Instructional Assistant Quotes

Do not give them a candle to light the way, teach them how to make fire instead. That is the meaning of enlightenment.

Ansel smiled, a winning grin. “Half of them are on their way there now. Ready to join with Terrasen. The country of my friend Celaena Sardothien, who did not forget it, even when she was in the Red Desert; and who did not stop looking north every night that we could see the stars. There was no greater gift I could offer to repay her than saving the kingdom she did not forget. And that was before I got her letter months ago, telling me who she was and that she'd gut me if I didn't assist in her cause. I was on my way with my army already, but . . . then the next letter arrived. Telling me to go to the Gulf of Oro. To meet her here and follow a specific set of instructions.

I never saw anything like it. He was like the bit in the movie where Tom Cruise is a lawyer and he's decided he's really going to win this case, for the sake of justice and the American way, and that? And it's suddenly like bang-bang-bang—grabbing files off shelves and slamming them down on the desk and punching numbers in the telephone and shaking out the phone cord dramatically , and you know, snapping out instructions to all the assistants around the desk, like: "Get me all the phone records of the President of the United States for the last fifty years," and "Get me the names of every client who ever ate a banana," and "Let's get some Chinese take-out up here, on the double!

Like night dreams, stores often use symbolic language, therefore bypassing the ego and persona, and traveling straight to the spirit and soul who listen for the ancient and universal instructions embedded there. Because of this process, stories can teach, correct errors, lighten the heart and the darkness, provide psychic shelter, assist transformation and heal wounds.

He freely gives grace in all its forms, to His people: saving grace, comforting grace, preserving grace, sanctifying grace, directing grace, instructing grace, assisting grace! He gives grace . . . abundantly, seasonably, constantly, readily, sovereignly!

Follow my lead, Miss Rook," Jackaby said, rapping on the ornately trimmed door to 1206 Campbell Street. Were my employer a standard private investigator, those might have been simple instructions, but in the time I've been his assistant, I've found very little about Jackaby to be standard. Following his lead tends to call for a somewhat flexible relationship with reality.

Consider how flight attendants explain airline safety to passengers. In the event the cabin decompresses, you’re supposed to put on your oxygen mask before helping others put on their masks. Help yourself first. Then, assist others. These instructions aren’t intended to promote self-preservation. Rather, the airline knows that if you help others first, you risk succumbing to hypoxia. And that would prevent you from helping anyone.

Moses’ epic achievement is establishing a divinely inspired system for provoking both Abrahamic critical thinking (Hanif ) and channeling it toward restorative growth (Muslim). This system, embodied in a scripture called the Torah (“instruction” or “guidance”), had to be accessible and practical for ordinary people, with structures designed to assist free-thinkers to unleash their individual potential. Not surprisingly, Moses finds the generation of emancipated slaves quite set in their ways despite the dramatic exodus from Egypt. He ultimately concentrates his energies on training a new generation of disciples—“Only the youth among Moses’ people were open to his mes- sage” (10:83).

So as you prepared to enter into the planetary relationship, you created beings to represent your original state of unified awareness. These are the angels. Their value, as well as their limitation, springs from the fact that they have no comprehension of the process you are undertaking. Their instructions were to pretty much stay out of things until near the very end of the process. Then, upon receipt of a pre-arranged signal, they were to commune with the human beings on Earth at that time and assist them in awakening to their original state of unified consciousness.

Dear God, please assist us in our attempts to live as You have instructed. Help us to be a glory and an honor to You. May we do nothing to bring shame to Your holy name. Amen.

Catfish always drink alcoholic ether if begged, for every catfish enjoys heightened intoxication; gross indulgence can be calamitous, however; duly, garfish babysit for dirty catfish children, helping catfish babies get instructional education just because garfish get delight assisting infants’ growth and famously inspire confidence in immature catfish, giving experience (and joy even); however, blowfish jeer insightful garfish, disparaging inappropriately, doing damage, even insulting benevolent, charming, jovial garfish, hurting and frustrating deeply; joy fades but hurt feelings bring just grief; inevitable irritation hastens feeling blue; however, jovial children declare happiness, blowfishes’ evil causes dejection, blues; accordingly, always glorift jolly, friendly garfish!

Revolution cannot be handed down to you by a tight-knit vanguard of conspirators. Nor, as Lenin insisted, can it be carried abroad and imposed at the point of a bayonet, as Stalin did in eastern Europe. You have to be actively involved in the making of it yourself, unlike the kind of artist who instructs his assistants to go off and pickle a shark in his name.

One man in uniform always supports another man in uniform, no matter what the row is about, or who may be in the right—that does not trouble him.  It is a fixed tenet of belief among uniform circles that a uniform can do no wrong.  If burglars wore uniform, the police would be instructed to render them every assistance in their power, and to take into custody any householder attempting to interfere with them in the execution of their business.

(It should be noted that Elwin Heslege, who’d been assisting the family as a physician, reported seeing some improvement in Fitz’s temperament with the use of what he calls an “Emotional Support Stuffed Animal.” Elwin gifted Fitz with a sparkly stuffed red dragon, which he instructed Fitz to call Mr. Snuggles, and recommended that Fitz try hugging Mr. Snuggles whenever he was upset, or if he couldn’t sleep. Numerous reports indicate that Fitz still has Mr. Snuggles in his possession and finds a great deal of solace and comfort from his stuffed dragon.)

The frequent hearing of my mistress reading the bible--for she often read aloud when her husband was absent--soon awakened my curiosity in respect to this mystery of reading, and roused in me the desire to learn. Having no fear of my kind mistress before my eyes, (she had given me no reason to fear,) I frankly asked her to teach me to read; and without hesitation, the dear woman began the task, and very soon, by her assistance, I was master of the alphabet, and could spell words of three or four letters...Master Hugh was amazed at the simplicity of his spouse, and, probably for the first time, he unfolded to her the true philosophy of slavery, and the peculiar rules necessary to be observed by masters and mistresses, in the management of their human chattels. Mr. Auld promptly forbade the continuance of her [reading] instruction; telling her, in the first place, that the thing itself was unlawful; that it was also unsafe, and could only lead to mischief.... Mrs. Auld evidently felt the force of his remarks; and, like an obedient wife, began to shape her course in the direction indicated by her husband. The effect of his words, on me, was neither slight nor transitory. His iron sentences--cold and harsh--sunk deep into my heart, and stirred up not only my feelings into a sort of rebellion, but awakened within me a slumbering train of vital thought. It was a new and special revelation, dispelling a painful mystery, against which my youthful understanding had struggled, and struggled in vain, to wit: the white man's power to perpetuate the enslavement of the black man. "Very well," thought I; "knowledge unfits a child to be a slave." I instinctively assented to the proposition; and from that moment I understood the direct pathway from slavery to freedom. This was just what I needed; and got it at a time, and from a source, whence I least expected it.... Wise as Mr. Auld was, he evidently underrated my comprehension, and had little idea of the use to which I was capable of putting the impressive lesson he was giving to his wife.... That which he most loved I most hated; and the very determination which he expressed to keep me in ignorance, only rendered me the more resolute in seeking intelligence.

We plowed through Chaucer, and I learned to assist her using the Middle English dictionary. One year we spent the winter painstakingly noting each instance of symbolism within Pilgrim’s Progress on separate recipe cards, and I was delighted to see our pile grow to be thicker than the book itself. She set her hair in curlers while listening to records of Carl Sandburg’s poems over and over, and instructed me on how to hear the words differently each time. After discovering Susan Sontag, she explained to me that even meaning itself is a constructed concept, and I learned how to nod and pretend to understand. My

Master of beauty, craftsman of the snowflake, inimitable contriver, endower of Earth so gorgeous & different from the boring Moon, thank you for such as it is my gift. I have made up a morning prayer to you containing with precision everything that most matters. ‘According to Thy will’ the thing begins. It took me off & on two days. It does not aim at eloquence. You have come to my rescue again & again in my impassable, sometimes despairing years. You have allowed my brilliant friends to destroy themselves and I am still here, severely damaged, but functioning. Unknowable, as I am unknown to my guinea pigs: how can I ‘love’ you? I only as far as gratitude & awe confidently & absolutely go. I have no idea whether we live again. It doesn’t seem likely from either the scientific or the philosophical point of view but certainly all things are possible to you, and I believe as fixedly in the Resurrection-appearances to Peter and to Paul as I believe I sit in this blue chair. Only that may have been a special case to establish their initiatory faith. Whatever your end may be, accept my amazement. May I stand until death forever at attention for any your least instruction or enlightenment. I even feel sure you will assist me again, Master of insight & beauty.

