Одним из самых обычных, повседневных родительских действий является похвала ребенка. Мы часто произносим «молодец», «умничка» или что-то навроде «ну вот, видишь, получилось, а ты боялся». В общем, всякий родитель на свой лад своего ребенка. Хвалит за то, что родителю кажется достойным похвалы. Какой опыт сообщает ребенку такое родительское действие? Мне видится, что этот опыт многоаспектен и содержит не только тот воспитательный посыл, который закладывают в него родители. Итак, аспекты получаемого опыта.1. Родитель хвалит за результат. Ребенок усваивает, что и оценивается только результат. Усилие находится в тени. Максимум, что можно услышать, это « ну вот, постарался и получилось».2. Ребенок интроецирует и в дальнейшем развивает такое понятие, как «внешний локус контроля». Ибо определяет, достигнут ли результат, взрослый. Кто-то внешний по отношению к ребенку. Может показаться, что я не одобряю этого. Это не так. У ребенка далеко не всегда имеются навыки, позволяющие оценить/заметить достижение результата. Но это не исключает рождение и укоренение такого интроекта, как «только кто-то другой может сказать, достиг ли я результата и похвалить меня».3. Ребенок интроецирует, что процесс, внутренне усилие не находятся в фокусе внимания воспитателя. Значит, и ему не надо на этом фиксироваться. А ведь это- базисное умение в дальнейшем развитии рефлексии.4. Усилие совершается внутри и незаметно внешнему наблюдателю. Усилие не вознаграждается родителем, является некоторым обязательным пунктом достижения результата. Внутреннее усилие- само по себе достаточно неприятный процесс, который не только не замечается, но и практически не вознаграждается. Родители не хвалят за усилие, ведь важен только результат.Такая воспитательная стратегия закладывает психологические основы индивидуализма, консюмеризма, лежит в основе идеологии чрезмерного потребления и низводит внутренний мир индивидуума до функции обслуживания результата....культура результата пока преобладает. А я хочу развить в сыне культуру усилия.

An article on the Scriptorium by the classical scholar Basil LanneauGildersleeve, who was a Specialist and had visited Murray in 1880,

A quarter of the Americans in the address books were like Gildersleeveand Ernst, Specialists. The rest were Readers. Proportionally, there were halfas many Specialists in America than in Britain, which makes sense because adictionary editor usually wrote to a Specialist for a quick response, whileworking on a particular word, and the delay of the post to America wouldhave proved too slow for Murray and his tight schedule.

Top-down approaches work in the opposite direction. Instead of allowing the materials to inform the whole, a perception of what the whole should be determines which materials are allowed to be used. It's "having an overarching concept before working out the details."5

Сегодня по радио услышал,что кто-то назвал сына Накидон.Не взялся бы за психотерапию родителей.

But sometimes Alter’s comments seem exactly wrong. Alter calls Proverbs 29:2 “no more than a formulation in verse of a platitude,” but Daniel L. Dreisbach’s Reading the Bible with the Founding Fathers devotes an entire chapter to that single verse, much loved at the time of the American Founding: “When the righteous are many, a people rejoices, / but when the wicked man rules, a people groans.” Early Americans “widely, if not universally,” embraced the notion that—as one political sermon proclaimed—“The character of a nation is justly decided by the character of their rulers, especially in a free and elective government.” Dreisbach writes, “They believed it was essential that the American people be reminded of this biblical maxim and select their civil magistrates accordingly.” Annual election sermons and other political sermons often had Proverbs 29:2 as “the primary text.” Far from being a platitude, this single verse may contain a cure to the contagion that is contemporary American political life.

Appreciative

1939 when Professor James Mursell of Columbia University's Teachers College wrote an article for the Atlantic Monthly entitled "The Failure of the Schools."

Joseph L. Mankiewicz

“The meaning of life is to find your gift. The purpose of life is to give it away.” David Viscott

mindex.THIS is the name Howard L. Wilson, of Rochester, N.Y.,hasgivenhisvestpocket cardsystem.Itisa

Toward integrating solutions: IF the whole spectrum of activist individuals and orgs, around the world - of ALL races, nationalities and religions - would communicate, cooperate, and coordinate to an unprecedented degree - the synergy of our collective effort - and perhaps nothing less - COULD counter-balance the disproportionate wealth, power & influence of the long coordinated super-rich less-than-1%."

