Good Instructor Quotes

I am your instructor", he says."My name is Four". Christina asks, "Four? Like the number?" "Yes", Four says. "Is there a problem?" "No." "Good. We're about to go into the Pit, which you will someday learn to love. It-" Christina snickers. "The Pit? Clever name." Four walks up to Christina and leans his face close to hers. His eyes narrow, and for a second he just stares at her. "What's your name?" he asks quietly. "Christina", she squeaks. "Well, Christina, if I wanted to put up with Candor smart-mouths, I would have joined their faction", he hisses. "The first lesson you will learn from me is to keep your mouth shut.Got that?

The other problem in my life is Dimitri. He's the one who killed Natalie, and he's a total badass. He's also pretty good-looking. Okay-more than good-looking. He's hot-like, the kind of hot that makes you stop walking on the street and get hit by traffic. But, like I said, he's my instructor. And he's twenty-four. Both of those are reasons why I shouldn't have fallen for him. But, honestly, the most important reason is that he and I will be Lissa's guardian when she graduates. If he and I are checking each other out, then that means we aren't looking out for her.

You need to come with us right now," one of the queen's guards said. "If you resist, we'll take you by force." "Leave him alone!" I yelled, looking from face to face. That angry darkness exploded within me. How could they still not believe? Why were they still coming after him? "He hasn't done anything! Why can't you guys accept that he's really a dhampir now?" The man who'd spoken arched an eyebrow. "I wasn't talking to him." "You're...you're here for me?" I asked. I tried to think of any new spectacles I might have caused recently. I considered the crazy idea that the queen had found out I'd spent the night with Adrian and was pissed off about it. That was hardly enough to send the palace guard for me, though...or was it? Had I really gone too far with my antics? "What for?" demanded Dimitri. That tall, wonderful bod of his—the one that could be so sensual sometimes—was filled with tension and menace now. The man kept his gaze on me, ignoring Dimitri. "Don't make me repeat myself: Come with us quietly, or we will make you." The glimmer of handcuffs showed in his hands. My eyes went wide. "That's crazy! I'm not going anywhere until you tel me how the hell this—" That was the point at which they apparently decided I wasn't coming quietly. Two of the royal guardians lunged for me, and even though we technically worked for the same side, my instincts kicked in. I didn't understand anything here except that I would not be dragged away like some kind of master criminal. I shoved the chair I'd been sitting in earlier at the one of the guardians and aimed a punch at the other. It was a sloppy throw, made worse because he was taller than me. That height difference allowed me to dodge his next grab, and when I kicked hard at his legs, a grunt told me I'd hit home. [...] Meanwhile, other guardians were joining the fray. Although I got a couple of good punches in, I knew the numbers were too overwhelming. One guardian caught hold of my arm and began trying to put the cuffs on me. He stopped when another set of hands grabbed me from the other side and jerked me away. Dimitri. "Don't touch her," he growled. There was a note in his voice that would have scared me if it had been directed toward me. He shoved me behind him, putting his body protectively in front of mine with my back to the table. Guardians came at us from all directions, and Dimitri began dispatching them with the same deadly grace that had once made people call him a god. [...] The queen's guards might have been the best of the best, but Dimitri...well, my former lover and instructor was in a category all his own. His fighting skills were beyond anyone else's, and he was using them all in defense me. "Stay back," he ordered me. "They aren't laying a hand on you.

Those things which we call extraordinary,remarkable, or unusual may make history, but they do not make real life. After all, to do well those things which God ordained to be the common lot of all mankind, is the truest greatness. To be a successful father or a successful mother is greater than to be a successful general or a successful statesman.’ (Juvenile Instructor, 15 Dec. 1905, p. 752.) . . . True greatness is never a result of a chance occurrence or a one-time effort or achievement. It requires the development of character. It requires a multitude of correct decisions for the everyday choices between good and evil.

A mother is always giving. A mother never falls apart. A mother is a buffer between her child and the cruel world. Absorb it, the instructors say. Take it. Take it.

I had a few good professors in my painting and drawing classes, but all my graphic design classes tried to teach us how to use Photoshop and Illistrator by showing the class demonstration video clips. You know, exactly like the kind you can watch for free on Youtube, except these video clips cost me thousands of dollars to watch. I felt like I paid a lot of money to learn martial arts, only to show up to find the instructor is fat, sluggish, and cowardly, and he tries to overcome that by trying to teach us how to fight by showing us Chuck Norris movies. (Fact: Chuck Norris could teach me how to fight without even bothering to show up to class).

Sister Mattie could be rather fatalistic at times; it was why she was such a good poisoning instructor. Death, felt Sister Mattie, must come to everyone in the end. Sometimes it simply required a little help.

Call me Mac," he said. Mackadocious is more like it. "For the next month, I will be your writing instructor..." Lip Macking Good. "It was Alfred, Lord Tennyson, who said, 'Words, like Nature, half reveal and half conceal the Soul within...'" Big Mac Attack. "Here, in the next five weeks, I hope you do more revealing than concealing..." Oh, I'll reveal more than that if you want me to, Mac Daddy.

Good teachers are informers, Better teachers are instructors, Best teachers are inspirers.

Bad instructors teach you what to think, worse ones teach you how to think, but the good ones teach you how important it is to learn to think for yourself.

My biggest anxiety about becoming a therapist is feeling that I am inadequate. My instructors reassure me that this is a normal feeling, that many therapists experience this in their first year or two of training, and that we’re not expected to be perfect. But it doesn’t make any difference—it remains my biggest anxiety. I believe it’s because I was always second best in my family of origin. No matter what I did, my sister was always smarter...more creative. I learned to feel really uncomfortable whenever I wasn’t in complete command and didn’t know just exactly what I was supposed to do. So, even though some part of me knows that I’m really not inadequate, it still churns my stomach when I am not good at something right away.

Having neurons wire together can be a good thing. A positive experience with a math teacher can lead to neural connections that link math with pleasure, accomplishment, and feeling good about yourself as a student. But the opposite is equally true. Negative experiences with a harsh instructor or a timed test and the anxiety that accompanies it can form connections in the brain that create a serious obstacle to the enjoyment not only of math and numbers, but exams and even school in general.

We have no way to quantify the damage done by telling tens of millions of children that masturbation will make them blind, or that impure thoughts will lead to an eternity of torment, or that members of other faiths including members of their own families will burn, or that venereal disease will result from kisses. Nor can we hope to quantify the damage done by holy instructors who rammed home these lies and accompanied them with floggings and rapes and public humiliations. Some of those who "rest in unvisited tombs" may have contributed to the good of the world, but tho who preached hatred and fear and guilt and who ruined innumerable childhoods should have been thankful that the hell they preached was only one among their wicked falsifications, and that they were not sent to rot there.

People prone to every fault they denounce are walking advertisements of the uselessness of their training. That kind of man can be of no more help to me as an instructor than a steersman who is seasick in a storm[...]. What good to me is a vomiting and stupefied helmsman? [...] What is needed is a steering hand, not talking.

My firing instructor always said someone with good aim can kill. Someone with great aim doesn't have to.

Who can tell me what S-I-N-G stands for?” asked one of the instructors. “Sing?” offered a girl, chewing gum. A few people snickered. Kate hoped she was joking but feared she wasn’t. “Um, yes,” drawled the teacher, “but I meant, what do the letters stand for?” Stomach. Instep. Nose. Groin. A brawny boy raised his hand. “Stomach, instep, nose, groin?” “Very good!” Kate wanted to point out that Corsai didn’t have stomachs, insteps, noses, or groins, and if you got close enough to hit a Malchai, it would probably rip your throat out.

I once heard someone describe good instructors as those who bring oxygen into a room. I love that phrase, and I believe it applies artists as well. When we make art, we bring oxygen into the room. We give people something true and beautiful to breathe in. What if we stopped viewing creativity as something that takes away from our families and viewed it as something that breathes life into our families instead-through the meals we make, the pictures we take, the homes we decorate, the music we play, the stories we write, the gardens we grow? What if, instead of deeming creativity as trivial or selfish, we viewed our personal creativity as a gift, an offering, a contribution capable of blessing everyone around us?

The discovery of useful forms is precious. Once found, they should never be abandoned for trivial reasons. It’s easy to imagine today’s art instructor cautioning Chopin that the Mazurka thing is getting a little repetitive, that the work is not progressing. Well, true, it may not have been progressing — but that’s not the issue. Writing Mazurkas may have been useful only to Chopin — as a vehicle for getting back into the work, and as a place to begin making the next piece. For most artists, making good art depends upon making lots of art, and any device that carries the first brushstroke to the next blank canvas has tangible, practical value. Only

At the end of a workday I still had plenty of energy left to compete against Yank for the neighborhood girls. My secret weapon against Yank was my dancing. Most big men are clumsy and heavy-footed, but not me. I had a good sense of rhythm and I could move every part of my body. I had very fast hands, too, and good coordination. Swing music was sweeping the country and social dancing was all the rage. I went dancing six nights a week (never on a Sunday) to a different hall every night. That’s how you learned the dances. You learned by going dancing. They all had certain steps, unlike today where you just make it up as you go along. After the war, one of the jobs I had was a ballroom dance instructor. In

The notion, a debatable one, is that the man who knows the problems necessarily knows the answers. This book has not been successful if it has not suggested some big-league problems, such as: (1) Should our financial machinery be scrapped? (2) Should it be further tinkered with, and if so, how much further? (3) Is capitalism doomed? (4) What active stock selling under five dollars looks hot just now for a quick turn to pay for the Buick the wife just bought? There isn’t an assistant instructor in economics in any faculty who can’t answer these and similar questions rapidly and categorically, and if that is not enough there are a million laymen eager to do so. So I don’t feel that my vote is much needed.

So indeed, yesterday I attended Feel Good Fitness. It was my first time. And also my last. When it was over and the instructor—“Call me Tina”—gushed that I should definitely come again next week, I told her right then and there that once was enough.

Reading is like skiing. When done well, when done by an expert, both reading and skiing are graceful, harmonious, activities. When done by a beginner, both are awkward, frustrating, and slow. Learning to ski is one of the most humiliating experiences an adult can undergo (that is one reason to start young). After all, an adult has been walking for a long time; he knows where his feet are; he knows how to put one foot in front of the other in order to get somewhere. But as soon as he puts skis on his feet, it is as though he had to learn to walk all over again. He slips and slides, falls down, has trouble getting up, gets his skis crossed, tumbles again, and generally looks- and feels- like a fool. Even the best instructor seems at first to be of no help. The ease with which the instructor performs actions that he says are simple but that the student secretly believes are impossible is almost insulting. How can you remember everything the instructors says you have to remember? Bend your knees. Look down the hill Keep your weight on the downhill ski. Keep your back straight, but nevertheless lean forward. The admonitions seem endless-how can you think about all that and still ski? The point about skiing, of course, is that you should not be thinking about the separate acts that, together, make a smooth turn or series of linked turns- instead, you should merely be looking ahead of you down the hill, anticipating bumps and other skiers, enjoying the feel of the cold wind on your cheeks, smiling with pleasure at the fluid grace of your body as you speed down the mountain. In other words, you must learn to forget the separate acts in order to perform all of them, and indeed any of them, well. But in order to forget them as separate acts, you have to learn them first as separate acts. only then can you put them together to become a good skier.

