TED Talks - آموزش زبان

The third and the final way you can prepare for negotiations is by putting yourself in the other person's shoes. Taking the time to anticipate the other's needs and challenges. What pressures may they be under? What risks would they be taking? Do they even have the power to give you what you're asking for? What ripple effects might a "yes" mean? When you make that request, look to balance assertiveness about your own needs with a concern for the other. As you lay out your case, use phrases like, “I’m asking for this because I know it’s good for my team. That I want to achieve X and Y goals, and I know this is what will enable it.” Arguments like that show that you are ambitious, you know what you want, but you also care for others. So many of our negotiation missteps, they don't actually come from disagreements but misunderstanding the other person. So it's important to listen well, to ask why and why not? And you will surely find unexpected opportunities for win-win solutions. #Work #Success #Work_Life_Balance 🎙Join ➣ @TEDTalksLearning ☜ 🎙Join ➣ @TEDTalksLearning ☜

🟢3 steps to getting what you want in a negotiation When we think about negotiations, we think about being tough. We charge in like it's a battle, brandishing our influence and our power moves. But a negotiation doesn't have to be a fight with winners and losers. Think of it more like a dance, two or more people moving fluidly in sync. We constantly negotiate at work. We negotiate for higher pay, promotions, vacations and even greater autonomy. In fact, every day we negotiate just to get our job done and to secure resources for ourselves and our teams. And yet when we go in with the wrong mindset, with a fist up ready to fight, we aren't as successful. You know why? Because negotiation is not about dominating. It's about crafting a relationship. And relationships thrive when we find ways to give and to take and move together in unison. And to do that, you have to be well prepared. First, do your research. Figure out whether what you're asking for is realistic. What is your aspiration? What do you want, and what will make you walk away from the table? This might seem obvious, but too many people don’t think it through. Let's say you're negotiating for a salary in a new job. Some people, they determine they ask based on their past salary. That isn't a good yardstick. You may end up asking for too much or too little. Instead, find out the range of what is possible. Look at industrial reports, websites. Talk to people in your professional network to find out the lowest, average and the highest salary for a similar role, and then make your ask closer to that upper limit. Build a solid rationale for why you are above average and thus deserving of that ask. Let's say you're negotiating for something less black and white, like the ability to work from home to care for an aging parent. You need to study your company's policies on remote work. Ask yourself when and why were these policies developed in the first place? Talk to trusted mentors to understand how working from home might affect issues that aren't on your radar. And think about how changing to working from home might actually affect others in your team. In fact, make a table summarizing the parts of your job that can be done remotely and the parts that require face-to-face interaction. This may sound like a lot to do, but when the person you're negotiating with sees that you've done all this homework, you're more likely to get that "yes." It also helps you avoid being lied to while building the person's respect. Second, prepare mentally for the negotiation. Asking for things can get emotional. There are real and complex feelings at play: fear, anxiety, anger, even hurt. It's essential to have strategies in place to manage those feelings. One strategy is to adopt a mindset of defensive pessimism. That just means that you accept obstacles and failures are likely in a negotiation. So it's better to put your energy in imagining the ways to overcome those obstacles. That way, you’re ready to respond when you face it. Another strategy is emotional distancing. That is the idea of being less attached to any specific outcome. I know it's easier said than done. We all feel emotions like anger and hurt when our core identities are being threatened. When your manager may be challenging a truth that you hold dear about yourself, like you’re a hard worker and you deserve this, try and avoid thinking of negotiations as the ultimate test of your worth. Go in knowing that your request might be met, that it might be denied, and that none of this is a measure of your worth. Also know that if you feel yourself getting upset, hurt during a negotiation, it's OK to step back. You can leave the dance floor and move up to the balcony. Just say, "Let me think about this a little more. Could we press pause and continue this tomorrow?"

