Quality Instruction Quotes

The act of true reading is in its very essence democratic. Consider the nature of what happens when we read a book - and I mean, of course, a work of literature, not an instruction manual or a textbook - in private, unsupervised, un-spied-on, alone. It isn't like a lecture: it's like a conversation. There's a back-and-forthness about it. The book proposes, the reader questions, the book responds, the reader considers. We bring our own preconceptions and expectations, our own intellectual qualities, and our limitations, too, our own previous experiences of reading, our own temperament, our own hopes and fears, our own personality to the encounter.

How are you coming with your home library? Do you need some good ammunition on why it's so important to read? The last time I checked the statistics...I think they indicated that only four percent of the adults in this country have bought a book within the past year. That's dangerous. It's extremely important that we keep ourselves in the top five or six percent. In one of the Monthly Letters from the Royal Bank of Canada it was pointed out that reading good books is not something to be indulged in as a luxury. It is a necessity for anyone who intends to give his life and work a touch of quality. The most real wealth is not what we put into our piggy banks but what we develop in our heads. Books instruct us without anger, threats and harsh discipline. They do not sneer at our ignorance or grumble at our mistakes. They ask only that we spend some time in the company of greatness so that we may absorb some of its attributes. You do not read a book for the book's sake, but for your own. You may read because in your high-pressure life, studded with problems and emergencies, you need periods of relief and yet recognize that peace of mind does not mean numbness of mind. You may read because you never had an opportunity to go to college, and books give you a chance to get something you missed. You may read because your job is routine, and books give you a feeling of depth in life. You may read because you did go to college. You may read because you see social, economic and philosophical problems which need solution, and you believe that the best thinking of all past ages may be useful in your age, too. You may read because you are tired of the shallowness of contemporary life, bored by the current conversational commonplaces, and wearied of shop talk and gossip about people. Whatever your dominant personal reason, you will find that reading gives knowledge, creative power, satisfaction and relaxation. It cultivates your mind by calling its faculties into exercise. Books are a source of pleasure - the purest and the most lasting. They enhance your sensation of the interestingness of life. Reading them is not a violent pleasure like the gross enjoyment of an uncultivated mind, but a subtle delight. Reading dispels prejudices which hem our minds within narrow spaces. One of the things that will surprise you as you read good books from all over the world and from all times of man is that human nature is much the same today as it has been ever since writing began to tell us about it. Some people act as if it were demeaning to their manhood to wish to be well-read but you can no more be a healthy person mentally without reading substantial books than you can be a vigorous person physically without eating solid food. Books should be chosen, not for their freedom from evil, but for their possession of good. Dr. Johnson said: "Whilst you stand deliberating which book your son shall read first, another boy has read both.

There are a lot of advantages to being self-taught. Quality of instruction is not one of them.

Have we ever thought to consider that God allows things in our lives to die so that in that death we might come to the precious realization of how little we’ve actually lived in the first place?

What does it matter if two brains are isomorphic, or quasi-isomorphic, or not isomorphic at all? The answer is that we have an intuitive sense that, although other people differ from us in important ways, they are still 'the same' as we are in some deep and important ways. It would be instructive to be able to pinpoint what this invariant core of human intelligence is, and then to be able to describe the kinds of 'embellishments' which can be added to it, making each one of us a unique embodiment of this abstract and mysterious quality called 'intelligence.

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

[The wives of powerful noblemen] must be highly knowledgeable about government, and wise – in fact, far wiser than most other such women in power. The knowledge of a baroness must be so comprehensive that she can understand everything. Of her a philosopher might have said: "No one is wise who does not know some part of everything." Moreover, she must have the courage of a man. This means that she should not be brought up overmuch among women nor should she be indulged in extensive and feminine pampering. Why do I say that? If barons wish to be honoured as they deserve, they spend very little time in their manors and on their own lands. Going to war, attending their prince's court, and traveling are the three primary duties of such a lord. So the lady, his companion, must represent him at home during his absences. Although her husband is served by bailiffs, provosts, rent collectors, and land governors, she must govern them all. To do this according to her right she must conduct herself with such wisdom that she will be both feared and loved. As we have said before, the best possible fear comes from love. When wronged, her men must be able to turn to her for refuge. She must be so skilled and flexible that in each case she can respond suitably. Therefore, she must be knowledgeable in the mores of her locality and instructed in its usages, rights, and customs. She must be a good speaker, proud when pride is needed; circumspect with the scornful, surly, or rebellious; and charitably gentle and humble toward her good, obedient subjects. With the counsellors of her lord and with the advice of elder wise men, she ought to work directly with her people. No one should ever be able to say of her that she acts merely to have her own way. Again, she should have a man's heart. She must know the laws of arms and all things pertaining to warfare, ever prepared to command her men if there is need of it. She has to know both assault and defence tactics to insure that her fortresses are well defended, if she has any expectation of attack or believes she must initiate military action. Testing her men, she will discover their qualities of courage and determination before overly trusting them. She must know the number and strength of her men to gauge accurately her resources, so that she never will have to trust vain or feeble promises. Calculating what force she is capable of providing before her lord arrives with reinforcements, she also must know the financial resources she could call upon to sustain military action. She should avoid oppressing her men, since this is the surest way to incur their hatred. She can best cultivate their loyalty by speaking boldly and consistently to them, according to her council, not giving one reason today and another tomorrow. Speaking words of good courage to her men-at-arms as well as to her other retainers, she will urge them to loyalty and their best efforts.

The recipe for becoming a good novelist, for example is easy to give but to carry it out presupposes qualities one is accustomed to overlook when one says 'I do not have enough talent'. One has only to make a hundred or so sketches for novels, none longer than two pages but of such distinctness that every word in them is necessary; one should write down anecdotes each day until one has learned how to give them the most pregnant and effective form; one should be tireless in collecting and describing human types and characters; one should above all relate things to others and listen to others relate, keeping one's eyes and ears open for the effect produced on those present, one should travel like a landscape painter or costume designer; one should excerpt for oneself out of the individual sciences everything that will produce an artistic effect when it is well described, one should, finally, reflect on the motives of human actions, disdain no signpost to instruction about them and be a collector of these things by day and night. One should continue in this many-sided exercise some ten years: what is then created in the work­shop, however, will be fit to go out into the world. - What, however, do most people do? They begin, not with the parts, but with the whole. Per­haps they chance to strike a right note, excite attention and from then on strike worse and worse notes, for good, natural reasons.

Positive Eye Contact Quality time should include loving eye contact. Looking in your child’s eyes with care is a powerful way to convey love from your heart to the heart of your child. Studies have shown that most parents use eye contact in primarily negative ways, either while reprimanding a child or giving very explicit instructions. If you give loving looks only when your child is pleasing you, you are falling into the trap of conditional love. That can damage your child’s personal growth. You want to give enough unconditional love to keep your child’s emotional tank full, and a key way to do this is through proper use of eye contact. Sometimes family members refuse to look at one another as a means of punishment. This is destructive to both adults and children. Kids especially interpret withdrawal of eye contact as disapproval, and this further erodes their self-esteem. Don’t let your demonstration of

It is as if I have entered what the Tibetans call the Bardo-literally, between-two-existences- a dreamlike hallucination that precedes reincarnation, not necessarily in human form…In case I should need them, instructions for passage through the Bardo are contained in the Tibetan book of the dead- a guide for the living since it teaches that a man’s last thoughts will determine the quality of his reincarnation.

We can have all the food and water we need, but without the sustenance of real story, real art — without the wisdom, insight, and “life instruction” it brings — we will stagnate as a culture and become a swamp where quality life can no longer be sustained. So share your gifts! Share your art!

Why do you need to be pleasant within? The answer is self-evident. When you are in a pleasant inner state, you are naturally pleasant to everyone and everything around you. No scripture or philosophy is needed to instruct you to be good to others. It is a natural outcome when you are feeling good within yourself. Inner pleasantness is a surefire insurance for the making of a peaceful society and a joyful world. Besides, your success in the world depends essentially on how well you harness the prowess of the body and mind. So, in order to achieve success, pleasantness has to be the fundamental quality within you.

Perhaps the most instructive experience is to see the way governments all over the world are exclaiming, "What are we going to do about the United States?!

My new mistress proved to be all she appeared when I first met her at the door,—a woman of the kindest heart and finest feelings. She had never had a slave under her control previously to myself, and prior to her marriage she had been dependent upon her own industry for a living. She was by trade a weaver; and by constant application to her business, she had been in a good degree preserved from the blighting and dehumanizing effects of slavery. I was utterly astonished at her goodness. I scarcely knew how to behave towards her. She was entirely unlike any other white woman I had ever seen. I could not approach her as I was accustomed to approach other white ladies. My early instruction was all out of place. The crouching servility, usually so acceptable a quality in a slave, did not answer when manifested toward her. Her favor was not gained by it; she seemed to be disturbed by it. She did not deem it impudent or unmannerly for a slave to look her in the face. The meanest slave was put fully at ease in her presence, and none left without feeling better for having seen her. Her face was made of heavenly smiles, and her voice of tranquil music.

Sometime look at a novice workman or a bad workman and compare his expression with that of a craftsman whose work you know is excellent and you’ll see the difference. The craftsman isn’t ever following a single line of instruction. He’s making decisions as he goes along. For that reason he’ll be absorbed and attentive to what he’s doing even though he doesn’t deliberately contrive this. His motions and the machine are in a kind of harmony. He isn’t following any set of written instructions because the nature of the material at hand determines his thoughts and motions, which simultaneously change the nature of the material at hand. The material and his thoughts are changing together in a progression of changes until his mind’s at rest at the same time the material’s right.

Though we are addicted to instant gratification, we are seldom gratified because, although we are making everything possible now, we are seldom present to enjoy it now. The moment we attain our desire, our attention jumps out of the present and into planning our next acquisition. This creates a world that’s comfortable with living in debt, on borrowed time, and on somebody else’s energy. We no longer own our houses, cars, and clothes – the bank does. We have robbed ourselves of the satisfaction of organic accomplishment. There’s no more “rite of passage,” only the fast lane. Young children want to be teenagers, teenagers want to be adults, and adults want to accomplish a lifetime’s work before turning thirty. We spend each moment running ahead of ourselves, believing there’s a destination we are supposed to arrive at that’s saturated with endless happiness, acknowledgement, ease, and luxury. We are forever running away from something and toward something – and because everyone is behaving in this manner, we accept it as normal. We mentally leapfrog over the eternal present moment in everything we do, ignoring the flow of life. The Presence Process – including the consequences inherent in completing it – moves at a different pace. This journey isn’t about getting something done “as quickly as possible.” It’s about process, not instant gratification. The consequences we activate by completing this journey are made possible because of its gently unfolding integrative approach. By following the instructions carefully, taking one step at a time, being consistent and committed to completing the task at hand no matter what, we experience a rite of passage that reminds us of what “process” means. Realizing what “process” involves isn’t just a mental realization, but requires an integrated emotional, mental, and physical experience. Awakening to the value of process work is rare in a world of instant gratification. It powerfully impacts the quality of our experience because life in the present is an ongoing organic process. Realizing the power within the rhythm of process work may not necessarily impact our ability to earn a living, but it enhances our ability to open ourselves to the heartbeat of life.

This framing accents the importance of building a tidier system, one that incorporates the array of existing child care centers, then pushes to make their classrooms more uniform, with a socialization agenda "aligned" with the curricular content that first or second graders are expected to know. Like the common school movement, uniform indicators of quality, centralized regulation, more highly credientialed teachers are to ensure that instruction--rather than creating engaging activities for children to explore--will be delivered in more uniform ways. And the state signals to parents that this is now the appropriate way to raise one's three- or four-year-old. Modern child rearing is equated with systems building in the eyes of universal pre-kindergarten advocates--and parents hear this discourse through upbeat articles in daily newspapers, public service annoucement, and from school authorities.

