Read Ebook {PDF EPUB} Drastic Measures by Ben Parris Ben Parris - Editor. I'm an editor of books, essays and short stories, a personal trainer for authors, and the author of a Kindle bestseller. Overview. ABOUT BEN PARRIS I'm a professional editor with 30+ years of employment and freelance experience. My emphasis is in adventure/ thriller, anthologies, historical fiction, science fiction, and fantasy, but I work with most fiction genres and some non-fiction. I have edited for New York Times Bestselling authors such as George Clayton Johnson and Irving A. Greenfield. I prefer to begin an editing relationship by providing a writing assessment in order to ensure that an author is not paying for services for which they are not ready. Too often I've been asked to polish up scenes that shouldn't even exist because they serve no purpose in the story or have not yet been developed. Doing a line edit or a copy edit in these instances is like putting icing on a cardboard box and trying to replace the box with a cake later. As I like to say, authors can be in the business of fantasy. Editors need to be in the business of honesty. FAVORITE BOOKS I RECOMMEND FOR LEARNING THE CRAFT Story Structure- Worth Dying for by Lee Child (a Jack Reacher novel) Dialogue- The Black Marble by Joseph Wambaugh Characterization- Rain Man by Lenore Fleischer Voice- Elmore Leonard Setting- Ringworld by Larry Niven Pacing- Rendezvous with Rama by Arthur C. Clarke Prose- Rose Madder by Stephen King Plot and Suspense- Lightening by Dean Koontz Complex Descriptions Made Simple- Joseph Kannon Alien Character Development- An Alien Light by Nancy Kress Note: None of the above constitute the ultimate approach to their respective story elements. They are eye-openers that have inspired a great many other authors. Drastic Measures by Ben Parris. From and To can't be the same language. That page is already in . Something went wrong. Check the webpage URL and try again. Sorry, that page did not respond in a timely manner. Sorry, that page doesn't exist or is preventing translations. Sorry, that page doesn't exist or is preventing translations. Sorry, that page doesn't exist or is preventing translations. Something went wrong, please try again. Try using the Translator for the Microsoft Edge extension instead. Dr Ben Parris. Use a QR Code reader on a mobile device to add this person as a contact: Download contact details as VCard. Biography. After completing his DPhil in Experimental Psychology at the University of Sussex in 2005, Dr Parris went on to the University of Exeter as a post- doc on a Wellcome Trust funded project entitled 'Self-control and monitoring functions in the human frontal cortex’ with Dr. Tim L. Hodgson. Utilizing functional Magnetic Resonance Imaging (fMRI), eye-tracking and patient data this project produced work highlighting the role of dorso- lateral and medial frontal areas in the control of attention and rule-guided behaviour. A further post-doc entitled 'Neuroimaging of emotion and decision-making' at the University of Oxford with Prof. Edmund Rolls explored the role of more anterior and subcortical areas in the processing of primary rewards and supportive attentional / decision-making mechanisms. Joining BU in 2008, Dr. Parris' work has since concentrated on investigating attentional control in hypnosis and suggestion and in non-neurotypical populations such as people with ADHD. Research. My research interests focus on the control of attention. To better understand this process I employ behavioural, eye tracking and brain-based methods. I am particularly interested in investigating individual differences in the control of attention in hypnotic suggestibility and in ADHD and what these differences tell us about the role of interacting variables such as motivation, reward and consciousness in the control of attention. Drastic Measures by Ben Parris. My senses are crossed, I'm time blind and I know what it is to be wheelchair-bound. I write about characters like me except that their job is saving all of history and the multiverse. Playwright Arthur Miller and I went to the same high school in Brooklyn, New York. I missed him by 40 years but then he stopped by to share a few expletives with the people who said he'd never amount to anything. The English department at Lincoln High School loved me, and that didn't bode well at all so I went and pissed off a professor at Columbia University and became a columnist at Scholastic. Not bad. As a novelist I wrote science fiction because it had no boundaries and it made me one of the first bestselling authors on Amazon Kindle. It helped that I was both a NASA and science museum consultant. But when I was young and strong I was a federal agent, and I've saved the best for last, the