Accountancy Students Quotes

You can present the material, but you can't make me care.

If you don't know how to take care of your own needs, when you try to give to others, you are giving from a bankrupt account.

I've created a monster, haven't I?" said Merlin, staring at the animated figure incredulously. "I think that, technically, I was already a monster," the dragon replied. "Now I am a monster with social networking skills. Or I would be, if I had a Twitter account. And possibly a Facebook. Do I want a Facebook? Is it a book of faces? Is it the same as MySpace? Which of course begs the question: what is MySpace?

The most common mistake students of literature make is to go straight for what the poem or novel says, setting aside the way that it says it. To read like this is to set aside the ‘literariness’ of the work – the fact that it is a poem or play or novel, rather than an account of the incidence of soil erosion in Nebraska.

A sense of responsibility in teaching pushes us constantly to think about and promote the best interests of our students. In contrast, the demand for accountability often induces mere compliance.

People underestimate the importance of dilligence as a virtue. No doubt it has something to do with how supremely mundane it seems. It is defined as "the constant and earnest effort to accomplish what is undertaken."... Understood, however, as the prerequisite of great accomplishment, diligence stands as one of the most difficult challenges facing any group of people who take on tasks of risk and consequence. It sets a high, seemingly impossible, expectation for performance and human behavior.

The older you get the more you realize that just because someone has an important job doesn't necessarily mean that they do it responsibly, or are even good at it. There are many 'D' students running around with high social status gained from their seemingly important positions. Integrity and proficiency are not a given. These qualities can only be proven over time.

In most books, the I, or first person, is omitted; in this it will be retained; that, in respect to egotism, is the main difference. We commonly do not remember that it is, after all, always the first person that is speaking. I should not talk so much about myself if there were anybody else whom I knew as well. Unfortunately, I am confined to this theme by the narrowness of my experience. Moreover, I, on my side, require of every writer, first or last, a simple and sincere account of his own life, and not merely what he has heard of other men's lives; some such account as he would send to his kindred from a distant land; for if he has lived sincerely, it must have been in a distant land to me. Perhaps these pages are more particularly addressed to poor students. As for the rest of my readers, they will accept such portions as apply to them. I trust that none will stretch the seams in putting on the coat, for it may do good service to him whom it fits.

One problem with test-based accountability, as currently defined and used, is that it removes all responsibility from students and their families for the students' academic performance. NCLB neglected to acknowledge that students share in the responsibility for their academic performance and that they are merely passive recipients of their teachers' influence.

Personalization means teachers taking account of these differences in how they teach different students. It also means allowing for flexibility within the curriculum so that in addition to what all students need to learn in common, there are opportunities for them to pursue their individual interests and strengths as well.

The indoctrination centers (notably schools) weren’t doing their job properly and so a back-to-basics approach with more rote memorization of meaningless facts and less critical thinking and intellectual development was needed. This was mainly done under the guise of “accountability,” for both students and teachers.

You cannot write an accurate history of The Holocaust without accounting for the Harvard students and professors that help make the science an acceptable world-wide movement.

As students of military history, Rone and Oz could rattle off examples through the ages of attacks at first light.

In object lessons in elementary education and in laboratory instruction in higher education, the subject is often so treated that the student fails to "see the forest on account of the trees.

We need an engineering friend.” She points a finger at Carin. “Go back to Briar and hook up with an engineering student.” “Okay, but I’ll need to actually have sex with him beforehand, so I won’t be back until,” she pretends to check the time, “ten or so.” “We’re all college graduates,” I proclaim. “We can put this together ourselves.” Clapping my hands, I motion for everyone to get on the floor with me. After three tries of trying to lower myself to the ground and making Hope and Carin nearly pee their pants laughing in the process, D’Andre takes pity on all of us and helps me onto my knees. Which is where Tucker finds us. “Is this some new fertility ritual?” he drawls from the doorway, one shoulder propped against the frame. “Because she’s already pregnant, you know.” “Get yo ass in here, white boy, and put this thing together,” D’Andre snaps. “This is ridiculous.” “What’s ridiculous?” Tucker stops next to me, and I take the opportunity to lean against his legs. Even kneeling is hard when you’re toting around an extra thirty pounds. “We took it apart. How can you not know how to put it back together?” D’Andre repeats his earlier excuse. “I’m an accounting major.” Tucker rolls his eyes. “You got an Allen wrench?” “Are you mocking us right now?” I grumble. “I don’t have any wrenches, let alone ones with names.” He grins. “Leave this to me, darlin’. I’ll get it fixed up.” “I want to help,” Hope volunteers. “This is like surgery, except with wood and not people.” “Lord help us,” D’Andre mutters.

Our time together is drawing short, my reader. Possibly you will view these pages of mine as a fragile treasure box, to be opened with the utmost care. Possibly you will tear them apart, or burn them: that often happens to words. Perhaps you’ll be a student of history, in which case I hope you’ll make something useful of me: a warts-and-all portrait, a definitive account of my life and times, suitably footnoted; though if you don’t accuse me of bad faith I will be astonished. Or, in fact, not astonished: I will be dead, and the dead are hard to astonish.

If there’s one place, then, where we can intervene in a way that will pay dividends for society down the road, it’s in the classroom. Yet that’s barely happening. All the big debates in education are about format. About delivery. About didactics. Education is consistently presented as a means of adaptation – as a lubricant to help you glide more effortlessly through life. On the education conference circuit, an endless parade of trend watchers prophesy about the future and essential twenty-first-century skills, the buzzwords being “creative,” “adaptable,” and “flexible.” The focus, invariably, is on competencies, not values. On didactics, not ideals. On “problem-solving ability,” but not which problems need solving. Invariably, it all revolves around the question: Which knowledge and skills do today’s students need to get hired in tomorrow’s job market – the market of 2030? Which is precisely the wrong question. In 2030, there will likely be a high demand for savvy accountants untroubled by a conscience. If current trends hold, countries like Luxembourg, the Netherlands, and Switzerland will become even bigger tax havens, enabling multinationals to dodge taxes even more effectively, leaving developing countries with an even shorter end of the stick. If the aim of education is to roll with these kinds of trends rather than upend them, then egotism is set to be the quintessential twenty-first-century skill. Not

This was in [Orwell's] 1946 'Politics and the English Language,' an essay that despite its date (and its title's basic redundancy) remains the definitive SNOOT statement on Academese. Orwell's famous AE translation of the gorgeous 'I saw under the sun that the race is not to the swift' in Ecclesiastes as 'Objective consideration of contemporary phenomena compels the conclusion that success or failure in competitive activities exhibits no tendency to be commensurate with innate capacity, but that a considerable element of the unpredictable must invariably be taken into account' should be tattooed on the left wrist of every grad student in the anglophone world.

