Instructional Materials Quotes

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.

In fact, it seems that most of the Bible's instructions regarding modesty find their context in warnings about materialism, not sexuality . . .

anyone who survived childhood has enough material to write for the rest of his or her life.

Literature is a source of pleasure, he said, it is one of the rare inexhaustible joys in life, but it's not only that. It must not be disassociated from reality. Everything is there. That is why I never use the word fiction. Every subtlety in life is material for a book. He insisted on the fact. Have you noticed, he'd say, that I'm talking about novels? Novels don't contain only exceptional situations, life or death choices, or major ordeals; there are also everyday difficulties, temptations, ordinary disappointments; and, in response, every human attitude, every type of behavior, from the finest to the most wretched. There are books where, as you read, you wonder: What would I have done? It's a question you have to ask yourself. Listen carefully: it is a way to learn to live. There are grown-ups who would say no, that literature is not life, that novels teach you nothing. They are wrong. Literature performs, instructs, it prepares you for life.

Technology presumes there’s just one right way to do things and there never is. And when you presume there’s just one right way to do things, of course the instructions begin and end exclusively with the rotisserie. But if you have to choose among an infinite number of ways to put it together then the relation of the machine to you, and the relation of the machine and you to the rest of the world, has to be considered, because the selection from many choices, the art of the work is just as dependent upon your own mind and spirit as it is upon the material of the machine. That’s why you need the peace of mind.

How could I forget. I was her ghost daughter, sitting at empty tables with crayons and pens while she worked on a poem, a girl malleable as white clay. Someone to shape, instruct in the ways of being her. She was always shaping me. She showed me an orange, a cluster of pine needles, a faceted quartz, and made me describe them to her. I couldn’t have been more than three or four. My words, that’s what she wanted. ”What’s this?” she kept asking. ”What’s this?” But how could I tell her? She’d taken all the words. The smell of tuberoses saturated the night air, and the wind clicked through the palms like thoughts through my sleepless mind. Who am I? I am a girl you don’t know, mother. The silent girl in the back row of the classroom, drawing in notebooks. Remember how they didn’t know if I even spoke English when we came back to the country? They tested me to find out if I was retarded or deaf. But you never asked why. You never thought, maybe I should have left Astrid some words. I thought of Yvonne in our room, asleep, thumb in mouth, wrapped around her baby like a top. ”I can see her,” you said. You could never see her, Mother. Not if you stood in that room all night. You could only see her plucked eyebrows, her bad teeth, the books that she read with the fainting women on the covers. You could never recognize the kindness in that girl, the depth of her needs, how desperately she wanted to belong, that’s why she was pregnant again. You could judge her as you judged everything else, inferior, but you could never see her. Things weren’t real to you. They were just raw material for you to reshape to tell a story you liked better. You could never just listen to a boy playing guitar, you’d have to turn it into a poem, make it all about you.

A related question is where in time to begin. Should you begin far back in a character's past and move forward, or should you begin in the present and make use of flashbacks only where necessary? ... If the material with which you want to open the story is from the character's deep past, then there has to be an important relationship between what has happened in the past and what is about to happen. In other words, is the material with which you open the story an arrow pointing toward the unified effect?

In history a great volume is unrolled for our instruction, drawing the materials of future wisdom from the past errors and infirmities of mankind.

Life can be compared to a piece of embroidered material of which, every-one in the first half of his time, comes to see the top side, but in the second half, the reverse side. The latter is not so beautiful but it is more instructive because it enables one to see how the threads are connected together.

In simple straightforward terms Dan, you might say that he structured the material in terms of the ongoing situation to tangibilitate the utilization potential of this one to one instructional medium in such a meaningful learning experience that these kids won’t forget it for a hell of a long time, how's that Whiteback.

I refilled the wineglass and took it with me for a nice long bubble bath, where I settled in with Ambrose's guide for low-voltage outdoor lighting. It wasn't thrilling bubble-bath reading material, but I was impressed by his imagination. You wouldn't know from the writing that he'd never actually seen a low-voltage lighting system in someone's yard, much less installed one himself. His descriptions were clear, colorful, and written with authority. The inscription wasn't bad either: To Natalie, You're a high-voltage system as far as I am concerned.

India is, the cradle of the human race, the birthplace of human speech, the mother of history, the grandmother of legend, and the great grandmother of tradition. Our most valuable and most instructive materials in the history of man are treasured ... in India only.

Whatever sphere of the human mind you may select for your special study, whether it be language, or religion, or mythology, or philosophy, whether it be laws or customs, primitive art or primitive science, everywhere, you have to go to India, whether you like it or not, because some of the most valuable and most instructive materials in the history of man are treasured up in India, and in India only.

More profoundly, Nihilist "simplification" may be seen in the universal prestige today accorded the lowest order of knowledge, the scientific, as well as the simplistic ideas of men like Marx, Freud, and Darwin, which underlie virtually the whole of contemporary thought and life. We say "life," for it is important to see that the Nihilist history of our century has not been something imposed from without or above, or at least has not been predominantly this; it has rather presupposed, and drawn its nourishment from, a Nihilist soil that has long been preparing in the hearts of the people. It is precisely from the Nihilism of the commonplace, from the everyday Nihilism revealed in the life and thought and aspiration of the people, that all the terrible events of our century have sprung. The world-view of Hitler is very instructive in this regard, for in him the most extreme and monstrous Nihilism rested upon the foundation of a quite unexceptional and even typical Realism. He shared the common faith in "science," "progress," and "enlightenment" (though not, of course, in "democracy"), together with a practical materialism that scorned all theology, metaphysics, and any thought or action concerned with any other world than the "here and now," priding himself on the fact that he had "the gift of reducing all problems to their simplest foundations." He had a crude worship of efficiency and utility that freely tolerated "birth control", laughed at the institution of marriage as a mere legalization of a sexual impulse that should be "free", welcomed sterilization of the unfit, despised "unproductive elements" such as monks, saw nothing in the cremation of the dead but a "practical" question and did not even hesitate to put the ashes, or the skin and fat, of the dead to "productive use." He possessed the quasi-anarchist distrust of sacred and venerable institutions, in particular the Church with its "superstitions" and all its "outmoded" laws and ceremonies. He had a naive trust in the "natural mom, the "healthy animal" who scorns the Christian virtues--virginity in particular--that impede the "natural functioning" of the body. He took a simple-minded delight in modern conveniences and machines, and especially in the automobile and the sense of speed and "freedom" it affords. There is very little of this crude Weltanschauung that is not shared, to some degree, by the multitudes today, especially among the young, who feel themselves "enlightened" and "liberated," very little that is not typically "modern.

Sometime look at a novice workman or a bad workman and compare his expression with that of a craftsman whose work you know is excellent and you’ll see the difference. The craftsman isn’t ever following a single line of instruction. He’s making decisions as he goes along. For that reason he’ll be absorbed and attentive to what he’s doing even though he doesn’t deliberately contrive this. His motions and the machine are in a kind of harmony. He isn’t following any set of written instructions because the nature of the material at hand determines his thoughts and motions, which simultaneously change the nature of the material at hand. The material and his thoughts are changing together in a progression of changes until his mind’s at rest at the same time the material’s right.

To think through things, that is the still life painter’s work - and the poet’s. Both sorts of artists require a tangible vocabulary, a worldly lexicon. A language of ideas is, in itself, a phantom language, lacking in the substance of worldly things, those containers of feeling and experience, memory and time. We are instructed by the objects that come to speak with us, those material presences. Why should we have been born knowing how to love the world. We require, again and again, these demonstrations. (p10)

Try to write in a directly emotional way, instead of being too subtle or oblique. Don’t be afraid of your material or your past. Be afraid of wasting any more time obsessing about how you look and how people see you. Be afraid of not getting your writing done.

God had told her to take fees for instruction and healing. At first she had not grasped the reason, but then it had become plain to her. By making material sacrifices, the patient strengthens his own faith. The more he has to pay, the more earnestly does he desire to be cured.

As Edmund Burke said, more than two centuries ago, “In history a great volume is unrolled for our instruction, drawing the materials of future wisdom from past errors and infirmities of mankind.” But he warned that the past could also be a means of “keeping alive, or reviving, dissensions and animosities.

I drummed my fingers on the steering wheel as I looked around the empty lot. I wavered on getting out when a giant lightning bolt painted a jagged streak across the rainy lavender-gray sky. Minutes passed and still he didn’t come out of the Three Hundreds’ building. Damn it. Before I could talk myself out of it, I jumped out of the car, cursing at myself for not carrying an umbrella for about the billionth time and for not having waterproof shoes, and ran through the parking lot, straight through the double doors. As I stomped my feet on the mat, I looked around the lobby for the big guy. A woman behind the front desk raised her eyebrows at me curiously. “Can I help you with something?” she asked. “Have you seen Aiden?” “Aiden?” Were there really that many Aidens? “Graves.” “Can I ask what you need him for?” I bit the inside of my cheek and smiled at the woman who didn’t know me and, therefore, didn’t have an idea that I knew Aiden. “I’m here to pick him up.” It was obvious she didn’t know what to make of me. I didn’t exactly look like pro-football player girlfriend material in that moment, much less anything else. I’d opted not to put on any makeup since I hadn’t planned on leaving the house. Or real pants. Or even a shirt with the sleeves intact. I had cut-off shorts and a baggy T-shirt with sleeves that I’d taken scissors to. Plus the rain outside hadn’t done my hair any justice. It looked like a cloud of teal. Then there was the whole we-don’t-look-anything-alike thing going on, so there was no way we could pass as siblings. Just as I opened my mouth, the doors that connected the front area with the rest of the training facility swung open. The man I was looking for came out with his bag over his shoulder, imposing, massive, and sweaty. Definitely surly too, which really only meant he looked the way he always did. I couldn’t help but crack a little smile at his grumpiness. “Ready?” He did his form of a nod, a tip of his chin. I could feel the receptionist’s eyes on us as he approached, but I was too busy taking in Grumpy Pants to bother looking at anyone else. Those brown eyes shifted to me for a second, and that time, I smirked uncontrollably. He glared down at me. “What are you smiling at?” I shrugged my shoulders and shook my head, trying to give him an innocent look. “Oh, nothing, sunshine.” He mouthed ‘sunshine’ as his gaze strayed to the ceiling. We ran out of the building side by side toward my car. Throwing the doors open, I pretty much jumped inside and shivered, turning the car and the heater on. Aiden slid in a lot more gracefully than I had, wet but not nearly as soaked. He eyed me as he buckled in, and I slanted him a look. “What?” With a shake of his head, he unzipped his duffel, which was sitting on his lap, and pulled out that infamous off-black hoodie he always wore. Then he held it out. All I could do was stare at it for a second. His beloved, no-name brand, extra-extra-large hoodie. He was offering it to me. When I first started working for Aiden, I remembered him specifically giving me instructions on how he wanted it washed and dried. On gentle and hung to dry. He loved that thing. He could own a thousand just like it, but he didn’t. He had one black hoodie that he wore all the time and a blue one he occasionally donned. “For me?” I asked like an idiot. He shook it, rolling his eyes. “Yes for you. Put it on before you get sick. I would rather not have to take care of you if you get pneumonia.” Yeah, I was going to ignore his put-out tone and focus on the ‘rather not’ as I took it from him and slipped it on without another word. His hoodie was like holding a gold medal in my hands. Like being given something cherished, a family relic. Aiden’s precious.

