Evaluation Process Quotes

Self-knowledge involves relationship. To know oneself is to study one self in action with another person. Relationship is a process of self evaluation and self revelation. Relationship is the mirror in which you discover yourself - to be is to be related.

God whispered, "You endured a lot. For that I am truly sorry, but grateful. I needed you to struggle to help so many. Through that process you would grow into who you have now become. Didn't you know that I gave all my struggles to my favorite children? One only needs to look at the struggles given to your older brother Jesus to know how important you have been to me.

To fill a small bag means selecting,and choosing, and evaluating. There's no logicial end to that process. Pretty soon I would have a big bag, and then two or three. A month later I'd be like the rest of you.

Our perceptions of truth are often distorted and partial and need constant re-evaluation. By recognizing the fluid and complex nature of truth, we avoid the pitfalls of dogmatism and remain open to the constant process of questioning, interpreting, and adapting our understanding of reality. ("Behind the frosted glass”)

You can't force creatives into a box. If you try, they'll no longer be creative. And no one will want your box.

Do you suppose it's so much easier to make conversation with someone you already know well than with someone you don't know at all primarily because of all the previously exchanged information and shared experiences between two people who know each other well, or because maybe it's only with people we already know well and know know us well that we don't go through the awkward mental process of subjecting everything we think of saying or bringing up as a topic of light conversation to a self-conscious critical analysis and evaluation that manages to make anything we think of proposing to say the other person seem dull or stupid or banal or on the other hand maybe overly intimate or tension-producing?

The point I would make is that the novelist and the historian are seeking the same thing: the truth – not a different truth: the same truth – only they reach it, or try to reach it, by different routes. Whether the event took place in a world now gone to dust, preserved by documents and evaluated by scholarship, or in the imagination, preserved by memory and distilled by the creative process, they both want to tell us how it was: to re-create it, by their separate methods, and make it live again in the world around them.

As a leader, it is so important that your words equal your actions. It is imperative that you make sure that you go through a self-evaluation process on an almost daily basis to make sure that your actions are in line with your words. You must do what you say and say what you do.

Its assimilation requires the reconstruction of prior theory and re-evaluation of prior fact, an intrinsically revolutionary process that is seldom completed a single man and never overnight

I had come to believe that the ability to evaluate many ideas, many histories, many points of view, was at the heart of what it means to self-create.

Critical thinking is a learned process of deliberation, fact checking, and self reflection used to comprehend and appropriately evaluate information in order to decide what to believe or what to do.

All that matters is stories feel true, they resonate....the point is not to determine the truth by a process of rational evaluation, assessment and conclusion. You choose your own reality, as if from a buffet.

All comparison is based on memory, and memory is an image based on engrams. It follows that all judgement, evaluation, is an interpretation of images, for even the present is already a memory by the time we have seized it. Therefore the unending process of finding things "good" or "not so good" is a work of imagination. Would in not be futile indeed to suppose that such judgments, that is any and all judgments, could have any absolute existence or value?

Along with the sight-clouding dizziness, nausea makes me balk at that milk cream, separates me from the mother and the father who proffer it. "I" want none of that element, sign of their desire; "I" do not want to listen, "I" do not assimilate it. "I" expel it. But since the food is not an "other" for "me," who am only in their desire, I expel myself, I spit myself out, I abject myself with the same motion through which "I" claim to establish myself. That detail, perhaps an insignificant one, but one that they ferret out, emphasize, evaluate, that trifle turns me inside out, guts sprawling; it is thus that they see the "I" am in the process of becoming an other at the expense of my own death, During that course I'm which "I" become, I give birth to myself amid the violence of sobs, of vomit. Mute protest of the symptom, shattering the violence of a convulsion that, to be sure, is inscribed in a symbolic system, but in which, without either wanting or being able to become integrated in order to answer to it, it abreacts. It abjects

Assessment in this spirit does not concern assignment of grades or evaluation of whether instruction was effective. It's assessment designed squarely to feed into the learning process and make the learning stronger.

As I developed as a CEO, I found two key techniques to be useful in minimizing politics. 1. Hire people with the right kind of ambition. The cases that I described above might involve people who are ambitious but not necessarily inherently political. All cases are not like this. The surest way to turn your company into the political equivalent of the U.S. Senate is to hire people with the wrong kind of ambition. As defined by Andy Grove, the right kind of ambition is ambition for the company’s success with the executive’s own success only coming as a by-product of the company’s victory. The wrong kind of ambition is ambition for the executive’s personal success regardless of the company’s outcome. 2. Build strict processes for potentially political issues and do not deviate. Certain activities attract political behavior. These activities include:   Performance evaluation and compensation   Organizational design and territory   Promotions Let’s examine each case and how you might build and execute a process that insulates the company from bad behavior and politically motivated outcomes.

Designers possess more than simply an ability to style products; they are practitioners of an applied process of creative skills: identifying problems, researching, analysing, evaluating, synthesising and then conceptualising, testing and communicating solutions.

The moral of the story: promote only those you would hire. Put your SDRs through the same hiring and evaluation process you would for external candidates. No one benefits—not you, your company, sales leadership, or the SDRs themselves—when a promotion sets reps up to fail.

Brain scans prove that patients who’ve sustained significant childhood trauma have brains that look different from people who haven’t. Traumatized brains tend to have an enlarged amygdala—a part of the brain that is generally associated with producing feelings of fear. Which makes sense. But it goes further than that: For survivors of emotional abuse, the part of their brain that is associated with self-awareness and self-evaluation is shrunken and thin. Women who’ve suffered childhood sexual abuse have smaller somatosensory cortices—the part of the brain that registers sensation in our bodies. Victims who were screamed at might have an altered response to sound. Traumatized brains can result in reductions in the parts of the brain that process semantics, emotion and memory retrieval, perceiving emotions in others, and attention and speech. Not getting enough sleep at night potentially affects developing brains’ plasticity and attention and increases the risk of emotional problems later in life. And the scariest factoid, for me anyway: Child abuse is often associated with reduced thickness in the prefrontal cortex, the part of the brain associated with moderation, decision-making, complex thought, and logical reasoning. Brains do have workarounds. There are people without amygdalae who don’t feel fear. There are people who have reduced prefrontal cortices who are very logical. And other parts of the brain can compensate, make up the lost parts in other ways. But overall, when I looked at the breadth of evidence, the results felt crushing. The fact that the brain’s cortical thickness is directly related to IQ was particularly threatening to me. Even if I wasn’t cool, or kind, or personable, I enjoyed the narrative that I was at least effective. Intelligent. What these papers seemed to tell me is that however smart I am, I’m not as smart as I could have been had this not happened to me. The questions arose again: Is this why my pitches didn’t go through? Is this why my boss never respected me? Is this why I was pushed to do grunt work in the back room?

The real University, he said, has no specific location. It owns no property, pays no salaries and receives no material dues. The real University is a state of mind. It is that great heritage of rational thought that has been brought down to us through the centuries and which does not exist at any specific location. It's a state of mind which is regenerated throughout the centuries by a body of people who traditionally carry the title of professor, but even that title is not part of the real University. The real University is nothing less than the continuing body of reason itself. In addition to this state of mind, 'reason,' there's a legal entity which is unfortunately called by the same name but which is quite another thing. This is a nonprofit corporation, a branch of the state with a specific address. It owns property, is capable of paying salaries, of receiving money and of responding to legislative pressures in the process. But this second university, the legal corporation, cannot teach, does not generate new knowledge or evaluate ideas. It is not the real University at all. It is just a church building, the setting, the location at which conditions have been made favorable for the real church to exist.

In art, as in biology, there is a phenomenon that can be described as mutation, in which appearances radically change at a tempo much more rapid than that at which they normally proceed. As in the case of biology, we have no means to determine the process by which this radical change occurs. Yet we do know that it is a reaction to a form of congestion. It is a desperate change due to the arrival at a point where the corollaries to a situation are exhausted, when the stimulus to additional growth is sluggish and a rapid rejuvenation is needed so that art, through disuse, does not atrophy in much the same way as an unused human organ. Here art must attain a new start if it is to survive. Then, assiduously, it renews its traditions by marriage with alien traditions, by the reexamination of its own processes, and by those means reestablishes contact again with its own roots. It is in this way that new plastic worlds are born. For art, like a race, cannot inbreed very long without losing its incentives to continue; it needs the rejuvenation of new experiences and new blood. These mutations, it must be clear, however, do not constitute a change in properties, or mean that art has discarded its past. On the contrary, mutation involves a more conscious evaluation of art’s inheritance and the redirection of that inheritance into channels where it can be continued with greater force.

