Editing Skills Quotes

How came the bodies of animals to be contrived with so much art, and for what ends were their several parts? Was the eye contrived without skill in Opticks, and the ear without knowledge of sounds?...and these things being rightly dispatch’d, does it not appear from phænomena that there is a Being incorporeal, living, intelligent...?

The martial arts are based upon understanding, hard work and a total comprehension of skills. Power training and the use of force are easy, but total comprehension of all of the skills of the martial arts is very difficult to achieve.

Many aspects of our screen-bound lives are bad for our social skills simply because we get accustomed to controlling the information that comes in, managing our relationships electronically, deleting stuff that doesn't interest us. We edit the world; we select from menus; we pick and choose; our social 'group' focuses on us and disintegrates without us. This makes it rather confusing for us when we step outdoors and discover that other people's behaviour can't be deleted with a simple one-stroke command or dragged to the trash icon.

When a leader was once asked how to develop the skill of quick decision-making, he answered, “Be around people who are not afraid of making mistakes.

The internet is killing the art of writing. The big "publish" button begs you to publish even before you go back and make one single edit, and as if this was not enough, you have instant readers who praise your writing skills!-

As with any new skill, attitude, style, or belief, adopting a coaching ethos requires commitment, practice, and some time before it flows naturally and its effectiveness is optimized.

In ancient times, women who had ceased their monthly flow were believed to hold their life-giving powers within themselves, like the dark moon. They were thought to be creating something powerful with their retained womb blood—pregnant with wisdom instead of new life. Valued and honored in their communities, these sage women had skills and powers no younger woman could possess. Like Hekate, they were crones, crowned

Blackadder was fifty-four and had come to editing Ash out of pique. He was the son and grandson of Scottish schoolmasters. His grandfather recited poetry on firelight evenings: Marmion, Childe Harold, Ragnarok. His father sent him to Downing College in Cambridge to study under F. R. Leavis. Leavis did to Blackadder what he did to serious students; he showed him the terrible, the magnificent importance and urgency of English literature and simultaneously deprived him of any confidence in his own capacity to contribute to, or change it. The young Blackadder wrote poems, imagined Dr Leavis’s comments on them, and burned them.

Jung has said that to be in a situation where there is no way out, or to be in a conflict where there is no solution, is the classical beginning of the process of individuation. It is meant to be a situation without solution: the unconscious wants the hopeless conflict in order to put ego-consciousness up against the wall, so that the man has to realise that whatever he does is wrong, whichever way he decides will be wrong. This is meant to knock out the superiority of the ego, which always acts from the illusion that it has the responsibility of decision. Naturally, if a man says, "Oh well, then I shall just let everything go and make no decision, but just protract and wriggle out of [it]," the whole thing is equally wrong, for then naturally nothing happens. But if he is ethical enough to suffer to the core of his personality, then generally because of the insolubility of the conscious situation, the Self manifests. In religious language you could say that the situation without issue is meant to force the man to rely on an act of God. In psychological language the situation without issue, which the anima arranges with great skill in a man's life, is meant to drive him into a condition in which he is capable of experiencing the Self. When thinking of the anima as the soul guide, we are apt to think of Beatrice leading Dante up to Paradise, but we should not forget that he experienced that only after he had gone through Hell. Normally, the anima does not take a man by the hand and lead him right up to Paradise; she puts him first into a hot cauldron where he is nicely roasted for a while.

The Advanced Level is Mastery of the Basics

She reflected that the Mad Max movies had been skillfully edited to erase the actual tedium of driving through outback Australia.

Thus, Taiwan Strait may have served as the training ground where mainland Chinese developed the open-water maritime skills that would permit them to expand over the Pacific.

The practice of science was not itself a science; it was an art, to be passed from master to apprentice as the art of painting is passed or as the skills and traditions of the law or of medicine are passed.

As your skills increase, you will see your unique style become firm and recognizable. Guard it, nurture it, and cherish it, for your style expresses you. As with the Zen master-archer, the target is yourself.

A good mentor does not simply go through her life hoping that others will pick up what she knows, but is actively engaged in helping others learn. She is tuned in enough to notice what skills are needed and is patient enough to teach them.

An editor doesn't just read, he reads well, and reading well is a creative, powerful act. The ancients knew this and it frightened them. Mesopotamian society, for instance, did not want great reading from its scribes, only great writing. Scribes had to submit to a curious ruse: they had to downplay their reading skills lest they antagonize their employer. The Attic poet Menander wrote: "those who can read see twice as well." Ancient autocrats did not want their subjects to see that well. Order relied on obedience, not knowledge and reflection. So even though he was paid to read as much as write messages, the scribe's title cautiously referred to writing alone (scribere = "to write"); and the symbol for Nisaba, the Mesopotamian goddess of scribes, was not a tablet but a stylus. In his excellent book A History of Reading, Alberto Manguel writes, "It was safer for a scribe to be seen not as one who interpreted information, but who merely recorded it for the public good." In their fear of readers, ancients understood something we have forgotten about the magnitude of readership. Reading breeds the power of an independent mind. When we read well, we are thinking hard for ourselves—this is the essence of freedom. It is also the essence of editing. Editors are scribes liberated to not simply record and disseminate information, but think hard about it, interpret, and ultimately, influence it.

One of the most encouraging new discoveries that the human brain has made about itself is that it can physically change itself by changing its accustomed ways of thinking, by deliberately exposing itself to new ideas and routines, and by learning new skills.

but what is true in it, so it seemed to me, reviewing the story of Shakespeare’s sister as I had made it, is that any woman born with a great gift in the sixteenth century would certainly have gone crazed, shot herself, or ended her days in some lonely cottage outside the village, half witch, half wizard, feared and mocked at. For it needs little skill in psychology to be sure that a highly gifted girl who had tried to use her gift for poetry would have been so thwarted and hindered by other people, so tortured and pulled asunder by her own contrary instincts, that she must have lost her health and sanity to a certainty.

After graduating, I'd moved to the Washington D.C. area to see what I could do with the skills I'd picked up from a creative writing degree. The chief export of the nation's capital is, of course, paper work, so I reckoned I could land some kind of writing or editing position at one of the many nonprofits and associations in the area.

When children are not shamed for undeveloped skills but rather are loved quite fully just for being who they are, then competence becomes less important.

That’s precisely how I felt about editing Athena’s work. She made me a better writer. It was eerie, how quickly I absorbed her skill;

Writing is like painting; editing is like sculpture.  Same sensibilities, different skill set.

The one art subject that we could easily afford is drawing, the skill that is basic to training visual perception and is therefore the entry-level subject—the ABCs—of perceptual skill-building.

Congratulations! You've correctly discerned the difference between a sitting U.S. senator and a slightly moldy root vegetable. For your skill, you'll receive this limited edition commemorative digital photo.

That news was enough to induce 900 Maori to sail to the Chathams. The outcome clearly illustrates how environments can affect economy, technology, political organization, and fighting skills within a short time.

I'm an interesting guy. I have thrilling hobbies like sleeping, napping, and dozing. If we meet up and chat over coffee, your conversation will probably excite me enough to give you a demonstration of my skills.

Epictetus nicely likened this process to gaming: “The counters are indifferent and the dice are indifferent: how do I know which way they will fall? But to use the throw carefully and skillfully, that is my job.

and not a day goes by when I don’t think of Silverstream, Feathertail, and Stormfur. But I have no quarrel with StarClan for the path they chose for me, and I’m proud of all my kits. Blossomfall for her courage and skill in battle; Bumblestripe for his loyalty and compassion; and Briarlight for her bravery, her humbling spirit, and her hopefulness. I shall be watching all of you from the elders’ den; you can be sure of that.