He was an old hand at the Camp now, his hollow countenance and the intensity of his averted gaze familiar to all who came and went around him. Some had carried to other camps a description of his lanky, quiet presence, had spoken of his strangeness, his regular, lone attendance before the chapel statue. He had made no friends, but in his duties was conscientious and persevering and reliable, known for such qualities to the officers who commanded him. He had dug latrines, metalled roads, adequately performed cookhouse duties, followed instructions as to the upkeep of equipment, and was the first to volunteer when volunteers were called for. That he bore his torment with fortitude was known to no one.

Like the teachings of Hippocrates, the Charaka Samhita describes the qualities needed by a physician, and instructs how he should go about examining a patient to find the root cause of a disease, and how to make a prognosis and prescribe treatments. These treatments are minimally invasive, and involve specific diets and exercises and more than 2,000 plant-based remedies. The emphasis throughout the Charaka Samhita is on preventing illness by maintaining good hygiene and a healthy diet.

We believe that as teachers, our job is not to establish a student’s ‘potential’, but to move them onwards from wherever they may be. In other words, the focus should be on the quality of our instruction, not on students’ ‘ability’ or ‘disability’.

ASANA Now I shall instruct you regarding the nature of asana or seat. Although by 'asana' is generally meant the erect posture assumed in meditation, this is not its central or essential meaning. When I use the word 'asana' I do not mean the various forms of asana’s such as Padmasana, Vajrasana, Svastikasana, or Bhadrasana. By 'asana' I mean something else, and this is what I want to explain to you. First let me speak to you about breath; about the inhaling breath-apana, and the exhaling breath-prana. Breath is extremely important in meditation; particularly the central breath-madhyama-pranan, which is neither prana nor apana. It is the center of these two, the point existing between the inhaling and exhaling breaths. This center point cannot be held by any physical means, as a material object can be held by the hand. The center between the two breaths can be held only by knowledge-jnana – not discursive knowledge, but by knowledge which is awareness. When this central point is held by continuously refreshed awareness – which is knowledge and which is achieved through devotion to the Lord – that is, in the true sense settling into your asana. “On the pathway of your breath maintain continuously refreshed and full awareness on and in the center of breathing in and breathing out. This is internal asana." (Netra Tantra) Asana, therefore, is the gradual dawning in the spiritual aspirant of the awareness which shines in the central point found between inhaling and exhaling. This awareness is not gained by that person who is full of prejudice, avarice, or envy. Such a person, filled with all such negative qualities, cannot concentrate. The prerequisite of this glorious achievement is, therefore, the purification of your internal egoity. It must become pure, clean, and crystal clear. After you have purged your mind of all prejudice and have started settling with full awareness into that point between the two breaths, then you are settling into your asana. “When in breathing in and breathing out you continue to maintain your awareness in continuity on and in the center between the incoming and outgoing breath, your breath will spontaneously and progressively become more and more refined. At that point you are driven to another world. This is pranayama." (Netra Tantra) After settling in the asana of meditation arises the refined practice of pranayama. ‘Pranayama’ does not mean inhaling and exhaling vigorously like a bellow. Like asana, pranayama is internal and very subtle. There is a break less continuity in the traveling of your awareness from the point of asana into the practice of pranayama. When through your awareness you have settled in your asana, you automatically enter into the practice of pranayama. Our Masters have indicated that there are two principle forms of this practice of ‘asana-pranayama’, i.e. cakrodaya and ajapa-gayatri. In the practice of ajapa-gayatri you are to maintain continuously refreshed full awareness-(anusandhana) in the center of two breaths, while breathing in and out slowly and silently. Likewise in the practice of cakrodaya you must maintain awareness, which is continually fresh and new, filled with excitement and vigor, in the center of the two breaths – you are to breathe in and out slowly, but in this case with sound.

Like a gold ring in a pig’s snout is a beautiful woman who shows no discretion. PROVERBS 11:22 Heavenly Father, I fear I haven’t been representing the dignity that You’ve given me. You have called me to be a woman of noble character who is respected. You have instructed me to present myself with beautiful modesty and a wise spirit. Lord, forgive me for trading in Your admirable qualities for worldly trends. My culture has glamorized provocative women with loose morals. I know You have higher standards for us because You cherish us more than we can understand. You’ve placed Your beauty inside of me, that I wouldn’t allow it to be slandered or trampled on. It breaks Your heart to see Your precious daughters throwing themselves at guys, accepting crude comments as compliments, and drawing inappropriate attention to their bodies. You created me for more than that, Lord. Remind me of my worth. Make my heart feel instantly sick the moment I present myself with less value than You’ve given me. You have crowned me as Your daughter and princess; You have inscribed Your royalty on my heart.

I do not love to garden. I love other people’s gardens, and I like cut flowers. I have Astroturf and a whole lot of high-quality plastic flowers stuck in the dirt of our front yard. These are quite a lovely sight and bring to mind many e. e. cummings poems. People used to give me potted plants and trees, and what happened to them is really too horrible to go into here.

How important was mantra to Gandhi’s transformation? Extremely. When done systematically, mantra has a powerful effect on the brain. It gathers and focuses the energy of the mind. It teaches the mind to focus on one point, and it cultivates a steadiness that over time becomes an unshakable evenness of temper. The cultivation of this quality of “evenness” is a central principle of the Bhagavad Gita. It is called samatva in Sanskrit, and it is a central pillar of Krishna’s practice. When the mind develops steadiness, teaches Krishna, it is not shaken by fear or greed. So, in his early twenties, Gandhi had already begun to develop a still-point at the center of his consciousness—a still-point that could not be shaken. This little seed of inner stillness would grow into a mighty oak. Gandhi would become an immovable object. Rambha had given Gandhi an enchanting image to describe the power of mantra. She compared the practice of mantra to the training of an elephant. “As the elephant walks through the market,” taught Rambha, “he swings his trunk from side to side and creates havoc with it wherever he goes—knocking over fruit stands and scattering vendors, snatching bananas and coconuts wherever possible. His trunk is naturally restless, hungry, scattered, undisciplined. This is just like the mind—constantly causing trouble.” “But the wise elephant trainer,” said Rambha, “will give the elephant a stick of bamboo to hold in his trunk. The elephant likes this. He holds it fast. And as soon as the elephant wraps his trunk around the bamboo, the trunk begins to settle. Now the elephant strides through the market like a prince: calm, collected, focused, serene. Bananas and coconuts no longer distract.” So too with the mind. As soon as the mind grabs hold of the mantra, it begins to settle. The mind holds the mantra gently, and it becomes focused, calm, centered. Gradually this mind becomes extremely concentrated. This is the beginning stage of meditation. All meditation traditions prescribe some beginning practice of gathering, focusing, and concentration—and in the yoga tradition this is most often achieved precisely through mantra. The whole of Chapter Six in the Bhagavad Gita is devoted to Krishna’s teachings on this practice: “Whenever the mind wanders, restless and diffuse in its search for satisfaction without, lead it within; train it to rest in the Self,” instructs Krishna. “When meditation is mastered, the mind is unwavering like the flame of a lamp in a windless place.

The charge that Anarchism is destructive, rather than constructive, and that, therefore, Anarchism is opposed to organization, is one of the many falsehoods spread by our opponents. They confound our present social institutions with organization; hence they fail to understand how we can oppose the former, and yet favor the latter. The fact, however, is that the two are not identical. “The State is commonly regarded as the highest form of organization. But is it in reality a true organization? Is it not rather an arbitrary institution, cunningly imposed upon the masses? “Industry, too, is called an organization; yet nothing is farther from the truth. Industry is the ceaseless piracy of the rich against the poor. “We are asked to believe that the Army is an organization, but a close investigation will show that it is nothing else than a cruel instrument of blind force. “The Public School! The colleges and other institutions of learning, are they not models of organization, offering the people fine opportunities for instruction? Far from it. The school, more than any other institution, is a veritable barrack, where the human mind is drilled and manipulated into submission to various social and moral spooks, and thus fitted to continue our system of exploitation and oppression. “Organization, as WE understand it, however, is a different thing. It is based, primarily, on freedom. It is a natural and voluntary grouping of energies to secure results beneficial to humanity. “It is the harmony of organic growth which produces variety of color and form, the complete whole we admire in the flower. Analogously will the organized activity of free human beings, imbued with the spirit of solidarity, result in the perfection of social harmony, which we call Anarchism. In fact, Anarchism alone makes non-authoritarian organization of common interests possible, since it abolishes the existing antagonism between individuals and classes. “Under present conditions the antagonism of economic and social interests results in relentless war among the social units, and creates an insurmountable obstacle in the way of a co-operative commonwealth. “There is a mistaken notion that organization does not foster individual freedom; that, on the contrary, it means the decay of individuality. In reality, however, the true function of organization is to aid the development and growth of personality. “Just as the animal cells, by mutual co-operation, express their latent powers in formation of the complete organism, so does the individual, by co-operative effort with other individuals, attain his highest form of development. “An organization, in the true sense, cannot result from the combination of mere nonentities. It must be composed of self-conscious, intelligent individualities. Indeed, the total of the possibilities and activities of an organization is represented in the expression of individual energies. “It therefore logically follows that the greater the number of strong, self-conscious personalities in an organization, the less danger of stagnation, and the more intense its life element. “Anarchism asserts the possibility of an organization without discipline, fear, or punishment, and without the pressure of poverty: a new social organism which will make an end to the terrible struggle for the means of existence,—the savage struggle which undermines the finest qualities in man, and ever widens the social abyss. In short, Anarchism strives towards a social organization which will establish well-being for all. “The germ of such an organization can be found in that form of trades unionism which has done away with centralization, bureaucracy, and discipline, and which favors independent and direct action on the part of its members.

His instructions for the flight had been unequivocal. He was to remain quiet and anonymous, avoiding unnecessary conversation and making every effort to appear as invisible as possible. He presumed this meant someone had ensured that the aisle seat would remain empty. Surely an intelligence expert of any quality - particularly a British one - would not expect an Irishman to sit next to someone for nine hours without talking.

Effective curriculum, instruction, and assessment can occur without textbooks or technology. New resources can be used in a manner that augments the quality of the curriculum and transforms student learning. Schools and districts that most effectively leverage the acquisition of new materials invest significant time, effort, and energy in establishing the professional skills and strategies, standards, assessments, and curriculum that will be used to drive students' use of those resources.

Generally in the case of armies you wish to strike, cities you wish to attack, and people you wish to assassinate, you must know the names of the garrison commander, the staff officers, the ushers, gate keepers, and the bodyguards. You must instruct your agents to inquire into these matters in minute detail. If you wish to conduct offensive war you must know the men employed by the enemy. Are they wise or stupid, clever or clumsy? Having assessed their qualities, you prepare appropriate measures.

Peter tells Langdon that the Masons believe that the Bible is an esoteric allegory written by humanity, and that, like most religious texts around the globe, it contains veiled instructions for harnessing humanity's natural God-like qualities and is not meant to be interpreted as the commands of an all-powerful deity. This interpretation has been lost amid centuries of scientific skepticism and fundamentalist zealotry. The Masons have (metaphorically) buried it, believing that, when the time is right, its rediscovery will usher in a new era of human enlightenment.

Messrs. Strunk and White don’t speculate as to why so many writers are attracted to passive verbs, but I’m willing to; I think timid writers like them for the same reason timid lovers like passive partners. The passive voice is safe. There is no troublesome action to contend with; the subject just has to close its eyes and think of England, to paraphrase Queen Victoria. I think unsure writers also feel the passive voice somehow lends their work authority, perhaps even a quality of majesty. If you find instruction manuals and lawyers’ torts majestic, I guess it does.

It is easy for a small intellect that knows only a single philosophical presentation, only one secret oral instruction, or only one system of practice, to fall prey to the idea that that is the only correct way. Being open to various traditions can free the mind from bias and partiality, bestowing the insight that perceives the interconnectedness of the various teachings and traditions, their scope, and their particular qualities: this benefit alone outweighs the danger of becoming confused when confronted by different and sometimes apparently divergent Buddhist teachings and traditions.

