How To Identify Techniques In Quotes

Identify your Radar – it’s your brain functioning optimally; not a vague intuition or cosmic sixth sense. Train your Radar in key areas like: evaluating people, personal safety, healthy relationships, physical and mental well-being, money and credit cards, career choice, how to get organized. Meet the Radar Jammers. They have the power to turn down or turn off our clear thinking Radars.
Some are well known: alcohol and drugs, peer pressure, infatuation, sleep deprivation.
Others are surprising: showing off, fake complexity, anger, unthinking religions, the need for speed, dangerous personality disorders, and even fast food!
Learn reasonable approaches and specific techniques to deal with them all.

Choose a color that reflects how you’re feeling today. 2.Draw a circle with that color. 3.In that circle, use lines and shapes to draw an image or images to identify how you’re feeling today. 4.Name your art.

In a sense, our lifestyles teach our genes how to behave. In choosing between healthy or unhealthy foods and habits, we are programming our genes for either good or bad conduct. Scientists are identifying numerous techniques by which two sets of identical DNA can be coerced into functioning dissimilarly.

Physiological stress, then, is the link between personality traits and disease. Certain traits — otherwise known as coping styles — magnify the risk for illness by increasing the likelihood of chronic stress. Common to them all is a diminished capacity for emotional communication. Emotional experiences are translated into potentially damaging biological events when human beings are prevented from learning how to express their feelings effectively. That learning occurs — or fails to occur — during childhood. The way people grow up shapes their relationship with their own bodies and psyches. The emotional contexts of childhood interact with inborn temperament to give rise to personality traits. Much of what we call personality is not a fixed set of traits, only coping mechanisms a person acquired in childhood. There is an important distinction between an inherent characteristic, rooted in an individual without regard to his environment, and a response to the environment, a pattern of behaviours developed to ensure survival. What we see as indelible traits may be no more than habitual defensive techniques, unconsciously adopted. People often identify with these habituated patterns, believing them to be an indispensable part of the self. They may even harbour self-loathing for certain traits — for example, when a person describes herself as “a control freak.” In reality, there is no innate human inclination to be controlling. What there is in a “controlling” personality is deep anxiety. The infant and child who perceives that his needs are unmet may develop an obsessive coping style, anxious about each detail. When such a person fears that he is unable to control events, he experiences great stress. Unconsciously he believes that only by controlling every aspect of his life and environment will he be able to ensure the satisfaction of his needs. As he grows older, others will resent him and he will come to dislike himself for what was originally a desperate response to emotional deprivation. The drive to control is not an innate trait but a coping style. Emotional repression is also a coping style rather than a personality trait set in stone. Not one of the many adults interviewed for this book could answer in the affirmative when asked the following: When, as a child, you felt sad, upset or angry, was there anyone you could talk to — even when he or she was the one who had triggered your negative emotions? In a quarter century of clinical practice, including a decade of palliative work, I have never heard anyone with cancer or with any chronic illness or condition say yes to that question. Many children are conditioned in this manner not because of any intended harm or abuse, but because the parents themselves are too threatened by the anxiety, anger or sadness they sense in their child — or are simply too busy or too harassed themselves to pay attention. “My mother or father needed me to be happy” is the simple formula that trained many a child — later a stressed and depressed or physically ill adult — into lifelong patterns of repression.

Parent and Teacher Actions: 1. Ask children what their role models would do. Children feel free to take initiative when they look at problems through the eyes of originals. Ask children what they would like to improve in their family or school. Then have them identify a real person or fictional character they admire for being unusually creative and inventive. What would that person do in this situation? 2. Link good behaviors to moral character. Many parents and teachers praise helpful actions, but children are more generous when they’re commended for being helpful people—it becomes part of their identity. If you see a child do something good, try saying, “You’re a good person because you ___.” Children are also more ethical when they’re asked to be moral people—they want to earn the identity. If you want a child to share a toy, instead of asking, “Will you share?” ask, “Will you be a sharer?” 3. Explain how bad behaviors have consequences for others. When children misbehave, help them see how their actions hurt other people. “How do you think this made her feel?” As they consider the negative impact on others, children begin to feel empathy and guilt, which strengthens their motivation to right the wrong—and to avoid the action in the future. 4. Emphasize values over rules. Rules set limits that teach children to adopt a fixed view of the world. Values encourage children to internalize principles for themselves. When you talk about standards, like the parents of the Holocaust rescuers, describe why certain ideals matter to you and ask children why they’re important. 5. Create novel niches for children to pursue. Just as laterborns sought out more original niches when conventional ones were closed to them, there are ways to help children carve out niches. One of my favorite techniques is the Jigsaw Classroom: bring students together for a group project, and assign each of them a unique part. For example, when writing a book report on Eleanor Roosevelt’s life, one student worked on her childhood, another on her teenage years, and a third on her role in the women’s movement. Research shows that this reduces prejudice—children learn to value each other’s distinctive strengths. It can also give them the space to consider original ideas instead of falling victim to groupthink. To further enhance the opportunity for novel thinking, ask children to consider a different frame of reference. How would Roosevelt’s childhood have been different if she grew up in China? What battles would she have chosen to fight there?

The Legend of Robert Halsey This article examines the criminal conviction of Robert Halsey for sexually abusing two young boys on his school-van route near Pittsfield, Massachusetts. Mr. Halsey's name has been invoked by academics, journalists, and activists as the victim of the “witch hunt” in this country over child sexual abuse. Based on a comprehensive examination of the trial transcript, this article details the overwhelming evidence of guilt against Mr. Halsey. The credulous acceptance of the “false conviction” legend about Robert Halsey provides a case study in the techniques and tactics used to minimize and deny sexual abuse, while promoting a narrative about “ritual abuse” and “witch hunts” that apparently requires little or no factual basis. The second part of this article analyzes how the erroneous “false conviction” narrative about Robert Halsey was constructed and how it gained widespread acceptance. The Legend of Robert Halsey provides a cautionary tale about how easy it is to wrap even the guiltiest person in a cloak of righteous “witch hunt” claims. Cases identified as “false convictions” by defense lawyers and political activists deserve far greater scrutiny from the media and the public. journal: Cheit, Ross E. "The Legend of Robert Halsey." Journal of child sexual abuse 9.3-4 (2002): 37-52.

The flight insurance example highlights another psychological phenomenon that is important to understanding how fear influences our thinking: “probability neglect.” Social scientists have found that when confronted with either an enormous threat or a huge reward, people tend to focus on the magnitude of the consequence and ignore the probability. Consider how the Bush administration has used some of the techniques identified by Professor Glassner. Repeating the same threat over and over again, misdirecting attention (from al-Qaeda to Saddam Hussein), and using vivid imagery (a “mushroom cloud over an American city”). September 11 had a profound impact on all of us. But after initially responding in an entirely appropriate way, the administration began to heighten and distort public fear of terrorism to create a political case for attacking Iraq. Despite the absence of proof, Iraq was said to be working hand in hand with al-Qaeda and to be on the verge of a nuclear weapons capability. Defeating Saddam was conflated with bringing war to the terrorists, even though it really meant diverting attention and resources from those who actually attacked us.

After we eat of the Apple of Knowledge, however, all of us start to be aware of ourselves, and our consciousness starts to be divided from our being. We start to have an image of ourselves which blocks our true expression. How do we go from there? There are two ways of dealing with this situation. The first is to find a self-image one is comfortable with. This is what most people do. It has some advantages since it causes the mind to operate reasonably undisturbed and it brings some peace to most people. People who find and maintain a self-image they are comfortable with are generally known as ‘happy people’. It doesn’t mean a whole lot, because in fact this image they are comfortable with is completely fake. There is another road, the road of learning to get rid of all self-imagery. This is a hard road however and requires one to pretty much battle for the rest of ones life (which isn’t a bad thing at all since the sense and meaning of life are essentially to put up a good battle). One develops techniques to stop identifying with ones self-image. The more these mechanisms behind self-imagery are mastered the more easy it becomes to switch and correct ones identities. At some point we can simply get rid of the self-image and be reborn as the child we once were, but a different child who has the triumph of knowledge in his pocket.