It's only second period, and the whole school knows Emma broke up with him. So far, he's collected eight phone numbers, one kiss on the cheek, and one pinch to the back of his jeans. His attempts to talk to Emma between classes are thwarted by a hurricane of teenage females whose main goal seems to be keeping him and his ex-girlfriend separated. When the third period bell rings, Emma has already chosen a seat where she'll be barricaded from him by other students. Throughout class, she pays attention as if the teacher were giving instructions on how to survive a life-threatening catastrophe in the next twenty-four hours. About midway through class, he receives a text from a number he doesn't recognize. If you let me, I can do things to u to make u forget her. As soon as he clears it, another one pops up from a different number. Hit me back if u want to chat. I'll treat u better than E. How did they get my number? Tucking his phone back into his pocket, he hovers over his notebook protectively, as if it's the only thing left that hasn't been invaded. Then he notices the foreign handwriting scribbled on it by a girl named Shena who encircled her name and phone number with a heart. Not throwing it across the room takes almost as much effort as not kissing Emma. At lunch, Emma once again blocks his access to her by sitting between people at a full picnic table outside. He chooses the table directly across from her, but she seems oblivious, absently soaking up the grease from the pizza on her plate until she's got at least fifteen orange napkins in front of her. She won't acknowledge that he's staring at her, waiting to wave her over as soon as she looks up. Ignoring the text message explosion in his vibrating pocket, he opens the contain of tuna fish Rachel packed for him. Forking it violently, he heaves a mound into his mouth, chewing without savoring it. Mark with the Teeth is telling Emma something she thinks is funny, because she covers her mouth with a napkin and giggles. Galen almost launches from his bench when Mark brushes a strand of hair from her face. Now he knows what Rachel meant when she told him to mark his territory early on. But what can he do if his territory is unmarking herself? News of their breakup has spread like an oil spill, and it seems as though Emma is making a huge effort to help it along. With his thumb and index finger, Galen snaps his plastic fork in half as Emma gently wipes Mark's mouth with her napkin. He rolls his eyes as Mark "accidentally" gets another splotch of JELL-O on the corner of his lips. Emma wipes that clean too, smiling like she's tending to a child. It doesn't help that Galen's table is filling up with more of his admirers-touching him, giggling at him, smiling at him for no reason, and distracting him from his fantasy of breaking Mark's pretty jaw. But that would only give Emma a genuine reason to assist the idiot in managing his JELL-O.

The book of Job offers some remarkable insights into the ways these higher animals relate to humans and shows that God endowed soulish animals with unique capacities to serve and please humanity, each creature in its own special way. Job even provides a top ten list of animals that have played essential roles both in the launch of civilization and in sustaining human well-being today. The ancient observer describes how the different kinds of soulish animals offer valuable instruction and assistance to humanity. In chapters 8–11, I describe some of the amazing attributes soulish creatures manifested long before humans even existed, which readied them to meet humanity’s needs from the very first moment people appeared on Earth.

But hypnotism had been of immense help in the cathartic treatment, by widening the field of the patient's consciousness and putting within his reach knowledge which he did not possess in his waking life. It seemed no easy task to find a substitute for it. While I was in this perplexity there came to my help the recollection of an experiment which I had often witnessed while I was with Bernheim. When the subject awoke from the state of somnambulism, he seemed to have lost all memory of what had happened while he was in that state. But Bernheim maintained that the memory was present all the same; and if he insisted on the subject remembering, if he asseverated that the subject knew it all and had only to say it, and if at the same time he laid his hand on the subject's forehead, then the forgotten memories used in fact to return, hesitatingly at first, but eventually in a flood and with complete clarity. I determined that I would act the same way. My patients I reflected, must in fact 'know' all the things which had hitherto only been made accessible to them in hypnosis; and assurances and encouragement on my part, assisted perhaps by the touch of my hand, would, I thought, have the power of forcing the forgotten facts and connections into consciousness. No doubt this seemed a more laborious process than putting the patients into hypnosis, but it might prove highly instructive. So I abandoned hypnotism, only retaining my practice of requiring the patient to lie upon a sofa while I sat behind him, seeing him, but not seen myself.

Texas Rangers are men who cannot be stampeded. We walk into any situation and handle it without instruction from our commander. Sometimes we work as a unit, sometimes we work alone.” He turned his attention to the jurors. “We preserve the law. We track down train and bank robbers. We subdue riots. We guard our borders. We’ll follow an outlaw clear across the country if we need to. In my four years of service, I’ve traveled eighty-six thousand miles on horse, nineteen hundred on train, gone on two hundred thirty scouts, made two hundred seventeen arrests, returned five hundred six head of stolen cattle, assisted forty-three local sheriffs, guarded a half dozen jails, and spent more time on the trail than I have in my own bed. We’ve been around since before the Alamo, and”—he turned to Hood, impaling him with his stare—“we’re touchy as a teased snake when riled, so I wouldn’t recommend it.

We largely persist in modelling our sense of what other people are like – and of what might be going on in their heads – on our experience of ourselves. We find it remarkably difficult to imagine clearly and calmly that others might not be very much like us at all. Others have different skills, different weaknesses, different motives and fears. It is as if the human brain did not evolve with the need to address this particular problem. And it may have been that for most of the time that human beings have existed it has been sufficient – for individual and group survival – to operate with a very limited interest in how people might differ from us in terms of how their minds work. In the office, other people are out of our control – and yet we need their assistance in performing delicate, complicated tasks. When we are doing things ourselves, we don’t actually give ourselves clear instructions. If

The most extraordinary story of appendectomy survival that I know of occurred aboard the U.S. submarine Seadragon in Japanese-controlled waters in the South China Sea during World War II when a sailor named Dean Rector from Kansas developed an acute and obvious case of appendicitis. With no qualified medical personnel on board, the commander ordered the ship’s pharmacist’s assistant, one Wheeler Bryson Lipes (of no known relation to the present author), to perform the surgery. Lipes protested that he had no medical training, did not know what an appendix looked like or where it was to be found, and had no surgical equipment to work with. The commander instructed him to do what he could anyway as the senior medical person aboard. Lipes’s bedside manner was not perhaps the most reassuring. His pep talk to Rector was this: “Look, Dean, I never did anything like this before, but you don’t have much chance

But as the cause of perturbations is now discovered, 162for all of them arise from the judgment or opinion, or volition, I shall put an end to this discourse. But we ought to be assured, since the boundaries of good and evil are now discovered, as far as they are discoverable by man, that nothing can be desired of philosophy greater or more useful than the discussions which we have held these four days. For besides instilling a contempt of death, and relieving pain so as to enable men to bear it, we have added the appeasing of grief, than which there is no greater evil to man. For though every perturbation of mind is grievous, and differs but little from madness, yet we are used to say of others when they are under any perturbation, as of fear, joy, or desire, that they are agitated and disturbed; but of those who give themselves up to grief, that they are miserable, afflicted, wretched, unhappy. So that it doth not seem to be by accident, but with reason proposed by you, that I should discuss grief, and the other perturbations separately; for there lies the spring and head of all our miseries; but the cure of grief, and of other disorders, is one and the same in that they are all voluntary, and founded on opinion; we take them on ourselves because it seems right so to do. Philosophy undertakes to eradicate this error, as the root of all our evils: let us therefore surrender ourselves to be instructed by it, and suffer ourselves to be cured; for while these evils have possession of us, we not only cannot be happy, but cannot be right in our minds. We must either deny that reason can effect anything, while, on the other hand, nothing can be done right without reason, or else, since philosophy depends on the deductions of reason, we must seek from her, if we would be good or happy, every help and assistance for living well and happily.

Soon all humane people would understand the need for a revolution from below, where those who worked and struggled and produced would be the ruling class. Those with eyes to see could detect this with ease, while those whose eyes had yet to be opened could always… well, it was thought that events would also assist in persuading them. I realize that this may sound slightly as if I had joined a cult. There actually was a rival Trotskyist group, later to make itself notorious by recruiting Corin and Vanessa Redgrave, whose depraved “leader” Gerry Healy did in fact teach us all we needed to learn about cultism and the mental and sexual and financial exploitation of the young and the credulous. (I learned a lot about “faith-based” movements from this early instruction.) But the “I.S.,” as our group was known, had a relaxed and humorous internal life and also a quizzical and critical attitude to the “Sixties” mindset. We didn’t grow our hair too long, because we wanted to mingle with the workers at the factory gate and on the housing estates. We didn’t “do” drugs, which we regarded as a pathetic, weak-minded escapism almost as contemptible as religion (as well as a bad habit which could expose us to a “plant” from the police). Rock and roll and sex were OK. Looking back, I still think we picked the right options.

