25 "We want him to be in the maximum uncertainty, so that his mind will be dilled with contradictory pictures of the future, everyMade it to page 145.
25 "We want him to be in the maximum uncertainty, so that his mind will be dilled with contradictory pictures of the future, every one of which arouses hope or fear There is nothing like suspense and anxiety for barricading a human's mind against the Enemy. He wants men to be concerned with what they do; our business is to keep them thinking about what will happen to them.
Your patient will, of course, have picked up the motion that he must submit with patience to the Enemy's will. What the Enemy means by this is primarily that he should accept with patience the tribulation which has actually been dealt out to him - the present anxiety and suspense. It is about THIS that he is to say 'Thy will be done', and for the daily task of bearing THIS that the daily bread will be provided. It is your business to see that the patient never thinks of the present fear as his appointed cross, but only of the things he is afraid of."
37 "...while their spirit can be directed to an eternal object, their bodies, passions, and imaginations are in continual change, for to be in time means to change. Their nearest approach to constancy, therefore, is undulation - repeated return to a level from which they repeatedly fall back, a series of troughs and peaks. If you had watched your patient carefully you would have seen this undulation in every department of his life - his interest in his work, his affection for his friends, his physical appetites, all go up and down. As long as he lives on earth periods of emotional and bodily richness and liveliness will alternate with periods of numbness and poverty.
...in His efforts to get permanent possession of a soul, He relies on the troughs even more than the peaks; some of His special favourites have gone through longer and deeper troughs than anyone else. ...It is during such trough periods, much more than during the peak periods, that it is growing into the creature He wants it to be. Hence the prayers offered in the state of dryness are those which please Him best. ...He wants them to learn to walk and and must therefore take away His hand; and if only the will to walk is really there He is pleased even with their stumbles. ...when a human, no longer desiring, but still intending, to do our Enemy's will, looks round upon a universe from which every trace of Him seems to have vanished, and asks why he has been forsaken, and still obeys (they are the most dangerous to Satan)."
44 Mentions that God is the only one who can provide pleasures for humans, Satan cannot. What Satan can do is pervert those pleasures.
142 Referring to the different ways men and women view unselfishness. "A women means by Unselfishness chiefly taking trouble for others; a man means not giving trouble to others. ...Thus while the woman thinks of doing good offices and the man of respecting other people's rights, each sex, without any obvious unreason, can and does regard the other as radically selfish."...more
pg 525 "Death is still death, still the absence of life and therefore of pain." Maximilien
pg 529 "You're all I have left in the world; through you I apg 525 "Death is still death, still the absence of life and therefore of pain." Maximilien
pg 529 "You're all I have left in the world; through you I attach myself to life again; through you I can suffer; through you I can be happy." Count to Haydee
pg 531 "...there is neither happiness nor unhappiness in this world; there is only the comparison of one state with another. Only a man who has felt ultimate despair is capable of feeling ultimate bliss. It is necessary to have wished for death, Maximilien, in order to know how good it is to live." count to Maximilien...more
I just kept thinking, "If only there were a counselor involved!!" Between the parents and the vice principal no one seemed to listen to Philip. GranteI just kept thinking, "If only there were a counselor involved!!" Between the parents and the vice principal no one seemed to listen to Philip. Granted he still may not have made the connection of what was really bothering him, thus avoiding the entire thing, BUT someone who would give him the time to think about it may have solved this whole ordeal early on.
Pg 35 "...the emotional context of a memory affects where it gets processed. Negative stimuli get processed by the amygdala; positive or neutral memorPg 35 "...the emotional context of a memory affects where it gets processed. Negative stimuli get processed by the amygdala; positive or neutral memories get processed by the hippocampus. Sleep deprivation hits the hippocampus harder than the amygdala. the result is that sleep deprived people fail to recall pleasant memories, yet recall gloomy memories just fine."
pg 82 "When children first begin lying, they lie to avoid punishment, and because of that, they lie indiscriminately - whenever punishment seems to be a possibility. A three-year-old will say, "I didn't hit my sister," even though a parent witnessed the child hit her sibling. A six-year-old won't make that mistake - she'll lie only about a punch that occurred when the parent was out of the room."
pg 84 "...when asked why lies are wrong, most [five year olds] say the problem with lying is you get punished for it. In that sense, young kids process the risk of lying by considering only their own self-protection. It takes years for the children to understand lying on a more sophisticated moral ground. It isn't until the age of eleven that the majority demonstrate awareness of its harm to others; at that pint, 48% say the problem with lying is that is destroys trust, and 22% say it carries guilt. Even then, a third still say the problem with lying is being punished.
