Instructional Strategies Quotes

Testing is not a substitute for curriculum and instruction. Good education cannot be achieved by a strategy of testing children, shaming educators, and closing schools.

The reason for this is that prayer is not so much the practice of folding your hands, closing your eyes, and kneeling at the foot of your bed or in a pew as it is an attitude of constantly listening for God’s instructions as you go through the day.

The worship to which we are called in our renewed state is far too important to be left to personal preferences, to whims, or to marketing strategies. It is the pleasing of God that is at the heart of worship. Therefore, our worship must be informed at every point by the Word of God as we seek God’s own instructions for worship that is pleasing to Him.

There’s a great episode of The Office in which this strategy lands Michael Scott and Dwight Schrute in a lake during a sales trip, Michael shouting, “The machine knows!” as he follows the GPS instructions and drives his SUV off the road into the water. I’ve watched a lot of good people drive their lives, their families, their churches, their communities, even their countries into a lake, shouting, “The Bible knows!” all the way down.

But seek first the kingdom of God and His righteousness, and all these things shall be added to you” (Matt. 6:33). God doesn’t need us to ask so that He will know what we want. He knows those needs already, so why does He require us to ask? I believe God instructs us to come to Him with our petitions so that He can infuse us with the answers. He needs us to focus on the need or desire so that He can put into us the blessings and gifts that will draw

[The Spartans] should not make war often, or long, with the same enemy, lest that they should train and instruct them in war, by habituating them to defend themselves.

Chess, like love, is infectious at any age - Salo Flohr

We often hear military experts inculcate the doctrine of giving priority to the decisive theatre. There is a lot in this. But in war this principle, like all others, is governed by facts and circumstances; otherwise strategy would be too easy. It would become a drill-book and not an art; it would depend upon rules and not on an instructed and fortunate judgment of the proportions of an ever-changing scene.

A feigned doubt is curiosity's subtlest picklock, enabling it to learn whatever it wants. Even where learning is concerned, contradiction is the pupil's strategy to make the teacher put all their effort into explaining and justifying the truth: a mild challenge leads to consummate instruction.

In Exodus, chapter 14, Moses must lead the Jews out of Egypt and to safety by parting the Red Sea. This story teaches us a valuable lesson about how we must face the future. I want to draw your attention to two verses in particular. Exodus (14:15) reads: “And the Lord said to Moses, ‘Tell the people of Israel to march forward.’” Exodus (14:16) reads: “Lift up your rod and stretch out your hand over the sea and divide it.” The thing to note here is that Moses is instructed to raise his rod to divide the sea only after telling his people to march forth into the water. The Israelites were actually in the water, some of them up to their necks, and were told to keep marching before the water split. And yet no one complained or feared drowning because the message from God was very clear: walk first into the water and the ocean will split afterwards. Had the Israelites waited around for the waters to part, they would have been waiting a long time—perhaps forever. They had to bring about their own miracle, a truth we can deduce from the peculiar order of these two verses, which is no accident as there are no accidents in Scripture. To succeed at life and business, you too must face the future as the Israelites did at the Red Sea. Get moving now. Do not wait for the bridge. Cross now and the way through will present itself.

Another lesson is that smart professionals might give an instruction to a program based on a sensible-seeming and normally sound assumption (e.g. that trading volume is a good measure of market liquidity), and that this can produce catastrophic results when the program continues to act on the instruction with iron-clad logical consistency even in the unanticipated situation where the assumption turns out to be invalid. The algorithm just does what it does; and unless it is a very special kind of algorithm, it does not care that we clasp our heads and gasp in dumbstruck horror at the absurd inappropriateness of its actions. This is a theme that we will encounter again.

Responsive teaching and assessing means we are always teaching for understanding, continuously checking for understanding, and adjusting instruction as needed.

God commands us to love every man, alien or citizen, Samaritan or Jew, as ourselves; and the act neither of society nor of government can render it our duty to violate this command.

But history always taught children at an early age to seek power and to do whatever means necessary to hold on to it. While the libraries were often filled with endless books dedicated to the strategies on the art of war and the detailed instructions on how to defeat one’s adversaries out on the gruesome battlefields; however, there were seldom any books written discussing on how to cope afterwards. How it felt emotionally to live after the war. Once the battle was fought and won.

(Humans never think to tell their bots things like, say, don’t respond to random individuals wandering the outside of the station. Bots are instructed to report and repel theft attempts, but no one ever tells them not to answer polite requests from other bots.)

Suffering occurs when people so strongly believe the literal contents of their mind that they become fused with their cognitions. In this fused state, the person cannot distinguish awareness from cognitive narratives since each thought and its referents are so tightly bound together. This combination means that the person is more likely to follow blindly the instructions that are socially transmitted through language. In some circumstances, this result can be adaptive; but in other cases, people may engage repeatedly in ineffective sets of strategies because to them they appear to be “right” or “fair” despite negative real-world consequences.

Educational research is not a blunt instrument that shatters all doubt about best practice. Rather it provides general direction that must be interpreted by individual districts, schools, and teachers in terms of their unique circumstances. In short, research will never be able to identify instructional strategies that work with every student in every class. The best research can do is tell us which strategies have a good chance (i.e., high probability) of working well with students. Individual classroom teachers must determine which strategies to employ with the right students at the right time. In effect, a good part of effective teaching is an art—hence the title, The Art and Science of Teaching.

Women are instructed, by the way victims are treated and by the widespread tolerance of an epidemic of violence, that their value is low, that speaking up may result in more punishment, that silence may be a better survival strategy. Sometimes this is called rape culture, but like domestic violence, the term narrows the focus to one act rather than the motive for many; patriarchy is a more useful overarching term.

Research has established that one aspect of reading does need to be taught and practiced as a set of skills, much like math: decoding, the part that involves matching sounds to letters. The problem is that the other aspect of reading—comprehension—is also being taught that way. While there’s plenty of evidence that some instruction in some comprehension strategies can be helpful for some children, there’s no reason to believe it can turn struggling readers into accomplished ones.