🟢3 steps to getting what you want in a negotiation #Work #Success #Work_Life_Balance 🎙Join ➣ @TEDTalksLearning ☜ 🎙Join ➣ @TEDTalksLearning ☜

So far, the best idea I've heard about building grit in kids is something called "growth mindset." This is an idea developed at Stanford University by Carol Dweck, and it is the belief that the ability to learn is not fixed, that it can change with your effort. Dr. Dweck has shown that when kids read and learn about the brain and how it changes and grows in response to challenge, they're much more likely to persevere when they fail, because they don't believe that failure is a permanent condition. So growth mindset is a great idea for building grit. But we need more. And that's where I'm going to end my remarks, because that's where we are. That's the work that stands before us. We need to take our best ideas, our strongest intuitions, and we need to test them. We need to measure whether we've been successful, and we have to be willing to fail, to be wrong, to start over again with lessons learned. In other words, we need to be gritty about getting our kids grittier. Thank you. #Business #Education #Psychology #Success 🎙Join ➣ @TEDTalksLearning ☜ 🎙Join ➣ @TEDTalksLearning ☜

🟢The power of passion and perseverance When I was 27 years old, I left a very demanding job in management consulting for a job that was even more demanding: teaching. I went to teach seventh graders math in the New York City public schools. And like any teacher, I made quizzes and tests. I gave out homework assignments. When the work came back, I calculated grades. What struck me was that IQ was not the only difference between my best and my worst students. Some of my strongest performers did not have stratospheric IQ scores. Some of my smartest kids weren't doing so well. And that got me thinking. The kinds of things you need to learn in seventh grade math, sure, they're hard: ratios, decimals, the area of a parallelogram. But these concepts are not impossible, and I was firmly convinced that every one of my students could learn the material if they worked hard and long enough. After several more years of teaching, I came to the conclusion that what we need in education is a much better understanding of students and learning from a motivational perspective, from a psychological perspective. In education, the one thing we know how to measure best is IQ. But what if doing well in school and in life depends on much more than your ability to learn quickly and easily? So I left the classroom, and I went to graduate school to become a psychologist. I started studying kids and adults in all kinds of super challenging settings, and in every study my question was, who is successful here and why? My research team and I went to West Point Military Academy. We tried to predict which cadets would stay in military training and which would drop out. We went to the National Spelling Bee and tried to predict which children would advance farthest in competition. We studied rookie teachers working in really tough neighborhoods, asking which teachers are still going to be here in teaching by the end of the school year, and of those, who will be the most effective at improving learning outcomes for their students? We partnered with private companies, asking, which of these salespeople is going to keep their jobs? And who's going to earn the most money? In all those very different contexts, one characteristic emerged as a significant predictor of success. And it wasn't social intelligence. It wasn't good looks, physical health, and it wasn't IQ. It was grit. Grit is passion and perseverance for very long-term goals. Grit is having stamina. Grit is sticking with your future, day in, day out, not just for the week, not just for the month, but for years, and working really hard to make that future a reality. Grit is living life like it's a marathon, not a sprint. A few years ago, I started studying grit in the Chicago public schools. I asked thousands of high school juniors to take grit questionnaires, and then waited around more than a year to see who would graduate. Turns out that grittier kids were significantly more likely to graduate, even when I matched them on every characteristic I could measure, things like family income, standardized achievement test scores, even how safe kids felt when they were at school. So it's not just at West Point or the National Spelling Bee that grit matters. It's also in school, especially for kids at risk for dropping out. To me, the most shocking thing about grit is how little we know, how little science knows, about building it. Every day, parents and teachers ask me, "How do I build grit in kids? What do I do to teach kids a solid work ethic? How do I keep them motivated for the long run?" The honest answer is, I don't know. What I do know is that talent doesn't make you gritty. Our data show very clearly that there are many talented individuals who simply do not follow through on their commitments. In fact, in our data, grit is usually unrelated or even inversely related to measures of talent.

