Evaluation Criteria For Quotes

women are most likely to be evaluated based on their contributions, while men are most likely to be evaluated based on their potential—nebulous criteria that can result in a less qualified man getting the job.

... I succeeded at math, at least by the usual evaluation criteria: grades. Yet while I might have earned top marks in geometry and algebra, I was merely following memorized rules, plugging in numbers and dutifully crunching out answers by rote, with no real grasp of the significance of what I was doing or its usefulness in solving real-world problems. Worse, I knew the depth of my own ignorance, and I lived in fear that my lack of comprehension would be discovered and I would be exposed as an academic fraud -- psychologists call this "imposter syndrome".

Buffett gave two criteria for evaluating the performance of management: 1) How well do they run the business? and 2) How well do they treat the owners?

Satan’s primary temptation strategy is to try and make us forget what God has said about us and to evaluate our standing before God by some other criteria.

The purpose of Decision Analysis is to identify what needs to be done, develop the specific criteria for its accomplishment, evaluate the available alternatives relative to those criteria, and identify the risks involved.

Perhaps it is better to conceptualize it this way: Everyone needs a concrete, specific goal—an ambition, and a purpose—to limit chaos and make intelligible sense of his or her life. But all such concrete goals can and should be subordinated to what might be considered a meta-goal, which is a way of approaching and formulating goals themselves. The meta-goal could be “live in truth.” This means, “Act diligently towards some well-articulated, defined and temporary end. Make your criteria for failure and success timely and clear, at least for yourself (and even better if others can understand what you are doing and evaluate it with you). While doing so, however, allow the world and your spirit to unfold as they will, while you act out and articulate the truth.” This is both pragmatic ambition and the most courageous of faiths.

5)​Crowding out the police in our communities. 6)​Disarming the police. 7)​Creating abolitionist messages that penetrate the public consciousness to disrupt the idea that cops = safety. 8)​Building community-based interventions that address harms without relying on police. 9)​Evaluating any reforms based on these criteria.

The criteria I use to evaluate if a team’s sprint works well: Team knows what they should be working on. Team knows why their work is valuable. Team can determine if their work is complete. Team knows how to figure out what to work on next. Stakeholders can learn what the team is working on. Stakeholders can learn what the team plans to work on next.

Logotherapy conceives of conscience as a prompter which, if need be, indicates the direction in which we have to move in a given life situation. In order to carry out such a task, conscience must apply a measuring stick to the situation one is confronted with, and this situation has to be evaluated in the light of a set of criteria, in the light of a hierarchy of values

As Licklider explained, the sensible goal was to create an environment in which humans and machines “cooperate in making decisions.” In other words, they would augment each other. “Men will set the goals, formulate the hypotheses, determine the criteria, and perform the evaluations. Computing machines will do the routinizable work that must be done to prepare the way for insights and decisions in technical and scientific thinking.

I think that there have been displays of an impoverished reading of the book. I get the distinct feeling at times that certain critics have not risen above a 10th grade level of reading and that they approached the book with expectations of preconceived notions that then drive a very boneheaded reading. In other words they don't allow the book's rules to establish themselves before applying their own aesthetic criteria to it which I think is a mistake. I think a careful and adult reader allows the book to establish its world and then evaluates it on how well it does so. I also think a smart critic does not drag behind him or her like a dead horse whatever presuppositions the first book might have indicated where the second book might be about or what kind of freedom the writer might be exploring as a writer. All of those things I find unfortunate when I read a review that seems misbegotten. But I'm not sure that this is not a new phenomenon and it would be a Sisyphean task to argue against a misreading because those misreadings are an inherent part of the critical apparatus.

Mediocre people are a drag on quality and morale, but they tend to do just enough good work to stick around—managers have a tough time justifying letting them go because there’s no actionable offense. The scent of mediocrity on your team can also scare off talented candidates. Mediocrity is an albatross we tether ourselves to when we don’t give the hiring process our full attention. When you hire, look for skill fit, but don’t make it your primary evaluation criteria. Look for passion, curiosity, selflessness, openness, confidence, communication skills, emotional intelligence, and intrinsic motivation, too. These things can’t be taught—most skills can.

In a similar study conducted at Yale University, undergraduate participants were offered the opportunity to use the same kind of casuistry to maintain the occupational status quo. The students evaluated one of two applicants (Michael or Michelle) for the position of police chief. One applicant was streetwise, a tough risk-taker, popular with other officers, but poorly educated. By contrast, the educated applicant was well schooled, media savvy, and family oriented, but lacked street experience and was less popular with the other officers. The undergraduate participants judged the job applicant on various streetwise and education criteria, and then rated the importance of each criterion for success as a police chief. Participants who rated Michael inflated the importance of being an educated, media-savvy family man when these were qualities Michael possessed, but devalued these qualities when he happened to lack them. No such helpful shifting of criteria took place for Michelle. As a consequence, regardless of whether he was streetwise or educated, the demands of the social world were shaped to ensure that Michael had more of what it took to be a successful police chief. As the authors put it, participants may have ‘felt that they had chosen the right man for the job, when in fact they had chosen the right job criteria for the man.’21 Ironically, the people who were most convinced of their own objectivity discriminated the most.

