Transfer Of Learning Quotes

If one has failed to develop curiosity and interest in the early years, it is a good idea to acquire them now, before it is too late to improve the quality of life. To do so is fairly easy in principle, but more difficult in practice. Yet it is sure worth trying. The first step is to develop the habit of doing whatever needs to be done with concentrated attention, with skill rather than inertia. Even the most routine tasks, like washing dishes, dressing, or mowing the lawn become more rewarding if we approach them with the care it would take to make a work of art. The next step is to transfer some psychic energy each day from tasks that we don’t like doing, or from passive leisure, into something we never did before, or something we enjoy doing but don’t do often enough because it seems too much trouble. There are literally millions of potentially interesting things in the world to see, to do, to learn about. But they don’t become actually interesting until we devote attention to them.

Richard Rohr said, “If we don’t learn to transform the pain, we’ll transfer it.

I don’t know. What I can say for certain is that I’m not yet ready to abandon the possibility of America—not just for the sake of future generations of Americans but for all of humankind. For I’m convinced that the pandemic we’re currently living through is both a manifestation of and a mere interruption in the relentless march toward an interconnected world, one in which peoples and cultures can’t help but collide. In that world—of global supply chains, instantaneous capital transfers, social media, transnational terrorist networks, climate change, mass migration, and ever-increasing complexity—we will learn to live together, cooperate with one another, and recognize the dignity of others, or we will perish. And so the world watches America—the only great power in history made up of people from every corner of the planet, comprising every race and faith and cultural practice—to see if our experiment in democracy can work. To see if we can do what no other nation has ever done. To see if we can actually live up to the meaning of our creed.

breadth of training predicts breadth of transfer. That is, the more contexts in which something is learned, the more the learner creates abstract models, and the less they rely on any particular example. Learners become better at applying their knowledge to a situation they’ve never seen before, which is the essence of creativity.

It is under all circumstances an advantage to be in full possession of one's personality, otherwise the repressed elements will only crop up as a hindrance elsewhere, not just at some unimportant point, but at the very spot where we are most sensitive. If people can be educated to see the shadow-side of their nature clearly, it may be hoped that they will also learn to understand and love their fellow men better. A little less hypocrisy and a little more self-knowledge can only have good results in respect for our neighbor; for we are all too prone to transfer to our fellows the injustice and violence we inflict upon our own natures.

When i get home, I sit on the front step and take deep breaths of the cool spring air for a few minutes. My mother was the one who taught me to steal moments like those, moments of freedom, though she didn't now it. I watched her... But I learned something else from watching her too, which is that the free moments always have to end.

Words aren’t just sounds or shapes. They’re meaning. That’s what language is: a protocol for transferring meaning. When you learn English, you train your brain to react in a particular way to particular sounds. As it turns out, the protocol can be hacked.

I’m much better at working out ideas in action than I am in theorizing about it and then transferring my thinking to action. I don’t work that way. I work with tentative ideas and I experiment and then with that experimentation in action, I finally come to the conclusions about what I think is the right way to do it.

If I walked down by different streets to the Jardin du Luxembourg in the afternoon I could walk through the gardens and then go to the Musée du Luxembourg where the great paintings were that have now mostly been transferred to the Louvre and the Jeu de Paume. I went there nearly every day for the Cézannes and to see the Manets and the Monets and the other Impressionists that I had first come to know about in the Art Institute at Chicago. I was learning something from the painting of Cézanne that made writing simple true sentences far from enough to make the stories have the dimensions that I was trying to put in them. I was learning very much from him but I was not articulate enough to explain it to anyone. Besides it was a secret. But if the light was gone in the Luxembourg I would walk up through the gardens and stop in at the studio apartment where Gertrude Stein lived at 27 rue de Fleurus.

I’m beginning to learn a few of the things I dont want,” said Herf quietly. “At least I’m beginning to have the nerve to admit to myself how much I dislike all the things I dont want.

Look at their arts, their power of turning stone into lifelike figures, and above all, the way in which they can transfer their thoughts to white leaves, so that others, many many years hence, can read them and know all that was passing, and what men thought and did in the long bygone. Truly it is marvelous.

I do not teach truth as such; I do not transform myself into a diaphanous mouthpiece of eternal pedagogy: I settle accounts , however I can, on a certain number of problems; with you and with me or me, and through you, me and me, with a certain number of authorities represented here. I understand that the place I am now occupying will not be left out of the exhibit or withdrawn form the scene. Nor do I intend to withhold even that which I shall call, to save time, an autobiographical demonstration, although I must ask you to shift its sense a little and to listen to it with another ear. I wish to take a certain pleasure in this, so that you may learn this pleasure from me.

This was her body. She had learned to take pleasure in it, even if no man had ever done the same. It was curved and generous and womanly and strong, and it was formed to do more than decorate a drawing room, or transfer wealth from one gentleman to another. She was made to tempt, labor, inspire, create, sustain. Despite the way Rafe held her bound in his grasp, a sense of power moved through her. For once, she could revel in her femininity and feel it as something other than a disadvantage to be overcome. A quality to be respected, worshiped. Even feared.

It is possible to learn the will of nature from the things in which we do not differ from each other. For example, when someone else's little slave boy breaks his cup we are ready to say, “It's one of those things that just happen.” Certainly, then, when your own cup is broken you should be just the way you were when the other person's was broken. Transfer the same idea to larger matters. Someone else's child is dead, or his wife. There is no one would not say, “It's the lot of a human being.” But when one's own dies, immediately it is, “Alas! Poor me!” But we should have remembered how we feel when we hear of the same thing about others.

One way the marathon is different from other races is that its lessons often have parallels in the rest of life. The patience needed to master the marathon is a transferable skill. Taking the long view, putting in the unglamorous daily work, finding joy in the process, saving something for the inevitable challenges—these traits have helped me be a better husband, father, brother, and friend.

A good teacher knows that the best way to help students learn is to allow them to find the truth by themselves. Students don't learn by a mere transfer of knowledge, consumed through rote memorization and later regurgitated. True learning comes about through the discovery of truth, not through the imposition of an official truth.

Once the individual has learned to dissociate in the context of trauma, he or she may subsequently transfer this response to other situations and it may be repeated thereafter arbitrarily in a wide variety of circumstances. The dissociation therefore “destabilizes adaptation and becomes pathological.”[6] It is important for the psychiatrist to accurately diagnose DDs and also to place the symptoms in perspective with regard to trauma history.

[[ ]] The story goes like this: Earth is captured by a technocapital singularity as renaissance rationalization and oceanic navigation lock into commoditization take-off. Logistically accelerating techno-economic interactivity crumbles social order in auto sophisticating machine runaway. As markets learn to manufacture intelligence, politics modernizes, upgrades paranoia, and tries to get a grip. The body count climbs through a series of globewars. Emergent Planetary Commercium trashes the Holy Roman Empire, the Napoleonic Continental System, the Second and Third Reich, and the Soviet International, cranking-up world disorder through compressing phases. Deregulation and the state arms-race each other into cyberspace. By the time soft-engineering slithers out of its box into yours, human security is lurching into crisis. Cloning, lateral genodata transfer, transversal replication, and cyberotics, flood in amongst a relapse onto bacterial sex. Neo-China arrives from the future. Hypersynthetic drugs click into digital voodoo. Retro-disease. Nanospasm.

Children learn bullying behavior from adults, but no one talks about this transfer of destructive behavior.

Once a man and woman have married, the only thing they should receive from their parents is advice and counsel, and then only when they ask for it. Parents should not offer opinions or advice without being asked. To do so undermines the development of the leadership and self-determination of the couple. When they married, the leadership and decision-making responsibilities transferred from their former homes to the new home they are building together. All leadership now devolves on them. They are responsible for making their own decisions. Part of cultivating companionship is learning how to exercise these responsibilities effectively together.

The bottom line on skills is this: A skill is designed to make the secrets of the best easily transferable. If you learn a skill, it will help you get a little better, but it will not cover for a lack of talent. Instead, as you build your strengths, skills will actually prove most valuable when they are combined with genuine talent.

Fatherhood to us was an act of passion, soon forgot; but not to Orem ap Avonap. Never guessing that the blond and happy farmer was no blood of his, Orem had taken a part of that simple man into himself and saved it for this time. At any time in the Palace he might run by, Youth on this shoulders or, as time went by, toddling along behind.