I took a job teaching private-school white teenagers how to edit video. They used their newly developed skills to make documentaries about poor brown people in other countries. It's not oil that runs the world, it's shame.

Just think what the ordeal must be like for less intellectually robust people, less equipped by education and rhetorical skill than they are, or than Julia Sweeney is, to argue their corner in the face of obdurate family members.

StarClan gave each Clan the skills it needs to survive in its own territory. RiverClan cats swim well. ThunderClan is good at stalking prey in the undergrowth. SkyClan cats can leap into trees because there’s not much cover in their territory.

Instead of our drab slogging forth and back to the fishing boats, there’s a reason to life! We can lift ourselves out of ignorance, we can find ourselves as creatures of excellence and intelligence and skill. We can be free! We can learn to fly!

But while Poland had welcomed them, Russia despised them. Its economy was too primitive to need their commercial skills and it abhorred their religion. To Catherine the Great her one million new subjects were first and foremost “the enemies of Christ.

This book is, in a way, a scrapbook of my writing life. From shopping the cathedral flea market in Barcelona with David Sedaris to having drinks at Cognac with Nora Ephron just months before she died. To the years of sporadic correspondence I had with Thom Jones and Ira Levin. I’ve stalked my share of mentors, asking for advice. Therefore, if you came back another day and asked me to teach you, I’d tell you that becoming an author involves more than talent and skill. I’ve known fantastic writers who never finished a project. And writers who launched incredible ideas, then never fully executed them. And I’ve seen writers who sold a single book and became so disillusioned by the process that they never wrote another. I’d paraphrase the writer Joy Williams, who says that writers must be smart enough to hatch a brilliant idea—but dull enough to research it, keyboard it, edit and re-edit it, market the manuscript, revise it, revise it, re-revise it, review the copy edit, proofread the typeset galleys, slog through the interviews and write the essays to promote it, and finally to show up in a dozen cities and autograph copies for thousands or tens of thousands of people… And then I’d tell you, “Now get off my porch.” But if you came back to me a third time, I’d say, “Kid…” I’d say, “Don’t say I didn’t warn you.

Brahms uses the horns with great skill, as if calling the audience deep into a German forest. The sound carries with it an important part of Brahms' internal spiritual world. Behind the horns, the timpani pulsate softly but insistently, as if secretly waiting for something with real meaning. This is a part well worth the great care that has been lavished on its editing.

For what felt like hours, we sucked on each other’s tongues while his hands seemed determined to search out and skillfully caress every spot on my body within reach that made me shudder and moan, his rock-hard erection equally determined to stimulate me into a frenzy as he sensually rubbed himself almost teasingly against my pelvis. Then before I knew it, his considerable girth was inside me,

For the global skill of drawing, the basic component skills, as I have defined them, are: The perception of edges (seeing where one thing ends and another starts) The perception of spaces (seeing what lies beside and beyond) The perception of relationships (seeing in perspective and in proportion) The perception of lights and shadows (seeing things in degrees of values) The perception of the gestalt (seeing the whole and its parts)

While researching bullying prevention programs for the first edition of this book, I was concerned that many of the programs developed for schools had as their foundation conflict resolution solutions. People who complete such well-intentioned bullying prevention programs become skilled at handling different kinds of conflict and learn effective anger management skills, but they still have no clue how to identify and effectively confront bullying. It is disturbing how often school districts’ procedural handbooks mention the use of a mediator “to resolve” a bullying issue, as if it is a conflict. In doing this we are asking targeted students to be willing to reach some sort of “agreement” with the perpetrators. In conflict, both parties must be willing to compromise or give something up in order to come to a resolution. The bullies are already in a position of power and have robbed the targets of their sense of well-being, dignity, and worth. How much are we asking the targets to give up? With

It is so rare to have a new tent appear that Celia considers canceling her performances entirely in order to spend the evening investigating it. Instead she waits, executing her standard number of shows, finishing the last a few hours before dawn. Only then does she navigate her way through nearly empty pathways to find the latest edition to the circus. The sign proclaims something called the Ice Garden. and Celia smiles at the addendum below which contains an apology for any thermal inconvenience. Despite the name, she is not prepared for what awaits her inside the tent. It is exactly what the sign described. But it is so much more than that. There are no stripes visible on the walls, everything is sparkling and white. She cannot tell how far it stretches, the size of the tent obscured by cascading willows and twisting vines. The air itself is magical. Crisp and sweet in her lungs as she breathes, sending a shiver down to her toes that is caused by more than the forewarned drop in temperature. There are no patrons in the tent as she explores, circling alone around trellises covered in pale roses and a softly bubbling, elaborately carved fountain. And everything, save for occasional lengths of whet silk ribbon strung like garlands, is made of ice. Curious, Celia picks a frosted peony from its branch, the stem breaking easily. But the layered petals shatter, falling from her fingers to the ground, disappearing in the blades of ivory grass below. When she looks back at the branch, an identical bloom has already appeared. Celia cannot imagine how much power and skill it would take not only to construct such a thing but to maintain it as well. And she longs to know how her opponent came up with the idea. Aware that each perfectly structured topiary, every detail down to the stones that line the paths like pearls, must have been planned.

The Reagan formula featured a president with little comprehension of, indeed little interest in, most of the major issues of the day but with an actor’s skill in assuming a symbolic role, that of quasi-monarch. That same formula also aimed at replacing the idea of an engaged and informed citizenry with that of an audience which, fearful of nuclear war and Soviet aggression, welcomed a leader who could be trusted to protect and reassure them of their virtue by retelling familiar myths about national greatness, piety, and generosity. It was demagoguery adapted to the cinematic age: he played the leader while “we the people” relapsed into a predemotic state.

Whether working in the yard or just going about the daily business of life, you are continually adjusting, trimming, touching, shaping, and tinkering with the wealth of things around you. It may be difficult for you to know when to stop. We are all torn between the extremes of taking care of things and leaving them alone, and we question whether many things could ever get along without us. We find ourselves with pruning shears in hand, snipping away at this or that, telling ourselves that we're only being helpful, redefining something else's space, removing that which is unappealing to us. It's not that we really want to change the world. We just want to fix it up slightly. We'd like to lose a few pounds or rid ourselves of some small habit. Maybe we'd like to help a friend improve his situation or repair a few loose ends in the lives of our children. All of this shaping and controlling can have an adverse affect. Unlike someone skilled in the art of bonsai gardening, we may *unintentionally* stunt much natural growth before it occurs. And our meddling may not be appreciated by others. Most things will get along superbly without our editing, fussing, and intervention. We can learn to just let them be. As a poem of long ago puts it, "In the landscape of spring, the flowering branches grow naturally, some are long, some are short.

