Intervention Team Quotes

His polytheistic hankerings were dramatically demonstrated in 1981 when he suffered an assassination attempt in Rome, and attributed his survival to intervention by Our Lady of Fatima: 'A maternal hand guided the bullet.' One cannot help wondering why she didn't guide it to miss him altogether. Others might think the team of surgeons who operated on him for six hours deserved at least a share of the

McKusick's belief in this paradigm-the focus on disability rather than abnormalcy-was actualized in the treatment of patients in his clinic. Patients with dwarfism, for instance, were treated by an interdisciplinary team of genetic counselors, neurologists, orthopedic surgeons, nurses, and psychiatrists trained to focus on specific disabilities of persons with short stature. Surgical interventions were reserved to correct specific deformities as they arose. The goal was not to restore "normalcy"-but vitality, joy, and function. McKusic had rediscovered the founding principles of modern genetics in the realm of human pathology. In humans as in wild flies, genetic variations abounded. Here too genetic variants, environments, and gene-environment interactions ultimately collaborated to cause phenotypes-except in this case, the "phenotype" in question was disease. Here too some genes had partial penetrance and widely variable expressivity. One gene could cause many diseases, and one disease could be caused by many genes. And here too "fitness" could not be judged in absolutes. Rather the lack of fitness-illness [italicized, sic] in colloquial terms- was defined by the relative mismatch between an organism and environment.

Traditionally siloed technical teams interact through complex ticketing systems and ritualistic request procedures, which may require director-level intervention. A team taking a more DevOps approach talks about the product throughout its lifecycle, discussing requirements, features, schedules, resources, and whatever else might come up. The focus is on the product, not building fiefdoms and amassing political power.

The Rebellions were the first gang in The Bahamas, to come up with a popular logo/brand in the wearing of Raiders clothing. However, other neighborhoods gave birth to their own gangs using popular sporting team images as their official colors and name. You had the Hoyas Bull Dogs out of Kemp Road; the Coconut Grove area took on the name Nike, which became their clothing of choice. Miami Street took on the name Hurricanes, and wore Miami Hurricanes clothing. However, when you look at it closely, because of the lack of involved fathers, a lot of us were simply lacking an image and a positive identity of ourselves.

Pope John Paul II created more saints than all his predecessors of the past several centuries put together, and he had a special affinity with the Virgin Mary. His polytheistic hankerings were dramatically demonstrated in 1981 when he suffered an assassination attempt in Rome, and attributed his survival to intervention by Our Lady of Fatima: ‘A maternal hand guided the bullet.’ One cannot help wondering why she didn’t guide it to miss him altogether. Others might think the team of surgeons who operated on him for six hours deserved at least a share of the credit; but perhaps their hands, too, were maternally guided.

To most Europeans, I guess, America now looks like the most dangerous country in the world. Since America is unquestionably the most powerful country, the transformation of America’s image within the last thirty years is very frightening for Europeans. It is probably still more frightening for the great majority of the human race who are neither Europeans nor North Americans, but are Latin Americans, Asians and Africans. They, I imagine, feel even more insecure than we feel. They feel that, at any moment, America may intervene in their internal affairs with the same appalling consequences as have followed from American intervention in Southeast Asia.

Among DID individuals, the sharing of conscious awareness between alters exists in varying degrees. I have seen cases where there has appeared to be no amnestic barriers between individual alters, where the host and alters appeared to be fully cognizant of each other. On the other hand, I have seen cases where the host was absolutely unaware of any alters despite clear evidence of their presence. In those cases, while the host was not aware of the alters, there were alters with an awareness of the host as well as having some limited awareness of at least a few other alters. So, according to my experience, there is a spectrum of shared consciousness in DID patients. From a therapeutic point of view, while treatment of patients without amnestic barriers differs in some ways from treatment of those with such barriers, the fundamental goal of therapy is the same: to support the healing of the early childhood trauma that gave rise to the dissociation and its attendant alters. Good DID therapy involves promoting co­-consciousness. With co-­consciousness, it is possible to begin teaching the patient’s system the value of cooperation among the alters. Enjoin them to emulate the spirit of a champion football team, with each member utilizing their full potential and working together to achieve a common goal. Returning to the patients that seemed to lack amnestic barriers, it is important to understand that such co-consciousness did not mean that the host and alters were well-­coordinated or living in harmony. If they were all in harmony, there would be no “dis­ease.” There would be little likelihood of a need or even desire for psychiatric intervention. It is when there is conflict between the host and/or among alters that treatment is needed.