History and literature rebuke our self-sufficiency; that's one reason why we ought to study them. It's not so much that people of olden times were the finest exemplars of higher humanity, for they too fell short of their ideals, as must all who aspire to higher things--that's what ideals are for. It's that we have abandoned those ideals once animating our civilization, refusing to learn them anew with each generation. We have assumed their transfer to be automatic. We have not indeed jettisoned the hope and drive that keep us working for a better world (that's the good news), but we have forgotten to cultivate ourselves as individuals.

The second evolutionary contribution that the REM-sleep dreaming state fuels is creativity. NREM sleep helps transfer and make safe newly learned information into long-term storage sites of the brain. But it is REM sleep that takes these freshly minted memories and begins colliding them with the entire back catalog of your life’s autobiography. These mnemonic collisions during REM sleep spark new creative insights as novel links are forged between unrelated pieces of information. Sleep cycle by sleep cycle, REM sleep helps construct vast associative networks of information within the brain. REM sleep can even take a step back, so to speak, and divine overarching insights and gist: something akin to general knowledge—that is, what a collection of information means as a whole, not just an inert back catalogue of facts. We can awake the next morning with new solutions to previously intractable problems

If you work with or around children, you often hear a lot about how resilient they are. It's true; I've met children who've been through things that would drive most adults to the brink. They look and act, most of the time, like any other children. In this sense – that they don't succumb to despair, that they don't demand a space for their pain – it's very true that children are resilient. But resiliency only means that a thing retains its shape. That it doesn't break, or lose its ability to function. It doesn't mean a child forgets the time she shared in the backyard with her mother gardening, or the fun they had together watching Bedknobs and Broomsticks at the Astro. It just means she learns to bear it. The mechanism that allowed Lisa Sample to keep her head above water in the wak of her mother's departure has not been described or cataloged by scientists. It's efficient, and flexible, and probably transferable from one person to another should they catch the scent on each other. But the rest of the details about it aren't observable from the outside. You have to be closer than you really want to get to see how it works.

Witches the Church simply burned at the stake, but something more interesting happened to the witches’ magic plants. The plants were too precious to banish from human society, so in the decades after Pope Innocent’s fiat against witchcraft, cannabis, opium, belladonna, and the rest were simply transferred from the realm of sorcery to medicine, thanks largely to the work of a sixteenth-century Swiss alchemist and physician named Paracelsus. Sometimes called the “Father of Medicine,” Paracelsus established a legitimate pharmacology largely on the basis of the ingredients found in flying ointments. (Among his many accomplishments was the invention of laudanum, the tincture of opium that was perhaps the most important drug in the pharmacopoeia until the twentieth century.) Paracelsus often said that he had learned everything he knew about medicine from the sorceresses. Working under the rational sign of Apollo, he domesticated their forbidden Dionysian knowledge, turning the pagan potions into healing tinctures, bottling the magic plants and calling them medicines.

Here's in extreme example: the possibility of life after death. When considered rationally, there is no justification for believing that anything happens to anyone upon the moment of his or her death. There is no reasonable counter to the prospect of nothingness. Any anecdotal story about "floating toward a white light" or Shirley MacClain's past life on Atlantis or the details in Heaven Is for Real or automatically (and justifiably) dismissed by any secular intellectual. Yet this wholly logical position discounts the overwhelming likelihood that we currently don't know something critical about the experience of life, much less the ultimate conclusion to the experience. There are so many things we don't know about energy, or the way energy is transferred, or why energy (which can't be created or destroyed) exists at all. We can't truly conceive the conditions of a multidimensional reality, even though we’re (probably) already living inside one. We have a limited understanding of consciousness. We have a limited understanding of time, and of the perception of time, and of the possibility that all time is happening at once. So while it seems unrealistic to seriously consider the prospect of life after death, it seems equally naïve to assume that our contemporary understanding of this phenomenon is remotely complete. We have no idea what we don't know, or what we’ll eventually learn, or what might be true despite our perpetual inability to comprehend what that truth is. It's impossible to understand the world of today until today has become tomorrow.

Emotions could be secretly transferred via physical contact, so that the enemy—women—could never learn how deep and vulnerable we truly were.

But style, I also learned, is not about strictly copying others, because style is not transferable.

Loving underlies effective learning: indeed, it is the basis of all cultural transference and interchange. No teaching machine can supply this.

makes memory long lasting; and (3) it increases the likelihood that learning will transfer to new situations.

At their best, conglomerates enable the tax efficient transfer of cash from businesses that cannot use the money intelligently to those that can. Berkshire is a very rational conglomerate.

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)

Q. Would you repeat, Dr. Seldon, your thoughts concerning the future of Trantor? A. I have said, and I say again, that Trantor will lie in ruins within the next three centuries. Q. You do not consider your statement a disloyal one? A. No, sir. Scientific truth is beyond loyalty and disloyalty." Q. You are sure that your statement represents scientific truth? A. I am. Q. On what basis? A. On the basis of the mathematics of psychohistory. Q. Can you prove that this mathematics is valid? A. Only to another mathematician. Q. ( with a smile) Your claim then is that your truth is of so esoteric a nature that it is beyond the understanding of a plain man. It seems to me that truth should be clearer than that, less mysterious, more open to the mind. A. It presents no difficulties to some minds. The physics of energy transfer, which we know as thermodynamics, has been clear and true through all the history of man since the mythical ages, yet there may be people present who would find it impossible to design a power engine. People of high intelligence, too. I doubt if the learned Commissioners— At this point, one of the Commissioners leaned toward the Advocate. His words were not heard but the hissing of the voice carried a certain asperity. The Advocate flushed and interrupted Seldon. Q. We are not here to listen to speeches, Dr. Seldon. Let us assume that you have made your point. Let me suggest to you that your predictions of disaster might be intended to destroy public confidence in the Imperial Government for purposes of your own! A. That is not so. Q. Let me suggest that you intend to claim that a period of time preceding the so-called ruin of Trantor will be filled with unrest of various types. A. That is correct. Q. And that by the mere prediction thereof, you hope to bring it about, and to have then an army of a hundred thousand available. A. In the first place, that is not so. And if it were, investigation will show you that barely ten thousand are men of military age, and none of these has training in arms. Q. Are you acting as an agent for another? A. I am not in the pay of any man, Mr. Advocate. Q. You are entirely disinterested? You are serving science? A. I am.

we are speaking about cognitive meanings, which cannot be transferred into students as blood is pumped into veins. Learning the meaning of a piece of knowledge requires dialog, exchange, sharing, and sometimes compromise.

I have had an aversion to good spelling for sixty years and more, merely for the reason that when I was a boy there was not a thing I could do creditably except spell according to the book. It was a poor and mean distinction, and I early learned to disenjoy it. I suppose that this is because the ability to spell correctly is a talent, not an acquirement. There is some dignity about an acquirement, because it is a product of your own labor. It is earned, whereas to be able to do a thing merely by the grace of God, and not by your own effort, transfers the thing to our heavenly home--where possibly it is a matter of pride and satisfaction, but it leaves you naked and bankrupt.

I wish all the lesson I've learned could be transferred to you through osmosis. Unfortunately, you'll have to learn them on your own, since no one ever learns from anyone else's experience. That's why history always repeats itself.

Bush wrote, he learned “how not to fight a war.” In the high-stakes competition between weapons and counterweapons, the weak link was not the supply of new ideas. It was the transfer of those ideas to the field. Transfer requires trust and respect on both sides.

This is where I learned the traditional American rule for successfully transferring a powerful message to an audience: tell them what you are going to tell them, then tell them, then tell them what you've told them. This is the philosophy of low context communication in a nutshell.

Deep learning in machines is resulting in shallow knowledge in humans—an irony indeed. Cognitive skills like memory and attention span are atrophying, even as knowledge, authority and agency are being transferred from humans to machines. In effect, AI has managed to hack human psychology.

Alas, my child,’ he said, ‘human knowledge is very limited and when I have taught you mathematics, physics, history and the three or four modern languages that I speak, you will know everything that I know; and it will take me scarcely two years to transfer all this knowledge from my mind to yours.’ ‘Two years!’ said Dantès. ‘Do you think I could learn all this in two years?’ ‘In their application, no; but the principles, yes. Learning does not make one learned: there are those who have knowledge and those who have understanding. The first requires memory, the second philosophy.

Green firmly believed that something untoward was happening, especially after he learned that Strauss subsequently transferred a lot of his legal business to Zuckert. Green didn’t know it, but Zuckert also signed a contract with Strauss to serve as the latter’s “personal adviser and consultant.