As an example of how strongly kids associate lying with punishment, consider this: 38% of five year olds rate profanity as a lie. Why would kids think swearing is a lie? It's because in their minds, lies are the things you say that get you punished or admonished. Swearing gets you admonished. Therefore, swearing is a lie."
pg 85 "But just removing the threat of punishment is not enough to extract honesty from kids. In yet another variation, Talwar's researchers promise children, 'I will not be upset with you if you peeked. It doesn't matter if you did.' Parents try a version of this routinely. But this alone doesn't reduce lying at all. The children are still wary; they don't trust the promise of immunity. They're thinking, 'My parent really wishes I didn't do it in the first place; If I say I didn't, that's my best chance of making my parent happy.
Meaning, in these decisive moments, they want to know how to get back into your good graces. So it's not enough to say to a six-year-old, "I will not be upset with you if you peeked, and if you tell the truth you'll be really happy with yourself." That does reduce lying-quite a bit- but a six-year-old doesn't want to make himself happy. He wants to make the parent happy.
What really works is to tell the child, "I will not be upset with you if you peeked, and if you tell the truth, I will be really happy." This is an offer of both immunity and a clear route back to good standing. Talwar explained his latest finding; 'Young kids are lying to make you happy-trying to please you.' So telling kids that the truth will make a parent happy challenges the kid's original thought that hearing good news-not the truth- is what will please the parent.
It was interesting to read that children really learn lies from us, when we tell them to be nice about a present they open that they don't like for example.
Another interesting thing was the realization that perhaps kids in late elementary and early middle school that won't tell what is happening on the playground is that we have TRAINED them not to. Around 3 or 4 years old we start teaching kids not to "tattle." Well as they get older, they don't want to be labeled a tattler by their peers so they stay tight lipped, even when it is something important that should be addressed by an adult.
pg 89 "Each year, the problems kids deal with become exponentially bigger. They watch other kids vandalize walls, shoplift, cut class, and climb fences into places they shouldn't be. To tattle about any of it is to act like a little kid, mortifying to any self-respecting tweener. Keeping their mouth shut is easy; they've been encouraged to do so since they were little. The era of holding information back from parents has begun."
pg 90 After his son came home repeating a phrase he didn't like, co-author Po Bronson says, "I finally got frustrated and demanded to know if someone at school had taught him this dismissive phrase. He froze. And I could suddenly intuit the debate running through his head: should he lie to his dad, or rat out his friend? I knew from Talwar's research that I'd lose that one. Recognizing this, I stopped him and told him that if he'd learned the phrase at school, he did not have to tell me WHO had taught his the phrase. Telling me the truth was not going to get his friends in trouble."
pg 126 On seeing sibling relationships modeled in media "While the books and videos [such as the Berenstain Bears series, Sesame Street books and the like] always ended on a happy note, with siblings learning to value and appreciate each other, the first half of the stories portrayed in vivid detail ways that children can fight, insult, and devalue siblings. 'From these books the kids were learning novel ways to be mean to their younger siblings they'd never considered,' Kramer recalled. Sure enough, after six weeks, the sibling relationship quality had plummeted."
pg 140 on teen rebellion "To seek out a parent for help is, from a teen's perspective, a tacit admission that he's not mature enough to handle it alone. Having to tell parents about it can be psychologically emasculating, whether the confession is forced out of him or he volunteers it on his own. It's essential for some things to be "none of your business."