When an independent company undertakes to travel across the plains, they are generally too independent for their own safety and good. There never was and never will be a people in heaven nor on earth, in time nor in eternity, that can be considered truly and entirely independent of counsel and direction. Our independent companies entertain the same mistaken views of independence as people generally do of the independence of a Republican Government. Man in his ignorance is impatient of control, and when he finds himself from under its influence he supposes that he is then independent, or, in other words, that he is a free man. Independence so viewed and so employed, either individually or collectively, religiously or politically, must open a wide arena of action for all the evil, selfish and malignant qualities of depraved men, introducing distraction into every ramification of society, destroying confidence, checking the onward progress of industry and universal prosperity, and bringing in famine, pestilence and destruction everywhere. . . . Individual self-government lies at the root of all true and effective government, whether in heaven or on earth. Those who govern should be wiser and better than the governed, that the lesser may be blessed of the greater. Were this so, then the people would willingly repose their dearest interests to the trusts of their rulers or leaders, and with a feeling of pleasure bow to and carry out to the letter their instructions and conclusions on all matters that pertained to the general good. This will apply to great kingdoms and mighty nations, to small companies of immigrants crossing the plains, or to the home circle. A Republican Government in the hands of a wicked people must terminate in woe to that people, but in the hands of the righteous it is everlasting, while its power reaches to heaven.

Character gains through its expression, and loses through its repression. Love grows through its expression. Sympathy grows through its expression. Knowledge grows through its expression. The artistic sense grows through its expression. The religious sentiment grows through its expression. The capacity for instruction, for administration, for command, grows through its expression. The more a man does in any line of wise endeavor, the more he can do in that line, and the more of a man he is in that line. And the refraining from the free expression of love, or of sympathy, or of knowledge, or of the artistic sense, or of the religious sentiment, or of the power of instruction, of administration, or of command, both limits and lessens that which is thus repressed. To possess and to exhibit an admirable personal character is a duty incumbent on every one. In order to possess such a character, its exhibit by its expression is a necessity. He who does not endeavor to express those traits and qualities which are the exhibit of an admirable personal character, cannot hope to retain such a character, even if it were his by nature; and he who does endeavor to express them, can hope to gain the character which they represent, even though he lacked it before.

The age of heroes, then, as Homer understood it, was a time in which men exceeded subsequent standards with respect to a specified and severely limited group of qualities. In a measure, these virtues, these values and capacities, were shared by many men of the period, for otherwise there could have been no distinct age of heroes between the bronze and the iron. Particularly in the Odyssey the word "hero" is a class term for the whole aristocracy, and at times it even seems to embrace all the free men. "Tomorrow," Athena instructed Telemachus, "summon the Achaean heroes to an assembly," by which she meant "call the regular assembly of Ithaca.

Harvard psychologist Daniel Gilbert talks about this phenomenon in his 2006 book, Stumbling on Happiness. “The greatest achievement of the human brain is its ability to imagine objects and episodes that do not exist in the realm of the real,” he writes. “The frontal lobe—the last part of the human brain to evolve, the slowest to mature, and the first to deteriorate in old age—is a time machine that allows each of us to vacate the present and experience the future before it happens.” This time travel into the future—otherwise known as anticipation—accounts for a big chunk of the happiness gleaned from any event. As you look forward to something good that is about to happen, you experience some of the same joy you would in the moment. The major difference is that the joy can last much longer. Consider that ritual of opening presents on Christmas morning. The reality of it seldom takes more than an hour, but the anticipation of seeing the presents under the tree can stretch out the joy for weeks. One study by several Dutch researchers, published in the journal Applied Research in Quality of Life in 2010, found that vacationers were happier than people who didn’t take holiday trips. That finding is hardly surprising. What is surprising is the timing of the happiness boost. It didn’t come after the vacations, with tourists bathing in their post-trip glow. It didn’t even come through that strongly during the trips, as the joy of travel mingled with the stress of travel: jet lag, stomach woes, and train conductors giving garbled instructions over the loudspeaker. The happiness boost came before the trips, stretching out for as much as two months beforehand as the holiday goers imagined their excursions. A vision of little umbrella-sporting drinks can create the happiness rush of a mini vacation even in the midst of a rainy commute. On some level, people instinctively know this. In one study that Gilbert writes about, people were told they’d won a free dinner at a fancy French restaurant. When asked when they’d like to schedule the dinner, most people didn’t want to head over right then. They wanted to wait, on average, over a week—to savor the anticipation of their fine fare and to optimize their pleasure. The experiencing self seldom encounters pure bliss, but the anticipating self never has to go to the bathroom in the middle of a favorite band’s concert and is never cold from too much air conditioning in that theater showing the sequel to a favorite flick. Planning a few anchor events for a weekend guarantees you pleasure because—even if all goes wrong in the moment—you still will have derived some pleasure from the anticipation. I love spontaneity and embrace it when it happens, but I cannot bank my pleasure solely on it. If you wait until Saturday morning to make your plans for the weekend, you will spend a chunk of your Saturday working on such plans, rather than anticipating your fun. Hitting the weekend without a plan means you may not get to do what you want. You’ll use up energy in negotiations with other family members. You’ll start late and the museum will close when you’ve only been there an hour. Your favorite restaurant will be booked up—and even if, miraculously, you score a table, think of how much more you would have enjoyed the last few days knowing that you’d be eating those seared scallops on Saturday night!

People are often aware of these forms of self-delusion—at least, they’re aware of them in other people. In one American study, experimenters described eight different kinds of biases that are common in people, such as “they tend to take credit for success but deny responsibility for failure; they see their successes as the result of personal qualities, like drive or ability, but their failures as the result of external factors, like unreasonable work requirements or inadequate instruction.” In the case of all eight biases, the average person said the average American is more susceptible than they themselves were. As Kurzban has summarized this finding, “We think we’re better than average at not being biased in thinking that we’re better than average.

Referring to a mask as a law of nature is another way of saying that it cannot be escaped or transcended; there is no getting beyond or beneath it. But when Deleuze describes the intention of interpretation, we find it is 'an art of piercing masks, of discovering the one that masks himself, why he does it and the point of keeping up the mask while it is being reshaped'." The Nietzschean-inspired disavowal of ideology is based on the claim that critique is only an ongoing series of interpretations where masks give way to nothing but more of their own. Deleuze's instruction is to pierce masks so that motivations and strategies can be discovered, whether they belong to subjects or to a particular manifestation of power. The obvious implication is that the appearance of a mask obscures other qualities that are potentially more fundamental than just another mask.

I know that the consequences of scientific illiteracy are far more dangerous in our time than in any that has come before. It’s perilous and foolhardy for the average citizen to remain ignorant about global warming, say, or ozone depletion, air pollution, toxic and radioactive wastes, acid rain, topsoil erosion, tropical deforestation, exponential population growth. Jobs and wages depend on science and technology. If our nation can’t manufacture, at high quality and low price, products people want to buy, then industries will continue to drift away and transfer a little more prosperity to other parts of the world. Consider the social ramifications of fission and fusion power, supercomputers, data “highways,” abortion, radon, massive reductions in strategic weapons, addiction, government eavesdropping on the lives of its citizens, high-resolution TV, airline and airport safety, fetal tissue transplants, health costs, food additives, drugs to ameliorate mania or depression or schizophrenia, animal rights, superconductivity, morning-after pills, alleged hereditary antisocial predispositions, space stations, going to Mars, finding cures for AIDS and cancer. How can we affect national policy—or even make intelligent decisions in our own lives—if we don’t grasp the underlying issues? As I write, Congress is dissolving its own Office of Technology Assessment—the only organization specifically tasked to provide advice to the House and Senate on science and technology. Its competence and integrity over the years have been exemplary. Of the 535 members of the U.S. Congress, rarely in the twentieth century have as many as one percent had any significant background in science. The last scientifically literate President may have been Thomas Jefferson.* So how do Americans decide these matters? How do they instruct their representatives? Who in fact makes these decisions, and on what basis? —

You could tell the quality of his thinking by what he chose to ask (questions being the true measure of a man), and after I successfully explained my thesis on symbiogenesis, we began conversing more openly and freely, and I got the chance to peer inside his head. He asked me if I’d heard of Turing’s oracle machines. In time, I have come to regard that simple question as a test. Luckily for me, I knew that Turing had written about oracle machines in his PhD thesis when he was just twenty-six years old: these were regular computers that worked, like all modern devices, following a precise set of sequential instructions. But Turing knew—from his study of Gödel and the halting problem—that all such devices would suffer from inescapable limitations, and that many problems would forever remain beyond their ability to solve. That weakness tortured the grandfather of computers: Turing longed for something different, a machine that could look beyond logic and behave in a manner more akin to humans, who possess not only intelligence but also intuition. So he dreamed up a computer capable of taking the machine equivalent of a wild guess: just like the Sibyl in her ecstatic drunkenness, his device would, at a certain point in its operations, make a nondeterministic leap.

[L]et us imagine a mirror image of what is happening today. What if millions of white Americans were pouring across the border into Mexico, taking over parts of cities, speaking English rather than Spanish, celebrating the Fourth of July rather than Cinco de Mayo, sleeping 20 to a house, demanding bilingual instruction and welfare for immigrants, opposing border control, and demanding ballots in English? What if, besides this, they had high rates of crime, poverty, and illegitimacy? Can we imagine the Mexicans rejoicing in their newfound diversity? And yet, that is what Americans are asked to do. For whites to celebrate diversity is to celebrate their own declining numbers and influence, and the transformation of their society. For every other group, to celebrate diversity is to celebrate increasing numbers and influence. Which is a real celebration and which is self-deception? Whites—but only whites—must never take pride in their own people. Only whites must pretend they do not prefer to associate with people like themselves. Only whites must pretend to be happy to give up their neighborhoods, their institutions, and their country to people unlike themselves. Only whites must always act as individuals and never as members of a group that promotes shared interests. Racial identity comes naturally to all non-white groups. It comes naturally because it is good, normal, and healthy to feel kinship for people like oneself. Despite the fashionable view that race is a socially created illusion, race is a biological reality. All people of the same race are more closely related genetically than they are to anyone of a different race, and this helps explain racial solidarity. Families are close for the same reason. Parents love their children, not because they are the smartest, best-looking, most talented children on earth. They love them because they are genetically close to them. They love them because they are a family. Most people have similar feelings about race. Their race is the largest extended family to which they feel an instinctive kinship. Like members of a family, members of a race do not need objective reasons to prefer their own group; they prefer it because it is theirs (though they may well imagine themselves as having many fine, partly imaginary qualities). These mystic preferences need not imply hostility towards others. Parents may have great affection for the children of others, but their own children come first. Likewise, affection often crosses racial lines, but the deeper loyalties of most people are to their own group—their extended family.

