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*Overcome any obstacle that life throws at you by cultivating an unbreakable mindset and learning to think like a Royal Marines Commando* What readers are saying about Becoming the 0.1%: 'A really interesting insight into the process of forging a Royal Marine Commando and becoming one of a very select group of elite performers' ⭐⭐⭐⭐⭐ 'Painfully truthful and honest, becoming the 0.1% is one of the best book's you'll read' ⭐⭐⭐⭐⭐ 'Essential reading for all leaders' ⭐⭐⭐⭐⭐ 'The lessons from this book are essential lessons for life' ⭐⭐⭐⭐⭐ 'This is an absolute masterpiece' ⭐⭐⭐⭐⭐ __________ Historical recruitment campaigns to become a Royal Marines Commando drew on a harrowing but intriguing narrative: 99.9% Need Not Apply. In 2005, only one in a thousand applications for the Royal Marines were successful in reaching the end of training, earning the Coveted Green Beret - a world renowned symbol of excellence. Becoming the 0.1% is the first-ever diary account of this training regime, charting the odds-stacked journey of Gareth Timmins, a 20-year-old recruit at the time, and providing a psychological framework for understanding how he was able to cultivate the mental strength and resilience needed to push through to success. Each week of training is accompanied by lessons on his short-comings and growth to peak performance. It uses real-life and often terrifying experiences to describe to the reader the edge you need to cultivate a 0.1% mindset and succeed in life and work, by learning how to: - Visualise achievements - Combat fatigue and burnout - Stay motivated by not losing sight of the end goal - Eradicate complacency and achieve mastery - Redefine expectation and regulate disappointment - Live without convenience - Thrive under pressure - Break down self-imposed limitations - Be held accountable to others __________ 'A practical and no-nonsense guide on dealing with the toughest situations, from someone who has been there and done it.' -- Levison Wood 'It will help you to navigate life.' -- The Times
DIVWill heiress Lucinda Bishop learn the meaning of true love and forgiveness on the Oklahoma plains?/divDIV /divDIVIn 1896, after her parents’ deaths, seventeen-year-old heiress Lucinda Bishop is sent to Oklahoma to live with her aunt and uncle. But Oklahoma ranch life brings her more than she bargained for when she meets ranch hand Jake Starnes, a drifter who is running from his past. As her friendship with Jake grows, Lucinda faces emotions she’s never before experienced./divDIV /divAs Jake learns more about God’s love for him, he realizes he must face his past and the consequences of his actions, even if it means he will lose the one girl he loves. Will he be able to get his life together before someone else claims her hand…or even her life?
Since the first edition of this book was published several new developments have been made in the field of the moiré theory. The most important of these concern new results that have recently been obtained on moiré effects between correlated aperiodic (or random) structures, a subject that was completely absent in the first edition, and which appears now for the first time in a second, separate volume. This also explains the change in the title of the present volume, which now includes the subtitle “Volume I: Periodic Layers”. This subtitle has been added to clearly distinguish the present volume from its new companion, which is subtitled “Volume II: Aperiodic Layers”. It should be noted, however, that the new subtitle of the present volume may be somewhat misleading, since this book also treats (in Chapters 10 and 11) moiré effects between repetitive layers, which are, in fact, geometric transformations of periodic layers, that are generally no longer periodic in themselves. The most suitable subtitle for the present volume would therefore have been “Periodic or Repetitive Layers”, but in the end we have decided on the shorter version.
Vols. for 189 --1956-58 are reprinted from various scientific journals.
The relationship between technological and pedagogical innovation has recently created a new field of research at the crossroads between Psychology, Educational Sciences and Artificial Intelligence: Educational Robotics (ER). Through analysis of the achievable educational goals based on the technological status and specific learning modes of different types of robots, it is possible to define three pedagogical paradigms: learning robotics, learning with robotics, and learning by robotics. In this book we address these three paradigms through three themes: human representations of robots, the acceptance and trust shown when interacting with a humanoid, and learning favored by the development and programming of robots in an educational context. These themes allow the authors to fully explore, define and delimit this novel field of research for future application in educational and social contexts. Finally, the book discusses contributions and limitations which have emerged from different methodologies of research, potential educational applications, and concepts of human–robot interaction for the development of the above paradigms.
Reprint of the original, first published in 1839.
This book is intended as a text for a first course on creating and analyzing computer simulation models of biological systems. The expected audience for this book are students wishing to use dynamic models to interpret real data mueh as they would use standard statistical techniques. It is meant to provide both the essential principles as well as the details and equa tions applicable to a few particular systems and subdisciplines. Biological systems, however, encompass a vast, diverse array of topics and problems. This book discusses only a select number of these that I have found to be useful and interesting to biologists just beginning their appreciation of computer simulation. The examples chosen span classical mathematical models of well-studied systems to state-of-the-art topics such as cellular automata and artificial life. I have stressed the relationship between the models and the biology over mathematical analysis in order to give the reader a sense that mathematical models really are useful to biologists. In this light, I have sought examples that address fundamental and, I think, interesting biological questions. Almost all of the models are directly COIIl pared to quantitative data to provide at least a partial demonstration that some biological models can accurately predict.