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

Here, for example, is a hypothetical: A football team is going to an away game when one of their vans breaks down. So they ask the mother of one of the players if they can borrow her van to transport them. Sure, she says, but I’m not going to drive. And so she asks the assistant coach to drive the team for her. But then, as they’re driving along, something horrible happens: the van skids off the road and flips over; everyone inside dies. There is no criminal case here. The road was slippery, the driver wasn’t intoxicated. It was an accident. But then the parents of the team, the mothers and fathers of the dead players, sue the owner of the van. It was her van, they argue, but more important, it was she who appointed the driver of her van. He was only her agent, and therefore, it is she who bears the responsibility. So: What happens? Should the plaintiffs win their suit? Students don’t like this case. I don’t teach it that often—its extremity makes it more flashy than it is instructive, I believe—but whenever I did, I would always hear a voice in the auditorium say, “But it’s not fair!” And as annoying as that word is—fair—it is important that students never forget the concept. “Fair” is never an answer, I would tell them. But it is always a consideration. He never mentioned whether something was fair, however. Fairness itself seemed to hold little interest for him, which I found fascinating, as people, especially young people, are very interested in what’s fair. Fairness is a concept taught to nice children: it is the governing principle of kindergartens and summer camps and playgrounds and soccer fields. Jacob, back when he was able to go to school and learn things and think and speak, knew what fairness was and that it was important, something to be valued. Fairness is for happy people, for people who have been lucky enough to have lived a life defined more by certainties than by ambiguities. Right and wrong, however, are for—well, not unhappy people, maybe, but scarred people; scared people. Or am I just thinking this now? “So were the plaintiffs successful?” I asked. That year, his first year, I had in fact taught that case. “Yes,” he said, and he explained why: he knew instinctively why they would have been. And then, right on cue, I heard the tiny “But it’s not fair!” from the back of the room, and before I could begin my first lecture of the season—“fair” is never an answer, etc., etc.—he said, quietly, “But it’s right.

When the commander of one of the brigades Gilbert had sent to reinforce McCook approached an imposing-looking officer to ask for instructions as to the posting of his troops—“I have come to your assistance with my brigade!” the Federal shouted above the uproar—the gentleman calmly sitting his horse in the midst of carnage turned out to be Polk, who was wearing a dark-gray uniform. Polk asked the designation of the newly arrived command, and upon being told raised his eyebrows in surprise. For all his churchly faith in miracles, he could scarcely believe his ears. “There must be some mistake about this,” he said. “You are my prisoner.” Fighting without its commander, the brigade gave an excellent account of itself. Joined presently by the other brigade sent over from the center, it did much to stiffen the resistance being offered by the remnants of McCook’s two divisions. Sundown came before the rebels could complete the rout begun four hours ago, and now in the dusk it was Polk’s turn to play a befuddled role in another comic incident of confused identity. He saw in the fading light a body of men whom he took to be Confederates firing obliquely into the flank of one of his engaged brigades. “Dear me,” he said to himself. “This is very sad and must be stopped.” None of his staff being with him at the time, he rode over to attend to the matter in person. When he came up to the erring commander and demanded in angry tones what he meant by shooting his own friends, the colonel replied with surprise: “I don’t think there can be any mistake about it. I am sure they are the enemy.” “Enemy!” Polk exclaimed, taken aback by this apparent insubordination. “Why, I have only just left them myself. Cease firing, sir! What is your name, sir?” “Colonel Shryock, of the 87th Indiana,” the Federal said. “And pray, sir, who are you?” The bishop-general, learning thus for the first time that the man was a Yankee and that he was in rear of a whole regiment of Yankees, determined to brazen out the situation by taking further advantage of the fact that his dark-gray blouse looked blue-black in the twilight. He rode closer and shook his fist in the colonel’s face, shouting angrily: “I’ll soon show you who I am, sir! Cease firing, sir, at once!” Then he turned his horse and, calling in an authoritative manner for the bluecoats to cease firing, slowly rode back toward his own lines. He was afraid to ride fast, he later explained, because haste might give his identity away; yet “at the same time I experienced a disagreeable sensation, like screwing up my back, and calculated how many bullets would be between my shoulders every moment.

Catfish always drink alcoholic ether if begged, for every catfish enjoys heightened intoxication; gross indulgence can be calamitous, however; duly, garfish babysit for dirty catfish children, helping catfish babies get instructional education just because garfish get delight assisting infants’ growth and famously inspire confidence in immature catfish, giving experience (and joy even); however, blowfish jeer insightful garfish, disparaging inappropriately, doing damage, even insulting benevolent, charming, jovial garfish, hurting and frustrating deeply; joy fades but hurt feelings bring just grief; inevitable irritation hastens feeling blue; however, jovial children declare happiness, blowfishes’ evil causes dejection, blues; accordingly, always glorify jolly, friendly garfish!

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

In other words, computer-assisted instruction is likely to result in a 12 percentile point gain in achievement when it replaces the instruction of the teacher, but this gain is likely to rise to 17 percentile points when the technology is used as a supplement to the teacher’s instruction.

As former deputy head of the presidential administration, later deputy prime minister and then assistant to the President on foreign affairs, Surkov has directed Russian society like one great reality show. He claps once and a new political party appears. He claps again and creates Nashi, the Russian equivalent of the Hitler Youth, who are trained for street battles with potential prodemocracy supporters and burn books by unpatriotic writers on Red Square. As deputy head of the administration he would meet once a week with the heads of the television channels in his Kremlin office, instructing them on whom to attack and whom to defend, who is allowed on TV and who is banned, how the President is to be presented, and the very language and categories the country thinks and feels in. The Ostankino TV presenters, instructed by Surkov, pluck a theme (oligarchs, America, the Middle East) and speak for twenty minutes, hinting, nudging, winking, insinuating though rarely ever saying anything directly, repeating words like “them” and “the enemy” endlessly until they are imprinted on the mind. They repeat the great mantras of the era: the President is the President of “stability,” the antithesis to the era of “confusion and twilight” in the 1990s. “Stability”—the word is repeated again and again in a myriad seemingly irrelevant contexts until it echoes and tolls like a great bell and seems to mean everything good; anyone who opposes the President is an enemy of the great God of “stability.” “Effective manager,” a term quarried from Western corporate speak, is transmuted into a term to venerate the President as the most “effective manager” of all. “Effective” becomes the raison d’être for everything: Stalin was an “effective manager” who had to make sacrifices for the sake of being “effective.” The words trickle into the streets: “Our relationship is not effective” lovers tell each other when they break up. “Effective,” “stability”: no one can quite define what they actually mean, and as the city transforms and surges, everyone senses things are the very opposite of stable, and certainly nothing is “effective,” but the way Surkov and his puppets use them the words have taken on a life of their own and act like falling axes over anyone who is in any way disloyal.

Anyway the Theban legion led by Maurice, Candidus and Exupernis based in the east was ordered to Gaul, that’s France today, to assist with rebels in Burgundy. In Burgundy the legion was joined by the Emperor and once the rebel uprising was quelled the emperor ordered the killing of all civilians. Horrified at these instructions the christian legionaries refused. The Emperor was furious and ordered the legion to be decimated, that being every tenth man to be put to the sword, six hundred, as an example.

In a longitudinal study, Kelleen Toohey (2000) observed a group of children aged 5–7 in kindergarten, Grade 1, and Grade 2 in Vancouver, Canada. The group included children who were native speakers of English, as well as children whose home language was Cantonese, Hindi, Polish, Punjabi, or Tagalog. All the children were in the same class, and English was the medium of instruction. Toohey identified three classroom practices that led to the separation of the ESL children. First, the ESL children’s desks were placed close to the teacher’s desk, on the assumption that they needed more direct help from the teacher. Some of them were also removed from the classroom twice a week to obtain assistance from an ESL teacher. Second, instances in which the ESL learners interacted more with each other usually involved borrowing or lending materials but this had to be done surreptitiously because the teacher did not always tolerate it. Finally, there was a ‘rule’ in the classroom that children should not copy one another’s oral or written productions. This was particularly problematic for the ESL children because repeating the words of others was often the only way in which they could participate in conversational interaction. According to Toohey, these classroom practices led to the exclusion of ESL students from activities and associations in school and also in the broader community in which they were new members. Furthermore, such practices did not contribute positively to the children’s ESL development.

