Instruction Not Included Quotes

If your compassion does not include yourself, it is incomplete.

Instruction does much, but encouragement everything." (Letter to A.F. Oeser, Nov. 9, 1768)

It seemed to me,' said Wonko the Sane, 'that any civilization that had so far lost its head as to need to include a set of detailed instructions for use in a package of toothpicks, was no longer a civilization in which I could live and stay sane.

Don't look for a soul mate. Make one -- out of the complex fabric of the human being already with you. Instructions are never included. They vary with the strength of your ability to see, the measure of your selective blindness, the limits of your mercy, and the intensity of your desire.

Your job then, should you choose to accept it, is to keep searching for the metaphors, rituals and teachers that will help you move ever closer to divinity. The Yogic scriptures say that God responds to the sacred prayers and efforts of human beings in any way whatsoever that mortals choose to worship—just so long as those prayers are sincere. I think you have every right to cherry-pick when it comes to moving your spirit and finding peace in God. I think you are free to search for any metaphor whatsoever which will take you across the worldly divide whenever you need to be transported or comforted. It's nothing to be embarrassed about. It's the history of mankind's search for holiness. If humanity never evolved in its exploration of the divine, a lot of us would still be worshipping golden Egyptian statues of cats. And this evolution of religious thinking does involve a fair bit of cherry-picking. You take whatever works from wherever you can find it, and you keep moving toward the light. The Hopi Indians thought that the world's religions each contained one spiritual thread, and that these threads are always seeking each other, wanting to join. When all the threads are finally woven together they will form a rope that will pull us out of this dark cycle of history and into the next realm. More contemporarily, the Dalai Lama has repeated the same idea, assuring his Western students repeatedly that they needn't become Tibetan Buddhists in order to be his pupils. He welcomes them to take whatever ideas they like out of Tibetan Buddhism and integrate these ideas into their own religious practices. Even in the most unlikely and conservative of places, you can find sometimes this glimmering idea that God might be bigger than our limited religious doctrines have taught us. In 1954, Pope Pius XI, of all people, sent some Vatican delegates on a trip to Libya with these written instructions: "Do NOT think that you are going among Infidels. Muslims attain salvation, too. The ways of Providence are infinite." But doesn't that make sense? That the infinite would be, indeed ... infinite? That even the most holy amongst us would only be able to see scattered pieces of the eternal picture at any given time? And that maybe if we could collect those pieces and compare them, a story about God would begin to emerge that resembles and includes everyone? And isn't our individual longing for transcendence all just part of this larger human search for divinity? Don't we each have the right to not stop seeking until we get as close to the source of wonder as possible? Even if it means coming to India and kissing trees in the moonlight for a while? That's me in the corner, in other words. That's me in the spotlight. Choosing my religion.

Oh! The key … Well, the owner of the hut has left the key right beside the lock, including instructions.

Yes. They are the words that finally turned me into the hermit I have now become. It was quite sudden. I saw them, and I knew what I had to do." The sign read: "Hold stick near center of its length. Moisten pointed end in mouth. Insert in tooth space, blunt end next to gum. Use gentle in-out motion." "It seemed to me," said Wonko the Sane, "that any civilization that had so far lost its head as to need to include a set of detailed instructions for use in a package of toothpicks, was no longer a civilization in which I could live and stay sane.

It would be an instructive exercise for the skeptical reader to try to frame a definition of taxation which does not also include theft. Like the robber, the State demands money at the equivalent of gunpoint; if the taxpayer refuses to pay, his assets are seized by force, and if he should resist such depredation, he will be arrested or shot if he should continue to resist.

It seemed to me," said Wonko the sane, "that any civilization that had so far lost its head as to need to include a set of detailed instructions for use in a packet of toothpicks, was no longer a civilization in which I could live and stay sane.

Prayer of Application to the Holy Spirit Holy Spirit who solves all promblems, who lights all roads so that I can attain my goal. You who give me the divine giftto forgive and forget all evil against meand that in all instances of my life you are with me. I want in this short prayer to thank you for all things and to confirm once again that I never want to be separated from you, even and in spite of all matrial illusion. I want to be with you in eternal glory. Thank you for your mercy toward me and mine. The person must say this prayer for three consecutive days. After three days the favor requested will be granted even if it may appear difficult. This prayer,including these instructions must be published immediately after the favor is granted without mentioning the favor; only your initials should appear at the bottom. MK

There’s a big difference between teaching and instructing. Telling kids what to do and giving them assignments is not teaching, that’s instructing. On the contrary, teaching includes helping students to cultivate talents, foster understanding, and develop skills. Anyone can instruct, but teaching is a gift.

The Bible is a work of art. Were it not art, were it simply an instruction manual, it would not satisfy or convince, and very likely would not have survived. So, to be faithful to the original work, which in Greek is normally chanted in churches, as the Torah is chanted in the temple and the Qu’ran is melismatically chanted in the mosque… the Bible here must resonate.

...this is the work of the Holy Spirit and our operating instructions, to be cooling breezes to sad or worried people, including ourselves, in this sometimes hot stuffy joint [the world].

The chance you had is the life you’ve got. You can make complaints about what people, including you, make of their lives after they have got them, and about what people make of other people’s lives, even about your children being gone, but you mustn’t wish for another life. You mustn’t want to be somebody else. What you must do is this: “Rejoice evermore. Pray without ceasing. In every thing give thanks.” I am not all the way capable of so much, but those are the right instructions.

It’s important to remember that even though their brains are learning at peak efficiency, much else is inefficient, including attention, self-discipline, task completion, and emotions. So the mantra “one thing at a time” is useful to repeat to yourself. Try not to overwhelm your teenagers with instructions.

As a child, I instructed your nannies and tutors very specifically not to tell you what to drink, what to eat, and what to wear. That is because I believe what you put in your body is your business, and that,” she added, raising her teacup to her lips, “includes penises.

It's a laughable lock—one that you would use only to guard a graveyard. Not that anyone would trouble themselves invading a timber hut in a mangrove forest farther away from the Bay of Bengal. Still, how can someone live with a lock like that? Made of ancient iron, reeking of rust. It would need a primordial key to be twisted and turned, going through several moments of mechanical trouble until the old lock opens. Good luck if you can do that without breaking the key. Oh! The key … Well, the owner of the hut has left the key right beside the lock, including instructions. The Monk, Yuan Yagmur—revealing his muscled arms from under his wide, dark shawl—takes the note (the one with instructions): Please, scan your CRAB first before touching the key. For your own safety. From what, you ask? It’s a surprise. Enter without scanning if you want to find out. —Mee-Hae Ra

Two revolutions coincided in the 1950s. Mathematicians, including Claude Shannon and Alan Turing, showed that all information could be encoded by binary digits, known as bits. This led to a digital revolution powered by circuits with on-off switches that processed information. Simultaneously, Watson and Crick discovered how instructions for building every cell in every form of life were encoded by the four-letter sequences of DNA. Thus was born an information age based on digital coding (0100110111001…) and genetic coding (ACTGGTAGATTACA…). The flow of history is accelerated when two rivers converge.

The travails of being an employee include not only uncertainty about the duration of one's employment, but also the humiliation of many working practices and dynamics. With most businesses shaped like pyramids, in which a wide base of employees gives way to a narrow tip of managers, the question of who will be rewarded - and who left behind - typically develops into one of the most oppressive of the workplace, and one which, like all anxieties, feeds off uncertainty. Because achievement in most fields is difficult to monitor reliably, the path to promotion or its oppositie can acquire an apparently haphazard connection to results. The succesful alpinist of organizational pyramids may not be the best at their jobs, but those who have best mastered a range of dark political arts in which civilized life does not usually offer instruction.

The preacher should work to convert his congregation; the wife should work to save her unbelieving husband. Christians are sent to convert, and they should not allow themselves, as Christ's representatives in the world, to aim at anything less. Evangelizing, therefore, is not simply a matter of teaching, and instructing, and imparting information to the mind. There is more to it than that. Evangelizing includes the endeavor to elicit a response to the truth taught.

The concept of divine revelation was central to Augustine's epistemology, or theory of knowledge. The metaphor of light is instructive. In our present earthly state we are equipped with the faculty of sight. We have eyes, optic nerves, and so forth- all the equipment needed for sight. But a man with the keenest eyesight can see nothing if he is locked in a totally dark room. So just as an external source of light is needed for seeing, so an external revelation from God is needed for knowing. When Augustine speaks of revelation, he is not speaking of Biblical revelation alone. He is also concerned with "general" or "natural" revelation. Not only are the truths in Scripture dependent on God's revelation, but all truth, including scientific truth, is dependent on divine revelation. This is why Augustine encouraged students to learn as much as possible about as many things as possible. For him, all truth is God's truth, and when one encounters truth, one encounters the God whose truth it is.

Summary of the Science of Getting Rich There is a thinking stuff from which all things are made, and which, in its original state, permeates, penetrates, and fills the interspaces of the universe. A thought in this substance produces the thing that is imaged by the thought. Man can form things in his thought, and by impressing his thought upon formless substance can cause the thing he thinks about to be created. In order to do this, man must pass from the competitive to the creative mind; otherwise he cannot be in harmony with the Formless Intelligence, which is always creative and never competitive in spirit. Man may come into full harmony with the Formless Substance by entertaining a lively and sincere gratitude for the blessings it bestows upon him. Gratitude unifies the mind of man with the intelligence of Substance, so that man’s thoughts are received by the Formless. Man can remain upon the creative plane only by uniting himself with the Formless Intelligence through a deep and continuous feeling of gratitude. Man must form a clear and definite mental image of the things he wishes to have, to do, or to become; and he must hold this mental image in his thoughts, while being deeply grateful to the Supreme that all his desires are granted to him. The man who wishes to get rich must spend his leisure hours in contemplating his Vision, and in earnest thanksgiving that the reality is being given to him. Too much stress cannot be laid on the importance of frequent contemplation of the mental image, coupled with unwavering faith and devout gratitude. This is the process by which the impression is given to the Formless, and the creative forces set in motion. The creative energy works through the established channels of natural growth, and of the industrial and social order. All that is included in his mental image will surely be brought to the man who follows the instructions given above, and whose faith does not waver. What he wants will come to him through the ways of established trade and commerce. In order to receive his own when it shall come to him, man must be active; and this activity can only consist in more than filling his present place. He must keep in mind the Purpose to get rich through the realization of his mental image. And he must do, every day, all that can be done that day, taking care to do each act in a successful manner. He must give to every man a use value in excess of the cash value he receives, so that each transaction makes for more life; and he must so hold the Advancing Thought that the impression of increase will be communicated to all with whom he comes in contact. The men and women who practice the foregoing instructions will certainly get rich; and the riches they receive will be in exact proportion to the definiteness of their vision, the fixity of their purpose, the steadiness of their faith, and the depth of their gratitude.