I was an incurious student that semester. Curiosity is a luxury reserved for the financially secure: my mind was absorbed with more immediate concerns, such as the exact balance of my bank account, who I owed how much, and whether there was anything in my room I could sell for ten or twenty dollars.

The teacher was asking her students what their parents did for a living, and Timmy stood up and said, “My daddy’s a doctor and my mommy’s a doctor too.” And little Sarah stood up and said, “My mommy’s an engineer and my daddy’s an accountant.” And then little Billy stands up and says, “My mommy’s a writer and my daddy plays the piano in a whorehouse.” The teacher was horrified and later she called Billy’s father, and said, “Why would you ever tell your child a thing like that?” And the father said, “Well, actually I’m a defense lawyer. But how do you explain a thing like that to a seven-year-old?

This story takes place a half a billion years ago-an inconceivably long time ago, when this planet would be all but recognizable to you. Nothing at all stirred on the land except the wind and the dust. Not a single blade of grass waved in the wind, not a single cricket chirped, not a single bird soared in the sky. All these things were tens of millions of years away in the future. But of course there was an anthropologist on hand. What sort of world would it be without an anthropologist? He was, however a very depressed and disillusioned anthropologist, for he'd been everywhere on the planet looking for someone to interview, and every tape in his knapsack was as blank as the sky. But one day as he was moping alongside the ocean he saw what seemed to be a living creature in the shallows off shore. It was nothing to brag about, just sort of a squishy blob, but it was the only prospect he'd seen in all his journeys, so he waded out to where it was bobbing in the waves. He greeted the creature politely and was greeted in kind, and soon the two of them were good friends. The anthropologist explained as well as he could that he was a student of life-styles and customs, and begged his new friend for information of this sort, which was readily forthcoming. ‘And now’, he said at last, ‘I'd like to get on tape in your own words some of the stories you tell among yourselves.’ ‘Stories?’ the other asked. ‘You know, like your creation myth, if you have one.’ ‘What is a creation myth?’ the creature asked. ‘Oh, you know,’ the anthropologist replied, ‘the fanciful tale you tell your children about the origins of the world.’ Well, at this, the creature drew itself up indignantly- at least as well as a squishy blob can do- and replied that his people had no such fanciful tale. ‘You have no account of creation then?’ ‘Certainly we have an account of creation,’ the other snapped. ‘But its definitely not a myth.’ ‘Oh certainly not,’ the anthropologist said, remembering his training at last. ‘Ill be terribly grateful if you share it with me.’ ‘Very well,’ the creature said. ‘But I want you to understand that, like you, we are a strictly rational people, who accept nothing that is not based on observation, logic, and scientific method.’ ‘"Of course, of course,’ the anthropologist agreed. So at last the creature began its story. ‘The universe,’ it said, ‘was born a long, long time ago, perhaps ten or fifteen billion years ago. Our own solar system-this star, this planet, and all the others- seem to have come into being some two or three billion years ago. For a long time, nothing whatever lived here. But then, after a billion years or so, life appeared.’ ‘Excuse me,’ the anthropologist said. ‘You say that life appeared. Where did that happen, according to your myth- I mean, according to your scientific account.’ The creature seemed baffled by the question and turned a pale lavender. ‘Do you mean in what precise spot?’ ‘No. I mean, did this happen on land or in the sea?’ ‘Land?’ the other asked. ‘What is land?’ ‘Oh, you know,’ he said, waving toward the shore, ‘the expanse of dirt and rocks that begins over there.’ The creature turned a deeper shade of lavender and said, ‘I cant imagine what you're gibbering about. The dirt and rocks over there are simply the lip of the vast bowl that holds the sea.’ ‘Oh yes,’ the anthropologist said, ‘I see what you mean. Quite. Go on.’ ‘Very well,’ the other said. ‘For many millions of centuries the life of the world was merely microorganisms floating helplessly in a chemical broth. But little by little, more complex forms appeared: single-celled creatures, slimes, algae, polyps, and so on.’ ‘But finally,’ the creature said, turning quite pink with pride as he came to the climax of his story, ‘but finally jellyfish appeared!

Owing to the shape of a bell curve, the education system is geared to the mean. Unfortunately, that kind of education is virtually calculated to bore and alienate gifted minds. But instead of making exceptions where it would do the most good, the educational bureaucracy often prefers not to be bothered. In my case, for example, much of the schooling to which I was subjected was probably worse than nothing. It consisted not of real education, but of repetition and oppressive socialization (entirely superfluous given the dose of oppression I was getting away from school). Had I been left alone, preferably with access to a good library and a minimal amount of high-quality instruction, I would at least have been free to learn without useless distractions and gratuitous indoctrination. But alas, no such luck. Let’s try to break the problem down a bit. The education system […] is committed to a warm and fuzzy but scientifically counterfactual form of egalitarianism which attributes all intellectual differences to environmental factors rather than biology, implying that the so-called 'gifted' are just pampered brats who, unless their parents can afford private schooling, should atone for their undeserved good fortune by staying behind and enriching the classroom environments of less privileged students. This approach may appear admirable, but its effects on our educational and intellectual standards, and all that depends on them, have already proven to be overwhelmingly negative. This clearly betrays an ulterior motive, suggesting that it has more to do with social engineering than education. There is an obvious difference between saying that poor students have all of the human dignity and basic rights of better students, and saying that there are no inherent educationally and socially relevant differences among students. The first statement makes sense, while the second does not. The gifted population accounts for a very large part of the world’s intellectual resources. As such, they can obviously be put to better use than smoothing the ruffled feathers of average or below-average students and their parents by decorating classroom environments which prevent the gifted from learning at their natural pace. The higher we go on the scale of intellectual brilliance – and we’re not necessarily talking just about IQ – the less support is offered by the education system, yet the more likely are conceptual syntheses and grand intellectual achievements of the kind seldom produced by any group of markedly less intelligent people. In some cases, the education system is discouraging or blocking such achievements, and thus cheating humanity of their benefits.

I am a student of migration stories. I am pulled toward accounts of lives rearranged by the journey from one place to another.

Writing brief accounts on the main ideas of a text instead of collecting quotes.

When a teacher is a friend/relatable; it creates an invisible layer of accountability. Making the student a better student and in turn the teacher a better teacher.

