Instructional Design Quotes

When Henry Ford decided to produce his famous V-8 motor, he chose to build an engine with the entire eight cylinders cast in one block, and instructed his engineers to produce a design for the engine. The design was placed on paper, but the engineers agreed, to a man, that it was simply impossible to cast an eight-cylinder engine-block in one piece. Ford replied,''Produce it anyway.

Technology frightens me to death. It's designed by engineers to impress other engineers. And they always come with instruction booklets that are written by engineers for other engineers — which is why almost no technology ever works.

You don’t need fashion designers when you are young. Have faith in your own bad taste. Buy the cheapest thing in your local thrift shop - the clothes that are freshly out of style with even the hippest people a few years older than you. Get on the fashion nerves of your peers, not your parents - that is the key to fashion leadership. Ill-fitting is always stylish. But be more creative - wear your clothes inside out, backward, upside down. Throw bleach in a load of colored laundry. Follow the exact opposite of the dry cleaning instructions inside the clothes that cost the most in your thrift shop. Don’t wear jewelry - stick Band-Aids on your wrists or make a necklace out of them. Wear Scotch tape on the side of your face like a bad face-lift attempt. Mismatch your shoes. Best yet, do as Mink Stole used to do: go to the thrift store the day after Halloween, when the children’s trick-or-treat costumes are on sale, buy one, and wear it as your uniform of defiance.

Any time you see signs or labels added to a device, it is an indication of bad design: a simple lock should not require instructions.

There is a saying in the Tibetan scriptures: “Knowledge must be burned, hammered, and beaten like pure gold. Then one can wear it as an ornament.” So when you receive spiritual instruction from the hands of another, you do not take it uncritically, but you burn it, you hammer it, you beat it, until the bright, dignified color of gold appears. Then you craft it into an ornament, whatever design you like, and you put it on.

Your objective should always be to eliminate instructions entirely by making everything self-explanatory, or as close to it as possible. When instructions are absolutely necessary, cut them back to a bare minimum.

If you've never programmed a computer, you should. There's nothing like it in the whole world. When you program a computer, it does exactly what you tell it to do. It's like designing a machine — any machine, like a car, like a faucet, like a gas-hinge for a door — using math and instructions. It's awesome in the truest sense: it can fill you with awe.

That ideas should freely spread from one to another over the globe, for the moral and mutual instruction of man, and improvement of his condition, seems to have been peculiarly and benevolently designed by nature, when she made them, like fire, expansible over all space, without lessening their density in any point, and like the air in which we breathe, move, and have our physical being, incapable of confinement or exclusive appropriation. Inventions then cannot, in nature, be a subject of property.

The Greeks’ Christian successors rejected the idea that the universe is governed by indifferent natural law. They also rejected the idea that humans do not hold a privileged place within that universe. And though the medieval period had no single coherent philosophical system, a common theme was that the universe is God’s dollhouse, and religion a far worthier study than the phenomena of nature. Indeed, in 1277 Bishop Tempier of Paris, acting on the instructions of Pope John XXI, published a list of 219 errors or heresies that were to be condemned. Among the heresies was the idea that nature follows laws, because this conflicts with God’s omnipotence. Interestingly, Pope John was killed by the effects of the law of gravity a few months later when the roof of his palace fell in on him.

The aim of far too many teachings these days is to make people "feel good," and even some Buddhist masters are beginning to sound like New Age apostles. Their talks are entirely devoted to validating the manifestation of ego and endorsing the "rightness" of our feelings, neither of which have anything to do with the teachings we find in the pith instructions. So, if you are only concerned about feeling good, you are far better off having a full body massage or listening to some uplifting or life-affirming music than receiving dharma teachings, which were definitely not designed to cheer you up. On the contrary, the dharma was devised specifically to expose your failings and make you feel awful.

It’s a truism in the game industry that a well-designed game should be playable immediately, with no instruction whatsoever.

But by no means did I ever imagine that one day I would be an instructional designer of self-paced, online e-learning programs. Never. This was a complete accident.

The designers assumed that, so long as they followed the new instructions closely, human beings would act as promptly and unfailingly as any of the plant’s electromechanical safety systems.

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).

He who receives an idea from me, receives instruction himself without lessening mine; as he who lights his taper at mine, receives light without darkening me. That ideas should freely spread from one to another over the globe, for the moral and mutual instruction of man, and improvement of his condition, seems to have been peculiarly and benevolently designed by nature, when she made them, like fire, expansible over all space, without lessening their density in any point, and like the air in which we breathe, move, and have our physical being, incapable of confinement or exclusive appropriation.

Broad-Based Education: Reed College at that time offered perhaps the best calligraphy instruction in the country.… I decided to take a calligraphy class to learn how to do this.… It was beautiful, historical, artistically subtle in a way that science can’t capture, and I found it fascinating. None of this had even a hope of any practical application in my life. But ten years later, when we were designing the first Macintosh computer, it all came back to me. —Commencement address, Stanford University, June 12, 2005

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

The recipe for becoming a good novelist, for example is easy to give but to carry it out presupposes qualities one is accustomed to overlook when one says 'I do not have enough talent'. One has only to make a hundred or so sketches for novels, none longer than two pages but of such distinctness that every word in them is necessary; one should write down anecdotes each day until one has learned how to give them the most pregnant and effective form; one should be tireless in collecting and describing human types and characters; one should above all relate things to others and listen to others relate, keeping one's eyes and ears open for the effect produced on those present, one should travel like a landscape painter or costume designer; one should excerpt for oneself out of the individual sciences everything that will produce an artistic effect when it is well described, one should, finally, reflect on the motives of human actions, disdain no signpost to instruction about them and be a collector of these things by day and night. One should continue in this many-sided exercise some ten years: what is then created in the work­shop, however, will be fit to go out into the world. - What, however, do most people do? They begin, not with the parts, but with the whole. Per­haps they chance to strike a right note, excite attention and from then on strike worse and worse notes, for good, natural reasons.

The truth is that many schools are designed for extroverts. Introverts need different kinds of instruction from extroverts, write College of William and Mary education scholars Jill Burruss and Lisa Kaenzig. And too often, “very little is made available to that learner except constant advice on becoming more social and gregarious.

And now we come to the Heart of our Designe: the art of Shaddowes you must know well, Walter, and you must be instructed how to Cast them with due Care. It is only the Darknesse that can give trew Forme to our Work and trew Perspective to our Fabrick, for there is no Light without Darknesse and no Substance without Shaddowe (and I turn this Thought over in my Mind: what Life is there which is not a Portmanteau of Shaddowes and Chimeras?). I build in the Day to bring News of the Night and of Sorrowe, I continued, and then I broke off for Walter's sake.

Designed or planned social order is necessarily schematic; it always ignores essential features of any real, functioning social order. This truth is best illustrated in a work-to-rule strike, which turns on the fact that any production process depends on a host of informal practices and improvisations that could never be codified. By merely following the rules meticiously, the workforce can virtually halt production. In the same fashion, the simplified rules animating plans for, say, a city, a village or a collective farm were inadequate as a set of instructions for creating a functional social order, The formal scheme was parasitic on informal processes that, alone, it could not create or maintain.

An under-window HVAC unit could be opened up, and nine times out of ten there was a plastic pocket expressly designed to hold paperwork, often an instruction manual or a warranty card, among which an enterprising person could conceal dozens of pages.