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.

when conservatives, but not liberals, are instructed to use reappraisal techniques (e.g., “Try to view the images in a detached, unemotional way”), they express less conservative political sentiments. In contrast, a suppression strategy (“Don’t let your feelings show when you’re looking at this image”) doesn’t work. As we saw, make a liberal tired, hungry, rushed, distracted, or disgusted, and they become more conservative. Make a conservative more detached about something viscerally disturbing, and they become more liberal.46

Assessment can be either formal and/or informal measures that gather information. In education, meaningful assessment is data that guides and informs the teacher and/or stakeholders of students' abilities, strategies, performance, content knowledge, feelings and/or attitudes. Information obtained is used to make educational judgements or evaluative statements. Most useful assessment is data which is used to adjust curriculum in order to benefit the students. Assessment should be used to inform instruction. Diagnosis and assessment should document literacy in real-world contexts using data as performance indicators of students' growth and development.

Buddhist meditation takes this untrained, everyday mind as its natural starting point, and it requires the development of one particular attentional posture—of naked, or bare, attention. Defined as “the clear and single-minded awareness of what actually happens to us and in us at the successive moments of perception,”1 bare attention takes this unexamined mind and opens it up, not by trying to change anything but by observing the mind, emotions, and body the way they are. It is the fundamental tenet of Buddhist psychology that this kind of attention is, in itself, healing: that by the constant application of this attentional strategy, all of the Buddha’s insights can be realized for oneself. As mysterious as the literature on meditation can seem, as elusive as the koans of the Zen master sometimes sound, there is but one underlying instruction that is critical to Buddhist thought. Common to all schools of thought, from Sri Lanka to Tibet, the unifying theme of the Buddhist approach is this remarkable imperative: “Pay precise attention, moment by moment, to exactly what you are experiencing, right now, separating out your reactions from the raw sensory events.” This is what is meant by bare attention: just the bare facts, an exact registering, allowing things to speak for themselves as if seen for the first time, distinguishing any reactions from the core event.

To sum up: at various stages of embryonic development, and at various structural levels, we find different biochemical mechanisms, but analogue principles at work. At every stage and level the game is played according to fixed rules but with flexible strategies (although their flexibility is normally hidden from the eye and revealed only by the transplantation and grafting techniques of experimental embryology). The overall rules of the game are laid down in the complete set of instructions operative at any level at any time is triggered off by messages from the inter- and extra-cellular environment, which vary in character according to structural level and developmental stage: fertilizing agents, cytoplasmic feedbacks, direct-contact evocators, hormones, and other catalysts.

His first decision was to return to Rome without knowing who was in charge or how he’d be received. The stakes skyrocketed when he learned, after landing near Brundisium, that Caesar’s will had made him an heir and—by adoption—a son. He reached the capital as Caius Julius Caesar Octavianus, 9 and out of respect for their martyred leader the legions he encountered took his new status seriously. Octavian could have blown the opportunity by coming across as a twerp. But he saw the difference, even then, between inheriting a title and mastering the art of command. The first can happen overnight. The second can take a lifetime. Octavian never explained how he learned this, but with the privilege of closely observing the greatest of all commanders, he’d had to have been a blockhead not to pick up something. Sun Tzu, untranslated in Europe for another eighteen centuries, suggests what it might have been: If wise, a commander is able to recognize changing circumstances and to act expediently. If sincere, his men will have no doubt of the certainty of rewards and punishments. If humane, he loves mankind, sympathizes with others, and appreciates their industry and toil. If courageous, he gains victory by seizing opportunity without hesitation. If strict, his troops are disciplined because they are in awe of him and are afraid of punishment. 10 Caesar, in turn, appears never to have explained to Octavian why he was being taught. 11 That spared him the hang-ups of knowing he’d be son, heir, and commander. Rome’s Chiron tethered a student who had little sense of being tethered. The constraint conveyed instruction and liberation.

Referring to a mask as a law of nature is another way of saying that it cannot be escaped or transcended; there is no getting beyond or beneath it. But when Deleuze describes the intention of interpretation, we find it is 'an art of piercing masks, of discovering the one that masks himself, why he does it and the point of keeping up the mask while it is being reshaped'." The Nietzschean-inspired disavowal of ideology is based on the claim that critique is only an ongoing series of interpretations where masks give way to nothing but more of their own. Deleuze's instruction is to pierce masks so that motivations and strategies can be discovered, whether they belong to subjects or to a particular manifestation of power. The obvious implication is that the appearance of a mask obscures other qualities that are potentially more fundamental than just another mask.

China’s rise is especially instructive for India. It was driving diplomatically in the late 1970s efforts to forge a united front against the USSR. This is in contrast to its reluctance to intervene, even indirectly, in the 1971 Bangladesh conflict despite being exhorted to do so by the Nixon Administration. What changed during this period was a determination to break up the cooperative strand in the ties between the US and USSR that was constricting China’s strategic space. So it utilized both the Vietnam and Afghanistan conflicts to that end. And thus created a favourable political climate for the flow of Western investments. So much so, that even when the Tiananmen incident happened, there were enough advocates abroad to mitigate the damage. Having more than achieved its strategic objectives when the USSR broke up, China altered course and made up with a Russia coming under pressure.

The need for strict discipline as a basis for all military action is equally evident in the remaining texts. According to Ssu-Ma the perfect army, placed far in the legendary past, requires neither rewards nor punishments. To make use of rewards but impose no punishments is the height of instruction; to impose punishments but issue no rewards is the height of awesomeness. Finally, employing a mixture of both punishments and rewards—combining sticks with carrots, as modern terminology has it—will end up by causing Virtue to decline. Thus the basic idea of dao, which underlines every one of these texts, breaks through once again. Governed by necessity, the best-disciplined army is so flawless that it requires neither rewards nor punishments. Behaving as if it were a single personality, it will follow its commander of its own accord. However, as the remaining texts make clear, this is an ideal that is rarely, if ever, attained.