How did we define “poverty-free”? After interviewing many borrowers about what a poverty-free life meant to them, we developed a set of ten indicators that our staff and outside evaluators could use to measure whether a family in rural Bangladesh lived a poverty-free life. These indicators are: (1) having a house with a tin roof; (2) having beds or cots for all members of the family; (3) having access to safe drinking water; (4) having access to a sanitary latrine; (5) having all school-age children attending school; (6) having sufficient warm clothing for the winter; (7) having mosquito nets; (8) having a home vegetable garden; (9) having no food shortages, even during the most difficult time of a very difficult year; and (10) having sufficient income-earning opportunities for all adult members of the family. We will be monitoring these criteria on our own and are inviting local and international researchers to help us track our successes and setbacks as we head toward our goal of a poverty-free Bangladesh.

And how does a human being go about finding meaning? As Charlotte Bühler has stated: "All we can do is study the lives of people who seem to have found their answers to the questions of what ultimately human life is about as against those who have not."In addition to such a biographical approach, however, we may as well embark on a biological approach. Logotherapy conceives of conscience as a prompter which, if need be, indicates the direction in which we have to move in a given life situation. In order to carry out such a task, conscience must apply a measuring stick to the situation one is confronted with, and this situation has to be evaluated in the light of a set of criteria, in the light of a hierarchy of values. These values, however, cannot be espoused and adopted by us on a conscious level - they are something that we are. They have crystallized in the course of the evolution of our species; they are founded on our biological past and are rooted in our biological depth. Konrad Lorenz might have had something similar in mind when he developed the concept of a biological a priori, and when both of us recently discussed my own view on the biological foundation of the valuing process, he enthusiastically expressed his accord. In any case, if a pre-reflective axiological self-understanding exists, we may assume that it is ultimately anchored in our biological heritage.

The largest and most rigorous study that is currently available in this area is the third one commissioned by the British Home Office (Kelly, Lovett, & Regan, 2005). The analysis was based on the 2,643 sexual assault cases (where the outcome was known) that were reported to British police over a 15-year period of time. Of these, 8% were classified by the police department as false reports. Yet the researchers noted that some of these classifications were based simply on the personal judgments of the police investigators, based on the victim’s mental illness, inconsistent statements, drinking or drug use. These classifications were thus made in violation of the explicit policies of their own police agencies. There searchers therefore supplemented the information contained in the police files by collecting many different types of additional data, including: reports from forensic examiners, questionnaires completed by police investigators, interviews with victims and victim service providers, and content analyses of the statements made by victims and witnesses. They then proceeded to evaluate each case using the official criteria for establishing a false allegation, which was that there must be either “a clear and credible admission by the complainant” or “strong evidential grounds” (Kelly, Lovett, & Regan,2005). On the basis of this analysis, the percentage of false reports dropped to 2.5%." Lonsway, Kimberly A., Joanne Archambault, and David Lisak. "False reports: Moving beyond the issue to successfully investigate and prosecute non-stranger sexual assault." The Voice 3.1 (2009): 1-11.

The third serious problem the culture of customer service as we know it creates is turning every profession into a customer service tool to generate profits. In doing so, we risk the loss of creativity, quality, and critical thinking in many walks of life. Nowhere is this risk clearer and more damaging than viewing students at different educational institutions as customers, and nowhere this trend has been happening more rapidly than at schools, colleges, and universities, especially at private institutions. There is severe damage done to creativity and critical thinking when all students want is an A, and in fact feel entitled to get it since they (or their parents) are paying hundreds of thousands of dollars to attend elite schools. Many educators are under enormous pressure to give students grades they do not deserve in order to avoid receiving bad student evaluations (or to ensure getting good ones). This pressure is intensifying as academic jobs become increasingly contingent and precarious, where teaching staff are hired under short contracts only renewed based on so-called ‘performance,’ which is often measured by student evaluations and enrollment. When this happens, academic and intellectual compromises and corruption increase. Colleagues at elite American universities have been pressured to give students grades no lower than a B, with the explanation that this is what is ‘expected.’ Rampant grade inflation is unethical and unacceptable. Unfortunately, when graduate instructors resist professors’ instructions to fix grades by grading according to independent criteria of intellectual merit, they may be verbally chastised or worse, fired. This humiliation not only reinforces the norm of inflating grades, it also bolsters the power of the tenured professors who instruct their teaching assistants to do it.

Stoic ethics is a species of eudaimonism. Its central, organizing concern is about what we ought to do or be to live well—to flourish. That is, we make it a lemma that all people ought to pursue a good life for themselves as a categorical commitment second to none. It does not follow from this that they ought to pursue any one particular version of the good life, or to cling tenaciously to the one they are pursuing. … Living virtuously is the process of creating a single, spatiotemporal object—a life. A life has a value as an object, as a whole. It is not always the case that its value as an object will be a function of the value of its spatiotemporal parts considered separately. But it is always the case that an evaluation of the parts will be incomplete until they are understood in the context of the whole life. What seems so clearly valuable (or required or excellent) when we focus on a thin temporal slice of a life (or a single, long strand of a life) may turn out to be awful or optional or vicious when we take a larger view. And it is the life as a whole that we consider when we think about its value in relation to other things, or its value as a part of the cosmos. … In our view, a focus on the parts of a life, or on the sum of its parts, obscures some important features of ethical inquiry. One such feature is the extent to which an agent’s own estimate of the value of his life is necessarily inconclusive: others will have to judge his life as a whole, because its character as a whole is not likely to be predictable while he is around to judge it, and because many important holistic considerations, such as its beauty, excellence, justice, and net effect, are things that he is either not well situated to judge or at least not in a privileged position to judge. Another feature obscured is the range of ways in which a single event or characteristic, without wide causal connections to other elements of one’s life, can nonetheless ruin it; for example, the possibility that a monstrously unjust act can indelibly stain a whole life. A third, related obscurity introduced by ignoring a whole-life frame of reference is the extent to which both aesthetic criteria and the notion of excellence have clear roles in the evaluation of a life. The whole-life frame of reference, together with a plausible account of the variety of ways in which a life can be a good one, keeps Stoicism sharply distinct from Epicurean doctrines, or their modern “welfarist” offshoots. How well my life is going from the inside, so to speak, in terms of the quality of my experience, is only one of the things that enters into a Stoic evaluation of it. We hold that there is a single unifying aim in the life of every rational agent, and that aim, guided by the notion of a good life (happiness, eudaimonia), is virtue, understood as the perfection of agency.

