Academic Team Quotes

When they hunt, every dog knows the position of every other dog. I wanted them to understand the duality of team and player. The strength of the player is the team and the strength of the team is the player.

I've come to the conclusion that it's all about fear- fear that your kid won't come out on top, be a success. Forcing him into these brutal encounters will a) make a dame sure he is a success, and b) all you to see evidence of that success with the added bonus of a cheering crowd. This means that sports are supported with an almost desperate enthusiasm. The football team gets catered dinners before a fame. Honor Society is lucky if it gets a cupcake. Academic success-forget it. That requires too much imagination. There's no scoreboard.

Other studies indicate that compared to Western parents, Chinese parents spend approximately ten times as long every day drilling academic activities with their children. By contrast, Western kids are more likely to participate in sports teams. This

There are many ways to generate numerical falsehoods from data, many ways to create proofiness from even valid meaurements. Causuistry distorts the relationships between two sets of numbers. Randumbness creates patterns where none are to be found. Regression to the moon disguises nonsense in mathematical-looking lines or equations or formulae, making even the silliest ideas seem respectable. Such as the one described by this formula: Callipygianness=(S+C)x(B+F)/T-V) Where S is shape, C is circularity, B is bounciness, F ir firmness, T is texture, and V is waist-to-hip ratio. This formula was devised by a team of academic psychologists after many hours of serious research into the female derriere. Yes, indeed. This is supposed to be the formula for the perfect butt. It fact, it's merely a formula for a perfect ass

Our fight for justice will be equivalent to high school and college debate teams where it is all academic and sterile in the end. Whether or not truth wins will be irrelevant to the society and a dystopia is all we produce as a consequence.

Internal locus of control has been linked with academic success, higher self-motivation and social maturity, lower incidences of stress and depression, and longer life span,” a team of psychologists wrote in the journal Problems and Perspectives in Management in 2012.

As with everything she did, Aimi excelled. Academically, she was in the top one percent of students in the state and was in the track team that had just won the nationals. She said she only went in for cheerleading because she liked the physical activity. It made sense though, Sam thought. Because of her bright, cheerful attitude, she was also incredibly popular. At times Sam felt slightly jealous of her, but mostly he was just immensely proud.

And this isn’t high school. Now that you’re not worried that (a) your skirt is too short or too long and the other kids will laugh at you, (b) you’re not going to make the varsity swimming team, (c) you’re still going to be a pimple-studded virgin when you graduate (probably when you die, for that matter), (d) the physics teacher won’t grade the final on a curve, or (e) nobody really likes you anyway AND THEY NEVER DID… now that all that extraneous shit is out of the way, you can study certain academic matters with a degree of concentration you could never manage while attending the local textbook loonybin.

Circuitry for self-confidence depends on a child’s ability to locate identity over observable behavior; this comes from growing up in a family that focuses more on what’s “inside” a child (enduring qualities, feelings, ideas) than what is “outside” (accomplishments, outcomes, labels). In regard to your child’s sports team, for example, inside stuff might be her effort in practice, her attitude when winning and losing, and her willingness to try new things; outside stuff might be her number of goals or home runs, or labels like “most valuable player.” When it comes to academics, inside stuff might be willingness to try a bonus math problem, spending time on studying, and showing enthusiasm about a subject; outside stuff might be a grade, a test score, or a label like “smartest kid in class.

