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Many people have characterized my life as perfect – a complete and financially stable family and supportive parents. They’ve referred to me as perfect too – intelligent, talented, athletic, capable, independent and someone with a ‘strong personality’. I once went to the university guidance counselor after I ended up crying in the econ CR for half a day., just to hear the same things. But I wasn’t perfect, I just appear to be. I dont know when I started lying so that I could be someone worthy of my ‘perfect’ life, but I find myself unable to be truthful. My self destructive behavior had been manageable for the past years but it’s getting worse. I’m scared. I drink everyday. I cut my classes. And i started cutting my self. Help. Please.

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Hey Miss Perfect. You sound to be under a lot of mental pressure and stress. If you are cutting, please seek help and guidance from a counsellor. Sometimes talking it out is the best option. Please take care of yourself and search for a local therapist. <3


Rachel says

Oh my, i can relate to a lot of these :/ 1, 2, 4, 5, 7 (kind of), 8, 9 (when i’m in a state the need to do this increases), 15 (sometimes depending on severity of mood) and 16. Good grief. Its nice to know i’m not the only one though!

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Inmento Riku says

I just figured out I’m being self destructive.

I’m sabotaging the best friendship I’ve ever had by lying and by continuing to lie even when I’ve been caught. This friend is also a roommate, I have until the end of July to find a new place and hopefully salvage the relationship. My concern is that once I leave, I’ll get worse. This friend has been my anchor but I’ve been hurting them for too long and it might be too late to fix things.

I’m overly dependant on my friends as well as overly reliant, but I’m also not even 20 years old yet, and I’m trying to learn how to adult.

I would like some advice on how to fix the relationship while also fixing myself and what strategies I can use to show this friend I actually do care for them. I don’t respect myself, which they confuse for me not respecting them.

Does anyone have any advice?


You need to learn how to respect yourself Inmento. Lying and sabotaging relationships comes from the intense need to control. You want to control because you are full of fear and doubt about your ability to cope without friends. when you learn how to feel comfortable by yourself, you can have healthy connections. This is about developing self-love.


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2017 Oakland Raiders Review: The Wide Receivers by Jose Sanchez III
Raiders 2018 NFL Draft: 5 ILBs to target in the first two rounds by Brad Weiss
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Let’s just be candid. The Oakland Raiders cornerbacks were not good in 2017.

Now obviously some of that had to do with the number of injuries the group suffered, but even with that, the overall talent (or lack of) at cornerback just wasn’t good enough to compete this past season.


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So the Raiders will definitely be looking to turn things around in 2018. But for now, let’s look back at the players from 2017.

When the Raiders signed Smith back in 2016, they expected him to resemble the player he was with the Kansas City Chiefs. Not necessarilya top-flightcorner, but someone who could indeed hold his own as a good starter. However, Smith has become one of the more prominent disappointments on the roster.

Smith’s his lack of quickness, and overall speed made him susceptible to giving up the deep ball. Add that to his struggles with locating the ball in the air, and you have a recipe for disaster.

However, in Smith’s defense, former defensive coordinator Ken Norton Jr. put him in a terrible situation and never schemed to Smith’s strengths. After John Pagano took over, Smith was mostly used to match against team’s biggest receivers and could play a little more zone to hide his lack of speed.

December 2016
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| Ambitious Leadership

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In our rapidly changing world, kids need to learn to think flexibly, creatively, and critically — mastering essential knowledge as well as the skills to apply that knowledge wherever their studies and aspirations take them.

Recognizing that reality, states across the country committed to new college- and career-ready standards. Yet performance on new standards-aligned tests indicates that many schools are struggling to reach this higher bar. Principals are the lynchpins to overcoming this challenge, but they likewise need new knowledge and skills to succeed.

In our new report, we share success stories and strategies gleaned from our study of principals who have led progress in moving students toward college and career readiness. We call the leadership we observed at these schools “ambitious leadership.”

Companion materials include practical resources to help principals enact ambitious instructional practices in their schools, and policy guidance that government officials can employ to strengthen school leadership across districts and states.

Six case studies also provide an in-depth look at how ambitious leaders positioned their schools and students for success, covering topics ranging from vision-setting and curriculum selection to coaching and professional development that supported teachers in making the leap to higher standards.

At the schools in our study, a deep understanding around the demands of college- and career-ready standards shaped everything principals did: the process of curriculum selection and refinement, the content and design of their assessments, the way in which they designed and delivered professional development, and the coaching and feedback they provided to teachers.

Through those efforts, ambitious leaders turned their schools into engines of student and adult learning. They developed knowledgeable teacher leaders to increase instructional leadership capacity, and created structures that allowed teachers to deepen their expertise and master concrete instructional changes that moved students toward college and career readiness.


Ambitious leaders implemented a set of six key instructional leadership practices. Principals executed these practices at high levels of intensity and quality, with a sharp focus on alignment to college- and career-ready expectations.

Ambitious leaders drew on three types of critical knowledge. Principals understood: (1) the demands of college- and career-ready standards and assessments; (2) the components of challenging, standards-aligned instruction; and (3) high-impact approaches to instructional leadership.

Ambitious leaders established three critical conditions that allowed them to effectively lead improvements to curriculum and instruction. These were: (1) effective talent management; (2) maximized learning time; and (3) a high-quality professional learning culture.

Ambitious leaders aligned instructional leadership practices to their school’s stage of improvement. The schools in our study fell into three distinct stages in their journey to higher standards. The first focused heavily on setting an ambitious vision for challenging, standards-aligned instruction; the second stage focused on establishing or upgrading school-wide systems and structures; and the third stage focused on consistently implementing the school’s instructional vision.



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