It’s helpful to remember that when you throw away an old playbook, you still get to keep the skills you learned along the way. These hard-earned abilities transcend rules. They’re yours to keep. Imagine what can arise when you overlay an entirely new set of materials and instructions over your accumulated expertise.

ASANA Now I shall instruct you regarding the nature of asana or seat. Although by 'asana' is generally meant the erect posture assumed in meditation, this is not its central or essential meaning. When I use the word 'asana' I do not mean the various forms of asana’s such as Padmasana, Vajrasana, Svastikasana, or Bhadrasana. By 'asana' I mean something else, and this is what I want to explain to you. First let me speak to you about breath; about the inhaling breath-apana, and the exhaling breath-prana. Breath is extremely important in meditation; particularly the central breath-madhyama-pranan, which is neither prana nor apana. It is the center of these two, the point existing between the inhaling and exhaling breaths. This center point cannot be held by any physical means, as a material object can be held by the hand. The center between the two breaths can be held only by knowledge-jnana – not discursive knowledge, but by knowledge which is awareness. When this central point is held by continuously refreshed awareness – which is knowledge and which is achieved through devotion to the Lord – that is, in the true sense settling into your asana. “On the pathway of your breath maintain continuously refreshed and full awareness on and in the center of breathing in and breathing out. This is internal asana." (Netra Tantra) Asana, therefore, is the gradual dawning in the spiritual aspirant of the awareness which shines in the central point found between inhaling and exhaling. This awareness is not gained by that person who is full of prejudice, avarice, or envy. Such a person, filled with all such negative qualities, cannot concentrate. The prerequisite of this glorious achievement is, therefore, the purification of your internal egoity. It must become pure, clean, and crystal clear. After you have purged your mind of all prejudice and have started settling with full awareness into that point between the two breaths, then you are settling into your asana. “When in breathing in and breathing out you continue to maintain your awareness in continuity on and in the center between the incoming and outgoing breath, your breath will spontaneously and progressively become more and more refined. At that point you are driven to another world. This is pranayama." (Netra Tantra) After settling in the asana of meditation arises the refined practice of pranayama. ‘Pranayama’ does not mean inhaling and exhaling vigorously like a bellow. Like asana, pranayama is internal and very subtle. There is a break less continuity in the traveling of your awareness from the point of asana into the practice of pranayama. When through your awareness you have settled in your asana, you automatically enter into the practice of pranayama. Our Masters have indicated that there are two principle forms of this practice of ‘asana-pranayama’, i.e. cakrodaya and ajapa-gayatri. In the practice of ajapa-gayatri you are to maintain continuously refreshed full awareness-(anusandhana) in the center of two breaths, while breathing in and out slowly and silently. Likewise in the practice of cakrodaya you must maintain awareness, which is continually fresh and new, filled with excitement and vigor, in the center of the two breaths – you are to breathe in and out slowly, but in this case with sound.

This book contains a story and several other things. The other things might be connected with the story, or they might not; they might be connected to stories that haven't appeared yet. It's not easy to tell. It's easy to imagine how they might have turned up, though. The world is full of things like that: old postcards, theater programs, leaflets about bomb-proofing your cellar, greeting cards, photograph albums, holiday brochures, instruction booklets for machine tools, maps, catalogs, railway timetables, menu cards from long-gone cruise liners-all kinds of things that once served a real and useful purpose, but have now become cut adrift from the things and the people they relate to. They might have come from anywhere. They might have come from other worlds. That scribbled-on map, that publisher's catalog-they might have been put down absentmindedly in another universe, and been blown by a chance wind through an open window, to find themselves after many adventures on a market stall in our world.

On our way down, we passed a two-story villa, hidden in a thicket of Chinese parasol trees, magnolia, and pines. It looked almost like a random pile of stones against the background of the rocks. It struck me as an unusually lovely place, and I snapped my last shot. Suddenly a man materialized out of nowhere and asked me in a low but commanding voice to hand over my camera. He wore civilian clothes, but I noticed he had a pistol. He opened the camera and exposed my entire roll of film. Then he disappeared, as if into the earth. Some tourists standing next to me whispered that this was one of Mao's summer villas. I felt another pang of revulsion toward Mao, not so much for his privilege, but for the hypocrisy of allowing himself luxury while telling his people that even comfort was bad for them. After we were safely out of earshot of the invisible guard, and I was bemoaning the loss of my thirty-six pictures, Jin-ming gave me a grin: "See where goggling at holy places gets you!" We left Lushan by bus. Like every bus in China, it was packed, and we had to crane our necks desperately trying to breathe. Virtually no new buses had been built since the beginning of the Cultural Revolution, during which time the urban population had increased by several tens of millions. After a few minutes, we suddenly stopped. The front door was forced open, and an authoritative-looking man in plainclothes squeezed in. "Get down! Get down!" he barked. "Some American guests are coming this way. It is harmful to the prestige of our motherland for them to see all these messy heads!" We tried to crouch down, but the bus was too crowded. The man shouted, "It is the duty of everyone to safeguard the honor of our motherland! We must present an orderly and dignified appearance! Get down! Bend your knees!" Suddenly I heard Jin-ming's booming voice: "Doesn'T Chairman Mao instruct us never to bend our knees to American imperialists?" This was asking for trouble. Humor was not appreciated. The man shot a stern glance in our direction, but said nothing. He gave the bus another quick scan, and hurried off. He did not want the "American guests' to witness a scene. Any sign of discord had to be hidden from foreigners. Wherever we went as we traveled down the Yangtze we saw the aftermath of the Cultural Revolution: temples smashed, statues toppled, and old towns wrecked. Litfie evidence remained of China's ancient civilization. But the loss went even deeper than this. Not only had China destroyed most of its beautiful things, it had lost its appreciation of them, and was unable to make new ones. Except for the much-scarred but still stunning landscape, China had become an ugly country.

The California State Department of Education has issued guidelines called “Standards for Evaluation of Instructional Materials with Respect to Social Content.” According to Education Code section 60040(a) and 60044(a), “Whenever an instructional material presents developments in history or current events, or achievements in art, science, or any other field, the contributions of women and men should be represented in approximately equal number.“ In effect, this law demands that the historian be more attentive to the demands of “equal representation” than to the historical facts. Needless to say, histories and social studies presented in this “fair” but factually skewed manner constitute an unworthy and dishonest approach to learning.

I discover two small holes in the floor, which explains the constant dribble of water into the raft. I probably sat on my knife when I abandoned ship. That would also explain some of the lacerations in my lower back. The patching kit contains glue and pieces of raft material. The instructions tell me to make sure the raft is dry before applying patches to it. Good joke!

As a thought experiment, von Neumann's analysis was simplicity itself. He was saying that the genetic material of any self-reproducing system, whether natural or artificial, must function very much like a stored program in a computer: on the one hand, it had to serve as live, executable machine code, a kind of algorithm that could be carried out to guide the construction of the system's offspring; on the other hand, it had to serve as passive data, a description that could be duplicated and passed along to the offspring. As a scientific prediction, that same analysis was breathtaking: in 1953, when James Watson and Francis Crick finally determined the molecular structure of DNA, it would fulfill von Neumann's two requirements exactly. As a genetic program, DNA encodes the instructions for making all the enzymes and structural proteins that the cell needs in order to function. And as a repository of genetic data, the DNA double helix unwinds and makes a copy of itself every time the cell divides in two. Nature thus built the dual role of the genetic material into the structure of the DNA molecule itself.

instructional conversation, the kind of talk that acts like a mental blender, mixing together new material with existing knowledge in a student’s schema. Using discussion protocols like World Café, Four on a Pencil, and Give One Get One help create variety in the ways students talk to each other in the classroom, offering a chance to both work collaboratively and have their individual voices heard.

Effective curriculum, instruction, and assessment can occur without textbooks or technology. New resources can be used in a manner that augments the quality of the curriculum and transforms student learning. Schools and districts that most effectively leverage the acquisition of new materials invest significant time, effort, and energy in establishing the professional skills and strategies, standards, assessments, and curriculum that will be used to drive students' use of those resources.

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.

For whence did Dante take the materials for his hell but from this our actual world? And yet he made a very proper hell of it. And when, on the other hand, he came to the task of describing heaven and its delights, he had an insurmountable difficulty before him, for our world affords no materials at all for this. Therefore there remained nothing for him to do but, instead of describing the joys of paradise, to repeat to us the instruction given him there by his ancestor, by Beatrice, and by various saints. But from this it is sufficiently clear what manner of world it is.

teachers typically gave students no more than a second or two before they directed the question to another student or answered the question themselves. They also tended to repeat or paraphrase the question several times rather than silently wait for the student to formulate a response. Although such rapid question/answer patterns are typical of audiolingual classes, they also occur in communicative instruction. Finding a balance between placing too much pressure on students to respond quickly and creating awkward silences seems to be a real challenge. Research has shown that when teachers are trained to give their students more time to respond to questions, not only do students produce more responses but their responses are also longer and more complex. Not surprisingly, this effect has been observed to be stronger with open/referential questions compared with closed/display questions (Long et al. 1985). In classrooms with students at different age levels and in different kinds of instruction, finding the right balance can lead to students providing fuller answers, expanding their ideas, and more successfully processing the material to be learned. Study 10: Time for learning languages in school

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.

His apprentice, David Harry, whom I had instructed while I work'd with him, set up in his place at Philadelphia, having bought his materials. I was at first apprehensive of a powerful rival in Harry, as his friends were very able, and had a good deal of interest. I therefore propos'd a partner-ship to him which he, fortunately for me, rejected with scorn. He was very proud, dress'd like a gentleman, liv'd expensively, took much diversion and pleasure abroad, ran in debt, and neglected his business; upon which, all business left him; and, finding nothing to do, he followed Keimer to Barbadoes, taking the printing-house with him.

