Writing a good academic paper requires a combination of careful planning, thorough research, and clear, concise writing. Begin by selecting a topic that is both interesting and relevant to your field of study. Ensure that it is neither too broad nor too narrow, allowing for a comprehensive exploration within the constraints of your assignment. Conduct a thorough literature review to understand the current state of research on your topic, identifying gaps that your paper might fill.
Develop a strong thesis statement that clearly outlines the main argument or purpose of your paper. This statement should guide the structure and focus of your writing. Create an outline to organize your thoughts and ensure a logical flow of information. This outline should include an introduction, body sections, and a conclusion. Each section should serve a distinct purpose in supporting your thesis.
In your introduction, provide background information to contextualize your research, introduce your thesis statement, and outline the structure of your paper. Make sure to engage your reader's interest from the beginning. In the body of your paper, present your arguments and evidence in a clear and logical order. Each paragraph should focus on a single point, beginning with a topic sentence that relates to your thesis. Use evidence from credible sources to support your arguments, and critically analyze this evidence rather than simply presenting it.
Transition smoothly between paragraphs to maintain the flow of your argument. Avoid jargon and overly complex sentences that might confuse your reader. Instead, aim for clarity and precision in your writing. Throughout your paper, maintain an objective and formal tone, avoiding personal anecdotes or biased language.
In your conclusion, summarize the main points of your paper and restate your thesis in light of the evidence presented. Discuss the implications of your findings and suggest areas for future research. Avoid introducing new information in the conclusion; instead, focus on synthesizing the information already discussed.
Once you have completed your draft, revise and edit your paper carefully. Check for coherence, consistency, and clarity. Ensure that your arguments are well-supported and that your evidence is properly cited. Pay attention to grammar, punctuation, and formatting, adhering to the style guide appropriate for your discipline.
Finally, seek feedback from peers or mentors to gain new perspectives on your work. Incorporate constructive criticism to refine your paper further. By following these steps, you can produce a well-organized, insightful, and academically rigorous paper that effectively communicates your research and arguments.

Kathmandu, the vibrant capital of Nepal, offers a rich tapestry of cultural, historical, and natural attractions. Here are some top things to do in Kathmandu:

Cultural and Historical Sites

1. Swayambhunath (Monkey Temple)
   • One of the oldest religious sites in Nepal, offering panoramic views of Kathmandu Valley.
   • The complex includes a stupa, a variety of shrines and temples, and is home to many monkeys.
2. Boudhanath Stupa
   • One of the largest spherical stupas in Nepal and an important pilgrimage site for Buddhists.
   • Surrounded by a lively market and numerous monasteries.
3. Pashupatinath Temple
   • A UNESCO World Heritage Site and one of the holiest Hindu temples dedicated to Lord Shiva.
   • Located on the banks of the Bagmati River, it is also a major cremation site.
4. Kathmandu Durbar Square
   • A historic square featuring palaces, courtyards, and temples.
   • Home to the Kumari Ghar, the residence of the living goddess Kumari.
5. Patan Durbar Square
   • Another UNESCO World Heritage Site located in the city of Lalitpur.
   • Known for its stunning architecture and rich Newari culture.
6. Bhaktapur Durbar Square
   • Renowned for its well-preserved medieval architecture, pottery, and vibrant local culture.
   • Features the 55-Window Palace, Vatsala Temple, and Nyatapola Temple.

Natural Attractions

1. Garden of Dreams
   • A neo-classical garden located in the heart of Kathmandu.
   • A serene place to relax amidst beautiful landscaping and historic pavilions.
2. Nagarjun Forest Reserve
   • Located on a hill on the northwest side of the city, it offers hiking trails and a chance to see local wildlife.
   • Also known as Jamacho, it provides great views of the Himalayas and Kathmandu Valley.

Cultural Experiences

1. Thamel
   • The bustling tourist hub of Kathmandu filled with shops, restaurants, bars, and trekking agencies.
   • A great place to experience local culture, shop for souvenirs, and try local cuisine.
2. Asan Market
   • One of the oldest and busiest markets in Kathmandu.
   • A vibrant spot to experience local life, buy spices, textiles, and traditional Newari items.

Day Trips and Short Excursions

1. Chandragiri Hills
   • Offers a cable car ride to the top of the hill, providing spectacular views of the Himalayas.
   • Features a temple dedicated to Bhaleshwor Mahadev and recreational facilities.
2. Pharping
   • A pilgrimage site located south of Kathmandu, known for its Buddhist monasteries and sacred caves.
   • A tranquil place to explore and meditate.
3. Kirtipur
   • An ancient city on a hill providing a glimpse into traditional Newari life.
   • Home to several historic temples and a university.

Adventure Activities

1. Mountain Flights
   • Scenic flights over the Himalayas, including a close view of Mount Everest.
   • Ideal for those who don't have the time or physical ability to trek to higher altitudes.
2. Trekking and Hiking
   • Numerous trekking agencies in Kathmandu offer guided treks to regions like Everest Base Camp, Annapurna, and Langtang.
   • Shorter hikes around the Kathmandu Valley, such as Nagarkot and Shivapuri, are also popular.

Kathmandu offers a unique blend of ancient heritage and vibrant modern life, making it a fascinating destination for travelers.

