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What are some good tips and advice for reinventing yourself?

Usually I tell a story from my life and offer some action tips, but in this case, I felt it pertinent to share something I’ve already written before.What follows is a chapter from my latest book, if it interest you, perhaps learn more about it, because the entire book expands on the process.***Have you ever had a moment in your life where you paused and thought to yourself “How the hell did I end up here?”I have.The thought popped into my head when I was living in a dorm room with less than a hundred dollars to my name at the age of 24. And again, when I woke up in a jail cell awaiting a court appearance. Or when I looked in the mirror to discover that I had miraculously gained 20 pounds.Each of these moments is a reminder of what happens when you “fall asleep at the wheel,” in terms of your own life. You end up in the ditch. You scratch your head because surely you shouldn’t have allowed yourself to get here.It seems odd that we end up in ruts or situations we don’t want to be in, even though we have the power to change them. It seems like our own self-interest is overridden by something more powerful—something insidious.You definitely weren’t born with the idea of pursuing work you don’t enjoy, chasing after materials that might be meaningless, and playing it safe.These ideas come from somewhere. You cling to the idea of you so tightly, all the while failing to notice or remember that the idea of you is nothing more than a figment of your imagination.Let me explain.Why Your Personality Is Like a QuiltMy father was born in Nigeria, a country in West Africa. My mother was born in Milwaukee, Wisconsin, but her parents were from the American Deep South.My father came to America in his early 20s to go to school. He met my mom; they fell in love and got married.Then they had my brother and me.We grew up middle-class. My mom worked as an IT consultant and my dad owned a business. Each of my parents had their own values and idiosyncrasies.My father has been an entrepreneur for most of his adult life. He never took a regular job. None of his businesses ever took off, but he still made enough to make ends meet, and for him, that was better than having to follow someone else’s rules.My mom was the prototypical company woman. She earned two master’s degrees. The only class she ever got a C in was gym. She’s sharp as a tack and has always prided herself on her education.Both stressed the need for education in my life. They wanted me to go to a prestigious university and attend graduate school. Even though my father never had a corporate job, he wanted me to have one because he loved me and wanted me to be secure.I had my parents’ direction to guide me, but I had the entrepreneurial tendencies of my dad. Sure, he could tell me what I should do, but kids watch what their parents do more than they listen to what they say.Deep down, I knew I wanted to have control over my own life, but I spent a lot of years “following the script.”It wasn’t just my parents influencing me. It was my teachers, mainstream media, peers, and the zeitgeist in general.Each little influence acts like a “patch” to the “quilt” that is you.Believing in corporatism is a patch. Nationalism is a patch. Materialism, tendency to eat fast food, ambition, media addiction, and the list could go on forever; they’re all patches.Let’s say instead of my parents being well educated, middle-class members of society, they were poor.Let’s say instead of having a nice home we lived in the ghetto, surrounded by violence, drugs, and crime.The patches would be different. Maybe they’d be of the belief that hope was worthless, and that reliance on self-sufficiency, anger, street smarts, or survival instincts were more important.If my parents were billionaires and I lived in the South of France, my patches would be different.Some people like their “quilt.” The experiences of your life can shape you into a person you’re fond of looking at in the mirror, but what if they don’t?What if instead, your patchwork of stories and influences has led you to the “How the hell did I get here?” moment?Chances are you feel this way to some degree, or else you wouldn’t be reading this book.So, what do you do from here?You decide what pieces of the puzzle don’t fit. You rebuild yourself up from the ground by using new pieces you discover on your own. That’s what reinventing yourself is all about. It isn’t about becoming someone else. You’re already someone else.Unless you’ve experienced the type of awareness that leads you to understand how much of a stranger you can be to yourself, you haven’t begun the process yet.I want to help you become a person who thinks for themselves. I don’t want you to be what I want you to be. I want you to be what you want you to be. But first, let’s figure out exactly who that is.We’ll start by asking smart questions about who you are right now.What’s Your Story?Stories are powerful.We use stories to share important information with each other. We learn best through stories.The reality you’re experiencing right now is nothing more than a set of stories you’re telling yourself about the world.When you’re born, you’re a blank slate. Had you been born in a different location, to different parents, and under different circumstances, you would be different.These different factors play the storyteller role and help you form the script you now live by.Some of the stories are helpful, but many of the stories you’ve learned about yourself and about the world are at best unhelpful and at worst causing harm.What stories do you live by?Look at the different types of stories below, and think about the impact they’ve had on your life.First, let’s start with the stories told by our culture.Entrepreneur and author Derek Sivers equates culture to telling a fish it lives in water.[i]He says, “We’re so surrounded by people who think like us that it’s impossible to see that what we think are universal truths are just our local culture.”What cultural stories have you been told?These stories influence you because they’re subtle. You don’t hear them once, but hundreds of times in slightly different ways.The American NightmareI live in America. Odds are you do, too. If not, keep reading anyway, because there’s a lesson to be learned from the story of the American dream.The Industrial Revolution was a time of prosperity in our country. The postwar boom left an excess of work to be done and the need for compliant workers was high.Contrary to popular belief, the school system was created not to educate our youth, but to prepare them to become obedient workers who could work in the factory for hours on end without moving.Then, with the rise of corporatism, the idea of college being a safety net and guarantee of security rose up the ranks in the storytelling hierarchy.After veterans came back from World War II and received their G.I. Bills, they bought nice homes, worked at safe