the greatest inspiration for institutional change in American law enforcement came on an airport tarmac in Jacksonville, Florida, on October 4, 1971. The United States was experiencing an epidemic of airline hijackings at the time; there were five in one three-day period in 1970. It was in that charged atmosphere that an unhinged man named George Giffe Jr. hijacked a chartered plane out of Nashville, Tennessee, planning to head to the Bahamas. By the time the incident was over, Giffe had murdered two hostages—his estranged wife and the pilot—and killed himself to boot. But this time the blame didn’t fall on the hijacker; instead, it fell squarely on the FBI. Two hostages had managed to convince Giffe to let them go on the tarmac in Jacksonville, where they’d stopped to refuel. But the agents had gotten impatient and shot out the engine. And that had pushed Giffe to the nuclear option. In fact, the blame placed on the FBI was so strong that when the pilot’s wife and Giffe’s daughter filed a wrongful death suit alleging FBI negligence, the courts agreed. In the landmark Downs v. United States decision of 1975, the U.S. Court of Appeals wrote that “there was a better suited alternative to protecting the hostages’ well-being,” and said that the FBI had turned “what had been a successful ‘waiting game,’ during which two persons safely left the plane, into a ‘shooting match’ that left three persons dead.” The court concluded that “a reasonable attempt at negotiations must be made prior to a tactical intervention.” The Downs hijacking case came to epitomize everything not to do in a crisis situation, and inspired the development of today’s theories, training, and techniques for hostage negotiations. Soon after the Giffe tragedy, the New York City Police Department (NYPD) became the first police force in the country to put together a dedicated team of specialists to design a process and handle crisis negotiations. The FBI and others followed. A new era of negotiation had begun. HEART

Manage Your Team’s Collective Time Time management is a group endeavor. The payoff goes far beyond morale and retention. ILLUSTRATION: JAMES JOYCE by Leslie Perlow | 1461 words Most professionals approach time management the wrong way. People who fall behind at work are seen to be personally failing—just as people who give up on diet or exercise plans are seen to be lacking self-control or discipline. In response, countless time management experts focus on individual habits, much as self-help coaches do. They offer advice about such things as keeping better to-do lists, not checking e-mail incessantly, and not procrastinating. Of course, we could all do a better job managing our time. But in the modern workplace, with its emphasis on connectivity and collaboration, the real problem is not how individuals manage their own time. It’s how we manage our collective time—how we work together to get the job done. Here is where the true opportunity for productivity gains lies. Nearly a decade ago I began working with a team at the Boston Consulting Group to implement what may sound like a modest innovation: persuading each member to designate and spend one weeknight out of the office and completely unplugged from work. The intervention was aimed at improving quality of life in an industry that’s notorious for long hours and a 24/7 culture. The early returns were positive; the initiative was expanded to four teams of consultants, and then to 10. The results, which I described in a 2009 HBR article, “Making Time Off Predictable—and Required,” and in a 2012 book, Sleeping with Your Smartphone , were profound. Consultants on teams with mandatory time off had higher job satisfaction and a better work/life balance, and they felt they were learning more on the job. It’s no surprise, then, that BCG has continued to expand the program: As of this spring, it has been implemented on thousands of teams in 77 offices in 40 countries. During the five years since I first reported on this work, I have introduced similar time-based interventions at a range of companies—and I have come to appreciate the true power of those interventions. They put the ownership of how a team works into the hands of team members, who are empowered and incentivized to optimize their collective time. As a result, teams collaborate better. They streamline their work. They meet deadlines. They are more productive and efficient. Teams that set a goal of structured time off—and, crucially, meet regularly to discuss how they’ll work together to ensure that every member takes it—have more open dialogue, engage in more experimentation and innovation, and ultimately function better. CREATING “ENHANCED PRODUCTIVITY” DAYS One of the insights driving this work is the realization that many teams stick to tried-and-true processes that, although familiar, are often inefficient. Even companies that create innovative products rarely innovate when it comes to process. This realization came to the fore when I studied three teams of software engineers working for the same company in different cultural contexts. The teams had the same assignments and produced the same amount of work, but they used very different methods. One, in Shenzen, had a hub-and-spokes org chart—a project manager maintained control and assigned the work. Another, in Bangalore, was self-managed and specialized, and it assigned work according to technical expertise. The third, in Budapest, had the strongest sense of being a team; its members were the most versatile and interchangeable. Although, as noted, the end products were the same, the teams’ varying approaches yielded different results. For example, the hub-and-spokes team worked fewer hours than the others, while the most versatile team had much greater flexibility and control over its schedule. The teams were completely unaware that their counterparts elsewhere in the world were managing their work differently. My research provide