https://www.wtsglobal.com/public_html/wp-content/uploads/2022/12/Envy-Extreme-Vio.pdf
Crossposting audience: The bad news is there does not seem to be a cure for envy. This is congruent with the recidivism statistics of maladapted/antisocial behavior in narcissists, without which narcissism and those with NPD would not be so socially undesirable. However, there are clear signs that the circuitry of envy is noticeably different than the circuitry of admiration, and that jealousy pathways are similar to addiction and expectation of reward pathways. A neuroeconomic analysis of "I won't win this one without illegal/unethical leveling" may be occurring in the envious, showing there may be insight that could resolve what has been until this point and unresolvable emotion full of frustration and pain at the perceived inferiority these individuals suffer. It is important to study and resolve this to help protect their victims from violence, psychological, and economic abuse, theft, hostage-taking of what is critical to the envied person, and unreasonable dislike that turns into hate crime on a whim. Victims deserve protection (the envious say the opposite) and so we research. Follow this subreddit for the first research-backed subreddit on envy.
Intense envy is associated with shame, depression, inferiority, isolation, anxiety, paranoia, and even violent criminal behavior.
Envy is an emotion capable of producing distorted perceptions and cognitions. Intense envy is associated with adverse states such as shame, depression, inferiority, isolation, anxiety, paranoia, and even violent criminal behavior.
The envious can become violent when they want to destroy goodness as perceived advantage, especially if they do not feel they possess goodness
There may come a point at which the envious person's goal is to harm the other's ability to enjoy the perceived advantages—the wish to destroy goodness as formulated by Melanie Klein.
Obliterative envy is the violent instantiation of envy focusing on a desire to obliterate what is perceived as an unjust, intolerable reality
The psychodynamics are discussed by which destructive envy produces or enhances a persecutory mindset and desire for revenge so powerful that lethal violence is chosen as an option. The concepts of obliterative envy and pseudo-spiritual transformation are introduced, and forensic case examples are used to demonstrate how envy produces persecutory cognitions and facilitates the desire to “obliterate” what is perceived as an unjust, intolerable reality.
Increased projection of the malicious or terrorist impulse is the sign of an escalation in the violent envious person’s ability to commit violence. As they grow more out of control in this respect, the more likely they are to actually engage in these actions.
The false logic of envy convinces the individual that they have an unfavorable and immutable disadvantage—thus, the other appears enhanced while the individual feels diminished. This depressing, humiliating position generates resentment toward the other. Depending upon developmental experience and other psychosocial factors, the individual with envy may increasingly use projection, projective identification, and experience persecutory thoughts.
The envious other wants to harm or destroy the other’s ability to enjoy these perceived advantages
There may come a point at which the envious person's goal is to harm or destroy the other's ability to enjoy the perceived advantages.
A bizarre scenario is witnessed where someone sacrifices their own life from spite to hurt the envied
. In some cases, extremely envious individuals are willing to spitefully sacrifice their own lives in an act of violence. The act may be felt as revenge for some perceived or actual injustice, but the driving emotion is intolerable envy, consciously recognized by the attacker or not.
We conclude by reviewing the challenges of detecting severe envy and preoccupation with lethality in treatment and in non-treatment settings where threat assessment protocols may be applied.
Obliterative envy is the state of mind arising from overwhelming narcissistic rage and resentment
. Obliterative envy is the state of mind arising from overwhelming narcissistic rage and resentment, leading the individual to destroy the envied other, and simultaneously himself, to negate the detested situation in its entirety. Pseudo-spiritual transformation is the state of mind by which the perpetrator's personal grievance is justified and elevated to the level of a spiritual or religious imperative.
Proximal warning signs are pathway, fixation, identification, novel aggression, energy burst, leakage, last resort, and directly communicated threat
The TRAP-18 consists of 8 proximal warning behaviors—pathway, fixation, identification, novel aggression, energy burst, leakage, last resort, and directly communicated threat—and 10 distal characteristics—
10 distal characteristics are found, however odd patterns shown in intelligence of purposefully creating these conditions should be noted for terroristic envy from the inside themselves
personal grievance and moral outrage, framed by an ideology, failure to affiliate with an extremist or other group, dependence on the virtual community, thwarting of occupational goals, changes in thinking and emotion, failure of sexually intimate pair bonding, mental disorder, greater creativity and innovation, and history of criminal violence.
Acknowledging envy declares one’s inferiority which causes shame
To acknowledge envy is to declare one's felt inferiority, which in turn triggers additional feelings of shame (Ronningstam, 2005).
Enviers can be seen in both ideation of crime and premeditated crime experience a fierce kind of sadistic pleasure when contemplating violence toward the envied
Among all the so-called seven deadly sins (pride, greed, lust, envy, gluttony, wrath, sloth), Milic (2019) argues that envy produces nothing but mental anguish and is devoid of even an initial burst of pleasure or immediate gratification. We would suggest that envy may hold within it both masochistic pleasure, and well as a fierce kind of sadistic pleasure when contemplating violence toward the envied.
Painful and resentful awareness of an advantage enjoyed by another joined with a desire to possess the same advantage can be seen
Confusion of terms has long been the case where envy and jealousy are concerned; examples abound. For instance, “I am jealous of her good looks,” is more accurately an admission of envy. Envy, in its simplest form, is defined in the dictionary as a “painful or resentful awareness of an advantage enjoyed by another, joined with a desire to possess the same advantage” (Merriam-Webster.com, 2021).
Romantic jealousy is fear of loss of mate and mate retention behaviors, and envy is seen as someone threatening to take away advantage personally
Romantic jealousy has been found to be positively correlated with feelings of insecurity, low self-esteem, and mate retention behaviors (Chin et al., 2017). Whereas in envy, advantage is perceived as belonging to the other; in jealousy, a rival is seen as threatening to take away the advantage (Anderson, 2002).
Narcissistic injury too unbearable to tolerate causes violence. A poisoning quality is specific to the violently envious
In the case of both tension states, it is a matter of degree—how much does the negative comparison lead the sufferer to experience painful feelings of inferiority and shame that result in a narcissistic injury too unbearable to tolerate? Is there the potential for narcissistic rage in its various manifestations, including violence? As the UK advice columnist Irma Kurtz wrote, “jealousy fights duels, envy poisons the soup (Kurtz, 1987).” Table 1 lists the comparative characteristics of envy and jealousy.
Insatiability, and excessive willingness to even take out themselves and their own security, even if it be financial, to take out the person they are envious of can be seen in the violently envious person. They are competitive and will do anything to stop being thrown into relief as less advantaged with the envied person.
Moreover, envy is historically and consistently referred to as hidden and insidious (Epstein, 2003; Minou, 2017). Envy may often be denied because of its implication of inferiority, unwarranted malicious temptation in the envier, and especially its potential for destructiveness. Envy increases within the sufferer the likelihood of developing depression, lowers resilience, and destabilizes self-esteem (Xiang et al., 2020). Those laboring under strong envy are insatiable, competitive, and may be willing to sacrifice their own outcomes to diminish the envied person's perceived advantage (Smith & Kim, 2007
As a result, people report greater feelings of envy and inadequacy.
Passively browsing Facebook apparently incites lots of envy in the envy prone who may try to destroy or at least erase the presence of the one who makes them feel that much envy. Out of sight, out of mind for the envier is desired for and they try to make it a reality
Even passively browsing Facebook can lead to negative social comparison, envy, social isolation and a significantly impaired sense of life satisfaction (Morawska, 2019). Younger persons who spend more time on social media are more susceptible to these effects than older persons.
Consumed with envy and shame (violence most likely) becomes over time guilt-ridden and self-punishing as they continue to avoid feelings of narcissistic inaccessibility, aka, being reminded of what they can’t or don’t have.
Klein first theorized that mature development required transition from the persecutory position (consumed with envy and shame) to the depressive position (guilt-ridden and self-punishing) in order to avoid feelings of victimization and narcissistic inaccessibility (Klein, 1975).
Envy can be a driving emotion in some who go on to commit acts of extreme violence
Those with strong paranoid and narcissistic traits have been observed to suffer from a desire to destroy the goodness they perceive they have been unjustly denied. Such individuals seek to destroy the other's ability to enjoy the whole object pleasures of love or achievement (Zizek, 2008). Envy can be a primary driving emotion in some who go on to commit acts of extreme violence (Hyatt-Williams, 1998; Knoll, 2010a, 2010b).
Narcissism starts to distort senses of justice in envy. The “justice sense” suddenly becomes distorted and no longer justice in the envious instantiation.
Other main themes associated with envy in the psychological literature involve the envious person's perception of fairness and justice, narcissism, hostility, and grudge holding (Anderson, 2002; Milic, 2019; Nauta, 2009).
Entitlement is part of envy; the envious feel that they are withholding the goodness or justice of things like “having sex with the girls in the hottest sorority”. Externalization, projection and projective identification can be seen. These individuals show impaired ability for sympathy, empathy, regret, reconciliation or gratitude which all require an ability to see someone else as human who may feel things like they do, aka, an increased disposition to commodify agents is seen.
In the P-S position, the individual's worldview is based on feelings of mistreatment and frustration at what is perceived as intentional harm, injustice, or purposeful withholding of advantages. The P-S position is associated with the use of maladaptive defense mechanisms such as splitting, externalization, projection, and projective identification. Such individuals will have an impaired capacity for sympathy, empathy, regret, reconciliation or gratitude—emotions that necessitate an ability to represent others in one's mind as whole, real, and meaningful individuals. Via projection and projective identification (an incomplete projection wherein the projected content continues to threaten the self), such individuals perceive others as actively persecuting them by withholding the goodness, justice, or fairness to which they feel rightfully entitled (Grotstein, 1981)
Not getting what they feel entitled to is a profoundly depressing and humiliating experience for those who have an excessive predisposition to commodify and then feel entitled to things that should not have ever been commodified
As a result of their perception of intolerable injustice, some may become overwhelmed with a sense of loss that cannot be mourned (Feldman & De Paola, 1994). Grief is subsumed by personal grievance. There is then the potential for hostile revenge fantasies, followed by an unwillingness to forsake a martyrdom fantasy of ultimate and final revenge. Envy may defy common sense, yet its logic can be understood. Envious persons see the object of envy as big or advantaged, while they feel small and disadvantaged. This is a profoundly depressing and humiliating experience for the envious who are left harboring resentment and injustice, emotions which are often a product of depleted omnipotent fantasies (Anderson, 2002).
Defense of projection may hypertrophy to distort their perceptions of others as greedy, spiteful, and intentionally persecutory–aka, someone very rich may start projecting on others as greedy to project off the shame they feel for greed. Or, someone who is antisemitic with lots of wealth may suddenly become fixated on Jews to relieve themselves of the guilt they feel for not helping people.
They may come to experience—whether acknowledged as compensatory or not—a “malicious glee” (schadenfreude) over other's misfortune, which can develop into an addictive like pursuit of sadistic joy over others' sorrows. Their defense of projection may hypertrophy to distort their perceptions of others as greedy, spiteful and intentionally persecutory
Social pain over a perceived failure to meet some internalized level of value is seen
in contrast to the dynamic of a negative comparison defining envy, shame is “a painful feeling of an interrupted sense of joy, relationship, status, or pride, because of exposure of one's failure to meet standards or ideals” (p. 37). The key phrase here is not meeting “standards,” which suggests social pain over a perceived failure to meet some internalized level of value. S
Shame for feeling hate then leads to self-hate, and this suffering sees no relief until they decide to commit extreme violence
A vicious cycle may ensue, in which the envier is ashamed of feeling hateful, and then hates himself for feeling such negative emotions—which make him further aware of his inadequacy. In actuality, we suggest that these powerful negative emotions—shame, envy, hatred of others and hatred of self—are so interrelated that they may all be in play in the sufferer who chooses extreme violence.
Irrational suicidal behavior often called a “psychic death” can be found on people with extreme narcissistic injury and envy.
Gilligan's interpretations may not explain all instances of extreme violence, but they are consistent with what we call the obliterative mindset. The perpetrator has lost the capacity for undistorted judgment and to sublimate aggression. The “self” is already dead. He is now ready to override the survival instinct and fully embrace a drive toward death (Anderson, 2006).
A deep sense of victimizations promotes a righteous vengeance that then aggressively devalues the other to promote the self, as they do not feel like they will compare organically without aggressively manufacturing the devaluation of the other
. In the distorted logic of severe envy, a deep sense of victimization allows martyrdom and/or righteous vengeance to devalue the other and promote the self to heroic status.
The envious person decides he is going to show the world his true self, which in the end is nothing but another terrorist, one of many people who did nothing with their lives but just kill other people out of rage, envy and entitlement
Intolerable conditions and even the imperfect self are wiped clean, leaving only the perpetrator's final judgment, which is not open to appeal. The violent extremist warped by severe envy is drawn to a statement of self-affirmation to counteract overwhelming shame. By obliterating the unacceptable reality, his sacrifice seems worthwhile to him to re-establish his sense of self. Or as the violent perpetrator Elliot Rodger wrote: “Finally, at long last, I can show the world my true worth” (E.R. Manifesto, 2014). The paradox, however, is compelling: obliterating the actual self to realize just before death the perfect and omnipotent self.
Around the time of extremism, rigidity can be seen and is palpable on the one engaged in covert or overt acts
. Beliefs in the superiority of one's cause become rigidly fixed and overvalued (Rahman et al., 2019).
Extreme imbalances of what is given from what is taken is a clear signs of extreme envy, suggesting economic abuse is motivated by envy in many cases
: “Everything is gone. What I own is just gonna be a pittance compared to what I am going to take.” The distorted logic of severe envy can be seen at play in MH's statement: “It's a kind of a community that in order for you to get ahead, you have to keep the neighbor down. It's not…you know, building yourself up on your own merit, it's tear the other guy down.” There is no ambivalence or relativity at this point for MH. His world is split into only those who are building up and those who are tearing down. Deep in his persecutory position, MH gives about as clear an explanation, in our opinion, of the logic of violent, destructive envy as can be found in such cases:
Genocidal obliteration is seen on those so envious they become violent
. When I do this, that levels the playing field in my favor, so now we've got a lopsided playing field because when I come back at you, I'm gonna destroy your side of the playing field
Addicted to revenge, they make patently unreasonable decisions
Various townspeople interviewed in the documentary note how MH had been given numerous financially appealing options, including an offer of six times what he paid for his land. The object of MH's envy was his perception of the success of several businessmen whose family had lived in the town for generations. Offers to provide MH with a financially advantageous resolution held no sway since he was fully in the grip of an obliterative mindset. Or, as the town news editor stated, “He had a way out. He had a way out to make some good money and, and go on about his life, but he chose that path for whatever reason.” Instead, he narrowed his focus and proceeded according to the dictates of violent envy and revenge.
Peacefulness after extreme painful turbulence is a tell-tale sign of premeditated homicidal action in the envious
Tied to these signs of PST is MH's statement that “a peace came over me…,” perhaps describing an almost spiritual feeling of relief after having finally resigned himself to die. Such descriptions of emotional reprieve have been associated with anticipatory and relief-oriented permissive beliefs in suicidal crises (Del-Monte & Graziani, 2020). Perpetrators of mass murder and other forms of targeted homicide-suicide have similarly described a state of peacefulness and relief that arises once they have come to terms with their own death as not only inevitable and acceptable, but planned, either by their own hand or as a “suicide-bycop.”
“I wasn’t supposed to caught”; an exceptionalism is seen on the violently envious
ambivalence. MH proceeds to strengthen and amplify his violent intent via a combination of PST and teleological thinking: “I wasn't supposed to get caught! God built me to be here to prove to you that what you have been doing for God knows how many years is wrong.”
Resolving the crisis would be an intolerable sign of weakness and inferiority (Gilligan & Richards, 2021).
This statement suggests his intensifying envy, often apparent in pathologically narcissistic states and traits (Kernberg, 1992). What MH deserves is beyond question, and now God expects him to harm the objects of his envy. The conviction of transcendent moral and spiritual righteousness is a common justification for violent lashing out by those in the persecutory position. Resolving the crisis nonviolently would require more psychological degrees of freedom and capacity for gratitude and empathy than MH possessed. To him it would be an intolerable sign of weakness and inferiority (Gilligan & Richards, 2021).
When people are happy an aggressive raging need to ruin it is seen on the envious
As poetically described by Gilligan and Richards (2021), the most direct, immediate and literal way to wipe tormentors' mocking smiles from their faces is to make them weep through violence.
Fixation is a huge sign of extreme envy and ability to commit envy-based violence
MH's PST would be associated with the TRAP-18 (Meloy, 2017) distal characteristic of Changes in Thinking and Emotion. These changes are often complex, and appear to occur in three domains: interpersonal relations become more limited and isolation increases; there is evidence of fantasy that is both grandiose and violent (often leaked through social media); and emotions shift from just anger, to also contempt and disgust for the target. We also see continued TRAP-18 evidence of the proximal warning behavior of Fixation, in this case motivated by extreme overvalued beliefs (Meloy & Rahman, 2020). Fixation, a preoccupation with a person or a cause that is accompanied by deterioration in work and love, is often the first proximal warning behavior to appear in a case of targeted violence (Meloy et al., 2021).
Last resort behavior can be seen when they think they were never going to get caught, a desperate attempt to commit violent envious action to secure the envied’s punishment for making them feel envy
Last Resort proximal warning behavior is defined as a violent action and time imperative: the person must act, and he must act now. Such warning behavior is often precipitated by a triggering event—often a loss in love or work--or one that is anticipated, and is sometimes accompanied by feelings of desperation or distress (Meloy, 2017).
Envy that powerful pushes them into the obliterative mindset, where violence occurs
Such intense devaluation of the desired object suggests envy powerful enough to push him into the obliterative mindset.
ER repeatedly used the word “envy” to describe his misery.
ER repeatedly used the word “envy” to describe his misery. He understood the difference between envy and jealousy, which he also experienced at an early age when there would be a third boy on playdates with his best friend (E.R. Manifesto, 2014).
He shows that the desire to torture is motivated by envy, showing that envy is indeed a product of envy and with it its links to narcissism
ER went to a Starbucks coffee shop there, where he became “livid with envious hatred” upon seeing a couple kissing. He proceeded to throw his coffee on them. What he actually fantasized doing was to “kill them slowly… strip the skins off their flesh.” The sight of a couple enjoying themselves brought out sadistic urges to destroy them, but not before torturing them by removing the very organ they would use to enjoy each other—their skin.
Entitlement is also linked to the torture as envy milieu saying “if I cannot have it, I will destroy it”. That is extreme entitlement
Just as MH described the true nature of destructive envy so well, so does ER, with jarring precision: “If I cannot have it, I will destroy it.
A hatred for someone from a younger generation enjoying things they didn’t can be seen in the envious
That was the day that I decided I would have to kill him on the Day of Retribution. I will not allow the boy to surpass me at everything, to live the life I've always wanted. It's not fair that he has the chance to have a pleasurable life while I've been denied it. It will be a hard thing to do, because I had really bonded with my little brother in the last year, and he respected and looked up to me. But I would have to do it. If I can't live a pleasurable life, then neither will he!
Fixation and pathological preoccupation followed by deterioration is seen on those who are capable of and/or commit envious violent action
The ER case is rife with examples of the proximal warning behavior of Fixation on the TRAP-18: “an increasingly pathological preoccupation with a person or a cause, accompanied by a deterioration in social and occupational life” (Meloy, 2017)
Envy based torture premeditation and enaction is seen on those envious who fit the description for TRAP-18
When ER saw the couple kissing at Starbucks he also wanted to kill them, “slowly.” What he actually did was throw coffee on them (and, incidentally, at great risk of physical retaliation). Such a behavior is an example of the proximal warning behavior on the TRAP-18 of Novel Aggression: “an act of violence that appears unrelated to any targeted violence pathway and is committed for the first time” (Meloy et al., 2012), and is done to test one's violent capability.
Acute narcissistic injury can trigger a suicidal crisis
An acute narcissistic injury in the patient's life could trigger a suicidal crisis in the absence of a depressed state. Ronningstam (2005) discussed the various meanings of suicidality in narcissistic patients, among them, an illusion of control and mastery (as well as preserving the perfect self), a shield against anticipated narcissistic injuries (death before dishonor), and an act of revenge: an individual may commit suicide to spite someone else.
Even envious hatred for therapists can be found, with therapists witnessing boredom with the sessions and withdrawing from direct engagement. This suggests extreme dispositional envy.
. He may pronounce boredom with the sessions or withdraw from direct engagement; his envious hatred may be hidden underneath an attitude of indifference. Alternatively, he may attempt to compete with the therapist, claiming superior knowledge or understanding (Abraham, 1927)
Envious individuals suffer from an encapsulated murderous aspect of their personalities
…most envious individuals suffer from an encapsulated murderous aspect of their personalities. If this concealed enclave is suddenly detonated by external circumstances, homicidal or suicidal violence can erupt.
Envious people see the world as zero-sum and try to reinforce back to zero-sum when people prove it is not inherently zero-sum. They will aggressively try to renormalize it back to where their envy seems less pathological and distorted.
In the zero-sum game of envy, there is a myth that if someone has something good, the other person is diminished. A major goal of therapy is to help patients see that self-esteem is not dependent on what someone else has and that their accomplishments are not connected to those of others. The therapist works to interpret to the patient that his zero-sum view undermines the chance in his life that he and others can simultaneously feel successful and gratified (pp. 128–129).
Envy influences the subject’s violent motives
s. Understanding the powerful psychodynamics of severe envy, the obliterative mindset and pseudo-spiritual transformation, contribute to the knowledge base for threat assessment practice. Threat assessment clinicians on these teams may identify the signs of envy, often subtle or revealed indirectly, and its influence on a subject's violent motives.
Desire for revenge becomes so powerful they commit revenge-based homicide or attempt it, and may even sacrifice their own lives and careers just because of the burning narcissistic envy
When the desire for revenge is powerful enough, such individuals may conclude an act of lethal violence is wholly necessary and the only logical remedy, even if it means sacrificing their own lives.
This act of extreme violence risks the lives of both self and other while providing a relatively brief period of shelter from intense narcissistic injury.
Obliterative envy describes the process by which envy, and its related mental and emotional states, are negated through an act of extreme violence. This act of extreme violence risks the lives of both self and other while providing a relatively brief period of shelter from intense narcissistic injury. Pseudo-spiritual transformation is the perpetrator's belief that violent revenge, in response to a personal grievance, is being guided and sanctified by some transcendent power, usually of personal religious significance.

