Multiplication Table Quotes

The boy registered them but didn’t answer, already turned inward. He was counting backward from a thousand in multiples of four while working multiplication tables of seven until they met.

A society's competitive advantage will come not from how well its schools teach the multiplication and periodic tables, but from how well they stimulate imagination and creativity.

The only thing you can be sure of in this world is the multiplication table.

A society’s competitive advantage will come not from how well its schools teach the multiplication and periodic tables, but from how well they stimulate imagination and creativity.

What we suffer from today is humility in the wrong place. Modesty has moved from the organ of ambition and settled upon the organ of conviction, where it was never meant to be. A man was meant to be doubtful about himself, but undoubting about the truth; this has been exactly reversed. We are on the road to producing a race of men too mentally modest to believe in the multiplication table.

I still remember the day I got my first calculator Teacher: All right, children, welcome to fourth grade math. Everyone take a calculator out of the bin. Me: What are these? Teacher: From now on we'll be using calculators. Me: What do these things do? Teacher: Simple operations, like multiplication and division. Me: You mean this device just...does them? By itself? Teacher: Yes. You enter in the problem and press equal. Me: You...you knew about this machine all along, didn't you? This whole time, while we were going through this...this charade with the pencils and the line paper and the stupid multiplication tables!...I'm sorry for shouting...It's just...I'm a little blown away. Teacher: Okay, everyone, today we're going to go over some word problems. Me: What the hell else do you have back there? A magical pen that writes book reports by itself? Some kind of automatic social studies worksheet that...that fills itself out? What the hell is going on? Teacher: If a farmer farms five acres of land a day-- Me: So that's it, then. The past three years have been a total farce. All this time I've been thinking, "Well, this is pretty hard and frustrating but I guess these are useful skills to have." Meanwhile, there was a whole bin of these things in your desk. We could have jumped straight to graphing. Unless, of course, there's some kind of graphing calculator! Teacher: There is. You get one in ninth grade. Me: Is this...Am I on TV? Is this a prank show? Teacher: No.

I had been to school most all the time, and could spell, and read, and write just a little, and could say the multiplication table up to six times seven is thirty-five, and I don't reckon I could ever get any further than that if I was to live forever. I don't take no stock in mathematics, anyway.

It seems, then, we are forced to believe in a real Right and Wrong. People may be sometimes mistaken about them, just as people sometimes get their sums wrong, but they are not a matter of mere taste and opinion any more than the multiplication table.

We are on the road to producing a race of men too mentally modest to believe in the multiplication table. We are in danger of seeing philosophers who doubt the law of gravity as being a mere fancy of their own. Scoffers of old time were too proud to be convinced; but these are too humble to be convinced.

I'm sure I'm not Ada for her hair goes in such long ringlets, and mine does'nt go in ringlets at all; and I'm sure I'm not Mabel, for I know all sorts of things, and she's she and I'm I, and-oh dear, how puzzling it all is! i'll try if I know all the things I used to know. Let me see: four times five is tweleve, and four times six is thirteen, and four times seven is-oh dear! I shall never get to tewnty at that rate! However, the Multiplication- Table doesn't signify: let's try geography. London is the capital of Paris, and Paris is the capital of Rome, and Rome-no, that's all wrong, I'm certain! I must have been changed for Mabel!

In moments of crisis, all you gotta do is review your multiplication tables, and it’ll all blow over!

Did your mathematical studies ever reach to the quadratic equation, Stephen?' 'They did not reach to the far end of the multiplication table.

In all of knowable reality, God is unique. He is knowable not like the multiplication table or the table of elements; he alone is knowable as the one totally in control of being known. He is not at the disposal of the human mind. He is known when he wills to be known. Yet he is known in and through created reality, which is known naturally. Therefore the glory of God is exalted most not when we know God apart from observation and reading and study, but when we know God as a result of his free and gracious self-revelation in and through our earnest observation of and meditation on his work and Word in history.

The multiplication table is more wise and more absolute than the ancient god, for the multiplication table never (do you understand—never) makes mistakes! There are no more fortunate and happy people than those who live according to the correct, eternal laws of the multiplication table. No hesitation! No errors! There is but one truth, and there is but one path to it; and that truth is: four, and that path is: two times two.

Slim’s always talking about this, the little movies within the movie of your own life. Life lived in multiple dimensions. Life lived from multiple vantage points. One moment in time – several people meeting at a circular dining table before taking their seats – but a moment with multiple points of view. In these moments time doesn’t just move forward, it can move sideways, expanding to accommodate infinite points of view, and if you add up all these vantage point moments you might have something close to eternity passing sideways within a single moment. Or something like that.

Though he had both esteem and admiration for the sensibility of the human race, he had little respect for their intelligence: man has always found it easier to sacrifice his life than to learn the multiplication table. [Mr Harrington's washing]

Her calculations were sometimes a little fuzzy, for the same reason that her checkbook sometimes did not balance; Becky Vesey (as she had been known as a child) had never really mastered the multiplication tables and she was inclined to confuse sevens with nines.

The whole world is a gigantic legacy. Imagine having to start afresh each generation: who would invent the wheel, devise the lever, construct the alphabet and multiplication table? I could not; could you?

What's the matter?" asked the teacher, seeing her bewildered face. "Why—why," said Elizabeth Ann, "I don't know what I am at all. If I'm second-grade arithmetic and seventh-grade reading and third-grade spelling, what grade am I?" The teacher laughed at the turn of her phrase. "you aren't any grade at all, no matter where you are in school. You're just yourself, aren't you? What difference does it make what grade you're in! And what's the use of your reading little baby things too easy for you just because you don't know your multiplication table?

What's the matter?" asked the teacher, seeing her bewildered fact. "Why—why," said Elizabeth Ann, "I don't know what I am at all. If I'm second-grade arithmetic and seventh-grade reading and third-grade spelling, what grade am I?" The teacher laughed at the turn of her phrase. "you aren't any grade at all, no matter where you are in school. You're just yourself, aren't you? What difference does it make what grade you're in! And what's the use of your reading little baby things too easy for you just because you don't know your multiplication table?

Your book, 'The Tyranny of God,' is well done. It is a very clear statement of the question, bold and true beyond dispute. I am glad that you wrote it. It is as plain as the multiplication table, which doesn't mean that everyone will believe it. I thank you for writing it. I wish I were the author. {Preface to 'The Tyranny of God by Joseph Lewis}

Liquids require receptacles. This is the great problem of packaging, which every experienced chemist knows: and it was well known to God Almighty, who solved it brilliantly, as he is wont to, with cellular membranes- eggshells, the multiple peel of oranges, and our own skin, because after all we too are liquids. Now, at that time, there did not exist polyethylene, which would have suited me perfectly since it is flexible, light, and splendidly impermeable: but it is also a bit too incorruptible, and not by chance God Almighty himself, although he is a master of polymerization, abstained from patenting it: He does not like incorruptible things.

I have never forgotten these visitors, or ceased to marvel at them, at how they have gone on from strength to strength, continuing to lighten our darkness, and to guide, counsel and instruct us; on occasion, momentarily abashed, but always ready to pick themselves up, put on their cardboard helmets, mount Rosinante, and go galloping off on yet another foray on behalf of the down-trodden and oppressed. They are unquestionably one of the wonders of the age, and I shall treasure till I die as a blessed memory the spectacle of them travelling with radiant optimism through a famished countryside, wandering in happy bands about squalid, over-crowded towns, listening with unshakeable faith to the fatuous patter of carefully trained and indoctrinated guides, repeating like schoolchildren a multiplication table, the bogus statistics and mindless slogans endlessly intoned to them. There, I would think, an earnest office-holder in some local branch of the League of Nations Union, there a godly Quaker who once had tea with Gandhi, there an inveigher against the Means Test and the Blasphemy Laws, there a staunch upholder of free speech and human rights, there an indomitable preventer of cruelty to animals; there scarred and worthy veterans of a hundred battles for truth, freedom and justice--all, all chanting the praises of Stalin and his Dictatorship of the Proletariat. It was as though a vegetarian society had come out with a passionate plea for cannibalism, or Hitler had been nominated posthumously for the Nobel Peace Prize.

Why did Our Blessed Lord use bread and wine as the elements of this Memorial? First of all, because no two substances in nature better symbolize unity than bread and wine. As bread is made from a multiplicity of grains of wheat, and wine is made from a multiplicity of grapes, so the many who believe are one in Christ. Second, no two substances in nature have to suffer more to become what they are than bread and wine. Wheat has to pass through the rigors of winter, be ground beneath the Calvary of a mill, and then subjected to purging fire before it can become bread. Grapes in their turn must be subjected to the Gethsemane of a wine press and have their life crushed from them to become wine. Thus, do they symbolize the Passion and Sufferings of Christ, and the condition of Salvation, for Our Lord said unless we die to ourselves we cannot live in Him. A third reason is that there are no two substances in nature which have more traditionally nourished man than bread and wine. In bringing these elements to the altar, men are equivalently bringing themselves. When bread and wine are taken or consumed, they are changed into man's body and blood. But when He took bread and wine, He changed them into Himself.

