puts men’s lives in danger.

Unfortunately his Zen training never quite produced in him a Zen-like calm or inner serenity, and that too is part of his legacy. He was often tightly coiled and impatient, traits he made no effort to hide. Most people have a regulator between their mind and mouth that modulates their brutish sentiments and spikiest impulses. Not Jobs. He made a point of being brutally honest. "My job is to say when something sucks rather than sugar coat it," he said. This made him charismatic and inspiring, yet also, to use the technical term, an asshole at times.

Consider it a Solstice and birthday present in one.' He gestured to the house, the gardens, the grounds that flowed to the river's edge. With a perfect view of the Rainbow at night, thanks to the land's curve. 'It's yours. Ours. I purchased it on Solstice Eve. Workers are coming in two days to begin clearing the rubble and knock down the rest of the house.' I blinked again, long and slow. 'You bought me an estate?' 'Technically, it will be our estate, but the house is yours. Build it to your heart's content. Everything you want, everything you need- build it.' The cost alone, the sheer size of this gift had to astronomical. 'Rhys.' He paced a few steps, running his hands through his blue-black hair, his wings tucked in tight. 'We have no space at the town house. You and I can barely fit everything in the bedroom. And no one wants to be at the House of Wind.' He again gestured to the magnificent estate around us. 'So build a house for us, Feyre. Dream as wildly as you want. It's yours.' I didn't have words for it. What cascaded through me. 'It- the cost-' 'Don't worry about the cost.' 'But...' I gaped at the sleeping, tangled land, the ruined house. Pictured what I might want there. My knees wobbled. 'Rhys- it's too much.' His face became deadly serious. 'Not for you. Never for you.' He slid his arms around my waist, kissing my temple. 'Build a house with a painting studio.' He kissed my other temple. 'Build a house with an office for you, and one for me. Build a house with a bathtub big enough for two- and for wings.' Another kiss, this time to my cheek. 'Build a house with a garden for Elain, a training ring for the Illyrian babies, a library for Amren, and an enormous dressing room for Mor.' I choked on a laugh at that. But Rhys silenced it with a kiss to my mouth, lingering and sweet. 'Build a house with a nursery, Feyre.' My heart tightened to the point of pain, and I kissed him back. Kissed him again and again, the property wide and clear around us. 'I will,' I promised.

Contemporary jihads were worldly, not spiritual, said the Sheikh. The men waging them operated not from an excess of piety, but a lack of it: "It is just the Islamicization of violence," he said. "People think they can use Islam to fight for land, or honor, or respect, or money. But these are not religious people. They are just following non-Islamic examples." The jihadis tended to be far more Westernized, in a superficial sense, than the Sheikh and his fellow ulama. Contrary to popular belief, most of the jihadi extremists weren't trained in madrasas. Rather than studying the nuances of classical Islamic thought, their training tended to be secular and technical, in subjects like engineering, computer programming, or medicine.

The blitzkrieg is one of the best-known examples of a “military technical revolution”—and one of the most misunderstood by the general public. It is commonly assumed, based on the ease with which German armies overran Poland, Norway, Denmark, the Low Countries, and France, that they possessed a big technological and numerical edge over their adversaries. Nothing could be further from the truth; Hitler actually fielded fewer tanks and aircraft than the British and French, and the quality of the Allied weapons was in many cases higher than the Germans’. The German edge lay in their superior ability to coordinate their forces, and in their high quality of leadership, training, and morale. They figured out how to make the best use of the technology of the day; the Allies did not.

Women retained more information from the training, and those who were trained by them and listened to them did in fact learn more. But most farmers did not listen. They assumed women were less able, and therefore paid less attention to them. Along the same lines, when women in Bangladesh were trained to become line managers, they were just as good as men based on an objective assessment of their leadership and technical qualities, but they were perceived as less good by their line workers. And, presumably as a result, the performance of their lines also suffered, perversely confirming the prejudice that they were worse managers.39 What started as an unjustified preference against women resulted in women actually doing worse through no fault of their own, and this reinforced their inferior status.

The pattern, as well as magnitude, of foreign economic activity in Russia provides clues to the sources of Russian economic backwardness. The foreigners specialized in providing what the Russians most lacked—technical and scientific skills, efficient and honest management and, to a secondary extent, capital. Russian managers were notorious for their inefficiency and corruption. A French observer in 1904 referred to "the extraordinary waste—to be polite—that reigns among Russian administrators."210 Even after trained Russians began to emerge over the years into increasingly responsible positions, foreign firms were careful not to use Russian accountants.211 This business corruption mirrored a pervasive corruption in the czarist government,212 which was by no means stamped out under the Communists213 or in the post-Soviet era.

As devasting as it is, cirrhosis is not the only end point I’m worried about here. I care about NAFLD and NASH — and you should too — because they represent the tip of the iceberg of a global epidemic of metabolic disorders, ranging from insulin resistance to type 2 diabetes. Type 2 diabetes is technically a distinct disease, defined very clearly by glucose metrics, but I view it as simply the last stop on a railway line passing through several other stations, including hyperinsulinemia, prediabetes, and NAFLD/NASH. If you find yourself anywhere on this train line, even in the early stages of NAFLD, you are likely also en route to one or more of the three Horsemen diseases (cardiovascular disease, cancer, and Alzheimer’s disease). As we will see in the next few chapters, metabolic dysfunction vastly increases your risks for all of these.

