Assessment For Learning Quotes

It is not until you change your identity to match your life blueprint that you will understand why everything in the past never worked.

Your strength will be found when you stop struggling with yourself, instead of thinking everyone is a struggle worth overcoming. Every obstacle in life is a lesson that teaches us, not others.

Disappointment will come when your effort does not give you the expected return. If things don’t go as planned or if you face failure. Failure is extremely difficult to handle, but those that do come out stronger. What did this failure teach me? is the question you will need to ask. You will feel miserable. You will want to quit, like I wanted to when nine publishers rejected my first book. Some IITians kill themselves over low grades – how silly is that? But that is how much failure can hurt you. But it’s life. If challenges could always be overcome, they would cease to be a challenge. And remember – if you are failing at something, that means you are at your limit or potential. And that’s where you want to be. Disappointment’ s cousin is Frustration, the second storm. Have you ever been frustrated? It happens when things are stuck. This is especially relevant in India. From traffic jams to getting that job you deserve, sometimes things take so long that you don’t know if you chose the right goal. After books, I set the goal of writing for Bollywood, as I thought they needed writers. I am called extremely lucky, but it took me five years to get close to a release. Frustration saps excitement, and turns your initial energy into something negative, making you a bitter person. How did I deal with it? A realistic assessment of the time involved – movies take a long time to make even though they are watched quickly, seeking a certain enjoyment in the process rather than the end result – at least I was learning how to write scripts, having a side plan – I had my third book to write and even something as simple as pleasurable distractions in your life – friends, food, travel can help you overcome it. Remember, nothing is to be taken seriously. Frustration is a sign somewhere, you took it too seriously.

One of the biggest surprises in this research was learning that fitting in and belonging are not the same thing. In fact, fitting in is one of the greatest barriers to belonging. Fitting in is about assessing a situation and becoming who you need to be in order to be accepted. Belonging, on the other hand, doesn’t require us to change who we are; it requires us to be who we are.

To be fear-facing is to learn the distinction between fear and danger. It is to look directly at the source of the fear and assess if we are truly in peril or if we are simply afraid of the unknown.

Here is the true meaning and value of compassion and nonviolence, when it helps us to see the enemy's point of view, to hear his questions, to know his assessment of ourselves. For from his view we may indeed see the basic weaknesses of our own condition, and if we are mature, we may learn and grow and profit from the wisdom of the brothers who are called the opposition.

When students are not asked to assess, but only to remember, they do not learn how to assess or how to think for themselves.

Rigor doesn’t necessarily have to do with the amount of work assigned, but rather the difficulty and intensity of the problem or project.

Sometimes we need a personal crisis to reinforce in our minds what we really value and cherish. The scriptures are filled with examples of people facing crises before learning how to better serve God and others. Perhaps if you, too, search your hearts and courageously assess the priorities in your life, you may discover, as I did, that you need a better balance among your priorities.

The greatest impact on learning is the daily lived experiences of students in classrooms, and that is determined much more by how teachers teach than by what they teach.

Before picking fights, learn to assess your opponents.

It wasn't natural talent that had shaped him into his present self. What he had done was simply think, make attempts, and learn from past failures. Anyone could do that, but it wasn't that easy. People were never willing to assess him properly, since that would mean they admitted that they had never struggled and make attempts.

Anna told me I would understand about boys one day. She said that everything would change and I would look at them differently, assess their bodies and their words, the way their eyes moved when they talked to me. She said I’d not only want to answer them but that I’d learn how, knowing which words to use, how to give meaning to a pause. Then a man took her. A man took her before I learned any of these things. He took her and kept her for a while, put things inside of her. Of course the obvious thing, but also some others, like he was curious if they’d fit. Then he got bored. Then he got creative. Then my sister was gone and I thought: I understand about boys now. And she was right. Everything did change. I look at them differently and I assess their bodies and watch their eyes and weigh their words. But not in the way she meant.

Strong self-esteem depends on two things. The first is what most of this book has been about: learning to think in healthy ways about yourself. The second key to self-esteem is the ability to make things happen, to see what you want and go for it: literally to create your own life.

For businesses, it is vital to embed ethical checkpoints in workflows, allowing models to be stopped if unacceptable risks emerge. The apparent ease of building capable LLMs with existing foundations can mask serious robustness gaps. However unrealistic the scenario may seem under pressure, responsible LLM work requires pragmatic commitments to stop if red lines are crossed during risk assessment.

Most of what our students need to know hasn’t been discovered or invented yet. “Learning how to learn” used to be an optional extra in education; today, it’s a survival skill.

There is no risk that isn’t tied to a consequence. You assess and make sure you can live with the ones you can foresee.

the shorter the time interval between eliciting the evidence and using it to improve instruction, the bigger the likely impact on learning.

As soon as students get a grade, the learning stops. We may not like it, but the research reviewed here shows that this is a relatively stable feature of how human minds work.

feedback should cause thinking. It should be focused; it should relate to the learning goals that have been shared with the students; and it should be more work for the recipient than the donor. Indeed, the whole purpose of feedback should be to increase the extent to which students are owners of their own learning,

One can give or withhold in a manner far more effective, sophisticated, useful, which is quite invisible to people who think that giving or withholding is done by external assessment. If you seek some mark of favour or 'promotion', know that you are not ready for it. Progress comes through capacity to learn, and is irresistible. Nobody can stand between you and knowledge if you are fit for it.

Leaders don’t call unhappy followers “ungrateful people”. They see them as “lesson teachers”. They find out why they are unhappy; perhaps it could be as a result of their attitudes. That informs them to change!

Our evaluations. - All actions may be traced back to evaluations, all evaluations are original or adopted - the latter being by far the most common. Why do we adopt them? From fear - that is to say, we consider it more advisable to pretend they are our own - and accustom ourself to this pretense, so that at length it becomes our own nature. Original evaluation: that is to say, to assess a thing according to the extent to which it pleases or displeases us alone and no one else - something excessively rare! But must our evaluation of another, in which there lies motive for our general availing ourselves of his HIS evaluation, at least not proceed from US, be our OWN determination? Yes, but we arrive at it as children, and rarely learn to change our view; most of us are our whole lives long the fools of the way we acquired in childhood of judging our neighbors (their minds, rank, morality, whether they are exemplary or reprehensible) and of finding it necessary to pay homage to their evaluations.

Perhaps a more uncomfortable emotion is at the source—such as envy or paranoia. You need to look at this square in the eye. Dig below any trigger points to see where they started. For these purposes, it might be wise to use a journal in which you record your Self-assessments with ruthless objectivity. Your greatest danger here is your ego and how it makes you unconsciously maintain illusions about yourself. These may be comforting in the moment, but in the long run they make you defensive and unable to learn or progress.

In fact, being able to tolerate negative feelings can be crucial to a wide variety of life situations: delaying gratification, learning from bad experiences, truly hearing what other people have to say, and assessing our own circumstances, risks, and opportunities.

Starting at the bottom is not about humiliation. It's about humility—a realistic assessment of where you are in the learning curve.

Children can only learn to take responsibility when given a chance to assess and mitigate risk for themselves.

