Do Summaries Use Quotes

Summary of the Science of Getting Rich There is a thinking stuff from which all things are made, and which, in its original state, permeates, penetrates, and fills the interspaces of the universe. A thought in this substance produces the thing that is imaged by the thought. Man can form things in his thought, and by impressing his thought upon formless substance can cause the thing he thinks about to be created. In order to do this, man must pass from the competitive to the creative mind; otherwise he cannot be in harmony with the Formless Intelligence, which is always creative and never competitive in spirit. Man may come into full harmony with the Formless Substance by entertaining a lively and sincere gratitude for the blessings it bestows upon him. Gratitude unifies the mind of man with the intelligence of Substance, so that man’s thoughts are received by the Formless. Man can remain upon the creative plane only by uniting himself with the Formless Intelligence through a deep and continuous feeling of gratitude. Man must form a clear and definite mental image of the things he wishes to have, to do, or to become; and he must hold this mental image in his thoughts, while being deeply grateful to the Supreme that all his desires are granted to him. The man who wishes to get rich must spend his leisure hours in contemplating his Vision, and in earnest thanksgiving that the reality is being given to him. Too much stress cannot be laid on the importance of frequent contemplation of the mental image, coupled with unwavering faith and devout gratitude. This is the process by which the impression is given to the Formless, and the creative forces set in motion. The creative energy works through the established channels of natural growth, and of the industrial and social order. All that is included in his mental image will surely be brought to the man who follows the instructions given above, and whose faith does not waver. What he wants will come to him through the ways of established trade and commerce. In order to receive his own when it shall come to him, man must be active; and this activity can only consist in more than filling his present place. He must keep in mind the Purpose to get rich through the realization of his mental image. And he must do, every day, all that can be done that day, taking care to do each act in a successful manner. He must give to every man a use value in excess of the cash value he receives, so that each transaction makes for more life; and he must so hold the Advancing Thought that the impression of increase will be communicated to all with whom he comes in contact. The men and women who practice the foregoing instructions will certainly get rich; and the riches they receive will be in exact proportion to the definiteness of their vision, the fixity of their purpose, the steadiness of their faith, and the depth of their gratitude.

My favorite summary of the concept of defining your own responsibility for the problems of others was given in a joke, current several years ago. After being surrounded by 10,000 hostile Indians, the Lone Ranger turned to Tonto and remarked, “I guess this is it, Kimo Sabe. It looks like we have had it,” whereupon Tonto, surveying the impending disaster, turned and replied, “What do you mean we, white man?

When people bait on your stupidity.  They know that you are stupid enough to believe everything they say. You will follow and do whatever they want you to do, And you do follow, thinking you are smart and clever one ,the brightest candle in the room. You think you are in charge and you're leading. only to find out you are being used. You have no clue ,on what is really going on. In summary that is politics and cult life.

The easiest way to increase happiness is to control your use of time. Can you find more time to do the things you enjoy doing?

Psychologist Arthur S. Reber offers the following summary of the psychological research on decision making: “During the 1970s . . . it became increasingly apparent that people do not typically solve problems, make decisions, or reach conclusions using the kinds of standard, conscious, and rational processes that they were more-or-less assumed to be using.” To the contrary, people could best be described, in much of their decision making, as being “arational”: “When people were observed making choices and solving problems of interesting complexity, the rational and logical elements were often missing.

What we feel and how we feel is far more important than what we think and how we think. Feeling is the stuff of which our consciousness is made, the atmosphere in which all our thinking and all our conduct is bathed. All the motives which govern and drive our lives are emotional. Love and hate, anger and fear, curiosity and joy are the springs of all that is most noble and most detestable in the history of men and nations. The opening sentence of a sermon is an opportunity. A good introduction arrests me. It handcuffs me and drags me before the sermon, where I stand and hear a Word that makes me both tremble and rejoice. The best sermon introductions also engage the listener immediately. It’s a rare sermon, however, that suffers because of a good introduction. Mysteries beg for answers. People’s natural curiosity will entice them to stay tuned until the puzzle is solved. Any sentence that points out incongruity, contradiction, paradox, or irony will do. Talk about what people care about. Begin writing an introduction by asking, “Will my listeners care about this?” (Not, “Why should they care about this?”) Stepping into the pulpit calmly and scanning the congregation to the count of five can have a remarkable effect on preacher and congregation alike. It is as if you are saying, “I’m about to preach the Word of God. I want all of you settled. I’m not going to begin, in fact, until I have your complete attention.” No sermon is ready for preaching, not ready for writing out, until we can express its theme in a short, pregnant sentence as clear as crystal. The getting of that sentence is the hardest, most exacting, and most fruitful labor of study. We tend to use generalities for compelling reasons. Specifics often take research and extra thought, precious commodities to a pastor. Generalities are safe. We can’t help but use generalities when we can’t remember details of a story or when we want anonymity for someone. Still, the more specific their language, the better speakers communicate. I used to balk at spending a large amount of time on a story, because I wanted to get to the point. Now I realize the story gets the point across better than my declarative statements. Omit needless words. Vigorous writing is concise. A sentence should contain no unnecessary words, a paragraph no unnecessary sentences, for the same reason that a drawing should have no unnecessary lines and a machine no unnecessary parts. This requires not that the writer make all his sentences short, or that he avoid all detail and treat his subjects only in outline, but that every word tell. Limits—that is, form—challenge the mind, forcing creativity. Needless words weaken our offense. Listening to some speakers, you have to sift hundreds of gallons of water to get one speck of gold. If the sermon is so complicated that it needs a summary, its problems run deeper than the conclusion. The last sentence of a sermon already has authority; when the last sentence is Scripture, this is even more true. No matter what our tone or approach, we are wise to craft the conclusion carefully. In fact, given the crisis and opportunity that the conclusion presents—remember, it will likely be people’s lasting memory of the message—it’s probably a good practice to write out the conclusion, regardless of how much of the rest of the sermon is written. It is you who preaches Christ. And you will preach Christ a little differently than any other preacher. Not to do so is to deny your God-given uniqueness. Aim for clarity first. Beauty and eloquence should be added to make things even more clear, not more impressive. I’ll have not praise nor time for those who suppose that writing comes by some divine gift, some madness, some overflow of feeling. I’m especially grim on Christians who enter the field blithely unprepared and literarily innocent of any hard work—as though the substance of their message forgives the failure of its form.

I have used the theologians and their treatment of apocalypse as a model of what we might expect to find not only in more literary treatments of the same radical fiction, but in the literary treatment of radical fictions in general. The assumptions I have made in doing so I shall try to examine next time. Meanwhile it may be useful to have some kind of summary account of what I've been saying. The main object: is the critical business of making sense of some of the radical ways of making sense of the world. Apocalypse and the related themes are strikingly long-lived; and that is the first thing to say tbout them, although the second is that they change. The Johannine acquires the characteristics of the Sibylline Apocalypse, and develops other subsidiary fictions which, in the course of time, change the laws we prescribe to nature, and specifically to time. Men of all kinds act, as well as reflect, as if this apparently random collocation of opinion and predictions were true. When it appears that it cannot be so, they act as if it were true in a different sense. Had it been otherwise, Virgil could not have been altissimo poeta in a Christian tradition; the Knight Faithful and True could not have appeared in the opening stanzas of "The Faerie Queene". And what is far more puzzling, the City of Apocalypse could not have appeared as a modern Babylon, together with the 'shipmen and merchants who were made rich by her' and by the 'inexplicable splendour' of her 'fine linen, and purple and scarlet,' in The Waste Land, where we see all these things, as in Revelation, 'come to nought.' Nor is this a matter of literary allusion merely. The Emperor of the Last Days turns up as a Flemish or an Italian peasant, as Queen Elizabeth or as Hitler; the Joachite transition as a Brazilian revolution, or as the Tudor settlement, or as the Third Reich. The apocalyptic types--empire, decadence and renovation, progress and catastrophe--are fed by history and underlie our ways of making sense of the world from where we stand, in the middest.

How Should You Listen? Carl Rogers, one of the twentieth century’s great psychotherapists, knew something about listening. He wrote, “The great majority of us cannot listen; we find ourselves compelled to evaluate, because listening is too dangerous. The first requirement is courage, and we do not always have it.”159 He knew that listening could transform people. On that, Rogers commented, “Some of you may be feeling that you listen well to people, and that you have never seen such results. The chances are very great indeed that your listening has not been of the type I have described.” He suggested that his readers conduct a short experiment when they next found themselves in a dispute: “Stop the discussion for a moment, and institute this rule: ‘Each person can speak up for himself only after he has first restated the ideas and feelings of the previous speaker accurately, and to that speaker’s satisfaction.’” I have found this technique very useful, in my private life and in my practice. I routinely summarize what people have said to me, and ask them if I have understood properly. Sometimes they accept my summary. Sometimes I am offered a small correction. Now and then I am wrong completely. All of that is good to know.