and stable jobs for forty years, sent their kids to school to get good grades, and those kids went on to college and became corporate workers.The story worked out well for a while. There was a time when job security was guaranteed. There was a time when having a college degree was a safe bet on your future.Now, however, the economic landscape is different. Times have changed. The story doesn’t work for everybody anymore.I can’t even begin to count how many of my friends and peers felt underwhelmed by their prospects after graduating college. While in school, they worked hard for their GPAs in the hopes that life would be smooth sailing after they walked across the stage.Many of them have found the story didn’t live up to the hype, and now they’re stuck with a gigantic bill they’ll have to pay off. They’ve been rewarded with a cubicle and an earpiece to make sales calls.I don’t know about you, but that doesn’t seem like much of a dream to me.If you’d asked eighteen-years-old me why I was going to college, I wouldn’t have had a great answer for you. It’d be something along the lines of “because that’s what you’re supposed to do.”A decision that cost me tens of thousands of dollars was made for no other reason than it being the norm.Something isn’t right about that.I’m not arguing whether college is good or not. I’m just noting the fact that college being a savior for your future isn’t an absolute truth. The story our culture tells us sure makes it seem like one, though, doesn’t it?What’s worse is the fact that even when the stories we’re told don’t come true, we have a difficult time facing the truth of this situation. Humans have an amazing ability to rationalize their situation and confirm what they already believe to be true.Once you commit to a certain decision, belief, or way of thinking, it’s hard to change, because humans don’t like being inconsistent with what they’ve already committed to.This is called the “confirmation bias.”Confirmation bias explains why we’re tied to our beliefs. It’s why two people can argue both sides of a debate and truly both believe they’re right—even though that’s impossible.Confirmation bias causes us to search only for information that confirms our beliefs and filters out anything that seeks to disconfirm it.Let’s say someone spent $100,000 on college and is in debt. Let’s also say they’ve been working for a handful of years starting with entry-level work and an incremental salary increase.Mathematically, it may not have made sense for them to go to school—after you factor in the amount of money they could’ve made while in school, interest paid on their loan, and other opportunity costs.If you ask them why college was a good choice, they’d likely respond with one of the following answers:“Without an education, I’d be even worse off than I am now.”“If you don’t get your degree, you end up flipping burgers.”Neither of those of those statements is irrefutably true, but saying them feels better than admitting your choice may have been a bad one.Years back, I would’ve said my goal was to find a great job and make a nice salary.The idea of writing for a living never crossed my mind, because it didn’t fit the normal narrative. At eighteen, if I’d told my parents I wanted to try to become a full-time writer they would’ve just said, “No. You aren’t doing that.”We don’t like what doesn’t fit the normal narrative—even if it’s something that might benefit us or make us happy.Going against the narrative means being uncomfortable or facing embarrassment. But it also could mean a better future; a future where you get to live the life you want to live. By you, I mean the person you are deep inside who you lost sight of after hearing too many stories.I’m not here to tell you what stories you should believe. I do, however, challenge you to question them.The stories culture tells us impact us, but they pale in comparison to the stories we tell ourselves about ourselves.The Two Most Powerful Words in the WorldI listened to a speech by the motivational speaker, Joel Olstein, and he said something that stuck with me to this day.[ii] He said, “The words you put after ‘I am’ determine the quality of your life.”It’s so simple and profound, yet many of us don’t realize how much of an impact our internal dialogue has on us.Sometimes, even believing we have positive qualities can keep us from taking the action we need to build the type of life we want to live.Growing up, my parents and teachers always complimented me on my intelligence.“You’re bright.”“You have so much potential.”“You’re gifted.”Wow—I’m bright and gifted.You’d think hearing those compliments repeatedly would motivate me and lead to a life filled with accomplishment.Everyone around me thought I’d breeze through elementary and high school, go to one of the top universities in the country, and get some cushy six-figure job as a lawyer or an engineer.Being told how smart I was all the time caused the opposite to happen. I was so tied to my identity of being “the smart kid,” I never wanted to do anything to challenge it.When it came to a situation that required effort—a situation where I faced the possibility of failure and loss of my identity—I never stepped up to the plate.It was better to be the smart kid with potential than to find out whether the things people said about me were true.Psychologist Carol Dweck tackles this phenomenon in her book Mindset.[iii]She found that when kids are praised for their intelligence it, “give[s] them a boost, a special glow—but only for the moment.”She also notes that “The minute they hit a snag, their confidence goes out the window and their motivation hits rock bottom. If success means they’re smart, then failure means they’re dumb. That’s the fixed mindset.”The fixed mindset permeates many of our minds. If you weren’t praised for your intelligence, you may have been told the opposite. Studies also found that students who believe they aren’t intelligent underperform in school.The way you’re taught to view yourself during childhood is just one of the many ways you can form either negative or positive traits after the words “I am.”If you think you’re an underachiever, you’ll always be able to find examples to confirm your belief. If you think you’re shy, you’ll subconsciously act in a way that repels people through your body language and behavior.Once you put a trait behind the words “I am,” and believe it firmly, everything that happens in your life becomes a self-fulfilling prophecy.Before I was a productive writer who woke up at 6 a.m. every day to write, I was a stoner who didn’t do much but smoke weed and lay around to watch T.V.During that time, the actions themselves weren’t the major problem; it was the idea that I was lazy.See, there’s a big difference between saying you’re being lazy, and saying you’re lazy.The latter weaves whatever negative trait you identify into the core of who you are as a person, and it feels more difficult to change something about who you are as a person than it is to change