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If a student is hostile towards test or tester we cannot claim it measures what is is supposed to.

Naming a situation isn’t that same as solving the problem.

Arguments that seem right but have little evidence are the most dangerous.

If you department doesn't have the "bandwidth" for their responsibilities, please don't delegate it to others. We are already busy doing our work.

"We need a business analyst for our educational users." Yeah, I know the role of business analysts, but let's be clear that most have no expertise to make accurate analyses.

Every rotten idea is promoted with a great name.

I took my first real vacation in years last week. I'm finally getting caught up. I'm wondering what that tells me about my work duties.

Here is your regular reminder that students are not "kiddos" and adults are not "rock stars."

Note to leaders: If you have to threaten folks to get hem to go along with you, its time to reevaluate your ideas.

I'm not interested in learning (or teaching) ideas that cannot be criticized .

Should alchemy be taught along side chemistry? I mean, some folks really believe it, and we should be fair.

Perhaps the most difficult lesson to learn as a teacher is that not everyone is as enamored with the subject as your are.

I recently had the opportunity to travel to an area where foods I don’t like are grown fresh. I realized I like fresh avocados (and a few other foods), not those sold in the northeast USA.

If you are the only person convinced by your argument, it isn’t very good.

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