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.

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.

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.

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.

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.

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.

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

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

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.

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.

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

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.

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.

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.

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.

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.

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.

To many, achievement meant high grades in every class. This idea had to be challenged. “What does getting an A really mean?

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

I learned long ago that appealing to rational assessments of the available evidence is useless when trying to convert a person of Faith.

Grades ultimately end up being a power tool that serves the teacher but not the student.

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.

Formative assessments nurture hope and say to students, 'You might not get this yet, but you will. Here is something else you can try that might help you understand and improve.' Formative assessment empowers teachers and students because it gives them specific information about individual performance. When teachers share the information with students, students have a concrete way to improve.

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.

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.

The faculty and students share ownership of the learning outcomes; the students assume responsibility for their learning, and the faculty assumes responsibility for providing appropriate resources for that learning.

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.

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.

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.

Learning to crow: If we’ve been taught to credit our success externally and debit our failures to ourselves, we’re indeed in a bind. It is important to come to an authentic assessment of our talents and strengths, speaking from our center. [p. 91]

Just as in sports, becoming an elite performer in business requires struggle, sacrifice, and honest (often painful) self-assessment... Learning how to implement these approaches is often what separates a brilliant thinker from a creative want-to-be.

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

Assessment must be a conversation, a narrative that enhances students’ understanding of what they know, what they can do, and what needs further work. Perhaps even more important, they need to understand how to make improvements and how to recognize when legitimate growth has occurred.

In our relentless pursuit of the almighty A and the perfect GPA, something got lost—learning. Grades became the be-all and end-all, the goal itself, not an indicator of achieving the goal of learning. Grades have become the commodity, the badge of success and smarts, the ticket to college.

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.

We have learned through research on trauma survivors that early events that stimulate our fight-or-flight response have long-lasting effects. It usually directs us to create a negative belief about ourselves, which in turn leads to the counterbalancing behaviors that try to minimize the deleterious effects of those negative beliefs.

Assessment centers on demonstrated competencies, not memorized content. Standardized tests are used thoughtfully to identify and assist students lagging in “learning how to learn” skills. Students teach and learn from each other. They learn to make the most of online resources and machine intelligence and draw on adults for guidance.

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.

Averaged scores say very little about actual learning: any number of students can earn a B for many different combinations of reasons. A gifted student who does little work may receive the same grade as a struggling student who has improved steadily throughout the course or a student who started off strongly but performed poorly in the last quarter.

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.

Unusual markets often provide the clearest insight into how risk is assessed, bought, and sold. Because nothing is hidden in markets like sex work, the subtleties that exist in all markets are made obvious. This is why we can learn the most by studying how business is conducted at the edges of the economy and apply that knowledge to more typical economic transactions.

For example, you have a right to be first, at least sometimes. You are allowed to make mistakes, as long as you intend to learn from them. You have a right to say you don’t have enough time for something, if in fact you really don’t have enough time. STEP 2: Conducting an Honest Self-assessment Most feelings of submissiveness or aggressiveness have their roots in early life.

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).

A truly multicultural nation ruled by multiculturalists would not have Christianity as its unofficial standard religion. It would not have suits as its standard professional attire. English would not be its standard language or be assessed by standardized tests. Ethnic Studies would not be looked upon as superfluous to educational curricula. Afrocentric scholars and other multicultural theorists, lecturing on multiple cultural perspectives, would not be looked upon as controversial. No cultural group would be directly and indirectly asked to learn and conform to any other group’s cultural norms in public in order to get ahead. A nation of different-looking people is not automatically multicultural or diverse if most of them practice or are learning to practice the same culture.

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.

Exams do not assess anything significant to the future of children, because no one knows how to assess or measure the key factors to the future success of any person, child or adult. They are a closed system; tests exist for their own sake. They measure the ability of the entire school community—children, parents, teachers, administrators—to focus all their efforts on producing good results on tests! Nothing more, nothing less. To

When it comes to assessment, the traditional model of assessment is assessment for learning. What people like to talk about now is that the twenty-first-century model is assessment of learning. But if assessment is merely the way we are able to determine how much learning has occurred, then the ultimate goal is assessment as learning, where assessment occurs in real time and is the process by which people reflect on their own thinking and diagnose how they’ve changed. There are schools that do this. There’s a remarkable school in New Hampshire that, for them, the thing that matters the most is that people who graduate from their school have seventeen specific habits of mind and work—everything from collaboration and leadership to curiosity and wonder. They’ve developed these really thoughtful behavioral rubrics that break down each of those habits by subskills.

Displaying the key elements of L1 and L2 acquisition, O’Neill, R. (1998) assesses that acquiring L2 as children acquire their L1 is a “wishful thinking and… based on a profound misconception about the nature of L2 learning - just as it is a misconception about how L1 acquisition occurs”. Hereinafter, O’Neill, R. (1998) maintains that “the best way to explore the differences between the two processes is to view them side-by-side – in parallel”.

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!

A healthy and ideal system of education would be where a teacher would patiently impart knowledge, instead of curriculum, upon the students, only after assessing their acceptability – where a student would acquire knowledge in order to learn, not to earn – where the parents would be willing to make necessary sacrifices in order to adorn their child with curiosity and thereafter nourish that curiosity, regardless of how absurdly impractical it becomes to the eyes of the society.

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.

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.

I’m going to let you in on a little secret. It’s a lesson learned by those who have faced the most miserable of tragedies, and it’s a secret that I suspect you yourself already know: the sun will always rise. Always. The sun rises the next day after mothers lose their babies, after men lose their wives, after countries lose wars. The sun will rise no matter what pain we encounter. No matter how much we believe the world to be over, the sun will rise. So you can’t go around assessing love by whether or not the sun rises. The sun doesn’t care about love. It just cares about rising. And

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.

The human mind suffers from three ailments as it comes into contact with history, what I call the triplet of opacity. They are: 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; 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 the overvaluation of factual information and the handicap of authoritative and learned people, particularly when they create categories—when they “Platonify.

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.

You may ask whether I have changed my own educational practice and assessment. I have. There are no “final” exams at the end of the semester in my classes. Instead, I split my courses up into thirds so that students only have to study a handful of lectures at a time. Furthermore, none of the exams are cumulative. It’s a tried-and-true effect in the psychology of memory, described as mass versus spaced learning. As with a fine-dining experience, it is far more preferable to separate the educational meal into smaller courses, with breaks in between to allow for digestion, rather than attempt to cram all of those informational calories down in one go. In

But what set Steuben apart from his contemporaries was his schooling under Frederick the Great, Prince Henry, and a dozen other general officers. He had learned from the best soldiers in the world how to gather and assess intelligence, how to read and exploit terrain, how to plan marches, camps, battles, and entire campaigns. He gleaned more from his seventeen years in the Prussian military than most professional soldiers would in a lifetime. In the Seven Years’ War alone, he built up a record of professional education that none of his future comrades in the Continental Army—Horatio Gates, Charles Lee, the Baron Johann de Kalb, and Lafayette included—could match.

There are four on whose pots the Holy One, blessed he, knocked, only to find them filled with piss, and these are they: Adam, Cain, the wicked Balaam, and Hezekiah." Again, an abrupt transposition from the divine to the domestic, from upper to lowly spheres, occurs in the midrash. The homely image of the Holy One knocking on pots apparently derives from the practice of tapping on a clay or earthen pot to hear its ring in order to decide if it is worthy of holding wine. In current Hebrew usage, the expression 'to assess or gauge someone's pot' still denotes taking in the measure of a person's character. From Adam's answer to God, we learn that he turned out to be a pisspot.

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.

