Time Variance Authority Quotes

Through the fall, the president’s anger seemed difficult to contain. He threatened North Korea with “fire and fury,” then followed up with a threat to “totally destroy” the country. When neo-Nazis and white supremacists held a rally in Charlottesville, Virginia, and one of them killed a protester and injured a score of others, he made a brutally offensive statement condemning violence “on many sides … on many sides”—as if there was moral equivalence between those who were fomenting racial hatred and violence and those who were opposing it. He retweeted anti-Muslim propaganda that had been posted by a convicted criminal leader of a British far-right organization. Then as now, the president’s heedless bullying and intolerance of variance—intolerance of any perception not his own—has been nurturing a strain of insanity in public dialogue that has been long in development, a pathology that became only more virulent when it migrated to the internet. A person such as the president can on impulse and with minimal effort inject any sort of falsehood into public conversation through digital media and call his own lie a correction of “fake news.” There are so many news outlets now, and the competition for clicks is so intense, that any sufficiently outrageous statement made online by anyone with even the faintest patina of authority, and sometimes even without it, will be talked about, shared, and reported on, regardless of whether it has a basis in fact. How do you progress as a culture if you set out to destroy any common agreement as to what constitutes a fact? You can’t have conversations. You can’t have debates. You can’t come to conclusions. At the same time, calling out the transgressor has a way of giving more oxygen to the lie. Now it’s a news story, and the lie is being mentioned not just in some website that publishes unattributable gossip but in every reputable newspaper in the country. I have not been looking to start a personal fight with the president. When somebody insults your wife, your instinctive reaction is to want to lash out in response. When you are the acting director, or deputy director, of the FBI, and the person doing the insulting is the chief executive of the United States, your options have guardrails. I read the president’s tweets, but I had an organization to run. A country to help protect. I had to remain independent, neutral, professional, positive, on target. I had to compartmentalize my emotions. Crises taught me how to compartmentalize. Example: the Boston Marathon bombing—watching the video evidence, reviewing videos again and again of people dying, people being mutilated and maimed. I had the primal human response that anyone would have. But I know how to build walls around that response and had to build them then in order to stay focused on finding the bombers. Compared to experiences like that one, getting tweeted about by Donald Trump does not count as a crisis. I do not even know how to think about the fact that the person with time on his hands to tweet about me and my wife is the president of the United States.

All the authorities, however, agree as to the following facts:—that until the third day after Hephaestion’s death, Alexander neither tasted food nor paid any attention to his personal appearance, but lay on the ground either bewailing or silently mourning; that he also ordered a funeral pyre to be prepared for him in Babylon at the expense of 10,000 talents; some say at a still greater cost; that a decree was published throughout all the barbarian territory for the observance of a public mourning. Many of Alexander’s Companions dedicated themselves and their arms to the dead Hephaestion in order to show their respect to him; and the first to begin the artifice was Eumenes, whom we a short time ago mentioned as having been at variance with him. This he did that Alexander might not think he was pleased at Hephaestion’s death. Alexander did not appoint any one else to be commander of the Companion cavalry in the place of Hephaestion, so that the name of that general might not perish from the brigade; but that division of cavalry was still called Hephaestion’s and the figure made from Hephaestion went in front of it.

The study demonstrated that the IQ scores or academic achievement of students while enrolled in school had between zero and 5 percent predictive power in explaining the variation in their long-term outcomes. At the same time, emotional and attitudinal success attributes (the authors named six: self-awareness, perseverance, proactivity, emotional stability, goal setting, and social support systems) explained 49 to 75 percent of the variance in the students’ long-term outcomes. Put another way, academic achievement and IQ score predicted next to nothing about the future of these dyslexic students. What mattered most was their ability to bounce back, get help from others, and take action.