My prayers are answered. No: a glimpse is not a vision. But to a man on a mountain road by night, a glimpse of the next three feet of road may matter more than a vision of the horizon. And there must perhaps always be just enough lack of demonstrative certainty to make free choice possible: for what could we do but accept if the faith were like the multiplication table?

Ethnocentrism, xenophobia and nationalism are these days rife in many parts of the world. Government repression of unpopular views is still widespread. False or misleading memories are inculcated. For the defenders of such attitudes, science is disturb­ing. It claims access to truths that are largely independent of ethnic or cultural biases. By its very nature, science transcends national boundaries. Put scientists working in the same field of study together in a room and even if they share no common spoken language, they will find a way to communicate. Science itself is a transnational language. Scientists are naturally cosmo­politan in attitude and are more likely to see through efforts to divide the human family into many small and warring factions. 'There is no national science,' said the Russian playwright Anton Chekhov, 'just as there is no national multiplication table.' (Likewise, for many, there is no such thing as a national religion, although the religion of nationalism has millions of adherents.)

One man likes oysters, and another likes pineapples; this distinguishes between them. But when they think about the multiplication table, provided they think correctly, there is no difference between them. The irrational separates us, the rational unites us.

It was with some difficulty that I got through the multiplication tables. The fact that I recollect nothing more of those days than having learnt, in company with other boys, to call our teacher all kinds of names, would strongly suggest that my intellect must have been sluggish, and my memory raw.

Consider an AI that has hedonism as its final goal, and which would therefore like to tile the universe with “hedonium” (matter organized in a configuration that is optimal for the generation of pleasurable experience). To this end, the AI might produce computronium (matter organized in a configuration that is optimal for computation) and use it to implement digital minds in states of euphoria. In order to maximize efficiency, the AI omits from the implementation any mental faculties that are not essential for the experience of pleasure, and exploits any computational shortcuts that according to its definition of pleasure do not vitiate the generation of pleasure. For instance, the AI might confine its simulation to reward circuitry, eliding faculties such as a memory, sensory perception, executive function, and language; it might simulate minds at a relatively coarse-grained level of functionality, omitting lower-level neuronal processes; it might replace commonly repeated computations with calls to a lookup table; or it might put in place some arrangement whereby multiple minds would share most parts of their underlying computational machinery (their “supervenience bases” in philosophical parlance). Such tricks could greatly increase the quantity of pleasure producible with a given amount of resources.

What made Einstein special was his impertinence, his nonconformity, and his distaste for dogma. Einstein’s genius reminds us that a society’s competitive advantage comes not from teaching the multiplication or periodic tables but from nurturing rebels. Grinds have their place, but unruly geeks change the world. (Walter Issacson, Wired)

Dignity is not located in seeking equality with the white man and his civilization: it is not about assuming the attitudes of the master who has allowed his slaves to eat at his table. It is about being oneself with all the multiplicities, systems and contradictions of one's way of being, doing and knowing. It is about being true to one's Self.

I hated the flashcards and I hated the multiplication tables, but I did enjoy the fact that my dad took time out of his schedule to help me in the areas in which I needed it.

Some things never change. Not the ABC’s, not the multiplication tables, not God!

Man has always found it easier to sacrifice his life than to learn the multiplication table.

Stevie specifically said it wasn’t a date. Like multiple times.” Maddison squints through the phone screen. “So, your table being set with candles and flowers is because this isn’t a date?

The other day I found this statement in a book. 'Her voice would have made the multiplication table charming!' I thought of it when I heard yours. I didn't believe it before, but I do now.

Teachers find many children emotionally distracted, so upset and preoccupied by the explosive drama of their own family lives that they are unable to concentrate on such mundane matters as multiplication tables.

Though he had both esteem and admiration for the sensibility of the human race, he had little respect for their intelligence: man has always found it easier to sacrifice his life than to learn the multiplication table.

Critical comments by students should be taken in a friendly spirit,” he said. “Accumulation of material should not stifle the student’s independence.” A society’s competitive advantage will come not from how well its schools teach the multiplication and periodic tables, but from how well they stimulate imagination and creativity.

They weren’t old enough to know their multiplication tables, but they knew that a team didn’t mean anything if you couldn’t depend on each other. That’s both a big and a small thing. Knowing that there are people who will never abandon you.

Knowing that, it’s pretty obvious why this part of the brain is so critical to learning, and it’s easy to see how kids with quick-trigger amygdalae are behind the eight ball when it comes to everything from memorizing multiplication tables to spatial memory.

The thesis of the book,” he writes in response, “when correctly interpreted, is essentially trivial. . . . To ‘prove’ such a mathematical result by a costly and prolonged numerical study of many kinds of business profit and expense ratios is analogous to proving the multiplication table by arranging elephants in rows and columns, and then doing the same for numerous other kinds of animals. The performance, though perhaps entertaining, and having a certain pedagogical value, is not an important contribution either to zoölogy or mathematics.

[Telzey] took out a pocket edition law library and sat down at the table. She clicked on the library's viewscreen, tapped the clearing and index buttons. Behind the screen, one of the multiple rows of pinhead tapes shifted slightly as the index was flicked into reading position.

I was a Catholic shaped by twelve years of Catholic school. Marriage was one of the seven sacraments I had memorized along with my multiplication tables in third grade. Catholicism wasn’t at the heart of marriage for me, but it was part of it. Marriage was one of the sacraments I was entitled to.

They suspected that children learned best through undirected free play—and that a child’s psyche was sensitive and fragile. During the 1980s and 1990s, American parents and teachers had been bombarded by claims that children’s self-esteem needed to be protected from competition (and reality) in order for them to succeed. Despite a lack of evidence, the self-esteem movement took hold in the United States in a way that it did not in most of the world. So, it was understandable that PTA parents focused their energies on the nonacademic side of their children’s school. They dutifully sold cupcakes at the bake sales and helped coach the soccer teams. They doled out praise and trophies at a rate unmatched in other countries. They were their kids’ boosters, their number-one fans. These were the parents that Kim’s principal in Oklahoma praised as highly involved. And PTA parents certainly contributed to the school’s culture, budget, and sense of community. However, there was not much evidence that PTA parents helped their children become critical thinkers. In most of the countries where parents took the PISA survey, parents who participated in a PTA had teenagers who performed worse in reading. Korean parenting, by contrast, were coaches. Coach parents cared deeply about their children, too. Yet they spent less time attending school events and more time training their children at home: reading to them, quizzing them on their multiplication tables while they were cooking dinner, and pushing them to try harder. They saw education as one of their jobs.

there arose a more and more powerful longing for rationality, for the rediscovery of a common language, for order, morality, valid standards, for an alphabet and multiplication table no longer decreed by power blocs and alterable at any moment. A tremendous craving for truth and justice arose, for reason, for overcoming chaos.

Marianne drags a chair back from the table and sits down. Men can be possessive, she says. I know! says Peggy. It’s crazy. You’d think they would jump at the idea of multiple partners. Generally I find men are a lot more concerned with limiting the freedoms of women than exercising personal freedom for themselves, says Marianne.

Textbooks need to offer the sociological definition of segregation: a system of racial etiquette that keeps the oppressed group separate from the oppressor when both are doing equal tasks, like learning the multiplication tables, but allows intimate closeness when the tasks are hierarchical, like cooking or cleaning for white employers

Review the multiplicity of language-games in the following examples, and in others: Giving orders, and obeying them— Describing the appearance of an object, or giving its measurements— Constructing an object from a description (a drawing)— Reporting an event— Speculating about an event— Forming or teasing a hypothesis— Presenting the results of an experiment in tables and diagrams— Making up a story; and reading it— Singing catches— Guessing riddles— Making riddles— Making a joke; telling it— Solving a problem in practical arithmetic— Translating from one language into another— Asking, thanking, cursing, greeting, praying. —It is interesting to compare the multiplicity of the tools in language and of the ways they are used, the multiplicity of kinds of word and sentence, with what logicians have said about the structure of language. (Including the author of the Tractatus Logico-Philosophicus.)

society’s competitive advantage will come not from how well its schools teach the multiplication and periodic tables, but from how well they stimulate imagination and creativity. Therein

At any street corner we may meet a man who utters the frantic and blasphemous statement that he may be wrong. Every day one comes across somebody who says that of course his view may not be the right one. Of course his view must be the right one, or it is not his view. We are on the road to producing a race of men too mentally modest to believe in the multiplication table. We are in danger of seeing philosophers who doubt the law of gravity as being a mere fancy of their own. Scoffers of old time were too proud to be convinced; but these are too humble to be convinced. The meek do inherit the earth; but the modern sceptics are too meek even to claim their inheritance. It is exactly this intellectual helplessness which is our second problem.