Many a morning I found myself waking up in America and being surprised to find myself in a bed. I had been having nightmares all night long, and I didn’t know where I was. It would take me awhile to adjust, because I couldn’t believe I was in a bed. What was I doing in a bed? After the war I never slept more than three or four hours a night. In those days you didn’t talk about stuff like that. There was no such thing as war syndrome, but you knew something was different. You tried not to remember anything from over there, but things came back to you. You had done every damn thing overseas, from killing in cold blood to destroying property to stealing whatever you wanted and to drinking as much wine and having as many women as you wanted. You lived every minute of every day in danger of your own life and limb. You couldn’t take chances. Many times you had a split second to decide to be judge, jury, and executioner. You had just two rules you had to obey. You had to be back in your outfit when you went back on the line. You had to obey a direct order in combat. Break one of those rules and you could be executed yourself, right on the spot even. Otherwise, you flaunted authority. You lost the moral skill you had built up in civilian life, and you replaced it with your own rules. You developed a hard covering, like being encased in lead. You were scared more than you’d ever been in your life. You did certain things, maybe against your will sometimes, but you did them, and if you stayed over there long enough you didn’t even think about them anymore. You did them like you might scratch your head if it itched. You

Bertrand Russell famously said: “It is undesirable to believe a proposition when there is no ground whatsoever for supposing it is true.” [but] Russell’s maxim is the luxury of a technologically advanced society with science, history, journalism, and their infrastructure of truth-seeking, including archival records, digital datasets, high-tech instruments, and communities of editing, fact-checking, and peer review. We children of the Enlightenment embrace the radical creed of universal realism: we hold that all our beliefs should fall within the reality mindset. We care about whether our creation story, our founding legends, our theories of invisible nutrients and germs and forces, our conceptions of the powerful, our suspicions about our enemies, are true or false. That’s because we have the tools to get answers to these questions, or at least to assign them warranted degrees of credence. And we have a technocratic state that should, in theory, put these beliefs into practice. But as desirable as that creed is, it is not the natural human way of believing. In granting an imperialistic mandate to the reality mindset to conquer the universe of belief and push mythology to the margins, we are the weird ones—or, as evolutionary social scientists like to say, the WEIRD ones: Western, Educated, Industrialized, Rich, Democratic. At least, the highly educated among us are, in our best moments. The human mind is adapted to understanding remote spheres of existence through a mythology mindset. It’s not because we descended from Pleistocene hunter-gatherers specifically, but because we descended from people who could not or did not sign on to the Enlightenment ideal of universal realism. Submitting all of one’s beliefs to the trials of reason and evidence is an unnatural skill, like literacy and numeracy, and must be instilled and cultivated.

The Art of Subtraction If there is one habit that all of the investors in this chapter have in common, it’s this: They focus almost exclusively on what they’re best at and what matters most to them. Their success derives from this fierce insistence on concentrating deeply in a relatively narrow area while disregarding countless distractions that could interfere with their pursuit of excellence. Jason Zweig, an old friend who is a personal finance columnist at the Wall Street Journal and the editor of a revised edition of The Intelligent Investor, once wrote to me, “Think of Munger and Miller and Buffett: guys who just won’t spend a minute of time or an iota of mental energy doing or thinking about anything that doesn’t make them better. . . . Their skill is self-honesty. They don’t lie to themselves about what they are and aren’t good at. Being honest with yourself like that has to be part of the secret. It’s so hard and so painful to do, but so important.

A year ago I was myself intensely miserable, because I thought I had made a mistake in entering the ministry: its uniform duties wearied me to death. I burnt for the more active life of the world—for the more exciting toils of a literary career—for the destiny of an artist, author, orator; anything rather than that of a priest: yes, the heart of a politician, of a soldier, of a votary of glory, a lover of renown, a luster after power, beat under my curate’s surplice. I considered; my life was so wretched, it must be changed, or I must die. After a season of darkness and struggling, light broke and relief fell: my cramped existence all at once spread out to a plain without bounds—my powers heard a call from heaven to rise, gather their full strength, spread their wings, and mount beyond ken. God had an errand for me; to bear which afar, to deliver it well, skill and strength, courage and eloquence, the best qualifications of soldier, statesman, and orator, were all needed: for these all centre in the good missionary. “A

Brunelleschi’s successor as a theorist of linear perspective was another of the towering Renaissance polymaths, Leon Battista Alberti (1404 –1472), who refined many of Brunelleschi’s experiments and extended his discoveries about perspective. An artist, architect, engineer, and writer, Alberti was like Leonardo in many ways: both were illegitimate sons of prosperous fathers, athletic and good-looking, never-married, and fascinated by everything from math to art. One difference is that Alberti’s illegitimacy did not prevent him from being given a classical education. His father helped him get a dispensation from the Church laws barring illegitimate children from taking holy orders or holding ecclesiastical offices, and he studied law at Bologna, was ordained as a priest, and became a writer for the pope. During his early thirties, Alberti wrote his masterpiece analyzing painting and perspective, On Painting, the Italian edition of which was dedicated to Brunelleschi. Alberti had an engineer’s instinct for collaboration and, like Leonardo, was “a lover of friendship” and “open-hearted,” according to the scholar Anthony Grafton. He also honed the skills of courtiership. Interested in every art and technology, he would grill people from all walks of life, from cobblers to university scholars, to learn their secrets. In other words, he was much like Leonardo, except in one respect: Leonardo was not strongly motivated by the goal of furthering human knowledge by openly disseminating and publishing his findings; Alberti, on the other hand, was dedicated to sharing his work, gathering a community of intellectual colleagues who could build on each other’s discoveries, and promoting open discussion and publication as a way to advance the accumulation of learning. A maestro of collaborative practices, he believed, according to Grafton, in “discourse in the public sphere.” When Leonardo was a teenager in Florence, Alberti was in his sixties and spending much of his time in Rome, so it is unlikely they spent time together. Alberti was a major influence nonetheless.

It’s clear that writing is a useful skill for any designer. Yet apart from a final-year dissertation or research paper, graphic designers are not encouraged to write at design school. This is odd, since words are the designer’s raw materials, much as coal is the raw material of the coal miner. Designers often say they can’t write. This is also odd, since many designers have a verbal facility for sharp phrases and economical expression. Most designers are better with words than they realize. This shyness with written language is partly caused by designers believing that they need to do everything visually. There’s a fear that they are betraying their design skills if they exhibit language skills. Yet the ability to handle text is a priceless attribute. Just think how often we struggle to make coherent typographic statements when forced to work with clumsy language: think of all those tortuous line breaks and bad configurations of type that could be eliminated with a few text edits. The ability to suggest and make text changes can often rescue work from second-rate status.

As we’ve seen, one of the most frequently pursued paths for achievement-minded college seniors is to spend several years advancing professionally and getting trained and paid by an investment bank, consulting firm, or law firm. Then, the thought process goes, they can set out to do something else with some exposure and experience under their belts. People are generally not making lifelong commitments to the field in their own minds. They’re “getting some skills” and making some connections before figuring out what they really want to do. I subscribed to a version of this mind-set when I graduated from Brown. In my case, I went to law school thinking I’d practice for a few years (and pay down my law school debt) before lining up another opportunity. It’s clear why this is such an attractive approach. There are some immensely constructive things about spending several years in professional services after graduating from college. Professional service firms are designed to train large groups of recruits annually, and they do so very successfully. After even just a year or two in a high-level bank or consulting firm, you emerge with a set of skills that can be applied in other contexts (financial modeling in Excel if you’re a financial analyst, PowerPoint and data organization and presentation if you’re a consultant, and editing and issue spotting if you’re a lawyer). This is very appealing to most any recent graduate who may not yet feel equipped with practical skills coming right out of college. Even more than the professional skill you gain, if you spend time at a bank, consultancy, or law firm, you will become excellent at producing world-class work. Every model, report, presentation, or contract needs to be sophisticated, well done, and error free, in large part because that’s one of the core value propositions of your organization. The people above you will push you to become more rigorous and disciplined, and your work product will improve across the board as a result. You’ll get used to dressing professionally, preparing for meetings, speaking appropriately, showing up on time, writing official correspondence, and so forth. You will be able to speak the corporate language. You’ll become accustomed to working very long hours doing detail-intensive work. These attributes are transferable to and helpful in many other contexts.