The extreme rarity of transitional forms in the fossil record persists as the trade secret of paleontology. The evolutionary trees that adorn our text- books have data only at the tips and nodes of their branches; the rest is inference, however reasonable, not the evidence of fossils. Yet Darwin was so wedded to gradualism that he wagered his entire theory on a denial of this literal record: "The geological record is extremely imperfect and this fact will to a large extent explain why we do not find interminable varieties, connecting together all the extinct and existing forms of life by the finest graduated steps, He who rejects these views on the nature of the geological record, will rightly reject my whole theory." Darwin's argument still persists as the favored escape of most paleontologists from the embarrassment of a record that seems to show so little of evolution. In exposing its cultural and methodological roots, I wish in no way to impugn the potential validity of gradualism (for all general views have similar roots). I wish only to point out that it was never -seen- in the rocks. Paleontologists have paid an exorbitant price for Darwin's argument. We fancy ourselves as the only true students of life's history, yet to preserve our favored account of evolution by natural selection we view our data as so bad that we never see the very process we profess to study. [Evolution’s Erratic Pace - "Natural History," May, 1977]

In the workplace, Japanese women have low participation and low pay. Participation declines steeply with increasing level of responsibility. Whereas women account for 49% of Japanese university students and 45% of entry-level job holders, they account for only 14% of university faculty positions (versus 33%–44% in the U.S., United Kingdom, Germany, and France), 11% of middle-level to senior management positions, 2% of positions on boards of directors, 1% of business executive committee members, and less than 1% of CEOs. At those higher levels Japan lags behind all major industrial countries except (again) South Korea.

I was a straight-A student at a university” does not mean what it did in 1960 or even 1980. A study of two hundred colleges and universities up through 2009 found that A was the most commonly given grade, an increase of nearly 30 percent since 1960 and over 10 percent just since 1988. Grades in the A and B range together now account for more than 80 percent of all grades in all subjects, a trend that continues unabated.17

An incompetent, lazy, arrogant, or corrupt accountant or attorney can cost you a lot of money. I know from personal experience. Just because someone is an "A" student in school does not mean they are competent or honest in real life.

When students have an emotional problem, it is their female professors, not their male professors they turn to.39 Students are also more likely to request extensions, grade boosts, and rule-bending of female academics.31 In isolation, a request of this kind isn’t likely to take up much time or mental energy – but they add up, and they constitute a cost on female academics’ time that male academics mostly aren’t even aware of, and that universities don’t account for.

A great example of process-driven feedforward is the SE2R feedback model developed by Mark Barnes. Instead of scribbling a grade and some token comments on a piece of student work, Barnes adopts a four-part method that accounts for what students do, not who they are: Summarize Explain Redirect Resubmit

School leaders need to stop creating schools that attempt to lock in prior achievement and experiences (such as by using tracking), and instead be evidence-informed about the talents and growth of all students by welcoming diversity and being accountable for all (regardless of the teachers’ and schools’ expectations).

Your mom bought them for me,” I retorted without breaking my stride. “Tell her I said thanks, the next time you stop at home to breast-feed and pick up your allowance.” Childish, I know. But virtual or not, this was still high school—the more childish an insult, the more effective it was. My jab elicited laughter from a few of his friends and the other students standing nearby. Todd13 scowled and his face actually turned red—a sign that he hadn’t bothered to turn off his account’s real-time emotion feature, which made your avatar mirror your facial expressions and body language. He was about to reply, but I muted him first, so I didn’t hear what he said.

There were individuals in every discipline who recognized writing problems but wanted no part of addressing them: some regarded them as outside their expertise or area of responsibility; others thought students should be held more accountable, be better prepared in high school, or not admitted at all if they lacked the requisite language skills for university writing.

Virtually every inner city of size in America—New York City, Detroit, Chicago, Baltimore, St. Louis, Cincinnati, Milwaukee, Newark, Atlanta—is 100 percent controlled by the Democrat Party and has been for fifty to a hundred years.5 These cities account for the majority of the homicides and robberies in America, for the lion’s share of urban poverty, welfare dependency, and drug addiction, and for a majority of the failed schools where, year in and year out, 40 percent of the students don’t graduate, and 40 percent of those who do are functionally illiterate. No reforms to remedy this unconscionable situation are possible, moreover, thanks to the iron grip of Democrat teacher unions who run the schools to benefit the adults in the system rather than their student charges.

It was also the test that produced the most astounding observation of all. The left, talking brain didn’t seem to miss the right brain, and vice versa. It didn’t just not miss it—it didn’t even remember it or the functions it had performed, as if the right hemisphere had never existed. For me, this phenomenon is the single most important fact students of mind/brain research must take into account.

I don't believe some teachers consider whether their classroom instruction fosters the development of reading habits in their students. Reflecting on the landslide of crossword puzzles, dioramas, annotations, and reading logs assigned to their students for every book they read, teachers might realize that instead of encouraging students to read, these mindless assignments make kids hate reading. Primarily assigned to generate grades and give teachers a false sense that they are holding students accountable for reading, these counterfeit activities—that no wild reader completes on his or her own—guarantee that their students will avoid reading. If we care about our students' reading lives, we must foster their lifelong reading habits and eliminate or reduce the negative influences of classroom practices that don't align with what wild readers do.

I admit that my concern for society is in some sense hollow and reminiscent of some goody-two-shoes A-student trying to show off to his teacher, just as you impugn it to be. But part of it also derives from innate compassion that your point fails to take account of. Trying to work out the degree to which my actions arise from sincerity and the degree to which they are merely a pretense to virtue would be a fruitless exercise.

MELITO OF SARDIS Melito, bishop of Sardis, died around the year A.D. 180. Until recently, few students of church history paid much attention to him. One of the reasons might be that he ended up on the “wrong side” of the ancient debate over how to determine the date of Easter. Only recently a sermon on the Passover was found, penned by Melito. It provides us with a tremendous insight into the theology of the late second century. I reproduce here just one section, which requires no commentary, only a hearty “Amen!”: And so he was lifted up upon a tree and an inscription was attached indicating who was being killed. Who was it? It is a grievous thing to tell, but a most fearful thing to refrain from telling. But listen, as you tremble before him on whose account the earth trembled! He who hung the earth in place is hanged. He who fixed the heavens in place is fixed in place. He who made all things fast is made fast on a tree. The Sovereign is insulted. God is murdered. The King of Israel is destroyed by an Israelite hand. This is the One who made the heavens and the earth, and formed mankind in the beginning, The One proclaimed by the Law and the Prophets, The One enfleshed in a virgin, The One hanged on a tree, The One buried in the earth, The One raised from the dead and who went up into the heights of heaven, The One sitting at the right hand of the Father, The One having all authority to judge and save, Through Whom the Father made the things which exist from the beginning of time. This One is “the Alpha and the Omega,” This One is “the beginning and the end” . . . the beginning indescribable and the end incomprehensible. This One is the Christ. This One is the King. This One is Jesus. This One is the Leader. This One is the Lord. This One is the One who rose from the dead. This One is the One sitting on the right hand of the Father. He bears the Father and is borne by the Father. “To him be the glory and the power forever. Amen.” The deity of Christ, His two natures, His virgin birth, His being the Creator, His distinction from the Father—all part and parcel of the preaching of the bishop of Sardis near the end of the second century.