That is, “Yes” is nothing without “How.” Asking “How,” knowing “How,” and defining “How” are all part of the effective negotiator’s arsenal. He would be unarmed without them.         ■    Ask calibrated “How” questions, and ask them again and again. Asking “How” keeps your counterparts engaged but off balance. Answering the questions will give them the illusion of control. It will also lead them to contemplate your problems when making their demands.         ■    Use “How” questions to shape the negotiating environment. You do this by using “How can I do that?” as a gentle version of “No.” This will subtly push your counterpart to search for other solutions—your solutions. And very often it will get them to bid against themselves.         ■    Don’t just pay attention to the people you’re negotiating with directly; always identify the motivations of the players “behind the table.” You can do so by asking how a deal will affect everybody else and how on board they are.         ■    Follow the 7-38-55 Percent Rule by paying close attention to tone of voice and body language. Incongruence between the words and nonverbal signs will show when your counterpart is lying or uncomfortable with a deal.         ■    Is the “Yes” real or counterfeit? Test it with the Rule of Three: use calibrated questions, summaries, and labels to get your counterpart to reaffirm their agreement at least three times. It’s really hard to repeatedly lie or fake conviction.         ■    A person’s use of pronouns offers deep insights into his or her relative authority. If you’re hearing a lot of “I,” “me,” and “my,” the real power to decide probably lies elsewhere. Picking up a lot of “we,” “they,” and “them,” it’s more likely you’re dealing directly with a savvy decision maker keeping his options open.         ■    Use your own name to make yourself a real person to the other side and even get your own personal discount. Humor and humanity are the best ways to break the ice and remove roadblocks.

According to Shaivism, anupaya may also be reached by entering into the infinite blissfulness of the Self through the powerful experiences of sensual pleasures. This practice is designed to help the practitioner reach the highest levels by accelerating their progress through the sakta and sambhava upayas. These carefully guarded doctrines of Tantric sadhana are the basis for certain practices, like the use of the five makaras (hrdaya) mentioned earlier. The experience of a powerful sensual pleasure quickly removes a person’s dullness or indifference. It awakens in them the hidden nature and source of blissfulness and starts its inner vibration. Abhinavagupta says that only those people who are awakened to their own inner vitality can truly be said to have a heart (hrdaya). They are known as sahrdaya (connoisseurs). Those uninfluenced by this type of experiences are said to be heartless. In his words: “It is explained thus—The heart of a person, shedding of its attitude of indifference while listening to the sweet sounds of a song or while feeling the delightful touch of something like sandalpaste, immediately starts a wonderful vibratory movement. (This) is called ananda-sakti and because of its presence the person concerned is considered to have a heart (in their body) (Tantraloka, III.209-10). People who do not become one (with such blissful experiences), and who do not feel their physical body being merged into it, are said to be heartless because their consciousness itself remains immersed (in the gross body) (ibid., III.24).” The philosopher Jayaratha addresses this topic as well when he quotes a verse from a work by an author named Parasastabhutipada: “The worship to be performed by advanced aspirants consists of strengthening their position in the basic state of (infinite and blissful pure consciousness), on the occasions of the experiences of all such delightful objects which are to be seen here as having sweet and beautiful forms (Tantraloka, II.219).” These authors are pointing out that if people participate in pleasurable experiences with that special sharp alertness known as avadhana, they will become oblivious to the limitations of their usual body-consciousness and their pure consciousness will be fully illumined. According to Vijnanabhairava: “A Shiva yogin, having directed his attention to the inner bliss which arises on the occasion of some immense joy, or on seeing a close relative after a long time, should immerse his mind in that bliss and become one with it (Vijnanabhairava, 71). A yogin should fix his mind on each phenomenon which brings satisfaction (because) his own state of infinite bliss arises therein (ibid., 74).” In summary, Kashmir Shaivism is a philosophy that embraces life in its totality. Unlike puritanical systems it does not shy away from the pleasant and aesthetically pleasing aspects of life as somehow being unspiritual or contaminated. On the contrary, great importance has been placed on the aesthetic quality of spiritual practice in Kashmir Shaivism. In fact, recognizing and celebrating the aesthetic aspect of the Absolute is one of the central principles of this philosophy. — B. N. Pandit, Specific Principles of Kashmir Shaivism (3rd ed., 2008), p. 124–125.

The authors of the four passages share a number of practices: an insistence on fresh wording and concrete imagery over familiar verbiage and abstract summary; an attention to the readers' vantage point and the target of their gaze; the judicious placement of an uncommon word or idiom against a backdrop of simple nouns and verbs; the use of parallel syntax; the occasional planned surprise; the presentation of a telling detail that obviates an explicit pronouncement; the use of meter and sound that resonate with the meaning and mood. The authors also share an attitude: they do not hide the passion and relish that drive them to tell us about their subjects. They write as if they have something important to say. But no, that doesn't capture it. They write as if they have something important to show. And that, we shall see, is a key ingredient in the sense of style.

One other thing. And this really matters for readers of this book. According to official Myers–Briggs documents, the test can ‘give you an insight into what kinds of work you might enjoy and be successful doing’. So if you are, like me, classified as ‘INTJ’ (your dominant traits are being introverted, intuitive and having a preference for thinking and judging), the best-fit occupations include management consultant, IT professional and engineer.30 Would a change to one of these careers make me more fulfilled? Unlikely, according to respected US psychologist David Pittenger, because there is ‘no evidence to show a positive relation between MBTI type and success within an occupation…nor is there any data to suggest that specific types are more satisfied within specific occupations than are other types’. Then why is the MBTI so popular? Its success, he argues, is primarily due to ‘the beguiling nature of the horoscope-like summaries of personality and steady marketing’.31 Personality tests have their uses, even if they do not reveal any scientific ‘truth’ about us. If we are in a state of confusion they can be a great emotional comfort, offering a clear diagnosis of why our current job may not be right, and suggesting others that might suit us better. They also raise interesting hypotheses that aid self-reflection: until I took the MBTI, I had certainly never considered that IT could offer me a bright future (by the way, I apparently have the wrong personality type to be a writer). Yet we should be wary about relying on them as a magic pill that enables us suddenly to hit upon a dream career. That is why wise career counsellors treat such tests with caution, using them as only one of many ways of exploring who you are. Human personality does not neatly reduce into sixteen or any other definitive number of categories: we are far more complex creatures than psychometric tests can ever reveal. And as we will shortly learn, there is compelling evidence that we are much more likely to find fulfilling work by conducting career experiments in the real world than by filling out any number of questionnaires.32

In Jesus, God deals with our bastardisations. The incarnation was the Creator's means of giving us a multisensory, no-holds-barred, tangible experience of the divine nature. God condescended to the limits of our means of knowing reality and truth. We struggle to put our flesh into words, but God's word--God's self-expression--became flesh and dwelled with us, for us. This is nothing short of an act of love, an act of revelation, and act of transferring the fullness of one's self into a vulnerable form so that it can be felt by another. God chooses to step into the range of our grasp, allowing our awareness of the divine to move from abstract imagination to relational discovery. Such a step certainly doesn't remove the mystery of who or what God is. Questions remain. But it does allow us to enter into that mystery with the whole of our beings. We don't have to stop being human to embrace the mystery of God. By God's invitation, we can poke our doubting and enquiring digits into the opened side of the incomprehensible made manifest. As we do so, we can know what God is like; God is like Jesus, and, to use Pastor Brian Zahnd's oft-quoted summary, God has *always* been like Jesus.

INTENSITY A Summary Intensity is the driving force behind the strong reactions of the spirited child. It is the invisible punch that makes every response of the spirited child immediate and strong. Managed well, intensity allows spirited children a depth and delight of emotion rarely experienced by others. Its potential to create as well as wreak havoc, however, makes it one of the most challenging temperamental traits to learn to manage. Intense spirited kids need to hear: You do everything with zest, vim, vigor, and gusto. You are enthusiastic, expressive, and full of energy. Your intensity can make you a great athlete, leader, performer, etc. Things can frustrate you easily. Being intense does not mean being aggressive. Teaching tips: Help your child learn to notice her growing intensity before it overwhelms her. Provide activities that soothe and calm, such as warm baths, stories, and quiet imaginative play. Use humor to diffuse intense reactions. Protect her sleep. Make time for exercise. Teach your child that time-out is a way to calm herself. If you are intense too: Do not fear your child’s intensity. Diffuse your own intensity before you step in to help your child. Take deep breaths, step away from the situation, get the sleep you need, or ask for help to cope with your own intensity. Review in your own mind the messages you were given about intensity. Dump those that negate the value of intensity or leave you feeling powerless.