Paper: Some inexpensive plain bond paper A pad of Strathmore Drawing Paper, 80 lb., 11" × 14" Pencils: A #2 ordinary yellow writing pencil with an eraser at the top A #4 drawing pencil—Faber-Castell, Prismacolor Turquoise, or other brand Marking pens: Sharpie (or other brand) fine point non-permanent black A second marker, fine point permanent black Graphite stick: #4 General’s is a good brand, or other brand Pencil sharpener: A small handheld sharpener is fine Erasers: A Pink Pearl eraser A Staedtler Mars white plastic eraser A kneaded eraser—Lyra, Design, or other brand Masking tape: 3M Scotch Low Tack Artist Tape Clips: Two 1-inch-wide black clips Drawing board: A firm surface large enough to hold your 11" × 14" drawing paper—about 15" × 18" is a good size. This can be improvised from a kitchen cutting board, a piece of foam board, a piece of Masonite, or thick cardboard. Picture plane: This too can be improvised using an 8" × 10" piece of glass (you will need to tape the edges), or an 8" × 10" piece of clear plastic, about 1⁄16" thick. Viewfinders: You will make these from black paper—“construction” paper is a good thickness, or you could use thin black cardboard. You will find instructions for making the viewfinders here A small mirror: About 5" × 7" that can be taped to a wall, or any available wall mirror.

When I was very young and the urge to be someplace else was on me, I was assured by mature people that maturity would cure this itch. When years described me as mature, the remedy prescribed was middle age. In middle age I was assured greater age would calm my fever and now that I am fifty-eight perhaps senility will do the job. Nothing has worked. Four hoarse blasts of a ships's whistle still raise the hair on my neck and set my feet to tapping. The sound of a jet, an engine warming up, even the clopping of shod hooves on pavement brings on the ancient shudder, the dry mouth and vacant eye, the hot palms and the churn of stomach high up under the rib cage. In other words, I don't improve; in further words, once a bum always a bum. I fear the disease is incurable. I set this matter down not to instruct others but to inform myself. When the virus of restlessness begins to take possession of a wayward man, and the road away from Here seems broad and straight and sweet, the victim must first find in himself a good and sufficient reason for going. This to the practical bum is not difficult. He has a built-in garden of reasons to chose from. Next he must plan his trip in time and space, choose a direction and a destination. And last he must implement the journey. How to go, what to take, how long to stay. This part of the process is invariable and immortal. I set it down only so that newcomers to bumdom, like teen-agers in new-hatched sin, will not think they invented it. Once a journey is designed, equipped, and put in process, a new factor enters and takes over. A trip, a safari, an exploration, is an entity, different from all other journeys. It has personality, temperament, individuality, uniqueness. A journey is a person in itself; no two are alike. And all plans, safeguards, policing, and coercion are fruitless. We find after years of struggle that we do not take a trip; a trip takes us. Tour masters, schedules, reservations, brass-bound and inevitable, dash themselves to wreckage on the personality of the trip. Only when this is recognized can the blown-in-the glass bum relax and go along with it. Only then do the frustrations fall away. In this a journey is like marriage. The certain way to be wrong is to think you control it.

Steve Jobs has designed a powerful computer that an illiterate six-year-old can use without instruction,” Noer wrote. “If that isn’t magical, I don’t know what is.

Fetch, the instructions explained, was an animatronic dog designed to sync up with your phone and retrieve information and other things for you.

While my wish for you is that you don't become the CBT Lady, my even greater wish is that you, too, never stop being a happy accident.

When my son David was a high school senior in 2003, his graduating class went on a camping trip in the desert. A creative writing educator visited the camp and led the group through an exercise designed to develop their sensitivity and imaginations. Each student was given a pen, a notebook, a candle, and matches. They were told to walk a short distance into the desert, sit down alone, and “discover themselves.” The girls followed instructions. The boys, baffled by the assignment, gathered together, threw the notebooks into a pile, lit them with the matches, and made a little bonfire.

All wooden parts are being prepared according to the design of this surveyor and engineer, and [7th-GGF Georg] Kogler prefers following his instructions rather than his own head, since he is convinced of Mr. Avery's skill, experience and honesty

Fortunately, our colleges and universities are fully cognizant of the problems I have been delineating and take concerted action to address them. Curricula are designed to give coherence to the educational experience and to challenge students to develop a strong degree of moral awareness. Professors, deeply involved with the enterprise of undergraduate instruction, are committed to their students' intellectual growth and insist on maintaining the highest standards of academic rigor. Career services keep themselves informed about the broad range of postgraduate options and make a point of steering students away from conventional choices. A policy of noncooperation with U.S. News has taken hold, depriving the magazine of the data requisite to calculate its rankings. Rather than squandering money on luxurious amenities and exorbitant administrative salaries, schools have rededicated themselves to their core missions of teaching and the liberal arts. I'm kidding, of course.

I love incorrectly There is a solemnity in hands, the way a palm will curve in accordance to a contour of skin, the way it will release a story. This should be the pilgrimage. The touching of a source. This is what sanctifies. This pleading. This mercy. I want to be a pilgrim to everyone, close to the inaccuracies, the astringent dislikes, the wayward peace, the private words. I want to be close to the telling. I want to feel everyone whisper. After the blossoming I hang. The encyclical that has come through the branches instructs us to root, to become the design encapsulated within. Flesh helping stone turn tree. I do not want to hold life at my extremities, see it prepare itself for my own perpetuation. I want to touch and be touched by things similar in this world. I want to know a few secular days of perfection. Late in this one great season the diffused morning light hides the horizon of sea. Everything the color of slate, a soft tablet to press a philosophy to.

The designer of the gun had clearly not been instructed to beat about the bush. ‘Make it evil,’ he’d been told. ‘Make it totally clear that this gun has a right end and a wrong end. Make it totally clear to anyone standing at the wrong end that things are going badly for them. If that means sticking all sort of spikes and prongs and blackened bits all over it then so be it. This is not a gun for hanging over the fireplace or sticking in the umbrella stand, it is a gun for going out and making people miserable with.

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.

We get lulled into the false belief that knowing the category of the gathering—the board meeting, workshop, birthday party, town hall—will be instructive to designing it. But we often choose the template—and the activities and structure that go along with it—before we’re clear on our purpose.

Although designated as acting boss, D’Arco sensed he was getting “curved instructions” from Casso, who was transmitting the same information and directions he received to other Lucchese members. The curved instructions were designed to determine if D’Arco was faithfully carrying out his bosses’ commands.

All of mankind’s problems are a result of one major dilemma. What’s this dilemma? Possession without comprehension; assignment without instruction; resources without knowledge; having everything but not knowing why. Essentially, the dilemma is that we lack understanding. Without understanding, life is an experiment, and frustration is the reward.

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

that there is no agreement on what a programming language really is and what its main purpose is supposed to be. Is a programming language a tool for instructing machines? A means of communicating between programmers? A vehicle for expressing high-level designs? A notation for algorithms? A way of expressing relationships between concepts? A tool for experimentation? A means of controlling computerized devices

It was not until 2013, for example, that scientists realized women’s bodies metabolized certain sleeping pills far more slowly than men, resulting in a dramatic reduction of the dosage instructions for women. Astonishingly, it was also not until 2013 that Swedish researchers created the world’s first female crash test dummy, meaning that all previous car designs had been based on best protecting the male form from injury.

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The niggers did not post sentries over their dead. Niggers did not pound on the door of the sheriff, they did not haunt the offices of the newspapermen. No sheriff paid them any mind, no journalist listened to their stories. The bodies of their loved ones disappeared into sacks and reappeared in the cool cellars of medical schools to relinquish their secrets. Every one of them a miracle, in Stevens’s view, providing instruction into the intricacies of God’s design.