So what does “It’s your call” mean? Most simply: When it comes to making decisions about your kids’ lives, you should not be deciding things that they are capable of deciding for themselves. First, set boundaries within which you feel comfortable letting them maneuver. Then cede ground outside those boundaries. Help your kids learn what information they need to make an informed decision. If there’s conflict surrounding an issue, use collaborative problem solving, a technique developed by Ross Greene and J. Stuart Albon that begins with an expression of empathy followed by a reassurance that you’re not going to try to use the force of your will to get your child to do something he doesn’t want to do. Together, you identify possible solutions you’re both comfortable with and figure out how to get there. If your child settles on a choice that isn’t crazy go with it, even if it is not what you would like him to do.

You want to kiss her, right?” “What?” I have lost track of our conversation. I was thinking about how if Kit called me her friend, then I would have multiplied my number of them by a factor of two. And then I considered the word flirting, how it sounds like fluttering, which is what butterflies do. Which of course looped me back to chaos theory and my realization that I’d like to have more information to provide Kit on the topic. “Do. You. Want. To. Kiss. Her?” Miney asks again. “Yes, of course I do. Who wouldn’t want to kiss Kit?” “I don’t want to kiss Kit,” Miney says, doing that thing where she imitates me and how I answer rhetorical questions. Though her intention is to mock rather than to educate, it’s actually been a rather informative technique to demonstrate my tendency toward taking people too literally. “Mom doesn’t want to kiss Kit. I don’t know about Dad, but I doubt it.” My father doesn’t look up. His face is buried in a book about the mating patterns of migratory birds. It’s too bad our scholarly interests have never overlapped. Breakfast would be so much more interesting if we could discuss our work. “So if you want to kiss Kit, that means you want her to see you like a real guy,” Miney says, and points at me with her cup of coffee. She’s drinking it black. Maybe there’s nothing wrong with Miney. Maybe she’s just tired. “I am a real guy.” How come even my own sister sees me as something not quite human? Something other. “I have a penis.” “And just when I think we’ve made progress you go and mention your penis.” “What? Fact: I have a penis. That makes me a guy. Though technically there are some trans people who have penises but self-identify as girls.” “Please stop saying that word.” “What word? Penis?” “Yes.” “Do you prefer member? Shlong? Wang? Johnson?” I ask. “Dongle, perhaps?” “I would prefer we not discuss your man parts at all.” “Wait, should I text Kit immediately and clarify that I do in fact have man parts?” I pick up my phone and start typing. “Dear Kit. Just to be clear. I have a penis.” “Oh my God. Do not text her. Seriously, stop.” Miney puts her coffee down hard. She’ll climb over the table and tackle me if she has to. “Ha! Totally got you!” I smile, as proud as I was the other day for my that’s what she said joke. “Who are you?” Miney asks, but she’s grinning too. I’ll admit it takes a second—something about the disconnect between her confused tone and her happy face—and I almost, almost say out loud: Duh, I’m Little D. Instead I let her rhetorical question hang, just like I’m supposed to

NOTE: Practice your most effective relaxation techniques before you begin these exercises (refer to Chapter 6 if necessary). People are better able to concentrate when they are relaxed. Listening -Pay attention to the sounds coming from outside: from the street, from above in the air, from as far away as possible. Then focus on one sound only. -Pay attention to the sounds coming from a nearby room—the kitchen, living room, etc. Identify each one, then focus on a single sound. -Pay attention to the sounds coming from the room you are in: the windows, the electrical appliances. Then focus on one sound only. -Listen to your breathing. -Hear a short tune and attempt to re-create it. -Listen to a sound, such as a ringing doorbell, a knock on the door, a telephone ringing, or a siren. How does it make you feel? -Listen to a voice on the telephone. Really focus on it. -Listen to the voices of family members, colleagues, or fellow students, paying close attention to their intonation, pacing, and accent. What mood are they conveying? Looking -Look around the room and differentiate colors or patterns, such as straight lines, circles, and squares. -Look at the architecture of the room. Now close your eyes. Can you describe it? Could you draw it? -Look at one object in the room: chair, desk, chest of drawers, whatever. Close your eyes and try to picture the shape, the material, and the colors. -Notice any changes in your environment at home, at school, or in your workplace. -Look at magazine photos and try to guess what emotions the subjects’ expressions show. -Observe the effect of light around you. How does it change shapes? Expressions? Moods? Touching -When shaking a person’s hand, notice the temperature of the hand. Then notice the temperature of your own hand. -Hold an object in your hands, such as a cup of coffee, a brick, a tennis ball, or anything else that is available. Then put it down. Close your eyes and remember the shape, size, and texture of the object. -Feel different objects and then, with your eyes closed, touch them again. Be aware of how the sensations change. -Explore different textures and surfaces with your eyes first open and then closed. Smelling and Tasting -Be aware of the smells around you; come up with words to describe them. -Try to remember the taste of a special meal that you enjoyed in the past. Use words to describe the flavors—not just the names of the dishes. -Search your memory for important smells or tastes. -Think of places with a strong tie to smell. These sensory exercises are an excellent way to boost your awareness and increase your ability to concentrate. What is learned in the fullest way—using all five senses—is unlikely to be forgotten. As you learn concentration, you will find that you are able to be more in tune with what is going on around you in a social situation, which in turn allows you to interact more fully.

ROUND UP A lot more can be said, but finally, this is your last lesson in this epic 30 -day quest to become a successful conversationalist. For the past 29 days, you’ve been tutored about different techniques to make things happen, and today you’ll kick start a conversation with more confidence and organization, because you are now a professional in the communication world. There are takeaways that you should not forget as you go forth as a small talk professional. You have learnt and practiced many truths about the nature and composition of small talk, but there are certain ones that should be placed next to your heart: Small talk may be seen as a waste of time, but it is actually time well spent; take note of this important point, people might want to convince and confuse you. Small talk with personal meaning orientation will scratch business shop talk off any time. Small talk should now be seen as an effective tool that is available right next to you and can be a gateway to success. You still have the chance to go back to the previous chapters you struggled with, this way, you’ll review and assimilate the important points, no one is an island of knowledge, and so I don’t expect you to have everything registered in your brain already, constant practices will bring out the best in you. Identifying your weakness is just as important as acknowledging your strength. I want to assure you that you’ll definitely excel since you’ve been able to lay hands on this book, and this how you can help others who are still in the position that you were when you started in day one. You’ve been instructed about many secrets of success, as well as the things to exploit and avoid. It’s up to you to make this permanent, and this can only be achieved if you keep following these instructions. You have to make the decision now; whether you would make use of this manual or not, but I would advise that you want it again and again as this is the only way to dedicate your spirit, soul and body to constant improvement. You definitely would have noticed some changes in you, you’re not the same person any more. One important thing is that you shouldn’t give up; try to redouble your efforts and realize that you know everything you’re supposed to know. This shouldn’t end here, endeavour to spread the word to make sure that you impact at least three people per day, this means that you would have impacted about 90 people at the end of the next 30 days and close to about 120 people in just two months. Now, you see how you can make the world a better place? It’s up to you to decide what you want and how you want it to be. Don’t waste this golden opportunity of becoming a professional in communication, you’ll go a long way and definitely be surprised at the rate at which you’ve gone in such a small time. Take time to attend to things that need attention, don’t be too hard on yourself, and don’t go too soft on yourself, you’re one vessel that can’t be manipulated, so you have to be careful and sure about your status on communication skills. On the final note, I would like to congratulate you for reading this to the end, you’ve taken this course because you believe in the powers of small talks, so this shouldn’t be the last time I’m hearing from you. I would look forward to seeing your questions about any confusing aspect in the future. Till then, remain the professional that you are!

The technique known as cognitive challenging, which is a hallmark of CBT, involves challenging beliefs that may trigger anxiety or that may result from feeling chronically stressed. CBT consists of a structured set of steps in which you are first encouraged to identify beliefs or thoughts that are associated with anxiety. When you are feeling stressed or anxious, you may have a whole constellation of anxiety-related thoughts. Step 1 is to focus on one particular thought, such as “I fear that my partner will leave me unless I have a good sexual response.” In Step 2, you are asked to analyze the validity of that thought by considering such factors as whether it is true, how logical it is, and what the probability is for it to be true. In this step, you also consider the evidence supporting the thought. In Step 3, you would examine counter-evidence to the thought by asking yourself the following questions: 1.Is there another way of looking at this thought? 2.Is there another explanation? 3.How would someone else consider the same situation? 4.Are my beliefs based on my emotions rather than on facts? 5.Am I setting unrealistic or unachievable standards for myself? 6.Am I forgetting relevant facts or overemphasizing other ones? 7.Am I engaging in all-or-nothing thinking? Once you consider the evidence for the particular thought and the evidence against (with the against evidence far outweighing the for evidence in most cases), you then come up with a thought that is a more accurate reflection of reality and probabilities. This new belief will replace the original maladaptive belief you had.