China’s rise is especially instructive for India. It was driving diplomatically in the late 1970s efforts to forge a united front against the USSR. This is in contrast to its reluctance to intervene, even indirectly, in the 1971 Bangladesh conflict despite being exhorted to do so by the Nixon Administration. What changed during this period was a determination to break up the cooperative strand in the ties between the US and USSR that was constricting China’s strategic space. So it utilized both the Vietnam and Afghanistan conflicts to that end. And thus created a favourable political climate for the flow of Western investments. So much so, that even when the Tiananmen incident happened, there were enough advocates abroad to mitigate the damage. Having more than achieved its strategic objectives when the USSR broke up, China altered course and made up with a Russia coming under pressure. For an Indian assessing this period, it is telling that a competitor willing to take greater risks and pursue strategic clarity not only got a decade’s head start in economic growth but also a more favourable geopolitical balance. So much again for consistency.

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

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

Dr. Fauci’s strategy for managing the COVID-19 pandemic was to suppress viral spread by mandatory masking, social distancing, quarantining the healthy (also known as lockdowns), while instructing COVID patients to return home and do nothing—receive no treatment whatsoever—until difficulties breathing sent them back to the hospital to submit to intravenous remdesivir and ventilation. This approach to ending an infectious disease contagion had no public health precedent and anemic scientific support. Predictably, it was grossly ineffective; America racked up the world’s highest body counts. Medicines were available against COVID—inexpensive, safe medicines—that would have prevented hundreds of thousands of hospitalizations and saved as many lives if only we’d used them in this country. But Dr. Fauci and his Pharma collaborators deliberately suppressed those treatments in service to their single-minded objective—making America await salvation from their novel, multi-billion dollar vaccines. Americans’ native idealism will make them reluctant to believe that their government’s COVID policies were so grotesquely ill-conceived, so unfounded in science, so tethered to financial interests, that they caused hundreds of thousands of wholly unnecessary deaths.

We were talking about childhood dramas. Then I remembered. “You had said something that had confused me,” I said. “You had said that a person cannot play a control drama with us unless we play the matching drama. I didn’t understand that.” “Do you understand now?” “Not really. What are you getting at?” “The scene outside clearly demonstrated what happens if you do play the matching drama.” “How?” She glanced at me briefly. “What drama was the man playing with you?” “He was obviously the Intimidator.” “Right, and what drama did you play?” “I was just trying to get him off my back.” “I know, but what drama were you playing?” “Well, I started off in my aloofness drama, but he kept coming after me.” “Then?” The conversation was irritating me but I tried to get centered and stay with it. I looked at Julia and said, “I guess I was playing a Poor Me.” She smiled. “That’s right.” “I noticed you handled him with no problem,” I said. “Only because I didn’t play the drama he expected. Remember that each person’s control drama was formed in childhood in relation to another drama. Therefore each drama needs a matching drama to be fully played out. What the intimidator needs in order to get energy is either a poor me, or another intimidator. “How did you handle it?” I asked, still confused. “My drama response would have been to play the Intimidator myself, trying to out intimidate him. Of course, this would probably have resulted in violence. But instead I did what the Manuscript instructs. I named the drama he was playing. All dramas are covert strategies to get energy. He was trying to intimidate you out of your energy. When he tried that on me, I named what he was doing.” “That’s why you asked why he was so angry?” “Yes. The Manuscript says that covert manipulations for energy can’t exist if you bring them into consciousness by pointing them out. They cease to be covert. It is a very simple method. The best truth about what’s going on in a conversation always prevails. After that the person has to be more real and honest.” “That makes sense,” I said. “I guess I’ve even named dramas myself before, though I didn’t know what I was doing.” “I’m sure. That’s something all of us have done. We’re just learning more about what is at stake. And the key to making it work is to simultaneously look beyond the drama at the real person in front of you, and send as much energy their way as possible. If they can feel energy coming in anyway, then it’s easier for them to give up their way of manipulating for it.” “What could you appreciate in that guy?” I said. “I could appreciate him as a little insecure boy needing energy desperately.

Recognize the Value of Acting with Uncertainty Anxiety and uncertainty don’t always mean you should stay stuck on pause. If you’re currently stuck in pause mode, and have been for a while, taking some action is usually better than taking no action. When you can recognize the value of acting with uncertainty, you’ll help your brain start to interpret uncertainty as a positive or not-so-terrible state, rather than it causing your alarm bells to ring loudly. The following is a thought experiment that’s aimed at helping you recognize the value of acting even when you don’t feel 100% sure of what the outcome will be or the exact best way to proceed. Experiment: What are some circumstances in which acting with less than 100% certainty of success might be the best option? For example, submitting an application for a grant that will take four hours to prepare. You estimate the likelihood of obtaining the grant is only 10%, but it will be worth $5,000 if you’re successful. Or trying a $50-a-month service that multiple people you trust have recommended. Or spending $100 on paint and painting supplies to see if you like a new room color. You’ve been thinking for years that you want to break out of off-white. Try to come up with three examples of your own. If coming up with three examples is intimidating, come up with just one example. Remember: You can adapt these instructions to suit yourself.

Believe in Your Ability to Cope with Negative Feedback Just like everyone has a vision blind spot, everyone has cognitive blond spots that can lead to making less than stellar choices. For example, you think an outfit looks good on you, and in reality it doesn’t. Or you thought you understood what your boss wanted but later realize you took the instructions in an unintended direction. Since we all have blind spots, making some mistakes and getting some negative feedback is unavoidable. Therefore, unless you plan to go live in a cave, you’re going to need a game plan for how you’ll cognitively and emotionally cope when negative feedback happens. We’ll cover behavioral strategies later in the chapter, but let’s work on the thinking and emotional aspects for now. Experiment: Think about a specific scenario in which you fear negative feedback. If your fears came true: --How would you go about making the required changes? --How could you be self-accepting of your sensitivity to criticism? How could you talk to yourself gently about the emotions you’re feeling instead of criticizing yourself for feeling upset? How could you be patient with yourself while you’re having those feelings? --What self-care would you do while you wait for your heart and upset feelings to pass? (Yes, rewatching episodes of ‘90s TV is a totally acceptable answer.) --What personal support would you access to cope with your emotions? For example, you’d talk to a friend.