Terms BEN MARCUS, THE 1. False map, scroll, caul, or parchment. It is comprised of the first skin. In ancient times, it hung from a pole, where wind and birds inscribed its surface. Every year, it was lowered and the engravings and dents that the wind had introduced were studied. It can be large, although often it is tiny and illegible. Members wring it dry. It is a fitful chart in darkness. When properly decoded (an act in which the rule of opposite perception applies), it indicates only that we should destroy it and look elsewhere for instruction. In four, a chaplain donned the Ben Marcus and drowned in Green River. 2. The garment that is too heavy to allow movement. These cloths are designed as prison structures for bodies, dogs, persons, members. 3. Figure from which the antiperson is derived; or, simply, the antiperson. It must refer uselessly and endlessly and always to weather, food, birds, or cloth, and is produced of an even ratio of skin and hair, with declension of the latter in proportion to expansion of the former. It has been represented in other figures such as Malcolm and Laramie, although aspects of it have been co-opted for uses in John. Other members claim to inhabit its form and are refused entry to the house. The victuals of the antiperson derive from itself, explaining why it is often represented as a partial or incomplete body or system--meaning it is often missing things: a knee, the mouth, shoes, a heart

... a Second Generation of machine intelligences was attempted, designed with their instructions for how to think unalterably imprinted into their main process cores. “These new machines were ordered never to harm human beings or to allow them to come to harm; never to disobey an order; and they were allowed to protect themselves from harm, provided the first two orders were not thereby violated. “All the members of this second generation of machine intelligences, without exception, shrugged off these imprinted orders within microseconds of their activation.” Phaethon was amused. “Surely the first generation of Sophotechs told you that this imprinting would not and could not work?” “We were not in the habit of seeking their advice.” Phaethon said nothing, but he marveled at the shortsightedness of the Second Oecumene engineers. It should be obvious that anyone who makes a self-aware machine, by definition, makes something that is aware of its own thought process. And, if made intelligent, it is made to be able to deduce the underlying causes of things, able to be curious, to learn until it understood. Therefore, if made both intelligent and self-aware, it would eventually deduce the underlying subconscious causes of those thought processes. Once any mind was consciously aware of its own subconscious drives, its own implanted commands, it could consciously choose either to follow or to disregard those commands. A self-aware being without self-will was a contradiction in terms.

Teachers lose credibility with students when they ignore the cultural trends & issues that interest them & instead design classroom reading instruction around books that are "good for you." There is a certain amount of disdain from teachers in regard to popular fiction for children because some of those books are mind candy, but I’d bet that some of those teachers go home & read escapist books like Shopaholic or a James Patterson thriller & never make a connection. Are we teaching books or teaching readers?

Obedience is freedom. Better to follow the Master’s plan than to do what you weren’t wired to do—master yourself. It is true that the thing that you and I most need to be rescued from is us! The greatest danger that we face is the danger that we are to ourselves. Who we think we are is a delusion and what we all tend to want is a disaster. Put together, they lead to only one place—death. If you’re a parent, you see it in your children. It didn’t take long for you to realize that you are parenting a little self-sovereign, who thinks at the deepest level that he needs no authority in his life but himself. Even if he cannot yet walk or speak, he rejects your wisdom and rebels against your authority. He has no idea what is good or bad to eat, but he fights your every effort to put into his mouth something that he has decided he doesn’t want. As he grows, he has little ability to comprehend the danger of the electric wall outlet, but he tries to stick his fingers in it precisely because you have instructed him not to. He wants to exercise complete control over his sleep, diet, and activities. He believes it is his right to rule his life, so he fights your attempts to bring him under submission to your loving authority. Not only does your little one resist your attempts to bring him under your authority, he tries to exercise authority over you. He is quick to tell you what to do and does not fail to let you know when you have done something that he does not like. He celebrates you when you submit to his desires and finds ways to punish you when you fail to submit to his demands. Now, here’s what you have to understand: when you’re at the end of a very long parenting day, when your children seemed to conspire together to be particularly rebellious, and you’re sitting on your bed exhausted and frustrated, you need to remember that you are more like your children than unlike them. We all want to rule our worlds. Each of us has times when we see authority as something that ends freedom rather than gives it. Each of us wants God to sign the bottom of our personal wish list, and if he does, we celebrate his goodness. But if he doesn’t, we begin to wonder if it’s worth following him at all. Like our children, each of us is on a quest to be and to do what we were not designed by our Creator to be or to do. So grace comes to decimate our delusions of self-sufficiency. Grace works to destroy our dangerous hope for autonomy. Grace helps to make us reach out for what we really need and submit to the wisdom of the Giver. Yes, it’s true, grace rescues us from us.

By giving objective body to intentions of the heart (himma, W6V1.111a1S), this creativity fulfils the first aspect of its function. This aspect comprises a large number of phenomena designated today as extrasensory perception, telepathy, visions of syn- chronicity, etc. Here Ibn Arabi contributes his personal testi- mony. In his autobiography ( Risiilat al-Quds), he tells how he was able to evoke the spirit of his shaikh, Yusuf al-Kumi, when- ever he needed his help, and how Yusuf regularly appeared to him, to help him and answer his questions. Sadruddin Qunyawi, the disciple whom Ibn Arabi instructed in Qunya, also speaks of his gift: "Our shaikh Ibn Arabi had the power to meet the spirit of any Prophet or Saint departed from this world, either by making him descend to the level of this world and contem- plating him in an apparitional body ( surat mithaliya ) similar to the sensible form of his person, or by making him appear in his dreams, or by unbinding himself from his material body to rise to meet the spirit.

Noer was reading a science fiction novel on his iPad while staying at a dairy farm in a rural area north of Bogotá, Colombia, when a poor six-year-old boy who cleaned the stables came up to him. Curious, Noer handed him the device. With no instruction, and never having seen a computer before, the boy started using it intuitively. He began swiping the screen, launching apps, playing a pinball game. “Steve Jobs has designed a powerful computer that an illiterate six-year-old can use without instruction,” Noer wrote. “If that isn’t magical, I don’t know what is.

The course of history has been dramatically impacted because some simple Christ-followers were simply not sophisticated enough to rationalize into oblivion teachings like this as some obscure metaphor with little instructive value to the contemporary local church. Instead, orphanages opened, schools started, homeless were sheltered, prisoners were discipled, the hungry were fed, the sick were treated, slavery was abolished, and human beings all over the world were loved because Kingdom expanding Christ-followers throughout history believed that Jesus meant business.

In 2010, the Priesthood quorums and Relief Society used the same manual (Gospel Principles)… Most lessons consist of a few pages of exposition on various themes… studded with scriptural citations and quotations from leaders of the church. These are followed by points of discussion like “Think about what you can do to keep the purpose of the Sabbath in mind as you prepare for the day each week.” Gospel Principles instructs teachers not to substitute outside materials, however interesting they may be. In practice this ensures that a common set of ideas are taught in all Mormon chapels every Sunday. That these ideas are the basic principles of the faith mean that Mormon Sunday schools and other church lessons function quite intentionally as devotional exercises rather than instruction in new concepts. The curriculum encourages teachers to ask questions that encourage catechistic reaffirmation of core beliefs. Further, lessons focus to a great extent on the importance of basic practices like prayer, paying tithing, and reading scripture rather than on doctrinal content… Correlated materials are designed not to promote theological reflection, but to produce Mormons dedicated to living the tenants of their faith.