[There is] no direct relationship between IQ and economic opportunity. In the supposed interests of fairness and “social justice”, the natural relationship has been all but obliterated. Consider the first necessity of employment, filling out a job application. A generic job application does not ask for information on IQ. If such information is volunteered, this is likely to be interpreted as boastful exaggeration, narcissism, excessive entitlement, exceptionalism [...] and/or a lack of team spirit. None of these interpretations is likely to get you hired. Instead, the application contains questions about job experience and educational background, neither of which necessarily has anything to do with IQ. Universities are in business for profit; they are run like companies, seek as many paying clients as they can get, and therefore routinely accept people with lukewarm IQ’s, especially if they fill a slot in some quota system (in which case they will often be allowed to stay despite substandard performance). Regarding the quotas themselves, these may in fact turn the tables, advantaging members of groups with lower mean IQ’s than other groups [...] sometimes, people with lower IQ’s are expressly advantaged in more ways than one. These days, most decent jobs require a college education. Academia has worked relentlessly to bring this about, as it gains money and power by monopolizing the employment market across the spectrum. Because there is a glut of college-educated applicants for high-paying jobs, there is usually no need for an employer to deviate from general policy and hire an applicant with no degree. What about the civil service? While the civil service was once mostly open to people without college educations, this is no longer the case, and quotas make a very big difference in who gets hired. Back when I was in the New York job market, “minorities” (actually, worldwide majorities) were being spotted 30 (thirty) points on the civil service exam; for example, a Black person with a score as low as 70 was hired ahead of a White person with a score of 100. Obviously, any prior positive correlation between IQ and civil service employment has been reversed. Add to this the fact that many people, including employers, resent or feel threatened by intelligent people [...] and the IQ-parameterized employment function is no longer what it was once cracked up to be. If you doubt it, just look at the people running things these days. They may run a little above average, but you’d better not be expecting to find any Aristotles or Newtons among them. Intelligence has been replaced in the job market with an increasingly poor substitute, possession of a college degree, and given that education has steadily given way to indoctrination and socialization as academic priorities, it would be naive to suppose that this is not dragging down the overall efficiency of society. In short, there are presently many highly intelligent people working very “dumb” jobs, and conversely, many less intelligent people working jobs that would once have been filled by their intellectual superiors. Those sad stories about physics PhD’s flipping burgers at McDonald's are no longer so exceptional. Sorry, folks, but this is not your grandfather’s meritocracy any more.

recalled Stephen Crocker, a graduate student on the UCLA team who had driven up with his best friend and colleague, Vint Cerf. So they decided to meet regularly, rotating among their sites. The polite and deferential Crocker, with his big face and bigger smile, had just the right personality to be the coordinator of what became one of the digital age’s archetypical collaborative processes. Unlike Kleinrock, Crocker rarely used the pronoun I; he was more interested in distributing credit than claiming it. His sensitivity toward others gave him an intuitive feel for how to coordinate a group without trying to centralize control or authority, which was well suited to the network model they were trying to invent. Months passed, and the graduate students kept meeting and sharing ideas while they waited for some Powerful Official to descend upon them and give them marching orders. They assumed that at some point the authorities from the East Coast would appear with the rules and regulations and protocols engraved on tablets to be obeyed by the mere managers of the host computer sites. “We were nothing more than a self-appointed bunch of graduate students, and I was convinced that a corps of authority figures or grownups from Washington or Cambridge would descend at any moment and tell us what the rules were,” Crocker recalled. But this was a new age. The network was supposed to be distributed, and so was the authority over it. Its invention and rules would be user-generated. The process would be open. Though it was funded partly to facilitate military command and control, it would do so by being resistant to centralized command and control. The colonels had ceded authority to the hackers and academics. So after an especially fun gathering in Utah in early April 1967, this gaggle of graduate students, having named itself the Network Working Group, decided that it would be useful to write down some of what they had conjured up.95 And Crocker, who with his polite lack of pretense could charm a herd of hackers into consensus, was tapped for the task. He was anxious to find an approach that did not seem presumptuous. “I realized that the mere act of writing down what we were talking about could be seen as a presumption of authority and someone was going to come and yell at us—presumably some adult out of the east.

After your email about the Late Bronze Age collapse, I became very intrigued by the idea that writing systems could be ‘lost’. In fact I wasn’t really sure what that even meant, so I had to look it up, and I ended up reading a lot about something called Linear B. Do you know all about this already? Basically, around the year 1900, a team of British excavators in Crete found a cache of ancient clay tablets in a terracotta bathtub. The tablets were inscribed with a syllabic script of unknown language and appeared to date from around 1400 BCE. Throughout the early part of the twentieth century, classical scholars and linguists tried to decipher the markings, known as Linear B, with no success. Although the script was organised like writing, no one could work out what language it transcribed. Most academics hypothesised it was a lost language of the Minoan culture on Crete, with no remaining descendants in the modern world. In 1936, at the age of eighty-five, the archaeologist Arthur Evans gave a lecture in London about the tablets, and in attendance at the lecture was a fourteen-year-old schoolboy named Michael Ventris. Before the Second World War broke out, a new cache of tablets was found and photographed – this time on the Greek mainland. Still, no attempts to translate the script or identify its language were successful. Michael Ventris had grown up in the meantime and trained as an architect, and during the war he was conscripted to serve in the RAF. He hadn’t received any formal qualifications in linguistics or classical languages, but he’d never forgotten Arthur Evans’s lecture that day about Linear B. After the war, Ventris returned to England and started to compare the photographs of the newly discovered tablets from the Greek mainland with the inscriptions on the old Cretan tablets. He noticed that certain symbols on the tablets from Crete were not replicated on any of the samples from Pylos. He guessed that those particular symbols might represent place names on the island. Working from there, he figured out how to decipher the script – revealing that Linear B was in fact an early written form of ancient Greek. Ventris’s work not only demonstrated that Greek was the language of the Mycenaean culture, but also provided evidence of written Greek which predated the earliest-known examples by hundreds of years. After the discovery, Ventris and the classical scholar and linguist John Chadwick wrote a book together on the translation of the script, entitled ‘Documents in Mycenaean Greek’. Weeks before the publication of the book in 1956, Ventris crashed his car into a parked truck and died. He was thirty-four