Modern organizations have other characteristics as well. Samuel Huntington lists four criteria for measuring the degree of development of the institutions that make up the state: adaptability-rigidity, complexitysimplicity, autonomy-subordination, and coherence-disunity.16 That is, the more adaptable, complex, autonomous, and coherent an institution is, the more developed it will be. An adaptable organization can evaluate a changing external environment and modify its own internal procedures in response. Adaptable institutions are the ones that survive, since environments always change. The English system of Common Law, in which law is constantly being reinterpreted and extended by judges in response to new circumstances, is one prototype of an adaptable institution. Developed institutions are more complex because they are subject to a greater division of labor and specialization. In a chiefdom or early state, the ruler may be simultaneously military general, chief priest, tax collector, and supreme court justice. In a highly developed state, all of these functions are performed by separate organizations with specific missions and a high degree of technical capacity to undertake them. During the Han Dynasty, the Chinese bureaucracy ramified into countless specialized agencies and departments at national, prefectural, and local levels. While much less complex than a modern government, it nonetheless represented an enormous shift away from earlier governments that were run as simple extensions of the imperial household. The two final measures of institutionalization,

Although Dissociative Disorders have been observed from the beginnings of psychiatry, the Structured Clinical Interview for DSM-III-R Dissociative Disorders (Steinberg 1985) was the first diagnostic instrument for the comprehensive evaluation of dissociative symptoms and to diagnose the presence of Dissociative Disorders.

We should not err by regarding personal satisfaction, “happiness,” as the criterion for mental health. Mental health must be judged not only by the relative harmony that prevails within the human ego, but by the requirements of a civilized people for the attainment of the highest social values. If a child is “free of neurotic symptoms” but values his freedom from fear so highly that he will never in his lifetime risk himself for an idea or a principle, then this mental health does not serve human welfare. If he is “secure” but never aspires to anything but personal security, then this security cannot be valued in itself. If he is “well adjusted to the group” but secures his adjustment through uncritical acceptance of and compliance with the ideas of others, then this adjustment does not serve a democratic society. If he “adjusts well in school” but furnishes his mind with commonplace ideas and facts and nourishes this mind with the cheap fantasies of comic books, then what civilization can value the “adjustment” of this child? The highest order of mental health must include the freedom of a man to employ his intelligence for the solution of human problems, his own and those of his society. This freedom of the intellect requires that the higher mental processes of reason and judgment should be removed as far as possible from magic, self-gratification, and egocentric motives. The education of a child toward mental health must include training of the intellect. A child’s emotional well-being is as much dependent upon the fullest use of his intellectual capacity as upon the satisfaction of basic body needs. The highest order of mental health must include a solid and integrated value system, an organization within the personality that is both conscience and ideal self, with roots so deeply imbedded in the structure of personality that it cannot be violated or corrupted. We cannot speak of mental health in a personality where such an ethical system does not exist. If we employ such loose criteria as “personal satisfaction” or “adjustment to the group” for evaluating mental health, a delinquent may conceivably achieve the highest degree of personal satisfaction in the pursuit of his own objectives, and his adjustment to the group—the delinquent group—is as nicely worked out as you could imagine. Theoretically,

The evaluative criteria are then listed as: “1) storytelling quality; 2) photographic quality; 3) impact; 4) simplicity; 5) beauty” (Mich, 46).

of Urology, evaluated nearly five thousand patients from nine hospitals who had received external-beam radiation therapy alone and had been followed for an average of six years. This study, too, looked at how well the ASTRO criteria and other definitions could predict actual clinical failure (the development of distant metastases or the return of cancer in the irradiated prostate). Despite its stellar acronym, the ASTRO definition did not prove to be outstandingly superior; in fact, the researchers found, some of the alternate definitions of biochemical success or failure were slightly better. The Phoenix Definition In 2005, another panel of radiation

We decided to boil our list down to just a few key criteria around which we could easily evaluate candidates. We settled on six: •​An intense desire to win: We didn’t want a new CEO who was adept at explaining why something didn’t happen, but rather someone who could figure out how to win even if unanticipated problems cropped up. •​Intelligence: We wanted someone smart and analytical who could avoid problems before they arose. •​The ability to think independently: Fad surfers need not apply. •​Courage: My successor had to be capable of making bold decisions, while also checking afterward to verify that these decisions were correct. •​Curiosity: We needed a CEO who could stay fresh over time by exposing him or herself to novel ideas—someone who was self-aware and dedicated to learning. •​An ability to motivate and build a strong culture: Our next CEO had to be able to mobilize the company behind the strategy, hiring great people and motivating them.