Ask calibrated “How” questions, and ask them again and again. Asking “How” keeps your counterparts engaged but off balance. Answering the questions will give them the illusion of control. It will also lead them to contemplate your problems when making their demands. ■​Use “How” questions to shape the negotiating environment. You do this by using “How can I do that?” as a gentle version of “No.” This will subtly push your counterpart to search for other solutions—your solutions. And very often it will get them to bid against themselves. ■​Don’t just pay attention to the people you’re negotiating with directly; always identify the motivations of the players “behind the table.” You can do so by asking how a deal will affect everybody else and how on board they are. ■​Follow the 7-38-55 Percent Rule by paying close attention to tone of voice and body language. Incongruence between the words and nonverbal signs will show when your counterpart is lying or uncomfortable with a deal. ■​Is the “Yes” real or counterfeit? Test it with the Rule of Three: use calibrated questions, summaries, and labels to get your counterpart to reaffirm their agreement at least three times. It’s really hard to repeatedly lie or fake conviction. ■​A person’s use of pronouns offers deep insights into his or her relative authority. If you’re hearing a lot of “I,” “me,” and “my,” the real power to decide probably lies elsewhere. Picking up a lot of “we,” “they,” and “them,” it’s more likely you’re dealing directly with a savvy decision maker keeping his options open. ■​Use your own name to make yourself a real person to the other side and even get your own personal discount. Humor and humanity are the best ways to break the ice and remove roadblocks.

The Cornell Method The Cornell method is probably the best-known and most widely used note taking method out there. It is a brilliantly simple method that is characterized by how it divides the page you use. To use the Cornell method, first take a page of lined paper. There will usually be a margin on the left of the page. From this margin, measure roughly 6cm in and then draw a line down the page from top to bottom. Next, draw a line across the page six lines up from the bottom of the sheet. (The measurements are not set in stone, so feel free to modify them to your own taste.) This will divide the page into three areas: the section across the bottom, the now extended margin on the left of the page, and a section on the right. The right of the page will be where you will make your “normal notes.” The reduced area will have the effect of encouraging you to take fewer notes as there is simply less space to do so. The section along the bottom of the page is where you write a summary of everything on the page. This will be no more than a couple of sentences, and depending on how you prefer to work, this summary can be written perhaps at the end of the class, later that evening, or on another day. Writing this summary will solidify your understanding of your notes and help cut them down further. The section on the left of the page can be used in a few different ways. You may choose to use this area to write down the most important words, like names, dates, and essential ideas. Another way to use the left side of the page is to record your own reactions to the notes you are taking. This is a brilliant way to encourage active listening, as writing down your personal reactions ensures that you engage fully with the lesson. Don’t worry about writing anything smart or insightful in these reactions. Perhaps comment on how something relates back to another topic, how you find something interesting, or maybe you write a few question marks to denote that you find it confusing. Using the Cornell method is a straightforward technique for note taking, and can be adapted in various ways to fit your own preferences. It can be helpful for studying and testing yourself later on, too. One way to do this is to use the left hand area to write questions that correspond to the right side of the page. You can then test yourself by covering the right side of the page and attempting to answer the questions, slowly revealing the notes and “answers” on the right as you go. You can also test yourself by attempting to recite the summary at the bottom of the page.

Ask residents of Manhattan what functions the city provides for them, and they will give you an impressive list. Do this for all the various stakeholders in the city, and you will have a pretty good set of requirements for Manhattan. This would be a useful exercise for city planners or for anyone considering starting a business in the city. In summary, then, the fact that not all systems are requirements-driven does not diminish the value of analyzing requirements. Whether we carry out the analysis before or after the system exists, it still has great benefits.

Effective Pauses: Silence is powerful. We told Benjie to use it for emphasis, to encourage Sabaya to keep talking until eventually, like clearing out a swamp, the emotions were drained from the dialogue. 2.​Minimal Encouragers: Besides silence, we instructed using simple phrases, such as “Yes,” “OK,” “Uh-huh,” or “I see,” to effectively convey that Benjie was now paying full attention to Sabaya and all he had to say. 3.​Mirroring: Rather than argue with Sabaya and try to separate Schilling from the “war damages,” Benjie would listen and repeat back what Sabaya said. 4.​Labeling: Benjie should give Sabaya’s feelings a name and identify with how he felt. “It all seems so tragically unfair, I can now see why you sound so angry.” 5.​Paraphrase: Benjie should repeat what Sabaya is saying back to him in Benjie’s own words. This, we told him, would powerfully show him you really do understand and aren’t merely parroting his concerns. 6.​Summarize: A good summary is the combination of rearticulating the meaning of what is said plus the acknowledgment of the emotions underlying that meaning (paraphrasing + labeling = summary). We told Benjie he needed to listen and repeat the “world according to Abu Sabaya.” He needed to fully and completely summarize all the nonsense that Sabaya had come up with about war damages and fishing rights and five hundred years of oppression. And once he did that fully and completely, the only possible response for Sabaya, and anyone faced with a good summary, would be “that’s right.

The next archetype, the Empress, is the Catalyst of the Mind, that which acts upon the conscious mind to change it. The fourth being the Emperor, which is the Experience of the Mind, which is that material stored in the unconscious which creates its continuing bias. Am I correct with those statements? Ra I am Ra. Though far too rigid in your statements, you perceive correct relationships. There is a great deal of dynamic interrelationship in these first four archetypes. (79.36) Questioner Would the Hierophant then be somewhat of a governor or sorter of these effects so as to create the proper assimilation by the unconscious of that which comes through the conscious? Ra I am Ra. Although thoughtful, the supposition is incorrect in its heart. (79.37) Questioner What would be the Hierophant? Ra I am Ra. The Hierophant is the Significator of the Body[57] complex, its very nature. We may note that the characteristics of which you speak do have bearing upon the Significator of the Mind complex but are not the heart. The heart of the mind complex is that dynamic entity which absorbs, seeks, and attempts to learn. (79.38) Questioner Then is the Hierophant the link, you might say, between the mind and the body? Ra I am Ra. There is a strong relationship between the Significators of the mind, the body, and the spirit. Your statement is too broad. (79.39) Questioner Let me skip over the Hierophant for a minute because I’m really not understanding that at all, and just ask you if the Lovers represent the merging of the conscious and the unconscious, or a communication between conscious and unconscious? Ra I am Ra. Again, without being at all unperceptive, you miss the heart of this particular archetype which may be more properly called the Transformation of the Mind. (79.40) Questioner Transformation of the mind into what? Ra I am Ra. As you observe Archetype Six you may see the student of the mysteries being transformed by the need to choose betwixt the light and the dark in mind. (79.41) Questioner Would the Conqueror, or Chariot, then, represent the culmination of the action of the first six archetypes into a conquering of the mental processes, even possibly removing the veil? Ra I am Ra. This is most perceptive. The Archetype Seven is one difficult to enunciate. We may call it the Path, the Way, or the Great Way of the Mind. Its foundation is a reflection and substantial summary of Archetypes One through Six. One may also see the Way of the Mind as showing the kingdom or fruits of appropriate travel through the mind in that the mind continues to move as majestically through the material it conceives of as a chariot drawn by royal lions or steeds. At this time we would suggest one more full query, for this instrument is experiencing some distortions towards pain. (79.42) Questioner Then I will just ask for the one of the archetypes which I am least understanding at this point, if I can use that word at all. I am still very much in the dark, so to speak, with respect to the Hierophant and precisely what it is. Could you give me some other indication of what that is, please? Ra I am Ra. You have been most interested in the Significator which must needs become complex. The Hierophant is the original archetype of mind which has been made complex through the subtile movements of the conscious and unconscious.[58] The complexities of mind were evolved rather than the simple melding of experience from Potentiator to Matrix. The mind itself became an actor possessed of free will and, more especially, will. As the Significator of the mind, the Hierophant has the will to know, but what shall it do with its knowledge, and for what reasons does it seek? The potential[s] of a complex significator are manifold.