If collaboration is a headache for learning in the workplace, it’s hard to know where to start with schools. First, most schools don’t call it ‘sharing’ anyway – they call it ‘cheating’. Think about it for a moment: the kids who are now in school will be entering a workplace where internal and external collaboration is the work. We prepare them for this interconnected world, by insisting that almost everything they do, every piece of work they submit, is their own work, not the fruits of working with others, because every student has to have an individual, rigorously assessed, accountable grade – if they don’t, the entire examinations system collapses like a deck of cards.  Except it doesn’t.

Jobs also attacked America’s education system, saying that it was hopelessly antiquated and crippled by union work rules. Until the teachers’unions were broken, there was almost no hope for education reform. Teachers should be treated as professionals, he said, not as industrial assembly- line workers. Principals should be able to hire and fire them based on how good they were. Schools should be staying open until at least 6 p.m. and be in session eleven months of the year. It was absurd, he added, that American classrooms were still based on teachers standing at a board and using textbooks. All books, learning materials, and assessments should be digital and interactive, tailored to each student and providing feedback in real time.

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.

This embarrassing episode remains one of the most instructive experiences of my professional life. I eventually learned three lessons from it. The first was immediately apparent: I had stumbled onto a distinction between two profoundly different approaches to forecasting, which Amos and I later labeled the inside view and the outside view. The second lesson was that our initial forecasts of about two years for the completion of the project exhibited a planning fallacy. Our estimates were closer to a best-case scenario than to a realistic assessment. I was slower to accept the third lesson, which I call irrational perseverance: the folly we displayed that day in failing to abandon the project. Facing a choice, we gave up rationality rather than give up the enterprise.

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.

One of the first pieces of advice I will offer is this: Learn to assess your stress. Learn to tell the difference between bears and traffic. The first thing we should do when we start to feel agitated or stressed is stop and ask ourselves, “Is this situation actually threatening?” If it is, then Houston, we have a probl—uh I mean, bear! It is a simple question really, and it requires clarity of mind that we often do not have when we are enraged or frightened or whatever, but if we can take a moment to assess our stress it will help us calm down. Imagine again that you are sitting in traffic and you start to feel your blood boil a bit. Before you allow yourself to react, ask yourself if this situation represents an actual threat to you. Chances are, it does not and you will start to calm down.

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.

A relationship in which one partner can express hostile feelings but the other cannot is based on a serious imbalance of power. Yet, the woman who sees herself as powerless in such a relationship is not seeing things as they really are. She actually has more power than her partner, because he is far more dependent on her than she is on him. She just doesn't realize it. His neediness, his fears of abandonment, his need to be in total control, his intense possessiveness, and his distorted view of reality make him a paper tiger. No matter how powerful he appears, he feels powerful only when he is subjugating and controlling her. These defenses give him a sense of safety but also keep him locked into a very rigid way of behaving. In contrast, once the woman learns to accurately assess her real strengths, she is in a much better position than he is to change her behavior and her life.

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.

Thanks to all that struggling and learning, I have done everything I wanted to do, gone everywhere I wanted to go, met whomever I wanted to meet, gotten everything I wanted to own, had a career that has been enthralling, and, most rewardingly, had many wonderful relationships. I have experienced the full range, from having nothing to having an enormous amount, and from being a nobody to being a somebody, so I know the differences. While I experienced them going from the bottom up rather than from the top down (which was preferable and probably influenced my perspective), my assessment is that the incremental benefits of having a lot and being on top are not nearly as great as most people think. Having the basics—a good bed to sleep in, good relationships, good food, and good sex—is most important, and those things don’t get much better when you have a lot of money or much worse when you have less. And the people one meets at the top aren’t necessarily more special than those one meets at the bottom or in between.

Go on like this and you’ll never get used to yourself or anything else,’ his mother had warned him more than once. ‘You’ll always be reinventing the wheel.’ Then, as if aside to a third party: ‘And my God, won’t that be as tiring for you as it is for everyone who has to deal with you.’ In revenge for assessments of this kind, Shaw had quickly learned to skip-read his own experience, maintaining through adolescence only the most lateral relationship with its problems. A short attention span had helped: if for a month or two he liked motorcycles, by Christmas it was horses. He didn’t meet girls. He didn’t make friends. With university behind him, he’d found himself able to skirt most events and encounters, problematic or not, by cataloguing them under ‘sketchy and uninterpretable’ even as they occurred. When he actually took in the things that happened to him, the work was done somewhere else, somewhere deep, if he had anywhere like that: his surface focus – indeed his entire personality – always seemed to be taken up somewhere else.

When you are having trouble getting your thinking straight, consider an extreme or simple case. This will often give you the insight you need to move forward. More generally, make a problem as simple as possible without losing its essence – but no simpler. The world is full of uncertainty, much more than you think. Almost every important decision you make will be in the face of uncertainty. Therefore, learning to think probabilistically (assessing subjective probabilities of various scenarios and updating these probabilities with new information) is a critical life skill. Because of uncertainty, some good decisions will result in poor outcomes. In fact, for some decisions there are no good outcomes. Your job will be to choose the option likely to lead to the least bad outcome. Also, resist the tendency to dislike more the errors resulting from your actions (errors of commission) than the errors resulting from your inactions (errors of omission). These two types of errors are equally bad; what matters is their consequences, not their source.

Lt. Gen. Zinni has distilled his experiences in a talk on “twenty lessons learned”that feels like a modern appendix to the Small Wars Manual. The earlier you go in, the better, he argues. Start planning as early as possible, and coordinate it with organizations like the United Nations and private relief groups. Assess the differences between your views of the situation and theirs. Coordinate everything, but decentralize execution. Know the culture. “Who makes decisions in this culture? What is the power of religious leaders? Of political people? Of professionals?”Zinni argues that this is probably where the American military fails most often, as it unconsciously seeks the levers of power that exist in its own society. “Truly, the decision makers are at the back of the tent. You have to find them.”Restart a key institution, probably the police, as soon as possible. But don’t offer well-intentioned help, such as extensive medical care, that you can’t sustain. Don’t set high expectations. “Don’t make enemies, but if you do, don’t treat them gently.

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.

I confess, I have setbacks like anyone. But they don’t cause distress or coalesce in a mess for I’ve learned to step back, to reflect and assess where I’m at and enact a simple plan of attack — to press forward, progress; not digress, not give up nor express my despair but address what I can, my mistakes and my faults, with a head-on assault. For I’m blessed with my faith and belief and a chest that encases a heart that does not know the meaning of “quit" or “give up" or “there there” or “oh well”, “never-mind” or “bad luck” or “just try something else”, no. Me and myself, my reflection and I, we are not of that ilk, we aren’t ones to comply. We aren’t ones to conform or accept that the norm is a one-size-fits-all way to simply exist for we strive to be different, incredible, unique. Not irrelevant, invisible, insignificant or meek. We strive to resist and we fight to excel, so setbacks to us are a thing to be quashed, to be quelled, to be squished, to be left in our wake as we go on our way, as we sail right on by to impossible ends, to what few dare to try. This is why – this is why – as my reflection attests, there is no time to rest. The struggle is unending … but I will give it my best.

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.