Suddenly a great sense of despondency comes over me. To-morrow we shall take the prepositions, I think to myself—and next week we shall have a dictation. In a year’s time you will have by heart fifty questions from the Catechism; in four years you will start the larger multiplication tables. —And so you will grow up, and Time will take you in his pincers—one dumbly, another savagely, or gently or shatteringly. Each will have his own destiny and thus or thus it will overtake you. What help shall I be to you then with my conjugations and enumerations of all the rivers of Germany? Forty of you—forty different lives standing behind you and waiting. How gladly would I help you, if I could. But who can really help another here? Have I even been able to help Adolf Bethke? The bell rings. The first lesson is over.

A typical behavioral pattern of overkill is multiple stab wounds in a tight pattern on the neck or chest, and severe damage to the face. It is a murder in which the primary goal is punishment fueled by rage.

She understood why it angered her when others spoke of life as One life. She became certain of myriad lives within herself. Her sense of time altered. She felt acutely and with grief, the shortness of life's physical span. Death was terrifyingly near, and and the journey towards it, vertiginous; but only when she considered the lives around her, accepting their time tables, clocks, measurements. Everything they did constricted time...But Sabina, activated by the moonrays, felt germinating in her the power to extend time in the ramifications of a myriad of lives and loves, to to expand the journey to infinity, taking immense and luxurious detours as the courtesan depositor of multiple desires.

What we suffer from today is humility in the wrong place. Modesty has moved from the organ of ambition. Modesty has settled upon the organ of conviction; where it was never meant to be. A man was meant to be doubtful about himself, but undoubting about the truth; this has been exactly reversed. Nowadays the part of a man that a man does assert is exactly the part he ought not to assert — himself. The part he doubts is exactly the part he ought not to doubt — the Divine Reason . . . We are on the road to producing a race of men too mentally modest to believe in the multiplication table. (Orthodoxy, 31.)

In their writing on education, Deci and Ryan proceed from the principle that humans are natural learners and children are born creative and curious, “intrinsically motivated for the types of behaviors that foster learning and development.” This idea is complicated, however, by the fact that part of learning anything, be it painting or programming or eighth-grade algebra, involves a lot of repetitive practice, and repetitive practice is usually pretty boring. Deci and Ryan acknowledge that many of the tasks that teachers ask students to complete each day are not inherently fun or satisfying; it is the rare student who feels a deep sense of intrinsic motivation when memorizing her multiplication tables. It is at these moments that extrinsic motivation becomes important: when behaviors must be performed not for the inherent satisfaction of completing them, but for some separate outcome. Deci and Ryan say that when students can be encouraged to internalize those extrinsic motivations, the motivations become increasingly powerful. This is where the psychologists return to their three basic human needs: autonomy, competence, and relatedness. When teachers are able to create an environment that promotes those three feelings, they say, students exhibit much higher levels of motivation. And how does a teacher create that kind of environment? Students experience autonomy in the classroom, Deci and Ryan explain, when their teachers “maximize a sense of choice and volitional engagement” while minimizing students’ feelings of coercion and control. Students feel competent, they say, when their teachers give them tasks that they can succeed at but that aren’t too easy — challenges just a bit beyond their current abilities. And they feel a sense of relatedness when they perceive that their teachers like and value and respect them.

Christ said, not a single iota of the truth He gave was to be changed, then by what right do we sit in judgment on Divinity and say: This much of Your truth we will accept, because it pleases us, and this much we will reject? We are not the creators of divine truth; we are only the trustees and the guardians. God’s truths are not optional any more than the right to happiness is optional; they are not debatable any more than the multiplication table is debatable. Any sect which starts with the assumption that it has rights over God’s truth proves that it is man-made, and a religion that is man-made can be man-unmade. But a Church which is God-made cannot be man-unmade.

Under a Certain Little Star" My apologies to chance for calling it necessity. My apologies to necessity in case I’m mistaken. May happiness not be angry if I take it for my own. May the dead forgive me that their memory’s but a flicker. My apologies to time for the multiplicity of the world overlooked each second. My apologies to an old love for treating the new one as the first. Forgive me far-off wars for taking my flowers home. Forgive me open wounds for pricking my finger. My apologies for the minuet record, to those calling out from the abyss. My apologies to those in railway stations for sleeping comfortably at five in the morning. Pardon me hounded hope for laughing sometimes. Pardon me deserts for not rushing in with a spoonful of water. And you O hawk, the same bird for years in the same cage, forever still and staring at the same spot, absolve me even if you happened to be stuffed. My apologies to the tree felled for four table legs. My apologies to large questions for small answers. Truth, do not pay me too much attention. Solemnity, be magnanimous to me. Endure, O mystery of being that I might pull threads from your veil. Soul, don’t blame me that I’ve got you so seldom. My apologies to everything that I can’t be everywhere. My apologies to all for not knowing how to be every man and woman. I know that as long as I live nothing can excuse me, because I myself am my own obstacle. Do not hold it against me, O speech, that I borrow weighty words, and then labor to make them light.

No, he hasn’t a head for Arithmetic—” “Course I haven’t!” said Bruno. “Mine head’s for hair. I haven’t got a lot of heads!” “—and he ca’n’t learn his Multiplication-table—” “I like History ever so much better,” Bruno remarked. “Oo has to repeat that Muddlecome table—” “Well, and you have to repeat—” “No, oo hasn’t!” Bruno interrupted. “History repeats itself. The Professor said so!

The hit-woman opened the door. No dead body on the floor. Thank God. I heard an unearthly roar and then Jordan charged Liz from where she’d been hiding beside the door. She tackled her to the floor and stabbed her through the wrist with a small switchblade. The hit-woman shrieked and let go of the gun, allowing Jordan precious seconds to bat it across the room. She landed a couple hard punches to the assassin’s nose, bloodying it, before the other woman got the upper hand. She grabbed a handful of Jordan’s ponytail and slammed her head into the edge of the coffee table. Jordan cried out, but didn’t let go of the knife. She withdrew it and held it against the assassin’s throat, shouting, “Move again and I’ll kill you, puta!” Liz panted madly, but stayed put. Jordan glanced up at me. “You okay?” “Alive,” I said through a grimace. “Not okay.” “Good enough.” She returned her gaze to the woman pinned beneath her and glared. “The police are on their way. And not the nice, human police. Angels. Get any ideas about trying to kill me again and you won’t even get to deal with them.” “I’ve been in jail before,” Liz said, attempting to recapture her former arrogance. “I’ll get over it.” Jordan leaned down a few inches, lowering her voice. “Really? How’d you like to return without your tongue?” Liz’s eyes went wide, as did mine. “You wouldn’t dare.” “You shot my best friend. Multiple times. Lex talionis.” “You can’t kill me. You’re not a policewoman. You’re just a girl.” “No. I’m a Seer. You and the rest of your friends had better learn the difference between a sheep and a wolf in sheep’s clothing. Until then…” She lifted her fist and punched Liz hard in the temple. The assassin went out like a light. “Vaya con dios, bitch.

The Media Message: “You Are Inadequate.” Spanking, food play, ménages à trois . . . you’ve done all these things, right? Well, you’ve at least had clitoral orgasms, vaginal orgasms, uterine orgasms, energy orgasms, extended orgasms, and multiple orgasms? And you’ve mastered at least thirty-five different positions for intercourse? If you don’t try all these things, you’re frigid. If you’ve had too few partners, don’t watch porn, and don’t have a collection of vibrators in your bedside table, you’re a prude. Also: You’re too fat and too thin; your breasts are too big and too small. Your body is wrong. If you’re not trying to change it, you’re lazy. If you’re satisfied with yourself as you are, you’re settling. And if you dare to actively like yourself, you’re a conceited bitch. In short, you are doing it wrong. Do it differently. No, that’s wrong too, try something else. Forever.