I knew that this was my chance to show both Henry and Neil that I was able to look after myself and climb well at high altitude. After all, talk is cheap when you are safely tucked up back in London. It was time to train hard and show my mettle again. Ama Dablam is one of the most spectacular peaks on earth. A mountain that was once described by Sir Edmund Hillary as being “unclimbable,” due to her imposing sheer faces that rise out among the many Himalayan summits. Like so many mountains, it is not until you rub noses with her that you realize that a route up is possible. It just needs a bit of balls and careful planning. Ama Dablam is considered by the world-renowned Jagged Globe expedition company to be their most difficult ascent. She is graded 5D, which reflects the technical nature of the route: “Very steep ice or rock. Suitable for competent mountaineers who have climbed consistently at these standards. Climbs of this grade are exceptionally strenuous and some weight loss is inevitable.” Ha. That’s the Himalayas for you.

The parallel between scientific experiments and mystical (read spiritual) experiences may seem surprising in view of the very different nature of these acts of observation. Physics perform experiments involving an elaborate teamwork and a highly sophisticated technology, whereas mystics obtain their knowledge purely through introspection, without any machinery, in the privacy of meditation. Scientific experiments, furthermore, seem repeatable any time and by anybody, whereas mystical experiences seem to be reserved for a few individuals at special occasions. A closer examination shows, however that the differences between the two kinds of observation lie only in their approach and not in their reliability or complexity. Anybody who wants to repeat an experiment in modern subatomic physics has to undergo many years of training. Only then will he or she be able to ask nature a specific question through the experiment and to understand the answer. Similarly, a deep mystical experience requires, generally, many years of training under an experienced master and, as in the scientific training, the dedicated time does not alone guarantee success. If the student is successful, however, he or she will be able to 'repeat the experiment'. The repeatability of the experience is, in fact, essential to every mystical training and is the very aim of the mystic's spiritual instruction. A mystical experience, therefore, is not any more unique than a modern experiment in physics. On the other hand, it is not less sophisticated either, although its sophistication is of a very different kind. The complexity and efficiency of the physicist's technical apparatus is matched, if not surpassed, by that of the mystics consciousness - both physics and spiritual - in deep meditation. The scientists and the mystics then, have developed highly sophisticated methods of observing nature which are inaccessible to the layperson. A [Page from a journal of modern experimental physics will be as mysterious to the uninitiated as the Tibetan mandala. Both are records of enquires into the nature of the universe.

The late Marlon Brando was once asked if he considered himself the best actor in Hollywood. That was a treacherous question, but Brando answered it in a creative way. He said, “It doesn’t matter whether I’m the best actor. I’m the best-positioned actor. People know me, and they want me around. I make life interesting for the people around me. It’s fun for me and it’s fun for them. I’m not always a nice guy, but I’m never the same guy twice. That’s why studios want to put me in movies, and that’s why the public wants to see me there.” Are you like Brando in this respect? Do you get together with your colleagues even when you don’t have to? If the answer is yes, you’re on the right track. If the answer is no, ask yourself, whom would you rather be with? Then think about how you can make a career move in that direction. Do you communicate with your colleagues even when it’s not strictly necessary—by phone, e-mail, or in person? Or are you more comfortable being on your own? There probably has never been a person who was more challenged in this area than Howard Hughes. He was undeniably a technical expert, and he was certainly unforgettable. He could design an airplane, fly it, and also direct a movie about it.

Plato compared the whole self to a chariot in which reason was the driver and two irrational parts, the biological appetites and the social reactions, were two very unruly horses. The challenge that had to be solved, to him and to the Neoplatonists, was how to train these horses so that they would accept the guidance of the reins and take the chariot the way the charioteer wanted to go. Several centuries of work went into finding the best ways to meet that challenge, and the toolkit that became central to Neoplatonism from the third century CE on – well, that’s where magic comes in.7 In the writings of Neoplatonist philosophers such as Iamblichus and Proclus, the word used was theurgy or divine work, which they distinguished from thaumaturgy, working wonders, the common or garden variety magical practice that went on in classical society in much the same way that it goes on in ours. The practice of theurgy was exactly the unpopular kind of magic I introduced in the previous chapter; in the technical language of the time, it was practiced to purify the vehicles of consciousness; in the terms I have been using, it was intended to see to it that the baboonery of biological drives and social reactions didn’t interfere with the reason and the will.

[All] modern chatbots are actually trained simply to predict the next word in a sequence of words. They generate text by repeatedly producing one word at a time. For technical reasons, they generate a “token” at a time, tokens being chunks of words that are shorter than words but longer than individual letters. They string these tokens together to generate text. When a chatbot begins to respond to you, it has no coherent picture of the overall response it’s about to produce. It instead performs an absurdly large number of calculations to determine what the first word in the response should be. After it has output—say, a hundred words—it decides what word would make the most sense given your prompt together with the first hundred words that it has generated so far. This is, of course, a way of producing text that’s utterly unlike human speech. Even when we understand perfectly well how and why a chatbot works, it can remain mind-boggling that it works at all. Again, we cannot stress enough how computationally expensive all this is. To generate a single token—part of a word—ChatGPT has to perform roughly a trillion arithmetic operations. If you asked it to generate a poem that ended up having about a thousand tokens (i.e., a few hundred words), it would have required about a quadrillion calculations—a million billion.