Anxiety does not exist to control you. You exist to control it. It is, as I said, a simple fact of life that can be managed. In fact, used properly, it can actually give you an extra boost by heightening your energy and awareness. If you have social anxiety about such things as giving a presentation, speaking up at a meeting, attending a social gathering, initiating plans, developing intimacy in friendships and dating, then learning to manage your anxiety will help. This book will teach you how to channel your anxiety—not how to eliminate it. The twelve chapters delineate a five-step program that essentially works like this: Step I: Identify your anxiety symptoms and recognize the ways in which they interfere with your life. Your social fears prevent you from doing things you would like to do (pursue friendships, date, achieve career success). Pinpointing your stress responses and noting what causes them give you the information you need to move on to Step 2. Step 2: Set short- and long-term social goals. Having identified the situations you have trouble confronting, you can identify immediate goals to work toward, and start to form a vision of your ideal social self. Goal-setting is a valuable way of letting your imagination offer a reward for your hard work. Next, you will begin to learn skills that can make your dream a reality. Step 3: Learn stress management and self-awareness. The techniques outlined in this book will allow you to control your anxiety response and tune in to your own desires and strong points, giving you more to share as you become more comfortable interacting. With your anxiety in check and your self-awareness guiding you toward fulfillment, anxiety becomes positive energy and will be the base of your self-empowerment. Now you are ready to polish your social skills. Step 4: Learn or refine social skills. Your fear has diminished, making it possible to refine social skills and enhance your interactive productivity, which will make the difference between social success and failure. Good conversation, active listening, an awareness of what behavior is appropriate—all of these skills will add to your overall social ability and self-empowerment. Step 5: Expand and refine your social network. At this point, you are ready to roll. You understand your anxiety, your stress is manageable, and you have learned the finer points of interacting in a positive, productive manner. The final step is to use your community’s resources to create, expand, or refine your social network to best meet your interactive goals. No matter who you are, you can improve your social network to better suit your needs. From here, anything is possible!

The Disease Within The root of every rebellion (in every culture) must always be identified as pride, and the lust for autonomy. But this central sin manifests itself in different ways in different times, using different methods, concepts, and techniques.

Step 1 – Identifying habits throughout our lives and understanding why these have manifested. Step 2 – Change our mindset and learn how to break those habits through self-reflection, honesty and mindful eating techniques. Step 3 – Implement practical knowledge solutions to provide you with a detailed basic education in nutrition., along with practical tips and meal ideas.

Transforming Challenges into Opportunities: Enhancing Problem-Solving Skills through Critical Thinking In today's fast-paced and competitive business world, the ability to think critically and solve problems effectively is crucial for success. Whether you are a seasoned entrepreneur or a budding startup owner, developing strong problem-solving skills can give you a significant edge in the market. By harnessing the power of critical thinking, you can transform challenges into opportunities and propel your business towards success. As a coach for business start-ups and a catalyst for innovation, I understand the importance of equipping entrepreneurs with the necessary tools to overcome obstacles and thrive in the face of adversity. In this blog post, I will explore how honing your critical thinking skills can help you navigate the challenges of starting and growing a business. 1. Identifying the Problem: Critical thinking involves the ability to accurately identify and define the problem at hand. As a coach for business start-up ideas, I can help you analyze your unique challenges and break them down into manageable parts. By clarifying the problem, you can focus your efforts on finding the most effective solution. 2. Analyzing Different Perspectives: One of the key aspects of critical thinking is considering different perspectives and viewpoints. When faced with a problem, it is important to step back and evaluate the situation from various angles. This allows you to gain valuable insights and uncover opportunities that may not be immediately apparent. As a coach, I can guide you through this process, helping you see the bigger picture and explore alternative solutions. 3. Developing Creative Solutions: Critical thinking encourages out-of-the-box thinking and the ability to generate creative solutions. By breaking away from conventional thought patterns, you can discover innovative approaches to solving problems. As your coach, I can help you tap into your creative potential and unlock new possibilities for your business. 4. Evaluating Risks and Benefits: Effective problem-solving requires a thorough analysis of the risks and benefits associated with different solutions. Through critical thinking, you can weigh the pros and cons, assess potential outcomes, and make informed decisions. As your coach, I can guide you in evaluating the risks and benefits of various options, enabling you to make strategic choices that align with your business goals. 5. Adapting to Change: In today's rapidly evolving business landscape, adaptability is crucial. Critical thinking allows you to embrace change and adapt your strategies as needed. By honing your problem-solving skills, you can navigate unexpected challenges with ease and turn them into opportunities for growth. As your coach, I can provide you with the tools and techniques to foster adaptability and resilience in the face of change. In conclusion, developing strong problem-solving skills through critical thinking is essential for entrepreneurs and business start-ups. By working with a coach who specializes in business start-up ideas, you can enhance your problem-solving abilities, uncover new opportunities, and position your business for long-term success. So, why wait? Invest in your critical thinking skills today and unlock the potential within your business. If you are looking for a coach to guide you in transforming challenges into opportunities, I am here to help. Contact me to explore how we can work together to enhance your problem-solving skills and achieve your business goals. Keywords: coach startup ideas, coach for business start-up, problem-solving skills, critical thinking, challenges, opportunities, entrepreneurs, innovation, analyze, creative solutions, risks, benefits, adaptability.

It was on my third viewing of Henry Levin’s 1959 movie Journey to the Center of the Earth that I first stumbled upon an exercise I still use today. I had left the living room with the TV’s sound turned low, and when I returned for the “exciting conclusion” that the program’s announcer always promised, I came upon my favorite action sequence, in which the protagonists encounter a convincingly real-looking dimetrodon dinosaur. I had long wondered how the filmmakers pulled this off. With the sound down, I could more easily decode the techniques and effects at work. I noticed that the monstrous dinosaur was actually an iguana of some kind with a spine sail glued to its back. I figured out that the ruins of Atlantis were really carefully rendered matte paintings. I identified the camera setups that the filmmakers used to stage the sequence and make the audience believe every second of it. Thereafter, I lowered the sound whenever there was a scene that I wanted to study closely. With my own money, I bought a Bauer

What are the most frequent causes of stress, i.e., what usually comes before a sudden rise in stress or drop in mood? How do these events typically affect your productivity? How do you normally respond to these events, emotionally and behaviorally, and is your approach working? Can you identify a level of stress that was comfortable and beneficial for your productivity?

How do you feel?” Claudia Jewett Jarratt (1994) recommends a strategy to begin helping children identify their emotions correctly in a technique called “The Five Faces.” Five cards with simple drawings of faces depicting sad, mad, happy, scared, and lonely are used to facilitate conversations about which feeling the person has. To learn the “game,” the toddler might be asked, “Which face shows how you feel about having macaroni and cheese for lunch?” Gradually, the cards are used to talk about more important emotionally reactive situations. Even children whose language is not sophisticated enough to participate in the dialogue, but who seem stuck in the “angry” mode, can benefit from an exploration of emotions.