Tennis lessons westlake village provide a good coaching for youngest.Because that are very experiance men in tennis.His students on the importance of strength and agility training as well as mental and psychological strength and the roles they play within the game of tennis.

The off curve of her ear was what he had noticed first. A roundness echoed in her cheeks and her mouth. Then it was the way her body looked solid, as though meant to take up space and weight in the world. When she moved, she left behind footprints in the forest floor. Because she didn't know how to glide silently, to disturb no leaf of branch. He felt smug to see how bad she was at even such an easy thing. It was only later that it disturbed him to think back on the shape of her boot in the soil, as though she was the only real thing in a land of ghosts. He had seen her before, he supposed. But at the palace school, he really looked. He noted her skirts, spattered with mud, and her hair ribbons, partially undone. He saw her twin sister, her double, as though one of them were a changeling child and not human at all. He saw the way they whispered together while they ate, smiling over private jokes. He saw the way they answered the instructors, as though they had any right to this knowledge, had any right to be sitting among their betters. To occasionally better their betters with those answers. And the one girl was good with a sword, instructed personally by the Grand General, as though she was not some by-blow of a faithless wife.

It is a truth universally acknowledged that a child in possession of a good instructor must be in want of an education. Alas, kids don’t care. It’s impossible to demand inspiration, passion, or self-discipline without affinity for learning. Let me rephrase that: you can’t coerce caring. Adults try! We use grades, little statues, and ice cream sundaes to prod kids into reading, diagramming sentences, and practicing piano. Meanwhile that same child will stand in the hot sun for five hours shooting free throws to break a personal record. No reward except satisfaction. How do we get more of that into traditional school subjects?

In what, then, can those engaged in this kind of warfare place their hope? The Nakano Military School answered this question with a simple sentence: “In secret warfare, there is integrity.” And this is right, for integrity is the greatest necessity when a man must deceive not only his enemies but his friends. With integrity—and I include in this sincerity, loyalty, devotion to duty and a sense of morality—one can withstand all hardships and ultimately turn hardship itself into victory. This was the lesson that the instructors at Futamata were constantly trying to instill in us. One of them put it this way: “If you are genuinely pure in spirit, people will respond to you and cooperate with you.” This meant to me that so long as I remained pure inside, whatever measures I saw fit to take would eventually redound to the good of my country and my countrymen.

I was amongst them – the first female pilot who had got admission to the Sturmoviks…Since my childhood I’d been lucky enough to meet good people. Wherever I studied, wherever I worked I would meet loyal friends, kind-hearted tutors. I was trained at the factory school by the old craftsman Goubanov, I was assisted by the engineer Aliev, who was the shift boss, in my transfer to the most important sector of operations – the tunnel. I was trained by the superb instructor Miroevskiy in the aeroclub, the secretary of the Ulyanovsk District Comsomol Committee gave me a hand at a very hard moment of my life, then there was Maria Borek from Leningrad, the Secretary of the Smolensk District Comsomol Committee, the Commissar of the Smolensk aeroclub…Was it really possible to count all those who had warmed my soul with their sympathy and human kindness and helped me to realize my dream!

When I feel comfortable enough that he is not going to trip me, I manage to look down, and see that his feet are gliding gracefully on the floor in his bloack loafers. He's even doing this very hot rhythmitic figure eight with his hips. Maybe it's the music that's growing on me, or it's that I'm giddy from not having had anything to eat except half a miniquiche, but after a moment or so, I start to move my hips, too. And suddenly, I'm breathless again, but in a good way. Once Pip gets into the groove, he stops looking at the instructor and his eyes fasten on me. So close like this, they're shocking in their brilliance, so light blue as to be almost white. Like silver medallions moving back and forth on a chain, they're hypnotizing. Where did they come from? I swear they weren't so beautiful a day ago, when we were sitting in the food court, talking about ewl and popping stag mints. " Where did you learn to do this?" I whisper in his ear, still unable to break from his gaze. " Faries love to dance. This is similar to one of theirs," he explains as he slows to near a stop. His eyes focous on Fit Lady again, and before I can ask what he's doing, he expertly glides his leg out from underneath his body, dragging his foot on the ground. " Yours should follow him," Fit Lady says, watching my legs. ...then I feel her hand on my leg, pulling it up into the air. I toddle about on one leg like a top that's about to fall, so Pip steadies me, and I hold on so tight to his arms with my sweaty hands as to cut off his circualtion. But he doesn't seem to mind. I watch as she grips my leg at the knee and pulls it, higher, higher … almost to Pip's hip level, then force me to extend and curve it around him. Ow, I am not a pretzel. " What are you doing?" " Gancho," she says. " Just take your leg up and wrap it around his body." " Wait. Wh- wh-at?" He's still staring at me with those amazing eyes as I push him away, falling back onto my elbows with a deafening crack.

I liked the way it felt to speak Chinese—the elegant rise and fall of the tones, the sensuous way my tongue flitted about my mouth and the economy of a language that needed very few words to say a lot. Speaking good French demands control of one’s lips; American English relies on an open mouth; but Chinese can be spoken perfectly even through clenched teeth. “Picture your tongue as a butterfly,” one of my instructors would say, and there it would be, flapping against my mouth and banging against my teeth as I sought to harness it and speak Chinese.

Faith is an evil precisely because it requires no justification and brooks no argument. Teaching children that unquestioned faith is a virtue primes them - given certain other ingredients that are no hard to come by - to grow up into potentially lethal weapons for future jihads or crusades. Immunized against fear by the promise of a martyr's paradise, the authentic faith-head deserves a high place in the history of armaments, alongside the longbow, the warhorse, the tank and the cluster bomb. If children were taught to question and think through their beliefs, instead of being taught the superior virtue of faith without question, it is a good bet that there would be no suicide bombers. Suicide bombers do what they do because they really believe what they were taught in their religious schools: that duty to God exceeds all other priorities, and that martyrdom in his service will be rewarded in the gardens of Paradise. And they were taught that lesson not necessarily by extremist fanatics but by decent, gentle, mainstream religious instructors, who lined them up in their madrasa, sitting in rows, rhythmically nodding their innocent little head up and down while they learned every words of the holy book like demented parrots. Faith can be very very dangerous, and deliberately to implant it into the vulnerable mind of an innocent child is a grievous wrong.

Overall, Zinni’s rules read like an updating of how to apply the Marine Corps culture to today’s conflicts: Stay loose. Stay focused. Keep it simple. And be honest. Similar messages can be heard in many parts of the Corps, wherever there are good officers willing to seize the initiative—that is, who care more about their mission and their Marines than they do about their careers. This is how Major Davis at the Drill Instructors School summarizes the Marine Corps way of doing business: “Concentrate on doing a single task as simply as you can, execute it flawlessly, take care of your people, and go home.”That doesn’t leave a lot of room for the “doctrine”that the Army so loves to write and cite. But those four steps offer an efficient way to run any organization.

Do you want to get over this?” This is her contract that will be used over and over again to remind her that SHE wanted to change and she was willing to pay the price. There is great power in the victim identity. Instructors and other students go out of their way to be accommodating and gentle. The survivor can often get out of any drill or derail the entire class by admitting her discomfort. This sentence allows the instructor to point it out when this happens, to point out that the benefits of victim status must be given up to outgrow the victim status. This is hard, but critical. The subtle power in the victim status often seems like the only good thing and the only survival tool to come out of the event. Many are reluctant, very reluctant, to give up a useful “victim identity” for a possible stronger self.

In a discussion of flight training, experienced instructors noted that praise for an exceptionally smooth landing is typically followed by a poorer landing on the next try, while harsh criticism after a rough landing is usually followed by an improvement on the next try. The instructors concluded that verbal rewards are detrimental to learning, while verbal punishments are beneficial, contrary to accepted psychological doctrine. This conclusion is unwarranted because of the presence of regression toward the mean. As in other cases of repeated examination, an improvement will usually follow a poor performance and a deterioration will usually follow an outstanding performance, even if the instructor does not respond to the trainee’s achievement on the first attempt. Because the instructors had praised their trainees after good landings and admonished them after poor ones, they reached the erroneous and potentially harmful conclusion that punishment is more effective than reward.

I select the right practice gun, the one about the size of a pistol, but bulkier, and offer it to Caleb. Tris’s fingers slide between mine. Everything comes easily this morning, every smile and every laugh, every word and every motion. If we succeed in what we attempt tonight, tomorrow Chicago will be safe, the Bureau will be forever changed, and Tris and I will be able to build a new life for ourselves somewhere. Maybe it will even be a place where I trade my guns and knives for more productive tools, screwdrivers and nails and shovels. This morning I feel like I could be so fortunate. I could. “It doesn’t shoot real bullets,” I say, “but it seems like they designed it so it would be as close as possible to one of the guns you’ll be using. It feels real, anyway.” Caleb holds the gun with just his fingertips, like he’s afraid it will shatter in his hands. I laugh. “First lesson: Don’t be afraid of it. Grab it. You’ve held one before, remember? You got us out of the Amity compound with that shot.” “That was just lucky,” Caleb says, turning the gun over and over to see it from every angle. His tongue pushes into his cheek like he’s solving a problem. “Not the result of skill.” “Lucky is better than unlucky,” I say. “We can work on skill now.” I glance at Tris. She grins at me, then leans in to whisper something to Christina. “Are you here to help or what, Stiff?” I say. I hear myself speaking in the voice I cultivated as an initiation instructor, but this time I use it in jest. “You could use some practice with that right arm, if I recall correctly. You too, Christina.” Tris makes a face at me, then she and Christina cross the room to get their own weapons. “Okay, now face the target and turn the safety off,” I say. There is a target across the room, more sophisticated, than the wooden-board target in the Dauntless training rooms. It has three rings in three different colors, green, yellow, and red, so it’s easier to tell where the bullets it. “Let me see how you would naturally shoot.” He lifts up the gun with one hand, squares off his feet and shoulders to the target like he’s about to lift something heavy, and fires. The gun jerks back and up, firing the bullet near the ceiling. I cover my mouth with my hand to disguise my smile. “There’s no need to giggle,” Caleb says irritably. “Book learning doesn’t teach you everything, does it?” Christina says. “You have to hold it with both hands. It doesn’t look as cool, but neither does attacking the ceiling.” “I wasn’t trying to look cool!” Christina stands, her legs slightly uneven, and lifts both arms. She stares the target for a moment, then fires. The training bullet hits the outer circle of the target and bounces off, rolling on the floor. It leaves a circle of light on the target, marking the impact site. I wish I’d had this technology during initiation training. “Oh, good,” I say. “You hit the air around your target’s body. How useful.” “I’m a little rusty,” Christina admits, grinning.

