Omission Related Quotes

The ethics of reverence for life makes no distinction between higher and lower, more precious and less precious lives. It has good reasons for this omission. For what are we doing, when we establish hard and fast gradations in value between living organisms, but judging them in relation to ourselves, by whether they seem to stand closer to us or farther from us. This is a wholly subjective standard. How can we know what importance other living organisms have in themselves and in terms of the universe?

Dissociation -the common factor in all types of post-traumatic syndromes- is facilitated by violation of boundaries by relational omission and intrusion as represented by distinct effects and consequences of childhood neglect and abuse.

What happened after that, and will be related later, was something entirely unexpected and so awful that Ludens had never spoken about it afterwards to anyone.

Ethical transgressions are generally divided into two categories: the bad things we do (acts of commission) and the good things we fail to do (acts of omission). We tend to judge the former far more harshly. The origin of this imbalance remains a mystery, but it surely relates to the value we place on a person’s energy and intent.

In the month of his inauguration, 63 percent of African Americans held a favorable view of race relations in America. By July 2013, that figure had fallen to 38 percent. Among whites, the proportion had declined from 79 percent to 52 percent. Obama, alas, has failed in the one area in which even the opposition hoped he would succeed: bridging the racial divide.

the aim of spiritual formation is the transformation of the self, and that it works through transformation of thought, transformation of feeling, transformation of social relations, transformation of the body, and transformation of the soul. When we work with all these, transformation of the spirit (heart, will) very largely, though not entirely, takes care of itself.

I am, “ answered the apparition, “the spirit of Brother John de Via. I thank you for the prayers which you have poured forth to Heaven in my behalf, and I come to ask of you one more act of charity. Know that, thanks to the Divine mercy, I am in the place of salvation, among those predestined for Heaven the light which surrounds me is a proof of this. Yet I am not worthy to see the face of God on account of an omission which remains to be expiated. During my mortal life I omitted, through my own fault, and that several times, to recite the Office for the Dead, when it was prescribed by the Rule. I beseech you, my dear brother, for the love you bear Jesus Christ, to say those offices in such a manner that my debt may be paid, and I may go to enjoy the vision of my God.” Brother Ascension ran to the Father Guardian, related what had happened, and hastened to say the offices required. Then the soul of Blessed Brother John de Via appeared again, but this time more brilliant than before, He was in possession of eternal happiness.

According to the teachings of the materialistic idea of history they could have set up the new social order immediately after they had got the entire power into their hands. Instead of this, irresponsible elements, which were antagonistic to any new order of things, obtained the upper hand, so that the power gradually slipped from the hands of the originators of the revolution. Then the leaders of the movement put their heads together in order to find out what had gone wrong in their calculations. Finally they agreed that perhaps the materialistic idea was after all too one-sided, as it only took into consideration the economic and commercial relations, and had forgotten to take into account one small matter, the feelings and thoughts of man, in a word, the psyche. They were sufficiently consistent to send emissaries immediate to German speaking countries, in order to obtain psychological works, so that they might get at least subsequently some knowledge of this neglected science. Many thousands of human lives fell victims, perhaps to no purpose, to this omission of the revolutionaries; the failure of their efforts resulted in their making one discovery however, namely, that of the mind.

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

The critic must therefore work from within. His negative position is based on his positive: his primary work is to supplement his author's partial account of some matter by adding certain aspects which the author has overlooked ; but, since the parts of a philosophical theory never stand to one another in a relation of mere juxtaposition, the omission of one part will upset the balance of the whole and distort the remaining parts; so his additions will entail some correction even of those elements which he accepts as substantially true. 20. Criticism, when these two aspects of it are considered together, may be regarded as a single operation: the bringing to completeness of a theory which its author has left incomplete. So understood, the function of the critic is to develop and continue the thought of the writer criticized. Theoretically, the relation between the philosophy criticized and the philosophy that criticizes it is the relation between two adjacent terms in a scale of forms, the forms of a single philosophy in its historical development; and in practice, it is well known that a man's best critics are his pupils, and his best pupils the most critical.