Cheat Sheet   Capture – System for capturing new inputs   • Desk • Phone • Email     Action steps   1. Set up Capture system   • Designate note-taking process on phone • Create “In-basket” for desk • Clean out email inbox        –Unsubscribe from unnecessary emails        –Create filters for verification messages   2. Set up system for scanning receipts   • Create Evernote Account • Download Scannable • Read tutorial on scanning receipts with Scannable   Filter – Process for simplified decision-making   • Do it • Delegate it • Defer it • Dump it     Action steps   1. Set up a Tickler File   • Purchase and label 43 folders and file holder or • Read tutorial on creating Tickler file in Evernote   2. Set up “Next Actions” list   • Download preferred to-do app (Eg. Wunderlist) • Add necessary lists   3. Set up other useful lists in Evernote   • Download templates for useful lists   4. Opt out of junk mail   Organize – Maintaining your system   • Weekly Review     Action steps   1.    Schedule a time each week for a “Weekly Review” 2. Download “Weekly Planner”       Click here for a printable version of this cheat sheet summary.   Thank You Before you go, I’d like to say “thank you” for purchasing my book. You

Perhaps the most obvious difference between modern social and personality psychology is that the former is based almost exclusively on experiments, whereas the latter is usually based on correlational studies. […] In summary, over the past 50 years social psychology has concentrated on the perceptual and cognitive processes of person perceivers, with scant attention to the persons being perceived. Personality psychology has had the reverse orientation, closely examining self-reports of individuals for indications of their personality traits, but rarely examining how these people actually come off in social interaction. […] individuals trained in either social or personality psychology are often more ignorant of the other field than they should be. Personality psychologists sometimes reveal an imperfect understanding of the concerns and methods of their social psychological brethren, and they in particular fail to comprehend the way in which so much of the self-report data they gather fails to overcome the skepticism of those trained in other methods. For their part, social psychologists are often unfamiliar with basic findings and concepts of personality psychology, misunderstand common statistics such as correlation coefficients and other measures of effect size, and are sometimes breathtakingly ignorant of basic psychometric principles. This is revealed, for example, when social psychologists, assuring themselves that they would not deign to measure any entity so fictitious as a trait, proceed to construct their own self-report scales to measure individual difference constructs called schemas or strategies or construals (never a trait). But they often fail to perform the most elementary analyses to confirm the internal consistency or the convergent and discriminant validity of their new measures, probably because they do not know that they should. […] an astonishing number of research articles currently published in major journals demonstrate a complete innocence of psychometric principles. Social psychologists and cognitive behaviorists who overtly eschew any sympathy with the dreaded concept of ‘‘trait’’ freely report the use of self-report assessment instruments of completely unknown and unexamined reliability, convergent validity, or discriminant validity. It is almost as if they believe that as long as the individual difference construct is called a ‘‘strategy,’’ ‘‘schema,’’ or ‘‘implicit theory,’’ then none of these concepts is relevant. But I suspect the real cause of the omission is that many investigators are unfamiliar with these basic concepts, because through no fault of their own they were never taught them.

How many people do you know who are obsessed with their work, who are type A or have stress related diseases and who can't slow down? They can't slow down because they use their routine to distract themselves, to reduce life to only its practical considerations. And they do this to avoid recalling how uncertain they are about why they live

Turing’s strategy of opening with a summary of the claims of the naysayers foreshadows the gay rights manifestos of the 1950s and 1960s, which often used a rebuttal of traditional arguments against homosexuality as a frame for its defense. He acknowledges from the outset the futility of trying to talk a zealot out of his zealotry, noting that the first two objections, “being purely emotional, do not really need to be refuted. If one feels it necessary to refute them there is little to be said that could hope to prevail

vendor for that month and how much I earned on them. Let's go build one of these so you can see how to create a simple summary query using more than one table. First, go to the Create tab and choose the Query Wizard from the Queries section. This is still a simple query, so choose the Simple Query Wizard. Next, select the first table or query that has fields you want to include in your query. In this example that's going to be the Vendor 3 Data Table and I want MonthSale and YearSale. Switch the dropdown to the other table or query you want to use. In my case that'll be the Ebook Link Table. Select the fields you want from that table. I'm going to choose Title. Continue to do this until you have all of the fields you want selected.

Direct dialogue is where you report exactly what a character says; indirect dialogue is where you render the substance of the dialogue but not the exact language; summarized dialogue is a summary of a longer conversation. As you work your way through your dialogue pass, consider your cocktail of these three kinds of dialogue, what you’re using when and why. We don’t need a long passage of back-and-forth direct dialogue establishing what time characters should meet for brunch. We usually do need to see the crucial confession that breaks open a murder case

In summary, Culturally Relevant Teaching claims that the dominant culture uses schools to sustain and reproduce itself. The goal of the Culturally Relevant Teacher is to tailor her methods and practices to identify and deconstruct this dominant culture. She must determine how the dominant culture(s) marginalizes other cultures—other ways of reading, writing, doing math, practicing science, behaving, and “knowing the truth”—in her classroom. Likewise, the goal of the Culturally Relevant Teacher is to help students deconstruct their own culture(s) and determine how they specifically are oppressed by the dominant culture(s), or how their culture(s) oppress the marginalized culture(s). After modeling this deconstruction, the Culturally Relevant Teacher’s mission is to empower and inspire her students to change the dominant culture through social justice activism. Her job is to push her students to develop critical consciousness.

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Gary Taubes, Why We Get Fat: And What to Do About It (New York: Anchor Books, 2010). For an expanded discussion of Taubes’s arguments, see Good Calories, Bad Calories: Fats, Carbs, and the Controversial Science of Diet and Health (New York: Anchor Books, 2008). It includes a helpful summary of Taubes’s conclusions (p. 454): 1. Dietary fat, whether saturated or not, is not a cause of obesity, heart disease, or any other chronic disease of civilization. 2. The problem is the carbohydrates in the diet, their effect on insulin secretion, and thus the hormonal regulation of homeostasis—the entire harmonic ensemble of the human body. The more easily digestible and refined the carbohydrates, the greater the effect on our health, weight, and well-being. 3. Sugars—sucrose and high-fructose corn syrup, specifically—are particularly harmful, probably because the combination of fructose and glucose simultaneously elevates insulin levels while overloading the liver with carbohydrates. 4. Through their direct effect on insulin and blood sugar, refined carbohydrates, starches, and sugars are the dietary cause of coronary heart disease and diabetes. They are the most likely dietary causes of cancer, Alzheimer’s disease, and the other chronic diseases of civilization. 5. Obesity is a disorder of excess fat accumulation, not overeating, and not sedentary behavior. 6. Consuming excess calories does not cause us to grow fatter, any more than it causes a child to grow taller. Expending more energy than we consume does not lead to long-term weight loss; it leads to hunger. 7. Fattening and obesity are caused by an imbalance—a disequilibrium—in the hormonal regulation of adipose tissue and fat metabolism. Fat synthesis and storage exceed the mobilization of fat from the adipose tissue and its subsequent oxidation. We become leaner when the hormonal regulation of the fat tissue reverses this balance. 8. Insulin is the primary regulator of fat storage. When insulin levels are elevated—either chronically or after a meal—we accumulate fat in our fat tissue. When insulin levels fall, we release fat from our fat tissue and use it for fuel. 9. By stimulating insulin secretion, carbohydrates make us fat and ultimately cause obesity. The fewer carbohydrates we consume, the leaner we will be. 10. By driving fat accumulation, carbohydrates also increase hunger and decrease the amount of energy we expend in metabolism and physical activity. For a fascinating discussion of the role of fat in a healthy diet, see also Nina Teicholz, The Big Fat Surprise: Why Butter, Meat and Cheese Belong in a Healthy Diet (New York: Simon & Schuster, 2014).

The Positive School is characterized by a consensus perspective. All the theories developed under its mantle assume the existence of a core set of values in society that can be used to determine and treat deviance. Positivists did not question the validity of their categories of harmful acts or the desirability of treating people. In fact, their assumption of consensus was so strong that they rarely ever questioned their own actions, even when “exterminating” groups of people designated as socially harmful. Other than the consensus perspective, the wide range of positivist theories makes any attempt at categorizing them very difficult. Positivist theories can be either structural or processual, so no definitive classification is possible. However, we can state that sociological theories have, as a rule, been structurally oriented and macrotheoretical, while biological and psychological theories have been processual and microtheoretical. Summary The work of the Positive School, diverse as it was, represented the first real concern with studying the behavior of the criminal. As Rafter (2006) explains, before Lombroso, crime was studied only by metaphysicians, moralists, and penologists. His work turned the field into a truly biosocial science. Embracing the scientific method, positivists took a deterministic stance toward behavior and left behind the Classical School’s insistence that humans are rational beings with free will. In the process, the notion of punishment for deterrence began to make less sense. If an individual’s behavior was not predicated on rational decisions, then how could that individual be deterred? The thing to do, obviously, was to find those factors that cause the criminal behavior and remove (or treat) them. Further, the ability to predict which individuals would be likely to become criminal and to treat them before they could harm themselves and society would be valuable in creating a better society.

claSSIfIcatIon of the School The Positive School is characterized by a consensus perspective. All the theories developed under its mantle assume the existence of a core set of values in society that can be used to determine and treat deviance. Positivists did not question the validity of their categories of harmful acts or the desirability of treating people. In fact, their assumption of consensus was so strong that they rarely ever questioned their own actions, even when “exterminating” groups of people designated as socially harmful. Other than the consensus perspective, the wide range of positivist theories makes any attempt at categorizing them very difficult. Positivist theories can be either structural or processual, so no definitive classification is possible. However, we can state that sociological theories have, as a rule, been structurally oriented and macrotheoretical, while biological and psychological theories have been processual and microtheoretical. Summary The work of the Positive School, diverse as it was, represented the first real concern with studying the behavior of the criminal. As Rafter (2006) explains, before Lombroso, crime was studied only by metaphysicians, moralists, and penologists. His work turned the field into a truly biosocial science. Embracing the scientific method, positivists took a deterministic stance toward behavior and left behind the Classical School’s insistence that humans are rational beings with free will. In the process, the notion of punishment for deterrence began to make less sense. If an individual’s behavior was not predicated on rational decisions, then how could that individual be deterred? The thing to do, obviously, was to find those factors that cause the criminal behavior and remove (or treat) them. Further, the ability to predict which individuals would be likely to become criminal and to treat them before they could harm themselves and society would be valuable in creating a better society.

