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.

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

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

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?

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.

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

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.

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.

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.

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.

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.

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

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.

And where is Jarlaxle?” “Secure and waiting your instructions.” “In the Clawrift?” “He is secure.” “Is he even on the Material Plane?” “Where else would be be?” “Does one ever know with Jarlaxle?” Arathis Hume conceded that with a shrug.

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

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

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 other article was by Lois Weiner, a professor who prepared urban teachers at New Jersey City University. Weiner was a parent activist at P.S. 3 in District 2, which she described as a highly progressive alternative school with an unusual degree of parent involvement. She claims that district administrators were stifling teachers and parents at P.S.3 by mandating "constructivist" materials and specific instructional strategies ... She [Weiner] continued, "The degree of micromanagement is astounding." Those who challenged the district office's mandates, she said, risked getting an unsatisfactory rating or being fired. Weiner contended that "opposition from parents is building against the new math curriculum," which was supposed to be field-tested with control groups, but instead was mandated for every classroom." Teachers were expressly prohibited from using other math textbooks or materials, and some were clandestinely "photocopying pages of now-banned workbooks.

Message to Extraterrestrial Civilizations First Draft [Complete Text] Attention, you who have received this message! This message was sent out by a country that represents revolutionary justice on Earth! Before this, you may have already received other messages sent from the same direction. Those messages were sent by an imperialist superpower on this planet. That superpower is struggling against another superpower for world domination so that it can drag human history backwards. We hope you will not listen to their lies. Stand with justice, stand with the revolution! [Instructions from Central Leadership] >This is utter crap! It’s enough to put up big-character posters27 everywhere on the ground, but we should not send them into space. The Cultural Revolution leadership should no longer have any involvement with Red Coast. Such an important message must be composed carefully. It’s probably best to have it drafted by a special committee and then discussed and approved by a meeting of the Politburo. Signed: XXX Date: XX/XX/196X Second Draft [omitted] Third Draft [omitted] Fourth Draft [Complete Text] We extend our best wishes to you, inhabitants of another world. After reading the following message, you should have a basic understanding of civilization on Earth. By dint of long toil and creativity, the human race has built a splendid civilization, blossoming with a multitude of diverse cultures. We have also begun to understand the laws governing the natural world and the development of human societies. We cherish all that we have accomplished. But our world is still flawed. Hate exists, as does prejudice and war. Because of conflicts between the forces of production and the relations of production, wealth distribution is extremely uneven, and large portions of humanity live in poverty and misery. Human societies are working hard to resolve the difficulties and problems they face, striving to create a better future for Earth civilization. The country that sent this message is engaged in this effort. We are dedicated to building an ideal society, where the labor and value of every member of the human race are fully respected, where everyone’s material and spiritual needs are fully met, so that civilization on Earth may become more perfect. With the best of intentions, we look forward to establishing contact with other civilized societies in the universe. We look forward to working together with you to build a better life in this vast universe.

Message to Extraterrestrial Civilizations First Draft [Complete Text] Attention, you who have received this message! This message was sent out by a country that represents revolutionary justice on Earth! Before this, you may have already received other messages sent from the same direction. Those messages were sent by an imperialist superpower on this planet. That superpower is struggling against another superpower for world domination so that it can drag human history backwards. We hope you will not listen to their lies. Stand with justice, stand with the revolution! [Instructions from Central Leadership] This is utter crap! It’s enough to put up big-character posters everywhere on the ground, but we should not send them into space. The Cultural Revolution leadership should no longer have any involvement with Red Coast. Such an important message must be composed carefully. It’s probably best to have it drafted by a special committee and then discussed and approved by a meeting of the Politburo. Signed: XXX Date: XX/XX/196X Second Draft [omitted] Third Draft [omitted] Fourth Draft [Complete Text] We extend our best wishes to you, inhabitants of another world. After reading the following message, you should have a basic understanding of civilization on Earth. By dint of long toil and creativity, the human race has built a splendid civilization, blossoming with a multitude of diverse cultures. We have also begun to understand the laws governing the natural world and the development of human societies. We cherish all that we have accomplished. But our world is still flawed. Hate exists, as does prejudice and war. Because of conflicts between the forces of production and the relations of production, wealth distribution is extremely uneven, and large portions of humanity live in poverty and misery. Human societies are working hard to resolve the difficulties and problems they face, striving to create a better future for Earth civilization. The country that sent this message is engaged in this effort. We are dedicated to building an ideal society, where the labor and value of every member of the human race are fully respected, where everyone’s material and spiritual needs are fully met, so that civilization on Earth may become more perfect. With the best of intentions, we look forward to establishing contact with other civilized societies in the universe. We look forward to working together with you to build a better life in this vast universe.