Being an outsider, being picked on, was very painful, but in hindsight it made me a better judge of people. In my life I would spend a lot of time assessing threats, judging tone of voice, and figuring out the shifting dynamic in a hallway or locker room crowd. Surviving a bully requires constant learning and adaptation. Which is why bullies are so powerful, because it’s so much easier to be a follower, to go with the crowd, to just blend in. Those years of bullying added up, minor indignity after indignity, making clear the consequences of power. Harry Howell had power, and he wielded it with compassion and understanding. That wasn’t always easy for him, because he had to deal with a lot of immature kids. Others had power, like the bullies at school, and they found it far easier to wield it against those who were defenseless and to just go along with the group rather than stand up to it. I learned this lesson, too, in one of the great early mistakes of my life. * * * In 1978, I attended the College of William & Mary. I was one of many insecure, homesick, frightened kids living away from home for the first time, although we would admit none of that to one another, or even to ourselves. Because of overcrowding, I was among seventeen freshman boys living in a

Socrates' execution must have had a profound impact on his associates. From Plato's seventh letter, for instance, we learn how it affected his assessment of the Athenian polity and, in fact, of every other polity. All human political and social arrangements, Plato concluded (Epist. 7.325d-326a), were almost beyond repair and could not be helped except by some miraculous plan and a streak of good luck. Later on, he would insist on the necessity of casting aside all existing political and social arrangements in order to undertake the task of reforming them as if on a new canvass, because those used hitherto were useless. Like an artist bent on correcting a painting full of flaws, who eventually decides to discard it, Plato envisioned the possibility of recreating society on a new foundation. His political dialogues, the Republic and the Laws, are the literary testament of his aspirations. Antisthenes, however, appears not to have sheltered such aspirations. The human world, which according to Plato was "almost beyond repair," was for Antisthenes truly beyond repair and there was nothing to do about it, except to tear it down, and Socrates' execution provided irrefutable evidence for this. Socrates had practiced what the Athenians regarded as an inviolable right- freedom of speech or the willingness to say it all-and yet, it was for this that he was punished.

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.

Child psychologists Betty Hart and Todd Risley learned the same thing when they recorded hundreds of hours of interactions between children and adults in forty-two families from across a wide socioeconomic spectrum and assessed the children’s development from nine months to three years. Children in well-to-do families, whose parents were typically college-educated professionals, heard an average of 2,153 words an hour spoken to them. In contrast, the children of low-income families heard an average only 616 words per hour. By their third birthday, the children in well-to-do families heard 30 million more words than economically deprived children and the amount of conversation parents had with their infants was directly proportional to IQ test scores assessed at three years of age and the performance in school of these children at ages nine and ten. (Hart and Risley 2003) The exciting part is that Hart and Risley’s research has spawned conscious parenting initiatives thanks to technology in the form of LENA (Language Environment Analysis) devices. LENA devices work like pedometers except they keep track of words rather than steps. The Thirty Million Words Initiative in Chicago is making LENA devices available to parents so they can track the numbers of words they expose their children to. After six weeks, researchers in Chicago found a 32 percent increase in the number of words the children heard. Says Dr. Dana Suskind, Director of the Thirty Million Words Initiative: “Every parent has the ability to grow their children’s brain and impact their future.” (Suskind 2013)

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.

The educational goal of self-esteem seems to habituate young people to work that lacks objective standards and revolves instead around group dynamics. When self-esteem is artificially generated, it becomes more easily manipulable, a product of social technique rather than a secure possession of one’s own based on accomplishments. Psychologists find a positive correlation between repeated praise and “shorter task persistence, more eye-checking with the teacher, and inflected speech such that answers have the intonation of questions.” 36 The more children are praised, the more they have a stake in maintaining the resulting image they have of themselves; children who are praised for being smart choose the easier alternative when given a new task. 37 They become risk-averse and dependent on others. The credential loving of college students is a natural response to such an education, and prepares them well for the absence of objective standards in the job markets they will enter; the validity of your self-assessment is known to you by the fact it has been dispensed by gatekeeping institutions. Prestigious fellowships, internships, and degrees become the standard of self-esteem. This is hardly an education for independence, intellectual adventurousness, or strong character. “If you don’t vent the drain pipe like this, sewage gases will seep up through the water in the toilet, and the house will stink of shit.” In the trades, a master offers his apprentice good reasons for acting in one way rather than another, the better to realize ends the goodness of which is readily apparent. The master has no need for a psychology of persuasion that will make the apprentice compliant to whatever purposes the master might dream up; those purposes are given and determinate. He does the same work as the apprentice, only better. He is able to explain what he does to the apprentice, because there are rational principles that govern it. Or he may explain little, and the learning proceeds by example and imitation. For the apprentice there is a progressive revelation of the reasonableness of the master’s actions. He may not know why things have to be done a certain way at first, and have to take it on faith, but the rationale becomes apparent as he gains experience. Teamwork doesn’t have this progressive character. It depends on group dynamics, which are inherently unstable and subject to manipulation. On a crew,

Henry, there’s something I would like to tell you, for what it’s worth, something I wish I had been told years ago. You’ve been a consultant for a long time, and you’ve dealt a great deal with top secret information. But you’re about to receive a whole slew of special clearances, maybe fifteen or twenty of them, that are higher than top secret. I’ve had a number of these myself, and I’ve known other people who have just acquired them, and I have a pretty good sense of what the effects of receiving these clearances are on a person who didn’t previously know they even existed. And the effects of reading the information that they will make available to you. First, you’ll be exhilarated by some of this new information, and by having it all—so much! incredible!—suddenly available to you. But second, almost as fast, you will feel like a fool for having studied, written, talked about these subjects, criticized and analyzed decisions made by presidents for years without having known of the existence of all this information, which presidents and others had and you didn’t, and which must have influenced their decisions in ways you couldn’t even guess. In particular, you’ll feel foolish for having literally rubbed shoulders for over a decade with some officials and consultants who did have access to all this information you didn’t know about and didn’t know they had, and you’ll be stunned that they kept that secret from you so well. You will feel like a fool, and that will last for about two weeks. Then, after you’ve started reading all this daily intelligence input and become used to using what amounts to whole libraries of hidden information, which is much more closely held than mere top secret data, you will forget there ever was a time when you didn’t have it, and you’ll be aware only of the fact that you have it now and most others don’t … and that all those other people are fools. Over a longer period of time—not too long, but a matter of two or three years—you’ll eventually become aware of the limitations of this information. There is a great deal that it doesn’t tell you, it’s often inaccurate, and it can lead you astray just as much as the New York Times can. But that takes a while to learn. In the meantime it will have become very hard for you to learn from anybody who doesn’t have these clearances. Because you’ll be thinking as you listen to them: “What would this man be telling me if he knew what I know? Would he be giving me the same advice, or would it totally change his predictions and recommendations?” And that mental exercise is so torturous that after a while you give it up and just stop listening. I’ve seen this with my superiors, my colleagues … and with myself. You will deal with a person who doesn’t have those clearances only from the point of view of what you want him to believe and what impression you want him to go away with, since you’ll have to lie carefully to him about what you know. In effect, you will have to manipulate him. You’ll give up trying to assess what he has to say. The danger is, you’ll become something like a moron. You’ll become incapable of learning from most people in the world, no matter how much experience they may have in their particular areas that may be much greater than yours.

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.

No matter what philosophical standpoint people may adopt nowadays, from every point of view the falsity of the world in which we think we live is the most certain and firmest thing which our eyes are still capable of apprehending: - for that we find reason after reason, which would like to entice us into conjectures about a fraudulent principle in the "essence of things." But anyone who makes our very thinking, that is, "the spirit," responsible for the falsity of the world - an honourable solution which every conscious or unconscious advocatus dei [pleader for god] uses -: whoever takes this world, together with space, time, form, and movement as a false inference, such a person would at least have good ground finally to learn to be distrustful of all thinking itself. Wouldn’t it be the case that thinking has played the greatest of all tricks on us up to this point? And what guarantee would there be that thinking would not continue to do what it has always done? In all seriousness: the innocence of thinkers has something touching, something inspiring reverence, which permits them even today still to present themselves before consciousness with the request that it give them honest answers: for example, to the question whether it is "real," and why it really keeps itself so absolutely separate from the outer world, and similar sorts of questions. The belief in "immediate certainties" is a moral naivete which brings honour to us philosophers - but we should not be "merely moral" men! Setting aside morality, this belief is a stupidity, which brings us little honour! It may be the case that in bourgeois life the constant willingness to suspect is considered a sign of a "bad character" and thus belongs among those things thought unwise. Here among us, beyond the bourgeois world and its affirmations and denials - what is there to stop us from being unwise and saying the philosopher has an absolute right to a "bad character," as the being who up to this point on earth has always been fooled the best - today he has the duty to be suspicious, to glance around maliciously from every depth of suspicion. Forgive me the joke of this gloomy grimace and way of expressing myself. For a long time ago I myself learned to think very differently about and make different evaluations of deceiving and being deceived, and I keep ready at least a couple of digs in the ribs for the blind anger with which philosophers themselves resist being deceived. Why not? It is nothing more than a moral prejudice that truth is worth more than appearance. That claim is even the most poorly demonstrated assumption there is in the world. People should at least concede this much: there would be no life at all if not on the basis of appearances and assessments from perspectives. And if people, with the virtuous enthusiasm and foolishness of some philosophers, wanted to do away entirely with the "apparent world," assuming, of course, you could do that, well then at least nothing would remain any more of your "truth" either! In fact, what compels us generally to the assumption that there is an essential opposition between "true" and "false"? Is it not enough to assume degrees of appearance and, as it were, lighter and darker shadows and tones for the way things appear - different valeurs [values], to use the language of painters? Why could the world about which we have some concern - not be a fiction? And if someone then asks "But doesn’t an author belong to a fiction?" could he not be fully answered with Why? Doesn’t this "belong to" perhaps belong to the fiction? Is it then forbidden to be a little ironic about the subject as well as about the predicate and the object? Is the philosopher not permitted to rise above a faith in grammar? All due respect to governesses, but might it not be time for philosophy to renounce faith in governesses?-