Chapter 3•The Positive School claSSIfIcatIon of the School The Positive School is characterized by a consensus perspective. All the theories developed under its mantle assume the existence of a core set of values in society that can be used to determine and treat deviance. Positivists did not question the validity of their categories of harmful acts or the desirability of treating people. In fact, their assumption of consensus was so strong that they rarely ever questioned their own actions, even when “exterminating” groups of people designated as socially harmful. Other than the consensus perspective, the wide range of positivist theories makes any attempt at categorizing them very difficult. Positivist theories can be either structural or processual, so no definitive classification is possible. However, we can state that sociological theories have, as a rule, been structurally oriented and macrotheoretical, while biological and psychological theories have been processual and microtheoretical. Summary The work of the Positive School, diverse as it was, represented the first real concern with studying the behavior of the criminal. As Rafter (2006) explains, before Lombroso, crime was studied only by metaphysicians, moralists, and penologists. His work turned the field into a truly biosocial science. Embracing the scientific method, positivists took a deterministic stance toward behavior and left behind the Classical School’s insistence that humans are rational beings with free will. In the process, the notion of punishment for deterrence began to make less sense. If an individual’s behavior was not predicated on rational decisions, then how could that individual be deterred? The thing to do, obviously, was to find those factors that cause the criminal behavior and remove (or treat) them. Further, the ability to predict which individuals would be likely to become criminal and to treat them before they could harm themselves and society would be valuable in creating a better society.

second variable, we find that Z = 2.103, p = .035. This value is larger than that obtained by the parametric test, p = .019.21 SUMMARY When analysts need to determine whether two groups have different means of a continuous variable, the t-test is the tool of choice. This situation arises, for example, when analysts compare measurements at two points in time or the responses of two different groups. There are three common t-tests, involving independent samples, dependent (paired) samples, and the one-sample t-test. T-tests are parametric tests, which means that variables in these tests must meet certain assumptions, notably that they are normally distributed. The requirement of normally distributed variables follows from how parametric tests make inferences. Specifically, t-tests have four assumptions: One variable is continuous, and the other variable is dichotomous. The two distributions have equal variances. The observations are independent. The two distributions are normally distributed. The assumption of homogeneous variances does not apply to dependent-samples and one-sample t-tests because both are based on only a single variable for testing significance. When assumptions of normality are not met, variable transformation may be used. The search for alternative ways for dealing with normality problems may lead analysts to consider nonparametric alternatives. The chief advantage of nonparametric tests is that they do not require continuous variables to be normally distributed. The chief disadvantage is that they yield higher levels of statistical significance, making it less likely that the null hypothesis may be rejected. A nonparametric alternative for the independent-samples t-test is the Mann-Whitney test, and the nonparametric alternative for the dependent-samples t-test is the Wilcoxon

Summary of Design Heuristics Here's a summary of major design heuristics: More alarming, the same programmer is quite capable of doing the same task himself in two or three ways, sometimes unconsciously, but quite often simply for a change, or to provide elegant variation. — A. R. Brown W. A. Sampson Find Real-World Objects Form Consistent Abstractions Encapsulate Implementation Details Inherit When Possible Hide Secrets (Information Hiding) Identify Areas Likely to Change Keep Coupling Loose Look for Common Design Patterns The following heuristics are sometimes useful too: Aim for Strong Cohesion Build Hierarchies Formalize Class Contracts Assign Responsibilities Design for Test Avoid Failure Choose Binding Time Consciously Make Central Points of Control Consider Using Brute Force Draw a Diagram Keep Your Design Modular

I recommend you do a detailed time study for yourself to see where you spend your time. Make an estimate of how many hours each week you take for the major activities of your life: work, school, rest, entertainment, hobbies, spouse, children, commuting, church, God, friends, and so on. Then, over a typical period of your life, take two weeks and do a detailed time study. Keep track of how you spend your time, using fifteen- to thirty-minute increments. After you have gathered the raw data, categorize them carefully into the major groups: rest, work/school, church/God, family, and recreation. Create subcategories as appropriate for anything that might consume multiple hours per week, like listing commuting under work or TV under recreation. Finally, with the summary in hand, make the difficult assessments about how you are using your time. Ask yourself: • Any surprises? Areas where I just couldn’t imagine I was wasting—er, uh, um, spending—so much of my time? • Is this where I want my time to go? • Am I putting as much time as I’d like into the areas I want as the priorities in my life? • How much time am I really spending with my spouse? Children? Friends? • Did I realize how much time I was spending at work? • If I wanted to spend more time on XYZ or ABC, in what areas would I consciously choose to spend less time?

Rules for the Use and Arrangement of Words The following rules for the use and arrangement of words will be found helpful in securing clearness and force. 1. Use words in their proper sense. 2. Avoid useless circumlocution and "fine writing." 3. Avoid exaggerations. 4. Be careful in the use of not ... and, any, but, only, not ... or, that. 5. Be careful in the use of ambiguous words, e. g., certain. 6. Be careful in the use of he, it, they, these, etc. 7. Report a speech in the first person where necessary to avoid ambiguity. 8. Use the third person where the exact words of the speaker are not intended to be given. 9. When you use a participle implying when, while, though, or that, show clearly by the context what is implied. 10. When using the relative pronoun, use who or which, if the meaning is and he or and it, for he or for it. 11. Do not use and which for which. 12. Repeat the antecedent before the relative where the non-repetition causes any ambiguity. 13. Use particular for general terms. Avoid abstract nouns. 14. Avoid verbal nouns where verbs can be used. 15. Use particular persons instead of a class. 16. Do not confuse metaphor. 17. Do not mix metaphor with literal statement. 18. Do not use poetic metaphor to illustrate a prosaic subject. 19. Emphatic words must stand in emphatic positions; i. e., for the most part, at the beginning or the end of the sentence. 20. Unemphatic words must, as a rule, be kept from the end. 21. The Subject, if unusually emphatic, should often be transferred from the beginning of the sentence. 22. The object is sometimes placed before the verb for emphasis. 23. Where several words are emphatic make it clear which is the most emphatic. Emphasis can sometimes be given by adding an epithet, or an intensifying word. 24. Words should be as near as possible to the words with which they are grammatically connected. 25. Adverbs should be placed next to the words they are intended to qualify. 26. Only; the strict rule is that only should be placed before the word it affects. 27. When not only precedes but also see that each is followed by the same part of speech. 28. At least, always, and other adverbial adjuncts sometimes produce ambiguity. 29. Nouns should be placed near the nouns that they define. 30. Pronouns should follow the nouns to which they refer without the intervention of any other noun. 31. Clauses that are grammatically connected should be kept as close together as possible. Avoid parentheses. 32. In conditional sentences the antecedent or "if-clauses" must be kept distinct from the consequent clauses. 33. Dependent clauses preceded by that should be kept distinct from those that are independent. 34. Where there are several infinitives those that are dependent on the same word must be kept distinct from those that are not. 35. In a sentence with if, when, though, etc. put the "if-clause" first. 36. Repeat the subject where its omission would cause obscurity or ambiguity. 37. Repeat a preposition after an intervening conjunction especially if a verb and an object also intervene. 38. Repeat conjunctions, auxiliary verbs, and pronominal adjectives. 39. Repeat verbs after the conjunctions than, as, etc. 40. Repeat the subject, or some other emphatic word, or a summary of what has been said, if the sentence is so long that it is difficult to keep the thread of meaning unbroken. 41. Clearness is increased when the beginning of the sentence prepares the way for the middle and the middle for the end, the whole forming a kind of ascent. This ascent is called "climax." 42. When the thought is expected to ascend but descends, feebleness, and sometimes confusion, is the result. The descent is called "bathos." 43. A new construction should not be introduced unexpectedly.