I pleaded with Norman to use my first name, and he always agreed to do so: “Okay, Mister Regan, I’ll remember in the future,” he’d say with a wicked grin on his face. Eventually Norman explained that he had a reputation for remembering all his customers’ names, and that if he had to learn first names as well as surnames, his workload would be doubled, so I backed down. All would have been well with this had I not introduced Norman to Roy Finamore, who was the editor of the first edition of this book, some six months later; Mister Finamore joined the ranks of thousands addicted to Norman’s wit and his cocktailian skills. A few months thereafter I was informed that Norman had taken to using Roy’s first name at the bar, and I was livid. This called for action. I made the pilgrimage to Norman’s bar. “I hear that Roy Finamore is a regular here now.” “That’s right, Mister Regan, he’s here three or four times a week.” “And what do you call him, Norman?” “I call him Roy.” “And why is that, Norman?” He leaned over the bar until our noses almost met. “Just to piss you off.” It had taken Norman months to set up this one glorious moment. In my opinion, I was looking into the eyes of Manhattan’s best bartender.

No man should ever make anything except in the spirit in which a woman bears a child, in the spirit in which Christ was formed in Mary's womb, in the love with which God created the world. The integral goodness and fittingness of the work of a man's hands or mind is sacred. He must have it in his heart to make it. His imagination must see it, and its purpose, before it exists in material. His whole life must be disciplined to gain and keep the skill to make it. He must, having conceived it, allow it to grow within him, until at last it flows from him and is woven of his life and is the visible proof that he has uttered his fiat: “Be it done unto me according to thy word!” Yes, according to the will of God, as an expression of the love of God. So that it is possible to whisper in wonder and awe, and without irreverence, on seeing the finished work: “The Word is made flesh.” Every work that we do should be a part of the Christ forming in us which is the meaning of our life, to it we must bring the patience, the self-giving, the time of secrecy, the gradual growth of Advent. This Advent in work applies to all work, not only that which produces something permanent in time but equally to the making of a carving in wood or

April 27 MORNING “God, even our own God.” — Psalm 67:6 IT is strange how little use we make of the spiritual blessings which God gives us, but it is stranger still how little use we make of God Himself. Though He is “our own God,” we apply ourselves but little to Him, and ask but little of Him. How seldom do we ask counsel at the hands of the Lord! How often do we go about our business, without seeking His guidance! In our troubles how constantly do we strive to bear our burdens ourselves, instead of casting them upon the Lord, that He may sustain us! This is not because we may not, for the Lord seems to say, “I am thine, soul, come and make use of me as thou wilt; thou mayst freely come to my store, and the oftener the more welcome.” It is our own fault if we make not free with the riches of our God. Then, since thou hast such a friend, and He invites thee, draw from Him daily. Never want whilst thou hast a God to go to; never fear or faint whilst thou hast God to help thee; go to thy treasure and take whatever thou needest — there is all that thou canst want. Learn the divine skill of making God all things to thee. He can supply thee with all, or, better still, He can be to thee instead of all. Let me urge thee, then, to make use of thy God. Make use of Him in prayer. Go to Him often, because He is thy God. O, wilt thou fail to use so great a privilege? Fly to Him, tell Him all thy wants. Use Him constantly by faith at all times. If some dark providence has beclouded thee, use thy God as a “sun;” if some strong enemy has beset thee, find in Jehovah a “shield,” for He is a sun and shield to His people. If thou hast lost thy way in the mazes of life, use Him as a “guide,” for He will direct thee. Whatever thou art, and wherever thou art, remember God is just what thou wantest, and just where thou wantest, and that He can do all thou wantest.

February 10 MORNING “I know how to abound.” — Philippians 4:12 THERE are many who know “how to be abased” who have not learned “how to abound.” When they are set upon the top of a pinnacle their heads grow dizzy, and they are ready to fall. The Christian far oftener disgraces his profession in prosperity than in adversity. It is a dangerous thing to be prosperous. The crucible of adversity is a less severe trial to the Christian than the fining-pot of prosperity. Oh, what leanness of soul and neglect of spiritual things have been brought on through the very mercies and bounties of God! Yet this is not a matter of necessity, for the apostle tells us that he knew how to abound. When he had much he knew how to use it. Abundant grace enabled him to bear abundant prosperity. When he had a full sail he was loaded with much ballast, and so floated safely. It needs more than human skill to carry the brimming cup of mortal joy with a steady hand, yet Paul had learned that skill, for he declares, “In all things I am instructed both to be full and to be hungry.” It is a divine lesson to know how to be full, for the Israelites were full once, but while the flesh was yet in their mouth, the wrath of God came upon them. Many have asked for mercies that they might satisfy their own hearts’ lust. Fulness of bread has often made fulness of blood, and that has brought on wantonness of spirit. When we have much of God’s providential mercies, it often happens that we have but little of God’s grace, and little gratitude for the bounties we have received. We are full and we forget God: satisfied with earth, we are content to do without heaven. Rest assured it is harder to know how to be full than it is to know how to be hungry — so desperate is the tendency of human nature to pride and forgetfulness of God. Take care that you ask in your prayers that God would teach you “how to be full.” “Let not the gifts Thy love bestows Estrange our hearts from Thee.

Focus intently and beat procrastination.    Use the Pomodoro Technique (remove distractions, focus for 25 minutes, take a break).    Avoid multitasking unless you find yourself needing occasional fresh perspectives.    Create a ready-to-resume plan when an unavoidable interruption comes up.    Set up a distraction-free environment.    Take frequent short breaks. Overcome being stuck.    When stuck, switch your focus away from the problem at hand, or take a break to surface the diffuse mode.    After some time completely away from the problem, return to where you got stuck.    Use the Hard Start Technique for homework or tests.    When starting a report or essay, do not constantly stop to edit what is flowing out. Separate time spent writing from time spent editing. Learn deeply.    Study actively: practice active recall (“retrieval practice”) and elaborating.    Interleave and space out your learning to help build your intuition and speed.    Don’t just focus on the easy stuff; challenge yourself.    Get enough sleep and stay physically active. Maximize working memory.    Break learning material into small chunks and swap fancy terms for easier ones.    Use “to-do” lists to clear your working memory.    Take good notes and review them the same day you took them. Memorize more efficiently.    Use memory tricks to speed up memorization: acronyms, images, and the Memory Palace.    Use metaphors to quickly grasp new concepts. Gain intuition and think quickly.    Internalize (don’t just unthinkingly memorize) procedures for solving key scientific or mathematical problems.    Make up appropriate gestures to help you remember and understand new language vocabulary. Exert self-discipline even when you don’t have any.    Find ways to overcome challenges without having to rely on self-discipline.    Remove temptations, distractions, and obstacles from your surroundings.    Improve your habits.    Plan your goals and identify obstacles and the ideal way to respond to them ahead of time. Motivate yourself.    Remind yourself of all the benefits of completing tasks.    Reward yourself for completing difficult tasks.    Make sure that a task’s level of difficulty matches your skill set.    Set goals—long-term goals, milestone goals, and process goals. Read effectively.    Preview the text before reading it in detail.    Read actively: think about the text, practice active recall, and annotate. Win big on tests.    Learn as much as possible about the test itself and make a preparation plan.    Practice with previous test questions—from old tests, if possible.    During tests: read instructions carefully, keep track of time, and review answers.    Use the Hard Start Technique. Be a pro learner.    Be a metacognitive learner: understand the task, set goals and plan, learn, and monitor and adjust.    Learn from the past: evaluate what went well and where you can improve.

