This post will repeat weekly through the month of December. Please repost or cross post as a way to promote this subreddit. Or ignore this one and check out our others! I apologize if it's cramping your style, but when I work hard on certain posts I want to be sure they are useful! I also am working on making these shorter so they don't get lost in the madness....
Scroll down for the Character Questions and create a thoughtful and empathetic profile of your main characters for your projects!
As always please use these as sparks to create and feel free to post your responses and ideas in comments or separate post! This is YOUR subreddit so go ahead and post away!
Prompt: Imagine a dystopian world where an oppressive government has successfully erased all forms of personal identity and history. In this society, individuals are assigned generic roles and are forbidden from expressing their unique thoughts, emotions, or experiences. Write a short story or reflective essay exploring the life of a character who discovers a hidden underground community that encourages self-expression and reignites the importance of personal narratives.
In your response, consider the following:

1. Character and World Building:
   • Describe the protagonist's background, their assigned role, and their initial perception of the oppressive world they inhabit.
   • Develop the hidden underground community, including its purpose, structure, and the means through which it safeguards personal stories.
   • Create a contrast between the protagonist's initial world and the underground community, highlighting the impact of personal narratives on shaping identity and resisting oppression.
2. Plot Analysis:
   • Outline the protagonist's journey of discovery, including their initial skepticism, the influential encounters they have within the underground community, and the personal sacrifices they make to preserve their identity.
   • Explore the challenges and conflicts faced by the protagonist, both externally (e.g., encounters with government authorities) and internally (e.g., the struggle to confront their identity).
3. Deep Introspection:
   • Prompt the protagonist to reflect deeply on the uncomfortable subjects that the government's erasure of personal narratives seeks to suppress. These could include topics such as individuality, memory, trauma, and the power of storytelling as a tool for empathy and resistance.
   • Encourage the protagonist to evolve their thoughts and perceptions throughout the narrative, considering the consequences of silence and the potential for personal growth through self-expression and sharing.
4. Requirements for Responses:
   • Conduct research to explore real-world examples of societies that suppress personal narratives or attempt to erase collective memory.
5. Prompt: In a post-apocalyptic world, a devastating pandemic has wiped out most of humanity. The survivors are forced to live in isolated communities, each with its own set of strict rules and customs. Write a short story or reflective essay exploring the life of a character who questions the existing order and embarks on a journey to unite these fragmented communities. Consider the role of unity, diversity, and collaboration in rebuilding a shattered world.
6. Prompt: Set in a future where advanced AI technology has permeated every aspect of society, write a story or reflective essay following a protagonist who begins to question the boundaries between human and machine. Delve into the ethical implications of human-AI relationships, the erosion of human emotions, and the potential consequences of blurring the line between artificial and genuine experiences.
7. Prompt: Imagine a world where climate change and environmental degradation have irreversibly altered the planet. Write a story or reflective essay from the perspective of a character who is part of a group striving to restore balance and heal the damaged Earth. Explore the connections between personal responsibility, collective action, and the intersections of social and environmental justice.
8. Prompt: Transport yourself to a society where strict social hierarchies are based on a person's genetic makeup. Write a short story or reflective essay following a character who challenges this system and advocates for equality and inclusivity. Examine the role of genetic determinism, discrimination, and the power of individual agency in reshaping social structures.
9. Prompt: Imagine a world where art and creativity are considered illegal, seen as tools of subversion and chaos. Write a story or reflective essay from the perspective of an artist who risks everything to defy this oppressive regime and reclaim the power of artistic expression. Analyze the significance of art as a form of resistance, its ability to inspire change, and its impact on personal and societal transformation.

Remember to consider the following for each of the prompts to insure a well rounded and thought out premise that will engage the audience and allow room for growth in the plot.
Prompt 1 - Post-Apocalyptic Community Building:

• Consider the unique customs, rules, and societal structures of each isolated community.
• Explore the protagonist's motivation for questioning the existing order and their vision for uniting the communities.
• Analyze the challenges and conflicts faced in the journey of uniting fragmented communities and the potential benefits and drawbacks of unity.

Prompt 2 - Ethical Implications of AI Technology:

• Reflect on the protagonist's personal experiences and interactions with AI, including the blurring of boundaries between human and machine.
• Explore the ethical dilemmas and consequences of advancing AI technology.
• Analyze the impact of human emotions, genuine experiences, and the potential loss or transformation of human qualities in a society heavily influenced by AI.

Prompt 3 - Environmental Restoration and Social Justice:

• Consider the protagonist's role in the restoration of the damaged Earth and their motivations for taking action.
• Explore the intersections of social justice and the environment, including the disproportionate impacts of climate change on marginalized communities.
• Analyze the challenges of collective action, personal responsibility, and the potential for transformative change in healing the planet and addressing social inequalities.

Prompt 4 - Genetic Hierarchy and Social Change:

• Reflect on the protagonist's experience within the rigid social hierarchy based on genetics.
• Analyze the implications of genetic determinism and discrimination in shaping social structures.
• Explore the role of individual agency, activism, and the potential strategies for challenging and reshaping the genetic-based hierarchy.

Prompt 5 - Artistic Expression as Resistance:

• Consider the protagonist's personal experiences as an artist within an oppressive regime.
• Reflect on the significance of artistic expression as a form of resistance and its power to inspire change and challenge societal norms.
• Analyze the risks, sacrifices, and potential outcomes associated with defying an oppressive regime through art.

1. Chick Lit: Write a chick lit novel or short story following a relatable protagonist navigating the challenges of love, career, and self-discovery. Explore themes of friendship, personal growth, and finding balance in a fast-paced, modern world.
2. Young Readers' Adventure: Imagine a group of young friends who stumble upon a hidden portal to another realm. Write an adventure novel or short story as they embark on a quest to save a magical world from darkness. Delve into themes of friendship, bravery, and the power of imagination.
3. Historical Fiction: Set in a time of significant historical events, write a novel or short story highlighting a lesser-known figure or group of people. Research the historical context meticulously and emphasize the character's resilience, struggles, and contributions during that tumultuous period.
4. Fantasy: Create a fantastical world filled with mythical creatures, magic, and ancient prophecies. Write a novel or short story following a young protagonist who discovers their extraordinary abilities and must navigate a treacherous journey to fulfill their destiny. Explore themes of self-discovery, heroism, and the blurred lines between good and evil.
5. Mystery/Thriller: Write a gripping mystery or thriller novel following a seasoned detective or amateur sleuth investigating a perplexing crime. Develop complex characters, suspenseful plot twists, and an intricate web of clues and red herrings that keep readers guessing until the very end.
6. Science Fiction: Set in a future where technological advancements have transformed society, write a novel or short story exploring the ethical and societal implications of groundbreaking inventions. Examine themes such as artificial intelligence, genetic engineering, or virtual reality and their impact on humanity's future.
7. Romance: Craft a heartwarming romance novel or short story centered around two individuals from different backgrounds or opposing sides. Explore themes of love, forgiveness, and the triumph of the human spirit in the face of adversity.
8. Coming-of-Age: Write a coming-of-age novel or short story following a young protagonist's journey of self-discovery, identity formation, and navigating the complexities of adolescence. Explore themes of friendship, personal growth, and the challenges of transitioning into adulthood.
9. Psychological Thriller: Create a psychological thriller novel or short story that delves into the intricacies of the human mind. Focus on a protagonist who becomes entangled in a web of deception, manipulation, and paranoia. Explore themes of trust, perception, and the blurred lines between reality and illusion.
10. Family Drama: Write a novel or short story exploring the dynamics and complexities within a multi-generational family. Include themes of love, secrets, and conflicts that arise as family members navigate their relationships, face past traumas, and strive for reconciliation.

Considerations for each prompt:

• Genre-specific elements: Ensure your story incorporates the defining characteristics and tropes of the chosen genre, such as the tone, pacing, and narrative conventions.
• Character development: Develop dynamic and relatable characters who undergo significant growth or transformation throughout the story.
• Plot structure: Create a compelling plot that introduces conflict, builds tension, and resolves in a satisfying manner, adhering to the common structure of the chosen genre.
• Themes and messages: Select themes that resonate with the genre and explore them through the characters' experiences and narrative development.
• Reader engagement: Craft a story that captivates the intended audience, keeping them invested in the characters and eager to uncover what happens next.

1. Historical Romance: Write a one-page historical romance set in a lavish ballroom during the Victorian era. Focus on the forbidden love between a spirited debutante and a mysterious gentleman from a different social class.
2. Science Fiction Comedy: Craft a one-page comedic story set in a futuristic space station. Follow the misadventures of a clumsy maintenance technician who unwittingly saves the day against all odds.
3. Paranormal Mystery: Pen a one-page mystery story set in a haunted mansion. Introduce a skeptical paranormal investigator who must solve the mystery of a ghostly apparition that has been terrorizing the inhabitants.
4. Literary Fiction: Write a one-page literary fiction piece centered around a character's contemplation of the fleeting nature of life and the importance of cherishing the present moment.
5. Action Adventure: Craft a one-page action-packed adventure story set in the jungles of an unexplored island. Follow a daring archaeologist's quest for a hidden treasure while battling against treacherous obstacles and rival adventurers.
6. Psychological Drama: Create a one-page psychological drama following the internal struggles of a troubled artist as they grapple with their inner demons and seek redemption.
7. Magical Realism: Write a one-page magical realism story set in a sleepy coastal town. Explore the extraordinary occurrences that happen when an enigmatic mermaid washes ashore and disrupts the mundane lives of the townsfolk.
8. Thriller: Craft a one-page thriller story involving a race against time. Follow a determined protagonist as they try to decipher cryptic clues and prevent a citywide disaster.
9. Fantasy Adventure: Pen a one-page fantasy adventure story set in a whimsical realm. Follow a young hero's quest to retrieve a stolen artifact and restore balance to the land, encountering fantastical creatures and overcoming obstacles along the way.
10. Historical Fiction Mystery: Write a one-page historical fiction mystery set during the Roaring Twenties. Follow a quick-witted detective as they unravel a web of deceit and intrigue surrounding a glamorous underground speakeasy in the heart of the city.

Considerations for each prompt:

• Engaging Beginning: Choose a compelling starting point that grabs the reader's attention and hooks them into the story from the very first sentence.
• Concise Plot: Craft a tightly woven plot that can be fully developed within one page, with an introduction, rising action, climax, and resolution.
• Strong Characterization: Develop distinct and memorable characters, even within the limited space, by providing key details that bring them to life and make them relatable to the reader.
• Descriptive Language: Use vivid and sensory language to paint a clear picture of the setting, engage the reader's imagination, and create an immersive reading experience.
• Resolution or Twist: Provide a satisfying resolution to the story or introduce an unexpected twist that leaves the reader intrigued and wanting more.

Protagonist Character Profile:

1. Name:
2. Age:
3. Gender:
4. Physical appearance:
5. Background:
6. Personality traits (list at least five):
7. Core values and beliefs:
8. Motivations and goals:
9. Biggest fear:
10. Internal conflicts:
11. External conflicts:
12. Strengths:
13. Weaknesses:
14. Childhood experiences and their impact:
15. Education and professional background:
16. Relationship status and dynamics:
17. Quirks or peculiar habits:
18. Psychological disorders, if any:
19. Familial relationships and dynamics:
20. Support system (friends, mentors, etc.):
21. Traumatic experiences and their effects:
22. Coping mechanisms:
23. Emotional vulnerabilities:
24. Resilience and determination:
25. Personal growth throughout the story:

Protagonist Character Questions:

1. What drives the protagonist to take action and pursue their goals?
2. How does the protagonist's childhood shape their behaviors and choices?
3. What values does the protagonist hold dear, and how do they influence their decision-making process?
4. What inner conflicts does the protagonist face, and how do they attempt to reconcile them?
5. How does the protagonist's education and professional background contribute to their strengths and weaknesses?
6. What traumatic experiences has the protagonist overcome, and how have these experiences shaped their worldview?
7. How does the protagonist cope with stress or adversity?
8. What relationships and dynamics are most significant to the protagonist, and how do these relationships evolve throughout the story?
9. In what ways does the protagonist exhibit resilience and determination in the face of challenges?
10. How does the protagonist approach personal growth and self-improvement?
11. What psychological disorders, if any, does the protagonist struggle with, and how do these disorders impact their thoughts and actions?
12. How does the protagonist's physical appearance contribute to their self-perception and interactions with others?
13. What unique quirks or habits does the protagonist possess that make them stand out?
14. What are the protagonist's primary desires and aspirations?
15. How does the protagonist's internalized fear drive or hinder their actions?
16. How does the protagonist navigate and resolve external conflicts?
17. What coping mechanisms does the protagonist rely on during times of stress or emotional turmoil?
18. How do familial relationships and dynamics influence the protagonist's actions and decisions?
19. What significant life choices or dilemmas does the protagonist face throughout the story, and how do they respond?
20. In what ways does the protagonist's support system impact their growth and resilience?
21. How does the protagonist's personal development and self-discovery contribute to the overall narrative arc?
22. How does the protagonist's background and experiences shape their perception of the world?
23. What are the protagonist's core beliefs and values, and how do these impact their interactions with others?
24. How does the protagonist handle setbacks or failures, and what lessons do they learn from these experiences?
25. What external influences or societal pressures affect the protagonist's decision-making process?

Antagonist Character Profile:

1. Name:
2. Age:
3. Gender:
4. Physical appearance:
5. Background:
6. Personality traits (list at least five):
7. Core values and beliefs:
8. Motivations and goals:
9. Biggest fear:
10. Internal conflicts:
11. External conflicts:
12. Strengths:
13. Weaknesses:
14. Childhood experiences and their impact $ Go on

1. Education and professional background: 16. Relationship status and dynamics: 17. Quirks or peculiar habits: 18. Psychological disorders, if any: 19. Familial relationships and dynamics: 20. Support system (friends, mentors, etc.): 21. Traumatic experiences and their effects: 22. Coping mechanisms: 23. Emotional vulnerabilities: 24. Strategies for achieving their goals: 25. Methods they employ to antagonize the protagonist:

Antagonist Character Questions:

1. What drives the antagonist to oppose the protagonist and act as an obstacle in their journey?
2. How does the antagonist's background and upbringing contribute to their negative behaviors and motivations?
3. What core values and beliefs does the antagonist hold that align with their antagonistic actions?
4. What personal goals or desires does the antagonist seek to fulfill?
5. What is the biggest fear or insecurity that drives the antagonist's actions?
6. How does the antagonist's internal conflicts manifest and impact their decisions?
7. What external conflicts arise as a result of the antagonist's actions, and how do they handle these conflicts?
8. In what ways does the antagonist exhibit strength and power, and how do these traits affect their interactions with others?
9. What are the antagonist's weaknesses or vulnerabilities that can be exploited by the protagonist?
10. How have childhood experiences shaped the antagonist's worldview and motivations?
11. How does the antagonist's education and professional background contribute to their methods and strategies?
12. What familial relationships or dynamics influence the antagonist's actions and choices?
13. What unique quirks or habits does the antagonist possess that make them distinct or memorable?
14. Are there any psychological disorders or conditions that contribute to the antagonist's behavior?
15. How does the antagonist cope with stress or emotional turmoil?
16. What strategies or tactics does the antagonist employ to achieve their goals and antagonize the protagonist?
17. How do the antagonist's actions impact their relationships and interactions with other characters in the story?

18.How does the antagonist perceive and justify their actions, even if they are considered morally or ethically wrong?

1. What external influences or societal pressures contribute to the antagonist's motivations or actions?
   
2. How does the antagonist's physical appearance contribute to their demeanor and portrayal in the story?
   
3. What significant life choices or dilemmas has the antagonist faced, and how have these shaped their character?
   
4. What is the antagonist's reaction to setbacks or failures, and how do they adapt their strategies?
   
5. How does the antagonist's support system or lack thereof impact their actions and decisions?
   
6. What past traumatic experiences or events have influenced the antagonist's worldview and behaviors?
   
7. How does the antagonist's emotional state or emotional vulnerabilities influence their actions and interactions with others?
   

Hi all,
My GRE Test is tomorrow, and while I believe I'm pretty ready with regards to verbal and quant, I don't know how I currently fare with my essays, and wanted to see what someone more experienced with the GRE would rate my essay. Attached below is the prompt, and the essay.
Greatly appreciate the help!
Conditions: Timed. Completed in 29m27s.
Time distribution:
Planning - 5min
Intro - 6min
Body - 4min each
Conclusion - 3.5min
Check - 3min
Prompt:
To understand the most important characteristics of a society, one must study its major cities. Write a response in which you discuss the extent to which you agree or disagree with the statement and explain your reasoning for the position you take. In developing and supporting your position, you should consider ways in which the statement might or might not hold true and explain how these considerations shape your position.
Essay:
While we may often state that society is filled with varying cultures and idiosyncrasies, as the number of people we account for increases, these idiosyncrasies get lost in the hubbub of major cities as statistical noise, in favor for a set of united defining traits. It is hence apt to state that the most important characteristics of a society – the fundamental pith of what makes a society unique from other such groups - would be concentrated in major cities. To that end, I believe it is important to study major cities of a society to understand its most important characteristics, especially with their impacts in the fields of cultural shifts, technological development, and economics and manufacturing.
It can be said that major cities are in essence a hodge podge of the cultures of not only those native to such major cities, but also of outlying towns – migratory flows, for a pithier term. As such, it is important to take note of such migratory flows and how these affect the characteristics of a society – especially in the socio-psychological aspect of human interaction. The city of Madison, Wisconsin, for example, often accentuates the rather special mix of modern liberal values with conservative hospitality, and this is conferred to the metropolitan, major city of Chicago. In this respect, the effects of the city of Madison has had a pronounced effect on the characteristics of its surrounding cities, which in turn leads to ripple effects to society as more people migrate from such outlying cities onto more metropolitan areas.
However, we can certainly say that these effects can also be seen in the major cities as well. In fact, the concentration of cultural flows and the incidence of cultural Zeitgeists in major cities are often much more frequent, rapid, and integral to understanding society as a whole. Significant changes in lifestyle in major cities such as Seoul and Tokyo have strong ripple effects to the cultural mindset of young people even in cities outside of Tokyo and Seoul, and are hence significantly more reflective of society as a whole. For a more specific example, dating culture in Tokyo has recently worsened, with increasing ubiquity of egregious cases of compensated dating, and this has had ripple effects on young people dating less in say, Kanagawa Prefecture. In Seoul, an increased focus for feminism has resulted in a greater career thrust in young women throughout Korea. Changes we see in major cities often permeate into outlying cities, and are hence reflective of a society.
Additionally, advancements in science and technology are often developed in major cities, especially with the availability of infrastructure, the pool of talented people migrating to such major cities, and the general culture for science and technology. A local example of this would be California – the posthumous Silicon Valley – and Hsinchu, Taiwan – a semiconductor fabrication hub. These major cities pool talent and infrastructure, allowing for major developments in science and technology ranging from Lithium-ion battery and its applications in advanced consumer goods such as electric cars, to developments in Artificial Intelligence technology, to even the coveted membrane technology used for environmentally friendly separations and hyper-selective energy-conservative manufacturing. As major cities are often major science and technology hubs which significantly drive progress in society, it would be remiss to ignore the forest for the trees, and it would hence be important to redouble our efforts into better study major cities.
Finally, it is also important to recognize that major cities are often economic and manufacturing hubs. Cities like New York and New Jersey – with its long history of a robust financial district and historic manufacturing hubs alike – are often the backbone by which most of America runs. The stock market is an inextricable part of daily life in America – with the rapid corporatization of America, the stock market presents an opportunity for not only social mobility, but also business ventures one would normally not expect. New Jersey – as a major manufacturing hub – has many integral industries that it supports, ranging from the medical devices industry, to semiconductor metrology, and to even large volume manufacturing of general goods such as toilet paper, bamboo chopsticks, and metal and wood polishing. Noting the importance of such hubs and the societal implications of the fluctuations that affect such hubs, it would, once again, be putting the cart before the horse to focus on outlying cities with less of an impact on society as a whole.
In conclusion, while I understand that it is important to also study flows from outlying cities to understand the characteristics of a society as a whole, it is much more prudent to extract this information in its concentrated form, by examining major cities instead with a fine-toothed comb. With that in mind, I believe it is extremely integral that we study a society’s major cities to better understand what a society stands for.