🟢The power of passion and perseverance #Business #Education #Psychology #Success 🎙Join ➣ @TEDTalksLearning ☜ 🎙Join ➣ @TEDTalksLearning ☜

Now, let’s think about what happens when there are exactly two people wearing the same color mask. Each of them sees only one mask of that color. But because they already know that it can’t be the only one, they immediately know that their own mask is the other. This must be what happened before the first bell: two pairs of logicians each realized their own mask colors when they saw a unique color in the room. What happens if there are three people wearing the same color? Each of them—A, B and C— sees two people with that color. From A’s perspective, B and C would be expected to behave the same way that the orange and purple pairs did, leaving at the first bell. When that doesn’t happen, each of the three realizes that they are the third person with that color, and all three leave at the next bell. That was what the people with red masks did— so there must have been three of them. We’ve now established a basis for inductive reasoning. Induction is where we can solve the simplest case, then find a pattern that will allow the same reasoning to apply to successively larger sets. The pattern here is that everyone will know what group they’re in as soon as the previously sized group has the opportunity to leave. After the second bell, there were 16 people. No one left on the third bell, so everyone then knew there weren’t any groups of four. Multiple groups, which must have been of five, left on the fourth bell. Three groups would leave a solitary mask wearer, which isn’t possible, so it must’ve been two groups. And that leaves six logicians outside when the fifth bell rings: the answer to the demon’s riddle. Nothing left to do but join your friends and dance. #TED_Ed #Education #Math #Animation #Dance 🎙Join ➣ @TEDTalksLearning ☜ 🎙Join ➣ @TEDTalksLearning ☜

🟢Can you solve the logician's rave riddle? Once each year, thousands of logicians descend into the desert for Learning Man, a week-long event they attend to share their ideas, think through tough problems... and mostly to party. And at the center of that gathering is the world’s most exclusive club, where under the full moon, the annual logician’s rave takes place. The entry is guarded by the Demon of Reason, and the only way to get in is to solve one of his dastardly challenges. You’re attending with 23 of your closest logician friends, but you got lost on the way to the rave and arrived late. They're already inside, so you must face down the demon alone. He poses you the following question: When your friends arrived, the demon put masks on their faces and forbade them from communicating in any way. No one at any point could see their own masks, but they stood in a circle where they could see everyone else’s. The demon told the logicians that he distributed the masks in such a way that each person would eventually be able to figure out their mask’s color using logic alone. Then, once every two minutes, he rang a bell. At that point, anyone who could come to him and tell him the color of their mask would be admitted. Here’s what happened: Four logicians got in at the first bell. Some number of logicians, all in red masks, got in at the second bell. Nobody got in when the third bell rang. Logicians wearing at least two different colors got in at the fourth bell. All 23 of your friends played the game perfectly logically and eventually got inside. Your challenge, the demon explains, is to tell him how many people gained entry when the fifth bell rang. Can you get into the rave? Pause here to figure it out yourself. Answer in 3 Answer in 2 Answer in 1 It’s initially difficult to imagine how anyone could, using just logic and the colors they see on the other masks, deduce their own mask color. But even before the first bell, everyone will realize something critical. Let’s imagine a single logician with a silver mask. When she looks around, she’d see multiple colors, but no silver. So she couldn’t ever know that silver is an option, making it impossible for her to logically deduce that she must be silver. That contradicts rule five, so there must be at least two masks of each color.

🟢Can you solve the logician's rave riddle? #TED_Ed #Education #Math #Animation #Dance 🎙Join ➣ @TEDTalksLearning ☜ 🎙Join ➣ @TEDTalksLearning ☜

💥فرصت استثنایی💥 فقط تا آخر هفته با خرید پکیج جامع آیلتس از دو ماه پشتیبانی و برنامه ی درسی بهره مند شوید👇👇 https://shorturl.at/hmwPU اطلاعات لازم در لینک بالا👆 این دوره با پشتیبانی تکرار نخواهد شد.