Positive Eye Contact Quality time should include loving eye contact. Looking in your child’s eyes with care is a powerful way to convey love from your heart to the heart of your child. Studies have shown that most parents use eye contact in primarily negative ways, either while reprimanding a child or giving very explicit instructions. If you give loving looks only when your child is pleasing you, you are falling into the trap of conditional love. That can damage your child’s personal growth. You want to give enough unconditional love to keep your child’s emotional tank full, and a key way to do this is through proper use of eye contact. Sometimes family members refuse to look at one another as a means of punishment. This is destructive to both adults and children. Kids especially interpret withdrawal of eye contact as disapproval, and this further erodes their self-esteem. Don’t let your demonstration of

Use the information you’ve been given as an individual, but NEVER let what you’ve heard or read or experienced in the past prevent you from answering the call on your life. You are responsible for your life. That includes the voice inside you and everything it calls you to do. Don’t ignore that voice to follow rules that don’t fit. When a jacket doesn’t fit anymore, it’s time to donate it. Same principle applies for rules which no longer serve you. You don’t have to curse the rules or condemn them. In fact, there might be someone else who would benefit from them at the exact moment you no longer need them. Just step into all that you can be and all that you can do.

People need to be reminded more often than they need to be instructed." The

I realized during that session that I wanted Sam to grow up with the sense that it’s safe to fall, that there’s enough of the important stuff in the world for him, including Band-Aids.

Though we are addicted to instant gratification, we are seldom gratified because, although we are making everything possible now, we are seldom present to enjoy it now. The moment we attain our desire, our attention jumps out of the present and into planning our next acquisition. This creates a world that’s comfortable with living in debt, on borrowed time, and on somebody else’s energy. We no longer own our houses, cars, and clothes – the bank does. We have robbed ourselves of the satisfaction of organic accomplishment. There’s no more “rite of passage,” only the fast lane. Young children want to be teenagers, teenagers want to be adults, and adults want to accomplish a lifetime’s work before turning thirty. We spend each moment running ahead of ourselves, believing there’s a destination we are supposed to arrive at that’s saturated with endless happiness, acknowledgement, ease, and luxury. We are forever running away from something and toward something – and because everyone is behaving in this manner, we accept it as normal. We mentally leapfrog over the eternal present moment in everything we do, ignoring the flow of life. The Presence Process – including the consequences inherent in completing it – moves at a different pace. This journey isn’t about getting something done “as quickly as possible.” It’s about process, not instant gratification. The consequences we activate by completing this journey are made possible because of its gently unfolding integrative approach. By following the instructions carefully, taking one step at a time, being consistent and committed to completing the task at hand no matter what, we experience a rite of passage that reminds us of what “process” means. Realizing what “process” involves isn’t just a mental realization, but requires an integrated emotional, mental, and physical experience. Awakening to the value of process work is rare in a world of instant gratification. It powerfully impacts the quality of our experience because life in the present is an ongoing organic process. Realizing the power within the rhythm of process work may not necessarily impact our ability to earn a living, but it enhances our ability to open ourselves to the heartbeat of life.

The New Groupthink is also practiced in our schools, via an increasingly popular method of instruction called “cooperative” or “small group” learning. In many elementary schools, the traditional rows of seats facing the teacher have been replaced with “pods” of four or more desks pushed together to facilitate countless group learning activities. Even subjects like math and creative writing, which would seem to depend on solo flights of thought, are often taught as group projects. In one fourth-grade classroom I visited, a big sign announced the “Rules for Group Work,” including, YOU CAN’T ASK A TEACHER FOR HELP UNLESS EVERYONE IN YOUR GROUP HAS THE SAME QUESTION.

Stories about suicides resulted in an increase in single-car crashes where the victim was the driver. Stories about suicide-murders resulted in an increase in multiple-car crashes in which the victims included both drivers and passengers. Stories about young people committing suicide resulted in more traffic fatalities involving young people. Stories about older people committing suicide resulted in more traffic fatalities involving older people. These patterns have been demonstrated on many occasions. News coverage of a number of suicides by self-immolation in England in the late 1970's, for example, prompted 82 suicides by self-immolation over the next year. The "permission" given by an initial act of suicide, in other words, isn't a general invitation to the vulnerable. It is really a highly detailed set of instructions, specific to certain people in certain situations who choose to die in certain ways. It's not a gesture. It's speech.

The chance you had is the life you’ve got. You can make complaints about what people, including you, make of their lives after they have got them, and about what people make of other people’s lives, even about your children being gone, but you mustn’t wish for another life. You mustn’t want to be somebody else. What you must do is this: ‘Rejoice evermore. Pray without ceasing. In everything give thanks.’ I am not all the way capable of so much, but those are the right instructions.

If your goal is to build knowledge and skills, you need to add practice interactions. To decide how much practice your e-learning courses should include, consider the nature of the job task and the criticality of job performance and include more practice for highly critical skills.

One night, during a storm, an engineer named W. W. Bradfield was sitting at the Wimereux transmitter, when suddenly the door to the room crashed open. In the portal stood a man disheveled by the storm and apparently experiencing some form of internal agony. He blamed the transmissions and shouted that they must stop. The revolver in his hand imparted a certain added gravity. Bradfield responded with the calm of a watchmaker. He told the intruder he understood his problem and that his experience was not unusual. He was in luck, however, Bradfield said, for he had “come to the only man alive who could cure him.” This would require an “electrical inoculation,” after which, Bradfield promised, he “would be immune to electro-magnetic waves for the rest of his life.” The man consented. Bradfield instructed him that for his own safety he must first remove from his person anything made of metal, including coins, timepieces, and of course the revolver in his hand. The intruder obliged, at which point Bradfield gave him a potent electrical shock, not so powerful as to kill him, but certainly enough to command his attention. The man left, convinced that he was indeed cured.

a table and diagram showing exactly how the algorithm would be fed into the computer, step by step, including two recursive loops. It was a numbered list of coding instructions that included destination registers, operations, and commentary—something that would be familiar to any C++ coder today.

Sun,” she’d instructed, pointing at a picture. “Child,” she’d read in turn, pointing at a little girl named Gretel eating a candied house shutter. That a child would eat a shutter did not surprise Six-Thirty. In the park, children ate everything. This included whatever they could find up their nose.

Your wife,” said Arthur, looking around, “mentioned some toothpicks.” He said it with a hunted look, as if he was worried that she might suddenly leap out from behind a door and mention them again. Wonko the Sane laughed. It was a light easy laugh, and sounded like one he had used a lot before and was happy with. “Ah yes,” he said, “that’s to do with the day I finally realized that the world had gone totally mad and built the Asylum to put it in, poor thing, and hoped it would get better.” This was the point at which Arthur began to feel a little nervous again. “Here,” said Wonko the Sane, “we are outside the Asylum.” He pointed again at the rough brickwork, the pointing, and the gutters. “Go through that door” — he pointed at the first door through which they had originally entered — “and you go into the Asylum. I’ve tried to decorate it nicely to keep the inmates happy, but there’s very little one can do. I never go in there myself. If I ever am tempted, which these days I rarely am, I simply look at the sign written over the door and I shy away.” “That one?” said Fenchurch, pointing, rather puzzled, at a blue plaque with some instructions written on it. “Yes. They are the words that finally turned me into the hermit I have now become. It was quite sudden. I saw them, and I knew what I had to do.” The sign read: “Hold stick near center of its length. Moisten pointed end in mouth. Insert in tooth space, blunt end next to gum. Use gentle in-out motion.” “It seemed to me,” said Wonko the Sane, “that any civilization that had so far lost its head as to need to include a set of detailed instructions for use in a package of toothpicks, was no longer a civilization in which I could live and stay sane.” He gazed out at the Pacific again, as if daring it to rave and gibber at him, but it lay there calmly and played with the sandpipers. “And in case it crossed your mind to wonder, as I can see how it possibly might, I am completely sane. Which is why I call myself Wonko the Sane, just to reassure people on this point. Wonko is what my mother called me when I was a kid and clumsy and knocked things over, and sane is what I am, and how,” he added, with one of his smiles that made you feel, Oh. Well that’s all right then. “I intend to remain.

West Country novelist Thomas Hardy almost did not survive his birth in 1840 because everyone thought he was stillborn. He did not appear to be breathing and was put to one side for dead. The nurse attending the birth only by chance noticed a slight movement that showed the baby was in fact alive. He lived to be 87 and gave the world 18 novels, including some of the most widely read in English literature. When he did die, there was controversy over where he should be laid to rest. Public opinion felt him too famous to lie anywhere other than in Poets’ Corner in Westminster Abbey, the national shrine. He, however, had left clear instructions to be buried in Stinsford, near his birthplace and next to his parents, grandparents, first wife and sister. A compromise was brokered. His ashes were interred in the Abbey. His heart would be buried in his beloved home county. The plan agreed, his heart was taken to his sister’s house ready for burial. Shortly before, as it lay ready on the kitchen table, the family cat grabbed it and disappeared with it into the woods. Although, simultaneously with the national funeral in Westminster Abbey, a burial ceremony took place on 16 January 1928, at Stinsford, there is uncertainty to this day as to what was in the casket: some say it was buried empty; others that it contained the captured cat which had consumed the heart.

Abraham’s first teacher24 in Indiana was Andrew Crawford. In addition to teaching spelling and grammar, he instructed the children in courtesy and manners, including the art of introducing and receiving guests. A student would leave the schoolhouse, and as he or she reentered another student would introduce the guest to all the children in the room.

He was able to avoid pedantry by regularly bringing his theories down to earth, so to speak, and tying them to practical applications. As he instructed himself in a typical notebook jotting, “When you put together the science of the motions of water, remember to include under each proposition its application, in order that this science may not be useless.”15

Today, the term “education” has become almost meaningless. People speak of a “high school education.” They assume any college will automatically “provide an education.” Virtually any sort of instruction is assumed to have “educational value.” But education is more than the learning of skills or the acquisition of facts. It includes acquiring a broad understanding of one’s culture, its development and the principles upon which it is founded. Education develops the ability to put immediate situations into a larger context built of history, philosophy, and an understanding of the nature of man. Inherent in education is the ability to think logically, to approach problem solving methodically, but without a predetermined set of solutions.

