The Crossover Important Quotes

Most importantly, they’re delicious,” Carl said. “I bet you’ve never had one the way I can make it: with sour cream and chives.” Mom winked at him. Carl snorted. “The best filling for a baked potato is a second baked potato, but I’m willing to give this ‘skewer cream’ thing a try. Potatoes are awesome no matter how you have them.

I tend to forget how important she is." Jasper looked into his brother's brown eyes and remembered when they had sat and talked when they were young. "I mean, I know how important she is to me. If something were to happen to her, I may as well let the same happen to me. But it's easy to forget why she is here. That she didn't just come back to make me happy.

The discipline of history is particularly important in this context because while science has had a direct impact on how historians write, and what they write about, history has itself been evolving. One of the great debates in historiography is over how events move forward. One school of thought has it that ‘great men’ are mostly what matter, that the decisions of people in power can bring about significant shifts in world events and mentalities. Others believe that economic and commercial matters force change by promoting the interests of certain classes within the overall population. In the twentieth century, the actions of Stalin and Hitler in particular would certainly seem to suggest that ‘great’ men are vital to historical events. But the second half of the century was dominated by thermonuclear weapons, and can one say that any single person, great or otherwise, was really responsible for the bomb? No. In fact, I would suggest that we are living at a time of change, a crossover time in more ways than one, when what we have viewed as the causes of social movement in the past – great men or economic factors playing on social classes – are both being superseded as the engine of social development. That new engine is science.

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

Dave, Spidroth, Porkins, Alex and Carl,” said the rabbit. “I need your help. I have a mission of great importance for you.” “Hey, how come it’s ‘Dave, Spidroth, Porkins, Alex and Carl’?” said Carl. “Why’s my name last?

More importantly, I understood how God can actually know each one of us, love each one of us as though we were the only one, and can have an incredible plan for each one of us.

One of my first revelations was that I was still "ME". The importance of this is difficult to explain but it was a surprise to me and a deep joy. I was not a mistake and I was who I was always meant to be. I vaguely remember moving to places and the realization that although I was still me, I now moved through barriers without restriction.

I now know that there is life after death. I now know that there is no hell other than the one we create ourselves. I know the most important thing is love between people and all beings. I know that we are here to learn and reflect in each other.

I clearly understood that I had died and that I was free from all bother and heaviness, and I found myself alive and feeling wonderful with a sense of peace and incredible wellbeing. I was in a place of calm where I felt happy and euphoric to find that, yes, there is another life where death is no more. When images of my wife and children came to me, I wasn't bothered by them, neither did I feel sorrow nor anything - because if what awaits them is this eternal wonder, of what importance is pain and suffering in this life if afterward there is only peace and wellbeing? Such earthly problems and joys are seen as very insignificant from that realm. There is nothing to disturb the peace, and one feels love for all beings since there is no possibility of any rancor. It's a perfect state.