I was starting to remember the whole problem now: I hate these fucking people [people at Tea Party rallies, ed]. It's never been just political, it's personal. I'm not convinced anyone in this country except the kinds of weenies who thought student council was important really cares about large versus small government or strict constructionalism versus judicial activism. The ostensible issues are just code words in an ugly snarl of class resentment, anti-intellectualism, old-school snobbery, racism, and who knows what else - grudges left over from the Civil War, the sixties, gym class. The Tea Party likes to cite a poll showing that their members are wealthier and better educated than te general populace, but to me they mostly looked like the same people I'd had to listen to in countless dive bars railing against "edjumicated idiots" and explaining exactly how Nostradamus predicted 9/11, the very people I and everyone I know fled our hometowns to get away from. So far all my interactions at the rally were only reinforcing my private theory - I suppose you might call it a prejudice - that liberals are the ones who went to college, moved to the nearest city where no one would call them a fag, and now only go back for holidays; conservatives are the ones who married their high school girlfriends, bought houses in their hometowns, and kept going to church and giving a shit who won the homecoming game. It's the divide between the Got Out and the Stayed Put. This theory also account for the different reactions of these two camps when the opposition party takes power, raising the specter of either fascist or socialist tyranny: the Got Outs always fantasize about fleeing the country for someplace more civilized - Canada, France, New Zealand; the Stayed Put just di further in, hunkering down in compounds, buying up canned goods and ammo.

After high school, he’d passed two relatively laid-back years as a student at Occidental College in Los Angeles before transferring to Columbia, where by his own account he’d behaved nothing like a college boy set loose in 1980s Manhattan and instead lived like a sixteenth-century mountain hermit, reading lofty works of literature and philosophy in a grimy apartment on 109th Street, writing bad poetry, and fasting on Sundays. We laughed about all of it, swapping stories about our backgrounds and what led us to the law. Barack was serious without being self-serious. He was breezy in his manner but powerful in his mind. It was a strange, stirring combination. Surprising to me, too, was how well he knew Chicago. Barack was the first person I’d met at Sidley who had spent time in the barbershops, barbecue joints, and Bible-thumping black parishes of the Far South Side. Before going to law school, he’d worked in Chicago for three years as a community organizer, earning $12,000 a year from a nonprofit that bound together a coalition of churches. His task was to help rebuild neighborhoods and bring back jobs. As he described it, it had been two parts frustration to one part reward: He’d spend weeks planning a community meeting, only to have a dozen people show up. His efforts were scoffed at by union leaders and picked apart by black folks and white folks alike. Yet over time, he’d won a few incremental victories, and this seemed to encourage him. He was in law school, he explained, because grassroots organizing had shown him that meaningful societal change required not just the work of the people on the ground but stronger policies and governmental action as well. Despite my resistance to the hype that had preceded him, I found myself admiring Barack for both his self-assuredness and his earnest demeanor. He was refreshing, unconventional, and weirdly elegant.

But there's only one other person besides me in the Monterey Bay area who could pick up on spectral sound waves-especially now that Jesse is going to school so far away-and that person happened to be away at a seminarian retreat in New Mexico. I knew because Father Dominic likes to keep his present (and former) students up to date on his daily activities on Facebook. The day my old high school principal started his own Facebook account was the day I swore off social media forever. So far this has worked out fine since I prefer face-to-face interactions. It's easier to tell when people are lying.

Our schools cannot be improved by the blind worship of data. Data are only as good as the measures used to create the numbers and good as the underlying activities. If the measures are shoddy, then the data will be shoddy. If the data reflect mainly the amount of time invested in test preparation activities, then the data are worthless. If the data are based on dumbed-down state tests, then the data are meaningless. A good accountability system, whether for schools, teachers, or students, must include a variety of measures, not only test scores...our schools should be “data-informed”, “not data driven".

Every few decades a newspaper report about embezzlement or physical abuse at the school initiated an investigation by the state. In their wake came prohibitions against 'spanking,' and the use of dark cells and sweatboxes. The administration instituted a stricter accounting of school supplies, which had a tendency to disappear. The parole of students to local families and businesses was terminated and the medical staff increased... It had been years since there were any allegations against Nickel. On this occasion the school was merely another item on a long list of government facilities due a once-over.

In his revolutionary work Pedagogy of the Oppressed, published in 1970, Paulo Freire describes what is still the dominant model of teaching today. In this model, students are viewed as empty “bank accounts” to be filled with knowledge by teachers — not as participants who have a say in what and how they learn. This model is not designed to enable students to learn — especially not to learn to think for themselves — but rather to control the learning process, students’ access to information, and their ability to critically analyze it. In this way, the education system perpetuates existing social structures and power hierarchies.

Setting boundaries and holding people accountable is a lot more work than shaming and blaming. But it’s also much more effective. Shaming and blaming without accountability is toxic to couples, families, organizations, and communities. First, when we shame and blame, it moves the focus from the original behavior in question to our own behavior. By the time this boss is finished shaming and humiliating his employees in front of their colleagues, the only behavior in question is his. Additionally, if we don’t follow through with appropriate consequences, people learn to dismiss our requests—even if they sound like threats or ultimatums. If we ask our kids to keep their clothes off the floor and they know that the only consequence of not doing it is a few minutes of yelling, it’s fair for them to believe that it’s really not that important to us. It’s hard for us to understand that we can be compassionate and accepting while we hold people accountable for their behaviors. We can, and, in fact, it’s the best way to do it. We can confront someone about their behavior, or fire someone, or fail a student, or discipline a child without berating them or putting them down. The key is to separate people from their behaviors—to address what they’re doing, not who they are.

When we talk about building wealth, we ought to refer to one’s entire net worth, meaning the sum of savings and total assets, minus all debt. If you have $50,000 in your TSP and in other savings accounts, but owe $50,000 on credit cards, a car or two, and student loans, have you really built up any “wealth”? While you have saved up a tidy sum in the TSP and in savings accounts, since you owe so much to creditors, your total net worth in this scenario is actually zero.* Consider also that, instead of receiving interest and dividend payments in the TSP, each of your debts is charging you interest—and in many cases considerable interest.

