Learning Resources Quotes

At least once every human should have to run for his life, to teach him that milk does not come from supermarkets, that safety does not come from policemen, that 'news' is not something that happens to other people. He might learn how his ancestors lived and that he himself is no different--in the crunch his life depends on his agility, alertness, and personal resourcefulness.

Look behind you: What have you learned? Look around you: What is happening to others? Look above you: What does God expect of you? Look besides you: What resources are available to you?

Like a wild animal, the soul is tough, resilient, resourceful, savvy, and self-sufficient: it knows how to survive in hard places. I learned about these qualities during my bouts with depression. In that deadly darkness, the faculties I had always depended on collapsed. My intellect was useless; my emotions were dead; my will was impotent; my ego was shattered. But from time to time, deep in the thickets of my inner wilderness, I could sense the presence of something that knew how to stay alive even when the rest of me wanted to die. That something was my tough and tenacious soul.

Unfortunately, modern man has become so focused on harnessing nature's resources that he has forgotten how to learn from them. If you let them, however, the elements of nature will teach you as they have taught me.

We found that trees could communicate, over the air and through their roots. Common sense hooted us down. We found that trees take care of each other. Collective science dismissed the idea. Outsiders discovered how seeds remember the seasons of their childhood and set buds accordingly. Outsiders discovered that trees sense the presence of other nearby life. That a tree learns to save water. That trees feed their young and synchronize their masts and bank resources and warn kin and send out signals to wasps to come and save them from attacks. “Here’s a little outsider information, and you can wait for it to be confirmed. A forest knows things. They wire themselves up underground. There are brains down there, ones our own brains aren’t shaped to see. Root plasticity, solving problems and making decisions. Fungal synapses. What else do you want to call it? Link enough trees together, and a forest grows aware.

Knowledge is like an endless resource; a well of water that satisfies the innate thirst of the growing human soul. Therefore never stop learning... because the day you do, you will also stop maturing.

Intuition means exactly what it sounds like, in-tuition! An inner tutor or teaching and learning mechanism that takes us forward daily. It is a resource that, where recognized, has infinite potential.

In a mastermind alliance, members freely exchange information, insights, and resources, accelerating learning and problem-solving.

Researchers would eventually discover that autistic people stim to reduce anxiety—and also simply because it feels good. In fact, harmless forms of self-stimulation (like flapping and fidgeting) may facilitate learning by freeing up executive-functioning resources in the brain that would otherwise be devoted to suppressing them.

Today’s news consists of aggregates of fragments. Anyone who has taken part in any event that has subsequently appeared in the news is aware of the gross disparity between the actual and the reported events. We also learn frequently of prefabricated and prevaricated evens of a complex nature purportedly undertaken for the purposes wither of suppressing or rigging the news, which in turn perverts humanity’s tactical information resources. All history becomes suspect. Probably our most polluted resource is the tactical information to which humanity spontaneously reflexes.

By instructing students how to learn, unlearn and relearn, a powerful new dimension can be added to education. Psychologist Herbert Gerjuoy of the Human Resources Research Organization phrases it simply: ‘The new education must teach the individual how to classify and reclassify information, how to evaluate its veracity, how to change categories when necessary, how to move from the concrete to the abstract and back, how to look at problems from a new direction—how to teach himself. Tomorrow’s illiterate will not be the man who can’t read; he will be the man who has not learned how to learn.

To expand our minds and to become more fully civilized members of the human race, we should learn as many different languages as we can. The diversity of tongues is a treasure and a resource for thinking new thoughts.

Every part of business that involves the movement of resources can be improved by learning from fungi.

Principle 1: By setting limitations, we must choose the essential. So in everything you do, learn to set limitations.   Principle 2: By choosing the essential, we create great impact with minimal resources. Always choose the essential to maximize your time and energy.

We also learn that love is a limited resource and that the love we want and need is too much, that we are too much. We learn to shrink, to lie about the whole love we need, settling with not quite good enough in order to not be alone.

That day, I learned that I could be a giver by simply bringing a smile to another person. The ensuing years have taught me that a kind word, a vote of support is a charitable gift. I can move over and make another place for someone. I can turn my music up if it pleases, or down if it is annoying. I may never be known as a philanthropist, but I certainly am a lover of mankind, and I will give freely of my resources.

People and things don’t stop our pain or heal us. In recovery, we learn that this is our job, and we can do it by using our resources: ourselves, our Higher Power, our support systems, and our recovery program.

How often do we look upon God as our last and feeblest resource! We go to Him because we have nowhere else to go. And when we learn that the storms of life have not driven us upon the rocks but into the desired heaven.

If we hope to become effective and successful in life, ministry, and especially marriage, we have to learn to be good managers. Stewardship means being accountable to God for every resource under our care. Effective managers do more than simply keep things running; they add value to everything they have responsibility over. Under a good manager, resources will appreciate in value.

So for those who think abuse survivors can simply logically process their situation and get out of and over the situation easily, think again. The parts of our brain that deal with planning, cognition, learning, and decision-making become disconnected with the emotional parts of our brain – they can cease to talk to each other when an individual becomes traumatized. It usually takes a great deal of effort, resources, strength, validation, addressing wounding on all levels of body and mind, for a survivor to become fully empowered to begin to heal from this form of trauma.

The door was locked and Alexia, resourceful as she was, had not yet learned to pick locks. Though she mentally added it to her list of useful skills she needed to acquire along with hand-to-hand combat and the recipe for pesto. If her life were to continue on its present track which after 26 years of obscurity, now seemed to mainly involve people trying to kill her, it would appear that acquiring a less savory skill set might be necessary. Although she supposed pesto making ought to be termed 'more savory'.

If the data reveals that your customers are unhappy with your product, then not making a decision to improve your product is a waste of your resources and time spent on learning this.

There is so much that able-bodied people could learn from the wisdom that often comes with disability. But space needs to be made. Hands need to reach out. People need to be lifted up. The story of disabled success has never been a story about one solitary disabled person overcoming limitations—despite the fact that’s the narrative we so often read in the media. The narrative trajectory of a disabled person’s life is necessarily webbed. We are often only as strong as our friends and family make us, only as strong as our community, only as strong as the resources and privileges we have.

Keep those faces in mind, the little girls and boys in the early grades, all trusting the adults to show them the way, all eager and excited about life and what will come next, and then just follow those faces over time. Follow the face of a little girl who doesn't read very well and is told to try harder; who tends to daydream and is told she better pay attention; who talks out in class when she sees something fascinating, like a butterfly on the windowpane, and is told to leave the class and report to the principal; who forgets her homework and is told she will just never learn, will she; who writes a story rich in imagination and insight and is told her handwriting and spelling are atrocious; who asks for help and is told she should try harder herself before getting others to do her work for her; who begins to feel unhappy in school and is told that big girls try harder. This is the brutal process of the breaking of the spirit of a child. I can think of no more precious resource than the spirits of our children. Life necessarily breaks us all down somewhat, but to do it unnecessarily to our children in the name of educating them -- this is a tragedy. To take the joy of learning -- which one can see in any child experimenting with something new -- to take that joy and turn it into fear -- that is something we should never do.

The possessive investment in whiteness can’t be rectified by learning “how to be more antiracist.” It requires a radical divestment in the project of whiteness and a redistribution of wealth and resources. It requires abolition, the abolition of the carceral world, the abolition of capitalism. What is required is a remaking of the social order, and nothing short of that is going to make a difference.

If you wanna learn about resource utility, go meditate in a forest.

There's one thing I've learned about mortals. They're a lot more resilient and a whole bunch more resourceful than they usually give themselves credit for. Why else do you think the Fae have always had such a fascination with them? Why d'you think Auberon uses changelings to guard the Gate? Trolls are stronger, cheaper, more plentiful, and nobody cares if they get exploded or ripped to pieces. But he uses mortals. Because they're full of hidden strengths.

Going high is about learning to keep the poison out and the power in. It means that you have to be judicious with your energy and clear in your convictions. You push ahead in some instances and pull back in others, giving yourself opportunities to rest and restore. It helps to recognize that you are operating on a budget, as all of us are. When it comes to our attention, our time, our credibility, our goodwill toward and from others, we work with a limited but renewable set of resources.