But to understand what DNA and genes really are, we have to decouple the two words. They’re not identical and never have been. DNA is a thing—a chemical that sticks to your fingers. Genes have a physical nature, too; in fact, they’re made of long stretches of DNA. But in some ways genes are better viewed as conceptual, not material. A gene is really information—more like a story, with DNA as the language the story is written in. DNA and genes combine to form larger structures called chromosomes, DNA-rich volumes that house most of the genes in living things. Chromosomes in turn reside in the cell nucleus, a library with instructions that run our entire bodies.

If Shakespeare be considered as a MAN born in a rude age and educated in the lowest manner, without any instruction either from the world or from books, he may be regarded as a prodigy; if represented as a POET capable of furnishing a proper entertainment to a refined or intelligent audience, we must abate much of this eulogy. In his compositions, we regret that many irregularities, and even absurdities, should so frequently disfigure the animated and passionated scenes intermixed with them; and, at the same time, we perhaps admire the more those beauties on account of their being surrounded by such deformities. A striking peculiarity of sentiment, adapted to a single character, he frequently hits, as it were, by inspiration; but a reasonable propriety of thought he cannot for any time uphold. Nervous and picturesque expressions as well as descriptions abound in him; but it is in vain we look either for purity or simplicity of diction. His total ignorance of all theatrical art and conduct, however material a defect, yet, as it affects the spectator rather than the reader, we can more easily excuse than that want of taste which often prevails in his productions, and which gives way only by intervals to the irradiations of genius. [....] And there may even remain a suspicion that we overrate, if possible, the greatness of his genius; in the same manner as bodies often appear more gigantic on account of their being disproportioned and misshapen.

A WORD OF CAUTION The material in this chapter is “tough stuff.” It should be read, studied, and prayed about when life is more or less routine. It should be stored up or hidden in our hearts (see Psalm 119:11) for the time of adversity when we must draw upon its truth. Above all, we need to be very sensitive about instructing someone else in the sovereignty of God and encouraging that person to trust God when he or she is in the midst of adversity or pain. It is much easier to trust in the sovereignty of God when it is the other person who is hurting. We need to be like Jesus, of whom it was said, “A bruised reed he will not break” (Matthew 12:20). Let us not be guilty of breaking a bruised reed (a heavy heart) by insensitive treatment of the heavy doctrine of the sovereignty of God.

Lambspun’s Whodunnit Shell   Very Easy Knit with Bulky Yarn GAUGE: 2 sts/in   MATERIALS: US size 15 needles (or size to obtain gauge), 14-inch straight Very bulky yarn with gauge of 2 sts per inch   INSTRUCTIONS:     BACK: With yarn required for gauge, CO 40, 44, 46, 50, 52 sts. Work in garter stitch, (knit every row) or if you like an edge that rolls, work in stockinette (knit one row, purl one row) throughout garment. Continue in garter or stockinette until piece measures 8, 8.5, 9, 9, 9 inches or desired length to armhole. At armhole edges BO 3 sts once, 2 sts once, 1 st once. Work on remaining 28, 32, 34, 38, 40 sts until piece measures 14.5, 15, 15.5, 16, 16.5 inches.   NECK SHAPING: Work 11, 12, 12, 14, 15 sts. Join second ball of yarn and bind off center 6, 8, 10, 10, 10 sts. Work remaining sts, turn. Working both sides at once, bind off 1 st from the neck edge 3 times. Continue working on reaming sts until piece measures 17, 18, 18.5, 19, 19.5 inches. Place remaining 8, 9, 9, 11, 12 sts on holders.   FRONT: CO 39, 43, 45, 49, 51 sts. Work in garter stitch, (knit every row) or if you like an edge that rolls, work in stockinette (knit one row, purl one row) throughout garment. Continue in garter or stockinette until piece measures 8, 8.5, 9, 9, 9 inches or desired length to armhole. At armhole edges BO 3 sts once, 2 sts once, 1 st once. Work on remaining 28, 32, 34, 38, 40 sts until piece measures 14.5, 15, 15.5, 16, 16.5 inches.   NECK SHAPING: Same as for back.   FINISHING: Join shoulders with three-needle bind off. Single crochet around every edge. Hand seam sides together. Pattern courtesy of Lambspun of Colorado, Fort Collins, Colorado.

Next I tested my pupils for ingenuity. I handed out random materials and instructed them to improvise potentially lifesaving objects. ‘This ancient skill is known as MacGyvering,’ I told them. Sadly, none of my inaugural group of students was a child of Hephaestus, so no one did very well with this assignment. When I hinted to Perseus that he could hammer and polish his Celestial bronze to make a mirrored shield, he rolled his eyes and scoffed, ‘What would I ever use that for?’ Likewise, most failed miserably with musical composition. Only Jason came up with something memorable: a mesmerizing stomp-stomp CLAP rhythm that so stirred the blood we adopted it as our prebattle beat. (You can still hear that stomp-stomp CLAP rhythm pounded out at athletic competitions today, along with the chant ‘We will, we will … ROCK YOU!’) It was clear that the demigods had a lot to learn.

Flouting federal laws governing record-keeping requirements. Failing to preserve emails sent or received from her personal accounts, as required by law. Circumventing the Freedom of Information Act. Instructing her aides to send classified materials on her unsecure network. Running afoul of the “gross negligence” clause of the Espionage Act (which meant prosecutors would not have to prove “intent” to find her guilty). Pretending she didn’t know that Sensitive Compartmented Information (SCI) was classified. Transferring classified material that originated at the CIA, the National Security Agency, and other intelligence sources, to her unsecured network. Authoring hundreds of emails with classified information to people who did not have security clearance. Inducing aides to commit perjury. Lying to the FBI. Engaging in public corruption by using the office of secretary of state to feather the nest of the Clinton family foundation.

Reducing identity threat is not sufficient to overcome real skill and knowledge deficits in school. To do that, students have to have the opportunity to acquire the relevant skills and knowledge. They need good instruction and the chance to apply themselves to critical material, sometimes for long periods of time. But it’s equally true that for ability-stereotyped students, reducing identity threat is just as important as skill and knowledge instruction. It may not be sufficient, but it is necessary. That is, no amount of instruction, no matter how good it is, can reduce these deficits if it doesn’t also keep identity threat low. Without that, threat will always have first claim on students’ attention and mental resources. So neither approach—providing instructional opportunities or reducing identity threat—is sufficient, by itself, to improve academic performance, especially for ability-stereotyped students. Both are necessary.

Generally, when we speak of freedom or liberation or spiritual understanding, we think that to attain these things we need do nothing at all, that someone else will take care of us. “You are all right, don’t worry, don’t cry, you’re going to be all right. I’ll take care of you.” We tend to think that all we have to do is make a commitment to the organization, pay our initiation fee, sign the register, and then follow the instructions given us. “I am firmly convinced that your organization is valid, it answers all my questions. You may program me in any way. If you want to put me into difficult situations, do so. I leave everything to you.” This attitude supplies the comfort of having to do nothing but follow orders. Everything is left to the other person, to instruct you and relieve you of your shortcomings. But to our surprise things do not work that way. The idea that we do not have to do anything on our own is extremely wishful thinking.

Today it is widely accepted that there is no one essence that all religions share. What they share are family resemblances—tendencies toward this belief or that behaviour. In the family of religions, kin tend to perform rituals. They tend to tell stories about how life and death began and to write down these stories in scriptures. They tend to cultivate techniques of ecstasy and devotion. They tend to organize themselves into institutions and to gather in sacred places at sacred times. They tend to instruct human beings how to act toward one another. They tend to profess this belief or that about the gods and the supernatural. They tend to invest objects and places with sacred import. Philosopher of religion Nina Smart has referred to these tendencies as the seven "dimensions" of religion: the ritual, the narrative, experiential, institutional, ethical, doctrinal, and material dimensions.¹³ These family resemblances are just tendencies, however. Just as there are tall people in short families (none of the men in Michael Jordan's family was over six feet tall), there are religions that deny the existence of God and religions that get along just fine without creeds. Something is a religion when it shares enough of this DNA to belong to the family of religions.

The Master's Eyes Shining with Secrets Those bells ringing on the mist-covered mountain signify that the Master of the Temple is dead. The fact of the matter is that the monks there finally killed him. It seems that a few years ago the Master of the Temple began to exhibit some odd and very unpleasant forms of behavior. He apparently lost all sense of earthly decorum, even losing control over his own body. At one point an extra head sprouted from the side of the Master's neck, and this ugly little thing started to issue all sorts of commands and instructions to the monks which only their lofty sense of decency and order prevented them from carrying out. Eventually the Master of the Temple was confined to a small room in an isolated part of the monastery. There, this once wise and beloved teacher was looked after like an animal. For several years the monks put up with the noises he made, the diverse shapes he took. Finally, they killed him. It is whispered among students of enlightenment that one may achieve a state of being in which enlightenment itself loses all meaning, with the consequence that one thereby becomes subject to all manner of strange destinies. And the monks? After the assassination they scattered in all directions. Some hid out in other monasteries, while others went back to live among the everyday inhabitants of this earth. But it was not as if they could escape their past by fleeing it, no more than they could rid themselves of their old master by killing him. For even after the death of his material self, the Master of the Temple sought out those who were once under his guidance; and upon these unhappy disciples he now bestowed, somewhat insistently, his terrible illumination.