As an avid student of mountaineering history, I knew that Everest had killed more than 130 people since the British first visited the mountain in 1921—approximately one death for every four climbers who’d reached the summit—and that many of those who died had been far stronger and possessed vastly more high-altitude experience than I. But boyhood dreams die hard, I discovered, and good sense be damned. In late February 1996, Bryant called to say that there was a place waiting for me on Rob Hall’s upcoming Everest expedition. When he asked if I was sure I wanted to go through with this, I said yes without even pausing to catch my breath.

All is not lost, of course. There is still time if we judge teachers, students, and parents, hold them accountable on the same scale, if we truly test teachers, students, and parents, if we make everyone responsible for quality, if we insure that by the end of its sixth year every child in every country can live in libraries to learn almost by osmosis, then our drug, street-gang, rape, and murder scores will suffer themselves near zero. But the Fire Chief, in mid-novel, says it all, predicting the one-minute TV commercial with three images per second and no respite from the bombardment. Listen to him, know what he says, then go sit with your child, open a book, and turn the page.

If collaboration is a headache for learning in the workplace, it’s hard to know where to start with schools. First, most schools don’t call it ‘sharing’ anyway – they call it ‘cheating’. Think about it for a moment: the kids who are now in school will be entering a workplace where internal and external collaboration is the work. We prepare them for this interconnected world, by insisting that almost everything they do, every piece of work they submit, is their own work, not the fruits of working with others, because every student has to have an individual, rigorously assessed, accountable grade – if they don’t, the entire examinations system collapses like a deck of cards.  Except it doesn’t.

There is a moment in the tractate Menahot when the Rabbis imagine what takes place when Moses ascends Mount Sinai to receive the Torah. In this account (there are several) Moses ascends to heaven, where he finds God busily adding crownlike ornaments to the letters of the Torah. Moses asks God what He is doing and God explains that in the future there will be a man named Akiva, son of Joseph, who will base a huge mountain of Jewish law on these very orthographic ornaments. Intrigued, Moses asks God to show this man to him. Moses is told to 'go back eighteen rows,' and suddenly, as in a dream, Moses is in a classroom, class is in session and the teacher is none other than Rabbi Akiva. Moses has been told to go to the back of the study house because that is where the youngest and least educated students sit. Akiva, the great first-century sage, is explaining Torah to his disciples, but Moses is completely unable to follow the lesson. It is far too complicated for him. He is filled with sadness when, suddenly, one of the disciples asks Akiva how he knows something is true and Akiva answers: 'It is derived from a law given to Moses on Mount Sinai.' Upon hearing this answer, Moses is satisfied - though he can't resist asking why, if such brilliant men as Akiva exist, Moses needs to be the one to deliver the Torah. At this point God loses patience and tells Moses, 'Silence, it's my will.

is difficult, from a present-day standpoint, to appreciate the intoxicating effect of Hegel’s thought on a generation of educated Prussians. It was not a question of Hegel’s pedagogical charisma – he was notorious for standing hunched over the lectern reading out his text in a halting and scarcely audible mumble. According to an account by his student Hotho, who attended Hegel’s lectures at the University of Berlin, ‘his features hung pale and loose upon him as if he were already dead.’ ‘He sat there morosely with his head wearily bowed down in front of him, constantly leafing back and forth through his compendious notes, even as he continued to speak.’ Another student, the future Hegel-biographer Karl Rosenkranz, recalled laborious paragraphs punctuated by constant coughing and snuff-taking.

What if I’m in Slytherin?” The whisper was for his father alone, and Harry knew that only the moment of departure could have forced Albus to reveal how great and sincere that fear was. Harry crouched down so that Albus’s face was slightly above his own. Alone of Harry’s three children, Albus had inherited Lily’s eyes. “Albus Severus,” Harry said quietly, so that nobody but Ginny could hear, and she was tactful enough to pretend to be waving to Rose, who was now on the train, “you were named for two headmasters of Hogwarts. One of them was a Slytherin and he was probably the bravest man I ever knew.” “But just say--” “--then Slytherin House will have gained an excellent student, won’t it? It doesn’t matter to us, Al. But if it matters to you, you’ll be able to choose Gryffindor over Slytherin. The Sorting Hat takes your choice into account.” “Really?” “It did for me,” said Harry. He had never told any of his children that before, and he saw the wonder in Albus’s face when he said it. But now the doors were slamming all along the scarlet train, and the blurred outlines of parents were swarming forward for final kisses, last-minute reminders. Albus jumped into the carriage and Ginny closed the door behind him. Students were hanging from the windows nearest them. A great number of faces, both on the train and off, seemed to be turned toward Harry. “Why are they all staring?” demanded Albus as he and Rose craned around to look at the other students. “Don’t let it worry you,” said Ron. “It’s me. I’m extremely famous.” Albus, Rose, Hugo, and Lily laughed. The train began to move, and Harry walked alongside it, watching his son’s thin face, already ablaze with excitement.

The facts of physics do not oblige us to accept one philosophy rather than the other...the laws of physics in any one reference frame account for all physical phenomena, including the observations of moving observers. And it is often simplest to work in a single frame, rather than to hurry after each moving object in turn...You can pretend that whatever inertial frame you have chosen is the ether of the 19th century physicists, and in that frame you can confidently apply the ideas of the FitzGerald contraction....It is a great pity that students don't understand this. Very often they are led to believe that Einstein somehow swept away all that went before. This is not true. Much of what went before survived the theory of relativity, with the added freedom that you can choose any inertial frame of reference in which to apply all those ideas.

While they sorted us out for transportation I had a chance to look around. In the light of the dying sun the image glimpsed earlier through the crack in the box car seemed to have changed, grown more eery and menacing. One object immediately caught my eye: an immense square chimney, built of red bricks, tapering towards the summit. It towered above a two-story building and looked like a strange factory chimney. I was especially struck by the enormous tongues of flame rising between the lightning rods, which were set at angles on the square tops of the chimney. I tried to imagine what hellish cooking would require such a tremendous fire. Suddenly I realized that we were in Germany, the land of the crematory ovens. I had spent ten years in this country, first as a student, later as a doctor, and knew that even the smallest city had its crematorium.