Alright I’m prepared for the telling-off I’ll get for this
I’m a third year games production student and I’ve been working on a dissertation
The assignment requires us to choose an area of study related to the games tech industry, examine existing research on this (literature review), then create a practical test in order to further explore this area of study, analyse the results and come to a conclusion
I picked player immersion as a topic, specifically exploring the importance of one factor of the design of a game over another, and my practical test looked at the importance of textures - participants are shown two game environments, both identical except one has the textures removed. Participants are then given a questionnaire asking them which environment they felt was most immersive and why exactly that was. I’d then analyse the results and come to a conclusion
That was the plan anyway. I’ve been working on this for months
Initial progress was good, until I began working putting together the practical test - had several issues developing this, was much more time consuming than it should’ve been, and getting everything sorted left me very short on time. And I’m starting to feel like I’m as fucked as a sock in a teenager’s bedroom
Currently, progress on my dissertation looks like thus
I have completed the practical test and got some results (not really as many as I wanted but I’ve asked everywhere I can think of bar here, not sure this place will let me post the test :/)
I have completed the introduction (250 words), and literature review (3000 words)
This means I still have the following sections to complete
Methodology - a summary of your practical test, justification of your choices here and what you aim to achieve - my wordcount guide says this should be a minimum of around 1500 words
Results section - a largely visual display of the data/results from your practical test - no minimum word count expected because there shouldn’t be much text here
Analysis of results - fairly self explanatory - should be around 3000 words
Conclusion - summary of dissertation - should be around 400 words
I have quite a lot of guidance on the way to write these sections, but I can’t seem to get anywhere near those minimum wordcounts
The really bad news?
It’s due at 17:00 on the 21st, but (this might sound childish) I’d like to leave the day of the 21st free because that also happens to be my 21st birthday.
I have all day free today - the 20th - to work on this though - absolutely no other commitments
Can it be done?