On the other side of the mountain, Drizzt Do'Urden opened his eyes from his daytime slumber. Emerging from the cave into the growing gloom, he found Wulfgar in the customary spot, poised meditatively on a high stone, staring out over the plain. "You long for your home?" the drow asked rhetorically. Wulfgar shrugged his huge shoulders and answered absently, "Perhaps." The barbarian had come to ask many disturbing questions of himself about his people and their way of life since he had learned respect for Drizzt. The Drow was an enigma to him, a confusing combination of fighting brilliance and absolute control. Drizzt seemed able to weigh every move he ever made in the scales of high adventure and indisputable morals. Wulfgar turned a questioning gaze on the drow. "Why are you here?" he asked suddenly. Now it was Drizzt who stared reflectively into the openness before them. The first stars of the evening had appeared, their reflections sparkling distinctively in the dark pools of the elf's eyes. But Drizzt was not seeing them; his mind was viewing long past images of the lightless cities of the drow in their immense cavern complexes far beneath the ground. "I remember," Drizzt recalled vividly, as terrible memories are often vivid, "'the first time I ever viewed this surface world. I was a much younger elf then, a member of a large raiding party. We slipped out from a secret cave and descended upon a small elven village." The drow flinched at the images as they flashed again in his mind. "My companions slaughtered every member of the wood elf clan. Every female. Every child." Wulfgar listened with growing horror. The raid that Drizzt was describing might well have been one perpetrated by the ferocious Tribe of the Elk. "My people kill," Drizzt went on grimly. "They kill without mercy." He locked his stare onto Wulfgar to make sure that the barbarian heard him well. "They kill without passion." He paused for a moment to let the barbarian absorb the full weight of his words. The simple yet definitive description of the cold killers had confused Wulfgar. He had been raised and nurtured among passionate warriors, fighters whose entire purpose in life was the pursuit of battle-glory - fighting in praise of Tempos. The young barbarian simply could not understand such emotionless cruelty. A subtle difference, though, Wulfgar had to admit. Drow or barbarian, the results of the raids were much the same. "The demon goddess they serve leaves no room for the other races," Drizzt explained. "Particularly the other races of elves." "But you will never come to be accepted in this world," said Wulfgar. "Surely you must know that the humans will ever shun you." Drizzt nodded. "Most," he agreed. "I have few that I can call friends, yet I am content. You see, barbarian, I have my own respect, without guilt, without shame." He rose from his crouch and started away into the darkness. "Come," he instructed. "Let us fight well this night, for I am satisfied with the improvement of your skills, and this part of your lessons nears its end." Wulfgar sat a moment longer in contemplation. The drow lived a hard and materially empty existence, yet he was richer than any man Wulfgar had ever known. Drizzt had clung to his principles against overwhelming circumstances, leaving the familiar world of his own people by choice to remain in a world where he would never be accepted or appreciated. He looked at the departing elf, now a mere shadow in the gloom. "Perhaps we two are not so different," he mumbled under his breath.

Our political discourse has degenerated into anxieties about whether giving benefits to those people over there will take money out of the pockets of my kind of people over here, even when the changes are those from which we would all benefit." "The church is one of the few remaining institutions in the American scene that normalizes the effects of slavery, with most Christians preserving these segregated spaces in the interests of cultural comfort. Racially separate churches violate the interdependence that should characterize authentic Christian communities. Further, this individualism blocks churches from the blessings of gifts preserved in separate traditions. For example, segregated white churches celebrate the confessions and the rich legacies of the intellectual giants of the faith, but too often preach a weak and disembodied gospel that reduces spirituality to symbolism, and that separates material concerns from moral choices and the pursuit of righteousness." "Indeed, we have reached a sad state of affairs when we are all unwilling to be challenged when we go to church." "We should not move too quickly to a cheap reconciliation that forgets the past rather than honoring it as a clay vessel that contains a refined treasure bearing witness to the presence of Jesus at the margins. We need to make space for the histories of ethnic pain to be shared and revered among whites and all peoples of color, and to be instructed by them. That is, we need to understand how our past impinges on the present before we can move forward together toward our future. We cannot be who we are called to be unless we can gain access to the treasures of the gospel that have been preserved in the separate traditions of now segregated ethnic churches. We will not testify to the glory of God and the manifold riches of his mercy to the nations until we do.

For, finally, what is the rank man occupies in Nature? A nonentity, as contrasted with infinity; a universe, contrasted with nonentity; a middle something between everything and nothing. He is infinitely remote from these two extremes; his existence is not less distant from the nonentity out of which he is taken, than from the infinity in which he is engulfed. His intellect holds the same rank in the order of intelligences, as his body does in the material universe, and all it can attain is, to catch some glimpses of objects that occupy the middle, in eternal despair of knowing either extreme—all things have sprung from nothing, and are borne forward to infinity. Who can follow out such an astonishing career? The Author of these wonders, and he alone, can comprehend them. This condition, the middle, namely, between two extremes, is characteristic of all our faculties. Our senses perceive nothing in the extreme. A very loud sound deafens us; a very intense light blinds us; a very great or a very short distance disables our vision; excessive length or excessive brevity obscures discourse; too much pleasure cloys, and unvaried harmony offends us. Extreme heat, or extreme cold, destroys sensation. Any qualities in excess are hurtful to us, and pass beyond the ranges of our senses. We cannot be said to feel them, but to endure them. Extreme youth and extreme old age alike enfeeble the mind; too much or too little food, disturbs its operations; too much, or too little instruction, represses its vigor. Extremes are to us, as though they did not exist, and we are nothing in reference to them. They elude us, or we elude them. Such is our real state; our acquirements are confined within limits which we cannot pass, alike incapable of attaining universal knowledge or of remaining in total ignorance. We are in the middle of a vast expanse, always unfixed, fluctuating between ignorance and knowledge; if we think of advancing further, our object shifts its position and eludes our grasp; it steals away and takes an eternal flight that nothing can arrest. This is our natural condition, altogether contrary, however, to our inclinations. We are inflamed with a desire of exploring everything, and of building a tower that shall rise into infinity, but our edifice is shattered to pieces, and the ground beneath it discloses a profound abyss.

... the primary duty of charity does not lie in the toleration of false ideas, however sincere they may be, nor in the theoretical or practical indifference towards the errors and vices in which we see our brethren plunged but in the zeal for their intellectual and moral improvement as well as for their material well-being ... True, Jesus has loved us with an immense, infinite love, and He came on earth to suffer and die so that, gathered around Him in justice and love, motivated by the same sentiments of mutual charity, all men might live in peace and happiness. But for the realization of this temporal and eternal happiness, He has laid down with supreme authority the condition that we must belong to His Flock, that we must accept His doctrine, that we must practice virtue, and that we must accept the teaching and guidance of Peter and his successors. Further, whilst Jesus was kind to sinners and to those who went astray, He did not respect their false ideas, however sincere they might have appeared. He loved them all, but He instructed them in order to convert them and save them. Whilst He called to Himself in order to comfort them, those who toiled and suffered, it was not to preach to them the jealousy of a chimerical equality. Whilst He lifted up the lowly, it was not to instill in them the sentiment of a dignity independent from, and rebellious against, the duty of obedience. Whilst His heart overflowed with gentleness for the souls of good-will, He could also arm Himself with holy indignation against the profaners of the House of God, against the wretched men who scandalized the little ones, against the authorities who crush the people with the weight of heavy burdens without putting out a hand to lift them. He was as strong as he was gentle. He reproved, threatened, chastised, knowing, and teaching us that fear is the beginning of wisdom, and that it is sometimes proper for a man to cut off an offending limb to save his body. Finally, He did not announce for future society the reign of an ideal happiness from which suffering would be banished; but, by His lessons and by His example, He traced the path of the happiness which is possible on earth and of the perfect happiness in Heaven: the royal way of the Cross. These are teachings that it would be wrong to apply only to one's personal life in order to win eternal salvation; these are eminently social teachings, and they show in Our Lord Jesus Christ something quite different from an inconsistent and impotent humanitarianism.

There was worse. Philosophers needed to be able to think freely and to follow their ideas wherever they might lead. There was a kind of sociopathic madness to their endeavor. They were the ultimate iconoclasts, subversive by their very nature, because social and political activity was based on popular opinion, public dogma, and unexamined tradition, whereas philosophy existed to scrutinize all opinions, dogmas, and traditions. For those bounded by a belief in common morality, which is to say just about everyone, philosophers were immoralists or, at best, amoralists. These suspicions of the general public were not unfounded. Philosophers really were subversive! (Here, too, Strauss and Arendt shared a common—one might say Nietzschean—perspective. “Thinking,” Arendt wrote, “inevitably has a destructive, undermining effect on all established criteria, values, measurements for good and evil, in short on those customs and rules of conduct we treat of in morals and ethics.”) To survive in a world intrinsically hostile to freethinking, philosophers had to employ “esoteric writing” while presenting a public face of moderation and quiescence, whatever radical ideas they might be harboring. “Thought must be not moderate, but fearless, not to say shameless. But moderation is a virtue controlling the philosopher’s speech.” Or as Strauss also put it: “In political things it is a sound rule to let sleeping dogs lie.” The best hope for the preservation of freedom of thought was to remain inconspicuous. The wise knew not to poke the beast. Inconspicuousness was not always possible. Constantly vulnerable to tyrants and to tyrannical majorities, philosophers were in need of friends, not only other philosophers with whom they could exchange ideas but also more practical people who could mediate between the contemplative elite and the vulgar masses. The philosophers’ best friends in the ordinary world were the people Strauss called “gentlemen.” Philosophers were not equipped to plunge into the political world, which consisted of “very long conversations with very dull people on very dull subjects.” Neither did they have the power to impose their will on the majority even if they had wanted to, which they didn’t. Instead, they needed the help of gentlemen who appreciated the value of freedom of thought yet could function among the ignorant populace. Philosophers, who were disinterested by definition, could instruct these gentlemen to shun private advantage and personal gain for the common good—and it would help if the gentlemen were wealthy so that the prospect of acquiring riches at the public expense would be less enticing—but it was up to the gentlemen to act as the bridge between the pure thinking of the minority and the material self interest of the majority and to win the support of the citizenry at large.

Focus intently and beat procrastination.    Use the Pomodoro Technique (remove distractions, focus for 25 minutes, take a break).    Avoid multitasking unless you find yourself needing occasional fresh perspectives.    Create a ready-to-resume plan when an unavoidable interruption comes up.    Set up a distraction-free environment.    Take frequent short breaks. Overcome being stuck.    When stuck, switch your focus away from the problem at hand, or take a break to surface the diffuse mode.    After some time completely away from the problem, return to where you got stuck.    Use the Hard Start Technique for homework or tests.    When starting a report or essay, do not constantly stop to edit what is flowing out. Separate time spent writing from time spent editing. Learn deeply.    Study actively: practice active recall (“retrieval practice”) and elaborating.    Interleave and space out your learning to help build your intuition and speed.    Don’t just focus on the easy stuff; challenge yourself.    Get enough sleep and stay physically active. Maximize working memory.    Break learning material into small chunks and swap fancy terms for easier ones.    Use “to-do” lists to clear your working memory.    Take good notes and review them the same day you took them. Memorize more efficiently.    Use memory tricks to speed up memorization: acronyms, images, and the Memory Palace.    Use metaphors to quickly grasp new concepts. Gain intuition and think quickly.    Internalize (don’t just unthinkingly memorize) procedures for solving key scientific or mathematical problems.    Make up appropriate gestures to help you remember and understand new language vocabulary. Exert self-discipline even when you don’t have any.    Find ways to overcome challenges without having to rely on self-discipline.    Remove temptations, distractions, and obstacles from your surroundings.    Improve your habits.    Plan your goals and identify obstacles and the ideal way to respond to them ahead of time. Motivate yourself.    Remind yourself of all the benefits of completing tasks.    Reward yourself for completing difficult tasks.    Make sure that a task’s level of difficulty matches your skill set.    Set goals—long-term goals, milestone goals, and process goals. Read effectively.    Preview the text before reading it in detail.    Read actively: think about the text, practice active recall, and annotate. Win big on tests.    Learn as much as possible about the test itself and make a preparation plan.    Practice with previous test questions—from old tests, if possible.    During tests: read instructions carefully, keep track of time, and review answers.    Use the Hard Start Technique. Be a pro learner.    Be a metacognitive learner: understand the task, set goals and plan, learn, and monitor and adjust.    Learn from the past: evaluate what went well and where you can improve.