Over recent years, [there's been] a strong tendency to require assessment of children and teachers so that [teachers] have to teach to tests and the test determines what happens to the child, and what happens to the teacher...that's guaranteed to destroy any meaningful educational process: it means the teacher cannot be creative, imaginative, pay attention to individual students' needs, that a student can't pursue things [...] and the teacher's future depends on it as well as the students'...the people who are sitting in the offices, the bureaucrats designing this - they're not evil people, but they're working within a system of ideology and doctrines, which turns what they're doing into something extremely harmful [...] the assessment itself is completely artificial; it's not ranking teachers in accordance with their ability to help develop children who reach their potential, explore their creative interests and so on [...] you're getting some kind of a 'rank,' but it's a 'rank' that's mostly meaningless, and the very ranking itself is harmful. It's turning us into individuals who devote our lives to achieving a rank, not into doing things that are valuable and important. It's highly destructive...in, say, elementary education, you're training kids this way [...] I can see it with my own children: when my own kids were in elementary school (at what's called a good school, a good-quality suburban school), by the time they were in third grade, they were dividing up their friends into 'dumb' and 'smart.' You had 'dumb' if you were lower-tracked, and 'smart' if you were upper-tracked [...] it's just extremely harmful and has nothing to do with education. Education is developing your own potential and creativity. Maybe you're not going to do well in school, and you'll do great in art; that's fine. It's another way to live a fulfilling and wonderful life, and one that's significant for other people as well as yourself. The whole idea is wrong in itself; it's creating something that's called 'economic man': the 'economic man' is somebody who rationally calculates how to improve his/her own status, and status means (basically) wealth. So you rationally calculate what kind of choices you should make to increase your wealth - don't pay attention to anything else - or maybe maximize the amount of goods you have. What kind of a human being is that? All of these mechanisms like testing, assessing, evaluating, measuring...they force people to develop those characteristics. The ones who don't do it are considered, maybe, 'behavioral problems' or some other deviance [...] these ideas and concepts have consequences. And it's not just that they're ideas, there are huge industries devoted to trying to instill them...the public relations industry, advertising, marketing, and so on. It's a huge industry, and it's a propaganda industry. It's a propaganda industry designed to create a certain type of human being: the one who can maximize consumption and can disregard his actions on others.

Every piece of information we process gets evaluated for its bearing on the self. Does it threaten our goals, does it support them, or is it neutral?

In my opinion, an artist must fulfill the following three basic requirements to be deemed “original”: The artist must possess a clearly unique and individual style (of sound, language, or color). Moreover, that uniqueness should be immediately perceivable on first sight (or hearing). That style must have the power to update itself. It should grow with time, never resting in the same place for long, since it expresses an internal and spontaneous process of self-reinvention. Over time, that characteristic style should become integrated within the psyche of its audience, to become a part of their basic standard of evaluation. Subsequent generations of artists should see that style as a rich resource from which they can draw.

My first draft is very short-lived. It goes directly to the process of re-writes and to the hands of my alter ego. The part of me that is a military officer evaluating what I expect to be crap.

By processing information from the environment through the senses, the nervous system continually evaluates risk. I have coined the term neuroception to describe how neural circuits distinguish whether situations or people are safe, dangerous, or life-threatening. Because of our heritage as a species, neuroception takes place in primitive parts of the brain, without our conscious awareness.

There is nothing less romantic, literary, or lyrical than the language of pathology, diagnosis, symptom checklists. As I read through these checklists over and over again I was struck by the harshness, the crudeness of the terminology. And once the evaluation process began, more and more distinctly unpoetic terms were added to the lists, as the problems quickly grew in scope and seriousness.

Hindsight bias has pernicious effects on the evaluations of decision makers. It leads observers to assess the quality of a decision not by whether the process was sound but by whether its outcome was good or bad.

We must master many subjects in order to implement our dreams. Our personal journey begins by gathering appropriate learning experiences and awakening our minds to observe, evaluate, and recall what we experience.

So, while we cannot trust the stories we are told, tradition, faith, convenient or reassuring narratives, charismatic figures, or even our own memories, we can slowly and carefully build a process by which to evaluate all claims to truth and knowledge. A big part of that process is science, which systematically tests our ideas against reality, using the most objective data possible. Science is still a messy and flawed process, but it is a process. It has, at least, the capacity for self-correction, to move our beliefs incrementally in the direction of reality. In essence, science is the process of making our best effort to know what’s really real.

Heuristics also have a measurement or value associated with them—the duration for an animation or the red-green-blue values for an onscreen color, but there isn’t a similar “arrow of improvement” that always points the same way. Unlike evaluating algorithms, heuristics are harder to nail down. For instance, how quickly should a scrolling list glide to a stop after you’ve flicked it? We always made demos to evaluate the possibilities.

Subjective confidence in a judgment is not a reasoned evaluation of the probability that this judgment is correct. Confidence is a feeling, which reflects the coherence of the information and the cognitive ease of processing it. It is wise to take admissions of uncertainty seriously, but declarations of high confidence mainly tell you that an individual has constructed a coherent story in his mind, not necessarily that the story is true.

In order to engage in this process of meta-level reasoning, the aspirant to a high order of self-control must have the capacity to represent his current beliefs, desires, intentions, and policies in a detached way, as objects for evaluation.

A second reason the systems engineer’s design is never completed is the solution offered to the original problem usually produces both deeper insight and dissatisfactions in the engineers themselves. Furthermore, while the design phase continually goes from proposed solution to evaluation and back again and again, there comes a time when this process of redefinement must stop and the real problem be coped with—thus giving what they realize is, in the long run, a suboptimal solution.

They would learn to evaluate a decision not by its outcomes--whether it turned out to be right or wrong--but by the process that led to it. The job of the decision maker wasn't to be right but to figure out the odds in any decision and play them well.

If your mind is truly, profoundly stuck, then you may be much better off than when it was loaded with ideas. The solution to the problem often at first seems unimportant or undesirable, but the state of stuckness allows it, in time, to assumes its true importance. It seemed small because our previous rigid evaluation which led to the stuckness made it small. But now consider the fact that no matter how hard you try to hang on to it, this stuckness is bound to disappear. Your mind will naturally and freely move toward a solution. Unless you are a real master at staying stuckk you can't prevent this. The fear of stuckness is needless because the longer you stay stuck the more you see the Quality-reality that gets you unstuck every time. What's really been getting you stuck is the running from the stuckness through the cars of your train of knowledge looking for a solution that is out in front of the train. Stuckness shouldn't be avoided. It's the psychic predecessor of all real understanding.

That is the vision we are aiming for in marriage: a couple hand in hand, pursuing God together—same direction, same pace, good chemistry. This is what marriage is meant to be. Dating is the modern process of evaluation we use to find that person to marry.

Could I see that God wanted to transform my life from a somewhat ugly, useless branch to an arrow, a tool usable in His hands, for the furtherance of His purposes?....To be thus transformed, was I willing - am I till willing - for the whittling, sandpapering, stripping, processes necessary in my Christian life? The ruthless pulling off of leaves and flowers might include doing without a television set or washing machine, remaining single in order to see a job done, re-evaluating the worthiness of the ambition to be a "good" doctor (according to my terms an values). The snapping of thorns might include drastic dealing with hidden jealousies and unknown prides, giving up prized rights in leadership and administration. The final stripping of the bark might include lessons to be learned regarding death to self - self-defence,self-pity, self-justification, self-vinidication, self-sufficiency, all the mechanisms of preventing the hurt of too deep involvment. Am I prepared for the pain, which may at times seem like sacrifice, in order to be made a tool in His service? My willingness will be a measure of the sincerity of my desire to express my heartfelt gratitude to Him for his so-great salvation. Can I see such minor "sacrifices" in light of the great sacrifice of Calvary, where Christ gave all for me?