The odd curve of her ear was what he had noticed first. A roundness echoed in her cheeks and her mouth. Then it was the way her body looked solid, as though meant to take up space and weight in the world. When she moved, she left behind footprints in the forest floor. Because she didn't know how to glide silently, to disturb no leaf of branch. He felt smug to see how bad she was at even such an easy thing. It was only later that it disturbed him to think back on the shape of her boot in the soil, as though she was the only real thing in a land of ghosts. He had seen her before, he supposed. But at the palace school, he really looked. He noted her skirts, spattered with mud, and her hair ribbons, partially undone. He saw her twin sister, her double, as though one of them were a changeling child and not human at all. He saw the way they whispered together while they ate, smiling over private jokes. He saw the way they answered the instructors, as though they had any right to this knowledge, had any right to be sitting among their betters. To occasionally better their betters with those answers. And the one girl was good with a sword, instructed personally by the Grand General, as though she was not some by-blow of a faithless wife.

And then, on his soul and conscience, [Gringoire] ... was not very sure that he was madly in love with the gypsy. He loved her goat almost as dearly. It was a charming animal, gentle, intelligent, clever; a learned goat. Nothing was more common in the Middle Ages than these learned animals, which amazed people greatly, and often led their instructors to the stake. But the witchcraft of the goat with the golden hoofs was a very innocent species of magic. Gringoire explained them to the archdeacon, whom these details seemed to interest deeply. In the majority of cases, it was sufficient to present the tambourine to the goat in such or such a manner, in order to obtain from him the trick desired. He had been trained to this by the gypsy, who possessed, in these delicate arts, so rare a talent that two months had sufficed to teach the goat to write, with movable letters, the word “Phœbus.” “‘Phœbus!’” said the priest; “why ‘Phœbus’?” “I know not,” replied Gringoire. “Perhaps it is a word which she believes to be endowed with some magic and secret virtue. She often repeats it in a low tone when she thinks that she is alone.” “Are you sure,” persisted Claude, with his penetrating glance, “that it is only a word and not a name?” “The name of whom?” said the poet. “How should I know?” said the priest. “This is what I imagine, messire. These Bohemians are something like Guebrs, and adore the sun. Hence, Phœbus.” “That does not seem so clear to me as to you, Master Pierre.” “After all, that does not concern me. Let her mumble her Phœbus at her pleasure. One thing is certain, that Djali loves me almost as much as he does her.” “Who is Djali?” “The goat.” The archdeacon dropped his chin into his hand, and appeared to reflect for a moment. All at once he turned abruptly to Gringoire once more. “And do you swear to me that you have not touched her?” “Whom?” said Gringoire; “the goat?” “No, that woman.” “My wife? I swear to you that I have not.” “You are often alone with her?” “A good hour every evening.” Dom Claude frowned. “Oh! oh! Solus cum sola non cogitabuntur orare Pater Noster.” “Upon my soul, I could say the Pater, and the Ave Maria, and the Credo in Deum patrem omnipotentem without her paying any more attention to me than a chicken to a church.” “Swear to me, by the body of your mother,” repeated the archdeacon violently, “that you have not touched that creature with even the tip of your finger.” “I will also swear it by the head of my father, for the two things have more affinity between them. But, my reverend master, permit me a question in my turn.” “Speak, sir.” “What concern is it of yours?” The archdeacon’s pale face became as crimson as the cheek of a young girl.

So you don’t trust me: the guy who taught you everything you know. I’m guessing if you have her”—he jerked his thumb at Rae—“that’s no accident. Luke’s buddies sent her to trap you, and she thought she was doing the right thing, because, duh, she’s already proven she’s kinda gullible that way.” “Hey!” Rae said. “You are. Own it. Fix it. Now, you guys have her, which means you escaped whoever sent her after you. You didn’t escape without a fight, given that bruise I see rising on Daniel’s jaw and the scrapes on Derek’s knuckles. But you escaped, and you came back here, and you captured me. Who taught you all that?” “Daniel and I had already started learning,” Maya said, “during those weeks you were chasing us.” “Trial by fire,” he said. “Followed by hardcore, hands-on tactical training. You got away scot-free from these guys because of my lessons. And yet now you don’t trust I’m on your side?” “Nope,” Derek said. “Sorry,” Daniel said. Maya crossed her arms and shook her head. I shrugged. Moreno broke into a grin. “You guys do me proud. I’d give you all a hug, if that wasn’t a little creepy. And if I was the hugging sort. But if you survive the rest of this, I’ll take you all out for beer and ice cream.” “You don’t need to be sarcastic,” Rae muttered. “Oh, but I’m not, and they know it. This is exactly what I trained them for. Trust no one except one another. Excluding you, kid, because I don’t know you, and you have a bad habit of screwing up. But these guys are doing the right thing. Next step?” Turn the tables,” I said. “Capture someone who’s behind this and get them to talk.” “Mmm, yes. That would work. But even better?” “Stop them,” Derek said. “Don’t just take down one. Take them all down.” “Without running to the Nasts for help,” Daniel said. “Because in another year, some of us will be off to college, and we need to be able to look after ourselves.” “Starting with proving we can look after ourselves,” Maya said. Moreno beamed. “You guys are ace. See, this is what I told Sean. The best time to train operatives is when they’re still young and malleable. None of that shit about waiting until they’re eighteen and legally old enough to consent.” Maya shook her head. “I suppose you’d also suggest he have the Cabal terrorize them for weeks first, so they’re properly motivated.” “Exactly. Personal rights and freedoms are vastly overrated. And there’s nothing wrong with a little PTSD. I’ve always found mine useful. Keeps me on my toes.” Rae stared at him. “I’m kidding,” he said to her. “Mostly. Don’t you joke around like this with your instructors? Oh, wait. You don’t have any. Which is why you got tricked—again. And got captured by these guys.” “Can we tie him up now?” Rae said. “And gag him?” “Doesn’t do any good,” Derek said. “We could try.

As in everything, nature is the best instructor, even as regards selection. One couldn't imagine a better activity on nature's part than that which consists in deciding the supremacy of one creature over another by means of a constant struggle. While we're on the subject, it's somewhat interesting to observe that our upper classes, who've never bothered about the hundreds of thousands of German emigrants or their poverty, give way to a feeling of compassion regarding the fate of the Jews whom we claim the right to expel. Our compatriots forget too easily that the Jews have accomplices all over the world, and that no beings have greater powers of resistance as regards adaptation to climate. Jews can prosper anywhere, even in Lapland and Siberia. All that love and sympathy, since our ruling class is capable of such sentiments, would by rights be applied exclusively—if that class were not corrupt—to the members of our national community. Here Christianity sets the example. What could be more fanatical, more exclusive and more intolerant than this religion which bases everything on the love of the one and only God whom it reveals? The affection that the German ruling class should devote to the good fellow-citizen who faithfully and courageously does his duty to the benefit of the community, why is it not just as fanatical, just as exclusive and just as intolerant? My attachment and sympathy belong in the first place to the front-line German soldier, who has had to overcome the rigours of the past winter. If there is a question of choosing men to rule us, it must not be forgotten that war is also a manifestation of life, that it is even life's most potent and most characteristic expression. Consequently, I consider that the only men suited to become rulers are those who have valiantly proved themselves in a war. In my eyes, firmness of character is more precious than any other quality. A well toughened character can be the characteristic of a man who, in other respects, is quite ignorant. In my view, the men who should be set at the head of an army are the toughest, bravest, boldest, and, above all, the most stubborn and hardest to wear down. The same men are also the best chosen for posts at the head of the State—otherwise the pen ends by rotting away what the sword has conquered. I shall go so far as to say that, in his own sphere, the statesman must be even more courageous than the soldier who leaps from his trench to face the enemy. There are cases, in fact, in which the courageous decision of a single statesman can save the lives of a great number of soldiers. That's why pessimism is a plague amongst statesmen. One should be able to weed out all the pessimists, so that at the decisive moment these men's knowledge may not inhibit their capacity for action. This last winter was a case in point. It supplied a test for the type of man who has extensive knowledge, for all the bookworms who become preoccupied by a situation's analogies, and are sensitive to the generally disastrous epilogue of the examples they invoke. Agreed, those who were capable of resisting the trend needed a hefty dose of optimism. One conclusion is inescapable: in times of crisis, the bookworms are too easily inclined to switch from the positive to the negative. They're waverers who find in public opinion additional encouragement for their wavering. By contrast, the courageous and energetic optimist—even although he has no wide knowledge— will always end, guided by his subconscious or by mere commonsense, in finding a way out.

They taught him how to milk cows and now they expected him to tame lions. Perhaps they expected him to behave like all good lion tamers. Use a whip and a chair. But what happens to the best lion tamer when he puts down his whip and his chair. Goddamnit! It was wrong. He felt cheated, he felt almost violated. He felt cheated for himself, and he felt cheated for guys like Joshua Edwards who wanted to teach and who didn’t know how to teach because he’d been pumped full of manure and theoretical hogwash. Why hadn’t anyone told them, in plain, frank English, just what to do? Couldn’t someone, somewhere along the line, have told them? Not one single college instructor? Not someone from the board of Ed, someone to orientate them after they’d passed the emergency exam? Not anyone? Now one sonofabitch somewhere who gave a good goddamn? Not even Stanley? Not even Small? Did they have to figure it out for themselves, sink and swim, kill or be killed? Rick had never been told how to stop in his class. He’d never been told what to do with a second term student who doesn’t even know how to write down his own goddamn name on a sheet of paper. He didn’t know, he’d never been advised on the proper tactics for dealing with a boy whose I.Q. was 66, a big, fat, round, moronic 66. He hadn’t been taught about kids’ yelling out in class, not one kid, not the occasional “difficult child” the ed courses had loftily philosophized about, not him. But a whole goddamn, shouting, screaming class load of them all yelling their sonofbitching heads off. What do you do with a kid who can’t read even though he’s fifteen years old? Recommend him for special reading classes, sure. And what do you do when those special reading classes are loaded to the asshole, packed because there are kids who can’t read in abundance, and you have to take only those who can’t read the worst, dumping them onto a teacher who’s already overloaded and those who doesn’t want to teach a remedial class to begin with? And what do you with that poor ignorant jerk? Do you call him on class, knowing damn well he hasn’t read the assignment because he doesn’t know how to read? Or do you ignore him? Or do you ask him to stop by after school, knowing he would prefer playing stickball to learning how to read. And knowing he considers himself liberated the moment the bell sounds at the end of the eighth period. What do you do when you’ve explained something patiently and fully, explained it just the way you were taught to explain in your education courses, explained in minute detail, and you look out at your class and see that stretching, vacant wall of blank, blank faces and you know nothing has penetrated, not a goddamn thing has sunk in? What do you do then? Give them all board erasers to clean. What do you do when you call on a kid and ask “What did that last passage mean?”and the kid stands there without any idea of what the passage meant , and you know that he’s not alone, you know every other kid in the class hasn’t the faintest idea either? What the hell do you do then? Do you go home and browse through the philosophy of education books the G.I bill generously provided. Do you scratch your ugly head and seek enlightenment from the educational psychology texts? Do you consult Dewey? And who the hell do you condemn, just who? Do you condemn elementary schools for sending a kid on to high school without knowing how to read, without knowing how to write his own name on a piece of paper? Do you condemn the masterminds who plot the education systems of a nation, or a state or a city?