After putting economics aside, I found that there were two primary reasons why people quit:   They hated their manager; generally the employees were appalled by the lack of guidance, career development, and feedback they were receiving.   They weren’t learning anything: The company wasn’t investing resources in helping employees develop new skills.

In a moment, when I throw myself down among the absinthe plants to bring their scent into my body, I shall know, appearances to the contrary, that I am fulfilling a truth which is the sun's and which will also be my death's. In a sense, it is indeed my life that I am staking here, a life that tastes of warm stone, that is full of the signs of the sea and the rising song of the crickets. The breeze is cool and the sky blue. I love this life with abandon and wish to speak of it boldly: it makes me proud of my human condition. Yet people have often told me: there's nothing to be proud of. Yes, there is: this sun, this sea, my heart leaping with youth, the salt taste of my body and this vast landscape in which tenderness and glory merge in blue and yellow. It is to conquer this that I need my strength and my resources. Everything here leaves me intact, I surrender nothing of myself, and don no mask: learning patiently and arduously how to live is enough for me, well worth all their arts of living.

24 carat gold is a pure naturally occurring yellow metal. There are 4 basic shades of gold alloys: yellow gold, white gold, rose gold and green gold. A huge range of other colored golds are also possible including red (gold and copper), grey (gold, iron and copper), purple (gold and aluminum), blue (gold and iron) and black (gold and cobalt), depending on the amounts of different metals alloyed together.

May your criminal enjoyments vanish as a shadow! may your ill-gotten wealth leave you without a resource; and may you yourself remain alone and deserted, to learn the vanity of these things, which now divert you from better pursuits!

‎Teachers matter. So instead of bashing them, or defending the status quo, let’s offer schools a deal. Give them the resources to keep good teachers on the job, and reward the best ones. In return, grant schools flexibility: To teach with creativity and passion; to stop teaching to the test; and to replace teachers who just aren’t helping kids learn.

And so I stand, a little sightless. So I walk Away on wheels, instead of legs, they serve as well. And learn to speak with fingers, not a tongue. The body is resourceful.

In a world now so obsessed with speed, we teachers must step back and learn to wait.

I was alone, without a single cent, in an unknown country. If I'd learned anything from last year's ill-fated adventures, though, it was not to get overwhelmed by minor inconveniences.

Cynics are spoiled romantics. They are always the ones who had the highest expectations at the start. They were once so naïve themselves that they despise naïvety more than any other quality. Alchemists, they turn grief to gold. They take quinine in their tonic, Campari with their soda—bitterness is an acquired taste. Cynics have learned to drink poison and like it. They are resourceful people, though the sad thing is, they know what’s happened to them. They remember what they wanted to be when they grew up, and not a single one of them dreamt of becoming a cynic.

Our schools will not improve if we continue to focus only on reading and mathematics while ignoring the other studies that are essential elements of a good education. Schools that expect nothing more of their students than mastery of basic skills will not produce graduates who are ready for college or the modern workplace. *** Our schools will not improve if we value only what tests measure. The tests we have now provide useful information about students' progress in reading and mathematics, but they cannot measure what matters most in education....What is tested may ultimately be less important that what is untested... *** Our schools will not improve if we continue to close neighborhood schools in the name of reform. Neighborhood schools are often the anchors of their communities, a steady presence that helps to cement the bond of community among neighbors. *** Our schools cannot improve if charter schools siphon away the most motivated students and their families in the poorest communities from the regular public schools. *** Our schools will not improve if we continue to drive away experienced principals and replace them with neophytes who have taken a leadership training course but have little or no experience as teachers. *** Our schools cannot be improved if we ignore the disadvantages associated with poverty that affect children's ability to learn. Children who have grown up in poverty need extra resources, including preschool and medical care.

I've learned that health and healing come more from love and respect, for oneself and others, than from any specific therapeutic technique. The potential for self-healing and healing from within, both for individuals and communities, is a resource too often overlooked. (xiii)

What behaviors are rewarded? Punished? Where and how are people actually spending their resources (time, money, attention)? What rules and expectations are followed, enforced, and ignored? Do people feel safe and supported talking about how they feel and asking for what they need? What are the sacred cows? Who is most likely to tip them? Who stands the cows back up? What stories are legend and what values do they convey? What happens when someone fails, disappoints, or makes a mistake? How is vulnerability (uncertainty, risk, and emotional exposure) perceived? How prevalent are shame and blame and how are they showing up? What’s the collective tolerance for discomfort? Is the discomfort of learning, trying new things, and giving and receiving feedback normalized, or is there a high premium put on comfort (and how does that look)?

Do not let other people invade your personality. Remember that every human being is a unique phenomenon, and worth developing. You will meet many who have no resources of their own, and who will try to fasten themselves upon you. You will find others eager to tell you what to do and think and be. But it is better to go apart and learn to be yourself.

Mindfulness as a practice provides endless opportunities to cultivate greater intimacy with your own mind and to tap into and develop your deep interior resources for learning, growing, healing, and potentially for transforming your understanding of who you are and how you might live more wisely and with greater well-being, meaning, and happiness in this world.

Subdue. Fruitfulness, increase, and filling lead naturally to the end result of subduing. To subdue means “to dominate or control,” not in the negative sense of oppression, but in the positive sense of administration. Using business terminology, to subdue means to dominate the market. As we learn to manage our resources, God expands those resources and enlarges our influence. He increases our “market share,” so to speak. There is no limit to what the Lord can do in and with and through any individual or any married couple who surrender themselves and their resources completely to His will and His way. He wants to cover the world with His “orchards” of human fruitfulness.

Human beings can learn valuable lessons in conservation of necessary personal resources for accomplishing the fundamental tenants of life by observing a judiciously paced turtle determinedly and stealthily traversing the world.

Self-control is an exhaustible resource. This is a crucial realization, because when we talk about “self-control,” we don’t mean the narrow sense of the word, as in the willpower needed to fight vice (smokes, cookies, alcohol). We’re talking about a broader kind of self-supervision. Think of the way your mind works when you’re giving negative feedback to an employee, or assembling a new bookshelf, or learning a new dance. You are careful and deliberate with your words or movements. It feels like there’s a supervisor on duty. That’s self-control, too.

The Rules For Being Human 1. You will receive a body. You may like it or hate it, but it will be yours for the entire period of this time around. 2. You will learn lessons. You are enrolled in a full-time informal school called Life. Each day in this school you will have the opportunity to learn lessons. You may like the lessons or think them irrelevant and stupid. 3. There are no mistakes, only lessons. Growth is a process of trial and error: Experimentation. The “failed” experiments are as much a part of the process as the experiment that ultimately “works.” 4. A lesson is repeated until learned. A lesson will be presented to you in various forms until you have learned it. When you have learned it, you can then go on to the next lesson. 5. Learning lessons does not end. There is no part of life that does not contain its lessons. If you are alive, there are lessons to be learned. 6. “There” is no better than “here.” When your “there” has become a “here,” you will simply obtain another “there” that will again look better than “here.” 7. Others are merely mirrors of you. You cannot love or hate something about another person unless it reflects something you love or hate about yourself. 8. What you make of your life is up to you. You have all the tools and resources you need. What you do with them is up to you. The choice is yours. 9. Your answers lie inside you. The answers to Life’s questions lie inside you. All you need to do is look, listen and trust. 10. You will forget all this. Chérie Carter-Scott

When the ships had lifted, they returned across the river to the silence of death. Then his grandfather told him, "Many fine things your father had planned for you: learning and useful work and a life of satisfaction and peace. Do you recall this?" "Yes, Grandfather." "The learning you shall have. You will learn patience and resource, the ability of your hands and your mind. You will have useful work: the destruction of evil men. What work could be more useful? This is Beyond; you will find that your work is never done—so therefore you may never know life of peace. However, I guarantee you ample satisfaction, for I will teach you to crave the blood of these men more than the flesh of woman." The old man had been as good as his word.

