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• Accuracy down to 3,000 m (10,000’) Model B45 (baseline)** CM260** PM265 R111 CM599 Q / Bandwidth LF HF 28 / 1.8 kHz 30 / 6.7 kHz 9 / 6 kHz 8 / 25 kHz 2.2 / 23 kHz 2 / 80 kHz 1.6 / 37 kHz 2 / 80 kHz 1.6 / 37 kHz 2 / 80 kHz • 5 to 10 times greater detail and resolution • Precise separation between baitfish and game fish Roundtrip Sensitivity* LF HF 1 times 1 times 250 times 50 times 1,000 times 120 times 4,100 times 225 times 6,100 times 240 times • Superior performance in noisy environments • Improved bottom tracking at high boat speeds DEEPER.
Model B45 (baseline)** B260** B265 R109 R509 CHIRP TECHNOLOGY Q / Bandwidth LF HF 28 / 1.8 kHz 30 / 6.7 kHz 9 / 6 kHz 8 / 25 kHz 2.2 / 23 kHz 2 / 80 kHz 1.6 / 37 kHz 2 / 80 kHz 1.6 / 37 kHz 2 / 80 kHz • 10 to 1,000 times more energy on targets Roundtrip Sensitivity* LF HF 1 times 1 times 250 times 50 times 1,000 times 120 times 4,100 times 225 times 6,100 times 240 times • Accuracy down to 3,000 m (10,000’) • Precise separation between baitfish and game fish • Superior performance in noisy environments • Improved bottom tracking at high boat speeds DEEPER.
s h n s a i r t F d s n a e ri o u roadb b S R a A o IRM A de r t n n a u f o use o ur S o e h Y t de ith a w r e g l Up possib Only B744V (baseline)** B765 Q / Bandwidth LF HF 28 / 1.8 kHz 31 / 6.7 kHz 2 / 35 kHz 2 / 80 kHz Roundtrip Sensitivity* LF HF 1 times 1 times 25 times 20 times B60(baseline)** B75 B175 28 / 1.8 kHz 2 / 35 kHz 2.5 / 20 kHz 1 times 25 times 280 times 31 / 6.7 kHz 2 / 80 kHz 2 / 80 kHz CHIRP TECHNOLOGY • 5 to 10 times greater detail and resolution • 10 to 1,000 times more energy on targets • Precise separation between baitfish and game fish • Superior performance in noisy environments • Improved bottom tracking at high boat speeds 1 times 20 times 150 times DEEPER.
Ideally, you should let your protégé do 80% of the talking, while you stay present and engaged and keep an ear out for opportunities to dig deeper or support your protégé as they develop their plan to succeed.
Driving Ed Tech adoption in K-12 education for the next three to five years Collaborative Learning Deeper Learning Approaches With the idea that learning is a social construct, collaborative learning encourages increased student achievement, discussion, confidence, and active learning.
Unstoppably Attractive Conversational Flow By: Jason Capital Today, I’m going to teach you about something that will make every conversation you have with a girl easy, flow smoothly and most importantly…build her sense of intrigue in you grow deeper and deeper. It’s going to be 5 steps but you don’t have to remember them all. In fact, I don’t even want you to do. I want you to just have an understanding of how it works so then when you’re out and talking with some fine young bird, it’ll just flow out AND…you won’t be restricted to following some guidelines but have the options and ability to switch stuff around however the vibe of the interaction dictates. A big key to being a great conversationalist is having the balls to open multiple conversational threads. A lot of guys when talking to a girl will find one thing they think is working and just talk on and on about that, to the point that the girl wants to get away as fast as possible. The guy does this ’cause he doesn’t have the balls or belief in himself that he can just talk and talk and talk and selfamuse and selfamuse and selfamuse so he wants to stay in SafeLand and blabber on the one thing he thinks is working. What’s worse is as he does that, he’s officially STOPPED selfamusing and everything he’s saying is FOR HER, FOR HER REACTIONS and of course….we know how unattractive that is. But if he was talking about Thing A, and then somehow something else got mentioned in the conversation and that reminded him of a story and he started off on that because it’s funny to him or a really good story he likes to hear himself tell, well that would be moving from Thing A to Thing B (probably without even closing or reaching a conclusion with Thing A, which is fine). Then something in Thing B would move to Thing C and now there’d be multiple conversational threads going on at once. This is GOOD, attractive conversation. Fact: Your conversation with her doesn’t even have to be logical. It can just be total irreverence, total nonsense that YOU find amusing, which makes you SMILE and laugh and feel good and when you’re doing that, now you’re selfamusing. And as you put yourself into a good state with your own words and actions, she feels it too via the Law of State Transference. I understand this was a bit of a tangent here, but I think this shit is so important, I want to make sure you get it down completely. Have the balls to take the conversation in all directions, at all times. Just tone this down when you’re deeper in HVST, and instead of going everywhere with the conversation (“breadth instead of depth”), go deeper into certain Me/You conversation so