In summary, a good teacher does the following: - never tells a student anything that the teacher thinks is true - never allows himself to be the ultimate judge of his own students' success - teacher practice first, theory second (if he must teach theory at all) - does not come up with lists of knowledge that every student must know - doesn't teach anything unless he can easily explain the use of learning it - assigns no homework, unless that homework is to produce something - groups students according to their interests and abilities, not their ages - ensures that any reward to a student is intrinsic - teaches students things they may actually need to know after they leave school - helps students come up with their own explanations when they have made a mistake - never assumes that a student is listening to what he is saying - never assumes that students will do what he asks them to do if what he asked does not relate to a goal they truly hold - never allows pleasing the teacher to be the goal of the student - understands that students won't do what he tells them if they don't understand what is being asked of them - earns the respect of students by demonstrating abilities - motivate students to do better, and does not help them to do better - understands that his job is to get students to do something - understands that experience, not teachers, changes belief systems - confuses students - does not expect credit for good teaching

In summary, let me quote Professor McGee once again:           Judging from the Record, Standard Oil did not use predatory price discrimination to drive out competing refiners, nor did its pricing practice have that effect . . . I am convinced that Standard did not systematically, if ever, use local price cutting in retailing, or anywhere else, to reduce competition. To do so would have been foolish; and, whatever else has been said about them, the old Standard organization was seldom criticized for making less money when it could readily have made more. A

THE IMPACT OF DOING TOO MUCH A study done at the University of London found that constant emailing and text-messaging reduces mental capability by an average of ten points on an IQ test. It was five points for women, and fifteen points for men. This effect is similar to missing a night’s sleep. For men, it’s around three times more than the effect of smoking cannabis. While this fact might make an interesting dinner party topic, it’s really not that amusing that one of the most common “productivity tools” can make one as dumb as a stoner. (Apologies to technology manufacturers: there are good ways to use this technology, specifically being able to “switch off” for hours at a time.) “Always on” may not be the most productive way to work. One of the reasons for this will become clearer in the chapter on staying cool under pressure; however, in summary, the brain is being forced to be on “alert” far too much. This increases what is known as your allostatic load, which is a reading of stress hormones and other factors relating to a sense of threat.

Summary of Rule #3 Rules #1 and #2 laid the foundation for my new thinking on how people end up loving what they do. Rule #1 dismissed the passion hypothesis, which says that you have to first figure out your true calling and then find a job to match. Rule #2 replaced this idea with career capital theory, which argues that the traits that define great work are rare and valuable, and if you want these in your working life, you must first build up rare and valuable skills to offer in return. I call these skills “career capital,” and in Rule #2 I dived into the details of how to acquire it. The obvious next question is how to invest this capital once you have it. Rule #3 explored one answer to this question by arguing that gaining control over what you do and how you do it is incredibly important. This trait shows up so often in the lives of people who love what they do that I’ve taken to calling it the dream-job elixir. Investing your capital in control, however, turns out to be tricky. There are two traps that commonly snare people in their pursuit of this trait. The first control trap notes that it’s dangerous to try to gain more control without enough capital to back it up. The second control trap notes that once you have the capital to back up a bid for more control, you’re still not out of the woods. This capital makes you valuable enough to your employer that they will likely now fight to keep you on a more traditional path. They realize that gaining more control is good for you but not for their bottom line. The control traps put you in a difficult situation. Let’s say you have an idea for pursuing more control in your career and you’re encountering resistance. How can you tell if this resistance is useful (for example, it’s helping you avoid the first control trap) or something to ignore (for example, it’s the result of the second control trap)? To help navigate this control conundrum, I turned to Derek Sivers. Derek is a successful entrepreneur who has lived a life dedicated to control. I asked him his advice for sifting through potential control-boosting pursuits and he responded with a simple rule: “Do what people are willing to pay for.” This isn’t about making money (Derek, for example, is more or less indifferent to money, having given away to charity the millions he made from selling his first company). Instead, it’s about using money as a “neutral indicator of value”—a way of determining whether or not you have enough career capital to succeed with a pursuit. I called this the law of financial viability, and concluded that it’s a critical tool for navigating your own acquisition of control. This holds whether you are pondering an entrepreneurial venture or a new role within an established company. Unless people are willing to pay you, it’s not an idea you’re ready to go after.

My Research Bible Routine At some point during my quest, I started what I came to call my research bible, which is, in reality, a document I keep on my computer. Here’s the routine: Once a week I require myself to summarize in my “bible” a paper I think might be relevant to my research. This summary must include a description of the result, how it compares to previous work, and the main strategies used to obtain it. These summaries are less involved than the step-by-step deconstruction I did on my original test-case paper—which is what allows me to do them on a weekly basis—but they still induce the strain of deliberate practice. My

humans use to support human superiority is that supposedly only Homo sapiens have a conscious mind. Different from soul, the mind is a flow of subjective experiences such as emotions, pain, etc. The collection of these experiences is what makes up the stream of consciousness. Every subjective experience is made up of two basic characteristics: sensation and desire. Whereas a robot or computer craves nothing and feels nothing, so therefore cannot be said to have consciousness, humans have emotions. This is why we decide that working humans until they collapse from hunger or exhaustion is bad, but doing the same to a robot until its battery is depleted is okay.

Section One Summary Here’s what you should take away from this section about on-page optimization:         On-page optimization is what you do on your website to influence SERPs on Google.         Doing proper keyword research is the first step to a successful SEO campaign.         Having proper meta tags is essential. Always include your keyword phrase(s) in your meta tags.         The proper meta tags include your title tag, description tag, keywords tag, and robots tag.         Choose your URL carefully. Your URL doesn’t have to have your keyword included but it helps when other sites link to your site. Avoid exact match domains.         How you format your page is important for optimization purposes.         Make sure you design your web pages so Google is forced to read your on-page content first.         Verify that your code is W3C compliant.         Don’t forget to include your keyword phrase(s) in , , and header tags. This signifies the importance of your content to Google.         Label each graphic with an alt tag that includes your keyword phrase.         Place your keyword(s) in the first twenty-five words on your web page and the last twenty-five words on your web page.         Eliminate Flash if it’s the main presentation of your website. Google does not view this favorably.         If you’re going to use JavaScript to enhance the overall visitor experience of your website, place the code in an external file.         Include a sitemap that’s easily accessible by Google. Submit an XML version of your sitemap through Google Webmaster Tools.          Never underestimate the power of internal linking. A good internal linking structure can improve your SERPs.          Keyword development is one of the most important on-page optimization strategies.          Research keywords and competing websites to select ideal keywords.          Research the strength of competing websites before selecting your final keywords using Google PR and authority (ex: number of inbound links).          Page load speed is a significant factor in Google rankings. Ensure that your home page loads more quickly than those of competing

How much would you say? Take a pencil and use this empty page to scribble, sketch, and do some calculations. The answer is on the next page, but I strongly encourage you to have fun and try it out for yourself first. Scribble, sketch, and have fun! I hope you did try to solve it yourself, because learning is so much more fulfilling when it is interactive. If you did not, too bad for you. ☹ In truth, the bacteria have only filled 3.125% of the glass. But how can this be? Well it is simple. If they double every minute, and they fill the entire glass in 60 minutes, then they will have filled half the glass the minute before 60 (or 50% after 59 minutes), half of that the minute before 59 (or 25% after 58 minutes), and so on. Table 3.1 summary of the last 10 minutes, starting from the end.  Time Elapsed    Amount Filled  60 minutes   100 .000%   59 minutes   50 .000%   58 minutes   25 .000%   57 minutes   12. 500%   56 minutes   6. 250%   55 minutes   3. 125%   54 minutes   1. 563%   53 minutes   0. 781%   52 minutes   0. 391%   51 minutes   0. 195%     Table 3.1: Exponential growth of bacteria in a bottle over the last 10 minutes. It all makes sense now, right? Suddenly it becomes clear, even obvious. Who could not get this? It is so simple, right? Apparently, it is not. The most common replies I get are between 50% and 90%. Even college graduates typically get it wrong. And let?s not talk about politicians. We will come back to this in the Appendix, with some real-world examples. For now, I think it is safe to say that we all understand what steady growth means. Let’s now see how this applies to our main focus in the next chapter: information technology.

Instead of developing a business plan, find ways to accelerate your learning and validate customers demand. The best way to do this is to build a prototype (with minimal features) and sell it to some early adopters. Then change the product repeatedly – daily if necessary – and keep supplying your customers with the new and improved versions. Listen to their feedback and use those ideas to make a better version and then get more feedback on that. Keep iterating until you get a fully featured product which your customers love.

This was when my head really started to spin, because the Quantum Cards experiment is just one particular example of how microscopic quantum weirdness gets amplified into macroscopic quantum weirdness. As we discussed in the last chapter, such amplification of small differences into big differences happens virtually all the time, like when a cosmic ray-particle hit does/doesn't give someone a cancerous mutation, when today's atmospheric conditions do/don't evolve into a Category 4 hurricane next year, or when you use your neurons to make decisions. In other words, parallel-universe splitting is happening constantly, making the number of quantum parallel universes truly dizzying. Since such splitting has been going on ever since our Big Bang, pretty much any version of history that you can imagine has actually played out in a quantum parallel universe, as long as it doesn't violate any physical laws. This makes vastly more parallel universes than there are grains of sand in our Universe. In summary, Everett showed that if the wavefunction never collapses, then the familiar reality that we perceive is merely the tip of an ontological iceberg, constituting a minuscule part of the true quantum reality.