Basil Lanneau Gildersleeve, "Brief Mention," American Journal of Philology 20.1 (1899) 108-113 (at 108): With all our advance in scientific astronomy, the average modern man is not so familiar with the sky as was his antique brother, and some of the blunders in modern works of fiction that are scored from time to time in scientific journals would hardly have been possible for a ploughman of antiquity, not to say a sailor. The world needs every now and then a reminder that the modern head holds different things from the ancient brain-pan, not necessarily more.

Then two things happened. Goitein had bequeathed his “geniza lab” of 26,000 index cards and thousands of transcriptions, translations and photocopies of fragments to the National Library of Israel (then the Jewish National and University Library). But Mark R. Cohen(link is external) and A. L. Udovitch(link is external) arranged for copies to be made and kept in Princeton. That was the birth of the Princeton Geniza Lab. 

A recent writer has called attention to apassage in Paxson's presidential address before the American Historical Associationin 1938, in which he remarked that historians "needed Cheyney's warning . . . not towrite in 1917 or 1918 what might be regretted in 1927 and 1928."

After his retirement in 1947 the Carnegie Corporation of New York persuadedhim to write a history of American state universities, which came to interest him in-tensely. At the end of a year he had written half of the book and sorted his lastnotes. He notified the university administration that he was unable to complete thejob before leaving his study for the hospital where he died, October 24, 1948. Thevolume is being completed by one of his students, Professor Walton E. Bean of theUniversity of California.

I am not much like Turner ; but I believe that I am like him in that Iam aware that in history you cannot prove an inference. You cannotprove causation, much as you crave to do it. You may present sequencesof events, whose relationship suggests a link-up of cause and consequence ;

The Verdict of History," he scrawled on anote : "There is none — . . . Apart from verif of facts There is noverdict only onesided testimony." "

"Say what one may of historical philos-ophy," he wrote in 1926, "history is a matter of facts; and theestablishment of facts, desiccated as they may be, is the chief func-tion of the genuine historian."

he kepthis note pads always in his pocket

He took it toWashington when he went into war service in 1917-1918;

He had a separate bibliographical file,kept in six scantily filled drawers in his coat closet, and it is obvious

While he didnot attempt to write down all that he thought and knew, apparentlyhe was seldom if ever at a loss to find a place for a note. He filedaway successive series of lecture notes, notes that he took on seminarreports, even notes on the scenery that he saw from a train.

The mass of Paxson's paper work may appear more clearly nowthan the zest with which he labored, but the essence of his methodwas in the spirit rather than in the product.

November 7, 1916: "I expect to vote for Woodrow Wilson

"Do not take out of a secondarywork a paragraph or its substance and incorporate it in your work. . . . Use it if youmust, but restate it in your own terms, and make its form entirely yours. Give thefootnote of course but remember that you must be the author."

"There is no reason why a writer should not useopenly . . . the contributions of a corps of helpers," he said ofJames Ford Rhodes ; "but the result of such historical method isunlikely to be volumes that reveal unity of historical constructionor the ripe judgment and point of view that come only to the writerwho has done his own selecting and discarding among the sources."

Note, "Quotations: make them brief," n.d., unclassified, Paxson File, and note,"Your sentences must be your own." "A long quotation burdens your text. Theprinter commonly puts it in a different type and indicates that it is a thing apart.The quotation will be most effective when it is brief and pertinent and may beamalgamated in your own paragraph. The more completely you understand yoursources the more aptly & gracefully you will quote." "Do not take out of a secondarywork a paragraph or its substance and incorporate it in your work. . . . Use it if youmust, but restate it in your own terms, and make its form entirely yours. Give thefootnote of course but remember that you must be the author."

the author must not merely articulate his sources; he mustdigest them. A long passage quoted or closely followed "remainsan undigested bit of foreign matter." "Over quotation may meanunder thought."

A note system, he told his stu-dents, should permit rearrangement and study of notes in differentrelationships "until the fact itself is brought out against the back-ground in all its important details."

Hethus followed, over a wider range of data than any one man couldhope to use fully, the advice that he sometimes gave in reviews,that a historian should work fully through the background material.

