In Learn-o-grams Ron Roberts presents a wealth of energizing and entertaining puzzles designed for training sessions that are a combination of words, letters, and pictures that represent a more complex word or phrase. To solve these puzzles participants must think outside the box, stretch their imagination, and use both the left and right side of the brain. Learn-o-grams game book is unique and adds a dash of excitement to training sessions, meeting openers, energizer, breaks, topical transitions, and closers. These fun-filled puzzles are also ideal for teaching skills such as communication, leadership and risk taking, teamwork and group synergy, strategic planning and execution, process improvement and accelerated learning, as well as systems thinking. Learn-o-grams are challenging, research-based and proven to enhance learning, appropriate for all generations and age ranges, and designed to be humorously entertaining. All the puzzles in Learn-o-grams * Combine fun and learning * Offer an experiential learning tool to help participants solve problems * Explore how to think differently and test assumptions * Show how to see day-to-day events more clearly The companion full-color CD includes hundreds of combinations of Learn-o-gram training warm-ups, starters, topical enhancements, and closers that can be used with groups as small as four and as large as eighty-eight. "Learn-o-grams allows participants to process and value the differences that each of us brings to the table since we all look at the same picture in life and offer our own interpretation. These exercises help learners to capitalize on one another's experiences, so we can all begin to see past our first initial interpretation and truly see the whole picture in work and life." --Robert Rynkiewicz, trainer, Merck Pharmaceuticals - Vaccine Dept "Through his eyes, Ron Roberts brings a unique look at everyday life. Learn-o-gram's unique and creative pictures offer the opportunity for groups to actively work together to achieve a common goal by utilizing our knowledge and everyday experiences and building upon them." --Suzanne Holloman, dean, Montgomery County Community College "Corporate trainers, sales managers, educators and anyone in a leadership role will want to use Learn-o-grams because it combines learning and fun, and creates real change in the way people think. I strongly recommend this game as part of any training program." --Jon Vroman, national sales promotion manager, Vector Marketing Corporation "The real value of Ron Roberts training games is that we saw an immediate improvement, by both managers and workforce alike, in their ability to perform as a team and to communicate effectively." --George Connors, Ret. Commander, U.S. Navy

We met because we both share the same views of language. Language is a living organism, produced by neural mechanisms relating in large numbers as a society. Language exists between minds, as a way of communicating between them, not as an autonomous process. The logical 'rules' seem to us an epiphe nomena ·of the neural mechanism, rather than an essential component in language. This view of language has been advocated by an increasing number of workers, as the view that language is simply a collection of logical rules has had less and less success. People like Yorick Wilks have been able to show in paper after paper that almost any rule which can be devised can be shown to have exceptions. The meaning does not lie in the rules. David Powers is a teacher of computer science. Christopher Turk, like many workers who have come into the field of AI (Artificial Intelligence) was originally trained in literature. He moved into linguistics, and then into computational linguistics. In 1983 he took a sabbatical in Roger Shank's AI project in the Computer Science Department at Yale University. Like an earlier visitor to the project, John Searle from California, Christopher Turk was increasingly uneasy at the view of language which was used at Yale.

Implicit learning is a fundamental feature of human cognition. Many essential skills, including language comprehension and production, intuitive decision making, and social interaction, are largely dependent on implicit (unconscious) knowledge. Given its relevance, it is not surprising that the study of implicit learning plays a central role in the cognitive sciences. The present volume brings together eminent researchers from a variety of fields (e.g., cognitive psychology, linguistics, education, cognitive neuroscience, developmental psychology) in order to assess the progress made in the study of implicit and explicit learning, to critically evaluate key concepts and methodologies, and to determine future directions to take in this interdisciplinary enterprise. The eighteen chapters in this volume are written in an accessible and engaging fashion; together, they provide the reader with a comprehensive snapshot of the exciting current work on the implicit and explicit learning of languages.

Teachers of Chinese as a foreign language in many international contexts are searching for pedagogic solutions to promote effective learning. Models of innovative and successful approaches are urgently needed. This volume presents a collection of compelling and empirically rich research studies that showcases innovative developments in the practice of teaching Chinese as a foreign language. The studies focus on three interrelated areas: learners, teachers, and applications of new technologies. Specifically, the studies explore methods for fostering learner-centred classrooms, autonomous learners, intercultural learning, the role of teacher views and identities, the nature of a ‘middle ground’ approach, and technologies that accommodate the unique aspects of the Chinese language, with new options for mobile and interactive learners. Providing both inspiration and practical models for language practitioners and researchers, it offers a vital resource for teachers’ professional development, and for pre-service teacher education.

We learn lessons every day. Some lessons are simple, some profound. Some change our minds. Some change our perceptions. And some change our entire journey. At the end of life, which lessons learned when you look back will have the greatest influence on creating an abundantly joy-filled life? What lessons would you want to leave with those that you love? What experiences in your life journey have led to more love-filled roads? This is the voyage of the author’s discovery of what living a well-loved life learned entails. The gift of these life-changing lessons will direct the reader in ways, that if applied, will lead to life-altering directional changes. As the author narrates her encounters, she will bring the reader along with her on the journey. The reader and the author will travel through the mountains and valleys, through life’s ruts to beautiful soaring successes. They will venture together as they meet twelve beautiful souls who will honor them with the perspective of their life lessons as they walk the final steps in their journey. Their courageous stories will forever change the reader and may impact them profoundly in ways that they never expected. These encounters will bring tears. Tears of joy. Tears of hope. Tears of love.