Technical writing is a continuous process of learning, carefully gathering, sifting, organizing, and assessing, all while trying to craft something that makes sense for a user.

PEOPLE SOMETIMES SHY AWAY from taking big swings because they assess the odds and build a case against trying something before they even take the first step.

Anytime you make the work public, set the bar high, and are transparent about the steps to make a high-quality product, kids will deliver.

The democratization of media means that anyone with a phone can become a celebrity. Our short-sighted focus on self-esteem in children means that everyone gets a trophy, universities and education are “brands” instead of places of learning, standardized tests are used to assess wisdom, and grade inflation is rampant. The tribe has been replaced with followers and likes. Our economy, our bodies, our health, our children, and frankly our psyches are in big trouble.

when you really realize how you have lived your life, you indeed realize how you must live your life. It is mostly they that have least time to ponder always who always find time to wonder.

But efforts to protect kids from risk by preventing them from gaining experience— such as walking to school, climbing a tree, or using sharp scissors— are different. Such protections come with costs, as kids miss out on opportunities to learn skills, independence, and risk assessment.

The teacher’s job is not to transmit knowledge, nor to facilitate learning. It is to engineer effective learning environments for the students. The key features of effective learning environments are that they create student engagement and allow teachers, learners, and their peers to ensure that the learning is proceeding in the intended direction. The only way we can do this is through assessment. That is why assessment is, indeed, the bridge between teaching and learning.

Remembering where and why you fell and learning the lessons well is a good starting point to start all over again with a broaden insight and a renewed fortitude and wit to dare again for victory!

knowing where our intuitions come from become so important. After all, it’s only with such knowledge that you can begin to make an informed assessment of whether you should listen to your intuitions or not.

One of the survival mechanisms of children raised in alcoholic families is an awareness of parental needs and feelings and of changes in parental moods and behavior. The Adult Child often makes a full-time occupation of mind reading with partners, friends, employers, and therapists. As a consequence, they earn a Ph.D. at the age of six in observing the behavior of others and assessing parental needs—but are in elementary school at age thirty, trying to learn to assess, label, or communicate their own needs and feelings.

Assessment in this spirit does not concern assignment of grades or evaluation of whether instruction was effective. It's assessment designed squarely to feed into the learning process and make the learning stronger.

Interpretation takes the sensory experience of the work of art for granted, and proceeds from there. This cannot be taken for granted, now. Think of the sheer multiplication of works of art available to every one of us, superadded to the conflicting tastes and odors and sights of the urban environment that bombard our senses. Ours is a culture based on excess, on overproduction; the result is a steady loss of sharpness in our sensory experience. (...) And it is in the light of the condition of our senses, our capacities, that the task of the critic must be assessed. What is important now is to recover our senses. We must learn to See more, to Hear more, to Feel more.

But the history of science—by far the most successful claim to knowledge accessible to humans—teaches that the most we can hope for is successive improvement in our understanding, learning from our mistakes, an asymptotic approach to the Universe, but with the proviso that absolute certainty will always elude us. We will always be mired in error. The most each generation can hope for is to reduce the error bars a little, and to add to the body of data to which error bars apply. The error bar is a pervasive, visible self-assessment of the reliability of our knowledge.

If you’re going to build a strong culture, it’s paramount to make diversity one of your core values. This is what separates Bridgewater’s strong culture from a cult: The commitment is to promoting dissent. In hiring, instead of using similarity to gauge cultural fit, Bridgewater assesses cultural contribution.* Dalio wants people who will think independently and enrich the culture. By holding them accountable for dissenting, Dalio has fundamentally altered the way people make decisions. In a cult, core values are dogma. At Bridgewater, employees are expected to challenge the principles themselves. During training, when employees learn the principles, they’re constantly asked: Do you agree? “We have these standards that are stress tested over time, and you have to either operate by them or disagree with them and fight for better ones,” explains Zack Wieder, who works with Dalio on codifying the principles. Rather than deferring to the people with the greatest seniority or status, as was the case at Polaroid, decisions at Bridgewater are based on quality. The goal is to create an idea meritocracy, where the best ideas win. To get the best ideas on the table in the first place, you need radical transparency. Later, I’m going to challenge some of Dalio’s principles, but first I want to explain the weapons he has used to wage a war on groupthink.

Standing alone today demands even more courage and strength than it did in former cultures. From infancy, children have been programmed to perform. Rather than living from their own needs and feelings, they learn to assess situations in order to please others. Without an inner core of certainty grounded in their own musculature, they lack the inner resources to stand alone. Pummelled by mass media and peer group pressures, their identity may be utterly absorbed by collective stereotypes. In the absence of adequate rites of passage, ad-men become the high priests of an initiation into the addictions of consumerism.

It is essential that we develop a learning space where failure is positive, as it is a catalyst for growth and change. Students need to recognize that taking a risk and not succeeding does not mean they are failing: It means they need to try another way. After

Instead of making resolutions for next year, to have a better new year actually look back at last year. Assess what went right and what went wrong and what you learned. Analyze the mistakes you could have avoided and what you can change. Then make those changes.

When you do take action, every result is an opportunity to reflect and learn valuable lessons. Even if what you take away from your assessment seems to be of small consequence, all of these small improvements taken together make a huge difference in the long term.

I’ve learned to accept this paradox: a holy book that more often than not doesn’t act very much like you’d expect it, but more like a book written two thousand to three thousand years ago would act. I expect the Bible to reflect fully the ancient settings in which it was written, and therefore not act as a script that can simply be dropped into our lives without a lot of thought and wisdom. The Bible must be thought through, pondered, tried out, assessed, and (if need be) argued with—all of which is an expression of faith, not evidence to the contrary.

What does it mean to be comfortably afraid? For me, the idea is simple. It’s about learning to deal wisely with fear, finding a way to let your nerves guide you rather than stop you. It’s settling yourself in the presence of life’s inevitable zombies and monsters so that you may contend with them more rationally, and trusting your own assessment of what’s harmful and what’s not. When you live this way, you are neither fully comfortable nor fully afraid. You accept that there’s a middle zone and learn to operate inside of it, awake and aware, but not held back.

Being supportive and building students’ confidence is not accomplished by blindly telling them they are doing a great job every day.  It involves assessing weaknesses and strengths and delivering feedback in a timely manner so that they can build their skills to complete the task at hand.

What I’ve come to learn and what most people fail to understand is that love is a choice. If you assess the worth of your relationship solely in terms of your feelings it is likely to fail, or at least be extremely short-term. You cannot go on having these “feelings” for someone forever. With girls, the exciting part is winning their affection. That’s the fun. Then you have to choose who you’re going to love, backed by the reasons why.

I believe that it is dangerous for a young person simply to go from achieving goal after goal, generally being praised along the way. So it is good for a young person to experience his limit, occasionally to be dealt with critically, to suffer his way through a period of negativity, to recognise his own limits himself, not simply to win victory after victory. A human being needs to endure something in order to learn to assess himself correctly, and not least to learn to think with others. Then he will not simply judge others hastily and stay aloof, but rather accept them positively, in his labours and his weaknesses.