He knew there were some who said that those who kept dogs had to resign themselves to their eventual loss because of the animals’ relatively short lives. The trick—if “trick” was the right word—was to learn to love the spirit of the animal, and to recognize that it transferred itself from dog to

Do you know what’s so great about clinging to hope? Hope is like a strong cord, a lifeline that stretches straight from God to you. The more you choose to cling to it, the more you are transferring the weight of your burdens to God. Depression and desperation vanish as you continue to cling to hope.

You can’t imagine how much of an alteration I see each day bringing about in me. ‘Send me, too,’ you will be saying, 'the things you’ve found so effectual.’ Indeed I desire to transfer every one of them to you; part of my joy in learning is that it puts me in a position to teach; nothing, however outstanding and however helpful, will ever give me any pleasure if the knowledge is to be for my benefit alone. If wisdom were offered me on the one condition that I should keep it shut away and not divulge it to anyone, I should reject it. There is no enjoying the possession of anything valuable unless one has someone to share it with.

Learning how to play an instrument has always been near the top of my to-do list, but what are the chances now? There's little downtime with a column and a two-year-old, and after reading Goldilocks and the three Bears and going through half a bottle of wine with dinner on an average evening, imagining a day when I join Nathaniel on the Elgar Cello Concerto is not a vision but a hallucination. I'm at the point where the things on your to-do list get transferred to a should-have-done list, and one reason I write a column is for the privilege of vicariously sampling other worlds, dropping in with my passport, my notebook and my curiosity.

Scott had learned much about girls when he was courting Zelda: the paradoxical mix of dependency and disdain she felt for her own beauty, the small tragedies and triumphs of her teenage life. In transferring these nuances to Rosalind, he became one of the first writers in post-war America to evoke a complex, modern heroine.

In the war of magic and religion, is magic ultimately the victor? Perhaps priest and magician were once one, but the priest, learning humility in the face of God, discarded the spell for prayer. Robert trusted in the law of empathy, by which he could, by his will, transfer himself into an object or a work of art, and thus influence the outer world.

However, there is now a sizable body of experimental work documenting flexible learning capabilities in insects that, in some cases, rival those found in mammals and birds. These cognitive abilities range from conditional discrimination and concept formation to spatial cognition, planning, causal reasoning, and social learning. Indeed, a review of the insect cognition literature leaves one with the impression that bees are likely to outperform birds and mammals on many quintessential cognitive tasks, such as matching-to-sample discriminations and the cross-modal transfer of learned concepts - often necessitating fewer trails for success than is necessary to train up similar abilities in mammals (including primates!).

But resiliency only means that a thing retains its shape. That it doesn’t break, or lose its ability to function. It doesn’t mean a child forgets the time she shared in the backyard with her mother gardening, or the fun they had together watching Bedknobs and Broomsticks at the Astro. It just means she learns to bear it. The mechanism that allowed Lisa Sample to keep her head above water in the wake of her mother’s departure has not been described or cataloged by scientists. It’s efficient, and flexible, and probably transferable from one person to another should they catch the scent on each other. But the rest of the details about it aren’t observable from the outside. You have to be closer than you really want to get to see how it works.

There is a vast difference between being a Christian and being a disciple. The difference is commitment. Motivation and discipline will not ultimately occur through listening to sermons, sitting in a class, participating in a fellowship group, attending a study group in the workplace or being a member of a small group, but rather in the context of highly accountable, relationally transparent, truth-centered, small discipleship units. There are twin prerequisites for following Christ - cost and commitment, neither of which can occur in the anonymity of the masses. Disciples cannot be mass produced. We cannot drop people into a program and see disciples emerge at the end of the production line. It takes time to make disciples. It takes individual personal attention. Discipleship training is not about information transfer, from head to head, but imitation, life to life. You can ultimately learn and develop only by doing. The effectiveness of one's ministry is to be measured by how well it flourishes after one's departure. Discipling is an intentional relationship in which we walk alongside other disciples in order to encourage, equip, and challenge one another in love to grow toward maturity in Christ. This includes equipping the disciple to teach others as well. If there are no explicit, mutually agreed upon commitments, then the group leader is left without any basis to hold people accountable. Without a covenant, all leaders possess is their subjective understanding of what is entailed in the relationship. Every believer or inquirer must be given the opportunity to be invited into a relationship of intimate trust that provides the opportunity to explore and apply God's Word within a setting of relational motivation, and finally, make a sober commitment to a covenant of accountability. Reviewing the covenant is part of the initial invitation to the journey together. It is a sobering moment to examine whether one has the time, the energy and the commitment to do what is necessary to engage in a discipleship relationship. Invest in a relationship with two others for give or take a year. Then multiply. Each person invites two others for the next leg of the journey and does it all again. Same content, different relationships. The invitation to discipleship should be preceded by a period of prayerful discernment. It is vital to have a settled conviction that the Lord is drawing us to those to whom we are issuing this invitation. . If you are going to invest a year or more of your time with two others with the intent of multiplying, whom you invite is of paramount importance. You want to raise the question implicitly: Are you ready to consider serious change in any area of your life? From the outset you are raising the bar and calling a person to step up to it. Do not seek or allow an immediate response to the invitation to join a triad. You want the person to consider the time commitment in light of the larger configuration of life's responsibilities and to make the adjustments in schedule, if necessary, to make this relationship work. Intentionally growing people takes time. Do you want to measure your ministry by the number of sermons preached, worship services designed, homes visited, hospital calls made, counseling sessions held, or the number of self-initiating, reproducing, fully devoted followers of Jesus? When we get to the shore's edge and know that there is a boat there waiting to take us to the other side to be with Jesus, all that will truly matter is the names of family, friends and others who are self initiating, reproducing, fully devoted followers of Jesus because we made it the priority of our lives to walk with them toward maturity in Christ. There is no better eternal investment or legacy to leave behind.

There’s an interesting story about Abraham Lincoln. During the American Civil War he signed an order transferring certain regiments, but Secretary of War Edwin Stanton refused to execute it, calling the president a fool. When Lincoln heard he replied, ‘If Stanton said I’m a fool then I must be, for he’s nearly always right, and he says what he thinks. I’ll step over and see for myself.’ He did, and when Stanton convinced him the order was in error, Lincoln quietly withdrew it. Part of Lincoln’s greatness lay in his ability to rise above pettiness, ego, and sensitivity to other people’s opinions. He wasn’t easily offended. He welcomed criticism, and in doing so demonstrated one of the strengths of a truly great person: humility. So, have you been criticised? Make it a time to learn, not lose.

totality, the picture is in line with a classic research finding that is not specific to music: breadth of training predicts breadth of transfer. That is, the more contexts in which something is learned, the more the learner creates abstract models, and the less they rely on any particular example. Learners become better at applying their knowledge to a situation they’ve never seen before, which is the essence of creativity.

In totality, the picture is in line with a classic research finding that is not specific to music: breadth of training predicts breadth of transfer. That is, the more contexts in which something is learned, the more the learner creates abstract models, and the less they rely on any particular example. Learners become better at applying their knowledge to a situation they’ve never seen before, which is the essence of creativity.

In 2003, a Dutch clinical psychologist named Christof van Nimwegen began a fascinating study of computer-aided learning that a BBC writer would later call “one of the most interesting examinations of current computer use and the potential downsides of our increasing reliance on screen-based interaction with information systems.”26 Van Nimwegen had two groups of volunteers work through a tricky logic puzzle on a computer. The puzzle involved transferring colored balls between two boxes in accordance with a set of rules governing which balls could be moved at which time. One of the groups used software that had been designed to be as helpful as possible. It offered on-screen assistance during the course of solving the puzzle, providing visual cues, for instance, to highlight permitted moves. The other group used a bare-bones program, which provided no hints or other guidance. In the early stages of solving the puzzle, the group using the helpful software made correct moves more quickly than the other group, as would be expected. But as the test proceeded, the proficiency of the members of the group using the bare-bones software increased more rapidly. In the end, those using the unhelpful program were able to solve the puzzle more quickly and with fewer wrong moves. They also reached fewer impasses—states in which no further moves were possible—than did the people using the helpful software. The findings indicated, as van Nimwegen reported, that those using the unhelpful software were better able to plan ahead and plot strategy, while those using the helpful software tended to rely on simple trial and error. Often, in fact, those with the helpful software were found “to aimlessly click around” as they tried to crack the puzzle.

Pienemann (1999, 2003) developed processability theory on the basis of research with learners of different languages in a variety of settings, both instructional and informal. One important aspect of his theory is the integration of developmental sequences with first language influence. He argues that his theory explains why learners do not simply transfer features from their first language at early stages of acquisition. Instead, they have to develop a certain level of processing capacity in the second language before they can use their knowledge of the features that already exist in their first language.