At all events notes on news-papers comprise the greater part of the Paxson note collection

s notes accumulated, hefiled them under new and subsidiary headings, with cross-references(on the index card) to related headings, which might be numerousand many years remote.

he file wascomplex enough, and the task it represented was large enough, sothat few of his sixty-five doctors, who watched the file grow in theseminar as part of the historical laboratory process, have main-tained full files of their own.

he three-by-five inch slipsof thin paper eventually filled about eighty wooden file drawers.And he classified the notes day by day, under topical-chronologicalheadings that eventually extended from 4639 B.C. to 1949, theyear after his death.

Occasionally he noted down what he heard and saw aswell as what he read, and sometimes what he said and did, althoughhe also kept a diary in separate form.

The notes that Paxson left are unique both inscope and in organization. They span his professional lifetime,from the years when he studied colonial history with Channing atHarvard and taught ancient and medieval history at the College ofColorado

tie left, however, a record of his own approach to theproblems of writing history in his book reviews, which with hisarticles are probably his most characteristic writings, and in a half-century's accumulation of notes that he used in writing his books,and that he might have used in writing other books.

It is possible this Miscellany collection was assembled by Schutz as part of his own research as an historian, as well as the letters and documents collected as autographs for his interest as a collector;

The pencilled dots in the margin of many books in the Codrington Library at All Souls are certain evidence that A.L. Rowse was there before you.

For the sole true end of educationis simply this: to teach men how to learn for themselves; and whateverinstruction fails to do this is effort spent in vain.

We have lostthe tools of learning—the axe and the wedge, the hammer and the saw, thechisel and the plane—that were so adaptable to all tasks. Instead of them, wehave merely a set of complicated jigs, each of which will do but one task andno more, and in using which eye and hand receive no training, so that no manever sees the work as a whole or “looks to the end of the work.”

for as Dialectic will have shown all branches oflearning to be inter-related, so Rhetoric will tend to show that all knowledgeis one.

hildren sit in judgment on their masters;

The grammar of History should consist, I think, of dates, events, anecdotes,and personalities. A set of dates to which one can peg all later historicalknowledge is of enormous help later on in establishing the perspective ofhistory. It does not greatly matter which dates: those of the Kings of Englandwill do very nicely, provided they are accompanied by pictures of costume,architecture, and all “every-day things,” so that the mere mention of a datecalls up a strong visual presentment of the whole period.

We dole out lip-service to the importance of education—lip-service and, just occasionally, a little grant of money; we postpone theschool leaving-age, and plan to build bigger and better schools; the teachersslave conscientiously in and out of school-hours, till responsibility becomes aburden and a nightmare; and yet, as I believe, all this devoted effort is largelyfrustrated, because we have lost the tools of learning, and in their absencecan only make a botched and piecemeal job of it.

By teaching them all to read, we have left them atthe mercy of the printed word.

Is it not the great defect of our education to-day (—a defect traceablethrough all the disquieting symptoms of trouble that I have mentioned—)that although we often succeed in teaching our pupils “subjects,” we faillamentably on the whole in teaching them how to think? They learneverything, except the art of learning.

16:15 - Adam Smith - The Wealth of Nations

cognitive illusion and immediate experience perspectives 00:01:44 from buddhist philosophy