This was not an academic matter. Biology, as George Wald had said, was a unique science because it could not define its subject matter. Nobody had a definition for life. Nobody knew what it was, really. The old definitions-- an organism that showed ingestion, excretion, metabolism, reproduction, and so on-- were worthless. One could always find exceptions.   The group had finally concluded that energy conversion was the hallmark of life. All living organisms in some way took in energy-- as food, or sunlight-- and converted it to another form of energy, and put it to use. (Viruses were the exception to this rule, but the group was prepared to define viruses as nonliving.)   For the next meeting, Leavitt was asked to prepare a rebuttal to the definition. He pondered it for a week, and returned with three objects: a swatch of black cloth, a watch, and a piece of granite. He set them down before the group and said, "Gentleman, I give you three living things."   He then challenged the team to prove that they were not living. He placed the black cloth in the sunlight; it became warm. This, he announced, was an example of energy conversion-radiant energy to heat.   It was objected that this was merely passive energy absorption, not conversion. It was also objected that the conversion, if it could be called that, was not purposeful. It served no function.   "How do you know it is not purposeful?" Leavitt had demanded.   They then turned to the watch. Leavitt pointed to the radium dial, which glowed in the dark. Decay was taking place, and light was being produced.   The men argued that this was merely release of potential energy held in unstable electron levels. But there was growing confusion; Leavitt was making his point.   Finally, they came to the granite. "This is alive," Leavitt said. "It is living, breathing, walking, and talking. Only we cannot see it, because it is happening too slowly. Rock has a lifespan of three billion years. We have a lifespan of sixty or seventy years. We cannot see what is happening to this rock for the same reason that we cannot make out the tune on a record being played at the rate of one revolution every century. And the rock, for its part, is not even aware of our existence because we are alive for only a brief instant of its lifespan. To it, we are like flashes in the dark."   He held up his watch.   His point was clear enough, and they revised their thinking in one important respect. They conceded that it was possible that they might not be able to analyze certain life forms. It was possible that they might not be able to make the slightest headway, the least beginning, in such an analysis. ==========

Bilateral (from the Latin for “both sides”) coordination means that we can use both sides of the body to cooperate as a team. A well-regulated vestibular system helps us to integrate sensory messages from both sides of our body. By the age of three or four, a child should be crossing the midline. For the child who avoids crossing the midline, coordinating both body sides may be difficult. When she paints at an easel, she may switch the brush from one hand to the other at the midway point separating her right and left sides. She may appear not to have established a hand preference, sometimes using her left and sometimes her right to eat, draw, write, or throw. It may also be hard to survey a scene or to track a moving object visually without stopping at the midline to blink and refocus. The child with poor bilateral coordination may have trouble using both feet together to jump from a ledge, or both hands together to catch a ball or play clapping games. She may have difficulty coordinating her hands to hold a paper while she cuts, or to stabilize the paper with one hand while she writes with the other. Poor bilateral coordination, a sensory-based motor disorder, is often misinterpreted as a learning disability such as dyslexia. In fact, this difficulty can lead to learning or behavior problems, but it does not ordinarily mean that a child is lacking in intelligence or academic ability.

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Discipline starts every day when the first alarm clock goes off in the morning. I say “first alarm clock” because I have three, as I was taught by one of the most feared and respected instructors in SEAL training: one electric, one battery powered, one windup. That way, there is no excuse for not getting out of bed, especially with all that rests on that decisive moment. The moment the alarm goes off is the first test; it sets the tone for the rest of the day. The test is not a complex one: when the alarm goes off, do you get up out of bed, or do you lie there in comfort and fall back to sleep? If you have the discipline to get out of bed, you win—you pass the test. If you are mentally weak for that moment and you let that weakness keep you in bed, you fail. Though it seems small, that weakness translates to more significant decisions. But if you exercise discipline, that too translates to more substantial elements of your life. I learned in SEAL training that if I wanted any extra time to study the academic material we were given, prepare our room and my uniforms for an inspection, or just stretch out aching muscles, I had to make that time because it did not exist on the written schedule. When I checked into my first SEAL Team, that practice continued. If I wanted extra time to work on my gear, clean my weapons, study tactics or new technology, I needed to make that time. The only way you could make time, was to get up early. That took discipline.