The responsibilities of each teacher team in the RTI process are as follows: • Clearly define essential student learning outcomes • Provide effective Tier 1 core instruction • Assess student learning and the effectiveness of instruction • Identify students in need of additional time and support • Take primary responsibility for Tier 2 supplemental interventions for students who have failed to master the team’s identified essential standards

the school leadership team should specifically: • Build consensus for the school’s mission of collective responsibility • Create a master schedule that provides sufficient time for team collaboration, core instruction, supplemental interventions, and intensive interventions • Coordinate schoolwide human resources to best support core instruction and interventions, including the site counselor, psychologist, speech and language pathologist, special education teacher, librarian, health services, subject specialists, instructional aides, and other classified staff • Allocate the school’s fiscal resources to best support core instruction and interventions, including school categorical funding • Assist with articulating essential learning outcomes across grade levels and subjects • Lead the school’s universal screening efforts to identify students in need of Tier 3 intensive interventions before they fail • Lead the school’s efforts at Tier 1 for schoolwide behavior expectations, including attendance policies and awards and recognitions (the team may create a separate behavior team to oversee these behavioral policies) • Ensure that all students have access to grade-level core instruction • Ensure that sufficient, effective resources are available to provide Tier 2 interventions for students in need of supplemental support in motivation, attendance, and behavior • Ensure that sufficient, effective resources are available to provide Tier 3 interventions for students in need of intensive support in the universal skills of reading, writing, number sense, English language, motivation, attendance, and behavior • Continually monitor schoolwide evidence of student learning

the primary responsibilities of the site intervention team are to: • Determine the specific learning needs of each student in need of intensive support • Diagnose the cause(s) of the student’s struggles in Tier 1 and Tier 2 • Determine the most appropriate intervention(s) to address the student’s needs • Frequently monitor the student’s progress to see if interventions are achieving the desired outcomes • Revise the student’s intervention(s) when they are not achieving the desired outcomes • Determine when special education identification is appropriate

Collaboration by invitation rarely works. Considering that the professional learning communities process is endorsed by virtually every national teacher professional association, it is difficult to understand why a teaching professional would desire or expect the right to work in isolation. More importantly, if a teacher is allowed to opt out of team collaboration, then that teacher’s students will not benefit from the collective skills and expertise of the entire team. If the purpose of collective responsibility is to ensure that all students learn at high levels, then allowing any teacher to work in isolation would be unacceptable.

every collaborative teacher team ask and answer the following four questions: What is it we want our students to learn? How will we know if each student is learning each of the essential skills, concepts, knowledge, and dispositions that we have deemed most essential? How will we respond when some of our students do not learn? How will we enrich and extend the learning for students who are already proficient? (DuFour et al., 2010)

Collaborative teams of grade-level or course-alike teachers should discuss, debate, and dialogue about which standards are essential, using all of the resources and criteria just mentioned.

The dialogue needs to ensure that team members (1) are interpreting the standard in the same way, (2) have agreement on the level of rigor and what might constitute proficiency, and (3) have identified the prerequisite skills and knowledge necessary for students to be successful in mastering the new standard.

collaborative teacher teams should build assessments to assess narrow learning targets rather than the entire standard.