On page 145, I defined belonging as the innate human desire to be part of something larger than us. One of the biggest surprises in this research was learning that fitting in and belonging are not the same thing. In fact, fitting in is one of the greatest barriers to belonging. Fitting in is about assessing a situation and becoming who you need to be in order to be accepted. Belonging, on the other hand, doesn’t require us to change who we are; it requires us to be who we are.

But fundamentally, this is about the imbalance of power between the sexes. As long as women’s primary access to power is via access to men, and as long as men value women primarily as either carriers of their bloodline or vessels for their carnal desires, both men and women will be commenting on women’s youth and beauty—or the lack thereof—ad nauseum, the former group as they would appraise any other interchangeable commodity, and the latter as assessment of competitive advantages and disadvantages. “Certainly it’s admirable for any given woman to learn to appreciate her own worth, despite all the countervailing forces. But it cannot be enough for those who are treated as lesser to feel better about themselves. That they are treated as lesser is an injustice. And that injustice itself must be rooted out and eradicated.

French parents are provided with very different information about food, and about children's eating habits, than American parents. This is because French doctors, teachers, nutritionists, and scientists, view the relationship between children, food and parenting very differently than do North Americans. They assume, for example, that all children will learn to like vegetables. And they have carefully studied strategies for getting them to do so. French psychologists and nutritionists have systematically assessed the average number of times children will have to taste new foods before they willingly agree to eat them: the average is seven, but most parenting books recommend between ten and fifteen.

Sometimes I put a star in the right-hand corner to signal that this paper has thinking on it that I might want to share in a mini-lesson the next day.

Playing to passion when you can will keep students motivated and working toward mastery.

All men are created equal.' That doesn’t mean we are born into equal circumstances, or have the same skills. What we do have in common, though, is the ability to apply ourselves to achieving that which we desire. Each of us has the capacity to dream big, to assess and accept the aspects of our reality that are standing in our way, learn from them, overcome them and succeed.

to have poor shame tolerance. They learned in childhood to manage feelings of inadequacy by adopting unhealthy coping mechanisms to forestall or avoid shaming experiences. Poor shame tolerance causes behaviors associated with the just-mentioned DSM disorders, including vindictive anger, lack of insight and accountability, dishonesty, impulsivity, entitlement, paranoia, lack of remorse and empathy, self-importance, and attention-seeking. Trump is an extreme example, but “subclinical” versions of this behavior exist in millions of people, including domestic abusers.

The more handles one creates at the moment of learning, the more likely the information is to be assessed at a later date. The handles we can add revolve around content, timing, and environment.

Emotional Shades of Meaning There are hundreds of emotions, ranging in degree and sometimes with only subtle differences between them. For instance, anger can range from mild irritation or annoyance to rage and fury; sadness can range from feeling a little blue to utter despair and hopelessness. It's important to understand the distinctions among emotions as well as to be able to assess how you feel. Because you feel annoyed with someone doesn't mean you should fly into a rage and swear never to speak to them again. Because you feel sad about something that happened today doesn't mean the world will end and you should give up all hope of ever feeling better. Emotion dysregulation is a hallmark of BPD, and children raised by a parent with it may not have had the best emotional role model to learn from.

there is a significant body of research that shows that one hour students spend devising questions about what they have been learning with correct solutions is more effective than one hour spent completing practice tests

Comparative suffering is a function of fear and scarcity. Falling down, screwing up, and facing hurt often lead to bouts of second-guessing our judgment, our self-trust, and even our worthiness. I am enough can slowly turn into Am I really enough? If there’s one thing I’ve learned over the past decade, it’s that fear and scarcity immediately trigger comparison, and even pain and hurt are not immune to being assessed and ranked. My husband died and that grief is worse than your grief over an empty nest. I’m not allowed to feel disappointed about being passed over for promotion when my friend just found out that his wife has cancer. You’re feeling shame for forgetting your son’s school play? Please—that’s a first-world problem; there are people dying of starvation every minute. The opposite of scarcity is not abundance; the opposite of scarcity is simply enough. Empathy is not finite, and compassion is not a pizza with eight slices. When you practice empathy and compassion with someone, there is not less of these qualities to go around. There’s more. Love is the last thing we need to ration in this world. The refugee in Syria doesn’t benefit more if you conserve your kindness only for her and withhold it from your neighbor who’s going through a divorce. Yes, perspective is critical. But I’m a firm believer that complaining is okay as long as we piss and moan with a little perspective. Hurt is hurt, and every time we honor our own struggle and the struggles of others by responding with empathy and compassion, the healing that results affects all of us.

It has long been known that learners remember responses they generate themselves better than those responses that are given to them, and this is now often called the generation effect (Slamecka & Graf, 1978). In particular, one hour students spend writing test questions on what they have been studying results in more learning for them than one hour spent working with a study guide, answering practice tests, or leaving the students to their own devices (Foos, Mora, & Tkacz, 1994).

What Is Trust? There are many different models and definitions of trust in the published literature. However, the focus of this book is to learn to build and maintain trust in the workplace. For this purpose, trust is defined as choosing to risk making something you value vulnerable to another person’s actions. When you trust someone, what you make vulnerable can range from concrete things such as money, a job, a promotion, or a particular goal, to less tangible things like a belief you hold, a cherished way of doing things, your “good name,” or even your sense of happiness and well being. Whatever you choose to make vulnerable to the other’s actions, you do so because you believe their actions will support it or, at the very least, will not harm it. Some people tend to extend trust to others easily and with little or no evidence it is warranted. They only withdraw their trust it if is betrayed. Others believe that people must earn their trust by demonstrating trustworthiness. Whether you tend to extend trust more or less easily, you do so by assessing the probability that the other person will support or harm what you value in the future. In this sense choosing to trust or distrust is a risk assessment.

Three Big Ideas That Drive the Work of a PLC The essence of the PLC process is captured in three big ideas: 1. The purpose of our school is to ensure all students learn at high levels. 2. Helping all students learn requires a collaborative and collective effort. 3. To assess our effectiveness in helping all students learn we must focus on results—evidence of student learning—and use results to inform and improve our professional practice and respond to students who need intervention or enrichment.