Anything you might want to accomplish—executing a project at work, getting a new job, learning a new skill, starting a business—requires finding and putting to use the right information. Your professional success and quality of life depend directly on your ability to manage information effectively. According to the New York Times, the average person’s daily consumption of information now adds up to a remarkable 34 gigabytes.1 A separate study cited by the Times estimates that we consume the equivalent of 174 full newspapers’ worth of content each and every day, five times higher than in 1986.2 Instead of empowering us, this deluge of information often overwhelms us. Information Overload has become Information Exhaustion, taxing our mental resources and leaving us constantly anxious that we’re forgetting something.

Most of today’s educational systems are built upon the same learning hierarchy: math and science at the top, humanities in the middle, art on the bottom. The reason for this is because these systems were developed in the nineteenth century, in the midst of the industrial revolution, when this hierarchy provided the best foundation for success. This is no longer the case. In a rapidly changing technological culture and an ever-growing information-based economy, creative ideas are the ultimate resource. Yet our current educational system does little to nourish this resource.

American students, we are told, are falling behind in reading and math; on test after test, they score below most European students (at the level of Lithuania), and the solution, rather than seeking to engage their curiosity, has been testing and more testing— a dry and brittle method that produces lackluster results. And so resources are pulled from the “soft” fields that are not being tested. Music teachers are being fired or not replaced; art classes are quietly dropped from the curriculum; history is simplified and moralized, with little expectation that any facts will be learned or retained; and instead of reading short stories, poems and novels, students are invited to read train schedules and EPA reports whose jargon could put even the most committed environmentalist to sleep.

Standing alone today demands even more courage and strength than it did in former cultures. From infancy, children have been programmed to perform. Rather than living from their own needs and feelings, they learn to assess situations in order to please others. Without an inner core of certainty grounded in their own musculature, they lack the inner resources to stand alone. Pummelled by mass media and peer group pressures, their identity may be utterly absorbed by collective stereotypes. In the absence of adequate rites of passage, ad-men become the high priests of an initiation into the addictions of consumerism.

Finally, it means creating a growth-mindset environment in which people can thrive. This involves: • Presenting skills as learnable • Conveying that the organization values learning and perseverance, not just ready-made genius or talent • Giving feedback in a way that promotes learning and future success • Presenting managers as resources for learning Without a belief in human development, many corporate training programs become exercises of limited value.

But think of this: those of us who arrive in an academy that was not shaped by or for us bring knowledges, as well as worlds, that otherwise would not be here. Think of this: how we learn about worlds when they do not accommodate us. Think of the kinds of experiences you have when you are not expected to be here. These experiences are a resource to generate knowledge.

At least once every human should have to run for his life, to teach him that milk does not come from supermarkets, that safety does not come from policemen, that “news” is not something that happens to other people. He might learn how his ancestors lived and that he himself is no different—in the crunch his life depends on his agility, alertness, and personal resourcefulness.

Does that mean that we should never hire or promote an inexperienced manager who had not already learned to do what needs to be done in this assignment? The answer: it depends. In a start-up company where there are no processes in place to get things done, then everything that is done must be done by individual people–resources. In this circumstance, it would be risky to draft someone with no experience to do the job–because in the absence of processes that can guide people, experienced people need to lead. But in established companies where much of the guidance to employees is provided by processes, and is less dependent upon managers with detailed, hands-on experience, then it makes sense to hire or promote someone who needs to learn from experience.

Attention is a resource as abundant as sunlight. It streams outward all day long whether we choose to tap into it or not. By developing conscious focus of our attention, we learn to harness one of the greatest creative powers available to humankind, one that happens to be freely available within ourselves at all times.

As I learned about the consequences of my food choices and as I recognized that I didn't have to eat animals, and that eating animals caused the animals to suffer, it caused an enormous footprint on our planet, and it wasn't healthy, it made since to go vegan. And, it's one of the best decisions I've ever made, and I think most people who've decided to go vegan share a similar experience. It's very empowering. And, when I went vegan I actually started eating a wide variety of foods I had never tried before. Different ethnic foods. You also start combining things in different ways, you start becoming more creative in the kitchen. But I went vegan just because it seemed to make sense, and it was aligned with my own values, because I didn't want to support this system that was so abusive to animals, and wasting and squandering so many scarce resources on our planet. And it was also healthier, so it was in my interest to eat food that was plant-based instead of animal-based. Living a vegan lifestyle makes a lot of sense.

Out of love and desire to protect our children's self-esteem, we have bulldozed every uncomfortable bump and obstacle out of the way, clearing the manicured path we hoped would lead to success and happiness. Unfortunately, in doing so we have deprived our children of the most important lessons of childhood. The setbacks, mistakes, miscalculations, and failures we have shoved out of our children's way are the very experiences that teach them how to be resourceful, persistent, innovative and resilient citizens of this world.

Even if our survival skills have become impediments we would like to let go of because they have ceased to serve us, we can still love ourselves with them. In appreciation of our survival, we can be awed at how our resources brought us through, even when these resources were things like indifference, a wall of rage, a cold heart…We learn to embrace ourselves as humans with faults and problems.

Creative, exploratory learning requires peers currently puzzled about the same terms or problems. Large universities make the futile attempt to match them by multiplying their courses, and they generally fail since they are bound to curriculum, course structure, and bureaucratic administration. In schools, including universities, most resources are spent to purchase the time and motivation of a limited number of people to take up predetermined problems in a ritually defined setting. The most radical alternative to school would be a network or service which gave each man the same opportunity to share his current concern with others motivated by the same concern.

Das Bus,” The Simpsons (season 9, episode 14) A tongue-in-cheek retelling full of clever references to Golding’s novel. After their school bus veers off a bridge during a Model United Nations field trip, Bart, Lisa, and their classmates find themselves stranded on a desert island. Overt allusions to fear (of an island monster), hoarding of resources (junk food salvaged from the sunken bus), warring factions (those who support Bart, and those who oppose him), a violent chase scene (Bart, Lisa, and Milhouse running for their lives), and a final voiceover (about how the children learned to function as a society until they were rescued) serve as inside jokes for knowledgeable viewers.

The truth is, life is unfair, and we would do well to come to terms with that fact. Boorish people are blessed with athletic or musical skills that qualify them to earn more money in a year than many of us will earn in our lifetime. Saintly people are struck down by disease before they can use their gifts to help others. The task of religion is not to teach us to bow our heads and accept God’s inscrutable will. It is to help us find the resources to live meaningfully and to go on believing, even in a world where people often don’t get what they deserve.

If any lesson may be learned from the academic breakthroughs achieved by Pineapple and Jeremy, it is not that we should celebrate exceptionality of opportunity but that the public schools themselves in neighborhoods of widespread destitution ought to have the rich resources, small classes, and well-prepared and well-rewarded teachers that would enable us to give to every child the feast of learning that is now available to children of the poor only on the basis of a careful selectivity or by catching the attention of empathetic people like the pastor of a church or another grown-up whom they meet by chance. Charity and chance and narrow selectivity are not the way to educate children of a genuine democracy.

Increase. Being fruitful is a good and necessary start, but it should grow into the next phase, increase. Once again, even though the idea here is to multiply or reproduce, sexual procreation is only part of the meaning. The Hebrew word for increase also can mean “abundance,” “to be in authority,” “to enlarge,” and “to excel.” It carries the sense of refining your gift until it is completely unique. It is impossible to reproduce what you have not refined. In this context, then, to increase means not only to multiply or reproduce as in having children, but also to improve and excel, mastering your gift and becoming the very best you can possibly be at what you do. It also means learning how to manage the resources God has given you and developing a strategy for managing the increase that will come through refinement. By refining your gift, you make room for it in the world. The more refined your gift, the more in demand you will be. Proverbs 18:16 (KJV) says, “A man’s gift maketh room for him, and bringeth him before great men.” By refining your gift, you make room for it in the world. What is your fruit—your gift? What are you known for? What do you have that is reproducible? What quality or ability do you have that causes people to seek you out? What brings you joy? What are you passionate about? What do you have to offer the world, even just your little part of it? Fruit must be reproducible or else it is not genuine fruit. “Be fruitful” means to produce fruit; “increase” means to reproduce it.