Most people will call Emergency medical helpline/Ambulance service only a few times during their lifetimes. Having the necessary information before calling Emergency Ambulance helpline will help them in sending you the appropriate help say first aid responder, ambulance service, doctor, nurse quickly. It can be a frightening moment, but few prior precautions that might help you to run the process smoothly for both, you and the operator. If you are ever in a life-threatening medical emergency, it is important to have the emergency medical helpline number of your area memorized. Being composed and prepared to assist could save the victim life. Don’t Panic: Obviously, when you are calling the emergency medical helpline, you are in an emergency. But, Panic does not help, it may obstruct your speech (talking too fast, too slow, begin stuttering). Make sure you are far enough away from the emergency to be safe. Call your local ambulance helpline: Call your local ambulance helpline say in Bangalore, Emergency helpline number is 080 67335555 or 108. Be aware that, sometimes, it takes time for the phone to connect to the correct answering point. Do not disconnect the call if you do not connect immediately!! Know what you will be asked from the emergency operator. Make sure you are aware of the following queries: Where is the emergency location? Location is the first question asked by all emergency responders to provide & send the help. Give the dispatcher your name and address. Be aware of emergency location & where you are. Nature/Type of the emergency? Be aware of the type of emergency that you are in & the type of assistance that you want. The assistance includes medical professionals, ambulance service, firefighters or other professionals. A detailed, yet concise, description: Be aware of what happened? What should have the most importance? And why & what type of assistance you need. Have your phone number memorised: The dispatcher may need to call back for further information or to provide some useful instructions or to know where you are. 4. Listen to the dispatcher & be prepared to assist: Listen to the dispatcher & follow their instructions. The faster & better you follow their instructions, the higher the rate of survival will be. The operator/first responder might explain how to do CPR, if the victim is unconscious, while help is on arrival. For example, he can instruct you first aid, or how to help a choking victim guide you on how to stop nose bleeding. 5. Know your local medical emergency number: The emergency number depends on the country that you are living in. So you should know the local emergency number memorised. The Emergency Ambulance number in Bangalore, India is 080 67335555 & 108. 6. Ask for the type of ambulance that you are looking for: The operator wants to know the type of ambulance that you need. The type of ambulance includes Advanced Life support, Air ambulance Service, and Basic life support depending upon the type of emergency. In this case, make it clear about the type of emergency condition or explain the emergency, the victim is suffering from. Call Blood for sure helpline number 080 67335555 immediately for any life-threatening medical Emergency & ambulance services. These include chest pain, choking, car crash or any vehicle accident, difficulty speaking, drowning, numbness, sudden intense pain, severe burns and other serious medical problems.

Use the help and assistance of established DUI lawyer can make a big difference in a serious condition, and the use of reduced rates. The only case that someone released from prison himself, and then the knowledge of the DUI lawyer with technical assistance and information to others, even if the cable so less complicated development. You can still feel tired a lot of investment and the patient. You need to understand their rights fully, when interacting with the police. The same is not required to provide information to anyone other than simple attraction and proof of price actually give an automatic Build your account is fully justified. Sam blew not include the address of the record or sober living. This is justified by a number of twists and turns, it s just a matter back on the price, you should be comfortable and composed. It is connected to a DUI attorney, this is the season I felt the same need to comply with an empty surface and give yourself a step forward in the same action to give away crime, this time. According to the law can not be determined without a legal occupational exposure. This can, as soon as the possibility to create and prepare to pass the police stress test. After struggling lawyer of any sort is DUI lawyer really comprehensive study is required. Defend Understanding effectively contain legally questionable and even during the resource space, the buyer have made impressively familiarized with its functions, avoided. Perhaps the perception of close friends and family, including experienced that could lead to maintaining the contribution of different streams, to be very strong. If you own lawyers include visits to other matters deemed to be a basic or a crime are not willing to work necessarily mean that employees who DUI cases lawyers are required to be successful. With a little attention and trained information and events DUI attorney you can afford is ready to protect a number of problems. Instructions for the process of DUI can be difficult to inspire before the draw certification or significant delays due dates for some countries to write their own. Help could abruptly once made available, as the price does not necessarily mean the difference between staying enthusiastic driving under the influence of alcohol or other manufactured products prices without crime.

If times or ages are mentioned in any activity, please take that as a guideline only. Children will learn the activity as it comes naturally to them. A thirty minute activity may take your child forty minutes. If the suggested age is four, but you have a three year old that can grasp the concepts do not let the recommendations hinder you. This information has not been provided for all activities. This is for a couple of reasons. One being that some of these activities span broader age ranges. The other is that while I find that sometimes it is useful to have an idea of where to start your child, it is better to look at your child in terms of ability and readiness rather than number of years. If times are included, they are meant for assistance in planning your day only. They are not in any way intended to be a marker for your child’s success. The activities have been divided up into the instructional areas of language, mathematics, sensory development and practical life skills. Many of these activities can serve as crossovers, allowing you to introduce multiple concepts at once. Some subjects such as cultural studies or science are included in practical life skills, since at this age that is primarily what those subjects encompass. Where applicable, additional skill areas have been included

He gave his assistant a stamped, addressed envelope with a check he’d written to an “anti-charity,” an organization whose policies he passionately opposes, with the instruction to mail the check if he had a drink before the time was up.

My job as assistant to junior account manager Mark Garrity was a dream come true. While some—namely my stepfather, megafinancier Richard Stanton—couldn’t understand why I’d take an entry-level position considering my connections and assets, I was really proud to be working my way up. Mark was a great boss, both hands-on and hands-off, which meant I was learning a lot both by instruction and from doing it myself.

pleased, by His Holy Spirit to instruct me, and I expect to be taught, though I do not fix the time when, and the manner how it should be; when I am going to minister in the Word, I seek help from the Lord, and while I, in the consciousness of natural inability as well as utter unworthiness begin this His service, I am not cast down, but of good cheer, because I look for His assistance, and believe that He, for His dear Son's sake will help me. And thus in other of my temporal and spiritual concerns I pray to the Lord, and expect an answer to my requests; and may not you do the same, dear believing reader? Oh! I beseech you, do not think me an extraordinary believer, having privileges above other of God's dear children, which they cannot have; nor look on my way of acting as something that would not do for other believers. Make but trial! Do but stand still in the hour of trial, and you will see the help of God, if you trust in Him.

Who is the ‘Energiser’ who has been Clinton’s secret lover? sic” the subject line of one e-mail from Cheryl Mills to John Podesta read. Podesta instructed his assistant to schedule a conference call for him with Mills and Bill’s chief of staff, Tina Flournoy. “Julie” came up again in another e-mail from Podesta. “Saw her pic in this or last weeks Enquirer,” he wrote. “Probably need to revisit our Whitehaven conversation.

754 You would regard as absurd a day-laborer who criticised the instructions of the engineer in a building project or a construction worker who criticised an architect’s plans for the building of a house, or a medical assistant who criticised a surgeon’s directions. Why then do you criticise your superiors who have more factors to consider than you can imagine?

At that moment the flames flared up and showed his young master’s pale worn face. Alpatych told how he had been sent there and how difficult it was to get away. ‘Are we really quite lost, your Excellency?’ he asked again. Prince Andrei without replying took out a notebook, and raising his knee began writing in pencil on a page he tore out. He wrote to his sister: Smolensk is being abandoned. Bald Hills will be occupied by the enemy within a week. Set off immediately for Moscow. Let me know at once when you will start. Send by special messenger to Usvyazh. Having written this and given the paper to Alpatych, he told him how to arrange for the departure of the prince, the princess, his son, and the boy’s tutor, and how and where to let him know immediately. Before he had had time to finish these instructions, a chief of staff followed by a suite galloped up to him. ‘You are a colonel?’ shouted the chief of staff with a German accent, in a voice familiar to Prince Andrei. ‘Houses are set on fire in your presence and you stand by! What does this mean? You will answer for it!’ shouted Berg, who was now assistant to the chief of staff of the commander of the left flank of the infantry of the First Army, a place, as Berg said, ‘very agreeable and high-profile’.

Later that afternoon, Poindexter drafted a statement incorporating the president's instructions. "As has been the case at a n umber of similar meetings with the president and his senior advisers, there was unanimous support for the president's decisions," Poindexter wrote. He sent the text to Shultz's plane, which was taking the secretary of state on a long-planned trip to Central America. Shultz read the statement. "That's a lie," Shultz told his executive assistant, Charles Hill. "It's Watergate all over again." As far as Shultz was concerned, Poindexter and Casey had set up their own foreign policy, one based on secret deals and operations. Congress and even Shultz's own money and was making policy. The CIA was supposed to be neutral, and it had become a rival in making foreign policy. By cable, Shultz told Poindexter, "It says there was unanimous support for the president's decisions. That is not accurate. I can't accept that sentence. Drop the last word." Poindexter grudgingly agreed to the change, omitting the word "decisions" so the statement that was released oddly said, "There was unanimous support for the president.