Through the death of Christ we are blessed, that is justified and made alive. As long as sin, death and the curse remain in us, sin damns us, death kills us and the curse curses us; but when these things are transferred to Christ, what is ours becomes his, and what is his becomes ours. Let us learn, therefore, in every temptation to transfer sin, death, the curse and all evils that oppress us from ourselves to Christ, and in the other hand to transfer righteousness, life and blessing from him to us. For he does in fact bear all our evils, because God the Father, as Isaiah says, ‘has laid on him the iniquity of us all.

I'll borrow my mother's car because my Jeep will be a bit of a challenge for the transfer. It's no problem." Sam frowned. "You know about transfers?" "My grandmother was in a wheelchair most of her life. She got polio when she was young. We all learned how to help. Nisha will be safe. Trust me." How could he not trust her? She had just seen the most private, cherished, and personal part of his life and had embraced it. Instead of just politely greeting Nisha and walking away, she had befriended his sister and welcomed her into her family. "I'll be fine, bhaiya." Nisha smiled. "I want to stay with Layla." And in that moment, so did he.

I learned much from the Order of the Jesuits", said Hitler. "Until now, there has never been anything more grandiose, on the earth, than the hierarchical organization of the Catholic Church. I transferred much of this organization into my own party... I am going to let you in on a secret... I am founding an Order... In my "Burgs" of the Order, we will raise up a youth which will make the world tremble... " Hermann Rauschning, former national-socialist chief of the government of Dantzig: "Hitler m'a dit", (Ed. Co-operation, Paris 1939, pp.266, 267, 273 ss). According to Raushning, Hitler then stopped his speech, abruptly saying: "I can't say anymore.

A 1997 study of the consumer product design firm IDEO found that most of the company’s biggest successes originated as “combinations of existing knowledge from disparate industries.” IDEO’s designers created a top-selling water bottle, for example, by mixing a standard water carafe with the leak-proof nozzle of a shampoo container. The power of combining old ideas in new ways also extends to finance, where the prices of stock derivatives are calculated by mixing formulas originally developed to describe the motion of dust particles with gambling techniques. Modern bike helmets exist because a designer wondered if he could take a boat’s hull, which can withstand nearly any collision, and design it in the shape of a hat. It even reaches to parenting, where one of the most popular baby books—Benjamin Spock’s The Common Sense Book of Baby and Child Care, first published in 1946—combined Freudian psychotherapy with traditional child-rearing techniques. “A lot of the people we think of as exceptionally creative are essentially intellectual middlemen,” said Uzzi. “They’ve learned how to transfer knowledge between different industries or groups. They’ve seen a lot of different people attack the same problems in different settings, and so they know which kinds of ideas are more likely to work.” Within sociology, these middlemen are often referred to as idea or innovation brokers. In one study published in 2004, a sociologist named Ronald Burt studied 673 managers at a large electronics company and found that ideas that were most consistently ranked as “creative” came from people who were particularly talented at taking concepts from one division of the company and explaining them to employees in other departments. “People connected across groups are more familiar with alternative ways of thinking and behaving,” Burt wrote. “The between-group brokers are more likely to express ideas, less likely to have ideas dismissed, and more likely to have ideas evaluated as valuable.” They were more credible when they made suggestions, Burt said, because they could say which ideas had already succeeded somewhere else.

Open a dictionary at random; metaphors fill every page. Take the word "fathom." for example. The meaning is clear. A fathom is a measurement of water depth, equivalent to about six feet. But fathom also means "to understand." Why? Scrabble around in the word's etymological roots. "Fathom comes from the Anglo-Saxon faethm, meaning "the two arms outstretched." The term was originally used as a measurement of cloth, because the distance from fingertip to fingertip for the average man with his arms outsretched is roughly six feet. This technique was later extended to sounding the depths of bodies of water, since it was easy to lower a cord divided into six-foot increments, or fathoms, over the side of a boat. But how did fathom come to mean "to understand," as in "I can't fathom that" or "She's unfathomable"? Metaphorically, of course. You master something- you learn to control or accept it-when you embrace it, when you get your arms around it, when you take it in hand. You comprehend something when you grasp it, take its measure, get to the bottom of it-fathom it. Fathom took on its present significance in classic Aristotelian fashion: through the metaphorical transfer of its original meaning (a measurement of cloth or water) to an abstract concept (understanding). This is the primary purpose of metaphor: to carry over existing names or descriptions to things that are either so new that they haven't yet been named or so abstract that they cannot be otherwise explained.

You would not infer causality at all. Not only do you not infer that your neighbor is angry because you left the gate open and her dog got out, you don’t infer that the dog got out because you left the gate open. You don’t infer that the car won’t start because you left the radio on. While you would be good at spatial relations, you would not grasp the causes and effects described by physics. You will not infer any unobserved causal forces, whether they be gravitational or spiritual. For example, you would not infer that a ball moved because a force was transferred to it when it was hit by another, yet because of your inability to draw inferences, you would do better in Vegas at the gaming tables. You would bet with the house and not try to infer any causal relationship between winning and losing other than chance. No lucky tie or socks or tilt of the head. You would not string out some cockamamy story about why you did something or felt some way, not because you aren’t capable of language, but again because you don’t infer cause and effect. You won’t be a hypocrite and rationalize your actions. You would also not infer the gist of anything, but would take everything literally. You would have no understanding of metaphors or abstract ideas. Without inference you would be free of prejudice, yet not inferring cause and effect would make learning more difficult. What processing comes bubbling up in your separate hemispheres determines what the contents of that hemisphere’s conscious experience will be.

Patriotism comes from the same Latin word as father. Blind patriotism is collective transference. In it the state becomes a parent and we citizens submit our loyalty to ensure its protection. We may have been encouraged to make that bargain from our public school education, our family home, religion, or culture in general. We associate safety with obedience to authority, for example, going along with government policies. We then make duty, as it is defined by the nation, our unquestioned course. Our motivation is usually not love of country but fear of being without a country that will defend us and our property. Connection is all-important to us; excommunication is the equivalent of death, the finality we can’t dispute. Healthy adult loyalty is a virtue that does not become blind obedience for fear of losing connection, nor total devotion so that we lose our boundaries. Our civil obedience can be so firm that it may take precedence over our concern for those we love, even our children. Here is an example: A young mother is told by the doctor that her toddler is allergic to peanuts and peanut oil. She lets the school know of her son’s allergy when he goes to kindergarten. Throughout his childhood, she is vigilant and makes sure he is safe from peanuts in any form. Eighteen years later, there is a war and he is drafted. The same mother, who was so scrupulously careful about her child’s safety, now waves goodbye to him with a tear but without protest. Mother’s own training in public school and throughout her life has made her believe that her son’s life is expendable whether or not the war in question is just. “Patriotism” is so deeply ingrained in her that she does not even imagine an alternative, even when her son’s life is at stake. It is of course also true that, biologically, parents are ready to let children go just as the state is ready to draft them. What a cunning synchronic-ity. In addition, old men who decide on war take advantage of the timing too. The warrior archetype is lively in eighteen-year-olds, who are willing to fight. Those in their mid-thirties, whose archetype is being a householder and making a mark in their chosen field, will not show an interest in battlefields of blood. The chiefs count on the fact that young braves will take the warrior myth literally rather than as a metaphor for interior battles. They will be willing to put their lives on the line to live out the collective myth of societies that have not found the path of nonviolence. Our collective nature thus seems geared to making war a workable enterprise. In some people, peacemaking is the archetype most in evidence. Nature seems to have made that population smaller, unfortunately. Our culture has trained us to endure and tolerate, not to protest and rebel. Every cell of our bodies learned that lesson. It may not be virtue; it may be fear. We may believe that showing anger is dangerous, because it opposes the authority we are obliged to appease and placate if we are to survive. This explains why we so admire someone who dares to say no and to stand up or even to die for what he believes. That person did not fall prey to the collective seduction. Watching Jeopardy on television, I notice that the audience applauds with special force when a contestant risks everything on a double-jeopardy question. The healthy part of us ardently admires daring. In our positive shadow, our admiration reflects our own disavowed or hidden potential. We, too, have it in us to dare. We can stand up for our truth, putting every comfort on the line, if only we can calm our long-scared ego and open to the part of us that wants to live free. Joseph Campbell says encouragingly, “The part of us that wants to become is fearless.” Religion and Transference Transference is not simply horizontal, from person to person, but vertical from person to a higher power, usually personified as God. When

We were both seniors in college when we learned she had cancer. By then we weren’t at St. Thomas anymore. We’d both transferred to the University of Minnesota after that first year—she to the Duluth campus, I to the one in Minneapolis—and, much to our amusement, we shared a major. She was double majoring in women’s studies and history, I in women’s studies and English. At night, we’d talk for an hour on the phone. I was married by then, to a good man named Paul. I’d married him in the woods on our land, wearing a white satin and lace dress my mother had sewn. After she got sick, I folded my life down. I told Paul not to count on me. I would have to come and go according to my mother’s needs. I wanted to quit school, but my mother ordered me not to, begging me, no matter what happened, to get my degree. She herself took what she called a break. She only needed to complete a couple more classes to graduate, and she would, she told me. She would get her BA if it killed her, she said, and we laughed and then looked at each other darkly. She’d do the work from her bed. She’d tell me what to type and I’d type it. She would be strong enough to start in on those last two classes soon, she absolutely knew. I stayed in school, though I convinced my professors to allow me to be in class only two days each week. As soon as those two days were over, I raced home to be with my mother. Unlike Leif and Karen, who could hardly bear to be in our mother’s presence once she got sick, I couldn’t bear to be away from her. Plus, I was needed. Eddie was with her when he could be, but he had to work. Someone had to pay the bills.