I struggle with an embarrassing affliction, one that as far as I know doesn’t have a website or support group despite its disabling effects on the lives of those of us who’ve somehow contracted it. I can’t remember exactly when I started noticing the symptoms—it’s just one of those things you learn to live with, I guess. You make adjustments. You hope people don’t notice. The irony, obviously, is having gone into a line of work in which this particular infirmity is most likely to stand out, like being a gimpy tango instructor or an acrophobic flight attendant. The affliction I’m speaking of is moral relativism, and you can imagine the catastrophic effects on a critic’s career if the thing were left to run its course unfettered or I had to rely on my own inner compass alone. To be honest, calling it moral relativism may dignify it too much; it’s more like moral wishy-washiness. Critics are supposed to have deeply felt moral outrage about things, be ready to pronounce on or condemn other people’s foibles and failures at a moment’s notice whenever an editor emails requesting twelve hundred words by the day after tomorrow. The severity of your condemnation is the measure of your intellectual seriousness (especially when it comes to other people’s literary or aesthetic failures, which, for our best critics, register as nothing short of moral turpitude in itself). That’s how critics make their reputations: having take-no-prisoners convictions and expressing them in brutal mots justes. You’d better be right there with that verdict or you’d better just shut the fuck up. But when it comes to moral turpitude and ethical lapses (which happen to be subjects I’ve written on frequently, perversely drawn to the topics likely to expose me at my most irresolute)—it’s like I’m shooting outrage blanks. There I sit, fingers poised on keyboard, one part of me (the ambitious, careerist part) itching to strike, but in my truest soul limply equivocal, particularly when it comes to the many lapses I suspect I’m capable of committing myself, from bad prose to adultery. Every once in a while I succeed in landing a feeble blow or two, but for the most part it’s the limp equivocator who rules the roost—contextualizing, identifying, dithering. And here’s another confession while I’m at it—wow, it feels good to finally come clean about it all. It’s that … once in a while, when I’m feeling especially jellylike, I’ve found myself loitering on the Internet in hopes of—this is embarrassing—cadging a bit of other people’s moral outrage (not exactly in short supply online) concerning whatever subject I’m supposed to be addressing. Sometimes you just need a little shot in the arm, you know? It’s not like I’d crib anyone’s actual sentences (though frankly I have a tough time getting as worked up about plagiarism as other people seem to get—that’s how deep this horrible affliction runs). No, it’s the tranquillity of their moral authority I’m hoping will rub off on me. I confess to having a bit of an online “thing,” for this reason, about New Republic editor-columnist Leon Wieseltier—as everyone knows, one of our leading critical voices and always in high dudgeon about something or other: never fearing to lambaste anyone no matter how far beneath him in the pecking order, never fearing for a moment, when he calls someone out for being preening or self-congratulatory, as he frequently does, that it might be true of himself as well. When I’m in the depths of soft-heartedness, a little dose of Leon is all I need to feel like clambering back on the horse of critical judgment and denouncing someone for something.

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

Since I did Selection all those years ago, not much has really changed. The MOD (Ministry of Defence) website still states that 21 SAS soldiers need the following character traits: “Physically and mentally robust. Self-confident. Self-disciplined. Able to work alone. Able to assimilate information and new skills.” It makes me smile now to read those words. As Selection had progressed, those traits had been stamped into my being, and then during the three years I served with my squadron they became molded into my psyche. They are the same qualities I still value today. The details of the jobs I did once I passed Selection aren’t for sharing publicly, but they included some of the most extraordinary training that any man can be lucky enough to receive. I went on to be trained in demolitions, air and maritime insertions, foreign weapons, jungle survival, trauma medicine, Arabic, signals, high-speed and evasive driving, winter warfare, as well as “escape and evasion” survival for behind enemy lines. I went through an even more in-depth capture initiation program as part of becoming a combat-survival instructor, which was much longer and more intense than the hell we endured on Selection. We became proficient in covert night parachuting and unarmed combat, among many other skills--and along the way we had a whole host of misadventures. But what do I remember and value most? For me, it is the camaraderie, and the friendships--and of course Trucker, who is still one of my best friends on the planet. Some bonds are unbreakable. I will never forget the long yomps, the specialist training, and of course a particular mountain in the Brecon Beacons. But above all, I feel a quiet pride that for the rest of my days I can look myself in the mirror and know that once upon a time I was good enough. Good enough to call myself a member of the SAS. Some things don’t have a price tag.

How to live (forty pieces of advice I feel to be helpful but which I don’t always follow) 1. Appreciate happiness when it is there 2. Sip, don’t gulp. 3. Be gentle with yourself. Work less. Sleep more. 4. There is absolutely nothing in the past that you can change. That’s basic physics. 5. Beware of Tuesdays. And Octobers. 6. Kurt Vonnegut was right. “Reading and writing are the most nourishing forms of meditation anyone has so far found.” 7. Listen more than you talk. 8. Don’t feel guilty about being idle. More harm is probably done to the world through work than idleness. But perfect your idleness. Make it mindful. 9. Be aware that you are breathing. 10. Wherever you are, at any moment, try to find something beautiful. A face, a line out of a poem, the clouds out of a window, some graffiti, a wind farm. Beauty cleans the mind. 11. Hate is a pointless emotion to have inside you. It is like eating a scorpion to punish it for stinging you. 12. Go for a run. Then do some yoga. 13. Shower before noon. 14. Look at the sky. Remind yourself of the cosmos. Seek vastness at every opportunity, in order to see the smallness of yourself. 15. Be kind. 16. Understand that thoughts are thoughts. If they are unreasonable, reason with them, even if you have no reason left. You are the observer of your mind, not its victim. 17. Do not watch TV aimlessly. Do not go on social media aimlessly. Always be aware of what you are doing and why you are doing it. Don’t value TV less. Value it more. Then you will watch it less. Unchecked distractions will lead you to distraction. 18. Sit down. Lie down. Be still. Do nothing. Observe. Listen to your mind. Let it do what it does without judging it. Let it go, like Snow Queen in Frozen. 19. Don’t’ worry about things that probably won’t happen. 20. Look at trees. Be near trees. Plant trees. (Trees are great.) 21. Listen to that yoga instructor on YouTube, and “walk as if you are kissing the earth with your feet”. 22. Live. Love. Let go. The three Ls. 23. Alcohol maths. Wine multiplies itself by itself. The more you have, the more you are likely to have. And if it is hard to stop at one glass, it will be impossible at three. Addition is multiplication. 24. Beware of the gap. The gap between where you are and where you want to be. Simply thinking of the gap widens it. And you end up falling through. 25. Read a book without thinking about finishing it. Just read it. Enjoy every word, sentence, and paragraph. Don’t wish for it to end, or for it to never end. 26. No drug in the universe will make you feel better, at the deepest level, than being kind to other people. 27. Listen to what Hamlet – literature’s most famous depressive – told Rosencrantz and Guildenstern. “There is nothing either good or bad, but thinking makes it so.” 28. If someone loves you, let them. Believe in that love. Live for them, even when you feel there is no point. 29. You don’t need the world to understand you. It’s fine. Some people will never really understand things they haven’t experienced. Some will. Be grateful. 30. Jules Verne wrote of the “Living Infinite”. This is the world of love and emotion that is like a “sea”. If we can submerge ourselves in it, we find infinity in ourselves, and the space we need to survive. 31. Three in the morning is never the time to try and sort out your life. 32. Remember that there is nothing weird about you. You are just a human, and everything you do and feel is a natural thing, because we are natural animals. You are nature. You are a hominid ape. You are in the world and the world is in you. Everything connects. 33. Don’t believe in good or bad, or winning and losing, or victory and defeat, or ups and down. At your lowest and your highest, whether you are happy or despairing or calm or angry, there is a kernel of you that stays the same. That is the you that matters.

was a commonplace among his colleagues—especially the younger ones—that he was a “dedicated” teacher, a term they used half in envy and half in contempt, one whose dedication blinded him to anything that went on outside the classroom or, at the most, outside the halls of the University. There were mild jokes: after a departmental meeting at which Stoner had spoken bluntly about some recent experiments in the teaching of grammar, a young instructor remarked that “To Stoner, copulation is restricted to verbs,” and was surprised at the quality of laughter and meaningful looks exchanged by some of the older men. Someone else once said, “Old Stoner thinks that WPA stands for Wrong Pronoun Antecedent,” and was gratified to learn that his witticism gained some currency. But William Stoner knew of the world in a way that few of his younger colleagues could understand. Deep in him, beneath his memory, was the knowledge of hardship and hunger and endurance and pain. Though he seldom thought of his early years on the Booneville farm, there was always near his consciousness the blood knowledge of his inheritance, given him by forefathers whose lives were obscure and hard and stoical and whose common ethic was to present to an oppressive world faces that were expressionless and hard and bleak. And though he looked upon them with apparent impassivity, he was aware of the times in which he lived. During that decade when many men’s faces found a permanent hardness and bleakness, as if they looked upon an abyss, William Stoner, to whom that expression was as familiar as the air he walked in, saw the signs of a general despair he had known since he was a boy. He saw good men go down into a slow decline of hopelessness, broken as their vision of a decent life was broken; he saw them walking aimlessly upon the streets, their eyes empty like shards of broken glass; he saw them walk up to back doors, with the bitter pride of men who go to their executions, and beg for the bread that would allow them to beg again; and he saw men, who had once walked erect

Non-Tenure Writing Jobs The MLA session on the adjunct crisis indicates where higher education has come to in the Brave New World of the 21st century. Research by the MLA itself, by Gloria McMillan, by Eileen Schell and other colleagues, already confirm the deep replacement of tenure-track faculty with contingent adjuncts and others. This crisis is deepest in composition and in community colleges. Doug Hesse’s program at Denver Univ. is no solution; it will extend the subordination of composition through sub-faculty lines while rationalizing it as “good for students"(before research has even proved it so). But, sub-faculty writing lecturers will never be treated as “real” professors by their institutions and will never be accepted as colleagues by their tenure-track peers. Such sub-faculty plans will weaken the faculty as a whole in the academy by further dividing it into competing sub-groups. Neither will a sub-faculty plan benefit the 14 million undergraduates on campus, most who attend under-funded public colleges with no billion-dollar endowments or corporate angels to turn to. Community colleges, in particular, where about 6 million students are enrolled, can have up to 65% of classes taught by adjuncts. The sub-faculty plan is thus really a management tool available in the short-term to those colleges with deep pockets and deep readiness to entrench a lesser sub-faculty in their writing programs. Doug Hesse acknowledges such an outcome as a possibility. He is quoted in the IHE report saying he was disturbed by the degree of interest other WPAs took in DU’s new sub-faculty writing program, fearing that DU was installing a “Vichy"-type model(collaborating with the authorities desire to de-tenure faculty generally and to subordinate writing instructors particularly). But, Hesse is quoted as making peace with this because he feels that sub-faculty lines for writing teachers are at least good for writing students. Even if we knew for sure this was true, why must writing teachers be the only professionals in higher education called upon to make such sacrifices? A large private grant to finance Denver University’s program($10 million for Hesse’s project)is good fortune for one campus, but it offers no model for how we can solve the national disgrace of exploited adjuncts.