A major source of conflict is that men sometimes infer sexual interest on the part of a woman when it does not exist. A series of experiments has documented this phenomenon (Abbey, 1982; Lindgren, George, & Shoda, 2007). In one study, 98 male and 102 female college students viewed a 10-minute videotape of a conversation in which a female student visits a male professor’s office to ask for more time to complete a term paper. The actors in the film were a female drama student and a professor in the theater department. Neither the student nor the professor acted flirtatious or overtly sexual, although both were instructed to behave in a friendly manner. People who witnessed the tape then rated the likely intentions of the woman using a seven-point scale. Women watching the interaction were more likely to say that she was trying to be friendly, with an average rating of 6.45, and not sexy (2.00) or seductive (1.89). Men, also perceiving friendliness (6.09), were significantly more likely than women to infer seductive (3.38) and sexual intentions (3.84). A speed-dating laboratory procedure had men rate women’s sexual interest in them a er a brief interaction and compared those ratings to women’s self-reported sexual interest in each of the men (Perilloux et al., 2012). Again, men exhibited a sexual misperception bias, perceiving women as significantly more interested in them than women actually were. Men high in self-perceived attractiveness and female-evaluated mate value are especially vulnerable to the sexual over-perception bias (Kohl & Robertson, 2014; Perilloux et al., 2012). And men who pursue a short-term mating strategy are also more prone to the sexual over-perception bias (Perilloux et al., 2012), likely because this bias facilitates more frequent attempts to initiate sexual overtures.

Reduce Self-Criticism Reducing self-criticism is a critical part of reducing rumination. Self-criticism is a fuel source for your rumination fire. People use self-criticism to try to encourage themselves to do better in the future. For example, someone might ruminate after overeating or if she perceives she has mucked up a social situation, and then mentally beat herself up about her mistakes. However, harsh self-criticism doesn’t help you move forward because it isn’t a very effective motivational tool, especially if you’re already ruminating. People who are in a pattern of trying to use self-criticism as motivation often fear that reducing it will make them lazy. It won’t. In fact, giving yourself a compassionate rather than a critical message will often lead to working harder. For example, one study showed that people who took a hard test and got a compassionate message afterward were willing to study longer for a future similar test, compared to a group of people who took the same test but didn’t get a compassionate message. Giving yourself a simple “don’t be too hard on yourself” message will propel you toward taking useful problem-solving steps. Acknowledging the emotions you’re feeling (such as embarrassed, disappointed, upset) and then giving yourself compassion will lead to your making better choices than criticizing yourself will. Self-compassion will give you the clear mental space you need to make good decisions. Experiment: To practice using self-compassion as an alternative to self-criticism, try the following three-minute writing exercise. There are two versions of this exercise—one that involves thinking about a past mistake and another that involves thinking about something you perceive as a major weakness. Identify a mistake or weakness that you want to focus on, and then write for three minutes using the following instructions: “Imagine that you are talking to yourself about this weakness (or mistake) from a compassionate and understanding perspective. What would you say?” Try this experiment now, or store it away for a future situation in which you find yourself ruminating about a mistake or weakness. This experiment comes from the same series of research studies as the one involving the hard test mentioned earlier. Note that the study participants didn’t receive training in how to write compassionate messages. What they naturally came up with in response to the prompt worked.

Although the term has broadened as the popularity of coaching has expanded, the term coach generally means helping someone move from where he or she is to where he or she needs or wants to be.

Airbnb’s strategy for photographing its hosts’ rooms offers an instructive example. Early on, Airbnb’s founders discovered that one of the key factors that increased the chances of renting a room on Airbnb was the quality of the photographs of that room. It turns out that most of us aren’t professional photographers, and our poorly composed, poorly shot cell phone pictures don’t do a good job of conveying the awesomeness of our living spaces. So the founders took to the road, visiting hosts and taking photographs for them. Obviously, personally visiting every host was hardly a scalable solution, so the the task was soon outsourced to freelance photographers. As Airbnb grew, the strategy shifted from the founders managing a short list of photographers, to an employee managing a large group of photographers, to an automated system managing a global network of photographers. Founder Brian Chesky describes this strategy succinctly: “Do everything by hand until it’s too painful, then automate it.

Its most memorable scene takes place in the piazza at Cesena early one morning in 1502, where the local governor, Remirro de Orco, is found in two pieces, with a bloody knife and a block of wood between them. “The ferocity of the spectacle,” Machiavelli recalls, “left the people at once satisfied and stupefied.” Cesare Borgia had made Remirro the governor of Romagna with instructions to pacify the rebellious province. This he did, but so brutally that he’d never have the loyalty of its people. So Borgia didn’t just sack his subordinate: he disassembled him and displayed the pieces. The shock and awe accomplished its purpose: at the cost of one life, others were saved that would have been lost if a new revolt had broken out.

If one of the goals in reading instruction is to develop a love of reading, strategies instruction is not merely unhelpful, but counterproductive, he argues. ”Reading comprehension strategies seem to take a process that could bring joy, and turn it into work,

Moms and dads are looking for tips and ideas that have immediate application to their children. Parents have a “top ten” list of problems they would like to know how to solve. Parents want practical help, “Just tell me what to do when. . . , or tell me what to say when . . .” You need more than tips and ideas; you need solid biblical truth. Even if we could script conversations and put well-chosen words into your mouth, it would not meet your needs. You would quickly get beyond our script and run out of words. Each interaction within a family has its own unique set of circumstances and personalities. Because God has made human beings and their world complex, there aren’t simple formulas that can be applied to our parenting. If all you have are tips and strategies, you will get beyond your fund of knowledge. Your greatest need is to understand deep truths from the Bible. Solid parenting skills are built on solid truth.