In 2009, Kahneman and Klein took the unusual step of coauthoring a paper in which they laid out their views and sought common ground. And they found it. Whether or not experience inevitably led to expertise, they agreed, depended entirely on the domain in question. Narrow experience made for better chess and poker players and firefighters, but not for better predictors of financial or political trends, or of how employees or patients would perform. The domains Klein studied, in which instinctive pattern recognition worked powerfully, are what psychologist Robin Hogarth termed “kind” learning environments. Patterns repeat over and over, and feedback is extremely accurate and usually very rapid. In golf or chess, a ball or piece is moved according to rules and within defined boundaries, a consequence is quickly apparent, and similar challenges occur repeatedly. Drive a golf ball, and it either goes too far or not far enough; it slices, hooks, or flies straight. The player observes what happened, attempts to correct the error, tries again, and repeats for years. That is the very definition of deliberate practice, the type identified with both the ten-thousand-hours rule and the rush to early specialization in technical training. The learning environment is kind because a learner improves simply by engaging in the activity and trying to do better. Kahneman was focused on the flip side of kind learning environments; Hogarth called them “wicked.” In wicked domains, the rules of the game are often unclear or incomplete, there may or may not be repetitive patterns and they may not be obvious, and feedback is often delayed, inaccurate, or both. In the most devilishly wicked learning environments, experience will reinforce the exact wrong lessons. Hogarth noted a famous New York City physician renowned for his skill as a diagnostician. The man’s particular specialty was typhoid fever, and he examined patients for it by feeling around their tongues with his hands. Again and again, his testing yielded a positive diagnosis before the patient displayed a single symptom. And over and over, his diagnosis turned out to be correct. As another physician later pointed out, “He was a more productive carrier, using only his hands, than Typhoid Mary.” Repetitive success, it turned out, taught him the worst possible lesson. Few learning environments are that wicked, but it doesn’t take much to throw experienced pros off course. Expert firefighters, when faced with a new situation, like a fire in a skyscraper, can find themselves suddenly deprived of the intuition formed in years of house fires, and prone to poor decisions. With a change of the status quo, chess masters too can find that the skill they took years to build is suddenly obsolete.

The American dinner-table, in truth, becomes a monument to the defective technic of the American housewife. The guest who respects his oesophagus, invited to feed upon its discordant and ill-prepared victuals, evades the experience as long and as often as he can, and resigns himself to it as he might resign himself to being shaved by a paralytic. Nowhere else in the world have women more leisure and freedom to improve their minds, and nowhere else do they show a higher level of intelligence, or take part more effectively in affairs of the first importance. But nowhere else is there worse cooking in the home, or a more inept handling of the whole domestic economy, or a larger dependence upon the aid of external substitutes, by men provided, for the skill that is wanting where it theoretically exists. It is surely no mere coincidence that the land of the emancipated and enthroned woman is also the land of canned soup, of canned pork and beans, of whole meals in cans, and of everything else ready-made. And nowhere else is there more striking tendency to throw the whole business of training the minds of children upon professional teachers, and the whole business of instructing them in morals and religion upon so-called Sunday-schools, and the whole business of developing and caring for their bodies upon playground experts, sex hygienists and other such professionals, most of them mountebanks.

the absence of an ‘international standard burglar’, the nearest I know to a working classification is one developed by a U.S. Army expert [118]. Derek is a 19-year old addict. He's looking for a low-risk opportunity to steal something he can sell for his next fix. Charlie is a 40-year old inadequate with seven convictions for burglary. He's spent seventeen of the last twenty-five years in prison. Although not very intelligent he is cunning and experienced; he has picked up a lot of ‘lore’ during his spells inside. He steals from small shops and suburban houses, taking whatever he thinks he can sell to local fences. Bruno is a ‘gentleman criminal’. His business is mostly stealing art. As a cover, he runs a small art gallery. He has a (forged) university degree in art history on the wall, and one conviction for robbery eighteen years ago. After two years in jail, he changed his name and moved to a different part of the country. He has done occasional ‘black bag’ jobs for intelligence agencies who know his past. He'd like to get into computer crime, but the most he's done so far is stripping $100,000 worth of memory chips from a university's PCs back in the mid-1990s when there was a memory famine. Abdurrahman heads a cell of a dozen militants, most with military training. They have infantry weapons and explosives, with PhD-grade technical support provided by a disreputable country. Abdurrahman himself came third out of a class of 280 at the military academy of that country but was not promoted because he's from the wrong ethnic group. He thinks of himself as a good man rather than a bad man. His mission is to steal plutonium. So Derek is unskilled, Charlie is skilled, Bruno is highly skilled and may have the help of an unskilled insider such as a cleaner, while Abdurrahman is not only highly skilled but has substantial resources.