The view that many well-established theoretical positions in psychology cannot be as widely generalized as their authors assume was given a boost by a carefully argued paper published in 2010. Joe Henrich and colleagues challenged the very foundations of the discipline in arguing that psychologists fail to account for the influence of culture or nurture on human behavior. From a large-scale survey they determined that the vast majority of research in psychology is carried out with citizens – especially college students – of Western, Educated, Industrialized, Rich, Democracies (WEIRD). They note that, where comparative data are available “people in [WEIRD] societies consistently occupy the extreme end of the … distribution [making them] one of the worst subpopulations one could study for generalizing about Homo sapiens” (Henrich et al. 2010: 63, 65, 79).

This book is fiction and all the characters are my own, but it was inspired by the story of the Dozier School for Boys in Marianna, Florida. I first heard of the place in the summer of 2014 and discovered Ben Montgomery’s exhaustive reporting in the Tampa Bay Times. Check out the newspaper’s archive for a firsthand look. Mr. Montgomery’s articles led me to Dr. Erin Kimmerle and her archaeology students at the University of South Florida. Their forensic studies of the grave sites were invaluable and are collected in their Report on the Investigation into the Deaths and Burials at the Former Arthur G. Dozier School for Boys in Marianna, Florida. It is available at the university’s website. When Elwood reads the school pamphlet in the infirmary, I quote from their report on the school’s day-to-day functions. Officialwhitehouseboys.org is the website of Dozier survivors, and you can go there for the stories of former students in their own words. I quote White House Boy Jack Townsley in chapter four, when Spencer is describing his attitude toward discipline. Roger Dean Kiser’s memoir, The White House Boys: An American Tragedy, and Robin Gaby Fisher’s The Boys of the Dark: A Story of Betrayal and Redemption in the Deep South (written with Michael O’McCarthy and Robert W. Straley) are excellent accounts. Nathaniel Penn’s GQ article “Buried Alive: Stories From Inside Solitary Confinement” contains an interview with an inmate named Danny Johnson in which he says, “The worst thing that’s ever happened to me in solitary confinement happens to me every day. It’s when I wake up.” Mr. Johnson spent twenty-seven years in solitary confinement; I have recast that quote in chapter sixteen. Former prison warden Tom Murton wrote about the Arkansas prison system in his book with Joe Hyams called Accomplices to the Crime: The Arkansas Prison Scandal. It provides a ground’s-eye view of prison corruption and was the basis of the movie Brubaker, which you should see if you haven’t. Julianne Hare’s Historic Frenchtown: Heart and Heritage in Tallahassee is a wonderful history of that African-American community over the years. I quote the Reverend Martin Luther King Jr. a bunch; it was energizing to hear his voice in my head. Elwood cites his “Speech Before the Youth March for Integrated Schools” (1959); the 1962 LP Martin Luther King at Zion Hill, specifically the “Fun Town” section; his “Letter from Birmingham Jail”; and his 1962 speech at Cornell College. The “Negroes are Americans” James Baldwin quote is from “Many Thousands Gone” in Notes of a Native Son. I was trying to see what was on TV on July 3, 1975. The New York Times archive has the TV listings for that night, and I found a good nugget.

As I finished my rice, I sketched out the plot of a pornographic adventure film called The Massage Room. Sirien, a young girl from northern Thailand, falls hopelessly in love with Bob, an American student who winds up in the massage parlor by accident, dragged there by his buddies after a fatefully boozy evening. Bob doesn't touch her, he's happy just to look at her with his lovely, pale-blue eyes and tell her about his hometown - in North Carolina, or somewhere like that. They see each other several more times, whenever Sirien isn't working, but, sadly, Bob must leave to finish his senior year at Yale. Ellipsis. Sirien waits expectantly while continuing to satisfy the needs of her numerous clients. Though pure at heart, she fervently jerks off and sucks paunchy, mustached Frenchmen (supporting role for Gerard Jugnot), corpulent, bald Germans (supporting role for some German actor). Finally, Bob returns and tries to free her from her hell - but the Chinese mafia doesn't see things in quite the same light. Bob persuades the American ambassador and the president of some humanitarian organization opposed to the exploitation of young girls to intervene (supporting role for Jane Fonda). What with the Chinese mafia (hint at the Triads) and the collusion of Thai generals (political angle, appeal to democratic values), there would be a lot of fight scenes and chase sequences through the streets of Bangkok. At the end of the day, Bob carries her off. But in the penultimate scene, Sirien gives, for the first time, an honest account of the extent of her sexual experience. All the cocks she has sucked as a humble massage parlor employee, she has sucked in the anticipation, in the hope of sucking Bob's cock, into which all the others were subsumed - well, I'd have to work on the dialogue. Cross fade between the two rivers (the Chao Phraya, the Delaware). Closing credits. For the European market, I already had line in mind, along the lines of "If you liked The Music Room, you'll love The Massage Room.

Lieutenant Thomas R. Gilligan, thirty-seven, was off duty and out of uniform, checking out TVs in an electronics store. He went to investigate the commotion and stopped James Powell, a ninth grader who had joined the mob of angry students. Powell was unarmed, according to witnesses. Gilligan maintained that the boy flashed a knife. He shot him three times. Two days later, Harlem erupted. Pierce told Carney, "You have the people who are angry. Justifably so. And then there's the police force. How are they going to defend this shit? Again! And city hall and the activists. And in the way back of the room, you can barely hear a little voice, and that's the family. They've lost a son. Somebody has to speak for them." "They're going to sue?" "Sue and win. You know they ain't going to fire the bastard." Sermon crept into his voice here. "What kind of message will that send--that their police force is accountable? We'll sue, and it will take years, and the city will pay because millions and millions are still cheaper than putting a true price on killing a black boy.

The second arena is vocation, that powerful, often ignored intersection of faith and calling. Millions of Christ-following teens and young adults are interested in serving in mainstream professions, such as science, law, media, technology, education, law enforcement, military, the arts, business, marketing and advertising, health care, accounting, psychology, and dozens of others. Yet most receive little guidance from their church communities for how to connect these vocational dreams deeply with their faith in Christ. This is especially true for the majority of students who are drawn to careers in the fields of science, including health care, engineering, education, research, computer programming, and so on. These young Christians learn very little in their faith communities about how to live honestly and faithfully in a world dominated by science—much less how to excel in their chosen scientific vocation. Can the Christian community summon the courage to prepare a new generation of professionals to be excellent in their calling and craft, yet humble and faithful where God has asked them to serve?