stories inspired by the IRS and my work alongside the FBI. Home Page. It feels so good to invite you back in for a cold drink and a hot meal at Ben Paris. Some things will be a little different than before for the health and safety of us all. Our dine-in hours are as follows: Wednesdays, Thursdays, Fridays, Saturdays, 4:00 pm to 9:00 pm Sundays, 4:00 pm to 8:00 pm Happy Hour 4:00 pm to 5:00 pm Weekend Brunch Saturday & Sunday 10:00 am – 2:00 pm. We’ll continue to offer the takeout and delivery options below. We appreciate your support and look forward to seeing you soon! Our takeout hours are as follows: Wednesday 11:00 am – 8:00 pm. Thursday 11:00 am – 8:00 pm. Friday Dinner 4 pm – 8: 00pm All day takeout 11:00 am –8: 00pm. Saturday Brunch 10 am – 2 pm; Dinner 4 pm – 8: 00pm All day takeout 11:00 am –8: 00pm. Sunday Brunch 10 am – 2 pm; Dinner 4 pm – 8: 00pm All day takeout 11:00 am –8: 00pm. Failing to Improve Critical Thinking. The problem flows directly from the structure of the current college experience, writes Ben Paris. Educators and employers agree that critical thinking is one of the essential skills required for postgraduation success. Unfortunately, multiple surveys indicate that employers believe that recent grads do not have the critical-thinking skills those employers expect, although recent grads (surprise!) have a sunnier view of their capabilities. Whether recent grads are up to standard or not, there’s evidence that the college experience does not do enough to improve those skills, and not a lot of evidence that it does. In “Higher Ed’s Biggest Gamble,” John Schlueter takes this case even further, questioning whether the college experience can even in principle build those skills. I’m more optimistic. In contexts ranging from higher education to corporate training to test preparation, I’ve helped thousands of learners improve their skills and found nothing unique about that process. While aptitude for critical thinking is clearly not distributed equally in the population, no one is an expert critical thinker from birth. Even the best of us had to learn it somewhere. That said, it isn’t easy. We can improve critical-thinking skills, in college or elsewhere, but doing so requires a commitment, an understanding of the nature of the task and deep learning experiences. What makes teaching and improving critical-thinking skills so difficult? Here are a few factors: Definitions. There’s no general agreement on what critical thinking is. Whereas people don’t often debate the properties of exponents or the components of a complete sentence, we’re less aligned when it comes to critical thinking. It often gets confused with creative thinking, reflective thinking or other skills. Complexity. Critical-thinking tasks tend to be much more difficult than others in part because critical thinking needs to be built on a foundation of language and comprehension. Also, some of the issues involved when analyzing statements and arguments are quite subtle. Moreover, many people resist the notion that anything could be wrong with their thinking process, and those with the weakest skills tend to be the most resistant. Abstraction. Critical thinking is not a list of facts to memorize. It’s a process, a general way of approaching problems. That means learners have to connect the general lessons they’ve learned to totally new situations. Common patterns emerge, but learners have to recognize them in order to leverage critical-thinking training. Contrast. Modern education too often focuses on memorization, compliance and endurance rather than critical thought. Educational experiences based on “drill and kill” reward people who follow instructions and punish people who are more critical. Of course, people who succeeded in college by doing as they were told often have trouble solving real-world problems that are new and different. Critical thinkers do well in the long run, but they often have to survive a culture that teaches them not to be critical. Training. We ask a lot of our instructors. They need to know their subject matter, of course, but they also need to know about education itself while developing the communication skills to connect with a diverse group of learners. Most faculty members haven’t been trained in critical thinking, and while they can pick it up, they’ll need consistent and sophisticated support to do so. Measurement. Writing is hard. Writing assessments is very hard. Writing critical-thinking assessments is extremely hard. While some maintain that critical thinking cannot be measured at all, or can only be measured by complex items such as essays, it is possible to create valid measures of critical-thinking skills such as identifying assumptions, analyzing arguments and making inferences.