That such a surprisingly powerful philosophical method was taken seriously can be only partially explained by the backwardness of German natural science in those days. For the truth is, I think, that it was not at first taken really seriously by serious men (such as Schopenhauer, or J. F. Fries), not at any rate by those scientists who, like Democritus2, ‘would rather find a single causal law than be the king of Persia’. Hegel’s fame was made by those who prefer a quick initiation into the deeper secrets of this world to the laborious technicalities of a science which, after all, may only disappoint them by its lack of power to unveil all mysteries. For they soon found out that nothing could be applied with such ease to any problem whatsoever, and at the same time with such impressive (though only apparent) difficulty, and with such quick and sure but imposing success, nothing could be used as cheaply and with so little scientific training and knowledge, and nothing would give such a spectacular scientific air, as did Hegelian dialectics, the mystery method that replaced ‘barren formal logic’. Hegel’s success was the beginning of the ‘age of dishonesty’ (as Schopenhauer3 described the period of German Idealism) and of the ‘age of irresponsibility’ (as K. Heiden characterizes the age of modern totalitarianism); first of intellectual, and later, as one of its consequences, of moral irresponsibility; of a new age controlled by the magic of high-sounding words, and by the power of jargon. In order to discourage the reader beforehand from taking Hegel’s bombastic and mystifying cant too seriously, I shall quote some of the amazing details which he discovered about sound, and especially about the relations between sound and heat. I have tried hard to translate this gibberish from Hegel’s Philosophy of Nature4 as faithfully as possible; he writes: ‘§302. Sound is the change in the specific condition of segregation of the material parts, and in the negation of this condition;—merely an abstract or an ideal ideality, as it were, of that specification. But this change, accordingly, is itself immediately the negation of the material specific subsistence; which is, therefore, real ideality of specific gravity and cohesion, i.e.—heat. The heating up of sounding bodies, just as of beaten or rubbed ones, is the appearance of heat, originating conceptually together with sound.’ There are some who still believe in Hegel’s sincerity, or who still doubt whether his secret might not be profundity, fullness of thought, rather than emptiness. I should like them to read carefully the last sentence—the only intelligible one—of this quotation, because in this sentence, Hegel gives himself away. For clearly it means nothing but: ‘The heating up of sounding bodies … is heat … together with sound.’ The question arises whether Hegel deceived himself, hypnotized by his own inspiring jargon, or whether he boldly set out to deceive and bewitch others. I am satisfied that the latter was the case, especially in view of what Hegel wrote in one of his letters. In this letter, dated a few years before the publication of his Philosophy of Nature, Hegel referred to another Philosophy of Nature, written by his former friend Schelling: ‘I have had too much to do … with mathematics … differential calculus, chemistry’, Hegel boasts in this letter (but this is just bluff), ‘to let myself be taken in by the humbug of the Philosophy of Nature, by this philosophizing without knowledge of fact … and by the treatment of mere fancies, even imbecile fancies, as ideas.’ This is a very fair characterization of Schelling’s method, that is to say, of that audacious way of bluffing which Hegel himself copied, or rather aggravated, as soon as he realized that, if it reached its proper audience, it meant success.

The climate for relationships within an innovation group is shaped by the climate outside it. Having a negative instead of a positive culture can cost a company real money. During Seagate Technology’s troubled period in the mid-to-late 1990s, the company, a large manufacturer of disk drives for personal computers, had seven different design centers working on innovation, yet it had the lowest R&D productivity in the industry because the centers competed rather than cooperated. Attempts to bring them together merely led people to advocate for their own groups rather than find common ground. Not only did Seagate’s engineers and managers lack positive norms for group interaction, but they had the opposite in place: People who yelled in executive meetings received “Dog’s Head” awards for the worst conduct. Lack of product and process innovation was reflected in loss of market share, disgruntled customers, and declining sales. Seagate, with its dwindling PC sales and fading customer base, was threatening to become a commodity producer in a changing technology environment. Under a new CEO and COO, Steve Luczo and Bill Watkins, who operated as partners, Seagate developed new norms for how people should treat one another, starting with the executive group. Their raised consciousness led to a systemic process for forming and running “core teams” (cross-functional innovation groups), and Seagate employees were trained in common methodologies for team building, both in conventional training programs and through participation in difficult outdoor activities in New Zealand and other remote locations. To lead core teams, Seagate promoted people who were known for strong relationship skills above others with greater technical skills. Unlike the antagonistic committees convened during the years of decline, the core teams created dramatic process and product innovations that brought the company back to market leadership. The new Seagate was able to create innovations embedded in a wide range of new electronic devices, such as iPods and cell phones.

Business leadership is based on two elements: vision and technical competence. Top people in a given industry always embody at least one of those two elements. Sometimes, but rarely, they embody both of them. Simply put, vision is the ability to see what other people don’t. It’s a Ford executive named Lee Iacocca realizing that a market existed for an automobile that was both a racing car and a street vehicle—and coming up with the Mustang. It’s Steven Jobs realizing that computers needed to be sold in a single box, like a television sets, instead of piece by piece. About one hundred years ago, Walter Chrysler was a plant manager for a locomotive company. Then he decided to go into the car business, which was a hot new industry at the time. The trouble was, Walter Chrysler didn’t know a lot about cars, except that they were beginning to outnumber horses on the public roadways. To remedy this problem, Chrysler bought one of the Model T Fords that were becoming so popular. To learn how it worked, he took it apart and put it back together. Then, just to be sure he understood everything, he repeated this. Then, to be absolutely certain he knew what made a car work, he took it apart and put it together forty-eight more times, for a grand total of fifty. By the time he was finished, Chrysler not only had a vision of thousands of cars on American highways, he also had the mechanical details of those cars engraved in his consciousness. Perhaps you’ve seen the play called The Music Man. It’s about a fast-talking man who arrives in a small town with the intention of hugely upgrading a marching band. However, he can’t play any instruments, doesn’t know how to lead a band, and doesn’t really have any musical skills whatsoever. The Music Man is a comedy, but it’s not totally unrealistic. Some managers in the computer industry don’t know how to format a document. Some automobile executives could not change a tire. There was once even a vice president who couldn’t spell potato. It’s not a good idea to lack the fundamental technical skills of your industry, and it’s really not a good idea to get caught lacking them. So let’s see what you can do to avoid those problems.

