Difficulty In Learning Quotes

Humor is the spiciest condiment in the feast of existence. Laugh at your mistakes but learn from them, joke over your troubles but gather strength from them, make a jest of your difficulties but overcome them.

There are certain life lessons that you can only learn in the struggle.

I don't know if I continue, even today, always liking myself. But what I learned to do many years ago was to forgive myself. It is very important for every human being to forgive herself or himself because if you live, you will make mistakes- it is inevitable. But once you do and you see the mistake, then you forgive yourself and say, 'Well, if I'd known better I'd have done better,' that's all. So you say to people who you think you may have injured, 'I'm sorry,' and then you say to yourself, 'I'm sorry.' If we all hold on to the mistake, we can't see our own glory in the mirror because we have the mistake between our faces and the mirror; we can't see what we're capable of being. You can ask forgiveness of others, but in the end the real forgiveness is in one's own self. I think that young men and women are so caught by the way they see themselves. Now mind you. When a larger society sees them as unattractive, as threats, as too black or too white or too poor or too fat or too thin or too sexual or too asexual, that's rough. But you can overcome that. The real difficulty is to overcome how you think about yourself. If we don't have that we never grow, we never learn, and sure as hell we should never teach.

Sometimes it is good to be in uncomfortable situations because it is in finding our way out of such difficulties that we learn valuable lessons.

Bad times have a scientific value. These are occasions a good learner would not miss.

It's not my story anymore: whenever I speak about the past now, I feel as if I were talking about something that has nothing to do with me. All that remains in the present are the voice, the presence, and the importance of fulfilling my mission. I don't regret difficulties I experienced; I think they helped me to become the person I am today, I feel the way a warrior must feel after years of training; he doesn't remember the details of everything he learned, but he knows how to strike when the time is right.

Everyone has learning difficulties, because learning to speak French or understanding relativity is difficult.

One of the major difficulties Trillian experienced in her relationship with Zaphod was learning to distinguish between him pretending to be stupid just to get people off their guard, pretending to be stupid because he couldn't be bothered to think and wanted someone else to do it for him, pretending to be outrageously stupid to hide the fact that he actually didn’t understand what was going on, and really being genuinely stupid. He was renowned for being amazingly clever and quite clearly was so—but not all the time, which obviously worried him, hence, the act. He preferred people to be puzzled rather than contemptuous.

I have learned a great truth of life. We do not succeed in spite of our challenges and difficulties, but rather, precisely because of them.

This world is your best teacher. There is a lesson in everything. There is a lesson in each experience. Learn it and become wise. Every failure is a stepping stone to success. Every difficulty or disappointment is a trial of your faith. Every unpleasant incident or temptation is a test of your inner strength. Therefore nil desperandum. March forward hero!

The first lesson to learn is to resign oneself to the little difficulties in life, not to hit out at everything one comes up against. If one were able to manage this one would not need to cultivate great power; even one's presence would be healing.

What bothers me is that health professionals give fancy names to conditions or learning difficulties that will irritate the patients; like OCD not being in alphabetical order, putting an ‘S’ in ‘lisp,’ and making dyslexia a word that no one can spell. It’s just mean.

Spend your leisure time in cultivating an ear attentive to discourse, for in this way you will find that you learn with ease what others have found out with difficulty.

There is an art, it says, or rather, a knack to flying. The knack lies in learning how to throw yourself at the ground and miss. … Clearly, it is this second part, the missing, which presents the difficulties.

The time comes when each of us has to give up as illusions the expectations which, in his youth, he pinned upon his fellow-men, and when he may learn how much difficulty and pain has been added to his life by their ill-will.

You can't be a rebel without the scars that come with it. Truth is, some days scars are just as ugly as they are beautiful.

I had a veritable mania for finishing whatever I began, which often got me into difficulties. On one occasion I started to read the works of Voltaire when I learned, to my dismay, that there were close on one hundred large volumes in small print which that monster had written while drinking seventy-two cups of black coffee per diem. It had to be done, but when I laid aside the last book I was very glad, and said, “Never more!

Children who had difficulty in learning basic skills were to be given special instruction to remedy those weak or unlearned skills.

Females with ASDs often develop ‘coping mechanisms’ that can cover up the intrinsic difficulties they experience. They may mimic their peers, watch from the sidelines, use their intellect to figure out the best ways to remain undetected, and they will study, practice, and learn appropriate approaches to social situations. Sounds easy enough, but in fact these strategies take a lot of work and can more often than not lead to exhaustion, withdrawal, anxiety, selective mutism, and depression. -Dr. Shana Nichols

One of life's best coping mechanisms is to know the difference between an inconvenience and a problem. If you break your neck, if you have nothing to eat, if your house is on fire – then you’ve got a problem. Everything else is an inconvenience. Life is inconvenient. Life is lumpy. A lump in the oatmeal, a lump in the throat and a lump in the breast are not the same kind of lump. One needs to learn the difference.

What good would learning be if we concentrated on what we already knew? It is only by learning those things that come to us with difficulty that we truly gain wisdom.

The difficulties of life do not have to be unbearable. It is the way we look at them - through faith or unbelief - that makes them seem so. We must be convinced that our Father is full of love for us and that He only permits trials to come our way for our own good. Let us occupy ourselves entirely in knowing God. The more we know Him, the more we will desire to know Him. As love increases with knowledge, the more we know God, the more we will truly love Him. We will learn to love Him equally in times of distress or in times of great joy.

When you learn to welcome every challenge and difficulty as an opportunity to grow and learn, no hardship or pain can generate suffering

i don't regret the difficulties I experienced; I think they help helped me to become the person I am today. i feel the way a warrior must feel after years of traning; he doesn't remember the details of everything he learned, but he knows how to strike when the time is right

There is no telling what a human character is. Until the test comes. To most of us the test comes early in life. A man is confronted quite soon with the necessity to stand on his own feet, to face dangers and difficulties and to take his own line of dealing with them. It may be the straight way, it may be the crooked way --- whichever it is, a man usually learns early just what he is made of.

You and solely you are responsible for directing your own life and finding solutions to overcome the challenges that life throws at you.

Among the many short cuts to science, we badly need someone to teach us the art of learning with difficulty.

The difficulty will be to keep her from learning too fast and too much. She is always sitting with her little nose burrowing into books. She doesn't read them, Miss Minchin; she gobbles them up as if she were a little wolf instead of a little girl. She is always starving for new books to gobble, and she wants grown-up books--great, big, fat ones--French and German as well as English--history and biography and poets, and all sorts of things. Drag her away from her books when she reads too much.

Because traumatized people often have trouble sensing what is going on in their bodies, they lack a nuanced response to frustration. They either react to stress by becoming “spaced out” or with excessive anger. Whatever their response, they often can’t tell what is upsetting them. This failure to be in touch with their bodies contributes to their well-documented lack of self-protection and high rates of revictimization23 and also to their remarkable difficulties feeling pleasure, sensuality, and having a sense of meaning. People with alexithymia can get better only by learning to recognize the relationship between their physical sensations and their emotions, much as colorblind people can only enter the world of color by learning to distinguish and appreciate shades of gray.

Life's difficulties are merely necessary roughage.

It is among the commonplaces of education that we often first cut off the living root and then try to replace its natural functions by artificial means. Thus we suppress the child's curiosity and then when he lacks a natural interest in learning he is offered special coaching for his scholastic coaching for his scholastic difficulties.

Since the knowledge is available, why try to struggle along without it? The difficulties of not knowing are always much greater than the effort of learning.