College students were instructed to sit by themselves for up to fifteen minutes in a sparsely furnished, unadorned room and “entertain themselves with their thoughts.” They were allowed to think about whatever they liked, the only rules being that they should remain in their seat and stay awake. Before they entered the room they were obliged to surrender any means of distraction they had about their person, such as cell phones, books, or writing materials. Afterward, they were asked to rate the experience on various scales. Unsurprisingly, a majority reported that they found it difficult to concentrate and their minds had wandered, with around half saying they didn’t enjoy the experience. A subsequent experiment, however, revealed that many found being left alone in an empty room with nothing to occupy their minds so unpleasant (this is, after all, what makes solitary confinement such a harsh punishment in prisons) that they would rather give themselves electric shocks. In the first part of this experiment, the volunteers were asked to rate the unpleasantness of a shock delivered via electrodes attached to their ankle and say whether they would pay a small amount of money to avoid having to experience it again. In the second part, during which they were left alone with their thoughts for fifteen minutes, they were presented with the opportunity to zap themselves once again. Amazingly, among those who had said they would pay to avoid a repeat experience, 67 percent of the men (12 out of 18) and 25 percent of the women (6 out of 24) opted to shock themselves at least once. One of the women gave herself nine electric shocks. One of the men subjected himself to no fewer than 190 shocks, though he was considered exceptional—a statistical “outlier”—and his results were excluded from the final analysis. In their report for the journal Science, the researchers write, “What is striking is that simply being alone with their own thoughts for 15 minutes was apparently so aversive that it drove many participants to self-administer an electric shock that they had earlier said they would pay to avoid.” This goes a long way toward explaining why many people initially find it so hard to meditate, because to sit quietly with your eyes closed is to invite the mind to wander here, there, and everywhere. In a sense, that is the whole point: we are simply learning to notice when this has happened. So the frustrating realization that your thoughts have been straying—yet again—is a sign of progress rather than failure. Only by noticing the way thoughts ricochet about inside our heads like ball bearings in a pinball machine can we learn to observe them dispassionately and simply let them come to rest, resisting the urge to pull back the mental plunger and fire off more of them. One of the benefits of meditation is that one develops the ability to quiet the mind at will. “Without such training,” the psychologists conclude drily in their paper, “people prefer doing to thinking, even if what they are doing is so unpleasant they would normally pay to avoid it. The untutored mind does not like to be alone with itself.

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

Putting Lotion on the Hurts Materials: You will need a bottle of hand lotion, preferably a bottle with a pump spout. Preparation and Instructions: This is a wonderful game to play with children after they have experienced some pain—either physical, as after a fall off a bike, or emotional, as after the death of a pet. Search the child for boo-boos—old scars or new scratches. The size or intensity of the scar or sore is not relevant. The Game: Begin the game by saying, “I am going to put some lotion on all your hurts. I see one right here. I will be very careful.” Continue looking over the child’s body for hurts. If the hurt is old, lotion can be put directly on the scar. If the hurt is new, be careful to encircle the wound with lotion. Put some lotion on one finger and apply it gently. It is important that you repeat the message, “I will take care of you. No more hurts for you,” as you apply the lotion. Sometimes the child will help you find the sores. While you are putting lotion on one sore, the child is locating the next sore. If this happens, say, “There are so many hurts, and you want me to notice them all. I will find them. I will not forget. See this one here. I am putting lotion all around it.” Sometimes a child will tell you stories of how he or she was hurt. It is important to listen to the child. Variations: A variation of this game is played with Band-Aids. You begin the game with at least two. Ask the child, “Where do these go?” The child will direct you to the spot where the Band-Aid should be placed. If it is a sore, speak to it, saying, “I am glad I found you. This Band-Aid is for you.

Find the Stickers Materials: Use commercially bought stickers. Children love stickers, which make wonderful, surprise gifts. Preparation and Instructions: Before you see the child, take four or five of the stickers and hide them on your head. At the beginning, make sure the stickers can be easily found. You may want to put one sticker on each earlobe, like earrings, and one sticker on your forehead, under your hair if possible. Be creative! The Game: Begin the game by saying to the child, “I have hidden four stickers on my face. See if you can find them.” As the child begins to look for them, use the skill of tracking. (Tracking is simply saying out loud what the child is doing. It is similar to the radio announcer at a ball game. You may say, “You are looking over by my ears, Aha! You found one. Now you are taking it off very gently and handing it to me.”) As the child hands you the stickers, put one sticker on each finger of one hand as a holding place. From this holding place you are ready to play the game again or to play a variation of the game. Variations: Once the child has located all the stickers, you can begin to play the “sticker-swap game” by saying, “I am going to take this sticker off my thumb and put it on my chin.” You proceed to do so. Then tell the child, “Take the sticker off my chin and put it on your nose.” From this point, you begin a turn-taking game in which you remove the sticker from the child’s face and place it on your face. The child then removes the sticker from your face and puts it on his or her face. Each movement of the sticker is noted out loud. You speak for yourself and for the child, unless the child catches on and begins to speak for himself or herself. Your observations may sound like this: “I am going to take the sticker off your chin and put it on my nose. Now you are taking it off my nose and putting it on your [wait for the child’s selection] ear.” Find

Tell Me When I Am at the End Materials: A bottle of hand lotion. Preparation and Instructions: This is a wonderful game to play by itself or in conjunction with the previous activity: putting lotion on the hurts. It is also a delightful way to put sunscreen on a child. The Game: Begin the game by putting lotion on your hands and then rubbing it on the child’s hand and arm. Beginning close to the elbow or shoulder, encircle the child’s arm and slowly pull your hands down the arm in a massaging fashion. Say to the child, “Tell me when I get to the end.” Slowly move down the arm to the hand and down the fingers until you get to the end of the longest finger, occasionally saying, “Am I at the end yet?” You may have to cue the child several times by saying, “Am I at the end yet?” If the child misses the end, simply state, “There it is. I found the end.” Variations: Do the same activity on the child’s legs.

Blanket Volleyball Materials: A towel or baby blanket and a balloon or a soft ball. Preparation and Instructions: Hold two ends of the blanket and have the child hold the other two ends. The Game: Place a ball or balloon in the middle of the blanket. On a signal given by you, you and the child toss the ball into the air and catch it in the blanket. Use visual signals, such as “When I blink my eyes, it means go.” Use auditory signals, such as “1, 2, 3, go!” You may also say that the signal is a word, such as “alligator.” Then you would say, “Always, apple, alligator.” Auditory and word signals help the child learn to listen. To structure this game: Clearly state the goal of the game. “Our goal is to work together to toss the ball and catch it. We can count how many times we are able to do so. Clearly give a signal: “The signal to begin the game will be ‘ready, set, go.’” To ensure that the child waits for the signal and is successful, do not put the ball on the blanket until just before the signal to go.

Cotton Ball Blow Materials: Cotton balls and a table to play on. Preparation and Instructions: Sit across the table from the child, holding the child’s arms with your arms to outline the playing field. Place a cotton ball in the middle of the field. On your signal, both of you will begin to blow. The object of the game is for the child to blow the cotton ball over to your chest and for you to blow the cotton ball over to the child’s chest (or off the table, as the case may be). This is a great game to teach children how to observe the results of a game, instead of focusing only on winning or losing. Important Points to Remember: This is not a competition. The child may attempt to turn it into one. To structure the game to reduce or prevent competition, you may want to do the following: Begin the game by saying, “This game is called ‘Cotton Ball Blow.’ I will give a signal, and we will both blow the cotton ball to see where it goes. You will try to blow it over to me, and I will try to blow it over to you.” Tell the child the signal. “The signal will be ready, set, go. When I say ‘go,’ you and I will begin to blow.” Do not remove your hand from the cotton ball until you say go, so the child always begins on your signal and is successful. If the child comments, “I won, I won,” you can simply say, “You blew the cotton ball over to my side.” Verbally track the results of each blowing encounter. “You blew the cotton ball, and it hit our arms and flipped off the table.” The Big Crash Preparation and Instructions: Pick the child up and swing him or her in the air.

In history a great volume is unrolled for our instruction, drawing the materials of future wisdom from the past errors and infirmities of mankind. It may, in the perversion, serve for a magazine, furnishing offensive and defensive weapons…and supplying the means of keeping alive, or reviving, dissensions and animosities, and adding fuel to civil fury.38

In fact, it seems that most of the Bible’s instructions regarding modesty find their context in warnings about materialism, not sexuality . . . a pattern that has gone largely unnoticed by the red-faced preacher population. I’ve heard dozens of sermons about keeping my legs and my cleavage out of sight, but not one about ensuring that my jewelry was not acquired through unjust or exploitive trade practices.