1. On a one to ten scale, how would you rank the morale of your sales team? What factors did you consider?   2. Have you identified your organization’s group leaders? If not, how will you go about identifying them?   3. Remembering that morale is hard to build and easy to lose, what techniques will you use to build and maintain it?

other and distinct from other groups. These techniques usually precede regression and other analyses. Factor analysis is a well-established technique that often aids in creating index variables. Earlier, Chapter 3 discussed the use of Cronbach alpha to empirically justify the selection of variables that make up an index. However, in that approach analysts must still justify that variables used in different index variables are indeed distinct. By contrast, factor analysis analyzes a large number of variables (often 20 to 30) and classifies them into groups based on empirical similarities and dissimilarities. This empirical assessment can aid analysts’ judgments regarding variables that might be grouped together. Factor analysis uses correlations among variables to identify subgroups. These subgroups (called factors) are characterized by relatively high within-group correlation among variables and low between-group correlation among variables. Most factor analysis consists of roughly four steps: (1) determining that the group of variables has enough correlation to allow for factor analysis, (2) determining how many factors should be used for classifying (or grouping) the variables, (3) improving the interpretation of correlations and factors (through a process called rotation), and (4) naming the factors and, possibly, creating index variables for subsequent analysis. Most factor analysis is used for grouping of variables (R-type factor analysis) rather than observations (Q-type). Often, discriminant analysis is used for grouping of observations, mentioned later in this chapter. The terminology of factor analysis differs greatly from that used elsewhere in this book, and the discussion that follows is offered as an aid in understanding tables that might be encountered in research that uses this technique. An important task in factor analysis is determining how many common factors should be identified. Theoretically, there are as many factors as variables, but only a few factors account for most of the variance in the data. The percentage of variation explained by each factor is defined as the eigenvalue divided by the number of variables, whereby the

eigenvalue of a factor is the sum of correlations (r) of each variable with that factor. This correlation is also called loading in factor analysis. Analysts can define (or “extract”) how many factors they wish to use, or they can define a statistical criterion (typically requiring each factor to have an eigenvalue of at least 1.0). The method of identifying factors is called principal component analysis (PCA). The results of PCA often make it difficult to interpret the factors, in which case the analyst will use rotation (a statistical technique that distributes the explained variance across factors). Rotation causes variables to load higher on one factor, and less on others, bringing the pattern of groups better into focus for interpretation. Several different methods of rotation are commonly used (for example, Varimax, Promax), but the purpose of this procedure is always to understand which variables belong together. Typically, for purposes of interpretation, factor loadings are considered only if their values are at least .50, and only these values might be shown in tables. Table 18.4 shows the result of a factor analysis. The table shows various items related to managerial professionalism, and the factor analysis identifies three distinct groups for these items. Such tables are commonly seen in research articles. The labels for each group (for example, “A. Commitment to performance”) are provided by the authors; note that the three groupings are conceptually distinct. The table also shows that, combined, these three factors account for 61.97 percent of the total variance. The table shows only loadings greater than .50; those below this value are not shown.6 Based on these results, the authors then create index variables for the three groups. Each group has high internal reliability (see Chapter 3); the Cronbach alpha scores are, respectively, 0.87, 0.83, and 0.88. This table shows a fairly typical use of factor analysis, providing statistical support for a grouping scheme. Beyond Factor Analysis A variety of exploratory techniques exist. Some seek purely to classify, whereas

others seek to create and predict classifications through independent variables. Table 18.4 Factor Analysis Note: Factor analysis with Varimax rotation. Source: E. Berman and J. West. (2003). “What Is Managerial Mediocrity? Definition, Prevalence and Negative Impact (Part 1).” Public Performance & Management Review, 27 (December): 7–27. Multidimensional scaling and cluster analysis aim to identify key dimensions along which observations (rather than variables) differ. These techniques differ from factor analysis in that they allow for a hierarchy of classification dimensions. Some also use graphics to aid in visualizing the extent of differences and to help in identifying the similarity or dissimilarity of observations. Network analysis is a descriptive technique used to portray relationships among actors. A graphic representation can be made of the frequency with which actors interact with each other, distinguishing frequent interactions from those that are infrequent. Discriminant analysis is used when the dependent variable is nominal with two or more categories. For example, we might want to know how parents choose among three types of school vouchers. Discriminant analysis calculates regression lines that distinguish (discriminate) among the nominal groups (the categories of the dependent variable), as well as other

We should see destructive emotions as enemies, first identifying them and then engaging in techniques to destroy them.

regression as dummy variables Explain the importance of the error term plot Identify assumptions of regression, and know how to test and correct assumption violations Multiple regression is one of the most widely used multivariate statistical techniques for analyzing three or more variables. This chapter uses multiple regression to examine such relationships, and thereby extends the discussion in Chapter 14. The popularity of multiple regression is due largely to the ease with which it takes control variables (or rival hypotheses) into account. In Chapter 10, we discussed briefly how contingency tables can be used for this purpose, but doing so is often a cumbersome and sometimes inconclusive effort. By contrast, multiple regression easily incorporates multiple independent variables. Another reason for its popularity is that it also takes into account nominal independent variables. However, multiple regression is no substitute for bivariate analysis. Indeed, managers or analysts with an interest in a specific bivariate relationship will conduct a bivariate analysis first, before examining whether the relationship is robust in the presence of numerous control variables. And before conducting bivariate analysis, analysts need to conduct univariate analysis to better understand their variables. Thus, multiple regression is usually one of the last steps of analysis. Indeed, multiple regression is often used to test the robustness of bivariate relationships when control variables are taken into account. The flexibility with which multiple regression takes control variables into account comes at a price, though. Regression, like the t-test, is based on numerous assumptions. Regression results cannot be assumed to be robust in the face of assumption violations. Testing of assumptions is always part of multiple regression analysis. Multiple regression is carried out in the following sequence: (1) model specification (that is, identification of dependent and independent variables), (2) testing of regression assumptions, (3) correction of assumption violations, if any, and (4) reporting of the results of the final regression model. This chapter examines these four steps and discusses essential concepts related to simple and multiple regression. Chapters 16 and 17 extend this discussion by examining the use of logistic regression and time series analysis. MODEL SPECIFICATION Multiple regression is an extension of simple regression, but an important difference exists between the two methods: multiple regression aims for full model specification. This means that analysts seek to account for all of the variables that affect the dependent variable; by contrast, simple regression examines the effect of only one independent variable. Philosophically, the phrase identifying the key difference—“all of the variables that affect the dependent variable”—is divided into two parts. The first part involves identifying the variables that are of most (theoretical and practical) relevance in explaining the dependent

it refers to the study of the way nations, people and firms identify strategies and techniques that they can use to deal with the competing strategies and techniques carried out by the other parties they are dealing with.

Instead, the thing that had captured my attention was this big metal column topped by…absolutely nothing. It was doing this in the parking lot of what I had to figure was the main supplier of off-campus food: a retro-fifties fast-food joint. Maybe it’s supposed to be some kind of art, I thought as I stared at the column. I was living in the big city now, after all. Public art happened. Not only that, it didn’t have to make sense. In fact, having it not make sense was probably a requirement. “They took it down for repairs,” a voice beside my suddenly said. I’m kind of embarrassed to admit this, but the truth is, I jumped about a mile. I’d been so mesmerized by the sight of that column extending upward into space, supporting empty air, that I’d totally lost track of all my soon-to-be-fellow students rushing by me. To this day, I can’t quite explain the fascination. But I’ve promised to tell you the 100 percent truth, which means I’ve got to include even the parts which make me appear less than impressive. “Huh?” Yes, all right, I know. Nowhere even near the list of incredibly clever replies. “They took it down for repairs,” the voice said again. “Took it down,” I echoed. By this time, I knew I was well on my way to breaking my own blending-in rule, big time. Sounding like a total idiot can generally be considered a foolproof method of getting yourself noticed. “The car that’s usually up there.” The guy--it was a guy; I’d calmed down enough to realize that--said. I snuck a quick glance at him out of the corner of my eye. First fleeting impression: tall and blond. The kind of muscular-yet-lanky build I’ve always been a sucker for. Faded jeans. Letterman jacket with just about every sport there was represented on it. Gotcha! I thought. BMOC. Big Man on Campus. This made me feel a little better for a couple of reasons. The first was that it showed my skills hadn’t abandoned me completely after all. I could still identify the players pretty much on sight. The second was that in my vast, though admittedly from-a-distance, experience of them, BMOCs have short attention spans for anyone less BOC than they are. Disconcerting and intense as it was at the moment, I could nevertheless take comfort in the fact that this guy’s unexpected and unnatural interest in me was also unlikely to last very long. “An old Chevy, I think,” he was going on now. “It’s supposed to be back soon, though. Not really the same without it, is it?” He actually sounded genuinely mournful. I was surprised to find myself battling back a quick, involuntary smile. He did seem to be more interesting than your average, run-of-the-mill BMOC. I had to give him that. Get a grip, O’Connor, I chastised myself. “Absolutely not,” I said, giving my head a semi-vigorous nod. That ought to move him along, I thought. You may not be aware of this fact, but agreeing with people is often an excellent way of getting them to forget all about you. After basking in the glow of agreement, most people are then perfectly content to go about their business, remembering only the fact that someone agreed and allowing the identity of the person who did the actual agreeing to fade into the background. This technique almost always works. In fact, I’d never known it not to. There was a moment of silence. A silence in which I could feel the BMOC’s eyes upon me. I kept my own eyes fixed on the top of the carless column. But the longer the silence went on, the more strained it became. At least it did on my side. This guy was simply not abiding by the rules. He was supposed to have basked and moved on by now.