"The big surprise in the research is when this need for autonomy is strongest. It's not mild at 12, moderate at 15, and most powerful at 18. Darling's scholarship shows that the objection to parental authority peaks around age 14 to 15. In fact, this resistance is slightly stronger at 11 than at 18. In popular culture, we think of high school as the risk years, but the psychological forces driving deception surge earlier than that."
pg 141 -142 After one study found that kids turn to drugs and alcohol when they are bored, Linda Caldwell wanted to see if she could teach kids how NOT to be bored. She set up a six week workshop course for 7th graders (which is when her research showed that boredom starts to set in) in schools and did booster classes each year after for three years. The course was called TimeWise. From this, she had some interesting findings. First "students learned the difference between being generally bored, all day long, and being situationally bored, be it when in history class or when sitting on the couch at home, watching reruns. They learned the difference in their own motivation: "Am I doing this because I actually want to, or because my mom signed me up and I have to, or because I feel pressured by my friends to follow along?" . . .
The researchers saw that it wasn't just kids with lots of free time who were bored. Even the really bsy kids could be bored, for two reasons. First, they were doing a lot of activities only because their parent signed them up - there was no intrinsic motivation. Second, they were so accustomed to their parents filling their free time that they didn't know how to fill it on their own. "The more controlling the parent," Caldwell explained, "the more likely a child is to experience boredom."
Sadly there wasn't much difference between the behaviors of students who took the class and those that didn't. The question is posed "Is it possible that teens are just neurologically prone to boredom?"
pg 144, "According to the work of Dr. Adriana Galvan at UCLA, there's a good reason to think so. Inside our brains is a reward center, involving the nucleus accumbens, which lights up with dopamine whenever we find something exciting or interesting or pleasurable. In a study comparing the brain of teens to the brains of adults and young kids, Galvan found that teen brain can't get pleasure out of doing things that are only mildly or moderately rewarding." After setting up a video game experiment in which players brains were monitored in an fMRI scanner, some interesting results were discovered.
"Young kids found any sort of reward thrilling, so their brains lit up the same amount no matter how much gold they won. Adult brains lit up according to the size of the reward: single coin, small pleasure response, big pile, big pleasure response. The teen brains did not light up in response to winning the small or medium reward - in fact, the nucleus accumbens activities dipped below baseline, as if they were crestfallen. Only to the big pile of gold did their reward center light up-and then it REALLY lit up, signaling more activity then kids or adults ever showed."
He also found that, "The prefrontal cortex seemed to be showing a diminished response whenever their reward center was experiencing intense excitement. The prefrontal cortex is responsible for weighing risk and consequences.... In real life circumstances, this rational part of the brain gets overridden by the reward center."
Pg 148-149 "But the main motivation that emerged was the teens told their parents the truth and hope their parents might give in, and say it was ok.... Usually this meant an argument ensued, but it was worth it if their parents might budge.... In families where there was less deception there was a much higher ratio of arguing/complaining. Arguing was good - arguing was honesty. The parents didn't necessarily realize this. The arguing stressed them out....Certain types of fighting, despite the acrimony, are ultimately a sign of respect - not of disrespect.... [In a study of mothers and daughters by Dr. Tabitha Holmes, she] found that 46% of the mothers rated their argument as being destructive to the relationship. Being challenged was stressful, chaotic, and in their perception disrespectful. The more frequently they fight, and the more intense the fights were, the more the mom right of the fighting as harmful. But only 23% of the daughters felt that their arguments were destructive. Far more believe that fighting strength ended their relationship with their mother. "Their perception of the fighting was really sophisticated, far more than we anticipated for teenagers," noted Holmes. "They saw fighting as a way to see their parents in a new way, as a result of hearing their mothers point of view be articulated." ... pg 152, "parents are more bothered by the bickering and squabbling that takes place during this time center adolescents, and parents are more likely to hold on to the affect after a negative interaction with their teenagers."