Good friendship, in Buddhism, means considerably more than associating with people that one finds amenable and who share one's interests. It means in effect seeking out wise companions to whom one can look for guidance and instruction. The task of the noble friend is not only to provide companionship in the treading of the way. The truly wise and compassionate friend is one who, with understanding and sympathy of heart, is ready to criticize and admonish, to point out one's faults, to exhort and encourage, perceiving that the final end of such friendship is growth in the Dhamma. The Buddha succinctly expresses the proper response of a disciple to such a good friend in a verse of the Dhammapada: 'If one finds a person who points out one's faults and who reproves one, one should follow such a wise and sagacious counselor as one would a guide to hidden treasure' If we associate closely with those who are addicted to the pursuit of sense pleasures, power, riches and fame, we should not imagine that we will remain immune from those addictions: in time our own minds will gradually incline to these same ends. If we associate closely with those who, while not given up to moral recklessness, live their lives comfortably adjusted to mundane routines, we too will remain stuck in the ruts of the commonplace. If we aspire for the highest — for the peaks of transcendent wisdom and liberation — then we must enter into association with those who represent the highest. Even if we are not so fortunate as to find companions who have already scaled the heights, we can well count ourselves blessed if we cross paths with a few spiritual friends who share our ideals and who make earnest efforts to nurture the noble qualities of the Dhamma in their hearts. When we raise the question how to recognize good friends, how to distinguish good advisors from bad advisors, the Buddha offers us crystal-clear advice. In the Shorter Discourse on a Full-Moon Night (MN 110) he explains the difference between the companionship of the bad person and the companionship of the good person. The bad person chooses as friends and companions those who are without faith, whose conduct is marked by an absence of shame and moral dread, who have no knowledge of spiritual teachings, who are lazy and unmindful, and who are devoid of wisdom. As a consequence of choosing such bad friends as his advisors, the bad person plans and acts for his own harm, for the harm of others, and the harm of both, and he meets with sorrow and misery. In contrast, the Buddha continues, the good person chooses as friends and companions those who have faith, who exhibit a sense of shame and moral dread, who are learned in the Dhamma, energetic in cultivation of the mind, mindful, and possessed of wisdom. Resorting to such good friends, looking to them as mentors and guides, the good person pursues these same qualities as his own ideals and absorbs them into his character. Thus, while drawing ever closer to deliverance himself, he becomes in turn a beacon light for others. Such a one is able to offer those who still wander in the dark an inspiring model to emulate, and a wise friend to turn to for guidance and advice.

The third serious problem the culture of customer service as we know it creates is turning every profession into a customer service tool to generate profits. In doing so, we risk the loss of creativity, quality, and critical thinking in many walks of life. Nowhere is this risk clearer and more damaging than viewing students at different educational institutions as customers, and nowhere this trend has been happening more rapidly than at schools, colleges, and universities, especially at private institutions. There is severe damage done to creativity and critical thinking when all students want is an A, and in fact feel entitled to get it since they (or their parents) are paying hundreds of thousands of dollars to attend elite schools. Many educators are under enormous pressure to give students grades they do not deserve in order to avoid receiving bad student evaluations (or to ensure getting good ones). This pressure is intensifying as academic jobs become increasingly contingent and precarious, where teaching staff are hired under short contracts only renewed based on so-called ‘performance,’ which is often measured by student evaluations and enrollment. When this happens, academic and intellectual compromises and corruption increase. Colleagues at elite American universities have been pressured to give students grades no lower than a B, with the explanation that this is what is ‘expected.’ Rampant grade inflation is unethical and unacceptable. Unfortunately, when graduate instructors resist professors’ instructions to fix grades by grading according to independent criteria of intellectual merit, they may be verbally chastised or worse, fired. This humiliation not only reinforces the norm of inflating grades, it also bolsters the power of the tenured professors who instruct their teaching assistants to do it.

In about 1951, a quality approach called Total Productive Maintenance (TPM) came on the Japanese scene. Its focus is on maintenance rather than on production. One of the major pillars of TPM is the set of so-called 5S principles. 5S is a set of disciplines—and here I use the term “discipline” instructively. These 5S principles are in fact at the foundations of Lean—another buzzword on the Western scene, and an increasingly prominent buzzword in software circles. These principles are not an option. As Uncle Bob relates in his front matter, good software practice requires such discipline: focus, presence of mind, and thinking. It is not always just about doing, about pushing the factory equipment to produce at the optimal velocity. The 5S philosophy comprises these concepts: • Seiri, or organization (think “sort” in English). Knowing where things are—using approaches such as suitable naming—is crucial. You think naming identifiers isn’t important? Read on in the following chapters. • Seiton, or tidiness (think “systematize” in English). There is an old American saying: A place for everything, and everything in its place. A piece of code should be where you expect to find it—and, if not, you should re-factor to get it there. • Seiso, or cleaning (think “shine” in English): Keep the workplace free of hanging wires, grease, scraps, and waste. What do the authors here say about littering your code with comments and commented-out code lines that capture history or wishes for the future? Get rid of them. • Seiketsu, or standardization: The group agrees about how to keep the workplace clean. Do you think this book says anything about having a consistent coding style and set of practices within the group? Where do those standards come from? Read on. • Shutsuke, or discipline (self-discipline). This means having the discipline to follow the practices and to frequently reflect on one’s work and be willing to change.

Cutting Board Maintenance Moisturize! Once a month I spend some quality time, just me and my cutting board family. Wood is porous and kind of alive—it expands and contracts, absorbs moisture and dries out. Without any TLC even the best wooden cutting board can crack, warp, or even rot from the inside. Luckily, all you need to prevent all of that is monthly moisturization. 1. Start with a clean and dry board: Using a soft dish sponge, scrub clean with dish soap. Remove any tough stains with a mixture of baking soda and water. Never use any harsh abrasives like bleach or steel wool. Rinse and then dry the board with a towel and leave it standing on its edge to fully dry. (If you can, it’s best to store your board standing on its edge when not in use so moisture doesn’t fester underneath.) When washing your board, be sure to wet both sides. This ensures that both sides are equally moist and dry at the same rate to prevent warping. 2. Apply a generous layer of food-grade mineral oil: Lay the board flat so excess oil doesn’t run off, and use your hands to spread a thick layer of mineral oil all over one side, rubbing into the edges and any grooves. Why mineral oil? Unlike most other oils, such as canola, olive, or coconut, mineral oil is totally flavorless and won’t grow rancid 3. Give it time to soak in: Let it sit for a few hours and preferably overnight to drink in as much oil as possible. 4. Buff and repeat: Use a towel to rub away any excess oil the board didn’t soak up. Next, buff the board, rubbing in any last remnants of oil. It should not feel slick or greasy when you’re done. Flip and repeat on the other side. • Level up: To give your board an almost velvety feel, after oiling both sides, rub them down with board cream. Board cream is a mixture of food-grade mineral oil and beeswax that you can purchase or make yourself. Using a towel, rub a thin, even layer all over the board. No need to wipe it off after.

One of the earliest studies found that using an iPad—an electronic tablet enriched with blue LED light—for two hours prior to bed blocked the otherwise rising levels of melatonin by a significant 23 percent. A more recent report took the story several concerning steps further. Healthy adults lived for a two-week period in a tightly controlled laboratory environment. The two-week period was split in half, containing two different experimental arms that everyone passed through: (1) five nights of reading a book on an iPad for several hours before bed (no other iPad uses, such as email or Internet, were allowed), and (2) five nights of reading a printed paper book for several hours before bed, with the two conditions randomized in terms of which the participants experienced as first or second. Compared to reading a printed book, reading on an iPad suppressed melatonin release by over 50 percent at night. Indeed, iPad reading delayed the rise of melatonin by up to three hours, relative to the natural rise in these same individuals when reading a printed book. When reading on the iPad, their melatonin peak, and thus instruction to sleep, did not occur until the early-morning hours, rather than before midnight. Unsurprisingly, individuals took longer to fall asleep after iPad reading relative to print-copy reading. But did reading on the iPad actually change sleep quantity/quality above and beyond the timing of melatonin? It did, in three concerning ways. First, individuals lost significant amounts of REM sleep following iPad reading. Second, the research subjects felt less rested and sleepier throughout the day following iPad use at night. Third was a lingering aftereffect, with participants suffering a ninety-minute lag in their evening rising melatonin levels for several days after iPad use ceased—almost like a digital hangover effect. Using LED devices at night impacts our natural sleep rhythms, the quality of our sleep, and how alert we feel during the day.

Turning and climbing, the double helix evolved to an operation which had always existed as a possibility for mankind, the eating of light. The appetite for light was ancient. Light had been eaten metaphorically in ritual transubstantiations. Poets had declared that to be is to be a variable of light, that this peach, and even this persimmon, is light. But the peach which mediated between light and the appetite for light interfered with the taste of light, and obscured the appetite it aroused. The appetite for actual light was at first appeased by symbols. But the simple instruction, promulgated during the Primordification, to taste the source of the food in the food, led to the ability to eat light. Out of the attempt to taste sources came the ability to detect unpleasant chemicals. These had to be omitted. Eaters learned to taste the animal in the meat, and the animal's food and drink, and to taste the waters and sugars in the melon. The discriminations grew finer - children learned to eat the qualities of the pear as they ate its flesh, and to taste its slow ripening in autumn sunlight. In the ripeness of the orange they recapitulated the history of the orange. Two results occurred. First, the children were quick to surpass the adults, and with their unspoiled tastes, and their desire for light, they learned the flavor of the soil in which the blueberry grew, and the salty sweetness of the plankton in the sea trout, but they also became attentive to the taste of sunlight. Soon there were attempts to keep fruit of certain vintages: the pears of a superbly comfortable autumn in Anjou, or the oranges of Seville from a year so seasonless that their modulations of bouquet were unsurpassed for decades. Fruit was eaten as a retrospective of light. Second, children of each new generation grew more clearly, until children were shaped as correctly as crystals. The laws governing the operations of growth shone through their perfect exemplification. Life became intellectually transparent. ("Desire")

Can you send stuff out from Nepal by air, John?’ ‘Ooh! No. No. I can’t do anything like that. No. No. No. Now, I know a man. He knows a man who might know.’ ‘How much would it cost?’ ‘Well, money is the thing, and they always do things for a fair and honest price, I promise you.’ ‘What’s a fair price, John?’ ‘You will tell me, I’m quite sure.’ ‘What will you want out of it, John?’ ‘If I help you do business, I’m sure you will give me a drink.’ ‘A drink?’ ‘Yes. If a man does something for you, you give him a drink. Please, if everything goes well, give me a drink.’ ‘Can you check that the quality will be all right?’ ‘I only smoke Tom Thumb, but I know a man who has a knife.’ I took this as a yes. ‘Can you make it smell-proof?’ ‘Not if God made it smell.’ ‘Do you know a man who can?’ ‘No. But if you do, let him come and do it, or give me instructions.’ ‘How much can they send?’ ‘I should think it depends on when you want to do it by.’ ‘Well, John, the Americans will want to do a ton as soon as possible.’ ‘Now I was in America once, and the thing is that Americans will always want more, and there is no end to their madness. Lovely people, for sure, but you have to keep them in line. When my visa ran out, the Immigration asked me why I wanted to extend it, and I said it was because I hadn’t run out of money. He stamped it and said, “Have a nice day.” So, if the Americans ask for a ton tomorrow, say you will do half a ton when Wales win the Triple Crown. That will deal with their madness, and everyone can get on with their lives. It saves all that tidding.’ ‘Tidding?’ ‘Talking Imaginary Deals.’ Accurately conveying the contents of my conversation with Old John to Ernie wasn’t easy. I told Ernie hashish could be exported from Nepal for about the same price as Robert Crimball charged in Bangkok, but 500 kilos was the most they could do at one time, and someone would have to be sent out to ensure the consignment was smell-proof. Ernie sent his right-hand man, Tom Sunde, with money, instructions, and smell-proof know-how. Tom came to London first before going to Kathmandu to meet Old John. He had been authorised by Ernie to keep nothing from me regarding the intricacies of the New York scam.

