How to Translate an Old Strength Into a New Environment

A strength needs a verb and an object before it can travel. “I am organised” is a starting description. “I arrange unfamiliar steps so another person can complete them in the right order” identifies a useful function. That function can be inspected in an instruction sheet, a demonstration or a completed handoff.

The distinction matters because a familiar appearance can conceal an unfamiliar job. A beautifully ordered notebook may help its owner find information quickly. It does not follow that the same notebook layout will help a team make decisions. The new readers may need responsibility, status and next action made visible, while the original owner already knew those things.

Describe the strength in relation to a person who benefits. A concise writer helps a reader find the relevant meaning without unnecessary searching. A careful checker helps a group detect a mismatch before acting. A patient explainer helps someone connect an unfamiliar step to something they understand. These descriptions point towards an outcome that can be checked.

Keep the description narrow enough to be true. “I explain anything clearly” reaches beyond the evidence most people possess. “I can explain the assembly sequence for a paper model after testing it myself” acknowledges both capability and a preparation condition. That qualification makes the claim more useful when considering a new task.

Then separate function from expression. The function might be making order visible. Its old expression might be a five-minute spoken demonstration. The new expression might be numbered cards, a diagram and a short check at a difficult step. Changing the expression can preserve the strength rather than abandon it.

Write two lines: “The useful thing I already do is…” and “The way I used to do it was…”. If both lines contain the same words, try describing who benefited and what they were able to do afterwards. You are looking for the work performed by the method, not simply its name.

The broader Translate Into Change guide explains how meaning can survive a change of form. Here, the meaning to preserve is the useful function of one demonstrated strength. Keep that function in view throughout the comparison, so that a new tool or setting does not become an excuse to change everything at once.

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Choose a recent example that another person could inspect. A completed plan, explanation, set of checked calculations or piece of written feedback is stronger evidence than a general memory of being successful. Record the task, your contribution, the result and the help or conditions that made it possible.

Suppose a fictional learner, Samira, prepared instructions for a classroom paper-model activity. Her teacher supplied the model design and checked the materials. Samira ordered the steps, demonstrated the folds and invited two classmates to try them. Both completed the model without the teacher explaining the sequence again. That supports a bounded claim about her instructions.

It does not show that she invented the design, managed an unfamiliar crowd or could run the activity with any materials. Those were different contributions or untested conditions. Keeping them separate protects the strength from an inflated claim that would be difficult to defend in a new setting.

Inspect the part you actually controlled. If someone else quietly corrected every instruction before it was used, the finished sheet may be evidence of collaborative work rather than independent capability. You can still name your contribution, but should not remove the support from the record. A future task may need the same review while you develop further.

Repeatability also deserves attention. One excellent result gives you something to investigate. Several comparable examples make the description more dependable. Avoid converting this into an arbitrary demand for a large portfolio; use enough evidence to justify the next small trial. The evidence needed to try a community display is different from the evidence needed to take on a consequential responsibility.

Use a simple evidence sentence: “On these two tasks, I did this specific part, with these resources, and these people could use the result.” Add one sentence about what remains unknown. That combination communicates confidence and limits together.

If you cannot yet identify the capability in your experience, use How to Translate Experience Into Transferable Skills first. That guide begins earlier, with extracting a defensible skill claim from something you have done. This article begins once the old strength is sufficiently clear to test in a changed setting.

Do not discard evidence because it came from school, home or a voluntary project. Its origin does not automatically establish or disqualify its usefulness. The important question is whether the actions and conditions can be described precisely enough for the new comparison.

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“A bigger project” is too vague to guide adaptation. Bigger in what respect: more people, more materials, more decisions, a longer duration or less time for each person? Each change creates a different problem. Describe the environment through the actions it requires and the conditions under which they must happen.

Begin with the output. What must someone be able to do or understand? Then identify the users. Do they share the same background knowledge? Will they arrive together? Can they ask questions? Must the result stand on its own when you are absent? These details can change how the same strength should be expressed.

Next inspect tools and access. A shared screen may be available in one room and absent in another. A document may be easy to edit on your device but difficult for other people to open. A colour distinction may help some readers while leaving others without a usable cue. These are design conditions to check, not assumptions about anyone’s ability.