Then she dove into the morning cleaning. There weren't many rooms in the tower, which made it easy, but she liked to be thorough. Sweep, mop, polish. The garderobe and her mirror got sparkly from scrubbing with a bit of vinegar (a trick she learned from Book #14: Useful Recipes for Master Servants). She transferred a day dress that was soaking in a soapy bucket to a clean water bucket, scrubbing out the bit of lingonberry juice stain from breakfast on Monday. 7:00: Personal ablutions. She washed her face and nails and applied cream to her cuticles and everywhere on her face but the T-zone, which was, despite her fairy-tale beauty, just a tad prone to breaking out. 8:00: Reading. She (re)read Book #26, Sidereus Nuncius by Galileo. More a pamphlet than a book, but it counted. 8:30: Art! Lacking a proper canvas (or piece of wall space) she chose to spend her painting time decorating the mop handle. It might not be dry enough to actually use the next day, but that was all right. Birthday weeks meant the occasional break from routine-- that was part of the fun!

You must retire to these pursuits which are quieter, safer and more important. Do you think it is the same thing whether you are overseeing the transfer of corn into granaries, unspoilt by the dishonesty and carelessness of the shippers, and taking care that it does not get damp and then ruined through heat, and that it tallies in measure and weight; or whether you take up these sacred and lofty studies, from which you will learn the substance of god, and his will, his mode of life, his shape; what fate awaits your soul; where nature lays us to rest when released from our bodies; what is the force which supports all the heaviest elements of this world at the centre, suspends the light elements above, carries fire to the highest part, and sets the stars in motion with their proper changes – and learn other things in succession which are full of tremendous marvels? You really should leave the ground and turn your thoughts to these studies. Now while the blood is hot you should make your way with vigour to better things. In this kind of life you will find much that is worth your study: the love and practice of the virtues, forgetfulness of the passions, the knowledge of how to live and die, and a life of deep tranquillity.

A VALEDICTION: OF THE BOOK I'll tell thee now (dear love) what thou shalt do To anger destiny, as she doth us; How I shall stay, though she eloign me thus, And how posterity shall know it too; How thine may out-endure Sibyl's glory, and obscure Her who from Pindar could allure, And her, through whose help Lucan is not lame, And her, whose book (they say) Homer did find, and name. Study our manuscripts, those myriads Of letters, which have past 'twixt thee and me; Thence write our annals, and in them will be To all whom love's subliming fire invades, Rule and example found; There the faith of any ground No schismatic will dare to wound, That sees, how Love this grace to us affords, To make, to keep, to use, to be these his records. This book, as long-lived as the elements, Or as the world's form, this all-graved tome In cypher writ, or new made idiom; We for Love's clergy only are instruments; When this book is made thus, Should again the ravenous Vandals and Goths invade us, Learning were safe; in this our universe, Schools might learn sciences, spheres music, angels verse. Here Love's divines—since all divinity Is love or wonder—may find all they seek, Whether abstract spiritual love they like, Their souls exhaled with what they do not see; Or, loth so to amuse Faith's infirmity, they choose Something which they may see and use; For, though mind be the heaven, where love doth sit, Beauty a convenient type may be to figure it. Here more than in their books may lawyers find, Both by what titles mistresses are ours, And how prerogative these states devours, Transferred from Love himself, to womankind; Who, though from heart and eyes, They exact great subsidies, Forsake him who on them relies; And for the cause, honour, or conscience give; Chimeras vain as they or their prerogative. Here statesmen, (or of them, they which can read) May of their occupation find the grounds; Love, and their art, alike it deadly wounds, If to consider what 'tis, one proceed. In both they do excel Who the present govern well, Whose weakness none doth, or dares tell; In this thy book, such will there something see, As in the Bible some can find out alchemy. Thus vent thy thoughts; abroad I'll study thee, As he removes far off, that great heights takes; How great love is, presence best trial makes, But absence tries how long this love will be; To take a latitude Sun, or stars, are fitliest viewed At their brightest, but to conclude Of longitudes, what other way have we, But to mark when and where the dark eclipses be?

Early in the 19th-century, the behaviorist E. L. Thorndike performed a series of experiments that satisfied two generations of American psychologists that abstractions were not importantly involved in learning how to perform skilled tasks. He asked his subjects to perform a particular task for varying amounts of time (e.g., cancelling Os from a sentence, and then switched them to another task; cancelling adverbs from a sentence). He found that “transfer of training” effects were slight and unstable. Sometimes he found that performance of the first task enhanced the second, sometimes that it made it more difficult, and, often, that it had no effect at all. One would, of course, assume that performance on the second task would be improved if subjects learned something general from performance of the first task. Since they so often failed to show improved training, Thorndike inferred that people don't, in fact, learn much that is general when performing mental tasks. This meant that training was going to be very much a bottom-up affair, consisting of little more than slogging through countless stimulus-response associations. This conclusion has suffused deeply into American psychology, cognitive science, and education. Newell (1980), based on some similar failed efforts to find training effects for reasoning tasks, has asserted that learned problem-solving skills generally are idiosyncratic to the task.

In retrospect, however, her mother's irreverence might have been one of her greatest gifts as a parent. Such as the day when Merritt had run crying to her because a group of boys hadn't wanted her to play rounders with them. Lillian had hugged and comforted her, and said, "I'll go tell them to give you a turn." "No, Mama," Merritt had sobbed. "They don't want me to play because I'm not good at it. I mostly can't hit the ball, and when I do, it doesn't go anywhere. They said I have baby arms." The indignity of that had been intolerable. But Mama, who'd always understood the fragility of a child's pride, had curved her fingers around Merritt's upper arm and said, "Make a muscle for me." After feeling Merritt's biceps, her mother had lowered to her haunches until their faces were level. "You have very strong arms, Merritt," she'd said decisively. "You're as strong as any of those boys. You and I are going to practice until you're able to hit that blasted ball over all their heads." For many an afternoon after that, Mama had helped her to learn the right stance, and how to transfer her weight to the front foot during the swing, and how to follow through. They had developed her eye-hand coordination and had practiced until the batting skills felt natural. And the next time Merritt played rounders, she'd scored more points than anyone else in the game. Of the thousands of embraces Mama had given her throughout childhood, few stood out in Merritt's mind as much as the feel of her arms guiding her in a batting stance. I want you to attack the ball, Merritt. Be fierce." Not everyone would understand, but "Be fierce" was one of the best things her mother had ever told her.

They pop in the mouth, just like salmon roe! But inside... ... is the savory saltiness of seaweed!" "Those pearls are seaweed?!" But how?!" "Delicious! Not only is the pop of the pearl a fun texture, the salty, savory flavor of the seaweed melts seamlessly with the rice! I can barely stop myself! It's an addicting combination!" "Wait... how do you know that technique? Those pearls are seaweed extract gelled into a spherical shape. The only way to do that is by using a calcium-chloride bath and an alginic-acid gelling agent!" "What the heck?!" "That's food science!" "Yukihira pulled a page from Alice Nakiri's own book!" "I've experimented with this stuff before, y'know. When I was a little kid, anyway." "Wha-?! But that's-" "Convenience store Dagashi Candy?!" "Dagashi?! What's that?" Both chemicals are on the ingredients list! "It's what's called an educational candy. Kids play with that to learn how to make their own jelly pearls. I had a blast with it when I was little. I made lots of different stuff." "Dad, look! I made miso pearls!" "Aha ha ha! That's great! Now don't let any of the customers see that." "You can get both alginic acid and calcium chloride at any pharmacy. I used those, along with some seasoned seaweed extract and a little bit of ingenuity... ... to make these savory seaweed bombs- my own spin on the traditional seaweed bento!" "That's right! There were some educational candies in that pile of sweets he got from the kids yesterday!" "The transfer student used a food-science trick?" "And it was one he got off of a package of children's dagashi candy?!" "Hmm? What's this? I see something that looks like okaka minced tuna hiding inside the rice..." Mmmm! It's dried tunatsukudani! This, too, earns full marks for flavor! And its smooth, juicy texture is a wonderful contrast to the pop of the seaweed pearls!