Research indicates that students who engage in problem-solving, even if they get stuck or solve problems incorrectly, learned material better than those who receive instruction followed by practice at problem-solving (Kapur, 2008, 2014; Lodge, Kennedy, Lockyer, Arguel, & Pachman, 2018).

grown to love since he’d been introduced to it. Her tongue slid over his and caused his dick to harden more. He wanted to toss her on the bed, flip her over, and yank her ass into the air just to be inside her welcoming body but kissing was important to her. He began to see the draw as he licked her back, his excitement growing when he mimicked what he’d like to do to her by delving deeper to take what she offered. He tore at her shirt. The material ripped but Alli didn’t pull away. He just wanted to feel her skin, all of it, every inch. He hated anything that barred him access to any part of her body. A snarl tore from him, muffled between their mouths, when one of his palms cupped her breast. It was soft and pliable, the nipple instantly pebbling when his fingertips brushed it. Alli wiggled on his lap. She broke the kiss he was enjoying. He was afraid she’d tell him to stop but instead of just getting off his lap, she lifted up and turned to plant her knees on each side of his hips when she straddled his lap. Her hands cupped his cheeks and she kissed him again. He didn’t need instructions anymore. He dominated her with his tongue, enjoying the taste of her and the way their panted breaths mingled. Obsidian needed her. He released her breast to grip her waist. The thin pants she wore gave easily when he dug his fingertips under the band of them and pulled. Material tore to reveal skin. Alli stopped kissing him back and gasped but he didn’t stop. He couldn’t. He ripped the things more, shredding them enough to reach between her thighs. She was as wet and welcoming as he imagined she’d be when his fingers traced the line of her sex. With her legs spread wide apart he had no difficulty sliding one finger inside the tight confines of her pussy. She threw her head back, breaking the connection of their mouths. He saw the line of her neck exposed. Instinct and need struck him hard. He homed

In the use of the materials, natural or artificial, which are the common possessions of the Brotherhood, the monks are taught to be scrupulously careful about not wasting or abusing them. Water is everywhere obtainable in this part of the earth, especially in the mountain monastery; but they are strictly instructed not to use it too freely, that is, beyond absolute necessity. An attendant monk to a Zen master was one day told to change water in the wash-basin as it had stood too long in it. The attendant carelessly threw it out on the ground. The master was indignant and said, "Don't you know how to make it work usefully?" The monk confessed ignorance, whereupon the master advised him to pour the water around the root of a tree which was evidently in need of moisture.

The question I keep asking myself as I write this book, the question I keep insisting upon, is this: How can this story—this experience—be useful to anyone other than me? How can I make this material into a tool you can use? To talk back to myself: experience is instructive. People make connections on their own. When I make a metaphor, I offer the comparison, but the distance between vehicle and tenor is distance the reader must cross. I can’t carry you from one to the other. I can’t carry you from the nesting doll to the self, or from the boat to the life—you have to get yourself there. I need to trust that I can hand this to you, just as it is, and it will mean something to you. I need to trust that you’ll know what to do with it. Here, take it. Is this enough? This is my material.

Birth after birth the conditioned soul is entrapped with so many pleasing and displeasing elements, which are all false and temporary. They accumulate due to our reactions to material desires, but when we get in touch with the transcendental Lord in His variegated energies by devotional service, the naked forms of all material desires become manifest, and the intelligence of the living being is pacified in its true color. As soon as Arjuna turned his attention towards the instructions of the Lord, as they are inculcated in the Bhagavad-gītā, his true color of eternal association with the Lord became manifest, and thus he felt freed from all material contaminations.

All wars prove that violent emotions are extremely potent in precipitating mental rearrangements. Every great conflict has been followed by an era of materialism and greed in which the ideals for which the conflict ostensibly was waged are submerged.

Build the nice online instructions with BRDS Institute. Prepare for CEED. CEED Study Material Free Download to learn from home. CEED Coaching Classes consist of Classroom Lectures, Video Lessons, Mock Exams. Click here for more records.

Well, Joan was forever buying merchandise that she liked but most of our customers didn’t. She selected styles, colors, materials, and prices she liked without putting herself in the shoes of the people who shop here. When I’d suggest to her that maybe a certain line wasn’t right for us, she’d say, ‘Oh, they’ll love this. I do. I think this will move fast.’ “Joan had been brought up in a well-to-do home. She had been educated to want quality. Price was not important to her. Joan just couldn’t see clothing through the eyes of low-to-middle-income people. So the merchandise she bought just wasn’t suitable.” The point is this: To get others to do what you want them to do, you must see things through their eyes. When you trade minds, the secret of how to influence other people effectively shows up. A very successful salesman friend told me he spends a lot of time anticipating how prospects will react to his presentation before he gives it. Trading minds with the audience helps the speaker design a more interesting, harder-hitting talk. Trading minds with employees helps the supervisor provide more effective, better received instructions.

In the summer of 1961, Segal taught an adult painting class in New Brunswick. The class was encouraged to make use of odd and unlikely materials in assemblages, and one woman brought to class a box of surgeon's bandages. Segal took some home, with the intention of wrapping them around one of his chicken wire framworks. Then a thought occurred to him: why not dip the cloth bandages in plaster, and apply them directly to the body? Segal sat on a chair and instructed his wife to cover him in soaked bandages. The new technique led to a few anxious moments when the plaster began to harden, heat up, and contract, and the artist lost a good portion of his body hair in the course of frantically removing the casts. With great difficulty, he was able to reassemble the pieces into a complete figure which he then placed on a chair. Next Segal provided an environment for his plaster effigy. The chair was moved up to a table, to which was nailed an old window frame. The result, entitled Man Sitting at a Table, marked the discovery of a new sculptural technique and a turning point in the artist's career. Segal has never looked back.

Although the Scriptures formally are of no personal use to those who cannot read (analphabētous), yet materially they serve for their instruction and edification much as the doctrines preached in the church are drawn from this source.

As unpredictable as the content of the LSD reaction is its intensity; the individual responses to the same dosage level vary considerably. My experience indicates that the degree of sensitivity or resistance to LSD depends on complicated psychological factors rather than on variables of a constitutional, biological, or metabolic nature. Subjects who in everyday life have the need to maintain full self-control and have difficulties in relaxing and “letting go” can sometimes resist relatively high dosages of LSD (300 to 500 micrograms) and show no detectable changes. Occasionally, a person can resist a considerable dose of LSD if he has set this as a personal task for himself for any reason. He may decide to do this to defy the therapist and compete with him, to demonstrate his “strength” to himself and to others, to endure more than his fellow patients, or for many other reasons. Usually, however, more relevant unconscious motives can be found underlying such superficial rationalizations. Another cause for a high resistance to the effect of the drug may be insufficient preparation, instruction, and reassurance of the subject, a lack of his full agreement and cooperation, or absence of basic trust in the therapeutic relationship. In this case, the LSD reaction sometimes does not take its full course until the motives of resistance are analyzed and understood. Occasional sudden sobering, which can occur at any period of the session and on any dosage level, can be understood as a sudden mobilization of defenses against the emergence of unpleasant traumatic material. Among psychiatric patients, severe obsessive-compulsive neurotics are particularly resistant to the effect of LSD. It has been a common observation in my research that such patients can resist dosages of more than 500 micrograms of LSD and show only slight signs of physical or psychological distress. In extreme cases, it can take several dozen high-dose LSD sessions before the psychological resistances of these individuals are reduced to the point that they start having episodes of regression to childhood and become aware of the unconscious material that has to be worked through.

Tiller’s research has led him to state the following about subtle energies: •​They are manifested by people, as revealed in experiments that show subtle energies can increase electron sizes and numbers. •​A person can direct the flow of this energy through intention. •​This mind-electron interaction is effective even over great distances. Subtle energies follow a different set of laws than do physical energies, and radiate their energy with unique characteristics. There is not just one type of subtle energy, however. Tiller postulates several subtle substances, each of which occupies a different time-space domain. These domains are different levels of reality. Subtle energy flows downward from the highest, which Tiller calls “the Divine.” Each level provides a template for the level below. As the subtle energy enters the next domain, it adapts—but also instructs. The laws differ on each of these levels because the energy gets denser. Tiller’s levels of subtle reality range from the most to the least dense: •​Physical •​Etheric (also called bioplasmic, prephysical, or energy body) •​Astral •​Three levels of the mind: ​Instinctive ​Intellectual ​Spiritual •​Spirit •​The Divine The etheric level is just above the physical level. According to Tiller, etheric subtle energy penetrates all levels of material existence, and through the polarity principle forms atoms and molecules that make matter. Our mind interacts with the etheric energy (and above) to create patterns in the physical dimension. These patterns act like a force field that links us to the adjacent energy level. Tiller’s explanation of the physical level versus the etheric is similar to that proposed by the experts featured in “The Structure of the Subtle Anatomy”. He suggests that the physical realm occupies a positive time-space frame that is mainly electrical, in which opposites attract; over time, potential decreases, and entropy (chaos) increases. The etheric realm, conversely, is a negative time-space domain that is highly magnetic: like attracts like. As time passes in this realm, potential increases and entropy decreases; therefore, more order is established. We might suggest that communication in the physical realm is accomplished through the five senses; to reach into the etheric level (and above), we must use our intuition—the sixth sense. Within Tiller’s model, the meridians and chakras operate like antennae that detect and send signals from the physical into the upper domains. These subtle structures interact between the physical body and the etheric (and other) realms, illuminating higher orders so that we can perceive them from the physical plane.

DEA chemists looked into the matter and could find no connection to the Nazis. Some scientists believe that what Paillet actually dug up was the Birch reduction method, named after the Australian scientist Arthur Birch. Whatever the truth of the matter, the “Nazi” moniker stuck. Paillet gave five of his friends fishing tackle boxes containing materials and detailed instructions on how to make meth using this method, and from there, the recipe spread, and Nazi dope labs began sprouting up all across the Ozarks like toxic mushrooms. “I knew we were in a lot of trouble,” says John Cornille, “when the first sample of Nazi meth we sent to the lab turned out to be 92 percent pure methamphetamine, which meant it was quality dope.

Initially, von Neumann was referring to physical machines. The idea that he first presented in a lecture in Pasadena, California, in the 1940s was very complicated. Stephen Levy, in his book, Artificial Life, describes the basic components that made up von Neumann’s theoretical self-replicating machines, which he called kinematics (but which are mostly called von Neumann machines today). The system consisted of raw materials in a lake, along with four components required for this self-replicating machine labelled: A, B, C, and D. Component A was like a factory, which scooped up raw materials from the lake and used them in ways that were dictated by some data, which we might call a computer program today. Component B was a duplicator that read and copied information from the first machine to its duplicates, in the same way that DNA is passed down from parents to children. Component C was like a computer and controlled who did what, like a central processing unit. Component D was the actual data, or instructions, which in those days von Neumann envisioned as a very long tape.

This is how it worked: Students were divided into groups of five or six. When a class began a new unit—say, on the life of Eleanor Roosevelt—each student in the group was assigned one section of the material: Roosevelt’s childhood and young adulthood, or her role as first lady, or her work on behalf of causes such as civil rights and world peace. The students’ task was to master their own section, then rejoin the group and report to the others on what they had learned. “Each student has possession of a unique and vital part of the information, which, like the pieces of a jigsaw puzzle, must be put together before anyone can learn the whole picture,” Aronson explained. By arranging instruction in this manner, he was effectively creating a transactive memory system on the spot, turning each student into an expert on a particular facet of the subject under study. “In this situation,” Aronson added, “the only way a child can be a good learner is to begin to be a good listener and interviewer”; the jigsaw structure “demands that the students utilize one another as resources.