you both can emotionally connect with each other (“depth instead of breadth”). Of course, don’t stay deep for too long — sprinkle in the lighter, more playful challenging stuff every once in a while to spike her temperature. And NOW that we got all that out of the way, let’s talk about this 5step conversational flow. Here’s how it looks: 1. Cold Read 2. Comparison 3. Investment 4. Hook 5. Story If you run through these 5 steps smoothly with that playful, challenging , selfamusing irreverence underlying it all, I can almost guarantee any girl’s attraction for you at this point. Let’s break it down.. So you’re talking to this girl. Maybe you walked over, made strong eye contact, smirked and said, “Hey I’m Jason.” Little bit longer handshake than she would do with a normal guy or girl while holding that strong, BUT relaxed eye contact. You talk for a second about whatever. Doesn’t matter. Maybe how she doesn’t look like a “whatever her names is”. Then you look at her and here comes Step #1. The cold read. Now the cold read can be anything you’ve interpreted about her as a person. I like to make cold reads that frame her personality in the way I want her to be, so I really like girls that are REAL. So I might say, “You’re not a bullshitter, are you..”. I also like girls that are FREE and make their own decisions irrelevant about what other people think (as you can imagine, finding a girl actually like this is basically impossible), but at least to help her in that direction for our interaction, I might say, “You’re not a sheep person, are you..”. Step #2. The Comparison. So now, what I’ll do is make a comparison to explain what I mean, while at the same time inspiring her to want to be the person I just framed her as in the coldread. Note: Being aware of all if this is subtle and probably not even necessary, it’s just how good conversation flows so I want you to know everything that’s going on here. So if I said, she’s not a sheep, I’ll turn to everyone else around us and say something like, “Look at all these people. Over 90% of them never even do or say the things they want to do. They might not even think the things they really want to. They follow what other people do, like sheep in the herd. But I don’t get that vibe about you. You’re less influenced by what people think about you and more by what you feel like you want to do, and when you know there’s something you WANT do do, you stick to it and don’t give up on yourself.” Now don’t look back immediately and search for her reaction. DON’T FUCKING DO IT. A lot of guys will because they’re so conditioned to be reaction and approvalseeking, so if you’re still in that frame of mind, be aware of this and consciously don’t do it. Fake it til you make it, so to speak. Within a few weeks, your brain will have rewired itself to NOT be approval or reaction seeking and you’ll just be speaking and conversing freely, for YOUR OWN AMUSEMENT and not to “get good reactions” out of her. (Saying things for her reactions is a needy behavior, and she can sense it a mile away. She will, however, find it incredibly attractive and masculine if you’re speaking for yourself, indifferent to the approval or reactions of others. This is a translation of New Common Belief #7: Fuck It.) After that, just kind of pause. She’ll have something to say on the topic, and we want her to. When she does, she’s now INVESTING. Qualifying herself. This is good. Actually LISTEN to what she’s saying and if some amusing things come up in your mind or other ways you can take the conversation, DO IT. Like I said before, don’t get stuck on these 5 steps, they’re just guidelines. Now here comes the Hook if you’re still in this. Can you remember a time where you had a friend who was more sheeplike and this personality trait ended up hurting him? What about a friend who had a more “think and do for themselves” personality and this ended up being GREAT for them? I’m sure you can…we all know people from both sides of the border. So now we’ve got two great stories to share that are immediately relevant to the initial coldread you made, the thing we’re actually talking about here. And what’s great is after you tell her about Friend 1 or Friend 2 or both, she’ll undoubtedly have stories to share about people she knows/knew who were in similar or different positions. And so long as you were playfully challenging and/or teasing her every so often throughout this conversation, she’s feeling that intense pull of ATTRACTION for you. But before you can share the story, you should hook the story first. It creates better attention in the listener, and makes you appear as a badass communicator (which is incredibly attractive in its own right). Some good examples of hooks might be: “You know, that reminds of the saddest sheep of alltime..” (into your story about your sheep friend whose inclinations ended up hurting him). “Wanna know how I know it’s always better to DO YOU than fall into the sheep role?” (into story about friend who thought for himself and ended up kicking life’s ass) “Awesome, but sort of weird story…check this out..” You drop any of these in and your girl is hooked. She wants to know more. Then PAUSE. Take your time. Create the vacuum of her waiting on the edge of her toes to hear what you have to say and make her wait just a little bit longer. Maybe hold some strong eye contact for a second, build some tension and then….begin your story. From there, you guys are off into the cosmos of young love. Enjoy Jason