Dimensions for Descriptive Context Dimensions provide the “who, what, where, when, why, and how” context surrounding a business process event. Dimension tables contain the descriptive attributes used by BI applications for filtering and grouping the facts. With the grain of a fact table firmly in mind, all the possible dimensions can be identified. Whenever possible, a dimension should be single valued when associated with a given fact row. Dimension tables are sometimes called the “soul” of the data warehouse because they contain the entry points and descriptive labels that enable the DW/BI system to be leveraged for business analysis. A disproportionate amount of effort is put into the data governance and development of dimension tables because they are the drivers of the user's BI experience. Chapter 1 DW/BI and Dimensional Modeling Primer Chapter 3 Retail Sales Chapter 11 Telecommunications Chapter 18 Dimensional Modeling Process and Tasks Chapter 19 ETL Subsystems and Techniques

The idea of a personal journey around a site and the interpretation of it is something that Gordon Cullen focuses upon when he describes the concept of ‘serial vision’ in his book Concise Townscape. This concept suggests that the area under study is drawn as a map, and a series of points are then identified on it, each one indicating a different view of the site. These views are then sketched out as small thumbnails, which offer personal impressions of the site’s space. Serial vision is a useful technique to apply to any site (or building), in order to explain how it operates spatially and to identify its significance. The visuals can be created either as a series of sketches or as photographs of the journey, as long as they are assembled and read in sequence.

How can this type of data be made to tell a reliable story? By subjecting it to the economist’s favorite trick: regression analysis. No, regression analysis is not some forgotten form of psychiatric treatment. It is a powerful—if limited—tool that uses statistical techniques to identify otherwise elusive correlations.

Sniff, swill, sip 329 words Leading whisky expert Charles MacLean on the underrated art of downing a good Scotch. USE ALL YOUR SENSES We all love a splash of golden liquor now and then, but the fine art of appreciating whisky requires a heightening of the senses. 'Nosing' whisky, a technique employed by blenders, is called sensory evaluation or analeptic assessment. Prior to sipping, examine its colour and 'tears', which are the reams left behind on the glass after you swirl it. Even our sense of hearing can help us judge the whisky; a full bottle should open with a happy little pluck of the cap. APPRECIATE A GOOD MALT Appreciation and enjoyment are two dimensions of downing a stiff one. Identify how you like your whisky (with ice, soda or water) and stick with it. Getting sloshed on blended whisky is all very good, but you will need single malt and an understanding of three simple things to truly cherish your drink. A squat glass with a bulb at the bottom releases the full burst of its aroma when swilled. A narrow rim is an added advantage. Instead of topping the drink with ice, which dilutes the aroma, go for water. NIBBLE, DON'T GOBBLE Small bites pair best with your whisky. It excites the palate minimally, letting you detect the characteristics of the whisky through contrast. If you're not a big fan of food and whisky pairing, skip it. OLD IS GOLD While old whiskies are not necessarily better, it's a known fact that most of the finer whiskies are well-aged. I would consider whiskies that are anywhere between 18 and 50 years as old, but it also depends on the age of the cask. If the cask is reactive, it will dominate the flavours of the whisky within ten years of the ageing process. If you leave the spirit in the cask for much longer, the flavour of the whisky will be overpowered by the wood, lending it a distinct edge. Maclean was in Delhi to conduct the Singleton Sensorial experience.

Describe the assailant, including, but not limited to: sex, race, age, height, weight, build, and clothing worn (any unusual bulges). Also include any factors or observations that indicate the subject was under the influence of alcohol or drugs. An evaluation of strength, physical condition, and possible combative skills of the assailant should be articulated. If you’ve had prior contact with the adversary, this information will be relevant to your state of mind. Also, who else was with the combatant (e.g., friends, relatives) and did their presence pose an additional potential threat to the safety of you or a third party? Checklist: Documenting Use of Force Consider all of the factors below: Describe the nature of the incident concisely and clearly. Location (remote, obscure, isolated, or high-crime area; lighting, or lack thereof) Time of incident (late night/early morning) Document the objective signs that were apparent to you regarding the attacker’s emotional, mental, and physical state. Clearly describe why you perceived the subject to be dangerous and how this perception influenced your own mental state (e.g., concerned, fearful, etc.). Detail any and every aggressive action by the subject directed toward you or third parties. Include verbal threats, gestures, aggressive stance, demeanor, any weapons displayed, and applications of force toward you. Describe any action by the assailant, such as abrupt movements, attempting to conceal an object, or evasive conduct/responses. Describe any conversation or orders, if any were made, that you directed to the assailant before the actual physical confrontation. Be sure to describe the assailant’s verbal and physical conduct and the reactions (e.g., clenched fists, took a fighting stance, etc.). Describe the force used to overcome the subject’s resistance: • To the extent possible, identify any techniques and strikes you used and the intended target areas and areas actually struck. • Describe the force referencing the circumstances that occurred, including any verbalization or directions given to the assailant. Articulate any escalation or de-escalation of force and the attenuating reasons, such as the lack of the combatant’s response to the force you used. Describe the combatant’s reactions to the force applied in specific detail. This is of critical importance if the force you use is ineffective in stopping the assailant. This will clearly justify why, out of necessity, you had to escalate the level of force used. • Describe obstacles and difficulties encountered, including fatigue and/or the inability to overcome injuries received from the assailant. • Describe how the conflict ultimately concluded. Indicate the actions that were necessary for you to overcome the attacker’s actions, his resistance, how you eliminated the danger posed by the assailant, and what you did to resolve the dangerous circumstances and restore your safety.

Identify what you can do now to start living the kind of life you truly desire. Any small step toward your values will improve your mood and anxiety. Get out your notebook and map out a plan to start taking committed action toward something you value. Here’s how: Identify value: Example: Psychological growth 2. Identify goal: Example: Increase self-esteem 3. Identify step to take to reach goal: Example short-term action: “Every day do one task that makes me feel competent—pay the bills, make a meal, exercise, volunteer, help a friend.” Example long-term action: “Ask boss about what’s needed for a promotion,” or “Sign up for a class.

Deep learning techniques are used when data features are numerous and there is a lack of domain understanding to identify and understand them. This data is typically complex, such as images, videos, or voice recordings. For example, an image contains an indefinite amount of data features (e.g., points, edges, shapes, or objects), and some are relevant to the problem being solved, but others are not. Deep learning is used to solve problems such as image classification, natural language processing, and speech recognition.

As the scientific forester may dream of a perfectly legible forest planted with same-aged, single-species, uniform trees growing in straight lines in a rectangular flat space cleared of all underbrush and poachers,85 so the exacting state official may aspire to a perfectly legible population with registered, unique names and addresses keyed to grid settlements; who pursue single, identifiable occupations; and all of whose transactions are documented according to the designated formula and in the official language. This caricature of society as a military parade ground is overdrawn, but the grain of truth that it embodies may help us understand the grandiose plans we will examine later.86 The aspiration to such uniformity and order alerts us to the fact that modern statecraft is largely a project of internal colonization, often glossed, as it is in imperial rhetoric, as a “civilizing mission.” The builders of the modern nation-state do not merely describe, observe, and map; they strive to shape a people and landscape that will fit their techniques of observation.

A counterintuitive way to gain insight into a new skill is to contemplate disaster, not perfection. What if you did everything wrong? What if you got the worst possible outcome? This is a problem-solving technique called inversion, and it’s helpful in learning the essentials of almost anything. By studying the opposite of what you want, you can identify important elements that aren’t immediately obvious. Take white-water kayaking. What would I need to know if I wanted to be able to kayak in a large, fast-moving, rock-strewn river? Here’s the inversion: What would it look like if everything went wrong?