Record time as a set of requirements. Preparation time, participant time, waiting time and correction time are different. A method that takes you ten minutes to prepare may save many readers a minute each. Another may look efficient only because it moves a large explanation burden onto someone else.

Finally, identify authority. Who can approve a change? Which rules are fixed? Who decides that a trial should stop? A new volunteer may be able to suggest a clearer instruction card while having no authority to alter attendance arrangements. Good organisation does not supply permissions that the role does not include.

Leave uncertain entries visible. “We have not checked whether the second volunteer can use the cards” is more useful than treating a hope as a settled condition. The next trial can answer that uncertainty directly.

This comparison is about fit in an actual situation. It need not become a long environmental survey. Collect the few conditions likely to change the way your strength works, and let those conditions determine what you try next.

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Two tasks can look different while requiring a related function. Ordering the steps in a paper model and ordering the steps in a group handoff both involve dependencies: some actions cannot be completed until others have happened. The objects differ, but making dependencies visible may remain useful.

The opposite can also occur. Two activities may use the same word while demanding different work. “Explaining” a familiar procedure to classmates who watched the demonstration differs from explaining it to someone who arrives halfway through. The second person needs an entry point, a way to identify the current state, and access to missed information.

Compare relationships rather than labels. Ask what information the person receives, what decision they must make, what action follows, and how they know it is complete. If those relationships still exist, some part of the old strength may travel. If they disappear, the resemblance may be superficial.

For example, a fictional student, Daniel, is quick at locating a word in an alphabetised glossary. A new reference sheet groups terms by topic. His useful function is finding an appropriate definition, but his old search route no longer matches the arrangement. He can preserve careful word matching while learning the topic index. Alphabetical scanning alone is insufficient.

Now change the example. The new task asks Daniel to decide which of two meanings fits a sentence. Finding the entry remains helpful, but the required decision includes interpreting context. That is an additional capability. Calling the whole task “looking up words” would conceal the gap and encourage him to use speed where judgement is needed.

The National Academies describes transfer as an active process shaped by prior learning and context; existing knowledge can also interfere with new performance. Read Learning and Transfer.

Use that distinction modestly. It does not prove that a particular adaptation will work. The examples and checks in this guide are proposed ways to investigate a specific situation, and their results must be read within that situation.

Your output is a functional match: “Both tasks require making dependencies visible, but only the new task requires people to join at different stages.” That sentence identifies what can be preserved and where redesign should begin. It is much more actionable than saying that both tasks involve leadership or communication.

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An adaptation is easier to review when each part has an explicit decision. Keep the parts that still serve the new task. Change the expression of parts whose function remains useful. Stop actions that conflict with the new requirements. Learn what the old strength does not supply.

These decisions can coexist within one method. Samira may keep checking the order of steps, change a spoken sequence into visible cards, stop requiring everyone to begin together, and learn how to make a handoff to another volunteer. Nothing requires her to treat the old method as either entirely good or entirely bad.

Attach a reason to each decision. “Change to cards because they look professional” is weak. “Change to cards because people arrive after the demonstration and need a usable entry point” links the decision to a condition. That reason can be tested by observing a new arrival.

Avoid changing familiar parts just to make the new setting feel new. If the order of preparation is already accurate and still fits, keep it. Unnecessary novelty increases the number of things that can go wrong and makes a trial harder to interpret. The Defence guide develops the broader task of protecting useful capability during change.

Also avoid smuggling missing learning into the “change” column. A new presentation format cannot supply knowledge you do not have. Someone who can accurately summarise a source still needs reliable information before summarising an unfamiliar subject. The strength may help with the work, but it does not replace the content.

Choose the smallest coherent package of changes. Sometimes one change depends on another: separate entry points require clear materials and a visible starting state. Record those dependencies rather than pretending every adjustment can be tested in isolation. The aim is an interpretable trial, not an artificially pure experiment that cannot function.

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Samira’s case is entirely fictional. In the original classroom activity, six classmates sat down together to make folded paper models. Everyone had the same precut materials. Samira gave a four-minute demonstration, followed by eight minutes of supported making. She checked the sequence before the lesson and could see everyone’s progress from one table.

Her demonstrated strength was sequencing practical instructions so beginners could act in order. It depended on several favourable conditions: a shared start, an uninterrupted demonstration, identical materials and her presence throughout. Those conditions were part of the method’s success, even though she had not written them down at the time.