Greg Aloi Singapore Business Process Depending on the business, the business process specialist may be required to do more than assess and provide solutions. Greg Aloi Some companies ask the specialist to implement the solutions, a request that usually requires technical and project management skills. In addition, the specialist may be asked to test the new process to ensure its successful implementation. Greg Aloi Singapore Some companies ask the business process specialist to participate in training employees to use the new solutions effectively. Training may include the development of training materials and the communication of training information in the classroom or online instruction sessions. Greg Aloi This is a way to ensure that everyone gets the same message in the same training.

Johnson noted that Bishop Brown not only wrote such books for adults but he also wrote books for children in order to indoctrinate them in atheism. Said Johnson, “He also issued antireligious material for children. … When I was a member of the Communist Party, the Communist Party paid special attention to the indoctrination of the youth. They in fact issued special bulletins instructing leaders and teachers with regard to the type of training for the youth.

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.

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.

Whereas in his ontological composition he is made to find his fulfillment in God as his ultimate referent, constant pleasure, and total purpose, since fallen man is sensorial in his mode of being then in his basic and rightful urge towards this infinite fulfillment he is tragically and constantly attaching it to the unreliable fluctuations of material

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.

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. If something inside you is real, we will probably find it interesting, and it will probably be universal. So you must risk placing real emotion at the center of your work. Write straight into the emotional center of things. Write toward vulnerability. Don’t worry about appearing sentimental. Worry about being unavailable; worry about being absent or fraudulent. Risk being unliked. Tell the truth as you understand it. If you’re a writer, you have a moral obligation to do this. And it is a revolutionary act—truth is always subversive.

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.

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.

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.

How to Pass 10th & 12th Class from Nios Open school in gurugram, sohna, manesar To pass 10th and 12th class from an open school, you can follow these general steps: Choose a recognized open school: Research and identify a recognized open school or board in your country or region that offers the 10th and 12th class examinations. Some well-known open school boards include the National Institute of Open Schooling (NIOS) in India and the Open Schooling System in many countries. Enroll in the open school: Contact the open school or board and inquire about the enrollment process. They will provide you with the necessary information and forms to complete the registration. Typically, you will need to submit personal details, educational history, and any required documentation. Understand the curriculum: Obtain the curriculum and syllabus provided by the open school for the 10th and 12th classes. Familiarize yourself with the subjects and topics that you will be studying. It’s important to understand the course requirements to plan your studies effectively. Self-study and prepare: Since open schools provide flexibility, you will primarily be responsible for self-studying. Create a study schedule and allocate sufficient time to each subject. Utilize textbooks, online resources, and study materials provided by the open school. Take advantage of any tutoring or coaching options available to you. Attend contact classes (if available): Some open schools offer optional contact classes or tutorials to provide additional support to students. These classes are conducted by experienced teachers who can clarify doubts and provide guidance. If such classes are available, consider attending them to enhance your understanding of the subjects. Complete assignments and practicals: Open schools often require students to complete assignments, projects, and practical examinations alongside the theoretical exams. Pay attention to the guidelines provided by the open school and complete these tasks within the given deadlines. Take the examinations: Open schools have their own examination schedules. Register for the exams as per the instructions provided by the open school. Adhere to the examination timetable and make sure to reach the examination center on time. Prepare well and give your best during the exams. Results and certification: After the completion of exams, the open school will announce the results within a specific timeframe. Once you pass the exams, you will receive a passing certificate or mark sheet from the open school board. This certificate is recognized and holds the same value as certificates obtained from traditional schools. Remember, the specific process may vary depending on the open school or board you choose. It is important to closely follow the guidelines and instructions provided by the open school throughout the process. Contact for Admission: For more information for admission & and guidance please contact us on +91 9716451127, 9560957631