People are asked for a prediction but they substitute an evaluation of the evidence, without noticing that the question they answer is not the one they were asked. This process is guaranteed to generate predictions that are systematically biased; they completely ignore regression to the mean.

it’s clear now that there are three cognitive features at the heart of prospect theory. They play an essential role in the evaluation of financial outcomes and are common to many automatic processes of perception, judgment, and emotion. They should be seen as operating characteristics of System 1.

A person can learn at any stage of life. Education requires more than learning how to read a book and write a sentence. What good does it do to read and write if a person lacks the ability to evaluate and judge the truth and falsity of what they read and write? Learning how to speak and argue is of little utility to a person has nothing sensible to say or who argues in favor of falsehoods. Learning how to think is of extremely valuable because it provides the needed contexture to make reading, writing, speaking, and rhetoric useful. Thinking cannot exist in a vacuum. A person must demonstrate the talent to be a proficient observer before thinking is a viable activity.

Cas Wouters, inspired by conversations with Elias late in his life, suggests that we are living through a new phase in the Civilizing Process. This is the long-term trend of informalization I mentioned earlier, and it leads to what Elias called a “controlled decontrolling of emotional controls” and what Wouters calls third nature.182 If our first nature consists of the evolved motives that govern life in a state of nature, and our second nature consists of the ingrained habits of a civilized society, then our third nature consists of a conscious reflection on these habits, in which we evaluate which aspects of a culture’s norms are worth adhering to and which have outlived their usefulness.

The classic self-problem seen in clinical settings is fusion with the content of verbal self-knowledge—such as “I am depressed” where “depressed” has the quality of a personal identity. This aspect of self—the conceptualized self—can be “positive” or “negative” or both, but its most dominant features are that it is rigid, evaluative, and evocative.

There are several predictable thinking errors people commonly make that lead them to incorrectly predict their own future emotions in general, and future happiness in particular: 1 Focusing on a single salient feature or period of time in a choice, rather than looking at the big picture. 2 Overestimating the long-term impact of our choices. 3 Forgetting that happiness is an ongoing process, not a destination. 4 Paying too much attention to external information while overlooking personal preferences and experience. 5 Trying to maximize decisions rather than focusing on personal satisfaction. 6 Confusing wanting something for liking it later, and forgetting to evaluate whether we will enjoy the choice once its novelty wears off.

It is important to note that the design of an entire brain region is simpler than the design of a single neuron. As discussed earlier, models often get simpler at a higher level—consider an analogy with a computer. We do need to understand the detailed physics ofsemiconductors to model a transistor, and the equations underlying a single real transistor are complex. A digital circuit that multiples two numbers requires hundreds of them. Yet we can model this multiplication circuit very simply with one or two formulas. An entire computer with billions of transistors can be modeled through its instruction set and register description, which can be described on a handful of written pages of text and formulas. The software programs for an operating system, language compilers, and assemblers are reasonably complex, but modeling a particular program—for example, a speech recognition programbased on hierarchical hidden Markov modeling—may likewise be described in only a few pages of equations. Nowhere in such a description would be found the details ofsemiconductor physics or even of computer architecture. A similar observation holds true for the brain. A particular neocortical pattern recognizer that detects a particular invariant visualfeature (such as a face) or that performs a bandpass filtering (restricting input to a specific frequency range) on sound or that evaluates the temporal proximity of two events can be described with far fewer specific details than the actual physics and chemicalrelations controlling the neurotransmitters, ion channels, and other synaptic and dendritic variables involved in the neural processes. Although all of this complexity needs to be carefully considered before advancing to the next higher conceptual level, much of it can be simplified as the operating principles of the brain are revealed.

Picquart’s process of coming to realize that Dreyfus was innocent is a striking example of what cognitive scientists sometimes call accuracy motivated reasoning. In contrast to directionally motivated reasoning, which evaluates ideas through the lenses of “Can I believe it?” and “Must I believe it?,” accuracy motivated reasoning evaluates ideas through the lens of “Is it true?

How can I create a helping relationship? 1) Can I be in some way that will be perceived by the other as trustworthy, dependable or consistent in some deep sense? 2) Can I be expressive enough as a person, that what I am will be communicated unambiguously? 3) Can I let myself experience positive emotions towards this person-attitudes of warmth, caring, liking, interest and respect? 4) Can I be strong enough as a person to be separate from the other? Can I be a sturdy respecter of my own needs and feelings as well as his? 5) Am I secure enough within myself to permit him, him separateness? Can I give him freedom to be or do I feel he should follow my advice, remain somewhat dependent on me or become a mold of me? 6) Can I allow myself to enter fully into the world of his feelings, personal meanings and see things as he does? 7) Can I be accepting of each facet of this other person 8) Can I act with sufficient sensitivity in the relationship, that my behaviour won't be seen as a threat? 9) Can I free him from the threat of external evaluation? 10) Can I meet this individual as a person who is in the process of becoming, or will I be bound by his past and my past?

Neuroception evaluates risk in the environment without awareness. Perception implies awareness and conscious detection. Neuroception is not a cognitive process; it is a neural process without a dependency on awareness. Neuroception is dependent on a neural circuit that evaluates risk in the environment from a variety of cues and triggers shifts in autonomic state to adaptively deal with the cues.

Brain scans prove that patients who’ve sustained significant childhood trauma have brains that look different from those of people who haven’t.[8] Traumatized brains tend to have an enlarged amygdala—a part of the brain that is generally associated with producing feelings of fear. Which makes sense. But it goes further than that: For survivors of emotional abuse, the part of their brain that is associated with self-awareness and self-evaluation is shrunken and thin. Women who’ve suffered childhood sexual abuse have smaller somatosensory cortices—the part of the brain that registers sensation in our bodies. Victims who were screamed at might have an altered response to sound. Trauma can result in reductions in the parts of the brain that process semantics, emotion and memory retrieval, perceiving emotions in others, and attention and speech. Not getting enough sleep at night potentially affects developing brains’ plasticity and attention and increases the risk of emotional problems later in life. And the scariest factoid, for me anyway: Child abuse is often associated with reduced thickness in the prefrontal cortex, the part of the brain associated with moderation, decision-making, complex thought, and logical reasoning.

A person can draw from three resources to understand and evaluate human existence: study of self, observation of other people, and reading books. Self-study is the most difficult learning methodology and it is rife with dangerous pretentions, but also the most fruitful. Studying other people is infinitely fallible because of our inability to establish an unbiased perspective and the subjects’ propensity to hide their secret thoughts, which obscures our vision. Book reading is a laborious process and even diligent reading can lead to faculty perception due to writers’ agenda to persuade us instead of merely conveying information. Nevertheless, by incorporating all three learning methodologies into a regime of studious reflection I might learn about the world, other inhabitants, and the self, and use such knowledge to cleave a fitting personal place in the world.

Adults tend to forget – or perhaps never appreciated in the first place if lifelong non-readers themselves – what a vital part of the process rereading is for children. As adults, rereading seems like backtracking at best, self-indulgence at worst. Free time is such a scarce resource that we feel we should be using it only on new things. But for children, rereading is absolutely necessary. The act of reading is itself still new. A lot of energy is still going into (not so) simple decoding of words and the assimilation of meaning. Only then do you get to enjoy the plot – to begin to get lost in the story. And only after you are familiar with the plot are you free to enjoy, mull over, break down and digest all the rest. The beauty of a book is that it remains the same for as long as you need it. It’s like being able to ask a teacher or parent to repeat again and again some piece of information or point of fact you haven’t understood with the absolute security of knowing that he/she will do so infinitely. You can’t wear out a book’s patience. And for a child there is so much information in a book, so much work to be done within and without. You can identify with the main or peripheral character (or parts of them all). You can enjoy the vicarious satisfaction of their adventures and rewards. You also have a role to play as interested onlooker, able to observe and evaluate participants’ reactions to events and to each other with a greater detachment, and consequent clarity sometimes, than they can. You are learning about people, about relationships, about the variety of responses available to them and in many more situations and circumstances (and at a much faster clip) than one single real life permits. Each book is a world entire. You’re going to have to take more than one pass at it.

