Matched Chapter 1 Quotes

Just so you know, Araragi-kun, I hate romantic comedies where it is obvious the two will get together at the end but lukewarm developments keep them at an in-between more-than-friends-less-than-lovers state chapter after chapter just to keep the story going.” “...I see.” “Incidentally, I also hate sports manga where each match takes an entire year and yet you know they are going to win in the end. I also hate battle manga where it is clear they will defeat the final boss and bring peace to the world, but the battles with weaker enemies go on forever.” “I think you just covered every shounen manga and shoujo manga in existence.” - Senjougahara Hitagi & Araragi Koyomi

(Archidamus:) War is carried on in the dark; attacks are generally sudden and furious, and often the smaller army, animated by a proper fear, has been more than a match for a larger force which, disdaining their opponent, were taken unprepared by him. When invading an enemy's country, men should always be confident in spirit, but they should fear too, and take measures of precaution; and thus they will be at once most valorous in attack and impregnable in defence. (Book 2 Chapter 11.4-5)

There are parts missing,” he said. The herbalist fluttered her hand, as if the matter was of no consequence. “That’s because I’m writing them out of order. It’s how my brain works.” “But how do you know that” - he squinted at a page - “this is supposed to be chapter one hundred twenty-five and not, say, one hundred twenty-three?” “Because,” said Angela with a superior expression, “I have faith in the gods, and they reward my devotion.” “No, you don’t,” said Eragon. He leaned forward, feeling as if he’d just gained the advantage in a sparring match. “You don’t have faith in anyone but yourself.” She made an expression of mock outrage. “Here now! You dare question my conviction, Shur’tugal?!” “Not at all. I just question where it’s directed.

(Pericles:) In a single pitched battle the Peloponnesians and their allies are a match for all Hellas, but they are not able to maintain a war against a power different in kind from their own; they have no regular general assembly, and therefore cannot execute their plans with speed and decision. The confederacy is made up of many races; all the representatives have equal votes, and press their several interests. There follows the usual result, that nothing is ever done properly. For some are all anxiety to be revenged on an enemy, while others only want to get off with as little loss as possible. The members of such a confederacy are slow to meet, and when they do meet, they give little time to the consideration of any common interest, and a great deal to schemes which further the interest of their particular state. Every one fancies that his own neglect will do no harm, but that it is somebody else's business to keep a look-out for him, and this idea, cherished alike by each, is the secret ruin of all. (Book 1 Chapter 141.6-7)

After their arrival at Troy, when they had won a battle(as they clearly did, for otherwise they could not have fortified their camp),even then they appear not to have used the whole of their force, but to have been driven by want of provisions to the cultivation of the Chersonese and to pillage.And in consequence of this dispersion of their forces, the Trojans were enabled to hold out against them during the whole ten years, being always a match for those who remained on the spot. Whereas if the besieging army had brought abundant supplies, and, instead of betaking themselves to agriculture or pillage, had carried on the war persistently with all their forces, they would easily have been masters of the field and have taken the city; since, even divided as they were, and with only a part of their army available at any one time, they held their ground. [...]Poverty was the real reason why the achievements of former ages were insignificant, and why the Trojan War, the most celebrated of them all, when brought to the test of facts, falls short of its fame and of the prevailing traditions to which the poets have given authority. (Book 1 Chapter 11)

So, will deep learning eventually become “artificial general intelligence” (AGI), matching human intelligence in every way? Will we encounter “singularity” (see chapter 10)? I don’t believe it will happen by 2041. There are many challenges that we have not made much progress on or even understood, such as how to model creativity, strategic thinking, reasoning, counter-factual thinking, emotions, and consciousness. These challenges are likely to require a dozen more breakthroughs like deep learning, but we’ve had only one great breakthrough in over sixty years, so I believe we are unlikely to see a dozen in twenty years. In addition, I would suggest that we stop using AGI as the ultimate test of AI. As I described in chapter 1, AI’s mind is different from the human mind. In twenty years, deep learning and its extensions will beat humans on an ever-increasing number of tasks, but there will still be many existing tasks that humans can handle much better than deep learning. There will even be some new tasks that showcase human superiority, especially if AI’s progress inspires us to improve and evolve. What’s important is that we develop useful applications suitable for AI and seek to find human-AI symbiosis, rather than obsess about whether or when deep-learning AI will become AGI. I consider the obsession with AGI to be a narcissistic human tendency to view ourselves as the gold standard.