The new fictional project is a community display activity using the same harmless paper materials. Participants arrive at different times. There are three making places. The organiser has set an eight-minute participant slot and provides precut materials, blunt glue sticks and a finished sample. Samira and one other volunteer alternate short periods at the table.

The organiser’s requirements are specific. A participant should make a recognisable paper model, know where to place it, and leave the place ready for the next person. Volunteers must use the approved materials and activity instructions. Anyone who wants more help can ask; the activity is voluntary, and finishing a model is not compulsory.

Samira initially proposes repeating her four-minute demonstration for each arrival. This preserves the surface of her old success but consumes half of an eight-minute slot before making begins. Repeating the full explanation may also interrupt someone already working. Her sequencing strength is useful; the delivery arrangement is poorly matched.

She does not conclude that she has become bad at explaining. Instead she writes: “The order still matters, but the new participant needs to find their own starting point, and another volunteer needs to carry the explanation.” That is the changed problem.

Before redesigning, Samira asks the organiser to confirm that a shortened orientation and instruction cards are acceptable. She checks which parts of the approved sequence may be reworded and which materials must remain unchanged. The permission question is about the project, not about seeking approval for every personal choice.

The case now has a clear transfer claim to test: “I can make the same activity sequence usable for staggered arrivals and another volunteer, within the organiser’s conditions.” That claim is narrower and more informative than “I can run a successful community event.”

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Samira divides the activity into three visible states: ready to start, building, and finished. Each state has a concrete cue. The starting tray contains one complete set of materials. The instruction cards show the approved steps. The finished sample and a placement label show what completion means and where the model goes.

Her short orientation tells a new arrival where to begin, how to ask for help and where the sample is. It does not try to explain every fold before the participant has touched the materials. Detailed guidance remains available on the cards and through the volunteer. The function of sequencing is distributed across the workspace.

The first card shows the starting position of the paper, the action to take and the appearance after the action. This last part matters: a participant needs a way to notice a mismatch before continuing. “Fold as shown” without a clear starting orientation could be concise but unusable.

Samira checks each card with the actual materials. She notices that rotating the paper between photographs makes one step difficult to follow. She changes the photographs so that the orientation stays consistent. This is a specific repair to the expression of the sequence, grounded in what a user can see.

She also prepares a short handoff note for the other volunteer. It identifies the approved materials, the starting tray, the difficult fold, the finished-model location and the organiser to ask about any unapproved change. It avoids pretending that the volunteer has watched the earlier classroom lesson.

The time plan is an assumption to test. Samira allocates one minute for orientation, five minutes for making, one minute for checking and placing the model, and one minute for resetting the place. The total is eight minutes. These allocations are local planning choices, not evidence that every participant will finish within them.

The three places do not automatically create three independent teaching stations. Both volunteers may need to help someone, and shared materials may create waiting. Samira keeps these possibilities visible rather than multiplying a theoretical rate and calling it real capacity.

Her redesign has preserved the useful function: dependencies and completion are clear. It has changed the timing, location and ownership of the explanation. The visible cards carry information that previously depended on her uninterrupted speech. The trial must now check whether people can actually use that new expression.

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The organiser agrees to a practice session with six fictional volunteers acting as participants, two trial starts at each of the three places. This is a rehearsal before the public activity. The participants know they are testing the instructions and can stop or ask questions. Their results are illustrative numbers for this guide.

Samira defines three checks before the rehearsal. Did each person locate the correct starting materials? Did the person complete the approved sequence, with any help recorded? Was the place ready for the next person within the planned slot? These checks keep the observation tied to the transfer claim.

The six durations total 49 minutes. Dividing by six gives about 8.17 minutes, but that average does not answer whether the eight-minute slot worked for everyone. Four of the six attempts met it; two exceeded it. The two longer attempts also required unplanned explanation. That is a useful place to investigate.

These are six participant durations, not the elapsed length of the whole rehearsal. Some attempts overlapped across the three places. Summing them cannot establish how long the event took or how many participants the table can handle in an hour. The record lacks the arrival, overlap and waiting information needed for those claims.

Samira inspects the two troublesome cards. She replaces the ambiguous orientation image and adds a close view of the difficult fold. In a later fictional check, two new volunteers complete the revised sequence in eight and seven minutes without extra explanation. This supports trying the revision again; it does not establish a general success rate from such a small, changing sample.