The school culture creates press when it sets expectations that every student can master a high-standards curriculum. Principals create press when they expect teachers to teach the curriculum and to help each student reach the required mastery levels. Teachers can create press by expecting each student to learn the class’s objectives, by providing intellectually challenging and engaging work, by familiarizing students with the specific standards and criteria for work quality and quantity, and by the types and frequency of assignments and assessments they expect students to complete as evidence for accountability. Press also comes when school counselors include many demanding courses in students’ educational

•  Create a base of rigorous learning opportunities. Teachers begin with clear ideas about what learning should occur as the result of a lesson or unit aligned with assessments and standards. Then, teachers connect students with the curriculum by transforming student-boring topics into student-friendly concepts that have enduring value beyond the classroom, lie at the heart of the discipline, require analysis, have the potential to engage students, and span various cultures. Give students a reason for studying the curriculum.

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; 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 the overvaluation of factual information and the handicap of authoritative and learned people, particularly when they create categories—when they “Platonify.

Duckworth learned that the Whole Candidate Score—an agglomeration of standardized test scores, high school rank, physical fitness tests, and demonstrated leadership—is the single most important factor for admission, but that it is useless for predicting who will drop out before completing Beast. She had been talking to high performers across domains, and decided to study passion and perseverance, a combination she cleverly formulated as “grit.” She designed a self-assessment that captured the two components of grit. One is essentially work ethic and resilience, and the other is “consistency of interests”—direction, knowing exactly what one wants.

Market for Non-Fungible-Tokens (NFTs) has grown significantly and enabled several ways to earn through them. However, with the rise of NFT scams, main problem has arisen in determining the value of an NFT. Knowing the value of an NFT can be helpful in many ways. Here is what you should know about investing in NFTs, determining their worth, and considering several factors that will help you make a profit from NFTs. Understand the pricing of an NFT There is no defined model to evaluate the value of an NFT. In a basic sense, you cannot assess NFTs using the same parameters used to evaluate properties or traditional investment vehicles like shares. Last buyer's payment often provides some indication of the worth. However, with NFTs, it can be challenging to predict what the next buyer will pay based on their predictions. Most buyers depend on guesswork in their bids because they lack the expertise required to estimate the value of NFTs logically. The value of NFTs is influenced over time by a judgment over which both buyers and sellers may have no control. For instance, a piece of NFT art could be in great demand for a period because purchasers believe it to be unique and that its value will rise shortly. Then, suddenly, they may discover that the digital image is publicly available on the Internet and that the NFT would no longer have any clients. So, to avoid these scams, investors should consider these factors to determine the price of an NFT they want to buy or sell. Factors influencing the value of NFTs Artist’s Fame The reputation of the artist who created an NFT is the first element that affects its worth. NFTs produced by well-known or particularly well-liked up-and-coming artists will be valued higher than those produced by lesser-known artists. For example, the value of an old painting by Pablo Picasso will differ by miles from the value of even an impressionist painting by a contemporary street artist. That's just how the art business operates. And with context to NFTs, nothing has changed. Ownership History An NFT's value is highly influenced by the issuer's and past owners' identities. The historical value of tokens created by well-known individuals or businesses is significant. By collaborating with individuals or businesses having a high brand value to issue the NFTs, you can improve the value proposition of the NFT. Another way to get popularity is to resell NFTs already owned by prominent individuals. With the use of a straightforward tracking interface, marketplaces and sellers can assist buyers in learning more about prior NFT owners. Buyers will benefit from seeing the names of investors who profited significantly from NFT trading. Rarity The price of an NFT is strongly correlated with how scarce it is considered to be and how rare it is. Famous artists' original works of art and high-calibre celebrities' tokens are qualified as rare NFTs. NFTs have a significant amount of worth due to their rarity. Any asset with a limited supply has a higher intrinsic value and gives its owner a sense of true uniqueness. In the NFT art market, sellers can demand top pay for this feeling. Liquidity If an asset can be sold when needed without suffering a significant loss in value, it is considered to be liquid. If you view NFT art as an investment rather than a long-term digital collectable, liquidity is a top concern. High liquidity increases an NFT's value, especially for these types of investments. Liquidity can be unpredictable since it is determined by attractiveness and what a buyer is prepared to pay and the characteristics that change as the market does. Look at its recent trading volume to get an indication of what you might expect in terms of NFT liquidity. Systems will be established to maintain asset liquidity as the NFT market expands.

Humble Inquiry is an attitude that can and should show up in different kinds of situations. The most important aspect of the attitude is situational awareness, assessing in every conversation what your purpose is and how it aligns to the situation at hand. You may just be exploring, having fun, or trying to convince someone of something; you may be trying to build a relationship or decipher what may really be going on if the situation is ambiguous or full of conflict. Everything you do next will be an intervention, even if you just stay in a silent observer mode, and will convey some aspect of your purpose to the other person in the conversation. It will help to learn to become mindful of the different consequences of what you say.

While I was looking at the Bosphorus through the gaps between the apartment buildings of Cihangir, I learned something else about neighborhood life: There must always be a center (usually a shop) where all the gossip is gathered, interpreted, and assessed. In Cihangir this center was the grocery store on the ground floor of our apartment building.

The takeaway: you need to learn how to leverage communication techniques to achieve your positive impact goals. Some form of influence is relevant to all of us committed to living meaningfully within a society, and we will be assessed as economic and social actors by our impact on the communities around us.

You will increase your happiness if you scrap or reduce any unrealistic expectations. Chances are you’re not going to have the perfect career, the perfect spouse, or the perfect kids. In fact, seeking perfection is a recipe for unhappiness because you will always be disappointed. Set expectations that make sense to the current situation you find yourself in. And match those expectations with what you’ve learned about yourself through a strengths-based assessment.

In our pragmatic task-oriented culture we also learn that feelings are a source of distortion and should not influence judgments, and we are often cautioned not to act impulsively on our feelings. But, paradoxically, we may end up acting most on our feelings when we are least aware of them, all the while deluding ourselves that we are carefully acting only on rational assessments. We are often surprisingly oblivious to the influences that our feelings have on our judgments.

the existence of procedures does not ensure their use. Without psychological safety, micro-assessments of interpersonal risk tend to crowd out proper responses.

Solvay Business School Professor Paul Verdin and I developed a perspective that frames an organization's strategy as a hypothesis rather than a plan.62 Like all hypotheses, it starts with situation assessment and analysis –strategy's classic tools. Also, like all hypotheses, it must be tested through action. When strategy is seen as a hypothesis to be continually tested, encounters with customers provide valuable data of ongoing interest to senior executives.

