Quotes & Sayings About Learning Resources

What behaviors are rewarded? Punished? Where and how are people actually spending their resources (time, money, attention)? What rules and expectations are followed, enforced, and ignored? Do people feel safe and supported talking about how they feel and asking for what they need? What are the sacred cows? Who is most likely to tip them? Who stands the cows back up? What stories are legend and what values do they convey? What happens when someone fails, disappoints, or makes a mistake? How is vulnerability (uncertainty, risk, and emotional exposure) perceived? How prevalent are shame and blame and how are they showing up? What's the collective tolerance for discomfort? Is the discomfort of learning, trying new things, and giving and receiving feedback normalized, or is there a high premium put on comfort (and how does that look)? — Brene Brown

Creative, exploratory learning requires peers currently puzzled about the same terms or problems. Large universities make the futile attempt to match them by multiplying their courses, and they generally fail since they are bound to curriculum, course structure, and bureaucratic administration. In schools, including universities, most resources are spent to purchase the time and motivation of a limited number of people to take up predetermined problems in a ritually defined setting. The most radical alternative to school would be a network or service which gave each man the same opportunity to share his current concern with others motivated by the same concern. — Ivan Illich

Acquiring of wisdom is a function of inquisitiveness for information and keenness for learning. Plenty of resource and the gravity of flow will ensure a momentum good enough for learning. — Priyavrat Thareja

I think your resources are feeling. Your resources are depth. Your resources are learning. Your resources are touching and feeling. And for me, sobriety helps and aids all of that. — Jeffrey Tambor

Instead of focusing on getting more resources, tipping point leaders concentrate on multiplying the value of the resources they have. When it comes to scarce resources, there are three factors of disproportionate influence that executives can leverage to dramatically free resources, on the one hand, and multiply the value of resources, on the other. These are hot spots, cold spots, and horse trading. Hot spots are activities that have low resource input but high potential performance gains. In contrast, cold spots are activities that have high resource input but low performance impact. In every organization, hot spots and cold spots typically abound. Horse trading involves trading your unit's excess resources in one area for another unit's excess resources to fill remaining resource gaps. By learning to use their current resources right, companies often find they can tip the resource hurdle outright. What — W.Chan Kim

It is impossible to feel calm in cities, he believes, because we so rarely hear birdsong there. Our ears evolved to be our warning systems. We are on high alert in places where no birds sing. To live in a city is to be forever flinching. — Jenny Offill

A useful education served women best, More thought. To 'learn how to grow old gracefully is perhaps one of the rarest and most valuable arts which can be taught to a woman.' Yet, when beauty is all that is expected or desired in a woman, she is left with nothing in its absence. It 'is a most severe trail for those women to be called to lay down beauty, who have nothing else to take up. It is for this sober season of life that education should lay up its rich resources,' she argued. — Karen Swallow Prior

An enterprise is a community of human beings, not a collection of "human resources". — Henry Mintzberg

At the collective level, pride is expressed in the conviction of being superior to others as a nation or a race, of being the guardian of the true values of civilization, and of the need to impose this dominant "model" on "ignorant" peoples by any means available. This attitude often serves as a pretext for "developing" the resources of underdeveloped countries. The conquistadors and their bishops burned the vast Mayan and Aztec libraries of Mexico, of which barely a dozen volumes survive. Chinese textbooks and media continue to describe Tibetans as backward barbarians and the Dalai Lama as a monster. It was pride, above all, that allowed the Chinese to ignore the hundreds of thousands of volumes of philosophy housed in Tibetan monasteries before they demolished six thousand of those centers of learning. — Matthieu Ricard

Where I did feel a difference is learning to just work in a different way so that your resources are not completely depleted so that you don't have anything to give to your child when you go home, and fortunately I've been working long enough that I know how to make that shift so that I don't compromise my work or compromise my relationships; not compromising parenting is really the biggest difference. — Laura Linney

Life's scientific, but we don't know, do we? Not certainly, I mean. — William Golding

As soon as a person gives place to the devil in his life, the devil has this person hooked — Sunday Adelaja

A world in which people with learning difficulties have access to the resources they need to live happier, healthier, more secure and more meaningful lives. — Steve Silberman

Did they ruin your mind when they ruined your eyes, Mr Newton?' Newton — Walter Tevis

Hackman's paradox: Groups have natural advantages: they have more resources than individuals; greater diversity of resources; more flexibility in deploying the resources; many opportunities for collective learning; and, the potential for synergy. Yet studies show that their actual performance often is subpar relative to "nominal" groups (i.e. individuals given the same task but their results are pooled.) The two most common reasons: groups are assigned work that is better done by individuals or are structured in ways that cap their full potential. — J. Richard Hackman

Newton produced three times as many theological papers than scientific. These manuscripts consistently recorded Newton's belief in the author of creation as one and the same as the author of the Law and prophecy contained in the Bible. — David Flynn

The focus of my life begins at home with family, loved ones and friends. I want to use my resources to create a secure environment that fosters love, learning, laughter and mutual success. I will protect and value integrity. I will admit and quickly correct my mistakes. I will be a self-starter. I will be a caring person. I will be a good listener with an open mind. I will continue to grow and learn. I will facilitate and celebrate the success of others. — Merlin Olsen

I took it all with a grain of salt. — Pat Patterson

Researchers would eventually discover that autistic people stim to reduce anxiety - and also simply because it feels good. In fact, harmless forms of self-stimulation (like flapping and fidgeting) may facilitate learning by freeing up executive-functioning resources in the brain that would otherwise be devoted to suppressing them. — Steve Silberman