The useful conclusion is specific: “The first version worked for four trial participants within the local time plan, while two instruction points needed clarification. Two fresh attempts with revised cards met the checks.” It names the result, the revision and the remaining limit without turning a rehearsal into a promise.

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A method can appear portable because its original author silently fills every gap. Samira knows what the cards mean, where the spare materials are and why a step is phrased in a particular way. The second volunteer may not. If Samira must continually rescue the process, the redesigned instructions have not yet carried enough information.

Arrange a bounded handoff check. The other volunteer uses the cards and note while Samira observes without supplying routine prompts. She remains available if a boundary is reached, but records what needed explanation. The purpose is to discover missing information, not to make a colleague struggle for the sake of a test.

In a fictional handoff, the volunteer can explain the folds but cannot tell whether a partly used materials tray is ready for another participant. Samira had been resetting trays from memory. She adds a simple inventory image showing one complete set. The weakness was in preparation information, rather than in the folding sequence itself.

Ask the receiving person to explain the method in their own words. “Where would you send someone who has already completed the first fold?” reveals more than “Does everything make sense?” The first question requires a decision based on the actual entry state. The second can be answered politely without demonstrating understanding.

Distinguish a usable shared method from an independent personal skill. If a participant completes the model with the cards, that shows performance with a resource. It does not show they can reconstruct the sequence from memory next week. If the project permits cards, resource-supported performance may be exactly the right outcome.

The same distinction applies to the volunteer. The goal is a dependable handoff under the agreed conditions. Removing the instruction sheet merely to make the task harder could undermine the purpose. A meaningful transfer check reproduces the tools and responsibilities expected in use, then varies something relevant, such as who presents the activity.

Once a revised method works sufficiently well for the immediate purpose, keep the working version identifiable. Put a date or short version note on the private working copy and withdraw confusing duplicate copies from the activity table with the organiser’s agreement. The Consolidate guide explains the wider task of making a useful improvement dependable.

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Some old actions should stop in the new setting. The decision is not always to soften or adapt them. A previously effective shortcut may violate the new task’s purpose, authority or agreed rules. Treating every strength as something that must be used can make a capable person less useful.

Consider a fictional student who wins debates by giving quick, confident rebuttals. At a community listening session, the organiser asks volunteers to record residents’ concerns accurately before discussing responses. Rapid rebuttal would interrupt the job. The student’s fluency can help with a clear later summary, but the habit of immediately countering each point must stop during listening.

Or consider a fictional learner skilled at improving the wording of a group’s writing. In a task that requires recording another person’s statement exactly, that editing habit must not alter the statement. A smoother sentence could change the speaker’s meaning. The useful action is faithful recording, with any proposed paraphrase clearly separated and checked.

Samira faces a smaller version of the same boundary. She may be skilled at simplifying instructions, but cannot remove a required step merely to make the eight-minute plan work. If the approved sequence cannot fit, she must bring the conflict to the organiser. An attractive time result achieved by changing the task would not demonstrate successful transfer.

CMU’s learning principles emphasise learning when to apply component skills and monitoring whether an approach is working. Read the Eberly Center’s Learning Principles.

For your own task, write a sentence beginning “Do not carry this part forward when…”. Complete it with a concrete condition: when an exact record is required, when you lack permission to change the procedure, or when the new recipient has not supplied information necessary for a judgement. This creates a usable boundary rather than a vague reminder to be careful.

Stopping an action does not erase the strength. It locates the strength’s appropriate use. A good summariser can also recognise when compression would remove essential uncertainty. A fast decision maker can recognise when a decision belongs to someone else. That ability to withhold a familiar move is part of fitting capability to the actual task.

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An adaptation can improve your part while making the wider activity harder. A concise message may save writing time but generate repeated questions. A detailed checklist may reduce omissions but take so long that people cannot use it during the task. Evaluate the work from the perspective of everyone who depends on it.

For Samira, a card set that requires constant sorting would shift effort from speaking to maintenance. If the second volunteer spends most of the activity restoring the sequence, the apparent saving is incomplete. The trial should record that burden alongside participant completion, even if it cannot measure every consequence precisely.

Separate one-time preparation from repeated use. Imagine, as an original planning illustration, that preparing a clearer instruction sheet takes 24 minutes and reduces a particular repeated explanation by two minutes on each use. Twelve such uses would equal 24 minutes of explanation time. That arithmetic describes a possible time balance only if the reduction actually occurs and no other costs change.