Even among philosophers, we may say, broadly, that only those universals which are named by adjectives or substantives have been much or often recognized, while those named by verbs and prepositions have been usually overlooked. This omission has had a very great effect upon philosophy; it is hardly too much to say that most metaphysics, since Spinoza, has been largely determined by it. The way this has occurred is, in outline, as follows: Speaking generally, adjectives and common nouns express qualities or properties of single things, whereas prepositions and verbs tend to express relations between two or more things. Thus the neglect of prepositions and verbs led to the belief that every proposition can be regarded as attributing a property to a single thing, rather than as expressing a relation between two or more things. Hence it was supposed that, ultimately, there can be no such entities as relations between things. Hence either there can be only one thing in the universe, or, if there are many things, they cannot possibly interact in any way, since any interaction would be a relation, and relations are impossible. The first of these views, advocated by Spinoza and held in our own day by Bradley and many other philosophers, is called monism; the second, advocated by Leibniz but not very common nowadays, is called monadism, because each of the isolated things is called a monad. Both these opposing philosophies, interesting as they are, result, in my opinion, from an undue attention to one sort of universals, namely the sort represented by adjectives and substantives rather than by verbs and prepositions.

Feel grateful. There are always things that are relatively quite good in your life that you never paid attention to because you were always comparing your expectations and comparing yourself with others. Gratitude is helpful because when you feel like shit due to all the errors and omissions in your life you can pull out the Book of Blessings and feel grateful. That “attitude of gratitude” (such a cheesy phrase but so accurate) will jack up your sense of satisfaction.

If God is Art, then what do we make of Jasper Johns?” One never knows what sort of question a patient will pose, or how exactly one should answer. Outside the window, snow on snow began to answer the ground below with nothing more than foolish questions. We were no different. I asked again: “Professor, have we eased the pain?” Eventually, he’d answer me with: “Tell me, young man, whom do you love?” “E," I’d say, “None of the Above," and laugh for lack of something more to add. For days he had played that game, and day after day I avoided your name by instinct. I never told him how we often wear each other’s clothes— we aren’t what many presuppose. Call it an act of omission, my love. Tonight, while walking to the car, I said your name to the evening star, clearly pronouncing the syllables to see your name dissipate in the air, evaporate. Only the night air carries your words up to the dead I watched them rise, become remote. Rapidly, yet without any sense of hurry, information about three people is conveyed in passing: not only profession (in the third line) , sexual orientation and educational level but also subtler matters of personality and humor. "In passing" -- well, not exactly: In a work of art, it may be that every moment is part of the destination. The end-rhyming of the second and third lines of each stanza and the banter of patient and doctor are part of the rich, ambiguous conclusion, where the intimacy of a spoken name rises toward the dead in the night air. The "foolish," solicitous and respectful question the doctor asks the patient becomes part of the implicit question of the final lines: In relation to the particular dead people in anyone's life, or in relation to mortality itself, have art and intimacy eased the pain?

In the law which Parliament passed establishing the commission, the Promotion of National Unity and Reconciliation Act, it was enough for the applicant to satisfy the main conditions laid down: The act for which amnesty was required should have happened between 1960, the year of the Sharpeville massacre, and 1994, when President Mandela was inaugurated as the first democratically elected South African head of state. The act must have been politically motivated. Perpetrators did not qualify for amnesty if they killed because of personal greed, but they did qualify if they committed the act in response to an order by, or on behalf of, a political organization such as the former apartheid state and its satellite Bantustan homelands, or a recognized liberation movement such as the ANC or PAC. The applicant had to make a full disclosure of all the relevant facts relating to the offense for which amnesty was being sought. The rubric of proportionality had to be observed—that the means were proportional to the objective. If those conditions were met, said the law, then amnesty “shall” be granted. Victims had the right to oppose applications for amnesty by trying to demonstrate that these conditions had not been met, but they had no right of veto over amnesty. Nothing was said in the law about remorse—an omission that upset many of us at first until we realized that the legislature had been a great deal wiser than we had at first thought.