He has learned that silence means the absolute balance of the body, spirit and soul. The man who preserves his unity will never be dominated by the storms of existence; he has the strength to overcome the difficulties and move forwards.

Life isn't about learning how to weather the storm. It's about learning how to dance in the rain.

when life goes down, don't worry. sometimes you have to go down to learn the things that are down

If you’re tired of starting over, then you need to learn to stick through and overcome difficult things instead of running away from them.

Listening is a gift of spiritual significance that you can learn to give to others. When you listen, you give one a sense of importance, hope and love that he or she may not receive any other way. Through listening, we nurture and validate the feelings one has, especially when he or she experiences difficulties in life.

When God issues a call to us, it is always a holy call. The vocation of dying is a sacred vocation. To understand that is one of the most important lessons a Christian can ever learn. When the summons comes, we can respond in many ways. We can become angry, bitter or terrified. But if we see it as a call from God and not a threat from Satan, we are far more prepared to cope with its difficulties.

In this course I have tried to reveal the mechanism of those wonderful toys — literary masterpieces. I have tried to make of you good readers who read books not for the infantile purpose of identifying oneself with the characters, and not for the adolescent purpose of learning to live, and not for the academic purpose of indulging in generalizations. I have tried to teach you to read books for the sake of their form, their visions, their art. I have tried to teach you to feel a shiver of artistic satisfaction, to share not the emotions of the people in the book but the emotions of its author — the joys and difficulties of creation. We did not talk around books, about books; we went to the center of this or that masterpiece, to the live heart of the matter.

It is the law that any difficulties that can come to you at any time, must be exactly what you need most at the moment to enable you to take the next step forward by overcoming them. The only real misfortune, the only real tragedy, comes when we suffer without learning the lesson.

In the middle of difficulty lies opportunity. — Albert Einstein

Everything in life worth achieving requires practice. In fact, life itself is nothing more than one long practice session, an endless effort of refining our motions. When the proper mechanics of practice are understood, the task of learning something new becomes a stress-free experience of joy and calmness, a process which settles all areas in your life and promotes proper perspective on all of life’s difficulties.

Initially, I feel expansive when I try something new, and then contract as soon as I encounter difficulty or the unknown. I am learning to experiment with my tolerance of difficulty and the not knowing, in order to go further with my creative dreams. Whenever I experience contraction, I explore it by asking, "Where did I stop and why?" Building a creative dream life is not just about achieving, succeeding, or "meeting goals." It is also about floundering, stumbling, tripping and failing.

No intellect is needed to see those figures who wait beyond the void of death – every child is aware of them, blazing with glories dark or bright, wrapped in authority older than the universe. They are the stuff of our earliest dreams, as of our dying visions. Rightly we feel our lives guided by them, and rightly too we feel how little we matter to them, the builders of the unimaginable, the fighters of wars beyond the totality of existence. The difficulty lies in learning that we ourselves encompass forces equally great. We say, “I will,” and “I will not,” and imagine ourselves (though we obey the orders of some prosaic person every day) our own masters, when the truth is that our masters are sleeping. One wakes within us and we are ridden like beasts, though the rider is but some hitherto unguessed part of ourselves.

Befuddlement is a healthy part of the learning process. When students approach a problem and don’t know how to do it, they’ll often decide they’re no good at the subject. Brighter students, in particular, can have difficulty in this way—their breezing through high school leaves them no reason to think that being confused is normal and necessary. But the learning process is all about working your way out of confusion. Articulating your question is 80 percent of the battle. By the time you’ve figured out what’s confusing, you’re likely to have answered the question yourself!” —Kenneth R. Leopold, Distinguished Teaching Professor, Department of Chemistry, University of Minnesota

I have had to learn the simplest things last. Which made for difficulties.

You ought to the read stories of how people have endured worst situation. You will find the strength to survive life.

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

If I had learned one thing from Homer over the years, it was that just because you couldn’t quite see your way out of a difficulty, that didn’t mean a way out didn’t exist.

But it so happens that everything on this planet is, ultimately, irrational; there is not, and cannot be, any reason for the causal connexion of things, if only because our use of the word "reason" already implies the idea of causal connexion. But, even if we avoid this fundamental difficulty, Hume said that causal connexion was not merely unprovable, but unthinkable; and, in shallower waters still, one cannot assign a true reason why water should flow down hill, or sugar taste sweet in the mouth. Attempts to explain these simple matters always progress into a learned lucidity, and on further analysis retire to a remote stronghold where every thing is irrational and unthinkable. If you cut off a man's head, he dies. Why? Because it kills him. That is really the whole answer. Learned excursions into anatomy and physiology only beg the question; it does not explain why the heart is necessary to life to say that it is a vital organ. Yet that is exactly what is done, the trick that is played on every inquiring mind. Why cannot I see in the dark? Because light is necessary to sight. No confusion of that issue by talk of rods and cones, and optical centres, and foci, and lenses, and vibrations is very different to Edwin Arthwait's treatment of the long-suffering English language. Knowledge is really confined to experience. The laws of Nature are, as Kant said, the laws of our minds, and, as Huxley said, the generalization of observed facts. It is, therefore, no argument against ceremonial magic to say that it is "absurd" to try to raise a thunderstorm by beating a drum; it is not even fair to say that you have tried the experiment, found it would not work, and so perceived it to be "impossible." You might as well claim that, as you had taken paint and canvas, and not produced a Rembrandt, it was evident that the pictures attributed to his painting were really produced in quite a different way. You do not see why the skull of a parricide should help you to raise a dead man, as you do not see why the mercury in a thermometer should rise and fall, though you elaborately pretend that you do; and you could not raise a dead man by the aid of the skull of a parricide, just as you could not play the violin like Kreisler; though in the latter case you might modestly add that you thought you could learn. This is not the special pleading of a professed magician; it boils down to the advice not to judge subjects of which you are perfectly ignorant, and is to be found, stated in clearer and lovelier language, in the Essays of Thomas Henry Huxley.

Everyone defends his treasure, and will do so automatically.The real questions are, what do you treasure, and how much do you treasure it? Once you have learned to consider these questions and to bring them into all your actions, you will have little difficulty in clarifying the means. The means are available whenever you ask. You can, however, save time if you do not protract this step unduly. The correct focus will shorten it immeasurably.

We pay a heavy price for our fear of failure. It is a powerful obstacle to growth. It assures the progressive narrowing of the personality and prevents exploration and experimentation. There is no learning without some difficulty and fumbling. If you want to keep on learning, you must keep on risking failure all your life.

Grief is what we add on to loss. It is a learned response, specific to some cultures only. It is not universal and it is not unavoidable. ... Grief is seeing only what has been taken away from you. The celebration of a life is recognizing all that we were blessed with, and feeling so very grateful.

Each day is an opportunity for you to expand your horizon, to achieve your maximum potential. You may have encountered some obstacles along the way, but don't allow those moments to hinder your progress. In life, we all faces challenges that we must overcome. The importance is to learn from those difficulties and become stronger.

Literature is a source of pleasure, he said, it is one of the rare inexhaustible joys in life, but it's not only that. It must not be disassociated from reality. Everything is there. That is why I never use the word fiction. Every subtlety in life is material for a book. He insisted on the fact. Have you noticed, he'd say, that I'm talking about novels? Novels don't contain only exceptional situations, life or death choices, or major ordeals; there are also everyday difficulties, temptations, ordinary disappointments; and, in response, every human attitude, every type of behavior, from the finest to the most wretched. There are books where, as you read, you wonder: What would I have done? It's a question you have to ask yourself. Listen carefully: it is a way to learn to live. There are grown-ups who would say no, that literature is not life, that novels teach you nothing. They are wrong. Literature performs, instructs, it prepares you for life.