devoid of humane feelings.” And digging deeper, “Humane” is described by Merriam-Webster as “marked by compassion, sympathy, or consideration for humans or animals.” Google.com defines Cruelty as, “Callous indifference to or pleasure in causing pain and suffering” and “behavior that causes physical or mental harm to another… whether intentionally or not.” So, combining these definitions we can fully define a cruel person as:
No matter how much you try to wash it off it sinks deeper, pulls itself tighter around you, until it’s suffocating.
But the key to unlocking all this and really getting a revelation of God’s love comes from something else…and there’s 2 paths to choose that will lead you either in a circle back to where you were or deeper into a revelation of God and the Finished work that soaks us in grace… OK so the story of the First Passover…in Exodus God said “when I see the blood of the lamb on the front door of your house, I will pass over you”.
The industry was forced to explore deeper in order to meet the growing demand for supply.
The magic occurs behind this basic 1 act of physics and your deeper attention to creatively stopping the coins to demonstrate a change.
Aquanauts must have no excursions deeper than 95 fsw or longer than two hours within 18 hours of decompression.
“The Purpose of Scripture is not simply to be Informed, but to be Transformed!” RIGHT COLUMN ~ Cover this material for a deeper study.
With the body as interface, you will unlock higher states of consciousness, a deeper connection with your subconscious mind, a deeper connection to your body, and you will discover the secret of enlightenment.
PRINCIPLES OF LEARNING AND LEARNING THEORY Principles of Learning and Learning Theory Hannah R. Hiles University of North Carolina at Greensboro 1 PRINCIPLES OF LEARNING AND LEARNING THEORY 2 What is learning? > Major Learning Theories: Gagné’s Hierarchy Much of our understanding of education and the teaching process comes from Robert Gagné, an early 20thcentury experimental psychologist who was primarily interested in learning and instruction. It was Gagné who gave us the most fundamental basis for the process of teaching and what the instruction process looks like. Gagné’s Hierarchy of Learning presents eight ways to learn, with each stage building on the lower levels, ensuring that the upper levels require greater skill and ability to conquer. From the bottom up they begin with Signal Learning. As it is at the very bottom of the hierarchy it is part of Pavlov’s “classical conditioning,” or the act of conditioning a subject to provide a desired response in conjunction with a predetermined signal. Next comes StimulusResponse Learning – a more advanced version of classical conditioning. It incorporates the use of schedules and rewards in the learning process. Chaining comes next, wherein a student begins to learn the ability to connect prior lessons together in an organized sequence. After Chaining comes Verbal Association. A higherlevel form of Chaining, Verbal Association is the same idea, but with those prior lessons being vocal in nature as opposed to physical. Note that only halfway up the hierarchy, we are finally at a point where the student is at a point where they are beginning to incorporate verbal skills – the magnitude of Gagné’s hierarchy and just how “basic” his most fundamental lessons are cannot be overstated. Discrimination Learning, Concept Learning, and Rule Learning are next and are very linked together. Discrimination Learning is the process of a student being able to form appropriate responses in an organized and precise way. Concept Learning follows this by PRINCIPLES OF LEARNING AND LEARNING THEORY 3 requiring that the student makes those same responses but now with the addition of categorization – that they respond the same way to the same stimuli, regardless of order or organization. Rule Learning eventually comes in, the second to last piece of Gagné’s hierarchy. The most complex part of Rule Learning is that it requires the student to not only learn relationships between situations and higher concepts but to also predict future situations and concepts (ie, to understand social rules even if they are in a social situation that is new). The final part of Gagné’s Hierarchy is Problem Solving. Gagné considered this the highest level of learning. Because it requires entirely independent cognition and no external stimuli, the student has to have mastered all previous levels in