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Chris Argyris, professor emeritus at Harvard Business School, wrote a lovely article in 1977,191 in which he looked at the performance of Harvard Business School graduates ten years after graduation. By and large, they got stuck in middle management, when they had all hoped to become CEOs and captains of industry. What happened? Argyris found that when they inevitably hit a roadblock, their ability to learn collapsed: What’s more, those members of the organization that many assume to be the best at learning are, in fact, not very good at it. I am talking about the well-educated, high-powered, high-commitment professionals who occupy key leadership positions in the modern corporation.… Put simply, because many professionals are almost always successful at what they do, they rarely experience failure. And because they have rarely failed, they have never learned how to learn from failure.… [T]hey become defensive, screen out criticism, and put the “blame” on anyone and everyone but themselves. In short, their ability to learn shuts down precisely at the moment they need it the most.192 [italics mine] A year or two after Wave, Jeff Huber was running our Ads engineering team. He had a policy that any notable bug or mistake would be discussed at his team meeting in a “What did we learn?” session. He wanted to make sure that bad news was shared as openly as good news, so that he and his leaders were never blind to what was really happening and to reinforce the importance of learning from mistakes. In one session, a mortified engineer confessed, “Jeff, I screwed up a line of code and it cost us a million dollars in revenue.” After leading the team through the postmortem and fixes, Jeff concluded, “Did we get more than a million dollars in learning out of this?” “Yes.” “Then get back to work.”193 And it works in other settings too. A Bay Area public school, the Bullis Charter School in Los Altos, takes this approach to middle school math. If a child misses a question on a math test, they can try the question again for half credit. As their principal, Wanny Hersey, told me, “These are smart kids, but in life they are going to hit walls once in a while. It’s vital they master geometry, algebra one, and algebra two, but it’s just as important that they respond to failure by trying again instead of giving up.” In the 2012–2013 academic year, Bullis was the third-highest-ranked middle school in California.194

As the 1970s drew to a close, and Commodore, Tandy, Altair, and Apple began to emerge from the sidelines, PARC director Bert Sutherland asked Larry Tesler to assess what some analysts were already predicting to be the coming era of “hobby and personal computers.” “I think that the era of the personal computer is here,” Tesler countered; “PARC has kept involved in the world of academic computing, but we have largely neglected the world of personal computing which we helped to found.”41 His warning went largely unheeded. Xerox Corporation’s parochial belief that computers need only talk to printers and filing cabinets and not to each other meant that the “office of the future” remained an unfulfilled promise, and in the years between 1978 and 1982 PARC experienced a dispersal of core talent that rivals the flight of Greek scholars during the declining years of Byzantium: Charles Simonyi brought the Alto’s Bravo text editing program to Redmond, Washington, where it was rebooted as Microsoft Word; Robert Metcalf used the Ethernet protocol he had invented at PARC to found the networking giant, 3Com; John Warnock and Charles Geschke, tiring of an unresponsive bureaucracy, took their InterPress page description language and founded Adobe Systems; Tesler himself brought the icon-based, object-oriented Smalltalk programming language with him when he joined the Lisa engineering team at Apple, and Tim Mott, his codeveloper of the Gypsy desktop interface, became one of the founders of Electronic Arts—five startups that would ultimately pay off the mortgages and student loans of many hundreds of industrial, graphic, and interaction designers, and provide the tools of the trade for untold thousands of others.

On losing a player due to academics—“Our team traveled 25,000 miles, then he fails geography.

collaborative teams think of common formative assessments as academic scrimmages or dress rehearsals.