In fact, one of the main lessons to be learned from the collapses of the Maya, Anasazi, Easter Islanders, and those other past societies (as well as from the recent collapse of the Soviet Union) is that a society's steep decline may begin only a decade or two after the society reaches its peak numbers, wealth, and power. In that respect, the trajectories of the societies that we have discussed are unlike the usual courses of individual human lives, which decline in a prolonged senescence. The reason is simple: maximum population, wealth, resource consumption, and waste production mean maximum environmental impact, approaching the limit where impact outstrips resources. On reflection, it's no surprise that declines of societies tend to follow swiftly on their peaks.

Some readers are bound to want to take the techniques we’ve introduced here and try them on the problem of forecasting the future price of securities on the stock market (or currency exchange rates, and so on). Markets have very different statistical characteristics than natural phenomena such as weather patterns. Trying to use machine learning to beat markets, when you only have access to publicly available data, is a difficult endeavor, and you’re likely to waste your time and resources with nothing to show for it. Always remember that when it comes to markets, past performance is not a good predictor of future returns—looking in the rear-view mirror is a bad way to drive. Machine learning, on the other hand, is applicable to datasets where the past is a good predictor of the future.

There is no such thing as failure. Life sometimes gives you setbacks. It reminds you to be humble, to sit and contemplate, to cope, to support and reinvent yourself based on newly accumulated experiences. It’s a continuous learning process people sometimes don’t fully understand. But, just wait. Just breathe. Let yourself be carried away. With each day you are better - you know more, you experience more - you have more and more resources in order to adjust, to act, and to win.

Most persons are surprised, and many distressed, to learn that essentially the same objections commonly urged today against computers were urged by Plato in the Phaedrus (274–7) and in the Seventh Letter against writing. Writing, Plato has Socrates say in the Phaedrus, is inhuman, pretending to establish outside the mind what in reality can be only in the mind. It is a thing, a manufactured product. The same of course is said of computers. Secondly, Plato's Socrates urges, writing destroys memory. Those who use writing will become forgetful, relying on an external resource for what they lack in internal resources. Writing weakens the mind.

Owing to the shape of a bell curve, the education system is geared to the mean. Unfortunately, that kind of education is virtually calculated to bore and alienate gifted minds. But instead of making exceptions where it would do the most good, the educational bureaucracy often prefers not to be bothered. In my case, for example, much of the schooling to which I was subjected was probably worse than nothing. It consisted not of real education, but of repetition and oppressive socialization (entirely superfluous given the dose of oppression I was getting away from school). Had I been left alone, preferably with access to a good library and a minimal amount of high-quality instruction, I would at least have been free to learn without useless distractions and gratuitous indoctrination. But alas, no such luck. Let’s try to break the problem down a bit. The education system […] is committed to a warm and fuzzy but scientifically counterfactual form of egalitarianism which attributes all intellectual differences to environmental factors rather than biology, implying that the so-called 'gifted' are just pampered brats who, unless their parents can afford private schooling, should atone for their undeserved good fortune by staying behind and enriching the classroom environments of less privileged students. This approach may appear admirable, but its effects on our educational and intellectual standards, and all that depends on them, have already proven to be overwhelmingly negative. This clearly betrays an ulterior motive, suggesting that it has more to do with social engineering than education. There is an obvious difference between saying that poor students have all of the human dignity and basic rights of better students, and saying that there are no inherent educationally and socially relevant differences among students. The first statement makes sense, while the second does not. The gifted population accounts for a very large part of the world’s intellectual resources. As such, they can obviously be put to better use than smoothing the ruffled feathers of average or below-average students and their parents by decorating classroom environments which prevent the gifted from learning at their natural pace. The higher we go on the scale of intellectual brilliance – and we’re not necessarily talking just about IQ – the less support is offered by the education system, yet the more likely are conceptual syntheses and grand intellectual achievements of the kind seldom produced by any group of markedly less intelligent people. In some cases, the education system is discouraging or blocking such achievements, and thus cheating humanity of their benefits.

It remains one of the great inequalities of the world that some children are born light years ahead of others. They may come from more stable homes, from wealthy homes, from homes with cleaners and domestic staff, cooks and tutors. Everything is easier, more streamlined, more conducive to educational and career success. Others will come from one-bedroom huts with no running water and no electricity, little chance of a good education, and little time to do anything besides work. The child born into a rich family will, no doubt, progress at a faster rate and develop the sort of self-assurance that comes from stability. This is the case wherever you’re from; it is as true of communist societies as it is of capitalist ones. I have travelled the world and seen these inequalities. I have witnessed the problems such different starting blocks can bring. But if I’ve learned anything, it is that success is possible, whatever your situation and however your life begins. I hope that this story, my story, will prove inspirational and that it will encourage others to dream big, take a plunge, use whatever resources are available. If a small poor boy fishing for prawns on a lake in Ningbo can do it, then so can you.

Trauma is so arresting that traumatized people will focus on it compulsively. Unfortunately, the situation that defeated them once will defeat them again and again. Body sensations can serve as a guide to reflect where we are experiencing trauma, and to lead us to our instinctual resources. These resources give us the power to protect ourselves from predators and other hostile forces. Each of us possesses these instinctual resources. Once we learn how to access them we can create our own shields to reflect and heal our traumas.

Twelve chapters later, I’ve learned how our brains control many aspects of our physiology, including the tools that the body has available—from hormones and natural painkillers to the weapons of the immune system—to ease symptoms and fight disease. Instead of responding purely to physical circumstances, I’ve seen how the brain uses our perception of our environment, including memories of the past and predictions about the future, to decide how best to allocate its resources. These processes can have an effect within seconds, or they can influence our physiology for years to come.

We are often running on fumes, spiritually, but we must know where the fuel station is and, even more important, that it exists. After trying all kinds of other things, Christians have learned that the worship of God with the whole heart in the assurance of his love through the work of Jesus Christ is the thing their souls were meant to “run on.” That is what gets all the heart’s cylinders to fire. If this is not understood, then we will not have the resources to be good spouses. If we look to our spouses to fill up our tanks in a way that only God can do, we are demanding an impossibility.

The people of jewel," said Olga Ciavolga,"treat their children like delicate flowers. They think they will not survive without constant protection. But there are parts of the world where young boys and girls spend weeks at a time with no company except a herd of goats. They chase away wolves. They take care of themselves, and they take care of the herd. And so, when hard times come - as they always do in the end - those children are resourceful and brave. If they have to walk from one end of the county to the other, carrying their baby brother and sisters, they will do it. If they have to hide during the day and travel at night to avoid soldiers, they will do it. They do not give up easily." The tunnel took a sharp right-hand turn and, for a moment, the old woman s voice was lost. Something dropped onto Goldie's arm, and she opened her mouth to yelp - and thought of those children carrying their baby brothers and sisters through the night - and closed her mouth and kept going. She rounded the corner in time to hear Olga Ciavolga murmur,"Of course, I am not saying that it is a good thing to give children such heavy responsibility's. They must be allowed to have a childhood. But they must also be allowed to find their courage and their wisdom, and learn when to stand and when to run away. After all, if they are not permitted to climb the trees, how will they ever see the great and wonderful world that lies before them?

I began looking for these four: Smart. It doesn’t mean high IQ (although that’s great), it means disposed toward learning. If there’s a best practice anywhere, adopt it. We want to turn as much as possible into a routine so we can focus on the few things that require human intelligence and creativity. A good interview question for this is: “Tell me about the last significant thing you learned about how to do your job better.” Or you might ask a candidate: “What’s something that you’ve automated? What’s a process you’ve had to tear down at a company?” Humble. I don’t mean meek or unambitious, I mean being humble in the way that Steph Curry is humble. If you’re humble, people want you to succeed. If you’re selfish, they want you to fail. It also gives you the capacity for self-awareness, so you can actually learn and be smart. Humility is foundational like that. It is also essential for the kind of collaboration we want at Slack. Hardworking. It does not mean long hours. You can go home and take care of your family, but when you’re here, you’re disciplined, professional, and focused. You should also be competitive, determined, resourceful, resilient, and gritty. Take this job as an opportunity to do the best work of your life. Collaborative. It’s not submissive, not deferential—in fact it’s kind of the opposite. In our culture, being collaborative means providing leadership from everywhere. I’m taking responsibility for the health of this meeting. If there’s a lack of trust, I’m going to address that. If the goals are unclear, I’m going to deal with that. We’re all interested in getting better and everyone should take responsibility for that. If everyone’s collaborative in that sense, the responsibility for team performance is shared. Collaborative people know that success is limited by the worst performers, so they are either going to elevate them or have a serious conversation. This one is easy to corroborate with references, and in an interview you can ask, “Tell me about a situation in your last company where something was substandard and you helped to fix it.