The meta-goal could be “live in truth.” This means, “Act diligently towards some well-articulated, defined and temporary end. Make your criteria for failure and success timely and clear, at least for yourself (and even better if others can understand what you are doing and evaluate it with you). While doing so, however, allow the world and your spirit to unfold as they will, while you act out and articulate the truth.” This is both pragmatic ambition and the most courageous of faiths.

This chart contrasts predictive and prospective thinking: Predictive Thinking Prospective Thinking Mindset Forecasting, “We expect …” Preparing, “But what if …” Goal Reduce or even discard uncertainty, fight ambiguity Live with uncertainty, embrace ambiguity, plan for set of contingencies Level of uncertainty Average High Method Extrapolating from present and past Open, imaginative Approach Categorical, assumes continuity Global, systemic, anticipates disruptive events Information inputs Quantitative, objective, known Qualitative (whether quantifiable or not), subjective, known or unknown Relationships Static, stable structures Dynamic, evolving structures Technique Established quantitative models (economics, mathematics, data) Developing scenarios using qualitative approaches (often building on megatrends) Evaluation method Numbers Criteria

This chart contrasts predictive and prospective thinking: Predictive Thinking Prospective Thinking Mindset Forecasting, “We expect …” Preparing, “But what if …” Goal Reduce or even discard uncertainty, fight ambiguity Live with uncertainty, embrace ambiguity, plan for set of contingencies Level of uncertainty Average High Method Extrapolating from present and past Open, imaginative Approach Categorical, assumes continuity Global, systemic, anticipates disruptive events Information inputs Quantitative, objective, known Qualitative (whether quantifiable or not), subjective, known or unknown Relationships Static, stable structures Dynamic, evolving structures Technique Established quantitative models (economics, mathematics, data) Developing scenarios using qualitative approaches (often building on megatrends) Evaluation method Numbers Criteria Attitude toward the future Passive or reactive (the future will be) Proactive and creative (we create or shape the future) Way of thinking Generally deduction Greater use of induction

The Endogenous personality combines high intelligence with the ‘inner’ personality; and it used to be fairly normal for Endogenous personalities to gain admittance to the most elite institutions. However, nowadays, it is clear that college admission criteria are much less likely to select for intelligence than in the past. In other words, attendance at the most selective institutions is no longer a matter of being of the highest intelligence. Partly this is because of the changing nature of educational evaluations – the best reports and grades at school or top performance in exams are no longer so ‘g-loaded’ that is, they are less correlated with general intelligence than they used to be (some of this may be due to the IQ test score inflation which is termed ‘the Flynn Effect’).

IT projects are officially evaluated on three criteria: being on time, on budget, and of high quality.

One of the secret benefits of hiring remote workers is that the work itself becomes the yardstick to judge someone’s performance. When you can’t see someone all day long, the only thing you have to evaluate is the work. A lot of the petty evaluation stats just melt away. Criteria like “was she here at 9?” or “did she take too many breaks today?” or “man, every time I walk by his desk he’s got Facebook up” aren’t even possible to tally. Talk about a blessing in disguise! What

Every employee starts out on a three-month contract. Tell every new employee that they will receive an evaluation after three months and that the evaluation will determine their continued employment. Show them exactly the criteria on which they will be evaluated. The right type of employee will be inspired to make a huge effort in the beginning, which then sets the framework for their attitude for a long time to come. Conduct

SIOP developers approached their project from the opposite direction. They began by announcing a model of sheltered instruction, incorporating a list of best practices that made sense to themselves and to a few colleagues. They presented this model as a detailed set of criteria, a rubric for effective sheltering. Then they asked a group of “raters” to evaluate the rubric for validity and reliability. Finally, they began conducting their own research on the model to see whether it worked. This is how SIOP came to be created and marketed commercially as “the only scientifically validated model of sheltered instruction.

we tend to use different criteria to evaluate propositions or conclusions we desire, and those we abhor. For propositions we want to believe, we ask only that the evidence not force us to believe otherwise—a rather easy standard to meet, given the equivocal nature of much information. For propositions we want to resist, however, we ask whether the evidence compels such a distasteful conclusion—a much more difficult standard to achieve. For desired conclusions, in other words, it is as if we ask ourselves, “Can I believe this?”, but for unpalatable conclusions we ask, “Must I believe this?” The evidence required for affirmative answers to these two questions are enormously different. By framing the question in such ways, however, we can often believe what we prefer to believe, and satisfy ourselves that we have an objective basis for doing so.

Once we’ve taken all of this into account, we see that the results against objectives or “black box” results are a lagging indicator. And as they say in the mutual fund prospectuses, “past performance is no guarantee of future results.” The white-box CEO evaluation criteria—“Does the CEO know what to do?” and “Can the CEO get the company to do it?”—will do a much better job of predicting the future.

He would evaluate requests based on the timid criteria, “Can I actually fulfill this request, given the time and resources I have?

Quality of life” is a familiar refrain in discussions of disability, as the term has often been used as a measure of the worth of disabled people's lives. “Measure” is perhaps too precise a term, as the meaning or criteria of “quality” of life are often taken to be common sense. Many people, regardless of dis/ability, may use the term to examine their own experiences, but disabled people often find their own quality of life described by others as if it were self-evident in their appearance or diagnosis; such discussions almost always include descriptions of the disabled person's (assumed) level of function and pain. Yet accurately evaluating function is not as easy as it might seem. If a disabled person has never been given any kind of adaptive therapy or training, or if someone has no access to adaptive equipment (or only to substandard equipment), then one's function might be much lower than one's ability. Quality of life, then, is affected by one's access to resources and bodies of knowledge rather than a necessary fact of the body/mind. Indeed, descriptions of another's pain and suffering often rely more on assumption than fact, as do presumptions about what level of function is required for a good quality of life.