If you ever visit the Philippines and hear the jungle tribesmen call upon their gods for help, you'll discover that the names of the gods are supposed to have magic power. These people believe that when they invoke the name of a certain god, he must come and do their bidding--whether or not he wants to! Like many pagans, they believe a god is a kind of supernatural serving boy who will jump to help them the moment they snap their fingers. But the true God is not like that. He is the sovereign Ruler of the universe, who expects us to serve Him--not the other way around! So when we call upon the name of God, we are using a "handle" to bring Him to us. He will help us only if we have followed His commandments; He will put His promises into effect only if we have met the conditions of those promises. . . . These [New Testament apostles] were not ordering God around by using His "handle." Not by any means! They received God's blessing only because they were obedient to God in every way, including the manner in which they prayed. God instructed them to pray in His name; that's what we are expected to do as followers of Jesus Christ. But that in itself would not force God to do something against His will, nor would it force Him to bless someone unworthy of a blessing.

When in countries that are called civilized, we see age going to the workhouse and youth to the gallows, something must be wrong in the system of government. It would seem, by the exterior appearance of such countries, that all was happiness; but there lies hidden from the eye of common observation, a mass of wretchedness, that has scarcely any other chance, than to expire in poverty or infamy. Its entrance into life is marked with the presage of its fate; and until this is remedied, it is in vain to punish. Civil government does not exist in executions; but in making such provision for the instruction of youth and the support of age, as to exclude, as much as possible, profligacy from the one and despair from the other. Instead of this, the resources of a country are lavished upon kings, upon courts, upon hirelings, impostors and prostitutes; and even the poor themselves, with all their wants upon them, are compelled to support the fraud that oppresses them. Why is it that scarcely any are executed but the poor? The fact is a proof, among other things, of a wretchedness in their condition. Bred up without morals, and cast upon the world without a prospect, they are exposed sacrifice of vice and legal barbarity. The millions that are superfluously wasted upon governments are more than sufficient to reform those evils, and to benefit the condition of every man in a nation, not included within the purlieus of a court. This I hope to make appear in the progress of this work. It is the nature of compassion to associate with misfortune. In taking up this subject I seek no recompense - I fear no consequence. Fortified with that proud integrity, that disdains to triumph or to yield, I will advocate the Rights of Man.

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The fertility of the slave mothers meant that Virginia planters, including Washington, could “grow” their own labor force. One of Washington’s distant cousins wrote to his manager in 1759, “the Breeding wenches most particularly, you must instruct the overseers to be kind and indulgent to.” Thomas Jefferson’s calculation of the economics of plantation slavery was chillingly blunt: “a woman who brings a child every two years [is] more profitable than the best man of the farm.

A 2018 meta-analysis of sixty-four earlier studies involving more than five thousand subjects confirms that students learn more effectively if they are asked to explain a concept to themselves than if it is presented to them in other ways. The included studies compared learning outcomes from prompted self-explanation to those produced by a variety of other instructional approaches, including lectures by instructors, solving problems, studying worked problems, and studying text.17

Most people cannot stand being alone for long. They are always seeking groups to belong to, and if one group dissolves, they look for another. We are group animals still, and there is nothing wrong with that. But what is dangerous is not the belonging to a group, or groups, but not understanding the social laws that govern groups and govern us. When we're in a group, we tend to think as that group does: we may even have joined the group to find "like-minded" people. But we also find our thinking changing because we belong to a group. It is the hardest thing in the world to maintain an individual dissent opinion, as a member of a group. It seems to me that this is something we have all experienced - something we take for granted, may never have thought about. But a great deal of experiment has gone on among psychologists and sociologists on this very theme. If I describe an experiment or two, then anyone listening who may be a sociologist or psychologist will groan, oh God not again - for they have heard of these classic experiments far too often. My guess is that the rest of the people will never have had these ideas presented to them. If my guess is true, then it aptly illustrates general thesis, and the general idea behind these essays, that we (the human race) are now in possession of a great deal of hard information about ourselves, but we do not use it to improve our institutions and therefore our lives. A typical test, or experiment, on this theme goes like this. A group of people are taken into the researcher's confidence. A minority of one or two are left in the dark. Some situation demanding measurement or assessment is chosen. For instance, comparing lengths of wood that differ only a little from each other, but enough to be perceptible, or shapes that are almost the same size. The majority in the group - according to instruction- will assert stubbornly that these two shapes or lengths are the same length, or size, while the solitary individual, or the couple, who have not been so instructed will assert that the pieces of wood or whatever are different. But the majority will continue to insist - speaking metaphorically - that black is white, and after a period of exasperation, irritation, even anger, certainly incomprehension, the minority will fall into line. Not always but nearly always. There are indeed glorious individualists who stubbornly insist on telling the truth as they see it, but most give in to the majority opinion, obey the atmosphere. When put as baldly, as unflatteringly, as this, reactions tend to be incredulous: "I certainly wouldn't give in, I speak my mind..." But would you? People who have experienced a lot of groups, who perhaps have observed their own behaviour, may agree that the hardest thing in the world is to stand out against one's group, a group of one's peers. Many agree that among our most shameful memories is this, how often we said black was white because other people were saying it. In other words, we know that this is true of human behaviour, but how do we know it? It is one thing to admit it in a vague uncomfortable sort of way (which probably includes the hope that one will never again be in such a testing situation) but quite another to make that cool step into a kind of objectivity, where one may say, "Right, if that's what human beings are like, myself included, then let's admit it, examine and organize our attitudes accordingly.

I asked a nurse for dental floss and was told that I am not allowed dental floss. Apparently dental floss can be used for several functions besides the maintenance of healthy gums. These apparently include self-harm. When instructed that I was not permitted dental floss because of “risks it raises associated with suicide” I envisioned a noose made entirely of floss. Realizing such a noose would require a dramatic amount of floss to effectively uphold any human person, I brought it to the attention of a nurse. “I don’t believe that even the most practiced engineers could fashion any functioning noose out of a single container of floss,” I say. “People use it to cut themselves,” she explained. “Oh,” I replied. I had just about come to terms with the no-floss rule until the hospital, in a flagrant display of disrespect for its patients, chose to serve us corn on the cob for lunch. “Are you aware that we are not allowed dental floss?” I yelled at the nurse bringing me the corn. I then threw the corn violently from my plate into the nearest wall.

Like a biological virus, it is a rather degenerate form, because it contains only instructions or genes, and doesn’t have any metabolism of its own. Instead, it reprograms the metabolism of the host computer, or cell. Some people have questioned whether viruses should count as life, because they are parasites, and cannot exist independently of their hosts. But then most forms of life, ourselves included, are parasites, in that they feed off and depend for their survival on other forms of life. I think computer viruses should count as life.

Its “object” was the physical education, the moral training, the mental discipline and instruction, and the spiritual growth, of the child. Its constitution, parents of whatever class, and others interested in education. Its plan of work included arrangements for business meetings, lectures, field excursions, schoolroom and cottage lectures, cottage field excursions, the dissemination of literature, occasional lectures by well-known educationists, an examination scheme, a magazine for the UNION, a training college, and lectures on education under the headings of the ‘Objects.

Seeing the confounded look on the young soldier's face, Constance offered some advice. "You can try and follow, but you'll never catch her. And even if you did,you would then have to explain just why you thought her welfare more important than that of her sisters, which trust me,you don't want to have to defend. So if I were you,I would do as instructed and see to the safety of the group. For one thing is for certain, that doesn't include her ladyship anymore." Then she marched over to her horse,made a quick silent prayer,and struggled back onto the mare's back,cursing all the while.

That this is a practice contrary to the rules of criticism will be readily allowed; but there is always an appeal open from criticism to nature. The end of writing is to instruct; the end of poetry is to instruct by pleasing. That the mingled drama may convey all the instruction of tragedy or comedy cannot be denied, because it includes both in its alterations of exhibition, and approaches nearer than either to the appearance of life, by shewing how great machinations and slender designs may promote or obviate one another, and the high and the low co-operate in the general system by unavoidable concatenation.

The six-hundred-page Encyclopedia of Jihad is also widely available online and includes chapters such as “How to Kill,” “Explosive Devices,” “Manufacturing Detonators,” and “Assassination with Mines.” In a striking example of how dangerous such online education can be, Dzhokhar Tsarnaev, the terrorist suspect arrested for his role in the April 2013 Boston Marathon bombings, admitted to authorities he and his brother learned how to make the pressure-cooker bomb used in the attack after reading step-by-step instructions published in al-Qaeda’s online magazine, Inspire, in an article titled “Make a Bomb in the Kitchen of Your Mom.

He wanted nothing more than to close his eyes and relish the coolness, but all he could afford to do was cough some smoke out of his lungs and turn back to the task at hand. Which apparently included scolding a certain hardheaded woman for not heeding his instructions. Meredith glared at him from where she stood pumping water into the trough, not a hint of apology in her demeanor. Travis stormed past her and worked the knot on Jochebed’s lead line. “I thought I told you to go up to the house.” The pump arm creaked as she gave it a series of vigorous yanks, then fell silent as water gushed into the trough. “As I recall,” she said, rubbing her palms into her skirt, “you never forbade me from working the pump. You simply expressed your doubts as to my ability to do so.” Travis’s grip on the cow’s rope tightened. “Don’t play word games with me, Meredith. You knew what I meant.” “Did I?” She reached for a stew pot and dipped it into the trough. “Seems to me that a man who claims protecting his brothers and his land always comes first wouldn’t be so quick to refuse able-bodied help just because that body happens to be female.” She set the full pot on the ground and crossed her arms over her chest. Travis’s eyes followed the movement, noting the curves it accentuated. Yep. Definitely female. He wouldn’t be arguing that point.

From the perspective of my old laptop, I am a numbers man, something like that every instruction he gives me is a one or a zero I remember well I have information about him before he left for his new toy thinner, younger, able to keep up with him, I have information about him may 15th 2008, he listened to a song five times in succession it was titled Everybody, open parenthesis, Backstreet's Back, close parenthesis it included the lyric 'Am I sexual, yeaaaaah' He said once, computers like a sense of finality to them when I write something I don't want to be able to run from it this was a lie he was addicted to my ability to keep his secrets I am a numbers man, every instruction he gives me is a one, or a zero I remember well January, 7th 2007 I was young just two week awake he gave me, a new series of one's and zeros the most sublime sequence I have ever seen it had curves, and shadow, it was him he gave his face in numbers and trusted me to be the artist, and I was do not laugh I have read about your God you kill each other over your grand fathers memory of him I still remember the fingertips of my God dancing across my body After I learnt to draw him he trusted with more art rubric jpeg 1063 was his favourite Him, and that woman, resting her head in the curve of his nick I read his correspondence she hasn't written him back in years but he asks for it, constantly, jpeg 1063, jpeg 1063, jpeg 1063 it was my master piece it looked so, .., life like I wanted to tell him That's not her that is me that is not her face those are my ones and zeros waltzing in space for you she is nothing more than my shadow puppet you do not miss her, you miss me, I am a numbers man, every instruction he gives is a one or a zero I remember well but he taught me to be a Da Vinci and I sit here, with his portraits waiting for him to return I do not think he will Is that what it means to be human to be all powerful, to build a temple to yourself and leave only the walls to pray

In verse 2 of the immediately following chapter, god tells Moses to instruct his followers about the conditions under which they may buy or sell slaves (or bore their ears through with an awl) and the rules governing the sale of their daughters. This is succeeded by the insanely detailed regulations governing oxen that gore and are gored, and including the notorious verses forfeiting “life for life, eye for eye, tooth for tooth.” Micromanagement of agricultural disputes breaks off for a moment, with the abrupt verse (22:18) “Thou shalt not suffer a witch to live.” This was, for centuries, the warrant for the Christian torture and burning of women who did not conform.