I found the idea if the "Tools of the mind" classroom interesting. In Kindergarten kids are given a scenario, "fire station" and then choose roles to play. They have to write a plan of what their actions will be and then carry them out. When they are distracted they are eminded of their plan. The letters of the alphabet are also taught not in sequential order, but in clusters of like letters-which is how they are displayed in the room. There have been studies showing success for motivation and learning among kindergartens in these classrooms compared to their peers in traditional classrooms.
Pg 173 "performing amid distractions is a daily challenge for students. In a previous chapter, we wrote about the predictive power of intelligence tests. One reason iq test don't predict better is that in a child's school life, academics don't take place in a quiet, controlled room, one on one with the teacher - the way IQ tests are administered. Academics occur among a whirlwind of distractions and pressures. Psychologist call this the difference between hot and cold cognition. Many people perform far worse under pressure, but some perform for better.performing on the distraction is the daily challenge for students. In a previous chapter, we read about the predicted power of intelligence test. What reason i_q test don't forget better is that in a child school life, academics don't take place in a quiet controlled room, 1 on 1 with the teacher hyphen the way I q test administered. Academic sacramento whirlwind of destruction and pressures. Psychology call this the difference between hot and cold cognition. Many people per from far worse under pressure, but some perform for better."
Pg 208 "the variable that best explains these gaps was how often the mom rapidly responded to her child' s vocalization and explorations. The toddlers of high responders were a whopping 6 months ahead of the toddlers of low responders. They were saying their first words at 10 months, and reaching the other milestones by 14 months...... A child needs to associate an object with a word so the word has to be hurt just as an infant is looking at or grabbing it."
Pg 216 "pretending the infant is saying words, when he can't yet, can really cause problems. Proper object labeling, when the infants is 9 month old had an extremely strong positive correlation 81% with a child's vocabulary 6 months later. Crisscross labeling - such as saying "bottle" when the baby was holding a spoon - had an extremely negative correlation with resulting vocabulary- 68%. (A baby holding a spoon might say Bubba and the zealous parent thinks, 'he just said bottle, he wants his bottle' and echoes to the child, 'bottle? You want your bottle?' Inadvertently, the parents just crisscross the baby, teaching him that a spoon is called "bottle.")"
Pg 227 "Dr Robert Emmons, of the University of California at Davis, asked college students to keep a gratitude journal - over 10 weeks, the undergrads listed 5 things that had happened in the last week which they were thankful for. The results were surprisingly powerful - the students who kept the gratitude journal or 25 percent happier, we're more optimistic about the future, and got sick less often during the controlled trial. They even got more exercise.doctor robert even, the university of california davis, fast college students to keep that attitude journal ice in over 10 weeks, the undergrad listed 5 things that happened in the last week they were thankful for. Results were surprisingly powerful hyphen this didn't get the credit to journal 125 percent happier, were more optimistic about the future, and even got sick less often during the controlled trial. They even got more exercise. .. He wanted to see if the subjects improved sense of well-being was more than just an internal state of mind semicolon didn't actually affect how they interacted with others? The answer was a confident yes. Their friends have noticed and be more helpful and emotionally supportive."
pg 228 the idea of a hendonic treadmill, “Essentially, we have to keep working hard just to stay in the same relative place in society. Even when our situation improves, the sense of achievement is only temporary, because our hedonistic desires and expectations rise at the same rate as our circumstances. Brickman and Campbell noted that lottery winners are not any happier, long-term, than non-winners, and paraplegics are not less happy than those of us with all our limbs. They argued that this plight was inescapable, due to our neural wiring. Our brains are designed to notice novel stimuli, and tune out every day, predictable stimuli. What we really notice, and are affected by, are relative and recent changes. As soon as those become static, we return to a baseline level of well-being.”
This is a New York Times Best Seller, due to be a Tim Burton movie summer 2015.
"It was in 2009 that Mr. Riggs, a graduate of the University of SoutheThis is a New York Times Best Seller, due to be a Tim Burton movie summer 2015.
"It was in 2009 that Mr. Riggs, a graduate of the University of Southern California’s film school, stumbled on a trove of vintage snapshots at a flea market and felt the stirrings of an obsession . . .