The final examination came and my mother came down to watch it. She hated watching me fight. (Unlike my school friends, who took a weird pleasure in the fights--and more and more so as I got better.) But Mum had a bad habit. Instead of standing on the balcony overlooking the gymnasium where the martial arts grading and fights took place, she would lie down on the ground--among everyone else vying to get a good view. Now don’t ask me why. She will say it is because she couldn’t bear to watch me get hurt. But I could never figure out why she just couldn’t stay outside if that was her reasoning. I have, though, learned that there is never much logic to my wonderful mother, but at heart there is great love and concern, and that has always shone through with Mum. Anyway, it was the big day. I had performed all the routines and katas and it was now time for the kumite, or fighting part of the black-belt grading. The European grandmaster Sensei Enoeda had come down to adjudicate. I was both excited and terrified--again. The fight started. My opponent (a rugby ace from a nearby college), and I traded punches, blocks, and kicks, but there was no real breakthrough. Suddenly I found myself being backed into a corner, and out of instinct (or desperation), I dropped low, spun around, and caught my opponent square round the head with a spinning back fist. Down he went. Now this was not good news for me. It was bad form and showed a lack of control. On top of that, you simply weren’t meant to deck your opponent. The idea was to win with the use of semicontact strikes, delivered with speed and technique that hit but didn’t injure your opponent. So I winced, apologized, and then helped the guy up. I then looked over to Sensei Enoeda, expecting a disapproving scowl, but instead was met with a look of delight. The sort of look that a kid gives when handed an unexpected present. I guess that the fighter in him loved it, and on that note I passed and was given my black belt. I had never felt so proud as I did finally wearing that belt after having crawled my way up the rungs of yellow, green, orange, purple, brown--you name it--colored belts. I had done this on my own and the hard way; you can’t buy your way to a black belt. I remember being told by our instructor that martial arts is not about the belts, it is about the spirit; and I agree…but I still couldn’t help sleeping with my black belt on that first night. Oh, and the bullying stopped.

I had been telling him how the devil was God’s enemy in the hearts of men, and used all his malice and skill to defeat the good designs of Providence, and to ruin the kingdom of Christ in the world, and the like. “Well,” says Friday, “but you say God is so strong, so great; is He not much strong, much might as the devil?” “Yes, yes,” says I, “Friday; God is stronger than the devil—God is above the devil, and therefore we pray to God to tread him down under our feet, and enable us to resist his temptations and quench his fiery darts.” “But,” says he again, “if God much stronger, much might as the wicked devil, why God no kill the devil, so make him no more do wicked?” I was strangely surprised at this question; and, after all, though I was now an old man, yet I was but a young doctor, and ill qualified for a casuist or a solver of difficulties; and at first I could not tell what to say; so I pretended not to hear him, and asked him what he said; but he was too earnest for an answer to forget his question, so that he repeated it in the very same broken words as above. By this time I had recovered myself a little, and I said, “God will at last punish him severely; he is reserved for the judgment, and is to be cast into the bottomless pit, to dwell with everlasting fire.” This did not satisfy Friday; but he returns upon me, repeating my words, “‘Reserve at last!’ me no understand—but why not kill the devil now; not kill great ago?” “You may as well ask me,” said I, “why God does not kill you or me, when we do wicked things here that offend Him—we are preserved to repent and be pardoned.” He mused some time on this. “Well, well,” says he, mighty affectionately, “that well—so you, I, devil, all wicked, all preserve, repent, God pardon all.” Here I was run down again by him to the last degree; and it was a testimony to me, how the mere notions of nature, though they will guide reasonable creatures to the knowledge of a God, and of a worship or homage due to the supreme being of God, as the consequence of our nature, yet nothing but divine revelation can form the knowledge of Jesus Christ, and of redemption purchased for us; of a Mediator of the new covenant, and of an Intercessor at the footstool of God’s throne; I say, nothing but a revelation from Heaven can form these in the soul; and that, therefore, the gospel of our Lord and Saviour Jesus Christ, I mean the Word of God, and the Spirit of God, promised for the guide and sanctifier of His people, are the absolutely necessary instructors of the souls of men in the saving knowledge of God and the means of salvation.

Standing, balanced precariously on the narrow top of a drainpipe, you had to give a good leap up to grab hold of the narrow ledge, and then swing your whole body up and over. It took some guts, and a cool head for heights. Get it wrong and the fall was a long one, onto concrete. In an attempt to make it harder, the school security officers had put barbed wire all around the lip of the roof to ensure such climbs were “impossible.” (This was probably installed after Ran Fiennes’s escapades onto the dome all those years earlier.) But in actual fact the barbed wire served to help me as a climber. It gave me something else to hold on to. Once on the roof, then came the crux of the climb. Locating the base of the lightning conductor was the easy bit, the tough bit was then committing to it. It held my weight; and it was a great sense of achievement clambering into the lead-lined small bell tower, silhouetted under the moonlight, and carving the initials BG alongside the RF of Ran Fiennes. Small moments like that gave me an identity. I wasn’t just yet another schoolboy, I was fully alive, fully me, using my skills to the max. And in those moments I realized I simply loved adventure. I guess I was discovering that what I was good at was a little off-the-wall, but at the same time recognizing a feeling in the pit of my stomach that said: Way to go, Bear, way to go. My accomplice never made it past the barbed wire, but waited patiently for me at the bottom. He said it had been a thoroughly sickening experience to watch, which in my mind made it even more fun. On the return journey, we safely crossed one college house garden and had silently traversed half of the next one. We were squatting behind a bush in the middle of this housemaster’s lawn, waiting to do the final leg across. The tutor’s light was on, with him burning the midnight oil marking papers probably, when he decided it was time to let his dog out for a pee. The dog smelled us instantly, went bananas, and the tutor started running toward the commotion. Decision time. “Run,” I whispered, and we broke cover together and legged it toward the far side of the garden. Unfortunately, the tutor in question also happened to be the school cross-country instructor, so he was no slouch. He gave chase at once, sprinting after us across the fifty-meter dash. A ten-foot wall was the final obstacle and both of us, powered by adrenaline, leapt up it in one bound. The tutor was a runner but not a climber, and we narrowly avoided his grip and sprinted off into the night. Up a final drainpipe, back into my open bedroom window, and it was mission accomplished. I couldn’t stop smiling all through the next day.

During these uninterrupted peregrinations of mine from place to place, and almost continuous and intense reflection about this, I at last formed a preliminary plan in my mind.   Liquidating all my affairs and mobilizing all my material and other possibilities, I began to collect all kinds of written literature and oral information, still surviving among certain Asiatic peoples, about that branch of science, which was highly developed in ancient times and called " Mehkeness ", a name signifying the " taking away-of-responsibility ", and of which contemporary civilisation knows but an insignificant portion under the name of " hypnotism ", while all the literature extant upon the subject was already as familiar to me as my own five fingers.   Collecting all I could, I went to a certain Dervish monastery, situated likewise in Central Asia and where I had already stayed before, and, settling down there, I devoted myself wholly to the study of the material in my possession.   After two years of thorough theoretical study of this branch of science, when it became necessary to verify practically certain indispensable details, not as yet sufficiently elucidated by me in theory, of the mechanism of the functioning of man's subconscious sphere, I began to give myself out to be a " healer " of all kinds of vices and to apply the results of my theoretical studies to them, affording them at the same time, of course, real relief.   This continued to be my exclusive preoccupation and manifestation for four or five years in accordance with the essential oath imposed by my task, which consisted in rendering conscientious aid to sufferers, in never using my knowledge and practical power in that domain of science except for the sake of my investigations, and never for personal or egotistical ends, I not only arrived at unprecedented practical results without equal in our day, but also elucidated almost everything necessary for me.   In a short time, I discovered many details which might contribute to the solution of the same cardinal question, as well as many secondary facts, the existence of which I had scarcely suspected.   At the same time, I also became convinced that the greater number of minor details necessary for the final elucidation of this question must be sought not only in the sphere of man's subconscious mentation, but in various aspects of the manifestations in his state of waking consciousness.   After establishing this definitely, thoughts again began from time to time to " swarm " in my mind, as they had done years ago, sometimes automatically, sometimes directed by my consciousness,—thoughts as to the means of adapting myself now to the conditions of ordinary life about me with a view to elucidating finally and infallibly this question, which obviously had become a lasting and inseparable part of my Being.   This time my reflections, which recurred periodically during the two years of my wanderings on the continents of Asia, Europe and Africa, resulted in a decision to make use of my exceptional, for the modern man, knowledge of the so-called " supernatural sciences ", as well as of my skill in producing different " tricks " in the domain of these so-called " sciences ", and to give myself out to be, in these pseudo-scientific domains, a so-called " professor-instructor ".

Are you Hilary Westfield?” She sounded like she hoped it wasn’t the case. Hilary nodded. “Oh. Well, I’m Philomena. I have to show you to your room.” Hilary looked wildly at Miss Greyson. “I’m Miss Westfield’s governess,” Miss Greyson said, to Hilary’s relief. Maybe talking politely to people like Philomena was something you learned at Miss Pimm’s, or maybe getting past Philomena was a sort of entrance exam. “Is there any chance we could see Miss Pimm? We’re old acquaintances. I used to go to school here, you see.” Miss Greyson smiled for the second time that day—the world was getting stranger and stranger by the minute—but Philomena didn’t smile back. “I’m terribly sorry,” said Philomena, “but Miss Pimm doesn’t receive visitors. You can leave Miss Westfield with me, and the porter will collect Miss Westfield’s bags.” She raised her eyebrows as the carriage driver deposited the golden traveling trunk on the doorstep. “I hope you have another pair of stockings in there.” “I do.” Hilary met Philomena’s stare. “I have nineteen pairs, in fact. And a sword.” Miss Greyson groaned and put her hand to her forehead. “Excuse me?” said Philomena. “I’m afraid Miss Westfield is prone to fits of imagination,” Miss Greyson said quickly. Philomena’s eyebrows retreated. “I understand completely,” she said. “Well, you have nothing to worry about. Miss Pimm’s will cure her of that nasty habit soon enough. Now, Miss Westfield, please come along with me.” Hilary and Miss Greyson started to follow Philomena inside. “Only students and instructors are permitted inside the school building,” said Philomena to Miss Greyson. “With all the thefts breaking out in the kingdom these days, one really can’t be too careful. But you’re perfectly welcome to say your good-byes outside.” Miss Greyson agreed and knelt down in front of Hilary. “A sword?” she whispered. “I’m sorry, Miss Greyson.” “All I ask is that you take care not to carve up your classmates. If I were not a governess, however, I might mention that the lovely Philomena is in need of a haircut.” Hilary nearly laughed, but she suspected it might be against the rules to laugh on the grounds of Miss Pimm’s, so she gave Miss Greyson her most solemn nod instead. “Now,” said Miss Greyson, “you must promise to write. You must keep up with the news of the day and tell me all about it in your letters. And you’ll come and visit me in my bookshop at the end of the term, won’t you?” “Of course.” Hilary’s stomach was starting to feel very strange, and she didn’t trust herself to say more than a few words at a time. This couldn’t be right; pirates were hardly ever sentimental. Then again, neither was Miss Greyson. Yet here she was, leaning forward to hug Hilary, and Hilary found herself hugging Miss Greyson back. “Please don’t tell me to be a good little girl,” she said. Miss Greyson sniffed and stood up. “My dear,” she said, “I would never dream of it.” She gave Hilary’s canvas bag an affectionate pat, nodded politely to Philomena, and walked down the steps and through the gate, back to the waiting carriage. “Come along,” said Philomena, picking up the lightest of Hilary’s bags. “And please don’t dawdle. I have lessons to finish.” HILARY FOLLOWED PHILOMENA through a maze of dark stone walls and high archways. From the inside, the building seemed more like a fortress

Lily Thomas lay in bed when the alarm went off on a snowy January morning in Squaw Valley. She opened her eyes for just an instant and saw the thick snow swirling beyond the windows of the house her father had rented, and for a fraction of an instant, she wanted to roll over and go back to sleep. She could hear the dynamite blasts in the distance to prevent avalanches, and just from a glance, she knew what kind of day it was. You could hardly see past the windows in the heavy blizzard, and she knew that if the mountain was open, it wouldn’t be for long. But she loved the challenge of skiing in heavy snow. It would be a good workout, and she didn’t want to miss a single day with one of her favorite instructors, Jason Yee.