Confirmation bias is a subtle but major force. As the psychologist Raymond Nickerson puts it: “If one were to attempt to identify a single problematic aspect of human reasoning that deserves attention above all others, the confirmation bias would have to be among the candidates for consideration” (Nickerson 1998, 175).

Twenty-eight years later, the Economist of November 10, 1990, put it this way: . . . non-convex problems . . . are puzzles in which there may be several good but not ideal answers which classical search techniques may wrongly identify as the best one.

Confirmation bias is a subtle but major force. As the psychologist Raymond Nickerson puts it: “If one were to attempt to identify a single problematic aspect of human reasoning that deserves attention above all others, the confirmation bias would have to be among the candidates for consideration

Rational Emotive Behavior Therapy (REBT). REBT teaches clients how to identify their unhelpful beliefs, challenge them, and replace them with more constructive ways of seeing the world.[ix]

Your body is self-healing. It knows perfectly what’s wrong with you and what you really need to function optimally. The Body Code is how we ‘decode’ those needs. We can use it to identify underlying causes of your issues and use our combined intention to clear them or find out what else you may need. This technique is not meant to replace any medical treatment, but by correcting underlying imbalances, we help the body’s innate self-healing ability to take over. And many appreciate that this healing process does not

About the “Direct Path” (直通の位の事) ◎ Jikitsū-no-kurai (“direct path”) is the soul of combat.15 All the teachings I have outlined above are like parts of the human body.16 Nothing more is needed. They must never be neglected. Depending on the situation, there are times when some techniques will not be suitable, but nothing will work without them [in your repertoire]. For example, the eyes, ears, nose, tongue, hands and feet are what our bodies are comprised of. If one of these things is missing, then we are incomplete. The sword techniques that I have conveyed must all be committed to memory and used intuitively. Without the soul and spirit of the “direct path,” they amount to random madness. In all the techniques, be sure to seize the initiative and take the attack to the enemy. This will enable you to identify target areas. You must then determine what techniques or guards will be effective and what are not viable in a particular situation. Gauge how to close the distance, then commit with single-minded resolve to follow through to your mark (star) and attack without deviating. For example, even if you have to deflect the whole world, the flight of your sword must not diverge from its path. Purge yourself of fear. When you know the moment for that one [direct and decisive] strike of jikitsū, let the power surge through you to deliver the cut. It is no different when you enter the opponent’s space to arrest him. Advance rapidly, thinking of nothing other than grabbing hold of him. The further in you get, the better. Without the mind of “direct path,” your swords will be lifeless. Even this and discover what it means. Even retreat counts as a loss. When we speak of the “interior” (deepest principles), nothing is deeper than this. When we talk of the gateway (fundamental principles), nothing is more fundamental than this. The great monk Kūkai17 traveled deep into the mountain when planning to construct a monastery in the innermost reaches of Mount Kōya. Thinking it was still not far enough, he continued walking further, but eventually came across dwellings again. He said, “The further I entered, the closer I came to human habitation; I had looked too far in.”18 The interior is not the interior. The gate is not the gate. There are no special, secret interior teachings to look for if the great wisdom of combat strategy surges through your sinews and veins. Just make sure that nobody to your front or back can ever get the better of you. This cannot be conveyed with words and letters.

Identifying Market Direction Market direction, popularly known as “trend” in trading, is one of the most important concepts that you must follow for you to succeed in this industry. Just like you should sell at resistance zones and buy at support areas, you should always trade along the main market direction. You cannot be trying to sell when the majority of traders and the big players are pushing the market up. There is a common phrase that you will hear traders throwing around; that the trend is your best friend. Many traders hear about this concept, but they fail since they do not understand how to identify the main trend. Luckily for you, this guide will show you the best way to do it. Now, in the market, there are things known as peaks and troughs. The peaks are the highest points that you can see the market reaching before turning back. Troughs are the lowest points that the market reaches before going back up. Both of these are minor support and resistance points. If you connect the points using straight lines, you will end up with a zigzag formation. Peaks and troughs Uptrend When the peaks are formed in higher succession, we say the market is in an uptrend. If a new peak is formed higher than the previous one, we call it a higher-high. During an uptrend, the troughs are also formed in higher succession. In short, each new trough is positioned higher than the previous one. When this happens, we say a higher-low has been formed. Collectively, when a market is forming higher Highs and higher Lows concurrently, then an uptrend is formed. During this time, you should only look for buy trades. Downtrend A downtrend happens when the market starts making lower peaks and lower troughs in succession. In short, when a trough is formed lower than the previous one, we have a descending zigzag direction that we call a downtrend. During a downtrend market direction, lower Highs and lower Lows are formed. In a downtrend, you should only be looking for sell trades.

(1) The Mindset of Strategy and Positioning (心持ちの事　付　座之次第) ◎ With regards to mindset as you engage in a contest, be calmer than normal and try to see into your opponent’s mind. The enemy whose voice becomes higher in pitch, eyes widen, face reddens, muscles bulge and face grimaces is basically incompetent and will [clumsily] hit through to the ground. When faced with a [second-rate] adversary such as this, maintain serenity of mind and observe his face dispassionately so as not to provoke him. Then, taking hold of your sword, smile and assume a position lower than the upper stance (jōdan). Coolly evade his blow as he tries to attack you. When the enemy appears somewhat perturbed by your unusual attitude, this is the time to strike. Also, if your opponent is quiet, eyes narrowed, body at ease, and he is holding his sword in a relaxed manner as if his fingers are floating on the hilt, assume that he is an expert. Do not saunter carelessly into his range. You must seize the initiative and assail him skillfully, driving him back and striking in quick succession. If you are nonchalant with such a competent opponent, he will force you back. It is crucial to ascertain how capable your enemy is. In terms of where you should position yourself, the same conditions apply in both spacious or cramped locations. Step in so that walls will not impede your sword swings from either side. Take an approximate stance with the long sword and nimbly close in on your foe. If your sword should collide with some barrier, the enemy will become emboldened and will hem you in. If your sword looks as if it might scrape the ceiling, determine the actual height with the tip and be mindful thereafter. You can employ either sword for this, as long as it is the one that cannot be used [in attack while you do this]. Keep the light behind you. With your usual training, be prepared to freely apply any kind of technique with a relaxed mind, but always execute with urgency. It is important to adapt according to the circumstances. (2) About Gaze (目付之事) ◎ Direct your eyes on the enemy’s face. Do not focus on anything else. Since the mind is projected in [facial] expressions, there is no place more revealing than the face to fix one’s gaze. The way of observing the enemy’s face is the same as looking through the mist at trees and rocks on an island two and a half miles [4 km] in the distance. It is the same as peering at [and identifying] birds perched atop a shanty 100 yards [91 meters] away through the falling sleet. It is also akin to beholding a decorative wooden board used to cover the ridge and purlin ends of a roof gable or the tiles on a hut. Calmly focus your gaze [to take everything in].

It Starts with the Goals of the Meeting In the next sections, I present a series of suggestions and techniques that should help you decide whom to invite to your meetings. To start with the obvious, the meeting leader should consider the goals of the meeting. For each meeting goal, the leader should ponder the following questions: 1. Who has the information and knowledge about the topic in question? 2. Who are the key decision makers and important stakeholders relevant to the issue? 3. Who are the people who need the information that is going to be discussed? 4. Who are the people who will implement any decision or act on the issue? These questions can help you identify the relevant and necessary parties but still may result in a meeting with too many attendees.

Second, recently developed mathematical techniques can identify “superspreaders”: clusters with the greatest influence. (Those are not always the ones with the greatest number of links.)