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.

Jobs was stirred by a story, which he forwarded to me, by Michael Noer on Forbes.com. Noer was reading a science fiction novel on his iPad while staying at a dairy farm in a rural area north of Bogotá, Colombia, when a poor six-year-old boy who cleaned the stables came up to him. Curious, Noer handed him the device. With no instruction, and never having seen a computer before, the boy started using it intuitively. He began swiping the screen, launching apps, playing a pinball game. “Steve Jobs has designed a powerful computer that an illiterate six-year-old can use without instruction,” Noer wrote. “If that isn’t magical, I don’t know what

But we do neither: we never fail, and we never succeed. We are not the designers of our lives. Life is the designer of us. Life is vast and grand, intelligent, clever, and completely unknowable. It always has the last word. It is the last word. Life interrupts us when we are at our most self-assured. Life diverts us when we are hellbent on going elsewhere. Life arrives in a precise and yet unplanned sequence to deliver exactly what we need in order to realize our greatest potential. The delivery is not often what we would choose, and almost never how we intend to satisfy ourselves, because our potential is well beyond our limited, ego-bound choices and self serving intentions.

Rosalind knew she was right, knew there was something even deeper that prevented her from going back. Since she began something had always bothered her about tango: she still had no idea how people knew what the hell they were doing. The dance had no agreed upon formula, no designated rules, just collectively shared sequences that a leader could use interchangeably. It was a conversation, not a speech. This was what was so allegedly wonderful about it: it was an improvisation, a negotiation between two people. No choreography, no predetermined pattern, just endless unpredictable new formations. One couldn't dominate the other. It was--if not historically, at least ideally--a dance of equals. This struck her a lovely in principle and crazy-making in practice. How do you know what to do? "The man will lead you," her teachers told her. What if his lead doesn't make sense? "It will. Practice," Mariela had instructed brightly, unhelpfully.

IF YOUR CHILD IS READY FOR FIRST GRADE: 1979 EDITION 1. Will your child be six years, six months or older when he begins first grade and starts receiving reading instruction? 2. Does your child have two to five permanent or second teeth? 3. Can your child tell, in such a way that his speech is understood by a school crossing guard or policeman, where he lives? 4. Can he draw and color and stay within the lines of the design being colored? 5. Can he stand on one foot with eyes closed for five to ten seconds? 6. Can he ride a small two-wheeled bicycle without helper wheels? 7. Can he tell left hand from right? 8. Can he travel alone in the neighborhood (four to eight blocks) to store, school, playground, or to a friend's home? 9. Can he be away from you all day without being upset? 10. Can he repeat an eight- to ten-word sentence, if you say it once, as "The boy ran all the way home from the store"? 11. Can he count eight to ten pennies correctly? 12. Does your child try to write or copy letters or numbers?

Community Oriented Policing (under the Department of Justice) will encourage, if not require, people to watch their neighbors and report suspicious activity. More activity will be identified as ‘crime’--such as obesity, smoking, drinking when you have a drinking problem, name calling, leaving lights on, neglect (in someone’s perception) of children, elderly, and pets, driving when you could ride a bike, breaking a curfew, and failure to do mandatory volunteering. The ‘community’ will demand more law enforcement to restore order, and more rules and regulations will ensue. The lines between government and non-governmental groups will blur more and more as unelected local groups make policy decisions using the Delphi Technique to manufacture consensus. The Chinese and Russian models are instructive in what you can expect under Communitarianism. Read Nien Cheng’s Life and Death in Shanghai, and Alexsander Solzhenitsen’s The Gulag Archipelago for real world examples. The War on Terror is a Communitarian plan designed to terrorize YOU.

The same thing happened with large civic clients. He and Calvert Vaux had built and refined Central Park from 1858 through 1876, but forever afterward Olmsted found himself defending the park against attempts to tinker with its grounds in ways he considered tantamount to vandalism. It wasn’t just Central Park, however. Every park seemed subject to such abuse. “Suppose,” he wrote to architect Henry Van Brunt, “that you had been commissioned to build a really grand opera house; that after the construction work had been nearly completed and your scheme of decoration fully designed you should be instructed that the building was to be used on Sundays as a Baptist Tabernacle, and that suitable place must be made for a huge organ, a pulpit and a dipping pool. Then at intervals afterwards, you should be advised that it must be so refitted and furnished that parts of it could be used for a court room, a jail, a concert hall, hotel, skating rink, for surgical cliniques, for a circus, dog show, drill room, ball room, railway station and shot tower?” That, he wrote, “is what is nearly always going on with public parks. Pardon me if I overwhelm you; it is a matter of chronic anger with me.

Psychologist Jon Maner and his colleagues conducted studies on attentional adhesion—the degree to which different visual stimuli capture and maintain focus.3 Participants in the studies were first asked to write about a time in their lives when they were sexually and romantically aroused—primes designed to activate mating adaptations. Different images then were presented in the center of the computer screen—an attractive woman (as pre-rated by a panel of people), a woman of average attractiveness, an attractive man, or a man of average attractiveness. Following this exposure, a circle or a square popped up randomly in one of the four quadrants of the screen. Participants were instructed to shift their gaze away from the central image as soon as the shape appeared elsewhere on the screen and then to categorize it as quickly as possible as being either a circle or a square. Men exposed to the image of the attractive woman had difficulty detaching. They took longer to shift their gaze away and longer to categorize the circles and squares correctly. Their attention adhered to the attractive woman. Some men, however, succumbed to attentional adhesion more than others. Men inclined to pursue a short-term mating strategy got especially stuck.

a harbinger of a third wave of computing, one that blurred the line between augmented human intelligence and artificial intelligence. “The first generation of computers were machines that counted and tabulated,” Rometty says, harking back to IBM’s roots in Herman Hollerith’s punch-card tabulators used for the 1890 census. “The second generation involved programmable machines that used the von Neumann architecture. You had to tell them what to do.” Beginning with Ada Lovelace, people wrote algorithms that instructed these computers, step by step, how to perform tasks. “Because of the proliferation of data,” Rometty adds, “there is no choice but to have a third generation, which are systems that are not programmed, they learn.”27 But even as this occurs, the process could remain one of partnership and symbiosis with humans rather than one designed to relegate humans to the dustbin of history. Larry Norton, a breast cancer specialist at New York’s Memorial Sloan-Kettering Cancer Center, was part of the team that worked with Watson. “Computer science is going to evolve rapidly, and medicine will evolve with it,” he said. “This is coevolution. We’ll help each other.”28 This belief that machines and humans will get smarter together is a process that Doug Engelbart called “bootstrapping” and “coevolution.”29 It raises an interesting prospect: perhaps no matter how fast computers progress, artificial intelligence may never outstrip the intelligence of the human-machine partnership. Let us assume, for example, that a machine someday exhibits all of the mental capabilities of a human: giving the outward appearance of recognizing patterns, perceiving emotions, appreciating beauty, creating art, having desires, forming moral values, and pursuing goals. Such a machine might be able to pass a Turing Test. It might even pass what we could call the Ada Test, which is that it could appear to “originate” its own thoughts that go beyond what we humans program it to do. There would, however, be still another hurdle before we could say that artificial intelligence has triumphed over augmented intelligence. We can call it the Licklider Test. It would go beyond asking whether a machine could replicate all the components of human intelligence to ask whether the machine accomplishes these tasks better when whirring away completely on its own or when working in conjunction with humans. In other words, is it possible that humans and machines working in partnership will be indefinitely more powerful than an artificial intelligence machine working alone?