Again and again, the question was asked: What made the Poles so good? The answer wasn’t simple. Generally older than their British counterparts, most Polish pilots had hundreds of hours of flying time in a variety of aircraft, as well as combat experience in both Poland and France. Unlike British fliers, they had learned to fly in primitive, outdated planes and thus had not been trained to rely on a sophisticated radio and radar network. As a result, said one British flight instructor, “their understanding and handling of aircraft was exceptional.” Although they appreciated the value of tools such as radio and radar, the Poles never stopped using their eyes to locate the Luftwaffe. “Whereas British pilots are trained…to go exactly where they are told, Polish pilots are always turning and twisting their heads to spot a distant enemy,” an RAF flier noted. The Poles’ intensity of concentration was equaled only by their daring. British pilots were taught to fly and fight with caution. The Poles, by contrast, had been trained to be aggressive, to crowd and intimidate the enemy, to make him flinch and then bring him down. After firing a brief opening burst at a range of 150 to 200 yards, the Poles would close almost to point-blank range. “When they go tearing into enemy bombers and fighters they get so close you would think they were going to collide,” observed one RAF flier. On several occasions, crew members of Luftwaffe bombers, seeing that 303’s Hurricanes were about to attack, baled out before their planes were hit. On September 15, the Poles of

Why should Milton, Shakespeare, and Lord Bacon, and Sir Philip Sidney die? Perhaps yet they shall not wholly die. I am not contented to visit the house in Bread-Street where Milton was born, or that in Bunhill-Row where he died, I want to repair to the place where he now dwells. Some spirit shall escape from his ashes, and whisper to me things unfelt before. I am not satisfied to converse only with the generation of men that now happens to subsist; I wish to live in intercourse with the Illustrious Dead of All Ages. I demand the friendship of Zoroaster. Orpheus, and Linus, and Musaeus shall be welcome to me. I have a craving and an earnest heart, that can never be contented with anything in this sort, while something more remains to be obtained. And I feel that thus much at least the human race owes to its benefactors, that they should never be passed by without an affectionate remembrance. I would say, with Ezekiel, the Hebrew, in his Vision, ‘Let these dry bones live!’ Not let them live merely in cold generalities and idle homilies of morality; but let them live, as my friends, my philosophers, my instructors, and my guides! I would say with the moralist of old, ‘Let me act, as I would wish to have acted, if Socrates or Cato were the spectators of what I did!’ And I am not satisfied only to call them up by a strong effort of the imagination, but I would have them, and men like them, ‘around my path, and around my bed,’ and not allow myself to hold a more frequent intercourse with the living, than with the good departed.

bottles. But the shy recruit beamed as he was praised. “I hand out a number of compliments, and all of them are designed to be unexpected,” said Sergeant Dennis Joy, a thoroughly intimidating drill instructor who showed me around the Recruit Depot one day. “You’ll never get rewarded for doing what’s easy for you. If you’re an athlete, I’ll never compliment you on a good run. Only the small guy gets congratulated for running fast. Only the shy guy gets recognized for stepping into a leadership role. We praise people for doing things that are hard. That’s how they learn to believe they can do them.

The fact that they were there as students presumed they did not know what was good or bad. That was his job as instructor...to tell them what was good or bad. The whole idea of individual creativity and expression in the classroom was really basically opposed to the whole idea of the University.

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Turning your attention to things that are happening right now around you—the feeling of a warm bath, the sweetness of a perfectly ripe peach, the sound of a mournful violin, the smell of a lover’s neck—is powerful and immediate. That’s what my instructor was drawing me to when she asked us to stretch to the point of discomfort and then narrowed our attention with laser focus to that sensation of oh-so-good pain. That’s why lying there, feeling my arms and legs and chest exist in the world, felt so relaxing. Because it also completely shut up the voice that constantly edits and punishes me. And there’s another advantage to shutting the DMN down. When our ego is silenced, there is a dissolution of the relationship between self and other. We more easily enter a state of interconnectedness, a feeling that we belong to something—a society, a world that is bigger than us, that shares our essential humanity. That’s why it was so much easier for me to engage in visualizations where I was breathing loving energy out of my lungs and into the universe itself. This wasn’t just me submitting to hippie-dippie hypnotism. This openness was based in very real science.

Whether writing for a text book, for e-learning, or for lecture notes for an instructor-led class, you can improve learning by thinking of yourself as a “learning host.” A good host makes guests feel comfortable and engages them in the event.

By staying calm, they’re showing their child that a mother can handle anything. A mother is always patient. A mother is always kind. A mother is always giving. A mother never falls apart. A mother is the buffer between her child and the cruel world. Absorb it, the instructors say. Take it. Take it.

Be a skeptic. Respect your instructors, but also remember they are experts in the subject of martial arts training, not fighting. Even if they are former champions themselves, the best they can do is offer you a glimpse into what happened to work for them. Keep your ears open for potential garbage at all times. Some of the most common red flags for garbage are speaking in absolutes (“This kick will always knock him out”) and making untestable claims (“This kick will break the knee,” or “This strike will kill your opponent”). The truth is you have no good way of knowing what will happen as a result of most of your techniques. Replace untested assumptions with uncertainty, and learn to embrace that uncertainty. Ask why. At the most basic level, you want to ask “why” to make sure you understand the technique. Ask, “Why do we tuck our thumb in for this technique?” or “Why do we turn our foot for this kick?” The more you understand the “why” behind a rule, the better you will understand when it is OK to break it. Go deeper with your questions and ask about choices. Ask, “Why do we use a knife hand to strike the neck instead of a straight punch?” Go even deeper and ask about strategy with questions such as, “Why do we kick the leg?” Ultimately, ask about goals, such as, “What are we trying to accomplish by punching our opponent?” No instructor could ever answer every question you ask, and different instructors may have different answers to the same question, so don’t be disappointed if they don’t always have a good answer, but don’t forget to be skeptical as you listen either. Break everything. Every technique you learn, every strategy you employ, every weapon you use, and every piece of safety gear you wear, you should try to break. Find out what the limits are on your own terms, when you have time to soak it all in, instead of when you need your mind focused on your opponent. If you learned how to block a punch, have a friend throw punches harder and harder until one either flies through the block or hurts your arm. See what happens when you block too close or too far away. Does it also work on kicks? Try out various incoming punch angles. Take each technique to multiple extremes, and make a mental note of not only how far you can take it, but also the way it breaks down when you get there. Get it wrong on purpose. Make mistakes when you practice a technique with a partner and make mistakes when you spar. Mistakes are learning opportunities, and you won’t get enough of them if you are always flawless in class. Get sloppy and watch what happens. Overcommit, drop your hands, or use a narrow base on the mat. Zone out or let yourself get distracted for a moment and see what it takes to recover. Get used to making mistakes and dealing with the repercussions.

The instructors always tell them that motherhood is a marathon, not a sprint. Why, then, do they have to sprint?

My computer had been equipped with a slightly different program which M.I.T. called Colossus IIA; it was aptly named. I felt flea-sized in its presence, and punched the computer keys with a good deal of reverence, as I availed myself of the services of this giant. That is, until it and I started to disagree and it refused to give me the answers I sought. Then I lost my temper. Flash an “operator error” light at me, will you, you stupid goddamned computer, and I would sputter and stammer until the soothing voice of Tom Wilson14 or one of the other instructors came over the earphones and unctuously explained how I had offended their precocious brat.

When I walk the reader through my definition of “good composition” and the elements of composition in The Art of Photography, I do not discuss any rules for good composition. I avoid them because there are none. Every composition is unique, and following some concocted formula will not guarantee a good photograph. There are no formulas; there are no rules of composition. I strongly urge all photographers, beginner or experienced, to avoid any instruction or instructor that claims there are—it’s bogus.

As I may, without vanity, presume that the name and official description prefixed to this Proem will secure it, from the sedate and reflecting part of mankind, to whom only I would be understood to address myself, such attention as is due to the sedulous instructor of youth, and the careful performer of my Sabbath duties, I will forbear to hold up a candle to the daylight, or to point out to the judicious those recommendations of my labours which they must necessarily anticipate from the perusal of the title-page. Nevertheless, I am not unaware, that, as Envy always dogs Merit at the heels, there may be those who will whisper, that albeit my learning and good principles cannot (lauded be the heavens) be denied by any one, yet that my situation at Gandercleugh hath been more favourable to my acquisitions in learning than to the enlargement of my views of the ways and works of the present generation. To the which objection, if, peradventure, any such shall be started, my answer shall be threefold:

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There’s an old saying. ‘Those who can, do. Those who can’t, teach.’ Every time I’ve heard someone say it, they meant to talk some clever shit about teachers. But that’s not what it means at all. It just means that the people in the village who have aged out of their jobs still have something to contribute to the common good. They can pass down their knowledge. God knows you’ve earned yours the hard way. You can always stay on and get an academy billet. Become an instructor. Make sure those new kids learn how it’s done the right way. How to stay alive out there.

TDGs are common to a wide array of specialties, nationally and internationally. Teachers should introduce students to TDGs with problems they are not familiar with, such as combat troops doing non-combat TDGs, and just the opposite for support personnel. Particular courses or units may develop different operating procedures, but it is inadvisable to argue about specific procedural points. There will be plenty of time for that during the student debrief.182 TDGs do not have to be tactical. Other types of games exist: for example, the Los Angeles, California Fire Department has developed tactical decision games. Even the U.S. Army Chaplain Corps has developed its own games to deal with different scenarios that chaplains may experience.183 Instructors of other Army leader programs have also developed very good games as tools to teach adaptability.

marksmanship on the rifle range was not as good as his drill instructors expected. Some called his work “sloppy.” When

The first is that learning to preach is difficult, and the difficulty is not greatly relieved by having a skilled instructor or by the discovery that one seems to be naturally a “good talker.