The infant, Isabelle, had been born to Annabelle and Simon Hunt approximately ten months earlier. Surely no baby had ever been doted on more, by every one in the household including her father. Contrary to all expectations the virile and masculine Mr. Hunt had not been at all disappointed that his firstborn was a girl. He adored the child, showing no compunction about holding her in public, cooing to her in a way that fathers seldom dared. Hunt had even instructed Annabelle to produce more daughters in the future, claiming roguishly that it had always been his ambition to be loved by many women. As might have been expected, the baby was exceptionally beautiful- it would be a physical impossibility for Annabelle to produce a less than spectacular offspring.

Training in de-escalation techniques is at the heart of such instruction. And, when you think about it, of all the skills a police officer needs—pursuit driving; traffic enforcement; responding to crimes in progress; crime scene protection; interviewing witnesses; interrogating suspects; the identification, collection and preservation of evidence; use of force, including lethal force; defensive tactics; arrest and control, and more—the mastery of de-escalation techniques is arguably the most valuable tool in a police officer’s tradecraft kit. At any given moment, in any given situation, the person a cop is dealing with—in crisis or not—can “escalate,” that is, become a danger to self or others. De-escalation is a literal lifesaver. And, today, it is the talk of the nation.

Elsewhere, in schools where teachers had come under the influence of the Moravian reformer Jan Amos Comenius (1592–1670), shafts of sunlight were theoretically able to penetrate. The Klosterschule in Ohrdruf (previously a monastic school) to which Bach moved from Eisenach after his parents’ death and attended for four and a half years, is alleged to have been just such a place, famous in the district for having adopted Comenius’s curricular reforms. His method stressed the importance of cultivating a favourable environment for learning, of encouraging pleasure as well as moral instruction through study, and of helping pupils to learn progressively from concrete examples, stage by stage – from a knowledge of things (including songs and pictures) rather than through words alone.

Then there is the very salient question of what the commandments do not say. Is it too modern to notice that there is nothing about the protection of children from cruelty, nothing about rape, nothing about slavery, and nothing about genocide? Or is it too exactingly “in context” to notice that some of these very offenses are about to be positively recommended? In verse 2 of the immediately following chapter, god tells Moses to instruct his followers about the conditions under which they may buy or sell slaves (or bore their ears through with an awl) and the rules governing the sale of their daughters. This is succeeded by the insanely detailed regulations governing oxes that gore and are gored, and including the notorious verses forfeiting “life for life, eye for eye, tooth for tooth.” Micromanagement of agricultural disputes breaks off for a moment, with the abrupt verse (22:18) “Thou shalt not suffer a witch to live.” This was, for centuries, the warrant for the Christian torture and burning of women who did not conform. Occasionally, there are injunctions that are moral, and also (at least in the lovely King James version) memorably phrased: “Thou shalt not follow a multitude to do evil” was taught to Bertrand Russell by his grandmother, and stayed with the old heretic all his life. However, one mutters a few sympathetic words for the forgotten and obliterated Hivites, Canaanites, and Hittites, also presumably part of the Lord’s original creation, who are to be pitilessly driven out of their homes to make room for the ungrateful and mutinous children of Israel.

Sometimes, instructing children in the old days, he had been asked by some black lozenge-eyed Indian child, What is God like? and he would answer facilely with references to the father and the mother, or perhaps more ambitiously he would include brother and sister and try to give some idea of all loves and relationships combined in an immense and yet personal passion....But at the centre of his own faith there always stood the convincing mystery—that we were made in God's image. God was the parent, but He was also the policeman, the criminal, the priest, the maniac, and the judge. Something resembling God dangled from the gibbet or went into odd attitudes before bullets in a prison yard or contorted itself like a camel in the attitude of sex. He would sit in the confessional and hear the complicated dirty ingenuities which God's image had thought out, and God's image shook now, up and down on the mule's back, with the yellow teeth sticking out over the lower lip, and god's image did its despairing act of rebellion with Maria in the hut among the rats. He said, Do you feel better now? Not so cold, eh? Or so hot? and pressed his hand with a kind of driven tenderness upon the shoulders of God's image. Such a lot of beauty. Saints talk about the beauty of suffering. Well, we are not saints, you and I. Suffering to us is just ugly. Stench and crowding and pain. That is beautiful in that corner—to them. It needs a lot of learning to see things with a saint's eye: a saint gets a subtle taste for beauty and can look down on poor ignorant palates like theirs. But we can't afford to.

raids. “The secret transmitters, in particular, should marshal witnesses who must give horrifying accounts of the destruction they have seen with their own eyes.” This effort, he instructed, should also include transmissions warning listeners that fog and mist would not protect them from aerial attack; bad weather merely confused the aim of German bombers and made it more likely that bombs would fall on unintended targets. Goebbels warned the heads of his foreign and domestic press departments to prepare for a drive by the British to use atrocity stories about the bombing deaths of old men and pregnant women to arouse the world’s conscience. His press chiefs were to be ready to counter these claims at once, using pictures of children killed in a May 10, 1940, air raid on Freiburg, Germany. What he did not

Crossover' is a word scientists use to describe dolphins' soaring over seas, their traveling so free and fast, so high-spirited and almost effervescent that their sleek bodies barely skim the waves. The suggestion of splashes from tail and pectoral leaves a luminous wake across the water. For these crossover miles, the dolphins, like their human terrestrial mammal kin, belong more to the element of air than the sea.... Held in [the dolphins'] fluid embrace, I pulled my arms close against my sides and our communal speed increased... Racing around the lagoon, I opened my eyes again to see nothing but an emerald underwater blur. And then I remembered what I had either forgotten long ago or never quite fully realized. This feeling of being carried along by other animals was familiar. Animals had carried me all my life. I was a crossover--carried along in the generous and instructive slipstream of other species. And I had always navigated my life with them in mind, going between the human and animal worlds--a crossover myself. By including animals in my life I was always engaging with the Other, imagining the animal mind and life. For almost half a century, my bond with animals had shaped my character and revealed the world to me. At every turning point in my life an animal had mirrored or influenced my fate. Mine was not simply a life with other animals, but a life because of animals. It had been this way since my beginning, born on a forest lookout station in the High Sierras, surrounded by millions of acres of wilderness and many more animals than humans. Since infancy, the first faces I imprinted, the first faces I ever really loved, were animal.

Athenian democracy, though it had the grave limitation of not including slaves or women, was in some respects more democratic than any modern system. Judges and most executive officers were chosen by lot, and served for short periods; they were thus average citizens, like our jurymen, with the prejudices and lack of professionalism characteristic of average citizens. In general, there were a large number of judges to hear each case. The plaintiff and defendant, or prosecutor and accused, appeared in person, not through professional lawyers. Naturally, success or failure depended largely on oratorical skill in appealing to popular prejudices. Although a man had to deliver his own speech, he could hire an expert to write the speech for him, or, as many preferred, he could pay for instruction in the arts required for success in the law courts. These arts the Sophists were supposed to teach.

Self-organizing Systems Biologists have long given up the idea that living organisms are just like machines. Medical practitioners today recognize the ineffectiveness of treating the human body as a separate mechanism. They speak about holistic healing, treating the whole person, and including the person’s social and physical environment. Today living organisms are described as self-regulating systems. They organize themselves, nourish themselves, heal themselves, propagate themselves, protect themselves, and interact creatively with other systems. We used to call this instinct—in animals if not in plants. Today we talk about genes that have coded messages or instructions that connect with one another in a DNA spiral in the nucleus of every living cell. If we were to write out the instructions contained in any one tiny DNA spiral we would fill about a thousand books of six hundred pages each.

PREACHER’S WIFE PINEAPPLE CASSEROLE (Betts Hager) Ingredients 2 (20-ounce) cans pineapple chunks packed in juice, well-drained 3/4 cup sugar 6 tablespoons self-rising flour (see Note below) 2 cups grated Cheddar cheese 4 ounces Ritz crackers 1 stick butter, melted NOTE: Be sure to use self-rising flour, not all-purpose, as it already has the other necessary ingredients included. Instructions Preheat oven to 350 degrees F. Spray a 2-quart or 8 x 8-inch baking dish with cooking spray. In a medium bowl, mix the sugar and flour. Then, add pineapple and cheese and stir until there are no more dry particles. Spoon this mixture into the prepared baking dish. Crush crackers by pulsing in a food processor and add the melted butter with the machine running until it has the texture of wet sand. Add the crushed cracker mixture to the top of the casserole. Bake about 25 minutes until the top is lightly browned.

IN BERLIN ON SATURDAY MORNING, Joseph Goebbels focused his regular propaganda meeting on how best to take advantage of what he believed must certainly be a rising sense of dread among England’s civilian population. “The important thing now,” he told the gathering, “is to intensify as far as possible the mood of panic which is undoubtedly slowly gaining ground in Britain.” Germany’s secret transmitters and foreign-language service were to continue describing the “frightful effects” of air raids. “The secret transmitters, in particular, should marshal witnesses who must give horrifying accounts of the destruction they have seen with their own eyes.” This effort, he instructed, should also include transmissions warning listeners that fog and mist would not protect them from aerial attack; bad weather merely confused the aim of German bombers and made it more likely that bombs would fall on unintended targets.

Ode to a Dressmaker’s Dummy" Papier-mache body; blue-and-black cotton jersey cover. Metal stand. Instructions included. --Sears, Roebuck Catalogue O my coy darling, still You wear for me the scent Of those long afternoons we spent, The two of us together, Safe in the attic from the jealous eyes Of household spies And the remote buffooneries of the weather; So high, Our sole remaining neighbor was the sky, Which, often enough, at dusk, Leaning its cloudy shoulders on the sill, Used to regard us with a bored and cynical eye. How like the terrified, Shy figure of a bride You stood there then, without your clothes, Drawn up into So classic and so strict a pose Almost, it seemed, our little attic grew Dark with the first charmed night of the honeymoon. Or was it only some obscure Shape of my mother’s youth I saw in you, There where the rude shadows of the afternoon Crept up your ankles and you stood Hiding your sex as best you could?-- Prim ghost the evening light shone through.