This seat taken?" My eyes grazing over the only other occupant, a guy with long glossy dark hair with his head bent over a book. "It's all yours," he says. And when he lifts his head and smiles,my heart just about leaps from my chest. It's the boy from my dreams. The boy from the Rabbit Hole,the gas station,and the cave-sitting before me with those same amazing,icy-blue eues, those same alluring lips I've kissed multiple times-but only in slumber, never in waking life. I scold my heart to settle,but it doesn't obey. I admonish myself to sit,to act normal, casual-and I just barely succeed. Stealing a series of surreptitious looks as I search through my backpack, taking in his square chin,wide generous lips,strong brow,defined cheekbones, and smooth brown skin-the exact same features as Cade. "You're the new girl,right?" He abandons his book,tilting his head in a way that causes his hair to stream over his shoulder,so glossy and inviting it takes all of my will not to lean across the table and touch it. I nod in reply,or at least I think I do.I can't be too sure.I'm too stricken by his gaze-the way it mirrors mine-trying to determine if he knows me, recognizes me,if he's surprised to find me here.Wishing Paloma had better prepared me-focused more on him and less on his brother. I force my gaze from his.Bang my knee hard against the table as I swivel in my seat.Feeling so odd and unsettled,I wish I'd picked another place to sit, though it's pretty clear no other table would have me. He buries his smile and returns to the book.Allowing a few minutes to pass,not nearly enough time for me to get a grip on myself,when he looks up and says, "Are you staring at me because you've seen my doppelganer roaming the halls,playing king of the cafeteria? Or because you need to borrow a pencil and you're too shy to ask?" I clear the lump from my throat, push the words past my lips when I say, "No one's ever accused me of being shy." A statement that,while steeped in truth, stands at direct odds with the way I feel now,sitting so close to him. "So I guess it's your twin-or doppelganer,as you say." I keep my voice light, as though I'm not at all affected by his presence,but the trill note at the end gives me away.Every part of me now vibrating with the most intense surge of energy-like I've been plugged into the wall and switched on-and it's all I can do to keep from grabbing hold of his shirt, demanding to know if he dreamed the dreams too. He nods,allowing an easy,cool smile to widen his lips. "We're identical," he says. "As I'm sure you've guessed. Though it's easy enough to tell us apart. For one thing,he keeps his hair short.For another-" "The eyes-" I blurt,regretting the words the instant they're out.From the look on his face,he has no idea what I'm talking about. "Yours are...kinder." My cheeks burn so hot I force myself to look away,as words of reproach stampede my brain. Why am I acting like such an inept loser? Why do I insist on embarrassing myself-in front of him-of all people? I have to pull it together.I have to remember who I am-what I am-and what I was born to do.Which is basically to crush him and his kind-or,at the very least,to temper the damage they do.

individuality—what distinguishes one man from another—is connected with the body and the irrational soul, while the rational soul or mind is divine and impersonal. One man likes oysters, and another likes pineapples; this distinguishes between them. But when they think about the multiplication table, provided they think correctly, there is no difference between them. The irrational separates us, the rational unites us. Thus the immortality of mind or reason is not a personal immortality of separate men, but a share in God's immortality. It does not appear that Aristotle believed in personal immortality, in the sense in which it was taught by Plato and afterwards by Christianity. He believed only that, in so far as men are rational, they partake of the divine, which is immortal. It is open to man to increase the element of the divine in his nature, and to do so is the highest virtue. But if he succeeded completely, he would have ceased to exist as a separate

The relationship between authority and authoritarianism, after all, is not a matter of taking legitimate authority and multiplying it any more than polytheism is just more monotheism or polyamory is just more monogamy. The worship of many gods is a repudiation and a contradiction of the worship of one God. Sex with multiple partners is a repudiation and a contradiction of marital love. And authoritarianism—whether in a national or global movement or within the small places of a church or a family dinner table—is a repudiation and contradiction of authority.

But much more often, when those of us in law enforcement see a claim of MPD, it is post-arrest. Though the suspect/defendant may never have given any indication to those around him that he has more than one personality, if the evidence against him is strong and there is no other way to explain his action, he or his attorney will put forth a multiple personality disorder defense. In other words, while his “body” may have committed the murder, it was another personality working within that body that had the motive and mens rea (literally, “guilty mind”). Legally, both the mens rea and the act are necessary components to make up a crime.

in one way or another, they all go back to the M’Naghten Rule, formulated by the British courts in the wake of one Daniel M’Naghten’s attempt to assassinate British prime minister Sir Robert Peel in 1843. Shooting at point-blank range outside Peel’s London house, M’Naghten instead killed the prime minister’s private secretary Edward Drummond. M’Naghten, who suffered from delusions of persecution, was found not guilty by reason of insanity, and ever since, through multiple interpretations and permutations, the basic legal test of insanity in British and American courts has been whether the defendant could distinguish between right and wrong or was acting under a delusion or compulsion so strong that it negated that distinction.

Do you know what caused the downfall of the ancient world? The ruling class had become rich and urbanised. From then on, it had been inspired by the wish to ensure for its heirs a life free from care. It's a state of mind that entails the following corollary : the more heirs there are, the less each one of them receives. Hence the limitation of births. The power of each family depended to some extent on the number of slaves it possessed. Thus there grew up the plebs which was driven to multiplication, faced by a patrician class which was shrinking. The day when Christianity abolished the frontier that had hitherto separated the two classes, the Roman patriciate found itself submerged in the resulting mass. It's the fall in the birthrate that's at the bottom of everything.

sometimes i feel more like a house than a person with the way i decorate my body and my face to hide damaged walls and empty spaces; my heart is more like a door with changed locks because i've made multiple keys for people who walked all over me with filthy shoes, people who said they could live here, but they were just passing through. i hope my eyes are not windows, because i fear what the world might see— all of my flaws and insecurities on display like a coffee table or some shoddy love seat. sometimes i swear i left the oven on and forgot because my mind feels like a smoke detector with the way my apprehension never calms. i smell smoke, but i can't see it; i'm told things are never as bad as i make them, but every wildfire starts with a spark and it's easy to burn when you're a house made of straw.

Good lord, you’re bleeding!” the woman called. “Dovie, sit him down before he dies.” Dovie pulled a chair out from the kitchen table, situated between the kitchen and living room. She raised an eyebrow at him and her glittered shadow caught the light. He slipped out of his shoes, though she’d left hers on, and walked across the living room, leaving depressions in the green carpet. The woman disappeared down a hall and came back with a first aid kit and a wet washcloth. “These the only boo-boos?” He looked at her, uncomprehending. “Yuri’s Russian,” Dovie said, then explained, “she wants to know where you’re hurt.” “Oh. I have multiple superficial abrasions and small laceration to forehead and left lateral mouth, with localized swelling. So, compromised skin integrity and risk for infection, but no skeletal issues.” “I see,” Mrs. Collum said, smiling.

Another thing you will notice about the puppeteer and neurosurgeon examples in the literature on free will is that the intervention is always—always—secret. Why should this be? Because it is only when we are unwittingly being caused to act or choose by some other, secret agent that the intuitions flood in to the effect that our will is not free. The reason for this is not far to seek, and harks back to the insight that inaugurated game theory: when an agent knows about the attempted manipulation by another agent, it thereupon seeks countermeasures, and at the very least adjusts its behavior to better cope with this discovery. The competitive interactions between the two agents involve multiple levels of feedback, and hence diminishing control by the would-be manipulator. And if the intervention is not only secretive, but requested by the"puppet,” the tables are turned completely.

The inscape is an autohypnotic internal landscape populated by the patient's alters (Young, 1994). The alters typically have distinct bodies in the inscape, with inter-alter consensus as to what each one looks like. Some DID patients have reported having access to such inscapes (presumably through autohypnosis) prior to any treatment. If a dissociative patient seems to have no inscape, guided hypnosis or guided imagery may provide one, for example, as developed by George Fraser (1991) in his Dissociative Table Technique. But in my experience even this therapist initiative typically arrives in a space connecting to a seemingly "ready-made" extended inscape, simple or elaborate, whose "inhabitants" (alters) claim that it preexisted the hypnotic intervention. The space and extended inscape will also have idiosyncratic features, perplexing to the patient and therapist, which later (even years later) prove to have dynamic significance.

About a month before the handover of sovereignty, Joshua Paul, a young CPA staffer, typed up a joke on his computer and sent it to a few friends in the palace. The recipients forwarded it to their friends, who did the same thing. In less than a week, almost everyone in the Green Zone had seen it. QUESTION: Why did the Iraqi chicken cross the road? CPA: The fact that the chicken crossed the road shows that decision-making authority has switched to the chicken in advance of the scheduled June 30th transition of power. From now on, the chicken is responsible for its own decisions. HALLIBURTON: We were asked to help the chicken cross the road. Given the inherent risk of road crossing and the rarity of chickens, this operation will only cost $326,004. SHIITE CLERIC MOQTADA AL-SADR: The chicken was a tool of the evil Coalition and will be killed. U.S. ARMY MILITARY POLICE: We were directed to prepare the chicken to cross the road. As part of these preparations, individual soldiers ran over the chicken repeatedly and then plucked the chicken. We deeply regret the occurrence of any chicken-rights violations. PESHMERGA: The chicken crossed the road, and will continue to cross the road, to show its independence and to transport the weapons it needs to defend itself. However, in the future, to avoid problems, the chicken will be called a duck, and will wear a plastic bill. AL-JAZEERA: The chicken was forced to cross the road multiple times at gunpoint by a large group of occupation soldiers, according to witnesses. The chicken was then fired upon intentionally, in yet another example of the abuse of innocent Iraqi chickens. CIA: We cannot confirm or deny any involvement in the chicken-road-crossing incident. TRANSLATORS: Chicken he cross street because bad she tangle regulation. Future chicken table against my request.