Collaborative teacher teams are teams of educators whose classes share essential student learning outcomes; these teachers work collaboratively to ensure that their students master these critical standards. The structure for teacher teams could include grade-level, subject/course-specific, vertical, and/or interdisciplinary teams.

A school will get much better results if it spends less time searching for the Holy Grail and more time working in collaborative teacher teams to find the most effective teaching practices for its students.

Collaborative teams of teachers need to have laser-like clarity about where they are going. They need to filter out all distractions and focus on each individual student’s mastery of what has been determined to be essential. Once developed by the team, the essential learnings should be shared with students in order to engage them in their own learning as much as possible.

God's divine power is mighty upon us to do good works.

Tier 1 and Tier 2 are not the responsibility of either teacher teams or school-wide teams—it takes classroom teachers and schoolwide resources. • When everyone is responsible for interventions, nobody is. For this reason, final responsibility to lead certain interventions must be clearly defined. • When determining who should be responsible for a particular intervention, the school should ask, Who is best trained in this area of need? Look beyond job titles. What does the child need, and who has the skills to address those needs? Do the individuals asked to lead a particular intervention have the time and resources necessary to succeed? Is the intervention fair and reasonable to all involved?

many districts have developed a second approach to determining Tier 2 interventions, in which classroom teachers or teacher teams cannot refer students for schoolwide interventions until they can document the interventions that have been tried in their classroom. This approach places responsibility for the initial response of Tier 2 interventions with classroom teachers.

Collaborative teacher teams should take the lead in determining interventions for students who have not learned essential core standards and English language.

Lancaster says that the magic around a reinvention intervention is that the people involved in the process have a say but the establishment—the leadership—doesn’t. “I was there as one member of a team wearing jeans and working alongside everyone else,” says Lancaster, “not as a boss, owner, or CEO.

It’’s very hard to know who is going to commit an act of violence. But... prevention does not require prediction. It does require, however, that we increase overall access to brain health interventions. ... A... tiered system is already working in some schools. At the tier-one level, everyone should have access to brain health screenings and first aid, to conflict resolution programs, and to suicide prevention education. Peer intervention programs teach kids to seek help from trained adults for friends they’re worried about without fear of repercussion. A second tier of attention is trained on kids going through a hard time—a student grieving a lost parent, one who has suffered teasing or bullying, or those in known high-risk populations. For instance, gay, lesbian, bisexual, and transgender kids are at disproportionate risk for bullying, so special efforts might be made to connect those kids to resources. The third level of intervention comes into play when a child has emerged as a particular concern. Perhaps he or she has an ongoing emotional disorder, has talked about suicide, or—as Dylan did— has turned in a paper with violent or disturbing subject matter. The student is then referred to a team of specially trained teachers and other professionals who will interview him or her, look at the student's social media and other evidence, and speak to friends, parents, local law enforcement, counselors, and teachers. The real beauty of these measures is not that they catch potential school shooters, but how effectively they help schools to identify teens struggling with all different kinds of issues: bullying, eating disorders, cutting, undiagnosed learning disorders, addiction, abuse at home, and partner violence — just to name a few. In rare cases, a team may discover that the student has made a concrete plan to hurt himself or others, at which point law enforcement may become involved. In the overwhelming majority of these cases, though, simply getting a kid help is enough.

The following recommendations are suggestive and should not be included in IEP interventions unless agreed to by IEP team.  Parents and teachers are encouraged to modify interventions according to Elton’s unique needs and response and to discontinue any recommendations not resulting in positive progress.

And isn’t this really what it’s all about? Control. Even in the face of overwhelming evidence to the contrary, many of us persist in believing that more choice equals more freedom. Making choices gives us the illusion that we are in control. For instance, some Americans keep guns “for protection” despite the fact that it makes death by a firearm in one’s residence more rather than less likely. Gun ownership gives us the (false) sense that we are in control over our safety. Or consider football. National Football League head coaches (before it was made illegal) often called timeout right before an opposing team lined up for a game-winning try — despite the fact that doing so made the second field goal attempt more rather than less likely to succeed. It also gave them a (false) sense of control. And even in the face of clear evidence that a medical intervention would make a particular sickness worse rather than better, we often go ahead with the treatment nonetheless, rather than do nothing and let the body heal itself. “Doing something” helps convince us that we have some control in a vulnerable and difficult situation. This

Faculties often complain when asked to use team time to read and discuss research, but this step minimizes time wasted applying the wrong interventions to the wrong student for the wrong amount of time.