Preparation of Financial Statements - A Simple Summary •AR-C 70 is applicable when the accountant is engaged to prepare financial statements and is not applicable when the accountant is engaged to perform a compilation or if the accountant is merely assisting with bookkeeping •The objective of the accountant is to prepare financial statements in accordance with the chosen reporting framework •The financial statements can be prepared in accordance with GAAP or a special purpose reporting framework •The financial statements can be distributed to third parties (and not just management) •The accountant must either: ·State on each financial statement page that “no assurance is provided,” or ·Provide a disclaimer •Documentation requirements include: ·The engagement letter, and ·The financial statements •An engagement letter must be signed by: ·The accountant or the accountant’s firm, and ·Management or those charged with governance •No report (e.g., compilation report) is attached to the financial statements •Consideration of independence is not required •Substantially all disclosures can be omitted •The omission of substantially all disclosures should be: ·Disclosed on the face of the financial statements, or ·In a note •Selected disclosures can be provided •Departures from the applicable financial reporting framework should be: ·Disclosed on the face of the financial statements, or ·In a note •A preparation engagement may be applied to historical financial statements and to: ·Historical information (e.g., specified items of a financial statement) and ·Prospective information, including: ·Budgets ·Forecasts, or ·Projections •A preparation engagement can be performed in relation to prescribed forms (e.g., bank personal financial statements) •Mark draft financial statements with appropriate wording (e.g., Draft Financial Statements)

Rules for the Use and Arrangement of Words The following rules for the use and arrangement of words will be found helpful in securing clearness and force. 1. Use words in their proper sense. 2. Avoid useless circumlocution and "fine writing." 3. Avoid exaggerations. 4. Be careful in the use of not ... and, any, but, only, not ... or, that. 5. Be careful in the use of ambiguous words, e. g., certain. 6. Be careful in the use of he, it, they, these, etc. 7. Report a speech in the first person where necessary to avoid ambiguity. 8. Use the third person where the exact words of the speaker are not intended to be given. 9. When you use a participle implying when, while, though, or that, show clearly by the context what is implied. 10. When using the relative pronoun, use who or which, if the meaning is and he or and it, for he or for it. 11. Do not use and which for which. 12. Repeat the antecedent before the relative where the non-repetition causes any ambiguity. 13. Use particular for general terms. Avoid abstract nouns. 14. Avoid verbal nouns where verbs can be used. 15. Use particular persons instead of a class. 16. Do not confuse metaphor. 17. Do not mix metaphor with literal statement. 18. Do not use poetic metaphor to illustrate a prosaic subject. 19. Emphatic words must stand in emphatic positions; i. e., for the most part, at the beginning or the end of the sentence. 20. Unemphatic words must, as a rule, be kept from the end. 21. The Subject, if unusually emphatic, should often be transferred from the beginning of the sentence. 22. The object is sometimes placed before the verb for emphasis. 23. Where several words are emphatic make it clear which is the most emphatic. Emphasis can sometimes be given by adding an epithet, or an intensifying word. 24. Words should be as near as possible to the words with which they are grammatically connected. 25. Adverbs should be placed next to the words they are intended to qualify. 26. Only; the strict rule is that only should be placed before the word it affects. 27. When not only precedes but also see that each is followed by the same part of speech. 28. At least, always, and other adverbial adjuncts sometimes produce ambiguity. 29. Nouns should be placed near the nouns that they define. 30. Pronouns should follow the nouns to which they refer without the intervention of any other noun. 31. Clauses that are grammatically connected should be kept as close together as possible. Avoid parentheses. 32. In conditional sentences the antecedent or "if-clauses" must be kept distinct from the consequent clauses. 33. Dependent clauses preceded by that should be kept distinct from those that are independent. 34. Where there are several infinitives those that are dependent on the same word must be kept distinct from those that are not. 35. In a sentence with if, when, though, etc. put the "if-clause" first. 36. Repeat the subject where its omission would cause obscurity or ambiguity. 37. Repeat a preposition after an intervening conjunction especially if a verb and an object also intervene. 38. Repeat conjunctions, auxiliary verbs, and pronominal adjectives. 39. Repeat verbs after the conjunctions than, as, etc. 40. Repeat the subject, or some other emphatic word, or a summary of what has been said, if the sentence is so long that it is difficult to keep the thread of meaning unbroken. 41. Clearness is increased when the beginning of the sentence prepares the way for the middle and the middle for the end, the whole forming a kind of ascent. This ascent is called "climax." 42. When the thought is expected to ascend but descends, feebleness, and sometimes confusion, is the result. The descent is called "bathos." 43. A new construction should not be introduced unexpectedly.