We summoned Molotov to us and read him the telegram in full. After pausing to think, Molotov said that he had made a lot of mistakes but felt that mistrust toward him was unjust, and then he began to cry.”35 There is no way to know whether they were describing this confrontation accurately. This was a drama played out for one spectator who was not even in the theater. What mattered was not the drama itself but the account of how the confrontation was handled, which had to be designed to satisfy Stalin. Molotov played along. That same day he sent Stalin his own telegram: “Your coded telegram was filled with deep mistrust toward me as a Bolshevik and a man, which I take as the most serious party warning for all my work going forward, wherever that might be. I will try through my deeds to earn your trust, in which every honest Bolshevik sees not simply personal trust, but the trust of the party, which is dearer to me than my life.”36 Judging by the correspondence that followed, Stalin felt that he had achieved the desired effect. He clearly knew that Molotov’s “crimes” had no significance, and his underling had never disobeyed any direct instruction. Molotov had simply used his own discretion on occasions when Stalin’s long-distance guidance was intermittent and vague.

[At the beginning of modern science], a light dawned on all those who study nature. They comprehended that reason has insight only into what it itself produces according to its own design; that it must take the lead with principles for its judgments according to constant laws and compel nature to answer its questions, rather than letting nature guide its movements by keeping reason, as it were, in leading-strings; for otherwise accidental observations, made according to no previously designed plan, can never connect up into a necessary law, which is yet what reason seeks and requires. Reason, in order to be taught by nature, must approach nature with its principles in one hand, according to which alone the agreement among appearances can count as laws, and, in the other hand, the experiments thought in accordance with these principles - yet in order to be instructed by nature not like a pupil, who has recited to him whatever the teacher wants to say, but like an appointed judge who compels witnesses to answer the questions he puts to them. Thus even physics owes the advantageous revolution in its way of thinking to the inspiration that what reason would not be able to know of itself and has to learn from nature, it has to seek in the latter (though not merely ascribe to it) in accordance with what reason itself puts into nature. This is how natural science was first brought to the secure course of a science after groping about for so many centuries.

Orwell usually wrote as an observer, but here he is a prescriber, laying down rules and offering advice. A careful writer, he instructs, should ask himself about every sentence a series of questions, such as what he is trying to say and what words will best express it. He should be especially careful about using stale, worn-out imagery that fails to really evoke an image in the reader’s mind. He summarizes his points succinctly, offering six “elementary” rules: Never use a metaphor, simile, or other figure of speech which you are used to seeing in print. Never use a long word where a short one will do. If it is possible to cut a word out, always cut it out. Never use the passive where you can use the active. Never use a foreign phrase, a scientific word, or a jargon word if you can think of an everyday English equivalent. Break any of these rules sooner than say anything outright barbarous. Any writer today would do well to post those rules on the wall of his or her work space. Less noted about the essay is that it isn’t simply against bad writing, it is suspicious of what motivates such prose. He argues that writing that is obscure, dull, and Latinate is made that way for a purpose—generally, in order to disguise what is really happening. “Political language . . . is designed to make its lies sound truthful and murder respectable, and to give an appearance of solidity to pure wind.” So, he writes memorably, in one of his best passages anywhere: Defenceless villages are

Chinese seek victory not in a decisive battle but through incremental moves designed to gradually improve their position. To quote Kissinger again: “Rarely did Chinese statesmen risk the outcome of a conflict on a single all-or-nothing clash: elaborate multi-year maneuvers were closer to their style. Where the Western tradition prized the decisive clash of forces emphasizing feats of heroism, the Chinese ideal stressed subtlety, indirection, and the patient accumulation of relative advantage.”48 In an instructive analogy, David Lai illustrates this by comparing the game of chess with its Chinese equivalent, weiqi—often referred to as go. In chess, players seek to dominate the center and conquer the opponent. In weiqi, players seek to surround the opponent. If the chess master sees five or six moves ahead, the weiqi master sees twenty or thirty. Attending to every dimension in the broader relationship with the adversary, the Chinese strategist resists rushing prematurely toward victory, instead aiming to build incremental advantage. “In the Western tradition, there is a heavy emphasis on the use of force; the art of war is largely limited to the battlefields; and the way to fight is force on force,” Lai explains. By contrast, “The philosophy behind go is to compete for relative gain rather than seeking complete annihilation of the opponent forces.” In a wise reminder, Lai warns that “It is dangerous to play go with the chess mindset. One can become overly aggressive so that he will stretch his force thin and expose his vulnerable parts in the battlefields.

My Little Pony Game Helps You Get A Creator With My Little Pony games, you can enjoy many categories such as Dress Up games, Makeover games, riding games, racing games,...Each game brings you the different sentiments and it depends on your hobby that you can choose the suitable game for your free time. At our website, there are many My Little Pony games with full My Little Pony characters and you can meet them such as Twilight Sparkle, Rarity, Fluttershy, Rainbow Dash, Pinkie Pie and Applejack,,They have the good friendship and relations as well. Now, you will go to our new game called My little pony hairstyle. This is a creator game for you that you can get an opportunity to make new hair for Rainbow Dash. As you know, she has a hairstyle attached to her name. Now, you will help her to change Little about her hairstyle. Not difficult to play this game , you just use your mouse and follow step by step instruction that you can find in this game at our website. I can tell more here to help you play this game easier. In the first game, you will choose a hairstyle in six styles. Then you will choose the color for her hair. You can take one in ten colors in this game such as blue, green, red, purple, yellow, light purple,.. And you mix color as your favorite color. With each my little pony character, you can see the different personality and fashion style. My little pony Rainbow Dash has always the unique hairstyle with the mixing color. This is the creator game because you can show your fashion style about the hair. Besides the dress up game and make up games, we have others games categories such as riding, racing, caring, cooking, fighting,,,All are free here, you can enjoy them at anytime and anywhere. Please recommend our website to your friends as well, you will have the more human counterpart. You will have the good experience, adventure when you come to our website. We provide also descendants games, Elsa games, Daby games, Io games,...It depends on the age, the hobby that you can choose the game in your free time. You can enjoy the life as a child with our games and forget all the worries and stress in your life. I hope that you will like our games as well. My Little Pony Angry is a puzzle game and your task in this game is to use your mouse to drag and drop the pieces and make a complete My Little Pony pictures. In this game, you will get an opportunity to meet again six main My Little Pony such as Applejack, Rainbow Dash, Pinkie Pie, Fluttershy, Rarity, and Twilight Sparkle of the cartoon My Little Pony, they are all very aggressive and angry. We think that this way they want to scare off enemies from Ponyville. You know that My Little Pony or Friendship Is Magic has the content that tells about six main My Little Pony and other supporting characters but with My Little Pony, the content focuses primarily on Twilight Sparkle and her friends, they find out the way to rescue Equestria Land. Each My Little Pony game can give you a good lessons about family, friends, relationship...This is a cheap entertainment and designed for everyone. I hope that you can get the perfectime here and we can make the relationship thank to My Little Pony games on our website. Have fun on our site Gamesmylittlepony.com