THE MALE JOURNEY t some point in time, a man needs to embark on a risky -journey. It's a necessary adventure that takes him into uncertainty, and it almost always involves some form of difficulty or failure. On this journey the man learns to trust God more than he trusts a sense of right and wrong or his own sense of self-worth.

I hope that you will be faced with difficult choices and decisions, trials that won’t undo you, but that will drive you toward reflection and understanding. Trust that your fears will sometimes tell you about your desires. You will see that you can survive the terror that comes with growth and change, with vulnerability and risk.

The difficulty will be to keep her from learning too fast and too much. She is always sitting with her little nose burrowing into books. She doesn't read them, Miss Minchin; she gobbles them up as if she were a little wolf instead of a little girl. She is always starving for new books to gobble...

Not long ago, I learned that if I let other people tell me how God was supposed to work in my life I would be dead. If I would have given into someone else’s version of God then I would have done nothing to improve my situation. The notion that “if it was meant to be, it will be”, is a pacifying, yet harmful quote, that many spiritualists use to soften the blow of anger. God is not passive. He is relentless, and he will build you through fire. He will put in your heart a need for answers. The intensity of what bothers your soul is often his voice trying to take you from the limited vision of mankind to the full view of the best life he would like to offer you. He is above any pastor, any bishop, any prophet, any church, any cleverly crafted sermon or multi-meaning verse. He is the master of his craft and the author of your forever. Inner peace is only found through action. Fear may darken the trail, but the light of peace stands at the end of such a journey ----waiting with truth.

All good teachers will tell you that the most important quality they bring to their teaching is their love for the children. But what does that mean? It means that before we can teach them, we need to delight in them. Someone once said that children need one thing in order to succeed in life: someone who is crazy about them. We need to find a way to delight in all our students. We may be the only one in their lives to do so. We need to look for the best, expect the best, find something in each child that we can truly treasure.... If children recognize that we have seen their genius, who they really are, they will have the confidence and resilience to take risks in learning. I am convinced that many learning and social difficulties would disappear if we learned to see the genius in each child and then created a learning environment that encourages it to develop.

What bothers me is that health professionals give fancy names to conditions or learning difficulties that will irritate the patients; like OCD not being in alphabetical order, putting an ‘S’ in ‘lisp,’ and making dyslexia a word that no one can spell. It’s just mean.” Harper

That you find Kierkegaard "frightful" has warmed the cockles of my heart. I find him simply insupportable and cannot understand, or rather, I understand only too well, why the theological neurosis of our time has made such a fuss over him. You are quite right when you say that the pathological is never valuable. It does, however, cause us the greatest difficulties and for this reason we learn the most from it.

As parents, we are wired to try to save our children from any harm and hurt, but ultimately we can’t. They’ll fall down, they’ll get their feelings hurt, and they’ll get scared and sad and angry. Actually, it’s often these difficult experiences that allow them to grow and learn about the world. Rather than trying to shelter our children from life’s inevitable difficulties, we can help them integrate those experiences into their understanding of the world and learn from them.

Dissociative symptoms—primarily depersonalization and derealization—are elements in other DSM-IV disorders, including schizophrenia and borderline personality disorder, and in the neurologic syndrome of temporal lobe epilepsy, also called complex partial seizures. In this latter disorder, there are often florid symptoms of depersonalization and realization, but most amnesia symptoms derive from difficulties with focused attention rather than forgetting previously learned information.

Before the Law stands a doorkeeper on guard. To this doorkeeper there comes a man from the country who begs for admittance to the Law. But the doorkeeper says that he cannot admit the man at the moment. The man, on reflection, asks if he will be allowed, then, to enter later. 'It is possible,' answers the doorkeeper, 'but not at this moment.' Since the door leading into the Law stands open as usual and the doorkeeper steps to one side, the man bends down to peer through the entrance. When the doorkeeper sees that, he laughs and says: 'If you are so strongly tempted, try to get in without my permission. But note that I am powerful. And I am only the lowest doorkeeper. From hall to hall keepers stand at every door, one more powerful than the other. Even the third of these has an aspect that even I cannot bear to look at.' These are difficulties which the man from the country has not expected to meet, the Law, he thinks, should be accessible to every man and at all times, but when he looks more closely at the doorkeeper in his furred robe, with his huge pointed nose and long, thin, Tartar beard, he decides that he had better wait until he gets permission to enter. The doorkeeper gives him a stool and lets him sit down at the side of the door. There he sits waiting for days and years. He makes many attempts to be allowed in and wearies the doorkeeper with his importunity. The doorkeeper often engages him in brief conversation, asking him about his home and about other matters, but the questions are put quite impersonally, as great men put questions, and always conclude with the statement that the man cannot be allowed to enter yet. The man, who has equipped himself with many things for his journey, parts with all he has, however valuable, in the hope of bribing the doorkeeper. The doorkeeper accepts it all, saying, however, as he takes each gift: 'I take this only to keep you from feeling that you have left something undone.' During all these long years the man watches the doorkeeper almost incessantly. He forgets about the other doorkeepers, and this one seems to him the only barrier between himself and the Law. In the first years he curses his evil fate aloud; later, as he grows old, he only mutters to himself. He grows childish, and since in his prolonged watch he has learned to know even the fleas in the doorkeeper's fur collar, he begs the very fleas to help him and to persuade the doorkeeper to change his mind. Finally his eyes grow dim and he does not know whether the world is really darkening around him or whether his eyes are only deceiving him. But in the darkness he can now perceive a radiance that streams immortally from the door of the Law. Now his life is drawing to a close. Before he dies, all that he has experienced during the whole time of his sojourn condenses in his mind into one question, which he has never yet put to the doorkeeper. He beckons the doorkeeper, since he can no longer raise his stiffening body. The doorkeeper has to bend far down to hear him, for the difference in size between them has increased very much to the man's disadvantage. 'What do you want to know now?' asks the doorkeeper, 'you are insatiable.' 'Everyone strives to attain the Law,' answers the man, 'how does it come about, then, that in all these years no one has come seeking admittance but me?' The doorkeeper perceives that the man is at the end of his strength and that his hearing is failing, so he bellows in his ear: 'No one but you could gain admittance through this door, since this door was intended only for you. I am now going to shut it.

Reading these stories, it's tempting to think that the arts to be learned are those of tracking, hunting, navigating, skills of survival and escape. Even in the everyday world of the present, an anxiety to survive manifests itself in cars and clothes for far more rugged occasions than those at hand, as though to express some sense of the toughness of things and of readiness to face them. But the real difficulties, the real arts of survival, seem to lie in more subtle realms. There, what's called for is a kind of resilience of the psyche, a readiness to deal with what comes next. These captives lay out in a stark and dramatic way what goes on in every life: the transitions whereby you cease to be who you were. Seldom is it as dramatic, but nevertheless, something of this journey between the near and the far goes on in every life. Sometimes an old photograph, an old friend, an old letter will remind you that you are not who you once were, for the person who dwelt among them, valued this, chose that, wrote thus, no longer exists. Without noticing it you have traversed a great distance; the strange has become familiar and the familiar if not strange at least awkward or uncomfortable, an outgrown garment. And some people travel far more than others. There are those who receive as birthright an adequate or at least unquestioned sense of self and those who set out to reinvent themselves, for survival or for satisfaction, and travel far. Some people inherit values and practices as a house they inhabit; some of us have to burn down that house, find our own ground, build from scratch, even as a psychological metamorphosis.