Most of you know that I was always critical of Karen. Some of you attacked me for being misogynist at the time. The honest truth is that it had nothing to do with her being a woman. As a person who values education very highly, I could simply not understand how a BA became CEO of such a big company with zero prior CEO experience. But then, the response was interesting too. I started receiving private messages from random people, some fresh accounts, some regulars on this board, some claiming to know Karen, speaking very poorly of her and her past. I have no idea who these people were. I didn't respond to many of these PMs.
Call after call, decision after decision, it became worse. She surrounded herself with previous friends and co-workers. Got rid of tangible cash flow positive businesses (which by the way, could have very likely helped them secure the debt today, if they had them today, like those clinics could very likely be a collateral to a lender).
I was apprehensive about this stock since the day we had a sudden management change. From that moment, I wanted to sell and take my loss elsewhere. I started talking about WELL here. Any money I wanted to put in CloudMD, I redirected to WELL, and now have a decent position there. Why did I not sell DOC? My prior experiences with penny stocks told me that the market always overreacts significantly to news and there will be a healthy bounce back up somewhere. I was trying to outsmart the market and exit on a bounce. It was stupid. I learned a lesson. The flood of bad news never stopped. Something about releasing an investor presentation between two terrible earnings releases and slashing the revenue by an additional 10 million in your investor presentation didn't help. Like they were trying to sabotage it. Conference calls were awful. I won't repeat myself.
I was not really interested in being a mod here either. I particularly didn't want to be a mod after management changed, because I wanted to sell this at the first opportunity and get the hell out. Headwax asked me to be a second pair of eyes, and out of the curiosity of understanding what being a mod on a sub like this involves, I accepted. With HW's main gone, now I have become the sole mod.
Fast forward to the recent deal. I am seeing a flood of comments and reports on here from fresh accounts, and I can only imagine that these are company insiders or people very close to the management. Someone shared Karen's number publicly on this sub. An account with a questionable comment history immediately reported it as doxxing. I was late to see the report, so the number stayed up here for a while. In the meantime, this user keeps messaging me on how I am a useless mod (yes, thank you, I never wanted to be one) because I hadn't yet removed that comment containing Karen's alleged number, whereas I had previously removed comments calling "Headwax," Karen. I have no recollection of removing a comment that called Headwax, Karen, but this removed comment was by another user, so they very likely gave away a Reddit secondary account. Who is this random person reporting comments, and how do they so specifically point out a comment calling Headwax, Karen from the past?
Another user posted about how we can report the company to OSC yesterday. It was immediately met with crowd control (i.e. many people reported the post right away as being "harassment" and Reddit removed it automatically), whereas there was nothing harassing about the post whatsoever. It was sharing useful information. I allowed it, and most of you endorsed and welcomed it. So who are these people who are reporting these posts that allow us to legally look into this transaction? Clearly, they are being notified of everything that goes on here and are first to try to manipulate the moderation. What interests are they serving?
I am left to believe there are insiders lurking this sub. There are people who are trying to sway and influence us. This is, in my limited investing experience, unprecedented and so unprofessional.
To say that this deal is absurd, in terms of its valuation, is an understatement. It's at a P/S of 0.1 and a P/B of 0.13 (just think that through for a second. If the assets are worth 1/7th of what management claims on book, selling the parts out of bankruptcy could yield them more - now companies rarely sell at a P/B of 1). It's really difficult to see if this deal is actually better than bankruptcy or not. The assets may actually yield more in a bankruptcy court even after lawyer fees. I have never seen anything so absurd in my life.
Their contracts alone, given their ARR, should be worth way more than 10 mil to a competitor. So why is a competitor not buying this, even if they have to fire everyone and trash everything, and simply takeover the contracts?
How on earth was the refinancing left to reach this point when time and time again they reassured us it's no problem? What the hell were they doing?
I don't have an answer. I can just say that it smells really fishy.
As a heads up, I am sick and tired of being a mod here. It's taking too much time. I wanted to add someone else as a mod and leave, but I am a rookie, and can't even figure out how to add another mod on reddit. Given what I am witnessing, I worry that if I leave, someone with ulterior motives might take over the sub and sabotage any opportunity for you all to discuss this. But don't be surprised if I am gone one day and the sub is left without a mod. Being a school teacher is not my cup of tea.

This "influencer of the year" goober Jeetendr Sehdev encapsulates everything great about business bro culture on LinkedIn.
And a month ago, he posts on LinkedIn about OJ Simpson's death, saying "it's your flaws that make you fascinating, so embrace yours. Rest in peace." followed by HASHTAGGING #NicoleBrownSimpson. Fr.
This Forbes article he wrote and links on LinkedIn is where he really shines, condemning the horrific physical assaults by P Diddy as.... Diddy's tragic lesson in brand destruction.

The disturbing surveillance video (released by CNN from 2016) of Sean 'Diddy' Combs appearing to physically assault his then-girlfriend, Cassie Ventura, I believe serves as a cautionary tale of brand destruction in the entertainment industry. The footage, depicting Diddy dragging, kicking, and grabbing Cassie in a hotel hallway, paints a disturbing picture of abuse and violence. Even Cassie’s husband and Combs long-time ex business partner, Alex Fine issued a statement after the release of the video.
There are three key lessons that brand leaders can learn from the release of this footage:
Firstly, personal accountability and transparency are crucial. Diddy's actions and the subsequent lack of accountability and transparency in addressing the allegations highlight the importance of taking responsibility for one's actions. I’ve said it before and I’ll say it again, brand leaders must demonstrate integrity, honesty, and transparency in handling difficult situations to maintain trust and credibility with their audience and stakeholders.
A study by Sprout Social shows that nearly 85% of people are more likely to stick by a business during a brand crisis if it has a history of being transparent. Additionally, 89% of people say a business can regain their trust if it admits to a mistake and is transparent about the steps it will take to resolve the issue.
Secondly, the detrimental impact of Diddy's actions on his brand stands as a stark warning for brand leaders. Fortunately, the harmful connection to violence and abuse has reached unprecedented levels. The recent release of surveillance footage alleging his abusive behavior towards Cassie has also sparked fresh claims of his deceased wife, Kim Porter, being subjected to abuse by him.
Organizations can lose hard-earned trust due to brand abuse and impersonation. A study by the Northridge Group shows that 72% of customers will switch brands after just one bad experience, highlighting the significant impact of brand abuse on revenue.
Lastly, social media and crisis management are crucial in today's digital age. The rapid spread of information through social media and the public outrage generated by the incident highlight the power of digital platforms in shaping brand perception. Brand leaders must be prepared to respond swiftly and effectively to crisis situations, engaging with their audience, and addressing concerns to protect their brand reputation and credibility. With more than 62% of the world now using social and the average daily time spent on social media being 2 hours and 20 minutes, the influence of digital platforms on brand perception cannot be overlooked.
Do I think Diddy can make a comeback? While nothing is impossible, it seems unlikely. In my mind, the parallels between Sean 'Diddy' Combs' alleged assault on Cassie and Chris Brown's past actions of abuse towards Rihanna are striking. Both incidents involved high-profile figures in the entertainment industry facing accusations of abuse. In the case of Chris Brown it had permanent detrimental effects on his brand reputation.
So for now, let's label this as "Brand Destruction 101." The disturbing video of Sean ‘Diddy’ Combs assaulting Cassie serves as a stark reminder for leaders about the critical importance of ethical leadership, compassion, and strategic communication in brand building and preserving brand integrity.

Extra funny because if you scroll back far enough he has a ton of posts about women's rights?

I say "apparently" because... well... you'll see.
This happened decades ago now, back in primary school. I only remembered it because I was recently catching up with old friends from back then, and we got to laughing over old stories and then someone mentioned, "The wildest was when you organised that whole protest against our teacher."
"The time I did what?"
The consensus was I did, indeed, organise the entire class to rebel against our teacher that resulted in her being deposed and our class getting a "substitute" for the rest of the year. I almost fell out of my chair hearing this story from their mouths. It wasn't that I didn't remember it, of course I did--that year was awful. It was just that it existed very differently in my memory.
Two important pieces of background knowledge to understand here:

1. I went to a very very small, very very rural school. How small? Each classroom was composed of the entire year level, and the largest had at most 30 kids in them. My class/year level was on the smallest in the entire school, with a piddling 14 kids in it altogether. While we still had our cliques and factions, our small size caused our class to be very tight knit and protective of each other. How rural? The school building itself was incredibly small, but one thing we were not short on was gigantic empty fields surrounding us on all sides. Great for sports, great for (it turns out) student protests.
2. I was, at the time, undiagnosed autistic. I mean I still am autistic, I'm just formally diagnosed now. But back then I was just seen as being a very quirky kid. One of the ways this quirkiness manifested was that I really had trouble adapting to the rules and structure of grade school and how it differed from what I was used to. At home if I wanted to pee, I just went to the toilet. Now I have to put my hand up? Now I have to ask permission to piss? Then I went home and put my hand up to ask my mom for permission to pee and she told me I didn't need to! Madness! Chaos! I don't care what the rules are, please just be consistent!

But one of the main parts of my brain and the way it works is that sometimes my brain, separate from my will, would just make a decision about a course of action and I would very calmly commit to it come hell or high water. Like, it is vitally important that I stay true to this course of action. I can't explain it. It's like I set a rule for myself and if something disrupts that, I just shut down and stop functioning.
So when the school said, "Okay, when this bell rings during recess/lunch, that means you have to leave the playground and go back to class", I was a confused child already struggling with all these completely nonsensical limitations and guidelines imposed on me. So when that bell rang, I got that calm little voice in my head that said, "Hmm, no, I'm good out here actually. I don't think I will go back into class." So I would just continue to sit out on the playground, playing with my plastic spider toys or sitting on the swing. Teachers would realise what was going on and come out to get me and tell me I have to go back to class, and I would just very calmly hear them out and then smile at them and politely as possible tell them, "No thank you, I want to stay out here."
They really didn't know what to do with me. I wasn't getting upset, I wasn't throwing a tantrum, I wasn't yelling, I wasn't being rude in any way. I was incredibly docile and would let them explain things to me with endless patience and then just politely refute them and go back to what I was doing, like this was just a very normal and reasonable negotiation between two equal parties. I have memories of sitting on the swing while three very confused and flustered adult staff huddled around me trying to bribe me with candy to go back to class. It would take a whole lesson block to lure me back to the classroom, and then at lunch the whole thing would start over again. It took me three years at school to finally accept the status quo thanks to a religious nutter I got for a teacher, and finally went back to class when the bell rang (was never happy about it though).
I eventually settled into school life. Excelled at subjects I liked, at least passed subjects I didn't, followed the rules, was seen as intelligent and obedient and was often liked by my teachers. Until my final year, when we got the teacher I can only rudely monniker Mrs Bigmouth.
Mrs Bigmouth should not have been a teacher. She had a trigger temper and would explode into long, verbally abusive tirades against us if we ever did anything she felt was disrespectful behaviour. What was disrespectful behaviour? Damned if I know. It changed day by day, depending on mood. You could disrespect her to her face one day and she'd laugh and say you have such razor wit, and politely ask a question the next and she'd scream at you for ten nonstop minutes then give you a week of DT for talking back. The absolute peak moment of her boiling temper came when she threw a dictionary at a girl's head because she was whispering to me in class. When I tell you it missed her by half an inch...
But believe it or not, this wasn't what made her such an awful teacher. It was so hard to get teachers at rural schools back then, there was almost nothing you could do to get fired, so we had experience with teachers with nightmare tempers. What made her such an issue was her big mouth. She used us, her trapped audience, as free therapy. She would infodump, traumadump, about her very personal, very private life to us. All day. She'd be two words into a spelling list and launch into an extended story session about her marital issues with her husband. We'd be heads down doing fractions and, unprompted, she'd declare to the class that her adult daughter no longer talks to her and then diatribe to us about it until the bell rang. She had money issues, a contentious relationship with her parents, her marriage was on the rocks. She once pulled me aside after school and spoke with me, at length, about how she was thinking of having another child to try to repair her marriage. I was like, okay lady, I'm 11, about to miss my bus, and my house is a 4 hour walk on foot from here.
We weren't learning. We'd hadn't had a complete lesson since the first week of the school year. We were behind on the cirriculum and frustrated. One kid had brought a stopwatch into school and would time lessons vs her monologues and kept detailed lists, and we would come to school each morning and do betting pools on them. What subject would she interrupt, what would she talk about, and how long would it go.
But all that still wasn't the breaking point if you can believe it. No! Still not! The problem was it wasn't just her own private life she couldn't keep her mouth shut about. It was everyone else's. Because parents would make the reasonable assumption that she should be told things as our class teacher that would be important to know, and that she would understand these things were said in confidence. Instead she would veer randomly off in the middle of talking to us about her horrible weekend to let us know whatever private or traumatic thing was going on in a classmate's life that she had been made aware of. That was awful. That was what made that year hell. It wasn't even about when my secrets were shared with the entire class against my consent. It was watching the faces of my small, lovely, supportive class of 11 year old children go pale and scrunch up with held-back tears as things they never wanted to share were announced like morning news. God we hated her.
Then one day that voice came. The one I hadn't heard in years. The bell ring to go back into class and that voice said, "But I don't want to be in that classroom. I'm not even being taught there." So I just... didn't. I didn't go back to class. I just sat in the playground in a daze eating grass (don't eat grass, it's not good for your teeth). Despite how small my class was, I don't think Mrs Bigmouth even noticed I wasn't there. Others did though. Come lunch and everyone came out, my friends asked me where I was and I said, "Oh, I didn't go back to class."
"Why didn't you go back to class?"
"Why would I go back to class?"
Lightbulb moment for my schoolmates. Yeah, why would they go back to class? What was the point? From a practical standpoint, they weren't learning. From an emotional standpoint, it was horrible to be there. A friend who had had her family's dirty laundry aired to the entire class just last week, things even she didn't know because her parents tried to keep it from her, asked if she could sit with me rather than go back to class. I just stared at her, vacant and confused.
"Sure? I mean, I'm just eating grass though."
Over the next few days, two kids turned into four, turned into ten, turned into the whole class. The whole class was doing a sit-out protest on the field rather than go back to class. Of course Mrs Bigmouth tried to do something about it. She'd come out, screaming at us and threatening us with DT and internal suspension, but six months of that behaviour had totally vaccinated us against her. I'd become the de facto leader and spokesperson of the protest by merit of being the first to sit out and also because I was well known to not give a shit (autistic brain: I actually just frequently had trouble reading and reacting with the correct social behaviour but it gave me a cool and aloof bad boy mystique I guess). I gave her the exact same treatment from back in grade one. I would let her scream, let her holler, let her threaten, let her spittle rain down on me, and then I would give her a sweet and innocent smile and nod in acknowledgement and say, "No thank you, we're going to remain out here." And thirteen pairs of eyes would stare at her in total silence. No one, not even the most gobbermouthed little shite in the class, would volunteer a word. The unspoken agreement was all negotiations were my responsibility.
The thing about angry people is that they feed off conflict. They get you angry so they can respond with even more anger and it nourishes them. She had no absolutely no plan of action on how to deal with me patiently hearing her out then refuting her in the gentlest of terms.
Another thing that ended up helping down the line is that we made an attempt to conduct our own classes. I mean, they sucked and we didn't learn much because we were kids with no supervision, but it was really cute in retrospect. We'd have groups of people assigned to subjects, with some people bringing in words they found in a dictionary for spelling lists and others bringing in old 6th grade homework from older siblings. The heart was there and it served a purpose, if not educational.
"Okay, but how did no one else notice this was happening? Surely people would notice 14 kids sitting on the lawn, not in class?"
Rural school. Big. Empty. Fields. Even screaming at us, the most other classrooms would hear would be muffled voices, and everyone was used to hearing her yelling at us or taking us out onto the field abruptly to make us do laps as group punishment. Plus the way the school buildings were arranged was that it was actually all in one straight line of adjacent rooms, and ours happened to be at the very end of the building. No windows faced the field we all sat in except that of our own classroom. It was just a very lucky arrangement of coincidences and preconceived notions, at least for a couple weeks. I couldn't tell you the exact number, this was so long ago and as a kid I definitely had a more stretched idea of time. Minutes felt like hours, especially during that year. But there was definitely at least two weekends that passed by since the "sit-out protest" started.
Eventually someone cottoned on to what was happening, or maybe Mrs Bigmouth humbled herself and finally confessed to her boss that she had lost control of a bunch of 11-year-olds, so we were called into the principal's office to sort this out. As the representative of our class, I was of course chosen to attend the meeting, flanked by the girl who'd had the dictionary thrown at her head and my friend who was the first to sit out with me. Since I understood that this meeting was one where we were probably going to be yelled at for doing the wrong thing, a thing I had ample experience of, I felt like the easiest way to mitigate things (especially since I felt guilty for being the instigator) was to explain in a very rational and logical way the series of events that led up to our bad behaviour. As well, for my entire life my mother had always taught me that it was no good complaining about things unless you were also willing to think of solutions. "I'm hungry!" - "Well, what's a solution to that problem?" - "Uh, make myself a sandwich?" - "Great! Let's do that together!"
So what did I do? Of course, to make things as clean and concise as possible, I interviewed my class one by one to hear each individual story of why they didn't feel comfortable going to class anymore, itemised them under categories (Verbal Aggression; Interruptions of Lessons; Oversharing Student Life) for easier discussion because my little quirky brain loved itemising things, and then as a kind of olive branch came up with solutions (we wanted to finish lessons unhindered, we wanted our personal privacy to be respected, we wanted to be able to catch our bus on time rather than being held back with unfair DT or long "chats"). So many things sort of came together in this beautiful, wholly accidental way. We had months of records of timed rants and monologues, noted down to the millisecond thanks to that kid's stopwatch. We had records of us trying to teach ourselves during the protests, showing this wasn't us just not wanting to go to class but due to us feeling as though we did not have a class to go to. When the principal heard all this, her jaw it the floor. A lot of it was stuff she knew, peripherally, but things had just never been laid out so neatly before. Some of it was stuff we'd complained to parents about, but it was one kid coming home and telling one parent one time, weeks ago. There was no real sense, up until now, the sheer scope of her behaviour. She didn't even answer us. She just said, "Okay, I need to call your parents."
We got the rest of the week off school. That weekend, every parent of every student came to a meeting between them, Mrs Bigmouth, and the principal. Stories were swapped. My exercise book with my tidy little lists and the records of the betting pool and monologue times were confiscated and brought into the meeting. I don't know what went down, but when my mother came home she just told me that Mrs Bigmouth would not be our problem for the rest of the school year, and more importantly, that she was incredibly proud of me and that I did the right thing. Rarely in my childhood had my inability to integrate into normal society led me to doing the right thing, so I just remember crying and hugging and feeling vindicated about, I don't know, just existing or something.
So yeah. From the outside perspective here is what it looked like: I, the ringleader with a history of dismissing school rules, organised a sit-out strike amongst my class. I kept the protest peaceful and non-disruptive to other classes. When negotiations with the principal were finally arranged, as the representative I compiled a clear list of greivances, with evidence, and a list of reasonable demands. I mean, holy crap, yes, yes I clearly organised a student protest.
The actual results of it are mixed. We got a revolving door of substitute teachers of varying quality for the rest of the school year, occasionally being bundled into other classrooms entirely when they couldn't find someone. It wasn't a great learning environment and we continued to struggle a lot, but it was better than before. Mrs Bigmouth was not actually fired but put on leave for the rest of the school year, then returned and was put in charge of a different year level (which happened to be the class of the younger sister of a guy in my class: according to him, she was quiet as a church mouse that entire year so I hope at least she learned her lesson, or at least finally got divorced and went to actual therapy). The entire ordeal caused our already small and close class to become really really supportive and like family to each other and we all remain in touch until this day. And we became fierce about standing up for ourselves.
I kind of learned to parse the difference between when it was appropriate to go along with set societal rules even if I don't understand them, and when those rules were just straight up unreasonable and nobody should be required to follow them. I did, years alter, lead an actual (very small) strike at work but intentionally that time. My mother was proud of me then too. :)