I began to delight in surprising adults with my refined palate and disgusting my inexperienced peers with what I would discover to be some of nature's greatest gifts. By the age of ten I had learned to break down a full lobster with my bare hands and a nutcracker. I devoured steak tartare, pâtés, sardines, snails baked in butter and smothered with roasted garlic. I tried raw sea cucumber, abalone, and oysters on the half shell. At night my mother would roast dried cuttlefish on a camp stove in the garage and serve it with a bowl of peanuts and a sauce of red pepper paste mixed with Japanese mayonnaise. My father would tear it into strips and we'd eat it watching television together until our jaws were sore, and I'd wash it all down with small sips from one of my mother's Coronas. Neither one of my parents graduated from college. I was not raised in a household with many books or records. I was not exposed to fine art at a young age or taken to any museums or plays at established cultural institutions. My parents wouldn't have known the names of authors I should read or foreign directors I should watch. I was not given an old edition of Catcher in the Rye as a preteen, copies of Rolling Stones records on vinyl, or any kind of instructional material from the past that might help give me a leg up to cultural maturity. But my parents were worldly in their own ways. They had seen much of the world and had tasted what it had to offer. What they lacked in high culture, they made up for by spending their hard-earned money on the finest of delicacies. My childhood was rich with flavor---blood sausage, fish intestines, caviar. They loved good food, to make it, to seek it, to share it, and I was an honorary guest at their table.

Project house is a warehouse of more than 100+ projects in all platforms focused on effectively helping understudies with quality, well-informed, dependable and project ideas and task materials that helps the final year projects for computer science students to make a good academic project and improving their project ideas.This website not only helps you to choose a project but also provides step by step instructions on how to make it happen by providing abstract, demo videos and screenshots and also an option to upload your individual project. The top project categories are python, unity, machine learning, android, .net, java and php. All software projects are exploring IEEE Papers. We provide all the documents regarding the projects. And the code deployment will also be given to you. All the software needed to the project will be given by us. You just do one thing; Pick a project that matches your interest and then you can request to the administrator for that project then administrator group will reach you for further procedures. We help you to identify the best project for you. Project house also helps to identify free internship for final year Computer science and Information science and job training facility. Register now site link is in my profile

The difference such minimal instruction made in participants’ ability to recall information, they noted, was “striking”: students who incorporated movement into their learning strategy remembered 76 percent of the material, while those who engaged in “deliberate memorization” recalled only 37 percent.

The question is frequently asked: why there is a school of theology attached to every University? The answer is easy: It is, that the Universities may subsist, and that the instruction may not become corrupt. Originally, the Universities were only schools of theology, to which other faculties were joined, as subjects around their Queen. The edifice of public instruction, placed on such a foundation, has continued even to our day. Those who have subverted it among themselves, will repent it, in vain, for a long time to come. To burn a city, there is needed only a child or a madman; but to rebuild it, architects, materials, workmen, money, and especially time, will be required.

In rapid learning, data serves as a transformative tool. Collected comprehensively at every stage, it empowers educators to make informed decisions, tailor instruction to individual needs, and create an environment where students can efficiently and effectively engage with the learning material.

Outcome Based Education The first time you read this poem I need you to remember something They do not teach you in school Like Doctor’s, Lawyers, Soldiers, Teachers don’t have an oath, not at all Yet, students aren’t footballs They aren’t The student aren’t born dull or bright Teachers make them that way, a plight Obe comes for rescue to make learning, a delight Yet, is content about Obe too abstract to understand? Is the material about Obe too tough to grasp and comprehend? Do a new way to be adopted to explain and define Obe? Its an easy concept once you agree Outcomes are not scores, averages or grade point Only needs is to look education from a new viewpoint Obe is holistic way of enlightening and empowering learners It is a paradigm shift to make them achievers Obe is what they’ll be able to know and do Skills and knowledge they need to have at debut Course Outcome(CO) is what they’ll know after each course This is the skill they will acquire without any force Program Specific Outcomes(PSO) are specific to program, USPs of department, its hologram What they’ll be able to do at time of graduation accomplishment, achievement, acclamations Program Educational Objectives(PEOs) are the achievements they’ll have in their career Indicates what they’ll achieve and how they perform during first few years Program Outcomes (POs) is what they’ll be able to know and do upon graduation Skills, knowledge and behaviour they’ll acquire, will give their career acceleration. Obe wants all learner to learn and be successful 1 paradigm 2 purpose 3 premises 4 principles 5 Practices of obe makes you accountable 1 paradigm what and whether students learn successfully is more important than how and when they learn 2 Purpose maximize condition of success for all students, send fully equipped student into world to make their dreams unfurl 3 Premises All students can succeed and learn maybe not on same day and same way, Success breads success , colleges control condition of success 4 principles clarity of focus on outcomes, expended opportunity to all, high expectation from all, designing curriculum to attain outcome 5 practices define outcome, design curriculum, deliver instruction, document result, determine advancement These are 1 paradigm 2 purpose 3 premises 4 principles 5 Practices for Obe accomplishment ----------------By Dr. Kshitij Shinghal Special thanks to Dr. William Spady and references from his book “ Outcome Based Education: Critical Issues

I considered myself self-aware enough to know I was cranky, antisocial, and generally self-isolating, not exactly the materials you used for something as instructive and intimate as a mentor-mentee relationship

Veeraloka Book House - A Center point of Kannada Writing 207, 2nd Floor, 3rd Main Rd, Chamrajpet, Bengaluru, Karnataka 560018 Call – +91 7022122121 Veeraloka kannada bookshop is a famous objective for admirers of Kannada writing, known for its rich assortment and commitment to advancing territorial works. Arranged in the core of Karnataka, this notable bookshop fills in as a social guide, offering perusers admittance to probably the best works in Kannada writing. Whether you're an enthusiastic peruser, an understudy, or a specialist, Veeraloka Book House has turned into the go-to put for anybody looking for quality Kannada books. A Tradition of Kannada Writing Veeraloka Book House was established with the mission of safeguarding and advancing Kannada writing. Throughout the long term, it has become something other than a bookshop — it has transformed into a social establishment. The book shop invests heavily in being one of only a handful of exceptional spots where one can track down uncommon and exemplary works, contemporary books, and instructive materials across the board place. It has contributed altogether to supporting the Kannada language by making writing open to perusers of any age and foundations. A Tremendous Assortment One of the greatest draws of Veeraloka Book House is its broad assortment of books. The shop brags a wide cluster types, including verse, books, verifiable works, life stories, expositions, and examination materials. From the compositions of antiquated Kannada artists like Pampa and Ranna to current creators like Kuvempu, U.R. Ananthamurthy, and Girish Karnad, Veeraloka Book House takes care of a wide range of scholarly preferences. Other than writing, the shop additionally offers reading material, scholarly works, youngsters' writing, and books on way of thinking, otherworldliness, and self-advancement. This guarantees that the bookshop isn't just for easygoing perusers yet in addition for researchers and understudies looking for information on a large number of subjects. Support for Arising Scholars Veeraloka Book House has likewise turned into a stage for maturing writers. The book shop frequently has book dispatches, verse readings, and scholarly conversations, offering new essayists a chance to introduce their work to a more extensive crowd. This has made the bookshop a huge piece of Karnataka's scholarly biological system. By supporting arising creators, it guarantees that the fate of Kannada writing keeps on thriving. Local area Commitment and Occasions Aside from being a spot for purchasing books, Veeraloka kannada bookshop assumes a vital part in drawing in with the neighborhood local area. The book shop oftentimes arranges scholarly occasions, studios, and conversations, welcoming perusers, authors, and learned people to share their adoration for Kannada writing. These occasions advance perusing as well as encourage a feeling of social character and pride among Kannada speakers. Online Presence With regards to present day patterns, Veeraloka kannada bookshop has embraced the computerized world by making its assortment accessible on the web. This permits Kannada perusers from across the globe to get to their number one books with only a couple of snaps. The web-based entry is easy to understand and gives definite portrayals of each book, guaranteeing that clients have a simple and consistent shopping experience. End Veeraloka Book House is something other than a book shop; it is an image of Karnataka's rich scholarly legacy. With its wide assortment, support for arising essayists, and profound commitment with the local area, the shop keeps on being a treasured spot for anybody energetic about Kannada writing. Whether you visit face to face or peruse its broad web-based assortment, Veeraloka Book House offers an advancing encounter for all book sweethearts.

Sūtras are also said to have multiple levels of meaning: shabdartha or literal meaning bhavartha or implied meaning lakshyartha or hidden meaning I suspect that texts written in such a form were never meant to be stand-alone instructional material. Rather, they served as a basis for an experienced teacher to take these threads and through his oral exposition, weave a rich tapestry of meaning while illustrating the interpretive principles with examples. Unfortunately for present-day students their very conciseness and the somewhat coded way in which the Jaimini Sūtras are written makes them less accessible than other classics written in the more expansive shloka form such as the Brihat Pārāśara Horā Shastra.

Puravruttam or narratives of the past that are in story form (katha yuktam) and impart upadesha or instruction in the four limbs of humanity’s pursuits—dharma (righteousness), artha (material pursuits), kama (sensual pleasures) and moksha (liberation) is called itihasa (literally translating to ‘It thus happened’).