returned to this paper regularly over a period of two weeks. When I was done, I had probably experienced fifteen hours total of deliberate practice–style strain, but due to its intensity it felt like much more. Fortunately, this effort led to immediate benefits. Among other things, it allowed me to understand whole swaths of related work that had previously been mysterious. The researchers who wrote this paper had enjoyed a near monopoly on solving this style of problem—now I could join them. Leveraging this new understanding, I went on to prove a new result, which I published at a top conference in my field. This is now a new research direction open for me to explore as I see fit. Perhaps even more indicative of this strategy’s value is that I actually ended up finding a pair of mistakes in the paper. When I told the authors, it turned out I was only the second person to notice them, and they hadn’t yet published a correction. To help calibrate the magnitude of this omission, bear in mind that according to Google Scholar the paper had already been cited close to sixty times. More

I did request to meet with him at least once before submitting the completed work to make sure my edits met with his approval. The answer from the Pentagon was brief and absolute. “Visiting or otherwise communicating with any detainee in the detention facility in Guantanamo, unless you are legal counsel representing the detainee, is not possible,” a public affairs officer wrote. “As you are aware, the detainees are held under the Law of War. Additionally, we do not subject detainees to public curiosity.” The phrase “public curiosity” comes from one of the pillars of the Law of War, the 1949 Geneva Convention Relative to the Treatment of Prisoners of War. Article 13 of the convention, “Humane Treatment of Prisoners,” says: Prisoners must at all times be humanely treated. Any unlawful act or omission by the Detaining Power causing death or seriously endangering the health of a prisoner of war in its custody will be prohibited, and will be regarded as a serious breach of the present Convention.… Prisoners must at all times be protected, particularly from acts of violence or intimidation and against insults and public curiosity. Measures of reprisal against prisoners of war are prohibited.

For use on the first Sunday in Lent, the service books of the Greek Orthodox Church include a special office known as ‘The Synodikon of Orthodoxy’, which contains no less than sixty anathemas against different heresies and heresiarchs. Yet in this comprehensive denunciation there is one unexpected omission: no reference is made to the errors of the Latins, no allusion to the Filioque or the papal claims, even though more than a third of the anathemas date from the eleventh to the fourteenth centuries, a time when doctrinal disagreements between East and West had emerged clearly into the open. This omission of the Latins is an indication of the curious imprecision which prevails in the relations between Orthodoxy and Rome.

...SQL is very far from being the “perfect” relational language—it suffers from numerous sins of both omission and commission. ...the overriding issue is simply that SQL fails in all too many ways to support the relational model properly. As a consequence, it is not at all clear that today's SQL products really deserve to be called “relational” at all! Indeed, as far as this writer is aware, there is no product on the market today that supports the relational model in its entirety. This is not to say that some parts of the model are unimportant; on the contrary, every detail of the model is important, and important, moreover, for genuinely practical reasons. Indeed, the point cannot be stressed too strongly that the purpose of relational theory is not just “theory for its own sake”; rather, the purpose is to provide a base on which to build systems that are 100 percent practical. But the sad fact is that the vendors have not yet really stepped up to the challenge of implementing the theory in its entirety. As a consequence, the “relational” products of today regrettably all fail, in one way or another, to deliver on the full promise of relational technology.