your behavior.So, What Should You Do?All this information is great, but you still don’t know what to do about any of this.To let go of and reframe the stories you tell yourself about yourself and about the world, you can start with identifying them. It seems easy enough, but some of the harmful stories you tell yourself aren’t as apparent as others.They hide in the dark. They’re almost invisible. They need to be dragged into the light.So, drag yours into the light.What are the stories you’ve been told about the way the world works? Here are some common ones:·Money is scarce/ the economy sucks·Only gifted people deserve success·Without an education, you’re screwed·The only way to make income is through a job·Entrepreneurship is risky·You can’t make money as an artist·Thin is beautiful·You must keep up with the Jones’s·All authority figures are trustworthy·The news is all true·Being different is bad·Massive disruption isn’t on the way (more on that later)Most of the stories you’re told by society are fear based. It has good reason to keep you believing the world is a scary place.Next, let’s talk about the stories you tell yourself about yourself. These are stories you learned from other people and through your environment.·I’m not talented·I’m lazy·I’m shy·I’m not artistic·I’m right/left brained only·I’m intelligent (fixed)·I’m stupid (fixed)·I’m not worthy of love·I’m a phony/fraud·I’m practical·I’m timid·I’m stuck/my position is cementedI’d take a day, or two, or even a week to really think about these. Take a pen and paper or use your end of chapter worksheet to write these stories down, because we’ll perform an exercise to help you deal with them.The philosopher Blaise Pascal once said, “All of humanity’s problems stem from man’s inability to sit quietly in a room alone.”It’s uncomfortable to be alone with yourself and think about what lies deep below the surface of your thinking.You might find this process brings a rush of emotions, maybe even some unpleasant ones.You might want to kick yourself—or kick someone else—because the influence of these stories is subtle, yet powerful enough to have led your life to the point you’re at now. But in the end, knowing these stories gives you the power to change them.How do you change them? By questioning them.When you think about these stories, ask yourself, “Are they really true?”Is the economy so bad no one can succeed? In the connection economy we’re living in now, it’s possible to succeed in ways that aren’t tied to the economy like nine-to-five jobs are.Are you lazy? I bet you can find examples where you’ve been highly motivated.Things you’re interested in motivate you, and you’ve gone out of your way to satisfy at least one desire in your life. Finding that example disproves your theory.Once you have all your stories identified on a sheet of paper or the provided end of chapter worksheet, I want you to find an example that disproves each statement.After you’ve done that, we’ll move onto the final phase and flip these stories on their head.How to Rewrite the Script of Your LifeWhat if I told you that a few subtle changes in phrases could completely change the way you feel about yourself?As we discussed earlier, the phrase “I am,” wields a lot of power. We can change those “I am,” statements to “I’m working on,” statements.When I think about the times where I made real changes, it always came down to the decision to begin to work on whatever I once believed was set in stone.I changed my mindset from believing I was lazy to believing I could work on becoming more motivated. It’s subtle, but instead of my laziness being irrefutable, it became a challenge to overcome.Here’s what I want you to do. I want you to take all the “I am,” statements you wrote earlier and change them to “I’m working on,” statements.For example, if you said, “I’m not creative.” I’d like you to change it to something along the lines of “I’m working on finding creative outlets that suit me.”I’m a big believer in the power of writing things down. Writing has a way of ingraining what’s on the paper into your mind.Also, I’d like you to keep these notes somewhere prominent where you can look at them often.You’ll need them for later when we talk about exploring new avenues in your life to help you find meaning and purpose.I know what it feels like to have little hope for the future. I know what it feels like to look in the mirror and see nothing but a person who’s destined for nowhere.If I didn’t experience such a change for myself, I wouldn’t believe it was possible for you.I know your circumstances feel inescapably real. I know you feel the traits you have right now are set in stone, but they’re not.“You” is just a concept—a patchwork of stories—that can be changed. Now, it’s time to become the “you” that you were supposed to be, instead of the one you thought you were supposed to be.How to Become the Real YouWhat do we do when we try to improve?We look to add. When we try to change our lives, we seek, because we think something is missing.You’re told you need to find passion like it’s playing a game of hide and seek with you.You’re told to get “x” and feel “y”. Get a new job and feel more accomplished. Get a new car and feel like you’re wealthy. Get in shape and feel sexy.We’ve gone over ideas and stories, but I saved the most important hidden message for last.The most subtle and insidious idea in existence is that you’re not enough.We’ve all been led to believe that the key to a better life exists outside of us.The process of reinventing yourself, building a better future, and starting over is realizing you already have everything you need.Your gifts, your passion, and your genius are already in you.Every human being has muscles to some degree, but some are just buried under layers of fat.Just as getting healthy physically often deals with removal, getting healthy emotionally and spiritually is also about elimination.There’s nothing wrong with you, but there’s something wrong with you; the you the world created; the you that was formed to serve everyone else except for you.Just as a scientist succeeds by finding evidence on what doesn’t work before getting to the answer, you’ll examine the influences in your life and the decisions you’ve made that led you to a life you don’t want.Soon, we’ll let go of the old you, but as Socrates said, “the unexamined life isn’t worth living.”Let’s examine. We’ll open the wounds, clean them out, and patch them up for good so you can move on to the next phase in your life—the better one.If this chapter resonated with you, buy the book, because it’ll help you finish the transformation process.[i] Sivers, Derek. "Fish Don’T Know They’Re In Water | Derek Sivers". Derek Sivers. 19 June 2011. Web.[ii] Olstein, Joel. "Pastor Joel Osteen's Full Sermon "The Power Of 'I Am'" | Oprah’S Life Class | Oprah Winfrey Network". YouTube. 8 Oct. 2012. Web.[iii] Dweck, Carol S. Mindset. 1st ed. New York: Ballantine Books, 2008. Print.

How important is it to practice coding every day?