They struck at settlements far south of the Red River, far down in the Hill Country. They rode four hundred miles straight south to the ancient Spanish town of San Antonio, a town now grown up with theaters, paved streets, bakeries and candy stores and suburbs. Fifteen miles from San Antonio they captured two boys who within a year forgot every rule of behavior they knew and became skilled Comanche warriors. Jiles, Paulette. The Color of Lightning: A Novel (p. 289). HarperCollins e-books. Kindle Edition.

We succumb to this time-sucking rule when we’re writing for a new editor or publication, and we want to impress them with our reporting skills. We’ll search a database for one more study, one more factoid that will make our article sound more authoritative. Or maybe one or two more expert quotes will provide more balance. We fall into this trap when we’re tackling a subject we’ve never covered before or a lengthy assignment where we have more leeway on content.

Watching Steve around the camp was witnessing a man at one with his environment. Steve had spent all his life perfecting his bush skills, first learning them at his father’s side when he was a boy. He hero-worshiped Bob and finally became like his dad and then some. Steve took all the knowledge he’d acquired over the years and added his own experience. Nothing seemed to daunt him, from green ants, mozzies, sand flies, and leeches, to constant wet weather. On Cape York we faced the obvious wildlife hazards, including feral pigs, venomous snakes, and huge crocodiles. I never saw Steve afraid of anything, except the chance of harm coming to someone he loved. He learned how to take care of himself over the years he spent alone in the bush. But as his life took a sharp turn, into the unknown territory of celebrity-naturalist, he suddenly found himself with a whole film crew to watch out for. Filming wildlife documentaries couldn’t have happened without John Stainton, our producer. Steve always referred to John as the genius behind the camera, and that was true. The music orchestration, the editing, the knowledge of what would make good television and what wouldn’t--these were all areas of John’s clear expertise. But on the ground, under the water, or in the bush, while we were actually filming, it was 100 percent Steve. He took care of the crew and eventually his family as well, while filming in some of the most remote, inaccessible, and dangerous areas on earth. Steve kept the cameraman alive by telling him exactly when to shoot and when to run. He orchestrated what to film and where to film, and then located the wildlife. Steve’s first rule, which he repeated to the crew over and over, was a simple one: Film everything, no matter what happens. “If something goes wrong,” he told the crew, “you are not going to be of any use to me lugging a camera and waving your other arm around trying to help. Just keep rolling. Whatever the sticky situation is, I will get out of it.” Just keep rolling. Steve’s mantra.

Filming wildlife documentaries couldn’t have happened without John Stainton, our producer. Steve always referred to John as the genius behind the camera, and that was true. The music orchestration, the editing, the knowledge of what would make good television and what wouldn’t--these were all areas of John’s clear expertise. But on the ground, under the water, or in the bush, while we were actually filming, it was 100 percent Steve. He took care of the crew and eventually his family as well, while filming in some of the most remote, inaccessible, and dangerous areas on earth. Steve kept the cameraman alive by telling him exactly when to shoot and when to run. He orchestrated what to film and where to film, and then located the wildlife. Steve’s first rule, which he repeated to the crew over and over, was a simple one: Film everything, no matter what happens. “If something goes wrong,” he told the crew, “you are not going to be of any use to me lugging a camera and waving your other arm around trying to help. Just keep rolling. Whatever the sticky situation is, I will get out of it.” Just keep rolling. Steve’s mantra. On all of our documentary trips, Steve packed the food, set up camp, fed the crew. He knew to take the extra tires, the extra fuel, the water, the gear. He anticipated the needs of six adults and two kids on every film shoot we ever went on. As I watched him at Lakefield, the situation was no different. Our croc crew came and went, and the park rangers came and went, and Steve wound up organizing anywhere from twenty to thirty people. Everyone did their part to help. But the first night, I watched while one of the crew put up tarps to cover the kitchen area. After a day or two, the tarps slipped, the ropes came undone, and water poured off into our camp kitchen. After a full day of croc capture, Steve came back into camp that evening. He made no big deal about it. He saw what was going on. I watched him wordlessly shimmy up a tree, retie the knots, and resecure the tarps. What was once a collection of saggy, baggy tarps had been transformed into a well-secured roof. Steve had the smooth and steady movements of someone who was self-assured after years of practice. He’d get into the boat, fire up the engine, and start immediately. There was never any hesitation. His physical strength was unsurpassed. He could chop wood, gather water, and build many things with an ease that was awkwardly obvious when anybody else (myself, for example) tried to struggle with the same task. But when I think of all his bush skills, I treasured most his way of delivering up the natural world. On that croc research trip in the winter of 2006, Steve presented me with a series of memories more valuable than any piece of jewelry.

But you cannot just tell people, ‘Look, you’ve got to solve your own problems!’ You must provide them with both the skills and the confidence to do that.

Review and reread your work before you hit send, post, or publish. Thankfully, many of the social media channels allow you to edit what you have created after they have been posted. However, there will be times when what you send out will be un-retractable. In some cases, they are there forever. So choose your words wisely!

Even with my focused intention to be eloquent and reflect perfect grammar, syntax, and punctuation in my writing, I still flub up occasionally. Thank heavens for spell check, auto-correct, and the brilliance of my amazing editor Elizabeth Dixon. None of us is perfect, but our editing needs to be as thorough as possible if we hope to make a great impression.

Why waste the space on a stack of half-read books and periodicals, when you could turn your nightstand into a tactical toolbox?

A babu, or native clerk, in India, who prided himself on his mastery of the English tongue and skill in its idioms, sent the following telegram in announcement of his mother's death: "Regret to announce that hand which rocked the cradle has kicked the bucket.

did a little bit of everything at This American Life. I pitched stories, helped design shows, reported and narrated stories, edited others’ work, and did a lot of sound design. My first month, I produced a kick-ass story and was told that the music I’d scored it with was excellent. This was a skill I was particularly proud of. I’d mixed hundreds of pieces at Snap Judgment and was known for my speed and music taste. But then I was reassigned to a different boss. He listened to five seconds of one of my stories before recoiling. “Can you hear that?” he asked, playing it again. “Can you hear how this piece of tape is coming in too early? It’s two-tenths of a second too early. Can you hear it?” He played it again. “I guess so. Maybe? Okay, I’ll note that. I’m sorry,” I said. “You can’t? What’s wrong with you?” He played it again. “You can’t hear that? I thought you were supposed to be good at mixing? But this needs space. No, no, no.” He played it again and again. “Okay, I’ll fix it right away. I’m sorry,” I said.

After all, not everything in a memoir is factually accurate: who can remember the exact dialogue that took place at breakfast forty years ago? And if you can make up dialogue, change the name and hair color of a character to protect the privacy of the living, or even—as some memoirists do—reorder events to make the story work better, how is that different from fiction? In memoir, the author stands behind her story saying to the world: this happened; this is true. What is important about this assertion is that it has an effect on the reader—he reads it believing it to be remembered experience, which in turn requires the writer to be an unflinchingly reliable narrator. In fiction, a story may be skillfully designed to sound like a true story told in the first person by a fictional character (who may be a quite unreliable narrator), but if the writer presents it as fiction, the reader will usually perceive it as fiction. Readers tend to look for, even to assume, the autobiographical in fiction, but they also recognize the writer’s attempt to fictionalize, just as they recognize in memoir the central commitment not to fictionalize. In

is the strength of the songwriting. Dark Side contained strong, powerful songs. The overall idea that linked those songs together – the pressures of modern life – found a universal response, and continues to capture people’s imagination. The lyrics had depth, and had a resonance people could easily relate to, and were clear and simple enough for non-native-English speakers to understand, which must have been a factor in its international success. And the musical quality spearheaded by David’s guitar and voice and Rick’s keyboards established a fundamental Pink Floyd sound. We were comfortable with the music, which had had time to mature and gestate, and evolve through live performances – later on we had to stop previewing work live as the quality of the recording equipment being smuggled into gigs reached near-studio standards. The additional singers and Dick Parry’s sax gave the whole record an extra commercial sheen. In addition, the sonic quality of the album was state of the art – courtesy of the skills of Alan Parsons and Chris Thomas. This is particularly important, because at the time the album came out, hi-fi stereo equipment had only recently become a mainstream consumer item, an essential fashion accessory for the 1970s home. As a result, record buyers were particularly aware of the effects of stereo and able to appreciate any album that made the most of its possibilities. Dark Side had the good fortune to become one of the definitive test records that people could use to show off the quality of their hi-fi system. The packaging for the album by Storm and Po at Hipgnosis was clean, simple, and immediately striking, with a memorable icon in the shape of the prism.