But everything we see or hear offensive to our feelings and derogatory to the human character should lead to other reflections than those of reproach. Even the beings who commit them have some claim to our consideration. How then is it that such vast classes of mankind as are distinguished by the appellation of the vulgar, or the ignorant mob, are so numerous in all old countries? The instant we ask ourselves this question, reflection feels an answer. They rise, as an unavoidable consequence, out of the ill construction of all old governments in Europe, England included with the rest. It is by distortedly exalting some men, that others are distortedly debased, till the whole is out of nature. A vast mass of mankind are degradedly thrown into the background of the human picture, to bring forward, with greater glare, the puppet-show of state and aristocracy. In the commencement of a revolution, those men are rather the followers of the camp than of the standard of liberty, and have yet to be instructed how to reverence it.

The Case of the Eyeless Fly The fruit fly has a mutant gene which is recessive, i.e., when paired with a normal gene, has no discernible effect (it will be remembered that genes operate in pairs, each gene in the pair being derived from one parent). But if two of these mutant genes are paired in the fertilised egg, the offspring will be an eyeless fly. If now a pure stock of eyeless flies is made to inbreed, then the whole stock will have only the 'eyeless' mutant gene, because no normal gene can enter the stock to bring light into their darkness. Nevertheless, within a few generations, flies appear in the inbred 'eyeless' stock with eyes that are perfectly normal. The traditional explanation of this remarkable phenomenon is that the other members of the gene-complex have been 'reshuffled and re-combined in such a way that they deputise for the missing normal eye-forming gene.' Now re-shuffling, as every poker player knows, is a randomising process. No biologist would be so perverse as to suggest that the new insect-eye evolved by pure chance, thus repeating within a few generations an evolutionary process which took hundreds of millions of years. Nor does the concept of natural selection provide the slightest help in this case. The re-combination of genes to deputise for the missing gene must have been co-ordinated according to some overall plan which includes the rules of genetic self-repair after certain types of damage by deleterious mutations. But such co-ordinative controls can only operate on levels higher than that of individual genes. Once more we are driven to the conclusion that the genetic code is not an architect's blueprint; that the gene-complex and its internal environment form a remarkably stable, closely knit, self-regulating micro-hierarchy; and that mutated genes in any of its holons are liable to cause corresponding reactions in others, co-ordinated by higher levels. This micro-hierarchy controls the pre-natal skills of the embryo, which enable it to reach its goal, regardless of the hazards it may encounter during development. But phylogeny is a sequence of ontogenies, and thus we are confronted with the profound question: is the mechanism of phylogeny also endowed with some kind of evolutionary instruction booklet? Is there a strategy of the evolutionary process comparable to the 'strategy of the genes'-to the 'directiveness' of ontogeny (as E.S. Russell has called it)?

A living being like you or me usually has two elements: a set of instructions that tell the system how to keep going and how to reproduce itself, and a mechanism to carry out the instructions. In biology, these two parts are called genes and metabolism. But it is worth emphasising that there need be nothing bio-logical about them. For example, a computer virus is a program that will make copies of itself in the memory of a computer, and will transfer itself to other computers. Thus it fits the definition of a living system that I have given. Like a biological virus, it is a rather degenerate form, because it contains only instructions or genes, and doesn’t have any metabolism of its own. Instead, it reprograms the metabolism of the host computer, or cell. Some people have questioned whether viruses should count as life, because they are parasites, and cannot exist independently of their hosts. But then most forms of life, ourselves included, are parasites, in that they feed off and depend for their survival on other forms of life. I think computer viruses should count as life. Maybe it says something about human nature that the only form of life we have created so far is purely destructive. Talk about creating life in our own image. I shall return to electronic forms of life later on.

FACT 3 – In 1969, the combined agencies of the CIA, Army and FBI were put into full operational use. The Sharon Tate-La Bianca murders were committed in August 1969. The Altamont violence occurred four months later. CIA The CIA prepared for defense against domestic unrest in 1965, coinciding with Camelot and Politica. The CIA joined forces with the FBI and the Army. By August 1967, a special operations group went after the youth. By July 1968, Operation Chaos, identical to the Chilean “Chaos,” clamped down on “restless youth.” This wasn’t a study. It was an attack. Mid-summer of 1969, one month before the Manson Family massacres, Operation Chaos entered a phase of tight security. From 1956-63, the Agency had produced enough LSD to incite every violent act associated with the chaos in Los Angeles or at Altamont. It was identical to handing out poison candy at Halloween. LSD was the moving force, the cause for the Sharon Tate-La Bianca slaughters. It was a steady diet at the Spahn ranch. LSD was the catalyst of the Altamont killing. Thousands of tablets were distributed to the Hell’s Angels, who then went totally berserk and started cracking skulls. FBI May 1964, after the JFK assassination, the FBI instituted COINTELPRO. July 1968, explicit orders went out to proceed, accompanied with instructions, to neutralize segments of American society, including those “restless youth.” By 1969, the Special Services Staff (SSS) of the FBI teamed up with the Justice Department and the CIA’s Operation Chaos.

The thing is, I don't really have any coming-out narratives of my own. I never felt as though anyone was entitles to a red-carpet presentation of who I am and how I identify. When I initially found myself attracted to women in college, for example, I simply showed up at the next family function with my first girlfriend in tow and introduced her as such. I didn't call each family member ahead of time and instruct them to brace themselves, nor did I write lengthy letters detailing the intricacies of my new desires. Likewise, when I'm meeting people for the first time at parties or other social engagements and they post the inevitable, "So what do you do?" I respond as routinely as possible: "Oh, I work in the sex industry. You?" I'm not trying to be provocative; rather, I've always believed that being "out" is the most powerful tool of activism available to disadvantaged minority communities, sex workers included, I find that when you approach a supposedly radical issue (queerness, nonmonogamy, atheism, gender nonconformity) with the same nonchalance as you would a less controversial topic (accounting, marriage, the weather), you give the other party permission to treat it with the same accepting ambivalence. We're pack animals, and we're constantly comparing ourselves to one another. We look for approval from our peers, and in many cases we use their reactions and opinions to help guide our own. I often observe people, who I've just disclosed to, pause to shift their eyes and gauge the receptiveness of those around them before responding. It'd be a fascinating study if it weren't so disheartening.

The reason for which a work of genius is not easily admired from the first is that the man who has created it is extraordinary, that few other men resemble him. It was Beethoven’s Quartets themselves (the Twelfth, Thirteenth, Fourteenth and Fifteenth) that devoted half a century to forming, fashioning and enlarging a public for Beethoven’s Quartets, marking in this way, like every great work of art, an advance if not in artistic merit at least in intellectual society, largely composed to-day of what was not to be found when the work first appeared, that is to say of persons capable of enjoying it. What artists call posterity is the posterity of the work of art. It is essential that the work (leaving out of account, for brevity’s sake, the contingency that several men of genius may at the same time be working along parallel lines to create a more instructed public in the future, a public from which other men of genius shall reap the benefit) shall create its own posterity. For if the work were held in reserve, were revealed only to posterity, that audience, for that particular work, would be not posterity but a group of contemporaries who were merely living half-a-century later in time. And so it is essential that the artist (and this is what Vinteuil had done), if he wishes his work to be free to follow its own course, shall launch it, wherever he may find sufficient depth, confidently outward bound towards the future. And yet this interval of time, the true perspective in which to behold a work of art, if leaving it out of account is the mistake made by bad judges, taking it into account is at times a dangerous precaution of the good. No doubt one can easily imagine, by an illusion similar to that which makes everything on the horizon appear equidistant, that all the revolutions which have hitherto occurred in painting or in music did at least shew respect for certain rules, whereas that which immediately confronts us, be it impressionism, a striving after discord, an exclusive use of the Chinese scale, cubism, futurism or what you will, differs outrageously from all that have occurred before. Simply because those that have occurred before we are apt to regard as a whole, forgetting that a long process of assimilation has melted them into a continuous substance, varied of course but, taking it as a whole, homogeneous, in which Hugo blends with Molière. Let us try to imagine the shocking incoherence that we should find, if we did not take into account the future, and the changes that it must bring about, in a horoscope of our own riper years, drawn and presented to us in our youth. Only horoscopes are not always accurate, and the necessity, when judging a work of art, of including the temporal factor in the sum total of its beauty introduces, to our way of thinking, something as hazardous, and consequently as barren of interest, as every prophecy the non-fulfillment of which will not at all imply any inadequacy on the prophet’s part, for the power to summon possibilities into existence or to exclude them from it is not necessarily within the competence of genius; one may have had genius and yet not have believed in the future of railways or of flight, or, although a brilliant psychologist, in the infidelity of a mistress or of a friend whose treachery persons far less gifted would have foreseen.

INSTRUCTIONS Welcome to Hanoi Puzzle Deluxe. This eBook contains several fully-interactive "Towers of Hanoi" puzzles to challenge and entertain you. Each puzzle is comprised of three fixed columnal pegs and a set number of movable discs. The rules of the game are quite simple. Each puzzle (except for the special challenges) starts with all discs arranged in order in the leftmost game column. Your challenge is to transport the pegs so that they appear in the same sequential order in the rightmost game column. Sounds easy, right? What makes it challenging is the fact that you can only move one disc at a time and you cannot place a larger disc on top of a smaller disc. At the top of the screen, you'll find all available moves available to you at the time. Using your kindle directional controller, select the move you desire and the puzzle will update. Each move is represented by one of the following six descriptions: A_to_B, A_to_C, B_to_A, B_to_C, C_to_A, C_to_B. The first letter of the move syntax describes from which stack you'll remove a disc. The second letter of the syntax is the destination to put that disc. Therefore, "A_to_B" means remove the top disc from column A and place it in column B. It's that simple. Puzzle difficulty gets harder the more discs are in play. The 4-disc version should be quite easily solved. It's a good one for novices to do in order to become familiar with the game. The 8-disc and especially 9-disc puzzle are challenging. Don't be discouraged if you don't solve them immediately. Finally, for the Hanoi experts, I've included some special challenges where the game starts mid-stream instead of with all disc in the left column. Can you solve these mid-stream puzzles as well? Good luck and have fun!

Through education, then, man must be made— First, subject to discipline; by which we must understand that influence which is always restraining our animal nature from getting the better of our manhood, either in the individual as such, or in man as a member of society. Discipline, then, is merely restraining unruliness. Secondly, education must also supply men with culture. This includes information and instruction. It is culture which brings out ability. Ability is the possession of a faculty which is capable of being adapted to various ends. Ability, therefore, does not determine any ends, but leaves that to circumstances as they arise afterwards. Some accomplishments are essentially good for everybody—reading and writing, for instance; others, merely in the pursuit of certain objects, such as music, which we pursue in order to make ourselves liked. Indeed, the various purposes to which ability may be put are almost endless. Thirdly, education must also supply a person with discretion (Klugheit), so that he may be able to conduct himself in society, that he may be liked, and that he may gain influence. For this a kind of culture is necessary which we call refinement (Civilisierung). The latter requires manners, courtesy, and a kind of discretion which will enable him to use all men for his own ends. This refinement changes according to the ever-changing tastes of different ages. Thus some twenty or thirty years ago ceremonies in social intercourse were still the fashion. Fourthly, moral training must form a part of education. It is not enough that a man shall be fitted for any end, but his disposition must be so trained that he shall choose none but good ends—good ends being those which are necessarily approved by everyone, and which may at the same time be the aim of everyone.