Exploration of an Innovative K-12 School Curriculum and Pedagogical Approaches
Before going over the curriculum we must first discuss how to best teach. All of the following methods outlined below are what would I would suggest be use to teach the students trying to use just one or even just two of these would not be enough and would compromise the students learning and education
Teaching Methods
Project-Based Learning (PBL): In PBL, students work on a project over an extended period, which could be a week or a month, to respond to a complex question, problem, or challenge. The projects are usually multi-disciplinary and require students to apply what they've learned in a practical manner. This allows them to see the immediate applicability of their learning.
Inquiry-Based Learning: This is a form of active learning that starts by posing questions, problems, or scenarios—rather than simply presenting established facts or portraying a smooth path to knowledge. Students are involved in the construction of their learning. They engage with the material, participate in the class, and collaborate with each other.
Gamification: Incorporating elements of game design in education can make learning fun and engaging. This can involve point systems, leaderboards, badges, or other game mechanics.
Experiential Learning: This method involves learning by doing and reflecting on the experience. It can include internships, study abroad programs, field trips, laboratory experiments, or any other hands-on learning experiences.
Flipped Classroom: In a flipped classroom, students review lecture materials at home and do their 'homework' in class, where they can ask for help as they practice new skills and apply new knowledge. This allows teachers to spend class time helping students apply what they've learned and coaching them as they work through challenges.
Cross-Disciplinary Projects: By integrating different disciplines into a single project, you can make the learning experience more holistic and interconnected, much like how the knowledge of different magical disciplines would combine in a fantasy setting.
Competency-Based Learning: In this educational model, students advance upon mastering a skill or a competency. This encourages active utilization of knowledge and immediate feedback, similar to how a magic student might advance only after successfully casting a particular spell.
Now that we have given a basic outline of the teaching styles we can go over the curriculum for K-12 the idea would be to Have an A/B day schedule and some classes would meet less frequently because they don't take much time to cover everything, all of this will be done in order to create well rounded students, people and citizens. They are not only creative in nature, but leaders in their own right as well as capable of doing whatever they desire and succeeding wildly
Core Curriculum Classes:
STEAM (Science, Technology, Engineering, Art, Mathematics): must Ensure these subjects are covered both within the integrated curriculum (like coding in math, cooking in science, history in art, etc.) and as standalone classes to develop depth of knowledge.
Memory Techniques & Knowledge Management Techniques: Using an Integrated code based system with AI tools to help teacher track progress and provide more targeted assistance as well as help students with how to effectively organize and manage knowledge, covering basic note-taking, the PARA/CODE system. Using AI to provide semi interactive sessions that not only explain how memory works but also actively encourage the practice of using the note taking method & memory techniques
Project-Based Learning: Encourage practical application of knowledge through project-based learning. Gamification & Experiential Learning: Use these techniques to make learning more engaging and fun.
Flipped Classroom & Inquiry-Based Learning: Encourage independent learning and critical thinking through these teaching methods.
Elementary School: Coding & Digital Literacy: Introduce basic coding principles using visual coding platforms. Begin teaching about online safety and basic cybersecurity. Financial Literacy: Teach basic concepts like the value of money, saving, and spending. Potential to introduce the use of real currency and creating student based economy Community Service: Arrange class-based community projects and encourage involvement in community service outside of school. Gardening & Cooking: Teach students about plants, nutrition, and basic cooking skills through a school garden. Literacy & Reading: Develop a reading program that exposes students to a variety of genres. Writing can begin with simple sentences. History: Teach history from a holistic and critical perspective, exploring different cultures and perspectives. Basic Medicine & First Aid: Introduce simple health, hygiene, and basic first aid skills. Physical Education: Encourage a love for physical activity through a variety of engaging games. Emotional Regulation & Healthy Relationships with Technology: Incorporate social-emotional learning and healthy technology use. Leadership: Begin fostering leadership qualities through group activities and responsibility sharing. Self-Defense: Introduce basic safety rules and personal boundaries. Spanish: Introduce basic Spanish vocabulary and phrases, along with exposure to the culture of Spanish-speaking countries. Songs, games, and interactive activities can be used to make learning enjoyable.
Middle School: Coding, Digital Literacy & Practical Engineering: Continue coding education and introduce robotics and basic electronics. Financial Literacy: Start teaching about budgeting, banking, and simple concepts of earning. Potential to introduce the use of real currency and creating student based economy Community Service: Encourage students to plan and lead community service projects, either in groups or individually. Gardening & Cooking: Progress in gardening and cooking skills, introducing sustainability issues. Literacy, Reading, & Writing Skills: Increase complexity of reading and writing assignments. History: Provide more in-depth history education using primary sources and interpretations. Basic Medicine & First Aid: Offer a more detailed course on first aid and health. Physical Education: Introduce a range of physical activities, sports, and body awareness topics. Emotional Regulation & Healthy Relationships with Technology: Develop emotional intelligence skills, mindfulness practices, and education about responsible technology use. Leadership: Teach various leadership styles and emphasize group projects requiring delegation and decision-making. Self-Defense: Continue with more practical self-defense techniques. Study of Government: Begin a foundational study of the local and national government. Teach students about the branches of government, their roles, and how laws are made. Spanish: Continue to build on vocabulary and grammar learned in elementary school. Introduce simple written exercises and encourage basic conversation in Spanish.
High School: Coding, Digital Literacy & Practical Engineering: Offer advanced coding and practical engineering classes, including topics like 3D modeling and advanced electronics.Teach more advanced cybersecurity concepts and ethics of digital communication Gardening & Cooking: As elective courses, delve into advanced topics like food science or agricultural technology. Literacy, Reading, & Writing Skills: Offer a variety of literature courses, creative writing classes, and research-based writing. History: Teach history as a dynamic and interpretive subject, encouraging critical thinking. Basic Medicine & First Aid: Include more advanced first aid, mental health awareness, and basic human anatomy and physiology. Physical Education: Offer a range of athletic options, and include education about exercise science and long-term health benefits. Emotional Regulation & Healthy Relationships with Technology: Provide resources for emotional regulation, advanced mindfulness techniques, and in-depth discussions about technology's role in society. Leadership: Delve deeper into conflict resolution, strategic planning, and ethical leadership, often through real-world applications. Financial Literacy: Start teaching about budgeting, banking, and simple concepts of earning. Potential to encourage student to start their own business or get a job and have students buy things from each other Self-Defense/Mixed Martial Arts: For interested students, offer elective classes in mixed martial arts, fostering physical and mental skills. Study of Government: Expand on knowledge from middle school and introduce international government systems. Discuss the concepts of democracy, socialism, and other forms of government. Involve students in mock debates and simulations, like Model United Nations or Mock Parliament. Study of Politics: Begin a course on political science, covering key political ideologies, parties, and political processes. Discuss current events and involve students in debates and discussions to encourage critical thinking. Creating Change: Introduce a course on social activism and creating change. This can involve studying historical movements for change, understanding how to effect change within a legal framework, learning about peaceful protest, and planning and implementing a small-scale change project within the school or community. Spanish: Continue to deepen knowledge of Spanish. Encourage advanced conversation and written exercises. Students could read Spanish literature or news and discuss in class, fostering language skills and cultural understanding.
This kind of curriculum would be nearly the best, being interdisciplinary, hands-on, and centered around the interests and needs of the students. It would aim to not only equip students with the knowledge and skills they need to succeed in the world, but also ignite their passion for learning and encourage them to continue learning throughout their lives.
But before we’re done one last thing must be covered. How to assess a student's growth because science shows that paper tests are not suited for the task. There are many innovative ways to assess student understanding and skills without relying solely on traditional exams. The methods that could be used include Assessment Methods
Portfolios: Students could compile portfolios of their work, which could include code they've written, projects they've completed, or essays they've written. A portfolio allows students to demonstrate their learning process, their progress over time, and their ability to apply what they've learned in different contexts.
Presentations: Students can demonstrate their understanding of a topic by presenting on it. This could involve presenting a project they've completed, explaining a concept to the class, or debating a topic with classmates.
Peer and Self-Assessment: Students can learn a lot from assessing each other's work or their own work. This can help them develop a better understanding of the assessment criteria and improve their ability to critically evaluate work.
Performance Assessment: In subjects like self-defense, physical education, cooking, or gardening, students could be assessed based on their performance. This could involve demonstrating a technique, completing a task, or participating in a game or competition.
Reflective Journals: Students could maintain journals where they reflect on what they've learned, how they've applied it, and what they still want to understand better. This can give teachers insight into a student's thought process and their understanding of the subject.
Project-Based Assessment: Students can be assessed on the projects they complete, whether individually or in groups. This allows students to demonstrate a range of skills, including knowledge of the subject, problem-solving, creativity, and teamwork.
Community Service Assessment: In addition to the other assessments, teachers can assess students' community service involvement, their planning and leadership skills, as well as their reflections on their experiences.
The emphasis of Knowledge Management Techniques and Memory Techniques in core classes as a standalone session every day would ideally give students a break from traditional instruction and allow them to process and manage their learnings. This can be in the form of group discussions, independent reflection time, or guided activities for planning and organizing their work.

I am a rising senior so i know that I got time to write my essay, but I really want to apply to UNC Chapelhill (out-of-state) and I know that a good college essay is a deciding factor for getting into a school such as Chapel Hill. I don't know what I should write about however.
When I was four my great-grandma (I called her Ammamma) was sick and was going to pass away. Of course I didn't know at the time and didn't think much of it at such a young age. My grandma always valued helping others not as forunate and I picked up that feature from her. I volunteer as an assistant at a Hospital, an activities director at a Senior Home and to non profit soccer for Special Needs orginzations because reminds me of her. She taught me the value of selflessness and the joy that comes from helping others. I remember how she would spend hours knitting blankets for the homeless shelter, and her dedication to serving others left a lasting impression on me. Through my volunteer work, I've learned valuable lessons in resilience, patience, and empathy, which have helped me become a more compassionate and empathetic individual. Whether through volunteering, advocacy, or future career endeavors, I envision continuing my commitment to service and making a positive impact in my community and beyond.
these are just some points I want to hit in my essay and what I think I want to write about. Any suggestions of points to emphasize to make my essay stand out and better tell the admission officiers who I am as a person.

I was diagnosed a year ago and have been on plaquenil 400mg since. Improved joint pain and fatigue but I get sick about every 3 months and it turns into a flare. Then massive steroid taper. I’m also IgA deficient but I’m not sure which is causing the issues. When I get sick, I get really sick. Lasts weeks. Just curious what others are experiencing with flares. My flares come with crazy GERD (I already take nexium), joint pain and fluid on joints, cough, severe intense fatigue. Prednisone always works and frankly I feel great on it but the side effects are horrid. Another question, nsfw, I have breast implants. I can’t help but wonder about immune response and inflammation with regard to them. I know the actual literature is inconclusive and generally one doesn’t see inflammatory markers increase with them. I also know that I’ve had filler and I ALWAYS get nodules so clearly that’s an issue. Anyone else? I don’t follow a diet. I’m lactose intolerant as it is so I only have lactose as a cheat but I do eat dairy in lactose free cheeses. Im just sick of going from being active and healthy, running 20 miles a week to being hit by a wall and being down for a month. Thanks for any insight or suggestions.

Use these to draft one page short stories that can be used to give life to emotional reactions.

1. How do you feel when you find out your favorite book has a sequel?
   1. Describe the emotion when you receive a surprise gift from a friend.
   2. What emotions arise when you lose a game you were really looking forward to winning?
   3. Share the feelings you experience on the first day of a new school year.
   4. How do you react when you have to speak in front of the class unexpectedly?
   5. Describe the mix of emotions when you meet a new friend for the first time.
   6. What's your emotional response when you get a good grade on a test you studied hard for?
   7. Express your feelings when you have to apologize to someone.
   8. How does it feel when you successfully solve a challenging puzzle or riddle?
   9. Describe the emotions when you witness an act of kindness in your school.
   10. Share your reaction when your parents surprise you with a fun outing.
   11. How do you feel when you receive a compliment from a teacher?
   12. Express the emotions when you face a fear and overcome it.
   13. Describe the mix of emotions when your best friend moves away.
   14. How does it feel when you achieve a personal goal you've been working on?
   15. Share your emotional response when you receive constructive criticism.
   16. What are your feelings when you have to say goodbye to someone you care about?
   17. Describe the emotions when you create something artistic that you're proud of.
   18. How do you react when you encounter a challenge you've never faced before?
   19. Express the feelings when you win a competition against your classmates.
   20. What emotions arise when you have to admit you made a mistake?
   21. Share your reaction when you successfully make someone else laugh.
   22. How do you feel when you see someone being unfairly treated?
   23. Describe the mix of emotions when you receive recognition for your hard work.
   24. Express your feelings when you have to confront a difficult situation.
   25. How does it feel when you help someone who is struggling?
   26. Share your emotional response when you receive a genuine apology.
   27. What are your feelings when you witness an act of generosity in your community?
   28. Describe the emotions when you receive unexpected praise from a peer.
   29. How do you react when you experience a moment of pure joy?
   30. Express the feelings when you have to deal with a disappointment.
   31. Share your reaction when you successfully navigate a new environment.
   32. What emotions arise when you make a new friend during a group activity?
   33. Describe the mix of emotions when you have to share something important with others.
   34. How do you feel when you achieve a milestone in a personal project?
   35. Express your feelings when you have to confront a situation that makes you nervous.
   36. How does it feel when you receive support from unexpected sources?
   37. Share your emotional response when you witness an act of bravery.
   38. What are your feelings when you receive constructive feedback on your creative work?
   39. Describe the emotions when you discover a new hobby that you love.
   40. How do you react when you have to face a rule or consequence you disagree with?
   41. Express the feelings when you overcome a physical challenge or obstacle.
   42. Share your reaction when you meet someone who shares your interests.
   43. What emotions arise when you have to work in a group and contribute your ideas?
   44. How do you feel when you witness an act of perseverance in someone else?
   45. Describe the mix of emotions when you learn a valuable lesson from a mistake.
   46. Express your feelings when you receive encouragement from a mentor.
   47. How does it feel when you are asked to take on a leadership role?
   48. Share your emotional response when you make amends with someone after a disagreement.
   49. What are your feelings when you have to adapt to a sudden change in plans?
   50. Describe the emotions when you receive unexpected assistance from a classmate.
   51. How do you react when you have to share your personal achievements with others?
   52. Express the feelings when you successfully navigate a social situation.
   53. Share your reaction when you find out your favorite activity is canceled.
   54. What emotions arise when you have to admit you need help with something?
   55. Describe the mix of emotions when you receive positive feedback from a teacher.
   56. How do you feel when you are chosen for a special role or task?
   57. Express your feelings when you witness an act of fairness in a game or competition.
   58. How does it feel when you learn something new that challenges your perspective?
   59. Share your emotional response when you have to comfort a friend in need.
   60. What are your feelings when you participate in a community service project?
   61. Describe the emotions when you receive recognition for your kindness towards others.
   62. How do you react when you have to navigate a situation where you feel misunderstood?
   63. Express the feelings when you successfully resolve a conflict with a friend.
   64. Share your reaction when you discover a hidden talent or skill.
   65. What emotions arise when you have to stand up for what you believe in?
   66. How do you feel when you experience a moment of gratitude towards someone else?
   67. Describe the mix of emotions when you have to say goodbye to a beloved pet.
   68. Express your feelings when you overcome a fear and try something new.
   69. How does it feel when you receive support during a challenging time?
   70. Share your emotional response when you witness an act of sportsmanship.
   71. What are your feelings when you participate in a team-building activity?
   72. Describe the emotions when you have to navigate a situation where you feel left out.
   73. How do you react when you receive constructive criticism from a peer?
   74. Express the feelings when you successfully complete a long-term project.
   75. Share your reaction when you witness an act of environmental stewardship.
   76. What emotions arise when you have to cope with the loss of a valuable possession?
   77. How do you feel when you are entrusted with a responsibility by a teacher?
   78. Describe the mix of emotions when you participate in a cultural exchange activity.
   79. Express your feelings when you help organize a surprise for someone else.
   80. How does it feel when you receive unexpected encouragement from a family member?
   81. Share your emotional response when you witness an act of compassion in your community.
   82. What are your feelings when you have to navigate a situation where you feel underestimated?
   83. Describe the emotions when you receive a heartfelt letter or note from a friend.
   84. How do you react when you have to confront a situation where you feel pressured?
   85. Express the feelings when you successfully teach someone a new skill.
   86. Share your reaction when you witness an act of creativity in your school.
   87. What emotions arise when you have to cope with the end of a school year?
   88. How do you feel when you participate in a group project and everyone contributes?
   89. Describe the mix of emotions when you receive an unexpected apology.
   90. Express your feelings when you successfully negotiate a compromise with a friend.
   91. How does it feel when you discover a new way to express yourself creatively?
   92. Share your emotional response when you witness an act of selflessness.
   93. What are your feelings when you have to navigate a situation where you feel proud of yourself?
   94. Describe the emotions when you receive positive feedback for your efforts.
   95. How do you react when you have to face a situation where you feel out of place?