There are at the present time two great nations in the world, which started from different points, but seem to tend towards the same end. I allude to the Russians and the Americans. Both of them have grown up unnoticed; and whilst the attention of mankind was directed elsewhere, they have suddenly placed themselves in the front rank among the nations, and the world learned their existence and their greatness at almost the same time. All other nations seem to have nearly reached their natural limits, and they have only to maintain their power; but these are still in the act of growth. All the others have stopped, or continue to advance with extreme difficulty; these alone are proceeding with ease and celerity along a path to which no limit can be perceived. The American struggles against the obstacles which nature opposes to him; the adversaries of the Russian are men. The former combats the wilderness and savage life; the latter, civilization with all its arms. The conquests of the American are therefore gained with the ploughshare; those of the Russian by the sword. The Anglo-American relies upon personal interest to accomplish his ends, and gives free scope to the unguided strength and common sense of the people; the Russian centres all the authority of society in a single arm. The principal instrument of the former is freedom; of the latter, servitude. Their starting-point is different, and their courses are not the same; yet each of them seems marked out by the will of Heaven to sway the destinies of half the globe.

There are lots of things I don't understand - say, the latest debates over whether neutrinos have mass or the way that Fermat's last theorem was (apparently) proven recently. But from 50 years in this game, I have learned two things: (1) I can ask friends who work in these areas to explain it to me at a level that I can understand, and they can do so, without particular difficulty; (2) if I'm interested, I can proceed to learn more so that I will come to understand it. Now Derrida, Lacan, Lyotard, Kristeva, etc. -- even Foucault, whom I knew and liked, and who was somewhat different from the rest -- write things that I also don't understand, but (1) and (2) don't hold: no one who says they do understand can explain it to me and I haven't a clue as to how to proceed to overcome my failures. That leaves one of two possibilities: (a) some new advance in intellectual life has been made, perhaps some sudden genetic mutation, which has created a form of "theory" that is beyond quantum theory, topology, etc., in depth and profundity; or (b) ... I won't spell it out.

Sol in Leo She who is born when the sun is in Leo shall be naturally subtle and witty, and desirous of learning. Whatsoever the heareth or seeth if it seems to comprise any difficulty of matter immediately will she desire to know it. The magic sciences will do her great stead. She shall be familiar to and well beloved by princes. Her first child shall be a female, and the second a male. During her life she shall sustain many troubles and perils.

Carol Dweck, a prominent Stanford psychologist, has found that people who believe their intelligence is fixed and unchanging have a very difficult time learning. The moment these people experience any form of difficulty or negative feedback, they mentally break and give up. Conversely, people who believe their intelligence is fluid and malleable are far more likely to grow and change. They are clay that can be transformed through experience, especially challenging and new experiences.

Ian slid the pot of honey toward his plate. "We should go back upstairs," he said to Beth. "What?" Beth looked up from a list she was writing. "Why?" Ian rose and pulled back Beth's chair without answering. Ian had difficulty lying, so when he knew he shouldn't say what was on his mind, he'd learned to keep his mouth firmly closed. Beth knew him well, though. Without arguing, she let him take her arm and steer her from the table. Before he walked away, Ian reached back and snatched the honey pot from the table, balancing the pot in his hand as he led Beth from the room.

We all craft a story we can live with. The one that makes ourselves easier to live with. This is not the one worth writing. To write your story, you must face a truer version of it. You must look at the parts that hurt, that do not flatter or comfort you. That do not spare you the trouble of knowing what made you, and what into. I used to wonder if my own difficulty in doing this made me a hypocrite. Now, I'm not sure I believe in hypocrites. We often prescribe for others the thing we most need. It is part of how we learn.

The British attendees reported a similar difficulty identifying introverts in America because “U.S. Introverts exhibited behavior that in the United Kingdom was associated with Extroversion: sociability, comfort with small talk, disclosure of personal information, energetic and fast-paced conversation, and so forth.” Most Americans, whether introverted or extroverted, have learned to look like extroverts.

It is dangerous for us to allow our difficulties to reside in the forefront of our thinking. Rather, our focus should always remain on our matchless God, who can triumph over any trouble we bring to Him. When God said no to one blessing, it was so I could experience a greater one later on. God speaks to you and me through every situation, but hearing Him is dependent upon our anticipating and paying attention to His instruction. Regardless of the circumstances we experience, we know God is teaching us something, and we will intentionally and eagerly learn and apply whatever it is. There are many days when I cannot wait to get home and be alone with the Father. I am eager to leave behind all the stresses and decisions, change out of my suit and tie, go into my prayer closet, open God’s Word, and relax in His loving arms. Many times I don’t need to say a word. I simply want to hear from the Lord, experiencing His peaceful wisdom and loving presence. There is nothing better in life than just being with Him.

All the other children at my school are stupid. Except I'm not meant to call them stupid, even though this is what they are. I'm meant to say that they have learning difficulties or that they have special needs. But this is stupid because everyone has learning difficulties because learning to speak French or understanding relativity is difficult and also everyone has special needs, like Father, who has to carry a little packet of artificial sweetening tablets around with him to put in his coffee to stop him from getting fat, or Mrs. Peters, who wears a beige-colored hearing aid, or Siobhan, who has glasses so thick that they give you a headache if you borrow them, and none of these people are Special Needs, even if they have special needs. But Siobhan said we have to use those words because people used to call children like the children at school spaz and crip and mong, which were nasty words. But that is stupid too because sometimes the children from the school down the road see us in the street when we're getting off the bus and they shout, "Special Needs! Special Needs!" But I don't take any notice because I don't listen to what other people say and only sticks and stones can break my bones and I have a Swiss Army knife if they hit me and if I kill them it will be self-defense and I won't go to prison.

The truly curious will be increasingly in demand. Employers are looking for people who can do more than follow procedures competently or respond to requests; who have a strong intrinsic desire to learn, solve problems and ask penetrating questions. They may be difficult to manage at times, these individuals, for their interests and enthusiasms can take them along unpredictable paths, and they don’t respond well to being told what to think. But for the most part, they will be worth the difficulty.

Recovering is a process of coming to experience a sense of self. More precisely, it is a process of learning to sense one's self, to attune to one's subjective physical, psychic, and social self- experience. These woman's core sense of shame and their difficulty tolerating painful emotions had led them to avoid turning their attention inward to their internal sense of things. In recovering, they "came to their senses" and learned to trust their sensed experience, in particular their sense of "enoughness"".

They were and are children of privilege... the privilege taught, learned, and imbibed, in a "liberal arts education" is the privilege to indict. These children have, in the main, never worked, learned to obey, command, construct, amend, or complete - to actually contribute to the society. They have learned to be shrill, and that their indictment, on the economy, on sex, on race, on the environment, though based on no experience other than hearsay, must trump any discourse, let alone opposition. It occurred to me that I had seen this behavior elsewhere, where it was called developmental difficulty.

A PRAYER   The supreme prayer of my heart is not to be learned, rich, famous, powerful, or “good,” but simply to be radiant. I desire to radiate health, cheerfulness, calm courage and good will. I wish to live without hate, whim, jealousy, envy, fear. I wish to be simple, honest, frank, natural, clean in mind and clean in body, unaffected—ready to say “I do not know,” if it be so, and to meet all men on an absolute equality—to face any obstacle and meet every difficulty unabashed and unafraid. I wish others to live their lives, too—up to their highest, fullest and best. To that end I pray that I may never meddle, interfere, dictate, give advice that is not wanted, or assist when my services are not needed. If I can help people, I’ll do it by giving them a chance to help themselves; and if I can uplift or inspire, let it be by example, inference, and suggestion, rather than by injunction and dictation.