I lost my first patient on a Tuesday. She was an eighty-two-year-old woman, small and trim, the healthiest person on the general surgery service, where I spent a month as an intern. (At her autopsy, the pathologist would be shocked to learn her age: “She has the organs of a fifty-year-old!”) She had been admitted for constipation from a mild bowel obstruction. After six days of hoping her bowels would untangle themselves, we did a minor operation to help sort things out. Around eight P.M. Monday night, I stopped by to check on her, and she was alert, doing fine. As we talked, I pulled from my pocket my list of the day’s work and crossed off the last item (post-op check, Mrs. Harvey). It was time to go home and get some rest. Sometime after midnight, the phone rang. The patient was crashing. With the complacency of bureaucratic work suddenly torn away, I sat up in bed and spat out orders: “One liter bolus of LR, EKG, chest X-ray, stat—I’m on my way in.” I called my chief, and she told me to add labs and to call her back when I had a better sense of things. I sped to the hospital and found Mrs. Harvey struggling for air, her heart racing, her blood pressure collapsing. She wasn’t getting better no matter what I did; and as I was the only general surgery intern on call, my pager was buzzing relentlessly, with calls I could dispense with (patients needing sleep medication) and ones I couldn’t (a rupturing aortic aneurysm in the ER). I was drowning, out of my depth, pulled in a thousand directions, and Mrs. Harvey was still not improving. I arranged a transfer to the ICU, where we blasted her with drugs and fluids to keep her from dying, and I spent the next few hours running between my patient threatening to die in the ER and my patient actively dying in the ICU. By 5:45 A.M., the patient in the ER was on his way to the OR, and Mrs. Harvey was relatively stable. She’d needed twelve liters of fluid, two units of blood, a ventilator, and three different pressors to stay alive. When I finally left the hospital, at five P.M. on Tuesday evening, Mrs. Harvey wasn’t getting better—or worse. At seven P.M., the phone rang: Mrs. Harvey had coded, and the ICU team was attempting CPR. I raced back to the hospital, and once again, she pulled through. Barely. This time, instead of going home, I grabbed dinner near the hospital, just in case. At eight P.M., my phone rang: Mrs. Harvey had died. I went home to sleep.

From the Author Matthew 16:25 says, “For whoever desires to save his life will lose it, but whoever loses his life for my sake will find it.”  This is a perfect picture of the life of Nate Saint; he gave up his life so God could reveal a greater glory in him and through him. I first heard the story of Operation Auca when I was eight years old, and ever since then I have been inspired by Nate’s commitment to the cause of Christ. He was determined to carry out God’s will for his life in spite of fears, failures, and physical challenges. For several years of my life, I lived and ministered with my parents who were missionaries on the island of Jamaica. My experiences during those years gave me a passion for sharing the stories of those who make great sacrifices to carry the gospel around the world. As I wrote this book, learning more about Nate Saint’s life—seeing his spirit and his struggles—was both enlightening and encouraging to me. It is my prayer that this book will provide a window into Nate Saint’s vision—his desires, dreams, and dedication. I pray his example will convince young people to step out of their comfort zones and wholeheartedly seek God’s will for their lives. That is Nate Saint’s legacy: changing the world for Christ, one person and one day at a time.   Nate Saint Timeline 1923 Nate Saint born. 1924 Stalin rises to power in Russia. 1930 Nate’s first flight, aged 7 with his brother, Sam. 1933 Nate’s second flight with his brother, Sam. 1936 Nate made his public profession of faith. 1937 Nate develops bone infection. 1939 World War II begins. 1940 Winston Churchill becomes British Prime Minister. 1941 Nate graduates from Wheaton College. Nate takes first flying lesson. Japan attacks Pearl Harbor, Hawaii. 1942 Nate’s induction into the Army Air Corps. 1943 Nate learns he is to be transferred to Indiana. 1945 Atomic bombs dropped on Hiroshima and Nagasaki, Japan by U.S. 1946 Nate discharged from the Army. 1947 Nate accepted for Wheaton College. 1948 Nate and Marj are married and begin work in Eduador. Nate crashes his plane in Quito. 1949 Nate’s first child, Kathy, is born. Germany divided into East and West. 1950 Korean War begins. 1951 Nate’s second child, Stephen, is born. 1952 The Saint family return home to the U.S. 1953 Nate comes down with pneumonia. Nate and Henry fly to Ecuador. 1954 The first nuclear-powered submarine is launched. Nate’s third child, Phillip, is born. 1955 Nate is joined by Jim Elliot, Ed McCully, Peter Fleming and Roger Youderian. Nate spots an Auca village for the first time. Operation Auca commences. 1956 The group sets up camp four miles from the Auca territory. Nate and the group are killed on “Palm Beach”.

To paint after nature is to transfer three-dimensional corporeality to a two-dimensional surface. This you can do if you are in good health and not colorblind. Oil paint, canvas, and brush are material and tools. It is possible by expedient distribution of oil paint on canvas to copy natural impressions; under favorable conditions you can do it so accurately that the picture cannot be distinguished from the model. You start, let us say, with a white canvas primed for oil painting and sketch in with charcoal the most discernible lines of the natural form you have chosen. Only the first line may be drawn more or less arbitrarily, all the others must form with the first the angle prescribed by the natural model. By constant comparison of the sketch with the model, the lines can be so adjusted that the lines of the sketch will correspond to those of the model. Lines are now drawn by feeling, the accuracy of the feeling is checked and measured by comparison of the estimated angle of the line with the perpendicular in nature and in the sketch. Then, according to the apparent proportions between the parts of the model, you sketch in the proportions between parts on the canvas, preferably by means of broken lines delimiting these parts. The size of the first part is arbitrary, unless your plan is to represent a part, such as the head, in 'life size.' In that case you measure with a compass an imaginary line running parallel to a plane on the natural object conceived as a plane on the picture, and use this measurement in representing the first part. You adjust all the remaining parts to the first through feeling, according to the corresponding parts of the model, and check your feeling by measurement; to do this, you place the picture so far away form you that the first part appears as large in the painting as the model, and then you compare. In order to check a given proportion, you hold out the handle of your paintbrush at arm's length towards this proportion in such a way that the end of the thumbnail on the handle coincides with the other end of the proportion. If then you hold the paintbrush out towards the picture, again at arm's length, you can, by the measurement thus obtained, determine with photographic accuracy whether your feeling has deceived you. If the sketch is correct, you fill in the parts of the picture with color, according to nature. The most expedient method is to begin with a clearly recognizable color of large area, perhaps with a somewhat broken blue. You estimate the degree of matness and break the luminosity with a complimentary color, ultramarine, for example, with light ochre. By addition of white you can make the color light, by addition of black dark. All this can be learned. The best way of checking for accuracy is to place the picture directly beside the projected picture surface in nature, return to your old place and compare the color in your picture with the natural color. By breaking those tones that are too bright and adding those that are still lacking, you will achieve a color tonality as close as possible to that in nature. If one tone is correct, you can put the picture back in its place and adjust the other colors to the first by feeling. You can check your feeling by comparing every tone directly with nature, after setting the picture back beside the model. If you have patience and adjust all large and small lines, all forms and color tones according to nature, you will have an exact reproduction of nature. This can be learned. This can be taught. And in addition, you can avoid making too many mistakes in 'feeling' by studying nature itself through anatomy and perspective and your medium through color theory. That is academy.

Schools were built to create an efficient transfer of knowledge from one generation to the next, and that purpose is no longer valid. School communities that truly understand this are meeting at school, but learning in the world.