Then, decades later, in the 1970s, a hard-assed U.S. swim coach named James Counsilman rediscovered it. Counsilman was notorious for his “hurt, pain, and agony”–based training techniques, and hypoventilation fit right in. Competitive swimmers usually take two or three strokes before they flip their heads to the side and inhale. Counsilman trained his team to hold their breath for as many as nine strokes. He believed that, over time, the swimmers would utilize oxygen more efficiently and swim faster. In a sense, it was Buteyko’s Voluntary Elimination of Deep Breathing and Zátopek hypoventilation—underwater. Counsilman used it to train the U.S. Men’s Swimming team for the Montreal Olympics. They won 13 gold medals, 14 silver, and 7 bronze, and they set world records in 11 events. It was the greatest performance by a U.S. Olympic swim team in history. Hypoventilation training fell back into obscurity after several studies in the 1980s and 1990s argued that it had little to no impact on performance and endurance. Whatever these athletes were gaining, the researchers reported, must have been based on a strong placebo effect. In the early 2000s, Dr. Xavier Woorons, a French physiologist at Paris 13 University, found a flaw in these studies. The scientists critical of the technique had measured it all wrong. They’d been looking at athletes holding their breath with full lungs, and all that extra air in the lungs made it difficult for the athletes to enter into a deep state of hypoventilation. Woorons repeated the tests, but this time subjects practiced the half-full technique, which is how Buteyko trained his patients, and likely how Counsilman trained his swimmers. Breathing less offered huge benefits. If athletes kept at it for several weeks, their muscles adapted to tolerate more lactate accumulation, which allowed their bodies to pull more energy during states of heavy anaerobic stress, and, as a result, train harder and longer. Other reports showed hypoventilation training provided a boost in red blood cells, allowing athletes to carry more oxygen and produce more energy with each breath. Breathing way less delivered the benefits of high-altitude training at 6,500 feet, but it could be used at sea level, or anywhere. Over the years, this style of breath restriction has been given many names—hypoventilation, hypoxic training, Buteyko technique, and the pointlessly technical “normobaric hypoxia training.” The outcomes were the same: a profound boost in performance.* Not just for elite athletes, but for everyone. Just a few weeks of the training significantly increased endurance, reduced more “trunk fat,” improved cardiovascular function, and boosted muscle mass compared to normal-breathing exercise. This list goes on. The takeaway is that hypoventilation works. It helps train the body to do more with less. But that doesn’t mean it’s pleasant.

Grants to universities doubled, and a federal technical and vocational training program expanded schools and kept hundreds of thousands of students from an overcrowded labour market.

Entry and exit points are vital parts of trading and investing. That is worth repeating.  Entry and Exit points are vital parts of Trading and Investing. Whether you are Day Trading, Swing Trading, or are a Long Term Investor. Why would you ever buy a stock at the wrong time? Unfortunately, there are many market participants with no training that do it every day.

Entry and exit points are vital parts of trading and investing. That is worth repeating.  Entry and Exit points are vital parts of Trading and Investing. Whether you are Day Trading, Swing Trading, or are a Long Term Investor. Why would you ever buy a stock at the wrong time? Unfortunately, there are many market participants with no training that do it every day. The Pros love the uninformed, the novices, and the Pigs. Who else are they going to sell to when a stock has reached a resistance point, or reached an all time high? You guessed it. They are going to sell to the novices and the pigs who are hoping for more advance. Then when the stock drops, falls to support, or finds support somewhere, the Pros will buy it back from the novice who has just taken a loss and a beating. “The time to buy is when blood is running in the streets” ~Baron Rothschild

Anton welcomes us. He flew MiGs in the Russian Air Force before being selected as a cosmonaut, making him one of the people I might have found myself face-to-face with in combat had geopolitics in the early 1990s played out differently. He is solid and dependable, both physically and technically. He has a goofy sense of humor and is a close talker, even for a Russian. He has a halting way of speaking English with pauses in unusual places in his sentences, but I’m sure my Russian sounds far worse. I once asked Anton what he would have done if his MiG-21 and my F-14 had been flying straight at each other on some fateful day—how would he have maneuvered his airplane to get an advantage on me? When I was training and flying as a Navy fighter pilot, these questions about MiGs and their capabilities consumed my fellow pilots and me. All we knew then was guesswork based on military intelligence. As it turns out, the same guesswork was happening on the Soviet side.

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Yagyu Munenori himself stresses the overcoming of ego through self-discipline in the art of swordsmanship. In a treatise known as The Household Transmission on the Art of Fighting he writes that the goal of training in the martial arts is to overcome six kinds of disease: the desire for victory, the desire to rely on technical cunning, the desire to show off, the desire to psychologically overwhelm the opponent, the desire to remain passive in order to wait for an opening and the desire to become free of these diseases.

Are you aware of which areas in your business are marred by mistakes because the lower-level employees don’t have enough technical competence to make good decisions? How could you implement a “we learn” policy among your junior and senior staff? Would you consider writing a creed for your organization modeled after the one we wrote for Santa Fe? Are people eager to go to training?