some people will 01:52:34 read nagarjuna as allowing for the existence of true contradictions that something can be both true and false at the same time and uh graham priest is a philosopher who has a 01:52:46 uh reading of nagarjuna as under his uh dialethis logic which allows for certain uh contradictions to be true um [Music] i don't think that actually works in the 01:52:58 case of i think nagarjuna seems to presume the principle of non-principle of non-contradiction in order to run these kinds of reduction reductio absurdum type arguments um by drawing contradictions and incoherencies within 01:53:11 a given concept under analysis and then showing how it leads to contradiction so we should reject that concept um uh yeah do you have any thoughts about uh about 01:53:23 you know quantum physics is is sort of notorious for seeming to violate basic laws of of logic like say the law of non-contradiction or law of excluded middle or uh and so on and 01:53:35 so do you think that um our conventional logic you know it's like say classical logic is uh in if if there is no ultimate reality for madhyamako or for your your 01:53:48 understanding of uh quantum physics slash medium um then should the tools of classical logic what are the tools within conventional discourse broadly speaking as well for um 01:54:01 capturing um what madhyamaka is saying or what quantum physics as you understand it are saying so yeah let me answer specifically um uh 01:54:13 nagarjuna uh main negotiations from one perspective can be viewed as a logician right i mean it's a it's it's a his way of presenting things 01:54:25 uh uh it's it's a characteristic of somebody who's uh who's a legitimation you use logic uh but from from where's the perspective the first first of impact it sounds strange because uh his main tool is the 01:54:38 tetra of course which um somehow uh presents uh the impossibility of four alternative one being a something i don't know time exist uh one being non-a say time does not 01:54:57 exist and the third being um neither a nor not a and the fourth is uh both a and known a so it seems that wait a moment uh we we 01:55:09 we we are talked in logic 101 um that uh uh either a or not a and there is um beginning of logic so it seemed to be a clash here uh my 01:55:23 impression that there's no clash is that the known of non-a is not the same known as uh um as they restotelien known and we can uh we can think of innumerable uh everyday experience in which this whole 01:55:36 possibility it's exactly what we would uh we would consider so the exhaustive thing is the four there's four possibilities i don't want to go technically specifically but so it's not a an alternative logic here it's just a 01:55:48 different way of using known um so i don't see any clash between what we call logic uh in in in it's an interesting articulation but not 01:56:00 any any club it's not a mag logic um the same is true with quantum mechanics uh people been arguing that we can understand quantum mechanics by changing the logic i find it yeah but i find it 01:56:13 it's not really particularly clarifying um it's true i mean the particle doesn't go here normal goes there so if we think of these are two alternative quantum mechanics can be thought of can be 01:56:25 phrased if an alternative logic but all the alternative logic that i found they can be rephrased in terms of logic with different definitions so i don't i don't i don't think that this is the point um that's this is this is the 01:56:38 answer to your your question about logic you know the uh mutha madhyamakar karika his main treatise which we're talking about nagarjuna's text um 01:56:50 it's very short as you mentioned carlos and some of the things that are not there that are not written that are implied and also make it such a difficult text to understand is that he's refuting many different schools 01:57:05 of understanding an essence in reality and so when he does the tetralemma one of the usages is to be complete in terms of all the different you know 01:57:17 traditions or schools that are claiming some essence in reality to refute them and some do say that there's nothing you know not neither alternative and some say things 01:57:29 do exist and do not exist the both so i think he's using that more pedagogically if you will to um to refute all possible understandings 01:57:40 of an intrinsic existence and that's some of the beauty of his work and it's some of the difficulty in understanding it because you know unless you're really well read and really 01:57:53 understand fully all the different positions uh you it's hard to really know what he's doing at any one time um i could comment on this because it could be interesting um 01:58:08 so there is this uh sense in which barry explained that uh somehow answering 12 possible counter arguments at the same time and there's also a very simple way that you can see that this is not really 01:58:20 about a different logic so take the double slit experiment in quantum mechanics what's the point there that you try to explain a certain set of experimental data 01:58:32 by saying where does the particle go does it go through slit a does it go through slit beam let's go through both does it not go to neither and none of these four possibilities explains what you're seeing on the 01:58:45 screen so what do you do there it's not that you've reached the conclusion that everything is wrong is that you uh throw away the presupposition what was the presupposition that the particle 01:58:56 is somewhere so this straightforward use of logic it seems to me that i don't see any [Music] weird logic going on there yeah 01:59:08 you also throw away the the notion of a particle then if particles are that which have to be somewhere no you throw away the doctor there is an intrinsic reality that's what nagarjuna does if you continue doing that then you throw away 01:59:22 everything i i don't agree with uh personally if you ask me i agree that there is no interesting reality um [Music] in the sense that whenever you assume 01:59:37 such a thing you're going to fall into contradictions