DBT posits that borderline patients possess a genetic/biological vulnerability to emotional overreactivity. This view hypothesizes that the limbic system, the part of the brain most closely associated with emotional responses, is hyperactive in BPD. The second contributing factor, according to DBT practitioners, is an invalidating environment: that is, others dismiss, contradict, or reject the developing individual’s emotions. Confronted with such interactions, the individual is unable to trust others or her own reactions. Emotions are uncontrolled and volatile. To calm these erratic emotions, DBT emphasizes mindfulness, the process of paying attention to what is happening at the moment, without extreme emotional reactivity, judgment, or invalidation. In the initial stages of treatment, DBT focuses on a hierarchical system of targets, confronting first the most serious and then later the easier behaviors to change. The highest priority addressed immediately is the threat of suicide and self-injuring behaviors. The second-highest target is to eliminate behaviors that interfere with therapy, such as missed appointments or not completing homework assignments. The third priority is to address behaviors that interfere with a healthy quality of life, such as disruptive compulsions, promiscuity, or criminal conduct; among these, easier changes are targeted first. The fourth priority is to focus on increasing behavioral skills.

Evolutionary biologist Robert Sapolsky is an expert on human stress. In Why Zebras Don’t Get Ulcers: A Guide to Stress, Stress-Related Diseases, and Coping,9 now in its third edition, he explains how a fear of the bad things that might happen can cause us harm. When we activate the stress-response out of fear of something that turns out to be real, we congratulate ourselves that this cognitive skill allows us to mobilize our defenses early. And these anticipatory defenses can be quite protective, in that a lot of what the stress-response is about is preparative. But when we get into a physiological uproar and activate the stress-response for no reason at all, or over something we cannot do anything about, we call it things like “anxiety,” “neurosis,” “paranoia,” or “needless hostility.” Thus, the stress-response can be mobilized not only in response to physical or psychological insults, but also in expectation of them. It is this generality of the stress-response that is the most surprising—a physiological system activated not only by all sorts of physical disasters but just thinking about them as well.10 Basically, the 24/7/365/worldwide news cycle is a recent development in human existence and we haven’t evolved to cope with it yet. There is such a thing as too much information.

The skills of delegating responsibility are easy to learn—be clear with expectations, provide the necessary resources, agree on a deadline, and be available to help.

Jennings’ and Greenberg’s Prosocial Classroom Model suggests that teachers’ social-emotional competence and well-being affect the classroom management strategies they use, the relationships they form with students, and their ability to implement SEL programs and practices. These factors, in turn, can contribute to a healthy classroom climate that then leads to students’ own academic and SEL success (from Schonert-Reichel, K. 2017, pp. 137-155).

Educators’ lives are filled with opportunities to develop their own social awareness during student and adult interactions. They participate in work groups, such as co-teaching, professional learning programs, faculty meetings, team meetings, data analysis teams, developing common assessments, lesson-study groups, and curriculum development committees. The checklist in the figure below can be modified to fit any type of group activity. It can be reviewed by the supervisor or coach and the educator prior to the activity. After the activity, the educator can be asked to confidentially self-assess his or skills, thereby increasing self-awareness of his/her relationship skills and self-management skills.

4​Jones’s research (2007, p. 187) indicates that 80 percent of the student misbehavior in classrooms is students talking to their neighbors. Think how much easier classroom management would be if we could do away with this one behavior!

A good relationship between the student and the teacher is a strong motivator for positive behavior and academic achievement.

Impactful relationship is a term we coined for adult relationships that can positively “impact” a student’s academic success, social awareness, self-awareness, decision making, relationship skills, and self-management skills. These relationships result in the student having great respect for a person and valuing this person’s opinions and advice.

Robert Marzano (2007, p. 150) reviewed 100 studies related to classroom management. His metaanalysis found that “teachers who had high-quality relationships with their students had 31 percent fewer discipline problems, rule violations, and related problems over a year’s time than did teachers who did not have high-quality relationships with their students.” That means the outcome is 31% fewer negative interactions and 31% or more positive interactions with students—interactions that can include statements and questions that develop social-emotional learning. For

It is far more effective to arrange classroom furniture and move about the room while teaching in ways that ensures proximity to all students at various points in the lesson. This movement will proactively decrease acting-out behavior, rather than putting teachers in the position of reactively responding to inappropriate behavior. Marzano states that “desk arrangements should provide access to any student within four steps from where the teacher spends most of his time” (2007, p. 121). Students’ social-emotional development can be improved by proactively setting up the room for student academic and behavioral success. As we saw in the cycles of deficit mindset and growth mindset in Chapter 1, the fewer instances when we need to address misbehavior, the more we can affirm appropriate behavior, and the more likely we are to reverse the cycle of deficit mindset. Room arrangement and teacher proximity is an important first step in creating a positive learning environment.

Teachers sometimes view students with disabilities who act out because of their disorder as oppositional and defiant. Teachers who understand the cycle of fear, avoidance, stress, and escape (FASE) understand what “saving FASE” means. Teachers learn not to react to the behavior but to the underlying cause of the behavior. Teachers who understand FASE recognize that all human behavior sends a message. By looking for the message and reframing the behavior as a way of communicating, teachers can see the oppositional behaviors, frequent trips to the nurse, being unprepared for class, and frequent absences as attempts to avoid the shame of underperforming in the classroom (Schultz, 2011, pp. 137-142). For teachers to have success with managing their classrooms, it is imperative for them to understand that the students are not unmotivated or oppositional, but are sending a message about their need for help.

Thus, teachers need to have cultural awareness and to work to understand the different cultures and expectations that students bring to the classroom and, as important, they need to understand the cultures they are creating.

As educators, we can best help our students by working to understand our belief systems as well as those of our students, our teaching team, our school, and the parents and guardians of our students.

Deci and Ryan identified three key human needs—competence, autonomy, and relatedness or personal connection. Students feel a sense of relatedness when they perceive that their teachers like, value, and respect them. They feel competent when they work at challenging tasks (Tough, 2013, pp. 74-5). These three feelings are far more effective motivators for students than “a deskful of gold stars and blue ribbons.” Deci and Ryan recognize that throughout the day, teachers convey to their students “deep messages about belonging, connection, ability, and opportunity” (quoted by Tough, 2013).

Students who lack social skills are distracted from learning by the tremendous amount of energy they expend trying to fit in. Teachers cite social skills deficits as the most frequent cause of classroom behavior problems (Brophy and Good, 2000). Marzano states, “The teacher must provide clear direction to students and generate an atmosphere in which all students feel valued and intellectually challenged” (Marzano, 2011, p. 85).

