Absolute Solver Quotes

I had been telling him how the devil was God’s enemy in the hearts of men, and used all his malice and skill to defeat the good designs of Providence, and to ruin the kingdom of Christ in the world, and the like. “Well,” says Friday, “but you say God is so strong, so great; is He not much strong, much might as the devil?” “Yes, yes,” says I, “Friday; God is stronger than the devil—God is above the devil, and therefore we pray to God to tread him down under our feet, and enable us to resist his temptations and quench his fiery darts.” “But,” says he again, “if God much stronger, much might as the wicked devil, why God no kill the devil, so make him no more do wicked?” I was strangely surprised at this question; and, after all, though I was now an old man, yet I was but a young doctor, and ill qualified for a casuist or a solver of difficulties; and at first I could not tell what to say; so I pretended not to hear him, and asked him what he said; but he was too earnest for an answer to forget his question, so that he repeated it in the very same broken words as above. By this time I had recovered myself a little, and I said, “God will at last punish him severely; he is reserved for the judgment, and is to be cast into the bottomless pit, to dwell with everlasting fire.” This did not satisfy Friday; but he returns upon me, repeating my words, “‘Reserve at last!’ me no understand—but why not kill the devil now; not kill great ago?” “You may as well ask me,” said I, “why God does not kill you or me, when we do wicked things here that offend Him—we are preserved to repent and be pardoned.” He mused some time on this. “Well, well,” says he, mighty affectionately, “that well—so you, I, devil, all wicked, all preserve, repent, God pardon all.” Here I was run down again by him to the last degree; and it was a testimony to me, how the mere notions of nature, though they will guide reasonable creatures to the knowledge of a God, and of a worship or homage due to the supreme being of God, as the consequence of our nature, yet nothing but divine revelation can form the knowledge of Jesus Christ, and of redemption purchased for us; of a Mediator of the new covenant, and of an Intercessor at the footstool of God’s throne; I say, nothing but a revelation from Heaven can form these in the soul; and that, therefore, the gospel of our Lord and Saviour Jesus Christ, I mean the Word of God, and the Spirit of God, promised for the guide and sanctifier of His people, are the absolutely necessary instructors of the souls of men in the saving knowledge of God and the means of salvation.

Regardless of profession or title, at some level we are all hired to do the same job. We are all problem solvers, paid to anticipate, identify, prevent, and solve problems within our areas of expertise. This applies to any job, at any level, in any organization, anywhere in the world, and being aware of this is absolutely vital to job search and career success in any field.

key roles played by the project manager: Planner—Ensures that the project is defined properly and completely for success, all stakeholders are engaged, work effort approach is determined, required resources are available when needed, and processes are in place to properly execute and control the project. Organizer—Using work breakdown, estimating, and scheduling techniques, determines the complete work effort for the project, the proper sequence of the work activities, when the work will be accomplished, who will do the work, and how much the work will cost. Point Person—Serves as the central point of contact for all oral and written project communications. Quartermaster—Ensures the project has the resources, materials, and facilities it needs when it needs it. Facilitator—Ensures that stakeholders and team members who come from different perspectives understand each other and work together to accomplish the project goals. Persuader—Gains agreement from the stakeholders on project definition, success criteria, and approach; manages stakeholder expectations throughout the project while managing the competing demands of time, cost, and quality; and gains agreement on resource decisions and issue resolution action steps. Problem Solver—Utilizes root-cause analysis process experience, prior project experience, and technical knowledge to resolve unforeseen technical issues and take any necessary corrective actions. Umbrella—Works to shield the project team from the politics and “noise” surrounding the project, so they can stay focused and productive. Coach—Determines and communicates the role each team member plays and the importance of that role to the project’s success, finds ways to motivate each team member, looks for ways to improve the skills of each team member, and provides constructive and timely feedback on individual performances. Bulldog—Performs the follow-up to ensure that commitments are maintained, issues are resolved, and action items are completed. Librarian—Manages all information, communications, and documentation involved in the project.

Successfully solving hard problems requires knowing what problem you’re solving. You should put great care into defining the problem in an accurate and precise way, as a direct and measurable observation of the problem. It must be clear how solving it translates directly to your goals. And it must absolutely not be an assumption or jump-to-conclusion.

YouTube: "Jordan Peterson | The Most Terrifying IQ Statistic" JORDAN PETERSON: One of the most terrifying statistics I ever came across was one detailing out the rationale of the United States Armed Forces for not allowing the induct … you can't induct anyone into the Armed Forces into the Armed Forces in the U.S. if they have an IQ of less than 83. Okay, so let's just take that apart for a minute, because it's a horrifying thing. So, the U.S. Armed Forces have been in the forefront of intelligence research since World War I because they were onboard early with the idea that, especially during war time when you are ramping up quickly that you need to sort people effectively and essentially without prejudice so that you can build up the officer corps so you don't lose the damned war, okay. So, there is real motivation to get it right, because it's a life-and-death issue, so they used IQ. They did a lot of the early psychometric work on IQ. Okay, so that's the first thing, they are motivated to find an accurate predictor, so they settled on IQ. The second thing was, the United States Armed Forces is also really motivated to get people into the Armed Forces, peacetime or wartime. Wartime, well, for obvious reasons. Peacetime, because, well, first of all you've got to keep the Armed Forces going and second you can use the Armed Forces during peacetime as a way of taking people out of the underclass and moving them up into the working class or the middle class, right. You can use it as a training mechanism, and so left and right can agree on that, you know. It's a reasonable way of promoting social mobility. So again, the Armed Forces even in peacetime is very motivated to get as many people in as they possibly can. And it's difficult as well. It's not that easy to recruit people, so you don't want to throw people out if you don't have to. So, what's the upshot of all that? Well, after one hundred years, essentially, of careful statistical analysis, the Armed Forces concluded that if you had an IQ of 83 or less there wasn't anything you could possibly be trained to do in the military at any level of the organization that wasn't positively counterproductive. Okay, you think, well, so what, 83, okay. Yeah, one in ten! One in ten! That's one in ten people! And what that really means, as far as I can tell, is if you imagine that the military is approximately as complex as the broader society, which I think is a reasonable proposition, then there is no place in our cognitively complex society for one in ten people. So what are we going to do about that? The answer is, no one knows. You say, "well, shovel money down the hierarchy." It's like, the problem isn't lack of money. I mean sometimes that's the problem, but the problem is rarely absolute poverty. It's rarely that. It is sometimes, but rarely. It's not that easy to move money down the hierarchy. So, first of all, it's not that easy to manage money. So, it's a vicious problem, man. And so... INTERVIEWER: It's hard to train people to become creative, adaptive problem solvers. PETERSON: It's impossible! You can't do it! You can't do it! You can interfere with their cognitive ability, but you can't do that! The training doesn't work. INTERVIEWER: It's not going to work in six months, but it could have worked in six years. PETERSON: No, it doesn't work. Sorry, it doesn't work. The data on that is crystal clear. [note that “one in ten” applies to a breeding group with an average IQ of 100]