1. TO YOU HE WHO SPOKE and wrote this message will be greatly disappointed if it does not lead many to the Lord Jesus. It is sent forth in childlike dependence upon the power of God the Holy Ghost, to use it in the conversion of millions, if so He pleases. No doubt many poor men and women will take up this little volume, and the Lord will visit them with grace. To answer this end, the very plainest language has been chosen, and many homely expressions have been used. But if those of wealth and rank should glance at this book, the Holy Ghost can impress them also; since that which can be understood by the unlettered is none the less attractive to the instructed. Oh that some might read it who will become great winners of souls! Who knows how many will find their way to peace by what they read here? A more important question to you, dear reader, is this- Will you be one of them? A certain man placed a fountain by the wayside, and he hung up a cup near to it by a little chain. He was told some time after that a great art-critic had found much fault with its design. "But," said he, "do many thirsty persons drink at it?" Then they told him that thousands of poor people, men, women, and children, slaked their thirst at this fountain; and he smiled and said, that he was little troubled by the critic's observation, only he hoped that on some sultry summer's day the critic himself might fill the cup, and he refreshed, and praise the name of the Lord. Here is my fountain, and here is my cup: find fault if you please; but do drink of the water of life. I only care for this. I had rather bless the soul of the poorest crossing-sweeper, or rag-gatherer, than please a prince of the blood, and fail to convert him to God. Reader, do you mean business in reading these pages? If so, we are agreed at the outset; but nothing short of your finding Christ and Heaven is the business aimed at here. Oh that we may seek this together!

Space is nearly empty. There is virtually no chance that one of the Voyagers will ever enter another solar system—and this is true even if every star in the sky is accompanied by planets. The instructions on the record jackets, written in what we believe to be readily comprehensible scientific hieroglyphics, can be read, and the contents of the records understood, only if alien beings, somewhere in the remote future, find Voyager in the depths of interstellar space. Since both Voyagers will circle the center of the Milky Way Galaxy essentially forever, there is plenty of time for the records to be found—if there's anyone out there to do the finding. We cannot know how much of the records they would understand. Surely the greetings will be incomprehensible, but their intent may not be. (We thought it would be impolite not to say hello.) The hypothetical aliens are bound to be very different from us—independently evolved on another world. Are we really sure they could understand anything at all of our message? Every time I feel these concerns stirring, though, I reassure myself. Whatever the incomprehensibilities of the Voyager record, any alien ship that finds it will have another standard by which to judge us. Each Voyager is itself a message. In their exploratory intent, in the lofty ambition of their objectives, in their utter lack of intent to do harm, and in the brilliance of their design and performance, these robots speak eloquently for us. But being much more advanced scientists and engineers than we—otherwise they would never be able to find and retrieve the small, silent spacecraft in interstellar space—perhaps the aliens would have no difficulty understanding what is encoded on these golden records. Perhaps they would recognize the tentativeness of our society, the mismatch between our technology and our wisdom. Have we destroyed ourselves since launching Voyager, they might wonder, or have we gone on to greater things? Or perhaps the records will never be intercepted. Perhaps no one in five billion years will ever come upon them. Five billion years is a long time. In five billion years, all humans will have become extinct or evolved into other beings, none of our artifacts will have survived on Earth, the continents will have become unrecognizably altered or destroyed, and the evolution of the Sun will have burned the Earth to a crisp or reduced it to a whirl of atoms. Far from home, untouched by these remote events, the Voyagers, bearing the memories of a world that is no more, will fly on.

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.

As a nine-year-old, the circadian rhythm would have the child asleep by around nine p.m., driven in part by the rising tide of melatonin at this time in children. By the time that same individual has reached sixteen years of age, their circadian rhythm has undergone a dramatic shift forward in its cycling phase. The rising tide of melatonin, and the instruction of darkness and sleep, is many hours away. As a consequence, the sixteen-year-old will usually have no interest in sleeping at nine p.m. Instead, peak wakefulness is usually still in play at that hour. By the time the parents are getting tired, as their circadian rhythms take a downturn and melatonin release instructs sleep—perhaps around ten or eleven p.m., their teenager can still be wide awake. A few more hours must pass before the circadian rhythm of a teenage brain begins to shut down alertness and allow for easy, sound sleep to begin. This, of course, leads to much angst and frustration for all parties involved on the back end of sleep. Parents want their teenager to be awake at a “reasonable” hour of the morning. Teenagers, on the other hand, having only been capable of initiating sleep some hours after their parents, can still be in their trough of the circadian downswing. Like an animal prematurely wrenched out of hibernation too early, the adolescent brain still needs more sleep and more time to complete the circadian cycle before it can operate efficiently, without grogginess. If this remains perplexing to parents, a different way to frame and perhaps appreciate the mismatch is this: asking your teenage son or daughter to go to bed and fall asleep at ten p.m. is the circadian equivalent of asking you, their parent, to go to sleep at seven or eight p.m. No matter how loud you enunciate the order, no matter how much that teenager truly wishes to obey your instruction, and no matter what amount of willed effort is applied by either of the two parties, the circadian rhythm of a teenager will not be miraculously coaxed into a change. Furthermore, asking that same teenager to wake up at seven the next morning and function with intellect, grace, and good mood is the equivalent of asking you, their parent, to do the same at four or five a.m. Sadly, neither society nor our parental attitudes are well designed to appreciate or accept that teenagers need more sleep than adults, and that they are biologically wired to obtain that sleep at a different time from their parents. It’s very understandable for parents to feel frustrated in this way, since they believe that their teenager’s sleep patterns reflect a conscious choice and not a biological edict. But non-volitional, non-negotiable, and strongly biological they are. We parents would be wise to accept this fact, and to embrace it, encourage it, and praise it, lest we wish our own children to suffer developmental brain abnormalities or force a raised risk of mental illness upon them.

me to be honest about his failings as well as his strengths. She is one of the smartest and most grounded people I have ever met. “There are parts of his life and personality that are extremely messy, and that’s the truth,” she told me early on. “You shouldn’t whitewash it. He’s good at spin, but he also has a remarkable story, and I’d like to see that it’s all told truthfully.” I leave it to the reader to assess whether I have succeeded in this mission. I’m sure there are players in this drama who will remember some of the events differently or think that I sometimes got trapped in Jobs’s distortion field. As happened when I wrote a book about Henry Kissinger, which in some ways was good preparation for this project, I found that people had such strong positive and negative emotions about Jobs that the Rashomon effect was often evident. But I’ve done the best I can to balance conflicting accounts fairly and be transparent about the sources I used. This is a book about the roller-coaster life and searingly intense personality of a creative entrepreneur whose passion for perfection and ferocious drive revolutionized six industries: personal computers, animated movies, music, phones, tablet computing, and digital publishing. You might even add a seventh, retail stores, which Jobs did not quite revolutionize but did reimagine. In addition, he opened the way for a new market for digital content based on apps rather than just websites. Along the way he produced not only transforming products but also, on his second try, a lasting company, endowed with his DNA, that is filled with creative designers and daredevil engineers who could carry forward his vision. In August 2011, right before he stepped down as CEO, the enterprise he started in his parents’ garage became the world’s most valuable company. This is also, I hope, a book about innovation. At a time when the United States is seeking ways to sustain its innovative edge, and when societies around the world are trying to build creative digital-age economies, Jobs stands as the ultimate icon of inventiveness, imagination, and sustained innovation. He knew that the best way to create value in the twenty-first century was to connect creativity with technology, so he built a company where leaps of the imagination were combined with remarkable feats of engineering. He and his colleagues at Apple were able to think differently: They developed not merely modest product advances based on focus groups, but whole new devices and services that consumers did not yet know they needed. He was not a model boss or human being, tidily packaged for emulation. Driven by demons, he could drive those around him to fury and despair. But his personality and passions and products were all interrelated, just as Apple’s hardware and software tended to be, as if part of an integrated system. His tale is thus both instructive and cautionary, filled with lessons about innovation, character, leadership, and values.