This was the big advantage of “Oriental“ campaign excavations: whereas in Europe they were forced by their budgets to dig them selves, archaeologists in Syria, like their glorious predecessors, could delegate the lowly tasks. As Bilger said, quoting The Good, the Bad and the Ugly”: “you see, in this world there’s two kinds of people, my friend: those with loaded guns and those who dig.” So the European archaeologists had acquired an extremely specialized and technical Arabic vocabulary: dig here, clear there, with a shovel, a pickax, a small pick, a trowel — the brush was the privilege of Westerners. Dig gently, clear quickly, and it was not rare to overhear the following dialogue: “Go one meter down here.” “Yes boss. With an excavation shovel?” “Um, big shovel… Big shovel no. Instead pickax.” “With the big pickax?” “Big pickax no. Little pick.” “So, we should dig down to  one meter with the little pick?” “Na’am, na’am. Shwia shwia, Listen, don’t go smashing in the whole world to finish more quickly, OK?” In these circumstances there were obviously misunderstandings that led to irreparable losses for science: a number of walls and stylobates fell victim to the perverse alliance of linguistics and capitalism, but on the whole the archaeologists were happy with their personnel, whom they trained, so to speak, season after season....[I am] curious to know what these excavations represent, for these workers. Do they have the feeling that we are stripping them of their history, that Europeans are stealing something from them, once again? Bilger had a theory: he argued that for these workmen whatever came before Islam does not belong to them, is of another order, another world, which falls into the category of the qadim jiddan, the “very old”; Bilger asserted that for a Syrian, the history of the world is divided into three periods: jadid, recent; qadim, old; qadim jiddan, very old, without it being very clear if it was simply his own level of Arabic that was the cause for such a simplification: even if his workers talked to him about the succession of Mesopotamian dynasties, they would have had to resort, lacking a common language that he could understand, to the qadim jiddan. 

This was the big advantage of “Oriental“ campaign excavations: whereas in Europe they were forced by their budgets to dig themselves, archaeologists in Syria, like their glorious predecessors, could delegate the lowly tasks. As Bilger said, quoting The Good, the Bad and the Ugly”: “you see, in this world there’s two kinds of people, my friend: those with loaded guns and those who dig.” So the European archaeologists had acquired an extremely specialized and technical Arabic vocabulary: dig here, clear there, with a shovel, a pickax, a small pick, a trowel — the brush was the privilege of Westerners. Dig gently, clear quickly, and it was not rare to overhear the following dialogue: “Go one meter down here.” “Yes boss. With an excavation shovel?” “Um, big shovel… Big shovel no. Instead pickax.” “With the big pickax?” “Big pickax no. Little pick.” “So, we should dig down to  one meter with the little pick?” “Na’am, na’am. Shwia shwia, Listen, don’t go smashing in the whole world to finish more quickly, OK?” In these circumstances there were obviously misunderstandings that led to irreparable losses for science: a number of walls and stylobates fell victim to the perverse alliance of linguistics and capitalism, but on the whole the archaeologists were happy with their personnel, whom they trained, so to speak, season after season....[I am] curious to know what these excavations represent, for these workers. Do they have the feeling that we are stripping them of their history, that Europeans are stealing something from them, once again? Bilger had a theory: he argued that for these workmen whatever came before Islam does not belong to them, is of another order, another world, which falls into the category of the qadim jiddan, the “very old”; Bilger asserted that for a Syrian, the history of the world is divided into three periods: jadid, recent; qadim, old; qadim jiddan, very old, without it being very clear if it was simply his own level of Arabic that was the cause for such a simplification: even if his workers talked to him about the succession of Mesopotamian dynasties, they would have had to resort, lacking a common language that he could understand, to the qadim jiddan. 

Certified Scrum Developers have demonstrated through a combination of formal training and a technical skills assessment that they have a working understanding of Scrum principles and have learned specialized Agile engineering skills. This 3-5 day course provides hands-on instruction in the agile engineering practices. Engineering practices include agile architecture and design, test first approach, paired programming and behavior driven development.

You need to be technically and tactically proficient with all your weapon systems and set the standard for the newbie on the team. They should aspire to be like you one day. If you live the example, you set the stage for success. You also take away all the excuses, should anyone want to fall back on one.

Department Floor(s) Administration 1 to 5 Finance 6 to 8 Human resources 9 to 10 Gym and Squash Court 11 Technical 12 to 17 Training 18 to 20 Administration for technical training 21 to 24 Junior and Middle Management 25 to 28 Very Senior Management 29 Security 30

Charismatic authority is best described by a series of negatives—by what it is not.161 The staff of a charismatic leader is not made up of technically-trained officials. Appointment and dismissal, career and promotion have no place here, only the call of the leader himself. There is no hierarchical organization, no defined sphere of competence, and no salary scale. There is “no system of formal rules, of abstract legal principles,” no systematic judicial process, and no recognition of the normative status of precedent. Each judicial decision is arrived at de novo, as if by a fresh oracle of the divine. Charismatic authority repudiates the past and allows no place for tradition. Ordinary economic considerations have no place either, while “‘booty’ and extortion” are “the typical form of charismatic provision for needs.

To be entitled to an opinion in a technical field, one should have specialized training, education and experience in that field.