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Prologue

Hello and welcome to my post. I will subdivide this into two large parts. One will cover my thoughts, feelings, my hopes and dreams...While the other will tell you the specifics of how I pass the time, what topics interest me, what passions do I posses. I believe that at the end of this leap into my inner world, you dear reader, will have all the necessary information to judge whether we are compatible or not.

Part I
I am writing this in the hopes of finding something that I lack. Lately I have had this feeling, this tinge of melancholy within the dephts of my being, this yearning to find a kindred spirit, another Soul, much like mine, to form a bond with. Perhaps Loneliness is the right word for what is bothering me, but to use it seems to carry with it a connotation of ungratefulness. Ungratefulness for the people that I do have in my life, although none of them, of course, have the connection to me that I seek here.

I have found it increasingly necessary to seek in this Life a sort of purity of thought. What I mean is, I have began to undestand what ideas and concepts are ultimately compatible with my inner most Self, ergo what guidelines I have to follow to feel the most whole. Naturally I have likewise realised what I cannot add to my Self and what I will henceforth reject with all the power that I posses.

With this new context in mind, I now follow on the path of self improvement. I will now begin to mold my Self into my perfected idea of how the Self should be. This is certainly a significant undertaking, one that will not be easy to follow through on but one that I ultimately have to do. To me such context is essential. It is akin to a Guiding Star shining in the night. I will follow this Star for without it I am lost in the vast Darkness.

Looking back at my life, it was suboptimal, especially if one compares the way it molded me to how I will now mold myself. I suppose I must look on with a hint of regret at all that time which one might consider to be lost. Still... I try to stave off such decisively negative interpretations, after all, I have ultimately came to these conclusions. That means that somewhere along the line I had to have picked up on enough of such ideas for them to become so cemented in my consciousness. Well, either that or I was always like this, but in that case I can at least thank my life up to this point for not being able to supress such manifestations of my inner most Self.

To add to the topic of my life, I must admit that not all the battles have yet been won, not all the Demons vanquished, not every Mountain climbed. I want you to keep such things in mind when deciding whether or not to approach me. Many will shy away, I undestand that much, but the pursuit of true Companionship is just another such battle. Having said all that I do believe that being able to overcome hurdles together carries with it a certain appeal. That is to say, what's the fun in joining once the Game is already over?

I don't shy away from such challenges, perhaps to a fault. Certain troubles that I faced in the past carry with them a long shadow over my current health and well being. Still, I intend to change little in this regard other than the proficiency with which I will clash the current of my Will against the cliffs of Life.
Part II
In this part of my post I will tell you about my interests and hobbies, I will try to be thorough, commonality in this regard is rather important to build a relationship
History. I have had an interest in history for almost a decade now, it started back in school and developed from there. Well, now that I think about it one could argue that it started even earlier in my life as I liked watching the odd historic documentary or film aired on television but it wasn't regular back then, I never actively sought it out. I am mostly interested in European history in the period between the 18th-20th century but I sometimes branch out to other time periods and other parts of the world. I watch various channels related to history and read articles and sometimes books. I have recently got a few books on the German revolution of 1848/1849 and a historical magazine on the Thirty Years' War. Besides that I try to visit museums sometimes.
Literature. Especially old novels. I like to immerse myself in the Worlds of these books, I tend to read them while listening to thematically fitting music and take my time with them. One time you are following a troubled Youth in his quest for spiritual understanding of the world, another you see the aged and decrepit Doctor gambling his very Soul on the promises of abtaining satisfaction in earthy pleasures, then again your olfaction notices the most pleasant scent known to man even as the one eminating it has the appearance of a revolting Frog. These and many other stories open up to you once you decide to set foot into the literary World.
Languages. I know three, with one being a bit rusty. I am currently working intently on strengthening it. I believe that if I continue to apply myself in this regard then I should be able to finally conquer it. What language am I working on? Well, if you were to stack all the major works in it they would be as tall as a house... It is fun to go through different works in multiple languages, the same goes for film, games and such.
Games. I recently played Cyberpunk 2077. Well as recently as I played any major story centric game. Now that the dust has settled and the bugs mostly removed...It's not that bad. The main questline at least. Besides that I tried Fallout 76 (Very average, I'm dissapointed with what they made the "RPG" system) and I might give Deus Ex Manking Divided another spin (since it's somewhat similar to Cyberpunk when it comes to its aesthetics). Dark Souls is one of my favorite series, I still haven't beaten Elden Ring though. When it came out I wasn't in the right mindset to invest a hundred hours into it, with all those bosses and difficult locations. I think I'll only consider playing it if I am streaming it to someone. I am generally interested in either streaming games or having the person I am talking to stream them to me. To be specific I mean streaming to a single person while being on call. Besides that I'm a big fan of Paradox strategy games, especially Europa Universalis IV and Heats of Iron IV, I tend to only play single player since I find multiplayer with many people to be rather stressful but on the other hand I have nothing against a co-op game. I'm not the best player though, despite the ammount of hours I have in them. Another great game I would mention would be Dragon's Dogma. A very underrated RPG. I recently beat it again and it was an atmospheric and interesting experience. It is one of those games that feel like they have an endless ammount of depth and constant new secrets to discover.
Anime and Manga. In recent times my interest in them has waned but I still watch the occasional series here and there. Like Cyberpunk Edgerunners (Which I found to be rather mediocre) and the very good first season from the new arc of Bleach. Some of my favourite series include: Fullmetal Alchemist Brotherhood, Death Note, Fate;Zero, Psycho Pass, Code Geass and Attack on Titan. I wouldn't mind if you were to introduce me to some new series, maybe based on the ones I mentioned. My favourite Manga is Berserk which I still follow, althought I am still not certain on the direction that the new author is taking. I suppose it really is a matter of contention whether a somewhat (or considerably warped) vision is better than an unfinished work. One could argue that a few novels remain unfinished and possess a macabre appeal to them as such.
Music. Classical music has a very special place in my heart. A few of my favourite pieces would be: Clair de Lune, Nocturne Op. 9 No.2, Devil's Trill Sonata, Danse Macabre, Valse Sentimentale, Symphony No. 7 in A Major, Op. 92: II. Alegreto (by Beethoven) and Suite from Swan Lake, Op. 20a: I. Scene. Moderato. There are more but these ones always invoke something in me when I listen to them. Besides Classical I also enjoy listening to Synthwave, old Western pop and J-pop, both modern and from the 20th century.
Esotericism. I am interested in things spiritual, mystical, magical and esoteric. I have read religios texts, magical grimoires, introductions to various schools of thought. It is interesting to me.
Epilogue
Hopefully I was able to cast the spotlight upon my inner World in a clear and unequivocal manner. I feel the need to add to the aforementioned that I am rather introverted, which means that I tend to dislike large social gatherings. I managed to condition myself to be able to endure the presense of large groups of people but it isn't something that I would seek out in most cases. Besides that I am neurodivergent and suffer from certain issues with mental health. I have to take medication to keep myself under control. They work well enough but certain days are harder than others. I respect the struggle that others have with mental health but in the context of a relationship I have my limits, no one with BDP for instance. I am also not looking for anything casual. I understand than one cannot demand depth and meaning from a conversation with an absolute stranger, that is akin to trying to build a sand castle right before the waves strike but I ask at least that you enter with a mindset that this might become something of significance. I also do want to say that I am completely Monogamous. My preference? The sickly, pale, intellectual who watches rain droplets slide down the window in Autumn. Lastly, if I enjoy the company of a person I tend to not want to let them go.
Thank you for taking the time to read my post and have a good day. I ask that you send a DM instead of a chat and that you give your thoughts on the time period my title is referencing as your own.
Goodbye...Or perhaps untill we meet again

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.
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• 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

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I OFFER FLEXIBLE PAYMENT PLANS:

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• 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.
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• 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.)
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• 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:
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• 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!