Not once after graduating from Bryan was I asked to make a case for the scientific feasibility of miracles, but often I was asked why Christians aren't more like Jesus. I may have met one or two people who rejected Christianity because they had difficulties with the deity of Christ, but most rejected Christianity because they thought it means becoming judgmental, narrow-minded, intolerant, and unkind. People didn't argue with me about the problem of evil; they argued about why Christians aren't doing more to alleviate human suffering, support the poor, and oppose violence and war. Most weren’t looking for a faith that provided all the answers; they were looking for one in which they were free to ask questions.

This love meditation is adapted from the Visuddhimagga by Buddhaghosa, a 5th century C.E. systematization of the Buddha's teaching. We begin by practicing the love meditation on ourselves ("May I"). Until we are able to love and take care of ourselves, we cannot be much help to others. After that, we practice them on others ("May he/she/they") - first on someone we like, then on someone neutral to us, and finally on someone who makes us suffer. May I be peaceful, happy, and light in body and spirit. May I be safe and free from injury. May I be free from anger, afflictions, fear and anxiety. May I learn to look at myself with the eyes of of understanding and love. May I be able to recognize and touch the seeds of joy and happiness in myself. May I learn to identify and see the sources of anger, craving, and delusion in myself. May I know how to nourish the seeds of joy in myself every day. May I be able to live fresh, solid, and free. May I be free from attachment and aversion, but not indifferent. Love is not just the intention to love, but the capacity to reduce suffering, and offer peace and happiness. The practice of love increases our forbearance, our capacity to be patient and embrace difficulties and pain. Forbearance does mean that we try to suppress pain.

.... So Cu Chulainn asked and he asked, and at length he learned that the best teacher of the arts of war was a woman, Scathach, a strange creature who lived on a tiny island off the coast of Alba." "A woman?" someone echoed scornfully. "How could that be?" "Ah, well, this was no ordinary woman, as our hero soon found out for himself. When he came to the wild shore of Alba and looked across the raging waters to the island where she lived with her warrior women, he saw that there could be a difficulty before he even set foot there. For the only way across was by means of a high, narrow bridge, just wide enough for one man to walk on. And the instant he set his foot upon its span, the bridge began to shake and flex and bounce up and down, all along its considerable length, so that anyone foolish enough to venture farther along it would straightaway be tossed down onto the knife-sharp rocks or into the boiling surf." "Why didn't he use a boat?" asked Spider with a perplexed frown. "Didn't you hear what Liadan said?" Gull responded with derision. "Raging waters? Boiling surf? No boat could have crossed that sea, I'd wager.

The neurotic, as long as he must adhere to his illusions about himself, cannot recognize limitations, the search for glory goes into the unlimited. Because the main goal is the attainment of glory, he becomes uninterested in the process of learning, of doing, or of gaining step by step — indeed, tends to scorn it. He does not want to climb a mountain; he wants to be on the peak. Hence he loses the sense of what evolution or growth means, even though he may talk about it. Because, finally, the creation of the idealized self is possible only at the expense of truth about himself, its actualization requires further distortions of truth, imagination being a willing servant to this end. Thereby, to a greater or lesser extent, he loses in the process his interest in truth, and the sense for what is true or not true — a loss that, among others, accounts for his difficulty in distinguishing between genuine feelings, beliefs, strivings, and their artificial equivalents (unconscious pretenses) in himself and in others. The emphasis shifts from being to appearing.

It is said that there are four kinds of horses: excellent ones, good ones, poor ones, and bad ones. The best horse will run slow and fast, right and left, at the driver’s will, before it sees the shadow of the whip; the second best will run as well as the first one does, just before the whip reaches its skin; the third one will run when it feels pain on its body; the fourth will run after the pain penetrates to the marrow of its bones. You can imagine how difficult it is for the fourth one to learn how to run! When we hear this story, almost all of us want to be the best horse. If it is impossible to be the best one, we want to be the second best. That is, I think, the usual understanding of this story, and of Zen. You may think that when you sit in zazen you will find out whether you are one of the best horses or one of the worst ones. Here, however, there is a misunderstanding of Zen. If you think the aim of Zen practice is to train you to become one of the best horses, you will have a big problem. This is not the right understanding. If you practice Zen in the right way it does not matter whether you are the best horse or the worst one. When you consider the mercy of Buddha, how do you think Buddha will feel about the four kinds of horses? He will have more sympathy for the worst one than for the best one. When you are determined to practice zazen with the great mind of Buddha, you will find the worst horse is the most valuable one. In your very imperfections you will find the basis for your firm, way-seeking mind. Those who can sit perfectly physically usually take more time to obtain the true way of Zen, the actual feeling of Zen, the marrow of Zen. But those who find great difficulties in practicing Zen will find more meaning in it. So I think that sometimes the best horse may be the worst horse, and the worst horse can be the best one. If you study calligraphy you will find that those who are not so clever usually become the best calligraphers. Those who are very clever with their hands often encounter great difficulty after they have reached a certain stage. This is also true in art and in Zen. It is true in life. So when we talk about Zen we cannot say, 'He is good,' or 'He is bad,' in the ordinary sense of the words. The posture taken in zazen is not the same for each of us. For some it may be impossible to take the cross-legged posture. But even though you cannot take the right posture, when you arouse your real, way-seeking mind, you can practice Zen in its true sense. Actually it is easier for those who have difficulties in sitting to arouse the true way-seeking mind that for those who can sit easily.

A quick check on the platoon showed everyone more or less enjoying the flight. "Whatever it is you're eating, Ressk, swallow it before we land," [said Staff Sergeant Kerr]. "No problem, Staff." "More like whoever he's eating," Binti muttered beside him. "You ought to count your fingers," he suggested. "You're too serley stupid to notice one missing." "Maybe you ought to gren sa talamec to." "That's enough, people." When the Confederation first started integrating the di'Taykan and the Krai into what was predominantly a human military system, xenopsychologists among the elder races expected a number of problems. For the most part, those expectations fell short. After having dealt with the Mictok and the H'san, none of the younger races - all bipedal mammals - had any difficulty with each other's appearance. Cultural differences were absorbed into the prevailing military culture and the remaining problems were dealt with in the age-old military tradition of learning to say "up yours" in the other races' languages. The "us against them" mentality of war made for strange bedfellows.

The entire affective world, constructed over the years with utmost difficulty, collapses with a kick in the father's genitals, a smack on the mother's face, an obscene insult to the sister, or the sexual violation of a daughter. Suddenly an entire culture based on familial love, devotion, the capacity for mutual sacrifice collapses. Nothing is possible in such a universe, and that is precisely what the torturers know… From my cell, I'd hear the whispered voices of children trying to learn what was happening to their parents, and I'd witness the efforts of daughters to win over a guard, to arouse a feeling of tenderness in him, to incite the hope of some lovely future relationship between them in order to learn what was happening to her mother, to get an orange sent to her, to get permission for her to go to the bathroom.

Build me a son, O Lord, who will be strong enough to know when he is weak, and brave enough to face himself when he is afraid; one who will be proud and unbending in honest defeat, and humble and gentle in victory. Build me a son whose wishbone will not be where his backbone should be; a son who will know Thee and that to know himself is the foundation stone of knowledge. Lead him, I pray, not in the path of ease and comfort, but under the stress and spur of difficulties and challenge. Here let him learn to stand up in the storm; here let him learn compassion for those who fail. Build me a son whose heart will be clean, whose goal will be high; a son who will master himself before he seeks to master other men; one who will learn to laugh, yet never forget how to weep; one who will reach into the future, yet never forget the past. And after all these things are his, add, I pray, enough of a sense of humor, so that he may always be serious, yet never take himself too seriously. Give him humility, so that he may always remember the simplicity of greatness, the open mind of true wisdom, the meekness of true strength. Then I, his father, will dare to whisper, "I have not lived in vain.