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Microsoft Project is a task administration programming item, created and sold by Microsoft. It is intended to help an undertaking chief in building up an arrangement, relegating assets to errands, following advancement, dealing with the financial plan, and breaking down workloads. microteklearning_com

Twentieth-century music has brought new complexity into rhythms, studio production, instrumentation, and a variety of other features that were uniform, less varied, or nonexistent in previous music. Modern compositions, even in narrow musicological terms, do not necessarily provide less depth than their predecessors. The songs of Jerome Kern, Duke Ellington, Thelonious Monk, or the Beatles are arguably no less compositionally complex (and perhaps more complex) than the lieder of Schubert. Schubert wrote about 700 songs, most of which no one ever listens to or analyzes. Many of these songs are technically and compositionally undistinguished, and tend to be formulaic in their melodic treatment. Are "Bill," "Take the A Train," "Crepuscule with Nellie," and "A Day in the Life" really inferior or lesser products?

Drills are not meant to be treated as if distance matters.  Instead, take time to correctly establish good patterns and habits while muscle memory to kick in. 

Keep your core tight and push the implement with your right side instead of pulling with left. 

The element of manipulation need not discourage anyone. Manipulators are giant traders, with deep pockets. The trained ear can detect the steady ‘chomp, chomp’, as they gobble up stocks, and their teeth marks are recognized in the fluctuations and the quantities of stock appearing on the tape. Little traders are at liberty to tiptoe wherever the food trail leads, but they must be careful that the giants do not turn quickly on them.” — Richard Wyckoff in The Day Trader’s Bible

[FN#268] Se-ji-hyaku-dan. 12. 'The Five Ranks of Merit.' Thus far we have stated how to train our body and mind according to the general rules and customs established by Zenists. And here we shall describe the different stages of mental uplifting through which the student of Zen has to go. They are technically called 'The Five Ranks of Merit.'[FN#269] The first stage is called the Rank of Turning,[FN#270] in which the student 'turns' his mind from the external objects of sense towards the inner Enlightened Consciousness. He gives up all mean desires and aspires to spiritual elevation. He becomes aware that he is not doomed to be the slave of material things, and strives to conquer over them. Enlightened Consciousness is likened to the King, and it is called the Mind-King, while the student who now turns towards the King is likened to common people. Therefore in this first stage the student is in the rank of common people. [FN#269]

Any position you find yourself in can be considered a guard if you understand its tactical and technical properties. Slavishly copying a position from the treatise is useless unless you have some idea of what the position is for, what openings it leaves and what strengths it possesses.

second model, that of a technical or trade school, would conceive the primary task of psychoanalytic education to be the learning of a clearly defined skill or trade, with no emphasis on artistic creativity. Teachers

an art academy, (2) a technical trade school, (3) a monastery or religious retreat, and (4) a university college. I shall spell out the theoretical implications of these models, the

Forensic DNA Expert Anil Gupta offer a variety of DNA forensic testing systems including STR, Y-STR, and mitochondrial DNA. The DNA Sample in Forensic Analysis can be collected from blood, saliva, perspiration, hair, teeth, mucus, finger nails, semon and these can be found almost anywhere at crime scence. Anil Gupta is here to help make sense of this complex scientific issue and to testify before the court on these issues when necessary. Initial Consultation is FREE – If you send us the report we will lend you our expertise to help you understand your situation. Written Reports and Affidavits Discovery Documents – free by request, all you need to obtain the entire laboratory case file Mike is a leading forensic DNA expert with considerable experience in forensic biology. He is a clear and balanced expert opinion highly qualified provider to help lawyers, attorneys and lawyers support their clients and the criminal justice system. He is a very experienced scientist, whose career has focused on developing the ability to DNA analysis, defining standards, interpreting results, explaining evidence and providing advice to help both the defense and Processing equipment. Mike has a great depth of technical knowledge. As the chief DNA scientist (head of discipline) with the former Forensic Science Service (FSS), he established technical standards for DNA analytical processes, staff competencies and training. He was head of the Specialist Unit at FSS DNA and led the creation of the first dedicated facility of ultra-clean low template DNA. He has led the validation and implementation of several important new DNA processes. Through audit and process review, it can provide an effective and risk-based quality assurance, as it has for many years to the FSS, to the National DNA Database and to the courts.

Education in Italy is paid for by the state. All children must attend school between the ages of six and 14. Most go to local state schools, although there are some private schools where parents pay for their children’s education. Children leave primary school at the age of 11, taking an exam before entering middle school. At 14, it is possible to leave school altogether, but most pupils take another exam to qualify for further education. According to their skills and interests they might choose to continue with academic studies at a liceo (grammar school), or they may prefer technical studies, taking an arts course at an academy, or training to become a teacher. Pupils in further education can take an exam which, if they pass, entitles them to a place at a university. There are some government grants for university students, although most of them pay about 200,000 lire ($160) each year in fees. In recent years, the Italian government has made a great effort to improve standards of education and to make sure that everyone learns to read and write. However, the northern, more industrial part of the country still has better equipped schools than the less populated south.

The school system Nursery School 3 to 6 years Primary School 6 to 11 years Middle School 11 to 14 years Academic Studies 14 to 18 years Technical Institute 14 to 18 years Teacher-Training College 14 to 18 years Arts Academy 14 to 18 years University 18 years and over

We’re in Florence.” He looks at Tate and Nina with wide eyes. “We have to go. Now!” They all scramble to gather their things, and I move to stand in the aisle. Tate’s ready first and he gives me the one-armed side-hug thing, but he closes us in with his hand on my other shoulder, tapping it a few times. “I’m glad you came with us. It’s been fun,” he says. “Thanks for inviting me. It was good getting to know you guys.” Tate steps aside and Nina gives me a quick squeeze. “You’re sweet, Pippa. I’m sure I’ll see you again sometime.” She pulls away and winks at me before following Tate off the train. Darren holds the handle to his backpack on the seat. My heart is in my ears, my throat, exploding out of my chest, like waking up from a nightmare. I force a smile. “I’m glad you asked me to come along. Well, Nina asked, technically, but--” “It was my idea,” he says. “To ask you to come. I wanted you to.” My face warms. “Pippa, I--” “Darren,” Tate calls from the door behind me, “this train is about to leave.” Darren looks over my shoulder and nods, eyebrows tense, before he opens his arms and I walk into his embrace. Our chins sit on each other’s shoulders, my cheek against his warm, scruffy one. I try to ignore the sting in my eyes. I don’t know how to say good-bye. I don’t know what to say at all.