Other innovators are tinkering with the fundamental chemistry of concrete. Some are investigating ways to reduce emissions by decreasing the cement in concrete. Still others have been working to uncover and replicate the secrets of Roman concrete. They found that Pliny’s remark is literally true. The Romans used volcanic ash in their cement. When the ash interacted with seawater, the seawater strengthened it— making their concrete stronger and more long-lasting than any we use today. By adding these findings to an arsenal of modern innovations, hopefully we can replicate their success— both by making long lasting structures, and ensuring our descendants can admire them thousands of years from now. #Climate_Change #Science #Sustainability #Technology #Invention #Education #Energy #TED_Ed #Animation #Electricity 🎙Join ➣ @TEDTalksLearning ☜ 🎙Join ➣ @TEDTalksLearning ☜

🟢The material that could change the world ... for a third time Thousands of years ago, the Romans invented a material that allowed them to build much of their sprawling civilization. Pliny the Elder praised an imposing sea wall made from the stuff as “impregnable to the waves and every day stronger.” He was right: much of this construction still stands, having survived millennia of battering by environmental forces that would topple modern buildings. Today, our roads, sidewalks, bridges, and skyscrapers are made of a similar, though less durable, material called concrete. There’s three tons of it for every person on Earth. And over the next 40 years, we’ll use enough of it to build the equivalent of New York City every single month. Concrete has shaped our skylines, but that's not the only way it's changed our world. It’s also played a surprisingly large role in rising global temperatures over the last century, a trend that has already changed the world, and threatens to even more drastically in the coming decades. To be fair to concrete, basically everything humanity does contributes to the greenhouse gas emissions that cause global warming. Most of those emissions come from industrial processes we often aren’t aware of, but touch every aspect of our lives. Look around your home. Refrigeration— along with other heating and cooling— makes up about 6% of total emissions. Agriculture, which produces our food, accounts for 18%. Electricity is responsible for 27%. Walk outside, and the cars zipping past, planes overhead, trains ferrying commuters to work— transportation, including shipping, contributes 16% of greenhouse gas emissions. Even before we use any of these things, making them produces emissions— a lot of emissions. Making materials— concrete, steel, plastic, glass, aluminum and everything else— accounts for 31% of greenhouse gas emissions. Concrete alone is responsible for 8% of all carbon emissions worldwide. And it’s much more difficult to reduce the emissions from concrete than from other building materials. The problem is cement, one of the four ingredients in concrete. It holds the other three ingredients— gravel, sand, and water— together. Unfortunately, it's impossible to make cement without generating carbon dioxide. The essential ingredient in cement is calcium oxide, CaO. We get that calcium oxide from limestone, which is mostly made of calcium carbonate: CaCO3. We extract CaO from CaCO3 by heating limestone. What’s left is CO2— carbon dioxide. So for every ton of cement we produce, we release one ton of carbon dioxide. As tricky as this problem is, it means concrete could help us change the world a third time: by eliminating greenhouse gas emissions and stabilizing our climate. Right now, there’s no 100% clean concrete, but there are some great ideas to help us get there. Cement manufacturing also produces greenhouse gas emissions by burning fossil fuels to heat the limestone. Heating the limestone with clean electricity or alternative fuels instead would eliminate those emissions. For the carbon dioxide from the limestone itself, our best bet is carbon capture: specifically, capturing the carbon right where it’s produced, before it enters the atmosphere. Devices that do this already exist, but they aren’t widely used because there’s no economic incentive. Transporting and then storing the captured carbon can be expensive. To solve these problems, one company has found a way to store captured CO2 permanently in the concrete itself.

🟢The material that could change the world ... for a third time #Climate_Change #Science #Sustainability #Technology #Invention #Education #Energy #TED_Ed #Animation #Electricity 🎙Join ➣ @TEDTalksLearning ☜ 🎙Join ➣ @TEDTalksLearning ☜

خبر خوب دوم اینکه به مناسبت پنجمین سال تاسیس بست آیلتس و به مدت محدود، با خرید پکیج جامع آیلتس از دو ماه پشتیبانی و برنامه ی درسی بهره مند بشین https://bestielts.ir/product/%d9%be%da%a9%db%8c%d8%ac-%d8%ac%d8%a7%d9%85%d8%b9-%d8%a2%db%8c%d9%84%d8%aa%d8%b3/