We shall see one another some day, brother. I believe in that as in the multiplication-table. To my soul, all is clear. I see my whole future, and all that I shall accomplish, plainly before me. I am content with my life. I fear only men and tyranny. How easily might I come across a superior officer who did not like me (there are such folk !), who would torment me incessantly and destroy me with the rigours of service—for I am very frail and of course in no state to bear the full burden of a soldier's life. People try to console me: " They're quite simple sort of fellows there." But I dread simple men more than complex ones. For that matter, men everywhere are just— men. Even among the robber-murderers in the prison, I came to know some men in those four years. Believe me, there were among them deep, strong, beautiful natures, and it often gave me great joy to find gold under a rough exterior. And not in a single case, or even two, but in several cases. Some inspired respect; others were downright fine. I taught the Russian language and reading to a young Circassian—he had been transported to Siberia for robbery with murder. How grateful he was to me ! Another convict wept when I said good-bye to him. Certainly I had often given him money, but it was so little, and his gratitude so boundless. My character, though, was deteriorating; in my relations with others I was ill-tempered and impatient. They accounted for it by my mental condition, and bore all without grumbling. Apropos: what a number of national types and characters I became familiar with in the prison ! I lived into their lives, and so I believe I know them really well. Many tramps' and thieves' careers were laid bare to me, and, above all, the whole wretched existence of the common people. Decidedly I have not spent my time there in vain. I have learnt to know the Russian people as only a few know them. I am a little vain of it. I hope that such vanity is pa r donable. Brother

We may not recognize how situations within our own lives are similar to what happens within an airplane cockpit. But think, for a moment, about the pressures you face each day. If you are in a meeting and the CEO suddenly asks you for an opinion, your mind is likely to snap from passive listening to active involvement—and if you’re not careful, a cognitive tunnel might prompt you to say something you regret. If you are juggling multiple conversations and tasks at once and an important email arrives, reactive thinking can cause you to type a reply before you’ve really thought out what you want to say. So what’s the solution? If you want to do a better job of paying attention to what really matters, of not getting overwhelmed and distracted by the constant flow of emails and conversations and interruptions that are part of every day, of knowing where to focus and what to ignore, get into the habit of telling yourself stories. Narrate your life as it’s occurring, and then when your boss suddenly asks a question or an urgent note arrives and you have only minutes to reply, the spotlight inside your head will be ready to shine the right way. To become genuinely productive, we must take control of our attention; we must build mental models that put us firmly in charge. When you’re driving to work, force yourself to envision your day. While you’re sitting in a meeting or at lunch, describe to yourself what you’re seeing and what it means. Find other people to hear your theories and challenge them. Get in a pattern of forcing yourself to anticipate what’s next. If you are a parent, anticipate what your children will say at the dinner table. Then you’ll notice what goes unmentioned or if there’s a stray comment that you should see as a warning sign. “You can’t delegate thinking,” de Crespigny told me. “Computers fail, checklists fail, everything can fail. But people can’t. We have to make decisions, and that includes deciding what deserves our attention. The key is forcing yourself to think. As long as you’re thinking, you’re halfway home.

OBAMA WENT THROUGH STAGES. That first day, I was in multiple meetings where he tried to lift everyone’s spirits. That evening, he interrupted the senior staff meeting in Denis McDonough’s office and gave a version of the speech that I’d now heard three times as we all sat there at the table. He was the only one standing. It was both admirable and heartbreaking watching him take everything in stride, working—still—to lift people’s spirits. When he was done, I spoke first. “It says a lot about you,” I said, “that you’ve spent the whole day trying to buck the rest of us up.” People applauded. Obama looked down. On the Thursday after the election, he had a long, amiable meeting with Trump. It left him somewhat stupefied. Trump had repeatedly steered the conversation back to the size of his rallies, noting that he and Obama could draw big crowds but Hillary couldn’t. He’d expressed openness to Obama’s arguments about healthcare, the Iran deal, immigration. He’d asked for recommendations for staff. He’d praised Obama publicly when the press was there. Afterward, Obama called a few of us up to the Oval Office to recap. “I’m trying to place him,” he said, “in American history.” He told us Trump had been perfectly cordial, but he’d almost taken pride in not being attached to a firm position on anything. “He peddles bullshit. That character has always been a part of the American story,” I said. “You can see it right back to some of the characters in Huckleberry Finn.” Obama chuckled. “Maybe that’s the best we can hope for.” In breaks between meetings in the coming days, he expressed disbelief that the election had been lost. With unemployment at 5 percent. With the economy humming. With the Affordable Care Act working. With graduation rates up. With most of our troops back home. But then again, maybe that’s why Trump could win. People would never have voted for him in a crisis. He kept talking it out, trying on different theories. He chalked it up to multiple car crashes at once. There was the letter from Comey shortly before the election, reopening the investigation into Clinton’s email server. There was the steady release of Podesta emails from Wikileaks through October. There was a rabid right-wing propaganda machine and a mainstream press that gorged on the story of Hillary’s emails, feeding Trump’s narrative of corruption.

Reasons to keep books: To read them one day! If you hope to read the book one day, definitely keep it. It’s fine to be aspirational; no one else will keep score on what you have actually read. It’s great to dream and hope that one day you do have the time to read all your books. To tell your story. Some people give away every book they’ve read explaining, “What’s the point in keeping a book after I’ve read it if I’m not going to read it again? It’s someone else’s turn to read my copy now.” If that works for you, then only keep books on your shelves that you haven’t read yet. However you can probably understand that the books that you haven’t yet read only tell the story of your future, they don’t say much about where you’ve been and what made you who you are today. To make people think you’ve read the book! This one may be hard or easy for you to admit, but we don’t think there is any shame in it. Sometimes we hold on to books because they represent our aspirational selves, supporting the perception of how well read or intelligent we are. They are certainly the books our ideal selves would read, but in reality—if we had to admit it—we probably never will. We would argue that you should still have these books around. They are part of your story and who you want to be. To inspire someone else in your household to read those books one day. Perhaps it’s your kids or maybe your guests. Keeping books for the benefit of others is thoughtful and generous. At the very least, anyone who comes into your home will know that these are important books and will be exposed to the subjects and authors that you feel are important. Whether they actually read Charles Dickens or just know that he existed and was a prolific writer after seeing your books: mission accomplished! To retain sentimental value. People keep a lot of things that have sentimental value: photographs, concert ticket stubs, travel knickknacks. Books, we would argue, have deeper meaning as sentimental objects. That childhood book of your grandmother's— she may have spent hours and hours with it and perhaps it was instrumental in her education. That is much more impactful than a photograph or a ceramic figurine. You are holding in your hands what she held in her hands. This brings her into the present and into your home, taking up space on your shelves and acknowledging the thread of family and history that unites you. Books can do that in ways that other objects cannot. To prove to someone that you still have it! This may be a book that you are otherwise ready to give away, but because a friend gifted it, you want to make sure you have it on display when they visit. This I’ve found happens a lot with coffee table books. It can be a little frustrating when the biggest books are the ones you want to get rid of the most, yet, you are beholden to keeping them. This dilemma is probably better suited to “Dear Abby” than to our guidance here. You will know if it’s time to part ways with a book if you notice it frequently and agonize over the need to keep it to stay friends with your friend. You should probably donate it to a good organization and then tell your friend you spilled coffee all over it and had to give it away! To make your shelves look good! There is no shame in keeping books just because they look good. It’s great if your books all belong on your shelves for multiple reasons, but if it’s only one reason and that it is that it looks good, that is good enough for us. When you need room for new acquisitions, maybe cull some books that only look good and aren’t serving other purposes.

Dissociation stopped any capacity for her to learn from experience, to foresee, to protect. Abby walked the path of her life unable to recognize or anticipate the quicksand of her abuse, but once there, instinct born of experience took over. Like new babies in a pool of water knowing how to kick and reach for the surface, Abby's impulses helped her swim through the trauma. In the summer after third grade, she knew phonics, cursive, and the multiplication tables as well as silence and compliance in the secret room.