For individuals from low-context cultures, beware of ridiculing a place that just “doesn't bother” to label its roads or provide explicit instructions. For individuals from high-context cultures, be sensitive when hosting low-context individuals by providing more explicit instructions than what would ordinarily be needed with a colleague from your own culture. Find a way to get the understanding and communication needed. Develop a strategy for finding your way. The

Practicing reading strategies ad nauseam doesn’t confer any particular advantage. Data are hard to find on just how much time is spent in practice on “finding the main idea,” “determining the author’s purpose” and other such strategies in the average classroom. “But whatever the proportion of time, much of it is wasted, at least if educators think it’s improving comprehension.,” Willingham writes, this wasted time “represents a significant opportunity cost.” Why? Because building reading instruction around strategies “makes reading really boring” Willingham

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.

Why are there individual differences in people?s bodily communication? Which analogies appear to dominate in bodily communication, and in what ways would the metaphorization and metonymization processes operate? In this study, the relationship of bodily communication performance with cognitive and personality variables is investigated. In the experimental setting, the participants are instructed to communicate certain words one by one nonverbally just as in the ?Silent Movie? game. The stability of expectancy ratings, the factor structure of the performance and the frequency of the ways of representations are analyzed. Interrater reliability analysis, third eye analysis and case studies are conducted; the unsuccessful representations are described and finally, structural equation modeling results are presented. The theories and research on personality and cognition, metaphors, metonymies, analogies, bodily representations, mind-reading, pragmatics and relevance are reviewed and after the exposition of the strategies, schemata and scripts employed in the experiments, a model of bodily communication was proposed.

This strategy, in which the therapist instructs patients not to do what they’re already not doing, is called a paradoxical intervention.

All Aligned Healing is an independent venture to facilitate healing strategies for the public. The knowledge has been conceptualized exclusively to instruct people to listen to their hearts & mind, do meditation, and reap the advantages of healing techniques.

Building on the Pentagon’s anthrax simulation (1999) and the intelligence agency’s “Dark Winter” (2001), Atlantic Storm (2003, 2005), Global Mercury (2003), Schwartz’s “Lockstep” Scenario Document (2010), and MARS (2017), the Gates-funded SPARS scenario war-gamed a bioterrorist attack that precipitated a global coronavirus epidemic lasting from 2025 to 2028, culminating in coercive mass vaccination of the global population. And, as Gates had promised, the preparations were analogous to “preparing for war.”191 Under the code name “SPARS Pandemic,” Gates presided over a sinister summer school for globalists, spooks, and technocrats in Baltimore. The panelists role-played strategies for co-opting the world’s most influential political institutions, subverting democratic governance, and positioning themselves as unelected rulers of the emerging authoritarian regime. They practiced techniques for ruthlessly controlling dissent, expression, and movement, and degrading civil rights, autonomy, and sovereignty. The Gates simulation focused on deploying the usual psyops retinue of propaganda, surveillance, censorship, isolation, and political and social control to manage the pandemic. The official eighty-nine-page summary is a miracle of fortune-telling—an uncannily precise month-by-month prediction of the 2020 COVID-19 pandemic as it actually unfolded.192 Looked at another way, when it erupted five years later, the 2020 COVID-19 contagion faithfully followed the SPARS blueprint. Practically the only thing Gates and his planners got wrong was the year. Gates’s simulation instructs public health officials and other collaborators in the global vaccine cartel exactly what to expect and how to behave during the upcoming plague. Reading through the eighty-nine pages, it’s difficult not to interpret this stunningly prescient document as a planning, signaling, and training exercise for replacing democracy with a new regimen of militarized global medical tyranny. The scenario directs participants to deploy fear-driven propaganda narratives to induce mass psychosis and to direct the public toward unquestioning obedience to the emerging social and economic order. According to the scenario narrative, a so-called “SPARS” coronavirus ignites in the United States in January 2025 (the COVID-19 pandemic began in January 2020). As the WHO declares a global emergency, the federal government contracts a fictional firm that resembles Moderna. Consistent with Gates’s seeming preference for diabolical cognomens, the firm is dubbed “CynBio” (Sin-Bio) to develop an innovative vaccine using new “plug-and-play” technology. In the scenario, and now in real life, Federal health officials invoke the PREP Act to provide vaccine makers liability protection.

Sometimes a therapist will deliberately “prescribe the problem” or symptom that the patient wants to resolve. A young man who keeps putting off finding a job might be told in therapy that he can’t look for a job; a woman who won’t initiate sex with her partner might be told not to initiate it for a month. This strategy, in which the therapist instructs patients not to do what they’re already not doing, is called a paradoxical intervention

England calls the process dissipative adaptation. Potentially, it provides a universal mechanism for coaxing certain molecular systems to get up and dance the entropic two-step. And as that’s what living things do for a living—they take in high-quality energy, use it, and then return low-quality energy in the form of heat and other wastes—perhaps dissipative adaptation was essential to the origin of life.42 England notes that replication itself is a potent tool of dissipative adaptation: if a small collection of particles has become adept at absorbing, using, and dispensing energy, then two such collections are better still, as are four or eight, and so on. Molecules that can replicate might then be an expected output of dissipative adaptation. And once replicating molecules appear on the scene, molecular Darwinism can kick in, and the drive to life begins. These ideas are in their early stages, yet I can’t help but think they would have made Schrödinger happy. Using fundamental physical principles, we have developed an understanding of the big bang, the formation of stars and planets, the synthesis of complex atoms, and now we are determining how those atoms might arrange into replicating molecules well adapted for extracting energy from the environment to build and sustain orderly forms. With the power of molecular Darwinism to select for ever-fitter molecular collections, we can envision how some might acquire the capacity to store and transmit information. An instruction manual passed from one molecular generation to the next, which preserves battle-tested fitness strategies, is a potent force for molecular dominance. Acting out over hundreds of millions of years, these processes may have gradually sculpted the first life.