In the afterglow of the Big Bang, humans spread in waves across the universe, sprawling and brawling and breeding and dying and evolving. There were wars, there was love, there was life and death. Minds flowed together in great rivers of consciousness, or shattered in sparkling droplets. There was immortality to be had, of a sort, a continuity of identity through replication and confluence across billions upon billions of years. Everywhere they found life. Nowhere did they find mind—save what they brought with them or created—no other against which human advancement could be tested. With time, the stars died like candles. But humans fed on bloated gravitational fat, and achieved a power undreamed of in earlier ages. They learned of other universes from which theirs had evolved. Those earlier, simpler realities too were empty of mind, a branching tree of emptiness reaching deep into the hyperpast. It is impossible to understand what minds of that age—the peak of humankind, a species hundreds of billions of times older than humankind—were like. They did not seek to acquire, not to breed, not even to learn. They had nothing in common with us, their ancestors of the afterglow. Nothing but the will to survive. And even that was to be denied them by time. The universe aged: indifferent, harsh, hostile, and ultimately lethal. There was despair and loneliness. There was an age of war, an obliteration of trillion-year memories, a bonfire of identity. There was an age of suicide, as the finest of humanity chose self-destruction against further purposeless time and struggle. The great rivers of mind guttered and dried. But some persisted: just a tributary, the stubborn, still unwilling to yield to the darkness, to accept the increasing confines of a universe growing inexorably old. And, at last, they realized that this was wrong. It wasn't supposed to have been like this. Burning the last of the universe's resources, the final down-streamers—dogged, all but insane—reached to the deepest past. And—oh. Watch the Moon, Malenfant. Watch the Moon. It's starting—

The worst period I ever went through at work,” a friend confides, “was when the company was restructuring and people were being ‘disappeared’ daily, followed by lying memos that they were leaving ‘for personal reasons.’ No one could focus while that fear was in the air. No real work got done.” Small wonder. The greater the anxiety we feel, the more impaired is the brain’s cognitive efficiency. In this zone of mental misery, distracting thoughts hijack our attention and squeeze our cognitive resources. Because high anxiety shrinks the space available to our attention, it undermines our very capacity to take in new information, let alone generate fresh ideas. Near-panic is the enemy of learning and creativity.

Months later, I learned that what happened that first day at restorative yoga hadn’t been entirely spiritual—I hadn’t just found the exact spot on the astral plane to tap into my sacred core. Instead, my instructor’s techniques happened to be the perfect mechanism to turn down my DMN. The default mode network is so-called because if you put people in an MRI machine for an hour and let their minds wander, the DMN is the system of connections in our brain that will light up. It’s arguably the default state of human consciousness, of boredom and daydreaming. In essence, our ego. So if you’re stuck in a machine for an hour, where does your mind go? If you’re like most people, you’ll ruminate on the past or plan your future. You might think about your relationships, upcoming errands, your zits. And scientists have found that some people who suffer from depression, anxiety, or C-PTSD have overactive DMNs. Which makes sense. The DMN is the seat of responsibility and insecurity. It can be a punishing force when it over-ruminates and gets caught in a toxic loop of obsession and self-doubt. The DMN can be silenced significantly by antidepressants or hallucinogenic substances. But the most efficient cure for an overactive DMN is mindfulness. Here’s how it works: In order for the DMN to start whirring, it needs resources to fuel its internal focus. If you’re intently focused on something external—like, say, filling out a difficult math worksheet—the brain simply doesn’t have the resources to focus internally and externally at the same time. So if you’re triggered, you can short-circuit an overactive DMN by cutting off its power source—shifting all of your brain’s energy to external stimuli instead.

Capacity for keen observation • Exceptional ability to predict and foresee problems and trends • Special problem-solving resources; extraordinary tolerance for ambiguity; fascination with dichotomous puzzles • Preference for original thinking and creative solutions • Excitability, enthusiasm, expressiveness, and renewable energy • Heightened sensitivity, intense emotion, and compassion • Playful attitude and childlike sense of wonder throughout life • Extra perceptivity, powerful intuition, persistent curiosity, potential for deep insight, early spiritual experiences • Ability to learn rapidly, concentrate for long periods of time, comprehend readily, and retain what is learned; development of more than one area of expertise • Exceptional verbal ability; love of subtleties of written and spoken words, new information, theory, and discussion • Tendency to set own standards and evaluate own efforts • Unusual sense of humor, not always understood by others • Experience of feeling inherently different or odd • History of being misunderstood and undersupported • Deep concerns about universal issues and nature, and reverence for the interconnectedness of all things • Powerful sense of justice and intolerance for unfairness • Strong sense of independence and willingness to challenge authority • Awareness of an inner force that “pulls” for meaning, fulfillment, and excellence • Feelings of urgency about personal destiny and a yearning at a spiritual level for answers to existential puzzles

Not every investment requires money. As the girls in this book have shown, they want to know that people care about them and their well-being. They want to be seen and acknowledged for who they are and what they can contribute to the learning environment. Our collective community can respond to their needs by being there for them. But many schools around the country have also established girls’ groups as a way to provide encouragement for girls simply by convening them in regular conversation and sisterhood check-ins. These are good ways to facilitate conversation and to launch the next level of investment—one that does require financial resources. Join efforts to raise awareness about the conditions of Black girls in the racial justice movement.

How easy it is, in times of ease, for us to become dependent on our routines, on the established order of our day-to-day existence, to carry us along. We begin to take things for granted, to rely on ourselves and on our own resources, to “settle in” in this world and look to it for our support. We all too easily come to equate being comfortable with a sense of well-being, to seek our comfort solely in the sense of being comfortable. Friends and possessions surround us, one day is followed by the next, good health and happiness for the most part are ours. We don’t have to desire much of the things of this world—to be enamored of riches, for example, or greedy or avaricious—in order to have gained this sense of comfort and of well-being, to trust in them as our support—and to take God for granted. It is the status quo that we rely on, that carries us from day to day, and somehow we begin to lose sight of the fact that under all these things and behind all these things, it is God who supports and sustains us. We go along, taking for granted that tomorrow will be very much like today, comfortable in the world we have created for ourselves, secure in the established order we have learned to live with, however imperfect it may be, and give little thought to God at all.

And although better coverage of the outbreak’s evolution in the press couldn’t have stopped the influenza virus, a single newspaper headline in Philadelphia saying “Don’t Go to Any Parades; for the Love of God Cancel Your Stupid Parade” could have saved hundreds of lives. It would have done a lot more than those telling people, “Don’t Get Scared!” Telling people that things are fine is not the same as making them fine. This failure is in the past. Journalists and editors had their reasons. Risking jail time is no joke. But learning from this breakdown in truth-telling is important because the fourth estate can’t fail again. We are fortunate today to have organizations like the Centers for Disease Control and Prevention and the World Health Organization that track how diseases are progressing and report these findings. In the event of an outbreak similar to the Spanish flu, they will be wonderful resources. I hope we’ll be similarly lucky to have journalists who will be able to share necessary information with the public. The public is at its strongest when it is well informed. Despite Lippmann’s claims to the contrary, we are smart, and we are good, and we are always stronger when we work together. If there is a next time, it would be very much to our benefit to remember that.

When we practice love, we want to give more. Selfishness, a refusal to give acceptance to another, is a central reason romantic relationships fail. In Love the Way You Want It, Robert Sternberg confirms: “If I were asked the single most frequent cause of the destruction of relationships . . . I would say it is selfishness. We live in an age of narcissism and many people have never learned or have forgotten how to listen to the needs of others. The truth is, if you want to make just one change in yourself that will improve your relationship—literally, overnight—it would be to put your partner’s interest on an equal footing with your own.” Giving generously in romantic relationships, and in all other bonds, means recognizing when the other person needs our attention. Attention is an important resource.