Amelia and Poppy both glanced at their younger sister quizzically. “Do you know what we’re talking about, Bea?” Amelia asked. “Yes, of course. Merripen’s in love with her. I knew it a long time ago, from the way he washed her window.” “Washed her window?” both older sisters asked at the same time. “Yes, when we lived in the cottage at Primrose Place. Win’s room had a casement window that looked out onto the big maple tree— do you remember? After the scarlet fever, when Win couldn’t get out of bed for the longest time and she was too weak to hold a book, she would just lie there and watch a birds’ nest on one of the tree limbs. She saw the baby swallows hatch and learn to fly. One day she complained that the window was so dirty, she could barely see through it, and it made the sky look grayish. So from then on Merripen always kept the glass spotless. Sometimes he climbed a ladder to wash the outside, and you know how afraid of heights he is. You never saw him do that?” “No,” Amelia said with difficulty, her eyes stinging. “I didn’t know he did that.” “Merripen said the sky should always be blue for her,” Beatrix said. “And that was when I knew he … are you crying, Poppy?” Poppy used a napkin to dab at the corners of her eyes. “No. I just inh-haled some pepper.” “So did I,” Amelia said, blowing her nose.

Our textbooks were ridiculous propaganda. The first English sentence we learned was "Long live Chairman Mao!" But no one dared to explain the sentence grammatically. In Chinese the term for the optative mood, expressing a wish or desire, means 'something unreal." In 1966 a lecturer at Sichuan University had been beaten up for 'having the audacity to suggest that "Long live Chairman Mao!" was unreal!" One chapter was about a model youth hero who had drowned after jumping into a flood to save an electricity pole because the pole would be used to carry the word of Mao. With great difficulty, I managed to borrow some English language textbooks published before the Cultural Revolution from lecturers in my department and from Jin-ming, who sent me books from his university by post. These contained extracts from writers like Jane Austen, Charles Dickens, and Oscar Wilde, and stories from European and American history. They were a joy to read, but much of my energy went toward finding them and then trying to keep them. Whenever someone approached, I would quickly cover the books with a newspaper. This was only partly because of their 'bourgeois' content. It was also important not to appear to be studying too conscientiously, and not to arouse my fellow students' jealousy by reading something far beyond them. Although we were studying English, and were paid par fly for our propaganda value by the government to do this, we must not be seen to be too devoted to our subject: that was considered being 'white and expert." In the mad logic of the day, being good at one's profession ('expert') was automatically equated with being politically unreliable ('white').

The world is so big, so complicated, so replete with marvels and surprises that it takes years for most people to begin to notice that it is, also, irretrievably broken. We call this period of research “childhood.” There follows a program of renewed inquiry, often involuntary, into the nature and effects of mortality, entropy, heartbreak, violence, failure, cowardice, duplicity, cruelty, and grief; the researcher learns their histories, and their bitter lessons, by heart. Along the way, he or she discovers that the world has been broken for as long as anyone can remember, and struggles to reconcile this fact with the ache of cosmic nostalgia that arises, from time to time, in the researcher’s heart: an intimation of vanished glory, of lost wholeness, a memory of the world unbroken. We call the moment at which this ache first arises “adolescence.” The feeling haunts people all their lives. Everyone, sooner or later, gets a thorough schooling in brokenness. The question becomes: What to do with the pieces? Some people hunker down atop the local pile of ruins and make do, Bedouin tending their goats in the shade of shattered giants. Others set about breaking what remains of the world into bits ever smaller and more jagged, kicking through the rubble like kids running through piles of leaves. And some people, passing among the scattered pieces of that great overturned jigsaw puzzle, start to pick up a piece here, a piece there, with a vague yet irresistible notion that perhaps something might be done about putting the thing back together again. Two difficulties with this latter scheme at once present themselves. First of all, we have only ever glimpsed, as if through half-closed lids, the picture on the lid of the jigsaw puzzle box. Second, no matter how diligent we have been about picking up pieces along the way, we will never have anywhere near enough of them to finish the job. The most we can hope to accomplish with our handful of salvaged bits—the bittersweet harvest of observation and experience—is to build a little world of our own. A scale model of that mysterious original, unbroken, half—remembered. Of course the worlds we build out of our store of fragments can be only approximations, partial and inaccurate. As representations of the vanished whole that haunts us, they must be accounted failures. And yet in that very failure, in their gaps and inaccuracies, they may yet be faithful maps, accurate scale models, of this beautiful and broken world. We call these scale models “works of art.

The Dialectical Dilemma for the Patient The borderline individual is faced with an apparently irreconcilable dilemma. On the one hand, she has tremendous difficulties with self-regulation of affect and subsequent behavioral competence. She frequently but somewhat unpredictably needs a great deal of assistance, often feels helpless and hopeless, and is afraid of being left alone to fend for herself in a world where she has failed over and over again. Without the ability to predict and control her own well-being, she depends on her social environment to regulate her affect and behavior. On the other hand, she experiences intense shame at behaving dependently in a society that cannot tolerate dependency, and has learned to inhibit expressions of negative affect and helplessness whenever the affect is within controllable limits. Indeed, when in a positive mood, she may be exceptionally competent across a variety of situations. However, in the positive mood state she has difficulty predicting her own behavioral capabilities in a different mood, and thus communicates to others an ability to cope beyond her capabilities. Thus, the borderline individual, even though at times desperate for help, has great difficulty asking for help appropriately or communicating her needs. The inability to integrate or synthesize the notions of helplessness and competence, of noncontrol and control, and of needing and not needing help can lead to further emotional distress and dysfunctional behaviors. Believing that she is competent to “succeed,” the person may experience intense guilt about her presumed lack of motivation when she falls short of objectives. At other times, she experiences extreme anger at others for their lack of understanding and unrealistic expectations. Both the intense guilt and the intense anger can lead to dysfunctional behaviors, including suicide and parasuicide, aimed at reducing the painful emotional states. For the apparently competent person, suicidal behavior is sometimes the only means of communicating to others that she really can’t cope and needs help; that is, suicidal behavior is a cry for help. The behavior may also function as a means to get others to alter their unrealistic expectations—to “prove” to the world that she really cannot do what is expected.

One reason she had been as successful an assassin had always been her attention to detail, but the weeks of using the cream to maintain her disguise as the hapless dock technician, were taking their toll. Details slipped her mind occasionally, and concentrating was sometimes hard. She’d used the time she had available to study her target, learn his mannerisms and speech pattern, food and clothing preferences. Most of this possible with the right programs and access to the dock AI system. Those hours ‘at work’ in the Fabrication Unit had been well spent, and supplemented by frequenting places where she could observe him. The lack of her usual team of ‘daemons’ had created a number of difficulties, and though she wondered how Security had managed to take them down so quickly, she didn’t waste time worrying over it. Now she knew who he associated with, and his sexuality—all of it vital if she was to escape detection in such a high profile role.