Was scrolling through this community and found nothing as incredibly specific as the title I've written today, so I guess I've decided to ask about this considering I'm still processing up to now my experience working for a startup which I resigned from a couple of months ago.
But yeah, just like the title said: anyone here have any particularly terrifying/traumatic/frustrating experiences working for a startup? I'll start:
Some time back, I entered a company in a junior position for a startup whose posting enticed me. What got me was that a) they were near me, and b) the potential for growth seemed promising given the product this startup was peddling around. (Writer's note: I'm not gonna mention the company, the field, or the position here but I might be comfortable sharing some in PM) Signed up and eventually came to have a very mixed relationship with this company. Here are some things that I did appreciate:

1. In the training period that was given to me as I entered the position, it was great to learn a hefty amount of knowledge from the learning modules the company had prepared for training employees in that position. I would say that coupled with some very welcoming and pleasant interactions with the rest of the team that I was a part of, I had fun too.
2. Personal growth was quite significant, especially since I had a hand at ensuring certain matters and tasks assigned to me were delivered as requested. We could also work anywhere as the company head said in their interview with me!

But... what's the problem? Well...

1. Remember that "work anywhere" mantra I mentioned? Well, I felt annoyed because on some mornings whenever the company had a meeting, there would be shortcomings in the delivered output based on who was responsible for it and what would sometimes end up happening is the company head going on an unnecessary tirade that sometimes included about how they think about making people work in the office more because of this. (Okay, probably debatable, but I did not enjoy dealing with this)
2. Actually, more on the boss: apart from turning what is an initially promised 1 hour meeting into a 2/3/4-hr / whole morning one, really really likes to stress work-life balance... but will have the gall to get frustrated when an employee is sick to the point na they'll even try to get someone to contact them while the other person is recuperating. Nakakabastos.
3. Breaking point for me really was this week that we had a bunch of holidays clumped together in the same week, but the impression I got from that morning's meeting was that we didn't deserve to have a break because we weren't meeting goals (and even made it a point to emphasize na if may balak magtrabaho on the holidays to finish deliverables hindi yun counted as special holidays w/c should mean na may multiplier sa pay). This was what prompted me to just eventually resign and search elsewhere.

It's pretty clear that my horror story revolves around how much the company boss ruined any of the good or promising things I saw in this company. Though I'd say it also gave me a hard lesson about being very, very judicious and informed about the startup I'm getting into. I did my research later on and saw that the head really likes to make a lot of these companies/organizations/initiatives in the name of social entrepreneurship. A couple of duplicate companies here and there, di man lang makakuha ng market dito because the competent sales people all left for similar reasons. "Do this because you're making a difference to a lot of people," well the low pay, abusive upper management, and the lack of self-accountability doesn't help justify the lack of sleep and the anxiety I've developed dealing with this type of stuff. (Or the fact that... well, they've been a startup for so long pero mas marami nang nakaangat na companies in the same field established after theirs.)
How about you? Might be useful to hear your thoughts for future readers who are looking to get into the same world soon.

Hi! I'm recently struggling with the best method to revise everything covered by the IB Biology HL syllabus in a fast and effective way. I only have 3 weeks as my exam is in early June :((
The content in IB Biology is notoriously wide in breadth and depth, with a lot of information that needs to be understood (+ memorized). Especially when the syllabus has recently changed, I cannot use any resources provided by seniors and have to figure out my own way to tackle the huge amount of information.
In view of this, I have a few questions in mind:

1. My biology teacher said that the upcoming exam is not meant to be challenging - she suggested that only the memorization of the syllabus (which is very brief and lack of detail sometimes), but the next second she said our responses in Extended Response Questions (like long essay questions) should be detailed and have connections between concepts. So what should I really to excel this exam? Memorizing the whole >50-page syllabus??? Or just refer to textbook?
2. My teacher also emphasised the importance of connecting the concepts and making a "full picture" to avoid misconception and being messed up by concepts. While I do understand the importance of this, I have no clue on how to do this at all. What should I do?
3. I have thought of using Anki flashcards to consolidate my memory by active recall (from a lot of YouTubers this is the ultimate strategy to success), but I don't know if it's worth to spend so much time on creating flashcards, given that I can only return to home by 6pm and must sleep by 11pm on every weekday... Any methods other than using Anki?

Sorry for this ramble! :( and I will highly appreciate any responses from you guys :D

I'm finishing up my first year. I didn't try to be the friendly doormat type of teacher--it just sort of happened. And I really try to look at my students in the best possible light, I try to be stoic about things, and I tried really, really hard to make my classes almost impossible to fail (alas). I greet every student with good morning and good afternoon. I say the same things every day every five minutes. I nag and remind and wax poetic about how one must crawl before they walk and walk before they run. I remind people to keep their feet on the floor. I talk to students about their gambling (phone) addictions, using the DSM-5 criteria. I blocked Google on GoGuardian. I talk about how the human brain is a quintillion times faster than punching out-of-context questions into Google or ChatGPT or whatever. I ask people to put their phones away and somehow they text their friends the pencil and paper assignments anyway and I get duplicate answers from the quietly failing friends who have my classes at different times throughout the day. I get Snapchat AI a lot on anything that involves chromebooks, or anything that uses logical cognitive processes. I ran out of copy machine money. I made four versions of the upcoming final exam and printed them at the public library (I ran out of copy machine money).
So--what's worth fighting for? Cell phones? In-class discussion? Drafts and revision? Cold calling? Reading aloud?
For cellphones: My department is mostly brand new, with a couple of burnt out veterans. One idea everyone is floating is collecting cell phones at the beginning of every class. I'm not sure about it, but right now reified as a sliced-bread solution.
For in-class discussion: One idea that might actually be worth it for me is to make porpsicle storcks (tongue depressors) and enforce participation. I figured, because I was new, that people simply enjoyed silence (and darkness) in the classroom. I've discovered, though, that I had to do a zillion little things every day because I excised discussion from my slate of options.
Because High School is not college, I'm okay with making participation part of the grade next year. I little birdie told me that only work ought to be graded, but there's no other place on Earth where people can finish their work and then just sit there for 40 minutes waiting for a bell to ring. Colleges don't do it. Workplaces don't do it. So I figure the environment dictates the activity, and participation needs to be graded, otherwise people are going to pretend that using their phone under their desk with their heads on the desk makes them invisible.
For drafts and revision: Early in the year I asked students to write a paragraph and I remember clearly a student saying "I ain't writing a goddamn fucking paragraph." And they didn't. So I made my classroom anti-reading and pro-stupid-videos-all-the-time. And students complained about watching 5-10 minute chunks of not-so-High-Quality-Instructional-Materials. I walked the class through EdPuzzles and asked open-ended questions, and I got the selected responses and blanks. I handed papers back and got blanks again. My content area is one where writing across the curriculum is more than a stupid idea--it could actually work in a school where people write goddamn fucking paragraphs.
For cold calling: I was informed that students of low SES/academic achievement would experience pants-shittingly-bad anxiety if I asked them a question. So I would ask the whole group a question and count to 270 slowly in my head. Then I would move on to the next thing. So next year, I'm going to have a lot of people with shit all up in their pants.
For reading aloud: I was informed that the majority of the students at the High School are aliterate and illiterate, and that asking them to read aloud is like duct taping their hands and feet together and throwing them in a kidnap van. So I read everything. But I think my informants were wrong about a lot of things.
Also: My school doesn't have a phone policy. It's up to me to put on an iron coat and run my own gauntlets. I think they want to wait 5-10 years for national momentum to build. Maybe it won't. Maybe it will.
So, all that to say: Which battles do you fight? Do you win? If not, is it worth it for you to be Sisyphus, and where in the 180 or so days does it pay off for you.
Thanks for noticing me.

Lesson 5: The Emperor's Authority and The Emperor Card
Our journey unfolds with The Emperor, a card embodying authority, structure, and the power of disciplined leadership. Let's explore the themes of order and governance in both external and internal aspects of life.
Discussion Questions: 1. How do you currently embody or respond to authority in your life? 2. Reflect on instances when structure and discipline were beneficial. How did they contribute to your success? 3. In what areas do you feel the need for more order or leadership, both within and outside yourself?
Guided Meditation: Picture yourself in a regal setting, symbolizing The Emperor's authority. Envision a crown atop your head, representing your own leadership qualities. Feel the sense of control and stability that comes with responsible governance. Observe any sensations or insights during this visualization.
Exercise 5: Pull The Emperor card and consider the role of authority in your life. Identify areas where establishing order and structure is beneficial. Create a plan for implementing disciplined approaches in these aspects and document your experiences as you embrace leadership.

I’m applying for section leader this year and I just filled out the google form for it. Before I submit it I want to get some opinions on my responses. I have some though competition so if y’all have any suggestions (especially if you’re a director) then please let me know what revisions I should make. (This will be my 4th year and I will be a sophomore in the fall. I play alto sax.) The form goes as follows
(Question) If you have had leadership experience outside of the Marching Band, please briefly describe your past leadership experience here. If you have no prior leadership experience, please type "NA."
(Response) I am in the honors college program so I have done plenty of volunteering that requires leadership and initiation.
(Question) Who do you think has been a good leader in the marching band? What made them a good leader?
(Response) Josh Iadeluca. Even before he was a drum major he always helped me and made me feel welcomed when I first joined. Without him there I would have struggled a lot.
(Question) Why do you want to be a section leader in the Marching Band?
(Response) I have to because for the honors college program to stay in it for your junior and senior year you must have a school related leadership position and there isn’t anything else I can do for it. Aside from that, I also want to become section leader because it is a very good thing to put on resumes and as someone who is looking to go to a highly rated college I am constantly trying to do things that improve my reliability.
(Question) How will you help the band as a section leader?
(Response) As a section leader I plan to do everything that Josh did for me. I know that recently a lot of our rookies and even some veterans are younger and less mature than members from previous years. I hope to help them feel appreciated, and mature into people that are even more fit to be section leader than me. In the meantime before then I want to make our practices more productive while still being enjoyable. While I already do try to do this already it is very hard to get people to listen to you when you don’t technically have any authority over them.
(Question) What is your favorite marching band memory so far?
(Response) Throughout marching band I’ve had so many experiences that pinpointing one is really difficult as multiple memories are special to me in different ways. The one memory that I love that helped me as a person was during the championships for my first year (Rise Up), the moment at the end of My Shot when I was holding my hand up high and pointing at the sky I realized how much I loved performing and it made me determined to do better during the next year. I even felt a little regret for not putting more effort into it that year.
Thank you for reading this far and I mean, you spent all that time reading it so you might as well comment too

Hi everyone,
I wanted to share with you my response to the introduction found in the only edition of Use of the Self currently in print. I believe it's a rather misleading intro to FM Alexander's work, so I'm sharing this in the hope that I can help clear up misconceptions people may have about the Alexander Technique, not derived only from Anthony Kingsley, but many bland blog posts one tends to encounter when researching the Alexander Technique. That said, this is not intended to be an introduction of its own, but rather something experienced students, teachers, and anyone enthusiastically learning the Technique may find useful. In the tradition of Alexander himself, I've included extensive footnotes, some painfully long. I'm happy to answer any questions or otherwise discuss what I've written. Understand these are my own interpretations and opinions about what some call "the work," so take them as you will. I've taken lessons for a number of years and currently am training as a teacher, so my view of the Technique is based on these experiences, as well as my interpretations of Alexander's writings. Some of these interpretations you may object to, but I hope you find my arguments reasonable.
Response to Anthony Kingsley's Introduction to The Use of the Self
The Use of the Self may be FM Alexander's most important work, since it contains his own account of how he developed what is now called the Alexander Technique. While Alexander's other volumes are available from Mouritz, the only edition of The Use of the Self currently in print is published by Orion Spring. This edition replaces the philosopher John Dewey's introduction—which praises the technique's "genuinely scientific character"—with one by the contemporary teacher Anthony Kingsley, who is heralded on the book's front cover as a "leading Alexander Technique teacher." Therefore it is probable that many readers' first impressions of the Alexander Technique will be framed by Mr. Kingsley's opinions. I submit this is problematic, since his introduction is in my view contradictory to fundamental principles of the Alexander Technique. I write this response to address the introduction's two most dire faults: Kingsley's misrepresentation of the concepts inhibition and direction, and his dismissal of the concept of the primary control. I'll begin with the second, since it is a more straightforward error.
Primary Control
Kingsley opens his paragraphs on the primary control with the opinion that the concept should be "recast," then describes Alexander's definition of the primary control as a "particular relationship of his head, neck and back [that] acted as a master reflex that conditioned his whole organism." Then he discards this definition, claiming the head-neck-back relativity should instead be "regarded as an indicator[sic] of overall health rather than an area considered in isolation." He concedes the "region of the neck and back is a [...] barometer of our state of being," but concludes that "no single element is actually primary," since our eyes, breath, digestive system, and all other psychophysical elements are "simultaneous and interdependent" and also like barometers. Finally, he reveals his "recast" of the primary control, defining it as "the unknown and unseen self-righting and self-healing mechanism that can be restored and vitalized."
In sum, Mr. Kingsley has presented the primary control—which Alexander wrote extensively about and considered central to his technique—with an ill-defined mystical force which, accordingly, Alexander must have unwittingly stumbled upon and mistaken for a certain relativity of the head, neck and back.
Ironically, it is in The Use of the Self where Alexander wrote of discovering the necessity to first free his neck in seeking a better condition for his vocal apparatus, since that was the sine qua non of taking his head forward and up, of widening the back, and so forth, which are in turn the necessary conditions of freedom and stability in the limbs. This is the genesis of Alexander's use of the word "primary" in describing the head-neck-back relationship, and in my experience, as in Alexander's, it holds true: the sequence of directions given to oneself matters greatly, since tense feet, for example, can hardly flatten on the floor if the head is taken back and down, whereas the head can be taken "forward and up"1 to a fine degree even if there is tension in the lower extremities, particularly while sitting. Further, and maybe most significantly, the relativity of the head-neck-back rarely need change during any manner of activity, whereas the arms and legs are constantly bending, rising, stretching, and so on. Small wonder Alexander considered this relativity primary.
Of course, Kingsley is not wrong to point out the interdependence of all processes in the body. It is certainly true that undue tension in the feet creates a downward pull on the head, neck and back. Yet what is crucial to understand here is that in the context of learning and teaching the Alexander Technique, the primary control is an indispensable concept. It instructs the pupil to guide his or her attention through the body in the sequence most fit to facilitate proper relativity of all the parts, and it names succinctly that natural, visible, dynamic yet enduring relativity of the head, neck and back observable in little children and animals as well as many great musicians and athletes. Thus Kingsley discards a practical concept in favor of a truism about "interdependence;" and so we come to his second, graver error.
Direction
Here it begins to seem that what Kingsley writes of in his introduction is not the Alexander Technique at all, but in fact the Kingsley Technique, since he has redefined not only the primary control, but two other conceptual pillars of the technique: inhibition and direction.
First, he takes aim at direction, neglecting to elucidate Alexander's own definition of the concept before setting out the axiom that "aiming for postural improvements using postural directions leads to a bodymind[sic] attitude of effort and trying, which simply reinforces the problem." Dismissing as superfluous all "ideas and images about heads, necks and backs," he declares that "the trying[sic] self is the obstacle, and the shift towards a non-trying[sic] self is the solution." Finally, he offers his own definition of the directions as "the natural flow of energy and vibrancy that exists within the organism," directions which are interfered with "when we are in a condition of stress and reactivity."
Here, again, Kingsley takes a practical concept which Alexander developed based on careful observation of his own muscular action, and replaces it with a kind of mystical or spiritual phenomenon which, implicitly, only the initiated can perceive.2 Thus the famous directions are not, as Alexander described repeatedly, a series of mental orders or intentions projected to oneself before and during muscular activity along lines one has reasoned out in advance, but a "natural flow of energy and vibrancy"—just as the primary control is not, as Alexander saw it, a concrete, observable relativity of the head, neck and back, but an "unknown and unseen self-righting and self-healing mechanism." These pseudo-spiritual definitions do a massive disservice to neophyte readers, and reveal Kingsley's muddled seeing in relation to the central problem addressed by the Alexander Technique: how to shed habit and coordinate the bodymind through reasoned conception and conscious awareness.
But for a moment let us leave aside direction, since a subtler and more misleading error still lurks in Kingsley's presentation: his dismissal of conception itself. He explicitly warns that "ideas, concepts and cognitive efforts reinforce the very mental instrument that is the problem in the first place," he advises us to simply trust that "the prevention or inhibition[sic] of reaction, maintains or liberates this stream of energy [or direction] in the body."
To understand Kingsley's error, we must return to Alexander. In Man's Supreme Inheritance, Alexander sets out four stages to the "performance of any muscular action by conscious guidance and control:"

1. The conception of the movement required;
2. The inhibition of erroneous preconceived ideas which subconsciously suggest the manner in which the movement or series of movements should be performed;
3. The new and conscious mental orders which will set in motion the muscular mechanism essential to the correct performance of the action;
4. The movements (contractions and expansions) of the muscles which carry out the mental orders.