Myron wasn’t sure if the question was rhetorical or not. The corridor had the stale stench of spilled beer and academic worry. There was a bulletin board overloaded with flyers, meetings for all kinds of groups and clubs, everything from badminton to belly dancing, from feminist thought to flute choir. There were clubs with names Myron didn’t understand, like Orchesis or Gayaa or Taal, and what was the Venom Step Team? “For

The study of wildlife was a household passion. Bob loved all reptiles, even venomous snakes. Lyn took in the injured and orphaned. They made a great team, and Steve was born directly from their example and teaching. “Whenever we were driving,” Steve told me, “if we saw a kangaroo on the side of the roadway that had been killed by a car, we always stopped.” Mother and son would investigate the dead roo and, if it was female, check its pouch. They rescued dozens, maybe hundreds, of live kangaroo joeys this way, brought them home, and raised them. “We had snakes and goannas mostly, but also orphaned roo joeys, sugar gliders, and possums,” Steve said about these humble beginnings. “We didn’t have enclosures for crocodiles. That came later, after my parents became sick to death of the hatred they saw directed toward crocs.” I soon became aware that as much as Steve loved his parents equally, he got different things from each of them. Bob was his hero, his mentor, the man he wanted to become. Bob’s knowledge of reptile--and especially snake--behavior made him an invaluable resource for academics all over the country. The Queensland Museum wanted to investigate the ways of the secretive fierce snake, and Bob shared their passion. When the administrators of the Queensland Parks and Wildlife Service wanted to relocate problem crocodilians, they called Bob. Meanwhile, Lyn became, in Steve’s words, “the Mother Teresa of animal rescue.” Lyn designed a substitute pouch for orphaned roo and wallaby joeys. She came up with appropriate formulas to feed them too. Lyn created the warm, nurturing environment that made Steve’s dreams, goals, and aspirations real and reachable. Steve was always a boy who loved his mum, and Lyn was the matriarch of the family. While Bob and Steve were fearless around taipans and saltwater crocs, they had the utmost respect for Lyn. She was a pioneering wildlife rehabilitator who set the mark for both Steve and myself. From the very first, I was welcomed into the Irwin family. The greatest thing was that I felt Lyn and Bob loved me not just because I was married to Steve, but for myself, for who I was. That gave me confidence to feel at home as a new arrival to Australia.

Gansey had been rescued; Blue had been stranded. Mr Gansey saw it, though, and he caught the ball before it even hit the ground. “I would love to read something from you, Blue, on growing up in a house of psychics. You could go academic or you could go memoir, and either way, it would just be fascinating. You have such a distinct voice, even when speaking.” “Oh yes, I noticed that, too, the Henrietta cadence,” Mrs Gansey said warmly; they were excellent team players. Good save, point to the Ganseys, win for Team Good Feeling.

Change the location of strategy meetings. Create an element of surprise. ■ Invite provocative conversations and presentations with “outsiders,” including those outside a functional group, a product group, an industry sector, or a particular level of management. ■ Establish interactions with non-experts, academics, politicians, consultants, professionals from various fields, children, teenagers, young adults, middle-age and mature adults, religious leaders, people from an extreme range of economic backgrounds, and those of diverse cultural and ethnic backgrounds. ■ Volunteer to be part of an action-learning team to solve a problem for tasks that are outside of familiar functional or product areas. ■ Join conversations, discussions, and meetings where your frame is an outlier. ■ Participate in high-level strategy-making meetings and code the frames represented as points of view are expressed. ■ Note any frame omissions that could bring value.

The quality of students wasn’t an issue; Tsinghua and nearby Peking University attracted the highest-scoring students from each year’s national examinations. But the SEM’s curriculum and teaching methods were dated, and new faculty members were needed. To be a world-class school required world-class professors, but many instructors, holdovers from a bygone era, knew little about markets or modern business practices. The school’s teaching was largely confined to economic theory, which wasn’t very practical. China needed corporate leaders, not Marxist theoreticians, and Tsinghua’s curriculum placed too little emphasis on such critical areas as finance, marketing, strategy, and organization. The way I see it, a business education should be as much vocational as academic. Teaching business is like teaching medicine: theory is important, but hands-on practice is essential. Medical students learn from cadavers and hospital rounds; business students learn from case studies—a method pioneered more than a century ago by Harvard Business School that engages students in analyzing complex real-life dilemmas faced by actual companies and executives. Tsinghua’s method of instruction, like too much of China’s educational system, relied on rote learning—lectures, memorization, and written tests—and did not foster innovative, interactive approaches to problem solving. Students needed to know how to work as part of a team—a critical lesson in China, where getting people to work collaboratively can be difficult. At Harvard Business School we weren’t told the “right” or “wrong” answers but were encouraged to think for ourselves and defend our ideas before our peers and our at-times-intimidating professors. This helped hone my analytical skills and confidence, and I believed a similar approach would help Chinese students.