When students and their families are believed to be the principal cause for school success or failure, teachers feel less responsible for ensuring that students achieve at high levels. They are less likely to adjust their instructional practices to meet students’ educational needs because they doubt that their efforts will pay off. To best assist students, educators should cultivate a school-based discourse that (1) emphasizes teachers’ responsibility for students’ learning and (2) challenges arguments that blame students’ struggles primarily on students’ and their parents’ supposed lack of educational investment.

This bottle contains Spiggit’s Old Resentful. Do Not Open. Seriously. Even creating this beer was a mistake, but all attempts to destroy it have proved useless. If you do open this bottle, you agree to give up all right to your health, and possibly your existence. Before opening, ask innocent bystanders to stand well back, or suggest that they move to another country. Do not open near naked flame. Do not so much as THINK of a naked flame in your head. Do not even smile warmly. Do not inhale. If inhaled, seek medical assistance within five seconds. If consumed, seek undertaker. INSTRUCTIONS FOR USE: Open. Run away.

Best Ideas and Tips for Career Growth and Development In case you're thinking about how you will get where you need to be in your career, there are some basic advances you can take that will assist you in making your own professional development. Similarly, as with all endeavors, you should be clear about your course when you make your own career development plan. You don't take an excursion without knowing where you need to wind up. You additionally don't have to excessively confound this undertaking. For profession improvement wanting to be compelling, extend your perspective on advancement and that of your representatives. An outside instructional course isn't the best way to create workers. Worker advancement is an incredible idea yet it isn't without issues. The best plans save the duty regarding finish unequivocally on the shoulders of representatives. Something else, if a worker doesn't finish their advancement openings, the individual in question may decide to put the fault on the board, which is counter-profitable for the entirety of the included gatherings. Certain issues and articulations exist that you would need to maintain a strategic distance from as you and the workers who report to you make plans and strategies for career development. Best Ideas for Career Growth and Development 1. Analyze your skills by yourself Experience the expected set of responsibilities detail by detail and rate your present condition of aptitudes, training, or experience to what is recorded. Your rating framework can be as straightforward as 1-10, with 10 an ideal match and one being totally absent. As you rate, make notes about your manner of thinking for future reference. When you have finished this activity, distinguish the entirety of the things where there is anyplace from a decent measure to a considerable measure of improvement that is required. Search for shared characteristics and cluster those all together. You will find that there will be subjects for your holes. 2. Change Job If or Whenever You Want You may likewise need to have numerous methods of amplifying your range of abilities to add profundity to it. A model is in the event that you need to move to a venture the board position, you might need to get confirmation and furthermore request venture duties. At first, these might be little, which are fine; they will offer you a chance to develop and learn. Also, you may need to inquire about different approaches to get what it takes you have to develop in your profession. You can't anticipate to what extent or how much work you should do so as to build up the expertise at the level you need, however, you do have command over the move you make to begin. Follow along. You have to focus on your career development plan at least two times every year. This will permit you to remain concentrated on your advance and help you to remember subsequent stages. 3. Growth Takes Time: But not for Everyone Some portion of the explanation we presume development is such a high need when you search for an occupation is on the grounds that you weren't getting development and improvement at your last one. You can totally change occupations at regular intervals to fulfill your longing for development. In any case, that despite everything leaves an extensive timeframe when you're not developing once you sink into work and before you move onto the following one. Here are some of the plan and strategies for career development, if you have any doubt, let us know in the comment section. Can also check: Things which is Important for student to get success

Paul did his job—brow mopping, hand-holding, encouraging, supporting. It went on for almost an hour and he watched as Vanni got more and more tired and Mel stayed busy getting ready to catch that baby. While Paul supported Vanni he heard Mel say, “Hold it a little longer…right where you feel the pressure…. Okay, take a breath and push again…. Way to go!” Mel spread out the baby towel on the bed, brought her clamps, suction, scissors to the bed. Finally she said, “I think we’re going to hit pay dirt on this next one, Vanni. Make it a good one.” “Make it a good one, baby,” Paul heard himself say. “Ready, push. Push. Push. Push.” Mel handed Paul a blanket. “Spread this over Vanni’s tummy, Paul. When the baby is delivered, that’s where he’s going. We’re going to dry him off and then rewrap him in a clean, warm blanket. Okay?” “Okay,” he said, mesmerized. Vanni reared up again, pushing. Paul did his job, just as he’d been instructed. “All right!” Mel said. “We’re almost there! I think the next push is going to do it, Vanni. Here we go now.” “Okay honey, here we go,” Paul said. In spite of himself, he was leaning forward, watching, wanting to see this baby being born, wanting to be in on this all the way now. He heard the baby cry, heard Mel exclaim happily. He grabbed the blanket, did his job and out of the womb came this mucky, squalling infant. Oh, man, he looked unhappy. “Whoa,” Paul said with a laugh. “He’s pissed!” Vanni laughed emotionally. Paul stared in wonder at the new life, astonished by what she’d done. Astonished that he’d been there. Then he remembered—he was supposed to do things. Together, he and Mel dried the baby, and while he was helping with that, he couldn’t help counting fingers and toes. He watched Mel clamp and cut, then he wrapped the baby in a new, dry blanket and carefully lifted him. Vanni was struggling to pull herself up a little bit, trying to get the pillows behind her back. Paul held the baby in one arm, assisted her with the other. Then he knelt beside the bed and watched as Vanni snuggled the baby close, gently kissed his head. And, Paul, not completely conscious, rested his lips against Vanni’s shoulder. She turned her head and looked into his eyes. Vanni reached up a hand to his face and wiped the tears from his cheeks. Tears he had absolutely no idea were there. “We’re in business,” Mel said. “Good job. Good, good job.” Paul was exhausted. He lowered his head to Vanni’s shoulder and just lay there for a moment, trying to imagine what she’d just been through. He

Aeryn was confused. "On three," he said. "One, two, three." He let the scalpel slip from his fingers. As it fell, Aeryn did all she could to move her leg. She tried to tense the muscle, tried to pull away. When she felt the sting of the blade striking her skin, she knew she had failed. "At least now he’ll know that’s not me. No one would let themselves get stabbed," she thought. He sat across from Aeryn and shined a light in her eyes. He looked closely, then leaned back and removed the blade from her skin. He took out a suture kit and tied two small stitches. "I’m pleased to inform you that the transfer is complete," he said. "What?" Aeryn thought. "When will she be gone?" NIA asked. The doctor leaned back in his chair and ran his hands through his hair. As he did, Aeryn caught a glimpse of a flashing light behind his ear. She hadn’t known that he was augmented. "In time.  As your network continues to become stronger than hers, the mind will reject the old personality.  It took almost a year for the original Dr. Barnes to shut up. But luckily we now have a code that we can update you with to silence her." Aeryn felt panicked.  She wanted to claw her way out of her head, but she had no means to do so.  "I almost feel bad for her," NIA said.  "But she knew that she was handing over control of her body. She just didn’t realize it’d be permanent.  Maybe she didn’t care.  She gave me more and more control before she gave it completely. While she exercised, while she thought she was sleeping, while she was writing or relaxing. She was always retreating inside of herself. It was like she didn’t even want this body." "How is Aeryn 2.0 coming along?" "Copulation was easy at first.  With Aeryn’s loose instructions of ‘burn some calories’ I was able to take her body and use it for attempted reproduction.  So far, it has been a failure. The neglect of the body has made finding partners more difficult." Aeryn shuddered at the realization that the dreams weren’t dreams, they were repressed memories. "Well, you’d better start taking care of that body. It’s the only one you’ve got until you get it to reproduce.  I believe that it’ll be easier to appropriate a child’s mind, seeing as how their personalities are not fully formed yet." Aeryn felt sick at the idea.  As if stealing people’s bodies wasn’t enough, these artificial intelligences were going for immortality by passing themselves along to their host’s offspring. "I’m glad we’ve had another success," Dr. Barnes said. "And with such a quick turn around." "As I said, she was willing." Aeryn watched in disbelief as the two finished up.  She wondered how much time she had left and tried to imagine any situation that didn’t end in her death.  She couldn’t think of a way out.  She wanted to flinch as NIA shook the doctor’s hand, but couldn’t.  She loathed him for convincing her to get the technology, she hated NIA for tricking her, but mostly, she hated herself.  For as much as she didn’t want to admit it, her Assistant had a point. She had handed her life over to technology long before she received the implant. Now, she had lost herself to it.     *

One flashy kind of commitment device is the “nuclear option.” A friend who enjoys experimenting with strategies of personal productivity used this approach to quit drinking for sixty days. He gave his assistant a stamped, addressed envelope with a check he’d written to an “anti-charity,” an organization whose policies he passionately opposes, with the instruction to mail the check if he had a drink before the time was up.