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Kamirita Sherpa, who has climbed the world's highest peak Everest for the 28th time, improved his own record by reaching the summit again on Sunday morning.
Mingma Sherpa, president of Kathmandu-based Seven Summit Treks Pvt. Ltd., where he works, informed that Kamirita reached the summit at 7:25 am on Sunday and said, "He will arrive at the base camp on Monday."
Mingma said that Kamirita, who is planning to climb Mt. Everest for the second time this season, will make a decision after reaching the base camp. The 54-year-old Kamirita intends to climb for the second time this year if the weather is favorable. According to Mingma, Kamirita reached the peak on Sunday with a group of 8 Nepalese and foreigners.
According to the tourism department, Kamirita has climbed Mount Everest for the 29th time as a senior high altitude mountain guide of a group of foreign VVIPs. He was in charge of climbing Mt Everest for the climbers of two companies namely Seven Summits and Forty Peaks Expedition.
Kamirita, from Solukhumbu, made it to the 28th time, breaking his own record of 27 times during the spring season last year. After Kamirita, the 47-year-old Pasang Dawa (Padawa) Sherpa from Pangboche, Solukhumbu is the highest climber. Pasang had climbed Mount Everest twice in the same season last year, equaling Kamirita's record of 27 times. Kamirita has set a new record for the 28th time climbing for the second time within a week in the same season.
Kamirita first climbed Mount Everest in 2051 and Pasang in 2055. Previously, Appa Sherpa held the record for reaching the summit of Mt Everest 21 times in May 2068.
The record was equaled by Furwa Tasi Sherpa in June 2070. Kamirita found the 21st climbing record held by Appa and Phurwa in June 2074. Since then, he has been continuously improving the record of climbing the highest Mount Everest.
According to Rakesh Gurung, director of the tourism department, Kamirita has taken permission to climb Mount Everest only once this year for the spring season. If he wants to climb twice, he does not need to come to Kathmandu to get permission. From this time, the tourism department has established a field office at Everest base camp. By briefing there, any climber can double or triple the journey to Everest.
As part of this spring mountain climbing season, the way to the peak was opened on Friday under the leadership of Dendy Sherpa from Dolakha. A team of 10 Sherpas including him was tasked with making the road from the second camp of Everest to the summit. All of them belong to Sherpa Seven Summit Treks Pvt. The team had roped from the second camp at 6400 meters to the summit for spring climbing.

Introduction: Hey there, fellow adventurers! Planning a trek to Everest Base Camp (EBC) is super exciting, but it also brings up lots of questions, like whether you need extra oxygen along the way. Well, don't worry—I'm here to break it down for you in simple terms. Let's dive in and explore if supplemental oxygen is something you'll need for your epic journey to the top of the world!
Understanding Altitude and Oxygen Levels
Altitude and Its Effects Altitude is basically how high up you are above sea level. As you climb higher, the air gets thinner, which means there's less oxygen for you to breathe. This can make you feel dizzy, tired, or even sick if you're not careful.
Oxygen Levels at Everest Base Camp Everest Base Camp sits at a whopping 17,600 feet above sea level. At this altitude, the air contains only about half as much oxygen as at sea level. That's like trying to run a race while breathing through a straw!
Do You Really Need Extra Oxygen?
Pros of Using Supplemental Oxygen Using supplemental oxygen can help you feel more energized and alert, especially if you're struggling with altitude sickness. It can also reduce the risk of serious altitude-related health problems, like high-altitude pulmonary edema (HAPE) or cerebral edema (HACE).
Cons of Using Supplemental Oxygen Carrying extra oxygen tanks adds weight to your pack and can be expensive. Plus, relying too much on supplemental oxygen might prevent your body from acclimatizing naturally to the high altitude, which could make you more susceptible to altitude sickness in the long run.
Personal Tips for Your EBC Trek
Listen to Your Body Pay attention to how you're feeling as you climb higher. If you start to feel dizzy, nauseous, or unusually tired, it's essential to take it slow, drink plenty of water, and consider using supplemental oxygen if necessary.
Go Slow and Steady Don't rush your trek to EBC. Take your time to acclimatize to the altitude, and listen to your guide's advice on how to pace yourself. Remember, it's not a race—it's about enjoying the journey and staying safe along the way.
Stay Hydrated and Rested Drink lots of water to stay hydrated, and make sure to get plenty of rest each night. Your body needs time to adjust to the altitude, so don't push yourself too hard too fast.
Conclusion: So, do you need supplemental oxygen for Everest Base Camp trekking? Well, it depends on your individual needs and how your body reacts to the high altitude. While some trekkers find it helpful, others may prefer to acclimatize naturally. Whatever you decide, remember to listen to your body, take it slow, and enjoy every moment of your incredible adventure to Everest Base Camp!