Imagine if Wells Fargo had adopted an agile approach to strategy: the company's top management would then have taken repeated instances of missed targets or false accounts as useful data to help it assess the efficacy of the original cross-selling strategy. This learning would then have triggered much-needed strategic adaptation.

When we begin instruction by sharing with students a version of the learning target that is easy for them to understand, it focuses them on their learning destination. There is no need for them to try to guess what success looks like—we used to call that "psyching out the professor" in college as we tried to figure out what to emphasize in our studies. This clarity of destination eliminates ambiguity about the meaning of success. The emotional result is a sense of security, of confidence—there will be no surprises

A student's emotional response to assessment results will determine what that student decides to do about those results: keep working, or give up. In this context, it's essential to understand that anxiety and vulnerability are enemies of learning.

When one tries to learn and fails, the experience can trigger uncertainty about one's ability to learn. The resulting loss of "smart status" and fear of future failure can freeze cognition; if this becomes chronic, it can give rise to hopelessness and pessimism in the classroom. When a student is on a losing streak—has fallen into a pattern of what he or she believes to be inevitable failure—it's easy to lose heart and see no option but to give up. If that student is unlucky, a naïve adult or two will decide that if a little intimidation doesn't motivate success in school, a great deal of intimidation just might. This is exactly the wrong approach.

When I was ten years old my father taught me to assess quite rapidly the shifting probabilities on a craps layout: I could trace a layout in my sleep, the field here and the pass line all around, even money on Big Six or Eight, five-for-one on Any Seven. Always when I play back my father’s voice it is with a professional rasp, it goes as it lays, don’t do it the hard way. My father advised me that life itself was a crap game: it was one of the two lessons I learned as a child. The other was that overturning a rock was apt to reveal a rattlesnake. As lessons go those two seem to hold up, but not to apply.

storage bedroom closet (walk-in or standard) dresser armoire underbed storage boxes trunk or storage ottoman nightstand supplies needed trash bags/recycling bin, donation box, relocation box, fix-it box spray cleaner and cleaning cloth broom and dust pan and/or vacuum storage containers label maker and/or tags to hang from containers/baskets time commitment 4–10 hours quick assessment questions What are the main categories of clothing? What items could be placed in off-season storage? What

This project may be preceeded or followed by the clothing organization steps found in the next section of this book. ORGANIZE CLOTHING examples of storage bedroom closet (walk-in or standard) dresser armoire underbed storage boxes trunk or storage ottoman nightstand supplies needed trash bags/recycling bin, donation box, relocation box, fix-it box spray cleaner and cleaning cloth broom and dust pan and/or vacuum storage containers label maker and/or tags to hang from containers/baskets time commitment 4–10 hours quick assessment questions What are the main categories of clothing? What items could be placed in off-season storage? What types of things need quick and instant access? potential goals for this space make getting ready in the morning a snap make it easier to put away clothing in the evening and on laundry day get rid of clothing that no longer fits create a new wardrobe make the closet visually appealing quick-toss list any clothing that is stained or ripped shoes that are past their prime clothing left over from the high school years (unless, of course, you’re still in high school) souvenir t-shirts broken jewelry socks without mates underwear that has lost its elasticity dry-cleaner hangers and plastic bags storage containers bins/boxes/baskets that are open-top bins/boxes/baskets with lids

maternity, and “other size" items to another storage space, such as under the bed or in the basement. Many people can reduce the amount of clothing in their closet by half if they follow this guideline. 2. EMPTY, QUICK-TOSS & SORT Make space to spread everything out. (A bed works great for this.) You’ll be taking out every item in the closet, dresser drawers, and anything else that contains clothing. As you take things out, check the quick-toss list to see what can be placed immediately into the trash. Because of the sheer enormity of some people’s clothing collections, it is okay to start the declutter phase in tandem with the emptying phase. If something triggers an immediate “toss it!” reaction, it’s okay to place it into the donation box right away. As you sort, separate into work and casual wear by item type, then group similar items by color. Button-down shirts, dress pants, blazers, dresses, skirts, etc. should all be batched together so you can quickly see what you have and assess its placement. Make a separate pile for each category of casual clothing, such as pants, t-shirts, shorts, yoga/sweatpants, and sweatshirts. Also group together shoes, belts, and accessories. Once the closet is empty, give it a good vacuuming and dusting, and wipe down any shelves in the closet and inside drawers. 3. DECLUTTER

I WANDER THE film criticism district, formulating theories, grinding axes; it keeps me sane in these insane times to return to my roots, to praise those films and filmmakers worthy of an audience’s attention, to destroy those filmmakers who loose self-satisfied garbage onto the world. Consider Stranger Than Fiction, I say to my imagined lecture hall full of cinephiles: a wonderfully quirky film starring William Ferrell and the always adorkable Zooey Deschanel. The work done here by director Marc Forster (who directed the unfortunately misguided, misogynistic, and racistic Monster’s Ball) and screenwriter Zachary H. Elms is stellar in that all the metacinematic techniques work, its construction analogous to that of a fine Swiss watch (no accident that a wristwatch figures so prominently into the story!). Compare this to any mess written by Charlie Kaufman. Stranger Than Fiction is the film Kaufman would’ve written if he were able to plan and structure his work, rather than making it up as he goes along, throwing in half-baked concepts willy-nilly, using no criterion other than a hippy-dippy “that’d be cool, man.” Such a criterion might work if the person making that assessment had even a shred of humanism within his soul. Kaufman does not, and so he puts his characters through hellscapes with no hope of them achieving understanding or redemption. Will Ferrell learns to live fully in the course of Stranger Than Fiction. Dame Emily Thomson, who plays his “author,” learns her own lessons about compassion and the value and function of art. Had Kaufman written this film, it would have been a laundry list of “clever” ideas culminating in some unearned emotional brutality and a chain reaction of recursional activity wherein it is revealed that the author has an author who has an author who has an author who has an author, et chetera, thus leaving the audience depleted, depressed, and, most egregiously, cheated. What Kaufman does not understand is that such “high concepts” are not an end in themselves but an opportunity to explore actual mundane human issues. Kaufman is a monster, plain and simple, but a monster unaware of his staggering ineptitude (Dunning and Kruger could write a book about him!). Kaufman is Godzilla with dentures, Halloween’s Mike Myers with a rubber knife, Pennywise the Clown with contact dermatitis from living in a sewer. He is a pathetic—

Humility is openness to new learning combined with a balanced and accurate assessment of our contributions, including our strengths, imperfections, and opportunities for growth.

Pride is a feeling of pleasure or celebration related to our accomplishments or efforts. Hubris is an inflated sense of one’s own innate abilities that is tied more to the need for dominance than to actual accomplishments. Humility is openness to new learning combined with a balanced and accurate assessment of our contributions, including our strengths, imperfections, and opportunities for growth. We really get this wrong.

In a formal sense, someone higher up in the hierarchy is probably tasked with assessing your performance. But informally, peers and subordinates are sizing you up all the time. Our image is perpetually at risk. At any moment, we might come across as ignorant, incompetent, or intrusive, if we do such things as ask questions, admit mistakes, offer ideas, or criticize a plan. Unwillingness to take these small, insubstantial risks can destroy value (and often does, as you will see in Chapters 3 and 4). But they can also be overcome. People at work do not need to be crippled by interpersonal fear.

when not handled well) reduces psychological safety. Research shows that lower-status team members generally feel less safe than higher-status members. Research also shows that we are constantly assessing our relative status, monitoring how we stack up against others, again mostly subconsciously. Further, those lower in the status hierarchy experience stress in the presence of those with higher status.