Cadet One stepped gingerly off the silvery boarding plank slanting down out of the saucer. “Good morning Cadet”, said an invisible voice from the ceiling.  “This is your Basic Proficiency Evaluation in survival on a hostile planet.  The particular hostile planet we have simulated today is Earth, third planet of the Sol system.  Please do not be alarmed or upset, this is only a test and may be repeated later in your training.  We would like you to proceed one hundred metres north of your current position and locate a place called Starbucks.  Once there, you are to sit down, use the Earth money in your pocket to acquire a thing called a ‘Grande Latte’, and await retrieval by your instructors.

Christmas Eve 2012 Continuation of my Message to Andy (part one)   Hi Loverboy,               I wish you a very Merry Yuletide, and I hope 2012 had been good to you. I’m back to tantalize you with my 1970 experience at OBSS. LOL!               Without further ado, this is how I remember the unfolding events.               Curious Kim was eager to find out what had transpired after Jules left our tent. I was pretty sure my tent-mate was gay. He, like me, had the hots for our handsome instructor.               Though I revised the story to that of Jules sticking his tongue into my mouth during my resuscitation process rather than the other way round, Kim found my narration titillating. He pressed me to tell him what it was like to kiss Jules.               I queried, “Why don’t you make a move on him to find out?”               He was shocked by my suggestion and exclaimed, “I would never do such a thing!”               “Why not?”               “Because… because I’m not that way inclined,” he said.               Although I did not press him to admit his homosexual tendencies, I asked, “Are you afraid of getting caught?”               He was taken aback by my boldness. He went silent before commiserating, “No one is a homosexual in Singapore, let alone at the Outward Bound School.”               I burst out in laughter. “Are you kidding me? What planet do you come from?”               The Eurasian added, “It’s illegal to be a homosexual in this country.”               I challenged, “Just because the government ruled against homosexuality doesn’t mean gay people don’t exist.”               He looked around conspicuously before he countered, “If you say these kinds of things, you’ll be expelled.”               “Are you telling me you don’t fancy our instructor?” I pressed.               As if I had cornered him, he stammered, “I… er… like him. He’s my teacher. Of course I like him.”               “You don’t get aroused when he’s close to you?” I exerted.

Christmas Day 2012 Continuation of my Message to Andy (part 2)   After the evening’s ‘Kumbayah’ singalong at the OBSS camp, we had some alone time before returning to our respective tents for a good night’s sleep, fresh and ready for the following day’s Outward Bound events.               Just as I was ready to garner some quality time to myself, Jules asked, “How are you feeling, Young?”               “I’m good sir, and you?” I answered.               “Care for a stroll with me?” “Sure. I was about to find a quiet spot to contemplate,” I said.               “What are you contemplating?”               “Oh. This, that and the other,” I remarked nonchalantly.               “Is something bothering you?” he pressed.               I looked at him for a brief second. “Maybe there’s something that’s bothering you?” I countered.               He went silent, thinking of an appropriate parry. “Err, err… there is nothing bothering me. I’m concerned about your recovery… from the swimming incident.”               “I’m fine. Thank you for your concern.”               Silence followed, before the instructor muttered, “Shall we walk? I’d like to get to know you better.”               We headed away from the camp, but remained silent. When out of earshot, Jules began, “You are different from the other boys at the camp.”               “How so?”               “You are mature beyond you age,” he opined. “Most of the boys who come to OBSS lack social and human relationship skills. But you… you seem to know a lot more than meets the eye.”               The Caucasian was inveigling me to confide in him.               “I learned the art of social conversation and human relationships at my English boarding school.”               “It must be an excellent school,” he declared.               “It sure is. I learned a lot of invaluable skills, not taught in regular classes,” I commented sportively.               Jules pressed, “What exactly did they teach you?”               “Oh, I’d rather show than tell,” I teased. “Would you like me to demonstrate?

Since I’m an outdoors type of guy, it didn’t take me long to become frustrated at seminary. I hate being cooped up in a room with no windows (it’s the same problem I currently have with the duck call shop), especially during hunting season! I actually learned how to sleep with my eyes open in some of the more boring lectures. To break up the monotony, I ended up becoming the class clown and troublemaker. I constantly argued with instructors and fellow classmates. My main point of conflict was that I felt sometimes we studied the Bible as a legal document instead of a letter from God. I’m still convinced my point of view was correct, but I did a terrible job of communicating it. In fact, I nearly started several fights with my classmates. Our classes lasted from eight o’clock in the morning to four o’clock in the afternoon, five days a week. During duck season, I got up very early to hunt before going to class, and then I went back to the blind as soon as classes were over. By the end of the school day, I was itching to get out of there! Well, one day this guy asked a question at four P.M. Then he asked a follow-up question after the bell rang. “Hey, why don’t you shut up?” I told him. Well, three guys met me in the parking lot after school. They were trying to rebuke me in a godly way for being rude. I responded with a misuse of Galatians 2:9: “How about I give you my right hand of fellowship?” Fortunately, they overlooked my anger, we resolved our differences in a Christian manner, and there were no fisticuffs.

Jacob offered Ann pot, this time from a bowl. She shook her head no. “You gotta keep doing it and eventually it will start to feel good, and your body will adapt,” he encouraged. It was the same thing her mom’s yoga instructor had said to her once and her answer was the same both times.

February 26 MORNING “Salvation is of the Lord.” — Jonah 2:9 SALVATION is the work of God. It is He alone who quickens the soul “dead in trespasses and sins,” and it is He also who maintains the soul in its spiritual life. He is both “Alpha and Omega.” “Salvation is of the Lord.” If I am prayerful, God makes me prayerful; if I have graces, they are God’s gifts to me; if I hold on in a consistent life, it is because He upholds me with His hand. I do nothing whatever towards my own preservation, except what God Himself first does in me. Whatever I have, all my goodness is of the Lord alone. Wherein I sin, that is my own; but wherein I act rightly, that is of God, wholly and completely. If I have repulsed a spiritual enemy, the Lord’s strength nerved my arm. Do I live before men a consecrated life? It is not I, but Christ who liveth in me. Am I sanctified? I did not cleanse myself: God’s Holy Spirit sanctifies me. Am I weaned from the world? I am weaned by God’s chastisements sanctified to my good. Do I grow in knowledge? The great Instructor teaches me. All my jewels were fashioned by heavenly art. I find in God all that I want; but I find in myself nothing but sin and misery. “He only is my rock and my salvation.” Do I feed on the Word? That Word would be no food for me unless the Lord made it food for my soul, and helped me to feed upon it. Do I live on the manna which comes down from heaven? What is that manna but Jesus Christ himself incarnate, whose body and whose blood I eat and drink? Am I continually receiving fresh increase of strength? Where do I gather my might? My help cometh from heaven’s hills: without Jesus I can do nothing. As a branch cannot bring forth fruit except it abide in the vine, no more can I, except I abide in Him. What Jonah learned in the great deep, let me learn this morning in my closet: “Salvation is of the Lord.

SALVATION BELONGS TO THE LORD! — JONAH 2:9 Salvation is the work of God. It is He alone who quickens the soul “dead in . . . trespasses and sins,”1 and He it is who maintains the soul in its spiritual life. He is both “Alpha and Omega.” “Salvation belongs to the LORD!” If I am prayerful, God makes me prayerful; if I have graces, they are God’s gifts to me; if I hold on in a consistent life, it is because He upholds me with His hand. I do nothing whatever toward my own preservation, except what God Himself first does in me. Whatever I have, all my goodness is of the Lord alone. Whenever I sin, that is my own doing; but when I act correctly, that is wholly and completely of God. If I have resisted a spiritual enemy, the Lord’s strength nerved my arm. Do I live before men a consecrated life? It is not I, but Christ who lives in me. Am I sanctified? I did not cleanse myself: God’s Holy Spirit sanctifies me. Am I separated from the world? I am separated by God’s chastisements sanctified to my good. Do I grow in knowledge? The great Instructor teaches me. All my jewels were fashioned by heavenly art. I find in God all that I want; but I find in myself nothing but sin and misery. “He only is my rock and my salvation.”2 Do I feed on the Word? That Word would be no food for me unless the Lord made it food for my soul and helped me to feed upon it. Do I live on the bread that comes down from heaven? What is that bread but Jesus Christ Himself incarnate, whose body and whose blood I eat and drink? Am I continually receiving fresh supplies of strength? Where do I gather my might? My help comes from heaven’s hills: Without Jesus I can do nothing. As a branch cannot bring forth fruit except it abide in the vine, no more can I, except I abide in Him. What Jonah learned in the ocean, let me learn this morning in my room: “Salvation belongs to the LORD.

Chapter 2: The Golden Rules of A+ Papers (What Makes a Good Paper Good) In the last chapter, we learned about lean manufacturing, and that taught us that one of the best ways to write a paper more quickly is to focus almost exclusively on the parts of a paper that will actually help you get a better grade. And really, there are a lot of things that makes an essay “good.” We won’t talk about every single little thing that your professor might be looking for. Every professor is different. However, I am going to try to give you some insight into what I used to look for as a college instructor.

In the absence of jobs, the drug trade flourished. "A lot of people around here got caught up," said Harlee, noting that his addiction to crack cost him his family and a series of good jobs - as a corrections officer, a firearms instructor and a long-haul truck driver. Harlee went to prison for five years for slamming his truck into a car and killing the driver after an all-night crack binge. "Those drugs have everything to

WILD GAME MARINADE WITH JUNIPER AND GIN The year was 1976; the place, the La Varenne cooking school in Paris. A nice Jewish guy from Baltimore (yours truly) was about to have his first taste of wild game. Our instructor, Chef Fernand Chambrette, had secured a haunch of wild boar, and he prepared a traditional marinade of red wine and juniper berries to heighten its gamy flavor. A shot of gin reinforced the woodsy flavor of the juniper. If I’d known game could be this good, I would have tried it a lot sooner. You’ll be amazed by the power of this simple marinade to turn tame supermarket pork, beef, and even lamb into “wild” game. 3 cups dry red wine ½ cup balsamic vinegar ½ cup extra virgin olive oil 2 tablespoons gin 1 medium onion, thinly sliced 1 carrot, thinly sliced 1 rib celery, thinly sliced 2 cloves garlic, flattened with the side of a cleaver

Leadership Roles in the Decision Making Process The main component in the development of good decision makers falls on the individual and individual efforts. Yes, but the climate for this development comes from the top, in leadership. To achieve the results sought after, if we truly want to call ourselves professionals and prepare for the challenges we face in the future, leaders must LEAD. It is the Leader’s role, to create and nurture the appropriate environment that emboldens decision makers.  Leader development is two way, it falls on the individual, but the organization’s leaders must set the conditions to encourage it.   The aim of leadership is not merely to find and record failures in men, but to remove the cause of failure. ~W. Edwards Deming14               “Leadership can be described as a process by which a person influences others to accomplish an objective, and directs his or her organization in a way that makes it more cohesive and coherent.”15 This is the definition we should subscribe too. However, all too often I have had both frontline personnel and mangers tell me that this cannot be done. This type of training and developing initiative driven personnel will cause more problems for departments and agencies in dealing with liability issues and complaints because control is lost. I wholeheartedly disagree with his sentiment. The opposite is indeed the effect you get. This is not a free reign type of leadership. Matter of fact if done appropriately it will take more effort and time on your part as a leader, because you will be involved. Your training program will be enhanced and the learning that takes place unifies your agencies and all the individuals in it. How? Through the system described above which develops “mutual trust” throughout the organization because the focus is now on results. The “how to” is left to the individuals and the instructors. But a culture must exist to encourage what the Army calls outcome based training.16

Following the release of Yoga Anatomy in the summer of 2007, its success took everyone by surprise. As of this writing it has been translated into 19 languages, over 300,000 copies are in print, and it remains among the top-selling yoga books in the United States. We have received tremendous positive feedback from readers, many of whom are educators who now include Yoga Anatomy as a required text in their yoga teacher training courses. Practitioners as diverse as orthopedists, chiropractors, physical therapists, fitness trainers, and Pilates and Gyrotonic instructors are making good use of the book as well.