In the case of EAP research, questions about learning transfer have been a primary concern because they relate in significant ways to arguments concerning the extent to which EAP courses prepare multilingual writers for coursework in their disciplines

The sad thing is we’ve forgotten how to teach real lessons to impressionable minds. Adults have come to assume kids intrinsically know right from wrong, as if that learning is transferred simply by proximity,

He had no regard to distinction of time or place, but gives to one age or nation, without scruple, the customs, institutions, and opinions of another, at the expence not only of likelihood, but of possibility. These faults Pope has endeavoured, with more zeal than judgment, to transfer to his imagined in interpolators. We need not wonder to find Hector quoting Aristotle, when we see the loves of Theseus and Hippolyta combined with the Gothic mythology of fairies. Shakespeare, indeed, was not the only violator of chronology, for in the same age Sidney, who wanted not the advantages of learning, has, in his “Arcadia”, confounded the pastoral with the feudal times, the days of innocence, quiet and security, with those of turbulence, violence and adventure.

attachment theorists argue that the mother-infant bond forms a kind of relationship template which the developing person then transfers to his or her important relationships later in life. How much adaptive sense would this really make? The quality of your attachment to your mother is very important for your relationship with your mother, which is a very important relationship. But there is no reason to believe that the type of interaction provided within this one relationship is going to turn out to be predictive of all the interactions you encounter throughout your life. Your mother might be eccentric, or ill, or have heavy commitments other than you. It would make little evolutionary sense to calibrate your whole personality on something so idiosyncratic. This is consistent with the evidence from attachment studies. Children of depressed mothers are unusually subdued in interaction with their mothers. However, this disappears when they are with their nursery teachers, with whom they behave normally. Of course; what they learn from their interactions with their mothers is what their mothers are like, not what the world is like.7

Transfer must be the aim of all teaching in school - it is not an option - because when we teach, we can address only a relatively small sample of the entire subject matter. All teachers have said to themselves after a lesson "Oh, if only we had more time! This is just a drop in the bucket!" We can never have enough time. Transfer is our greatest and most difficult mission because we need to put students in a position to learn far more, on their own, than they can ever learn from us.

April 3 MORNING “They took Jesus, and led Him away.” — John 19:16 HE had been all night in agony, He had spent the early morning at the hall of Caiaphas, He had been hurried from Caiaphas to Pilate, from Pilate to Herod, and from Herod back again to Pilate; He had, therefore, but little strength left, and yet neither refreshment nor rest were permitted Him. They were eager for His blood, and therefore led Him out to die, loaded with the cross. O dolorous procession! Well may Salem’s daughters weep. My soul, do thou weep also. What learn we here as we see our blessed Lord led forth? Do we not perceive that truth which was set forth in shadow by the scapegoat? Did not the high-priest bring the scapegoat, and put both his hands upon its head, confessing the sins of the people, that thus those sins might be laid upon the goat, and cease from the people? Then the goat was led away by a fit man into the wilderness, and it carried away the sins of the people, so that if they were sought for they could not be found. Now we see Jesus brought before the priests and rulers, who pronounce Him guilty; God Himself imputes our sins to Him, “the Lord hath laid on Him the iniquity of us all;” “He was made sin for us;” and, as the substitute for our guilt, bearing our sin upon His shoulders, represented by the cross; we see the great Scapegoat led away by the appointed officers of justice. Beloved, can you feel assured that He carried your sin? As you look at the cross upon His shoulders, does it represent your sin? There is one way by which you can tell whether He carried your sin or not. Have you laid your hand upon His head, confessed your sin, and trusted in Him? Then your sin lies not on you; it has all been transferred by blessed imputation to Christ, and He bears it on His shoulder as a load heavier than the cross. Let not the picture vanish till you have rejoiced in your own deliverance, and adored the loving Redeemer upon whom your iniquities were laid.

But the human mind possesses a special advantage over the brain: for once it has created meaningful symbols and has stored significant memories, it can transfer its characteristic activities to materials like stone and paper that outlast the original brain's brief life-span. When the organism dies, the brain dies, too, with all its lifetime accumulations. But the mind reproduces itself by transmitting its symbols to other intermediaries, human and mechanical, than the particular brain that first assembled them. Thus in the very act of making life more meaningful, minds have learned to prolong their own existence, and influence other human beings remote in time and space, animating and vitalizing ever larger portions of experience. All living organisms die: through the mind alone man in some degree survives and continues to function.

Many gun control academics use language that is hardly scholarly, attacking academics they disagree with as being paid off by the “execrable NRA.” They claim that “gun sellers call the shots at the NRA.”5 They accuse others of having “blood on [their] hands” or being a “blight on democracy.” Apparently, finding evidence of defensive gun uses brings “harm to the democratic process.”6 There are other less obvious claims that are just as outrageous. No, the United States isn’t unique in terms of mass public shootings or homicides. No, gun bans don’t make people safer. Background checks on private transfers haven’t stopped mass public shootings or any other type of crime in the U.S. or other countries. Background checks are racist. And there are real problems with background checks that harm the most vulnerable. Gun control advocates have it backwards when they claim that gun makers have something to learn about how to reduce accidents from looking at government regulation of cars.

According to transfer-appropriate processing (TAP), information is best retrieved in situations that are similar to those in which it was acquired (Lightbown 2008b). This is because when we learn something our memories also record aspects of the context in which it was learned and even the cognitive processes involved in the way we learned it, for example, by reading or hearing it. To date, most of the research on transfer-appropriate processing has been done in laboratory experiments, for example, comparing the learning of word lists under different conditions. However, the hypothesis seems to offer a plausible way of explaining a widely observed phenomenon in second language learning: knowledge that is acquired mainly in rule learning or drill activities may be easier to access on tests that resemble the learning activities than in communicative situations. On the other hand, if learners’ attention is drawn to grammatical forms during communicative activities in which their cognitive resources are occupied with a focus on meaning, the retrieval of those forms on a grammar test may be more difficult.

It may shock some parents to learn that we don’t own our children. God has given them to us in trust . . . however, God may transfer our children to His home at any time.

For example, there is transfer of: learning to recognize that letters mean sounds, making sense of words as parts and wholes, making sensible guesses at words given the storyline, understanding the meaning of sentences from a string of words and moving left to right (or right to left) across the page.

This curve, which looks like an elongated S, is variously known as the logistic, sigmoid, or S curve. Peruse it closely, because it’s the most important curve in the world. At first the output increases slowly with the input, so slowly it seems constant. Then it starts to change faster, then very fast, then slower and slower until it becomes almost constant again. The transfer curve of a transistor, which relates its input and output voltages, is also an S curve. So both computers and the brain are filled with S curves. But it doesn’t end there. The S curve is the shape of phase transitions of all kinds: the probability of an electron flipping its spin as a function of the applied field, the magnetization of iron, the writing of a bit of memory to a hard disk, an ion channel opening in a cell, ice melting, water evaporating, the inflationary expansion of the early universe, punctuated equilibria in evolution, paradigm shifts in science, the spread of new technologies, white flight from multiethnic neighborhoods, rumors, epidemics, revolutions, the fall of empires, and much more. The Tipping Point could equally well (if less appealingly) be entitled The S Curve. An earthquake is a phase transition in the relative position of two adjacent tectonic plates. A bump in the night is just the sound of the microscopic tectonic plates in your house’s walls shifting, so don’t be scared. Joseph Schumpeter said that the economy evolves by cracks and leaps: S curves are the shape of creative destruction. The effect of financial gains and losses on your happiness follows an S curve, so don’t sweat the big stuff. The probability that a random logical formula is satisfiable—the quintessential NP-complete problem—undergoes a phase transition from almost 1 to almost 0 as the formula’s length increases. Statistical physicists spend their lives studying phase transitions.

A strong start sets the stage for meaningful learning and powerful impacts. Teachers need to be mindful of the place their students are in the learning cycle. Surface learning sets the necessary foundation for the deepening knowledge and transfer that will come later. But there’s the caveat: teaching for transfer must occur. Too often, learning ends at the surface level, as up to 90% of instructional time is devoted to conveying facts and procedures (Hattie, 2012). Bu the challenge is this: we can’t overcorrect in the other direction, bypassing foundational knowledge in favor of critical and analytic thinking. Students need and deserve to be introduced to new knowledge and skills thoughtfully and with a great deal of expertise on the part of the teacher. And teachers need to recognize the signs that it is time to move forward from the surface acquisition and surface consolidation period.