When assessing and prioritizing the opportunity space, it’s important that we find the right balance between being data-informed and not getting stuck in analysis paralysis. It’s easy to fall into the trap of wanting more data, spending just a little bit more time, trying to get to a more perfect decision. However, we’ll learn more by making a decision and then seeing the consequences of having made that decision than we will from trying to think our way to the perfect decision. Jeff Bezos, founder and CEO of Amazon, made this exact argument in his 2015 letter to shareholders,33 where he introduced the idea of Level 1 and Level 2 decisions. He describes a Level 1 decision as one that is hard to reverse, whereas a Level 2 decision is one that is easy to reverse. Bezos argues that we should be slow and cautious when making Level 1 decisions, but that we should move fast and not wait for perfect data when making Level 2 decisions.

She’d blitzed the intelligence tests and the aptitude assessments. She’d charmed the three serving agents who’d grilled her at her main interview. She’d sailed through the background checks, which was understandable on account of her connections, and she’d been sent to the FBI Academy at Quantico. Then she’d really started to get serious. She was fit and strong, she learned to shoot, she murdered the leadership reaction course, she scored outstanding in the simulated shoot-outs in Hogan’s Alley.

many educators today recognize that the body, heart, and mind are all involved in learning.

You know, Dad. Mom has always done everything for me since I was a baby." Jaret's assessment is accurate. Nancy has helped him with everything from daily living activities to his studies. She has been his chauffeur since Jaret doesn't have a driver's license. Most importantly, she has been his emotional bedrock. She has continuously showered him with the unconditional love necessary to build his self-esteem. But today, he showed the fruits of her years as a Super Mom. " It's my turn, Dad. I need to learn how to take care of Mom. Tell me what to do.

visual-spatial learning styles, do not do their best in timed tests and/or multiple-choice question tests, especially if not appropriately constructed (Silverman, 2002). These students are usually better abstract thinkers, and the said type of assessment would, in many cases, not test their abilities appropriately (mostly they are set purely as memory recall test or at least students’ approach them in that way especially because of the time constraints).

There’s a difference between learning the lessons of a previous relationship and allowing those past experiences to catapult you toward the other extreme. Assess the rightness of a potential partner on his own terms and not just by comparing him to the ones before him—especially if they broke your heart. Girl, that’s like moving to the unbearable heat of Death Valley and saying “I can make this work” because you narrowly survived the South Pole.

you think that if I start just meditating and becoming aware of the field, I’ll be on my way to mastering this realm thing.” Paige giggled at her practical assessment of everything she’d been describing to her about the rituals and practices. “Yeah; it’s the first step, so sure.” “Ace!” exclaimed Molly brightly. “I can’t believe there was this whole other world of physics that I’d somehow missed.” Molly, I’ve been researching some of these practices Paige has been referring to. Oh, good. Do we have another manual to study, then? Ugh, no. Flashcards maybe? No. I was about to point out that this is unlikely to be something you can just master in a few sessions. These people take a whole lifetime to learn and practice, in order to finally ascend once. That isn’t even stepping into and out of the etheric like you’re trying to do. Molly paused for a moment. Oz could feel her pushing him out of her circuits a little. Molly? Yeah. I just don’t think they’ve optimized this shit. Safe house, Gaitune-67, Conference room Molly breezed past Joel as he came into the kitchen. “Morning!” she said, uncharacteristically brightly for pre-caffeination.

In advance of the class, he asked students to fill in a quick survey in which he asked them to describe their own experiences with one of these three uses of statistics. He tells the students that he has read their answers, as well as their student profiles, and asks for volunteers to talk about what they wrote. Several hands go up, and he picks Juliana, a student from Brazil, interested in education. She starts to talk about a program she helped to run in Brazil which assessed whether improvements in teacher training had a causal effect on test scores. As she is talking, her words appear on the big screen, in big quotation marks, along with her photo. The class laughs, and as she looks up she realises she has become a celebrity.

At the University of Alabama, the campus community developed an initiative called “Out 2 Lunch.” Any student can invite an administrator out for lunch or coffee on campus at a dining facility to enjoy some food together and have a conversation. Even if the two parties have completely different viewpoints, good food is usually something we can all agree on. In this case, the student actually pays for the administrator’s meal. They have a conversation about improving some part of campus life. Afterward, the student fills out an assessment on why they chose this administrator, what they learned, and how satisfied they were with the conversation that took place. Once the assessment is submitted to the university, the dining facility will issue a credit back to the student for the money used to cover the administrator’s meal.

The principles through which Cross-linguistic Influence affects L2 acquisition of word-formation devices to pre intermediate L2 learners: Orthographic and Phonological Overlap, and Morphological Translation Equivalence. Orthographic and Phonological Overlap: Rather than affixes possessing Semantic Transparency, like agentive suffixes -er, acquired early by English children acquiring their L1, L2 learners acquire more easily those L2 affixes which are identical in their Orthographic and Phonological components with their counterparts in pupils’ L1. Morphological Translation Equivalence: Roots and affixes forming L2 complex words may share Translation Equivalence with their counterparts (i. e. roots and affixes) forming their homologous complex word in pupils’ L1. The root and the suffix of the English derived word readable share Translation Equivalence with the root and suffix forming the derived Dutch word leesbaar. Besides, the same word-formation rule is applied to both of these derived words (e. g. transitive verbs read, lees plus suffix –able/-baar resulting in adjectives readable leesbaar); which suggests that such pair derivatives of the two languages share both Morphological and Translation Equivalence. Studying the acquisition of English affixes at pre intermediate Spanish speaking English learning pupils, Balteiro, I. (2011, 31) brings to a close that, first, L2 “learners acquire and learn more easily (1) those lexical items whose prefixes are either identical or at least similar to those in the mother tongue”, and, second, assesses that “(2) the learners’ native language plays an important role in the study of L2 morphology, as it is often used as a starting point to form similar derived units in the L2” (2011, 32).

You are angry. Let the feeling settle from within, and think about it. Was it triggered by something seemingly trivial or petty? That is a sure sign that something or someone else is behind it. 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. Find a neutral position from which you can observe your actions, with a bit of detachment and even humor. Soon all of this will become second nature, and when the Emotional Self suddenly rears its head in some situation, you will see it as it happens and be able to step back and find that neutral position.

then look for in others as they reach adulthood. These learned behaviors and characteristics will either help the developing young adult form healthy attachment patterns or hurt the young adult through the development of dysfunctional and unhealthy attachment patterns. Attachment, and the search for connection, is instinctual. It does not need to be taught.

Eric Schmidt, former CEO of Google, once reported Google considers over 200 factors to determine which sites rank higher in the results. Today, Google uses well over 200 factors. Google assesses how users are behaving on your site, how many links are pointing to your site, how trustworthy these linking sites are, how many social mentions your brand has, how relevant your page is, how old your site is, how fast your site loads… the list goes on.

EMBODY THE VALUES To live in a fashion consistent with your stated values. The principle behind the practice: More of leadership is caught rather than taught. In other words, people watch the leader and learn from his or her example. Single-word focus: Credibility Key Questions • What values or beliefs do I want to drive the behavior of my organization? • How can I communicate these values? • Which of these values do I most consistently model? • Which of these values do I need to work on? • What are my actions communicating? Caution: If the leader doesn’t embody the values, the trust of his or her followers will erode, and ultimately the leader will forfeit the opportunity to lead. Food for Thought • What have I learned about leadership during this journey? • Why does it matter? • What do I do with all that I’ve learned? • What am I willing to do today to improve my leadership? • What one thing can I put into practice this week? • Who can I ask to help me? THE ULTIMATE QUESTION Am I a serving leader or a self-serving leader? Self-Assessment Are You a Serving Leader? Rate each statement using the following scale: 5 = Completely agree 4 = Partially agree 3 = Neither agree nor disagree

Finance-smart entrepreneurs pivot when they see the reality of the market and assess their competitive advantage. In the capital-efficient and hybrid growth tracks, entrepreneurs learn the skills to develop their business. They don’t seek controlling capital until their strategy is proven and their potential is evident.

