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With a little time for bragging, I’ve had the opportunity to establish who my son and I are for you. Well, that’s good. Obviously, you’ve purchased this book, so you understand what you intend to read; and I think a little bragging is what you came for. There will be more of that moving forward, as well as topics that get a little more intimate; like only things between a parent and her child do. But before we go on, I should establish for you what planning for me looked like, because that will be the grand substance of this book.
Moving forward, we wanted to achieve five goals; we is what I say because the project of asset development extended beyond Adam and on to a larger group of children, and my entire workforce team volunteered for the task. What can I say: in my government, we hire smart people. Those five goals we wanted to achieve were the following.
1: Teach the children the realizations that are difficult to invent.
2: Engage the children in the subjects they can relate to after learning.
3: Involve the children in discerning what they wanted to make out of each experience.
4: Provide the children with a realizable current they can relate to.
5: Grow with the children from outcome to outcome.
The realizations of project goal 1 will provide the substance of this book, and we will get back to those. This chapter will be broken into sections because this chapter will be comprised of project goal 2. However, before I do, I’ll explain project goals 3, 4, and 5.
In project goal 3, each team member, as well as myself, stepped forward to act as a big friend for these children. Some of them were very well supported, but that wasn’t a project concern for us; when you are a team of people who can dissolve governments or capture mad scientists, you can convince a parent to allow you to sponsor their child. Each child knew all of us; we were not interested in selfish subterfuge; and each child also knew about the pool of currency (a subject we will touch on in project goal 4,) so each child was able to keep up with what they could have to work with. With that currency disappearing weekly, the children were given an opportunity to have purchasing power equal to the number of credits they had. Every mode we gave the children always related to that currency. I suppose we have now explained project goal 4. That's how the children kept track of their learning experience.
As for project goal 3, we wanted the children to relate to project goal 2 through trading intelligence with project goal 1 to explain the ideas they picked up during their lifestyle experiences. Our goal was to create knowledge flexibility for them that would improve their learning prospects in the future. This goal is in opposition to the creation of a specialty, a common expectation, as we did not expect them to keep the skill, but instead expected that what they learned would be remembered when they learned related scholarship. Did I mention in previous chapters that I love video games, because I will in future chapters? It's like a personality trait for me, talking about lifestyle improvements.
As for project goal 5, in my government: we do not expect overlap to come naturally. There is an expense to be paid for convenience, in effort and also in time. So what we wanted to do was approach the project with the idea that some life lessons are fundamentals; and if we found something we missed, we treated that like an opportunity to introduce our children to opportunity.
So from here, let's get started. Let's talk about project goal 2 first and let you get acclimated to what we’re moving forward into. Remember that once we have, we’re going to start discussing the spectrum multiplication we used to find immersion opportunities for the kids.
So our goal with project goal 2 was to make easier for ourselves the process of imagining a social time with the children. This took up a lot of my time, considering that I had twice the work to do with Adam living in my home. This project goal included both home parties and field trips, as well as sitting conversation time to try to manage the children’s social learning; we did feel it would be a wasted effort if our investments in the children inspired them to abandon social popularity.
Without project goals, we moved forward and I’m very proud of our results. With that said, the rest of the duration of this chapter will allow me to share with you how we plan family outings. Our assets and we make one beautiful family. It's like I almost never need to worry at all.
[This chapter will be continued in the epilogue.
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