🔥چنتا خبر خوب دارم. خبر خوب اول اینکه ما  برای سایتمون اینماد گرفتیم که به شما کمک میکنه تا با خیال راحت و بصورت امن به درگاه وصل بشین و از دوره های آموزشی ما استفاده کنین. https://bestielts.ir/

This distinction between "knowing that" and "knowing how" has underpinned all memory research since. H.M. died at the age of 82 after a mostly peaceful life in a nursing home. Over the years, he had been examined by more than 100 neuroscientists, making his the most studied mind in history. Upon his death, his brain was preserved and scanned before being cut into over 2000 individual slices and photographed to form a digital map down to the level of individual neurons, all in a live broadcast watched by 400,000 people. Though H.M. spent most of his life forgetting things, he and his contributions to our understanding of memory will be remembered for generations to come. #Consciousness #Brain #Memory #Medical_Research #Disease #Medicine #TED_Ed #Health_Care #Physiology #Human_Body #Healthcare #History #Science #Health #Animation #Surgery 🎙Join ➣ @TEDTalksLearning ☜ 🎙Join ➣ @TEDTalksLearning ☜

🟢What happens when you remove the hippocampus? On September 1st, 1953, William Scoville used a hand crank and a cheap drill saw to bore into a young man's skull, cutting away vital pieces of his brain and sucking them out through a metal tube. But this wasn't a scene from a horror film or a gruesome police report. Dr. Scoville was one of the most renowned neurosurgeons of his time, and the young man was Henry Molaison, the famous patient known as "H.M.", whose case provided amazing insights into how our brains work. As a boy, Henry had cracked his skull in an accident and soon began having seizures, blacking out and losing control of bodily functions. After enduring years of frequent episodes, and even dropping out of high school, the desperate young man had turned to Dr. Scoville, a daredevil known for risky surgeries. Partial lobotomies had been used for decades to treat mental patients based on the notion that mental functions were strictly localized to corresponding brain areas. Having successfully used them to reduce seizures in psychotics, Scoville decided to remove H.M.'s hippocampus, a part of the limbic system that was associated with emotion but whose function was unknown. At first glance, the operation had succeeded. H.M.'s seizures virtually disappeared, with no change in personality, and his IQ even improved. But there was one problem: His memory was shot. Besides losing most of his memories from the previous decade, H.M. was unable to form new ones, forgetting what day it was, repeating comments, and even eating multiple meals in a row. When Scoville informed another expert, Wilder Penfield, of the results, he sent a Ph.D student named Brenda Milner to study H.M. at his parents' home, where he now spent his days doing odd chores, and watching classic movies for the first time, over and over. What she discovered through a series of tests and interviews didn't just contribute greatly to the study of memory. It redefined what memory even meant. One of Milner's findings shed light on the obvious fact that although H.M. couldn't form new memories, he still retained information long enough from moment to moment to finish a sentence or find the bathroom. When Milner gave him a random number, he managed to remember it for fifteen minutes by repeating it to himself constantly. But only five minutes later, he forgot the test had even taken place. Neuroscientists had though of memory as monolithic, all of it essentially the same and stored throughout the brain. Milner's results were not only the first clue for the now familiar distinction between short-term and long-term memory, but show that each uses different brain regions. We now know that memory formation involves several steps. After immediate sensory data is temporarily transcribed by neurons in the cortex, it travels to the hippocampus, where special proteins work to strengthen the cortical synaptic connections. If the experience was strong enough, or we recall it periodically in the first few days, the hippocampus then transfers the memory back to the cortex for permanent storage. H.M.'s mind could form the initial impressions, but without a hippocampus to perform this memory consolidation, they eroded, like messages scrawled in sand. But this was not the only memory distinction Milner found. In a now famous experiment, she asked H.M. to trace a third star in the narrow space between the outlines of two concentric ones while he could only see his paper and pencil through a mirror. Like anyone else performing such an awkward task for the first time, he did horribly. But surprisingly, he improved over repeated trials, even though he had no memory of previous attempts. His unconscious motor centers remembered what the conscious mind had forgotten. What Milner had discovered was that the declarative memory of names, dates and facts is different from the procedural memory of riding a bicycle or signing your name. And we now know that procedural memory relies more on the basal ganglia and cerebellum, structures that were intact in H.M.'s brain.

