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”Bill, how will this decision be made?” Bill will give you an answer. AND YOU FOLLOW UP WITH THE QUESTION: “Then what?” And Bill will begin to give you the saga about how the decision is really made. You ask “then what?” four or five times and PRESTO!, you’ll have the name of the real decision maker.”

Long legged fly

This vulnerable ignorance follows from the universal ac-
cessibility of these truths by the human subject, who must actively
avoid knowing them in order to remain ignorant. Because of this fact,
any misjudgment or ignorance about universal truths leads to a will-
ful moral evil.

Nemesius sees two ways in which actions become unwillful: either
through force or through ignorance of particular facts.19 Given his
apparently Platonic conception of universal truths, he explains that
ignorance about universal and general truths is itself willful, an act
that might be called “vulnerable” or “vincible” ignorance in modern
categories.20

Trefaldigt störste som pythagoreiskt attribut anknutet till siffran 8

”Start higher on the decision-making chain than you dare.”

handouts

Don’t give a sales pitch, but do speak on your topic. Speak about interesting stuff to the audience that teases your stuff—BUT give a great speech.

Create response vehicles or mechanisms in everything you write.

Market with stuff and information about prospects and customers

* Make a brief 30-second commercial
* Combined outreaches
* Flair
* Syns för din kundgrupp

personal brand

”The workday day starts the night before.”

Therefore, the first question to take up is Why make assumptions? As we’ll see, the answer is that it is difficult or impossible to avoid making assumptions. If that’s true, we should at least be clear about the assumptions cognitive psychologists make.

Figure 6.4 Churchill’s kite

Figure 6.2 The Learning Challenge

objects to copy: This can be played with almost any relevant object, picture or even sound. The key to it is for children to recreate accurate details from memory, using any thinking skill that might help.

Inference squares - vad vet vi, vad kan vi inferera, vilka nya frågor kan vi ställa

▪ If you have to try, you must be learning.
▪ Challenge is good for us.
▪ Dedication’s what you need (good old Roy Castle).
▪ Great effort!
▪ You succeeded because you worked hard, got help
when you needed it and kept going to the end.
▪ I’ve not been able to play the piano – yet! (not: I’m
hopeless at the piano).

Confusion is a common occurrence in maths and science, where, unlike most verbal areas, new material often involves completely new skills, concepts, or conceptual systems.

It might not surprise you to know that boys tend to receive more criticism than girls – as much as eight ttimes more, according to Dweck

Professor Barry Hymer advises, that you think in terms of ‘gift-creation’

Handling v. tillstånd

According to Robert Marzano’s meta-analyses of hundreds of studies examining the options, he suggests that mixed-ability classes that are then divided into small cooperative learning groups are the best way forward.

modellering

Effort = value × expectancy

▪ Attitudes – positive attitudes towards learning, including curiosity and persistence.
▪ Skills – abilities to carry out those actions necessary for gaining understanding and achieving excellent performance in any given context.
▪ Knowledge – familiarity with information, concepts, theories and practices in a given field

My answer is always the same: to help children learn how to learn.

Remembrances, however, have a woman’s skin.
When you taste them with the tip of your tongue
they taste sweet
and have an exciting fragrance.
So there!