Greed subsumes love and compassion; living simply makes room for them. Living simply is the primary way everyone can resist greed every day. All over the world people are becoming more aware of the importance of living simply and sharing resources. While communism has suffered political defeat globally, the politics of communalism continue to matter. We can all resist the temptation of greed. We can work to change public policy, electing leaders who are honest and progressive. We can turn off the television set. We can show respect for love. To save our planet we can stop thoughtless waste. We can recycle and support ecologically advanced survival strategies. We can celebrate and honor communalism and interdependency by sharing resources. All these gestures show a respect and a gratitude for life. When we value the delaying of gratification and take responsibility for our actions, we simplify our emotional universe. Living simply makes loving simple. The choice to live simply necessarily enhances our capacity to love. It is the way we learn to practice compassion, daily affirming our connection to a world community.

If you really want a child to thrive and blossom, lose the screens for the first few years of their lives. During those key developmental periods, let them engaging creative play. Legos are always great, as they encourage creativity and the hand-eye coordination nurtures synaptic growth. Let them explore their surroundings and allow them opportunities to experience nature. . Activities like cooking and playing music also have been shown to help young children thrive developmentally. But most importantly, let them experience boredom; there is nothing healthier for a child then to learn how to use their own interior resources to work through the challenges of being bored. This then acts as the fertile ground for developing their powers of observation, cultivating patience and developing an active imagination-- the most developmentally and neurosynaptically important skill that they can learn.

I remembered the promise of the Holy Ghost; and what the positive declarations of the Gospel had never succeeded in bringing home to me, I learned at last from necessity, and believed, for the first time in my life, in this promise, in the only sense in which it answered the needs of my soul, in that, namely, of a real external supernatural action, capable of giving me thoughts, and taking them away from me, and exerted on me by a God as truly master of my heart as he is of the rest of nature. Renouncing then all merit, all strength, abandoning all my personal resources, and acknowledging no other title to his mercy than my own utter misery, I went home and threw myself on my knees and prayed as I never yet prayed in my life. From this day onwards a new interior life began for me: not that my melancholy had disappeared, but it had lost its sting. Hope had entered into my heart, and once entered on the path, the God of Jesus Christ, to whom I then had learned to give myself up, little by little did the rest."[130]

People who are starving and dressed in rags don’t want to hear someone read a list of propositional “good news.” They want to see the good news in action. The church doesn’t hold revival meetings and call it a day — we feed the hungry, clothe the naked, dig wells, and staff medical clinics. Social action isn’t an optional part of evangelism; it is evangelism. This is an important correction to the overspirituality that dominated evangelical Christianity just a generation ago. But the both/and of holistic mission still misses the heart of Jesus if we don’t see that the church needs the poor as much as the poor need the church. Jesus didn’t embrace the poor only because he pitied them or because he knew he had the resources to help them. Jesus embraced the poor because they were rushing into the kingdom ahead of the scribes and Pharisees — those who called themselves God’s people. Jesus welcomed people who knew poverty because they were ready to receive what he had to offer. Religious people, he said, could learn something from them. Our spiritual lives are linked to the material conditions of our life. When we feel like we don’t need much materially, we often have trouble remembering why we need God. We comfortable Americans can go through an entire day without thinking of God. But Jesus gave the poor more than food to eat and relief from their sickness. He restored them to God’s beloved community.

The Noser and the Note The Head Rifler of an insolvent bank, learning that it was about to be visited by the official Noser into Things, placed his own personal note for a large amount among its resources, and, gaily touching his guitar, awaited the inspection.  When the Noser came to the note he asked, “What’s this?” “That,” said the Assistant Pocketer of Deposits, “is one of our liabilities.” “A liability?” exclaimed the Noser.  “Nay, nay, an asset.  That is what you mean, doubtless.” “Therein you err,” the Pocketer explained; “that note was written in the bank with our own pen, ink, and paper, and we have not paid a stationery bill for six months.” “Ah, I see,” the Noser said, thoughtfully; “it is a liability.  May I ask how you expect to meet it?” “With fortitude, please God,” answered the Assistant Pocketer, his eyes to Heaven raising—“with fortitude and a firm reliance on the laxity of the law.” “Enough, enough,” exclaimed the faithful servant of the State, choking with emotion; “here is a certificate of solvency.” “And here is a bottle of ink,” the grateful financier said, slipping it into the other’s pocket; “it is all that we have.

virus, a single newspaper headline in Philadelphia saying “Don’t Go to Any Parades; for the Love of God Cancel Your Stupid Parade” could have saved hundreds of lives. It would have done a lot more than those telling people, “Don’t Get Scared!” Telling people that things are fine is not the same as making them fine. This failure is in the past. Journalists and editors had their reasons. Risking jail time is no joke. But learning from this breakdown in truth-telling is important because the fourth estate can’t fail again. We are fortunate today to have organizations like the Centers for Disease Control and Prevention and the World Health Organization that track how diseases are progressing and report these findings. In the event of an outbreak similar to the Spanish flu, they will be wonderful resources. I hope we’ll be similarly lucky to have journalists who will be able to share necessary information with the public. The public is at its strongest when it is well informed. Despite Lippmann’s claims to the contrary, we are smart, and we are good, and we are always stronger when we work together. If there is a next time, it would be very much to our benefit to remember that.

Control: February 15 Sometimes, the gray days scare us. Those are the days when the old feelings come rushing back. We may feel needy, scared, ashamed, unable to care for ourselves. When this happens, it’s hard to trust ourselves, others, the goodness of life, and the good intentions of our Higher Power. Problems seem overwhelming. The past seems senseless; the future, bleak. We feel certain the things we want in life will never happen. In those moments, we may become convinced that things and people outside of ourselves hold the key to our happiness. That’s when we may try to control people and situations to mask our pain. When these “codependent crazies” strike, others often begin to react negatively to our controlling. When we’re in a frenzied state, searching for happiness outside ourselves and looking to others to provide our peace and stability, remember this: Even if we could control things and people, even if we got what we wanted, we would still be ourselves. Our emotional state would still be in turmoil. People and things don’t stop our pain or heal us. In recovery, we learn that this is our job, and we can do it by using our resources: ourselves, our Higher Power, our support systems, and our recovery program. Often, after we’ve become peaceful, trusting, and accepting, what we want comes to us—with ease and naturalness. The sun begins to shine again. Isn’t it funny, and isn’t it true, how all change really does begin with us? I can let go of things and people and my need to control today. I can deal with my feelings. I can get peaceful. I can get calm. I can get back on track and find the true key to happiness—myself. I will remember that a gray day is just that—one gray day.

Truth loves nothing better than simplicity of truth: that is the lesson Columbe Josse ought to have learned from her medieval readings. But all she seems to have gleaned from her studies is how to make a conceptual fuss in the service of nothing. It is a sort of endless loop, and also a shameless waste of resources, including the courier and my own self. . . . Granted, the young woman has a fairly efficient way with words, despite her youth. But the fact that the middle classes are working themselves to the bone, using their sweat and taxes to finance such pointless and pretentious research leaves me speechless. Every gray morning, day after gloomy day, secretaries, craftsmen, employees, petty civil servants, taxi drivers and concierges shoulder their burdens so that the flower of French youth, duly housed and subsidized, can squander the fruit of all that dreariness upon the altar of ridiculous endeavors . . . Should you devote your time to teaching, to producing a body of work, to research, to culture? It makes no difference. The only thing that matters is your intention: are you elevating thought and contributing to the common good, or rather joining the ranks in the field of study whose only purpose is its own perpetuation, and only function the self-reproduction of the elite - for this turns the University into a sect.

Truth loves nothing better than simplicity of truth: that is the lesson Columbe Josse ought to have learned from her medieval readings. But all she seems to have gleaned from her studies is how to make a conceptual fuss in the service of nothing. It is a sort of endless loop, and also a shameless waste of resources, including the courier and my own self. . . . Granted, the young woman has a fairly efficient way with words, despite her youth. But the fact that the middle classes are working themselves to the bone, using their sweat and taxes to finance such pointless and pretentious research leaves me speechless. Every gray morning, day after gloomy day, secretaries, craftsmen, employees, petty civil servants, taxi drivers and concierges shoulder their burdens so that the flower of French youth, duly housed and subsidized, can squander the fruit of all that dreariness upon the altar of ridiculous endeavors . . . Should you devote your time to teaching, to producing a body of work, to research, to culture? It makes no difference. The only thing that matters is your intention: are you elevating thought and contributing to the common good, or rather joining the ranks in the field of study whose only purpose is its own perpetuation, and only function the self-reproduction of the elite - for this turns the University into a sect.

