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He designed a character quality improvement plan for himself that was very effective. Ben Franklin identified thirteen character qualities that he felt needed to be better developed in his own life. He then devised a method of focusing his attention on each of those qualities for one week at a time. At the end of thirteen weeks, he started over again. Thus, during a years time Ben Franklin would work through his entire list of character qualities four times. Todays world faces many difficult problems. Terrorism, escalating crime, drug and alcohol abuse, workplace violence, gang activity, vandalism, school dropouts, deteriorating work ethics, domestic violence, juvenile delinquency, racial tensions, broken families The list seems endless. In a moral sense, we would probably all agree that CHARACTER is the foundation for all true success. A person may have money, position, or power, but unless he has good character he or she is not considered by the world to be truly successful. If you and I were to make a list of character qualities, our list would probably include such words as honesty, integrity, dependability, loyalty, enthusiasm, etc. And, of course, we would be right.
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The general assumption seems to be that it takes a lot of calculation to play good chess. However, calculation is merely one component of good chess. Positional understanding, tactical vision, memory and other abilities that come about due to innate capacity, experience or training, are also important components of good chess. Furthermore, calculation cannot exist in isolation. It has to be based on something. If chessplayers only calculated , they would have to take every legal move into account. Even if they only considered three candidate moves at each turn, the task would be nearly insurmountable. Seeing three moves into the future would then take a calculation of a total of 27 positions. Seeing twelve moves into the future would take a calculation of 531. 441 positions. This had all been pointed out early in the last century by the Czech grandmaster Richard Rti, who replied to the question of how many moves he could calculate with: I see only one move.
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Elevating the alleged rights of the homeless over those of the working public has cost billions in government outlays, with nothing to show for it. Mayors have come and gone; agencies have been renamed, task forces convened, ten year plans rolled out, and section chiefs, liaison officers, and operations support teams added to existing bureaucracies and seeded into new ones, while the unsheltered count continues to riseup 17 percent from 2017 to 2019 alone, to 8,011. San Francisco continues to puzzle over the reason. Is it lack of city created affordable housing, as the advocates and politicians maintain?No other American city has built as much affordable housing per capita, according to the Bay Area Council Economic Institute. From 2004 to 2014, the city spent $2 billion on nearly 3,000 new units of permanent supportive housing, which comes with drug counseling and social workers. More have been constructed since then, and thousands more are in the works, along with more shelter beds. Is San Francisco not spending enough generally, as the advocates and politicians maintain?Its main homelessness agencycurrently dubbed the Department of Homelessness and Supportive Housing and dedicated to an allegedly novel mission: helping homeless residents permanently exit the streetscommands a $285 million budget. Add health services and sanitation, and you get a $380 million annual tab for homelessness, according to the citys budget analyst. That figure is wildly under the mark, leaving out criminal justice costs, welfare payments, and repairing infrastructure deterioration, among other expenditures. But even assuming the conservative $380 million, that works out to $47,500 a year per homeless person. So what have been the missing elements in this flood of spending?A commitment to a single standard of behavior for all and an insistence that rights carry with them reciprocal responsibilities.
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But another possible explanation for the relatively high amount of knowledge among the control group is that almost one quarter of them had read Hamlet or A Christmas Carol or watched movie versions of those stories for school that year. An even higher rate of the treatment groups, 52 percent, reported having read or watched movies of Hamlet or A Christmas Carol for school that year. Teachers who knew their students would attend the play were almost twice as likely to assign students to read or watch movies to prepare for the theater field trip. This raises the question of whether treatment group students acquired so much knowledge about the plays because they saw the live theater performances or because they had been prepared by reading and watching movies. Of course, student groups were not randomly assigned to read or watch the movies, so we cant have the same confidence in identifying causal relationships, but we can use information about reading and watching movies to try to separate the extent to which the benefits we observed were produced by seeing a live theater production, or by having read and watched movies of those same works in school. It is very clear that reading or watching movies of Hamlet and A Christmas Carol cannot account for the increase in knowledge students experienced by winning the lottery to see the plays. Even when we control for watching the movie or reading the material for school, the estimated effect of winning the lottery to see the plays remains basically unchanged, producing an effect size of 58 percent of a standard deviation for the treatment group on knowledge of the plot and vocabulary of the plays. Students who were assigned to read Hamlet or A Christmas Carol did no better on tests of their knowledge of the plays than did other students. Watching the movies for school is associated with about half of the benefit 30 percent of a standard deviation as seeing the live theater performance. If teachers want students to learn plays, it is much better for them to take students to a live theater performance than to have them read the material or watch a movie. Plays are taught best by seeing them performed live.