At the heart of what determines a person’s behaviors related to self-awareness, self-management, responsible decision making, relationship skills, and social awareness is their belief system. This includes both their conscious and unconscious belief systems. Becoming self-aware of these beliefs is a prerequisite to changing a person’s social-emotional behaviors. As educators, we can best help our students by working to understand our belief systems as well as those of our students, our teaching team, our school, and the parents and guardians of our students.

We can only reduce the stress in teaching if we have the self-awareness to know we feel negatively about one or more students and have self-management tactics to use cognitive override to change our behavior.

In addition, teachers who can manage their emotions are more likely to display positive affect and higher job satisfaction (Brackett et al., 2010). Thus, looking at their own emotional response helps teachers recognize the emotional nature of their work, identify and reflect on their emotions and their causes, and cope with difficult emotions through reframing, problem solving, and emotional management (Chang, 2009).

The recommended time from most experts is 10 minutes per grade level, maxing out at 80 minutes for middle school and two hours for high school. Beyond that amount of time, homework does not have an appreciable positive impact on academics and may result in a negative attitude toward school (Xu, 2013, pp. 97-100).

Recent research has found that when empathy and trust-building become part of the disciplinary approach of the entire school, relationships improve and suspensions drop by as much as half in some schools. (Okonofua, J. A. et al., 2016)

I came to the realization that nearly all the social and emotional behaviors students need to learn are best developed through effective classroom management, group and partner work, and questioning.

At the club, nicknames stuck like dog hair to merino wool. A wiry, anxious weekend player called Phil who’d once missed a crucial putt when he was distracted by the call of a skein of Canada geese overhead was thereafter known to all as ‘Quack’. Carl Marchwell, who was infamous for telling all of his playing companions in great detail about his week and lacked the skill of self-editing, hadn’t been called ‘Carl’ by anybody at the club for years; he was always ‘Jackanory’. Ian Welcombe, who liked to bet big money on foursome matches but had never, to anybody’s knowledge, actually won, was ‘The Bank’. Jill, Ian’s wife – one of the few female members of the club who actually seemed to enjoy the game – was not ‘Jill’ but ‘Mrs Bank’. Recently I’d overheard people talking about somebody called ‘Jam Jar’ but I was yet to find out who that was.

but claiming no earlier date than the settlement of New England, it will be seen that the white race has been slow to learn or the red man has been skillful in withholding knowledge which, if imparted, would have lessened friction and done much to preserve and assimilate a race that, in spite of some serious defects of character, will for all time to come be looked upon as "the noble savage.

The Complete Prosperity Formula One repeat of the entire list, and when you get to being able to recall 25 of them fast from memory, you will be well on your path to total prosperity in all aspects of your life! Provide Value; Be Inspired; Work Hard (at times); Be Consistent Know What You Need; Say What You Want; Have Clear Intentions Be Flexible; Be Compassionate; Be Curious Focus on what brings you: Knowledge; Pleasure; Profit Start Immediately; Do It Flamboyantly; No Exceptions Have: A Clear Vision of What You Want; The Belief That You Will Get It; Practical Skills to Put That Belief Into Action Say What You Are Going to Do and Then Do It Do Everything With: Clarity; Focus; Ease; and Grace

What kinds of Work will You do in Freelancing? What kind of work will you do in Freelancing? And to understand the type of work in freelancing, You need to have a clear idea of what freelancing is. There is no specific type of freelancing, it can be of many types, such as - Freelance Photography, Freelance Journalism, Freelance Writer, Freelance Data Entry, Freelance Logo Designer, Freelance Graphics Designer etc. There's no end to the amount of work you can do with freelancing. The most interesting thing is that you are everything in this process. There is no one to twirl over your head, you are the boss here. Even here there is no obligation to work from 9-5. Today I discuss some freelancing tasks that are popular in the freelancing sector or are done by many freelancers. For example: Data Entry: It wouldn't be too much of a mistake to say that data entry is the easiest job. Rather, it can be said without a doubt that data entry is more difficult than any other job. Data entry work basically means typing. This work is usually provided as a PDF file and is described as a 'Word type work'. Any employee can take a data entry job as a part-time job for extra income at the end of his work. Graphics Design: One of the most popular jobs in the freelancing world is graphic design. The main reasons for the popularity of this work are its attractiveness and simplicity. Everything we see online is contributed by graphics. For example, Cover pages, Newspaper, Book cover pages, advertisements and Photographs, Editing or changing the background of a picture or photo, Creating banners for advertising, Creating visiting cards, Business cards or leaflets, Designed for webpages known as (PhD), T-shirt designing, Logo designing, Making cartoons and many more. Web Design and Development: 'Web design' or 'Site design' are used interchangeably. The most important job of freelancing is web design. From the simplest to the most difficult aspects of this work, almost all types of work are done by freelancers. There are many other themes like WordPress, Elementor, Joomla, and DV that can be used to create entire sites. Sometimes coding is required to create some sites. If the web designer has coding experience or skills then there is no problem, and if not then the site creation should be done by programmers. Programming: Programming means writing some signals, codes, or symbols into a specific system. And its job is to give different types of commands or orders to the computer. If you give some command to the computer in Bengali or English, the computer will not understand it. For that want binary code or number. Just as any book is written in English, Hindi, Japanese Bengali, etc. every program is written in some particular programming language like C++, Java, etc. The written form of the program is called source code. A person who writes source code is called a programmer, coder, or developer. While writing the program, the programmer has to follow the syntax or grammar of that particular programming language. Other work: Apart from the above jobs, there are various other types of jobs that are in high demand in the freelancing sector or market. The tasks are: Writing, Article or blog post writing SEO Marketing, Digital marketing, Photo, Audio, Video Editing, Admin jobs, Software development, Translation, Affiliate marketing, IT and Networking etc. Please Visit Our Blogging Website to read more Articles related to Freelancing and Outsourcing, Thank You.

Allow me to say — if you are reading this, and you’re part of the Build, Build, Build team - without you, we wouldn’t have been able to build 29,264 kilometers of roads, 5,950 bridges, 11,340 flood control projects, 222 evacuation centers, 150,149 classrooms, 214 airport projects, and 451 seaport projects. Philippines is in a much better place because of your skill, work, and sacrifices. If it weren’t for your help in building Pigalo Bridge, farmers in Isabela who wanted to take their agricultural products to Manila or Tuguegarao, would still have to take the 76-kilometer detour via the Alicia-Angadanan-San Guillermo-Naguilian Road. Now, farmers are able to reach the same market within a 10-minute time frame. - Anna Mae Yu Lamentillo , Night Owl: A Nationbuilder’s Manual 2nd Edition (p. 1, To the 6.5 Million Build, Build, Build Team)

skills to analyze and use the data, as well as those who can create the algorithms required for machine learning. Secondly, while the technology is still emerging, there are many ongoing developments. It’s clear that AI is a long way from how we might

To create is not to simply capture or record; it is to invent and to infuse—knowingly, deliberately, and expertly—something of the artist’s own mind into the work so that the result is elevated not by its literal appearance alone, but by the significance inscribed, stamped, and sealed into it by its creator—a significance that would never exist without the artist’s subjective imagination and skill. This requires hard work and expert knowledge of one’s chosen medium, not only in the operation of tools or in producing objects of aesthetic appeal, but also in understanding the minds of viewers.