Associating with Benjamin was fraught with considerable difficulties, though on the surface these seemed insignificant in view of his consummate courtesy and willingness to listen. He always was surrounded by a wall of reserve, which could be recognized intuitively and was evident to another person even without Benjamin’s not infrequent efforts to make that area noticeable. These efforts consisted above all in a secretiveness bordering on eccentricity, a mystery-mongering that generally prevailed in everything relating to him personally, though it sometimes was breached unexpectedly by personal and confidential revelations. There were primarily three difficult requirements. The first was respect for his solitude; this was easy to observe, for it was dictated by a natural sense of limits. I soon realized that he appreciated this respect, a sine qua non for associating with him, and that it heightened his trust. The observance of the second requirement was particularly easy for me: his utter aversion to discussing the political events of the day and occurrences of the war. Some reviewers of the Briefe expressed astonishment at the fact that the published letters contain no reference to the events of the First World War (which, after all, so decisively influenced our generation) and blamed the editors (I was the one responsible for this period) for an incomprehensible omission or, worse, censorship. The fact of the matter is that in those years anyone who wished to have a closer association with Benjamin either had to share this attitude (as I did) or respect it. ...The third requirement, that of overlooking his secretiveness, often demanded a real effort, because there was something surprising, even ludicrous, about such secretiveness in someone as sober, as melancholy as Benjamin. He did not like to give the names of friends and acquaintances if he could avoid it. When circumstances of his life were mentioned, there frequently was attached an urgent request for absolute secrecy; more often than not this made very little sense. Gradually, but even then only partially, this secretiveness (which by that time others had noticed as well) began to dissipate, and Benjamin began to speak of people without the accompanying stamp of anonymity, at least when he had initiated the discussion. It was in keeping with this aversion that he tried to keep his acquaintances separate; for a time this was more effective with me, who came from another environment—Zionist youth—than it was with those from the same sphere as he, namely members of the German-Jewish intelligentsia. Only occasionally did it turn out that we had mutual acquaintances, such as the poet Ludwig Strauss or the philosopher David Baumgardt. Other friends and acquaintances of his I did not meet until years later, from 1918 on, some of them only after 1945. In short, then, to associate with Benjamin took a great deal of patience and consideration—qualities that were by no means natural to my temperament and that, to my own surprise, I was able to muster only in my association with him.

Caesar seems to have omitted his conjunction to speed things up; he is emphasizing how quickly the conquest of a place follows from its being sighted by a great and ambitious general. Lincoln's omission is more subtle—or so it seems to me. Usually the items on a list are different but related things: eggs, butter, cheese. Sometimes they achieve a unity in which their distinctiveness is lost to all but the analytic mind, a good cheese omelet. Or perhaps we might even decide that they are but manifestations or expressions of the same thing. Lincoln would have us see these three aspects of government as constituting an inseparable whole. The asyndeton helps him do this.