now senior so i thought id take a look back. most TFs or lab instructors missing bc i don't remember them and never attended most office hours.
Courtney Martin - FY101 freshman fall. utterly useless class (was an undeclared major so took it hoping to get some guidance, basically got nothing out of it.) very chill instructor though, no issues there, just waste of time.
Scott Possiel - WR120 freshman fall and WR152 freshman spring, grad student teacher. pretty chill and class was interesting (mediterranean religion [roman religions]), learned strong amount about writing. no complaints, hope he's on to great things.
Alexander Nikolaev - CL/208LX208 freshman fall. awesome class on zoom, funny and knowledgeable dude, learned so much about about indo-european linguistics, and sparked basically all my interest about linguistics. assignments were fun and refreshing. one of my favorite professors at BU despite only having had one class with him. unfortunately he disappeared (left?) after 2020 and I have no idea why, nor did any of my classmates. lucky to have had his last BU class in first semester of freshman year.
Christine Papadakis - CS112 freshman fall. her ratemyprofessor 1.9 score says all: bad at explaining topics, strange class vibes, pretty unhelpful. seems like a nice person though. she is the main reason i did not continue with compsci after 1 semester at BU. class wasn't too difficult (got B+ and could have done better if i tried harder), but it was so utterly boring that it was the dread of every week. it was genuinely difficult to find any will to do work for it. lectures were insufferably boring, especially on replay when studying. avoid her at all costs.
Edward Loechler - first half of BI107 freshman fall, BI108 freshman spring? (i remember him and spilios teaching some class together or two part or something). chill old man vibes, class was solid and well taught. don't remember anything else except no issues. recommend.
Kathryn Spilios - second half of BI107 freshman fall. chill professor, class was solid and well taught. don't remember anything else except no issues. recommend.
Leah Kronenberg - CL102 freshman spring. awesome professor, very kind and good at teaching. recommend
thomas keyes - CH101 freshman spring. worst professor i had in all of BU hands down. so utterly useless and incompetently lazy that his syllabus was barely even divided into paragraphs, just a spam wall of text. lectures were monotonous and uninteresting, he was bad at answering questions, mean to students, generally seemed like he was on the verge of suicide or homicide or both at any given moment. thankfully he retired so i do not have to say avoid him at all costs.
special shoutout to Alyssa Kranc - TF for CH101, grad student. actual angel sent from heaven to guide the class thru the horror that was CH101 with thomas keyes. great at explanations, patient, and brought good vibes. i actually really liked chemistry and it was only thru Alyssa's help and lab review meeting things that I learned anything in this class and got an A. Hope she is onto greater things and epic research.
jane x. luu - AS102 sophomore fall. chill professor, kinda made class easier as time went along when she realized nobody really gave a shit about the subject and was just there for hub or get chance to look thru telescope. actually discovered some really awesome things in her research (the kuiper belt). was visiting professor so dont think she'll be back.
brandon jones - CL101 sophomore fall. awesome professor, good lectures, chill guy. recommend.
john thornton - HI175 sophomore fall. most boring history lecturer ive ever had. quiet so had to sit in the front to even hear him (maybe cuz covid masks made everything quieter). chill guy, easy class, probably cooler to talk to at office hours than for survey history class. recommend.
cathal nolan - HI284 sophomore fall. Lowkey kinda pompous guy, but classes were always insightful and really felt like attending a speech moreso than a lecture. history of war was one of the few classes where i felt like i really gained wisdom and not just knowledge, but it also fell short of my expectations at the same time if that makes sense. pretty easy if you like history / are good at writing. he needs to learn how to use slides though lol, windows photo app and USB stick photos can only last so long. recommend.
Christopher McMullen - FY102 sophomore spring. genuinely do not remember a single thing about this class or instructor. pretty sure we unironically did a meyers personality test thing, hilarious waste of time. or that was in FY101.
hannah culik - CL237 sophomore spring. very kind professor, learned a lot in the class. 0 official dealines so u can turn in everything late but i do not recommend leaving it all to the last minute. pretty political charged, but i think in an engaging way. she left BU but i would recommend if she were still here.
simon payaslian - HI176 sophomore spring. felt like high school class but i guess that's how history survey courses go. chill dude, kinda tough grader? dumb assignments. average lecturer. recommend.
bruce schulman - HI231 sophomore spring. very kind professor, i turned in my final research paper like a week late LMFAO and he still accepted it (with some completely justified points off for lateness of course). good lecturer. recommend.
Christopher Daly - HI231 sophomore spring. kind professor, chill lecturer, same course as schulman (double professors). retired, otherwise would recommend.
Alexis Peri - HI200 sophomore spring, HI272 junior fall. one of the best professors at BU hands down. kind but pushes you to truly learn. my writing excelled under her and i felt i improved my overall skills as a student / scholar in every way. she grades easier as class goes on. genuinely proud to have achieved an A in both her courses, pushed myself to get there. maybe a bit too much class discussion for my tastes though, i don't really enjoy sharing out. recommend.
shoutout to Margot Rashba, TF for HI272. helpful explainer since I couldn't go to professor Peri's office hours due to time conflict. hope she is onto great things.
clifford Backman - HI101 junior fall. chill professor, class pretty boring but funny lecturer. completely ghosted my email sent in the following semester discussing my idea for senior thesis lol, and wasn't at the office hours listed on website, idk what happened. apparently went on leave after some controversy regarding speech. so yeah lol. recommend.
Stephanie Nelson - CL161 junior fall. awesome professor, kind and fun class. recommend
Timothy Clark - CL162 junior spring, CL322 disorganized and seems like he didn't really care about the class tbh, but overall chill guy. really likes parthia and didn't really care about Rome at all. dumb assignments at times, but he did have no issue with me consistently missing a language class every week due to schedule conflict, which I appreciated. don't recommend, but he was visiting professor so he's not at BU anymore anyway.
eugenio menegon - HI363 senior fall. hard to explain but going to class just felt... uncomfortable every time? does lot of cold-calling. lecture was kinda boring, didn't learn very much, felt more like a high school survey class of china than a 300 level class on ancient China. covers way too long a time period in too little detail. dude seems pretty chill though. don't recommend.
christopher ell - CL300 senior fall. very boring lecturer but he clearly does try to make it funny, which is appreciated. chill guy, some leniency on scheduling and assignments, very clear about all his instructions and overall taught well. very fair and no conflicts at all. enjoyed his class. recommend.
spiridon-iosif capotos - CL261 senior fall, grad student teacher. hilarious, deadpan dry humor. fun class, learned a lot of greek, hope he is onto great things. recommend
simon anderson - SY101 senior spring. chill guy, class not the most useful but was alright. not really that indepth, prob waste of time could've learned everything reading online guides. instructor was fine though, no issues.
hannah kloster - CL262 senior spring, grad student teacher. awesome and kind instructor, very fun class, learned a lot despite having no interest in Greek poetry. hope she is onto great things. recommend.
jilene chua - HI500 senior spring. very kind professor, chill class and great vibes, but too much discussion for my taste. new professor to BU, had her on her second or third semester teaching as a professor ever (i think); class was kinda unorganized or ad hoc at times. will only get better as time goes on. recommend.
stephen scully - hi406 senior spring. no interest in the subject (iliad translations) when i joined class and minimal interest in the subject as I leave the class (and BU). chill professor, but grades harshly and requires a lot of writing. cold calls often. class was also quite unorganized for entire first half. in terms of material, honestly a lot of stuff in class felt quite arbitrary in understanding (as is probably the case with most literature classes, which i did not take outside of this). recommend if you really love classical literature / mythology / philology (or anything humanities), don't recommend for classical history (or anything social sciences).
Rui Hua - HI364 junior fall, HI370 junior spring, HI553 senior fall. the most energetic, fun, chill professor i've had at BU, every lecture was a blast and even if i went to class in a bad mood it was impossible to leave without a smile on my face. took us on field trips to relevant destinations when possible. I had the first 3 classes he's ever taught as a professor ever (I think), and it definitely showed bc they were somewhat unorganized and spontaneous. i am sure his teaching will only get better as time progresses, learned a lot and had a great time in all his classes. he does cover some overlapping material so if you take multiple of his classes you will repeat some stuff. also super lenient on deadlines but i do not encourage delaying all of them to the last minute as I did like an idiot. easy classes overall, but if you like the subject he definitely is encouraging for those who want to learn more. recommend.
Loren J. Samons - CL321 junior fall, CL303 junior spring, CL202 senior spring. best professor i've ever had at BU: hilarious, funniest lectures of all time. i learned so much and samons brings so much old man sardonic energy to every class. CL303 fall of roman empire was another class where I felt I genuinely attained wisdom and not just knowledge. assigned readings are some of the few I actually did. class might be difficult if not ur a good writer / not a social sciences person, but u'll definitely improve if you take the effort to do so. otherwise easy class got As in all of them. very straightforward. recommend.
feel free to ask individual questions about any of these professors / instructors in comments.

Dear good people of the Chemical Engineering Subreddit,
I just graduated from highschool yesterday and now have about three months of great vast nothingness of time ahead of me. The last time I had such a swathe of free time was way back in the last summer of middle school, which is how I first got into chemistry, put myself ahead of my peers with a good foundational set of skills (unintended effect), and managed to really love chemistry.
In highschool I picked up a similar love for math, physics, building setups (that had my teachers facepalming lol), and design (not engineering specific - just stuff like the design cycle, a bit of coding and design for robotics, making a teeeny prosthetic grabber using simple machines - just stuff like that) so I thought I'd get into ChemE in college. For those curious, I took Physics, Math and Chem HL in the IB just to give you the idea of where my current understanding is.
Now that that lengthy and perhaps in your view unessecary exposition is over, I wanted to ask if you had any textbook/website/anything recs for ChemE so I can learn some foundational skills this summer. Much like eighth grade, I'm not doing this to get ahead of anyone, but to cover some free time. Even if they aren't ChemE specific but more guiding lines for math, physics, and chemistry that I'll have to know, please do not hesitate to drop them in the comments.
Thank you Redditors.
P.S. Not sure wether student or the literature & resources flair was the correct one, if someone could let me know which one to use I'd be extremely grateful for this kindness.

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.