The client may also raise the question of confidentiality: Who will know about what is discussed between the two of you? This issue will be discussed in a number of different contexts later in the book, but it is important for now to realize that there are some exceptions in practice to the notion that client confidentiality will be upheld at all costs. For instance, information is usually shared in agencies where there is a team approach to treatment decisions. Also, in most settings where students train, there are seminars or other learning situations in which group discussions of cases occur. More importantly, in instances involving certain risks of danger to the client or others, there are exceptions in the law to your right to keep information confidential. You should discuss these issues with your supervisor in advance. You need to find out what exceptions prevail and get some basic guidelines so that you will be prepared and comfortable in talking with your clients about how things work in your agency. Usually, after noting the exceptions, you should be able to reassure the client that no information about her will leave the agency without her written consent.

Start accepting yourself with the following tips: Above all, accept yourself without hatred. Use non-blaming and simple phrases. In your case, say “I am an unreflective thinker”. Assess yourself without blaming and self-hate. Blaming only leads to being defensive, which will bring out your ego and pride.

The paintbrush of history has depicted Abulurd Rabban-Harkonnen in a most unfavorable light. Judged by the standards of his younger half-brother, Baron Vladimir, and his own children Glossu Rabban and Feyd-Rautha Rabban, Abulurd was a different sort of man entirely. We must, however, assess the frequent descriptions of his weakness, incompetence, and foolhardy decisions in light of the ultimate failure of House Harkonnen. Though exiled to Lankiveil and stripped of any real power, Abulurd secured a victory unmatched by anyone else in his extended family: He learned how to be happy with his life.

Transformational Accountability requires that we take honest inventory of the harm we have caused, assess our commitment to transforming these behaviors, and to be willing to actively and consistently build trust through vulnerability. (It) must begin at the personal level because if we cannot handle the small things between us, how will we be able to hand the big things? ...We practice being accountable so we can disrupt the harmful conditions we have been raised in, and learn new ways to be in relationship to each other. We practice accountability because it is something we often are not taught. We practice so we can have joyful and healed relationships. We practice accountability so we can break cycles of harm caused in our families and communities.

The teacher who assesses his students with providing feedback is like the optician to give the people the suitable glasses to see better and clear.

A core mandate for growth teams is to find every last bit of growth potential through a laserlike focus on continuous testing of lots of tweaks to a product, its features, the messaging to users, as well as the means by which they’re acquired, retained, and generate revenue. Intrinsic to the method is also the search for new opportunities for product development, whether by assessing customer behavior or feedback, or perhaps experimenting with ways to capitalize on new technologies such as machine learning and artificial intelligence.

Sadler (1989) described a theory of formative assessment that is dependent on students’ understanding of what they are supposed to be learning and on their capacity to monitor the quality of their own work. He wrote (Sadler, 1989) that “the learner has to (a) possess a concept of the standard (or goal, or reference level) being aimed for, (b) compare the actual (or current) level of performance with the standard, and (c) engage in appropriate action which leads to some closure of the gap” (p. 121).

This suggests that, at least in part, low achievement in schools is exacerbated by pupils not understanding what it is they are meant to be learning. (p. 40)

While successful students have at their disposal a repertoire of strategies to participate in this self-regulation of learning (Brookhart, 2001), less successful students do not. In fact, self-regulation strategies and capabilities, or the lack of them, may be the defining feature that separates successful and unsuccessful students. When students are assisted into the self-regulation process with formative assessment methods, such as deliberately teaching what students are to be learning and what constitutes quality in that learning, the provision of feedback and opportunities to use it, even unsuccessful students learn.

initial interest predicted both mastery and performance goals. Students who were more interested were more motivated both to learn and to perform well.

Driver Behavior & Safety Proper driving behavior is vital for the safety of drivers, passengers, pedestrians and is a means to achieve fewer road accidents, injuries and damage to vehicles. It plays a role in the cost of managing a fleet as it impacts fuel consumption, insurance rates, car maintenance and fines. It is also important for protecting a firm’s brand and reputation as most company- owned vehicles carry the company’s logo. Ituran’s solution for driver behavior and safety improves organizational driving culture and standards by encouraging safer and more responsible driving. The system which tracks and monitors driver behavior using an innovative multidimensional accelerometer sensor, produces (for each driver) an individual score based on their performance – sudden braking and acceleration, sharp turns, high-speed driving over speed bumps, erratic overtaking, speeding and more. The score allows fleet managers to compare driver performance, set safety benchmarks and hold each driver accountable for their action. Real-time monitoring identifies abnormal behavior mode—aggressive or dangerous—and alerts the driver using buzzer or human voice indication, and detects accidents in real time. When incidents or accidents occurs, a notification sent to a predefined recipient alerts management, and data collected both before and after accidents is automatically saved for future analysis. • Monitoring is provided through a dedicated application which is available to both fleet manager and driver (with different permission levels), allowing both to learn and improve • Improves organizational driving culture and standards and increases safety of drivers and passengers • Web-based reporting gives a birds-eye view of real-time driver data, especially in case of an accident • Detailed reports per individual driver include map references to where incidents have occurred • Comparative evaluation ranks driving according to several factors; the system automatically generates scores and a periodic assessment certificate for each driver and/or department Highlights 1. Measures and scores driver performance and allows to give personal motivational incentives 2. Improves driving culture by encouraging safer and more responsible driving throughout the organization 3. Minimizes the occurrence of accidents and protects the fleet from unnecessary wear & tear 4. Reduces expenses related to unsafe and unlawful driving: insurance, traffic tickets and fines See how it works:

These are all executives who have been trained for years to grow their own businesses and are compensated based on their profitability. Suddenly I was saying to them, essentially, “I want you to pay less attention to the business at which you’ve been very successful, and start paying more attention to this other thing. And by the way, you have to work on this new thing along with these other very competitive people from other teams, whose interests don’t necessarily line up with yours. And one more thing, it won’t make money for a while.” In order to get them all on board, I not only had to reinforce why these changes were necessary, but I also had to create an entirely new incentive structure to reward them for their work. I couldn’t penalize them for the purposeful erosion and disruption of their businesses, and yet there were no early bottom-line metrics to assess “success” in the new business. We

Every cell in the tree integrates information about the state of the internal environment of the needs then open or close to admit gases or release water vapor. Every cell inside the needle is making similar assessments and decisions, sending and receiving signals, modulating its behavior as it learns about and responds to the environment. When such processes run though animal nerves, we call them “behavior and thought”. If we broaden our definition and let drop the arbitrary requirement of the possession of nerves, then the balsam fir tree is a behaving and thinking creature. Indeed, the proteins that we vertebrate animals use to create the electrical gradients that enliven our nerves are closely related to the proteins in plant cells that cause similar electrical excitation. The signals in galvanized plant cells are languid-they take a minute or more to travel the length of a leaf, twenty times slower than nerve impulses in a human limb-but they perform a similar function as animal’s nerves, using pulses of electrical charge to communicate from one part of the plant to another. Plants have no brain to coordinate these signals, so plant thinking is diffuse, located in the connections among every cell.

thepsychchic chips clips iii Jared gives me an assignment: I need to map out my emotional process so that I can start finding ways to solve each problem. I need to actually sit down and make a spreadsheet. Each time something happens, write it down in the situation trigger column. In the next column write a description of the thoughts, emotional reactions, and behaviors that the situation or trigger causes. In the next column give your best assessment of the underlying flaw or problem, and finally, write a logic statement that I can use in the moment to inject some rationality into the issue. 258 Jared’s 20 minute break routine for Maria: First 5 minutes of break: off load and brain dump. I write down some of the key hands so that they don’t occupy any of my headspace going forward. … Then a few minutes of contemplating my decision making. Asking myself: How was my thinking? Were there any emotionally compromised decisions? … Next 10 minutes: nothing. No poker talk, no thinking. Just walking and relaxing. And then, right before the end of break, a few minutes of warm-up for the next level. 276 - 277 EB White: “an honest ratio between pluck and luck.” 287 Food in Los Vegas: For sushi, Yui and Kabuto. For dinner close to the Rio, the Fat Greek, Peru Chicken, and Sazón. For when I’m feeling nostalgic for the jerk chicken of my local Crown Heights spots, Big Jerk. Lola’s for Cajun. Milos, but only for lunch. El Dorado for late-night poker sessions. Partage to celebrate. Lotus of Siam to drown your sorrows in delightful Thai. 314