Table 6.1 Skill Categories Skill Category Description Comment Determining the Meaning of Words (Word Meaning) Student determines the meaning of words in context by recognizing known words and connecting them to prior vocabulary knowledge. Student uses a variety of skills to determine the meaning of unfamiliar words, including pronouncing words to trigger recognition, searching for related words with similar meanings, and analyzing prefixes, roots, and suffixes. This skill category includes more than just lexical access, as word identification and lexical recall are combined with morphological analyses. Understanding the Content, Form, and Function of Sentences (Sentence Meaning) Student builds upon an understanding of words and phrases to determine the meaning of a sentence. Student analyzes sentence structures and draws on an understanding of grammar rules to determine how the parts of speech in a sentence operate together to support the overall meaning. Student confirms that his or her understanding of a sentence makes sense in relationship to previous sentences, personal experience, and general knowledge of the world. This skill category focuses on the syntactical, grammatical, and semantic case analyses that support elementary proposition encoding and integration of propositions across contiguous sentences. Understanding the Situation Implied by a Text (Situation Model) Student develops a mental model (i.e., image, conception) of the people, things, setting, actions, ideas, and events in a text. Student draws on personal experience and world knowledge to infer cause-and-effect relationships between actions and events to fill in additional information needed to understand the situation implied by the text. This skill category is a hybrid of the explicit text model and the elaborated situation model described by Kintsch (1998). As such, category three combines both lower-level explicit text interpretation and higher-level inferential processes that connect the explicit text to existing knowledge structures and schemata. Understanding the Content, Form, and Function of Larger Sections of Text (Global Text Meaning) Student synthesizes the meaning of multiple sentences into an understanding of paragraphs or larger sections of texts. Student recognizes a text’s organizational structure and uses that organization to guide his or her reading. Student can identify the main point of, summarize, characterize, or evaluate the meaning of larger sections of text. Student can identify underlying assumptions in a text, recognize implied consequences, and draw conclusions from a text. This skill category focuses on the integration of local propositions into macro-level text structures (Kintsch & van Dijk, 1978) and more global themes (Louwerse & Van Peer, 2003). It also includes elaborative inferencing that supports interpretation and critical comprehension, such as identifying assumptions, causes, and consequence and drawing conclusions at the level of the situation model. Analyzing Authors’ Purposes, Goals, and Strategies (Pragmatic Meaning) Student identifies an author’s intended audience and purposes for writing. Student analyzes an author’s choices regarding content, organization, style, and genre, evaluating how those choices support the author’s purpose and are appropriate for the intended audience and situation. This skill category includes contextual and pragmatic discourse analyses that support interpretation of texts in light of inferred authorial intentions and strategies.

Try the gougères," Lumière interrupted, popping one into her mouth before she could continue. It was warmed by his flame and melted on her tongue- nothing at all like the perfectly good but usually rock-hard ones she and her father baked. "Ohhh..." she couldn't help saying. "It's been so long since we had a guest!" Mrs. Potts danced around on the table happily, somehow managing to fold a napkin with her spout-nose. She tossed it into Belle's lap: a swan shape that gracefully unfolded as it fell, almost like it was flying. Belle shrank back, worried it was actually going to fly. "I can't imagine why," she muttered. And then she was distracted by the food. Piles of it. More than a feast- a banquet. There was a whole leg of lamb, multiple terrines and soufflés, three soup courses, a delicate fish in white wine broth, an orange ice in between to clear the palate... There was a water glass, a golden glass for red wine, a crystal one for white, and a saucer for consommé. There were seven forks of descending size and different numbers of tines, the last three whose use she couldn't even begin to work out.

He compares himself to the kids all the time. ‘When I was a kid,’ he says, ‘there were no pocket calculators. You had to memorize the multiplication tables. We didn’t have video games—we played ball.’ Like they care.” —Maria, Stone Harbor, NJ

Will you accompany me back to the lion’s den?” “No, I’m tired of quarreling.” Briefly she rested her forehead against his chest, a close and trusting gesture that touched him nearly as much as it surprised him. After parting company with Kathleen, West returned to the library. Devon was outwardly calm as he stood at the table and stared down at the map. However, the pencil had been broken into multiple pieces that were scattered across the carpet. Contemplating Devon’s hard profile, West asked blandly, “Could you try to be a bit more artful in dealing with her? Perhaps use a smidgen of diplomacy? Because even though I happen to agree with your position, you’re being a donkey’s arse about it.” Devon sent him a wrathful glance. “I’ll be damned if I have to win her approval before making decisions about my estate.” “Unlike either of us, she has a conscience.

YOU aren't any grade at all, no matter where you are in school. You're just yourself, aren't you? What difference does it make what grade you're in? And what's the use of your reading little baby things too easy for you just because you don't know your multiplication table?

In primary school, there are kids who learn their conjugations and their multiplication tables. Me, I learned something more useful: the strong get off on walking all over other people, and wiping their feet while they're at it, like you would on a doormat.

Most of the trip was a blur, but on the last day, I sat down for breakfast with several of the roommates, including Jeff King, who had been diagnosed years earlier with multiple sclerosis. Dave and I had discussed Jeff’s illness many times with each other, but that morning I realized that I had never actually spoken with Jeff about it. Hello, Elephant. “Jeff,” I said, “how are you? I mean, really, how are you? How are you feeling? Are you scared?” Jeff looked up in surprise and paused for a long few moments. With tears in his eyes, he said, “Thank you. Thank you for asking.” And then he talked. He talked about his diagnosis and how he hated that he had to stop practicing medicine. How his continued deterioration was hard on his children. How he was worried about his future. How relieved he felt being able to talk about it with me and the others at the table that morning. When breakfast was over, he hugged me tight. In

Knowledge of a subject doesn’t necessarily mean you can do anything with it. That would require skill. Likewise, a student can commit something to memory with no knowledge whatsoever. A grade-schooler, for example, might be able to recite the multiplication table perfectly, but still be unable to solve simple math problems. Coming to know something implies the goal of being able to use the knowledge, while being aware of facts or figures does not. Of

All learning depends in part on memorizing information and ideas. The assumption in schools seems to be that you either have a good memory or a bad memory, and that if you have the latter, you’re probably not very bright and are just going to have to work harder. And yet the students who struggle to memorize historical dates or multiplication tables often have no trouble memorizing the lyrics to hundreds of songs or referencing a particular play from a sporting event that took place ten years earlier. Their “bad” memories in school may be a lack of engagement, not lack of capacity.

In the artifacts that are conscious, memories of vanished lives still flicker. Tissues that were changed without dying hold the moment that a boy heard his sister was leaving home. They hold multiplication tables. They hold images of sexuality and violence and beauty. They hold the memories of flesh that no longer exists. They hold metaphors: mitochondria, starfish, Hitler’s-brain-in-a-jar, hell realm. They dream. Structures that were neurons twitch and loop and burn and dream.

We were born into this world to be a source of amusement just for you," James murmurs gravely, "and you're saying we've failed to fulfill our purpose?"    "Then what's the point?!" Sirius cries, slamming his hand down to the table, making multiple people stare at them. He, of course, pays them no mind.

There is no national science, just as there is no national multiplication table; what is national is no longer science.

The way to get the best idea, he believed, was to get all of the opinions and ideas out in the open, on the table for the group to discuss. Air the problem honestly, and make sure people have the opportunity to provide their authentic opinions, especially if they are dissenting. If the problem or decision at hand is more functional in nature (for example, primarily a marketing or finance decision), then the discussion should be led by the person with that functional expertise. When it is a broader decision cutting across multiple functional areas, then the team leader owns the discussion. Regardless, it should involve everyone’s point of view.

What we suffer from today is humility in the wrong place. Modesty has moved from the organ of ambition. Modesty has settled upon the organ of conviction; where it was never meant to be. A man was meant to be doubtful about himself but undoubting about the truth. This has been exactly reversed … We are on the road to producing a race of men too mentally modest to believe in the multiplication table.5

Thus, multiple regression requires two important tasks: (1) specification of independent variables and (2) testing of the error term. An important difference between simple regression and multiple regression is the interpretation of the regression coefficients in multiple regression (b1, b2, b3, …) in the preceding multiple regression model. Although multiple regression produces the same basic statistics discussed in Chapter 14 (see Table 14.1), each of the regression coefficients is interpreted as its effect on the dependent variable, controlled for the effects of all of the other independent variables included in the regression. This phrase is used frequently when explaining multiple regression results. In our example, the regression coefficient b1 shows the effect of x1 on y, controlled for all other variables included in the model. Regression coefficient b2 shows the effect of x2 on y, also controlled for all other variables in the model, including x1. Multiple regression is indeed an important and relatively simple way of taking control variables into account (and much easier than the approach shown in Appendix 10.1). Key Point The regression coefficient is the effect on the dependent variable, controlled for all other independent variables in the model. Note also that the model given here is very different from estimating separate simple regression models for each of the independent variables. The regression coefficients in simple regression do not control for other independent variables, because they are not in the model. The word independent also means that each independent variable should be relatively unaffected by other independent variables in the model. To ensure that independent variables are indeed independent, it is useful to think of the distinctively different types (or categories) of factors that affect a dependent variable. This was the approach taken in the preceding example. There is also a statistical reason for ensuring that independent variables are as independent as possible. When two independent variables are highly correlated with each other (r2 > .60), it sometimes becomes statistically impossible to distinguish the effect of each independent variable on the dependent variable, controlled for the other. The variables are statistically too similar to discern disparate effects. This problem is called multicollinearity and is discussed later in this chapter. This problem is avoided by choosing independent variables that are not highly correlated with each other. A WORKING EXAMPLE Previously (see Chapter 14), the management analyst with the Department of Defense found a statistically significant relationship between teamwork and perceived facility productivity (p <.01). The analyst now wishes to examine whether the impact of teamwork on productivity is robust when controlled for other factors that also affect productivity. This interest is heightened by the low R-square (R2 = 0.074) in Table 14.1, suggesting a weak relationship between teamwork and perceived productivity. A multiple regression model is specified to include the effects of other factors that affect perceived productivity. Thinking about other categories of variables that could affect productivity, the analyst hypothesizes the following: (1) the extent to which employees have adequate technical knowledge to do their jobs, (2) perceptions of having adequate authority to do one’s job well (for example, decision-making flexibility), (3) perceptions that rewards and recognition are distributed fairly (always important for motivation), and (4) the number of sick days. Various items from the employee survey are used to measure these concepts (as discussed in the workbook documentation for the Productivity dataset). After including these factors as additional independent variables, the result shown in Table 15.1 is