No Some Yes G. Overall Performance Objective Is the performance objective: ___ ___ ___ 1. Clear (you/others can construct an assessment to test learners)? ___ ___ ___ 2. Feasible in the learning and performance contexts (time, resources, etc)? ___ ___ ___ 3. Meaningful in relation to goal and purpose for instruction (not insignificant)? H. (Other) ___ ___ ___ 1. Your complete list of performance objectives becomes the foundation for the next phase of the design process, developing criterion-referenced test items for each objective. The required information and procedures are described in Chapter 7. Judge the completeness of given performance objectives. Read each of the following objectives and judge whether it includes conditions, behaviors, and a criterion. If any element is missing, choose the part(s) omitted. 1. Given a list of activities carried on by the early settlers of North America, understand what goods they produced, what product resources they used, and what trading they did. a. important conditions and criterion b. observable behavior and important conditions c. observable behavior and criterion d. nothing 2. Given a mimeographed list of states and capitals, match at least 35 of the 50 states with their capitals without the use of maps, charts, or lists. a. observable response b. important conditions c. criterion performance d. nothing 3. During daily business transactions with customers, know company policies for delivering friendly, courteous service. a. observable behavior b. important conditions c. criterion performance d. a and b e. a and c 4. Students will be able to play the piano. a. important conditions b. important conditions and criterion performance c. observable behavior and criterion performance d. nothing 5. Given daily access to music in the office, choose to listen to classical music at least half the time. a. important conditions b. observable behavior c. criterion performance d. nothing Convert instructional goals and subordinate skills into terminal and subordinate objectives. It is important to remember that objectives are derived from the instructional goal and subordinate skills analyses. The following instructional goal and subordinate skills were taken from the writing composition goal in Appendix E. Demonstrate conversion of the goal and subordinate skills in the goal analysis by doing the following: 6. Create a terminal objective from the instructional goal: In written composition, (1) use a variety of sentence types and accompanying punctuation based on the purpose and mood of the sentence, and (2) use a variety of sentence types and accompanying punctuation based on the complexity or structure of the sentence. 7. Write performance objectives for the following subordinate skills: 5.6 State the purpose of a declarative sentence: to convey information 5.7 Classify a complete sentence as a declarative sentence 5.11 Write declarative sentences with correct closing punctuation. Evaluate performance objectives. Use the rubric as an aid to developing and evaluating your own objectives. 8. Indicate your perceptions of the quality of your objectives by inserting the number of the objective in either the Yes or No column of the checklist to reflect your judgment. Examine those objectives receiving No ratings and plan ways the objectives should be revised. Based on your analysis, revise your objectives to correct ambiguities and omissions. P