It does not mean the sheet is automatically worthwhile after twelve uses. The explanation might be valuable conversation; the sheet might need maintenance; preparation might happen at a time when no capacity is available. The calculation helps expose assumptions. It cannot decide the purpose of the activity for you.

Look for costs that are not expressed in minutes. Does the method allow people to ask a question without embarrassment? Can someone choose a simpler participation route? Does another person have to guess what you omitted? A method that is efficient for the author but confusing for the recipient needs further work.

Ask for specific observations. “Which part made you wait?” and “What did you have to ask someone else?” are easier to answer usefully than “Was my system good?” Feedback about an action gives you something to revise without requiring a judgement about your identity or effort.

The wider Metamorphose guide addresses changing an approach when demands no longer fit. Stay with this narrower transfer task while one established strength remains central. Move to the broader guide when several parts of the approach need reconsideration and a single adapted expression will not address the mismatch.

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Use short comparisons to become more precise about what has changed. In each of the following fictional examples, the old strength is already demonstrated. Your job is to identify the new condition, preserve the useful function and name the part requiring a different expression.

A student can produce accurate, detailed notes while reading alone. In a group planning meeting, the team needs a record of decisions, responsibilities and unresolved questions. The strength in selecting and organising information can help, but a chronological transcript may bury what the group needs next. A decision record fits the new use better.

A volunteer is good at spotting spelling errors in a familiar newsletter. The next document contains unfamiliar place names and quotations. Careful comparison remains useful, while correcting every unfamiliar word from memory does not. The volunteer needs an agreed reference and a way to flag uncertainty. Accuracy now includes leaving some items unresolved until checked.

A fictional learner, Priya, is reliable at following a full recipe to prepare a cold fruit salad at home. A classroom task supplies premeasured ingredients and asks her to explain the order of preparation. Her sequencing knowledge can help, but carrying out familiar actions silently will not satisfy an explanation task. She must make reasons and dependencies visible in words.

The task may also remove a need. Someone who usually calculates quantities may be given prepacked sets. Repeating the full calculation could waste time without improving the result. The strength remains available for checking an unexpected shortage, but need not dominate an activity that already supplies the required quantities.

Yale’s transfer guidance recommends core concepts and comparative scenarios to help learners connect knowledge across contexts. Read Transfer of Knowledge to New Contexts.

These small comparisons are practice in describing conditions, not proof that a capability transfers across every field. A person who organises notes well may still lack the subject knowledge needed to evaluate a new discussion. A careful proofreader may still need training in an unfamiliar publication’s conventions.

Choose one ordinary task this week and finish the sentence: “The useful function stays the same, while this condition changes.” If the sentence is hard to complete, inspect the task itself. You may discover that the output, rather than merely the setting, has changed. That discovery should guide the next attempt.

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The following brief and people are fictional. Omar has demonstrated a strength in turning a longer school notice into a concise message that preserves the required action, place and time. Two recent summaries were checked against their sources and used correctly by classmates. His old format allowed up to 60 words.

He now volunteers to prepare a label for a small community history display. The organiser permits a maximum of 35 words, excluding the separately printed title. A visitor should be able to understand the label without asking Omar to explain it. The organiser has supplied the source note below and will approve the final wording.

Source note: “This wooden box was donated by a resident in 2018. The resident said that her grandfather had used it to store tools. Its maker and date of manufacture are unknown. The blue paint was applied during the display team’s preparation in 2025. Visitors may look at the box but must not open it.”

Omar’s first draft: “This beautiful old toolbox shows how local craftsmen worked a century ago. Its original blue paint has survived remarkably well. Open the lid to imagine the tools once stored inside.”

The first draft has 30 words using a simple count in which a space separates words. It fits the length limit. Your task is to decide whether the old strength has been translated successfully, then produce a better label within the same limit.

Answer five questions. What useful function should Omar preserve? Which new requirements differ from his school-notice work? Which claims or instructions in the draft are unsupported or wrong? What revised label would meet the brief? How would you check it with someone who has not seen the source note?

Do not solve the task by adding invented historical details. You cannot establish a date, a maker or original paint from this note. You may use shorter wording, but must retain any qualification needed to keep a claim accurate. Treat the handling rule as a requirement, not optional detail to remove for style.