Hard Work and Practice in Programmingby Tim O'Reilly | @timoreilly | +Tim O'Reilly | December 20, 2008At the Program For the Future event commemorating the 40th anniversary of Doug Englebart’s “mother of all demos” in 1968, I was privileged to hear an inspired rant by Alan Kay about the unwillingness of people to work hard to learn new skills. I’m quoting from memory, so the lines below are not exact, and there’s no way I can convey the wonderful sense of outrage expressed in Alan’s voice, but I hope you can imagine it:If some entrepreneur introduced the bicycle today, no one would fund him. You have to actually learn how to use it! …I saw a controller for Guitar Hero that costs a couple of hundred dollars. You can get a decent electric guitar for that price. But you’d have to actually learn something to play it!There’s a long arc in computing that teaches us how much we gain through advances in ease-of-use, with the iPhone being the latest breakthrough success. But it’s important to remember how much we lose when we think that ease of use is everything. Many things worth doing are hard, requiring a great deal of practice before you achieve mastery.Shortly thereafter, I was intrigued to see an interview entitled Bjarne Stroustrup on Educating Software Developers (via Slashdot) sounding the same theme:High schools could teach students to work hard at something (just about anything), to search out information as needed, and learn to express their ideas in writing and orally. Project-based work is good for that. Exactly which programming language is used for software is less important, but the aim should not be to make tasks as simple as possible but to challenge students.And of course, practice, specifically “10,000 hours of practice” during childhood, is one of the themes of Malcolm Gladwell’s new book, Outliers.The interview with Stroustrup provoked a great discussion on the O’Reilly editors’ backchannel. It was so juicy that I wanted to share it with all of you.Simon St. Laurent:“One aspect of learning programming that often eludes both students and teachers alike is the importance of practice, of actually working through all of these formal structures we teach. Most of our books, in a way, offer a promise of learning that avoids the slow repetition of practice.I’ve worked in other fields where practice really mattered. I hated to practice exercises on trumpet as a kid, but as I return to it as an adult, I’m actively seeking exercise books to play. It’s the only way to get the skills back, even though I “know” how to play all of these things. In woodworking, it’s painfully clear that the best way to learn is to do, and do a lot, preferably without taking a long time in between projects. (And watching little Sungiva figuring things out and trying them repeatedly gives a new sense of the importance of practice.)In computing, though, we often assume that readers will learn by reading, trying, and a bit of fiddling. We even assume a whole category of readers who will assemble applications by cutting and pasting code together without much understanding of what they’re doing and how to smooth the rough edges.Some of our books incorporate practicing the kinds of thought we’re teaching. Head Firsteven incorporates repetition, though it tries hard to give readers variation as they go over the same territory. Our Learning books sometimes have exercises, though resistance from authors (myself included) and a belief that readers aren’t likely to actually use them limits their value.The most interesting place I’ve seen this kind of practice is in the “homework” for the O’Reilly School of Technology’s Java course. It’s one detailed exercise per lesson, and then it gets “handed in”. There’s a lot to think about in each of those exercises, and given the context, learners will actually do them.“According to Dizzy Gillespie, it takes ten years of practicing your butt off to achieve Mastery. His statement has been backed up by scientific research which shows that to reach a very high state of mastery, a task should be repeated about a million times, which takes about ten years. Better get busy!” (Sound the Trumpet, pp 67-68)”Mike Loukides:“That’s a good point. One of the things I noticed when [my daughter] Alexandra gotinto the 9th grade math class was the emphasis on practice. I hadbeen teaching her algebra, but I’d explain some concept and give her3 or 4 problems to solve and say, “Good, you understand that.”The Algebra 1 class that she’s in is doing more or less the sameconcepts, but they’ll do something like solving equations withabsolute values, and she’ll come home with a homework set of 25problems. The next night, there’ll be 25 slightly more complexproblems. The next night there’ll be 25 more slightly more complexproblems, with some simpler problems thrown in for review.There are a number of things I don’t like about the way mathematics istaught, but I think they’re profoundly right about this. You’ve gotto do these things until they become second nature.”Beth Freeman:“We are actively working on related ideas in Head First now – lookingat ways we can extend the book experience with online experiences thatwill include many ways to continue the practice that readers begin inthe books. And, as you identify, making it fun, making it feel likeplaying is an important part of the motivation to get people topractice. Game elements can really encourage this – the whole idea ofgetting to the next level in a game is basically promoting practice atthat game until you get good enough to get to the next level. Thisidea applies to learning anything, and making those levels explicit ina way that is fun and motivates people is key. (e.g. the variouscolored belt levels in martial arts). What are the equivalent ways ofmeasuring competence in programming and technology that encourage andmotivate (and don’t feel exclusionary or too hard to even try)?We have a few ways that Head First readers can continue their practiceonline at the Head First Labs site now, but it’s pretty limited.One aspect of practice that is really important that I think is worthmentioning is that most true creativity comes from people who havedone a lot of work in their field. (See Explaining Creativity bySawyer and On Intelligence by Hawkins). Most of that work is“practice” – getting to a level of expertise so that we can think moreabstractly about whatever the topic is and combine old ideas in newways, which is the heart of creativity. In other words, if you’refocused on learning the little details because you haven’t practicedenough, it’s unlikely that you will be able to see the big picture ina way that will allow you to invent / create new ways of doing orthinking about that topic.”Brett McLaughlin:“I think there are two key points that Beth mentioned that, in myopinion, have to enter any real discussion of practice (I speak as apedagogical fanatic, but also as a musician who still manages two orthree hours a day on his instrument):Practice must be proportional to the goal.Practice itself is rarely fun, especially in the early days. Idisagree a bit with Beth that the practice itself is fun; but where wedo agree is that the goal is crucial. I will play a lick at a speed sounwieldy that it stops being music, and play it at that speed until myentire family is yelling at me… IF and ONLY if the lick atperformance speed is truly exciting. So the practice itself is awful,and boring, and terrible in many cases, but the end result isproportionate with the goal.But with most of us, the