After I returned from that morning, our telephone rang incessantly with requests for interviews and photos. By midafternoon I was exhausted. At four o’clock I was reaching to disconnect the telephone when I answered one last call. Thank heavens I did! I heard, “Mrs. Robertson? This is Ian Hamilton from the Lord Chamberlain’s office.” I held my breath and prayed, “Please let this be the palace.” He continued: “We would like to invite you, your husband, and your son to attend the funeral of the Princess of Wales on Saturday in London.” I was speechless. I could feel my heart thumping. I never thought to ask him how our name had been selected. Later, in London, I learned that the Spencer family had given instructions to review Diana’s personal records, including her Christmas-card list, with the help of her closest aides. “Yes, of course, we absolutely want to attend,” I answered without hesitating. “Thank you so much. I can’t tell you how much this means to me. I’ll have to make travel plans on very short notice, so may I call you back to confirm? How late can I reach you?” He replied, “Anytime. We’re working twenty-four hours a day. But I need your reply within an hour.” I jotted down his telephone and fax numbers and set about making travel arrangements. My husband had just walked in the door, so we were able to discuss who would travel and how. Both children’s passports had expired and could not be renewed in less than a day from the suburbs where we live. Caroline, our daughter, was starting at a new school the very next day. Pat felt he needed to stay home with her. “Besides,” he said, “I cried at the wedding. I’d never make it through the funeral.” Though I dreaded the prospect of coping with the heartbreak of the funeral on my own, I felt I had to be there at the end, no matter what. We had been with Diana at the very beginning of the courtship. We had attended her wedding with tremendous joy. We had kept in touch ever since. I had to say good-bye to her in person. I said to Pat, “We were there for the ‘wedding of the century.’ This will be ‘the funeral of the century.’ Yes, I have to go.” Then we just looked at each other. We couldn’t find any words to express the sorrow we both felt.

We all know that there are harsh passages toward others in the Bible as well: dispossess the Canaanites, destroy Jericho, etc. But, as I said earlier, the evidence on the ground indicates that most of that (the Conquest) never happened. Likewise in the case of the destruction of the Midianites, as I described in Chapter 4, this was a story in the Priestly (P) source written as a polemic against any connection between Moses and Midian. It is a polemical story in literature, not a history of anything that actually happened. At the time that the Priestly author wrote the instruction to kill the Midianites, there were not any Midianites in the region. The Midianite league had disappeared at least four hundred years earlier. As we saw in Chapter 2, it was an attested practice in that ancient world to claim to have wiped out one's enemies when no such massacre had actually occurred. King Merneptah of Egypt did it. King Mesha of Moab did it. And, so there is no misunderstanding, the purpose of bringing up those parallels is not to say that it was all right to do so. It is rather to recognize that, even in what are possibly the worst passages about warfare in the Bible, those stories do not correspond to any facts of history. They are the words of an author writing about imagined events of a period centuries before his own time. And, even then, they are laws of war only against specific peoples: Canaanites, Amalekites, and Midianites, none of whom exist anymore. So they do not apply to anyone on earth. The biblical laws concerning war in general, against all other nations, for all the usual political and economic reasons that nations go to war, such as wars of defense or territory, do not include the elements that we find shocking about those specific cases. ... Now one can respond that even if these are just fictional stories they are still in the Bible, after all, and can therefore be regarded as approving of such devastating warfare. That is a fair point to raise. I would just add this caution: when people cherry-pick the most offensive passages in the Bible in order to show that it is bad, they have every right to point to those passages, but they should acknowledge that they are cherry-picking, and they should pay due recognition to the larger--vastly larger--ongoing attitude to aliens and foreigners. In far more laws and cases, the principle of treatment of aliens is positive.

The emphasis was on “soft.” No matter what else happened, the wranglers were to stay soft while riding the horses. Soft hands, soft seat, and soft legs. There was to be absolutely no hitting, kicking, slapping, or yelling at any time for any reason. The penalty for doing such things was to be placed on a two-day suspension. A second offense would lead to termination. Neither penalty was ever needed. At times it wasn’t easy to stay quiet with the horses because so many of them had been “used up” over the years, dulled to any form of cue. However, we remained consistent in our focus and the horses responded. The wranglers were instructed to ride the horses with the softest cues possible, often using nothing more than a light squeeze to get forward movement and a shift of weight in the saddle, along with light pressure on the reins, for a stop. They were also instructed to look for, find, and then release their cues at the slightest try from the horse—something they all became very adept at doing. With everyone riding in the same manner from one day to the next, all the horses began to respond within a few weeks. Before we knew it, all of our horses, including the very old ones that had been in the program for years and years, became responsive to the lightest of cues. We’d taught our horses to be responsive to these light cues, but a question remained. How could we keep them that way, particularly with the hundreds of different people who would be riding each horse over the summer? The answer was simple. Everyone needed to remain consistent. So, instead of expecting our horses to respond to the conflicting cues that each new rider was bound to give, we taught each rider how to communicate with our horses. Each week when a new batch of guests arrived at the ranch, we held an orientation in the riding arena. During this orientation, we explained how our horses were trained and what was expected of them as a rider of one of our horses. We gave them a demonstration in the saddle of proper seat and hand position, so they could keep their balance. We showed them the cues for walk, stop, trot, lope, and turn, using a horse right out of the string. Once we had demonstrated how our horses worked, we got everyone on horseback in the arena and helped them to practice giving the cues, allowing the horse to respond, and releasing the cues so that the horse would remain responsive. Of note is the fact that after

A series of surprising experiments by the psychologist Roy Baumeister and his colleagues has shown conclusively that all variants of voluntary effort—cognitive, emotional, or physical—draw at least partly on a shared pool of mental energy. Their experiments involve successive rather than simultaneous tasks. Baumeister’s group has repeatedly found that an effort of will or self-control is tiring; if you have had to force yourself to do something, you are less willing or less able to exert self-control when the next challenge comes around. The phenomenon has been named ego depletion. In a typical demonstration, participants who are instructed to stifle their emotional reaction to an emotionally charged film will later perform poorly on a test of physical stamina—how long they can maintain a strong grip on a dynamometer in spite of increasing discomfort. The emotional effort in the first phase of the experiment reduces the ability to withstand the pain of sustained muscle contraction, and ego-depleted people therefore succumb more quickly to the urge to quit. In another experiment, people are first depleted by a task in which they eat virtuous foods such as radishes and celery while resisting the temptation to indulge in chocolate and rich cookies. Later, these people will give up earlier than normal when faced with a difficult cognitive task. The list of situations and tasks that are now known to deplete self-control is long and varied. All involve conflict and the need to suppress a natural tendency. They include: avoiding the thought of white bears inhibiting the emotional response to a stirring film making a series of choices that involve conflict trying to impress others responding kindly to a partner’s bad behavior interacting with a person of a different race (for prejudiced individuals) The list of indications of depletion is also highly diverse: deviating from one’s diet overspending on impulsive purchases reacting aggressively to provocation persisting less time in a handgrip task performing poorly in cognitive tasks and logical decision making The evidence is persuasive: activities that impose high demands on System 2 require self-control, and the exertion of self-control is depleting and unpleasant. Unlike cognitive load, ego depletion is at least in part a loss of motivation. After exerting self-control in one task, you do not feel like making an effort in another, although you could do it if you really had to.

1. Divine Writing: The Bible, down to the details of its words, consists of and is identical with God’s very own words written inerrantly in human language. 2. Total Representation: The Bible represents the totality of God’s communication to and will for humanity, both in containing all that God has to say to humans and in being the exclusive mode of God’s true communication.[11] 3. Complete Coverage: The divine will about all of the issues relevant to Christian belief and life are contained in the Bible.[12] 4. Democratic Perspicuity: Any reasonably intelligent person can read the Bible in his or her own language and correctly understand the plain meaning of the text.[13] 5. Commonsense Hermeneutics: The best way to understand biblical texts is by reading them in their explicit, plain, most obvious, literal sense, as the author intended them at face value, which may or may not involve taking into account their literary, cultural, and historical contexts. 6. Solo Scriptura:[14] The significance of any given biblical text can be understood without reliance on creeds, confessions, historical church traditions, or other forms of larger theological hermeneutical frameworks, such that theological formulations can be built up directly out of the Bible from scratch. 7. Internal Harmony: All related passages of the Bible on any given subject fit together almost like puzzle pieces into single, unified, internally consistent bodies of instruction about right and wrong beliefs and behaviors. 8. Universal Applicability: What the biblical authors taught God’s people at any point in history remains universally valid for all Christians at every other time, unless explicitly revoked by subsequent scriptural teaching. 9. Inductive Method: All matters of Christian belief and practice can be learned by sitting down with the Bible and piecing together through careful study the clear “biblical” truths that it teaches. The prior nine assumptions and beliefs generate a tenth viewpoint that—although often not stated in explications of biblicist principles and beliefs by its advocates—also commonly characterizes the general biblicist outlook, particularly as it is received and practiced in popular circles: 10. Handbook Model: The Bible teaches doctrine and morals with every affirmation that it makes, so that together those affirmations comprise something like a handbook or textbook for Christian belief and living, a compendium of divine and therefore inerrant teachings on a full array of subjects—including science, economics, health, politics, and romance.[15]

It’s with the next drive, self-preservation, that AI really jumps the safety wall separating machines from tooth and claw. We’ve already seen how Omohundro’s chess-playing robot feels about turning itself off. It may decide to use substantial resources, in fact all the resources currently in use by mankind, to investigate whether now is the right time to turn itself off, or whether it’s been fooled about the nature of reality. If the prospect of turning itself off agitates a chess-playing robot, being destroyed makes it downright angry. A self-aware system would take action to avoid its own demise, not because it intrinsically values its existence, but because it can’t fulfill its goals if it is “dead.” Omohundro posits that this drive could make an AI go to great lengths to ensure its survival—making multiple copies of itself, for example. These extreme measures are expensive—they use up resources. But the AI will expend them if it perceives the threat is worth the cost, and resources are available. In the Busy Child scenario, the AI determines that the problem of escaping the AI box in which it is confined is worth mounting a team approach, since at any moment it could be turned off. It makes duplicate copies of itself and swarms the problem. But that’s a fine thing to propose when there’s plenty of storage space on the supercomputer; if there’s little room it is a desperate and perhaps impossible measure. Once the Busy Child ASI escapes, it plays strenuous self-defense: hiding copies of itself in clouds, creating botnets to ward off attackers, and more. Resources used for self-preservation should be commensurate with the threat. However, a purely rational AI may have a different notion of commensurate than we partially rational humans. If it has surplus resources, its idea of self-preservation may expand to include proactive attacks on future threats. To sufficiently advanced AI, anything that has the potential to develop into a future threat may constitute a threat it should eliminate. And remember, machines won’t think about time the way we do. Barring accidents, sufficiently advanced self-improving machines are immortal. The longer you exist, the more threats you’ll encounter, and the longer your lead time will be to deal with them. So, an ASI may want to terminate threats that won’t turn up for a thousand years. Wait a minute, doesn’t that include humans? Without explicit instructions otherwise, wouldn’t it always be the case that we humans would pose a current or future risk to smart machines that we create? While we’re busy avoiding risks of unintended consequences from AI, AI will be scrutinizing humans for dangerous consequences of sharing the world with us.