A college degree is not a magic wand. The idea that hard work and educational achievement alone will completely reverse the socioeconomic conditions of young families and communities of color is both damaging and inaccurate. A 2015 study will show that White college graduates have more than seven times the wealth of Black college graduates and four times the wealth of Hispanic and Latinx college graduates. Even the households of White single parent graduates have twice the wealth of Black and Hispanic or Latinx college graduate households with two parents.1 A degree cannot completely disrupt legacies of oppression. This type of intervention will require intentional policy changes across every system—financial, educational, correctional, human services, and so much more—as well as investments to address the gaps. As opposed to calling a degree a magic wand, my team and I will describe it as a “leveler” in the effort to overcome these disparities.

However, Hatchett and Mecher’s modeling, and the deep dive into the history of the Spanish flu, started to change minds inside the public health establishment, and especially the CDC. The findings on the NPIs from 1918 were so striking that they surprised the team. The nonpharmaceutical interventions had a profound effect on slowing spread, but they needed to be adopted early in the course of a pandemic. The best way to contain a pandemic would remain through vaccination. But it might be months, or longer, before a vaccine could be made available.

Michael Meoli has served as a paramedic in San Diego and was a field training officer as well as a member of the Special Trauma and Rescue Team. He served as president of the San Diego Medica Association and as an interventionist on the San Diego Police Department Crisis Intervention Team. He has taught courses on crisis intervention and grief support to paramedics throughout San Diego County.

Sarah Skoterro, in Albuquerque, a veteran of thirty years as a drug counselor, remembered the meth years ago was a party drug. Then, she said, “around 2009, 2010, there was a real shift—a new kind of product. I would do assessments with people struggling for five years with meth who would say ‘This kind of meth is a very different thing.’ ” Skoterro watched people with families, houses, and good-paying jobs quickly lose everything. “They’re out of their house, lost their relationship, their job, they’re walking around at three in the morning, at a bus stop, blisters on their feet. They are a completely different person.” As I talked with people across the country, it occurred to me that P2P meth that created delusional, paranoid, erratic people living on the street must have some effect on police shootings. Police shootings were all over the news by then and a focus of national attention. Albuquerque police, it turns out, had studied meth’s connection to officer-involved fatal shootings, in which blood samples of the deceased could be taken. For years, the city’s meth supply was locally made, in houses, in small quantities. When P2P meth began to arrive in 2009, those meth houses faded. Since 2011, Mexican crystal meth has owned the market with quantities that drove the price from $14,000 per pound down to $2,200 at its lowest. City emergency rooms and the police Crisis Intervention Team, which handles mental illness calls, have been inundated ever since with people with symptoms of schizophrenia, often meth-induced, said Lt. Matt Dietzel, a CIT supervisor. “Meth is so much more common now,” Dietzel told me. “We’re seeing the worst outcomes more often.” In

In the 2016 film Arrival by director Denis Villeneuve, based on “Story of Your Life” by Ted Chiang, linguist Louise Banks (Amy Adams) is part of a scientific team summoned to Montana to help decipher the language of visiting extraterrestrials, known as “heptapods,” so that their intentions can be clarified. She starts to have frequent visions of a dying girl that she cannot place—she fears she may be going crazy from the strain of her assignment. The audience naturally assumes that these are flashbacks, memories of a child she lost in her past. As Louise begins to realize that her increased understanding of how the aliens communicate is helping liberate her cognitively from linear time, she begins having visions that aid in her work, including reading from the definitive book on the aliens’ written language that she herself is destined to write and publish in her future. From the book’s dedication, she realizes that the girl in her visions is a daughter she is going to have and who will eventually die of a rare disease. And at a key moment, when the world is on the brink of war with the visitors, she is able to contact a Chinese General on his private cell phone and talk him out of his belligerence after she “premembers” his phone number, which he will show her at a celebration months or years in the future—an event celebrating international unification in the aftermath of humanity’s first contact with extraterrestrial beings, made possible thanks largely to her intervention. It is a story about time loops, in other words. And what “arrives” at the climax and at various turning points—excitingly in some cases and sadly in others—is the meaning of Louise’s baffling experiences. The heptapods, with their circular language, feel at home in the block universe of Minkowski spacetime, where past, present, and future coexist. In Chiang’s short story, the scientists attempting to crack the code of their language get an important clue from Fermat’s principle of least time (Chapter 6), which suggests a kind of teleological interpretation of light’s behavior—it needs to know where it is going right from the start, in order to take the fastest possible route to get there. Chiang resolves the perennial questions about precognition and free will by suggesting that knowledge of future outcomes causes a psychological shift in the experiencer: an “urgency, a sense of obligation”1 to fulfill what has been foreseen. “Fatalism” would be one word for it but inflected more positively—perhaps not unlike how Morgan Robertson and Phil Dick may have seen it: as absolution rather than restriction.