Unlike Kate, by then I’d had a job. In fact, I’d had sixteen jobs, not including the years I worked as a babysitter before I could legally be anyone’s employee. They were janitor’s assistant (humiliatingly, at my high school), fast-food restaurant worker, laborer at a wildlife refuge, administrative assistant to a Realtor, English as a Second Language tutor, lemonade cart attendant, small town newspaper reporter, canvasser for a lefty nonprofit, waitress at a Japanese restaurant, volunteer coordinator for a reproductive rights organization, berry picker on a farm, waitress at a vegetarian restaurant, “coffee girl” at an accounting firm, student-faculty conflict mediator, teacher’s assistant for a women’s studies class, and office temp at a half a dozen places that by and large did not resemble offices and did not engage me in work that struck me as remotely “officey,” but rather involved things such as standing on a concrete floor wearing a hairnet, a paper mask and gown, goggles, and plastic gloves and—with a pair of tweezers—placing two pipe cleaners into a sterile box that came to me down a slow conveyor belt for eight excruciating hours a day.

4. The general who thoroughly understands the advantages that accompany variation of tactics knows how to handle his troops. 5. The general who does not understand these, may be well acquainted with the configuration of the country, yet he will not be able to turn his knowledge to practical account. 6. So, the student of war who is unversed in the art of war of varying his plans, even though he be acquainted with the Five Advantages, will fail to make the best use of his men. 7. Hence in the wise leader’s plans, considerations of advantage and of disadvantage will be blended together. 8. If our expectation of advantage be tempered in this way, we may succeed in accomplishing the essential part of our schemes. 9. If, on the other hand, in the midst of difficulties we are always ready to seize an advantage, we may extricate ourselves from misfortune. 10. Reduce the hostile chiefs by inflicting damage on them; and make trouble for them, and keep them constantly engaged; hold out specious allurements, and make them rush to any given point. 11. The art of war teaches us to rely not on the likelihood of the enemy’s not coming, but on our own readiness to receive him; not on the chance of his not attacking, but rather on the fact that we have made our position unassailable.

Literacy was to be developed in a socially constructed environment so that new ideas and information learned from texts could be shared and spread among one another and those in the community. Members of all ages and experiences with reading would assemble to teach one another. Although individual literacy was valued, these societies were highly collaborative and prompted social responsibility to share knowledge gained from acts of literacy rather than keep education to one’s self. This collaboration for literacy learning built the foundation of the “chain letter of instruction” model, which embodied a shared accountability for knowledge (Fisher, 2004). If one person, for example, acquired knowledge, it was then his or her responsibility to pass it on to others to create a flame-like effect. To keep knowledge to one’s self was seen as a selfish act, and each person therefore was responsible to elevate others through education in the immediate and larger community. This ideal of collectivism is in direct conflict with schools today, as schools are largely grounded in competition and individualism. This is perhaps one major reason why students of color often do not reach their full potential in schools—because schools are in disharmony with their histories and identities.

all teachers in the content-based French immersion classes they observed used recasts more than any other type of feedback. Indeed, recasts accounted for more than half of the total feedback provided in the four classes. Repetition of error was the least frequent feedback type provided. The other types of corrective feedback fell in between. Student uptake was least likely to occur after recasts and more likely to occur after clarification requests, metalinguistic feedback, and repetitions. Furthermore, elicitations and metalinguistic feedback not only resulted in more uptake, they were also more likely to lead to a corrected form of the original utterance. Lyster (1998) has argued that students receiving content-based language teaching (where the emphasis is on meaning not form) are less likely to notice recasts than other forms of corrective feedback, because they may assume that the teacher is responding to the content rather than the form of their speech. Indeed, the double challenge of making the subject-matter comprehensible and enhancing knowledge of the second language itself within content-based language teaching has led Merrill Swain (1988) and others to conclude that ‘not all content teaching is necessarily good language teaching’ (p. 68). The challenges of content-based language teaching will be discussed further in Chapter 6.

Our time together is drawing short, my reader. Possibly you will view these pages of mine as a fragile treasure box, to be opened with the utmost care. Possibly you will tear them apart, or burn them: that often happens to words. Perhaps you’ll be a student of history, in which case I hope you’ll make something useful of me: a warts-and-all portrait, a definitive account of my life and times, suitably footnoted; though if you don’t accuse me of bad faith I will be astonished. Or, in fact, not astonished: I will be dead, and the dead are hard to astonish. I picture you as a young woman, bright, ambitious. You’ll be looking to make a niche for yourself in whatever dim, echoing caverns of academia may still exist by your time. I situate you at your desk, your hair tucked back behind your ears, your nail polish chipped—for nail polish will have returned, it always does. You’re frowning slightly, a habit that will increase as you age. I hover behind you, peering over your shoulder: your muse, your unseen inspiration, urging you on. You’ll labour over this manuscript of mine, reading and rereading, picking nits as you go, developing the fascinated but also bored hatred biographers so often come to feel for their subjects. How can I have behaved so badly, so cruelly, so stupidly? you will ask. You yourself would never have done such things! But you yourself will never have had to.

The Sputnik moment for the Open Classroom movement came in 1983, when a blue-ribbon commission appointed by Ronald Reagan’s Secretary of Education, T. H. Bell, delivered a scathing report, entitled, A Nation at Risk, whose famously ominous conclusion warned that “the educational foundations of our society are presently being eroded by a rising tide of mediocrity that threatens our very future as a Nation and a people.” The response this time was a fervent and growing bipartisan campaign for more accountability from schools, mostly in the form of more of those standardized tests. And by 2001, “accountability” had become a buzzword. Under President George W. Bush that year, the “No Child Left Behind” Act tied federal funding to students’ performance on tests. Eight years later, President Barack Obama’s “Race to the Top” program sought similar results, although this time using carrots instead of sticks. However the federal policy was constructed, the message was becoming clear: for schools to survive, their students would have to score high on mandated tests. Teachers consequently understood that to preserve their own jobs, they’d have to spend more time and energy on memorization and drills. The classrooms of the so-called Third Industrial Revolution began to look ever more like the dreary common schools of the turn of the twentieth century, and the spirit of Emile retreated once again.

Many college courses in the humanities focus on discussion over lecture. Students read course material ahead of time and have a discussion in class. Harvard Business School took this to the extreme by pioneering case-based learning more than a hundred years ago, and many business schools have since followed suit. There are no lectures there, not even in subjects like accounting or finance. Students read a ten-to twenty-page description of a particular company’s or person’s circumstance—called a “case”—on their own time and then participate in a discussion/debate in class (where attendance is mandatory). Professors are there to facilitate the discussion, not to dominate it. I can tell you from personal experience that despite there being eighty students in the room, you cannot zone out. Your brain is actively processing what your peers are saying while you try to come to your own conclusions so that you can contribute during the entire eighty-minute session. The time goes by faster than you want it to; students are more engaged than in any traditional classroom I’ve ever been a part of. Most importantly, the ideas that you and your peers collectively generate stick. To this day, comments and ways of thinking about a problem that my peers shared with me (or that I shared during class) nearly ten years ago come back to me as I try to help manage the growth and opportunities surrounding the Khan Academy.