There are probably as many different definitions of leadership as there are roles for leaders. There are civic leaders, political, religious and academic leaders. There are “captains” of industry and “skippers” of sports teams. There are leaders by achievement, assignment or necessity. Some leaders are official, others just emerge. Some lead by insignia, some by action, some by both. Some lead in public and some, like the head of a family, lead in private. There are at least ten different theories of leadership and ten times ten books on how to lead. Despite this complexity of characterizing leadership, or more precisely effective leadership, there is one indisputable reality, a requirement common to all those who would effect successful action. They have the ability to handle crisis because they possess the necessary skills to remain calm and functional when others are rendered confused or overwhelmed by difficult circumstances.

The Cubs are a major league baseball team based in Chicago. Apparently, the team was once cursed by a goat and is doomed now to never win the World Series. The 71 seats [auctioned by the Chicago Board of Exchange] are adjacent to the Cubs' dugout on the third-base line. This is an unnecessary detail needed to give color to what would otherwise be a dull and uninspiring narrative.

Gwinnett County’s North Gwinnett Middle School, coached by Scott Johnson, is the 2015 PAGE Academic Bowl for Middle Grades state champion. The team won at the state championship on Jan. 24, at Georgia College & State University in Milledgeville.

We also recognized that schools can’t do it alone, so we surround students with a team that provides everything from extra academic opportunities, parent education, and early childhood services to behavioral health counseling, housing and career support. In partner schools where the supports are most layered for NAZ students, they are doing significantly better than their peers in reading. Samuels

Faculties often complain when asked to use team time to read and discuss research, but this step minimizes time wasted applying the wrong interventions to the wrong student for the wrong amount of time.

The academic research is overwhelming: when people believe they can speak up at work, the learning, innovation, and performance of their organizations is greater. Teams and organizations in which people believe that their voices are welcome outperform their counterparts.

Schools may be famous for many things: academics, graduates, sports teams. They are not supposed to be famous for murders.

conducted by the UK’s Behavioural Insights Team. The goal of the experiment was to see whether taxpayers who owed money could be nudged to pay off their debts more quickly. The results were analyzed by team member Michael Hallsworth in collaboration with three academic economists. The subjects (who did not know they were part of an experiment) were taxpayers, such as business owners, who had income that was not subject to the withholding tax and had not paid in full. Several different letters were tried and compared to a control letter just reminding people of how much money they owed.

Six years after I had been hit in the face with a baseball bat, flown to the hospital, and placed into a coma, I was selected as the top male athlete at Denison University and named to the ESPN Academic All-America Team—an honor given to just thirty-three players across the country. By the time I graduated, I was listed in the school record books in eight different categories. That same year, I was awarded the university’s highest academic honor, the President’s Medal.

Here are ten facts about IQ. These facts are debated and often controversial among the general public but far less so among scientists who study intelligence. The best review of the academic literature supporting these facts is a 2012 paper by Richard Nisbett and colleagues – an interdisciplinary team of leading scholars, household names within intelligence research, comprised of psychologists, an economist, a behavioral geneticist, and a former President of the American Psychological Association. Their areas of expertise include cultural and sex differences in intelligence, the effect of social and genetic factors that affect intelligence, the development of intelligence over the lifespan, the relationship between economic development and intelligence, and changes in intelligence over history 1. IQ is a good predictor of school and work performance, at least in WEIRD societies. 2. IQ differs in predictive power and is the least predictive of performance on tasks that demand low cognitive skill. 3. IQ may be separable into what can be called ‘crystallized intelligence’ and ‘fluid intelligence’. Crystalized intelligence refers to knowledge that is drawn on to solve problems. Fluid intelligence refers to an ability to solve novel problems and to learn. 4. Educational interventions can improve aspects of IQ, including fluid intelligence, which is affected by interventions such as memory training. Many of these results don’t seem to last long, although there is strong evidence that education as a whole causally raises IQ over a lifetime. 5. IQ test scores have been dramatically increasing over time. This is called the Flynn effect after James Flynn (also an author of the review mentioned above), who first noticed this pattern. The Flynn effect is largest for nations that have recently modernized. Large gains have been measured on the Raven’s test, a test that has been argued to be the most ‘culture-free’ and a good measure of fluid intelligence. That is, it’s not just driven by people learning more words or getting better at adding and subtracting. 6. IQ differences have neural correlates – i.e. you can measure these differences in the brain. 7. IQ is heritable, though the exact heritability differs by population, typically ranging from around 30% to 80%. 8. Heritability is lower for poorer people in the US, but not in Australia and Europe where it is roughly the same across levels of wealth. 9. Males and females differ in IQ performance in terms of variance and in the means of different subscales. 10. Populations and ethnicities differ on IQ performance. You can imagine why some people might question these statements. But setting aside political considerations, how do we scientifically make sense of this? Popular books from Richard Herrnstein and Charles Murray’s The Bell Curve (1994) to Robert Plomin’s Blueprint (2018) have attributed much of this to genes. People and perhaps groups differ in genes, making some brighter than others. But humans are a species with two lines of inheritance. They have not just genetic hardware but also cultural software. And it is primarily by culture rather than genes that we became the most dominant species on earth. For a species so dependent on accumulated knowledge, not only is the idea of a culture-free intelligence test meaningless, so too is the idea of culture free intelligence.