I am the most loyal player money can buy. — Don Sutton

We have just enough time and money to compare ourselves to others who have more time and money, and we think we should be able to accomplish everything they do and have, without being able to see the sacrifices others have made to have the things they do. We grew up learning we could do anything we put our minds to, but the reality is that you just can't have it all. So when we fail to live up to our own expectations, we think it is because of a problem within us instead of recognizing the very real limitations that come with having finite resources of time, money, and talent. — Jessica N. Turner

Having too many toys can actually create more difficulties between children. Try to minimise your toys at home opting for more open ended resources. Children like to copy each other, so instead of having one expensive toy to fight over, several of the same things such as containers, spoons or boxes will give less opportunity for conflict and more time for playing and learning together. — Samantha Vickery

Standing side by side children with our heads together, we are trying to understand their learning based on what we observe as they use the social, technical, symbolic, and material resources at their disposal. — Denny Taylor

Hunger is a blade that carves me
I open my arms and pull the air in
-big hug!-
then poof, right through me, nobody there.
It's only me holding myself.
My arms wrap two times
around my own ribs,
meet behind my back for a secret
handshake.
I am not what was expected.
I'm so sharp-
it's cut me now I'll cut you.
Come closer
closer
No, come closer
I'm gonna make you see what I see. — Madeleine George

The faculty and students share ownership of the learning outcomes; the students assume responsibility for their learning, and the faculty assumes responsibility for providing appropriate resources for that learning. — Tina Goodyear

A little instruction in the elements of chartography - a little practice in the use of the compass and the spirit level, a topographical map of the town common, an excursion with a road map - would have given me a fat round earth in place of my paper ghost. — Mary Antin

The basic economic resource - the means of production -
is no longer capital, nor natural resources, nor labor.
It is and will be knowledge. — Peter Drucker

I simply stepped out of the way and maintained my courage and my position in the face of constant disagreement, voiced opinion and attack. I held true and I stood my ground. I maintained my convictions and my commitment to allowing them to live in the kingdom of childhood. I protected them from outside influence and allowed their imaginations to soar. I instilled a lifelong love of learning in them and I shared my passion for reading. I allowed them to choose what they wanted to study and I provided the resources for them to delve in, unguided and undisturbed for however long they needed to gather what they believed to be enough understanding to satisfy their own personal drive. — Kytka Hilmar-Jezek

The ability to ask questions is the greatest resource in learning the truth. — Carl Jung

The worst period I ever went through at work," a friend confides, "was when the company was restructuring and people were being 'disappeared' daily, followed by lying memos that they were leaving 'for personal reasons.' No one could focus while that fear was in the air. No real work got done." Small wonder. The greater the anxiety we feel, the more impaired is the brain's cognitive efficiency. In this zone of mental misery, distracting thoughts hijack our attention and squeeze our cognitive resources. Because high anxiety shrinks the space available to our attention, it undermines our very capacity to take in new information, let alone generate fresh ideas. Near-panic is the enemy of learning and creativity. — Daniel Goleman

If any lesson may be learned from the academic breakthroughs achieved by Pineapple and Jeremy, it is not that we should celebrate exceptionality of opportunity but that the public schools themselves in neighborhoods of widespread destitution ought to have the rich resources, small classes, and well-prepared and well-rewarded teachers that would enable us to give to every child the feast of learning that is now available to children of the poor only on the basis of a careful selectivity or by catching the attention of empathetic people like the pastor of a church or another grown-up whom they meet by chance. Charity and chance and narrow selectivity are not the way to educate children of a genuine democracy. — Jonathan Kozol

Well-fed people can enhance their dignity, their health and their learning capacity. Putting resources into social programs is not expenditure. It is investment. — Luiz Inacio Lula Da Silva

Keep children as much as possible by themselves ... keep them from company, good or bad ... It will be generally found that the most virtuous and the most intellectual, are those who have been brought up with few companions ... in fact his mental resources may be considered entirely unknown and unexplored, who cannot spend his best and happiest hours alone. — Jacob Abbott

With the threat of failure looming, students with the growth mindset set instead mobilized their resources for learning. They told us that they, too, sometimes felt overwhelmed, but their response was to dig in and do what it takes. They were like George Danzig. Who? George Danzig was a graduate student in math at Berkeley. One day, as usual, he rushed in late to his math class and quickly copied the two homework problems from the blackboard. When he later went to do them, he found them very difficult, and it took him several days of hard work to crack them open and solve them. They turned out not to be homework problems at all. They were two famous math problems that had never been solved. — Carol S. Dweck

Tonight I walked around the pond scaring frogs; a couple of them jumped off, going, in effect, eek, and most grunted, and the pond was still. But one big frog, bright green like a poster-paint frog, didn't jump, so I waved my arm and stamped to scare it, and it jumped suddenly, and I jumped, and then everything in the pond jumped, and I laughed and laughed. — Annie Dillard

Mindfulness as a practice provides endless opportunities to cultivate greater intimacy with your own mind and to tap into and develop your deep interior resources for learning, growing, healing, and potentially for transforming your understanding of who you are and how you might live more wisely and with greater well-being, meaning, and happiness in this world. — Jon Kabat-Zinn

All of these models and others have been heavily criticized. In 2009, a panel commissioned by the Association for Psychological Sciences published a report that outlined a research design to properly study the effect of learning styles, and it asserted that this methodology was almost entirely absent from learning styles studies. Of the few studies utilizing this research design, all but one feature negative findings. They also doubted the value of the significant cost of attempting to identify the precise learning style of every student over other interventions such as individual tutors. They concluded that "at present, there is no adequate evidence base to justify incorporating learning styles assessments into general educational practice. Thus, limited education resources would better be devoted to adopting other educational practices that have strong evidence base, of which there are an increasing number." Then, — Lee Sheldon