Greg Aloi Singapore Business Process Depending on the business, the business process specialist may be required to do more than assess and provide solutions. Greg Aloi Some companies ask the specialist to implement the solutions, a request that usually requires technical and project management skills. In addition, the specialist may be asked to test the new process to ensure its successful implementation. Greg Aloi Singapore Some companies ask the business process specialist to participate in training employees to use the new solutions effectively. Training may include the development of training materials and the communication of training information in the classroom or online instruction sessions. Greg Aloi This is a way to ensure that everyone gets the same message in the same training.

If you insist on ‘exposing us’,” Donovan said, his voice hard as ice, using air quotes, “we’ll have to do some exposing of our own. Certain people, like network executives, probably aren’t too keen on their employees engaging in blackmail. Besides, Jada is beloved. You know it, and I know it. I’m sure her fans would love to fill your Twitter mentions with all kinds of creative replies if they knew what you were attempting to do.” “You have no proof of blackmail.” Lila’s eyes spat fire. Jada held up a manicured index finger. “Oh, but I do. You know how you kept calling and leaving messages? Silly me, I thought you were asking me to do interviews. Which you were, I guess, technically. I finally got around to listening to the voice mails.” She wrinkled her nose, “Wow. Really creative vocabulary you have there, Lila. That last voice mail was quite a doozy. I wasn’t expecting the threats about how you were going to destroy me, how you were going to leak damaging rumors about me, how you’d been behind a lot of the hate I received online with bot accounts.” Jada grimaced. “Ugly stuff. You sounded drunk or high when you admitted that, so you might not remember saying all that, but you did.” Jada kept her gaze trained squarely on Lila. She ignored John’s gasp. Lila’s already pale skin turned ghastly white. “I don't know what you’re talking about.” Jada sniffed. “Oh, I think you do. Really, I’d hate for those messages to fall into the wrong hands.” Lila sneered, her veneer finally cracking. “You wouldn’t dare. You’re a spoiled, rich girl. You don’t have the balls.” The courage of her convictions swept through Jada. “Keep telling yourself that.” Jada turned to the other member of the blackmailing crew. “As for you, John, I’m sure people would love to know their perfect Mr. America has slid into the DMs of no less than three contestants from My One and Only with a woe-is-me story, trying to get back together with them, all at the same time.” Jada snapped her fingers. “Did I forget to mention I ended my social media hiatus to check my DMs? I do so love it when women have each other’s backs.” Jada gave the cowards a moment to respond. When none came, she offered up the kill shot. “If none of that reasoning convinces you, and I can't imagine why it wouldn’t, please remember this spoiled, rich girl has a billionaire grandmother who loves her very, very much. If I tell her what you both attempted to do to me, she will ruin both your lives, barely lifting a finger. Contrary to what you believe, Lila, I don't make idle threats. I suggest you both slink away and forget you ever knew my name.

The more Plato thinks of it, the more astounded he is at the folly of leaving to mob caprice and gullibility the selection of political officials—not to speak of leaving it to those shady and wealth-serving strategists who pull the oligarchic wires behind the democratic stage. Plato complains that whereas in simpler matters—like shoe-making—we think only a specially-trained person will serve our purpose, in politics we presume that every one who knows how to get votes knows how to administer a city or a state. When we are ill we call for a trained physician, whose degree is a guarantee of specific preparation and technical competence—we do not ask for the handsomest physician, or the most eloquent one; well then, when the whole state is ill should we not look for the service and guidance of the wisest and the best? To devise a method of barring incompetence and knavery from public office, and of selecting and preparing the best to rule for the common good—that is the problem of political philosophy.

In short, a college degree and other advanced or technical training were individuals’ personal investments in their own future, not part of the state’s investment in its population’s education or in the country’s future. The ethos of Thatcherism and Reaganism had spread from economics to education. Here, perhaps more than anywhere else, their influence would eventually prove disastrous on both a human and a political level.

Rocket Locksmith St Louis can help you replicate or replace lost, damaged, or stolen electronic car keys. We manufacture electronic car keys in St Louis MO for hundreds of models and cars. Our locksmiths have the technical training and equipment necessary to quickly and accurately copy and exchange car keys. Our fully equipped mobile truck comes to you on-site and offers maximum comfort and time

In 1598, a pair of English brothers, Robert and Anthony Sherley, found their way to Persia, which was well into its “golden age” under the greatest of the Safavid monarchs, Shah Abbas. The Englishmen said they came in peace with an interesting proposition for the Persian king: they wanted to sell him cannons and firearms and they could promise technical support to back up their products—they would have their people come in and train the Shah’s people in the new weapons, teach military strategy to go with them, plus how to fix the weapons if they broke, things like that.