Adults tend to forget – or perhaps never appreciated in the first place if lifelong non-readers themselves – what a vital part of the process rereading is for children. As adults, rereading seems like backtracking at best, self-indulgence at worst. Free time is such a scarce resource that we feel we should be using it only on new things. But for children, rereading is absolutely necessary. The act of reading is itself still new. A lot of energy is still going into (not so) simple decoding of words and the assimilation of meaning. Only then do you get to enjoy the plot – to begin to get lost in the story. And only after you are familiar with the plot are you free to enjoy, mull over, break down and digest all the rest. The beauty of a book is that it remains the same for as long as you need it. It’s like being able to ask a teacher or parent to repeat again and again some piece of information or point of fact you haven’t understood with the absolute security of knowing that he/she will do so infinitely. You can’t wear out a book’s patience. And for a child there is so much information in a book, so much work to be done within and without. You can identify with the main or peripheral character (or parts of them all). You can enjoy the vicarious satisfaction of their adventures and rewards. You also have a role to play as interested onlooker, able to observe and evaluate participants’ reactions to events and to each other with a greater detachment, and consequent clarity sometimes, than they can. You are learning about people, about relationships, about the variety of responses available to them and in many more situations and circumstances (and at a much faster clip) than one single real life permits. Each book is a world entire. You’re going to have to take more than one pass at it.

Novels begin and end with, consist of, and indeed in one sense are nothing but voices. So reading is learning to listen sensitively, and to tune in accurately, to varying frequencies and a developing programme. From the opening words a narrative voice begins to create its own characteristic personality and sensibility, whether it belongs to an 'author' or a 'character'. At the same time a reader is being created, persuaded to become the particular kind of reader the book requires. A relationship develops, which becomes the essential basis of the experience. In the modulation of the fictive voice, finally, through the creation of 'author' and 'reader* and their relationship, there is a definition of the nature and status of the experience, which will always imply a particular idea of ordering the world. So much is perhaps familiar enough, and a useful rhetoric of Voice' has developed. Yet I notice in my students and myself, when its vocabulary is in play, a tendency to become rather too abstract or technical, and above all too spatial and static. Perhaps we need to remind ourselves what it can be like to listen to close friends, talking animatedly and seriously in everyday experience, in order to make sure that a vocabulary which often points only to broad strategies does not tempt us to underplay the extraordinary resourcefulness, variety and fluctuation of the novelist's voice.

1. Recruit the smallest group of people who can accomplish what must be done quickly and with high quality. Comparative Advantage means that some people will be better than others at accomplishing certain tasks, so it pays to invest time and resources in recruiting the best team for the job. Don’t make that team too large, however—Communication Overhead makes each additional team member beyond a core of three to eight people a drag on performance. Small, elite teams are best. 2. Clearly communicate the desired End Result, who is responsible for what, and the current status. Everyone on the team must know the Commander’s Intent of the project, the Reason Why it’s important, and must clearly know the specific parts of the project they’re individually responsible for completing—otherwise, you’re risking Bystander Apathy. 3. Treat people with respect. Consistently using the Golden Trifecta—appreciation, courtesy, and respect—is the best way to make the individuals on your team feel Important and is also the best way to ensure that they respect you as a leader and manager. The more your team works together under mutually supportive conditions, the more Clanning will naturally occur, and the more cohesive the team will become. 4. Create an Environment where everyone can be as productive as possible, then let people do their work. The best working Environment takes full advantage of Guiding Structure—provide the best equipment and tools possible and ensure that the Environment reinforces the work the team is doing. To avoid having energy sapped by the Cognitive Switching Penalty, shield your team from as many distractions as possible, which includes nonessential bureaucracy and meetings. 5. Refrain from having unrealistic expectations regarding certainty and prediction. Create an aggressive plan to complete the project, but be aware in advance that Uncertainty and the Planning Fallacy mean your initial plan will almost certainly be incomplete or inaccurate in a few important respects. Update your plan as you go along, using what you learn along the way, and continually reapply Parkinson’s Law to find the shortest feasible path to completion that works, given the necessary Trade-offs required by the work. 6. Measure to see if what you’re doing is working—if not, try another approach. One of the primary fallacies of effective Management is that it makes learning unnecessary. This mind-set assumes your initial plan should be 100 percent perfect and followed to the letter. The exact opposite is true: effective Management means planning for learning, which requires constant adjustments along the way. Constantly Measure your performance across a small set of Key Performance Indicators (discussed later)—if what you’re doing doesn’t appear to be working, Experiment with another approach.

Asia is rising against me. I haven't got a chinaman's chance. I'd better consider my national resources. My national resources cousist of two joints of marijuana millions of genitals an unpublishable private literature that goes 1400 miles an hour and twentyfive-thousand mental institutions. I say nothing about my prisons nor the millions of underprivileged who live in my flowerpots under the light of five hundred suns. I have abolished the whorehouses of France, Tangiers is the next to go. My ambition is to be President despite the fact that I'm a Catholic. America how can I write a holy litany in your silly mood? I will continue like Henry Ford my strophes are as individual as his automobiles more so they're all different sexes. America I will sell you strophes $2500 apiece $500 down on your old strophe America free Tom Mooney America save the Spanish Loyalists America Sacco & V anzetti must not die America I am the Scottsboro boys. America when I was seven momma took me to Communist Cell meetings they sold us garbanzos a handful per ticket a ticket costs a nickel and the speeches were free everybody was angelic and sentimental about the workers it was all so sincere you have no idea what a good thing the party was in 1835 Scott Nearing was a grand old man a real mensch Mother Bloor made me cry I once saw Israel Amter plain. Everybody must have been a spy. America you don't really want to go to war. America it's them bad Russians. Them Russians them Russians and them Chinamen. And them Russians. The Russia wants to eat us alive. The Russia's power mad. She wants to take our cars from out our garages. Her wants to grab Chicago. Her needs a Red Readers' Digest. Her wants our auto plants in Siberia. Him big bureaucracy running our fillingstations. That no good. Ugh. Him make Indians learn read. Him need big black niggers. Hah. Her make us all work sixteen hours a day. Help. America this is quite serious. America this is the impression I get from looking in the television set. America is this correct? I'd better get right down to the job. It's true I don't want to join the Army or turn lathes in precision parts factories, I'm nearsighted and psychopathic anyway. America I'm putting my queer shoulder to the wheel.

Vulnerability: January 8 Some of us may have made a decision that no one was ever going to hurt us again. We may automatically go on “feelings freeze mode” when faced with emotional pain. Or, we may terminate a relationship the first time we feel hurt. Hurt feelings are a part of life, relationships, and recovery. It is understandable that we don’t want to feel any more pain. Many of us have had more than our share. In fact, at some time in our life, we may have been overwhelmed, crushed, or stopped in our tracks by the amount of pain we felt. We may not have had the resources to cope with our pain or take care of ourselves. That was yesterday. Today, we don’t have to be so frightened of pain. It does not have to overwhelm us. We are becoming strong enough to deal with hurt feelings. And we don’t have to become martyrs, claiming that hurt feelings and suffering are all there is to life. We need only allow ourselves to feel vulnerable enough to feel hurt, when that’s appropriate, and take responsibility for our feelings, behaviors, and what we need to do to take care of ourselves. We don’t have to analyze or justify our feelings. We need to feel them, and try not to let them control our behavior. Maybe our pain is showing us we need to set a boundary; maybe it’s showing us we’re going in a wrong direction; maybe it’s triggering a deep healing process. It’s okay to feel hurt; it’s okay to cry; it’s okay to heal; it’s okay to move on to the next feeling, when it’s time. Our willingness and capacity to feel hurt will eventually be matched by our willingness and capacity to feel joy. Being in recovery does not mean immunity from pain; it means learning to take loving care of ourselves when we are in pain. Today, I will not strike out at those who cause me pain. I will feel my emotions and take responsibility for them. I will accept hurt feelings as part of being in relationships. I am willing to surrender to the pain as well as the joy in life.