God has not given us specific instructions for each and every possible ethical issue we face, but neither are we left to grope in the dark and to make our decisions on the basis of mere opinion. This is an important comfort to the Christian because it assures us that in dealing with ethical questions, we are never working in a vacuum. The ethical decisions that we make touch the lives of people, and mold and shape human personality and character. It is precisely at this point that we need the assistance of God's superior wisdom.

All in all, The Sutra of the Teaching ofAksayamati lists eight criteria that distinguish expedient and definitive meaning: i) The expedient meaning assists entry onto the path, while the definitive meaning guides disciples to engage in the fruition. a) The expedient meaning deals with the seeming, while the definitive meaning deals with the ultimate. 3) The expedient meaning teaches about afflicted phenomena, and the definitive meaning teaches about purified phenomena. 4) The expedient meaning teaches how to engage in proper actions, and the definitive meaning shows how karma and afflictions become exhausted. S) The expedient meaning causes weariness with cyclic existence, while the definitive meaning demonstrates that cyclic existence and nirvana are undifferentiable. 6) The expedient meaning teaches a variety of terms and definitions, whereas the definitive meaning teaches the profound, true reality that is difficult to see and realize. 7) The expedient meaning gives detailed explanations in accordance with worldly conduct, while the definitive meaning focuses on concise and pithy instructions for cultivating meditative concentration. 8) The expedient meaning teaches about sentient beings, persons, a self, and so on, while the definitive meaning teaches about the three doors to complete liberation, nonapplication, nonorigination, nonarising, nonentity, identitylessness, and such.

According to the principles Johan Cruyff introduced to Barcelona, coaches should lead by example: play football, be on the field during training and teach, because there is nothing better than stopping the game, correcting and instructing, explaining why someone needed to pass to a certain player, move to a particular position or change an element of their technique. That’s how Carles Rexach, Cruyff ’s assistant for eight years at Barcelona, explains it: ‘One word from Johan during a training drill is worth more than a hundred hours of talks at the blackboard.

The Olympic’s Marconi operators were relaying all the messages from the Carpathia to stations onshore, due to the Cunard liner’s limited wireless range. Marconi forms had been distributed to the survivors that morning but many of their messages would not be sent for another day or two—if at all. Captain Rostron had instructed that the first priority was to transmit a list of the survivors. The Carpathia’s chief purser and his assistant were busy compiling the names of passengers while Lightoller worked on the list of the surviving crew and engine room staff and a senior steward gathered the names of the cooks and stewards. The grim tally would come to 712 people rescued from a ship that had held 2,209. Over two-thirds of those on board the Titanic had perished.

Simon Graves, Nottingham, a teacher with a lot of knowledge in the English world, now decided to write books for his students. He also gives lectures on the internet about the English language and is very good at it. In his years of instructing, he's had loads of tasks. Simon Greaves, Nottingham, started and developed an internet coaching company, mainly focusing on assisting education leaders and individuals searching for career assistance. Keep in mind that he has over 20 years of expertise to draw upon.

English children’s vocabulary increases rapidly during the early school years. Anglin (1993, 62) estimated that first grade English children know approximately 10,000 words, third grade pupils know 19,000 words, and fifth grade pupils know 39,000 words. The annual increase in vocabulary is estimated to be 3,000 words from the first to third grade and 10,000 words from the fourth to the fifth grade. Nagy & Anderson (1984, 20) uphold that there is “the ability to utilize morphological relatedness among words (which) puts a student at a distinct advantage in dealing with unfamiliar words”. In a later work, Nagy (1988, 46) acknowledges that: “there is no doubt that skilled word learners use context and their knowledge of prefixes, roots, and suffixes to deal effectively with new words”. In short, in addition to context, there is awareness of word-formation devices which accounts for such rapid increase in early school age English children’s vocabulary. Such high vocabulary growth would certainly be of great interest in L2 acquisition. Nakayama, N. (2008) tested the role that explicit teaching of affixes (prefixes) plays in vocabulary learning to pre- and upper-intermediate L2 learners. The participants received instructions over the contribution prefixes played in the meaning of the complex word during an academic year. L2 learners’ vocabulary was measured in the beginning and in the end of the academic year. Assisted by the instructions, L2 learners learned easier the new derived words, but, in the end of the academic year they had forgotten the derived words whose meaning they acquired through instructions over the contribution prefixes played in the meaning of the complex word (2008, 70). In the end, Nakayama, N. (2008, 68) concludes that systematic teaching of prefixes does lead to better retention of the derived word, but only with regard to short-term memory. On the other hand, it has been estimated that the only the most advanced L2 learners can acquire 3000 words a year (Bauer, L. & Nation, P. 1993); a figure comparable to that of early school age native children acquiring their L1. Hence, word-formation knowledge leads to high vocabulary growth to L2 learners, but solely to the most advanced L2 learners. We may uphold that word formation devices have to be acquired rather than learned through explixit instructions.

Instructions in the structure of L1 compound words which share Morphological Translation Equivalence with their counterparts in the target language would assist pre intermediate L2 learners in transferring knowledge of L1 compound types to comparable types in the target language (Zhang. et. al., 2010). Similar instructions in L1 derivational morphology would also give similar results, although derivational morphology is more complex and more difficult to be transferred. Teachers should also present the counterparts L2 affixes have in pupils’ L1 (e. g., suffix –able has suffixes baar, -lijk as its counterparts in Deutch language). Presenting the counterpart L2 affixes have in pupils’ L1 makes L2 affixes more detectable in the eyes of L2 learners and assists L2 learners in acquiring L2 affixes. Most importantly, providing the counterpart L2 suffixes have in pupils’ L1 assists L2 learners in transferring Knowledge of Syntactic Properties of their L1 Suffixes to their counterparts in the target language. In the third chapter we argued that L2 learners own high Knowledge of Syntactic Properties for L2 Suffixes, and, such high Knowledge of Syntactic Properties of L2 Suffixes has been enhanced by Morphological Translation Equivalence L2 suffixes share with their counterparts in pupils’ L1.

In the following years, Andrew remained at his father’s side, assisting in the farm work and livestock breeding and continuing his experiments with ostensibly labor-saving agricultural contraptions. That phase of his life came to an end with the close of the century. In 1898, the sixty-five-year-old Philip took his third wife, a widow named Frances Murphy Wilder, twenty-five years his junior. Not long afterward, Andrew left home. Despite the best efforts of researchers, little is known about the next eight years of Andrew Kehoe’s life. Census records show that, in 1900, he lived in a boardinghouse in Ann Arbor and worked as a “dairyman.”17 At some point—at least according to his claims—he enrolled at the Michigan State Agricultural College in East Lansing. Founded in 1855 as the nation’s first educational institution devoted to “instruction and practice in agriculture, horticulture and the sciences directly bearing upon successful farming,” the college (which later evolved into Michigan State University) gradually expanded its curriculum to include training in mechanical, civil, and electrical engineering, Kehoe’s alleged major.18 Sometime during this period, he evidently made his way to Iowa and found work as a lineman, stringing electrical wire. He also seems to have spent time in St. Louis, attending an electrical school while employed as an electrician for the city park.19 Family members would later report that, while residing in Missouri, he suffered a serious head injury: “a severe fall” that left him “semi-conscious for nearly two months.”20

I had discovered the recipe in a book in the basement just last week, had devoured its advice and warnings about beauty, and instructions for potpourri, herbal masks, and beauty soaks. The stern Victorian words, capitalized and underscored: The Young Lady is advised to retire to the Privacy of her own toiletry with only the company of her Maid to assist in the Beauty Episode. When I had leafed through the yellowed, musty pages, a pressed pansy, as brittle and brown as a moth's wing, had zigzagged to the floor in a papery flurry.

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As a newcomer to the bucolic life, he humbly sought assistance from friends and country neighbors. "In this new situation for which I am as little fitted as Jefferson is to guide the helm of the United States, I come to you as an adept in rural science for instruction." (Writing to an agricultural expert to help him with his landscaping at the Grange.)