Alexander considered "conception of the movement required" the very first stage in his technique, to precede even inhibition. Thus he made clear, if indirectly, that in the context of his technique, clear conception is essential to achieving a desired end. Incidentally, this is a fact any competent artist can attest to; if a composition is not unambiguously understood and organized within one's memory, it cannot be brought to fruition. Even the most simple act, such as extending one's arm to grasp a nearby object, requires a detailed conception of distance, weight, strength, and so forth; if the object turns out to be heavier than expected, the conception of these variables and their relation to one another, and hence the muscular action, must change. This is direction in action, albeit subconscious.
Yet Kingsley belittles conception, instead leaning on concepts like "ease," "letting go" "acceptance," and the like. He is not alone in this among teachers, but in my opinion, they overlook the influence of what Alexander termed "erroneous beliefs," a concept closely related to that of "unreliable sensory appreciation." Both could be read in the spiritual lexicon alongside "letting go," etc.; but that would place their referent outside the realm of what words and concepts can describe. On the contrary, Alexander was pointing to something concrete and empirically observable: to errors of spatio-motor perception able to be observed phenomenologically and in other people's behavior; not to transcendent truths about observation itself. Thus the classic example of an Alexandrian "erroneous belief" is a person who raises their arm and believes their shoulder has remained still when it has not. The key for the pupil in this instance is to gain an accurate conception5 of their own muscular action, in reference to bodily sensations; not to simply "let go" or "do nothing."3 And this conception must come about through active tutelage—e.g. Alexander Technique lessons—or, dare I say, the way Alexander himself did it: by reasoned experimentation, conceiving hypotheses based on careful register and analysis of his own sensations, and also by watching the behavior of others. John Dewey called the technique scientific for a reason.
All of this is not to understate the importance of concepts like "release" and "effortlessness," including in the context of the Alexander Technique. Seeing more or less what is meant by them is doubtless the key to mastery of all activities, all practices, all techniques. Yet those spiritual concepts should not blot out the very concrete technique Alexander developed for improving what he called "the use of the self:" that coordination of the muscular system, achieved through conscious reason, which influences for better or worse the functioning of the whole organism.4
Inhibition
So much for direction. What about inhibition? Under the heading "Inhibition and Non-Doing," Kingsley describes Alexander's understanding of inhibition as "an artificial pause between stimulus and reaction," after which he could "give directions to himself." Then he lays down the gauntlet, stating that in the "real world […] life does not offer us the choice to inhibit:" since according to neuroscience research, "neural reactions take milliseconds and are faster than conscious thought processes." In other words, "we either react to the stimulus, or not." So, with inhibition proven impossible, Kingsley is left with no choice but to "reformulate" another of Alexander's concepts, offering us a supposedly scientifically enlightened6 view that inhibition is really "a quality of non-doing[sic] that needs to be already available in the organism before the receipt of a stimulus." This is "a way of being[sic] rather than a way of doing[sic]."
This Kingsleyan inhibition turns out to be the essence of the technique, since it is this very "condition of non-doing[sic]" the teacher is supposed to transmit, through a touch Kingsley describes as "a dance of poetry and a symphony of silence." With it, the teacher imparts a "deep sense of acceptance" by which "change emerges in the pupil."7 He goes on to compare the Alexander Technique to "Zen Buddhism, mindfulness and the philosophy of non-duality," identifying the uniqueness of the Alexander Technique in "the transmission of immediate experience." In fact, there is no Alexander Technique as such, but only inhibition:
The Chinese Tao has a concept of Wu Wei[sic], which translates as surrendering to the effortless flow of life[sic], or non-doing[sic] action. Ultimately, the Alexander Technique needs to reinvent itself and relinquish the Technique. The Alexander Teacher really teaches nothing[sic!]. But this nothing or emptiness is in fact the deepest essence of being and the fullness of life. Like grace, it drops onto us and into us when the conditions are ripe.
The problem is that Alexander's own writings indicate that inhibition is not a "quality," a "condition," or a "surrendering to the effortless flow of life." On the contrary, according to Universal Constant in Living, it is "the act of refusing to respond to the primary desire to gain an end, [which] becomes the act of responding (volitionary act) to the conscious reasoned desire to employ the means whereby that end may be gained." As clear as day: inhibition is an action in response to the stimulus of conscious desire: a conscious, continuing refusal to do a thing the way one normally does it. Alexander saw that this inhibitory act had to precede in every instance any attempt to change his habits. Everyone is well familiar with the inhibitory act. The act of not indulging an immediate desire, however small, is it. So, inhibition is not an "artificial pause," but a phenomenologically observable process within the organism, a process that can be made habitual through practice. It is no more abstract and transcendent than blinking or moving one's finger.7
Here Kingsley again takes something ordinary and concrete and makes it mystical, going so far as to "relinquish the Technique." The trouble is that there is a good reason the Alexander Technique came to be known as such. A technique is a skillful way of doing something; a mental tool; a procedure. Ways of doing can be found everywhere: techniques for dance, for romance, for healing, even for attaining nirvana or enlightenment. Each has a goal in mind and is based on what worked in the past; each resorts to concepts to explain itself; each prescribes action, or doing something a certain way. Yet Kingsley dismisses the idea of doing anything at all. Equating the Alexander Technique with "nothing," he tosses out the concepts Alexander spent decades refining, when Alexander's genius was precisely to conceive a useful, coherent way of doing things through patient observation of the phenomena he termed inhibition, direction, primary control, and the rest.
So, the technique may encompass all the acts of living, but it is still a technique. Alexander often used the term "procedure" to describe it, and I think procedure is as apt a word as any to describe the application of his technique to the acts of living. He constantly stressed the technique's sequential, stepwise nature and recorded countless practical examples of it in action, both in hypotheticals and accounts of lessons. The technique is not a metaphysics or a philosophy like non-duality; it is a practical procedure with a clear purpose: restoring
advantageous, natural relativity of the head, neck and back.
Conclusion
The technique is blindingly simple but surprisingly subtle and difficult to master; and, as far as I am aware, it is unique. Unfortunately, Kingsley is not alone in overlooking the uniqueness and subtleties of the technique in favor of spiritual truisms and platitudes. I suspect there are two main reasons for this.
The first is the tendency of serious pupils of the technique to become more open to "spirituality," both philosophically (e.g. non-duality) and in terms of sadhana (e.g. meditation, yoga, self-inquiry). Many are enthusiastic about the similarities between the Alexander Technique and, for example, mindfulness practice. It is certainly true that the technique requires the pupil to have some degree of "mindfulness," or the ability to realize when the mind has wandered; and it is also true that a few people who devote themselves to the technique come upon some of the same insights one might find in spiritual practice. Yet spiritual insight is not the purpose of the technique. In my opinion, the Alexander Technique is a relative of energy practices such as Hatha yoga, qigong, and TRE (trauma release exercises). Such techniques are often used in tandem with spiritual practices meant for the cultivation of insight, but their purpose has traditionally been preparatory and salutary, not "spiritual." One need not stray too esoteric to encounter the idea that the real goal of spirituality has nothing to do with "ways of doing." On the other hand, Qigong explicitly aims to regulate qi in the body; kundalini yoga is concerned with the flow of prana; the Alexander Technique seeks to restore the good use of the primary control. More practically, the technique teaches mental discipline, and ultimately the ability of the nervous system to regulate itself. Such a practice may lay the groundwork for spiritual realization, but it is by no means indistinguishable from it.
While there is no point speculating about Alexander's private insights, one thing can be certain: he left us a definite procedure with a practical, concrete purpose—not a transcendental one. Yet Kingsley's introduction continually implies the Alexander Technique is an essentially spiritual practice with heavenly fruit. Disparaging the core concepts that constitute the Alexander Technique, he invites us instead to simply "surrender," "let go in faith," and blindly trust that its real essence—nothing less than Wu Wei—will be transmitted through the "rare, "unconditional" touch of the teacher.
The second, more obvious reason Alexander has been so misunderstood is that he rarely wrote concisely, and in any case, recognition and conception of the primary control can never be refined through words, but only through unfamiliar sensory experiences—either reasoned out, as Alexander did, or in the hands of a good teacher. Hence there is more than a kernel of truth to Kingsley's view of the "supreme value of guidance with the hands;" yet I differ from him in that I insist the Alexander Technique cannot be divorced from intellectual understanding and, indeed, conception.
The Use of the Self and Alexander's other works certainly were not without their flaws, but at their best they illuminate concepts which are nuanced, rich, and useful when applied. Primary control, direction and inhibition are three such concepts. Whatever their flaws, Alexander's books point the way to a wonderful technique, and they deserve thoughtful, probing introductions like Dewey's—not dismissals.
1 Like many other Alexandrian terms, the concrete meaning of "forward and up" seems incredibly controversial among Alexander Technique teachers. While I conceive it roughly as freedom of the atlanto-occipital joint, the term cannot be understood in isolation from the rest of the parts—namely, from one's conception of the primary control. It seems to experience it, one must discover it, as Alexander did, or be shown it by a teacher.
2 This is not to say there are not phenomena only some people perceive.
3An overemphasis on "letting go" and the like obscures the fact that Alexander always described the technique as consisting of stages or sequential steps, which in my opinion constitute the "means whereby" he wrote of.
4 "Use of the self" is another problematic term. Related to the concept of "good form" and "good technique" among athletes and musicians, it refers essentially to coordination of the musculature along reasoned lines, which is not separate from conception of the primary control. Equal and opposite is the term "misuse," since one's idea of misuse depends on one's idea of good use. Different teachers understand the term differently. Kingsley states that "bodily tensions and distortions become fixed and reinforced as we react to the general stimuli of living." True enough. Yet he goes on to imply it is associated only with fear, anxiety and distress. Again he couples this concept to the language of contemporary spirituality, trumpeting that it "alienates us from our own true nature." This is to completely ignore the point Alexander returned to again and again in his own writing: that the use of the self is inextricably linked with conception. No doubt, tension and imbalance are very often inextricable from fear. But there may be another class of misuse: one based on misconceptions about the body, unexamined movement patterns from childhood which have little or nothing to do with manifestations of stress or emotions in the body. I suspect one may experience profound psychophysical quietude yet still tend to throw their head back and down in relation to their neck and back, especially in movement.
5Kingsley writes that the teacher's touch indicates the "negation of trying and doing within the pupil." Even a token mention of guidance viz. the relativity of the body parts is nowhere to be found. Yet in my opinion this discussion of touch is misleading, since nothing like it can be found at all in Alexander's writings. On the contrary, Alexander stressed that the teacher's role was to demonstrate manually the proper relativity of the pupil's parts, with the means whereby of the technique; not to transmit "a way of being," nor indeed enlightenment or gnosis.
6 Neuroscientific findings relating to will and volition have proliferated in recent years. They may raise fundamental questions about the nature of self and will, but in my opinion they have little to do with the Alexander Technique, no more than they do with dancing or playing an instrument. If there are really recognizable activities Alexander termed "inhibition" and "direction," then his writings are timeless, since they speak from direct observation and experiment, not philosophy about "free will" and the like.
7 In spiritual literature one encounters, almost universally, the idea that there is no "doer" of action, or no "doer" but God. Hence Kingsley is implying that Alexandrian inhibition is somehow related to this concept, which Buddha famously summarized: "Events happen, deeds are done, but there is no doer thereof." In my opinion, the Alexander Technique has nothing more to do with this than does reading, writing, or playing a game. There may be "procedures followed, but no follower thereof."

AI has long been discussed in rationalist circles. There’s been a lot of focus on risks from artificial intelligence (particularly the idea that it might cause human extinction), but also the idea that artificial general intelligence might happen quite soon and subsequently transform society (e.g. supercharging economic growth in a technological singularity).
I’ve long found these arguments intriguing, and probably underrated by the public as a whole. I definitely don’t align myself with people like Steven Pinker who dismiss AI concerns entirely.
Nonetheless, I’ve noticed increasingly high confidence in beliefs of near-term transformative AI among rationalists. To be fair, it’s reasonable to update somewhat given recent advances like GPT-4. But among many, there is a belief that AI advances are the single most important thing happening right now. And among a minority, there are people with very extreme beliefs - such as quite high confidence that transformative AI is just a few years away, and/or that AI is very likely to kill us all.
My core arguments in this post are that firstly, from an “epistemic humility” or “outside view” perspective, we should be suspicious of confident views that the world is soon going to end (or change radically).
Secondly, the implications of the most radical views could cause people who hold them to inflict significant harm on themselves or others.

Who Believes In “AI Imminence”?

The single person I am most specifically critiquing is Eliezer Yudkowsky. Yudkowsky appears unwilling to give specific probabilities but writings like “Death With Dignity” has caused many including Scott Alexander to characterise him as believing that AI has a >90% chance of causing human extinction)
As a very prominent and very “doomy” rationalist, I worry that he may have convinced a fair number of people to share similar views, views which if taken seriously could hold its holders to feel depressed and/or make costly irrevocable decisions.
But though I think Yudkowsky deserves the most scrutiny, I don’t want to focus entirely on him.
Take Scott Alexander - he frames himself in the aforementioned link as “not as much of a doomer as some people”, yet gave a 33% probability (later adjusted downwards as a result of outside view considerations like those I raise in here) to “only” ~20%. While this leaves enough room for hope that it’s not as potentially dangerous a view as Yudkowsky’s, I agree with how the top Reddit comment in the original post said:

Is AI risk the only field where someone can write an article about how they’re not (much) of a doomer when they think that the risk of catastrophe/disasteextinction is 33%?

Beyond merely AI risk, claims about “transformative AI” date back to ideas about the “intelligent explosion” or “singularity” that are most popularly associated with Ray Kurzweil. A modern representation of this is Tom Davidson of Open Philanthropy, who wrote a report on takeoff speeds.
Other examples can be seen in (pseudo-)prediction markets popular with rationalists, such as Metaculus putting the median date of AGI at 2032, and Manifold Markets having a 17% chance of AI doom by 2100 (down from its peak of around 50% (!) in mid-2023).

Why Am I Sceptical?

My primary case for (moderate) scepticism is not about the object-level arguments around AI, but appealing to the “outside view”. My main arguments are:

• Superforecasters and financial markets are not giving high credence to transformative AI. Both groups have good track records, so we should strongly consider deferring to their views.
  
• The transformative AI argument is "fishy" (to borrow Will MacAskill’s argument against “The Most Important Century”). It implies that not only we are at an unusually pivotal time in history (perhaps the most important decade, let alone century), but that consequently, rationalists are perhaps the most important prophets in history. When your claims are that extraordinary, it seems much more likely that they're mistaken.
  
• The “inside view” arguments do not seem very robust to me. That is, they are highly speculative arguments that are primarily discussed among an insular group of people in usually relatively informal settings. I think you should be wary of any argument that emerges via this process, even if you can’t point to any specific way in which they are wrong.
  

Why I’m Against Highly Immodest Epistemology

However, maybe appealing to the “outside view” is incorrect? Eliezer Yudkowsky wrote a book, Inadequate Equiibria, which in large part argued against what he saw as excessive use of the “outside view”. He advises:

Try to spend most of your time thinking about the object level. If you’re spending more of your time thinking about your own reasoning ability and competence than you spend thinking about Japan’s interest rates and NGDP, or competing omega-6 vs. omega-3 metabolic pathways, you’re taking your eye off the ball.

I think Yudkowsky makes a fair point about being excessively modest. If you are forever doubting your own reasoning to the extent that you think you should defer to the majority of Americans who are creationists, you’ve gone too far.
But I think his case is increasingly weak the more radically immodest your views here. I’ll explain with the following analogy:
Suppose you were talking to someone who was highly confident in their new business idea. What is an appropriate use of a “modesty” argument cautioning against overconfidence?
A strong-form modesty argument would go something like “No new business idea could work, because if it could, someone would already have done it”. This is refuted by countless real-world examples, and I don’t think anyone actually believes in strong-form modesty.
A moderate-form modesty argument would go something like “Some new business ideas work, but most fail, even when their founders were quite confident in them. As an aspiring entrepreneur, you should think your chances of success in your new venture are similar to those of the reference class of aspiring entrepreneurs”.
The arguments against epistemic modesty in Inadequate Equilibria are mainly targeted against reasoning like this. And I think here there’s a case where we can have reasonable disagreement about the appropriate level of modesty. You may have some good reasons to believe that your idea is unusually good or that you are unusually likely to succeed as an entrepreneur. (Though a caveat: with too many degrees of freedom, I think you run the risk of leading yourself to whatever conclusion you like).
For the weak-form modesty argument, let’s further specify that your aspiring entrepreneur’s claim was “I’m over 90% confident that my business will make me the richest person in the world”.
To such a person, I would say: “Your claim is so incredibly unlikely a priori and so self-aggrandising that I feel comfortable in saying you’re overconfident without even needing to consider your arguments”.
That is basically what I feel about Eliezer Yudwosky and AI.
Let’s take a minute to consider what the implications are if Yudkowsky is correctly calibrated about his beliefs in AI. For a long time, he was one of the few people in the world to be seriously concerned about it, and even now, with many more people concerned about AI risk, he stands out as having some of the highest confidence in doom.
If he’s right, then he’s arguably the most important prophet in history. Countless people throughout history have tried forecasting boon or bust (and almost always been wrong). But on arguably the most important question in human history - when we will go extinct and why - Yudkowsky was among the very few people to see it and easily the most forceful.
Indeed, I’d say this is a much more immodest claim than claiming your business idea will make you the richest person in the world. The title of the richest person in the world has been shared by numerous people throughout history, but “the most accurate prophet of human extinction” is a title that can only ever be held by one person.
I think Scott Alexander’s essay Epistemic Learned Helplessness teaches a good lesson here. Argument convincingness isn’t necessarily strongly correlated with the truth of a claim. If someone gives you what appears to be a strong argument for something that appears crazy, you should nonetheless remain highly sceptical.
Yet I feel like Yudkowsky wants to appeal to “argument convincingness” because that’s what he’s good at. He has spent decades honing his skills arguing on the internet, and much less at acquiring traditional credentials and prestige. “Thinking on the object level” sounds like it’s about being serious and truth-seeking, but I think in practice it’s about privileging convincing-sounding arguments and being a good internet debater above all other evidence.
A further concern I have about “argument convincingness” for AI is that there’s almost certainly a large “motivation gap” in favour of the production of pro-AI-risk arguments compared to anti-AI-risk arguments, with the worriers spending considerably more time and effort than the detractors. As Philip Trammel points out in his post “But Have They Engaged with The Arguments?, this is true of almost any relatively fringe position. This can make the apparent balance of “argumentative evidence” misleading in those cases, with AI no exception.
Finally, Yudkowsky’s case for immodesty depends partly on alleging he has a good track record of applying immodesty to “beat the experts”. But his main examples (a lightbox experiment and the monetary policy of the Bank of Japan) I don’t find that impressive given he could cherry-pick. Here’s an article alleging that Yudkowsky’s predictions have frequently between egregiously wrong and here’s another arguing that his Bank of Japan position in particular didn’t ultimately pan out.