Here are ten facts about IQ. These facts are debated and often controversial among the general public but far less so among scientists who study intelligence. The best review of the academic literature supporting these facts is a 2012 paper by Richard Nisbett and colleagues – an interdisciplinary team of leading scholars, household names within intelligence research, comprised of psychologists, an economist, a behavioral geneticist, and a former President of the American Psychological Association. Their areas of expertise include cultural and sex differences in intelligence, the effect of social and genetic factors that affect intelligence, the development of intelligence over the lifespan, the relationship between economic development and intelligence, and changes in intelligence over history 1. IQ is a good predictor of school and work performance, at least in WEIRD societies. 2. IQ differs in predictive power and is the least predictive of performance on tasks that demand low cognitive skill. 3. IQ may be separable into what can be called ‘crystallized intelligence’ and ‘fluid intelligence’. Crystalized intelligence refers to knowledge that is drawn on to solve problems. Fluid intelligence refers to an ability to solve novel problems and to learn. 4. Educational interventions can improve aspects of IQ, including fluid intelligence, which is affected by interventions such as memory training. Many of these results don’t seem to last long, although there is strong evidence that education as a whole causally raises IQ over a lifetime. 5. IQ test scores have been dramatically increasing over time. This is called the Flynn effect after James Flynn (also an author of the review mentioned above), who first noticed this pattern. The Flynn effect is largest for nations that have recently modernized. Large gains have been measured on the Raven’s test, a test that has been argued to be the most ‘culture-free’ and a good measure of fluid intelligence. That is, it’s not just driven by people learning more words or getting better at adding and subtracting. 6. IQ differences have neural correlates – i.e. you can measure these differences in the brain. 7. IQ is heritable, though the exact heritability differs by population, typically ranging from around 30% to 80%. 8. Heritability is lower for poorer people in the US, but not in Australia and Europe where it is roughly the same across levels of wealth. 9. Males and females differ in IQ performance in terms of variance and in the means of different subscales. 10. Populations and ethnicities differ on IQ performance. You can imagine why some people might question these statements. But setting aside political considerations, how do we scientifically make sense of this? Popular books from Richard Herrnstein and Charles Murray’s The Bell Curve (1994) to Robert Plomin’s Blueprint (2018) have attributed much of this to genes. People and perhaps groups differ in genes, making some brighter than others. But humans are a species with two lines of inheritance. They have not just genetic hardware but also cultural software. And it is primarily by culture rather than genes that we became the most dominant species on earth. For a species so dependent on accumulated knowledge, not only is the idea of a culture-free intelligence test meaningless, so too is the idea of culture free intelligence.

regression results. Standardized Coefficients The question arises as to which independent variable has the greatest impact on explaining the dependent variable. The slope of the coefficients (b) does not answer this question because each slope is measured in different units (recall from Chapter 14 that b = ∆y/∆x). Comparing different slope coefficients is tantamount to comparing apples and oranges. However, based on the regression coefficient (or slope), it is possible to calculate the standardized coefficient, β (beta). Beta is defined as the change produced in the dependent variable by a unit of change in the independent variable when both variables are measured in terms of standard deviation units. Beta is unit-less and thus allows for comparison of the impact of different independent variables on explaining the dependent variable. Analysts compare the relative values of beta coefficients; beta has no inherent meaning. It is appropriate to compare betas across independent variables in the same regression, not across different regressions. Based on Table 15.1, we conclude that the impact of having adequate authority on explaining productivity is [(0.288 – 0.202)/0.202 =] 42.6 percent greater than teamwork, and about equal to that of knowledge. The impact of having adequate authority is two-and-a-half times greater than that of perceptions of fair rewards and recognition.4 F-Test Table 15.1 also features an analysis of variance (ANOVA) table. The global F-test examines the overall effect of all independent variables jointly on the dependent variable. The null hypothesis is that the overall effect of all independent variables jointly on the dependent variables is statistically insignificant. The alternate hypothesis is that this overall effect is statistically significant. The null hypothesis implies that none of the regression coefficients is statistically significant; the alternate hypothesis implies that at least one of the regression coefficients is statistically significant. The

The message of Islam is by no means a closed value system at variance or conflict with other value systems. From the very start, the Prophet did not conceive the content of his message as the expression of pure otherness versus what the Arabs or the other societies of his time were producing. Islam does not establish a closed universe of reference but rather relies on a set of universal principles that can coincide with the fundamentals and values of other beliefs and religious traditions (even those produced by a polytheistic society such as that of Mecca at the time). Islam is a message of justice that entails resisting oppression and protecting the dignity of the oppressed and the poor, and Muslims must recognize the moral value of a law or contract stipulating this requirement, whoever its authors and whatever the society, Muslim or not. Far from building an allegiance to Islam in which recognition and loyalty are exclusive to the community of faith, the Prophet strove to develop the believer's conscience through adherence to principles transcending closed allegiances in the name of a primary loyalty to universal principles themselves. The last message brings nothing new to the affirmation of the principles of human dignity, justice, and equality: it merely recalls and confirms them. As regards moral values, the same intuition is present when the Prophet speaks of the equalities of individuals before and in Islam: 'The best among you [as to their human and moral qualities] during the era before Islam [al-jahiliyyah] are the best in Islam, provided they understand it [Islam].' The moral value of a human being reaches far beyond belonging to a particular universe of reference; within Islam, it requires added knowledge and understanding in order to grasp properly what Islam confirms (the principle of justice) and what it demands should be reformed (all forms of idol worship).