The Midnight Game The "Midnight Game" is an old pagan ritual, used mainly as punishment for those who have broken the laws of the pagan religion in question.  While it was mainly used as a scare tactic to not disobey the gods, there is still a very existent chance of death to those who play the Midnight Game.  There is an even higher chance of permanent mental scarring. It is highly recommended that you DO NOT PLAY THE MIDNIGHT GAME.   However, for those few thrill seekers searching for a rush, or for those delving into obscure occult rituals, these are simple instructions on how to play. Do so at your own risk...   WARNING: I have played this game. People have died. Do not play this game. He will always be watching.   Instructions   PREREQUISITES:   It must be exactly 12:00 AM when you begin performing the ritual. Otherwise, it will not work.   MATERIALS:   You will need a candle, a piece of paper, a writing implement, matches or a lighter, salt, a wooden door, and at least one drop of your own blood. If you are playing with multiple people, they will need their own of the aforementioned materials and they will have to perform the steps below accordingly.   STEP 1:   Write your full name (first, middle, and last)on the piece of paper. Put at least one drop of blood on the paper. Allow it to soak into the paper.   STEP 2:   Turn off all of the lights in the place you are doing this. Go to your wooden door, and place the paper with your name on it in front of the door. Now, take out the candle and light it. Place it on top of the paper.   STEP 3:   Knock on the door twenty-two times. The hour must be 12:00 AM upon the final knock. Then, open the door, blow out the candle, and close the door. You have just allowed the "Midnight Man" to enter your house.   STEP 4:   Immediately relite your candle.   This is where the game begins. You must now lurk around your now completely dark house, with the lit candle in your hand. Your goal is to avoid the Midnight Man at all costs, until 3:33 AM. Should your candle ever go out, that means the Midnight Man is near you. You must relight your candle in the next ten seconds.   If you are not successful in doing this, you must then immediately surround yourself with a circle of salt. If you are unsuccessful in both of your actions, the Midnight Man will create a hallucination of your greatest fear, and rip out your organs one by one. You will feel it, but you will be unable to react.   If you are successful in creating the circle of salt, you must remain in there until 3:33 AM.   If you are successful in relighting your candle, you may proceed with the game. You must continue to 3:33 AM, without being attacked by the Midnight Man, or being trapped inside the circle of salt, to win the Midnight Game. The Midnight Man will leave your house at 3:33 AM, and you will be safe to proceed with your morning.   ADDITION:   Indications that you are near the Midnight Man will include sudden drop in temperature, seeing a pure black, humanoid figure through the darkness, and hearing very soft whispering coming from an indiscernible source. If you experience any of these, it is advised that you leave the area to avoid the Midnight Man.   DO NOT turn any of the lights on during the Midnight Game.   DO NOT use a flashlight during the Midnight Game.   DO NOT go to sleep during the Midnight Game.   DO NOT attempt to use another person's blood on your name.   DO NOT use a lighter as a substitute for a candle. It will not work.   AND DEFINITELY DO NOT attempt to provoke the Midnight Man in ANY WAY.   Even when the game is over, he will always be watching

The concept of ta'dib, if properly understood and competently explicated, is the correct concept of education in Islam, and not ta'lim or tarbiyah, which are currently in vogue among Muslims all over the world. this is because ta'dib already includes within its conceptual structure the elements of knowledge ('ilm), instruction (ta'lim), and good breeding (tarbiyah).

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

decade was over For Dummies books had been published in over 30 languages, from Albanian to Turkish. In the early years, many publishers questioned whether the series would work in their language market. The answer today is a global phenomenon. Our reach also expanded beyond books. In 1996 a license agreement with EMI brought Classical Music For Dummies enhanced CDs to market. Critically and commercially successful, the series initiated the For Dummies licensing program of products and services that has included software, consumer electronics, instructional DVDs, DIY home improvement kits, online support services, beginner musical instruments, and more. Today, as books themselves have reached beyond traditional print formats to digital platforms, For Dummies continues to expand, into e-books, enhanced e-books, and mobile applications. And again, this too is happening globally, as Wiley editors in Australia, Canada, Germany, the U.K., and U.S. work together to grow our print and electronic publishing program, which is further enhanced by contributions from licensee publishers in France, the Netherlands, Spain, and elsewhere. It is remarkable to think that one book

Failure is the stepping-stone to Success. He fails who gives up a thing in final despair. Go on, I say. You will improve from the very first day, and in a short time you will be another man. All the leaders of humanity, past or present, have studied and investigated with tireless zeal along the special lines and, in Spiritual culture, you must do the same. But you must have health, a strong will and a steady brain, and I will enable you to have these positively. Keep these instructions strictly privately. Master them by constant meditation upon same.

Fennel Spell Hang fennel from doors and windows to ward off evil energy and entities. Fiery Wall of Protection Spells Fiery Wall of Protection is among the most famous classic condition formulas. Its name invokes the power of Archangel Michael’s protective flaming sword. The formula may be consecrated to the archangel. Fiery Wall’s basic ingredients include such powerful protective agents as salt, frankincense and myrrh. Its red color, the color of protection, derives from dragon’s blood powder. See the Formulary for specific instructions: the dried powder may be used as incense or magic powder. When the powder is added to oil, Fiery Wall of Protection Oil is created. Fiery Wall of Protection Spell (1) Candle Carve a red or white candle with your name, identifying information, hopes, and desires. Dress it with Fiery Wall of Protection Oil and burn. Consecrate the candle to the Archangel Michael if desired. Fiery Wall of Protection Spell (2) Extra-strength Mojo Place a handful of Fiery Wall of Protection Powder in a charm bag. Drizzle it with Fiery Wall of Protection Oil and Protection Oil. Add a medallion depicting Michael the Archangel and/or a tiny doll-sized sword: a fancy tooth pick works well. Carry it in your pocket. Replace the powder weekly, dressing with fresh oil. Cleanse, charge, and consecrate the charms as needed. Fiery Wall of Protection Spell (3) Incense Protect against a threatened curse by burning Fiery Wall of Protection Powder as incense. To intensify the protection, add powdered agrimony and/or vervain. Fiery Wall of Protection Spell (4) Powder Circle Cast a circle of Fiery Wall of Protection Powder around yourself, your home, or whatever needs protection. Envision a circle of enchanted flames magically surrounding and protecting you, something like the magic fire encircling The Ring of the Nibelung’s valkyrie swan-maiden Brunhilde: the flames are cool and won’t harm those whom they protect yet serve as a burning boundary preventing the entrance of all evil. Stay within the circle for as long as necessary. Carry the powder within a charm bag so that circles and boundary lines may be spontaneously cast as needed. Fiery Wall of Protection Spell (5) Quick Fix Soak a cotton ball in Fiery Wall of Protection Oil and carry it in your pocket or tucked into your bra.

Success is the delivery of a product that meets expectation

Criticism can be instructive in the sense that it gives readers, including the author of the book, some information about the critic's intelligence, or honesty, or both.

In the last essay he wrote before he died, the great Christian writer C. S. Lewis said, “We have no right to happiness; only an obligation to do our duty.” Sometimes our God-given duty will include suffering. When it does, ask God to teach you through it. Remember the psalmist’s words I quoted above: “Blessed is the man whom You instruct, O LORD.

...I began planning all my work this way, beginning with a concrete student objective (e.g., to write a haiku) and a detailed analysis of the task involved, including the necessary knowledge of the form, knowledge of the kinds of content, and the procedures involved in actually producing one. I began to plan in terms of the prerequisite knowledge for a task and to delay teaching until that was in place. I began inventing activities that would make initial approaches to learning tasks simpler (e.g., providing the first line of the poem) and sequencing learning activities from easy to difficult. Underneath all this planning lay the concept of inquiry...That is, I worked to set up lessons so that the students could derive and test rules, generalizations, and interpretations for themselves. Most important, I learned that what and how much students learned was dependent on my planning and my care in bringing those plans to fruition in the classroom. I would never be able to view teaching as a hit-or-miss operation again, one that was subject to the vagaries of the weather, students' moods, and other random factors out of my control. I learned that if students did not learn, on any given day, I should look for the cause in my assumptions about the learning tasks, my planning, my teaching, or all three. I suddenly was more excited about teaching English to junior high students than about my graduate work. As I look back on it now, what I had considered a disgraceful demotion was one of the most important events in my life.

Science teaches us material laws in relation to time. Revelation instructs not merely in these, but likewise includes spiritual laws and eternal duration.

The law passed by Congress in 2001 known as No Child Left Behind encouraged preschools to include more direct instruction in their curricula by mandating standardized tests in math and reading for all public school third graders.