Comparison and Evaluation. Listen for excessive comparison and evaluation in the client’s speech, as contrasted with description. The clinician can probe the strength of such patterns of fusion by asking the client to simply describe the troublesome situation and what it evokes without injecting evaluations. Clients with high levels of fusion may not be able respond at all or may quickly lapse, injecting personal evaluations into the ongoing narrative.

The lack of definitive answers to questions discussed in this book also reflects the fact that science is an ongoing process in wh ich the most important sign of progress is often that results of an experiment or observational study lead to a new set of questions. This is part of what makes science exciting and rewarding for scient ists, but it entails an important dilemma: how do we make the best pract ical and even ethical decisions based on incomplete scient ific knowledge?

We have contrasted two ways of evaluating a judgment: by comparing it to an outcome and by assessing the quality of the process that led to it. Note that when the judgment is verifiable, the two ways of evaluating it may reach different conclusions in a single case. A skilled and careful forecaster using the best possible tools and techniques will often miss the correct number in making a quarterly inflation forecast. Meanwhile, in a single quarter, a dart-throwing chimpanzee will sometimes be right.

We live in an age in which the volume of available information stupefies us. On any relatively interesting subject we can find thousands of Web pages, tens—if not hundreds—of books, and article after article. How do we filter all this information? How do we process all this information? Core values and principles provide one mechanism for processing and filtering information. They steer us in the direction of what is more, or less, important. They help us make product decisions and evaluate development practices.

Attention is crucial to the success of self-regulation, and indeed attentional processes often constitute the first step toward either success or failure at self-regulation. As mentioned, reduced self-monitoring is often a precipitating factor in self-regulation failure because it is quite easy to lose track of one’s status or quit regulating oneself when one cannot evaluate the distance between the current state and the goal state ... When people cease to attend to their own behavior, self-regulation typically deteriorates.

? Reviews are for readers AND authors. It’s a good way of learning from what people think about the work. Being it good or bad. A book might as well be hurt by a bad, poorly written review. That’s such a pity. Some people don’t know how to express themselves, and maybe that’s why they are just readers and not writers, others read a book like chewing a cupcake. That’s too bad. If that was not your cup of tea, leave it there, untouched. Don’t go bash the author for that. But if you really hate the book, why bother telling others. It’s your problem after all. You can give constructive opinions but don’t blame the author for your different tastes and views. Also authors shouldn’t comment on reviews, it sounds unprofessional, even silly. Some busy writers don’t even have time to read what other people say about their work. If someone enjoyed your book, or not, that is irrelevant. If you will continue or not to write something else it doesn´t add to the plate.. Besides, why bother commenting on a review, just read it and shut up. Being it good or bad. So my opinions about authors commenting on reviews is just my opinions after all!

This underscores another common feature of WMDs. They tend to punish the poor. This is, in part, because they are engineered to evaluate large numbers of people. They specialize in bulk, and they’re cheap. That’s part of their appeal. The wealthy, by contrast, often benefit from personal input. A white-shoe law firm or an exclusive prep school will lean far more on recommendations and face-to-face interviews than will a fast-food chain or a cash-strapped urban school district. The privileged, we’ll see time and again, are processed more by people, the masses by machines.

Respect for Knowledge and Truth—Skeptics value reality and what is true. We therefore endeavor to be as reality-based as possible in our beliefs and opinions. This means subjecting all claims to a well-founded process of evaluation. Skeptics believe that the world is knowable because it follows certain rules, or laws of nature. The only legitimate method for knowing anything empirical about the universe follows this naturalistic assumption. In other words, within the realm of the empirical (factual knowledge based on evidence), you don’t get to invoke magic or the supernatural.

Mental toughness is the ability to focus on and execute solutions, especially in the face of adversity. Greatness rarely happens on accident. If you want to achieve excellence, you will have to act like you really want it. How? Quite simply: by dedicating time and energy into consistently doing what needs to be done. Excuses are the antithesis of accountability. Important decisions aren’t supposed to be easy, but don’t let that stop you from making them. When it comes to decisions, decide to always decide. The second we stop growing, we start dying. Stagnation easily morphs into laziness, and once a person stops trying to grow and improve, he or she is nothing more than mediocre. Develop the no-excuse mentality. Do not let anything interrupt those tasks that are most critical for growth in the important areas of your life. Find a way, no matter what, to prioritize your daily process goals, even when you have a viable excuse to justify not doing it. “If you don’t evaluate yourself, how in the heck are you ever going to know what you are doing well and what you need to improve? Those who are most successful evaluate themselves daily. Daily evaluation is the key to daily success, and daily success is the key to success in life. If you want to achieve greatness, push yourself to the limits of your potential by continuously looking for improvements. Within 60 seconds, replace all problem-focused thought with solution-focused thinking. When people focus on problems, their problems actually grow and reproduce. When you train your mind to focus on solutions, guess what expands? Talking about your problems will lead to more problems, not to solutions. If you want solutions, start thinking and talking about your solutions. Believe that every problem, no matter how large, has at the very least a +1 solution, you will find it easier to stay on the solution side of the chalkboard. When you set your mind to do something, find a way to get it done…no matter what! If you come up short on your discipline, keep fighting, kicking, and scratching to improve. Find the nearest mirror and look yourself in the eye while you tell yourself, “There is no excuse, and this will not happen again.” Get outside help if needed, but never, ever give up on being disciplined. Greatness will not magically appear in your life without significant accountability, focus, and optimism on your part. Are you ready to commit fully to turning your potential into a leadership performance that will propel you to greatness. Mental toughness is understanding that the only true obstacles in life are self-imposed. You always have the choice to stay down or rise above. In truth, the only real obstacles to your ultimate success will come from within yourself and fall into one of the following three categories: apathy, laziness and fear. Laziness breeds more laziness. When you start the day by sleeping past the alarm or cutting corners in the morning, you’re more likely to continue that slothful attitude later in the day.

Focusing on the process of judgment, rather than its outcome, makes it possible to evaluate the quality of judgments that are not verifiable, such as judgments about fictitious problems or long-term forecasts. We may not be able to compare them to a known outcome, but we can still tell whether they have been made incorrectly. And when we turn to the question of improving judgments rather than just evaluating them, we will focus on process, too. All the procedures we recommend in this book to reduce bias and noise aim to adopt the judgment process that would minimize error over an ensemble of similar cases.

Minds are great when it comes to inventing new devices, constructing business plans, or organizing daily schedules. But, by themselves, minds are far less useful in learning to be present, learning to love, or discovering how best to carry the complexities of a personal history. Verbal knowledge is not the only kind of knowledge there is. We must learn to use our analytical and evaluative skills when doing so promotes workability and to use other forms of knowledge when they best serve our interests. In effect, the ultimate goal of ACT is to teach clients to make such distinctions in the service of promoting a more workable life.

Feedback works well when it provides useful information that can guide future learning. If feedback tells you what you’re doing wrong or how to fix it, it can be a potent tool. But feedback often backfires when it is aimed at a person’s ego. Praise, a common type of feedback that teachers often use (and students enjoy), is usually harmful to further learning. When feedback steers into evaluations of you as an individual (e.g., “You’re so smart!” or “You’re lazy”), it usually has a negative impact on learning. Further, even feedback that includes useful information needs to be correctly processed as a motivator and tool for learning.

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.

The artificial demands of outlines, graphic organizers, and planning often subvert the creative process and force would-be writers to think about what they are writing before a word even hits the page rather than allowing them to spill their guts and evaluate the material later. This is because writing teachers often are not writers themselves and therefore never engage in the writing process in an authentic, honest way. Rather than teaching the writing process followed by actual writers, they speculate about strategies that might help a writer or follow the advice written in writing tomes by people who only write writing tomes, often doing more damage than good.

Relationship is the mirror in which you see yourself as you are. If you are capable of looking at yourself as you are without any evaluation, then there is the cessation of fear, and out of that comes an extraordinary sense of love. Love is something that cannot be cultivated; love is not a thing to be bought by the mind. If you say, “I am going to practice being compassionate,” then compassion is a thing of the mind, and therefore not love. Love comes into being darkly, unknowingly, fully, when we understand this whole process of relationship. Then the mind is quiet, it does not fill the heart with the things of the mind, and therefore that which is love can come into being.