Much like GM and GE, Kodak had a fair employment policy in place by the 1960s and had laid out is own Plan for Progress, which included a commitment to “hold discussions with the employment interviewers in the various division to remind them: that “such things as race, creed, color, or national origin” are neither to “help nor hinder in getting a job at Kodak.” Yet for blacks trying to work and move up at the company, these assurances didn’t mesh with their own experiences. Some of this was a consequence of blacks being poorly educated, especially those who had relocated to Rochester from the rural South. In the company’s eyes, the simply weren’t qualified. “We don’t grow many peanuts in Eastman Kodak,” Monroe Dill, Kodak’s industrial relations director said in 1963, adding that the company would start to recruit more from all-black colleges so as to not keep “discriminating by omission.” But there was also plenty of discrimination by commission, as individual Kodak managers used their discretion to hire whomever they liked and cast off whomever they didn’t. “They would say it blatant, like, 'We don't have any colored jobs,"" recalled Clarence Ingram, who served as general manager of the Rochester Business Opportunities Corporation, an entity formed after the '64 riots to support minority businesses. "They would tell you that." Apparently, they told a lot of blacks that. In 1964, only about 600 African Americans worked for Kodak in Rochester. less than 2 percent of the 33,000 employees based there. Determined to remedy this was FIGHT, which was led by Franklin Delano Roosevelt Florence, the thirty-one-year-old pastor of the Reynolds Street Church of Christ, a stocky, hard-charging, charismatic man, who called Malcolm X a friend. On September 2, 1966, a delegation of sixteen from FIGHT walked into Kodak's executive suite. Florence, sporting a Black Power button in his lapel, said he wanted to see "the top man." Before he knew it, the minister and his retinue were sitting in front of three top men: Kodak chairman Albert Chapman, president William Vaughn, and executive vice president Louis Eilers. Florence told them about the harshness of life in Rochester's black ghetto and said he wanted Kodak to start a training program for people who normally wouldn't be recruited into the company. Florence braced himself, expecting Kodak to resist. But Vaughn listened carefully and then asked Florence to submit a more specific proposal. Two weeks later, he did. Calling FIGHT " the only mass based organization of poor people and near poor people in the Rochester area," Florence requested that Kodak train 500 to 600 men and women over eighteen months. FIGHT also wanted direct involvement in the process; the group would "recruit and counsel trainees and offer advice, consultation, and assistance.

A political/relational model of disability, on the other hand, makes room for more activist responses, seeing “disability” as a potential site for collective reimagining. Under this kind of framework, “disability awareness” simulations can be reframed to focus less on the individual experience of disability—or imagined experience of disability—and more on the political experience of disablement. For example, rather than placing nondisabled students in wheelchairs, the Santa Barbara-based organization People in Search of Safe and Accessible Restrooms (PISSAR) places them in bathrooms, armed with measuring tapes and clipboards, to track the failures and omissions of the built environment. As my fellow restroom revolutionaries explain in our manifesto, “This switch in focus from the inability of the body to the inaccessibility of the space makes room for activism and change in ways that ‘awareness exercises’ may not.” In creating and disseminating a “restroom checklist,” PISSAR imagines a future of disability activism, one with disability rights activists demanding accessible spaces; contrast that approach with the simulation exercises, in which “awareness” is the future goal, rather than structural or systemic change.

In his book-length review of the executive functions, Dr. Russell Barkley (2012) explored the reasons that these skills evolved in humans in the first place. He makes the compelling case that it was the selection pressures associated with humans living in larger groups of genetically unrelated individuals, which made it selectively advantageous to have good self-regulation skills. That is, these abilities became more important to survival as humans became more interdependent with and reliant on dealings with people who were not family. Attention-Deficit/Hyperactivity Disorder (ADHD) and executive dysfunction continue to have effects on the myriad relationships and social interactions in daily life. These connections include romantic and committed relationships/marriage, relationships with parents, siblings, children, and other relatives, friendships, and interactions with employers, coworkers, and customers. The executive functions in relationships also figure in the capacity for empathy and tracking social debt, that is, the balance of favors you owe others and favors owed to you. The ability to effectively organize behavior across time in goal-directed activities gains you “social collateral.” That is, the more you deliver on promises and projects, the more that you will be sought out by others and maintain bonds with them. Some of the common manifestations of ADHD and executive dysfunction that may create problems in relationships include: • Distractibility during conversations • Forgetfulness about matters relevant to another person • Verbal impulsivity—talking over someone else • Verbal impulsivity—saying the “wrong thing” • Breaking promises (acts of commission, e.g., making an expensive purchase despite agreeing to stay within a household budget) • Poor follow-through on promises (acts of omission, e.g., forget to pick up dry cleaning) • Disregarding the effects of one’s behavior on others (e.g., building up excessive debt on a shared credit card account) • Poor frustration tolerance, anger (e.g., overreacting to children’s behavior) • Lying to cover up mistakes • Impulsive behaviors that reduce trust (e.g., romantic infidelity)