| A Lifelong Learning Plan is a conscious,
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| | it encounters. By practicingdifferent
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| continuousengagement in acquiring,
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| | types and ways of thinking, you keep your
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| assimilating and applying knowledgeand
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| | mindstrong and flexible. Consider it
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| skills in the context of authentic,
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| | "going to the gym" foryour mind! (Talking
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| self-directed growthand challenge. It is
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| | about how the mind works is the subjectof
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| rare for individuals to take
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| | a huge tome, not a Top 10!)
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| thisinitiative. Most people operate on a
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| | 6. Harness the power of words and ideas.
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| "what they need now"plan and typically
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| | Words, whenjoined, form ideas, and are
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| attend educational institutions for
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| | tools with enormous energy.Whether
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| theirtraining.
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| | writing a memo, letter, e-mail, article,
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| Lifelong Learning is a philosophy of
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| | or journalentry, make each an opportunity
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| approaching learning asan integral,
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| | to fulfill a learning goal.Each is a
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| inseparable part of our life's
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| | chance to work toward improving and using
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| activities. Hereare ten guidelines to
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| | words toconstruct understandable ideas.
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| help you formulate your ownpersonalized
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| | Learn to express ideas inwriting. This
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| Lifelong Learning Process.
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| | will evolve into clearer thinking. Keep
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| 1. Commit to approach learning as a
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| | anidea journal by theme or topic.
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| lifelong journey.Choose to keep it alive
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| | 7. Absorb, retain, and demonstrate
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| throughout your lifetime. You don'tneed
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| | knowledge. What do youdo with the facts,
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| to attend formal educational institutions
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| | opinions, and stories that you
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| for thisprocess. In fact, you can learn
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| | accumulatedaily? Listening helps
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| more in small, consistentspurts than you
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| | absorption and memory skills,
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| can in a classroom, if you set up your
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| | whichenables retention. Listen to a
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| plancorrectly.
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| | teleclass or book on tape,then write your
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| 2. Maximize your resources. With lifelong
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| | own version and master what you learned
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| learning, thereisn't a structure like you
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| | bymoving it into the long-term memory.
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| had in school, so it's easy toignore and
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| | Listening can be comparedto using a
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| procrastinate. If you allow this,
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| | camera. First, you view the image and
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| eventually the"you snooze, you lose"
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| | focus(listening). Next, you snap the
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| theory will catch up with you. Aprime
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| | picture (remembering).Finally, you print
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| example is how changes in the national
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| | the image (demonstrate
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| economy havehit the IT industry these
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| | knowledge).Mastering knowledge means
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| last few years. The companiesthat
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| | being able to apply it in
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| priorize learning are still in the game,
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| | othersituations.
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| whereas theircompetitors who focused on
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| | 8. Value diversity. The greater part of
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| "what we need now" are out ofbusiness.
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| | our day involvesinteracting with others.
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| Create a system and plan that works and
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| | Experiencing other people'scommunication
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| can last alifetime. Keep learning
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| | styles, learning methods, and the roles
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| journals for each topic.
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| | playedin groups and teams help us to
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| 3. Maximize your environments. Identify
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| | grow, prosper, open ourminds and develop
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| and createsettings that support and
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| | new perceptions. Dealing with
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| inspire you both inside andoutside your
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| | conflict,criticism, and any points of
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| home. How does the library spark
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| | vulnerability strengthens ourability to
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| yourlearning? How about the mall, the
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| | use any situation as an opportunity to
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| park, or even McDonalds!Explore different
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| | learn.
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| environments and label each one
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| | 9. Take exceptionally good care of
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| (e.g.,"inspiring," "relaxing," "great for
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| | yourself. Physical andmental health
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| concentration.") Whatsupplies help you
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| | affects learning. Examine these aspects
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| keeping your energy up? Do you need
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| | andset up contingencies within your plan
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| quietfor some learning and busy
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| | to identify and workthrough all health
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| environments for others?
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| | challenges as soon as they appear.
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| 4. Know how you learn. To learn
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| | 10. Map your course. Maximize time,
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| effectively, know how youlearn. How do
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| | energy and focus bydefining a yearly
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| you take in information, process, and
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| | learning theme. Subdivide into
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| retainit? There isn't one best way. Tie
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| | monthlytopics with time commitments.
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| everything into alearning purpose and
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| | (Example: Ten years ago, Idefined a
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| vision. When and how often does yourmind
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| | learning goal of three new computer steps
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| need a break? Do you have reading spurts?
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| | in nomore than 15-minutes per day. It has
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| How do youretain the information -- by
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| | compounded and savedtime and money ever
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| reading aloud, notes,summarizing in
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| | since.) Minimize distractions bylearning
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| memory, or sharing with others?
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| | to "table the other topics." Create a
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| 5. Tap into the power of your mind. Your
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| | "next year"folder to contain those great
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| mind's power isevident in everything you
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| | ideas and set up a reviewmonth of tabled
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| do. Analytical, critical andcreative
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| | topics to decide how to use them in
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| thinking enables the mind to process,
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| | thefollowing year.
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| store, andcreate all the facts and ideas
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