Did he say anything to you?” “Just that I was supposed to watch you while he was gone. A hunt can take several days.” “Really? I had no idea it would take that long.” I hestitated, “So…he doesn’t mind you staying here while he’s gone.” “Oh, he minds,” he chuckled, “but he wants to make sure you’re safe. At least he trusts me that much.” “Well, I think he’s mad at both of us right now.” Kishan looked at me curiously with a raised eyebrow. “How so?” “Um…let’s just say we had a misunderstanding.” Kishan’s face turned hard. “Don’t worry, Kelsey. I’m sure that whatever he’s upset about is foolish. He’s very argumentative.” I sighed and shook my head sadly. “No, it’s really all my fault. I’m difficult, a hindrance, and I’m a pain to have around sometimes. He’s probably used to being around sophisticated, more experienced women who are much more…more…well, more than I am.” Kishan quirked an eyebrow. “Ren hasn’t been around any women as far as I know. I must confess that I’m now exceedingly curious as to what your argument was about. Whether you tell me or not, I won’t tolerate any more derogatory comments about yourself. He’s lucky to have you, and he’d better realize it.” He grinned. “Of course, if you did have a falling out, you’re always welcome to stay with me.” “Thanks for the offer, but I don’t really want to live in the jungle.” He laughed. “For you, I would even consider a change of residence. You, my lovely, are a prize worth fighting for.” I laughed and punched him lightly on the arm. “You, sir, are a major flirt. Worth fighting for? I think you two have been tigers for too long. I’m no great beauty, especially when I’m stuck out here in the jungle. I haven’t even picked a college major yet. What have I ever done that would make someone want to fight over me?” Kishan apparently took my rhetorical questions seriously. He reflected for a moment, and then answered, “For one thing, I’ve never met a woman so dedicated to helping others. You put your own life at risk for a person you met only a few weeks ago. You are confident, feisty, intelligent, and full of empathy. I find you charming and, yes, beautiful.” The golden-eyed prince fingered a strand of my hair. I blushed at his assessment, sipped my water, and then said softly, “I don’t like him being angry with me.” Kishan shrugged and dropped his hand, looking slightly annoyed that I’d steered the conversation back to Ren. “Yes. I’ve been on the receiving side of his anger, and I’ve learned not to underestimate his ability to hold a grudge.

Rearview Mirror Syndrome One of the most crippling causes of mediocrity in life is a condition I call Rearview Mirror Syndrome (RMS). Our subconscious minds are equipped with a self-limiting rearview mirror, through which we continuously relive and recreate our past. We mistakenly believe that who we were is who we are, thus limiting our true potential in the present, based on the limitations of our past.   As a result, we filter every choice we make—from what time we will wake up in the morning to which goals we will set to what we allow ourselves to consider possible for our lives—through the limitations of our past experiences. We want to create a better life, but sometimes we don’t know how to see it any other way than how it’s always been.   Research shows that on any given day, the average person thinks somewhere between 50,000 and 60,000 thoughts. The problem is that ninety-five percent of our thoughts are the same as the ones we thought the day before, and the day before that, and the day before that. It’s no wonder most people go through life, day after day, month after month, year after year, and never change the quality of their lives.   Like old, worn baggage, we carry stress, fear, and worry from yesterday with us into today. When presented with opportunities, we quickly check our rearview mirror to assess our past capabilities. “No, I’ve never done anything like that before. I’ve never achieved at that level. In fact, I’ve failed, time and time again.”   When presented with adversity, we go back to our trusty rearview mirror for guidance on how to respond. “Yep, just my luck. This crap always happens to me. I’m just going to give up; that’s what I’ve always done when things get too difficult.”   If you are to move beyond your past and transcend your limitations, you must stop living out of your rearview mirror and start imagining a life of limitless possibilities. Accept the paradigm:  my past does not equal my future. Talk to yourself in a way that inspires confidence that not only is anything possible, but that you are capable and committed to making it so. It’s not even necessary to believe it at first. In fact, you probably won’t believe it. You might find it uncomfortable and that you resist doing it. That’s okay. Repeat it to yourself anyway, and your subconscious mind will begin to absorb the positive self-affirmations. (More on how to do this in Chapter 6:  The Life S.A.V.E.R.S.)   Don’t place unnecessary limitations on what you want for your life. Think bigger than you’ve allowed yourself to think up until this point. Get clear on what you truly want, condition yourself to the belief that it’s possible by focusing on and affirming it every day, and then consistently move in the direction of your vision until it becomes your reality. There is nothing to fear, because you cannot fail—only learn, grow, and become better than you’ve ever been before.   Always remember that where you are is a result of who you were, but where you go depends entirely on who you choose to be, from this moment on.

Avoiders have learned to make decisions on their own. As a result, it does not occur to them to include others in the decision-making process. They assess a situation, come to a conclusion, and resolve the problem without ever feeling the need to consult anyone. Those

A mother in J Brand skinny jeans with an impeccably dressed daughter walks past, giving me the Mummy Once-over, and I flinch. Since I had Minnie, I’ve learned that the Mummy Once-over is even more savage than the Manhattan Once-over. In the Mummy Once-over, they don’t just assess and price your clothes to the nearest penny in one sweeping glance. Oh no. They also take in your child’s clothes, pram brand, nappy bag, snack choice and whether your child is ­ smiling, snotty or screaming. Which I know is a lot to take in, in a one-second glance, but believe me, mothers are multi-taskers.

what words and terms might be applied to describe and assess such a solipsistic, self-consumed, endless emotional vacuum and sponge as she now appeared to herself to be? How was she to decide and describe—even to herself, looking inward and facing herself—what all she’d so painfully learned said about her?

In the minds of some people, writing is one thing, but thinking is quite another. If they define writing as spelling, the production of sentences with random meanings, and punctuation, then they might have a case. But who would accept such a definition? Writing is the production of meaning. Writing is thinking.

Then let’s use this incredible tool God has given us to assess the risks that we face every day. We have the means to analyze risks and decide which are worth taking and which should be avoided. Do you have a brain? Then use it. That’s the secret. That’s my simple but powerful prescription for life, love, and success in a dangerous world.

HISTORY AND THE TRIPLET OF OPACITY History is opaque. You see what comes out, not the script that produces events, the generator of history. There is a fundamental incompleteness in your grasp of such events, since you do not see what's inside the box, how the mechanisms work. What I call the generator of historical events is different from the events themselves, much as the minds of the gods cannot be read just by witnessing their deeds. You are very likely to be fooled about their intentions. This disconnect is similar to the difference between the food you see on the table at the restaurant and the process you can observe in the kitchen. (The last time I brunched at a certain Chinese restaurant on Canal Street in downtown Manhattan, I saw a rat coming out of the kitchen.) The human mind suffers from three ailments as it comes into contact with history, what I call the triplet of opacity. They are: a. the illusion of understanding, or how everyone thinks he knows what is going on in a world that is more complicated (or random) than they realize; b. the retrospective distortion, or how we can assess matters only after the fact, as if they were in a rearview mirror (history seems clearer and more organized in history books than in empirical reality); and c. the overvaluation of factual information and the handicap of authoritative and learned people, particularly when they create categories—when they "Platonify.

Study skills really aren't the point. Learning is about one's relationship with oneself and one's ability to exert the effort, self-control, and critical self-assessment necessary to achieve the best possible results--and about overcoming risk aversion, failure, distractions, and sheer laziness in pursuit of REAL achievement. This is self-regulated learning.

Every shove, every epithet, every time I was too scared to walk down a certain hallway. Every time I got threatened. Every time I didn't report it. Every time I got called sissy or faggot or homo. Every time I sat in class waiting for a teacher to mention gay people. Every time they didn't. Every long walk to the cafeteria. Every time I stopped breathing in the locker room while I stripped to my underwear. Every time I saw a girl wearing her boyfriend's class ring, knowing Walker could go to jail because of me. Every time I burped up acid because my stomach was churning so hard. Every second I spent assessing how I dressed, how I walked, whether I lisped. Every hour I spent writing the things I couldn't say out loud. Every time I shared those words with other people.