violations of regression assumptions, and strategies for examining and remedying such assumptions. Then we extend the preceding discussion and will be able to conclude whether the above results are valid. Again, this model is not the only model that can be constructed but rather is one among a family of plausible models. Indeed, from a theoretical perspective, other variables might have been included, too. From an empirical perspective, perhaps other variables might explain more variance. Model specification is a judicious effort, requiring a balance between theoretical and statistical integrity. Statistical software programs can also automatically select independent variables based on their statistical significance, hence, adding to R-square.2 However, models with high R-square values are not necessarily better; theoretical reasons must exist for selecting independent variables, explaining why and how they might be related to the dependent variable. Knowing which variables are related empirically to the dependent variable can help narrow the selection, but such knowledge should not wholly determine it. We now turn to a discussion of the other statistics shown in Table 15.1. Getting Started Find examples of multiple regression in the research literature. Figure 15.1 Dependent Variable: Productivity FURTHER STATISTICS Goodness of Fit for Multiple Regression The model R-square in Table 15.1 is greatly increased over that shown in Table 14.1: R-square has gone from 0.074 in the simple regression model to 0.274. However, R-square has the undesirable mathematical property of increasing with the number of independent variables in the model. R-square increases regardless of whether an additional independent variable adds further explanation of the dependent variable. The adjusted R-square (or ) controls for the number of independent variables. is always equal to or less than R2. The above increase in explanation of the dependent variable is due to variables identified as statistically significant in Table 15.1. Key Point R-square is the variation in the dependent variable that is explained by all the independent variables. Adjusted R-square is often used to evaluate model explanation (or fit). Analogous with simple regression, values of below 0.20 are considered to suggest weak model fit, those between 0.20 and 0.40 indicate moderate fit, those above 0.40 indicate strong fit, and those above 0.65 indicate very strong model fit. Analysts should remember that choices of model specification are driven foremost by theory, not statistical model fit; strong model fit is desirable only when the variables, and their relationships, are meaningful in some real-life sense. Adjusted R-square can assist in the variable selection process. Low values of adjusted R-square prompt analysts to ask whether they inadvertently excluded important variables from their models; if included, these variables might affect the statistical significance of those already in a model.3 Adjusted R-square also helps analysts to choose among alternative variable specifications (for example, different measures of student isolation), when such choices are no longer meaningfully informed by theory. Empirical issues of model fit then usefully guide the selection process further. Researchers typically report adjusted R-square with their

And just like the Soviet Union bankrupted itself trying to keep up with the United States technologically, the West was almost there. Wars in Afghanistan and Iraq, plus an out of control security apparatus in most Western nations demanding more and more funding to protect against a perceived threat, had almost bankrupted the mighty Western economies. A few more attacks, each using different methods, would soon tip them over the edge, and into the abyss of a global Great Depression the likes the world had never seen. The Dirty Thirties were terrible, but people were never used to living well. A good life meant food on the table and a warm bed to sleep in. Now a good life meant two cars, a large house, multiple televisions, computers, cellphones, tablets, Internet, cable, restaurants and vacations. This time when the economy collapsed, they would have a hell of a time trying to get out of it. And Islam would continue to spread. Hassan knew their birthrate was two to three times that of the West, and they would eventually win. But in the meantime, the West would be looking for a way out of their economic calamity. And a way would be offered, by the military industrial complex and the security apparatus that had sprung up around 9/11. War.

Beyond One-Way ANOVA The approach described in the preceding section is called one-way ANOVA. This scenario is easily generalized to accommodate more than one independent variable. These independent variables are either discrete (called factors) or continuous (called covariates). These approaches are called n-way ANOVA or ANCOVA (the “C” indicates the presence of covariates). Two way ANOVA, for example, allows for testing of the effect of two different independent variables on the dependent variable, as well as the interaction of these two independent variables. An interaction effect between two variables describes the way that variables “work together” to have an effect on the dependent variable. This is perhaps best illustrated by an example. Suppose that an analyst wants to know whether the number of health care information workshops attended, as well as a person’s education, are associated with healthy lifestyle behaviors. Although we can surely theorize how attending health care information workshops and a person’s education can each affect an individual’s healthy lifestyle behaviors, it is also easy to see that the level of education can affect a person’s propensity for attending health care information workshops, as well. Hence, an interaction effect could also exist between these two independent variables (factors). The effects of each independent variable on the dependent variable are called main effects (as distinct from interaction effects). To continue the earlier example, suppose that in addition to population, an analyst also wants to consider a measure of the watershed’s preexisting condition, such as the number of plant and animal species at risk in the watershed. Two-way ANOVA produces the results shown in Table 13.4, using the transformed variable mentioned earlier. The first row, labeled “model,” refers to the combined effects of all main and interaction effects in the model on the dependent variable. This is the global F-test. The “model” row shows that the two main effects and the single interaction effect, when considered together, are significantly associated with changes in the dependent variable (p < .000). However, the results also show a reduced significance level of “population” (now, p = .064), which seems related to the interaction effect (p = .076). Although neither effect is significant at conventional levels, the results do suggest that an interaction effect is present between population and watershed condition (of which the number of at-risk species is an indicator) on watershed wetland loss. Post-hoc tests are only provided separately for each of the independent variables (factors), and the results show the same homogeneous grouping for both of the independent variables. Table 13.4 Two-Way ANOVA Results As we noted earlier, ANOVA is a family of statistical techniques that allow for a broad range of rather complex experimental designs. Complete coverage of these techniques is well beyond the scope of this book, but in general, many of these techniques aim to discern the effect of variables in the presence of other (control) variables. ANOVA is but one approach for addressing control variables. A far more common approach in public policy, economics, political science, and public administration (as well as in many others fields) is multiple regression (see Chapter 15). Many analysts feel that ANOVA and regression are largely equivalent. Historically, the preference for ANOVA stems from its uses in medical and agricultural research, with applications in education and psychology. Finally, the ANOVA approach can be generalized to allow for testing on two or more dependent variables. This approach is called multiple analysis of variance, or MANOVA. Regression-based analysis can also be used for dealing with multiple dependent variables, as mentioned in Chapter 17.

I am sitting here, you are sitting there. Say even that you are sitting across the kitchen table from me right now. Our eyes meet; a consciousness snaps back and forth. What we know, at least for starters, is: here we- so incontrovertibly- are. This is our life, these are our lighted seasons, and then we die. In the meantime, in between time, we can see. The scales are fallen from our eyes, the cataracts are cut away, and we can work at making sense of the color-patches we see in an effort to discover where we so incontrovertibly are. I am as passionately interested in where I am as is a lone sailor sans sextant in a ketch on an open ocean. I have at the moment a situation which allows me to devote considerable hunks of time to seeing what I can see, and trying to piece it together. I’ve learned the name of some color-patches, but not the meanings. I’ve read books; I’ve gathered statistics feverishly: the average temperature of our planet is 57 degrees F…The average size of all living animals, including man, is almost that of a housefly. The earth is mostly granite, which is mostly oxygen…In these Appalachians we have found a coal bed with 120 seams, meaning 120 forests that just happened to fall into water…I would like to see it all, to understand it, but I must start somewhere, so I try to deal with the giant water bug in Tinker Creek and the flight of three hundred redwings from an Osage orange and let those who dare worry about the birthrate and population explosion among solar systems. So I think about the valley. And it occurs to me more and more that everything I have seen is wholly gratuitous. The giant water bug’s predations, the frog’s croak, the tree with the lights in it are not in any real sense necessary per se to the world or its creator. Nor am I. The creation in the first place, being itself, is the only necessity for which I would die, and I shall. The point about that being, as I know it here and see it, is that as I think about it, it accumulates in my mind as an extravagance of minutiae. The sheer fringe and network of detail assumes primary importance. That there are so many details seems to be the most important and visible fact about creation. If you can’t see the forest for the trees, then look at the trees; when you’ve looked at enough trees, you’ve seen a forest, you’ve got it. If the world is gratuitous, then the fringe of a goldfish’s fin is a million times more so. The first question- the one crucial one- of the creation of the universe and the existence of something as a sign and an affront to nothing is a blank one… The old Kabbalistic phrase is “the Mystery of the Splintering of the Vessels.” The words refer to the shrinking or imprisonment of essences within the various husk-covered forms of emanation or time. The Vessels splintered and solar systems spun; ciliated rotifers whirled in still water, and newts laid tracks in the silt-bottomed creek. Not only did the Vessels splinter; they splintered exceeding fine. Intricacy then is the subject, the intricacy of the created world.