In a data-driven world, that means making sure that everyone understands the objective, the data collected, the metrics, and how the primary decision maker is interpreting the evidence. Give others a chance to put forward their interpretations and views, if those differ, and get everyone on board; but also get inputs on other perspectives that that the decision maker may have missed. To help, you can remember this neat mnemonic, DECIDE: Define the problem. Establish the criteria. Consider all the alternatives. Identify the best alternative. Develop and implement a plan of action. Evaluate and monitor the solution and feedback when necessary. In other words, make sure that stakeholders are on board with each of these steps.

women are most likely to be evaluated based on their contributions, while men are most likely to be evaluated based on their potential—nebulous criteria that can result in a less qualified

The score they were discussing was the rating for the plombir ice cream in Rio’s exhaustively detailed food journal. He evaluated all new foods on a scale from one to one hundred, taking into consideration criteria ranging from taste and texture to originality and presentation. Or, as Paris liked to say, “everything except whether or not it’s good for you.

They were productively adversarial, like superforecasting team discussions. Managers grilled engineers and forced them to produce data to back up their assertions. The process had worked remarkably. The space shuttle was the most complex machine ever built, and all twenty-four flights had returned safely. But on the emergency conference call, that same quantitative culture led them astray. On their engineers’ advice, McDonald and two Thiokol VPs on the call initially supported a no-launch decision. The Challenger had already been cleared, so this was an eleventh-hour reversal. When NASA officials asked Thiokol engineers exactly what temperature range was safe for flight, they recommended setting a limit at 53 degrees, the lower bound of previous experience. NASA manager Larry Mulloy was flabbergasted. He thought the shuttle was supposed to be cleared to launch from 31 to 99 degrees. A last-minute 53-degree limit was setting an entirely new technical criteria for launches. It had never been discussed, was not backed by quantitative data, and meant that suddenly winter was off-limits for space exploration. Mulloy found it frustrating; he later called it “dumb.” How had the engineers arrived at that number? “They said because they had flown at 53 degrees before,” a NASA manager reflected, “which is no reason to me. That’s tradition rather than technology.” Boisjoly was asked again for data to support his claim, “and I said I have none other than what is being presented.” With the conference call at an impasse, a Thiokol VP asked for a five-minute “offline caucus,” during which Thiokol concluded that they had no more data to provide. They returned to the call a half hour later with a new decision: proceed with launch. Their official document read, “temperature data not conclusive on predicting primary O-ring blow-by.” When conference call participants from NASA and Thiokol later spoke with investigators and gave interviews, they repeatedly brought up the “weak engineering position,” as one put it. Their statements comprised a repetitive chorus: “Unable to quantify”; “supporting data was subjective”; “hadn’t done a good technical job”; “just didn’t have enough conclusive data.” NASA was, after all, the agency that hung a framed quote in the Mission Evaluation Room: “In God We Trust, All Others Bring Data.

We even evaluated rebates and points-based programs similar to the airlines’, but there’s an important difference between airlines and retailers. Once a plane takes off, its empty seats have no value. Therefore, airlines, in exchange for loyalty, can give away marginal inventory that would otherwise go unsold. Whereas in retail, giving away either product or shipping fees always has a cost. None of the ideas made it very far because they could not meet the three essential criteria.

It is impossible for one who is lodged in mundane consciousness to evaluate definitively the competence of any guide to transformation and transcendence, without having already attained to an equal degree of transcendence. No number of “objective” criteria for assessment can remove this “Catch-22” dilemma. Therefore the choice of a guide, path, or group will remain in some sense a subjective matter. Subjectivity, however, has many modes, from self-deluding emotionality to penetrating, illuminative intuition. Perhaps the first job of the seeker would best be to refine that primary guide, one’s own subjectivity.10 Ram Dass (Richard Alpert), who has functioned on both sides of the fence (as a devotee of Neem Karoli Baba and as a teacher in his own right), has made the following complementary observation: Some people fear becoming involved with a teacher. They fear the possible impurities in the teacher, fear being exploited, used, or entrapped. In truth we are only ever entrapped by our own desires and clingings. If you want only liberation, then all teachers will be useful vehicles for you. They cannot hurt you at all.11 This is true only ideally. In practice, the problem is that in many cases students do not know themselves sufficiently to be conscious of their deeper motivations. Therefore they may feel attracted precisely to the kind of teacher who shares their own “impurities”—such as hunger for power—and hence have every reason to fear him or her. It seems that only the truly innocent are protected. Although they too are by no means immune to painful experiences with teachers, at least they will emerge hale and whole, having been sustained by their own purity of intention. Accepting the fact that our appraisal of a teacher is always subjective so long as we have not ourselves attained his or her level of spiritual accomplishment, there is at least one important criterion that we can look for in a guru: Does he or she genuinely promote disciples’ personal and spiritual growth, or does he or she obviously or ever so subtly undermine their maturation? Would-be disciples should take a careful, levelheaded look at the community of students around their prospective guru. They should especially scrutinize those who are closer to the guru than most. Are they merely sorry imitations or clones of their teacher, or do they come across as mature men and women? The Bulgarian spiritual teacher Omraam Mikhaёl Aїvanhov, who died in 1986, made this to-the-point observation: Everybody has his own path, his mission, and even if you take your Master as a model, you must always develop in the way that suits your own nature. You have to sing the part which has been given to you, aware of the notes, the beat and the rhythm; you have to sing it with your voice which is certainly not that of your Master, but that is not important. The one really important thing is to sing your part perfectly.