For, finally, what is the rank man occupies in Nature? A nonentity, as contrasted with infinity; a universe, contrasted with nonentity; a middle something between everything and nothing. He is infinitely remote from these two extremes; his existence is not less distant from the nonentity out of which he is taken, than from the infinity in which he is engulfed. His intellect holds the same rank in the order of intelligences, as his body does in the material universe, and all it can attain is, to catch some glimpses of objects that occupy the middle, in eternal despair of knowing either extreme—all things have sprung from nothing, and are borne forward to infinity. Who can follow out such an astonishing career? The Author of these wonders, and he alone, can comprehend them. This condition, the middle, namely, between two extremes, is characteristic of all our faculties. Our senses perceive nothing in the extreme. A very loud sound deafens us; a very intense light blinds us; a very great or a very short distance disables our vision; excessive length or excessive brevity obscures discourse; too much pleasure cloys, and unvaried harmony offends us. Extreme heat, or extreme cold, destroys sensation. Any qualities in excess are hurtful to us, and pass beyond the ranges of our senses. We cannot be said to feel them, but to endure them. Extreme youth and extreme old age alike enfeeble the mind; too much or too little food, disturbs its operations; too much, or too little instruction, represses its vigor. Extremes are to us, as though they did not exist, and we are nothing in reference to them. They elude us, or we elude them. Such is our real state; our acquirements are confined within limits which we cannot pass, alike incapable of attaining universal knowledge or of remaining in total ignorance. We are in the middle of a vast expanse, always unfixed, fluctuating between ignorance and knowledge; if we think of advancing further, our object shifts its position and eludes our grasp; it steals away and takes an eternal flight that nothing can arrest. This is our natural condition, altogether contrary, however, to our inclinations. We are inflamed with a desire of exploring everything, and of building a tower that shall rise into infinity, but our edifice is shattered to pieces, and the ground beneath it discloses a profound abyss.

propose that we consider our farmers on a spectrum, let’s say, of agrarianism. On one end of the spectrum we have farmers like James, interested in producing the finest foodstuffs that they can, given the soil, the climate, the water, the budget, and their talent. They observe how efficacious or not their efforts are proving, and they adapt accordingly. Variety is one of the keys to this technique, eschewing the corporate monocultures for a revolving set of plants and animals, again, to mimic what was already happening on the land before we showed up with our earth-shaving machinery. It’s tough as hell, and in many cases impossible, to farm this way and earn enough profit to keep your bills paid and your family fed, but these farmers do exist. On the other end of the spectrum is full-speed-ahead robo-farming, in which the farmer is following the instructions of the corporation to produce not food but commodities in such a way that the corporation sits poised to make the maximum financial profit. Now, this is the part that has always fascinated me about us as a population: This kind of farmer is doing all they can to make their factory quota for the company, of grain, or meat, or what have you, despite their soil, climate, water, budget, or talent. It only stands to reason that this methodology is the very definition of unsustainable. Clearly, this is an oversimplification of an issue that requires as much of my refrain (nuance!) as any other human endeavor, but the broad strokes are hard to refute. The first farmer is doing their best to work with nature. The second farmer is doing their best despite nature. In order for the second farmer to prosper, they must defeat nature. A great example of this is the factory farming of beef/pork/chicken/eggs/turkey/salmon/etc. The manufacturers of these products have done everything they can to take the process out of nature entirely and hide it in a shed, where every step of the production has been engineered to make a profit; to excel at quantity. I know you’re a little bit ahead of me here, but I’ll go ahead and ask the obvious question: What of quality? If you’re willing to degrade these many lives with impunity—the lives of the animals themselves, the workers “growing” them, the neighbors having to suffer the voluminous poisons being pumped into the ecosystem/watershed, and the humans consuming your products—then what are you about? Can that even be considered farming? Again, I’m asking this of us. Of you and me, because what I have just described is the way a lot of our food is produced right now, in the system that we all support with our dollars. How did we get here, in both the US and the UK? How can we change our national stance toward agriculture to accommodate more middle-size farmers and less factory farms? How would Aldo Leopold feel about it?

I am first affrighted and confounded with that forelorn solitude, in which I am plac'd in my philosophy, and fancy myself some strange uncouth monster, who not being able to mingle and unite in society, has been expell'd all human commerce, and left utterly abandon'd and disconsolate. Fain wou'd I run into the crowd for shelter and warmth; but cannot prevail with myself to mix with such deformity. I call upon others to join me, in order to make a company apart; but no one will hearken to me. Every one keeps at a distance, and dreads that storm, which beats upon me from every side. I have expos'd myself to the enmity of all metaphysicians, logicians, mathematicians, and even theologians; and can I wonder at the insults I must suffer? I have declar'd my disapprobation of their systems; and can I be surpriz'd, if they shou'd express a hatred of mine and of my person? When I look abroad, I foresee on every side, dispute, contradiction, anger, calumny and detraction. When I turn my eye inward, I find nothing but doubt and ignorance. All the world conspires to oppose and contradict me; tho' such is my weakness, that I feel all my opinions loosen and fall of themselves, when unsupported by the approbation of others. Every step I take is with hesitation, and every new reflection makes me dread an error and absurdity in my reasoning. For with what confidence can I venture upon such bold enterprises, when beside those numberless infirmities peculiar to myself, I find so many which are common to human nature? Can I be sure, that in leaving all established opinions I am following truth; and by what criterion shall I distinguish her, even if fortune shou'd at last guide me on her foot-steps? After the most accurate and exact of my reasonings, I can give no reason why I shou'd assent to it; and feel nothing but a strong propensity to consider objects strongly in that view, under which they appear to me. Experience is a principle, which instructs me in the several conjunctions of objects for the past. Habit is another principle, which determines me to expect the same for the future; and both of them conspiring to operate upon the imagination, make me form certain ideas in a more intense and lively manner, than others, which are not attended with the same advantages. Without this quality, by which the mind enlivens some ideas beyond others (which seemingly is so trivial, and so little founded on reason) we cou'd never assent to any argument, nor carry our view beyond those few objects, which are present to our senses. Nay, even to these objects we cou'd never attribute any existence, but what was dependent on the senses; and must comprehend them entirely in that succession of perceptions, which constitutes our self or person. Nay farther, even with relation to that succession, we cou'd only admit of those perceptions, which are immediately present to our consciousness, nor cou'd those lively images, with which the memory presents us, be ever receiv'd as true pictures of past perceptions. The memory, senses, and understanding are, therefore, all of them founded on the imagination, or the vivacity of our ideas.

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

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Yin is the feminine aspect of all things and is associated with that which is expansive, open, and receptive, while yang is the masculine aspect of all things and is associated with that which is precise, active, and specific. Every person has both yin qualities and yang qualities,

By practicing mindful observation, you will become more aware of the virtues and qualities of what you are observing—a simple but useful spoon or a beautiful flower—which unlocks appreciation and gratitude for what you have. Cultivating a sense of gratitude in itself has been scientifically proven to have numerous health benefits.

Even assuming that a mantra's shabdic ["sacred sound"] quality is an important component of its effectiveness, that quality can come into play only when the mantra is uttered by one properly instructed in the art of yogic visualization; for mantras have not only sound, but also form and color; the form or the archetypal image or symbol with which it is associated must be evoked at the moment of utterance, since that image is the repository of all the psychic, emotional and spiritual energy drawn from all the adepts who have ever concentrated upon that particular image or symbol since it first came into being. (That the energy generated by a succession of yogins throughout the centuries is present in such symbols is a concept that will not surprise those acquainted with C.G. Jung's teaching about archetypes.) […T]he lamas teach that the mantra appropriate to each of the divine forms contemplated embodies the psychic energy of that 'being'. In other words, the yogically visualized image of the deity or the mantric syllable that symbolizes it is a centre for the powerful through-associations built around it by countless yogins during past centuries and by the adept himself in his meditations; however, it also constitutes a particular embodiment of the energies streaming from the Source and it is to this aspect that the shabdic quality of the appropriate mantra probably pertains. As the sound is no more than a symbol of the mantra's latent power, mispronunciation of the syllables is no grave matter; for it is the adept's intention that unlocks the powers of his mind. Though the mantra may consist of syllables to which no conceptual meaning is attached, pronouncing them nevertheless enables him to conjure up instantly in his mind the psychic qualities he has learnt to associate with them.

Airbnb’s strategy for photographing its hosts’ rooms offers an instructive example. Early on, Airbnb’s founders discovered that one of the key factors that increased the chances of renting a room on Airbnb was the quality of the photographs of that room. It turns out that most of us aren’t professional photographers, and our poorly composed, poorly shot cell phone pictures don’t do a good job of conveying the awesomeness of our living spaces. So the founders took to the road, visiting hosts and taking photographs for them. Obviously, personally visiting every host was hardly a scalable solution, so the the task was soon outsourced to freelance photographers. As Airbnb grew, the strategy shifted from the founders managing a short list of photographers, to an employee managing a large group of photographers, to an automated system managing a global network of photographers. Founder Brian Chesky describes this strategy succinctly: “Do everything by hand until it’s too painful, then automate it.

Musa was only born being a synthesis of many spirits. He was a concentration of effective forces since the young have an effect on the old. Do you not see how the child has an effect on the older person by the special quality the child has? The older person descends from his leading position to play with the child and rock him in his arms and to show himself at the child's level of intellect he descends to the level of the child's intellect. He is under subjugation even though he is not aware of it. He occupies himself with instructing and protecting the child, seeing to his needs and consoling him so that the child is not distressed.

I was convinced that the culture of the school system and the quality of instruction in the schools had combined to frustrate superintendents and fail students. The national studies proved my case: it was not just the poverty or drugs or broken families or violence that made it hard to teach kids. To paraphrase Clinton adviser James Carville: It was the schools, stupid. And the mind-set. Tim pointed out a sign he’d found in Slowe Elementary, one of the stops on the tour of schools that first day: “Teachers cannot make up for what parents and students will not do.” Wonder why I was enraged?

To write well you have to punch above your weight, reading authors far more skilled than you will ever be. Quality will out and I hope by osmosis some of it will seep through into my own prose. If I ever stop reading for pleasure, escape or instruction, that will be the time to quit writing too.

Women are inherently crooked? Certainly some Muslim clerics think so—or at least, they do not believe in legal equality for women. Bangladeshi Islamic cleric Mufti Fazlul Haq Amini read the same Koran that Tony Blair found so progressive and yet complained about attempts in his native country to establish equal property rights for women. The problem? That would be “directly against Islam and the holy Koran.”7 And where do Muslims get such ideas? They stem from the overall inferior status of women promulgated in the Koran, which specifically refutes the notion that women have as much basic human dignity as men. To the contrary, Allah says men are superior. When giving regulations for divorce, Allah stipulates that women “have rights similar to those (of men) over them in kindness.” Similar, but not identical, for “men are a degree above them” (2:228). Far from mandating equality, the Koran portrays women as essentially possessions of men. The Koran likens a woman to a field (tilth), to be used by a man as he wills: “Your women are a tilth for you (to cultivate) so go to your tilth as ye will” (2:223). And in a tradition Muhammad details the qualities of a good wife, including that “she obeys when instructed” and “the husband is pleased to look at her.”8 The Koran decrees women’s subordination to men in numerous other verses:            •    It declares that a woman’s legal testimony is worth half that of a man: “Get two witnesses, out of your own men, and if there are not two men, then a man and two women, such as ye choose, for witnesses, so that if one of them errs, the other can remind her” (2:282).            •    It allows men to marry up to four wives, and also to have sex with slave girls: “If ye fear that ye shall not be able to deal justly with the orphans, marry women of your choice, two or three or four; but if ye fear that ye shall not be able to deal justly (with them), then only one, or (a captive) that your right hands possess, that will be more suitable, to prevent you from doing injustice” (4:3).            •    It rules that a son’s inheritance should be twice the size of that of a daughter: “Allah (thus) directs you as regards your children’s (inheritance): to the male, a portion equal to that of two females” (4:11).            •    It allows for marriage to pre-pubescent girls, stipulating that Islamic divorce procedures “shall apply to those who have not yet menstruated” (65:4).