goal — passing a class, or getting a betterjob, or playing like Jimi or Mayer or Miles or Rachmaninov — has tobe within reach, and attainable, or we’ll give up. And yes, practiceis one of the trickiest things to encourage and/or simulate becauserepetition is something technology is great at DOING, not PRODUCING.Think about it: technology ultimately came into being to help us AVOIDrepetition. So it’s a big problem, and one I have ideas about, but amstill formulating enough to write and speak on.Practice must, over time, simulate deeper understanding.Good practice, over time, connects ideas. Bad practice, over time,only creates muscle/mind memory. Practice structured correctly willeventually create a fluidity with the mechanical components of [insertdiscipline here], and free the mind up to consider the bigger picture.Practicing a scale in a particular configuration enough reinforcestones that are appropriate over certain chords, the rhythmic patternsavailable, and allows the mind to create melodies and play thosemelodies with little forethought. Repetition without a correctstructure, though, will leave a musician hobbled and trapped within apattern, unable to be creative.Alexandra’s successively complex problems are creating a mentallandscape of absolute value. By problem 20 (or 10, or 5), she’sstopped thinking about mechanically solving the problem, but isinstead connecting the methods she’s using with the methods she usedfor the last problem set — and the ones before that — and iscreating a math understanding that’s deeper than how to solve aparticular problem.Think about it this way: give a student enough structured binomials tomultiply, with a reinforcing organization, and they will at some pointcome up with FOIL on their own. It’s simply a fact… if the practiceis correctly structured, and if the repetition is great enough toallow the mind to wander a bit, and make deeper connections.Mini-conclusion: Repetition MUST be connected to a deeper understandingIt’s my opinion that we often think we can reach the second goal(deeper understanding) through purely qualitative means: betterwriting, better speaking, better visuals. But there’s got to be SOMEelement of quantitive means, too. I think we can reduce the number ofrepetitions through careful structuring and reinforcement, but that’sreduce, not eliminate.”Mike Loukides:“That’s a really interesting insight: technology is all about*avoiding* repetition. I don’t write a program until I’ve donesomething a few times, and don’t want to do it again. So at somelevel, we’re talking about technology that forces us to do what weusually use technology to avoid. Which means we’re making technologydo what it really doesn’t want to do, what it wasn’t designed to do.”Simon St. Laurent:“While there is a fundamental problem there – technology teaches us that repetition is bad – I don’t think that it’s a matter of misusing technology.”It’s mistaking facts about technology for facts about us. It’s true: teach a program once, and it will do what it does forever, the same way, until the context changes and it breaks. Teach a person once, and you’re nowhere near done. Of course, we tend to adapt better to context…chromatic:“The question is *what* you’re practicing. The Art of Agile Development has aconcept of etudes, which should be familiar to anyone who’s played piano orrecognizes Chopin. They’re small exercises suitable for repetition andreflection as a whole team during a lunch hour. Unlike the potential (andsilly) exercise of writing a for loop or a fold or an iterator a hundredtimes, they study how you communicate as a team, how you consider designproblems, and how you prioritize and reflect.You could consider the retrospective portion of agile development — performedeach week at the end of an iteration — an opportunity to reflect on theweek’s practice and make the higher connections more explicit. In one sense,reflective iterations are a way to turn the often unorganized and chaoticactivity of software development into structured practice. That’s not acoincidence.Beth Freeman: “This is a great way to describe Design Patterns, which are essentiallypatterns that emerge after a lot of experience solving similarproblems in similar ways (ie, practice).”Scott Gray:“So, I think we’d all agree that you can’t learn to program without actually programming. Just like you can’t learn to drive without actually driving. You can’t learn math without doing math. Yet, one of the hardest things to accomplish in teaching is to get students (end users) to actually program or do math or work on the skill it is they are trying to acquire.Of course, there is a set of people who who inherently understand that they need to program and practice in order to learn. Evidently some or most of O’Reilly’s book customers understand this. If they are buying the book but not actually working on a computer then I guarantee they aren’t learning to program….they might be learning something, but it isn’t programming. Until they actually have built something and gone through the entire process of building something they simply aren’t a programmer and aren’t likely to be. I disagree with Bret here. Programming and practice can and should be rewarding. If it isn’t rewarding to students to make programs then they are not likely to become good at that skill (same goes with Mathematics, Physics, etc.)So, what Simon didn’t tell you is that what we do [at the O’Reilly School of Technology, which Scott leads] is set up situations where we get students to do work and at first do small programs that demonstrate the concepts being talked about in the content. We don’t discuss anything without them doing an example. It also turns out that if you set up the situation just right, you can get close to 100% of the people DOING programming in order to learn programming. When they build these programs and see it work and know they created it, then they gain a sense of ownership over the skill they are learning which prepares them to do a project without our guidance which is what Simon was telling you about.It’s also important to have instructors there to help students through the frustrations they are likely to encounter when learning. Our instructors are their coaches. They coach them through the process, motivate them to work it out themselves and solve that problem they’re having because isn’t that what a programmer is someone who can deal with a situation and work on it until the program does what it’s designed to do.People who can go from novice to expert with books are actually quite rare. It doesn’t seem like they are rare to O’Reilly since these are the types of people you’ve been selling to all along. However, if you’ve ever taught at a University you know that maybe 2% of the students you teach can learn themselves from nothing but a book. It’s not that this other 98% are dumb it’s that they haven’t learned how to learn a skill like programming or mathematics and have to be motivated to do kind of work they need to do to learn. Unfortunately, in most courses students do the minimum amount of actual practice that they can get away with because it’s not been made available in a form that gives them *ownership* over the process.What we learned at the University of Illinois Math & Mathematica project was that properly used the computer can be used to not only get students working and practicing but give them ownership over the material as well. OST is basically replicating this same pedagogy that works for those Mathematics courses. The