The dramatic transformation that deep learning promises to bring to the global economy won’t be delivered by isolated researchers producing novel academic results in the elite computer science labs of MIT or Stanford. Instead, it will be delivered by down-to-earth, profit-hungry entrepreneurs teaming up with AI experts to bring the transformative power of deep learning to bear on real-world industries.

the pornography industry generates $12 billion dollars in annual revenue, which is more money than every NBA, NFL, and MLB team combined, and more money than ABC, NBC, and CBS combined. That money is power—buying votes, grants, and appointments in political, social, and academic systems.

The objectives were twofold. First, for team members to get to know each other as people, with families and interesting lives outside of work. And second, to get everyone involved in the meeting from the outset in a fun way, as Googlers and human beings, and not just as experts and owners of their particular roles. Bill and Eric understood that there’s a direct correlation between fun work environments and higher performance, with conversation about family and fun (what academics might call “socioemotional communication”) being an easy way to achieve the former. Later in the meeting, when business

The extraordinary successful fitness motivation coach Michelle Segar uses this dynamic to turn even the most stubborn couch potatoes into exercise aficionados (Segar, 2015). She brings those who really don’t like exercise but know they have to do it into a sustainable workout routine by focusing on one thing: Creating satisfying, repeatable experiences with sports. It doesn’t matter what her clients are doing – running, walking, team sports, gym workouts or bicycling to work. The only thing that matters is that they discover something that gives them a good experience that they would like to have again.

Over time, I decided many different data sets merited inclusion: sports team and stadium names, city names, product names, chat slang, abbreviations, and more. The autocorrection dictionary was less an academic linguistics exercise and more a catalog of contemporary life. My Purple colleagues wanted to type the words that came up in their typical day, in their typical speech, and in their typical texting taunts of friends while watching ballgames on TV:

Over the years, as it became my responsibility to evaluate and hire new people for my unit, I developed a profile of what I wanted in a profiler. At first, I went for strong academic credentials, figuring an understanding of psychology and organized criminology was most important. But I came to realize degrees and academic knowledge weren’t nearly as important as experience and certain subjective qualities. We have the facilities to fill in any educational gaps through fine programs at the University of Virginia and the Armed Forces Institute of Pathology. What I started looking for was “right-brained,” creative-type thinkers. There are many positions within the FBI and law enforcement in general where engineering or accounting types do the best, but in profiling and investigative analysis, that kind of thinker would probably have some difficulty. Contrary to the impression given in such stories as The Silence of the Lambs, we don’t pluck candidates for the Investigative Support Unit right out of the Academy. Since our first book, Mindhunter was published, I’ve had many letters from young men and women who say they want to go into behavioral science in the FBI and join the profiling team at Quantico. It doesn’t work quite that way. First you get accepted by the Bureau, then you prove yourself in the field as a first-rate, creative investigator, then we recruit you for Quantico. And then you’re ready for two years of intensive, specialized training before you become a full-fledged member of the unit. A good profiler must first and foremost show imagination and creativity in investigation. He or she must be willing to take risks while still maintaining the respect and confidence of fellow agents and law enforcement officers. Our preferred candidates will show leadership, won’t wait for a consensus before offering an opinion, will be persuasive in a group setting but tactful in helping to put a flawed investigation back on track. For these reasons, they must be able to work both alone and in groups.