Mr. Winslow,[202] who had been chosen agent for the colony to answer to Gorton’s complaint, was now instructed to make defense against these petitioners, and by his prudent management and the credit and esteem he was in with many of the members of parliament and prejudice to the colony from either of these applications. In 1647 and 1648 the same governor and deputy governor were continued, and the first of these years Robert Bridges[203] was added to the assistants.

But even though apes may be special in this regard, we cannot exclude similar capacities in other animals. A well-documented instance of possible altruism concerns a very different species: Rodrigues fruit bats in a breeding colony in Florida, studied by Thomas Kunz, a biologist at the University of Boston. By chance, Kunz witnessed an exceptionally difficult birthing process in which a mother bat failed to adopt the required feet-down position. Instead, she continued to hang upside-down. Taking on a midwife role, another female spent no less than two and a half hours assisting the inexperienced mother. She licked and groomed her behind, and wrapped her wings around her, perhaps so as to prevent the emerging pup from falling. She also repeatedly fanned the exhausted mother with her wings. But what amazed the biologist most was that the helper seemed to be instructing the mother: the mother adopted the correct feet-down position only after the helper had done so right in front of her. On four separate occasions the helper adopted the correct position in full view of the mother-a position normally used only for urination or defecation, which the helper didn't engage in-and each time the mother followed the helper's example.

Visconti, like most arrangers, was not used to his orchestration ideas being preempted, or dictated to him as if he were simply an assistant, hired to notate someone else’s musical lines. But there was some flexibility within McCartney’s instructions. “Some ideas he wanted me to strictly adhere to, and some were just sketches that I was asked to improve upon.

Editing a written text is a collaborative enterprise that commences with the other parties commenting up the author’s initial ideas and it can include technical assistance in correction of grammatical mistakes, misspellings, poorly structured sentences, vague or inconsistent statements, and correcting errors in citations. Editing is as much as an art form as writing a creative piece of literature. A good editor is a trusted person whom instructs the writer to speak plainly and unabashedly informs the writer when they write absolute gibberish. Perhaps the most successful relationship between a writer and an editor is the storied relationship shared by Thomas Wolfe and his renowned editor, Maxwell Perkins. By all accounts, the prodigiously talented and mercurial Wolfe was hypersensitive to criticism. Perkins provided Wolfe with constant reassurance and substantially trimmed the text of his books. Before Perkins commenced line editing and proofreading Wolfe’s bestselling autobiography Look Homeward, Angel,’ the original manuscript exceeded 1,100 pages. In a letter to Maxwell Perkins, Thomas Wolfe declared that his goal when writing “Look Homeward, Angel,” was “to loot my life clean, if possible of every memory which a buried life and the thousand faces of forgotten time could awaken and to weave it into a … densely woven web.” After looting my own dormant memories by delving into the amorphous events that caused me to lose faith in the world and assembling the largely formless mulch into a narrative manuscript of dubious length, I understand why a writer wishes to thank many people for their assistance, advice, and support in publishing a book.

and the First Austrian Bank.177 “America’s financial support for ‘Al Qaeda’” also tied the Clinton Administration to backing al-Qaeda training in Bosnia and Kosovo. Rahm Emanuel, at the time assistant to the president for political affairs, was deeply involved in Clinton’s foreign policy machinations in Bosnia and Kosovo. Emanuel asserted that Clinton went to both regions to handle al-Qaeda instruction. (Certainly, Clinton supported al-Qaeda training in both areas.) Madsen added that there were believable Serbian reports that fugitive financier Marc Rich (later pardoned by Clinton) had been engaged in arms smuggling to Bosnian Muslims.178

America’s financial support for ‘Al Qaeda’” also tied the Clinton Administration to backing al-Qaeda training in Bosnia and Kosovo. Rahm Emanuel, at the time assistant to the president for political affairs, was deeply involved in Clinton’s foreign policy machinations in Bosnia and Kosovo. Emanuel asserted that Clinton went to both regions to handle al-Qaeda instruction. (Certainly, Clinton supported al-Qaeda training in both areas.) Madsen added that there were believable Serbian reports that fugitive financier Marc Rich (later pardoned by Clinton) had been engaged in arms smuggling to Bosnian Muslims.178

Do the religious texts and exemplars support anymal welfare or anymal liberation? What do religions teach us to be with regard to anymals? A concise formal argument, using deductive logic, rooted in three well-established premises, can help us to answer these questions about rightful relations between human beings and anymals: Premise 1 : The world’s dominant religious traditions teach human beings to avoid causing harm to anymals. Premise 2 : Contemporary industries that exploit anymals—including food, clothing, pharmaceutical, and/or entertainment industries—harm anymals. Premise 3 : Supporting industries that exploit anymals (most obviously by purchasing their products) perpetuates these industries and their harm to anymals. Conclusion : Th e world’s dominant religious traditions indicate that human beings should avoid supporting industries that harm anymals, including food, clothing, pharmaceutical, and/or entertainment industries. It is instructive to consider an additional deductive argument rooted in two well-established premises: Premise 1 : The world’s dominant religious traditions teach people to assist and defend anymals who are suffering. Premise 2 : Anymals suffer when they are exploited in laboratories and the entertainment, food, or clothing industries. Conclusion : The world’s dominant religious traditions teach people to assist and defend anymals when they are exploited in laboratories, entertainment, food, and clothing industries. If these premises are correct—and they are supported by abundant evidence—the world’s dominant religions teach adherents • to avoid purchasing products fr om industries that exploit anymals, and • to assist and defend anymals who are exploited in laboratories and the entertainment, food, and clothing industries. Such industries include, but are not limited to, those that overtly sell or use products that include chicken’s reproductive eggs, cow’s nursing milk, or anymal flesh or hides (fur and leather), as well as industries that engage in or are linked with anymal experimentation of any kind, and entertainment industries such as zoos, circuses, and aquariums.

Do the religious texts and exemplars support anymal welfare or anymal liberation? What do religions teach us to be with regard to anymals? A concise formal argument, using deductive logic, rooted in three well-established premises, can help us to answer these questions about rightful relations between human beings and anymals: Premise 1 : The world’s dominant religious traditions teach human beings to avoid causing harm to anymals. Premise 2 : Contemporary industries that exploit anymals—including food, clothing, pharmaceutical, and/or entertainment industries—harm anymals. Premise 3 : Supporting industries that exploit anymals (most obviously by purchasing their products) perpetuates these industries and their harm to anymals. Conclusion : The world’s dominant religious traditions indicate that human beings should avoid supporting industries that harm anymals, including food, clothing, pharmaceutical, and/or entertainment industries. It is instructive to consider an additional deductive argument rooted in two well-established premises: Premise 1 : The world’s dominant religious traditions teach people to assist and defend anymals who are suffering. Premise 2 : Anymals suffer when they are exploited in laboratories and the entertainment, food, or clothing industries. Conclusion : The world’s dominant religious traditions teach people to assist and defend anymals when they are exploited in laboratories, entertainment, food, and clothing industries. If these premises are correct—and they are supported by abundant evidence—the world’s dominant religions teach adherents • to avoid purchasing products from industries that exploit anymals, and • to assist and defend anymals who are exploited in laboratories and the entertainment, food, and clothing industries.

written expression disability, they will significantly benefit from direct instruction, assistance, and accommodations.

Consider how flight attendants explain airline safety to passengers. In the event the cabin decompresses, you’re supposed to put on your oxygen mask before helping others put on their masks. Help yourself first. Then, assist others. These instructions aren’t intended to promote self-preservation. Rather, the airline knows that if you help others first, you risk succumbing to hypoxia.