recipe is to merge content and tools in a way that fosters student activity, and to provide coaches to give students positive feedback and to help them through the rough spots.At this point I could go into the business aspect of this and discuss the need for credits in order to hit the price point per student to pay for this process and also to motivate students to actually take these courses and work hard to finish them. Let me just say that for courses the extrinsic motivation of certificates and degrees makes it all come together so that both the students and the institution are happy and successful.The nice thing about the book business, is that you don’t have to deal much with end users or observe whether they are actually accomplishing your instructional goals. The only types of feedback you get are reviews, sales, and anecdotes. Once you start teaching courses and adding assessments and feedback the expectations change. When you sell someone a book, if they don’t read it or they don’t pick up the skill they generally don’t hold the book responsible, it’s probably their own fault. However if they take your course, and they don’t learn it’s your fault. There are much higher expectations with courses, so you better get it right.So far over the last five years we’re getting 80% of our students through these courses. The industry standard for online courses is 30%. We’re doing something right.Allison Randal:“I’ve been deeply impressed by Scratch in this respect.The real magic of learning is to practice without realizing you’repracticing. My son is learning to program not because he dutifully sitsdown to work through exercises, but because he’s having fun creatinggames and animations to share with his friends.We don’t learn applications like Word because we set regular practicesessions, we learn them because there’s something we want or need to getdone, and this tool helps us do it.The same is true of natural language, you can drill and drill and drill(and should, to build vocabulary), but will never really get thelanguage until you use it in active communication. And putting yourselfin a situation where the language you’re learning is the *only* possiblelanguage you can use to communicate with those around you leads toexponential leaps and bounds in language skills.There’s a fantastic book on language learning around this subject, thatdoesn’t teach you a specific language, it teaches you how to learn anylanguage (Language Acquisition Made Practical.) It includes exercises that are moresuggestions than drills, like “Have a conversation with your neighborabout the weather”, so you gradually start to integrate the skills intoyour life.Scott Gray:“By the way, ‘practice’ brings up all kinds of negative connotations like‘drill’. Nobody likes drills do they?Practice can and should be part of the process of creating something,like Allision pointed out.Again, I hate to seem like I’m plugging my stuff too much, but it seemsrelevant to the discussion. Just this month one of our students won aYahoo! Hack day by adapting a project he created in one of our courses.A lot of our assignments that they do and hand-in for feedback are“Build something cool that incorporates X”.Kurt Kagle:“I’m watching my eight year old daughter go through a distance learning curriculum, and its been something of an eye opener from a number of perspectives. Jennie is a natural on computers – she figured out the level editor for SuperTux at the age of six, was navigating through web pages by the age of five, even though she wasn’t really “reading” yet (which says something very profound and disturbing about our assumptions about reading, I suspect) and has reached a point where she’s gaming the cheat codes in Sims, without really realizing that she’s actually using the programmer’s interface into the program and beginning to learn LUA. She also does most of the practice math exercises in the GCompris quickly and usually enthusiastically … especially if there is a game context associated with it.The problems she face with this, however, are two-fold. She gets easily bored when forced into the school tempo, she finds physical writing to be frustrating (partially due to an abysmal first grade teacher, partially because of disgraphia) and overall she finds that repetition without some kind of contextual framework to be tedious in the extreme. My wife and I also tend to be at odds about the degree of computer interaction that Jennie should have; to me, what’s important is the conceptual practice that she could get just as easily with a computer, with Anne, what’s more important is that she do the repetition on the worksheets because she’ll have to do them that way in real life.While I’m not sure what the resolution of this particular conundrum will end up being, I think it does point out a somewhat bigger picture. I like computer-based “practice” precisely because it both gives you a stronger mastery with a shorter feedback time and it provides a way to easily test that mastery, especially in areas where repetition is significant. Moreover, it provides a way to build simulations that can help you work through a problem.This doesn’t mean that I approve of all educational software … I’ve written educational software for Fisher Price, Microsoft and works such as The Oregon Trail over the years, and some of it (the stuff I usually didn’t have a design hand in, generally, though I would think that) was pretty dreadful. On the other hand, the ones that worked well were the ones that provided an enjoyable context, a compelling narrative and enough awareness to determine when someone just wasn’t getting it, and all the repetition in the world wouldn’t help the student make the conceptual leap.Yet this short feedback loop is very much at odds with the way that teachers currently teach – in part because they have 30+ kids to track typically, and as such,individually they can give these kids only a small percentage of time spent specifically with them. I think there’s also been this emphasis in recent years away from repetition, both because it forces everyone to move at the pace of the slowest student and because in an age of media bombardment, kids lose patience with boring repetition that has no context and a non-contextual feedback loop (the students get back their homework two or three days after they complete it, typically long after they’ve moved onto new work and only with an indication showing them that they got the answer wrong, not why). This is especially true in areas like mathematics.There’s still a very strong Calvinistic ethic that permeates the educational culture, with one of the most insidious beliefs being that in order for something to be educational, it must not be pleasurable – that said pleasure actually distracts from the process of learning. The O’Reilly Head First books are a prime counterpoint to that – engaging, relevant, and generally fun, I think they are some of the best educational books out there, but there are a few people know who have told me that they don’t seem like real teaching books precisely because they are flip and irreverent. Teaching is best done with massive tomes set in thick type with few examples, interspersed with deep theory, according to this viewpoint, though I’ve noticed that while books like these may get bought, they also have a tendency to sit on the shelves.While I’m not a huge fan of a lot of computer games (way too much violence) I do recognize that there are games out there that challenge people to think, that