While his snapshot collection grew, Mr. Riggs was training his sights on a filmmaking career, working on spec screenplays and supporting himself with freelance writing. Jason Rekulak, the publisher of Quirk Books in Philadelphia, for whom Mr. Riggs had been doing work for hire, asked him if he had any books he wanted to write. Mr. Riggs said he thought of the snapshots, particularly those with an “Edward Gorey-like Victorian weirdness, these haunting images of peculiar children. . .
Told from the point of view of Jacob Portman, a lonely 16-year-old Floridian who suspects that his grandfather’s tales of growing up on an island off Wales in a home full of children with unusual abilities may not have been invented, “Miss Peregrine’s Home for Peculiar Children” incorporates time travel and a richly imagined alternate reality. Some of the black-and-white snapshots that pepper its pages are Mr. Riggs’s own; some are borrowed from collectors like Robert E. Jackson, whose pictures were exhibited in “The Art of the American Snapshot, 1888-1978,” a 2007 show at the National Gallery of Art in Washington."...more
197 "The people who settled the town called successively Terminus, Marthasville and Atlanta...They built their store around the five muddy-red roads t197 "The people who settled the town called successively Terminus, Marthasville and Atlanta...They built their store around the five muddy-red roads that crossed near the depot. They built their fine homes on Whitehall and Washington streets and along the high ridge of land on which countless generations of moccasined Indian feet had beaten a path called the Peachtree trail."
331 Rhett, "You must have been reading a newspaper...the idea of assistance from abroad is just a newspaper invention to keep up the morale of the South."
1419 Scarlet referring to Ashley, "He never really existed at all, except in my imagination...I loved something I made up, something that's just as dead as Melly is, I made a pretty suit of clothes and fell in love with it. And when Ashley came riding along, so handsome, so different, I put that suit on him and made him wear it whether it fitted him or not. And I wouldn't see what he rally way. I kept on loving the pretty clothes - not him at all."...more
page 223 I liked this story that could be used any number of waysn thry use it to deacribe Dr.'s trying to figure out what goes on in the brain. "sixpage 223 I liked this story that could be used any number of waysn thry use it to deacribe Dr.'s trying to figure out what goes on in the brain. "six blind men trying to identify an elephant, offering it as a way of understaning how much more we have to learn about the disease. Each man grabs hold of a different part of the animal and s to identify the unnamed object. One man touches the tail and says, "rope"; one touches a leg and says, "pillar"; one feels a trunk and says, "tree"; one feels an ear and says, "fan"; one feels the belly and says, "wall"; the last one feels the tusk and is certain it's a "pipe."
pg 225 "this is all the more reason that psychiatrists and neurologists are finsing ways to break down the barriers set in place between psychology and neurology, urging for one uniform look at me tal illness as the neurochemical diseases that they are."
Check out an early 2010 Today show for her guest appearance.
pg 249 various drug salesman who look like aged frat boys....more
pg 43 Some information on Hebrew, "command as used in the Creation story was from a different verb form, whose usage connotes a strong, severe warningpg 43 Some information on Hebrew, "command as used in the Creation story was from a different verb form, whose usage connotes a strong, severe warning, perhaps a statement of law, that was possibly temporary in nature, so that at some future, unspecified time it might not apply. - I thought of warnings we give our small children who, in their tender years, must be protected in matter that involve life and death or injury. Such a warning might be, 'Do not, under any condition, touch a stove.' ... Do we mean that they are never to ... use a stove? Of course not! What we intend is that until our children have learned enough to make appropriate decisions, the stern warning, indeed prohibition, is in force."
pg 53 "...in Moses 3:22 and Genesis 2:22, where we are told not that the woman was made out of a rib or from the rib, but that she WAS the rib, a powerful metaphor."