Many say that it is ethnocentric to claim that our religion is superior to others. Yet isn’t that very statement ethnocentric? Most non-Western cultures have no problem saying that their culture and religion is best. The idea that it is wrong to do so is deeply rooted in Western traditions of self-criticism and individualism. To charge others with the ‘sin’ of ethnocentrism is really a way of saying, ‘Our culture’s approach to other cultures is superior to yours.’ We are then doing the very thing we forbid others to do.13 The historian C. John Sommerville has pointed out that ‘a religion can be judged only on the basis of another religion’. You can’t evaluate a religion except on the basis of some ethical criteria that in the end amounts to your own religious stance.14

Graham is also one of the few living products of artificial insemination experiments in red wolves, a technique that Will wants to further hone. Artificial insemination may be useful to the program in the future in case the captive breeding efforts to create matched pairs based on mean kinship falls short of reproductive goals. In some cases, the captive female wolves were so aggressive to males that they were paired with that breeding never took place. Artificial insemination and securing red wolf sperm from all of the founding lines of the captive breeding program were identified in the 1990 Red Wolf Recovery/Species Survival Plan. Not long after, workers began collecting red wolf sperm. According to Will, there happened to be a fellow outside of Portland who had an international canid semen bank. The captive breeding program contracted him to help explore the viability of using electroejaculation on wolves. In the 1990s, Will helped develop protocols for immobilizing, catheterizing, and stimulating the wolves they sampled. They went through the captive population and methodically collected and evaluated sperm from male red wolves. If the sperm met certain criteria, it was processed and frozen. Eventually, the cryopreserved red wolf semen bank held samples from sixty individuals, which collectively represented thirteen of the fourteen founding lines. The work died down when a grant ran out and one of the main reproductive physiologists switched jobs. Today, the early efforts to cryopreserve red wolf sperm and artificially inseminate females have proven their value - not just through Graham and his antics at the exhibit, but because a wolf named Stubs, one of the last living representatives from one of the fourteen founding lines, died in 1998. With Stubs’s death, the unique diversity of his founding lineage died within the captive population. However, his semen was collected and banked before he died. Will would like nothing more than to resurrect Stubs’s line. The only challenge, he says, is that the previous two cases of artificial insemination, in 1992 and 2003, were done using fresh sperm. In the first case, a six-year-old red wolf birthed two females and one male. Graham was born into a different litter of five. “Clearly, we know artificial insemination using cryopreserved sperm works. It’s been done in other animals,” Will says. “We just need to pick this research up again and see where it might lead.” If male red wolves experience a decrease in sperm quality, or if females are behaviorally uncooperative with their male counterparts, then artificial insemination may move from the realm of research to that of necessity. It’s always nice to have a backup plan.

Can we say that there is a specifically Islamic kind of psychotherapy? The answer is both yes and no. yes, inasmuch as any kind of intervention based on Islamic principles and using Islamic models and criteria must obviously be regarded as specifically Islamic. No, inasmuch as there will be, of necessity many ideas and techniques that will have to be borrowed by the West. Today's professionals are much more likely to study the techniques of various kinds of therapies from Western textbooks and not from traditional Islamic sources. This is not far removed from the situation of the Muslim world in the early days of the Abbasid caliphate when the Muslims translated works on philosophy, medicine, astronomy, geography, and so on, from Greek to Arabic, evaluated them according to the revealed knowledge of the Quran and hadith, assimilated whatever they found compatible and discarded whatever they thought was not.

I believe that the reason why today's society has so many problems is that people's criteria for evaluating good and bad are declining so that people's moral standards can only decline with their criteria.

clear attention to learning goals in terms that are accessible to students, evaluation by means of shared criteria as to where students are in relation to goals, and tailored feedback that offers specific guidance about how to improve.

some other items you can include on your Project Completion Checklist. I encourage you to personalize it for your own needs: Answer postmortem questions: What did you learn? What did you do well? What could you have done better? What can you improve for next time? Communicate with stakeholders: Notify your manager, colleagues, clients, customers, shareholders, contractors, etc., that the project is complete and what the outcomes were. Evaluate success criteria: Were the objectives of the project achieved? Why or why not? What was the return on investment? Officially close out the project and celebrate: Send any last emails, invoices, receipts, feedback forms, or documents, and celebrate your accomplishments with your team or collaborators so you receive the feeling of fulfillment for all the effort you put in.

The success of a good example can always be attributed to luck. Thus, you have to risk your particular, individual life to find out. It is this risk that the ancients described as the sacrifice of personal will to the will of God. It is not an act of submission (at least as submission is currently understood). It is an act of courage. It is faith that the wind will blow your ship to a new and better port. It is the faith that Being can be corrected by becoming. It is the spirit of exploration itself. Perhaps it is better to conceptualize it this way: Everyone needs a concrete, specific goal—an ambition, and a purpose—to limit chaos and make intelligible sense of his or her life. But all such concrete goals can and should be subordinated to what might be considered a meta-goal, which is a way of approaching and formulating goals themselves. The meta-goal could be “live in truth.” This means, “Act diligently towards some well-articulated, defined and temporary end. Make your criteria for failure and success timely and clear, at least for yourself (and even better if others can understand what you are doing and evaluate it with you). While doing so, however, allow the world and your spirit to unfold as they will, while you act out and articulate the truth.