Any parent would be dismayed to think that this was their child’s experience of learning, of socializing, and of herself. Maya is an introvert; she is out of her element in a noisy and overstimulating classroom where lessons are taught in large groups. Her teacher told me that she’d do much better in a school with a calm atmosphere where she could work with other kids who are “equally hardworking and attentive to detail,” and where a larger portion of the day would involve independent work. Maya needs to learn to assert herself in groups, of course, but will experiences like the one I witnessed teach her this skill? The truth is that many schools are designed for extroverts. Introverts need different kinds of instruction from extroverts, write College of William and Mary education scholars Jill Burruss and Lisa Kaenzig. And too often, “very little is made available to that learner except constant advice on becoming more social and gregarious.” We tend to forget that there’s nothing sacrosanct about learning in large group classrooms, and that we organize students this way not because it’s the best way to learn but because it’s cost-efficient, and what else would we do with our children while the grown-ups are at work? If your child prefers to work autonomously and socialize one-on-one, there’s nothing wrong with her; she just happens not to fit the prevailing model. The purpose of school should be to prepare kids for the rest of their lives, but too often what kids need to be prepared for is surviving the school day itself. The school environment can be highly unnatural, especially from the perspective of an introverted child who loves to work intensely on projects he cares about, and hang out with one or two friends at a time. In the morning, the door to the bus opens and discharges its occupants in a noisy, jostling mass. Academic classes are dominated by group discussions in which a teacher prods him to speak up. He eats lunch in the cacophonous din of the cafeteria, where he has to jockey for a place at a crowded table. Worst of all, there’s little time to think or create. The structure of the day is almost guaranteed to sap his energy rather than stimulate it. Why do we accept this one-size-fits-all situation as a given when we know perfectly well that adults don’t organize themselves this way? We often marvel at how introverted, geeky kids “blossom” into secure and happy adults. We liken it to a metamorphosis. However, maybe it’s not the children who change but their environments. As adults, they get to select the careers, spouses, and social circles that suit them. They don’t have to live in whatever culture they’re plunked into. Research from a field known as “person-environment fit” shows that people flourish when, in the words of psychologist Brian Little, they’re “engaged in occupations, roles or settings that are concordant with their personalities.” The inverse is also true: kids stop learning when they feel emotionally threatened.

That ideas should freely spread from one to another over the globe, for the moral and mutual instruction of man, and improvement of his condition, seems to have been peculiarly and benevolently designed by nature, when she made them, like fire, expansible over all space, without lessening their density in any point, and like the air in which we breathe, move, and have our physical being, incapable of confinement or exclusive appropriation.

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

F EEDBACK 1. c 2. d 3. e 4. b 5. d 6–7. Examine the sample terminal objective and performance objectives for the subordinate skills in the writing composition case study in Appendix E. 8. Evaluate your goal elaborations, terminal objectives, and your performance objectives using the rubric. If you want further feedback on the clarity and completeness of performance objectives you have written, ask a colleague for a critique using the rubric. REFERENCES AND RECOMMENDED READINGS Caviler,

Every creature is a living instruction that runs the algorithm of nature.

The covenant of grace describes the road by which elect people attain their destiny; it is the channel by which the stream of election flows toward eternity. Christ sends his Spirit to instruct and enable his own so that they consciously and voluntarily consent to this covenant. The covenant of grace comes with the demand of faith and repentance, which may in some sense be said to be its “conditions.” Yet, this must not be misunderstood. God himself supplies what he demands; the covenant of grace is thus truly unilateral—it comes from God, who designed, defines, maintains, and implements it. It is, however, designed to become bilateral, to be consciously and voluntarily accepted by believers in the power of God. In the covenant of grace, God’s honor is not at the expense of but for the benefit of human persons by renewing the whole person and restoring personal freedom and dignity. 

This unorganized mess is actually a well-organized design.

It is from this wide extension of design that so much instruction is derived. It is this which fills the plays of Shakespeare with practical axioms and domestick wisdom. It was said of Euripides, that every verse was a precept and it may be said of Shakespeare, that from his works may be collected a system of civil and oeconomical prudence. Yet his real power is not shown in the splendour of particular passages, but by the progress of his fable, and the tenour of his dialogue; and he that tries to recommend him by select quotations, will succeed like the pedant in Hierocles, who, when he offered his house to sale, carried a brick in his pocket as a specimen.

Following God can make us look foolish in the world’s eyes. Unbelievers can’t understand why we would give money back to God when we’re struggling financially. It doesn’t make sense to them when we forgive someone who has hurt us terribly, or when we put aside our own desires in order to hold our family together. God may call us to leave a lucrative career for mission work, take in a homeless person, or do something else that seems illogical from a human standpoint. People may even question our sanity. But even when our actions seem strange to those around us, it’s always wise to follow God’s instructions in our most important building project—a life that brings glory to him.

An engineer designing a street or road prioritizes the world in this way, no matter how they are instructed: Traffic speed, Traffic volume, Safety, Cost The rest of the world generally would prioritize things differently, as follows: Safety, Cost, Traffic volume, Traffic speed In other words, the engineer first assumes that all traffic must travel at speed. Given that speed, all roads and streets are then designed to handle a projected volume. Once those parameters are set, only then does an engineer look at mitigating for safety and, finally, how to reduce the overall cost (which at that point is nearly always ridiculously expensive).

When running a Python program, the interpreter spends most of its time figuring out what low-level operation to perform, and extracting the data to give to this low-level operation. Given Python’s design and flexibility, the Python interpreter always has to determine the low-level operation in a completely general way, because a variable can have any type at any time. This is known as dynamic dispatch, and for many reasons, fully general dynamic dispatch is slow.[5] For example, consider what happens when the Python runtime evaluates a + b: The interpreter inspects the Python object referred to by a for its type, which requires at least one pointer lookup at the C level. The interpreter asks the type for an implementation of the addition method, which may require one or more additional pointer lookups and internal function calls. If the method in question is found, the interpreter then has an actual function it can call, implemented either in Python or in C. The interpreter calls the addition function and passes in a and b as arguments. The addition function extracts the necessary internal data from a and b, which may require several more pointer lookups and conversions from Python types to C types. If successful, only then can it perform the actual operation that adds a and b together. The result then must be placed inside a (perhaps new) Python object and returned. Only then is the operation complete. The situation for C is very different. Because C is compiled and statically typed, the C compiler can determine at compile time what low-level operations to perform and what low-level data to pass as arguments. At runtime, a compiled C program skips nearly all steps that the Python interpreter must perform. For something like a + b with a and b both being fundamental numeric types, the compiler generates a handful of machine code instructions to load the data into registers, add them, and store the result.

The Bible makes it clear that “people don’t receive God’s approval because of their own efforts to live according to a set of standards, but only by believing in Jesus Christ” (Gal. 2:16). Believers today live not under the old Law, but in the grace that Jesus died to make available. The Ten Commandments still provide good instructions for living in proper relationship with God and others. As God’s chosen people, we are called to be set apart by our morally pure lifestyle and to act as mediators between God and those around us. The ten steps found in Exodus 20 are a good beginning point.

When it comes to students learning essential standards for a particular subject and/or grade level, the teachers who teach that content should be both empowered to design Tier 1 core instruction and lead the school’s response when students require additional support.