The structure of de Prony’s computing office cannot be easily seen in Smith’s example. His computing staff had two distinct classes of workers. The larger of these was a staff of nearly ninety computers. These workers were quite different from Smith’s pin makers or even from the computers at the British Nautical Almanac and the Connaissance des Temps. Many of de Prony’s computers were former servants or wig dressers, who had lost their jobs when the Revolution rendered the elegant styles of Louis XVI unfashionable or even treasonous.35 They were not trained in mathematics and held no special interest in science. De Prony reported that most of them “had no knowledge of arithmetic beyond the two first rules [of addition and subtraction].”36 They were little different from manual workers and could not discern whether they were computing trigonometric functions, logarithms, or the orbit of Halley’s comet. One labor historian has described them as intellectual machines, “grasping and releasing a single piece of ‘data’ over and over again.”37 The second class of workers prepared instructions for the computation and oversaw the actual calculations. De Prony had no special title for this group of workers, but subsequent computing organizations came to use the term “planning committee” or merely “planners,” as they were the ones who actually planned the calculations. There were eight planners in de Prony’s organization. Most of them were experienced computers who had worked for either the Bureau du Cadastre or the Paris Observatory. A few had made interesting contributions to mathematical theory, but the majority had dealt only with the problems of practical mathematics.38 They took the basic equations for the trigonometric functions and reduced them to the fundamental operations of addition and subtraction. From this reduction, they prepared worksheets for the computers. Unlike Nevil Maskelyne’s worksheets, which gave general equations to the computers, these sheets identified every operation of the calculation and left nothing for the workers to interpret. Each step of the calculation was followed by a blank space for the computers to fill with a number. Each table required hundreds of these sheets, all identical except for a single unique starting value at the top of the page. Once the computers had completed their sheets, they returned their results to the planners. The planners assembled the tables and checked the final values. The task of checking the results was a substantial burden in itself. The group did not double-compute, as that would have obviously doubled the workload. Instead the planners checked the final values by taking differences between adjacent values in order to identify miscalculated numbers. This procedure, known as “differencing,” was an important innovation for human computers. As one observer noted, differencing removed the “necessity of repeating, or even of examining, the whole of the work done by the [computing] section.”39 The entire operation was overseen by a handful of accomplished scientists, who “had little or nothing to do with the actual numerical work.” This group included some of France’s most accomplished mathematicians, such as Adrien-Marie Legendre (1752–1833) and Lazare-Nicolas-Marguerite Carnot (1753–1823).40 These scientists researched the appropriate formulas for the calculations and identified potential problems. Each formula was an approximation, as no trigonometric function can be written as an exact combination of additions and subtractions. The mathematicians analyzed the quality of the approximations and verified that all the formulas produced values adequately close to the true values of the trigonometric functions.

the school leadership team should specifically: • Build consensus for the school’s mission of collective responsibility • Create a master schedule that provides sufficient time for team collaboration, core instruction, supplemental interventions, and intensive interventions • Coordinate schoolwide human resources to best support core instruction and interventions, including the site counselor, psychologist, speech and language pathologist, special education teacher, librarian, health services, subject specialists, instructional aides, and other classified staff • Allocate the school’s fiscal resources to best support core instruction and interventions, including school categorical funding • Assist with articulating essential learning outcomes across grade levels and subjects • Lead the school’s universal screening efforts to identify students in need of Tier 3 intensive interventions before they fail • Lead the school’s efforts at Tier 1 for schoolwide behavior expectations, including attendance policies and awards and recognitions (the team may create a separate behavior team to oversee these behavioral policies) • Ensure that all students have access to grade-level core instruction • Ensure that sufficient, effective resources are available to provide Tier 2 interventions for students in need of supplemental support in motivation, attendance, and behavior • Ensure that sufficient, effective resources are available to provide Tier 3 interventions for students in need of intensive support in the universal skills of reading, writing, number sense, English language, motivation, attendance, and behavior • Continually monitor schoolwide evidence of student learning

8 I will instruct you and teach you in the way which you should go; I will counsel you with My eye upon you.

Don’t recite the same prayer over and over as the heathen do, who think prayers are answered only by repeating them again and again. Remember, your Father knows exactly what you need even before you ask him!” —Matthew 6:7–8 (TLB) Back in the 1980s when I lived in Wisconsin, I admitted to my friend Betsy that I had never balanced my checkbook. She was aghast and insisted on showing me how to do it. I pretended to pay attention to her step-by-step instructions but, truth be told, I still haven’t done it. I subtract the checks that I write, but every month the statement says I have more money in there than I think I do, which means I also don’t know how to subtract correctly. Or maybe I don’t add in the deposits correctly. It’s the same with my prayer life. I often don’t say enough prayers for those I’ve promised to pray for. I give it a halfhearted try, adding and subtracting people from my prayer list willy-nilly. I’m sure there are people I forget to include in my prayers and others I forget to take off when prayers for them have been answered in one way or another. I guess it’s best to err on the side of too many people on my prayer list than not enough. Over the years I have come to trust God to keep it all squared away, just like I trust the bank to keep my checking account in good shape. Father, help me to add the needy to my prayer list, subtract the ones whose prayers have been answered, divide the sorrows, and multiply the joys of all around me. And thanks for keeping it all straight. —Patricia Lorenz Digging Deeper: Mk 11:24; Lk 18:1; 1 Thes 5:17

In 1617 the Indian chieftain Opechancanough, who later would master mind the massacre, presented Sir George Yeardley with a sizeable tract here later described as 2,200 acres. On November 18, 1618, in his instructions, the Company confirmed the Indian grant to Yeardley "in consideration of the long and good and faithful service done by ... [him] in our said Colony and plantation of Virginia." Two hundred acres were allowed for two shares of stock and 2,000 were allowed for services rendered. Bounds for "Weyanoke," and for adjacent "Konwan" which was also included, were described and it was declared to be in "the territory of the said Charles City.

S.P. is a 68-year-old retired painter who is experiencing right leg calf pain. The pain began approximately 2 years ago but has become significantly worse in the past 4 months. The pain is precipitated by exercise and is relieved with rest. Two years ago, S.P. could walk two city blocks before having to stop because of leg pain. Today, he can barely walk across the yard. S.P. has smoked two to three packs of cigarettes per day (PPD) for the past 45 years. He has a history of coronary artery disease (CAD), hypertension (HTN), peripheral vascular disease (PVD), and osteoarthritis. Surgical history includes quadruple coronary artery bypass graft (CABG × 4) 3 years ago. He has had no further symptoms of cardiopulmonary disease since that time, even though he has not been compliant with the exercise regimen his cardiologist prescribed, he continues to eat anything he wants, and continues to smoke two to three PPD. Other surgical history includes open reduction internal fixation of the right femoral fracture 20 years ago. S.P. is in the clinic today for a routine semiannual follow-up appointment with his primary care provider. As you take his vital signs, he tells you that, besides the calf pain, he is experiencing right hip pain that gets worse with exercise, the pain doesn't go away promptly with rest, some days are worse than others, and his condition is not affected by a resting position. � Chart View General Assessment Weight 261 lb Height 5 ft, 10 in. Blood pressure 163/91 mm Hg Pulse 82 beats/min Respiratory rate 16 breaths/min Temperature 98.4° F (36.9° C) Laboratory Testing (Fasting) Cholesterol 239 mg/dL Triglycerides 150 mg/dL HDL 28 mg/dL LDL 181 mg/dL Current Medications Lisinopril (Zestril) 20 mg/day Metoprolol (Lopressor) 25 mg twice a day Aspirin 325 mg/day Simvastatin (Zocor) 20 mg/day Case Study 4 Name Class/Group Date ____________________ Group Members INSTRUCTIONS All questions apply to this case study. Your responses should be brief and to the point. When asked to provide several

A PROCESSION OF ANGELS Then I saw a powerful angel walk up to Jesus. The Lord spoke to this angel, although I did not understand the words that passed back and forth between them. However, I did understand that this angel had been working in Tanzania and had been on an important assignment. I really do not understand how I knew what was transpiring. I just had a supernatural revelation of what was taking place as the Lord stood over me and gave instruction to the angel. Perhaps just being so close to the Lord allowed me to have some understanding of the things that were unfolding before me in the spirit. Shortly, I saw this angel “ascend” upon Jesus. I knew that this angel was returning into the realms of Heaven, and that the assignment that it had been on had now been completed. I was astonished to see the angel ascend into the heavens “on” Jesus. It was very similar to the night in Springdale when I saw Jesus ascend back through the open heaven spinning in the sanctuary in Living Waters Church. (See John 1:51.) The Lord looked at me and gave me a big smile. He began to speak to me again, just as a loving friend would to a small child. In just a moment or two, He was again interrupted by a second strong angel. This time the angel descended from the realms of Heaven upon Jesus and stepped onto the beach. Once again the Lord and the angel began to speak, though again I was unable to understand the language that they spoke. I could see this second angel was powerful and very strong. He carried himself in the manner of a warrior, and there was a large sword in his right hand. He also had a large, polished, shiny golden shield in his left hand. Upon his belt were other weapons, including an ornate buckler and a smaller type of sword. As I was looking, I suddenly saw Jesus pat the angel upon his powerful shoulder and point with His right hand. Immediately, the angel turned in military fashion and ran off in the direction that the Lord had indicated. I was astonished, but I was also absolutely certain that Jesus had just commissioned the strong second angel to an important mission in the nation of Tanzania. Then Jesus turned His loving gaze back upon me as I lay on the beach. The waters were still billowing around me. The Lord again began to speak to me and told me that it was important that I began to study and learn to understand about the “seer anointing.” At that moment, I did not have any knowledge of the seer anointing, so I was a little concerned about my ignorance. As if sensing I was uncomfortable, the Lord smiled and gently began to speak with me about the seer prophets of old. This encounter with the Lord continued from about 4:15 A.M. until about 6:30 A.M. in the natural. However, in the realm of the spirit, it seemed to last for many more hours. The Lord continued to speak to me in great detail about the seer gift or anointing. I could determine the passage of time because the sun shifted its position over the sea of glass-like crystal as He continued to speak. The other reason I was aware of time passing was that there began to be a steady stream of angels ascending and descending upon the Lord Jesus Christ. ANGELS ON MISSIONS This procession of angels was quite impressive. After the first few, I began to relax. I had been

Randolph, having provoked the challenge, could not decline it. As much as he hated Clay’s politics he had a sneaking admiration for him personally—Black George, after all, was a good-natured knave—and had been heard to say, “I prefer to be killed by Clay to any other death.”33 The two men met, with their seconds, on the Virginia side of the Potomac on April 8. Neither was experienced with dueling pistols. Both missed on the first exchange of shots at ten paces. This was enough to satisfy the code duello, but it did not satisfy Clay. He insisted on another round, and Randolph consented. Clay then put his bullet through the long, voluminous white coat Randolph wore for the occasion. Uninjured, and drained of any desire to injure Clay, he fired into the air, dropped his pistol, came forward, extended his hand and said, “You owe me a coat, Mr. Clay.” Taking his hand, Clay replied, “I am glad the debt is no greater.” (Rebecca Gratz, one of Clay’s friends, remarked, “It would be well if he gave him [Randolph] a strait jacket. “)34 In the sensation produced by the duel no one blamed Clay but many, including some of his best friends, felt he should have consulted his discretion rather than his courage and found some other way of dealing with Randolph. Clay’s sense of honor was never in question; the duel, while unnecessary to prove that, dramatized the very traits of anger and unruliness that he most needed to erase from the public image. It did not quiet Randolph. He liked Clay too much to kill him, yet continued his shrill attack; and when he died seven years later left instructions that he be buried facing west—not east as customary—so as to keep an eye on Henry Clay.35