207, 2nd Floor, 3rd Main Rd, Chamrajpet, Bengaluru, Karnataka 560018 Call – +91 7022122121 Veeraloka Books is a well known web-based stage having some expertise in Kannada books for perusers of any age and interests. Whether you honestly love kannada books purchase, an understudy looking for instructive materials, or somebody keen on investigating Karnataka's rich social legacy, Veeraloka Books gives a different scope of choices. Offering a consistent web based shopping experience, it is turning into a go-to objective for those hoping to buy Kannada books from the solace of their homes. Why Purchase Kannada Books from Veeraloka Books? One of the significant benefits of Veeraloka Books is its broad assortment. The stage houses books across different types, including Kannada books, verse, verifiable writing, life stories, self improvement, profound texts, and scholarly assets. Kannada perusers looking for exemplary writing by eminent writers like Kuvempu, D. R. Bendre, or S.L. Bhyrappa, as well as contemporary scholars, will track down a great many works that grandstand the variety and profundity of Kannada composing. For those intrigued by verifiable and legendary writing, Veeraloka Books offers a decent assortment that digs into Karnataka's dynamic past and folklore. From exemplary stories re-told in Kannada to authentic records and accounts of amazing figures, the stage takes special care of perusers who need to investigate the area's set of experiences and customs. Straightforward entry and Easy to understand Insight Veeraloka Books gives an instinctive site design, making it simple for clients to look and peruse books in light of classifications, writers, or fame. Regardless of whether you knew about internet shopping, the stage's easy to use configuration guarantees an issue free encounter, with point by point portrayals of each book, alongside costs and accessible offers. You can likewise find well known proposals and client surveys, which make it more straightforward to choose books that suit your inclinations. Supporting Kannada Creators and Neighborhood Distributers Veeraloka Books offers standard Kannada books as well as underscores supporting less popular writers and territorial distributers. Numerous nearby journalists find it trying to contact a more extensive crowd, however Veeraloka Books overcomes this issue, offering perusers special, intriguing works by arising writers. By kannada books purchase from Veeraloka Books, you add to advancing neighborhood ability and enhancing the Kannada abstract scene. Comfort and Client assistance For those living external Karnataka or even abroad, getting to Kannada books is much of the time a test. Veeraloka Books guarantees that Kannada writing arrives at each side of the world, with solid conveyance choices. The stage likewise gives responsive client assistance, guaranteeing that any inquiries connected with buys, transportation, or returns are expeditiously tended to.

Material goods, gold and fine clothes are of scant concern to her; she likes to lead her life as people in olden times instructed.

Debriding: Deeply imbedded, visible debris not removed by irrigation may be removed carefully with forceps (tweezers) sterilized by either boiling or with an open flame, such as a match or lighter. Carbon (the black stuff) left on forceps after holding them in an open flame is sterile. Removal of visible debris from a wound and/or dead skin from around a wound is called debridement. When the protective layers of the epidermis are opened, the superficial dermal cells dry out and die. These dead cells, together with serum, the watery portion of blood that seeps from the wound, form the familiar eschar (scab). Although wounds heal beneath scabs, the application of occlusive wound dressings, after thorough cleaning, prevents the formation of an eschar by keeping the dermis moist with fluids from the patient’s body, speeding the growth of new skin and wound healing. After closing and/or dressing a deep wound on an extremity, immobilization by splinting reduces lymphatic flow and the spread of microorganisms. Elevation of the extremity decreases swelling. Both measures reduce the likelihood of wound complications and should be employed whenever possible. Prophylactic antibiotics are not indicated for most wounds. Many authorities would recommend antibiotics for wounds involving tendons, particularly of the hand, bones, or joint spaces, as well as for wounds heavily contaminated with saliva, feces, or soil containing large amounts of organic material. If antibiotics are used, they should be started as soon as possible after the injury, and a broad-spectrum agent should be chosen. Antibiotics require a prescription, and a physician should be consulted well before you start a wilderness trip. Follow the physician’s instructions precisely when using antibiotics. Note: Antibiotics should never be considered a substitute for a vigorous wound cleaning.

until the archives of the Masonic lodges became accessible, researchers were heavily reliant on memoirs and documents confiscated and published by the Order’s foes. Amongst the materials said to have been in Franz Xaver Zwackh’s possession were impressions of government seals to be used for counterfeiting, dissertations in defence of suicide, instructions for making poisonous gas and secret ink, a description of a special safe for the safeguarding of secret papers, and receipts for procuring abortions, along with a formula for making a tea that would induce an abortion. We now know that these were hardly representative of the Order’s activities

Nevertheless, in the field of second and foreign language teaching, behaviorist pedagogy—i.e., direct instruction in various forms—maintains a large following, which seems to grow ever larger in this era of high-stakes testing. The connection is obvious. When educators’ evaluations, pay, promotions, and job security depend on “metrics” of student performance, there is a natural tendency to teach to the test. Hence the proliferation of test-prep materials, paint-by-numbers teaching guides, and commercial learning systems, inevitably advertised as “research-based” and “aligned to the Common Core.

Among the conventional adab anthologies, we encounter a somewhat different organization of the traditional material in the Kitâb Adab ad- dunyâ wa-d-dîn of al-Mâwardî (d. 450/1058).84 The five large chapters of the work deal with 1. the excellence of the intellect and intelligence and the blameworthiness of instinctive desire and blind prejudice (hawâ); 2. the âdâb of knowledge; 3. the âdâb of religion (dealing mainly with the negative aspects of the material world); 4. the âdâb of this world; and 5. the âdâb of the soul. As the plural âdâb indicates, the various ways in which intellectual, religious, practical/material, and spiritual/ethical behavior is to be practised are illustrated by preferably brief and aphoristic statements in prose and, quite often, in verse. As is to be expected, the chapter on knowledge shows no systematic arrangement. It starts out with strong expressions of praise for knowledge and the appropriate Qur- ânic citations and statements by the Prophet and early Muslim authorities. Evidence is presented for the superiority of knowledge over ignorance. The impossibility of attaining complete knowledge is explained, and the need to acquire knowledge of all kinds wherever possible is stressed. The relationship between knowledge and material possessions is explored in the usual manner. It is recommended that the process of studying begin at an early age. Knowledge is dif- cult to acquire. Again, the prevalence of ignorance is discussed. The objectionable character of using knowledge for ulterior purposes comes in for customary mention. There are sayings explaining the best methods of study and instruction, the qualities students ought to possess, the need for long and strenuous study, and the drawbacks of forgetfulness. Then, we read remarks about handwriting, about the usually bad handwriting of scholars, and about their constantly being engaged in writing. Remarks on the qualifi cations of students, the hadîth that “good questions are one half of knowledge,” and sayings about the character qualities of scholars complete the part of the work devoted to knowledge. Its predominantly secular outlook is indicated by the fact that knowledge here continues to precede the discussion of religion and ethics. The basic role conceded to the intellect with respect to both intellectual/educational and religious/ ethical activity is formally acknowledged by placing the chapter on it at the beginning, as was also the case in the work of al-Marzubânî.

The village farms were administered by local “instruction committees.” These committees were in charge of everything—machinery, irrigation, materials. Farmers had no choice but to follow the committee’s instructions. The system was known as the “feasibility concept.” Feasibility concept! That’s what happens to language in countries like North Korea. A totalitarian dictatorship is a “democratic republic.” Bondage is known as “emancipation.

In a 5 November leader article the West African Pilot vented its anger at Churchill’s words in the Commons: ‘That a British prime Minister could utter such a statement during an unparalleled destructive war which has cost Colonial peoples their material resources and manpower is, indeed, a revelation. What, now, must we expect our fate to be after the war?’120 Nnamdi ‘Zik’ Azikiwe, the editor of this pioneering Nigerian nationalist newspaper, also cabled Churchill requesting clarification of the discrepancy between Attlee’s statement and Churchill’s. Did the Charter apply to West Africa or not? Churchill gave instructions for a reply, which, echoing his Commons statement, claimed that the government’s Empire policy was ‘already entirely in harmony with the high conceptions of freedom and justice which inspired the joint declaration [i.e. the Atlantic Charter]’. Therefore, no fresh statement of policy on Africa was required.121 But his efforts were to no avail. In 1943 Zik travelled with a delegation to Britain and used the Charter as the basis for a demand for a timescale for complete independence.

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

One of the most amazing commentaries on the fallen human nature to be found in all the Word of God is right here in this passage. After one thousand years of a perfect environment, with an abundance of material possessions and spiritual instruction for everyone, no crime, no war, no external temptation to sin, with the personal presence of all the resurrected saints and even Christ Himself, and with Satan and all his demons bound in the abyss, there are still a multitude of unsaved men and women on earth who are ready to rebel against the Lord the first time they get a chance.2

the idea of demonic transmigration. There were the expected Catholic texts from the Rituale Romanum, containing the rites and guidelines for major exorcisms, but also a host of more arcane materials whose origins ranged from India to Egypt. She found passages copied from the Zohar, the Jewish mystical text of Kabbalistic teachings, describing the ways in which a demon could secretly slip into a victim’s soul, and how it could only be dislodged by a minyan reciting Psalm 91 three times; if the rabbi then blew a certain melody on the shofar, or ram’s horn, the sound would in effect “shatter the body” and shake the evil spirit loose. Even the Muslims had their methods for disposing of wandering demons. The prophet Muhammad instructed his followers to read the last three suras from the Koran—the Surat al-Ikhlas (the Fidelity), the Surat al-Falaq (the Dawn), and the Surat an-Nas (Mankind)—and drink water from the holy well of Zamzam.

Learn the Right Words Here’s an interesting fact about the English language: Of the thousands of words in this well-developed language, only about 300 to 400 are normally used. What’s more, these 300 to 400 words make up around 65 % of all written material. The rest of the words are simply not used that commonly. And this is the case in almost all other languages too.

Differentiated instruction theory reinforces the importance of effective classroom management and reminds teachers of meeting the challenges of effective organizational and instructional practices. Engagement is a vital component of effective classroom management, organization, and instruction. Therefore teachers are encouraged to offer choices of tools, adjust the level of difficulty of the material, and provide varying levels of scaffolding to gain and maintain learner attention during the instructional episode.

The henna plant has been used since several eras ago for dyeing and staining, be it for skin, nails, hair or materials such as cloth.

Some forms of instruction seem to assume that the concept of the parent or the teacher can be fully captured in words and then transplanted, through the ears of the hearers, into their minds. This view of instruction sets the stage for failure. As adults, we can give children content—information and experiences—as material with which they can build understandings, but each child must construct his or her own concepts.

In this world man is not meant to toil like hogs. He must be intelligent to realize the importance of human life and refuse to act like an ordinary animal. A human being should realize the aim of his life, and this direction is given in all Vedic literatures, and the essence is given in Bhagavad-gītā. Vedic literature is meant for human beings, not for animals. Animals can kill other living animals, and there is no question of sin on their part, but if a man kills an animal for the satisfaction of his uncontrolled taste, he must be responsible for breaking the laws of nature. In the Bhagavad-gītā it is clearly explained that there are three kinds of activities according to the different modes of nature: the activities of goodness, of passion and of ignorance. Similarly, there are three kinds of eatables also: eatables in goodness, passion and ignorance. All of this is clearly described, and if we properly utilize the instructions of Bhagavad-gītā, then our whole life will become purified, and ultimately we will be able to reach the destination which is beyond this material sky.