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Among the conventional adab anthologies, we encounter a somewhat different organization of the traditional material in the Kitâb Adab ad- dunyâ wa-d-dîn of al-Mâwardî (d. 450/1058).84 The five large chapters of the work deal with 1. the excellence of the intellect and intelligence and the blameworthiness of instinctive desire and blind prejudice (hawâ); 2. the âdâb of knowledge; 3. the âdâb of religion (dealing mainly with the negative aspects of the material world); 4. the âdâb of this world; and 5. the âdâb of the soul. As the plural âdâb indicates, the various ways in which intellectual, religious, practical/material, and spiritual/ethical behavior is to be practised are illustrated by preferably brief and aphoristic statements in prose and, quite often, in verse. As is to be expected, the chapter on knowledge shows no systematic arrangement. It starts out with strong expressions of praise for knowledge and the appropriate Qur- ânic citations and statements by the Prophet and early Muslim authorities. Evidence is presented for the superiority of knowledge over ignorance. The impossibility of attaining complete knowledge is explained, and the need to acquire knowledge of all kinds wherever possible is stressed. The relationship between knowledge and material possessions is explored in the usual manner. It is recommended that the process of studying begin at an early age. Knowledge is dif- cult to acquire. Again, the prevalence of ignorance is discussed. The objectionable character of using knowledge for ulterior purposes comes in for customary mention. There are sayings explaining the best methods of study and instruction, the qualities students ought to possess, the need for long and strenuous study, and the drawbacks of forgetfulness. Then, we read remarks about handwriting, about the usually bad handwriting of scholars, and about their constantly being engaged in writing. Remarks on the qualifi cations of students, the hadîth that “good questions are one half of knowledge,” and sayings about the character qualities of scholars complete the part of the work devoted to knowledge. Its predominantly secular outlook is indicated by the fact that knowledge here continues to precede the discussion of religion and ethics. The basic role conceded to the intellect with respect to both intellectual/educational and religious/ ethical activity is formally acknowledged by placing the chapter on it at the beginning, as was also the case in the work of al-Marzubânî.

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Repeating instructions is a practical technique, but everything Michelangelo writes has this quality of pouring out his desires in the order they occur to him.

I wish you to know that it is you alone who can make yourself seen, heard, respected & loved… No one else! What I am trying to tell you is this: The best way to “make others treat you the way you want to be treated” is to treat & conduct yourself very carefully. Sweetheart, you can’t behave like a jerk or scum all the time, snub others & talk in anger or negative language with people, manipulate them & want them to respect you, love you & admire you. How is it going to happen? Darling listen – I want you to watch your manners, behaviours, words & doings very carefully, keep your promises & prioritise your own health, mental wellbeing & life purposes over everything else. I want you to start dressing well, begin to smile more during every interaction & start showing your competence & capabilities in every engagement. All the successful people & celebrities know this & this is how they live everyday. Let you also begin to bring out your own star qualities for all to admire. I mean identify what you are good at & start giving it breath, time, space & life, more than anything else… Visit my website, if you wish to know more about the blueprint to instruct others how to engage with us. Keep going! I am rooting for your success, your good health, happiness, healing & peace. Stay Incredibly Blessed!

England calls the process dissipative adaptation. Potentially, it provides a universal mechanism for coaxing certain molecular systems to get up and dance the entropic two-step. And as that’s what living things do for a living—they take in high-quality energy, use it, and then return low-quality energy in the form of heat and other wastes—perhaps dissipative adaptation was essential to the origin of life.42 England notes that replication itself is a potent tool of dissipative adaptation: if a small collection of particles has become adept at absorbing, using, and dispensing energy, then two such collections are better still, as are four or eight, and so on. Molecules that can replicate might then be an expected output of dissipative adaptation. And once replicating molecules appear on the scene, molecular Darwinism can kick in, and the drive to life begins. These ideas are in their early stages, yet I can’t help but think they would have made Schrödinger happy. Using fundamental physical principles, we have developed an understanding of the big bang, the formation of stars and planets, the synthesis of complex atoms, and now we are determining how those atoms might arrange into replicating molecules well adapted for extracting energy from the environment to build and sustain orderly forms. With the power of molecular Darwinism to select for ever-fitter molecular collections, we can envision how some might acquire the capacity to store and transmit information. An instruction manual passed from one molecular generation to the next, which preserves battle-tested fitness strategies, is a potent force for molecular dominance. Acting out over hundreds of millions of years, these processes may have gradually sculpted the first life.

Robert Marzano (2007, p. 150) reviewed 100 studies related to classroom management. His metaanalysis found that “teachers who had high-quality relationships with their students had 31 percent fewer discipline problems, rule violations, and related problems over a year’s time than did teachers who did not have high-quality relationships with their students.” That means the outcome is 31% fewer negative interactions and 31% or more positive interactions with students—interactions that can include statements and questions that develop social-emotional learning. For

of menopause—not to mention a potentially increased risk of Alzheimer’s disease, as we’ll see in chapter 9. Medicine 2.0 would rather throw out this therapy entirely, on the basis of one clinical trial, than try to understand and address the nuances involved. Medicine 3.0 would take this study into account, while recognizing its inevitable limitations and built-in biases. The key question that Medicine 3.0 asks is whether this intervention, hormone replacement therapy, with its relatively small increase in average risk in a large group of women older than sixty-five, might still be net beneficial for our individual patient, with her own unique mix of symptoms and risk factors. How is she similar to or different from the population in the study? One huge difference: none of the women selected for the study were actually symptomatic, and most were many years out of menopause. So how applicable are the findings of this study to women who are in or just entering menopause (and are presumably younger)? Finally, is there some other possible explanation for the slight observed increase in risk with this specific HRT protocol?[*3] My broader point is that at the level of the individual patient, we should be willing to ask deeper questions of risk versus reward versus cost for this therapy—and for almost anything else we might do. The fourth and perhaps largest shift is that where Medicine 2.0 focuses largely on lifespan, and is almost entirely geared toward staving off death, Medicine 3.0 pays far more attention to maintaining healthspan, the quality of life. Healthspan was a concept that barely even existed when I went to medical school. My professors said little to nothing about how to help our patients maintain their physical and cognitive capacity as they aged. The word exercise was almost never uttered. Sleep was totally ignored, both in class and in residency, as we routinely worked twenty-four hours at a stretch. Our instruction in nutrition was also minimal to nonexistent. Today, Medicine 2.0 at least acknowledges the importance of healthspan, but the standard definition—the period of life free of disease or disability—is totally insufficient, in my view. We want more out of life than simply the absence of sickness or disability. We want to be thriving, in every way, throughout the latter half of our lives. Another, related issue is that longevity itself, and healthspan in particular, doesn’t really fit into the business model of our current

The true aspirant who has made a positive turning-over of his personal and worldly life to the care of the impersonal and higher power in whose existence he fully believes, has done so out of intelligent purpose, self-denying strength of will, and correct appraisal of what constitutes happiness. What this intuitive guidance of taking or rejecting from the circumstances themselves means in lifting loads of anxiety from his mind only the actual experience can tell. It will mean also journeying through life by single degrees, not trying to carry the future in addition to the present. It will be like crossing a river on a series of stepping-stones, being content to reach one at a time in safety and to think of the others only when they are progressively reached, and not before. It will mean freedom from false anticipations and useless planning, from vainly trying to force a path different from that ordained by God. It will mean freedom from the torment of not knowing what to do, for every needed decision, every needed choice, will become plain and obvious to the mind just as the time for it nears. For the intuition will have its chance at last to supplant the ego in such matters. He will no longer be at the mercy of the latter’s bad qualities and foolish conceit.

That’s what University of Pennsylvania’s Andrew Carton and his coauthors concluded after studying patients treated for heart attacks in 151 California hospitals. When a hospital had four or fewer values and used vivid imagery, patients were far less likely to be readmitted for further treatment within thirty days—a key indicator of the quality of care. Carton’s team found similar results in an experiment where they assembled sixty-two virtual teams to design new toys. Before designing the toy, team members learned their “company’s” values—and were instructed that their design should be “congruent” with the values. An “expert panel” of seven children was more enthusiastic about playing with toys designed by teams in companies with short lists of vivid values.

There’s a collector’s mentality online; our social worth is given a single blunt number. We have to make sure that we’re not fooled by it. We have to make the same assessments that we always did about the quality of those connections, their individual meanings to us and the nurture that they can realistically offer us. Just as with the physical world, many of these friends will melt away at the first sign of trouble. The only difference is that the numbers are bigger online, and our missed connections feel more visible. I’m beginning to think that unhappiness is one of the simple things in life: a pure, basic emotion to be respected, if not savoured. I would never dream of suggesting that we should wallow in misery or shrink from doing everything we can to alleviate it, but I do think it’s instructive. After all, unhappiness has a function: it tells us that something is going wrong. If we don’t allow ourselves the fundamental honesty of our own sadness, then we miss an important cue to adapt. We seem to be living in an age when we’re bombarded with entreaties to be happy, but we’re suffering from an avalanche of depression. We’re urged to stop sweating the small stuff, yet we’re chronically anxious. I often wonder if these are just normal feelings that become monstrous when they’re denied. A great deal of life will always suck. There will be moments when we’re riding high and moments

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Santhi Gems is a well-known gold buyer in Chennai that sets itself apart with exceptional services and a consistent commitment to customer loyalty. Santhi Gems has achieved a stellar reputation in the industry thanks to its straightforwardness, trustworthiness, and dependability, as well as its extensive history. This article delves into the key features that set Santhi Gems apart from other Chennai gold buyers, including its customer-focused approach, ethical practices, and extensive range of services. Research how Santhi Pearls' dedication to significance and genuineness go with it a leaned toward choice for those wanting to sell or credit against their gold assets in Chennai. 1. Introduction to Santhi Adornments' History and Foundation Santhi Gems, headquartered in Chennai, has been a trusted name in the gold purchasing industry for more than two decades. Santhi Gems has established a reputation for unwavering quality and authenticity thanks to a solid foundation built on trustworthiness and customer loyalty. Santhi Gems' mission and values are to provide customers with a straightforward and fair gold purchasing experience. Each partnership is guided by their genuine sincerity regarding the benefits, trust, and customer-centricity, ensuring that customers are treated with respect and consideration throughout the selling cycle. 2. Direct Assessing and Appraisal Communication Clear Valuation Procedures Selling Gold Jewelry Santhi Adornments provides a consistent and straightforward cycle for selling gold items, whether you want to branch out from your existing collection or update it. Their capable staff ensures that clients get fair motivator for their important effects. Gold Advance Offices Santhi Adornments offers gold advance offices in addition to buying gold gems, allowing customers to use their gold resources for financial assistance. They make it advantageous and secure to access reserves thanks to their flexible terms and competitive rates. 6. By placing an emphasis on client instruction, Santhi Adornments moves beyond value-based connections. They encourage customers to make educated decisions regarding their gold resources by providing experiences into the patterns of the gold market as well as advice on how to care for and maintain gold. Direction on Patterns in the Gold Market When managing valuable metals, it is essential to remain informed about the gold market. Santhi Gems ensures that customers are up to date on market trends, allowing them to make crucial decisions regarding gold investments or transactions. Tips for Taking Care of Gold Gems Proper care and attention can have a significant impact on their value and lifespan. Santhi Diamonds outfits clients with central hints on endlessly protecting their gold things, ensuring that they hold their greatness and shimmer for a seriously significant time-frame into what's in store. 7. Obligation to Follow Moral Principles The activities of Santhi Adornments are centered on following moral principles and being capable of doing so. They keep the advantages of uprightness and social responsibility in the gold business by focusing on fair exchange gold acquiring and implementing earth-manageable practices.

I had read my history books. The Pendragon line was not full of models of virtue. The queens and kings of old had been wrathful and cruel. Their good qualities had mixed with their bad until there was little distinction between what made a good ruler and a bad one. When I was younger, I had hoped Arthur would steady out as he matured, with careful guidance and instruction. But he had chosen the worst possible counselors. Ones who honed and encouraged his vices rather than his virtues.

We provided the frame from which scientists can prove that matter is a construct, program, and “instruction” of the Universal Mind and that the same program predetermines our perception. Our understanding of the world is contingent upon our experience, cognition, and perception (tertiary quality in my system of thought), which is contingent upon the secondary in my system of thought (originally, primary quality) since there is no matter as we perceive it or conceptualize it. There is no matter as such.

does it work for all of the students? Perhaps many of the various methods work reasonably well for above-average students (they are going to learn despite our efforts), but the quality of instruction is most paramount for those below average (and whatever method works for these students often also works best for above-average students).

certain other aspects of language—for example, individual vocabulary items—can be taught at any time. Learners’ acquisition of these variational features appears to depend on factors such as motivation, the learners’ sense of identity, language aptitude, and the quality of instruction, including how learners’ identities and cultures are acknowledged in the classroom.