In the 2016 film Arrival by director Denis Villeneuve, based on “Story of Your Life” by Ted Chiang, linguist Louise Banks (Amy Adams) is part of a scientific team summoned to Montana to help decipher the language of visiting extraterrestrials, known as “heptapods,” so that their intentions can be clarified. She starts to have frequent visions of a dying girl that she cannot place—she fears she may be going crazy from the strain of her assignment. The audience naturally assumes that these are flashbacks, memories of a child she lost in her past. As Louise begins to realize that her increased understanding of how the aliens communicate is helping liberate her cognitively from linear time, she begins having visions that aid in her work, including reading from the definitive book on the aliens’ written language that she herself is destined to write and publish in her future. From the book’s dedication, she realizes that the girl in her visions is a daughter she is going to have and who will eventually die of a rare disease. And at a key moment, when the world is on the brink of war with the visitors, she is able to contact a Chinese General on his private cell phone and talk him out of his belligerence after she “premembers” his phone number, which he will show her at a celebration months or years in the future—an event celebrating international unification in the aftermath of humanity’s first contact with extraterrestrial beings, made possible thanks largely to her intervention. It is a story about time loops, in other words. And what “arrives” at the climax and at various turning points—excitingly in some cases and sadly in others—is the meaning of Louise’s baffling experiences. The heptapods, with their circular language, feel at home in the block universe of Minkowski spacetime, where past, present, and future coexist. In Chiang’s short story, the scientists attempting to crack the code of their language get an important clue from Fermat’s principle of least time (Chapter 6), which suggests a kind of teleological interpretation of light’s behavior—it needs to know where it is going right from the start, in order to take the fastest possible route to get there. Chiang resolves the perennial questions about precognition and free will by suggesting that knowledge of future outcomes causes a psychological shift in the experiencer: an “urgency, a sense of obligation”1 to fulfill what has been foreseen. “Fatalism” would be one word for it but inflected more positively—perhaps not unlike how Morgan Robertson and Phil Dick may have seen it: as absolution rather than restriction. In the film, one of the heptapods sacrifices its life to save that of Louise and her team members from a bomb planted by some soldiers, even though it clearly knows its fate well in advance. Their race even knows that in 3,000 years, humanity will offer them some needed assistance, and thus their visit is just the beginning of a long relationship of mutual aid in the block universe. At the end of the film, Louise chooses to have her daughter, even knowing that the girl will die.

To recap, here’s what we all can do to stop the mass shooting epidemic: As Individuals: Trauma: Build relationships and mentor young people Crisis: Develop strong skills in crisis intervention and suicide prevention Social proof: Monitor our own media consumption Opportunity: Safe storage of firearms; if you see or hear something, say something. As Institutions: Trauma: Create warm environments; trauma-informed practices; universal trauma screening Crisis: Build care teams and referral processes; train staff Social proof: Teach media literacy; limit active shooter drills for children Opportunity: Situational crime prevention; anonymous reporting systems As a Society: Trauma: Teach social emotional learning in schools. Build a strong social safety net with adequate jobs, childcare, maternity leave, health insurance, and access to higher education Crisis: Reduce stigma and increase knowledge of mental health; open access to high quality mental health treatment; fund counselors in schools Social proof: No Notoriety protocol; hold media and social media companies accountable for their content Opportunity: Universal background checks, red flag laws, permit-to-purchase, magazine limits, wait periods, assault rifle ban

teamed up with Dr. Elizabeth Blackburn, who was awarded the 2009 Nobel Prize in Medicine for her discovery of telomerase. In a study funded in part by the U.S. Department of Defense, they found that three months of whole-food, plant-based nutrition and other healthy changes could significantly boost telomerase activity, the only intervention ever shown to do so.69 The study was published in one of the most prestigious medical