It might be useful here to say a word about Beckett, as a link between the two stages, and as illustrating the shift towards schism. He wrote for transition, an apocalyptic magazine (renovation out of decadence, a Joachite indication in the title), and has often shown a flair for apocalyptic variations, the funniest of which is the frustrated millennialism of the Lynch family in Watt, and the most telling, perhaps, the conclusion of Comment c'est. He is the perverse theologian of a world which has suffered a Fall, experienced an Incarnation which changes all relations of past, present, and future, but which will not be redeemed. Time is an endless transition from one condition of misery to another, 'a passion without form or stations,' to be ended by no parousia. It is a world crying out for forms and stations, and for apocalypse; all it gets is vain temporality, mad, multiform antithetical influx. It would be wrong to think that the negatives of Beckett are a denial of the paradigm in favour of reality in all its poverty. In Proust, whom Beckett so admires, the order, the forms of the passion, all derive from the last book; they are positive. In Beckett, the signs of order and form are more or less continuously presented, but always with a sign of cancellation; they are resources not to be believed in, cheques which will bounce. Order, the Christian paradigm, he suggests, is no longer usable except as an irony; that is why the Rooneys collapse in laughter when they read on the Wayside Pulpit that the Lord will uphold all that fall. But of course it is this order, however ironized, this continuously transmitted idea of order, that makes Beckett's point, and provides his books with the structural and linguistic features which enable us to make sense of them. In his progress he has presumed upon our familiarity with his habits of language and structure to make the relation between the occulted forms and the narrative surface more and more tenuous; in Comment c'est he mimes a virtually schismatic breakdown of this relation, and of his language. This is perfectly possible to reach a point along this line where nothing whatever is communicated, but of course Beckett has not reached it by a long way; and whatever preserves intelligibility is what prevents schism. This is, I think, a point to be remembered whenever one considers extremely novel, avant-garde writing. Schism is meaningless without reference to some prior condition; the absolutely New is simply unintelligible, even as novelty. It may, of course, be asked: unintelligible to whom? --the inference being that a minority public, perhaps very small--members of a circle in a square world--do understand the terms in which the new thing speaks. And certainly the minority public is a recognized feature of modern literature, and certainly conditions are such that there may be many small minorities instead of one large one; and certainly this is in itself schismatic. The history of European literature, from the time the imagination's Latin first made an accommodation with the lingua franca, is in part the history of the education of a public--cultivated but not necessarily learned, as Auerbach says, made up of what he calls la cour et la ville. That this public should break up into specialized schools, and their language grow scholastic, would only be surprising if one thought that the existence of excellent mechanical means of communication implied excellent communications, and we know it does not, McLuhan's 'the medium is the message' notwithstanding. But it is still true that novelty of itself implies the existence of what is not novel, a past. The smaller the circle, and the more ambitious its schemes of renovation, the less useful, on the whole, its past will be. And the shorter. I will return to these points in a moment.

Predominantly inattentive type Perhaps the majority of girls with AD/HD fall into the primarily inattentive type, and are most likely to go undiagnosed. Generally, these girls are more compliant than disruptive and get by rather passively in the academic arena. They may be hypoactive or lethargic. In the extreme, they may even seem narcoleptic. Because they do not appear to stray from cultural norms, they will rarely come to the attention of their teacher. Early report cards of an inattentive type girl may read, "She is such a sweet little girl. She must try harder to speak up in class." She is often a shy daydreamer who avoids drawing attention to herself. Fearful of expressing herself in class, she is concerned that she will be ridiculed or wrong. She often feels awkward, and may nervously twirl the ends of her hair. Her preferred seating position is in the rear of the classroom. She may appear to be listening to the teacher, even when she has drifted off and her thoughts are far away. These girls avoid challenges, are easily discouraged, and tend to give up quickly. Their lack of confidence in themselves is reflected in their failure excuses, such as, "I can't," "It's too hard," or "I used to know it, but I can't remember it now." The inattentive girl is likely to be disorganized, forgetful, and often anxious about her school work. Teachers may be frustrated because she does not finish class work on time. She may mistakenly be judged as less bright than she really is. These girls are reluctant to volunteer for a project orjoin a group of peers at recess. They worry that other children will humiliate them if they make a mistake, which they are sure they will. Indeed, one of their greatest fears is being called on in class; they may stare down at their book to avoid eye contact with the teacher, hoping that the teacher will forget they exist for the moment. Because interactions with the teacher are often anxiety-ridden, these girls may have trouble expressing themselves, even when they know the answer. Sometimes, it is concluded that they have problems with central auditory processing or expressive language skills. More likely, their anxiety interferes with their concentration, temporarily reducing their capacity to both speak and listen. Generally, these girls don't experience this problem around family or close friends, where they are more relaxed. Inattentive type girls with a high IQ and no learning disabilities will be diagnosed with AD/HD very late, if ever. These bright girls have the ability and the resources to compensate for their cognitive challenges, but it's a mixed blessing. Their psychological distress is internalized, making it less obvious, but no less damaging. Some of these girls will go unnoticed until college or beyond, and many are never diagnosed they are left to live with chronic stress that may develop into anxiety and depression as their exhausting, hidden efforts to succeed take their toll. Issues

From another corner of neuroscience, we’re learning about a neurotransmitter called dopamine. Though there are more than fifty neurotransmitters (that we know of), scientists studying substance problems have given dopamine much of their attention. The brain’s reward system and pleasure centers—the areas most impacted by substance use and compulsive behaviors—have a high concentration of dopamine. Some brains have more of it than others, and some people have a capacity to enjoy a range of experiences more than others, owing to a combination of genetics and environment. The thing about dopamine is that it makes us feel really good. We tend to want more of it. It is naturally generated through ordinary, pleasurable activities like eating and sex, and it is the brain’s way of rewarding us—or nature’s way of rewarding the brain—for activities necessary to our survival, individually or as a species. It is the “mechanism by which ‘instinct’ is manifest.” Our brains arrange for dopamine levels to rise in anticipation and spike during a pleasurable activity to make sure we do it again. It helps focus our attention on all the cues that contributed to our exposure to whatever felt good (these eventually become triggers to use, as we explain later). Drugs and alcohol (and certain behaviors) turn on a gushing fire hose of dopamine in the brain, and we feel good, even euphoric. Dopamine produced by these artificial means, however, throws our pleasure and reward systems out of whack immediately. Flooding the brain repeatedly with dopamine has long-term effects and creates what’s known as tolerance—when we lose our ability to produce or absorb our own dopamine and need more and more of it artificially just to feel okay. Specifically, the brain compensates for the flood of dopamine by decreasing its own production of it or by desensitizing itself to the neurotransmitter by reducing the number of dopamine receptors, or both. The brain is just trying to keep a balance. The problem with the brain’s reduction in natural dopamine production is that when you take the substance or behavior out of the picture, there’s not enough dopamine in the brain to make you feel good. Without enough dopamine, there is no interest or pleasure. Then not only does the brain lose the pleasure associated with using, it might not be able to enjoy a sunset or a back rub, either. A lowered level of dopamine, combined with people’s longing for the rush of dopamine they got from using substances, contributes to “craving” states. Cravings are a physiological process associated with the brain’s struggle to regain its normal dopamine balance, and they can influence a decision to keep using a substance even when a person is experiencing negative consequences that matter to him and a strong desire to change. Depending on the length of time and quantities a person has been using, these craving states can be quite uncomfortable and compelling. The dopamine system can and does recover, starting as soon as we stop flooding it. But it takes time, and in the time between shutting off the artificial supply of dopamine and the brain’s rebuilding its natural resources, people tend to feel worse (before they feel better). On a deep, instinctual level, their brains are telling them that by stopping using, something is missing; something is wrong. This is a huge factor in relapse, despite good intentions and effort to change. Knowing this can help you and your loved one make it across this gap in brain reward systems.