Connective talents are useless, of course, if people can’t perform the work. And the most talented people in every occupation have huge advantages over their ordinary peers. Dean Keith Simonton, who studies greatness and genius, finds that whether it comes to songwriters, composers, scientists, programmers, or filmmakers, the top 10 percent generate as much or more output than the other 90 percent. The superiority of great bosses is seen in a summary of eighty-five years of research on employee selection methods. Frank Schmidt and John Hunter found that the top 15 percent of professionals and managers produced nearly 50 percent more output than their average peers. The strongest predictors of performance included general mental ability (IQ and similar measures), job sample tests (having people prove they can do the work), and evaluations by peers; other useful predictors included structured employment interviews (where each candidate is asked the same questions in the same order) and conscientiousness (self-discipline and follow-through, similar to grit). These findings provide ammunition for bosses who stock up on the best talent and believe that little else is required. Yet without constructive connections among people, collective performance and humanity is tough to achieve – no matter how many superstars are in the fold.

Business Plan Samples This sample business plan is intended to provide you with a template that can be used as a reference for when you’re hard at work on your plan. It's always easier to write something if you can read an example first, so here's an executive summary example that you can use as a model for your own business plan's executive summary. The Executive Summary is where you explain the general idea behind your company; it’s where you give the reader (most likely an investor, or someone else you need on board) a clear indication of why you’ve sent this Business Plan to them. In the Business Plan section, you will want to get the reader’s attention by letting them know what you do. It’s vitality important to set up a strong foundation and a thorough business plan in the beginning. Nonprofit business plans have several different features and quirks that you’ll need to include to receive funding and having a strong passion to help your community is only a fragment of what it takes to run a not-for-profit organization.

Here’s the routine: Once a week I require myself to summarize in my “bible” a paper I think might be relevant to my research. This summary must include a description of the result, how it compares to previous work, and the main strategies used to obtain it. These summaries are less involved than the step-by-step deconstruction I did on my original test-case paper—which is what allows me to do them on a weekly basis—but they still induce the strain of deliberate practice.

Chapter Summary With enough practice, your brain will pick up on the cues that predict certain outcomes without consciously thinking about it. Once our habits become automatic, we stop paying attention to what we are doing. The process of behavior change always starts with awareness. You need to be aware of your habits before you can change them. Pointing-and-Calling raises your level of awareness from a nonconscious habit to a more conscious level by verbalizing your actions. The Habits Scorecard is a simple exercise you can use to become more aware of your behavior.

Chapter Summary The inversion of the 4th Law of Behavior Change is make it unsatisfying. We are less likely to repeat a bad habit if it is painful or unsatisfying. An accountability partner can create an immediate cost to inaction. We care deeply about what others think of us, and we do not want others to have a lesser opinion of us. A habit contract can be used to add a social cost to any behavior. It makes the costs of violating your promises public and painful. Knowing that someone else is watching you can be a powerful motivator.

Ebling Mis said unhurriedly, ‘You know what I’m doing these days?’ ‘I have your reports here,’ replied the mayor, with satisfaction, ‘together with authorized summaries of them. As I understand it, your investigations into the mathematics of psycho-history have been intended to duplicate Hari Seldon’s work and, eventually, trace the projected course of future history, for the use of the Foundation.

The detainee gets a one-page summary of the allegations against him before he goes to the hearings. That's all he gets. The PRB says, "We're not telling you to confess to things that you did not do". But the practical outcome is the same. If he reads it over and says, "That's all untrue," the detainee is accused of a "lack of contrition. They're accused of making false statements because they're denying the allegations. This is not a legal system used anywhere else: It was made up just for Guantanamo by the Obama administration.

Soon after the lesson, I devote around 15 minutes to reading through my notes, which I use to help me complete a green/amber/red evaluation of the Lesson Evaluation Toolkit elements. I do this by writing ‘G’, ‘A’ or ‘R’ next to each element, or I use highlighter pens. I recognise that these simply reflect my impressions – they are not absolute measures of quality. But they do give me a simple and very useful visual summary of my evaluation of the quality of pedagogy.

Peace. Warm yourself, warrior, while I tell you of peace. History is unerring, and even the least observant mortal can be made to understand, through innumerable repetition. Do you see peace as little more than the absence of war? Perhaps, on a surface level, it is just that. But let me describe the characteristics of peace, my young friend. A pervasive dulling of the senses, a decadence afflicting the culture, evinced by a growing obsession with low entertainment. The virtues of extremity — honour, loyalty, sacrifice — are lifted high as shoddy icons, currency for the cheapest of labours. The longer peace lasts, the more those words are used, and the weaker they become. Sentimentality pervades daily life. All becomes a mockery of itself, and the spirit grows… restless. Is this a singular pessimism? Allow me to continue with a description of what follows a period of peace. Old warriors sit in taverns, telling tales of vigorous youth, their pasts when all things were simpler, clearer cut. They are not blind to the decay all around them, are not immune to the loss of respect for themselves, for all that they gave for their king, their land, their fellow citizens. The young must not be abandoned to forgetfulness. There are always enemies beyond the borders, and if none exist in truth, then one must be fashioned. Old crimes dug out of the indifferent earth. Slights and open insults, or the rumours thereof. A suddenly perceived threat where none existed before. The reasons matter not — what matters is that war is fashioned from peace, and once the journey is begun, an irresistible momentum is born. The old warriors are satisfied. The young are on fire with zeal. The king fears yet is relieved of domestic pressures. the army draws its oil and whetstone. Forges blast with molten iron, the anvils ring like temple bells. Grain-sellers and armourers and clothiers and horse-sellers and countless other suppliers smile with the pleasure of impending wealth. A new energy has gripped the kingdom, and those few voices raised in objection are quickly silenced. Charges of treason and summary execution soon persuade the doubters. Peace, my young warrior, is born of relief, endured in exhaustion, and dies with false remembrance. False? Ah, perhaps I am too cynical. Too old, witness to far too much. Do honour, loyalty and sacrifice truly exist? Are such virtues born only from extremity? What transforms them into empty words, words devalued by their overuse? What are the rules of the economy of the spirit, that civilization repeatedly twists and mocks? Withal of the Third City. You have fought wars. You have forged weapons. You have seen loyalty, and honour. You have seen courage and sacrifice. What say you to all this?" "Nothing," Hacking laughter. "You fear angering me, yes? No need. I give you leave to speak your mind." "I have sat in my share of taverns, in the company of fellow veterans. A select company, perhaps, not grown so blind with sentimentality as to fashion nostalgia from times of horror and terror. Did we spin out those days of our youth? No. Did we speak of war? Not if we could avoid it, and we worked hard at avoiding it." "Why?" "Why? Because the faces come back. So young, one after another. A flash of life, an eternity of death, there in our minds. Because loyalty is not to be spoken of, and honour is to be endured. Whilst courage is to be survived. Those virtues, Chained One, belong to silence." "Indeed. Yet how they proliferate in peace! Crowed again and again, as if solemn pronouncement bestows those very qualities upon the speaker. Do they not make you wince, every time you hear them? Do they not twist in your gut, grip hard your throat? Do you not feel a building rage—" "Aye. When I hear them used to raise a people once more to war.

So, in summary, plants use the Gibbs free energy in sunlight to turn water and carbon dioxide into carbohydrates that contain some of the original solar free energy, while releasing oxygen. Animals access the Gibbs free energy trapped in carbohydrates to live and, by so doing, recombine the carbon in the carbohydrates with atmospheric oxygen to emit carbon dioxide and water. Scientists have now accounted for every single transfer of Gibbs free energy in all the chemical processes that occur in plants and animals and overall. A beautiful symmetry is at work here. Plants take in 2,870 kilojoules of solar free energy to make 180 grams of glucose (a typical carbohydrate). An animal that eats 180 grams of glucose releases exactly 2,870 kilojoules of free energy, eventually breathing out carbon dioxide.

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To make a checklist, Boorman explained, one must first define the pause point: the natural point at which the team pauses to make checks. The drafter can choose between one of two checklists: a do-confirm checklist that people use to ensure what they did from memory is the right thing or a read-do checklist that people go through to know what they have to do next.

SUMMARY To be a more effective leader, put these four leadership principles to work 1. Trade minds with the people you want to influence. It’s easy to get others to do what you want them to do if you’ll see things through their eyes. Ask yourself this question before you act: “What would I think of this if I exchanged places with the other person?” 2. Apply the “Be-Human” rule in your dealings with others. Ask, “What is the human way to handle this?” In everything you do, show that you put other people first. Just give other people the kind of treatment you like to receive. You’ll be rewarded. 3. Think progress, believe in progress, push for progress. Think improvement in everything you do. Think high standards in everything you do. Over a period of time subordinates tend to become carbon copies of their chief. Be sure the master copy is worth duplicating. Make this a personal resolution: “At home, at work, in community life, if it’s progress I’m for it.” 4. Take time out to confer with yourself and tap your supreme thinking power. Managed solitude pays off. Use it to release your creative power. Use it to find solutions to personal and business problems. So spend some time alone every day just for thinking. Use the thinking technique all great leaders use: confer with yourself.