Maybe you’ve noticed what I’ve noticed, and thought it strange, or dismissed it as youthful foolishness or that you were missing some critical piece of information that would reveal itself with age and wisdom – that is: every single teacher believes feverishly in the importance of the content of their class, and furthermore, believes that their assessment of you in their class is a direct measure of your capacity for future success, while simultaneously not having a clue as to the content of virtually any other discipline in the school. They will boldly state things like, That’s math, I’m an English teacher or That’s literature, I’m a biology teacher, practically admitting out loud that nothing learned in school is important (except, of course, the course they are teaching).

Ultimately, students—not only teachers—must be able to use standards to guide efforts toward achievement and mastery. Implementation of new standards must be done in a manner that ensures that they result in different experiences for students; curriculum, instruction, assessment, and rubrics should look different in a classroom where a new set of standards is being used to guide student learning.

If you’re going to build a strong culture, it’s paramount to make diversity one of your core values. This is what separates Bridgewater’s strong culture from a cult: The commitment is to promoting dissent. In hiring, instead of using similarity to gauge cultural fit, Bridgewater assesses cultural contribution.* Dalio wants people who will think independently and enrich the culture. By holding them accountable for dissenting, Dalio has fundamentally altered the way people make decisions. In a cult, core values are dogma. At Bridgewater, employees are expected to challenge the principles themselves. During training, when employees learn the principles, they’re constantly asked: Do you agree? “We have these standards that are stress tested over time, and you have to either operate by them or disagree with them and fight for better ones,” explains Zack Wieder, who works with Dalio on codifying the principles. Rather than deferring to the people with the greatest seniority or status, as was the case at Polaroid, decisions at Bridgewater are based on quality. The goal is to create an idea meritocracy, where the best ideas win. To get the best ideas on the table in the first place, you need radical transparency.

If having a valued skill no longer guarantees employment, then the only way to be sure of being employable is to be able to develop new skills, as Seymour Papert (1998) observed: So the model that says learn while you’re at school, while you’re young, the skills that you will apply during your lifetime is no longer tenable. The skills that you can learn when you’re at school will not be applicable. They will be obsolete by the time you get into the workplace and need them, except for one skill. The one really competitive skill is the skill of being able to learn. It is the skill of being able not to give the right answer to questions about what you were taught in school, but to make the right response to situations that are outside the scope of what you were taught in school. We need to produce people who know how to act when they’re faced with situations for which they were not specifically prepared.

Anger is very deadly. It leads to intolerance and this causes depression. I have discovered people who are temperamental need help so they can overcome such challenges. Running away from challenges doesn't help but confronting the challenges. In the practice of tolerance, one's enemy is the best teacher. If you must learn how to control your anger, you must practice it by being around those who usually provoke you the most. How you respond to their provocation should be rated by you on different occasions, you compare your latest reaction with your past, assess them and think of better ways to improve next time. Overcoming anger and intolerance is very difficult, but it is possible...it is just a gradual process but change is assured. Taking advice is easy but following the instructions is difficult but with time, if one is ready to overcome anger, it will be a thing of the past. Don't give up on yourself!

Effective curriculum, instruction, and assessment can occur without textbooks or technology. New resources can be used in a manner that augments the quality of the curriculum and transforms student learning. Schools and districts that most effectively leverage the acquisition of new materials invest significant time, effort, and energy in establishing the professional skills and strategies, standards, assessments, and curriculum that will be used to drive students' use of those resources.

What makes the SAT bad is that it has nothing to do with what kids learn in high school. As a result, it creates a sort of shadow curriculum that furthers the goals of neither educators nor students.… The SAT has been sold as snake oil; it measured intelligence, verified high school GPA, and predicted college grades. In fact, it’s never done the first two at all, nor a particularly good job at the third.” Yet students who don’t test well or who aren’t particularly strong at the kind of reasoning the SAT assesses can find themselves making compromises on their collegiate futures—all because we’ve come to accept that intelligence comes with a number. This notion is pervasive, and it extends well beyond academia. Remember the bell‐shaped curve we discussed earlier? It presents itself every time I ask people how intelligent they think they are because we’ve come to define intelligence far too narrowly. We think we know the answer to the question, “How intelligent are you?” The real answer, though, is that the question itself is the wrong one to ask.

The suggestion that the normal human brain has an almost infinite capacity is important: it means that almost everyone is educable. Given enough time and the right opportunities, everyone can learn anything. It is a sad commentary on the training and teaching profession that so many people feel that they are incapable of learning; surely our teaching and instruction is at fault when we reject someone as a failure. How can we say they have not learned when we have used only a small part of the learner's mental capacity. Mea culpa.

When you assess something, you are forced to assume that a linear scale of values can be applied to it. Otherwise no assessment is possible. Every person who says of something that it is good or bad or a bit better than yesterday is declaring that a points system exists; that you can, in a reasonably clear and obvious fashion, set some sort of a number against an achievement. But never at any time has a code of practice been laid down for the awarding of points. No offense intended to anyone. Never at any time in the history of the world has anyone—for anything ever so slightly more complicated than the straightforward play of a ball or a 400-meter race—been able to come up with a code of practice that could be learned and followed by several different people, in such a way that they would all arrive at the same mark. Never at any time have they been able to agree on a method for determining when one drawing, one meal, one sentence, one insult, the picking of one lock, one blow, one patriotic song, one Danish essay, one playground, one frog, or one interview is good or bad or better or worse than another.

The parent is the child's guide. This shepherding process helps a child to understand himself and the world in which he lives. The parent shepherds a child to assess himself and his responses. He shepherds the child to understand not just the "what" of the child's actions, but also the "why." As the shepherd, you want to help your child understand himself as a creature made by and for God. You cannot show him these things merely by instruction; you must lead him on a path of discovery. You must shepherd his thoughts, helping him to learn discernment and wisdom.

Research findings The ‘Teach what is teachable’ view suggests that while variational features of the language can be taught successfully at various points in the learners’ development, developmental features are best taught according to the learners’ internal schedule. Furthermore, although learners may be able to produce more advanced forms on tests or in very restricted pedagogical exercises, instruction cannot change the ‘natural’ developmental course. The recommendation is to assess the learners’ developmental level and teach what would naturally come next.

A more generous assessment of the learning styles movement is that, in attempting to address the inherent diversity of classrooms, it has broadened the range of pedagogical options available. As Jim Scrivener (2012: 106) argues, even if learning styles are simply unfounded hunches, ‘perhaps their main value is in offering us thought experiments along the lines of “what if this were true?” – making us think about the ideas and, in doing so, reflecting on our own default teaching styles and our own current understanding of learner differences and responses to them.