When you’re a girl, you never let on that you are proud, or that you know you’re better at history, or biology, or French, than the girl who sits beside you and is eighteen months older. Instead you gush about how good she is at putting on nail polish or at talking to boys, and you roll your eyes at the vaunted difficulty of the history/​biology/​French test and say, “Oh my God, it’s going to be such a disaster! I’m so scared!” and you put yourself down whenever you can so that people won’t feel threatened by you, so they’ll like you, because you wouldn’t want them to know that in your heart, you are proud, and maybe even haughty, and are riven by thoughts the revelation of which would show everyone how deeply Not Nice you are. You learn a whole other polite way of speaking to the people who mustn’t see you clearly, and you know—you get told by others—that they think you’re really sweet, and you feel a thrill of triumph: “Yes, I’m good at history/​biology/​French, and I’m good at this, too.” It doesn’t ever occur to you, as you fashion your mask so carefully, that it will grow into your skin and graft itself, come to seem irremovable.

...each day I sit down in purposeful concentration to write in a notebook, some sentences on a buried truth, an unnamed reality, things that happened but are denied. It is hard to describe the stillness it takes, the difficulty of this act. It requires an almost perfect concentration which I am trying to learn and there is no way to learn it that is spelled out anywhere or so I can understand it but I have a sense that it's completely simply, on the order of being able to sit still and keep your mind dead center in you without apology or fear. I squirm after some time but it ain't boredom, it's fear of what's possible, how much you can know if you can be quiet enough and simple enough. I move around, my mind wanders, I lose the ability to take words and roll them through my brain, move with them into their interiors, feel their colors, touch what's under them, where they come from long ago and way back. I get frightened seeing what's in my own mind if words get put to it. There's a light there, it's bright, it's wide, it could make you blind if you look direct into it and so I turn away, afraid; I get frightened and I run and the only way to run is to abandon the process altogether or compromise it beyond recognition. I think about Celine sitting with his shit, for instance; I don't know why he didn't run, he should've. It's a quality you have to have of being near mad and at the same time so quiet in your heart that you could pass for a spiritual warrior; you could probably break things with the power in your mind. You got to be able to stand it, because it's a powerful and disturbing light, not something easy and kind, it comes through your head to make its way onto the page and you get fucking scared so your mind runs away, it wanders, it gets distracted, it buckles, it deserts, it takes a Goddamn freight train if it can find one, it wants calming agents and sporifics, and you mask that you are betraying the brightest and the best light you will ever see, you are betraying the mind that can be host to it... ...Your mind does stupid tricks to mask that you are betraying something of grave importance. It wanders so you won't notice that you are deserting your own life, abandoning it to triviality and garbage, how you are too fucking afraid to use your own brain for what it's for, which is to be a host to the light, to use it, to focus it; let it shine and carry the burden of what is illuminated, everything buried there; the light's scarier than anything it shows, the pure, direct experience of it in you as if your mind ain't the vegetable thing it's generally conceived to be or the nightmare thing you know it to be but a capacity you barely imagined, real; overwhelming and real, pushing you out to the edge of ecstasy and knowing and then do you fall or do you jump or do you fly?

I started running for reasons I had only just begun to understand. As a child, I ran in the woods and around my house for fun. As a teen, I ran to get my body in better shape. Later, I ran to find peace. I ran, and kept running, because I had learned that once you started something you didn’t quit, because in life, much like in an ultramarathon, you have to keep pressing forward. Eventually I ran because I turned into a runner, and my sport brought me physical pleasure and spirited me away from debt and disease, from the niggling worries of everyday existence. I ran because I grew to love other runners. I ran because I loved challenges and because there is no better feeling than arriving at the finish line or completing a difficult training run. And because, as an accomplished runner, I could tell others how rewarding it was to live healthily, to move my body every day, to get through difficulties, to eat with consciousness, that what mattered wasn’t how much money you made or where you lived, it was how you lived. I ran because overcoming the difficulties of an ultramarathon reminded me that I could overcome the difficulties of life, that overcoming difficulties was life.

Now against the specialist, against the man who studies only art or electricity, or the violin, or the thumbscrew or what not, there is only one really important argument, and that, for some reason or other, is never offered. People say that specialists are inhuman; but that is unjust. People say an expert is not a man; but that is unkind and untrue. The real difficulty about the specialist or expert is much more singular and fascinating. The trouble with the expert is never that he is not a man; it is always that wherever he is not an expert he is too much of an ordinary man. Wherever he is not exceptionally learned he is quite casually ignorant. This is the great fallacy in the case of what is called the impartiality of men of science. If scientific men had no idea beyond their scientific work it might be all very well — that is to say, all very well for everybody except them. But the truth is that, beyond their scientific ideas, they have not the absence of ideas but the presence of the most vulgar and sentimental ideas that happen to be common to their social clique. If a biologist had no views on art and morals it might be all very well. The truth is that the biologist has all the wrong views of art and morals that happen to be going about in the smart set of his time.

Q. Would you repeat, Dr. Seldon, your thoughts concerning the future of Trantor? A. I have said, and I say again, that Trantor will lie in ruins within the next three centuries. Q. You do not consider your statement a disloyal one? A. No, sir. Scientific truth is beyond loyalty and disloyalty." Q. You are sure that your statement represents scientific truth? A. I am. Q. On what basis? A. On the basis of the mathematics of psychohistory. Q. Can you prove that this mathematics is valid? A. Only to another mathematician. Q. ( with a smile) Your claim then is that your truth is of so esoteric a nature that it is beyond the understanding of a plain man. It seems to me that truth should be clearer than that, less mysterious, more open to the mind. A. It presents no difficulties to some minds. The physics of energy transfer, which we know as thermodynamics, has been clear and true through all the history of man since the mythical ages, yet there may be people present who would find it impossible to design a power engine. People of high intelligence, too. I doubt if the learned Commissioners— At this point, one of the Commissioners leaned toward the Advocate. His words were not heard but the hissing of the voice carried a certain asperity. The Advocate flushed and interrupted Seldon. Q. We are not here to listen to speeches, Dr. Seldon. Let us assume that you have made your point. Let me suggest to you that your predictions of disaster might be intended to destroy public confidence in the Imperial Government for purposes of your own! A. That is not so. Q. Let me suggest that you intend to claim that a period of time preceding the so-called ruin of Trantor will be filled with unrest of various types. A. That is correct. Q. And that by the mere prediction thereof, you hope to bring it about, and to have then an army of a hundred thousand available. A. In the first place, that is not so. And if it were, investigation will show you that barely ten thousand are men of military age, and none of these has training in arms. Q. Are you acting as an agent for another? A. I am not in the pay of any man, Mr. Advocate. Q. You are entirely disinterested? You are serving science? A. I am.