Identify Your Strengths With Strengths Finder 2.0 One tool that can help you remember your achievements is the ‘Strengths Finder’ "assessment. The father of Strengths Psychology, Donald O. Clifton, Ph.D, along with Tom Rath and a team of scientists at The Gallup Organization, created StrengthsFinder. You can take this assessment by purchasing the Strengths Finder 2.0 book. The value of SF 2.0 is that it helps you understand your unique strengths. Once you have this knowledge, you can review past activities and understand what these strengths enabled you to do. Here’s what I mean, in the paragraphs below, I’ve listed some of the strengths identified by my Strengths Finder assessment and accomplishments where these strengths were used. “You can see repercussions more clearly than others can.” In a prior role, I witnessed products being implemented in the sales system at breakneck speed. While quick implementation seemed good, I knew speed increased the likelihood of revenue impacting errors. I conducted an audit and uncovered a misconfigured product. While the customer had paid for the product, the revenue had never been recognized. As a result of my work, we were able to add another $7.2 million that went straight to the bottom line. “You automatically pinpoint trends, notice problems, or identify opportunities many people overlook.” At my former employer, leadership did not audit certain product manager decisions. On my own initiative, I instituted an auditing process. This led to the discovery that one product manager’s decisions cost the company more than $5M. “Because of your strengths, you can reconfigure factual information or data in ways that reveal trends, raise issues, identify opportunities, or offer solutions.” In a former position, product managers were responsible for driving revenue, yet there was no revenue reporting at the product level. After researching the issue, I found a report used to process monthly journal entries which when reconfigured, provided product managers with monthly product revenue. “You entertain ideas about the best ways to…increase productivity.” A few years back, I was trained by the former Operations Manager when I took on that role. After examining the tasks, I found I could reduce the time to perform the role by 66%. As a result, I was able to tell my Director I could take on some of the responsibilities of the two managers she had to let go. “You entertain ideas about the best ways to…solve a problem.” About twenty years ago I worked for a division where legacy systems were being replaced by a new company-wide ERP system. When I discovered no one had budgeted for training in my department, I took it upon myself to identify how to extract the data my department needed to perform its role, documented those learnings and that became the basis for a two day training class. “Sorting through lots of information rarely intimidates you. You welcome the abundance of information. Like a detective, you sort through it and identify key pieces of evidence. Following these leads, you bring the big picture into view.” I am listing these strengths to help you see the value of taking the Strengths Finder Assessment.

I fully enjoyed “Imagineer Your Future” by Les LaMotte. This is a wonderful manual with an underlying Christian base that teaches how anyone can learn the principles of becoming an “Imagineer” like Les. The book begins by explaining the author’s own spiritual, life, and career journey that produced in him an Imagineer mindset. His grandfathers specific teaching the principles of a simple kite that in 50 years turned into his Xtra Lite Display System with five US patents and several international that opened sales in over 36 countries. The author explains, “To call yourself an Imagineer means you lead a complex life, schooled in enlightenment and problem solving with many hundreds of ideas of the past, present, and future technology, all while living your life in various stages of your own growth, development, and experience.” This creative and colorful book filled with photographs and illustrations has 20 sections ranging from important principles gleaned from childhood to helping the reader take necessary self assessments before launching into higher education without a well thought through plan. These sections are color coded using side tabs and there are vertical chapter titles present that allow the reader to quickly comb through the concepts and chapters that are most relevant to them. Dollar icons are present throughout to indicate where an Excel sheet is available to download free on LaMotte’s website. An Imagineer symbol targets areas of specific learning opportunities. To make this process even easier, the reader is provided with fill in the blank lists and links to online Core Passion assessments so they can discover their actual motivations in light of their gifts and how to apply their five top core passions to complete their own Imagineer journey. I really enjoyed how the author weaves his own experiences throughout each section and the heartfelt mentions of well known individuals that have Imagineered throughout recent and ongoing history. Les provides his own amazing pointers on how to stay on the path to leading a fulfilling life of an Imagineer. If you are looking for a cross between a creative and easy to understand manual on becoming an Imagineer and a heartfelt journey traveling the road to success this is the choice for you.

All of this speculation is fitting in assessing the life of a composer whose music seems to demand interpretation but resists it, a man who learned to live behind a mask, a father who realized that, in order to keep his children safe, he had to create speech that was silent, and silence that spoke.

Society’s most influential algorithms—from Google search and Facebook’s News Feed to credit scoring and health risk assessment algorithms—are generally developed by highly trained scientists and engineers who are carefully applying well-understood design principles. The problems actually lie within those very principles, most specifically those of machine learning. It will serve us well later to discuss those principles a bit now.

Many females have a problem not only with stereotypes, but with other people’s opinions of them in general. They trust them too much... This vulnerability afflicts many of the most able, high-achieving females. Why should this be? When they’re little, these girls are often so perfect, and they delight in everyone’s telling them so. They’re so well behaved, they’re so cute, they’re so helpful, and they’re so precocious. Girls learn to trust people’s estimates of them. “Gee, everyone’s so nice to me; if they criticize me, it must be true.” Even females at the top universities in the country say that other people’s opinions are a good way to know their abilities. Boys are constantly being scolded and punished. When we observed in grade school classrooms, we saw that boys got eight times more criticism than girls for their conduct. Boys are also constantly calling each other slobs and morons. The evaluations lose a lot of their power. Even when women reach the pinnacle of success, other people’s attitudes can get them... The fixed mindset, plus stereotyping, plus women’s trust in people’s assessments: I think we can begin to understand why there’s a gender gap in math and science. That gap is painfully evident in the world of high tech. Julie Lynch, a budding techie, was already writing computer code when she was in junior high school. Her father and two brothers worked in technology, and she loved it, too. Then her computer programming teacher criticized her. She had written a computer program and the program ran just fine, but he didn’t like a shortcut she had taken. Her interest evaporated. Instead, she went on to study recreation and public relations. Math and science need to be made more hospitable places for women. And women need all the growth mindset they can get to take their rightful places in these fields.

News “…she fell into the water from the sky…” Jae-in Doe Decedent is an Asian female. Twenty-two she just had turned. The cause of death we cannot tell Despite the many things we’ve learned. TOP SECRET My Doe-type can be difficult to track. Yet here I am, my voice-box playing back From lips hydrangea-lavender in hue His thoughts during our first few interviews. The hair is shoulder-length, the color black. The height and weight suggest she won’t fight back. The fingernails are unadorned and short. The eyes are brown; no makeup do they sport. The skin appears unpierced and untattooed, Yet scars of ruby-pearl seem to protrude Like self-inflicted jewelry on each arm And wrist—which means she’s vulnerable to harm. The language of her flesh, as I assess her, Reveals Confucian worship of professors. Her deference Korean gives me right To use her innocence for my delight.

The other problem is that UGMA and UTMA assets are treated differently than 529 assets when assessing your family’s application for financial aid. Less than 6% of assets held in a 529 plan owned by a parent (for the benefit of a child) are used to compute a family’s eligibility for aid. By comparison, 20% of assets owned by your child—such as an UGMA or UTMA—are factored into the calculation. In other words, money owned by a child will reduce your eligibility for financial aid, or the level of aid your family qualifies for.