There are. Storytelling may be the mind’s way of rehearsing for the real world, a cerebral version of the playful activities documented across numerous species which provide a safe means for practicing and refining critical skills. Leading psychologist and all-around man of the mind Steven Pinker describes a particularly lean version of the idea: “Life is like chess, and plots are like those books of famous chess games that serious players study so they will be prepared if they ever find themselves in similar straits.” Pinker imagines that through story we each build a “mental catalogue” of strategic responses to life’s potential curveballs, which we can then consult in moments of need. From fending off devious tribesmen to wooing potential mates, to organizing collective hunts, to avoiding poisonous plants, to instructing the young, to apportioning meager food supplies, and so on, our forebears faced one obstacle after another as their genes sought a presence in subsequent generations. Immersion in fictional tales grappling with a wide assortment of similar challenges would have had the capacity to refine our forebears’ strategies and responses. Coding the brain to engage with fiction would thus be a clever way to cheaply, safely, and efficiently give the mind a broader base of experience from which to operate.

Jennings’ and Greenberg’s Prosocial Classroom Model suggests that teachers’ social-emotional competence and well-being affect the classroom management strategies they use, the relationships they form with students, and their ability to implement SEL programs and practices. These factors, in turn, can contribute to a healthy classroom climate that then leads to students’ own academic and SEL success (from Schonert-Reichel, K. 2017, pp. 137-155).

The integration of psychological principles into transformative teaching offers educators a deeper understanding of student behaviour, cognition, and motivation, enabling them to tailor their instructional strategies to meet individual learning needs and foster transformative learning experiences.

Carson used a number of tricks to get Hyplains the best cattle without spending a penny more than he had to, a process called “putting the kill together.” To assemble a good kill, Carson employed a team of buyers who visited the feedlots and reported back to him what they saw. Carson employed a strategy called “laying the noose.” He gave each of his buyers a secret order to buy several pens of cattle at a given price. Then at an appointed time later in the afternoon, Carson instructed all of them to make the trade. That was called “pulling the noose.” Within minutes, Hyplains locked up thousands of cattle before the competition could get at them. The competitors found out the next morning that the first cut of cattle was off the market.

RICE CAKES These are now a staple for the whole pro peloton. They are super-easy to make and can provide a tasty snack for kids as well. I have used these in other endurance sports, including Olympic sailing. Servings 20 Calories per serving: 157 kcal Carbohydrate per serving: 23 g Fat per serving: 6 g Protein per serving: 3 g INGREDIENTS 500 g white short-grain rice 1 l water 2 tbsp coconut oil 2 tbsp sugar (white or brown) 1 tsp vanilla extract 300 g cream cheese (or 200 g creamed coconut) METHOD 1. In a rice cooker, cook the rice with the water, sugar, vanilla and coconut oil. If you are not using a rice cooker, follow the instructions on the rice packet. 2. When cooked, mix in the cream cheese. For a non-dairy alternative, substitute 200 g of creamed coconut.

Certainly there is no limit to taxation if the benefits derived from public services by society measure up to the cost in taxation.”2 As cited in the quotation at the beginning of this chapter, Obama Sr. is even willing to consider tax rates up to 100 percent! It’s remarkable that this paper by Obama Sr. has gotten so little media coverage. One would expect it to be on the front page of every newspaper and a lead item on the evening news, especially during public debates in America over taxes and massive government intervention in the health care and financial sectors. Notice the two-part economic strategy proposed by Obama Sr.: forced state control over private enterprise, and confiscatory tax rates with no upper limit. We will find it instructive to compare this to President Obama’s economic policies. For example, President Obama frequently talks about people being forced to pay their “fair share” in taxes, but he never specifies what that share is. Here, we have a document that explicitly states his father’s thoughts on the subject and may provide some guidance to the son’s own thinking. Yet for many in the media, these father-son comparisons are completely taboo. For them, it seems, the ghost of Barack Obama Sr. must be quietly ignored, so it cannot be seen haunting the corridors of 1600 Pennsylvania Avenue.

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

older learners are more efficient than younger learners. By using their metalinguistic knowledge, memory strategies, and problem-solving skills, they make the most of second or foreign language instruction. In educational settings, learners who begin learning a second language at primary school level do not always achieve greater proficiency in the long run than those who begin in adolescence. Furthermore, there are countless anecdotes about older learners (adolescents and adults) who achieve excellence in the second language.

The speaker instructs his audience to cheer wildly at the word tomorrow -- then forgot. When he used the word building toward the climax of his presentation, he was so started he fell off the stage.

The worship to which we are called in our renewed state is far too important to be left to personal preferences, whims, or marketing strategies. Pleasing God is at the heart of worship. Therefore, our worship must be informed at every point by the Word of God as we seek God’s own instructions for worship that is pleasing to Him.

There was significant public debate over the merit of these strategies. Research scientists questioned the validity of using test score data to measure teacher effectiveness. Moreover, decades of research had shown that experiences at home and in neighborhoods had far more influence on children’s academic achievement than classroom instruction.

Don’t leave music in the lone territory of the music teacher; make it a part of your instruction. In the words of Bob Marley, “Music gonna teach dem a lesson.

Research on vocabulary learning through reading without focused instruction confirms that some vocabulary can be learned without explicit instruction (see Chapter 6, Study 17). On the other hand, Jan Hulstijn and Batia Laufer (2001) and others provide evidence that vocabulary development is more successful when learners are fully engaged in activities that require them to attend carefully to the new words and even to use them in productive tasks. Izabella Kojic-Sabo and Patsy Lightbown (1999) found that effort and the use of good learning strategies, such as keeping a notebook, looking words up in a dictionary, and reviewing what has been learned were associated with better vocabulary development. Cheryl Boyd Zimmerman (2009) provides many practical suggestions for teaching vocabulary and also for helping learners to continue learning outside the classroom.

Even with instruction and good strategies, the task of acquiring an adequate vocabulary is daunting. What does it mean to ‘know’ a word: •  Grasp the general meaning in a familiar context? •  Provide a definition or a translation equivalent? •  Provide appropriate word associations? •  Identify its component parts or etymology? •  Use the word to complete a sentence or to create a new sentence? •  Use it metaphorically? •  Understand a joke that uses homonyms (words that sound alike but mean different things, such as ‘cents’, ‘sense’, ‘scents’)? Second language learners whose goal is to use the language for both social and academic purposes must learn to do all these things.