When you reach England, if you come to London, pass through it quickly, for I do not at all like that city. All sorts of men crowd together there from every country under the heavens. Each race brings its own vices and its own customs to the city. No-one lives in it without falling into some sort of crime. Every quarter of it abounds in grave obscenities. The greater a rascal a man is, the better a man he is accounted. I know whom I am instructing. You have a warmth of character beyond your years, and a coolness of memory; and from these contrary qualities arises a temperateness of reasoning. I fear nothing for you, unless you live with evil companions, for manners are formed by association.

I was also really fortunate at Eton to have had a fantastic housemaster, and so much of people’s experience of Eton rests on whether they had a housemaster who rocked or bombed. I got lucky. The relationship with your housemaster is the equivalent to that with a headmasterat a smaller school. He is the one who supervises all you do, from games to your choice of General Certificate of Secondary Education (GCSE), and without doubt he is the teacher who gets to know you the best--the good and the bad. In short, they are the person who runs the show. Mr. Quibell was old-school and a real character--but two traits made him great: he was fair and he cared. And as a teenager those two qualities really matter to one’s self-esteem. But, boy, did he also get grief from us. Mr. Quibell disliked two things: pizzas and the town of Slough. Often, as a practical joke, we would order a load of Slough’s finest pizzas to be delivered to his private door; but never just one or two pizzas--I am talking thirty of them. As the delivery guy turned up we would all be hidden, peeping out of the windows, watching the look of both horror, then anger, as Mr. Quibell would send the poor delivery man packing, with firm instructions never to return. The joke worked twice, but soon the pizza company got savvy.

One would think that researchers concerned with program quality would have begun by conducting studies of various sheltering techniques and program designs to determine which were most promising in which contexts with which students.

The quality of students wasn’t an issue; Tsinghua and nearby Peking University attracted the highest-scoring students from each year’s national examinations. But the SEM’s curriculum and teaching methods were dated, and new faculty members were needed. To be a world-class school required world-class professors, but many instructors, holdovers from a bygone era, knew little about markets or modern business practices. The school’s teaching was largely confined to economic theory, which wasn’t very practical. China needed corporate leaders, not Marxist theoreticians, and Tsinghua’s curriculum placed too little emphasis on such critical areas as finance, marketing, strategy, and organization. The way I see it, a business education should be as much vocational as academic. Teaching business is like teaching medicine: theory is important, but hands-on practice is essential. Medical students learn from cadavers and hospital rounds; business students learn from case studies—a method pioneered more than a century ago by Harvard Business School that engages students in analyzing complex real-life dilemmas faced by actual companies and executives. Tsinghua’s method of instruction, like too much of China’s educational system, relied on rote learning—lectures, memorization, and written tests—and did not foster innovative, interactive approaches to problem solving. Students needed to know how to work as part of a team—a critical lesson in China, where getting people to work collaboratively can be difficult. At Harvard Business School we weren’t told the “right” or “wrong” answers but were encouraged to think for ourselves and defend our ideas before our peers and our at-times-intimidating professors. This helped hone my analytical skills and confidence, and I believed a similar approach would help Chinese students.

languages like Maya or Luxembourgish. Translation is no longer usually to or from English. Technology, far from replacing humans, is instead a tool that helps them keep up with surging demand for high-quality translation. “Translation memory” (TM) was the first big useful tool. Since the 1980s translators have been able to dip into vast TM databases containing whole sentences that have already been translated in a given language pair, helping them to speed up repetitive work, such as translating instruction manuals. “Machine translation” is the next step. Computers learn from huge databases of already-translated text to make ever-better guesses about how to render whole chunks from one language into another. Translators

The preacher is 'sent'. But how can we be sure that we are 'sent' in this sense and that we are not simply appointing ourselves? This is where the Church comes in. This is the teaching of the New Testament not only with regard to preaching and teaching but also with regard to the various offices in the Church. As early as the sixth chapter of the book of the Acts of the Apostles certain qualifications are laid down with respect to deacons. The Church selects these men in terms of given principles; she is taught what to look for, and she looks for such qualities. You find the same in the Pastoral Epistles where instructions are given with regard to the qualifications of elders and deacons. So before you can be quite sure that a man is called to be a preacher, his personal call must be confirmed by the Church, it must be attested by the Church.

The Hermetic Teachers impart their instruction regarding this subject by bidding their students examine the report of their consciousness regarding their Self. The students are bidden to turn their attention inward upon the Self dwelling within each. Each student is led to see that his consciousness gives him first a report of the existence of his Self — the report is "I Am." This at first seems to be the final words from the consciousness, but a little further examination discloses the fact that this "I Am" may be separated or split into two distinct parts, or aspects, which while working in unison and in conjunction, yet, nevertheless, may be separated in consciousness. While at first there seems to be only an "I" existing, a more careful and closer examination reveals the fact that there exists an "I" and a "Me." These mental twins differ in their characteristics and nature, and an examination of their nature and the phenomena arising from the same will throw much light upon many of the problems of mental influence. Let us begin with a consideration of the "Me," which is usually mistaken for the "I" by the student, until he presses the inquiry a little further back into the recesses of consciousness. A man thinks of his Self (in its aspect of "Me") as being composed of certain feelings, tastes, likes, dislikes, habits, peculiar ties, characteristics, etc., all of which go to make up his personality, or the "Self" known to himself and others. He knows that these emotions and feelings change; are born and die away; are subject to the Principle of Rhythm, and the Principle of Polarity, which take him from one extreme of feeling to another. He also thinks of the "Me" as being certain knowledge gathered together in his mind, and thus forming a part of himself. This is the "Me" of a man. But we have proceeded too hastily. The "Me" of many men may be said to consist largely of their consciousness of the body and their physical appetites, etc. Their consciousness being largely bound up with their bodily nature, they practically "live there." Some men even go so far as to regard their personal apparel as a part of their "Me," and actually seem to consider it a part of themselves. A writer has humorously said that "men consist of three parts — soul, body and clothes." These "clothes conscious" people would lose their personality if divested of their clothing by savages upon the occasion of a shipwreck. But even many who are not so closely bound up with the idea of personal raiment stick closely to the consciousness of their bodies being their "Me." They cannot conceive of a Self independent of the body. Their mind seems to them to be practically "a something belonging to" their body — which in many cases it is indeed. But as man rises in the scale of consciousness he is able to disentangle his "Me" from his idea of body, and is able to think of his body as "belonging to" the mental part of him. But even then he is very apt to identify the "Me" entirely with the mental states, feelings, etc., which he feels to exist within him. He is very apt to consider these internal states as identical with himself, instead of their being simply "things" produced by some part of his mentality, and existing within him — of him, and in him, but still not "himself." He sees that he may change these internal states of feelings by an effort of will, and that he may produce a feeling or state of an exactly opposite nature, in the same way, and yet the same "Me" exists. And so after a while he is able to set aside these various mental states, emotions, feelings, habits, qualities, characteristics, and other personal mental belongings — he is able to set them aside in the "not-me" collection of curiosities and encumbrances, as well as valuable possessions. This requires much mental concentration and power of mental analysis on the part of the student.

What lessons does Thales Academy have to teach us? One of the key takeaways is that a mixture of high-quality instruction with a low-cost, no-frills mentality is a recipe that parents are flocking to. It’s also one that draws heated opposition from liberals, who fear that parental choice will threaten their stranglehold on the education bureaucracy. The big news, of course, is that it will.

It All Starts at Home The quality of the time that their parents devote to them indicates to children the degree to which they are valued by their parents…. When children know that they are valued, and when they truly feel valued in the deepest parts of themselves, then they feel valuable. —M. SCOTT PECK     It was a source of much aggravation to some fish to see a number of lobsters swimming backward instead of forward. So they called a meeting, and it was decided to start a class for the lobsters’ instruction. This was done, and a number of young lobsters came. (The fish had reasoned that if they started with the young lobsters, as they grew up, they would learn to swim properly.) At first they did very well, but afterward, when they returned home and saw their fathers and mothers swimming in the old way, they soon forgot their lessons. So it is with many children who are well-taught at school but drift backward because of a bad home influence. Psalm 127:1-128:4 gives us some principles for building a family in which children are confident that their parents love them. First, the psalmist addresses the foundation and protection of the home: “Unless the LORD builds the house, its builders labor in vain. Unless the LORD watches over the city, the watchmen stand guard in vain” (127:1). The protective wall surrounding a city was the very first thing to be constructed when a new city was built. The people of the Old Testament knew they needed protection from their enemies, but they were also smart enough to know that walls could be climbed over, knocked down, or broken apart. They realized that their ultimate security was the Lord standing guard over the city. Are you looking for God to help you build your home? Are you trusting the Lord to be the guard over your family? Many forces in today’s society threaten the family. In Southern California we see parents who are burning the candle at both ends to provide all the material things they think will make their families happy. We rise early and retire late, but Psalm 127:2 tells us that these efforts are futile. We are to do our best to provide for and protect our families, but we must trust first and foremost in God to take care of them. When we tend our gardens, we’re rewarded by corn, tomatoes, cucumbers, and beans. Just as the harvest of vegetables is our reward, a God-fearing child is a parent’s reward. After parents tend to their children’s instruction in the ways of God’s wisdom and His Word, they do see the work God is

The nature of our culture is such that if you were to look for instruction in how to do any of these jobs, the instruction would always give only one understanding of Quality, the classic. It would tell you how to hold the blade when sharpening the knife, or how to use a sewing machine, or how to mix and apply glue with the presumption that once these underlying methods were applied, “good” would naturally follow. The ability to see directly what “looks good” would be ignored. The result is rather typical of modern technology, an overall dullness of appearance so depressing that it must be overlaid with a veneer of “style” to make it acceptable. And that, to anyone who is sensitive to romantic Quality, just makes it all the worse. Now it’s not just depressingly dull, it’s also phony. Put the two together and you get a pretty accurate basic description of modern American technology: stylized cars and stylized outboard motors and stylized typewriters and stylized clothes. Stylized refrigerators filled with stylized food in stylized kitchens in stylized houses. Plastic stylized toys for stylized children, who at Christmas and birthdays are in style with their stylish parents. You have to be awfully stylish yourself not to get sick of it once in a while. It’s the style that gets you; technological ugliness syruped over with romantic phoniness in an effort to produce beauty and profit by people who, though stylish, don’t know where to start because no one has ever told them there’s such a thing as Quality in this world and it’s real, not style. Quality isn’t something you lay on top of subjects and objects like tinsel on a Christmas tree. Real Quality must be the source of the subjects and objects, the cone from which the tree must start.