For example, in many developing countries, children, and in particular girls, do not spend enough time at school, even when school is free, to learn as they should. To change this, the following strategies have been suggested: •Unconditional cash transfers for girls; •Cash transfers for girls, conditional on attendance; •Merit scholarships for girls; •Free primary school uniforms; •Deworming through primary schools; •Providing information to parents about the increased wages of those who stay at school. All of these strategies look plausible. When resources for education are scarce, as they always are, especially in developing countries, which one should be tried? In the absence of randomized testing, it would be impossible to know. But the Jameel Poverty Action Lab has tested them and found that the last one on the list is by far the most cost-effective. Every $100 spent on providing information to parents about the increased wages of those who stay at school results in an amazing 20.7 additional years spent at school! Deworming through primary schools is also highly cost-effective, leading to 13.9 additional years spent at school per $100 spent. Of the remaining interventions, the first two are relatively ineffective, both gaining less than 1 additional year per $100, and the cash transfers, whether conditional or unconditional, gain less than one-tenth of an additional year per $100.8 The most effective method thus results in more than two hundred times the benefits of the two least effective methods, which means that for every $100 spent on one of the least effective methods, $99.50 is wasted. When resources are limited and education is so important to the future of children, that waste means that many human beings do not achieve their full potential.

It was while at the Toyota plant that he had a revelation. Toyota has a rather unusual production process. If anybody on the production line is having a problem or observes an error, that person pulls a cord that halts production across the plant. Senior executives rush over to see what has gone wrong and, if an employee is having difficulty performing her job, she is helped as needed by executives. The error is then assessed, lessons learned, and the system adapted. It is called the Toyota Production System, or TPS, and is one of the most successful techniques in industrial history. “The system was about cars, which are very different from people,” Kaplan says when we meet for an interview. “But the underlying principle is transferable. If a culture is open and honest about mistakes, the entire system can learn from them. That is the way you gain improvements.

The Wall Street Journal (The Wall Street Journal) - Clip This Article on Location 1055 | Added on Tuesday, May 5, 2015 5:10:24 PM OPINION Baltimore Is Not About Race Government-induced dependency is the problem—and it’s one with a long history. By William McGurn | 801 words For those who see the rioting in Baltimore as primarily about race, two broad reactions dominate. One group sees rampaging young men fouling their own neighborhoods and concludes nothing can be done because the social pathologies are so overwhelming. In some cities, this view manifests itself in the unspoken but cynical policing that effectively cedes whole neighborhoods to the thugs. The other group tut-tuts about root causes. Take your pick: inequality, poverty, injustice. Or, as President Obama intimated in an ugly aside on the rioting, a Republican Congress that will never agree to the “massive investments” (in other words, billions more in federal spending) required “if we are serious about solving this problem.” There is another view. In this view, the disaster of inner cities isn’t primarily about race at all. It’s about the consequences of 50 years of progressive misrule—which on race has proved an equal-opportunity failure. Baltimore is but the latest liberal-blue city where government has failed to do the one thing it ought—i.e., put the cops on the side of the vulnerable and law-abiding—while pursuing “solutions” that in practice enfeeble families and social institutions and local economies. These supposed solutions do this by substituting federal transfers for fathers and families. They do it by favoring community organizing and government projects over private investment. And they do it by propping up failing public-school systems that operate as jobs programs for the teachers unions instead of centers of learning. If our inner-city African-American communities suffer disproportionately from crippling social pathologies that make upward mobility difficult—and they do—it is in large part because they have disproportionately been on the receiving end of this five-decade-long progressive experiment in government beneficence. How do we know? Because when we look at a slice of white America that was showered with the same Great Society good intentions—Appalachia—we find the same dysfunctions: greater dependency, more single-parent families and the absence of the good, private-sector jobs that only a growing economy can create. Remember, in the mid-1960s when President Johnson put a face on America’s “war on poverty,” he didn’t do it from an urban ghetto. He did it from the front porch of a shack in eastern Kentucky’s Martin County, where a white family of 10 eked out a subsistence living on an income of $400 a year. In many ways, rural Martin County and urban Baltimore could not be more different. Martin County is 92% white while Baltimore is two-thirds black. Each has seen important sources of good-paying jobs dry up—Martin County in coal mining, Baltimore in manufacturing. In the last presidential election, Martin Country voted 6 to 1 for Mitt Romney while Baltimore went 9 to 1 for Barack Obama. Yet the Great Society’s legacy has been depressingly similar. In a remarkable dispatch two years ago, the Lexington Herald-Leader’s John Cheves noted that the war on poverty sent $2.1 billion to Martin County alone (pop. 12,537) through programs including “welfare, food stamps, jobless benefits, disability compensation, school subsidies, affordable housing, worker training, economic development incentives, Head Start for poor children and expanded Social Security, Medicare and Medicaid.” The result? “The problem facing Appalachia today isn’t Third World poverty,” writes Mr. Cheves. “It’s dependence on government assistance.” Just one example: When Congress imposed work requirements and lifetime caps for welfare during the Clinton administration, claims of disability jumped. Mr. Cheves quotes

Techniques can be transferred without any direct contact. To learn a virtue, you must be in a relationship with a person who has learned to master that virtue.

What about very strong balanced hands? If you have enough to make a slam try with a relatively balanced hand containing a five-card major, you can transfer at the two-level and then bid 4NT: This 4NT is not Blackwood: it has the same quantitative meaning as it does when you bid it directly over the 1NT opening except that now you have shown your five-card major. Obviously, instead of simply choosing between 4NT and 6NT, opener must now also consider 5♠ and 6♠ too. If you are even stronger than this — a five-card major and the values to raise to 6NT — you transfer to your major at the two-level and bid 5NT. This is forcing — opener must choose between 6NT and slam in your major.

Revisiting content over time and in different contexts also encourages transfer of knowledge by preventing learned information from being tied to specific situations or contexts (Salomon & Perkins, 1989).

With the bike right before them, they could not see how it was put together, or if they could, could not hold that knowledge in mind long enough to transfer it to paper. It seemed as if their schooling had been for so long so far removed from reality that they were no longer able to see reality, to grasp it, to come to grips with it.

The transfer paradox We do not support this conclusion however. Highly structured methods may indeed have a positive effect on the acquisition curb and performance on retention tests, but not on problem-solving and transfer of learning. Instead, we believe that if One aims at transfer of learning and the ability to show performance that goes beyond given learning objectives, it is necessary to use Germane load inducing methods. This phenomenon in which the message that work best for reaching specific objectives are not the methods that work best for reaching transfer of learning, has been described as the “transfer paradox”. One group learned with pipe pieces of different sizes, with a focus on routine building because the pieces are easily seen as fractions of a whole; the other group learned with tile pieces of equal size is, with a focus on interpretation because the pieces should be interpreted as parts of a whole rather than just units. For subsequent problem-solving the new materials ( beans,bars,etc.) , It was found that the interpretation group was better able to use the novel materials, she’ll better progress, and eventually became more efficient than the routine building group. From instructional control of cognitive load in the design of complex learning environments

Teacher respect, motivation, self-improvement, deep subject knowledge, preparation, and transferring information are qualities all teachers should possess at any level and in any environment.

It sounds like you feel ashamed that you did not live up to your parents’ expectations,” she said. His eyes filled with tears. That was it. The need to belong. To be seen. To be loved. To succeed. To matter. His rage was a symptom of his pain. “Pain that is not transformed is transferred,” says Franciscan priest Richard Rohr. When we leave people alone with their pain, their alienation becomes the precondition for radicalization. But in listening to people’s pain, we can help them transform it. If you are like Sister Simone, you might be in a position to listen to disaffected white people in your family or community who are terrified by our nation’s demographic transition. You might be able to help them grieve the illusion that America ever belonged only to them. Maybe you can invite them to see that they do not need to fear or hate us. Maybe you can show them spaces where white people and people of color are congregating around common pain to push for change—in healthcare, criminal justice, and education. Then again, maybe you can’t move them at all. But what you learn can still help someone like me. I want to hold up a vision of an America that has a place for all of us—them, too.

It was in learning to pray for you that I finally began to discover the richness that I missed for all of the years that I wasn’t praying for you. But the prayer of my prayers is not that this richness would rest with me, but that it would be transferred in the fullness of it to you.

When teaching skills, coaches should be concerned with retention and transfer. Retention occurs when players are able to perform a skill after a period of no practice; the coach teaches a skill at one practice, and the players perform the skill at the next practice. Transfer occurs when players learn the skill in one setting and are able to perform the skill in a different setting, such as learning in practice and applying the learning in a game situation.

Again, the process of collecting food feels rewarding in itself: the sticky sap on my fingers, learning how to tell when fruits are ready to be picked, feeling that burst of adrenaline as I stretch out on a branch hoping to reach just one more mango. I see my food alive and thriving, versus buying it in a market. All of this reminds me of the complex processes and daily miracles that happen before the food goes in my mouth. That appreciation transfers into our meals, and food continues to take on rich new dimensions.