One version of Borrowed thinking is a technique I call the Different Lens. To begin, brainstorm a list of people, industries, or perspectives. Examples may include: an archaeologist, a 4-year-old, someone living 200 years in the future, Elon Musk, a Navy SEAL, a zoologist, Brad Pitt, Picasso, a professional bowling champion. The more diverse and strange, the better. Next, take a stack of index cards and write one name or role from your list on the back of each. You’re now armed for a Different Lens brainstorm session. First, clearly articulate the real-world challenge you’re facing. Perhaps it is developing a new product to combat a competitive launch. Maybe you’re looking for a way to improve closing rates throughout your sales force, attract and retain Millennial workers, or reduce error-rates in your manufacturing plant. Once the challenge has been identified, turn over one card. If the card reads “architect,” the group brainstorms how an architect would approach their real-world challenge. Once the ideas start to dwindle, flip over the next card and look at the problem through the next lens. Instead of thinking about how your competition is solving this problem, think about how Beyoncé would slay it. Before long, you and your team will see the problem in a whole new light, and by borrowing the thinking from others, you’ll gain a fresh perspective that will lead to the innovative solutions you seek.

Wilderness leaders need to understand that there are varying normal responses to a crisis. Until there is time to regroup, behaviors may seem unusual when, in truth, they should be expected. Some behaviors that may emerge in the face of a crisis include: 1. Regression. Many grown people revert to an earlier stage of development. The theory is that, since their parents used to care for them as children, someone else may care for them now if they behave in a childlike manner. In particular, tantrums used to be very effective. Tantrum-like or very dependent behavior is not unusual. 2. Depression. Closing into one’s inner world is another common response to crisis. This is where some people find the sources of strength to cope with an emergency. This is characterized as a shutdown effect: fetal positioning, slumped shoulders, downcast eyes, arms crossed over the chest, and unwillingness or difficulty in communicating. 3. Aggression. Some people lash out, physically or emotionally, at threats, including the vague threat of an emergency. High adrenaline levels may intensify the response, and so may the feelings of frustration, anger, and fear that commonly surround unexpected circumstances. This response is characterized by explosive body language, including swinging fists and jumping up and down. What one should do about the various behaviors that surface during a crisis depends somewhat on the individual circumstances. As a general rule, open communication, acknowledgement of the emotional impact of the event, and a healthy dose of patience and tolerance can go far during resolution of the situation. Some basic procedures to consider in crisis management might include the following: 1. Engage the patient in a calm, rational discussion. You can start the patient down the trail that leads through the crisis. 2. Identify the specific concerns about which the patient is stressed. You both need to be talking about the same problems. 3. Provide realistic and optimistic feedback. You can help the patient return to objective thinking. 4. Involve the patient in solving the problem. You can help the patient and/or the patient can help you choose and implement a plan of action. Someone who completely loses control needs time to settle down to become an asset to the situation. Breaking through to someone who has lost control can be a challenge. Try repetitive persistence, a technique developed for telephone interrogation by emergency services dispatchers. Remain calm, but firm. Choose a positive statement that includes the person’s name, such as, “Todd, we can help once you calm down.” (An example of a negative statement would be, “Todd, we can’t help unless you settle down.”) Persistently repeat the statement with the same words in the same tone of voice. The irresistible force (you) will eventually overwhelm the immovable object (the out-of-control person). Surprisingly few repetitions are usually needed to get through to the patient, as long as the tone of voice remains calm. Letting frustration or other emotions creep into the tone of voice, or changing the message, can ruin the entire effort. Over time, the overwhelming responses that generated the reaction may occasionally resurface. This is normal. Without being judgmental or impatient, regain control through repetitive persistence. A crisis may bring out a humorous side (sometimes appropriately, sometimes not) among the group. When you wish to release the intensity surrounding a situation or crisis, appropriate laughter is one of the best methods. It should also be noted that many people cope just fine with emergency situations and unexpected circumstances. They are a source of strength and an example of model behavior for the others.

New York Times article from March 8, 1953, titled “Looking Back Two Billion Years.” “Obviously,” Edmond said, “this experiment raised some eyebrows. The implications could have been earth-shattering, especially for the religious world. If life magically appeared inside this test tube, we would know conclusively that the laws of chemistry alone are indeed enough to create life. We would no longer require a supernatural being to reach down from heaven and bestow upon us the spark of Creation. We would understand that life simply happens…as an inevitable by-product of the laws of nature. More importantly, we would have to conclude that because life spontaneously appeared here on earth, it almost certainly did the same thing elsewhere in the cosmos, meaning: man is not unique; man is not at the center of God’s universe; and man is not alone in the universe.” Edmond exhaled. “However, as many of you may know, the Miller-Urey experiment failed. It produced a few amino acids, but nothing even closely resembling life. The chemists tried repeatedly, using different combinations of ingredients, different heat patterns, but nothing worked. It seemed that life—as the faithful had long believed—required divine intervention. Miller and Urey eventually abandoned their experiments. The religious community breathed a sigh of relief, and the scientific community went back to the drawing board.” He paused, an amused glimmer in his eyes. “That is, until 2007…when there was an unexpected development.” Edmond now told the tale of how the forgotten Miller-Urey testing vials had been rediscovered in a closet at the University of California in San Diego after Miller’s death. Miller’s students had reanalyzed the samples using far more sensitive contemporary techniques—including liquid chromatography and mass spectrometry—and the results had been startling. Apparently, the original Miller-Urey experiment had produced many more amino acids and complex compounds than Miller had been able to measure at the time. The new analysis of the vials even identified several important nucleobases—the building blocks of RNA, and perhaps eventually…DNA. “It was an astounding science story,” Edmond concluded, “relegitimizing the notion that perhaps life does simply happen…without divine intervention. It seemed the Miller-Urey experiment had indeed been working, but just needed more time to gestate. Let’s remember one key point: life evolved over billions of years, and these test tubes had been sitting in a closet for just over fifty. If the timeline of this experiment were measured in miles, it was as if our perspective were limited to only the very first inch…” He let that thought hang in the air. “Needless to say,” Edmond went on, “there was a sudden resurgence in interest surrounding the idea of creating life in a lab.” I remember that, Langdon thought. The Harvard biology faculty had thrown

Learn to identify your problems and issues more concretely Become more aware of your mood and emotions Develop an understanding of negative automatic thoughts Learn to challenge the assumptions that you make in your mind Start to distinguish between what is fact and what is just a thought Make sense of overwhelming problems by breaking them down into smaller, more manageable parts Begin to look at situations from a different and more positive perspective Learn strategies for facing your fears and anxieties Stop hiding behind avoidance techniques Learn to avoid cognitive distortions, generalizations, and “black and white” ways of thinking Stop being so hard on yourself and taking the blame for things that are not your fault nor your responsibility Stop focusing on how you think things should be and learn to appreciate how they actually are Set and achieve goals for better, long-term mental health

If there’s conflict surrounding an issue, use collaborative problem solving, a technique developed by Ross Greene and J. Stuart Albon that begins with an expression of empathy followed by a reassurance that you’re not going to try to use the force of your will to get your child to do something he doesn’t want to do. Together, you identify possible solutions you’re both comfortable with and figure out how to get there. If your child settles on a choice that isn’t crazy go with it, even if it is not what you would like him to do.