Auftrag: The Contract of Leadership Once your team has achieved a high level of competence in performing individual and unit tasks, and where most communication is implicit and the need for written instructions is relatively rare, then you can start leading through missions—as opposed to by assigning tasks, for example. Although hierarchies are not the only type of human organization, I am going to use terms like “subordinate” faute de mieux. If this bothers you, substitute “the person who has the vision for what needs to be done” for “superior” and “a person whom he or she is going to ask to help accomplish it” for “subordinate.” It should be noted, though, that there are few examples of effective combat units that were participatory democracies.

First, a school with a strong, shared sense of mission is more likely to initiate improvement efforts. Second, norms of collegiality are related to collaborative planning and effective decision making. Third, cultures with a strong dedication to improvement are more likely to implement complex new instructional strategies. Finally, schools improve best when small successes are recognized and celebrated through shared ceremonies commemorating both individual and group contributions (Louis, 1994; Fullan, 1998; Abplanalp, 2008).

Implicit Communication The German organizational climate encouraged people to act, and to take the initiative, even during the terror and chaos of war. Within this climate, the principles of mutual trust and intuitive competence make much of implicit communication, as opposed to detailed, written instructions. The Germans felt they had no alternative. As the Chief of the Prussian General Staff in the Franco-Prussian War (1870-71), Field Marshal Helmuth von Moltke, observed in the mid-1800s, the greater risk is the loss of time that comes from always trying to be explicit.61 Or as General Gaedcke commented about his unit in WW II, if he had tried to write everything down, “we would have been too late with every attack we ever attempted.”62

The most disheartening place I visited, which will go unnamed here, was a former communist-bloc nation where the church actually suffered little overt persecution.... Once that nation's churches had made their go-along-get-along strategy for survival a central tenant of their faith, they pretty much forgot the very last instruction Jesus gave His followers - to go and make disciples. Since the government concluded that the church posed little threat and would probably soon wither and die, there was no need for concerted persecution to control believers. These compromised churches had shackled themselves. These believers had failed to share their faith or speak for themselves. They had failed to speak for others when thousands of Jews were slaughtered just blocks from their church's headquarters. They allowed the communist leadership to share space inside their denominational offices. Why would they ever face persecution when they had already surrendered almost everything?

The quality of students wasn’t an issue; Tsinghua and nearby Peking University attracted the highest-scoring students from each year’s national examinations. But the SEM’s curriculum and teaching methods were dated, and new faculty members were needed. To be a world-class school required world-class professors, but many instructors, holdovers from a bygone era, knew little about markets or modern business practices. The school’s teaching was largely confined to economic theory, which wasn’t very practical. China needed corporate leaders, not Marxist theoreticians, and Tsinghua’s curriculum placed too little emphasis on such critical areas as finance, marketing, strategy, and organization. The way I see it, a business education should be as much vocational as academic. Teaching business is like teaching medicine: theory is important, but hands-on practice is essential. Medical students learn from cadavers and hospital rounds; business students learn from case studies—a method pioneered more than a century ago by Harvard Business School that engages students in analyzing complex real-life dilemmas faced by actual companies and executives. Tsinghua’s method of instruction, like too much of China’s educational system, relied on rote learning—lectures, memorization, and written tests—and did not foster innovative, interactive approaches to problem solving. Students needed to know how to work as part of a team—a critical lesson in China, where getting people to work collaboratively can be difficult. At Harvard Business School we weren’t told the “right” or “wrong” answers but were encouraged to think for ourselves and defend our ideas before our peers and our at-times-intimidating professors. This helped hone my analytical skills and confidence, and I believed a similar approach would help Chinese students.

the use of rewards as a motivational strategy is clearly a risky proposition, so we continue to argue for thinking about educational practices that will engage students’ interest and support the development of their self-regulation.

Fénelon expanded on the relationship between Mentor and Telemachus, recounting their travels and lessons together (Smollett, 1997). The modern use of mentor to mean a trusted friend, counselor, or teacher is most likely a result of Fénelon’s book.

If you’re not able to list your strengths, that’s instructive in itself.

reach and then maintain the highest levels of performance

I do not shoot at my military enemy from hatred or revenge; I fight against him because the paramount interests of my country cannot be secured without destroying the instrument by which they are assailed.

as soon as the enemy is rendered harmless, he is to be treated with kindness, and to be taken care of equally with the wounded friend.

God never places man under circumstances in which it is either wise, or necessary, or innocent, to violate his laws.

It may seem, to us short-sighted mortals, better that we were placed in a world where there were no wars, or murders, or thefts; but God has seen fit to order it otherwise.

We live among nations who frequently wage unjust wars; who, disregarding the rights of others, oppress and rob, and even murder their citizens, in order to reach some unrighteous end.

In a 1699 book titled Les Aventures de Telemaque, French writer François Fénelon expanded on the relationship between Mentor and Telemachus, recounting their travels and lessons together (Smollett, 1997). The modern use of mentor to mean a trusted friend, counselor, or teacher is most likely a result of Fénelon’s book.

Assessment is one of the most important tools in personalizing instruction, and one-to-one devices provide opportunities to enhance all forms of assessment. Many large-scale standardized assessments can now be taken with mobile devices, while summative assessments are frequently given online. When teachers and students work together, using mobile devices to conduct formative and benchmark assessments, they can use that information to set personalized goals and strategies, thus planning the most effective, adaptive learning programs.

The Czechs hated the Germans so bitterly that they would not answer any foreigner who spoke German to begin with. Yet, at that time they sympathized with the Russians, who had liberated them from the German fascists. The strategy worked, they explained to us, Mary and myself, how to reach the Hias. The older people stayed behind, at the Railroad station. But we had no money for the fare on the street car. According to the instructions, we were supposed to take two street cars to reach the address. We told the person that we did not have the change for car fare, since we had just arrived from Romania. The second person, whom we asked again offered us the car fare. Soon after we arrived at the Hias, somebody came to the office. There was a cable instructing them to pick us up at Wilson Station. We reached the others and were eventually put up at a hotel, where we also took our meals and were told that we would leave in five days, on a direct train to Paris.

predicted with improvements in teacher behavior” (p. 70), particularly with respect to chunking, scaffolding, pacing, progress monitoring, clarity of content depicted on the IWB, and student response rates. All six of these instructional variables were found to correlate with the size of the IWB effect. In summary, when teachers used these strategies more effectively, student achievement gains were greater.