Hello redditors of antiMLM,
Just this week, I received an email from a relation advertising FOREVER—not to be confused with Forever Living. Searching through this sub, I found a few short references over the last years with little detail. In one, a commentor described FOREVER stating "as mlms go, it seems ethical." Every red light went off while I looked into these “FOREVER Ambassadors.” I then began a search, with much of the ultimate work done by my spouse. It took longer than seemed acceptable to identify this MLM for people who glanced over the internet. FOREVER is not listed on any of the MLM databases I could find from this sub or elsewhere. Based on the mandatory “FOREVER Ambassador Community” on Facebook, now 8 years old, at least 2,500 people have gotten into their clutches at some point (I haven’t linked because I think it might be against the sub rules).
Thus, for the benefit and enjoyment of the people, here are references for the community to identify a yet-another-multi-level-marketing scheme. I am a sarcastic person, so be forewarned. All sources were publicly available and required no logins or access.
TABLE OF CONTENTS
(1) Background of the FOREVER business model
(2) The FOREVER Ambassador program
(3) Costs of serving as an Ambassador
(4) Compensation advertised for Ambassadors
(4a) Income in cash from personal sales
(4b) The downline system used by FOREVER
(4c) Non-monetary-achievement compensation
(5) FOREVER Ambassador Business Training
(6) Conclusion down to brass tax on FOREVER
STUDY OF FOREVER
(1) Background of the FOREVER business model
FOREVER is an online service that advertises it can be a “permanent digital home that lasts for many generations.”[1] This is to be accomplished via a so-called “FOREVER Guarantee Fund” that invests to pay for digital storage for over 100 years.[1] Their website promises me that “permanent” is “not a buzzword”—I think that’s the Platonian ideal of a buzzword.[1] Regardless, this is not a quality review post.
(2) The FOREVER Ambassador program
The sellers used by FOREVER are called “FOREVER Ambassadors.”[2] As advertised, it looks like a classic MLM pitch. You can “earn up to 35%” commission” while having “the freedom to work from home, and the flexibility to make money on your own schedule.”[2] FOREVER lists various opportunities, such as “trainings” and the ability to “learn and grow with friends,” as well as “make life-long friends.”[2] As part of the “Meet our Team” webpage for corporate FOREVER, there are multiple “Executive Ambassadors” listed.[3] There is no barrier to entry on experience required to become an Ambassador.[4] I observed that, throughout the internet and on the FOREVER website, the vast majority of Ambassadors are women—as you know, many MLMs target women and moms.
(3) Costs of serving as an Ambassador
FOREVER has, at minimum, an “Annual Ambassador Fee” that is the primary cost to entry of the program.[2] For $179 a year, one would receive “back office tools,” various marketing materials, and “countless opportunities”—maybe money, but more on that soon.[2] There is a link to an Ambassador’s own selling website.[5, at 22] This Ambassador fee “is subject to change over time.”[5, at 25] There is also a FOREVER Merchandise store where Ambassadors can get their supplies.[6] These include a 40-pack set of catalogs for $44.99 and a $144.99 tablecloth for potential customers during in-person events.[6]
For Ambassadors, FOREVER advertises there are “free training events.”[5, at 25] Each year, for $399 in 2024, Ambassadors can attend the 3-day “FOREVER Live!” event.[7] It is in the destination getaway of… next to their headquarters in Pittsburgh, PA (I’m sorry Pittsburgh, you’re a beautiful city).[5, at 24] It is also possible to pay for a “p2P Virtual Party” and “p2P Live Events,” but is unclear what those mean.[5, at 5] Various “ranks” of Ambassadors receive a “monthly stipend” starting at $25 a month after $15,000 total in personal plus team sales a year.[5, at 9]
(4) Compensation advertised for Ambassadors
(4a) Income in cash from personal sales
FOREVER pays its Ambassadors based on a “cash sales” versus “full sales” system.[5, at 5] The too-long-didn’t-read summary is that some products are paid less commission than others because of “margin” of different products.[5, at 5–6] Critically, the Personal Commission Rate is where our story kicks into gear. At the bottom, an Ambassador who sells less than $2,000 a year in sales receives the windfall of a 15% commission.[5, at 7] The number rises to 34% once sales are $90,000 or greater in one year (I don’t know where the 35% from earlier went).[5, at 7] However, to earn the 20% commission or more once one passes the $2,000 sales amount requires completion of the “FOREVER Ambassador Business (FAB) Training.”[5, at 7] I read it, more on that later.
You might ask, “Is there a sales quota for FOREVER® Ambassadors?” FOREVER says “no.”[8] However, the less one does the less FOREVER pays Ambassadors for what they do (this chart is older than the Compensation Guide cited).[8]
(4b) The downline system used by FOREVER
Of course, while it took forever to reach here, we come to the “downline” process—FOREVER’s words, not mine.[9] FOREVER immediately identified that new Ambassadors “choose another Ambassador to mentor you as you grow your business” (I do not know if this means an upline).[2] Nevertheless, “Team Sales” are compensated by FOREVER down to the 5th Line.[5, at 9] If an Ambassador does not build a team, then they do not earn Team Commissionable Cash Sales Commissions.[5, at 9] FOREVER states that getting new Ambassadors “to sign up under your name” is how you help “further your business.”[9]
However, even if an Ambassador builds a team, they receive a very restricted downline compensation if they do not make a minimum of personal sales.[5, at 9] For future reference, an “Associate Ambassador,” the bottom, makes less than $2,000 and earns no downline sales.[5, at 9] An “Ambassador,” second to last, is the first rank with a downline commission (4% for 1st Line), requiring $2,000/personal a year.[5, at 9] To reach “Senior Ambassador,” third to last, and above, a FOREVER Ambassador must start earning exponentially greater amounts of personal plus team sales to rise in the “ranks.”[5, at 9] A Senior Ambassador requires $8,000/personal but $15,000/gross, and is the first to get 2nd Line commission (4% for 1st Line and 2% for 2nd Line).[5, at 9] It is unclear to me if “new members” must be recruited “each month” to rankup—the website says so, but I see it nowhere in the Compensation Guide.[8]
At the top of hierarchy, there become two “Executive Ambassadors.”[5, at 9–10] These ranks start at $28,000/personal and $250,000/gross a year.[5, at 9] As well, one must have at least three “Team Leaders” in their 1st Line.[5, at 10] Team Leaders refers to Ambassadors who have themselves reached the rank of “Associate Lead Ambassador” ($12,000/personal and $30,000/gross).[5, at 9] FOREVER advertises that the Executive ranks are for—and I am not making this up—those Ambassadors who are “grooming FOREVER Leaders on your team below you.”[5, at 10] Irony is dead folks.
(4c) Non-monetary-achievement compensation
Because being paid to work is overrated, FOREVER will also provide “Additional Benefits” to its various ranks. As an Associate Ambassador, you can join the aforementioned Facebook Group and hear the CEO talk on a monthly phone call.[5, at 11] Regular Ambassadors also get a certificate to put on their wall.[5, at 11] Senior Ambassadors get a standing ovation at FOREVER Live!—you can even be ovated on stage as an Associate Lead Ambassador (I would pay $179 a year to not).[5, at 13–14] My observation is that a lot of ranks mostly provide additional types of standing ovations at FOREVER Live! and reserved seats for dinners there.
But then you can reach the pinnacle of Everest (that much like the real one, other people just carry you up there): the Million Dollar Club.[5, at 20] For making $1 million in personal and team sales in a year, one will earn a single $10,000 dollar bonus.[5, at 20] If you are then a “top-performing Ambassador,” one can be taken on the “Achievement Gathering,” to Jamaica in 2024, to mill around with other top-performing Ambassadors—and the corporate staff.[5, at 24] There is no mention how many people earn it or how much must be earned.[5, at 24]
(5) FOREVER Ambassador Business Training
I mentioned earlier that Ambassadors must complete a “FAB” training to receive more than 15% in commissions.[5, at 7] To hit this post home, I wanted to identify some highlights. The FAB training has 5 Steps to reach regular Ambassador status.[10, at 4] These Steps include such activities as “Meet with your Upline” (Step 1), “Connect with your Upline” (Step 2), “Meet with your Upline” (Step 3), “Meet with your Upline” (Step 4), and “Meet with your Upline” (Step 5).[10, at 7, 10, 12, 14, 16] You also have to join the FOREVER Facebook group and any created by your Team (just “ask your Upline” to find it).[10, at 6–7] There’s a task in Step 2 to create an introductory “Share List,” with five lines each for “Friends,” “Teachers,” and your own “Parents/Grandparents.”[10, at 7–9] For an unclear number of hours, you must attend multiple weekly and monthly “training opportunities” and “calls.”[10, at 6–7, 10] And one last item, to rank up in FOREVER, you must register for an upcoming event.[10, at 12] As of writing, the only one listed on the linked webpage is the $399 FOREVER Live! conference.[11]
(6) Conclusion down to brass tax on FOREVER
I was unable to find an Income Disclosure Statement for FOREVER. However, basic math tells us that an Associate Ambassador, the bottom, can only earn up to $300 a year.[5, at 11] To reach regular Ambassador, which includes signing up and beginning all the time sinks listed above, the maximum personal commission is $1,200, in addition to whatever downline (however big those are on average).[5, at 11] Without a downline, even the top-bracket personal sellers are the only ones to earn more than $30,000 a year.[5, at 7] The Federal Reserve Bank of St. Louis estimates that the Real Median Personal Income in the United States for 2022 was $40,480.[12]
There is one way to make it with FOREVER: to build a downline. It’s a multi-level-marketing scheme, and no one should join it. Unless of course, you want to join my downline—I promise you'll be rich just like me.
LIST OF REFERENCES
[1] “Our Story,” FOREVER.com (accessed May 18, 2024), https://www.forever.com/our-story
[2] “Become a FOREVER Ambassador,” FOREVER.com (accessed May 18, 2024), https://www.forever.com/opportunity
[3] “Meet Our Team,” FOREVER.com (accessed May 18, 2024), https://www.forever.com/our-story/team
[4] “What is required of me as a FOREVER Ambassador?,” FOREVER.com Support (accessed May 18, 2024 [updated “2 years ago”]), https://support.forever.com/hc/en-us/articles/215823437-What-is-required-of-me-as-a-FOREVER-Ambassador
[5] Ambassador Compensation Guide, FOREVER (Jan. 31, 2024), https://www.forever.com/app/users/forevealbums/ambassador-kit/f3ii4wzeewd0nfwg4nb40kyw1/files/1043b0c6-de01-4aff-a1e3-83db7e6b1b17
[6] “FOREVER Merchandise,” FOREVER.com Ambassador Training (accessed May 18, 2024), https://www.training.forever.com/store
[7] “FOREVER Live! 2024,” FOREVER.com (accessed May 18, 2024), https://www.forever.com/events/forever-live-2024
[8] “Is there a sales quota for FOREVER® Ambassadors?,” FOREVER.com Support (accessed May 18, 2024 [updated “2 years ago”]), https://support.forever.com/hc/en-us/articles/215142548-Is-there-a-sales-quota-for-FOREVER-Ambassadors
[9] “Downline,” FOREVER.com Support (accessed May 18, 2024 [updated “2 years ago”]), https://support.forever.com/hc/en-us/articles/221072448-Downline
[10] FOREVER Ambassador Business Training, FOREVER (May 14, 2024), https://www.forever.com/app/users/ambassador-training/albums/02-forever-ambassador-business-training-booklet/qcg622q43zy6835w9ojq3wkw/files/f0bd2387-bb14-43a2-a46d-344a91470147
[11] “Events,” FOREVER.com (accessed May 18, 2024), https://www.forever.com/events
[12] “Real Median Personal Income in the United States,” Federal Reserve of St. Louis (accessed May 18, 2024), https://fred.stlouisfed.org/series/MEPAINUSA672N
POST EDITS
A few formatting errors and a minor phrasing correction.