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

IRCC Announces Eligible Programs for PGWPs Immigration, Refugees and Citizenship Canada (IRCC) has updated its guidelines regarding the programs eligible for a Post-Graduation Work Permit (PGWP). As of November 1, international graduates applying for a PGWP must meet additional field of study requirements to qualify for this essential work permit. Eligible Fields of Study for PGWPs The eligible fields of study for the PGWP correspond to the occupation-based Express Entry categories introduced by IRCC in 2023. These categories are aligned with national labor market demands and include the following: • Agriculture and Agri-Food • Healthcare • Science, Technology, Engineering, and Mathematics (STEM) • Trade • Transport Eligible programs in these fields are classified using the Classification of Instructional Programs (CIP), a systematic approach to describing and categorizing educational programs in Canada, akin to the National Occupation Classification (NOC) system used for job classification. Below is a summary of selected instructional programs eligible for the PGWP, along with their respective CIP codes: CIP 2021 Title CIP 2021 Code Field of Study Category Agricultural business and management, general 01.0101 Agriculture and agri-food Animal/livestock husbandry and production 01.0302 Agriculture and agri-food Plant nursery operations and management 01.0606 Agriculture and agri-food Animal health 01.0903 Agriculture and agri-food Agronomy and crop science 01.1102 Agriculture and agri-food Special education and teaching, general 13.1001 Healthcare Exercise physiology 26.0908 Healthcare Physical therapy assistant 51.0806 Healthcare Polysomnography 51.0917 Healthcare Cytotechnology/cytotechnologist 51.1002 Healthcare Computer programming/programmer, general 11.0201 STEM Chemical engineering 14.0701 STEM Engineering mechanics 14.1101 STEM Water, wetlands and marine resources management 03.0205 STEM Computer graphics 11.0803 STEM Electrician 46.0302 Trade Heating, air conditioning, ventilation and refrigeration maintenance technology/technician 47.0201 Trade Machine tool technology/machinist 48.0501 Trade Insulator 46.0414 Trade Plumbing technology/plumber 46.0503 Trade Heavy equipment maintenance technology/technician 47.0302 Transport Air traffic controller 49.0105 Transport Truck and bus driver/commercial vehicle operator and instructor 49.0205 Transport Flight instructor 49.0108 Transport Transportation and materials moving, other 49.9999 Transport

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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.

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

The mission of the Incarnate Word High School Library is to stimulate and support learning with appropriate resources and programs in order for students to become critical thinkers. Students are encouraged to become lifelong learners who not only love reading but also have the skills to find, analyze and use information. The Library supports the School curriculum, promotes the enjoyment of reading, and develops skills in critical and effective use of information resources by providing instruction to foster competence in acquiring, evaluating and using information and ideas; stimulating interest in reading and appreciation of literature; and providing intellectual and physical access to materials in multiple formats.