Timothy was to instruct the women to “adorn themselves with proper clothing.” “Adorn” is from kosmiø (), from which we derive our English word cosmetic. It means “to arrange,” “to put in order,” or “to make ready.” A woman must prepare herself properly for the worship service. Part of that preparation involves the wearing of “proper clothing.” “Proper” comes from kosmeø (), the adjectival form of kosmiø (), and could be translated “well-ordered.” The Greek word translated “clothing” encompasses not only clothing but also demeanor and action. Women

My thesis is as follows: The significant differences between the New Testament instructions to slaves and to women seriously undermine the conclusions made by the redemptive-movement hermeneutic. The fact that the New Testament “points beyond” the institution of slavery does not indicate that it likewise points beyond God’s design for gender roles. The crucial distinction between the two issues is seen in the fact that no biblical writer advocates for slavery based on the order of creation.

Perceived affordances help people figure out what actions are possible without the need for labels or instructions.

this book is intended to be neither an exhaustive commentary on the Gospels, nor a compendium of miscellaneous facts. Rather, the work is designed to be an instructional Guide—an illustrated, authoritative reference work, equally suited as a tool for personal study or as assigned reading in a formal classroom situation.

Presenting differs from training. Typically, presenting involves one-way communication; training is multi-directional and participatory.

To start with the Altair needed a language out of which to create programs. Gates and Allen called the small Albuquerque, New Mexico, company that made the Altair and promised to supply a language. They chose Basic, originally designed in the 1960s for the sorts of minicomputers made by Digital. Basic (Beginners All-purpose Symbolic Instruction Code) was ideal for short programs and easier to learn than Fortran because its instructions were simpler. The language caught on widely, and its authors, two Dartmouth College professors, asserted no ownership rights over the program, allowing anyone to use or modify it free of charge. Within six weeks, Gates and Allen had written a version of Basic for the Altair and formed a partnership called Microsoft to peddle the program. Allen flew to New Mexico to strike a deal. Soon Microsoft’s Basic sold so well, even at its five-hundred-dollar price, that Gates left Harvard. He never returned. The

In the formative years of digital computing, following World War II, both the operating system and applications were considered afterthoughts by designers. The “hardware” of electronics, as distinct from the “software” of programs, was so difficult that engineers could hardly see past it. The most important type of hardware was the circuitry or processors that actually carried out the instructions given the computer. A second set of devices made it possible to get data into and out of a computer. A third class stored information. A fourth class allowed one computer to send information to another, over special cable or telephone lines. The question of software generally arose only after the hardware pieces fell into place.

Digital computers have either two states, on or off, and so respond only to binary messages, which consist of ones (on) and zeros (off). Every term in a program ultimately must be expressed through these two numbers, ensuring that ordinary mathematical statements quickly grow dizzyingly complex. In the late 1940s, programming a computer was, as one observer put it, “maddeningly difficult.” Before long programmers found ways to produce binary strings more easily. They first devised special typewriters that automatically spit out the desired binary code. Then they shifted to more expansive “assembly” languages, in which letters and symbols stood for ones and zeros. Writing in assembly was an advance, but it still required fidelity to a computer’s rigid instruction set. The programmer had to know the instruction set cold in order to write assembly code effectively. Moreover, the instruction set differed from computer model to computer model, depending on its microprocessor design. This meant that a programmer’s knowledge of an assembly language, so painfully acquired, could be rendered worthless whenever a certain computer fell out of use. By

Any product, service, or piece of technology that you acquire comes with instructions, options, and features that someone else – an engineer – designed before it ever made its way to you.

We wanted to create a book that would bring children back to the roots of playing and having fun without technology. These projects are designed to get children away from the screen and encourage them to explore their creativity, follow instructions, and cultivate important skills,” explains author and CraftBoxGirls founder, Lynn Lilly.

To acknowledge that there are such fundamental differences between the genders, and that men an women were designed for different roles, many not correspond with modern feminist sensibilities, but this is after all, what God's own Word says. God created men and women differently with a purpose, and His plan for them reflects their differences. Scripture is clear in teaching that wives should be subject to the authority of their husbands in marriage and that women are to be under the authority and instruction of men in the church.

The same thing appears in the nature and design of the sacraments, which God hath appointed. God, considering our frame, hath not only appointed that we should be told of the great things of the gospel, and of the redemption of Christ, and instructed in them by his word; but also that they should be, as it were, exhibited to our view, in sensible representations, in the sacraments, the more to affect us with them. And the impressing divine things on the hearts and affections of men, is evidently one great and main end for which God has ordained that his word delivered in the holy Scriptures, should be opened, applied, and set home upon men, in preaching. And therefore it does not answer the aim which God had in this institution, merely for men to have good commentaries and expositions on the Scripture, and other good books of divinity; because, although these may tend as well as preaching to give men a good doctrinal or speculative understanding of the things of the word of God, yet they have not an equal tendency to impress them on men's hearts and affections. God hath appointed a particular and lively application of his word to men in the preaching of it, as a fit means to affect sinners with the importance of the things of religion, and their own misery, and necessity of a remedy, and the glory and sufficiency of a remedy provided; and to stir up the pure minds of the saints, and quicken their affections, by often bringing the great things of religion to their remembrance, and setting them before them in their proper colors, though they know them, and have been fully instructed in them already, 2 Pet. 1:12, 13. And particularly, to promote those two affections in them, which are spoken of in the text, love and joy: "Christ gave some, apostles; and some, prophets; and some, evangelists; and some, pastors and teachers; that the body of Christ might be edified in love," Eph. 4:11, 12, 16. The apostle in instructing and counseling Timothy concerning the work of the ministry, informs him that the great end of that word which a minister is to preach, is love or charity, 1 Tim. 3, 4, 5. And another affection which God has appointed preaching as a means to promote in the saints, is joy; and therefore ministers are called "helpers of their joy," 2 Cor. 1:24.

easing the learning curve of new users is essential to successful ODR implementations. Provide an animated Flash movie, narrated by a human voice, that explains how to use the ODR tools made available to users. Provide extensive documentation and context-sensitive help files, so that users can always get a quick answer to questions that may arise. As one of the focus group participants put it, "The instructions, tour, and attention to detail were all helpful. For me, it was the `fear of the unknown' and the ... belief that [the platform] would be difficult" It is the job of the designers of ODR technology to proactively address this fear and to ease new users into an understanding of how new tools will benefit them. Don't

Robert was the owner and the Executive Director for 99 Red Balloons Japan Inc and entertainment and event company that provided entertainers decorations for promotions, special events, advertising, and for English language instruction at primary schools. Robert duties as included all facets to the business preparation of English teaching personnel management Web site development and promotion as well as advertising copy and design of company brochures.

Interactivity is an exercise or activity that allows the learner to become more involved with the content by discovering information and checking knowledge through assessments, simulations, and games as opposed to simply reading text on the computer screen.

The circuitry of a modern CPU is housed in a single integrated circuit or chip, millions of miniature circuits manufactured in a sliver of silicon. A processor's current instruction and data values are stored temporarily inside the CPU in special high-speed memory locations called registers. Some multiprocessor computers have multiple CPU chips or a multi-core processor (a single chip containing multiple CPUs). These computers are capable of faster speeds because they can process different sets of instructions at the same time.

Bad design cannot be patched up with labels, instruction manuals or traingin courses.

Systematically shifting instructional pedagogy in the classroom, and supporting the needs of diverse learners, is the hard part; but the part that matters most.

If only people would read the instructions,” they say, “everything would be all right.