Remedies exist for correcting substantial departures from normality, but these remedies may make matters worse when departures from normality are minimal. The first course of action is to identify and remove any outliers that may affect the mean and standard deviation. The second course of action is variable transformation, which involves transforming the variable, often by taking log(x), of each observation, and then testing the transformed variable for normality. Variable transformation may address excessive skewness by adjusting the measurement scale, thereby helping variables to better approximate normality.8 Substantively, we strongly prefer to make conclusions that satisfy test assumptions, regardless of which measurement scale is chosen.9 Keep in mind that when variables are transformed, the units in which results are expressed are transformed, as well. An example of variable transformation is provided in the second working example. Typically, analysts have different ways to address test violations. Examination of the causes of assumption violations often helps analysts to better understand their data. Different approaches may be successful for addressing test assumptions. Analysts should not merely go by the result of one approach that supports their case, ignoring others that perhaps do not. Rather, analysts should rely on the weight of robust, converging results to support their final test conclusions. Working Example 1 Earlier we discussed efforts to reduce high school violence by enrolling violence-prone students into classes that address anger management. Now, after some time, administrators and managers want to know whether the program is effective. As part of this assessment, students are asked to report their perception of safety at school. An index variable is constructed from different items measuring safety (see Chapter 3). Each item is measured on a seven-point Likert scale (1 = strongly disagree to 7 = strongly agree), and the index is constructed such that a high value indicates that students feel safe.10 The survey was initially administered at the beginning of the program. Now, almost a year later, the survey is implemented again.11 Administrators want to know whether students who did not participate in the anger management program feel that the climate is now safer. The analysis included here focuses on 10th graders. For practical purposes, the samples of 10th graders at the beginning of the program and one year later are regarded as independent samples; the subjects are not matched. Descriptive analysis shows that the mean perception of

made those rusty scratches on the chrome. She could match each insult to her bike to an injury on her body: scabs on her knees, scrapes to her elbows, bruises on her shins, and a tiny sliver of a scar under her chin. Amelia Bedelia had parked her bike at the bike rack. She was about to go into school when she saw some kids buzzing around Suzanne Scroggins. Suzanne was a new girl this year. She told all her friends to call her Suzi. Amelia Bedelia still called her Suzanne, even though Amelia Bedelia sat right behind her. Amelia Bedelia had never figured out why Suzanne was so crabby and bossy every day.

I was one to one with a big nurse. Afraid to move and ask, ‘Whose blood is it so cold?’ … drop by drop … inside my small body. But the blood from the looks of these opposite men was not cold. It was hot, even very hot, pumping into my head. One man, another, and one more, some older than others, some even with temples of grey hair. But what united them all was the interest in a ten-year-old girl.” (-- Angelika Regossi, “Love in Communism. A Young Woman’s Adult Story”. Chapter 1: The Girl Felt a Woman) “We sat together, at the bottom of the trench, on the cold and dry ground. The sun slowly was going down, and the first signs of the cold September evening appeared. Tanya pulled out the matches and lit the cigarette butts, and we started to smoke; two small girls of seven and five. We thought that nobody was seeing us making the fumes. Suddenly, I saw Tanya’s sister go out to the balcony of their flat, looking around the yard. When she noticed the fumes from the trench, she screamed at the whole yard, ‘Tanya! Tanya! I see you. Come immediately home!’ ‘Why! Am I cold?’ shouted back Tanya, pressing the cigarette butt in the trench soil. ‘No! You want to eat!’ screamed her sister. They both imitated a joke about a caring mother. Tanya stood up, climbed out of the trench, and left. I remained sitting alone, and it was getting dark. I also wanted to go home, wash my hands and eat. When suddenly, I heard a soft man’s voice from the darkness, ‘Let me help you to get out of the trench, little girl.’” (-- Angelika Regossi, “Love in Communism. A Young Woman’s Adult Story”. Chapter 2: The Paedophile Play) “In the USSR, at schools, sometimes was carried a medical check-up for teenage girls from fourteen to seventeen years old, till the end of their school life. It was a very psychologically traumatic and humiliating experience because of the process itself, and because the results were reported to the school director, parents, and sometimes, even to the police. The girls were tested for virginity, but the boys were not.” (-- Angelika Regossi, “Love in Communism. A Young Woman’s Adult Story”. Chapter 3: Long Ten Years) “At that time, execution was allowed in the USSR, also for women. The maximum that prisoners could get was fifteen years. After that, capital punishment was the last measure. Mainly, the execution took place in the prison corridor by shooting the back of the inmate when he or she was taken to go somewhere, or in the prison yard. Executions were usually done by policemen.” (-- Angelika Regossi, “Love in Communism. A Young Woman’s Adult Story”. Chapter 4: Prison for Woman)