justify the onerousness of repetition with a tangible reward (achieving the next level) and that provide a context and narrative in a way that “story problems” usually can’t or don’t.Case in point. One of my eldest daughter Kate’s teachers assigned a homework problem – design a simple floorplan for a house that had to fit within a lot (i.e., take up a certain area), one that had to include two bathrooms and two bedrooms at a minimum, then calculate the total surface area involved. Kate’s solution was actually pretty inspired – she powered up Sims, created a building from scratch, then began putting in the various walls, fixtures and appliances, working within the constraints that each of these occupied both square footage and had implications for plumbing and the like. Once she’d done this, she printed up the floorplan, measured the dimensions, converted the units into meters and calculated the area from there.What I find interesting here was that she used the simulation to help turn what could have been a very boring exercise into an engaging one, and one that also showed that there was much more to the particular context than just finding a number. She still had to do the math (my insistence), but with the same simulation she could also determine a significant amount of other information that she wouldn’t have been able to do with the previous exercise (how much would such a house cost to build, how much to carpet, how much area did a staircase take up, and so forth).To tie this back into the thread – she was playing, within the parameters established for that play. She gained immediate feedback that let her see when something worked or didn’t (a hallway that was too thin for people to pass, a bathroom that was shaped wrong for a bathtub, etc.), and in the end, she had something that she could not only play with but also share with her friends (Kate’s my social butterfly). She was problem solving (the use of a Sims game for laying out a house was not something I would have thought of), and she was practicing not just one skill, but several that were likely to be used in concert together.Consider, for instance, the last time that you needed to just calculate the area of a plot of land. In the last several years, I think I’ve spent perhaps twenty minutes total involved in that particular exercise, after an investment of several years worth of learning the math to get me there. If I was an architect or a construction manager, I’d have done it on a computer using some kind of 3D rendering package, and if I was hiring that architect or construction manager, I’d probably fire them if I found that they were doing all of these calculations by hand.Practice is necessary to learn a skill (it takes about a million repetitions, typically around ten years to master any given skill), but I think that we have become so fixated upon this necessity that we have to question if the skills that we are spending so much of our time and resource educating them are ones that they truly need.If our children are going to live in a world heavily dominated by computer technology, is it worthwhile for us to be practicing skills that we’ll only use a handful of times in our life? When we have the means to make learning subtasks engaging and fun, does it really behoove us to make them dull, pedantic (funny how that has become a synonym for dull) and time-consuming?My own belief is that our children are growing up having to adapt to a world of information bombardment. Children generally learn to adapt to their world despite our best intentions in trying to teach them how to live in ours. This growing disconnect is going to eventually rupture as the mission of the school system becomes fundamentally incompatible with their needs. I think we are now in a position to start doing something about that, to recognizing that practice, while necessary, can be readily disguised as play, and that learning should be challenging but engaging, not repetitious and dull.Scott Gray:“Repetition and drill sucks. Creation and discovery rocks.I once saw a show on new learning techniques. They took a first orsecond grade music class and told the students they were going to playthem a song and that they should come up with a way of remembering thetune. Each of the children came up with a different method mostly usingcrayons and construction paper. They created different ways to designatethe notes and loudness and spaced things to indicate the timing, etc.Then they showed each student how the method they came up with mapped tosheet music. According to the program I was watching this was reallyeffective in teaching children how to read sheet music.What I’ve seen and first learned while teaching was that instead oftelling students things and explaining everything we can set upsituations where they discover what we want them to. For example, Itaught students about differentiation and integration by giving them aproblem about driving to the store and figuring out their speed withouta speedometer. (all written up in Mathematica so they could follow alongand experiment). Eventually they each came up with the main idea aboutdifferentiation. When they were done….I’d say “oh yeah, what you justdiscovered is what Isaac Newton discovered in the 1600’s, it’s called‘Differentiation'”. It’s quite a powerful thing to create and discoverideas whether or not it was created and discovered previously. Afterall, Mathematics is about creating and discovering.Computers and the internet can be used to scale the learning bydiscovery paradigm.”Simon:“Scott said ‘Repetition and drill sucks. Creation and discovery rocks.’Now we’re starting to reach the opposite of what I was thinking this morning, which is always a great thing in a conversation. My point this morning was in large part that repetition and drill matter, and that once you’ve figured out that they’re actually helping you, they ‘suck’ a lot less.It’s not just a matter of Calvinist ethics (sorry, Kurt) – it’s an opportunity for learners to move forward by doing things a lot, shifting ahead a bit at a time. The great leaps are fun as well, but build on smaller steps.My concern with this is that while letting kids figure out what works for them is a good idea and that different kids will figure out different things, actually becoming good at things is about a lot more than discovering them or creating them.Reading sheet music is one thing – learning to play an instrument is another. And I figured out what integration and differentiation were about long before I got to calculus, but I probably should have flunked my second semester of calculus because I just couldn’t wrap my head around how to actually make it work. (Which shocked me, because math up to then had just flowed naturally for me.)Ideally I’d love to have discovery and creativity motivate learners’ actions – but they still need to motivate learners into a tremendous amount of repetition to get there.Kurt said ‘Computers and the internet can be used to scale the learning bydiscovery paradigm.’ Yes, and they can also be used to manage, moderate, and fine-tune repetition. Hopefully we can combine all of that into something that gives people instruction at a pace they can maintain, thrilled by their progress, but also in a way that sticks with them.”I hope you all found that discussion as thought-provoking as I did. I’d love your thoughts. How have you found practice to be important in your programming — or in other aspects of your life?

In India, which are the best stocks to buy for 2018?