for example i'm talking so my primary mind now is going 01:14:37 to be an auditory mind okay and then there's going to be a whole constellation of next secondary ones which are basically positive and negative or harmful uh positive non-harmful and harmful uh 01:14:51 qualities or attributes or emotions or thoughts or attitudes and then the next moment i'm looking at my screen so i have a visual mind and the constellation will change you know some of those 01:15:04 positive and negative qualities like i'm feeling a little sleepy or i'm very alert or i'm feeling jealous or i'm feeling very happy and connected you know with this 01:15:16 conversation those would be part of the secondary minds and then you know you have this infinite continuum everyone every living being every as you rightfully said sentient beings a living 01:15:26 being with a mind carlo um has um its own mental continuum um so it involves it's a big picture of mind it involves you know our 01:15:40 our thinking it involves our intellect it involves our heart feelings emotions uh and it involves those deeper levels in that sixth primary mind mental consciousness such as intuition and 01:15:53 deeper minds

The Innovation Delusion: How Our Obsession with the New Has Disrupted the Work That Matters Most

Dorothy L. Sayers’ Strong Poison reads in as follows in its entirety: “JB puts this highest among the masterpieces. It has the strongest possible element of suspense—curiosity and the feeling one shares with Wimsey for Harriet Vane. The clues, the enigma, the free-love question, and the order of telling could not be improved upon. As for the somber opening, with the judge’s comments on how to make an omelet, it is sheer genius.”

Hubbard hadn’t even always been opposed to the psychiatric profession. Soon after Dianetics was published he had attempted to secure APA approval for it. In its early years, Scientology had relied on appearing associated with medical psychiatry to bolster its legitimacy.

In 1949, he reputedly told a writer’s convention that “If a man really wants to make $1 million, the best way would be to start his own religion.” Three years after the publication of Dianetics, Hubbard took his own advice and incorporated Scientology as a religious organization.

In Hubbard’s case, the trick was to latch onto popular fads and run with them. It all started with his 1951 book Dianetics: The Modern Science of Mental Health, which was an unabashed parasitization—some have argued, a parody—of the 1948 zeitgeist-bending international bestseller Cybernetics, published by MITs’ prodigy-in-chief Norbert Wiener.

std::move_if_noexcept will return a movable r-value if the object has a noexcept move constructor, otherwise it will return a copyable l-value. We can use the noexcept specifier in conjunction with std::move_if_noexcept to use move semantics only when a strong exception guarantee exists (and use copy semantics otherwise).

std::move can be used whenever we want to treat an l-value like an r-value for the purpose of invoking move semantics instead of copy semantics.

L’autisme est un trouble neuro-développemental caractérisé par des anomalies dans l’interaction sociale, dans la communication et dans le comportement (activités répétitives et stéréotypées). Ces anomalies causent, pour la personne atteinte d’autisme, de grandes difficultés cognitives : d’attention, d’apprentissage, de mémorisation et  de décodification de l’information.

Make Use of Frames FacebookLinkedInTwitterPinterestEmailPrint Using frames or templates is a great way to scaffold instruction and build learners’ confidence in writing, particularly in writing tasks and genres with which they have little prior experience. A writing frame consists of a skeleton outline given to learners to scaffold their writing. By providing a few sentence starters and some rhetorical phrases common to the task or genre, frames give learners a structure that allows them to focus on expressing their thoughts

Depuis longtemps, je suis d’avis que la rigueur d’un cours ne se mesure pas à la quantité de connaissances dont l’enseignant fait étalage, mais aux apprentissages que les étudiants font.

The more coachable someone is, the more they can grow, and the more quickly they can grow. Someone with low coachability can find it so hard to do anything outside of their expertise that it is understandable when managers focus their energy on the people they can help and grow instead.

my favourite KDE bug

It's still pretty far away from catching up -- in fact, I think that now, in 2020, it's farther than it was in 2010.

The FOSS community has been trying to emulate the best parts of Windows' GUI for about twenty years now.