For a further change, imagine that the organiser reduces the limit to 25 words while keeping the title separate. Decide which information to prioritise and what to omit. Explain any loss. There can be several defensible labels; the important part is whether the selection is faithful, useful and consistent with the organiser’s requirements.

Write your answer before continuing. A good explanation of the method is not yet a demonstration that you can make the selection under the changed conditions.

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Omar should preserve the function of helping a reader find accurate, relevant meaning quickly. He must change his selection criteria because the display contains historical uncertainty and a handling rule. A lively tone and a short length cannot compensate for false claims or an instruction that contradicts the source.

The draft calls the box a toolbox without preserving the attribution to the donor’s account. It invents craftsmen and an age of a century. It calls the blue paint original even though the note dates that painting to 2025. It tells visitors to open the box when the note says they must not. “Beautiful” is an opinion, but removing that adjective alone would not repair the substantive problems.

One possible label within the 35-word limit is: “Donated in 2018, this box reportedly held the donor’s grandfather’s tools. Its maker and age are unknown. The display team added blue paint in 2025. Please look without opening the box.”

This answer has 31 words under the stated space-separated convention, leaving four words unused. “Reportedly” keeps the tool-storage claim from becoming an established fact. The unknown maker and age remain visible. The paint is accurately described as a later addition. The final sentence preserves the handling rule in a direct request.

A proposed version for the 25-word limit is: “This box reportedly held the donor’s grandfather’s tools. Its age is unknown. The display team painted it blue during preparation in 2025. Please look, but do not open it.”

This version has 29 words, so it fails the tighter limit despite being largely faithful. Catching that failure is part of the task. A shorter revision is: “This box reportedly held tools. Its age is unknown; the display team painted it blue in 2025. Please do not open it.” That has 22 words, leaving three words unused.

The shorter answer omits the donation year, the grandfather and the unknown maker. It retains uncertainty about use and age, the later paint and the handling rule. Another selection could be reasonable if the organiser’s priorities differ. Omar should disclose what was removed and ask the organiser to approve the final label, rather than silently treating his priorities as authoritative.

For a recipient check, give the proposed label to a reader who has not seen the source. Ask when the box was made, whether the blue paint is original and whether it may be opened. A suitable response distinguishes unknown manufacture date from known repainting date and recognises the instruction not to open it.

Then compare the label with the source again. A reader’s confident answer does not establish historical accuracy if the label itself is misleading. The check needs both recipient understanding and source fidelity. That combination tests whether concise writing is serving the new environment rather than merely reproducing a familiar short format.

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Finish with a record short enough to use before the next attempt. It should connect evidence of the old strength to a specific new task, state what changes, and identify a result you can inspect. A page of broad personal qualities will not perform this job as clearly as a few concrete sentences.

Samira’s record would name sequencing instructions, staggered arrivals, a second volunteer and the local eight-minute plan. It would preserve the approved order, change how instructions are accessed, and test the cards with fresh users. Omar’s would name concise accurate writing, unfamiliar visitors, a tighter length limit and the need to preserve uncertainty.

Notice that both records include a stop option. If an adaptation removes essential meaning, exceeds the person’s authority or repeatedly fails the required condition, pause that use. Return to the task requirements and identify the missing knowledge or resource. Repetition alone cannot settle a mismatch that has not been understood.

Choose a next decision proportionate to the evidence. One successful check may justify another bounded attempt. Several satisfactory uses under the intended conditions may justify keeping the method. Neither automatically supports a claim about every possible environment. Keep the conditions attached to the capability as your experience grows.

If the new environment is a possible occupation, continue with How to Translate What You Know Into a New Career. It applies the comparison to a particular role’s tasks and gaps. If you are still deciding which kind of change is needed, use Recovery and Transformation to choose the wider route.

The useful output from this guide is a statement you can demonstrate: “This strength now works in these changed conditions, with these resources and these limits.” That statement respects what you already know while making room for what the new situation requires. Carry it into the next real task, and revise it when the evidence changes.

Sources and scope

The official educational sources linked in Chapters 4, 10 and 12 provide background on learning and transfer. The fictional cases, labels, numerical observations and transfer record are original teaching illustrations. They are not validated by those institutions, and they do not establish a promised outcome for another person or project.

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