What exactly are Dharāṇī?
Dharāṇī, also known as Parittas, are Buddhist chants, mnemonic codes, incantations, or recitations, usually the mantras consisting of Sanskrit or Pāli phrases. Believed to be protective and with powers to generate merit for the Buddhist devotee, they constitute a major part of historic Buddhist literature. Many of these chants are in Sanskrit and Pāli, written in scripts such as Siddhaṃ, as well as transliterated into Chinese, Korean, Japanese, Vietnamese, Sinhala, Thai and other regional scripts. Dharāṇī are found in the ancient texts of all major traditions of Buddhism. They are a major part of the Pāli canon preserved by the Theravāda tradition. Mahāyāna Sūtras such as the Lotus Sūtra and the Heart Sūtra include or conclude with Dharāṇī. Dharāṇī are a part of the regular ritual prayers as well as considered to be an amulet and charm in themselves, whose recitation believed to allay bad luck, diseases or other calamity. In some Buddhist regions, they served as texts upon which the Buddhist witness would swear to tell the truth. Dharāṇī recitation for the purposes of healing and protection is referred to as Paritta in some Buddhist regions, such as Laos, Thailand, Burma, Cambodia, and Sri Lanka. Paritta is generally translated as ‘Safeguard’ or ‘Protection’ in the Pāli language.
Historical Context:
The word Dharāṇī derives from a Sanskrit root √dhṛ meaning "to hold or maintain". Some Buddhist communities outside India sometimes refer to Dharāṇī with alternate terms such as "Mantra, Hṛdaya (Hridiya), Paritrana (Paritta), Raksha (Pali: Rakkha), Gutti, or Vidyā" though these terms also have other contextual meanings in Buddhism. The Buddhist Dharāṇī invocations are the earliest mass printed texts that have survived. The earliest extant example of printing on paper is a fragment of a Dhāraṇī miniature scroll in Sanskrit unearthed in a tomb in Xi'an, called the Great spell of unsullied pure light (Wúgòu jìng guāngdà tuóluóní jīng; 無垢淨光大陀羅尼經). It was printed using woodblock during the Tang dynasty, c. 650–670 AD. The Hyakumantō Darani found as charms in wooden pagodas of Japan were broadly accepted as having been printed between 764 and 770 CE. In 1966, similarly printed Dharāṇī were discovered in stone pagoda of Pulguksa temple in Gyeongju, Korea. These are dated to the first half of the 8th century.
How to start the practice:
As stated, Dharāṇī, are used as a sort of mnemonic code, specifically curated to help a practitioner remember the text in which the teaching and incantation comes from, such a practice is a good starting point in exploring the genre of Buddhist text that have the ability to generate positive karma, and dedication of merit to other sentient beings. Remembering and reciting a Dharāṇī is useful, and is a good recommendation for beginners, linked here is also a guide on how to pronounce Sanskrit if you happen to have some linguistic difficulties:
https://youtube.com/playlist?list=PLnFLN_eBOBMVEWX7pGJMGJNr_HK75VL_9&si=wSLN1Pz95q9bTcNA
Please note as some Dharāṇī/Paritta are esoteric and passed down by lineage of teacher to student, it is highly recommended for beginners to receive oral transmissions of such text. However, in this short list, all listed text are Sūtric and are free to recite without need of oral transmission.
Here is a good beginners list:
(Sanskrit works) Saddharma Puṇḍarīka Sūtraṁ (White Lotus Sūtra, used for praising the White Lotus Sūtra, and its benefits.)
Nīlakaṇṭha Dharāṇī (Blue-Necked One Dharāṇī, used for honoring, venerating, and requesting Avalokiteśvara protection, and clearance of obstacles.)
Śūraṅgama Mantraḥ/Sitātapatroṣṇīṣa Dhāraṇī* (Śūraṅgama Sūtra Mantraḥ, and the Dharāṇī associated in the Śūraṅgama Sūtra; White Parosal Dharāṇī of Sitātapatra Dharmapāla. Used for honoring, and venerating, the Śūraṅgama Sūtra, as well as requesting the help of Sitātapatra Dharmapāla to combat negative spiritual forces, magic, and beings.)
Bhaiṣajya-Guru-Vaiḍūrya-Prabhā-Rāja Dharāṇī (Used for honoring, and venerating, the Medicine Buddha Sūtra, as well as requesting his spiritual powers to heal and help sentient beings.)
Prajñāpāramitā-Hṛdaya (Sūtra) (Used for honoring, and venerating, the essence of Mahāyāna teachings on Śūnyatā, beneficial at warding off ill calamities, and dispelling negative forces.)
Munīndra-Hṛdaya-Mantraḥ (Shakyamuni Heart Mantraḥ, used for honoring, venerating, and establishing a connection to the Buddha Dharma.)
Śyāmatārā-Mantraḥ (Green Tārā Mantraḥ, used for requesting assistance from Green Tārā Bodhisattva.)
Amitāyus Dharāṇī (Amitāyus Buddha Dharāṇī used for honoring, venerating, and establishing a connection to the Amitabha Buddha Dharma, and for requesting longevity.)
Sarva-Tathāgatāyur-Vajra-Hṛdaya-Dharāṇī (All Thus Come One Life Diamond Heart Dharāṇī, used as an aspiration prayer towards Sukhāvatī, as well as praising, and venerating Amitābha Buddha.)
*Disclaimer, although this is an open mantraḥ, it is highly recommended to follow a teachers instructions on the usage of such a powerful mantraḥ. The Śuraṅgama Mantraḥ request the help of Vajrapaṇi Dharmapāla and is an extremely wrathful mantraḥ, often used at the most extreme of cases. Repeated usage is to advised by a qualified teacher.
For a more general overlook on Paritta works, which are often more peaceful in nature, and have a heavy emphasis on Mettā and merit dedication, here are a few open protective Parittas:
(Pāli linguistic works) Mettā Sutta/Karaṇīyamettā Sutta (The Discourse on Goodwill, used for spreading Mettā Pāramī to other sentient beings.)
Uddissanādhiṭṭhāna Gāthā (Verses for dedication of merit, used for dedicating merit to sentient beings, as well as multitudes of spiritual beings.)
Tiro-kuḍḍa-kaṇḍa-sutta Gāthā (Hungry Shades outside the walls verses, used for dedicating merit and food for ancestors and Pretā spiritual beings.)
Āmantana-Devatā Gāthā (Invitation to the Devās, used to invite the Buddhist and local deities protect those listening and preaching the Dhamma.)
Namakāra-siddhi Gāthā (Verses on success through homage, used as the beginning Paritta of ceremonies to venerate Buddhas and to bring success to rituals.)
Cha Ratana Paritta Gāthā (The Six Protective Verses from the Discourse on Treasures, derived from the larger Ratana Sutta, used for dispelling evil and negative forces, and proclaiming the truth [Saccakiriyā] of the triple gems.)
Khandha Paritta (The Group Protection, used for calming down and venerating the Nāga families, as well as dispelling harmful two footed, four footed, poisonous, and crawling creatures.)
Dhajagga Paritta (Top of the banner staff Protection, used for dispelling fear, and negative forces.)
Buddha-jaya-maṅgala Gāthā (The Verses of the Buddha’s Victory Blessings, used for proclaiming the eight auspicious victories of Shakyamuni Buddha in his life.)
It is recommended before the start of any Dharāṇī or Paritta chanting that one is to take refuge in the triple gems, and make aspiration prayers towards one’s goal, an example, as seen in the Theravāda Nikāya:
Namo tassa bhagavato arahato sammā-sambuddhassa. (Recite three times.)
Homage to the Blessed One, the Worthy One, the Rightly Self-awakened One.
Tisaraṇa (Triple Gem Refuge.)
Buddhaṁ saraṇaṁ gacchāmi. Dhammaṁ saraṇaṁ gacchāmi. Saṅghaṁ saraṇaṁ gacchāmi.
I go to the Buddha for refuge. I go to the Dhamma for refuge. I go to the Saṅgha for refuge.
Dutiyampi Buddhaṁ saraṇaṁ gacchāmi. Dutiyampi Dhammaṁ saraṇaṁ gacchāmi. Dutiyampi Saṅghaṁ saraṇaṁ gacchāmi.
Twice, I go to the Buddha for refuge. Twice, I go to the Dhamma for refuge. Twice, I go to the Saṅgha for refuge.
Tatiyampi Buddhaṁ saraṇaṁ gacchāmi. Tatiyampi Dhammaṁ saraṇaṁ gacchāmi. Tatiyampi Saṅghaṁ saraṇaṁ gacchāmi.
Thrice, I go to the Buddha for refuge. Thrice, I go to the Dhamma for refuge. Thrice, I go to the Saṅgha for refuge.
[Āmantana-Devatā Gāthā is said here.]
[Namakāra-siddhi Gāthā Paritta Chant, and so on…..]
Please feel free to ask questions, I don’t even know if you’re still reading, but…. Feel free to add suggestions too I guess. Have a nice day, and thank you for coming to my Ted-talk.

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."