Introverts typically . . . • Process information internally. It is normal for them to continuously contemplate, generate, circulate, evaluate, question, and conclude. • Are rejuvenated and energized by rest, relaxation, and down-time. • Need time to process and adapt to a new situation or setting, otherwise it is draining. • Tend to be practical, simple, and neutral in their clothing, furnishings, offices, and surroundings. • Choose their friends carefully and focus on quality, not quantity. They enjoy the company of people who have similar interests and intellect. • May resist change if they are not given enough notice to plan, prepare, and execute. Sudden change creates stress and overwhelm.

legislatures at different levels of government, researchers, journalists, and judges involved in one or more aspects of the process. Each of these actors (either individual or corporate) has potentially different values/interests, perceptions of the situation, and policy preferences. 2. This process usually involves time spans of a decade or more, as that is the minimum duration of most policy cycles, from emergence of a problem through sufficient experience with implementation to render a reasonably fair evaluation of a program's impact (Kirst and Jung 1982; Sabatier and Jenkins-Smith 1993). A number of studies suggest that periods of twenty to forty years may be required to obtain a reasonable

The power to pardon is conferred upon the presidency. It is not a personal power of the man or woman who inhabits the office. ... Where a pardon is being used to protect the president personally, or protect the president’s family, friends, or conspirators, it should not be seen as a valid exercise of that constitutional power. Being able to tell one scenario from the other may not be difficult. Until Trump’s presidency, all recent presidents used a formal process for evaluating and granting pardons. Where pardons are awarded to conspirators of the president, and without any consistent rationale to support them, a court could find the pardon to be an invalid exercise of the power of the presidency.

Do you suppose it’s so much easier to make conversation with someone you already know well than with someone you don’t know at all primarily because of all the previously exchanged information and shared experiences between two people who know each other well, or because maybe it’s only with people we already know well and know know us well that we don’t go through the awkward mental process of subjecting everything we think of saying or bringing up as a topic of light conversation to a self-conscious critical analysis and evaluation that manages to make anything we think of proposing to say to the other person seem dull or stupid or banal or on the other hand maybe overly intimate or tension-producing?

The flat tire that threw Julio into a temporary panic and the divorce that almost killed Jim don’t act directly as physical causes producing a physical effect—as, for instance, one billiard ball hitting another and making it carom in a predictable direction. The outside event appears in consciousness purely as information, without necessarily having a positive or negative value attached to it. It is the self that interprets that raw information in the context of its own interests, and determines whether it is harmful or not. For instance, if Julio had had more money or some credit, his problem would have been perfectly innocuous. If in the past he had invested more psychic energy in making friends on the job, the flat tire would not have created panic, because he could have always asked one of his co-workers to give him a ride for a few days. And if he had had a stronger sense of self-confidence, the temporary setback would not have affected him as much because he would have trusted his ability to overcome it eventually. Similarly, if Jim had been more independent, the divorce would not have affected him as deeply. But at his age his goals must have still been bound up too closely with those of his mother and father, so that the split between them also split his sense of self. Had he had closer friends or a longer record of goals successfully achieved, his self would have had the strength to maintain its integrity. He was lucky that after the breakdown his parents realized the predicament and sought help for themselves and their son, reestablishing a stable enough relationship with Jim to allow him to go on with the task of building a sturdy self. Every piece of information we process gets evaluated for its bearing on the self. Does it threaten our goals, does it support them, or is it neutral? News of the fall of the stock market will upset the banker, but it might reinforce the sense of self of the political activist. A new piece of information will either create disorder in consciousness, by getting us all worked up to face the threat, or it will reinforce our goals, thereby freeing up psychic energy.

If a weather forecaster said today’s high temperature would be seventy degrees Fahrenheit and it is sixty-five degrees, the forecaster made an error of plus five degrees. Evidently, this approach does not work for nonverifiable judgments like the Gambardi problem, which have no true outcome. How, then, are we to decide what constitutes good judgment? The answer is that there is a second way to evaluate judgments. This approach applies both to verifiable and nonverifiable ones. It consists in evaluating the process of judgment. When we speak of good or bad judgments, we may be speaking either about the output (e.g., the number you produced in the Gambardi case) or about the process—what you did to arrive at that number.

THE CUSTOMER JOURNEY CANVAS At the online touchpoint of the book we provide you with a canvas developed to support you when designing services. You can use it not only for yourself to get a quick overview of certain service processes, but also with providers for a self-portrayal and with customers and other stakeholders to explore and evaluate services. Besides visually simplifying existing services, you can also use it to sketch service improvements and innovations. It supports many of the tools presented later in this book. The Customer Journey Canvas is available under cc license on our website. Try it, adapt or modify it, take a snapshot and share how you use the canvas through our website. Watch out for service design thinking! NOTE:

History is about the past. Yet it exists only in the present – the moment of its creation as history provides us with a narrative constructed after the events with which it is concerned. The narrative must then relate to the moment of its creation as much as its historical subject. History presents an historian with the task of producing a dialogue between the past and the present. But as these temporal co-ordinates cannot be fixed, history becomes a continuous interaction between the historian and the past. As such, history can be seen as a process of evaluation whereby the past is always coloured by the intellectual fashions and philosophical concerns of the present. This shifting perspective on the past is matched by the fluid status of the past itself.

Psychologists usually offer three explanations for the failure of group brainstorming. The first is social loafing: in a group, some individuals tend to sit back and let others do the work. The second is production blocking: only one person can talk or produce an idea at once, while the other group members are forced to sit passively. And the third is evaluation apprehension, meaning the fear of looking stupid in front of one’s peers. The problem with evaluation apprehension is that there’s not much we can do about it. You’d think you could overcome it with will or training or a set of group process rules like Alex Osborn’s. But recent research in neuroscience suggests that the fear of judgment runs much deeper and has more far-reaching implications than we ever imagined.

In the longer term, by bringing together enough data and enough computing power, the data giants could hack the deepest secrets of life, and then use this knowledge not just to make choices for us or manipulate us but also to reengineer organic life and create inorganic life-forms. Selling advertisements may be necessary to sustain the giants in the short term, but tech companies often evaluate apps, products, and other companies according to the data they harvest rather than according to the money they generate. A popular app may lack a business model and may even lose money in the short term, but as long as it sucks data, it could be worth billions.4 Even if you don’t know how to cash in on the data today, it is worth having it because it might hold the key to controlling and shaping life in the future. I don’t know for certain that the data giants explicitly think about this in such terms, but their actions indicate that they value the accumulation of data in terms beyond those of mere dollars and cents. Ordinary humans will find it very difficult to resist this process. At present, people are happy to give away their most valuable asset—their personal data—in exchange for free email services and funny cat videos. It’s a bit like African and Native American tribes who unwittingly sold entire countries to European imperialists in exchange for colorful beads and cheap trinkets. If, later on, ordinary people decide to try to block the flow of data, they might find it increasingly difficult, especially as they might come to rely on the network for all their decisions, and even for their healthcare and physical survival.

Both individuals who are manic and those who are writers, when evaluated with neuropsychological tests, tend to combine ideas or images in a way that "blurs, broadens, or shifts conceptual boundaries," a type of thinking known as conceptual overinclusiveness. They vary in this from normal subjects and from patients with schizophrenia. Researchers at the University of Iowa, for example, have shown that "both writers and manics tend to sort in large groups, change dimensions while in the process of sorting, arbitrarily change starting points, or use vague distantly related concepts as categorizing principles." The writers are better able than the manics to maintain control over their patterns of thinking, however, and to use "controlled flights of fancy" rather than the more bizarre sorting systems used by the patients.

As we grow up in civilized society, we are measured, evaluated, educated and trained, licensed and credentialed, and are eventually classified and assigned our place. In the process, we become very attached to this artificial identity that has been thrust upon us and very reluctant to set foot outside of it. (When we do, it is often when we are on vacation. It may therefore be helpful to think of this transition as going on a permanent vacation.) But if we overcome one fear—the fear of losing our assigned place in society—then many other fears fall away. Rational fears—ones that are based on an accurate perception of danger—do and should remain, but the irrational fear of stepping outside yourself and becoming someone else tends to disappear. And this opens us up to making dramatic changes, adapting to new circumstances and environments and, in the process, setting ourselves free.