Kennon Smith in their delineating of critical issues in education through the studio. Central to their investigation is a connection with other fields of design and bringing common essential characteristics to the field of instructional design. Design and narrative meet in two chapters. In the first, Katherine Cennamo relates her experiences in pairing two design forms in a multidisciplinary design studio. Not all design work is alike and different cultures exist in different disciplines. At the same time, there are lessons to be learned through this innovative studio environment. Subsequently, Wayne Nelson and David Palumbo present the crossover of an interactive design firm to engagement with instructional design. Blending processes and ideas from product design and user-experience design informs their work, beginning from their entertainment-oriented experience and moving toward an educational product. How people design—whether they are instructional designers, architects, or end users—is a valuable base for practice and education. Chapters by Lisa Yamagata-Lynch and Craig Howard examine the design process using different methods of inquiry, but both help us in our quest for understanding. While Yamagata-Lynch uses Cultural Historical Activity Theory to examine design from an end-user point of view, Howard builds on an extensive use of the case study method to examine our own practices of instructional design. As we have seen in these chapters, instructional design is a diverse field and, while the specific subject matter is important, it is but one component of education. Wayne Nelson outlines the possible scope of research and practice and finds ways to integrate the field beyond traditional educational research. The qualitative and subjective aspects of instructional design must also be addressed. The specific elements of message design, judgment, and ethics are presented in chapters by M.J. Bishop, Nilufer Korkmaz and Elizabeth Boling, and Stephanie Moore. Each is critical in a holistic understanding of the field of instructional design, touching on such questions as how we convey meaning and information, our judgment of quality in our work, and our responsibilities as designers. We began the symposium with the idea of the value of design thinking, and Gordon Rowland, in his chapter, presents a method for improving the use of design in learning and thinking. Design is “a unique and essential form of inquiry,” and Rowland’s method can advance the use of design as a full-fledged educational component. Examining design and education encourages us to address larger, more systemic issues. Marcia Ashbaugh and Anthony Piña examine leadership thinking and how it could infuse and direct instructional design. How to improve the practice of design inquiry extends to the full field of education and to leadership in higher education. Paul Zenke’s chapter examines the role of university leadership as designers. Challenges abound in the modern age for higher education, and the application of design thinking and transformation is sorely needed. Our story, the chapters of this book, began with detailed views of the work of instructional design

Master Padma said: If you train your mind in love, compassion, and bodhicitta, you will not take rebirth in the three lower realms. Moreover, from this very moment you will never fall back. This alone is my oral instruction. Wherever you go, keep bodhicitta in mind, never departing from its company. Whatever action you engage in, train in doing it for the benefit of sentient beings. Train in regarding others as more important than yourself. You will attain numerous qualities as a result of this training, such as having unimpaired samayas and vows. Unless you cultivate bodhicitta, you will not attain enlightenment, even though you may gain mastery of mantra and be very powerful. All the supreme and common accomplishments will result from bodhicitta arising in your being. That alone is my oral instruction. Master Padma said: Whether you meditate on emptiness or anything else, it is mistaken meditation practice unless it becomes an effective remedy against disturbing emotions and ordinariness. Something that does not counteract the disturbing emotions and ordinariness is a cause for falling into samsaric existence. If any teaching you study, reflect upon, or expound becomes an effective remedy against your disturbing emotions as well as an aid for allowing the pure Dharma to take birth in your being, then that is called a Mahayana teaching and is unmistaken. No matter how much you may be acclaimed as learned in study, exposition, and meditation, if your intention is only the eight worldly concerns, your activity is called a black Dharma practice. In

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By the first day of January, 19.., I will have in my possession $50, 000, which will come to me in various amounts from time to time during the interim. “In return for this money I will give the most efficient service of which I am capable, rendering the fullest possible quantity, and the best possible quality of service in the capacity of salesman of . . . . . . . . . . . (describe the service or merchandise you intend to sell). “I believe that I will have this money in my possession. My faith is so strong that I can now see this money before my eyes. I can touch it with my hands. It is now awaiting transfer to me at the time, and in the proportion that I deliver the service I intend to render in return for it. I am awaiting a plan by which to accumulate this money, and I will follow that plan, when it is received.” Second. Repeat this program night and morning until you can see, (in your imagination) the money you intend to accumulate. Third. Place a written copy of your statement where you can see it night and morning, and read it just before retiring, and upon arising until it has been memorized. Remember, as you carry out these instructions, that you are applying the principle of auto-suggestion, for the purpose of giving orders to your subconscious mind. Remember, also, that your subconscious mind will act ONLY upon instructions which are emotionalized, and handed over to it with “feeling.” FAITH is the strongest, and most productive of the emotions. Follow the instructions given in the chapter on FAITH.

And it is entirely certain that if we leave them to the sort of education obtainable today from extra-scholastic sources, the great majority will be schooled in the two vices of sentimentality and brutality. Now great poetry, rightly interpreted, is the surest antidote to both of these. In contrast with journalists and others, the great poets relate the events of history to a pure or noble metaphysical dream, which our students will have all their lives as a protecting arch over their system of values. Of course, a great deal will depend on the character and quality of the instruction.

Then the Jetsun reflected, “All you ghosts, as well as all other phenomena that exist, are just projections of the mind. There is nothing that isn’t like that. This is taught in all of the sutras, tantras, and treatises. This very essence of mind that is naturally luminous and free from all elaborations is what was pointed out to me through the nectar of my noble guru’s oral instructions. The nature of mind is free of arising and ceasing. Even if the Lord of Death’s army of millions and billions should surround it and rain down a myriad of weapons, they could not kill, cut, or transform [mind’s nature] into something bad. Even if a billion light rays of the buddhas of the three times and ten directions should gather with their good qualities combined, it could not be fabricated to be made truly existent as the form of something with color or form. [Mind’s nature] is this very uncontrived basic character. “This present body is taken as real due to clinging to perceiver and perceived. And the end of these aggregates made up of the base elements that have been born is death. So, if you devas and ghosts have a need for them, then I will happily give them to you. All things are impermanent and changing phenomena. Right now, while I have control, if I exercise generosity with my mind, then I would do great benefit by giving away my body. “Now, because of the confused concepts of perceived and perceiver, I see all the images of these devas and ghosts here. These appearances of harmers and someone to be harmed are like floaters that appear to an obscured eye. Since beginningless samsara, by the power of ignorance—the cause—obscurations arose through continual habituation to negative tendencies, these concepts which are adventitious coverings like clouds or fog. So then, why do I have such fear and anguish toward them?” Then he rested evenly in the abiding nature—the base—and sang this song of realization about confidence in realization through complete mastery of fearlessness:

Being extra cautious is just part of the covert operative instruction manual.” “Good,” said Allie. “Caution is just the quality I’m looking for in the man handling my personal security.” The commander laughed. “I’m even willing to sleep in the same bed with you for added protection. Now that’s going the extra mile.

Furthermore, the most important quality to maintain is spiritual centeredness. I was enamored with the praise and the rewards given to me by those who wanted me to be their cultural critic. My feet almost slipped because I lacked the centeredness of many of my Biblical Heroes. Without a proper centeredness, internal gentrification would’ve consumed Moses, Daniel, and Ester. They recognized the luxury at their disposal in the palace but they never let the luxury define them, or their calling. I still frequent the palaces of Christianity and academia. I’ve tasted their wines and I’ve learned their cultures and I know how to operate around kings and queens. I can seek the flourishing of Babylon as Jeremiah instructed without turning away from my God. Gentrification may come but I will never lose the prophetic voice in my heart. Besides, I do not like the god they have made.

ASANA Now I shall instruct you regarding the nature of asana or seat. Although by 'asana' is generally meant the erect posture assumed in meditation, this is not its central or essential meaning. When I use the word 'asana' I do not mean the various forms of asana’s such as Padmasana, Vajrasana, Svastikasana, or Bhadrasana. By 'asana' I mean something else, and this is what I want to explain to you. First let me speak to you about breath; about the inhaling breath-apana, and the exhaling breath-prana. Breath is extremely important in meditation; particularly the central breath-madhyama-pranan, which is neither prana nor apana. It is the center of these two, the point existing between the inhaling and exhaling breaths. This center point cannot be held by any physical means, as a material object can be held by the hand. The center between the two breaths can be held only by knowledge-jnana – not discursive knowledge, but by knowledge which is awareness. When this central point is held by continuously refreshed awareness – which is knowledge and which is achieved through devotion to the Lord – that is, in the true sense settling into your asana. On the pathway of your breath maintain continuously refreshed and full awareness on and in the center of breathing in and breathing out. This is internal asana. (Netra Tantra) Asana, therefore, is the gradual dawning in the spiritual aspirant of the awareness which shines in the central point found between inhaling and exhaling. This awareness is not gained by that person who is full of prejudice, avarice, or envy. Such a person, filled with all such negative qualities, cannot concentrate. The prerequisite of this glorious achievement is, therefore, the purification of your internal egoity. It must become pure, clean, and crystal clear. After you have purged your mind of all prejudice and have started settling with full awareness into that point between the two breaths, then you are settling into your asana. When in breathing in and breathing out you continue to maintain your awareness in continuity on and in the center between the incoming and outgoing breath, your breath will spontaneously and progressively become more and more refined. At that point you are driven to another world. This is pranayama." (Netra Tantra) After settling in the asana of meditation arises the refined practice of pranayama. ‘Pranayama’ does not mean inhaling and exhaling vigorously like a bellow. Like asana, pranayama is internal and very subtle. There is a break less continuity in the traveling of your awareness from the point of asana into the practice of pranayama. When through your awareness you have settled in your asana, you automatically enter into the practice of pranayama. Our Masters have indicated that there are two principle forms of this practice of ‘asana-pranayama’, i.e. cakrodaya and ajapa-gayatri. In the practice of ajapa-gayatri you are to maintain continuously refreshed full awareness-(anusandhana) in the center of two breaths, while breathing in and out slowly and silently. Likewise in the practice of cakrodaya you must maintain awareness, which is continually fresh and new, filled with excitement and vigor, in the center of the two breaths – you are to breathe in and out slowly, but in this case with sound. ― Swami Lakshmanjoo

Pumpkin Barrels with Vegetables How to make nutritious, wholesome, and entirely plant-based filled pumpkins. List of ingredients and step-by-step instructions for making oven-cooked Lenten stuffed pumpkins. The recipe I'm going to share with you today is delicious, easy, and inexpensive. It involves baking some deliciously stuffed pumpkins that have the best flavor and texture. In general, it is acknowledged that the major problem during fasting is to identify dishes that are not only entirely plant-based but also high in the protein needed for a balanced diet. That quality is definitely present in this dish for stuffed pumpkin. In addition, it looks good.

We always instruct them not to get caught up in a price war against an inferior product, because they’ll lose. We tell them to make quality the battleground instead, because that’s a fight they’ll most likely win.

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In the third chapter of this “Song of the Lord,” Krishna instructs Arjuna—and us—in what is called “skillful action.” Krishna argues that activity is an inseparable attribute of finite existence. Nothing that exists in the realm of Nature is, in the last analysis, inactive. The cosmos (prakriti), which is composed of three types of primary qualities (guna), is a perpetual motion machine. If it ceased to move even for a moment, the cosmos would collapse. This view coincides with the findings of modern physics, which has revealed to us a universe that is continually vibrating. Therefore, concludes Krishna, it does not make much sense to want to abstain from action. Mere inactivity is not the answer to our existential problems. It is fine to renounce the world and dedicate one’s life to contemplating the Divine, providing one can really do it. But few people have the necessary stamina for the rigors of such a solitary lifestyle. Besides, argues Krishna, there is a better way to Self-realization (or God-realization) than renunciation. And that is to continue to be active but to act free from egoic attachment. In this way, the continuation of human life is ensured, while at the same time it is being transformed by one’s self-transcending disposition. Krishna’s activist gospel, then, does not ask us to carry on as usual. True, the karma-yogin continues to get up in the morning, use the bathroom, eat breakfast, go to work, interact with people during the day, return home, eat dinner, spend time with the family, read, listen to music, make love, and sleep. But he endeavors, by degrees, to do all this with a subtle yet significant difference: All of these actions are engaged in the spirit of self-surrender. In other words, they are all opportunities to go beyond mere egoic preferences and fixations and to cultivate instead quiet awareness and communion with the Divine. An important aspect of the practice of Karma-Yoga is the nonneurotic disinterest in what Krishna calls the “fruit” (phala) of one’s actions. Ordinarily, our actions are governed by so-called ulterior motives—those mostly hidden expectations that would see us rewarded for our deeds. For instance, by putting in an extra hour at work, we secretly, or otherwise, hope to impress the boss. By taking our children to sporting events on Saturdays, we hope for them to share our own excitement, or by sending them to medical school, we seek to live out our own dreams through their lives. By helping an elderly or blind person cross the street, we expect, below the threshold of our conscious mind, to be thanked and thus receive an emotional boost. Or, more subtly, we may do things out of a sense of duty, but without heart. In that case, our actions remain as self-involved as ever. Grim determination is no substitute for the spirit of self-transcendence.