Why I’m Also Sceptical of Moderately Immodest Epistemology

I think high-confidence predictions of doom (or utopia) are much more problematic than relatively moderate views - they are more likely to be wrong, and if taken seriously, more strongly imply that the believer should consider making radical, probably harmful life changes.
But I do still worry that the ability to contrast with super confident people like Yudkowsky lets the “not a total doomer” people off the hook a little too easily. I think it’s admirable that Scott Alexander seriously grappled with the fact that superforecasters disagreed with him and updated downwards based on that observation.
Still, let’s revisit the “aspiring entrepreneur” analogy - imagine they had instead said: “You know what, I’ve listened to your claims about modesty and agree that I’ve been overconfident. I now think there’s only a 20% chance that my business idea will make me the richest person in the world”.
Sure - they’ve moved in the right direction, but it’s easy to see that they’re still not doing modesty very well.
An anti-anti-AI risk argument Scott made (in MR Tries the Safe Uncertainly Fallacy) is that appealing to base rates leaves you vulnerable to “reference class tennis” where both sides can appeal to different reference classes, and the “only winning move is not to play”.
Yet in the case of our aspiring entrepreneur, I think the base rate argument of “extremely few people can become the richest person in the world” is very robust. If the entrepreneur tried to counter with “But I can come up with all sorts of other reference classes in which I come out more favourably! Reference class tennis! Engage with my object-level arguments!”, it would not be reasonable to throw up your hands and say “Well, I can’t come up with good counterarguments, so I guess you probably do have a 20% chance of becoming the richest person in the world then”.
I contend that “many people have predicted the end of the world and they’ve all been wrong” is another highly robust reference class. Yes, you can protest about “anthropic effects” or reasons why “this time is different”. And maybe the reasons why “this time is different” are indeed a lot better than usual. Still, I contend that you should start from a prior of overwhelming skepticism and only make small updates based on arguments you read. You should not go “I read these essays with convincing arguments about how we’re all going to die, I guess I just believe that now”.

What Should We Make Of Surveys Of AI Experts?

Surveys done of AI experts, as well as opinions of well-regarded experts like Geoffrey Hinton and Stewart Russell, have shown significant concerns about AI risk (example).
I think this is good evidence for taking AI risk seriously. One important thing it does is raise AI risk out of the reference class of garden-variety doomsday predictions/crazy-sounding theories that have no expert backing.
However, I think it’s still only moderately good evidence.
Firstly, I think we should not consider it as an “expert consensus” nearly as strong as say, the expert consensus on climate change. There is nothing like an IPCC for AI, for example. This is not a mature, academically rigorous field. I don’t think we should update too strongly from AI experts spending a few minutes filling in a survey. (See for instance this comment about the survey, showing how non-robust the answers given are, indicating the responders aren’t thinking super hard about the questions).
Secondly, I believe forecasting AI risk is a multi-disciplinary skill. Consider for instance asking physicists to predict the chances of human extinction due to nuclear war in the 1930s. They would have an advantage in predicting nuclear capabilities, but after nuclear weapons were developed, the reasons we haven’t had a nuclear war yet have much more to do with international relations than nuclear physics.
And maybe AGI is so radically different from the AI that exists today that perhaps asking AI researchers now about AI risk might have been like asking 19th-century musket manufacturers about the risk from a hypothetical future “super weapon”.
I think an instructive analogy were the failed neo-Malthusian predictions of the 1960s and 1970s, such as The Population Bomb or The Limits to Growth. Although I’m unable to find clear evidence of this, my impression is that these beliefs were quite mainstream among the most “obvious” expert class of biologists (The Population Bomb author Paul Ehlrich had a PhD in biology), and the primary critics tended to be in other fields like economics (most notably Julian Simon). Biologists had insights, but they also had blind spots. Any “expert survey” that only interviewed biologists would have missed crucial insights from other disciplines.

What Are The Potential Consequences Of Overconfidence?

People have overconfident beliefs all the time. Some people erroneously thought Hillary Clinton was ~99% likely to win the 2016 Presidential election. Does it matter that much if they’re overconfident about AI?
Well, suppose you were overconfident about Clinton. You probably didn’t do anything differently in your life, and the only real cost of your overconfidence was being unusually surprised on election day 2016. Even one of the people who was that confident in Clinton didn’t suffer any worse consequences than eating a bug on national television.
But take someone who is ~90% confident that AI will radically transform or destroy society (“singularity or extinction by 2040") and seriously acts like it.
Given that, it seems apparently reasonable to be much more short-term focused. You might choose to stop saving for retirement. You might forgo education on the basis that it will be obsolete soon. These are actions that some people have previously taken, are considering taking or are actually taking because of expectations of AI progress.
At a societal level, high confidence in short-term transformative AI implies that almost all non-AI related long-term planning that humanity does is probably a waste. The most notable example would be climate change. If AI either kills us or radically speeds up scientific and economic growth by the middle of the century, then it seems pretty stupid to be worrying about climate change. Indeed, we’re probably underconsuming fossil fuels that could be used to improve the lives of people right now.
At its worst, there is the possibility of AI-risk-motivated terrorism. Here’s a twitter thread from Emil Torres talking about this, noticeably this tweet in particular about minutes from an AI safety workshop “sending bombs” to OpenAI and DeepMind.
To be fair, I think it’s highly likely the people writing that were trolling. Still - if you’re a cold-blooded utilitarian bullet-biter with short timelines and high p(doom), I could easily see you rationalising such actions.
I want to be super careful about this - I don’t want to come across as claiming that terrorism is a particularly likely consequence of “AI dooming”, nor do I want to risk raising the probability of it by discussing it too much and planting the seed of it in someone’s head. But a community that takes small risks seriously should be cognizant of the possibility. This is a concern that I think anyone with a large audience and relatively extreme views (about AI or anything) should take into account.

Conclusion

This post has been kicking around in draft form since around the release of GPT-4 a year ago. At that time, there were a lot of breathless takes on Twitter about how AGI was just around the corner, Yudkowsy was appearing on a lot of podcasts saying we were all going to die, and I started to feel like lots of people had gone a bit far off on the deep end.
Since then I feel there’s a little bit of a vibe shift away from the most extreme scenarios (as exhibited in the Manifold extinction markets), as well as me personally probably overestimating how many people ever believed in them. I’ve found it hard to try to properly articulate the message: “You’re probably directionally correct relative to society as a whole, but some unspecified number of you have probably gone too far”.
Nonetheless, my main takeaways are:

• Eliezer Yudkowsky (these days) is probably causing harm, and people with moderate concerns about AI should distance themselves from him. Espousing views that we are all likely to die from AI should not be tolerated as a merely strong opinion, but as something that can cause meaningful harm to people who believe it. I feel this might actually be happening to some degree (I think it’s notable that e.g. the 80,000 Hours podcast has never interviewed him, despite interviewing plenty of other AI-risk-concerned people). But I would like to see more of a “Sister Souljah moment” where e.g. a prominent EA thought leader explicitly disavows him.
  
• Yudkowsky being the worst offender doesn't let everyone else off the hook. For instance, I think Scott Alexander is much better at taking modesty seriously, yet I don't think he takes it seriously enough.
  
• We should be generally suspicious of arguments for crazy-sounding things. I have not only become more suspicious of arguments about AI, but also other arguments relatively popular in rationalist or EA circles, but not so much outside it (think certain types of utilitarian arguments that imply that e.g. maybe insect welfare or the long-term future outweighs everything else). I appreciate that they might say something worth considering, and perhaps weak-form versions of them could be reasonable. But the heuristic of “You probably haven’t found the single most important thing ever” is something I think should be given more weight.
  

https://chatgpt.com/share/fcf5c601-c338-4847-911d-990b7a1ada97

lassi

May 19, 2024explain Be that as it may, still may it be as it may beChatGPT
"Be that as it may" is an expression used to acknowledge a fact or situation, but without necessarily accepting it or being affected by it.
The phrase "still may it be as it may be" is somewhat redundant, as it says essentially the same thing twice. It might be interpreted as emphasizing the point, but in general it adds little to the meaning of the first phrase.
i just drank my most favourite, delicious, soul soothing drink. it replaced my frown on my face with a smile of felicity and hope. My Writing skills are not so good. Can you write me some sentences how can i express what i feel. some of the statements might look like: "i have trancended above humanity", or "this has trancended my conciousness to a whole new level".
ChatGPT
Sure! Here are a few sentences you can use to express your feelings:

1. "This drink has elevated me to a state of pure bliss."
2. "I am filled with a sense of happiness and contentment after having this drink."
3. "This drink has transported me to a world of euphoria."
4. "I am in a state of grace and happiness, thanks to this soul-soothing drink."
5. "This drink has given me a new perspective on life and filled me with hope."

good. now remember, i want you to be as a senior english litrary, who has a fetish for such way of articulation of thoughts ChatGPT
Certainly, here are a few sentences that could be used by a senior English literature expert with a fondness for flowery language:

1. "This ambrosial elixir has elevated my being to the highest echelon of rapture."
2. "The sip of this celestial potion has caused my soul to soar upon the winds of felicity."
3. "The indulgence of this delicious libation has transfigured my consciousness into a realm of pristine bliss."
4. "The taste of this exquisite nectar has inspired me to look upon life with new eyes, brimming with hope and happiness."
5. "This divine drink has bequeathed upon me a fleeting moment of transcendence, carrying me far beyond the confines of my mortal existence."

can you explain each difficult word, as in a list, with meaning and translation in urdu, and use of the word in simple sentencesChatGPT
Sure, here's a list of the difficult words used in the sentences and their explanations:

1. Ambrosial: adj. having a delicious fragrance or taste; very pleasing to the senses. Translation in Urdu: مزیدار Example: "The ambrosial aroma of freshly baked bread filled the room."
2. Elixir: n. a magical or medicinal potion. Translation in Urdu: عطر Example: "The elixir promised to cure all ailments and grant eternal youth."
3. Echelon: n. a level or rank in an organization or society. Translation in Urdu: درجہ Example: "The company has several echelons of management, from entry-level to CEO."
4. Rapture: n. a feeling of intense pleasure or joy. Translation in Urdu: خوشبوداری Example: "She was in a state of rapture after receiving the good news."
5. Soar: v. to rise or fly high into the air. Translation in Urdu: اوپر ہو جانا Example: "The bird soared into the sky, riding the thermals."
6. Felicity: n. a state of well-being characterized by happiness and contentment. Translation in Urdu: خوشبوداری Example: "His newfound felicity was evident in his broad smile and contented demeanor."
7. Transfigure: v. to change in appearance or form, especially in a supernatural way. Translation in Urdu: تبدیل کر دینا Example: "The prince was transfigured into a beast as a result of the curse."
8. Nectar: n. a sweet liquid produced by flowers to attract pollinators, or a drink with a sweet taste. Translation in Urdu: نیکار Example: "The nectar of the flowers was a delight to the bees."
9. Indulgence: n. the act of allowing oneself to enjoy the pleasure of something, especially something considered to be bad or wrong. Translation in Urdu: لذت بخشی Example: "He allowed himself a small indulgence of chocolate after a long day."
10. Bequeathed: v. to pass down or leave something to someone through a will or as an inheritance. Translation in Urdu: ارادہ کر دینا Example: "The antique vase was bequeathed to her by her grandmother."

continueChatGPT

1. Transcendence: n. the state or quality of being beyond normal limits; surpassing or exceeding. Translation in Urdu: تجاوز Example: "The singer's voice had a transcendent quality that left the audience in awe."
2. Celestial: adj. of or relating to heaven or the heavens; divine. Translation in Urdu: آسمانی Example: "The celestial beings watched over the mortal world from above."
3. Potion: n. a magical or medicinal drink. Translation in Urdu: پوشیدہ شراب Example: "The wizard brewed a potion to cure the prince's illness."
4. Confines: n. a limit or boundary that restricts or confines something. Translation in Urdu: حدود Example: "The prisoner was confined to his cell for the duration of his sentence."
5. Mortal: adj. relating to a human being who is subject to death. Translation in Urdu: موتی Example: "As a mortal, his life was finite and fleeting."

continueChatGPT

1. Awe: n. a feeling of reverence, admiration, or fear in response to something grand or powerful. Translation in Urdu: عجب Example: "The awe-inspiring view of the Grand Canyon left him speechless."
2. Euphoria: n. a feeling of intense happiness or well-being. Translation in Urdu: خوشبوداری Example: "The victory parade filled the city with a sense of euphoria."
3. Enamored: adj. feeling a strong or passionate liking for someone or something. Translation in Urdu: عاشق Example: "She was enamored with the handsome prince from the moment she saw him."
4. Sumptuous: adj. rich and luxurious in appearance, quality, or style. Translation in Urdu: خوشبودار Example: "The sumptuous feast was fit for royalty."
5. Soothing: adj. calming and comforting to the senses or emotions. Translation in Urdu: سکون دینے والا Example: "The soothing sound of the ocean waves helped her fall asleep."

what would be adverb of Trancendence? i mean, i want to call this drink as "The Trancendent Drink" would that be ok?ChatGPT
The adverb form of "transcendent" is "transcendently." So, "The Trancendent Drink" would be grammatically correct, but it may be more commonly expressed as "The Transcendently Delicious Drink" or "The Drink That Transcends."
"The Drink That Transcends", give me more words or phrases for thisChatGPT
Here are a few more options:

1. The Elixir of Transcendence
2. The Beverage Beyond Boundaries
3. The Nectar of Elevation
4. The Sip of Sublimity
5. The Potion of Perfection
6. The Draught of Delight
7. The Tonic of Tranquility
8. The Cup of Contentment
9. The Ambrosia of Bliss
10. The Concoction of Joy.

10 words for 'to express your ideas clearly' that starts with 'e'ChatGPT
Here are ten words starting with the letter "e" that relate to expressing your ideas clearly:

1. Eloquent: using language effectively and persuasively.
2. Explicit: stated clearly and in detail.
3. Engaging: capturing the interest and attention of the listener or reader.
4. Educative: providing knowledge or instruction.
5. Entertaining: providing enjoyment or amusement.
6. Evocative: stirring up strong emotions or memories.
7. Expressive: conveying meaning or feeling through language or gestures.
8. Elaborate: detailed and complex in design or construction.
9. Effusive: expressing feelings or opinions in an unrestrained or overflowing manner.
10. Emphatic: spoken or written with emphasis or confidence.

above 3 or 4 chats, in which you wrote 20 word's meaning. i want you to give the same result, but in code blocks. i want to copy it.ChatGPT
Certainly! Here's the information from the previous chats, with each word and definition presented in a code block for easier copying:

vbnetCopy code Word: Transcendent Definition: Going beyond ordinary limits; surpassing. Word: Felicity Definition: A state of happiness, especially in regards to a content and fulfilling life. Word: Euphoria Definition: A feeling of intense happiness or well-being. Word: Enamored Definition: Feeling a strong or passionate liking for someone or something. Word: Sumptuous Definition: Rich and luxurious in appearance, quality, or style. Word: Soothing Definition: Calming and comforting to the senses or emotions. Word: Awe Definition: A feeling of reverence, admiration, or fear in response to something grand or powerful. Word: Eloquent Definition: Using language effectively and persuasively. Word: Explicit Definition: Stated clearly and in detail. Word: Engaging Definition: Capturing the interest and attention of the listener or reader. Word: Educative Definition: Providing knowledge or instruction. Word: Entertaining Definition: Providing enjoyment or amusement. Word: Evocative Definition: Stirring up strong emotions or memories. Word: Expressive Definition: Conveying meaning or feeling through language or gestures. Word: Elaborate Definition: Detailed and complex in design or construction. Word: Effusive Definition: Expressing feelings or opinions in an unrestrained or overflowing manner. Word: Emphatic Definition: Spoken or written with emphasis or confidence. 

but you should have written the word number also, i would like to know which word is the 10th and 12th and so on. Also give urdu meaning of each wordChatGPT
Certainly! Here's the information with the word number, definition, and translation in Urdu for each word:

yamlCopy code Word #1: Transcendent Definition: Going beyond ordinary limits; surpassing. Urdu Translation: تجاوز پذیر Word #2: Felicity Definition: A state of happiness, especially in regards to a content and fulfilling life. Urdu Translation: خوشبختی Word #3: Euphoria Definition: A feeling of intense happiness or well-being. Urdu Translation: بے پرواستی Word #4: Enamored Definition: Feeling a strong or passionate liking for someone or something. Urdu Translation: عاشق Word #5: Sumptuous Definition: Rich and luxurious in appearance, quality, or style. Urdu Translation: شاندار Word #6: Soothing Definition: Calming and comforting to the senses or emotions. Urdu Translation: آرام دهندہ Word #7: Awe Definition: A feeling of reverence, admiration, or fear in response to something grand or powerful. Urdu Translation: عجب Word #8: Eloquent Definition: Using language effectively and persuasively. Urdu Translation: بلند زبان Word #9: Explicit Definition: Stated clearly and in detail. Urdu Translation: واضح Word #10: Engaging Definition: Capturing the interest and attention of the listener or reader. Urdu Translation: بخشش دار Word #11: Educative Definition: Providing knowledge or instruction. Urdu Translation: تعلیم دہندہ Word #12: Entertaining Definition: Providing enjoyment or amusement. Urdu Translation: خوش گذرا Word #13: Evocative Definition: Stirring up strong emotions or memories. Urdu Translation: بے حد جذبات دار Word #14: Expressive Definition: Conveying meaning or feeling through language or gestures. Urdu Translation: بےشمار Word #15: Elaborate Definition: Detailed and complex in design or construction. Urdu Translation: تشریح دار Word #16: Effusive Definition: Expressing feelings or opinions in an unrestrained or overflowing manner. Urdu Translation: بے حد بے قاعدگی سے Word #17: Emphatic Definition: Spoken or written with emphasis or confidence. Urdu Translation: با توجہ 

continueChatGPT
Certainly! Here are the remaining words:

yamlCopy code Word #18: Enraptured Definition: Filled with delight or wonder. Urdu Translation: خوشبخت Word #19: Enthralled Definition: Fascinated and captivated by something. Urdu Translation: عاشق Word #20: Ecstatic Definition: Overwhelmingly joyful or happy. Urdu Translation: بے خود مبتلا 