To be ridiculously sweeping: baby boomers and their offspring have shifted emphasis from the communal to the individual, from the future to the present, from virtue to personal satisfaction. Increasingly secular, we pledge allegiance to lowercase gods of our private devising. We are concerned with leading less a good life than the good life. In contrast to our predecessors, we seldom ask ourselves whether we serve a greater social purpose; we are more likely to ask ourselves if we are happy. We shun self-sacrifice and duty as the soft spots of suckers. We give little thought to the perpetuation of lineage, culture or nation; we take our heritage for granted. We are ahistorical. We measure the value of our lives within the brackets of our own births and deaths, and we’re not especially bothered by what happens once we’re dead. As we age—oh, so reluctantly!—we are apt to look back on our pasts and question not did I serve family, God and country, but did I ever get to Cuba, or run a marathon? Did I take up landscape painting? Was I fat? We will assess the success of our lives in accordance not with whether they were righteous, but with whether they were interesting and fun. If that package sounds like one big moral step backward, the Be Here Now mentality that has converted from sixties catchphrase to entrenched gestalt has its upsides. There has to be some value in living for today, since at any given time today is all you’ve got. We justly cherish characters capable of living “in the moment.”…We admire go-getters determined to pack their lives with as much various experience as time and money provide, who never stop learning, engaging, and savoring what every day offers—in contrast to the dour killjoys who are bitter and begrudging in the ceaseless fulfillment of obligation. For the role of humble server, helpmate, and facilitator no longer to constitute the sole model of womanhood surely represents progress for which I am personally grateful. Furthermore, prosperity may naturally lead any well-off citizenry to the final frontier: the self, whose borders are as narrow or infinite as we make them. Yet the biggest social casualty of Be Here Now is children, who have converted from requirement to option, like heated seats for your car. In deciding what in times past never used to be a choice, we don’t consider the importance of raising another generation of our own people, however we might choose to define them. The question is whether kids will make us happy.

All countries think that God is on their side in war. USA prays that God bless America in the war, but God is not the exclusive property of a certain country, God do not belong to a certain country. The truth is that God is the inner light of every living being, which is why the scriptures of all religions says that it is wrong to kill. The inner being of all living beings is the door to God. We are all children of God. People are very tired of wars and it is time to end the eternal wars. But power maniacs who want to dominate the world, say that God is on their side against the heathens, the godless people, so that the soldiers feel that they are justified in killing people. In USA, many solidiers from the Iraq and Afghanistan wars are now commiting suicide when they come home, because they can not handle their feelings about what they have been forced to do during the war. I remember when I applied for community service as an alternative to military service when I was 15 years old. To assess my right to alternative community service instead of military service, a military psychologist travelled to my birth town in the north of Sweden and checked into a suite at the most luxurious hotel in the town. During a three hour tough interview and psychological investigation, the military psychologist made an assessment of my right for the alternative service. During this three hour psychological investigation, I presented God as a light, which is the essence of every human being. God is the consciousness in all living beings, and therefore I can not engage in a training which means to learn to kill people. This military psychologist was very tough during this three hour interview, but in the end he loved me. In the conclusion of his psychologist assessment, he wrote that the “candidate is a young man, who presented his arguments with methodical calm” - and then he recommended the alternative community service instead of military service.

Student-engaged assessment involves students in underst anding and in vesting in their own growth. It changes the primary role of assessment from evaluating and ranking students to motivating them to learn. It empowers students with the understanding of where they need to go as learners and how to get there. It builds the independence, critical thinking skills, perseverance, and self-reflective understanding students need for college and careers and that is required by the Common Core State Standards. And, because student-engaged assess ment practices demand reflection, collaboration, and responsibility, they shepherd students toward becoming positive citizens and human beings.

When President Obama asked to meet with Steve Jobs, the late Apple boss, his first question was ‘how much would it cost to make the iPhone in the United States, instead of overseas?’ Jobs was characteristically blunt, asserting that ‘those jobs are never coming back’. In point of fact, it’s been estimated that making iPhones exclusively in the US would add around $65 to the cost of each phone – not an unaffordable cost, or an unthinkable drop in margin for Apple, if it meant bringing jobs back home.  But American workers aren’t going to be making iPhones anytime soon, because of the need for speed, and scale, in getting the product on to shelves around the world. When Apple assessed the global demand for the iPhone it estimated that it would need almost 9,000 engineers overseeing the production process to meet demand. Their analysts reported that it would take nine months to recruit that many engineers in the US – in China, it took 15 days. It’s these kind of tales that cause US conservative media outlets to graphically describe Asia as ‘eating the lunch’ off the tables of patriotic, if sleep-walking, American citizens. If Apple had chosen to go to India, instead of China, the costs may have been slightly higher, but the supply of suitably qualified engineers would have been just as plentiful. While China may be the world’s biggest manufacturing plant, India is set to lead the way in the industry that poses the biggest threat to western middle-class parents seeking to put their sons or daughters through college: knowledge.

Needless to say, elderly people taking steroids may also experience the same side effects as younger persons. So, if you are a senior and need to be on a long course of steroids, what should you do? We would suggest a practical approach—which could apply to anyone on steroids, regardless of age, but may be particularly relevant for seniors because they are particularly vulnerable to side effects: • Understand and verify the need for steroids in your own situation, weighing the anticipated benefit with the possible risks. This means that you should explore the range of other treatments that may be available for your particular condition. You need to learn about the benefits and risks of any other treatment suggested. In other words, get all the information you can prior to going on treatment, be it with steroids or other medications. • Be sure that your health is well-assessed before or at the start of therapy. If you have underlying, separate health conditions, those should be noted and followed while you are on steroids. • Assess bodily systems that might particularly be affected by being on steroids. This means an assessment of your skeletal health, your eyes, your teeth, and your internal organs. • Request guidance about staying active. Physical therapy should be planned, to minimize the chances that your muscles and joints will be overtaxed or that any existing damage might get worse. • Ask to reassess the length and dose of your medication course at various intervals. A reasonable interval is every couple of months, if you are on a long course of steroids.

Women retained more information from the training, and those who were trained by them and listened to them did in fact learn more. But most farmers did not listen. They assumed women were less able, and therefore paid less attention to them. Along the same lines, when women in Bangladesh were trained to become line managers, they were just as good as men based on an objective assessment of their leadership and technical qualities, but they were perceived as less good by their line workers. And, presumably as a result, the performance of their lines also suffered, perversely confirming the prejudice that they were worse managers.39 What started as an unjustified preference against women resulted in women actually doing worse through no fault of their own, and this reinforced their inferior status.