But what does the role of the anima as guide to the inner world mean in practical terms? This positive function occurs when a man takes seriously the feelings, moods, expectations, and fantasies sent by his anima and when he fixes them in some form—for example, in writing, painting, sculpture, musical composition, or dancing. When he works at this patiently and slowly, other more deeply unconscious material wells up from the depths and connects with the earlier material. After a fantasy has been fixed in some specific form, it must be examined both intellectually and ethically, with an evaluating feeling reaction. And it is essential to regard it as being absolutely real; there must be no lurking doubt that this is “only a fantasy.” If this is practiced with devotion over a long period, the process of individuation gradually becomes the single reality and can unfold in its true form.

Individual humans know embarrassingly little about the world, and as history progressed, they came to know less and less. A hunter-gatherer in the Stone Age knew how to make her own clothes, how to start a fire, how to hunt rabbits and how to escape lions. We think we know far more today, but as individuals, we actually know far less. We rely on the expertise of others for almost all our needs. In one humbling experiment, people were asked to evaluate how well they understood the workings of an ordinary zip. Most people confidently replied that they understood them very well - after all, they use zips all the time. They were then asked to describe in as much detail as possible all the steps involved in the zip's operation. Most had no idea. This is what Steven Sloman and Philip Fernbach have termed 'the knowledge illusion'. We think we know a lot, even though individually we know very little, because we treat knowledge in the minds of others as if it were our own.

This is your opportunity! The Zed, shine your eyes! They call it a big-big name, evaluation consulting, but it is not difficult. You undervalue the properties and make sure it looks as if you are following due process. You acquire the property, sell off half to pay your purchase price, and you are in business! You’ll register your own company. Next thing, you’ll build a house in Lekki and buy some cars and ask our hometown to give you some titles and your friends to put congratulatory messages in the newspapers for you and before you know, any bank you walk into, they will want to package a loan immediately and give it to you, because they think you no longer need the money! And after you register your own company, you must find a white man. Find one of your white friends in England. Tell everybody he is your General Manager. You will see how doors will open for you because you have an oyinbo General Manager. Even Chief has some white men that he brings in for show when he needs them. That is how Nigeria works. I’m telling you.

Marx was troubled by the question of why ancient Greek art retained an ‘eternal charm’, even though the social conditions which produced it had long passed; but how do we know that it will remain ‘eternally’ charming, since history has not yet ended? Let us imagine that by dint of some deft archaeological research we discovered a great deal more about what ancient Greek tragedy actually meant to its original audiences, recognized that these concerns were utterly remote from our own, and began to read the plays again in the light of this deepened knowledge. One result might be that we stopped enjoying them. We might come to see that we had enjoyed them previously because we were unwittingly reading them in the light of our own preoccupations; once this became less possible, the drama might cease to speak at all significantly to us. The fact that we always interpret literary works to some extent in the light of our own concerns - indeed that in one sense of ‘our own concerns’ we are incapable of doing anything else - might be one reason why certain works of literature seem to retain their value across the centuries. It may be, of course, that we still share many preoccupations with the work itself; but it may also be that people have not actually been valuing the ‘same’ work at all, even though they may think they have. ‘Our’ Homer is not identical with the Homer of the Middle Ages, nor ‘our’ Shakespeare with that of his contemporaries; it is rather that different historical periods have constructed a ‘different’ Homer and Shakespeare for their own purposes, and found in these texts elements to value or devalue, though not necessarily the same ones. All literary works, in other words, are ‘rewritten’, if only unconsciously, by the societies which read them; indeed there is no reading of a work which is not also a ‘re-writing’. No work, and no current evaluation of it, can simply be extended to new groups of people without being changed, perhaps almost unrecognizably, in the process; and this is one reason why what counts as literature is a notably unstable affair.

point. We work on the principle that behavior reflects personality and generally divide the profiling process into seven steps: 1. Evaluation of the criminal act itself. 2. Comprehensive evaluation of the specifics of the crime scene or scenes. 3. Comprehensive analysis of the victim or victims. 4. Evaluation of preliminary police reports. 5. Evaluation of the medical examiner’s autopsy protocol. 6. Development of a profile with critical offender characteristics. 7. Investigative suggestions predicated on construction of the profile. As the final step indicates, offering a profile of an offender is often only the beginning of the service we offer. The next level is to consult with local investigators and suggest proactive strategies they might use to force the UNSUB’s hand— to get him to make a move. In cases of this nature we try to stand off at a distance and detach ourselves, but we still may be thrust right into the middle of the investigation. This may involve meeting with the family of a murdered child, coaching family members how to handle taunting phone calls from the killer describing how the child died, even trying to use a sibling as bait in an effort to lure the killer to a particular place.

There is real neurological evidence for the power of spiritual reflection to make us aware of our sin. Christians actually use a different part of their brain to self-evaluate than non-Christians. In a study conducted in Beijing, researchers compared which part of the brain people used to evaluate both themselves and others. The study is summarized in an article with the snappy title, “Neural Consequences of Religious Belief on Self-Referential Processing.” Non-religious subjects used one part of the brain (the ventral medial prefrontal cortex, in case you’re interested) to evaluate themselves, but another part (the dorsal medial prefrontal cortex) to evaluate others. Christians used the same part of the brain to evaluate themselves that they used to evaluate others. Researchers hypothesized this is because they were actually using a kind of “Jesus reference point” for self-evaluation; they were really asking, “What does God think of me?” UCLA researcher Jeff Schwartz said that this study is one of the most important scientific papers published in the last decade. Prayer, meditation, and confession actually have the power to rewire the brain in a way that can make us less self-referential and more aware of how God sees us. But

After examining philosophers between the lines with a sharp eye for a sufficient length of time, I tell myself the following: we must consider even the greatest part of conscious thinking among the instinctual activities. Even in the case of philosophical thinking we must re-learn here, in the same way we re-learned about heredity and what is "innate." Just as the act of birth merits little consideration in the procedures and processes of heredity, so there's little point in setting up "consciousness" in any significant sense as something opposite to what is instinctual - the most conscious thinking of a philosopher is led on secretly and forced into particular paths by his instincts. Even behind all logic and its apparent dynamic authority stand evaluations of worth or, putting the matter more clearly, physiological demands for the preservation of a particular way of life - for example, that what is certain is more valuable than what is uncertain, that appearance is of less value than the "truth." Evaluations like these could, for all their regulatory importance for us , still be only foreground evaluations, a particular kind of niaiserie [stupidity], necessary for the preservation of beings precisely like us. That's assuming, of course, that not just man is the "measure of things".

3.2 Practice radical open-mindedness. a. Sincerely believe that you might not know the best possible path and recognize that your ability to deal well with “not knowing” is more important than whatever it is you do know. b. Recognize that decision making is a two-step process: First take in all the relevant information, then decide. c. Don’t worry about looking good; worry about achieving your goal. d. Realize that you can’t put out without taking in. e. Recognize that to gain the perspective that comes from seeing things through another’s eyes, you must suspend judgment for a time—only by empathizing can you properly evaluate another point of view. 3.2 Practice radical open-mindedness. a. Sincerely believe that you might not know the best possible path and recognize that your ability to deal well with “not knowing” is more important than whatever it is you do know. b. Recognize that decision making is a two-step process: First take in all the relevant information, then decide. c. Don’t worry about looking good; worry about achieving your goal. d. Realize that you can’t put out without taking in. e. Recognize that to gain the perspective that comes from seeing things through another’s eyes, you must suspend judgment for a time—only by empathizing can you properly evaluate another point of view.