Much confusion exists between what is strategy and what is tactics. Although the distinction is rarely of practical significance, here’s one that might be useful. As you formulate in words what you plan to do, the most abstract and general summary of those actions meaningful to you is your strategy. What you’ll do to implement the strategy is your tactics. Frequently, a strategy at one managerial level is the tactical concern of the next higher level.

THE ANABOLIC GROUP SUMMARY ANABOLIC GROUP MEASURES Extent of renewal and the presence of an anabolic state SCORING WOMEN “A” - IGF-1 in the range 150 ng/ml ± 20, total testosterone above 20 ng/dl, HDL above 75 mg/dl “B” - IGF-1 above 125 ng/ml, total testosterone above 15 ng/ml HDL above 55 mg/dl “C” – Anything else SCORING MEN “A” - IGF-1 in the range 150 ng/ml ± 20, total testosterone above 500 ng/dl, HDL above 65 mg/dl “B” - IGF-1 above 125 ng/ml, total testosterone above 400 ng/ml, HDL above 45 mg/dl “C” – Anything else RISKS “A” - Healthy “B” - Renewal is moderate, cardiac protection is moderate “C” - Heart disease, accelerated aging REMEDIES “A” - No changes needed “B” - Consider more exercise intensity “C” - Do the recommended exercises. A “C” indicates you are not exercising or are doing the wrong sort TIMING Numbers should significantly improve in six months.

Strunk concluded his discussion of the mandate to omit needless words with this all-important qualifier: “This requires not that the writer make all sentences short or that he avoid all detail and treat subjects only in outline, but that every word tell.” Strunk’s concern is specifically with words and phrases that do not add propositions to the sentence, phrases like “the reason why is that” used in place of “because,” or “owing to the fact that” in place of “since.” It’s far easier to remember the term simple and direct as a summary of Jacques Barzun’s advice in his Simple & Direct: A Rhetoric for Writers than it is to remember that simple does not mean simplistic, direct does not mean short, and simple and direct does not mean that we should all write like Ernest Hemingway in a hurry.

If you mean you have free will because you act according to your own desires, then yes, you have free will the same as chimpanzees, dogs and parrots do. But the big question is whether we all can choose our desires in the first place. Humans feel a particular wish due to biochemical processes in their brains. These processes may be deterministic or random, but they are not free. We can prove this using brain scanners that predict people’s desires and decisions long before they are aware of them.

Once superintelligent AI has settled another solar system or galaxy, bringing humans there is easy — if humans have succeeded in programming the AI with this goal. All the necessary information about humans can be transmitted at the speed of light, after which the AI can assemble quarks and electrons into the desired humans. This could be done either in a low-tech way by simply transmitting the 2 gigabytes of information needed to specify a person’s DNA and then incubating a baby to be raised by the AI, or the AI could assemble quarks and electrons into full-grown people who would have all the memories scanned from their originals back on Earth. This means that if there’s an intelligence explosion, the key question isn’t if intergalactic settlement is possible, but simply how fast it can proceed. Since all the ideas we've explored above come from humans, they should be viewed as merely lower limits on how fast life can expand; ambitious superintelligent life can probably do a lot better, and it will have a strong incentive to push the limits, since in the race against time and dark energy, every 1% increase in average settlement speed translates into 3% more galaxies colonized. For example, if it takes 20 years to travel 10 light-years to the next star system with a laser-sail system, and then another 10 years to settle it and build new lasers and seed probes there, the settled region will be a sphere growing in all directions at a third of the speed of light on average. In a beautiful and thorough analysis of cosmically expanding civilizations in 2014, the American physicist Jay Olson considered a high-tech alternative to the island-hopping approach, involving two separate types of probes: seed probes and expanders. The seed probes would slow down, land and seed their destination with life. The expanders, on the other hand, would never stop: they'd scoop up matter in flight, perhaps using some improved variant of the ramjet technology, and use this matter both as fuel and as raw material out of which they'd build expanders and copies of themselves. This self-reproducing fleet of expanders would keep gently accelerating to always maintain a constant speed (say half the speed of light) relative to nearby galaxies, and reproduce often enough that the fleet formed an expanding spherical shell with a constant number of expanders per shell area. Last but not least, there’s the sneaky Hail Mary approach to expanding even faster than any of the above methods will permit: using Hans Moravec’s “cosmic spam” scam from chapter 4. By broadcasting a message that tricks naive freshly evolved civilizations into building a superintelligent machine that hijacks them, a civilization can expand essentially at the speed of light, the speed at which their seductive siren song spreads through the cosmos. Since this may be the only way for advanced civilizations to reach most of the galaxies within their future light cone and they have little incentive not to try it, we should be highly suspicious of any transmissions from extraterrestrials! In Carl Sagan’s book Contact, we earthlings used blueprints from aliens to build a machine we didn’t understand — I don’t recommend doing this ... In summary, most scientists and sci-fi authors considering cosmic settlement have in my opinion been overly pessimistic in ignoring the possibility of superintelligence: by limiting attention to human travelers, they've overestimated the difficulty of intergalactic travel, and by limiting attention to technology invented by humans, they've overestimated the time needed to approach the physical limits of what's possible.

In summary, serialization is dangerous and should be avoided. If you are designing a system from scratch, use a cross-platform structured-data representation such as JSON or protobuf instead. Do not deserialize untrusted data. If you must do so, use object deserialization filtering, but be aware that it is not guaranteed to thwart all attacks. Avoid writing serializable classes. If you must do so, exercise great caution.

In a Nutshell:  Be a Leader.  A leader’s job often includes changing your people’s attitudes and behavior. Some suggestions to accomplish this: Principle One:  Begin with praise and honest appreciation. Principle Two:  Call attention to people’s mistakes indirectly. Principle Three:  Talk about your own mistakes before criticizing the other person. Principle Four:  Ask questions instead of giving direct orders. Principle Five:  Let the other person save face. Principle Six:  Praise the slightest improvement and praise every improvement.  Be “hearty in your approbation and lavish in your praise.” Principle Seven:  Give the other person a fine reputation to live up to. Principle Eight:  Use encouragement.  Make the fault seem easy to correct. Principle Nine:  Make the other person happy about doing the thing you suggest.

Also, for every startup to succeed, a validation of two types of hypotheses is crucial: Value hypothesis, which explains whether a product or a service will deliver value to customers Growth hypothesis, which determines how a product or a service will spread and grow But for an experiment to be successful, there are three steps which need to be followed. Preparation is the first step. During the preparation process, a startup should articulate its value and growth hypothesis. Know that if a failure is not an option, then it is not an experiment. The second thing to do is test. Tests should be created and run as quickly and cheaply as possible. The third and the final thing to do before doing an experiment is measure. By measuring, the author means the collection of both data and customer feedback. After doing this, we will be able to see if the results make the hypothesis valid or invalid.

Humans exert a growing, but physically small, warming influence on the climate. The deficiencies of climate data challenge our ability to untangle the response to human influences from poorly understood natural changes. •​The results from the multitude of climate models disagree with, or even contradict, each other and many kinds of observations. A vague “expert judgment” was sometimes applied to adjust model results and obfuscate shortcomings. •​Government and UN press releases and summaries do not accurately reflect the reports themselves. There was a consensus at the meeting on some important issues, but not at all the strong consensus the media promulgates. Distinguished climate experts (including report authors themselves) are embarrassed by some media portrayals of the science. This was somewhat shocking. •​In short, the science is insufficient to make useful projections about how the climate will change over the coming decades, much less what effect our actions will have on it.

Working with a product backlog does not mean that the Scrum team cannot create other helpful artifacts, including a summary of the various user roles, user story sequences to model workflows, diagrams to illustrate business rules, spreadsheets to capture complex calculations, user interface sketches, storyboards, user interface navigation diagrams, and user interface prototypes. These artifacts do not replace the product backlog but instead should elaborate and explain its content. And keep things simple. Only use artifacts that help the Scrum team move closer to a shippable product.

SUMMARY We get procrastination wrong. All too often, we approach procrastination by treating the symptoms rather than the underlying causes. And all too often, those causes relate to our mood: when we feel bad, we achieve less. So the unblock method is about establishing what’s really blocking your good mood – and finding a way to eliminate it. The first emotional barrier is the simplest: uncertainty. The solution? To gain clarity about what you’re actually doing. That involves asking ‘why?’ and then using this to figure out your ‘how’. Next, ask ‘what?’. That means an alternative approach to goal-setting. Forget SMART goals. What you need are goals that feel NICE (near-term, input-based, controllable and energising). Last, ask ‘when?’. If you don’t know when you’re going to do something, chances are you won’t do it. One solution is to use implementation intentions – where your common daily habits become triggers for the things you intend to work on: for example, if I brush my teeth, then I’ll stretch my hamstring.

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