I suspect that Scheper suggests using the Academic Outline of Disciplines as a numbering structure because it's an early choice he made for himself and it provides a perch to give people a concrete place to start. Sadly this does a disservice because it's closer to the older commonplace topical method rather than to the spirit of the ordering that Luhmann was doing. It's especially difficult for beginners who have a natural tendency to want to do this sort of top-down approach.

There is some technique to it: you have to learn not to lie to yourself, not to procrastinate (which is a form of lying to yourself), not to get distracted, and not to give up when things go wrong.

This strategy has been shown to substantially increase student achievement across all grade levels (elementary through college) and with students who present with various disabilities (Haydon, Mancil, Kroeger, McLeskey, & Lin, 2011).

The game is not too bad.. sweet graphics yet minimalistic.. but why the heck 1,5k achievements? I can barely concentrate on the levels because all the freaking achievements pop up all the time. One per level would have done the job just fine.. i love achievements.. but getting 1,5k for nothing is hideous.

Kudos for not adding an achievement waterfall.

A PvP level was added just for the sake of ♥♥♥♥♥ and giggles, the only purpose of this this is game is achievement farming.

Game for stuffing achievements

First off, achievement spam is not a selling point. In fact, this game broke my Steam client because it spams achievements. Whenever I closed it, it froze my client. What am I gonna do with there cheevos anyway? "Look, I got the achievement "Web 1720", am I cool now?"

evidence of a racial transfer gap for historically underrepresented minority students

No technique, no professional skill can be acquired without exercise; nor can the art of living, the technê tou biou, be learned without askesis that should be understood as a training of the self by oneself.

Most frequently this appeared in the form of a tacit acknowledgment that IQ test scores correlate with academic success, followed by a quick denial that the scores are important for anything else in life

But what the data shows is we know if we're looking at test scores, if we're measuring the achievement gap, which is the test score gap between black and white students, that gap was the narrowest at the peak of integration in the school integration, which was 1988. As soon as we start to see the segregation increasing again, that achievement gap increases. And we've actually never gotten back to that low point that we were at when schools were their most integrated.

Charlotte Lucas poses this question to Austen studies and to a liberal feminist critical agenda: what if you choose less, choose safety, and choose constraint; choose, in Elizabeth Bennet’s words, a “humiliating picture” for yourself but nonetheless expect to be happy? Charlotte is largely overlooked in Austen criticism except to shadow Elizabeth Bennet, the “most modern and liberated” of Austen’s characters.50 Charlotte models a form of subjectivity that thus far has been temporalized into a version of the premodern that Austen was eager to transcend. Yet the relevance that she has for feminism today is acute, as we expand our focus to a global context that encompasses modes of female agency and fulfillment that are not oriented toward resistance or autonomy. Taking the relationship between Charlotte and Elizabeth not as a dynamic of oppression and liberation, but as an agonistic exchange that produces multiple forms of female subjec-tivity allows Austen’s fiction to become a richer and more productive site for imagining feminism’s multiplicity. Charlotte and Elizabeth’s differing expectations about conjugal intimacy suggest the multiplicity of roles marriage can have in mediating between self and society. In particular, Charlotte’s long overlooked perspective points toward the possibility of human flourishing in situations of restraint and of attaching significance to self-discipline and to submission to social expectations. We can recognize the significance of Charlotte’s presence in Austen’s narrative and her own claim “to be . . . happy” only when we no longer assume that emancipatory self-expansion exhausts the possibilities of empowered conjugality.

pleasure

You cannot carry on substantial physical achievement and spiritual achievement simultaneously. One must follow another because they both require too much time. It is possible that someone who has achieved something physically that is very substantial will have a real emergence spiritually and vice-versa. You cannot succeed in two realms simultaneously, though many people are trying currently. They are trying very hard to be magnificent in all aspects and do you know what? They don't make much progress in any aspect. You see, you can't trick the way things are and find a new way to slip through the loophole in life.

ACHIEVEMENT

true value offers a reward that grows and yields benefits for yourself and others. Real pleasure is associated with achievement. You cannot escape this. It is a fact. Things are valued because they are useful according to the purpose that you hold. If something yields value according to your purpose as you understand it, you will value it. Even if your purpose is false and self-deceiving, you will value it nonetheless. Value and pleasure are therefore highly associated. You cannot separate them.

that learning is defined by “student achievement,”

chievement goals capture meaningful distinctions in how individuals orient themselves to achieving competence in the academic setting (Ames, 19