Empower managers to facilitate effective learning transfer As Fergal explains, managers have a key role to play in facilitating effective learning transfer. “Research shows that managers play the most critical role in learning transfer - especially in the post-training environment. Every learner needs a manager who understands them, and how they want to learn and grow. They need to have the right coaching style, and they need the right resources.”In most organizations, instructional design focuses on the needs of the learner. But as Fergal explains, focusing on the needs of your managers can pay dividends. “Ideally, you’d have the manager attend the same training as the learner. The problem is, managers are always stretched. So, what you can do instead is develop specific guidance for your managers.” Provide a script for managers to support their team’s learning

Your employee experience action plan Delivering a more positive experience for employees begins with diagnosis – listening to the voice of your employees frequently and consistently through the power of tools such as pulse surveys. It continues by identifying the culturally relevant workplace practices that you can build on and improve. Once that’s done, it’s time to take action:  Enable managers to design experiences consistent with your organization’s core values

Following are strategies for facilitating SDL. The teacher can help the learner to Conduct a self-assessment of skill levels and needs to determine appropriate learning objectives. Identify the starting point for a learning project. Match appropriate resources (books, articles, content experts) and methods (Internet searches, lectures, electronic discussion groups) to the learning goal. Negotiate a learning contract that sets learning goals, strategies, and evaluation criteria. Acquire strategies for decision-making and self-evaluation of work. Develop positive attitudes and independence relative to self-directed learning. Reflect on what he/she is learning.

Yes. I took ten grams at once. It wasn't bad; an hour later I felt incredibly relaxed, like I was just the teeniest bit high, but not much other than that. Not the cheapest habit to maintain, but it was a good one-time experiment.

What Are the Differences Between Facilitation, Presentation, and Training? Trainers help others improve their performance by teaching, instructing, or facilitating learning. As such, facilitation and presentation are both tools in a trainer’s toolkit. In most cases, effective and engaging trainers will spend less time presenting content through lectures or lecturettes and more time facilitating learning around that content. Presentation vs. Facilitation

L-theanine augmentation of antipsychotic therapy can ameliorate positive, activation, and anxiety symptoms in schizophrenia and schizoaffective disorder patients.

Learning is not linear, and meaningful learning resists being quantified. Our assessment approaches should create space for learning not arbitrarily delimit it.

The best course of action is to be intentional and systematic from the get-go. That is, rather than seeing the development, communication, and management of knowledge as “nice-to-haves” within your organization, start building these processes into your organization’s standard routine: Include knowledge management in your project descriptions and timelines. Set a “shelf life” for your knowledge documents (the maximum amount of time that can pass before revisiting said documents in some way). Perform scheduled maintenance to your knowledge documentation on a monthly, quarterly, and yearly basis.

Millions of those displaced have one or multiple disabilities.

The present

L'articleL.1'|'I-4ducodedel'éducationdisposequelesparentsd'élèvesparticipent,parleursreprésentants,auxconseilsd'écoleetauxconseilsd'administrationdesétablissementsscolairesetauxconseilsdeclasse

Orientation Handbook

Am starved for meat, giddy for lack of sleep, With oath kept waking and with brawling fed:

(sobre esto volvemos enseguida)

($20*3)-($20*3*.1) = $54

The ideal seminar, whether traditional or electronic, is a kind of long conversation, con- vened by a single person but conducted by everyone for mutual enlightenment. Its purpose is not so much to convey facts as to further under- standing of its subject, to train the minds of its participants, and so to help create a community of scholars. It is a pedagogical structure in which every member is both teacher and student

ListServ lists are sometimes called "discussion groups," and McLuhan has made the term "global village" almost unavoidable. As I have indicated, I prefer to call HUMANIST an "electronic semi- nar" (henceforth "e-seminar") and so invoke the academic metaphor of a large table around which everyone sits for the purpose of argumentation, in

On the practical level, HUMANIST and similar groups have demonstrated that we can certainly take advantage of the new medium for traditional scholarly and academic purposes. Experience with HUMANIST suggests that the new medium, care- fully managed, may be just what is needed to foster widespread humanistic discussion and collabora- tion in a world largely indifferent to its goal

d to our immature understanding of the new me

One of the earliest nonscience scholarly uses of this technology was the listHumanist,

McCarty saw a kind of electronic seminar, whosepurpose was ‘‘not so much to convey facts as to further understanding of its subject, to trainthe minds of its participants, and so to help create a community of scholars.’’

In some ways, the exchange of correspondence publicly over these networksconstitutes a new form of publication. The posting on a list frequently resembles a letter to theeditor where someone conveys their opinions on a subjec

Drink

And yet, until now, Brazil’s president could fairly claim that the legitimacy conferred by her re-election in 2014 was intact, and that none of the allegations made against her justified her impeachment.