🟢What happens when you remove the hippocampus? #Consciousness #Brain #Memory #Medical_Research #Disease #Medicine #TED_Ed #Health_Care #Physiology #Human_Body #Healthcare #History #Science #Health #Animation #Surgery 🎙Join ➣ @TEDTalksLearning ☜ 🎙Join ➣ @TEDTalksLearning ☜

🟢Why The Octopus Brain Is So Extraordinary? What could octopuses possibly have in common with us? After all, they don't have lungs, spines, or even a plural noun we can all agree on. But what they do have is the ability to solve puzzles, learn through observation, and even use tools, just like some other animals we know. And what makes octopus intelligence so amazing is that it comes from a biological structure completely different from ours. The 200 or so species of octopuses are mollusks belonging to the order cephalopoda, Greek for head-feet. Those heads contain impressively large brains, with a brain to body ratio similar to that of other intelligent animals, and a complex nervous system with about as many neurons as that of a dog. But instead of being centralized in the brain, these 500 million neurons are spread out in a network of interconnected ganglia organized into three basic structures. The central brain only contains about 10% of the neurons, while the two huge optic lobes contain about 30%. The other 60% are in the tentacles, which for humans would be like our arms having minds of their own. This is where things get even more interesting. Vertebrates like us have a rigid skeleton to support our bodies, with joints that allow us to move. But not all types of movement are allowed. You can't bend your knee backwards, or bend your forearm in the middle, for example. Cephalopods, on the other hand, have no bones at all, allowing them to bend their limbs at any point and in any direction. So shaping their tentacles into any one of the virtually limitless number of possible arrangements is unlike anything we are used to. Consider a simple task, like grabbing and eating an apple. The human brain contains a neurological map of our body. When you see the apple, your brain's motor center activates the appropriate muscles, allowing you to reach out with your arm, grab it with your hand, bend your elbow joint, and bring it to your mouth. For an octopus, the process is quite different. Rather than a body map, the cephalopod brain has a behavior library. So when an octopus sees food, its brain doesn't activate a specific body part, but rather a behavioral response to grab. As the signal travels through the network, the arm neurons pick up the message and jump into action to command the movement. As soon as the arm touches the food, a muscle activation wave travels all the way through the arm to its base, while the arm sends back another wave from the base to the tip. The signals meet halfway between the food and the base of the arm, letting it know to bend at that spot. What all this means is that each of an octopus's eight arms can essentially think for itself. This gives it amazing flexibility and creativity when facing a new situation or problem, whether its opening a bottle to reach food, escaping through a maze, moving around in a new environment, changing the texture and the color of its skin to blend into the scenery, or even mimicking other creatures to scare away enemies. Cephalopods may have evolved complex brains long before our vertebrate relatives. And octopus intelligence isn't just useful for octopuses. Their radically different nervous system and autonomously thinking appendages have inspired new research in developing flexible robots made of soft materials. And studying how intelligence can arise along such a divergent evolutionary path can help us understand more about intelligence and consciousness in general. Who knows what other forms of intelligent life are possible, or how they process the world around them. #Animals #Animation #TED_Ed #Brain #Biology #Evolution #Science #Ocean 🎙Join ➣ @TEDTalksLearning ☜ 🎙Join ➣ @TEDTalksLearning ☜

🟢Why The Octopus Brain Is So Extraordinary? #Animals #Animation #TED_Ed #Brain #Biology #Evolution #Science #Ocean 🎙Join ➣ @TEDTalksLearning ☜ 🎙Join ➣ @TEDTalksLearning ☜