* Titled Social Influence in Social Advertising: Evidence from Field Experiments, the paper would eventually appear at an Association for Computing Machinery e-commerce conference, with Eytan Bakshy, Dean Eckles, Rong Yan, and Itamar Rosenn as its authors. Facebook’s data-science team was absolutely top-notch and boasted both already-prominent academics and young, up-and-coming PhDs who were ecstatic to get their busy hands on Facebook’s vast store of proprietary data. The team’s papers, such as this one, were always carefully executed experiments that often called bullshit on some social media truism—often one that originated with Facebook itself.

Each one was from a club, sport, or academic team my mother made me sign up for. “Ballet?” “I hated it,” I replied, frowning when I remembered the tight buns and overbearing moms. “Debate team?” “I’m non-confrontational.” “Softball?” “Terrible hand-eye coordination,” I replied with a chuckle. “Chess?” he asked, his voice light. “I did actually like that. A sport that lets you sit and be quiet for hours on end? Sign me up.

Bezmenov’s famous quote about how the KGB instructed him offers a look at how conservatives were preferred recruits for spies: “Try to get into established conservative media with a large circulation, reach filthy rich movie makers, intellectuals, so-called academic circles, cynical egocentric people who can look into your eyes with angelic expression and tell you a lie. These are the most recruitable people, people who lack moral principles who are either too greedy or suffer from self-importance. They feel they matter a lot. These are the people the KGB wanted to recruit.” The Russian intelligence officers were wary of liberals, socialists, and, worst of all, other communists. Bezmenov said that idealistically minded leftists were not to be recruited or used because “when they become disillusioned, they become your worst enemies.

When the recruiting team gathered in a conference room in Chicago with a pile of student résumés to review, I objected anytime a student was automatically dismissed for having a B on a transcript or for having gone to a less prestigious undergraduate program. If we were serious about bringing in minority lawyers, I asserted, we’d have to look more holistically at candidates. We’d need to think about how they’d used whatever opportunities life had afforded them rather than measuring them simply by how far they’d made it up an elitist academic ladder. The point wasn’t to lower the firm’s high standards: It was to realize that by sticking with the most rigid and old-school way of evaluating a new lawyer’s potential, we were overlooking all sorts of people who could contribute to the firm’s success. We needed to interview more students, in other words, before writing them off.

Huyck proved to be an outstanding administrator and, despite his lack of experience, quickly achieved one of the board’s top priorities. By ensuring that the teachers, curriculum, and classroom offerings met the necessary educational standards, he earned official accreditation for the school, a certification that made it eligible for federal and state financial aid.9 Along with his academic duties, he made time to coach the school’s poultry-judging team, which—as the local press proudly noted—“won over six other teams from high schools in larger towns in a recent contest.”10 At the annual meeting of the Michigan State Teachers’ Association in November 1923, Emory was chosen as a delegate to the general assembly and helped draft a resolution calling for the strict enforcement of the Volstead Act—formally known as the National Prohibition Act—“not only to prevent production and consumption of alcoholic liquors, but also to teach the children respect for the law.”11 He was also a member of both the Masons, “the most prestigious fraternal organization in Bath’s highly Protestant community,”12 and the Stockman Grange, at whose annual meeting in January 1924 he served as toastmaster and delivered a well-received talk on “The Bean Plant and Its Relation to Life.”13 Perhaps unsurprisingly for a man with his military training, Huyck was something of a disciplinarian, demanding strict standards of conduct from both the pupils and staff. “At day’s end,” writes one historian, “students were required to march from the building to the tune of martial music played on the piano. During the day, students tiptoed in the halls.” When a pair of high-spirited teenaged girls “greeted their barely older teachers with a jaunty ‘Well, hello gals,’” they were immediately sent to the superintendent, who imposed a “penalty [of] individual conferences with those teachers and apologies to them.”14

We are a family owned and run Window and Door supply and installation business, set up by Steven and Jacqueline Lancaster, a husband and wife team, who have many years experience in this industry. Academically we are both legally trained and have also worked within the legal system, therefore we are able to advise and assist you with regards to any planning laws, conservation issues, technicalities surrounding listed buildings etc. We can help with these issues as part of our service and try to make it as hassle free process as possible.

Sports programs are an important part of young people’s lives but should never over-shadow the true purpose of high school and that is to earn a diploma. So often today sports have become more important than an education. This must be remedied because the true focus must always be toward the student’s academic development.

You will be doing your students a much greater service by reducing the amount of material that you are covering and actually ensuring that students are learning it, rather than making sure that you are ticking off everyone checkpoint in your ideal syllabus. Learning comes from practice, and you have to help and teach your students to practice just as you help and team them the basic knowledge and skills of your discipline.