order to problem solve effectively. In Problem Solving, the student must be able to face complicated rules and situations and not know the answers – instead, he or she must know ways of getting to the answers (Singley 1989). Gagné saw that by working their way up through the levels, students could eventually have mastery of the task they were studying. This method also allowed for students to move at a pace that worked for their own abilities, as well as letting them stop and start again at any point and presenting the entire learning process as a journey rather than a means to an end (Clark 2004). > Major Learning Theories: Bloom’s Taxonomy This learning theory comes from a 1956 report that came to be known as “Bloom’s Taxonomy,” a form of learning through instruction that takes into account the intake of information through Cognitive (knowledgebased learning), Affective (emotionbased), and Psychomotor (actionbased). Much of instructional design that takes guidance from Bloom looks specifically at the Cognitive model of Bloom’s Taxonomy, and the six individual components that Bloom organizes in a hierarchy (similar to Gagné’s own hierarchy). For Bloom, the PRINCIPLES OF LEARNING AND LEARNING THEORY 4 hierarchy comes in the form of Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating. It’s important when looking at Bloom’s hierarchy to see that, as with Gagné, each step leads to the next. The student begins with remembering materials – they can recall and repeat facts and answers from their longterm memory with ease. Once they can remember information they can proceed to understand it – one can memorize sums and figures or dates in history without actually understanding what they mean, but Bloom saw this second level of Understanding as an important moment in the educational process. Applying is the student’s use of the information they have come to understand – this will vary depending on the information they have, but the more they use the information at hand, the deeper their understanding of it will come. This leads directly into Analyzing, where a student can look at the work they are doing (their “application” in the previous state of the hierarchy) and determine cause and effect. This work of analyzing their lesson moves organically into Evaluating – if A causes B, and B is a problem, how can the student solve B? This stage of Evaluation is similar to Gagné’s final level of Problem Solving – it is the process of a student looking for the work they are doing and determining where the issues are, then finding for themselves what the solutions may be. Finally, the student can move into Creating. Unlike Gagné, Bloom didn’t see the educational process as stopping at Problem Solving – for him, the pinnacle of mastering a skill or learning something new came when the student was able to then take that information and do something unique with it. Bloom’s first edition of the Taxonomy had this final stage as “Knowledge,” but in 2001 (two years after his death), it was updated to “Creating” or PRINCIPLES OF LEARNING AND LEARNING THEORY 5 “Synthesizing”. This is the student’s ability to take unique and individual parts and put them together into a larger and more unified representation of the lesson or information they have been learning – a synthesis of their learned knowledge (Wineburg 2009). > Major Learning Theories: Behaviorism, Cognitivism, and Constructivism Behaviorism, Cognitivism, and Constructivism are three additional members of learning theory that cannot be neglected. Going back to Gagné’s “signal learning” and Pavlov’s “classical conditioning,” Behaviorism looks at the most simple behavioral changes in an organism. As Jordan et al point out, Behaviorists are quick to defend that they don’t believe learners don’t think, rather “they [researchers] mainly choose to ignore inaccessible mental processes and focus on observable behaviour” (2008). Cognitivism is a step up, branching into the mental processes of how we observe and then process our environments and what happens to us. While Behaviorism may be the kneejerk reactions, Cognitivism in learning relies on “developing effective ways of building schemata and processing information” (Jordan). Finally, in Constructivism, we see yet a further advancement in the realm of cognition. Instead of simply processing information as in Cognitivism, Constructivism is a school which is based on the educator taking a passive role in their pupil’s learning – instead of dishing out answers, they may use questions to inspire their students to probe deeper into their own understanding of the materials, and find their own answers within. Jordan et al note that while the flow between Constructivism and Cognitivism can be difficult to differentiate, Constructivism ultimately “focuses on what people do with information to develop knowledge” (2008).
Their theatrical live display goes beyond the standard of corpse paint and Satanic paraphernalia, and reaches a deeper ritual.