The assumptions that propagandists are rational, in the sense that they follow their own propaganda theories in their choice of communications, and that the meanings of propagandists' communications may differ for different people reoriented the FCC* analysts from a concept of "content as shared" (Berelson would later say "manifest") to conditions that could explain the motivations of particular communicators and the interests they might serve. The notion of "preparatory propaganda" became an especially useful key for the analysts in their effort to infer the intents of broadcasts with political content. In order to ensure popular support for planned military actions, the Axis leaders had to inform; emotionally arouse, and otherwise prepare their countrymen and women to accept those actions; the FCC analysts discovered that they could learn a great deal about the enemy's intended actions by recognizing such preparatory efforts in the domestic press and broadcasts. They were able to predict several major military and political campaigns and to assess Nazi elites' perceptions of their situation, political changes within the Nazi governing group, and shifts in relations among Axis countries. Among the more outstanding predictions that British analysts were able to make was the date of deployment of German V weapons against Great Britain. The analysts monitored the speeches delivered by Nazi propagandist Joseph Goebbels and inferred from the content of those speeches what had interfered with the weapons' production and when. They then used this information to predict the launch date of the weapons, and their prediction was accurate within a few weeks. *FCC - Federal Communications Commission

Metalearning: First Draw a Map. Start by learning how to learn the subject or skill you want to tackle. Discover how to do good research and how to draw on your past competencies to learn new skills more easily. Focus: Sharpen Your Knife. Cultivate the ability to concentrate. Carve out chunks of time when you can focus on learning, and make it easy to just do it. Directness: Go Straight Ahead. Learn by doing the thing you want to become good at. Don’t trade it off for other tasks, just because those are more convenient or comfortable. Drill: Attack Your Weakest Point. Be ruthless in improving your weakest points. Break down complex skills into small parts; then master those parts and build them back together again. Retrieval: Test to Learn. Testing isn’t simply a way of assessing knowledge but a way of creating it. Test yourself before you feel confident, and push yourself to actively recall information rather than passively review it. Feedback: Don’t Dodge the Punches. Feedback is harsh and uncomfortable. Know how to use it without letting your ego get in the way. Extract the signal from the noise, so you know what to pay attention to and what to ignore. Retention: Don’t Fill a Leaky Bucket. Understand what you forget and why. Learn to remember things not just for now but forever. Intuition: Dig Deep Before Building Up. Develop your intuition through play and exploration of concepts and skills. Understand how understanding works, and don’t recourse to cheap tricks of memorization to avoid deeply knowing things. Experimentation: Explore Outside Your Comfort Zone. All of these principles are only starting points. True mastery comes not just from following the path trodden by others but from exploring possibilities they haven’t yet imagined.

Lareau calls the middle-class parenting style "concerted cultivation." It’s an attempt to actively "foster and assess a child’s talents, opinions and skills." Poor parents tend to follow, by contrast, a strategy of "accomplishment of natural growth." They see as their responsibility to care for their children but to let them grow and develop on their own. Lareau stresses that one style isn’t morally better than the other. The poorer children were, to her mind, often better behaved, less whiny, more creative in making use of their own time, and had a well-developed sense of independence. But in practical terms, concerted cultivation has enormous advantages. The heavily scheduled middleclass child is exposed to a constantly shifting set of experiences. She learns teamwork and how to cope in highly structured settings. She is taught how to interact comfortably with adults, and to speak up when she needs to. In Lareau’s words, the middle-class children learn a sense of "entitlement." That word, of course, has negative connotations these days. But Lareau means it in the best sense of the term: "They acted as though they had a right to pursue their own individual preferences and to actively manage interactions in institutional settings. They appeared comfortable in those settings; they were open to sharing information and asking for attention It was common practice among middle-class children to shift interactions to suit their preferences." They knew the rules. "Even in fourth grade, middle-class children appeared to be acting on their own behalf to gain advantages. They made special requests of teachers and doctors to adjust procedures to accommodate their desires." By contrast, the working-class and poor children were characterized by "an emerging sense of distance, distrust, and constraint." They didn’t know how to get their way, or how to "customize"—using Lareau’s wonderful term—whatever environment they were in, for their best purposes.

It has been noted in various quarters that the half-illiterate Italian violin maker Antonio Stradivari never recorded the exact plans or dimensions for how to make one of his famous instruments. This might have been a commercial decision (during the earliest years of the 1700s, Stradivari’s violins were in high demand and open to being copied by other luthiers). But it might also have been because, well, Stradivari didn’t know exactly how to record its dimensions, its weight, and its balance. I mean, he knew how to create a violin with his hands and his fingers but maybe not in figures he kept in his head. Today, those violins, named after the Latinized form of his name, Stradivarius, are considered priceless. It is believed there are only around five hundred of them still in existence, some of which have been submitted to the most intense scientific examination in an attempt to reproduce their extraordinary sound quality. But no one has been able to replicate Stradivari’s craftsmanship. They’ve worked out that he used spruce for the top, willow for the internal blocks and linings, and maple for the back, ribs, and neck. They’ve figured out that he also treated the wood with several types of minerals, including potassium borate, sodium and potassium silicate, as well as a handmade varnish that appears to have been composed of gum arabic, honey, and egg white. But they still can’t replicate a Stradivarius. The genius craftsman never once recorded his technique for posterity. Instead, he passed on his knowledge to a number of his apprentices through what the philosopher Michael Polyani called “elbow learning.” This is the process where a protégé is trained in a new art or skill by sitting at the elbow of a master and by learning the craft through doing it, copying it, not simply by reading about it. The apprentices of the great Stradivari didn’t learn their craft from books or manuals but by sitting at his elbow and feeling the wood as he felt it to assess its length, its balance, and its timbre right there in their fingertips. All the learning happened at his elbow, and all the knowledge was contained in his fingers. In his book Personal Knowledge, Polyani wrote, “Practical wisdom is more truly embodied in action than expressed in rules of action.”1 By that he meant that we learn as Stradivari’s protégés did, by feeling the weight of a piece of wood, not by reading the prescribed measurements in a manual. Polyani continues, To learn by example is to submit to authority. You follow your master because you trust his manner of doing things even when you cannot analyze and account in detail for its effectiveness. By watching the master and emulating his efforts in the presence of his example, the apprentice unconsciously picks up the rules of the art, including those which are not explicitly known to the master himself. These hidden rules can be assimilated only by a person who surrenders himself to that extent uncritically to the imitation of another.

Between 1995 and 1997 the California-based healthcare network Kaiser Permanente gave more than 17,000 patients a questionnaire to assess the level of trauma in their childhoods. Questions included whether the patients' parents had been mentally or physically abusive or neglectful and whether their parents were divorced or had abused substances. This was called the Adverse Childhood Experiences (ACE) study. After taking the questionnaire, patients were given an ACE score on a scale of 0 to 10. The higher the score, the more trauma a person experienced in childhood. The results of the study were astoundingly clear: The more childhood trauma someone had suffered, the worse their health outcomes were in adulthood. And their risk for contracting diseases didn't go up just a few percentage points. People with high ACE scores were about three times as likely to develop liver disease, twice as likely to develop cancer or heart disease, four times as likely to develop emphysema. They were seven and a half times more likely to become alcoholics, four and a half times more likely to suffer from depression, and a whopping twelve times more likely to attempt suicide. Scientists have learned that stress is literally toxic. Stress chemicals surging through our bodies like cortisol and adrenaline are healthy in moderation—you wouldn't be able to get up in the morning without a good dose of cortisol. But in overwhelming quantities, they become toxic and can change the structure of our brains. Stress and depression wear our bodies out. And childhood trauma affects our telomeres. Telomeres are like little caps on the ends of our strands of DNA that keep them from unraveling. As we get older, those telomeres get shorter and shorter. When they've finally disappeared, our DNA itself begins to unravel, increasing our chances of getting cancer and making us especially susceptible to disease. Because of this, telomeres are linked to human lifespan. And studies have shown that people who have suffered from childhood trauma have significantly shortened telomeres. In the end, these studies claimed that having an ACE score of 6 or higher takes twenty years off your life expectancy. The average life expectancy for someone with 6 or more ACEs is sixty years old.