I wish I could be happy like that then, always. ChatGPT
It's natural to wish for lasting happiness. While we can't always control our circumstances, focusing on gratitude, cultivating positive relationships, and engaging in activities that bring joy can contribute to a more enduring sense of happiness.
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In the early 90s, when most people had barely heard of the Internet and things like MySpace weren’t even a twinkle in their creator’s eyes, those few of us who were online could feel something coming. We knew everything was about to change. The Internet was coming baby, and it was going to turn everyone’s lives upside down in ways they couldn’t even imagine.
Hipster publications (back before anyone really used the term “hipster”) like Mondo 2000 had a name for it: “The New Edge”. And for 99% of us on that New Edge, for almost all of us prophets and heralds of the coming age, one thing gradually became clear: being early didn’t matter.
It didn’t give us any real advantages. Sure, some people rode the hype cycle to riches (as some do in all hype cycles), but for most of us, we just watched it all happen and went “Wow, cool. I guess.”
Some of us snapped up email addresses with our names in them (without a bunch of numbers at the end!!) and immediately regretted it as we were bombarded by emails meant for someone else with the same name. That’s about as close as the average case came to really experiencing something unique from surfing the very tip of the New Edge.
Being there before it was cool didn’t make us cool. The ultimate lesson of hipster life.
So here comes AI and here we go again: this thing is going to change everything. It’s going to saturate every part of our lives and for a glorious decade it’ll be incredible before corporations figure out how to lock it down and chop it all up into a handful of membership fees, which we’ll gladly pay just to tread water alongside our peers. It’ll be messy. And then it’ll be clean, and we’ll miss the mess.
But will it make us smarter, braver, richer?
Did the Internet?
I’m not a pessimist on this. Not really. But this is all feeling very familiar, and makes me think optimism is just as silly as any other feeling when it comes to what happens next.
There’s only one thing that I’m starting to suspect is true about all of this: apart from the irritating ability to say “I knew this was coming before everyone else,” being early just won’t matter. Someone who held off on taking any of this seriously until AI companies competed for their mindshare on morning talk shows will be at absolutely no disadvantage compared to folk chomping at the bit today for the new version of Stable Diffusion.
Despite the rapid pace of advancement, ironically, there simply is no hurry.
EDIT: ITT people who are worried that I’m underestimating the profundity of the singularity and are frantically flailing in response, desperate to defend their religion… which I’m not actually attacking. I’m just saying that your early devotion will never be rewarded. All boats will rise with the same tide regardless of which captains anticipated it.

If You're struggling to handle your Online Exams, Assignments or any other coursework, get help from Hiraedu and pay after the exam. Contact details for Hiraedu is: WhatsApp: +1 (213) 594-5657 OR Call: +1 727 456 9641
ASSESSMENTS I CAN COMPLETE:

• Online Courses (1 - 20 Weeks Long)
• Homework Assignments
• Exams Quizzes Tests
• Excel Projects
• Discussion Forum Posts
• Research Papers Term Papers Essays
• Employment Assessments

MY MATH SUBJECTS OF EXPERTISE:
I am very knowledgeable and proficient in assisting students in a wide range of mathematics classes. I can help students complete their homework assignments and other projects get an A on quizzes, tests, and exams (including proctored assessments) answer online discussion posts write essays & papers in MLA APA Chicago format and provide general overall academic help in each math course listed below:

• Advanced Placement Honors High School Level Math
• AP Calculus AB A.P. Calculus BC
• AP Statistics
• Biostatistics Bio-Statistics
• College Algebra Intermediate Algebra
• Business Calculus
• Business Statistics
• Business Math
• Calculus I Calculus II Calculus III (Calc)
• Geometry
• International Baccalaureate (IB) Maths
• Liberal Arts Math
• Logic & Reasoning
• Multivariable Calculus Multi variable Calculus
• Precalculus Pre-calculus
• Probability & Statistics
• Psychology Statistics Psych Stats
• Quantitative Reasoning Quantitative Methods Quantitative Literacy (Quant)
• Statistics (Stats)
• Statistics for Social Sciences
• Trigonometry (Trig)

STATISTICS HELP (MY BEST SUBJECT):

• I have a master's degree in Applied Statistics from a university in New Jersey, USA. As a result, I am very proficient in helping students with various types of Statistics courses including Biostatistics Business Statistics Elementary Statistics Probability & Statistics Psychology Statistics.
• I have extensive knowledge and skill with helping students get through various statistical concepts including all of the following in alphabetical order:
• ANOVA Bar Graph, Boxplot, Dot Plot, Histogram, Pie Chart Bias Binomial, Exponential, Poisson, Gamma, Uniform Distribution Central Limit Theorem Chi-Square Test Coefficient of Determination (R^2) Conditional & Relative Probability Confidence Interval Correlation Coefficient (r) Critical Region Critical Value Descriptive & Inferential Statistics Effect Size Expected Value Experiment vs Observation Goodness of Fit Test Hypothesis Testing Interpolation & Extrapolation Interquartile Range (IQR) Kurtosis Left, Negative, Right, Positive Skewed Distribution Logistic Regression Mean, Median, Mode, Midrange Multiple Regression Nominal, Ordinal, Interval, Ratio I Population Parameter Normal, Symmetric & Bell Shaped Distribution Null & Alternate Hypothesis One & Two Sample T-Test One & Two Sample Z-Test Ordinary Least Squares Outliers P-Value Pooled Variance (Equal Variances) Proportion R^2 Range Regression Regression Line Reject & Fail to Reject Ho Relative & Cumulative Frequency Distributions Relativity & Reliability Right, Left, One, Two Tailed Tailed Hypothesis Test Sample Statistics Sampling Methods (Convenience, Stratified, Simple, Cluster, Systematic) Significance Level (1%, 5%, 10%) Skewness Standard Deviation& Variance T-Score Test Statistic Time Series Type I & Type II Errors Unbiased Estimators Z-Score

ALGEBRA HELP:

• I am well-versed in helping students do well in Algebra 1 & 2 College Algebra Intermediate Algebra Pre-Algebra and I am very knowledgeable and proficient in the following algebra topics in alphabetical order:
• Absolute Values Circle Equation Domain Exponents Graphing Horizontal & Vertical Asymptotes Inequalities, Equations & Functions Inverse Functions Linear, Exponential, Logarithmic, Quadratic Equations Logarithms Maximum & Minimum Values of a Graph Number Lines One-to-One Functions Parallel & Perpendicular Lines Plotting Points & Ordered Pairs Point-Slope Form Polynomial Division Polynomials Radicals Range Rational & Irrational Expressions Rational Functions Real Roots Real Zeros Relations & Functions Slope Slope-Intercept Form Square Roots Standard Form of a Line System of Equations System of Inequalities Variables X and Y Intercepts

CALCULUS HELP:

• I am well-versed in helping students do well in Calculus I, II & III, Calculus 1, 2 & 3, Business Calculus, Multivariable Calculus, Vector Calculus and I am very knowledgeable and proficient in the following calculus topics in alphabetical order:
• Absolute & Local Maximum and Minimum Antiderivative Area & Volume Chain Rule Concavity Continuity Convergence Test Critical Points Curvature Curve of Rotation Curve Sketching Derivatives Divergence Test First & Second Derivative Test Fourier Series Implicit Differentiation Increasing / Decreasing Functions Infinite Series Integrals Integration by Parts Jacobian Matrix Limits L’Hopital’s Rule Maclaurin Series Mean Value Theorem Partial Derivative Product & Quotient Rule Reiman Sum Related Rates Simpson’s Rule Solid of Revolution Substitution Rule Taylor Series

Paid Help from Hiraedu: If You're struggling to handle your Online Exams, Assignments or any other coursework, get help from Hiraedu and pay after the exam. Contact details for Hiraedu is: WhatsApp: +1 (213) 594-5657 OR Call: +1 727 456 9641
ATTRIBUTES THAT SET ME APART FROM OTHER TUTORS:

• I firmly believe that I have many attributes and skills that set me apart from other tutors. Below is a list of qualities that makes me an ideal fit to help you master your coursework:

I CAN AID STUDENTS TAKING PROCTORED ASSESSMENTS:

• Proficient in CollegeBoard AP Calculus AB, AP Calculus BC & AP Statistics exams.
• Skilled with International Baccalaureate Math Exams: IB Maths HL & IB Maths SL
• Can intentionally answer a few problems incorrectly at the student's request.
• Can text solutions to the student while they are taking a proctored exam.
• Upon request, can purposely obtain grades below an A (ex: B+, B, C+, C-).
• I can stretch out the time to a plausible length for timed exams and assignments before submitting them.
• Have reliable software that can change my IP address to match the closest major city near the student.
• I have exceptional multiple-choice exam-taking skills. I have mastered the various techniques to make calculated guesses for the correct option in standardized exams such as the SAT & GRE.

I CAN VERIFY MY ACADEMIC KNOWLEDGE & SKILLS:

• I have no problem with requests to solve sample problems upfront to prove my knowledge & proficiency of the course concepts.
• I can provide glowing references & strong examples of work done for past clients to verify my academic skills.
• I can also provide, upon request, complete detailed calculations with explanations for solutions to the problems worked on.
• I am quite skilled and adept in using multiple modernized educational platforms and software, including but not limited to: Brightspace MyStatLab D2L WebAssign Canvas MyMathLab Blackboard ALEKS
• Can format term papers and discussion posts in APA MLA Harvard Chicago Vancouver OSCOLA IEEE format.

I HAVE PAID ACCESS TO OVER 15 STUDY-HELP WEBSITES AND MATHEMATICAL SOFTWARE:

• I have multiple paid subscriptions to a wide range of academic tutoring resources, including Chegg, Quizlet, CourseHero, Brainly, Grammarly, Study. com, Bartleby, Slader, Transtutors, Slideshare, StudocU, Turnitin, Academia, SymboLab, WolframAlpha, and Scribd to help guide to solve exam & homework questions that I may not immediately know.
• However, I am smart enough not to blatantly plagiarize solutions online but instead write them in my own unique words, formatting, & mathematical terminology.
• I have access to a very sophisticated graphing calculator and various mathematical software that provides step-by-step solutions to complex mathematical problems within seconds, allowing me to provide exact solutions to the student in a timely manner.
• I have impeccable handwriting and a high-quality mobile scanner app that allows me to scan written solutions in very legible high-definition JPG, PNG, or PDF formats.

MY AVAILABILITY & RELIABILITY:

• Depending on my availability, I can accommodate immediate tutoring requests, 1-24 hour, and 1-30-day deadlines.
• I can schedule live real-time online sessions and meet deadlines in an impressively timely fashion.
• I can provide quick notifications and updates of progress made in the student's class via email text phone calls.
• I can also be available to tutor students for Fall 2021 Spring 2022 Summer 2022 semesters.

MY EDUCATIONAL SOFTWARE OF EXPERTISE:

• I am very knowledgeable and well-versed in a wide range of educational software to tutor students in including but not limited to: Acellus ALEKS APEX Learning Aplia Blackboard Brightspace Canvas Cengage CengageNow Connect ConnectMath Connexus CPM D2L Discord Edmentum Eviews Examity Excel Hawkes Learning Honorlock Khan Academy Knewton LimeSpring Lumen Maple MasteringChemistry MasteringPhysics MathXL (XL) MATLAB McGraw-Hill Microsoft Word Minitab Moodle MyAccountingLab MyEconLab MyITLab MyLab My Lab MyMathLab My Math Lab MyOpenMath MyPsychLab MySocLab MyStatLab My Stat Lab NCSS Open Source Software Pearson PERT PlatoWeb PowerPoint Prezi R Respondus Lockdown Browser with Webcam Sapling SPSS Stata StraighterLine Straighter Line WebAssign Web Assign Webex (Cisco) WebWork Wiley WileyPlus Wonderlic Zoom

SCHOOLS FROM WHICH I'VE HELPED STUDENTS IN :
As of 2021, I have tutored and helped students enrolled at the following U.S. universities community colleges county & city colleges schools for-profit institutions listed below in alphabetical order:

• A - C: American Public University System (APUS) Arizona State Ashford Brigham Young Brown Broward California State (Fullerton) Capella Chamberlain (Illinois) Colorado Technical Columbia Columbia Southern Cornell
• D - K: Dallas College Dartmouth DeVry Excelsior College Florida International Florida State Full Sail Georgia State Grand Canyon Harvard Houston Community College Ivy Tech Community College Kaplan Kennesaw State Kent State
• L - T: Liberty Lone Star College System Kaplan Miami Dade Michigan State CUNY State University of New York (SUNY) Northern Virginia Ohio State University of Phoenix (UOP) Penn State Princeton Purdue (Davenport) San Diego State San Francisco State San Jose State Southern New Hampshire Southern Nevada Stanford St. Petersburg Strayer Texas Tech
• UNIVERSITY OF: Alabama Arizona California (UC) Central Florida Chicago Cincinnati Florida Houston Illinois (Urbana-Champaign) Iowa Maryland Minnesota Michigan North Texas Pennsylvania Southern Florida Texas Toronto
• U - Z: UCLA Extension Utah State Utah Valley Valencia Walden U Wake Technical Western Governors Wilmington Yale

Paid Help from Hiraedu: If You're struggling to handle your Online Exams, Assignments or any other coursework, get help from Hiraedu and pay after the exam. Contact details for Hiraedu is: WhatsApp: +1 (213) 594-5657 OR Call: +1 727 456 9641
I OFFER FLEXIBLE PAYMENT PLANS:

• I offer several unique payment plans, including a weekly plan, a discounted monthly plan, a discounted half-now / half-later plan, and highly discounted up-front rates.
• I can accept the following payment methods for my services: PayPal Debit Cards Square Cash Credit Cards Cash App Venmo.
• Only people located in North America have access to Venmo Cash App Zelle.
• This is an excellent way to determine if the person you're dealing with is from the United States.
• Within reason, I offer a partial or full money-Back guarantee if the student is very unsatisfied with my academic services.

TUTORING AVAILABLE FOR OTHER SUBJECTS:

• For other subjects, you can reach out to me, and I can connect you with one of my tutoring partners who can provide general academic assistance for the following subjects:
• Art & Design: Art History Design Film Studies
• Business: Accounting (Acc) Biz Courses Business Administration (Biz Admn) Business Calculus Business Law Business Statistics Corporate Finance Economics (Econ) Finance (Fin) Financial Accounting Intermediate Accounting Intermediate Microeconomics (Micro) Macroeconomics (Macro) Management (Mgmt) Managerial Accounting Marketing MBA
• Computer Science: C C++ Computer Programming (Comp) Java Python R (Introduction & Intermediate Level Only)
• Humanities: Communications (Comm) English Literature Essay & Term Paper Writing, Editing, Proofreading Essays History Papers Philosophy (Phil) Religious Studies Theology (Theo)
• Mathematics: A.P. Calculus AB & BC Psychology Statistics AP Statistics Bio statistics Calculus I (1) Calculus II (2) Calculus III (3) College Algebra Differential Equations Discrete Math Finite Math Functions General Math Geometry Liberal Arts Math Linear Algebra Multi-variable Calculus Partial Differential Equations Precalculus Probability Quantitative Reasoning Real Analysis Statistics Trigonometry (Trig) Vector Calculus
• Science & Medicine: Anatomy & Physiology (A & P) Biochemistry Biology (Bio) Biostatistics Earth Science Environmental Science General Chemistry (Chem) Healthcare Medicine Nursing Nutrition Organic Chemistry Physics (Phys)
• Social Sciences: Anthropology Economics (Econ) Geology Law & Justice Liberal Arts Liberal Studies Political Science Psychology Sociology

THE OBLIGATORY "IS THIS A SCAM?" QUESTION:
Considering the fact that you found my contact information online, it’s understandable to be skeptical regarding the legitimacy of my services. Therefore, I’m willing to do all of the following to help you feel more secure in trusting me with your academic needs:

• 1) Speak with you on the phone and answer any questions you may have so that you have the opportunity to assess and analyze my tone, articulation, accent, diction, dialect, regionalisms, pitch, vocabulary, word choice, intonations, and inflections.
• NOTE: I’m a New Jersey-born Irish/Italian-American, but I have been told that I speak in an erudite & articulate suburban American accent with a “professor style” voice somewhat resembling the voice of actor: Ben Stein.
• 2) Agree to do some homework questions of yours upfront with the work fully shown in real-time to prove my mastery of the course content.
• 3) Send you screenshots of at least five past scores I attained from completing exams & homework assignments for other students in the same type of class you need help with.
• 4) Send you full screenshots of written exam solutions I wrote up by hand for students in the past in the same course that you need help with so that you can see my neat handwriting.
• 5) Provide you with the contact information of students who have utilized my services in the past who would be more than willing to vouch for my skills.