The philosopher needs to give an independent point of view that challenges. They are best when they have points of reference that lend authority to their counsel, when their interventions, if not always welcomed by the A and the executive team, are rooted in years of frontline experience.

Here are ten facts about IQ. These facts are debated and often controversial among the general public but far less so among scientists who study intelligence. The best review of the academic literature supporting these facts is a 2012 paper by Richard Nisbett and colleagues – an interdisciplinary team of leading scholars, household names within intelligence research, comprised of psychologists, an economist, a behavioral geneticist, and a former President of the American Psychological Association. Their areas of expertise include cultural and sex differences in intelligence, the effect of social and genetic factors that affect intelligence, the development of intelligence over the lifespan, the relationship between economic development and intelligence, and changes in intelligence over history 1. IQ is a good predictor of school and work performance, at least in WEIRD societies. 2. IQ differs in predictive power and is the least predictive of performance on tasks that demand low cognitive skill. 3. IQ may be separable into what can be called ‘crystallized intelligence’ and ‘fluid intelligence’. Crystalized intelligence refers to knowledge that is drawn on to solve problems. Fluid intelligence refers to an ability to solve novel problems and to learn. 4. Educational interventions can improve aspects of IQ, including fluid intelligence, which is affected by interventions such as memory training. Many of these results don’t seem to last long, although there is strong evidence that education as a whole causally raises IQ over a lifetime. 5. IQ test scores have been dramatically increasing over time. This is called the Flynn effect after James Flynn (also an author of the review mentioned above), who first noticed this pattern. The Flynn effect is largest for nations that have recently modernized. Large gains have been measured on the Raven’s test, a test that has been argued to be the most ‘culture-free’ and a good measure of fluid intelligence. That is, it’s not just driven by people learning more words or getting better at adding and subtracting. 6. IQ differences have neural correlates – i.e. you can measure these differences in the brain. 7. IQ is heritable, though the exact heritability differs by population, typically ranging from around 30% to 80%. 8. Heritability is lower for poorer people in the US, but not in Australia and Europe where it is roughly the same across levels of wealth. 9. Males and females differ in IQ performance in terms of variance and in the means of different subscales. 10. Populations and ethnicities differ on IQ performance. You can imagine why some people might question these statements. But setting aside political considerations, how do we scientifically make sense of this? Popular books from Richard Herrnstein and Charles Murray’s The Bell Curve (1994) to Robert Plomin’s Blueprint (2018) have attributed much of this to genes. People and perhaps groups differ in genes, making some brighter than others. But humans are a species with two lines of inheritance. They have not just genetic hardware but also cultural software. And it is primarily by culture rather than genes that we became the most dominant species on earth. For a species so dependent on accumulated knowledge, not only is the idea of a culture-free intelligence test meaningless, so too is the idea of culture free intelligence.

And still. They are my personal Obesity Crisis Intervention team. They have been actively pursuing the problem of my body since I was fourteen years old. I love them so I accept this, sometimes with grace and sometimes without. It is only now, in my early forties, that I have started to put my foot down and say, when they try to broach the conversation of my body, "No. I will not discuss my body with you. No. My body, how I move it, how I nourish it, is not your business.

I’ve also trained employees and teams to pause and gaze in the middle of their days. We call these breaks “wonder interventions at work.” This particular wonder intervention is called Pause-Gaze-Praise. The idea is that when you are working and you notice your temples tightening, your eyesight narrowing, your body aching, and your mind spinning downward, you train yourself to pause. The employees and teams each learn to look away from what they’re busily doing—especially if they’ve been staring for hours at a screen—and instead gaze upon something ordinary right around them. A chair or paper clip suffice. They learn to let their eyes soften and simply receive the shape, hue, and design of the thing itself without thinking about the thing. Then they take a moment to appreciate what they gaze upon.

root causes is overwhelming and causes paralysis in the system. In these cases, teams tend to dwell on the problems without being able to move forward to develop goals, objectives, and an intervention plan.