A NONPARAMETRIC ALTERNATIVE A nonparametric alternative to one-way ANOVA is Kruskal-Wallis’ H test of one-way ANOVA. Instead of using the actual values of the variables, Kruskal-Wallis’ H test assigns ranks to the variables, as shown in Chapter 11. As a nonparametric method, Kruskal-Wallis’ H test does not assume normal populations, but the test does assume similarly shaped distributions for each group. This test is applied readily to our one-way ANOVA example, and the results are shown in Table 13.5. Table 13.5 Kruskal-Wallis’ H-Test of One-Way ANOVA Kruskal-Wallis’ H one-way ANOVA test shows that population is significantly associated with watershed loss (p = .013). This is one instance in which the general rule that nonparametric tests have higher levels of significance is not seen. Although Kruskal-Wallis’ H test does not report mean values of the dependent variable, the pattern of mean ranks is consistent with Figure 13.2. A limitation of this nonparametric test is that it does not provide post-hoc tests or analysis of homogeneous groups, nor are there nonparametric n-way ANOVA tests such as for the two-way ANOVA test described earlier. SUMMARY One-way ANOVA extends the t-test by allowing analysts to test whether two or more groups have different means of a continuous variable. The t-test is limited to only two groups. One-way ANOVA can be used, for example, when analysts want to know if the mean of a variable varies across regions, racial or ethnic groups, population or employee categories, or another grouping with multiple categories. ANOVA is family of statistical techniques, and one-way ANOVA is the most basic of these methods. ANOVA is a parametric test that makes the following assumptions: The dependent variable is continuous. The independent variable is ordinal or nominal. The groups have equal variances. The variable is normally distributed in each of the groups. Relative to the t-test, ANOVA requires more attention to the assumptions of normality and homogeneity. ANOVA is not robust for the presence of outliers, and it appears to be less robust than the t-test for deviations from normality. Variable transformations and the removal of outliers are to be expected when using ANOVA. ANOVA also includes three other types of tests of interest: post-hoc tests of mean differences among categories, tests of homogeneous subsets, and tests for the linearity of mean differences across categories. Two-way ANOVA addresses the effect of two independent variables on a continuous dependent variable. When using two-way ANOVA, the analyst is able to distinguish main effects from interaction effects. Kruskal-Wallis’ H test is a nonparametric alternative to one-way ANOVA. KEY TERMS   Analysis of variance (ANOVA) ANOVA assumptions Covariates Factors Global F-test Homogeneous subsets Interaction effect Kruskal-Wallis’ H test of one-way ANOVA Main effect One-way ANOVA Post-hoc test Two-way ANOVA Notes   1. The between-group variance is

Table 14.1 also shows R-square (R2), which is called the coefficient of determination. R-square is of great interest: its value is interpreted as the percentage of variation in the dependent variable that is explained by the independent variable. R-square varies from zero to one, and is called a goodness-of-fit measure.5 In our example, teamwork explains only 7.4 percent of the variation in productivity. Although teamwork is significantly associated with productivity, it is quite likely that other factors also affect it. It is conceivable that other factors might be more strongly associated with productivity and that, when controlled for other factors, teamwork is no longer significant. Typically, values of R2 below 0.20 are considered to indicate weak relationships, those between 0.20 and 0.40 indicate moderate relationships, and those above 0.40 indicate strong relationships. Values of R2 above 0.65 are considered to indicate very strong relationships. R is called the multiple correlation coefficient and is always 0 ≤ R ≤ 1. To summarize up to this point, simple regression provides three critically important pieces of information about bivariate relationships involving two continuous variables: (1) the level of significance at which two variables are associated, if at all (t-statistic), (2) whether the relationship between the two variables is positive or negative (b), and (3) the strength of the relationship (R2). Key Point R-square is a measure of the strength of the relationship. Its value goes from 0 to 1. The primary purpose of regression analysis is hypothesis testing, not prediction. In our example, the regression model is used to test the hypothesis that teamwork is related to productivity. However, if the analyst wants to predict the variable “productivity,” the regression output also shows the SEE, or the standard error of the estimate (see Table 14.1). This is a measure of the spread of y values around the regression line as calculated for the mean value of the independent variable, only, and assuming a large sample. The standard error of the estimate has an interpretation in terms of the normal curve, that is, 68 percent of y values lie within one standard error from the calculated value of y, as calculated for the mean value of x using the preceding regression model. Thus, if the mean index value of the variable “teamwork” is 5.0, then the calculated (or predicted) value of “productivity” is [4.026 + 0.223*5 =] 5.141. Because SEE = 0.825, it follows that 68 percent of productivity values will lie 60.825 from 5.141 when “teamwork” = 5. Predictions of y for other values of x have larger standard errors.6 Assumptions and Notation There are three simple regression assumptions. First, simple regression assumes that the relationship between two variables is linear. The linearity of bivariate relationships is easily determined through visual inspection, as shown in Figure 14.2. In fact, all analysis of relationships involving continuous variables should begin with a scatterplot. When variable

regression as dummy variables Explain the importance of the error term plot Identify assumptions of regression, and know how to test and correct assumption violations Multiple regression is one of the most widely used multivariate statistical techniques for analyzing three or more variables. This chapter uses multiple regression to examine such relationships, and thereby extends the discussion in Chapter 14. The popularity of multiple regression is due largely to the ease with which it takes control variables (or rival hypotheses) into account. In Chapter 10, we discussed briefly how contingency tables can be used for this purpose, but doing so is often a cumbersome and sometimes inconclusive effort. By contrast, multiple regression easily incorporates multiple independent variables. Another reason for its popularity is that it also takes into account nominal independent variables. However, multiple regression is no substitute for bivariate analysis. Indeed, managers or analysts with an interest in a specific bivariate relationship will conduct a bivariate analysis first, before examining whether the relationship is robust in the presence of numerous control variables. And before conducting bivariate analysis, analysts need to conduct univariate analysis to better understand their variables. Thus, multiple regression is usually one of the last steps of analysis. Indeed, multiple regression is often used to test the robustness of bivariate relationships when control variables are taken into account. The flexibility with which multiple regression takes control variables into account comes at a price, though. Regression, like the t-test, is based on numerous assumptions. Regression results cannot be assumed to be robust in the face of assumption violations. Testing of assumptions is always part of multiple regression analysis. Multiple regression is carried out in the following sequence: (1) model specification (that is, identification of dependent and independent variables), (2) testing of regression assumptions, (3) correction of assumption violations, if any, and (4) reporting of the results of the final regression model. This chapter examines these four steps and discusses essential concepts related to simple and multiple regression. Chapters 16 and 17 extend this discussion by examining the use of logistic regression and time series analysis. MODEL SPECIFICATION Multiple regression is an extension of simple regression, but an important difference exists between the two methods: multiple regression aims for full model specification. This means that analysts seek to account for all of the variables that affect the dependent variable; by contrast, simple regression examines the effect of only one independent variable. Philosophically, the phrase identifying the key difference—“all of the variables that affect the dependent variable”—is divided into two parts. The first part involves identifying the variables that are of most (theoretical and practical) relevance in explaining the dependent

As an example, let us choose base six. To write the quantities from zero to five we would use the symbols 0, 1, 2, 3, 4, 5, as in base ten. The first essential difference comes up when we wish to denote six objects. Since six is to be the base we indicate this larger quantity by the symbols 10, the 1 denoting one times the base, just as in base ten the 1 in 10 denotes one times the base, or the quantity ten. Thus, the symbols 10 can mean different quantities, depending upon the base being employed. To write seven in base six we would write 11, because in base six these symbols mean 1.6+ 1, just as 11 in base ten means 1. 10 + 1. Similarly, to denote twenty in base six we write 32 because these symbols now mean 3 · 6 + 2. To indicate the quantity forty in base six we write 104, because these symbols mean 1 . 62 + 0 . 6 + 4, just as in base ten 104 means 1 · 102 + 0 · 10 + 4 or one hundred and four. It is clear that we can express quantity in base six. Moreover, we can perform the usual arithmetic operations in this base. We would, however, have to learn new addition and multiplication tables. For example, in base ten 4 + 5 = 9, but in base six 9 would be written 13.