Lily Samson, The Switch, Outtakes & Quotes, shameless manipulation of. A one minute reading test I am dog --Dog, Marina Lewycka, Two Caravans, 2007 Allergies disclaimer: One must stress that this book is not intended for the unwashed masses: I delayed showering after the last switch. I’ve created a Pavlovian response: he must associate its floral sweetness with sexual fulfilment. Adam has a “Pavlovian” reaction to Elena’s BO? Bribes her with cake to lessen the wrath when asking Elena to wash? He frowns, seeing that I’m silent and trembling. ‘My perfume was weak; hers much stronger.’ I say, my temper flaring. Now, ladies and gentlemen, the usual wasteman chatting up yours truly in Sarf London would probably assume that a big phat slice of Marks & Spencer’s Strawberry Pavlova will get him into the lady’s knickers. Nope, she’s allergic to stupid. A merengue dessert will hardly cause a rash, but a moron makes her skin crawl. A female of the human species displayed an unconditioned response: shoved cream cake into the courting male’s face. Requested a substantial meal of Shchavel Borscht with hard boiled egg --Anton Pavlovich Chekhov, Russian Cookbook for Love, Romance, and mating behaviours: Humans, 1904 Ding-dong! --Ivan Petrovich Pavlov, Neutral Triggers & Conditioned Responses: Canines, 1907 It is I! I make the best Byzantine shchi to entice a female. --Nikolai Vasilyevich Gogol, Dead Souls, Notebook (1841-1844), The Nose and other short stories Right! She turned her nose up at his advances: Idiot! I hate strawberries! --Seraphima Vasilievna Karchevskaya Pavlova, Mrs, My Husband and I – Memoirs The lady did not have a sweet tooth. Man didn’t do his research. This is a cleverly written book. So some of you, keen aspiring readers, please have your Oxford fictionary handy. Just saying! In the words of our hero: Bloody pricey...But God, it is a nice smell. Don’t you like it? And then he “squirts onto her wrist, playfully.” Shhhh.. Doctors Pavlov & Chekhov are not amused. Shall we shuffle the deck with these random quotes? One minute! Plenty of time is a full minute for a skilled bullshit dealer to shuffle themselves out of a gloomy Russian medical clerical predicament. Not tricky when Lily Samson gives treats: All around us are dog walkers, their expensive breeds racing about, barking and sniffing each other’s genitals. ..thinking it all through those awful dog ornaments she hated... feisty feminist...she simply hates them. Men are so stupid! And then.. She took another whiff and yet another. She sniffed him up and down like a dog before realizing what it was: the aroma of a woman’s cunt. --Milan Kundera, The Unbearable Lightness of Being Gratuitous use of one particular French vulgarism nested in the English language since the Norman conquest of 1066 is well demonstrated by this Milan Kundera translation. One has to wonder if the original 1984 edition contained the word “pizda”? It is one of the few remaining words in the English language with a genuine power to shock. --Scholar Germaine Greer But of course a cunt, in French, as much as el coño in Spanish does not carry near enough as much uncouth weight as in English. The English language doesn’t exist. It’s just badly pronounced French. --Bernard Cerquiglini Quelle conne! Un con reste un con! --William Shakespeare, Last Words, Holy Trinity Church, Gropecunt Lane, Stratford upon Avon, April 23rd 1616

extraverted people build rapport with others (unconsciously) mimicking their behaviour, moving their bodies in ways that channel, or mirror, the emotional states presented by others...a skill they can turn on or off, depending on what they are trying to accomplish

So, when this loose behaviour I throw off And pay the debt I never promisèd, By how much better than my word I am, By so much shall I falsify men’s hopes[137], 140 And like bright metal on a sullen ground[138], My reformation, glittering o’er my fault, Shall show more goodly and attract more eyes Than that which hath no foil[139] to set it off. I’ll so offend[140] to make offence a skill[141], 145 Redeeming time[142] when men think least I will.

The sustained release of cortisol in states of chronic stress results in the disruption of two things vital for learning: neuroplasticity and hippocampal health (Podgorny & Gulyaeva, 2021; Raffington et al., 2018). It inhibits neuroplasticity by inhibiting protein synthesis, an essential aspect of brain building. At the same time, it results in the death of hippocampal neurons through the disruption of cellular processes of homeostasis. At its core, psychotherapy is a learning process which relies on our clients’ ability to learn new information and practice new ways of being. From specific stress reduction techniques to the soothing effects of a supportive relationship, stress modulation and success in psychotherapy go hand in hand. Thus, stress reduction skills should not be limited only to those complaining of stress disorders, but should be a central part of our work with all clients. While evolution once favored an anxious gene, fitness in our contemporary world may require a state of mind and brain that is open to new learning, mindfulness, and relaxation.

Editing can feel incredibly burdensome for self-published authors when you are tasked to reread your work, for what feels like, a thousand times. Because even with your sharp attention to detail, typos can still go unnoticed. My recommendation is to hire a professional editor to go over your writings as well. There are a plethora of freelancers who are highly skilled at ensuring your work is done with precision and more ease.

Alternatives to time-out Isolating children for a period of time has become a popular discipline strategy advocated by many child psychologists and pediatricians. However, newly adopted toddlers seem to be more upset than helped by time-outs. Time-outs are intended to provide an opportunity for both parents and children to calm down and change their behaviors, but it isn’t effective for children who do not have self-calming strategies. Isolation can be traumatic for a toddler who is struggling with grief and/or attachment, and so perceives time-out as further rejection. If the child becomes angrier or more withdrawn as a result of being timed-out, try another strategy. One alternative is for parents to impose a brief time-out on themselves by temporarily withdrawing their attention from their child. For example, the parent whose child is throwing toys stops playing, looks away, and firmly tells the child, “I can’t continue playing until you stop throwing your toys.” Sitting passively next to the child may be effective, especially if the child previously was engaged in an enjoyable activity with the parent. Another alternative to parent enforced time-outs is self-determined time-outs, where the child is provided the opportunity to withdraw from a conflict voluntarily or at least have some input into the time-out arrangement. The parent could say, “I understand that you got very upset when you had to go to your room yesterday after you hit Sara. Can you think of a different place you would like to go to calm down if you feel like getting in a fight?” If the child suggests going out on the porch, the next time a battle seems to be brewing, Mom or Dad can say, “Do you need to go outside to the porch and calm down before we talk more?” Some children eventually reach the level of self-control where they remove themselves from a volatile situation without encouragement from Mom or Dad. These types of negotiations usually work better with older preschoolers or school-age children than they do with toddlers because of the reasoning skills involved. As an alternative to being timed-out, toddlers also can be timed-in while in the safety of a parent’s lap. Holding allows parents to talk to their child about why she’s being removed from an activity. For example, the toddler who has thrown her truck at the cat could be picked up and held for a few minutes while being told, “I can’t let you throw your toys at Misty. That hurts her, and in our family we don’t hurt animals. We’ll sit here together until you’re able to calm down.” Calming strategies could incorporate music, back rubs, or encouraging the child to breathe slowly. Objects that children are misusing should also be removed. For example, in the situation just discussed, the truck could be timed-out to a high shelf. If parents still decide to physically remove their child for a time-out, it should never be done in a way or place that frightens a toddler. Toddlers who have been frightened in the past by closed doors, dark rooms, or a particular room such as a bathroom should never be subjected to those settings. I know toddlers who, in their terror, have literally trashed the furniture and broken windows when they were locked in their rooms for a time-out. If parents feel a time-out is essential, it should be very brief, and in a location where the child can be supervised.

The late Dag Hammarskjöld, once the secretary general of the United Nations, suggested that we have become adept at exploring outer space, but we have not developed similar skills in exploring our own personal inner spaces. He wrote, “The longest journey of any person is the journey inward.”4 Most of us feel much more equipped to manipulate objects, control situations, and “do” things than to take that very long journey inward. Painful Honesty