But more importantly,  I agree with a CIA assessment that  “ all US military Combatant Commands,  Services , the National Guard Bureau, and The Joint Staff  will be devoid of learning about the psychology,  intent, rationale, and hatred imbedded in Islamic Radical Theory.” So from my professional  perspective,  I should never have been taught by the CIA and DARPA the following fields of knowledge—Soviet Communism;  Agitation Propaganda;  Political Psychology;  National Character Studies[ replete with their customs, hatreds and proclivities];  US Imperialism;  Arab Terrorism;  Muslim Terrorism;  Jewish Terrorism; Zionist Terrorism; Hindu Terrorism;  Christian Terrorism. As a matter of fact,  to put it very simply,  I should never had read both the Declaration of Independence and the Constitution because both are extremely subversive documents dedicated to the eradication of any interference both military or civilian to the wellbeing of our republic---this wonderful experiment called America.                 This kind of censorship, in any form, in both the military and civilian sectors of our society begets the tyranny of today and suppression of tomorrow. And that leads, to … oh my God!  A Revolution! Perhaps…. a Second American Revolution.

My morning schedule saw me first in Cannan’s office, conferring with my advisor, but our meeting was interrupted within minutes by Narian, who entered without knocking and whose eyes were colder than I had seen them in a long time. “I thought you intended to control them,” he stated, walking toward the captain’s desk and standing directly beside the chair in which I sat.” He slammed a lengthy piece of parchment down on the wood surface, an unusual amount of tension in his movements. I glanced toward the open door and caught sight of Rava. She stood with one hand resting against the frame, her calculating eyes evaluating the scene while she awaited orders. Cannan’s gaze went to the parchment, but he did not reach for it, scanning its contents from a distance. Then he looked at Narian, unruffled. “I can think of a dozen or more men capable of this.” “But you know who is responsible.” Cannan sat back, assessing his opposition. “I don’t know with certainty any more than you do. In the absence of definitive proof of guilt on behalf of my son and his friends, I suggest you and your fellows develop a sense of humor.” Then the captain’s tone changed, becoming more forbidding. “I can prevent an uprising, Narian. This, you’ll have to get used to.” Not wanting to be in the dark, I snatched up the parchment in question. My mouth opened in shock and dismay as I silently read its contents, the men waiting for me to finish. On this Thirtieth Day of May in the First Year of Cokyrian dominance over the Province of Hytanica, the following regulations shall be put into practice in order to assist our gracious Grand Provost in her effort to welcome Cokyri into our lands--and to help ensure the enemy does not bungle the first victory it has managed in over a century. Regulation One. All Hytanican citizens must be willing to provide aid to aimlessly wandering Cokyrian soldiers who cannot on their honor grasp that the road leading back to the city is the very same road that led them away. Regulation Two. It is strongly recommended that farmers hide their livestock, lest the men of our host empire become confused and attempt to mate with them. Regulation Three. As per negotiated arrangements, crops grown on Hytanican soil will be divided with fifty percent belonging to Cokyri, and seventy-five percent remaining with the citizens of the province; Hytanicans will be bound by law to wait patiently while the Cokyrians attempt to sort the baffling deficiency in their calculations. Regulation Four. The Cokyrian envoys assigned to manage the planting and farming effort will also require Hytanican patience while they slowly but surely learn what is a crop and what is a weed, as well as left from right. Regulation Five. Though the Province Wall is a Cokyrian endeavor, it would be polite and understanding of Hytanicans to remind the enemy of the correct side on which to be standing when the final stone is laid, so no unfortunates may find themselves trapped outside with no way in. Regulation Six. When at long last foreign trade is allowed to resume, Hytanicans should strive to empathize with the reluctance of neighboring kingdoms to enter our lands, for Cokyri’s stench is sure to deter even the migrating birds. Regulation Seven. For what little trade and business we do manage in spite of the odor, the imposed ten percent tax may be paid in coins, sweets or shiny objects. Regulation Eight. It is regrettably prohibited for Hytanicans to throw jeers at Cokyrian soldiers, for fear that any man harried may cry, and the women may spit. Regulation Nine. In case of an encounter with Cokyrian dignitaries, the boy-invader and the honorable High Priestess included, let it be known that the proper way in which to greet them is with an ass-backward bow.

you'll wonder again, later, why so many psychologists remain so vocal about having more and better training than anyone else in the field when every psychologist you've ever met but one will also have lacked these identification skills entirely when it seems nearly every psychologist you meet has no real ability to detect deception. You will wonder, later, why the assessment training appears to have been reserved for the CIA and the FBI is it because we as a society don't want to imagine that any other professionals will need the skills? And what about attorneys? What about training programs for guardian ad litems or anyone involved in approving care for all the already traumatized and marginalized children? You'll have met enough of those children after they grow up to know that when a small girl experiences repeated rapes in a series of households throughout her childhood, then that little girl is pretty likely to have some sort of "dysfunction" when she grows up. And you won't have any tolerance for the people who point their fingers at her and demand that she be as capable as they are it is, after all, a free country. We all get the same opportunities. You'll want to scream at all those equality people that you can't ignore the rights of this nation's children you can't ignore them and then get pissed when any raped and beaten little girls and boys grow up to be traumatized and perhaps hurtful or addicted adults. No more pointing fingers only a few random traumatized people stand up later as some miraculous example of perfectly acceptable societal success and if every judgmental person imagines that I would be like that I would be the one to break through the barriers then all those judgmental people need to go back in time and prove it, prove to everyone that life is a choice and we all get equal chances. You'll want anyone who talks about equal chances to go back and be born addicted to drugs in complete poverty and then to be dropped into a foster system that's designed for good but exploited by people who lack a conscience by people who rape and molest and whip and beat tiny little six year olds and then you will want all those people to come out of all that still talking about equal chances and their personal tremendous success. Thank you, dear God, for writing my name on the palm of your hand. You will be angry and yet you still won't understand the concept of evil. You'll learn enough to know that it's not politically correct to call anyone evil, especially when many terrible acts might actually stem from a physiological deficit I would never use the word evil, it's not professional but you will certainly come to understand that many of the very worst crimes are committed by people who lack the capacity to feel remorse for what they've done on any level. But when you gain that understanding, you still will not have learned that these individuals are more likable than most people that they aren't cool and distant that they aren't just a select few creepy murderers or high-profile con artists you won't know how to look for a lack of conscience in noncriminal and quite normal looking populations no clinical professors will have warned you about people who exude charm and talk excessively about protecting the family or protecting the community or protecting our way of life and you won't know that these types would ever stick around to raise kids you will have falsely believed that if they can't form real attachments, they won't bother with raising children and besides most of them will end up in prison you will not know that your assumptions are completely erroneous you won't understand that many who lack a conscience keep their kids close and tight for their own purposes.