MY REBUTTAL TO THE OBLIGATORY “IS THIS A SCAM?” QUESTION:
At the risk of sounding arrogant, I consider myself to be at least marginally more intelligent (both academically & socially) than the average person. Therefore, if I ever decided to suddenly risk prison time, risk my reputation, and risk enduring the wrath of modern-day “cancel culture” by scamming people out of their money:

• I certainly wouldn’t do it for such paltry amounts of money. (i.e., anything less than $1,000 per victim.)
• I certainly wouldn’t choose high school & college students as my “target audience” to scam, considering that most people without college degrees have abysmally low annual incomes. Why choose low-income victims when it would be much more profitable to target high-income, high-net-worth individuals earning at least six figures a year? I have knowledge in business consulting, and I promise you that a business owner would be a MUCH more lucrative mark than a low-income college student.
• I wouldn’t choose such a time & energy-draining method of scamming people. Also, communicating back and forth with potential clients is an absurdly long time sink since only less than 10% of all potential clients who reach out to me actually become paying clients of mine. This means that 90% of my time communicating with potential clients ultimately proves to be a colossal waste of my irretrievable time & energy.
• If you pay me to provide academic services and I don’t deliver, you can always dispute the payment with the payment app and easily get your money refunded. If I were in the habit of swindling money from people, then all of my payment accounts would have been investigated and be completely shut down by now. And I would have been permanently banned from opening new accounts. Therefore, the fact that all my payment apps have been fully active for years should be sufficient proof that I haven’t had people consistently disputing payments sent to me.

HOW TO CONTACT ME:
Paid Help from Hiraedu: If You're struggling to handle your Online Exams, Assignments or any other coursework, get help from Hiraedu and pay after the exam. Contact details for Hiraedu is: WhatsApp: +1 (213) 594-5657 OR Call: +1 727 456 9641

• I take my work as a tutor very seriously, and I always aim to do my best to help my students excel in school. I have a solid and sincere passion for academic achievement, and with my help, I am positive that I can help students obtain very high grades with minimal stress and effort.
• Please feel free to contact me if you're interested in my services and would like to learn more. I'm available 24/7 via phone call, email, and text. Again, thank you for taking the time to read my Reddit tutoring ad, and I hope to hear from you soon!

My contact details:
WhatsApp: +1 (213) 594-5657
Call: +1 727 456 9641
Website: hiraedu. com
Email: [info@hiraedu](mailto:info@hiraedu). com
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If You're struggling to handle your Online Exams, Assignments or any other coursework, get help from Hiraedu and pay after the exam. Contact details for Hiraedu is: WhatsApp: +1 (213) 594-5657 OR Call: +1 727 456 9641
ASSESSMENTS I CAN COMPLETE:

• Online Courses (1 - 20 Weeks Long)
• Homework Assignments
• Exams Quizzes Tests
• Excel Projects
• Discussion Forum Posts
• Research Papers Term Papers Essays
• Employment Assessments

MY MATH SUBJECTS OF EXPERTISE:
I am very knowledgeable and proficient in assisting students in a wide range of mathematics classes. I can help students complete their homework assignments and other projects get an A on quizzes, tests, and exams (including proctored assessments) answer online discussion posts write essays & papers in MLA APA Chicago format and provide general overall academic help in each math course listed below:

• Advanced Placement Honors High School Level Math
• AP Calculus AB A.P. Calculus BC
• AP Statistics
• Biostatistics Bio-Statistics
• College Algebra Intermediate Algebra
• Business Calculus
• Business Statistics
• Business Math
• Calculus I Calculus II Calculus III (Calc)
• Geometry
• International Baccalaureate (IB) Maths
• Liberal Arts Math
• Logic & Reasoning
• Multivariable Calculus Multi variable Calculus
• Precalculus Pre-calculus
• Probability & Statistics
• Psychology Statistics Psych Stats
• Quantitative Reasoning Quantitative Methods Quantitative Literacy (Quant)
• Statistics (Stats)
• Statistics for Social Sciences
• Trigonometry (Trig)

STATISTICS HELP (MY BEST SUBJECT):

• I have a master's degree in Applied Statistics from a university in New Jersey, USA. As a result, I am very proficient in helping students with various types of Statistics courses including Biostatistics Business Statistics Elementary Statistics Probability & Statistics Psychology Statistics.
• I have extensive knowledge and skill with helping students get through various statistical concepts including all of the following in alphabetical order:
• ANOVA Bar Graph, Boxplot, Dot Plot, Histogram, Pie Chart Bias Binomial, Exponential, Poisson, Gamma, Uniform Distribution Central Limit Theorem Chi-Square Test Coefficient of Determination (R^2) Conditional & Relative Probability Confidence Interval Correlation Coefficient (r) Critical Region Critical Value Descriptive & Inferential Statistics Effect Size Expected Value Experiment vs Observation Goodness of Fit Test Hypothesis Testing Interpolation & Extrapolation Interquartile Range (IQR) Kurtosis Left, Negative, Right, Positive Skewed Distribution Logistic Regression Mean, Median, Mode, Midrange Multiple Regression Nominal, Ordinal, Interval, Ratio I Population Parameter Normal, Symmetric & Bell Shaped Distribution Null & Alternate Hypothesis One & Two Sample T-Test One & Two Sample Z-Test Ordinary Least Squares Outliers P-Value Pooled Variance (Equal Variances) Proportion R^2 Range Regression Regression Line Reject & Fail to Reject Ho Relative & Cumulative Frequency Distributions Relativity & Reliability Right, Left, One, Two Tailed Tailed Hypothesis Test Sample Statistics Sampling Methods (Convenience, Stratified, Simple, Cluster, Systematic) Significance Level (1%, 5%, 10%) Skewness Standard Deviation& Variance T-Score Test Statistic Time Series Type I & Type II Errors Unbiased Estimators Z-Score

ALGEBRA HELP:

• I am well-versed in helping students do well in Algebra 1 & 2 College Algebra Intermediate Algebra Pre-Algebra and I am very knowledgeable and proficient in the following algebra topics in alphabetical order:
• Absolute Values Circle Equation Domain Exponents Graphing Horizontal & Vertical Asymptotes Inequalities, Equations & Functions Inverse Functions Linear, Exponential, Logarithmic, Quadratic Equations Logarithms Maximum & Minimum Values of a Graph Number Lines One-to-One Functions Parallel & Perpendicular Lines Plotting Points & Ordered Pairs Point-Slope Form Polynomial Division Polynomials Radicals Range Rational & Irrational Expressions Rational Functions Real Roots Real Zeros Relations & Functions Slope Slope-Intercept Form Square Roots Standard Form of a Line System of Equations System of Inequalities Variables X and Y Intercepts

CALCULUS HELP:

• I am well-versed in helping students do well in Calculus I, II & III, Calculus 1, 2 & 3, Business Calculus, Multivariable Calculus, Vector Calculus and I am very knowledgeable and proficient in the following calculus topics in alphabetical order:
• Absolute & Local Maximum and Minimum Antiderivative Area & Volume Chain Rule Concavity Continuity Convergence Test Critical Points Curvature Curve of Rotation Curve Sketching Derivatives Divergence Test First & Second Derivative Test Fourier Series Implicit Differentiation Increasing / Decreasing Functions Infinite Series Integrals Integration by Parts Jacobian Matrix Limits L’Hopital’s Rule Maclaurin Series Mean Value Theorem Partial Derivative Product & Quotient Rule Reiman Sum Related Rates Simpson’s Rule Solid of Revolution Substitution Rule Taylor Series

Paid Help from Hiraedu: If You're struggling to handle your Online Exams, Assignments or any other coursework, get help from Hiraedu and pay after the exam. Contact details for Hiraedu is: WhatsApp: +1 (213) 594-5657 OR Call: +1 727 456 9641
ATTRIBUTES THAT SET ME APART FROM OTHER TUTORS:

• I firmly believe that I have many attributes and skills that set me apart from other tutors. Below is a list of qualities that makes me an ideal fit to help you master your coursework:

I CAN AID STUDENTS TAKING PROCTORED ASSESSMENTS:

• Proficient in CollegeBoard AP Calculus AB, AP Calculus BC & AP Statistics exams.
• Skilled with International Baccalaureate Math Exams: IB Maths HL & IB Maths SL
• Can intentionally answer a few problems incorrectly at the student's request.
• Can text solutions to the student while they are taking a proctored exam.
• Upon request, can purposely obtain grades below an A (ex: B+, B, C+, C-).
• I can stretch out the time to a plausible length for timed exams and assignments before submitting them.
• Have reliable software that can change my IP address to match the closest major city near the student.
• I have exceptional multiple-choice exam-taking skills. I have mastered the various techniques to make calculated guesses for the correct option in standardized exams such as the SAT & GRE.

I CAN VERIFY MY ACADEMIC KNOWLEDGE & SKILLS:

• I have no problem with requests to solve sample problems upfront to prove my knowledge & proficiency of the course concepts.
• I can provide glowing references & strong examples of work done for past clients to verify my academic skills.
• I can also provide, upon request, complete detailed calculations with explanations for solutions to the problems worked on.
• I am quite skilled and adept in using multiple modernized educational platforms and software, including but not limited to: Brightspace MyStatLab D2L WebAssign Canvas MyMathLab Blackboard ALEKS
• Can format term papers and discussion posts in APA MLA Harvard Chicago Vancouver OSCOLA IEEE format.

I HAVE PAID ACCESS TO OVER 15 STUDY-HELP WEBSITES AND MATHEMATICAL SOFTWARE:

• I have multiple paid subscriptions to a wide range of academic tutoring resources, including Chegg, Quizlet, CourseHero, Brainly, Grammarly, Study. com, Bartleby, Slader, Transtutors, Slideshare, StudocU, Turnitin, Academia, SymboLab, WolframAlpha, and Scribd to help guide to solve exam & homework questions that I may not immediately know.
• However, I am smart enough not to blatantly plagiarize solutions online but instead write them in my own unique words, formatting, & mathematical terminology.
• I have access to a very sophisticated graphing calculator and various mathematical software that provides step-by-step solutions to complex mathematical problems within seconds, allowing me to provide exact solutions to the student in a timely manner.
• I have impeccable handwriting and a high-quality mobile scanner app that allows me to scan written solutions in very legible high-definition JPG, PNG, or PDF formats.

MY AVAILABILITY & RELIABILITY:

• Depending on my availability, I can accommodate immediate tutoring requests, 1-24 hour, and 1-30-day deadlines.
• I can schedule live real-time online sessions and meet deadlines in an impressively timely fashion.
• I can provide quick notifications and updates of progress made in the student's class via email text phone calls.
• I can also be available to tutor students for Fall 2021 Spring 2022 Summer 2022 semesters.

MY EDUCATIONAL SOFTWARE OF EXPERTISE:

• I am very knowledgeable and well-versed in a wide range of educational software to tutor students in including but not limited to: Acellus ALEKS APEX Learning Aplia Blackboard Brightspace Canvas Cengage CengageNow Connect ConnectMath Connexus CPM D2L Discord Edmentum Eviews Examity Excel Hawkes Learning Honorlock Khan Academy Knewton LimeSpring Lumen Maple MasteringChemistry MasteringPhysics MathXL (XL) MATLAB McGraw-Hill Microsoft Word Minitab Moodle MyAccountingLab MyEconLab MyITLab MyLab My Lab MyMathLab My Math Lab MyOpenMath MyPsychLab MySocLab MyStatLab My Stat Lab NCSS Open Source Software Pearson PERT PlatoWeb PowerPoint Prezi R Respondus Lockdown Browser with Webcam Sapling SPSS Stata StraighterLine Straighter Line WebAssign Web Assign Webex (Cisco) WebWork Wiley WileyPlus Wonderlic Zoom

SCHOOLS FROM WHICH I'VE HELPED STUDENTS IN :
As of 2021, I have tutored and helped students enrolled at the following U.S. universities community colleges county & city colleges schools for-profit institutions listed below in alphabetical order:

• A - C: American Public University System (APUS) Arizona State Ashford Brigham Young Brown Broward California State (Fullerton) Capella Chamberlain (Illinois) Colorado Technical Columbia Columbia Southern Cornell
• D - K: Dallas College Dartmouth DeVry Excelsior College Florida International Florida State Full Sail Georgia State Grand Canyon Harvard Houston Community College Ivy Tech Community College Kaplan Kennesaw State Kent State
• L - T: Liberty Lone Star College System Kaplan Miami Dade Michigan State CUNY State University of New York (SUNY) Northern Virginia Ohio State University of Phoenix (UOP) Penn State Princeton Purdue (Davenport) San Diego State San Francisco State San Jose State Southern New Hampshire Southern Nevada Stanford St. Petersburg Strayer Texas Tech
• UNIVERSITY OF: Alabama Arizona California (UC) Central Florida Chicago Cincinnati Florida Houston Illinois (Urbana-Champaign) Iowa Maryland Minnesota Michigan North Texas Pennsylvania Southern Florida Texas Toronto
• U - Z: UCLA Extension Utah State Utah Valley Valencia Walden U Wake Technical Western Governors Wilmington Yale

Paid Help from Hiraedu: If You're struggling to handle your Online Exams, Assignments or any other coursework, get help from Hiraedu and pay after the exam. Contact details for Hiraedu is: WhatsApp: +1 (213) 594-5657 OR Call: +1 727 456 9641
I OFFER FLEXIBLE PAYMENT PLANS:

• I offer several unique payment plans, including a weekly plan, a discounted monthly plan, a discounted half-now / half-later plan, and highly discounted up-front rates.
• I can accept the following payment methods for my services: PayPal Debit Cards Square Cash Credit Cards Cash App Venmo.
• Only people located in North America have access to Venmo Cash App Zelle.
• This is an excellent way to determine if the person you're dealing with is from the United States.
• Within reason, I offer a partial or full money-Back guarantee if the student is very unsatisfied with my academic services.

TUTORING AVAILABLE FOR OTHER SUBJECTS:

• For other subjects, you can reach out to me, and I can connect you with one of my tutoring partners who can provide general academic assistance for the following subjects:
• Art & Design: Art History Design Film Studies
• Business: Accounting (Acc) Biz Courses Business Administration (Biz Admn) Business Calculus Business Law Business Statistics Corporate Finance Economics (Econ) Finance (Fin) Financial Accounting Intermediate Accounting Intermediate Microeconomics (Micro) Macroeconomics (Macro) Management (Mgmt) Managerial Accounting Marketing MBA
• Computer Science: C C++ Computer Programming (Comp) Java Python R (Introduction & Intermediate Level Only)
• Humanities: Communications (Comm) English Literature Essay & Term Paper Writing, Editing, Proofreading Essays History Papers Philosophy (Phil) Religious Studies Theology (Theo)
• Mathematics: A.P. Calculus AB & BC Psychology Statistics AP Statistics Bio statistics Calculus I (1) Calculus II (2) Calculus III (3) College Algebra Differential Equations Discrete Math Finite Math Functions General Math Geometry Liberal Arts Math Linear Algebra Multi-variable Calculus Partial Differential Equations Precalculus Probability Quantitative Reasoning Real Analysis Statistics Trigonometry (Trig) Vector Calculus
• Science & Medicine: Anatomy & Physiology (A & P) Biochemistry Biology (Bio) Biostatistics Earth Science Environmental Science General Chemistry (Chem) Healthcare Medicine Nursing Nutrition Organic Chemistry Physics (Phys)
• Social Sciences: Anthropology Economics (Econ) Geology Law & Justice Liberal Arts Liberal Studies Political Science Psychology Sociology

THE OBLIGATORY "IS THIS A SCAM?" QUESTION:
Considering the fact that you found my contact information online, it’s understandable to be skeptical regarding the legitimacy of my services. Therefore, I’m willing to do all of the following to help you feel more secure in trusting me with your academic needs:

• 1) Speak with you on the phone and answer any questions you may have so that you have the opportunity to assess and analyze my tone, articulation, accent, diction, dialect, regionalisms, pitch, vocabulary, word choice, intonations, and inflections.
• NOTE: I’m a New Jersey-born Irish/Italian-American, but I have been told that I speak in an erudite & articulate suburban American accent with a “professor style” voice somewhat resembling the voice of actor: Ben Stein.
• 2) Agree to do some homework questions of yours upfront with the work fully shown in real-time to prove my mastery of the course content.
• 3) Send you screenshots of at least five past scores I attained from completing exams & homework assignments for other students in the same type of class you need help with.
• 4) Send you full screenshots of written exam solutions I wrote up by hand for students in the past in the same course that you need help with so that you can see my neat handwriting.
• 5) Provide you with the contact information of students who have utilized my services in the past who would be more than willing to vouch for my skills.

MY REBUTTAL TO THE OBLIGATORY “IS THIS A SCAM?” QUESTION:
At the risk of sounding arrogant, I consider myself to be at least marginally more intelligent (both academically & socially) than the average person. Therefore, if I ever decided to suddenly risk prison time, risk my reputation, and risk enduring the wrath of modern-day “cancel culture” by scamming people out of their money:

• I certainly wouldn’t do it for such paltry amounts of money. (i.e., anything less than $1,000 per victim.)
• I certainly wouldn’t choose high school & college students as my “target audience” to scam, considering that most people without college degrees have abysmally low annual incomes. Why choose low-income victims when it would be much more profitable to target high-income, high-net-worth individuals earning at least six figures a year? I have knowledge in business consulting, and I promise you that a business owner would be a MUCH more lucrative mark than a low-income college student.
• I wouldn’t choose such a time & energy-draining method of scamming people. Also, communicating back and forth with potential clients is an absurdly long time sink since only less than 10% of all potential clients who reach out to me actually become paying clients of mine. This means that 90% of my time communicating with potential clients ultimately proves to be a colossal waste of my irretrievable time & energy.
• If you pay me to provide academic services and I don’t deliver, you can always dispute the payment with the payment app and easily get your money refunded. If I were in the habit of swindling money from people, then all of my payment accounts would have been investigated and be completely shut down by now. And I would have been permanently banned from opening new accounts. Therefore, the fact that all my payment apps have been fully active for years should be sufficient proof that I haven’t had people consistently disputing payments sent to me.

HOW TO CONTACT ME:
Paid Help from Hiraedu: If You're struggling to handle your Online Exams, Assignments or any other coursework, get help from Hiraedu and pay after the exam. Contact details for Hiraedu is: WhatsApp: +1 (213) 594-5657 OR Call: +1 727 456 9641

• I take my work as a tutor very seriously, and I always aim to do my best to help my students excel in school. I have a solid and sincere passion for academic achievement, and with my help, I am positive that I can help students obtain very high grades with minimal stress and effort.
• Please feel free to contact me if you're interested in my services and would like to learn more. I'm available 24/7 via phone call, email, and text. Again, thank you for taking the time to read my Reddit tutoring ad, and I hope to hear from you soon!

My contact details:
WhatsApp: +1 (213) 594-5657
Call: +1 727 456 9641
Website: hiraedu. com
Email: [info@hiraedu](mailto:info@hiraedu). com
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