The further we go back into history, the more we see personality disappearing beneath the wrappings of collectivity. And if we go right back to primitive psychology, we find absolutely no trace of the concept of an individual. Instead of individuality we find only collective relationship or what Lévy-Bruhl calls participation mystique. The collective attitude hinders the recognition and evaluation of a psychology different from the subject’s, because the mind that is collectively oriented is quite incapable of thinking and feeling in any other way than by projection. What we understand by the concept “individual” is a relatively recent acquisition in the history of the human mind and human culture. It is no wonder, therefore, that the earlier all-powerful collective attitude prevented almost completely an objective psychological evaluation of individual differences, or any scientific objectification of individual psychological processes. It was owing to this very lack of psychological thinking that knowledge became “psychologized,” i.e., filled with projected psychology. We find striking examples of this in man’s first attempts at a philosophical explanation of the cosmos. The development of individuality, with the consequent psychological differentiation of man, goes hand in hand with the de-psychologizing work of objective science.

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.

In 1997 an IBM computer called Deep Blue defeated the world chess champion Garry Kasparov, and unlike its predecessors, it did not just evaluate trillions of moves by brute force but was fitted with strategies that intelligently responded to patterns in the game. [Y]ou might still object that chess is an artificial world with discrete moves and a clear winner, perfectly suited to the rule-crunching of a computer. People, on the other hand, live in a messy world offering unlimited moves and nebulous goals. Surely this requires human creativity and intuition — which is why everyone knows that computers will never compose a symphony, write a story, or paint a picture. But everyone may be wrong. Recent artificial intelligence systems have written credible short stories, composed convincing Mozart-like symphonies, drawn appealing pictures of people and landscapes, and conceived clever ideas for advertisements. None of this is to say that the brain works like a digital computer, that artificial intelligence will ever duplicate the human mind, or that computers are conscious in the sense of having first-person subjective experience. But it does suggest that reasoning, intelligence, imagination, and creativity are forms of information processing, a well-understood physical process. Cognitive science, with the help of the computational theory of mind, has exorcised at least one ghost from the machine.

Mum: I loved watching you work on it because you were concentrating so hard and it looked like you were enjoying it. Do you like it? Grace: I like the path. It’s easy to follow and stay safe. But the trees don’t look right. I just made round tops. Trees are hard to draw. Mum: Yes … Trees can be tough … Lots of artists spend their whole lives practising trees. We can look at some next time we go to the art gallery, okay? We can see all the ways that different artists draw trees. It’s okay to draw them any way you want to. And you can try different ways. Grace: Okay. I’m going to do a new picture and practise my trees. Mum: [smiling] I love how you keep practising things you want to get good at! What has Grace learned? That her Mum values ‘concentrating so hard’ and enjoying working at something. That her mother is interested in the witches of her inner world. That her mother values the work she does, but that she is the one to evaluate it. That even skilled adults practise. That her own work has some relationship to the work hanging in an art gallery. That she can try different ways and do things the ways she wants to. That whether to practise more is her own choice but will give her the results she wants in her work. That she can take joy in sharing her inner life through the creative process. Grace is accessing her unique gifts, honing them and enjoying the process of sharing them with the world. She is well on her way to developing mastery. Mastery

The aim is to get the students actively involved in seeking this evidence: their role is not simply to do tasks as decided by teachers, but to actively manage and understand their learning gains. This includes evaluating their own progress, being more responsible for their learning, and being involved with peers in learning together about gains in learning. If students are to become active evaluators of their own progress, teachers must provide the students with appropriate feedback so that they can engage in this task. Van den Bergh, Ros, and Beijaard (2010: 3) describe the task thus: Fostering active learning seems a very challenging and demanding task for teachers, requiring knowledge of students’ learning processes, skills in providing guidance and feedback and classroom management. The need is to engage students in this same challenging and demanding task. The suggestion in this chapter is to start lessons with helping students to understand the intention of the lesson and showing them what success might look like at the end. Many times, teachers look for the interesting beginning to a lesson – for the hook, and the motivating question. Dan Willingham (2009) has provided an excellent argument for not thinking in this way. He advocates starting with what the student is likely to think about. Interesting hooks, demonstrations, fascinating facts, and likewise may seem to be captivating (and often are), but he suggests that there are likely to be other parts of the lesson that are more suitable for the attention-grabber. The place for the attention-grabber is more likely to be at the end of the lesson, because this will help to consolidate what has been learnt. Most importantly,Willingham asks teachers to think long and hard about how to make the connection between the attention-grabber and the point that it is designed to make; preferably, that point will be the main idea from the lesson. Having too many open-ended activities (discovery learning, searching the Internet, preparing PowerPoint presentations) can make it difficult to direct students’ attention to that which matters – because they often love to explore the details, the irrelevancies, and the unimportant while doing these activities. One of Willingham's principles is that any teaching method is most useful when there is plenty of prompt feedback about whether the student is thinking about a problem in the right way. Similarly, he promotes the notion that assignments should be primarily about what the teacher wants the students to think about (not about demonstrating ‘what they know’). Students are very good at ignoring what you say (‘I value connections, deep ideas, your thoughts’) and seeing what you value (corrections to the grammar, comments on referencing, correctness or absence of facts). Thus teachers must develop a scoring rubric for any assignment before they complete the question or prompts, and show the rubric to the students so that they know what the teacher values. Such formative feedback can reinforce the ‘big ideas’ and the important understandings, and help to make the investment of

So many people now call themselves 'students of the University of life' as if experience theorized with lack of knowledge led to any wisdom or even less, such as the capacity to think and process information outside personal validation models. It's very easy to explain what you see. It's what humanity has done throughout history. However, real education ends in the last book you finished. And you can evaluate yourself by the amount of books you were able to read, understand and appreciate. Anything below that can only lead one to be certified in stupidity. And that's what the 'students of life' really are; fragile egos trying to justify their stupidity with arrogance, crystalizing their state of ignorance in time with pride. Because, even though humanity has confused itself with its own mechanics, the transitory fact remains, that knowledge, in any shape or form, comes from books. And more than 99% of all the books ever produced in human history are now, thanks to internet, available for free, in the public domain, and wherever a computer and electricity are present. This truth also extensively contributes to the fact, that humans are now, for the first time ever, deliberately choosing to remain ignorant. And that's what the "students of life" are; proud manifestos of ignorance. They don't know that, if you read enough to be smart, you're too smart to explain what you read, and too busy to share it. So what can we then say about the ones who obsess over their physical appearance whenever they have time for something. The premise is self-explanatory: The only real student is the 'student of self'.

Second, most of the officers in this study did not have experience as tactical officers, and the teams they formed had very limited practice time together. It is possible that, with practice and experience, the effects of a threat on the performance of the dumps observed here can be overcome. This is the essence of the habituation findings in the orienting response literature (Sokolov et al., 2002). A SWAT team that regularly practices may be able to overcome the natural tendency to orient on a threat and cover their respective areas, producing exposure times that are consistent with those produced by the slice (many SWAT officers that we have spoken to insist that this is the case); however, we would like to point out that this means conducting training specifically to overcome a natural instinct, and this process is likely to take considerable effort and time. In the case of patrol officers, who are likely to be the first on the scene during an active shooter event, the officers are unlikely to receive the amount of training that is needed to overcome these natural instincts. With these caveats in mind, we think it is clear that the slice is a better style of entry to teach to patrol officers during active shooter training. The structure of the slice does not attempt to overcome the officer’s natural tendencies. It allows these tactically less-experienced officers to deal with the problem in smaller pieces and provides the officers with more time to think through the situation. For these reasons, the specific entries tested in the other studies presented in this book are conducted using a slice style.

forgot about my huge goal. I focused on what I could control: what I did every day. After a little experimentation and a lot of thought, I settled on a process. Because the Internet never sleeps, here’s what I did every day: Write a new post. Without fail. No excuses. Build relationships. I contacted three people who tweeted my posts that day, choosing the three who seemed most influential, the most noteworthy, the most “something” (even if that “something” was just “thoughtful comment”). Then I sent an e-mail—not a tweet—and said thanks. My goal was to make a genuine connection. Build my network. I contacted one person who might be a great source for a future post. I aimed high: CEOs, founders, entrepreneur-celebrities . . . people with instant credibility and engaged followings. Many didn’t respond. But some did. And some have become friends and appear in this book. Add three more items to my “list of great headlines.” Headlines make or break posts: A great post with a terrible headline will not get read. So I worked hard to learn what worked for other people—and to adapt their techniques for my own use. Evaluate recent results. I looked at page views. I looked at shares and likes and tweets. I tried to figure out what readers responded to, what readers cared about. Writing for a big audience has little to do with pleasing yourself and everything to do with pleasing an audience, and the only way to know what worked was to know the audience. Ignore my editor. I liked my editor. But I didn’t want her input because she knew only what worked for columnists who were read by a maximum of 300,000 people each month. My goal was to triple that, which meant I needed to do things differently. We occasionally disagreed, and early on I lost some of those battles. Once my numbers started to climb, I won a lot more often, until eventually I was able to do my own thing. Sounds simple, right? In a way it was, because I followed a self-reinforcing process:

Look around on your next plane trip. The iPad is the new pacifier for babies and toddlers… Parents and other passengers read on Kindles… Unbeknownst to most of us, an invisible, game-changing transformation links everyone in this picture: the neuronal circuit that underlies the brain’s ability to read is subtly, rapidly changing… As work in neurosciences indicates, the acquisition of literacy necessitated a new circuit in our species’ brain more than 6,000 years ago… My research depicts how the present reading brain enables the development of some of our most important intellectual and affective processes: internalized knowledge, analogical reasoning, and inference; perspective-taking and empathy; critical analysis and the generation of insight. Research surfacing in many parts of the world now cautions that each of these essential “deep reading” processes may be under threat as we move into digital-based modes of reading… Increasing reports from educators and from researchers in psychology and the humanities bear this out. English literature scholar and teacher Mark Edmundson describes how many college students actively avoid the classic literature of the 19thand 20th centuries because they no longer have the patience to read longer, denser, more difficult texts. We should be less concerned with students’ “cognitive impatience,” however, than by what may underlie it: the potential inability of large numbers of students to read with a level of critical analysis sufficient to comprehend the complexity of thought and argument found in more demanding texts… Karin Littau and Andrew Piper have noted another dimension: physicality. Piper, Littau and Anne Mangen’s group emphasize that the sense of touch in print reading adds an important redundancy to information – a kind of “geometry” to words, and a spatial “thereness” for text. As Piper notes, human beings need a knowledge of where they are in time and space that allows them to return to things and learn from re-examination – what he calls the “technology of recurrence”. The importance of recurrence for both young and older readers involves the ability to go back, to check and evaluate one’s understanding of a text. The question, then, is what happens to comprehension when our youth skim on a screen whose lack of spatial thereness discourages “looking back.

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.

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.

Strategic Planning Today: A Six-Step Process  The strategic planning process offers incredible benefits if we pursue it correctly. The following six steps constitute one version of the process: mission, objective, situation analysis, strategy formulation, strategy implementation, and control.  The first step in the process is to define your mission; as we saw at the beginning of this lecture, this is the core that guides you. Your mission is what you look to in setting your objectives.  The objectives established in the second step are chosen based on some notion of wanting to fulfill your mission. They should be clear, concise, achievable, and in some sense, measurable.  The third step, the environmental scan, is pivotal for most firms, and it is the most involved. Look at both the external and internal environments in which your firm functions. On a personal level, evaluate the external factors that impinge on you with respect to your objectives.  The fourth step is the actual formulation of strategy. Decide what you will actually do to get from where you are to where you want to be. Allocate resources and connect your management decisions with the people who will implement the plan.  The fifth step is implementation of strategy, and here is where many companies fail because they do not follow the military dictum to “supervise and refine.” This means not to simply issue orders and assume that they’ll be carried out.  The sixth step, control, involves developing a control mechanism to evaluate whether or not the plan is working. When the control or monitoring system tells you that something is amiss in your strategy, you can then circle back to your environmental scan to discover whether the relevant environmental factors have changed.

From a nitty-gritty, practical standpoint, here is the drill that can get you there:   Loose Papers Pull out all miscellaneous scraps of paper, business cards, receipts, and so on that have crept into the crevices of your desk, clothing, and accessories. Put it all into your in-basket for processing.   Process Your Notes Review any journal entries, meeting notes, or miscellaneous notes scribbled on notebook paper. List action items, projects, waiting-fors, calendar events, and someday/ maybes, as appropriate. File any reference notes and materials. Stage your “Read/Review” material. Be ruthless with yourself, processing all notes and thoughts relative to interactions, projects, new initiatives, and input that have come your way since your last download, and purging those not needed.   Previous Calendar Data Review past calendar dates in detail for remaining action items, reference information, and so on, and transfer that data into the active system. Be able to archive your last week’s calendar with nothing left uncaptured.   Upcoming Calendar Look at future calendar events (long- and short-term). Capture actions about arrangements and preparations for any upcoming events.   Empty Your Head Put in writing (in appropriate categories) any new projects, action items, waiting-fors, someday/maybes, and so forth that you haven’t yet captured.   Review “Projects” (and Larger Outcome) Lists Evaluate the status of projects, goals, and outcomes one by one, ensuring that at least one current kick-start action for each is in your system.   Review “Next Actions” Lists Mark off completed actions. Review for reminders of further action steps to capture.   Review “Waiting For” List Record appropriate actions for any needed follow-up. Check off received items.   Review Any Relevant Checklists Is there anything you haven’t done that you need to do?   Review “Someday/Maybe” List Check for any projects that may have become active and transfer them to “Projects.” Delete items no longer of interest.   Review “Pending” and Support Files Browse through all work-in-progress support material to trigger new actions, completions, and waiting-fors.   Be Creative and Courageous Are there any new, wonderful, hare-brained, creative, thought-provoking, risk-taking ideas you can add to your system?

No Some Yes G. Overall Performance Objective Is the performance objective: ___ ___ ___ 1. Clear (you/others can construct an assessment to test learners)? ___ ___ ___ 2. Feasible in the learning and performance contexts (time, resources, etc)? ___ ___ ___ 3. Meaningful in relation to goal and purpose for instruction (not insignificant)? H. (Other) ___ ___ ___ 1. Your complete list of performance objectives becomes the foundation for the next phase of the design process, developing criterion-referenced test items for each objective. The required information and procedures are described in Chapter 7. Judge the completeness of given performance objectives. Read each of the following objectives and judge whether it includes conditions, behaviors, and a criterion. If any element is missing, choose the part(s) omitted. 1. Given a list of activities carried on by the early settlers of North America, understand what goods they produced, what product resources they used, and what trading they did. a. important conditions and criterion b. observable behavior and important conditions c. observable behavior and criterion d. nothing 2. Given a mimeographed list of states and capitals, match at least 35 of the 50 states with their capitals without the use of maps, charts, or lists. a. observable response b. important conditions c. criterion performance d. nothing 3. During daily business transactions with customers, know company policies for delivering friendly, courteous service. a. observable behavior b. important conditions c. criterion performance d. a and b e. a and c 4. Students will be able to play the piano. a. important conditions b. important conditions and criterion performance c. observable behavior and criterion performance d. nothing 5. Given daily access to music in the office, choose to listen to classical music at least half the time. a. important conditions b. observable behavior c. criterion performance d. nothing Convert instructional goals and subordinate skills into terminal and subordinate objectives. It is important to remember that objectives are derived from the instructional goal and subordinate skills analyses. The following instructional goal and subordinate skills were taken from the writing composition goal in Appendix E. Demonstrate conversion of the goal and subordinate skills in the goal analysis by doing the following: 6. Create a terminal objective from the instructional goal: In written composition, (1) use a variety of sentence types and accompanying punctuation based on the purpose and mood of the sentence, and (2) use a variety of sentence types and accompanying punctuation based on the complexity or structure of the sentence. 7. Write performance objectives for the following subordinate skills: 5.6 State the purpose of a declarative sentence: to convey information 5.7 Classify a complete sentence as a declarative sentence 5.11 Write declarative sentences with correct closing punctuation. Evaluate performance objectives. Use the rubric as an aid to developing and evaluating your own objectives. 8. Indicate your perceptions of the quality of your objectives by inserting the number of the objective in either the Yes or No column of the checklist to reflect your judgment. Examine those objectives receiving No ratings and plan ways the objectives should be revised. Based on your analysis, revise your objectives to correct ambiguities and omissions. P