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The stop-loss for trade set-up should be placed at Rs 85 on a closing basis.Momentum oscillator such as 'RSI' and 'MACD' are also the bullish argument on the counter.Thus, traders are advised to best stocks to buy at the current juncture and on declines tor.a target price of Rs 142 - 150 in the coming 3-4 months. The stop-loss for trade set-up should be placed at Rs 85 on a closing basis.Whereas, for an existing customer already having mutual fund portfolio there is a lot of earning possibilities by investing in individual stocks.Best Stocks To BuyAlways keep in mind that after buying a stock you become a part owner of the company.So a selection of these stocks should be done after proper analysis.The picking of the best stocks to buy from the market is just like picking a piece of pearl from the sea.Those who are primarily concerned with capital preservation generally tend to invest in stable blue-chip corporations whereas investors who are looking for capital appreciation should target companies of ranging market caps and life cycle stages.However, deciding your category of risk tolerance is an easy step, the decision of which the best stocks to buy pick is not that easy.There is not a single method to it.These are such stocks which one can hold for long term.Remember: Warren Buffett buys stocks to hold them “forever“.Best Stocks To BuyTo a novice, it can be overwhelming to identify the best stocks to buy.So how to pick the best stocks to buy?Best stocks to buy is not available off the shelf. Best stocks are often hidden in the heap of other stocks.One must learn to screen their best stock from this heap. This is what is called as stock screening.Look for stocks which other are not buying?What are the top two stocks in Indian best stocks to buy market presently? RIL and TCS.These stocks have the largest market capitalization. So are these stocks best?If these two stocks are best, why expert investors also buy others stocks?Because other stock’s price valuations are better.When so people are busy buying popular stocks, experts investors keep accumulating less popular best stocks to buy.This way they make tonnes of money in the stock marketExperts knowingly stay away from popular stocks. They focus more on the following:Best Stocks To BuyBuying stocks whose price is falling is ok?First things first, there is a correlation between best stocks to buy price and business fundamentals?Yes, they are deeply linked.But this does not mean that they always move in sync with each other.Ideally what should be the case?The market price of the best stocks to buy should represent the true value of the company.Change in business fundamental should reflect in its market price.This is only a theory.In investment jargon, it is called an efficient market hypothesis.Best Stocks To BuyBut in the real world, the market price behaves erratically.This is what we call as “price volatility”.What is the point I am trying to make here?We cannot rely only on market price movements while picking the best stocks to buy.The trick is in learning to do the following:How often must one re-check the list of best stocks to buy?Companies business performance keeps changing from quarter to quarter 3 months.Performance of companies is declared in their financial statements quarterly.This is the time when we can recheck our list of best stocks to buy.But if this is too frequent, updating one's list at least once a year is also a good idea.How to identify best stocks?There is no shortcut to identify the best stocks to buy.I do it the harder way following the method of fundamental analysis.if I have developed a stock analysis worksheet for myself.It makes the job of fundamental analysis slightly easier.Best Stocks To BuyThough it is not a perfect tool, it does answer a few important questions about stocks.What is the potential growth rate of the stock?Best Stocks to buy which has shown consistent growth in its past are more likely to repeat the same in future.but through the past growth rates may not be an exact indicator of the future prospects, it still gives a realistic feeling.My best stocks to buy analysis worksheet gauge growth rates of stocks in a span of the last 10 years.The use of financial ratios helps me to comprehend the numbers of business rather easily.Best Stocks To BuyFinancial ratios are the quick way of evaluating stocks. But it is not a detailed analysis.But the work of Money Saving is incomplete until the saved money invests properly.It is difficult to find the best stocks to buy market information in easy.Friends, in 2018, the best stocks to buy market is likely to continue fast.The current 9 shares were green on the index, while six shares were trading in the red mark.Futures are always trading in lot size. It is necessary to buy at least 1 lot.The first step is to determine the purpose of your portfolio. Investors focused on income and capital preservation requirements have different investment categories.Best Stocks To BuyCurrently, we are witnessing a breakout from the given pattern with decent volume (see exhibit), which is a positive sign for the best stocks to buy.Price ValuationPrice to Earnings Ratio (P/E)to Book Value Ratio (P/B)Price to Sales Ratio (P/S)Price to Free Cash Flow (P/FCF)ProfitabilityReturn on Equity (ROE)Return on Capital Employed (RoCE)Cash Returned on Invested Capital (CROIC)The continuity of the domestic best stocks to buy market continues.In this fast, smallcap stocks are getting huge returns on large-cap stocks. 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The company best stocks to buy is expanding its plant capacity.Hence, the company's income is expected to increase in the coming time. Let us know the company creates specialty chemicals.We can always believe in the working with the high success rate and time-bound efficiency in tips provision.Best Stocks To BuyBut Price to book value shows the balance sheet, book value means a simple account of the company's assets - liability = book value,Company's asset = land, building, plant, machinery etc.Company liability = all type of loansFor removing the book value, for the best stocks to buy fundamental analysis,you can get the figure of equity share capital or retained earnings in the balance sheet, the total of both of which will come from your book value,Now if you divide this total with the number of equity share, then you will get a per share of book value.equity share capital + retained earnings = book value / number of equity shares = Book value per shareBest Stocks To BuyIf the share price is less than its book value then that share becomes attractive and you can think of buying it.But it has been seen that the best stocks to buy a company that is fundamentally strong,is always more than its share price book price, or if it is near,if the share price is less than the book value of the company, then you can also consider other terms of fundamental analysis Check before taking the best stocks to buy.Best Stocks To BuyPE RATIO is related to earning per share, as the CURRENT MARKET divides PRICE by earning per share to remove the PE RATIO,PE RATIO = current market price/ earning per shareBy looking at an example,Company's current market prices. 100 O, or EPS rs. 2 Oh, here it will be PE RATIO 50.PE RATIO high or you are thinking of taking a share, then you should take into consideration all other terms of fundamental analysis of best stocks to buy in the Indian stock market.Best Stocks To BuyPE ratio is used to compare the price of the share, how cheap or how expensive it is,Higher PE means that the price of the share is expensive or the price of the stock will not go very far, or it will go a little best stocks to buy further.Higher PE If the share of the industry is less than that industry PE then the share price can increase.Earnings per shareThe profitability of the best stocks to buy a company is revealed by earning per share because EPS means that the part of PROFIT is ALLOCATE OUTSTANDING shares.Best Stocks To BuyYou must know that the earning means the profit, OR per share means a share, earning per share means a share per profit,now if year by year earning per share is increased, then the company's profitability is a good best stocks to buy because the company's EPS year by year is increasing.But Now, how earning per share is counted, by looking at an example,As the company's profit is 100 crore, or outstanding shares 50 crore, here pay EPS rs. 2 O (100 crores / 50 crores = 2)Best Stocks To BuyEARNING PER SHARE = PROFIT / OUTSTANDING SHARESwho have an investor, but the fundamental analysis of stocks in Indian best stocks to buy the market, earning per share,If it is rising over the past few years, then you can move further and if we take this best stocks to buy, we can get profits.An insatiable desire to make nothing less than the best research & consultation platform too.if you can our clients who will help change their trading activities is the main driving force behind our endeavor.

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