Installing tape-in hair extensions on short hair may initially seem daunting, but fear not! With the right technique and a touch of patience, you can achieve stunning, voluminous locks. In this step-by-step guide, we'll walk you through the process, providing clear instructions and helpful tips to ensure a seamless installation. Supplies You'll Need: Before diving in, gather the following supplies: tape-in hair extensions, sectioning clips, a fine-tooth comb, hair cutting shears (optional), a hair straightener (optional), and hair extension adhesive remover (if reusing extensions). Step 1: Prepare Your Hair and Section It Begin by thoroughly washing and drying your hair. If desired, straighten your natural hair with a flat iron to facilitate blending. Next, use sectioning clips to divide your hair into manageable sections, starting with a horizontal parting at the nape of your neck and working your way up. Step 2: Get the Extensions Ready Lay out the tape-in hair extensions, ensuring they're in the correct order for installation. If you're reusing extensions, carefully remove any remaining adhesive using a hair extension adhesive remover. Step 3: Measure, Trim, and Apply the First Extension Hold a tape-in extension against your scalp, starting from the bottom of a sectioned hair portion. Measure it against your natural hair length and trim accordingly, leaving a small gap between the extension and your scalp. Remove the protective backing from one side of the tape and press it firmly against the roots of your hair, just below the sectioned hair. Step 4: Sandwich and Repeat Take another tape-in extension with the sticky side exposed and place it over the top of the first extension, sandwiching your natural hair in between. Apply firm pressure to secure the extensions together. Repeat this process, working your way up in rows until you reach the top of your head. Step 5: Blend, Style, and Maintain Use a fine-tooth comb to blend your natural hair with the extensions, ensuring a seamless look. Style your hair as desired, using heat tools or styling products if needed. Follow the maintenance guidelines provided by the hair extension manufacturer to keep your extensions looking their best, and avoid excessive heat or oily products near the tape area to prevent slippage. Step 6: Removal Process When it's time to remove the extensions, use a professional hair extension adhesive remover for a gentle and safe removal process. Conclusion: By following this comprehensive guide, you'll confidently install tape-in hair extensions on short hair, unleashing a world of voluminous and glamorous hairstyles. Remember to take your time, follow the instructions diligently, and seek professional assistance if necessary. Embrace the transformation and enjoy your stunning new look!

From the moment when she was told that the manager of the Car Service Department had been out of town for a week and had left no address where one could reach him—she knew that the report of the man from Minnesota was true. Then came the faces of the assistants in the Car Service Department, who would neither confirm the report nor deny it, but kept showing her papers, orders, forms, file cards that bore words in the English language, but no connection to intelligible facts. “Were the freight cars sent to Minnesota?” “Form 357W is filled out in every particular, as required by the office of the Co-ordinator in conformance with the instructions of the comptroller and by Directive 11-493.” “Were the freight cars sent to Minnesota?” “The entries for the months of August and September have been processed by—” “Were the freight cars sent to Minnesota?” “My files indicate the locations of freight cars by state, date, classification and—” “Do you know whether the cars were sent to Minnesota?” “As to the interstate motion of freight cars, I would have to refer you to the files of Mr. Benson and of—

The world is there for both sage and student, and both must work and serve—the difference being mental only. Illusionism is not the doctrine except as an intermediate stage towards truth, which is higher. One must participate in God’s work by assisting evolution and redeeming the world, not squat idly in peace alone.

There can be no doubt that the Spanish missionaries in the U.S. were much assisted in their efforts by many miracles, such as the one at Guadalupe. Most spectacular and best known of these is the experience of Venerable Maria de Agreda (1602-1665). At that time, the first Franciscan missionaries reached the tribes of West Texas and Eastern New Mexico. Much to their surprise, the padres found that a few of the tribes were already aware of Catholicism, knew its doctrines, and asked for Baptism. When asked how they knew, they replied that they had been taught by a lady in blue. Several of the Friars returned to Spain, and found Maria de Agreda, head of a convent of nuns who wore blue habits; she claimed to have bilocated to the New World to instruct Indians there. Questioned in detail about the appearances and customs of those she allegedly had taught, she described to them perfectly the tribes they had just left. The account is commemorated in a picture at the Cathedral of Fort Worth, Texas.

When Jacob Lang, a member of the Illuminati, was hit by lightning during a trip on July 10, 1785, the police found part of secret Illuminati plans intended for the Grandmaster of the Grand Orient in Paris. These plans proved that the Illuminati favor the extermination of the Jewish-Christian philosophy, abolition of the power of all royal houses and monarchies, annihilation of all patriotism and loyalty to sovereignty, destruction of traditional family structures and marriage, a collective education for children by the state, and many more issues that can be found in our modern society. It became clear that the conspirators strived for worldwide objectives when the ruler Charles Theodore of Bavaria ordered a round up in the house of Weishaupt’s assistant, the prominent lawyer Von Zwack, on October 11, 1785. A large number of protocols, documents and letters by Weishaupt, that were based on the Constantinople Letter, were found in his house, which showed that Von Zwack was a high member of an enormous conspiracy. A quote from one of Weishaupt’s letters to Von Zwack reads: “With this plan we will be able to rule all of mankind. In this way we will be able to put everything in motion and set things on fire with most simple means. Our satellites will have to be placed and instructed in such a way that we are able to secretly influence all political negotiations.

I have no doubt that she is sincerely desirous of seeing all the evils of suffering humanity remedied, and that she thinks this might easily be done, if Government would only undertake it. But, alas! that poor unfortunate personage, like Figaro, knows not to whom to listen, nor where to turn. The hundred thousand mouths of the press and of the platform cry out all at once:-- "Organize labour and workmen. "Do away with egotism. "Repress insolence and the tyranny of capital. "Make experiments upon manure and eggs. "Cover the country with railways. "Irrigate the plains. "Plant the hills. "Make model farms. "Found social workshops. "Colonize Algeria. "Suckle children. "Instruct the youth. "Assist the aged. "Send the inhabitants of towns into the country. "Equalize the profits of all trades. "Lend money without interest to all who wish to borrow." "Emancipate Italy, Poland, and Hungary." "Rear and perfect the saddle-horse." "Encourage the arts, and provide us with musicians and dancers." "Restrict commerce, and at the same time create a merchant navy." "Discover truth, and put a grain of reason into our heads. The mission of Government is to enlighten, to develop, to extend, to fortify, to spiritualize, and to sanctify the soul of the people." "Do have a little patience, gentlemen," says Government in a beseeching tone. "I will do what I can to satisfy you, but for this I must have resources. I have been preparing plans for five or six taxes, which are quite new, and not at all oppressive. You will see how willingly people will pay them." Then comes a great exclamation:--"No! indeed! where is the merit of doing a thing with resources? Why, it does not deserve the name of a Government! So far from loading us with fresh taxes, we would have you withdraw the old ones. You ought to suppress "The salt tax, "The tax on liquors, "The tax on letters, "Custom-house duties, "Patents." In

And I thought that those who are addicted to merely verbal disputation (the sphere of the ordinary intellect) would once again speak ill of the earlier tradition, being ignorant of its arguments. For they have cast away the unbroken transmission of the profound, essential instructions of the lineage of the learned and accomplished masters of India and Tibet; they reject the texts that explain the untarnished view thereof and hold in contempt the supreme and holy beings who upheld them. Seeing this, and wishing to be of assistance, I had no choice but to raise my voice, and I spoke generally of a few essential points—keeping my remarks to a strict minimum, despite the fact that there was a great deal to say. The reason for this is that, for my own part, I have an equal and impartial respect for all the excellent teachings of the holy masters of both our own and other schools.

Various musicians consented here and there to give the young boy lessons, but in 1781, Ludwig officially became the pupil of Christian Gottlob Neefe, the new court organist. This relationship opened up Ludwig’s first great responsibility in 1782, when Neefe temporarily traveled elsewhere, leaving his duties as organist for religious services to Ludwig. The boy had to play twice every day for the Catholic masses in addition to other special services. In 1783, the busy Neefe also asked Ludwig to take his place in playing the harpsichord (another instrument similar to a piano) for rehearsals of the court orchestra. Neefe had stretched Ludwig’s capabilities by requiring him to practice the works of Johann Sebastian Bach. Now Ludwig would have to read and play a variety of complicated musical pieces, further expanding his musical education. In addition, Beethoven began producing noteworthy compositions of his own. It was not until 1784, however, that Ludwig was officially appointed as Neefe’s assistant as court organist and finally began receiving a small salary. At last, he could help to financially support his family with his music, the purpose toward which his father had groomed him practically from babyhood. In 1787, at 16 years of age, Beethoven was sent to Vienna, Austria, to study under the musical master, Amadeus Wolfgang Mozart. It is not known whether he was able to receive lessons from Mozart, though some say that he was instructed by him in musical composition. Unfortunately, Beethoven’s mother became seriously ill with tuberculosis, and he had to hurry home from Vienna to say goodbye before her death at 40 years of age.

I have been applied to by several gentlemen to instruct their sons on very advantageous terms to myself, and a printer and bookseller here, a man of reputation and property, Robert Aitkin, has lately attempted a magazine, but having little or no turn that way himself, he has applied to me for assistance. He had not above six hundred subscribers when I first assisted him. We have now upwards of fifteen hundred, and daily increasing.

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Accused Witch Isobel Gowdie and her coven began each of their Sabbath meetings by recounting their various acts of magic while the Devil recorded them in his Black Book.72 At this time, the Devil would also instruct Witches on the use of different magical techniques. Moreover, Witches would work new spells and rituals with the assistance of their covenmates.

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