The Goal of Pleasing God by Obeying His Commands (4: 1-2)American culture is caught up with the grand goal of enjoying life and pleasing oneself. For example, a recent magazine article discussing vacation homes as investments led with the caption: "The No. 1 reason to build a vacation home is to enjoy yourself. " Today more than ever society is caught up in concern for health and personal well-being. Churches sometimes try to attract people to their services by advertising that what goes on at church will be enjoyable to them. Some churches advertise that contemporary music and coffee will be served throughout the service. One can even enjoy breakfast beforehand at a church cafeteria or be entertained by "sitcom-like" plays. Some of these things may not be bad in themselves, but the impression is that of the church attempting to attract people by dangling before them the kinds of pleasures that they can find outside the church. If a church does this too consistently, then what it may have to offer may be no different, ultimately, than what the world offers. We must not fool ourselves and think that things were radically different in the first century. A few years ago I went to Turkey (old Asia Minor) to see the ancient sites of the towns where the seven churches of Revelation were located. At Pergamum I visited the ruins of an ancient Roman health spa, where, among other things, people would go to be rejuvenated emotionally because of depression. There were even rooms where a patient could rest; in the ceiling were little holes through which the priestly attendants of the spa would whisper encouraging things to help the victims recuperate psychologically. Whether in the ancient world or today, the chief end of humanity has often been to take pleasure in this life. In contrast, our passage begins by affirming the opposite: humanity's chief goal ought to be to take pleasure in pleasing God. Such passages in Scripture as this fueled the great confession, "The chief end of man is to glorify God and to enjoy Him forever. " Granted, Christians enjoy the material pleasures of this life, but only as a gift from the gracious God whom they serve (1 Tim 4: 4). This world is not an end in itself to be enjoyed. On the basis that God has begun to work in the readers and that they are beginning to live in order to please God, Paul appeals to them to excel in this: we ask you and urge you in the Lord Jesus to do this more and more. The main point of 4: 1 is that the ultimate purpose of living as a Christian is not to please oneself but increasingly to please God (Rom 8: 8; 15: 1-6). This develops further the earlier reference to pleasing God (2: 4) and walking worthily for the goal of achieving God's glory for which they have been called (2: 12). The Greek text of 4: 1 reads "just as you received from us how it is necessary for you to walk so as to please God. " Although the NIV leaves out "it is necessary" (dei; so also Moffatt 1970 and NLT), most other translations attempt to express it, typically by "you must" or "you ought. " Some readers may understand this to mean that Christians should live in the way Paul had instructed, but if they do not they will not experience the full blessing they could otherwise. Paul's urging of them to excel, however, suggests that there is a necessity that his readers live this lifestyle and that such living is not optional for less seriously minded Christians. Indeed, this necessity is heightened by the fact that such a lifestyle is a divine commandment (4: 2), that God has called believers to this conduct (4: 7), that God has given true believers the power to fulfill this commandment (3: 12-13) and that to reject living in this manner is tantamount to rejecting God (4: 8). Consequently, it is necessary that God's true people live this way if they want to avoid the inevitable last judgment (4: 6). Paul says the basis for his appeal that they please God is grounded in the authority of the Lord Jesus

We warrant the Device against defects in materials and workmanship under ordinary consumer use for one year from the date of original retail purchase. During this warranty period, if a defect arises in the Device, and you follow the instructions for returning the Device, we will, at our option, to the extent permitted by law, either

Of course, much (though not all) of America’s “unwritten Constitution” does involve written materials, such as venerable Supreme Court opinions, landmark congressional statutes, and iconic presidential proclamations. These materials, while surely written texts, are nonetheless distinct from the written Constitution and are thus properly described by lawyers and judges as parts of America’s unwritten Constitution. America’s unwritten Constitution encompasses not only rules specifying the substantive content of the nation’s supreme law but also rules clarifying the methods for determining the meaning of this supreme law. Since the written Constitution does not come with a complete set of instructions about how it should be construed, we must go beyond the text to make sense of the text.

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.

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.

Teachers influence the problems that are posed through engaging students with specific materials and experiences as well as by determining the understandings at the center of a particular unit of inquiry. Teachers, however, negotiate the curriculum with students, not just build curriculum from students, so that investigations grow out of process. Guided inquiry, where the teacher is the problem-poser and students are problem-solvers, is often found in skill instruction. For example, teachers may use assessment to determine students' needs as readers and

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.

Once you understand the logic behind modern schooling, its tricks and traps are fairly easy to avoid. School trains children to be employees and consumers; teach yours to be leaders and adventurers. School trains children to obey reflexively; teach yours to think critically and independently. Well-schooled kids have a low threshold for boredom; help your own to develop an inner life so that they'll never be bored. Urge them to take on the serious material, the grown-up material, in history, literature, philosophy, music, art, economics, theology — all the stuff schoolteachers know well enough to avoid. Challenge your kids with plenty of solitude so that they can learn to enjoy their own company, to conduct inner dialogues. Well-schooled people are conditioned to dread being alone; they seek constant companionship through the TV, the computer, the cell phone, and through shallow friendships quickly acquired, quickly abandoned. Your children should have a more important life, and they can. Don't let your own children have their childhoods extended, not even for a day. If David Farragut could take command of a captured British warship as a preteen, if Ben Franklin could apprentice himself to a printer at the same age, . . . there's no telling what your own kids could do. (p. xxii) — John Taylor Gatto, Weapons of Mass Instruction

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.