The gravity of living in a sin-soaked world will always try to hold us back from living loved. But if we will remember to return often to our Instructor . . . our Creator . . . we will discover His loving hands still pulse to continue making us. Tweaking us. Molding us. Filling us. And daily completing the good work He began in us.

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if we will remember to return often to our Instructor . . . our Creator . . . we will discover His loving hands still pulse to continue making us. Tweaking us. Molding us. Filling us. And daily completing the good work He began in us.

Use what you learn Students often ask this question of their instructors “How does this apply to real life?” That’s a good question. However, as an instructor I would flip the question around and ask “How will you apply this to your real life”? If you are able to take the subject matter you are learning and apply it to your job or your own personal life, you will likely remember it more easily. Make a connection between what you are learning and what you are doing on the job. Once you make that connection, that light bulb over your head will burn even brighter. Congratulations

Let the government not be an instructor but a parent who loves and adjusts to the needs of the nation, But remember a parent does what makes things look good to the entire family without segregation.

Much like many other sports, I have seen good & bad divers, as well as talented & not so talented instructors from all walks of life & all certifying bodies. What matters is that you wish to improve & continue to have positive, safe interactions with the underwater world. Equally important is that you encourage others to do the same. This book will help you do both.

By the time the good folks at Quantico got their hands on me, I was already an old hand at stalking, and I could out-shoot half the instructors. Naturally, I soon became the subject of much envy

Kenn came to his side, the sharp tone of a drill instructor replacing the calm demeanor the camp always saw. The Slavers’ rampage had moved up Interstate 25 faster than they had estimated, and Cheyenne had called. “Locked and Loaded. Kyle’s team is stowing the beans, bags, and bullets.” “They’re good to go, eager to prove themselves. What about you, grunt? How do you feel?” Kenn took in Adrian’s dusty jeans and wrinkled camouflage shirt. He’d been up all night, again. “Good, ready.” “In and out, Marine, just like with the old lady, but if not, if something goes wrong and you have to fight?

America was a segregated workforce, and in many cases, that segregation contained a cultural element. A great many of our instructors were first-generation immigrants. These were the people who knew how to take care of themselves, how to survive on very little and work with what they had. These were the people who tended small gardens in their backyards, who repaired their own homes, who kept their appliances running for as long as mechanically possible. It was crucial that these people teach the rest of us to break from our comfortable, disposable consumer lifestyle even though their labor had allowed us to maintain that lifestyle in the first place. Yes, there was racism, but there was also classism. You’re a high-powered corporate attorney. You’ve spent most of your life reviewing contracts, brokering deals, talking on the phone. That’s what you’re good at, that’s what made you rich and what allowed you to hire a plumber to fix your toilet, which allowed you to keep talking on the phone. The more work you do, the more money you make, the more peons you hire to free you up to make more money. That’s the way the world works. But one day it doesn’t.

Myles had been a virgin when he came with her to the heart of Gramma Marie’s woods, and she’d decided she would give him her virginity, too, that she’d kept it for him despite the four times she’d had sex already. She’d been so young before, a thirteen-year-old kid in awe of a band instructor who had pretended to be her friend, feeling grown because he offered her his beer and his dick. Angela had never told Mama or Gramma Marie about her visits to Mr. Lowe, but she knew damn well Gramma Marie would have put that SOB in jail even if Mama hadn’t been able to collect herself enough to care. With Myles, Angela had been ready to erase those times; the times that had made her feel sullied and used as soon as a minute passed and she knew better.

¶LET a student enter the school with this advice: No matter how good the school is, his education is in his own hands. All education must be self-education. Let him realize the truth of this, and no school will be a danger to him. The school is a thing of the period. It has the faults and the virtues of the period. It either uses the student for its own success or the self-educating student uses it for his success. This is generally true of all schools and students of our time. It is up to the student whether he becomes a school-made man or whether he uses the school as a place of experience where there are both good and bad advices, where there are strengths and weaknesses, where there are facilities, and much information to be had from the instructors, and much to be gained by association with the other students. He may learn equally from the strong and the weak students. There are models to work from and a place to work in. The self-educator judges his own course, judges advices, judges the evidences about him. He realizes that he is no longer an infant. He is already a man: has his own development in process. No one can lead him. Many can give advices, but the greatest artist in the world cannot point his course for he is a new man. Just what he should know, just how he should proceed can only be guessed at. A school should be an offering of opportunity, not a direction, and the student should know that the school will be good for him only to the degree that he makes it good. It is a field for activity where he will see much, hear much and where he must be a judge, selecting for his special need, and daily discovering his need.

... I used to think nothing was out of my control. If I studied more, worked harder, and hit the gym like a Peloton instructor, every goal was within reach. And now I think we're all pinballs pinging around at random, hoping that when we collid with something, it's good.

... I used to think nothing was out of my control. If I studied more, worked harder, and hit the gym like a Peloton instructor, every goal was within reach. And now I think we're all pinballs pinging around at random, hoping that when we collide with something, it's good.

I think it would go a long way if you were to join me tomorrow—to teach what you know.” “You realize I’m in this chair.” “And? Your mouth still works.” Tart, crisp words. He blinked again. “They might not find me the most reassuring instructor—” “No, they’ll be swooning and sighing over you so much they’ll forget to be afraid.” His third and final blink made her smile slightly. Grimly. He wondered what that smile would look like if she ever was truly amused—happy. “The scar adds a touch of mystery,” she said, cutting him off before he could remember the slice down his cheek. “You would truly like me to be there tomorrow?” “We’ll have to figure out how to get you there, but it should not be so difficult.” “Stuffing me into a carriage will be fine.” She stiffened, glancing over her shoulder. “Save that anger for our training, Lord Westfall. And you will not be taking a carriage.” “A litter carried by servants, then?” He’d sooner crawl. “A horse. Ever heard of one?” “You need legs to ride.” “So it’s a good thing you still have both of them.

I wish my instructors at the Academy could meet this creature. They would surely put him to good use as a model during the Deflecting Rakhii Menace Tactics course.

Mick had become uncertain, had started second-guessing his own talent—that seemed, ironically, to be at the root of the self-inflation. For many years through the ’60s, Mick was incredibly charming and humorous. He was natural. It was electrifying the way he could work those small spaces, as a singer and as a dancer; fascinating to watch and work with—the spins, the moves. He never thought about it. That performance was exciting without him appearing to do anything. And he’s still good, even though to my mind it’s dissipated on the big stages. That’s what people have wanted to see: spectacle. But it’s not necessarily what he’s best at. Somewhere, though, he got unnatural. He forgot how good he was in that small spot. He forgot his natural rhythm. I know he disagrees with me. What somebody else was doing was far more interesting to him than what he was doing. He even began to act as if he wanted to be someone else. Mick is quite competitive, and he started to get competitive about other bands. He watched what David Bowie was doing and wanted to do it. Bowie was a major, major attraction. Somebody had taken Mick on in the costume and bizarreness department. But the fact is, Mick could deliver ten times more than Bowie in just a T-shirt and a pair of jeans, singing “I’m a Man.” Why would you want to be anything else if you’re Mick Jagger? Is being the greatest entertainer in show business not enough? He forgot that it was he who was new, who created and set the trends in the first place, for years. It’s fascinating. I can’t figure it out. It’s almost as if Mick was aspiring to be Mick Jagger, chasing his own phantom. And getting design consultants to help him do it. No one taught him to dance, until he took dance lessons. Charlie and Ronnie and I quite often chuckle when we see Mick out there doing a move that we know some dance instructor just laid on him, instead of being himself. We know the minute he’s going plastic. Shit, Charlie and I have been watching that ass for forty-odd years; we know when the moneymaker’s shaking and when it’s being told what to do. Mick’s taken up singing lessons, but that may be to preserve his voice.

A good plan executed now,’ our instructors at Basic School would remind us ‘is better than a perfect plan executed later.

Description As one of the high level programming languages, Python is considered a vital feature for data structuring and code readability. Developers need to learn python 1 ,2 & 3 to qualify as experts. It is object-oriented and taps the potential of dynamic semantics. As a scripting format it reduces the costs of maintenance and lesser coding lines due to syntax assembly. Job responsibilities Writing server side applications is one of the dedicated duties of expected from a skilled worker in this field. If you enjoy working backend, then this is an ideal job for you. It involves: · Connecting 3rd party apps · Integrating them with python · Implement low latency apps · Interchange of data between users and servers · Knowledge of front side technologies · Security and data protection and storage Requisites to learn There are several training courses for beginners and advanced sessions for experienced workers. But you need to choose a really good coaching center to get the skills. DVS Technologies is an enabled Python Training in Bangalore is considered as one of the best in India. You will need to be acquainted with: · Integrated management/ development environment to study · A website or coaching institute to gather the knowledge · Install a python on your computer · Code every day to master the process · Become interactive Course details/benefits First select a good Python Training institute in Bangalore which has reputed tutors to help you to grasp the language and scripting process. There are several courses and if you are beginner then you will need to opt for the basic course. Then move on to the next advanced level to gain expertise in the full python stack. As you follow best practices, it will help you to get challenging projects. Key features of certification course and modules · Introduction to (Python) programming · Industry relevant content · Analyze data · Experiment with different techniques · Data Structures Web data access with python · Using database with this program DVS Technology USP: · Hands-on expert instructors: 24-hour training · Self-study videos · Real time project execution · Certification and placements · Flexible schedules · Support and access · Corporate training

I hand out a number of compliments, and all of them are designed to be unexpected,” said Sergeant Dennis Joy, a thoroughly intimidating drill instructor who showed me around the Recruit Depot one day. “You’ll never get rewarded for doing what’s easy for you. If you’re an athlete, I’ll never compliment you on a good run. Only the small guy gets congratulated for running fast. Only the shy guy gets recognized for stepping into a leadership role. We praise people for doing things that are hard. That’s how they learn to believe they can do them.