Here it is necessary to bring to the fore a major and highly revealing difference, at least in the common sense pervading our historical conjuncture, between the idea of communism and that of democracy. It is sometimes said of communism that it was, in fact, a good idea on paper, but that the reality was a veritable catastrophe. One thereby highlights a discrepancy between political theory and historical reality by insisting on the fact that the idea of communism is perhaps quite simply not realizable. One sometimes adds for good measure that it was precisely faith in the communist idea—a faith that lies beyond the reach of the manifest evidence of concrete experience—that led to the totalitarian turn of actually existing communism. Yet on the other hand, when one speaks of democracy, this type of criticism is no longer operative. One frequently admits that contemporary institutions are not perfect, that actually existing democracy has insufficiencies, that there is still progress to be made, that there is a democratic deficit, or that democracy quite simply remains to come. But despite all the setbacks and all the limitations of contemporary practices, people shout themselves hoarse proclaiming that it is a good idea, or even that it is the sole and unique Idea. In one instance, reality takes precedence over the idea; in the other, the idea gains the upper hand over reality. At base, the same operation is at work, which is a comparison between an ideal system and its historical institution. Yet a revealing discrepancy manifests itself in the criteria of evaluation. In the case of communism, history is capable of refuting the idea, whereas for democracy the idea transcends historical reality and orients it toward something that is perhaps always to come. Whatever the case may be, it is impossible to call into question the democratic idea, for it hovers well above concrete practices. Towering over the real, democratic discourse thereby functions as a pseudo-science, which is to say a discourse that is beyond the reach of material refutations. Illustrating another surreptitious recuperation of vulgar Marxism, faith in the idea—this time democratic—can never be refuted by experience. If this sort of belief was what sustained the misdeeds of Soviet bureaucracy, should not one expect that the liberal recuperation would come full circle and that the icon of democracy would come to allow innumerable “anti-democratic abuses,” and even the development of what Sheldon Wolin has called “inverted totalitarianism”?

Criterion 5: Responsible Skeptical Re-Evaluation of Criteria 1-4

Just as the Five Tribes and others were formalizing their tribal governments and running their own programs, legal aid groups were helping nonrecognized tribes do the same: the two were on a collision course. One result was the Federal Acknowledgment Process, establsiehd within the BIA in 1978. Its rigorous criteria and evaluation process reflected the desires of the Five Tribes and many other reservation tribes to have a stringent regimen, on that protected their rights, economic resources, and overall ability to define ‘Indians” and “tribes.” Throughout these debates pulsed questions of “authenticity” and being “real” or “bona fide” Indians and tribes. While academics and unrecognized tribes questioned the ability of any party to accurately define “Indian” and “tribe,” as a practical political and cultural matter tribes and their federal allies groped toward a way to measure and define these highly problematic terms. By 1978 leaders of federally recognized tribes felt they had found the answer in the new Federal Acknowledgment Process, with many unrecognized groups agreeing that finally a way had been found to determine what group were “real” tribes.

Acquiring managers need to begin by asking, “What is it that really created the value that I just paid so dearly for? Did I justify the price because of its resources—its people, products, technology, market position, and so on? Or, was a substantial portion of its worth created by processes and values—unique ways of working and decision-making that have enabled the company to understand and satisfy customers, and develop, make, and deliver new products and services in a timely way? If the acquired company’s processes and values are the real driver of its success, then the last thing the acquiring manager wants to do is to integrate the company into the new parent organization. Integration will vaporize many of the processes and values of the acquired firm as its managers are required to adopt the buyer’s way of doing business and have their proposals to innovate evaluated according to the decision criteria of the acquiring company. If the acquiree’s processes and values were the reason for its historical success, a better strategy is to let the business stand alone, and for the parent to infuse its resources into the acquired firm’s processes and values. This strategy, in essence, truly constitutes the acquisition of new capabilities.

Sandel argues that one cannot determine what is fair without also evaluating the moral status of competing claims. And that in turn requires us to resolve the moral purpose of social institutions. We cannot decide whether gay marriage is right or just, for example, without first deciding what the point of marriage is. We cannot determine whether a particular university’s admission criteria are fair or unfair until we have first determined what the purpose of a university is. And we cannot decide if the way bankers are compensated is appropriate without first establishing what it is that banking should accomplish for society. In this respect, Sandel’s view harks back to the ancient philosophy of Aristotle,

In the case of cultural goods, a particularly complicated equation determines value. The socially constructed nature of the valuation process in markets is most clearly visible in the creative and cultural industries because creative works such as art, books, music, and fashion have greater symbolic than material value. For example, readers value books not because of the physical materials (such as paper and ink) that go into the writing and publishing of a book but because of the ideas that the book symbolizes. Special knowledge is required to interpret, understand, and convey this symbolic value and to evaluate cultural goods; individuals need to understand something about art, the history of aesthetic movements in the art world, and the evaluation criteria for art (for example, originality, rarity, technique) to know not only why works by Raoul Dufy are valued but also why they are less valued (and therefore, also less expensive) than those by his contemporary, the abstract artist Pablo Picasso. Thus, the symbolism inherent to cultural goods—which distinguishes them from strictly utilitarian goods, such as, for example, paintbrushes—creates a barrier to their understanding and valuation.

employers use an array of sorting criteria (‘screens’) and ways of measuring candidates’ potential (‘evaluative metrics’) that are highly correlated with parental income and education.