For many people, writing is a way to clarify their thoughts and communicate their deepest understandings. For others, writing is a barrier to communicating, a seemingly endless gauntlet of rules and restrictions, a daunting maze of grammar and structures. For some challenging students, the expectation to write across the curriculum is overwhelming, not so much an invitation to share as a minefield to cross. The expectation to write and write and write provokes shutdowns and conflicts. For these students, we offered a writing plan with two significant goals: 1) allowing the student to continue to receive direct instruction to improve written output, and 2) allowing the student to demonstrate understanding across the curriculum in ways other than writing.

No two social scientists agree on what “fascism” really is (though everyone agrees it’s terrible!). But historical examples that most people agree to call fascist states all had in common a strong national ideology and a standing army. The State is not just the governor in a fascist country: We are the State, the State is Us. The State is the source of polite behavior and moral instruction. And we know our State – and therefore our ideology – are better than that of neighboring States because our standing army is so much stronger than theirs. If our army is defeated, it has nothing to do with insufficient manpower or poor strategy or losing the arms race. It’s because we were sabotaged by traitors, or because the National Will at home wasn’t strong enough (see “We are the State”; above). Such circular reasoning appeals to the hunter-gatherer instincts which ten thousand years of civilization have not yet eradicated. We want to belong to a tribe. We also want to belong to the right tribe: the strongest tribe, the one that can best protect us. And we want to provide for the tribe with which we identify so closely. Appealing to people’s desire for strength and safety can open any door.

Most schools in most countries place a higher priority on teaching students to follow instructions and rules (becoming A students) than on helping students develop their own ideas, goals, and strategies

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

SET THE STAGE: Gather relevant team members and clearly explain the purpose of the pre-mortem analysis – to identify potential risks and weaknesses, not to criticise the project or individuals. 2. FAST-FORWARD TO FAILURE: Ask your team to imagine that the project has failed and encourage them to visualise the scenario in vivid detail. 3. BRAINSTORM REASONS FOR FAILURE: Instruct each team member to independently generate a list of reasons that could have led to the project’s failure, considering both internal and external factors. It’s important that this is done independently and on paper to avoid groupthink. 4. SHARE AND DISCUSS: Have each team member share their reasons for failure, fostering an open and non-judgemental discussion to uncover potential risks and challenges. 5. DEVELOP CONTINGENCY PLANS: Based on the identified risks and challenges, work together to create contingency plans and strategies to either mitigate or avoid these potential pitfalls altogether.

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.

Managing stress doesn't have to be as daunting as assembling IKEA furniture without instructions. Think of it as tidying up your space with your favorite tunes blasting—turning a chore into a dance-off with your broom.

At the end, without a summarized essence an instruction cannot be given; being in the company of the Malaya Mountain does not make a bamboo tree a sandalwood tree.

If you are young and just starting out in your career, you will want to explore a relatively wide field related to your inclinations—for instance, if your affinity is words and writing, try all the different types of writing until you hit upon the right fit. If you are older and have more experience, you will want to take the skills you have already developed and find a way to adapt them more in the direction of your true calling. Steve Jobs, as one example, merged his two great fascinations: technology and design. Daily Law: Keep in mind that your calling could be combining several fields that fascinate you. Keep the process open ended; your experience will instruct you as to the way. The Laws of Human Nature, 13: Advance with a Sense of Purpose—The Law of Aimlessness

When a business is driven by AI, software instructions and algorithms make up the critical path in the way the firm delivers value.

The essential instruction of centering prayer says, When engaged with your thoughts return ever so gently to the sacred word. As contemplation deepens, you appreciate how important the attitude of gentleness is for letting the living Word of God infuse your practice with the sacred word. Many people struggle with the question “How can I be gentle with the sacred word?” Gentleness is something you learn and practice. You learn gentleness in centering prayer by consciously returning to the sacred word with an ease of spirit. You also learn gentleness in centering prayer by being gentle with yourself when you are effortful. And the best way to learn how to act with gentleness in prayer is to let God teach you. God is gentle. As you let go of thoughts and of thinking about thoughts, you let go of your own strategies about being gentle, and you have space in your awareness for God.

A common assumption is that a superintelligent machine would be like a very clever but nerdy human being. We imagine that the AI has book smarts but lacks social savvy, or that it is logical but not intuitive and creative. This idea probably originates in observation: we look at present-day computers and see that they are good at calculation, remembering facts, and at following the letter of instructions while being oblivious to social contexts and subtexts, norms, emotions, and politics. The association is strengthened when we observe that the people who are good at working with computers tend themselves to be nerds. So it is natural to assume that more advanced computational intelligence will have similar attributes, only to a higher degree.

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

Trans people are forced to be the proverbial cities on a hill which act as instruction and insight to others. Their bravery creates a presence which gives others the opportunity to challenge their biases and overcome them. It’s an uncomfortable role that few of us would actively seek. In your love for them, you play a similar role. You offer a glimpse to others about what love, support, and courage look like.

One who receives sustained instruction in the particulars of the Way of combat strategy will arrive eventually. That is not to say it is easy. If you purge yourself of mistaken ideas and methods in pursuit of the Way, progress in a correct manner, train day in and day out endeavoring to become an expert, a mystical power will aid you in mastery [of the principles of strategy]. [What is the “direct path”? (jikidō)] Simply by looking you will be able to tell what it is and what it is not. If your [daily] deportment is conducted according to the Way, you will not falter even if you do not possess in-depth knowledge. You will not regret your actions. You will eventually become a master [of the Way].

Teaching our children to practice mental health hygiene and instructing them on how to apply the principles of emotional first aid can have an extraordinary impact on their lives and on society at large.

Step 4: Pumpkins and Melons Planting Pumpkins • When you break a pumpkin, you get a full pumpkin.