CONSENSUS PROPOSED CRITERIA FOR DEVELOPMENTAL TRAUMA DISORDER A. Exposure. The child or adolescent has experienced or witnessed multiple or prolonged adverse events over a period of at least one year beginning in childhood or early adolescence, including: A. 1. Direct experience or witnessing of repeated and severe episodes of interpersonal violence; and A. 2. Significant disruptions of protective caregiving as the result of repeated changes in primary caregiver; repeated separation from the primary caregiver; or exposure to severe and persistent emotional abuse B. Affective and Physiological Dysregulation. The child exhibits impaired normative developmental competencies related to arousal regulation, including at least two of the following: B. 1. Inability to modulate, tolerate, or recover from extreme affect states (e.g., fear, anger, shame), including prolonged and extreme tantrums, or immobilization B. 2. Disturbances in regulation in bodily functions (e.g. persistent disturbances in sleeping, eating, and elimination; over-reactivity or under-reactivity to touch and sounds; disorganization during routine transitions) B. 3. Diminished awareness/dissociation of sensations, emotions and bodily states B. 4. Impaired capacity to describe emotions or bodily states C. Attentional and Behavioral Dysregulation: The child exhibits impaired normative developmental competencies related to sustained attention, learning, or coping with stress, including at least three of the following: C. 1. Preoccupation with threat, or impaired capacity to perceive threat, including misreading of safety and danger cues C. 2. Impaired capacity for self-protection, including extreme risk-taking or thrill-seeking C. 3. Maladaptive attempts at self-soothing (e.g., rocking and other rhythmical movements, compulsive masturbation) C. 4. Habitual (intentional or automatic) or reactive self-harm C. 5. Inability to initiate or sustain goal-directed behavior D. Self and Relational Dysregulation. The child exhibits impaired normative developmental competencies in their sense of personal identity and involvement in relationships, including at least three of the following: D. 1. Intense preoccupation with safety of the caregiver or other loved ones (including precocious caregiving) or difficulty tolerating reunion with them after separation D. 2. Persistent negative sense of self, including self-loathing, helplessness, worthlessness, ineffectiveness, or defectiveness D. 3. Extreme and persistent distrust, defiance or lack of reciprocal behavior in close relationships with adults or peers D. 4. Reactive physical or verbal aggression toward peers, caregivers, or other adults D. 5. Inappropriate (excessive or promiscuous) attempts to get intimate contact (including but not limited to sexual or physical intimacy) or excessive reliance on peers or adults for safety and reassurance D. 6. Impaired capacity to regulate empathic arousal as evidenced by lack of empathy for, or intolerance of, expressions of distress of others, or excessive responsiveness to the distress of others E. Posttraumatic Spectrum Symptoms. The child exhibits at least one symptom in at least two of the three PTSD symptom clusters B, C, & D. F. Duration of disturbance (symptoms in DTD Criteria B, C, D, and E) at least 6 months. G. Functional Impairment. The disturbance causes clinically significant distress or impairment in at least two of the following areas of functioning: Scholastic Familial Peer Group Legal Health Vocational (for youth involved in, seeking or referred for employment, volunteer work or job training)

The Atonist nobility knew it was impossible to organize and control a worldwide empire from Britain. The British Isles were geographically too far West for effective management. In order to be closer to the “markets,” the Atonist corporate executives coveted Rome. Additionally, by way of their armed Templar branch and incessant murderous “Crusades,” they succeeded making inroads further east. Their double-headed eagle of control reigned over Eastern and Western hemispheres. The seats of Druidic learning once existed in the majority of lands, and so the Atonist or Christian system spread out in similar fashion. Its agents were sent from Britain and Rome to many a region and for many a dark purpose. To this very day, the nobility of Europe and the east are controlled from London and Rome. Nothing has changed when it comes to the dominion of Aton. As Alan Butler and Stephen Dafoe have proven, the Culdean monks, of whom we write, had been hired for generations as tutors to elite families throughout Europe. In their book The Knights Templar Revealed, the authors highlight the role played by Culdean adepts tutoring the super-wealthy and influential Catholic dynasties of Burgundy, Champagne and Lorraine, France. Research into the Templars and their affiliated “Salt Line” dynasties reveals that the seven great Crusades were not instigated and participated in for the reasons mentioned in most official history books. As we show here, the Templars were the military wing of British and European Atonists. It was their job to conquer lands, slaughter rivals and rebuild the so-called “Temple of Solomon” or, more correctly, Akhenaton’s New World Order. After its creation, the story of Jesus was transplanted from Britain, where it was invented, to Galilee and Judea. This was done so Christianity would not appear to be conspicuously Druidic in complexion. To conceive Christianity in Britain was one thing; to birth it there was another. The Atonists knew their warped religion was based on ancient Amenism and Druidism. They knew their Jesus, Iesus or Yeshua, was based on Druidic Iesa or Iusa, and that a good many educated people throughout the world knew it also. Their difficulty concerned how to come up with a believable king of light sufficiently appealing to the world’s many pagan nations. Their employees, such as St. Paul (Josephus Piso), were allowed to plunder the archive of the pagans. They were instructed to draw from the canon of stellar gnosis and ancient solar theologies of Egypt, Chaldea and Ireland. The archetypal elements would, like ingredients, simply be tossed about and rearranged and, most importantly, the territory of the new godman would be resituated to suit the meta plan.

The English word Atonement comes from the ancient Hebrew word kaphar, which means to cover. When Adam and Eve partook of the fruit and discovered their nakedness in the Garden of Eden, God sent Jesus to make coats of skins to cover them. Coats of skins don’t grow on trees. They had to be made from an animal, which meant an animal had to be killed. Perhaps that was the very first animal sacrifice. Because of that sacrifice, Adam and Eve were covered physically. In the same way, through Jesus’ sacrifice we are also covered emotionally and spiritually. When Adam and Eve left the garden, the only things they could take to remind them of Eden were the coats of skins. The one physical thing we take with us out of the temple to remind us of that heavenly place is a similar covering. The garment reminds us of our covenants, protects us, and even promotes modesty. However, it is also a powerful and personal symbol of the Atonement—a continuous reminder both night and day that because of Jesus’ sacrifice, we are covered. (I am indebted to Guinevere Woolstenhulme, a religion teacher at BYU, for insights about kaphar.) Jesus covers us (see Alma 7) when we feel worthless and inadequate. Christ referred to himself as “Alpha and Omega” (3 Nephi 9:18). Alpha and omega are the first and last letters of the Greek alphabet. Christ is surely the beginning and the end. Those who study statistics learn that the letter alpha is used to represent the level of significance in a research study. Jesus is also the one who gives value and significance to everything. Robert L. Millet writes, “In a world that offers flimsy and fleeting remedies for mortal despair, Jesus comes to us in our moments of need with a ‘more excellent hope’ (Ether 12:32)” (Grace Works, 62). Jesus covers us when we feel lost and discouraged. Christ referred to Himself as the “light” (3 Nephi 18:16). He doesn’t always clear the path, but He does illuminate it. Along with being the light, He also lightens our loads. “For my yoke is easy,” He said, “and my burden is light” (Matthew 11:30). He doesn’t always take burdens away from us, but He strengthens us for the task of carrying them and promises they will be for our good. Jesus covers us when we feel abused and hurt. Joseph Smith taught that because Christ met the demands of justice, all injustices will be made right for the faithful in the eternal scheme of things (see Teachings, 296). Marie K. Hafen has said, “The gospel of Jesus Christ was not given us to prevent our pain. The gospel was given us to heal our pain” (“Eve Heard All These Things,” 27). Jesus covers us when we feel defenseless and abandoned. Christ referred to Himself as our “advocate” (D&C 29:5): one who believes in us and stands up to defend us. We read, “The Lord is my rock, and my fortress, and my deliverer; my God, my strength, in whom I will trust; my buckler” (Psalm 18:2). A buckler is a shield used to divert blows. Jesus doesn’t always protect us from unpleasant consequences of illness or the choices of others, since they are all part of what we are here on earth to experience. However, He does shield us from fear in those dark times and delivers us from having to face those difficulties alone. … We’ve already learned that the Hebrew word that is translated into English as Atonement means “to cover.” In Arabic or Aramaic, the verb meaning to atone is kafat, which means “to embrace.” Not only can we be covered, helped, and comforted by the Savior, but we can be “encircled about eternally in the arms of his love” (2 Nephi 1:15). We can be “clasped in the arms of Jesus” (Mormon 5:11). In our day the Savior has said, “Be faithful and diligent in keeping the commandments of God, and I will encircle thee in the arms of my love” (D&C 6:20). (Brad Wilcox, The Continuous Atonement, pp. 47-49, 60).