Complex environments for social interventions and innovations are those in which what to do to solve problems is uncertain and key stakeholders are in conflict about how to proceed. Informed by systems thinking and sensitive to complex nonlinear dynamics, developmental evaluation supports social innovation and adaptive management. Evaluation processes include asking evaluative questions, applying evaluation logic, and gathering realtime data to inform ongoing decision making and adaptations. The evaluator is often part of a development team whose members collaborate to conceptualize, design, and test new approaches in a long-term, ongoing process of continuous development, adaptation, and experimentation, keenly sensitive to unintended results and side effects. The evaluator’s primary function in the team is to infuse team discussions with evaluative questions, thinking, and data, and to facilitate systematic data-based reflection

Mithoefer completed an FDA- and DEA-approved trial of MDMA for the treatment of severe PTSD, with stunning results. In 2011, with the support of MAPS, he and his team created a double-blind design in which twelve severely traumatized patients were given MDMA and psychotherapy, and eight patients were given an active placebo and psychotherapy. The researchers used the Clinician Administered PTSD Scale (CAPS) as a means of measuring symptom reduction after intervention. In the placebo group, only two out of the eight subjects had a significantly lowered CAPS score post-intervention, whereas in the MDMA group, ten out of the twelve subjects had significantly lowered CAPS scores and were able to maintain those scores at a two-month follow-up. Furthermore, in the MDMA group, ten of the twelve patients were so improved that they no longer met the DSM criteria for PTSD. The second phase of the study allowed seven subjects who had previously taken the placebo (six of whom had failed to respond to the placebo and one of whom had relapsed after the placebo) to now try MDMA. They found a clinical response rate of 100 percent, and the three people who had previously said they weren’t able to perform their jobs on account of their PTSD were now able to work once again.

Schools have tried just about anything to try to calm racial tensions: professional mediation, multi-cultural training, diversity celebrations, anger-management classes, and a host of other interventions. In 2004, the Murrieta Valley Unified School District, in Riverside County, California, even considered a rule that would have forbidden any student to “form or openly participate in groups that tend to exclude, or create the impression of the exclusion of, other students.” The school board narrowly rejected the proposal when it was pointed out that the ban would have prohibited membership in the Hispanic group, La Raza, and could have been read to forbid playing rap music around white students. Absurd measures like this show how desperate schools are to solve the race problem. A 2003 survey found that 5.4 percent of high-school students had stayed home at least once during the previous month because they were physically afraid. This was an increase over 4.4 percent ten years earlier. Racial violence was undoubtedly an important factor. The circumstances under which some of our least advantaged citizens must try to get an education are nothing short of scandalous. Is it a wonder their test scores are low, that many drop out, that they fail to see the value of an education? How many times must school race riots be put down by SWAT teams before school authorities realize that this may be a problem that will not be cured with sensitivity training? The purpose of schools is to educate, not to force on children integration of a kind their parents do not even practice.

One key area of U.S.-Russian tension was Ukraine. According to Steele’s sources, the Trump team agreed to sideline Russia’s intervention in Ukraine during the campaign. Instead, and in order to “deflect attention,” Trump would raise U.S.-NATO defense commitments in the Baltics and Eastern Europe. This would help Putin, “who needed to cauterize the subject.

a team-based learning and development intervention that considers the team to be a system and is applied collectively to the team as a whole. The focus of team coaching is on team performance and the achievement of a common or shared team goal. Team learning is empowered via specific team coaching activities for self and team reflection, which is facilitated by the team coach(es) through the application of coaching techniques such as impactful, reflective questioning which raises awareness, builds trusting relationships and improves communication. A team coach does not provide advice or solutions to the team. Rather, team coaching requires advanced coaching skills from the coach such as considering multiple perspectives simultaneously and observing and interpreting dynamic interactions and is typically provided over a series of sessions rather than as a one-off intervention (p. 73).