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

It All Starts at Home The quality of the time that their parents devote to them indicates to children the degree to which they are valued by their parents…. When children know that they are valued, and when they truly feel valued in the deepest parts of themselves, then they feel valuable. —M. SCOTT PECK     It was a source of much aggravation to some fish to see a number of lobsters swimming backward instead of forward. So they called a meeting, and it was decided to start a class for the lobsters’ instruction. This was done, and a number of young lobsters came. (The fish had reasoned that if they started with the young lobsters, as they grew up, they would learn to swim properly.) At first they did very well, but afterward, when they returned home and saw their fathers and mothers swimming in the old way, they soon forgot their lessons. So it is with many children who are well-taught at school but drift backward because of a bad home influence. Psalm 127:1-128:4 gives us some principles for building a family in which children are confident that their parents love them. First, the psalmist addresses the foundation and protection of the home: “Unless the LORD builds the house, its builders labor in vain. Unless the LORD watches over the city, the watchmen stand guard in vain” (127:1). The protective wall surrounding a city was the very first thing to be constructed when a new city was built. The people of the Old Testament knew they needed protection from their enemies, but they were also smart enough to know that walls could be climbed over, knocked down, or broken apart. They realized that their ultimate security was the Lord standing guard over the city. Are you looking for God to help you build your home? Are you trusting the Lord to be the guard over your family? Many forces in today’s society threaten the family. In Southern California we see parents who are burning the candle at both ends to provide all the material things they think will make their families happy. We rise early and retire late, but Psalm 127:2 tells us that these efforts are futile. We are to do our best to provide for and protect our families, but we must trust first and foremost in God to take care of them. When we tend our gardens, we’re rewarded by corn, tomatoes, cucumbers, and beans. Just as the harvest of vegetables is our reward, a God-fearing child is a parent’s reward. After parents tend to their children’s instruction in the ways of God’s wisdom and His Word, they do see the work God is

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.

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.

Your consistent energy is the transfer of optimization, and the divine coadjutor is perfectly instructed by your deities power and its synopsis, but not with vehemence stopgap. This exceeds and leverages an enormous amount of impermanent precision, in which the impact of your distinguishable positivity and nerve of spiritual repose, along with its doughtiness, is greatly enhanced without clashes and a blast of uncharted negativity stingo. This is not a somewhat breathtaking discussion. You are not a solo speaker but rather a duet; this is an irrevocable and inalienable gap in life in which your activities are indefeasible. This is the best medicine and fuel for your material livelihood.

Teaching music to beginners is a rewarding journey that requires patience, creativity, and effective instructional strategies. Whether you're introducing young children to their first instrument or guiding adult learners through the basics of music theory, creating engaging lessons is essential for fostering a love for music and promoting skill development. In this blog, we'll explore practical strategies and techniques for teaching music to novices, focusing on methods that inspire enthusiasm, facilitate learning, and cultivate musical growth. Before diving into the lesson material, it's essential to establish clear learning objectives that outline what students will be able to accomplish by the end of each session. These objectives should be specific, measurable, achievable, relevant, and time-bound (SMART), providing students with a clear roadmap for their musical journey. By clearly defining learning goals as emphasized by music teachers like Charles Barnett, students can understand what is expected of them and track their progress over time, enhancing motivation and accountability. Moreover, aligning learning objectives with students' interests, abilities, and developmental stages can help tailor the lesson content to their individual needs and preferences. Whether the goal is to master basic instrumental techniques, understand musical notation, or develop ear training skills, ensuring alignment between objectives and student expectations is crucial for creating engaging and effective music lessons.

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.