Chapatis will soon become EXTINCT A renowned cardiologist explains how eliminating wheat can IMPROVE your health. Cardiologist William Davis, MD, started his career repairing damaged hearts through angioplasty and bypass surgeries. “That’s what I was trained to do, and at first, that’s what I wanted to do,” he explains. But when his own mother died of a heart attack in 1995, despite receiving the best cardiac care, he was forced to face nagging concerns about his profession. "I’d fix a patient’s heart, only to see him come back with the same problems. It was just a band-aid, with no effort to identify the cause of the disease.” So he moved his practice toward highly uncharted medical territory prevention and spent the next 15 years examining the causes of heart disease in his patients. The resulting discoveries are revealed in "Wheat Belly", his New York Times best-selling book, which attributes many of our physical problems, including heart disease, diabetes and obesity, to our consumption of wheat. Eliminating wheat can “transform our lives.” What is a “Wheat Belly”? Wheat raises your blood sugar dramatically. In fact, two slices of wheat bread raise your blood sugar more than a Snickers bar. "When my patients give up wheat, weight loss was substantial, especially from the abdomen. People can lose several inches in the first month." You make connections between wheat and a host of other health problems. Eighty percent of my patients had diabetes or pre-diabetes. I knew that wheat spiked blood sugar more than almost anything else, so I said, “Let’s remove wheat from your diet and see what happens to your blood sugar.” They’d come back 3 to 6 months later, and their blood sugar would be dramatically reduced. But they also had all these other reactions: “I removed wheat and I lost 38 pounds.” Or, “my asthma got so much better, I threw away two of my inhalers.” Or “the migraine headaches I’ve had every day for 20 years stopped within three days.” “My acid reflux is now gone.” “My IBS is better, my ulcerative colitis, my rheumatoid arthritis, my mood, my sleep . . .” and so on, and so on". When you look at the makeup of wheat, Amylopectin A, a chemical unique to wheat, is an incredible trigger of small LDL particles in the blood – the number one cause of heart disease. When wheat is removed from the diet, these small LDL levels plummet by 80 and 90 percent. Wheat contains high levels of Gliadin, a protein that actually stimulates appetite. Eating wheat increases the average person’s calorie intake by 400 calories a day. Gliadin also has opiate-like properties which makes it "addictive". Food scientists have known this for almost 20 years. Is eating a wheat-free diet the same as a gluten-free diet? Gluten is just one component of wheat. If we took the gluten out of it, wheat will still be bad since it will still have the Gliadin and the Amylopectin A, as well as several other undesirable components. Gluten-free products are made with 4 basic ingredients: corn starch, rice starch, tapioca starch or potato starch. And those 4 dried, powdered starches are some of the foods that raise blood sugar even higher. I encourage people to return to REAL food: Fruits Vegetables and nuts and seeds, Unpasteurized cheese , Eggs and meats Wheat really changed in the 70s and 80s due to a series of techniques used to increase yield, including hybridization. It was bred to be shorter and sturdier and also to have more Gliadin, (a potent appetite stimulant) The wheat we eat today is not the wheat that was eaten 100 years ago. If you stop eating breads/pasta/chapatis every day, and start eating chicken, eggs, salads and vegetables you still lose weight as these products don’t raise blood sugar as high as wheat, and it also doesn’t have the Amylopectin A or the Gliadin that stimulates appetite. You won’t have the same increase in calorie intake that wheat causes.

So far, we’ve learned that there are rational, evidence-based reasons to accept that some of the siddhis—the ones that have been repeatedly tested under controlled conditions—are real. We’ve seen evidence suggesting that advanced meditation may be associated with improved psi performance. And, except for rare individuals and some advanced meditators, among the general population we’ve seen that these abilities tend to be weak, sporadic, and uncontrollable. From a scientific perspective, the mere existence of these phenomena, regardless of how weak or unreliable they may be, is astounding. It tells us that the modern understanding of the human mind, which is based on the neurosciences and its approach to studying brain function, has completely overlooked a fundamental aspect of our capacities and potentials. It says that both science and religious scholarship have prematurely discarded stories about the siddhis as mere superstitions. Undoubtedly many of those legendary tales are pure fantasy. But we now know that some of them described dazzling gems that have been obscured by the distortions of history. Identifying and polishing those gems with modern techniques opens the real possibility of discovering whole new realms of knowledge. Over time, as mainstream interest in studying the capacities of advanced meditators increases, we are likely to understand psi and the siddhis in new ways. As that happens, more integrated models of reality will arise, and eventually technologies may be developed. How long do we have to wait before this knowledge is pragmatically useful? Not too long.

If one were to attempt to identify a single problematic aspect of human reasoning that deserves attention above all others, the confirmation bias would have to be among the candidates for consideration” (Nickerson 1998, 175).

All that said, there is some debate about what factors or progress allow some people to just notice the three characteristics of the sensations that make up their world in the face of their stuff as opposed to those who just flounder in their stuff. This question applies to many of skillful meditative practices. Some would argue that you must have done enough psychological work and have dealt with enough of your issues or grown up in a sufficiently healthy psychological context to get to the place where you can move on to the next stage. I must reluctantly admit that there is probably some truth to this for many people. However, I did not consider myself particularly psychologically advanced, mature, or evolved when I started insight practices, nor did anyone who knew me well. I had all kinds of stuff to deal with and still do. Despite this, through good instruction, complete faith in the straightforwardness of the technique, and perhaps some other factors I have yet to identify, I was able to practice well despite everything and make the shift from being lost in content to noticing how things are.

Vision mission: What was the original market or technology insight that led you to create this company? Customers: Who do you envision buying this product or service? Who will use it? Problem statement: What’s the problem you think you can solve for your potential customers? Use cases: What are the specific ways people will use this product or service to solve their problem? Product/solution: Give a detailed explanation of the technology behind the solution—what does it do now, and what else is it capable of doing? Ecosystem: In many cases there are other companies involved in solving the problem or adding additional value. These companies form an ecosystem around the problem and solution. What are all the companies and where in the ecosystem are the control points where one company has leverage? Competition: Who else is trying to solve this problem—or, if no one else sees the problem yet, who might jump in to compete with you to solve the problem once you identify it? Business model: How will your product or service change business for your customers? Will it increase their return on investment or reduce costs in a significant way? Or does it allow them to do something that couldn’t have been done with prior technology, creating huge value? Sales and go-to-market: Enterprise companies should articulate how the product or solution will make its way to the market. Through a sales force? Through distribution partners? Both? For a consumer company, how will users find out about your solution? From app stores? Search? Viral adoption? Growth hacking techniques? Advertising? PR? Organization: How is the company organized? Who are the major influencers on the company? How are decisions made? What kind of culture will work? Funding strategy: What’s the next funding event? A private financing? An IPO? How much runway does the company have before it needs more money and what kind of funding is in place to execute against the category strategy?

Sackcloth (Jonah 3:5). Sackcloth was rough material worn to indicate mourning. It was designed to be uncomfortable. Jonah’s refusal to go (Jonah 1:3; 4:2). As Jonah indicated (chap. 4), he did not want to go because the sequence of events was entirely predictable. He knew that the Assyrians would respond with their appeasement techniques and superficial repentance to his judgment message, but that God would be gracious and relent. He was angry about this easy grace. Object lesson (Jonah 4:5–8). God put Jonah in Nineveh’s shoes. Just as Nineveh faced an impending disaster, Jonah faced an impending weather situation. The Ninevites tried to protect themselves with repentance and Jonah tried to protect himself with his hut. Both were inadequate. God provided extra protection for Jonah through a plant. Then God did to Jonah what Jonah wanted him to do to Nineveh—removed his protection. Jonah was not happy about losing God’s gracious compassion when it was he, not the Ninevites, who had received it. This is how God made the point that his compassion is given as an act of grace. Once that is understood, we realize that if we overestimate the Ninevite response, we minimize the element of God’s compassion. The whole point is that God responds with compassion to even the smallest steps in the right direction. Background Information Nineveh. In the mid-eighth century BC, when Jonah lived (2 Kings 14:25), Nineveh was a major city in the Assyrian province of Nineveh. At this time the kingdom of Assyria was fragmented with provinces acting as almost independent entities. The city was about two and a half miles in circumference, about the same size as Jerusalem. About fifty years later (700 BC), Sennacherib made Nineveh the capital city of the Assyrian Empire, bringing it to prominence in the ancient world. King of Nineveh. One would generally expect the text to refer to the king of Assyria. We would not expect a king of Nineveh, but we would also not expect the king of Assyria to be in Nineveh, because Assyria was fragmented and Nineveh was a province, not the capital. More likely, the ruler of the province would legitimately have been identified with the Hebrew word translated “king.” Mistakes to Avoid Many mistakes are made when teaching the story of Jonah. The inclination is to make Jonah a missionary who brought a message of hope that was followed by a great conversion among the people of Nineveh. But a prophet was not a missionary preaching good news of hope. Jonah did not have a missionary calling, message, or attitude. His message was only one of judgment. The story is also not about salvation or going to heaven. Eternal life in heaven is not set forth in the Old Testament. Therefore, we cannot use the story of Jonah as one to tell our friends about Jesus or about leading people to salvation. When teaching about Jonah’s reluctance to go to Nineveh, we ought not to conclude that his reason was political resentment or prejudice. Furthermore, though it is certainly true that if God is intent on a person doing something or going somewhere, his plan will be irresistible, but the point of the story isn’t that we cannot run from God. God did not allow Jonah to escape the commission, but that does not mean that God will always act in the same way. Focusing on such things detracts from the very important theological message that the book offers: God responds with compassion to small steps in the right direction. God wants people to be responsive to him. New Testament