pg 76 "Elder John A. Widtsoe advised, 'The role of Satan in this drama is not difficult to understand. He seeks to overthrow the work of God. By inducing Adam and Eve to disobey the Lord, he thought to have them in his power. He forgot, or did not know, that by their very 'disobedience' the purposes of the Lord with respect to his spirit children would be accomplished. The temptation of Eve turned upon him to the defeat of his evil designs. This often is the fate of evil.' ... In many places [in literature an evil] one is named Mephistopheles. This name, in its original context, is used to denote the ultimate frustration of the evil one, who with the worst intent can only contribute to the exaltation of man by providing the opposition necessary for testing him during the time of his mortal probation. Brother Nibley wrote that ancient lore held that Eve 'outwits the serpent and trips him up with his own smartness.'"
pg 77 "Moses 4:6 ... 'And he [the serpent] sought also to beguile Eve, for he knew not the mind of God, wherefore he sought to destroy the world' . . . rather than thwart Eve's foreordained mission, the adversary became the catalyst that caused Eve to reevaluate that mission and brought its purposes and necessity into clearer focus."
pg 78 "The grand message is that Satan's ruses are often turned to God's use, for it is humankind - not Satan - who were sent here to succeed and who are protected by God's loving promises and benevolent grace."
pg 113 "As God walked and talked with Adam and Eve in the Garden, they learned that to fulfill this assignment they would have to transgress (go across) the boundary of the place known to them as the Garden of Eden into a mortal state. Blood would have to flow in their veins to accomplish this. . .a symbol had been prepared that was evident to them both and which is presented to us symbolically as 'the tree of the knowledge of good and evil.' Its fruit was forbidden to them only if they wished to stay in the Garden because it contained within it the elements of death. These elements, according to the plan, could be activated only through the use of agency. Satan was allowed to be present in the Garden - as he has been at all the major crossroads pertaining to the plan - for there must always be opposition for an informed choice to be made."
pg 114 "Satan's presence in the Garden became the catalyst that caused Eve to focus on the necessity to act. . . Eve partook of the fruit, as she had been foreordained to do, and Adam partook after her, to the hallelujah shouts of the hundreds of generations of spirits she represented. If she had not done so, we would all still be waiting.
pg 148 Regarding the rapid growth rate of the church, "Imagine any Fortune 500 company that could sustain such growth while at the same time training leaders to hold all major positions. As we see this almost incredible growth, we understand that divine management and leadership principles are at work. Such work could only be done by true apostles of the Lord under the direction of an inspired prophet and president who reports directly to the Creator of this world- the Savior Jesus Christ."
pg 152 from a talk by Howard W. Hunter "To the Women of the Church." "As our Lord and Savior needed the women of His time for a comforting hand, a listening ear, a believing heart, a kind look, an encouraging word, loyalty - even in His hour of humiliation, agony, and death - so we, His servants all across the Church need you, the women of the church."
pg 153, Poem WE WILL STAND "...I am women in the Garden- Mother of all living who courageously partook that man might be. I am woman at the stable - Who gently acquiesced that a God-child might also be. Will I stand? Without question I will stand! I am woman at the well - first to whom Jesus revealed Himself as Messiah, anxious to alert others of identity divine. I am woman-friend of Jesus - in whose home of faith the dead was raised, disciples taught saving truths sublime. Will I stand? Could I do other than stand? I am woman with the alabaster box- anointing the Savior unto his burial; lone in recognition that crucifixion is near. I am woman at the tomb-asked to deliver the glorious message that a risen Christ did appear. Will I stand" Indeed I will stand. In the Garden At the Cradle By the Cross Woman always stood!..."
pg 170 research on the thought processes of women and men by Carol Gilligan, "...women, by and large, arrive at their moral decisions based on a set of criteria different from that used by men. As a women sets out to make moral decisions (or most decisions for that matter), her priorities have to do with how those decisions affect those around her. She is concerned about interrelationships. What will be the greatest food for the greatest number?...For men, the research indicated that the moral thought process was much more direct. It generally boiled down to hard and fast rules of right and wrong, black and white."
pg 173 "Women's way of thinking is a gift. We may recognize that gift as key to Mother Eve's ability to make the correct decision when confronted in the Garden of Eden with apparently conflicting commands." ...more