Suppose the Universe is understood, first and above all, like life. This life must have its logic (not necessarily human logic), which feeds this purpose, and that is the preservation of life and its meaning, in its universal connotation, as it is and not as we necessarily see it or would like to see it. Although everything is not based only on thought but is the thought itself, this still does not mean that everything that came into existence, as we see it, must be aware of its existence or the thought feeding it. If there is no real matter (other than matter as we perceive it through senses), then even “matter,” unaware of itself, is only a manifestation of a mind expressed through something unaware of itself yet serving an essential purpose in the whole structure of the world (as a manifestation). If the world itself is the Universal Mind's primary purpose, then this world is the only subject, one living organism, to the very Being (Ultimate Mind) that feeds it and sustains it. If it is one organism, it becomes easier to understand why it can be or contain thinking and unthinking “thoughts.” If we analyzed a human organism biologically or in any other way, part by part, without taking it as a whole, we would soon find out that none of these parts, taken separately, would be aware of anything, either of existence or thinking; not even any part of the brain. What is a thinking thing, a thinking thought, a personality, or an I? We can hardly find anything in the Universe that does not contain information in one way or another, irrespective of its awareness or unawareness of itself, because there is a law to be found everywhere, from atoms to galaxies. These laws are information (“thoughts”). Even if the information is a program, there is still a “thought” powering it. We would have to separate the thought, as it is usually understood, to understand the thought as an instruction, the way to the way. If we acknowledge thought in this manner as a function of a living mind, then this thought has different levels of manifestation and expression. If we understand the Universal Mind (Being) this way, we know that the mind (thought) becomes its matter. The mind (thought) is the medium and matter. The mind becomes its material. Awareness or unawareness hides the purpose of every particular mode (thing) with its specific function and purpose. The purpose of every single mode is not awareness on every level but to serve the higher modes it is a part of. Without these particularities and modes, no awareness is possible in the actual Universe, which means that unaware information is the ultimate source of awareness and that awareness itself is impossible without these (lower) modes (unawareness). However, lower modes are possible without awareness.

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.

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

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

Difficulties of technical translation: features, problems, rules Technical translation is one of the most important areas of written translation in modern translation practice. Like the interpretation technique, it has its own characteristics and requirements. The need for this type of work is due to economic and scientific and technical progress, as well as the development of international relations. Thanks to technical translation, people share experience, knowledge and developments in various fields. What are the features of this type of translation? What pitfalls can be encountered on the translator's path? You will learn about this and much more from our article. ________________________________________ Technical translation is one of the most difficult types of legal translation. This is due to the large number of requirements for such work. Technical translation includes all scientific and technical texts, documents, instructions, reports, reference books and dictionaries. The texts of this plan contain a lot of specific terminology, which is the main difficulty of technical translation. A term is a word or a combination of words that accurately names a phenomenon, subject or scientific concept, revealing its meaning as much as possible. The most common technical texts in the following areas: • engineering; • defense; • physics and mathematics; • aircraft construction; • oil industry; • shipbuilding, etc. The main feature of technical translation is the requirement for its high accuracy (equivalence). The task of the translator is to convey information as close as possible to the original. Otherwise, distortions may appear in the text, leading to a misunderstanding of important information. Vocabulary selection is carried out carefully and carefully. The construction of phrases should be logical and meaningful. Other technical translation requirements include adequacy and informativeness. It is equally important to maintain the style of such texts. This includes not only vocabulary, but also the grammatical structure of the text, as well as the way the material is presented. Most often, this is a formal and logical style. Unlike artistic translation, where the main task is to convey the content, and the translator can use his imagination, include fancy turns and various figures of speech, the presence of emotionality and subjectivity is unacceptable in technical translation. Let's consider the peculiarities of technical translation in English. According to the well-known linguist and translator Y. Y. Retsker, English technical literature is characterized by the predominant use of complex or complex sentences, which include adjectives, nouns, as well as impersonal forms of verbs (infinitives, gerundial inflections, etc.). Passive constructions are also often found. In this direction, it is permissible to use only generally accepted grammatical structures. Another feature of such texts may be the absence of a predicate or subject and a large number of enumerations. In addition, the finished text should have an appropriate layout equivalent to the original. Let's consider the basic rules of technical translation for a specialist: • knowledge of the vocabulary, grammar and word structure of the foreign language from which the translation is performed (at the level required for understanding the source text); • knowledge of the language into which the translation is performed (at a level sufficient for a competent presentation of the material); • excellent knowledge of the specifics of texts and terminology; • ability to use linguistic and technical sources of information; • familiarity with the specifics of the field

Start with your childhood, I tell them. Plug your nose and jump in, and write down all your memories as truthfully as you can. Flannery O’Connor said that anyone who survived childhood has enough material to write for the rest of his or her life. Maybe your childhood was grim and horrible, but grim and horrible is Okay if it is well done.

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. ― Swami Lakshmanjoo