The five essential – and additive – criteria which comprise FACT: Criterion 1: Reason and Theory Criterion 2: Scientific Evidence Criterion 3: Community of Credible/Trustworthy Believers Criterion 4: Direct Personal Experience, and Criterion 5: Responsible Skeptical Re-Evaluation of Criteria 1-4

In Chapter 22, I mentioned people who fit the Seven S’s criteria, whose opinions have informed my own and provide me with further reasons to take the life-after death hypothesis seriously. They included: 1.A CEO of a major corporation 2.A former publisher who is the editor-in-chief of an award-winning newspaper 3.A former chairman of the department of surgery at a major university 4.A former chairman of the department of material sciences at a major university 5.An award winning composer for movies and television 6.A former high ranking staff member of the Joint Chiefs of Staff, 7.The director of a major foundation, educated at Harvard University, and 8.A distinguished anthropologist who was the director of an internationally known research institute. In the spirit of Criterion 5, I have reviewed this list and attempted to determine whether there were any responsible and justified reasons for challenging my evaluations of these people. Try as I might I cannot in good conscience dismiss any of these people as being untrustworthy. In sum, I cannot find valid reasons for concluding that these individuals no longer deserve my admiration and respect. Yes, I can point out a given person’s limitations (at least the ones I am aware of), but these do not impact the logic of my concluding that they meet each of the 7 S’s criteria for being credible and trustworthy. Hence, Criterion 3 passes the test posed by Criterion 5.

Here are some other items you can include on your Project Completion Checklist. I encourage you to personalize it for your own needs: Answer postmortem questions: What did you learn? What did you do well? What could you have done better? What can you improve for next time? Communicate with stakeholders: Notify your manager, colleagues, clients, customers, shareholders, contractors, etc., that the project is complete and what the outcomes were. Evaluate success criteria: Were the objectives of the project achieved? Why or why not? What was the return on investment? Officially close out the project and celebrate: Send any last emails, invoices, receipts, feedback forms, or documents, and celebrate your accomplishments with your team or collaborators so you receive the feeling of fulfillment for all the effort you put in.

Court experts had evaluated the children’s statements with a method called criteria-based content analysis, which is used to ascertain the reliability and truthfulness of abuse victim testimony. It uses a set of indicators, including logical structure, spontaneous correction, self-deprecation, and quantity of realistic details, like descriptions of physical sensations tied to the abuse.

Evaluation criteria should consider the following questions: 1. First and foremost, did the student make a decision? 2. If so, did the student effectively communicate it to subordinates? 3. Was the decision made in support of the commander’s intent (long-term contract), and mission (short-term contract)? 4. If not, was the student’s solution based on changing conditions that made it a viable decision, even if it violated the original mission order, but nevertheless supported the commander’s intent?

We welcome people into the circle of our affections when we unconditionally embrace their humanity before we sort, judge, or evaluate them by any other criteria or standards.

How can you simplify your guiding principles so that everyone in your organization understands them? How will you communicate your principles to others? Are your guiding principles referenced in evaluations and performance awards? Are your guiding principles useful to employees as decision-making criteria? Do your guiding principles serve as decision-making criteria for your people? Do you know your own guiding principles? Do others know them?

People hired milk shakes for two very different jobs during the day, in two very different circumstances. Each job has a very different set of competitors—in the morning it was bagels and protein bars and bottles of fresh juice, for example; in the afternoon, milk shakes are competing with a stop at the toy store or rushing home early to shoot a few hoops—and therefore was being evaluated as the best solution according to very different criteria. This implies there is likely not just one solution for the fast-food chain seeking to sell more milk shakes. There are two. A one-size-fits-all solution would work for neither.

Verbalistic lessons, reading requirements,3 the methods for evaluating “knowledge,” the distance between the teacher and the taught, the criteria for promotion: everything in this ready-to-wear approach serves to obviate thinking.

More stringent racial criteria adopted in 1941, requiring the Czech partner inter alia to submit a nude photograph of him- or herself to the authorities for evaluation, caused this number to diminish, as did the tendency of many Czechoslovaks during the occupation to regard mixed marriages, especially those entered into by women, as a form of “horizontal collaboration

Since representatives of formal agencies judge leadership according to their own criteria, evaluate what is good or bad in the community according to their own standards, and understand life in the community only when interpreted according to their own code or standards-it is crystal clear that they don't know the meaning of indigenous leadership, let alone the identities of these natural leaders...

The team also uses an explicit set of criteria in making their evaluation. Their primary criterion is, “Will this person be an absolutely natural fit?” That is why they have designed the selection process to include multiple interviews. That is why they developed the workday trial run. It’s why they send the questionnaire.

It's important to acknowledge that not every hire will be perfect. So, it's crucial to evaluate each one based on your criteria and learn from the experience.

Transparent admission policies and criteria foster trust and fairness, ensuring that all applicants are evaluated based on objective standards.

The two tests of an effective goal are whether someone who doesn’t know much about an area can get a feel for a goal’s degree of difficulty, and whether afterward they can evaluate if it was successfully achieved. If you define all four aspects, typically your goal will fulfill both criteria.