The erosion of trust in public school systems has had catastrophic consequences, and will take decades to put right. As we’ve seen, attempts to make schools ‘more accountable’ for their test scores leave teachers torn between what psychologist Barry Schwartz calls ‘doing the right thing and doing the required thing’. The right thing is to teach students through personalised, flexible methods, according to their needs, interests and aspirations; the required thing is to ‘turnaround’ test scores, by ‘teaching to the test’ or, worse, ‘gaming’ the system.  Successive US federal administrations have sought to improve school standards through high accountability. The pressure this puts upon schools at risk of closure and teachers – with test scores linked to pay rates – is intense. During 2011/12 a series of allegations emerged of inner-city schools in New York, Washington DC, Atlanta and Philadelphia ‘cheating’ on student test scores in order to hit accountability targets. Undoubtedly a case of fear producing wrong figures. The result of doing the required thing, above the right thing, is what Schwartz describes as a ‘de-moral-ised’ profession. The double tragedy is that, in addition to the pressure put on teachers – 50 percent of new teachers in the US leave the profession within their first five years – there’s growing evidence that the over-reliance on standardised testing fails to improve academic learning anyway.

Even worse, traditional grading that penalizes students for mistakes often isn’t just limited to a student’s academic work. Teachers often assign grades based on mistakes in students’ behaviors as well: downgrading a score if an assignment is late, subtracting points from a daily participation grade if a student is tardy to class, or lowering a group’s grade if the group becomes too noisy while they work. In this environment, every mistake is penalized and incorporated into the final grade. Even if just a few points are docked for forgetting to bring a notebook to class or losing a few points for not heading a paper correctly, the message is clear: All mistakes result in penalties. While some might argue that this is simply accountability—“I asked the students to do something, so it has to count”—it’s missing the forest for the trees. The more assignments and behaviors a teacher grades, the less willing a student will be to reveal her weaknesses and vulnerability. With no zones of learning that are “grade free,” it becomes nearly impossible to build an effective teacher–student relationship and positive learning environment in which students try new things, venture into unfamiliar learning territory, or feel comfortable making errors, and grow. When everything a student does is graded, and every mistake counts against her grade, that student can perceive that to receive a good grade she has to be perfect all of the time. Students don’t feel trust in their teachers, only the pressure to conceal weaknesses and avoid errors.

But I haven’t mentioned the cheer relentlessness of modern life, the crowdedness, the incessant thumping music and braying voices, the near impossibility of finding solitude and silence and time to reflect. I haven’t mentioned the commercial pressures, the forces urging us to buy and discard and buy again. When everything in public life has a logo attached to it, when every public space is disfigured with advertisements, when nothing of public value and importance can take place without commercial sponsorship, when schools and hospitals have to act as if their guiding principle were market forces rather than human need, when adults and children alike are tempted to wear t-shirts with obscene words on them by the smirking little devices spelling the words wrongly, when citizens become consumers and clients; patients and guests, students and passengers are all flattened into customers, what price the school of morals? The answer is: what it would fetch in the market. And not a penny more. I haven’t mentioned the obsession with targets, and testing and tables; the management-driven and politics corrupted and all the clotted rubbish that so deforms the true work of schools. I haven’t mentioned something that might seem trivial but I think its importance is profound and rarely understood: that’s the difference between reading a story in a book and watching a story on a screen. It’s a psychological difference, not just a technical one. We need to take account of it and I fear we are not doing it, and the school of morals is suffering in result.

The terrible thing happened when the Board of Regents were being shown through the campus. The Regents were the supreme rulers of the University; they were bankers and manufacturers and pastors of large churches; to them even the president was humble. Nothing gave them more interesting thrills than the dissecting-room of the medical school. The preachers spoke morally of the effect of alcohol on paupers, and the bankers of the disrespect for savings-accounts which is always to be seen in the kind of men who insist on becoming cadavers. In the midst of the tour, led by Dr. Stout and the umbrella-carrying secretary of the University, the plumpest and most educational of all the bankers stopped near Clif Clawson's dissecting-table, with his derby hat reverently held behind him, and into that hat Clif dropped a pancreas. Now a pancreas is a damp and disgusting thing to find in your new hat, and when the banker did so find one, he threw down the hat and said that the students of Winnemac had gone to the devil. Dr. Stout and the secretary comforted him; they cleaned the derby and assured him that vengeance should be done on the man who could put a pancreas in a banker's hat. Dr. Stout summoned Clif, as president of the Freshmen. Clif was pained. He assembled the class, he lamented that any Winnemac Man could place a pancreas in a banker's hat, and he demanded that the criminal be manly enough to stand up and confess. Unfortunately the Reverend Ira Hinkley, who sat between Martin and Angus Duer, had seen Clif drop the pancreas. He growled, "This is outrageous! I'm going to expose Clawson, even if he is a frat-brother of mine." Martin protested, "Cut it out. You don't want to get him fired?" "He ought to be!" Angus Duer turned in his seat, looked at Ira, and suggested, "Will you kindly shut up?" and, as Ira subsided, Angus became to Martin more admirable and more hateful than ever.

But as soon as you enter a university, we witness a radical and communal face of Communism. Here, they propagate the weaknesses and evils of Hindu culture. They manipulate and twist ancient books to misrepresent them and provoke students. For example, they use Tulsidas’ chaupai, without mentioning the rest of the Ramcharitmanas, which is the real context. “ढोल गंवार शूद्र पशु नारी, सकल ताडना के अधिकारी.” Dhol ganvar shudra pashu nari, sakal tadana ke adhikari. ‘The above lines are spoken by the Sea Deity Samudra to Ram. When Lord Ram got angry and took out his weapon in order to evaporate the whole sea, the deity appeared and said the above lines in the context of boundaries that are created by God himself in order to hold his creations.  ‘What Leftists do is that they very cleverly translate it literally in Hindi, ignoring the fact that Ramcharitmanas is written in Awadhi and the same word means one thing in Hindi and another in Awadhi. While the literal meaning of the line in Hindi is ‘Drums, the illiterate, lower caste, animals and women deserve a beating to straighten up and get the acts together’, its real meaning in Awadhi is different. In Awadhi, tadna means to take care, to protect. Whereas, in Hindi, the same word means punishment, torture, oppression. Samudra meant that like drums, the illiterate, Shudra, animals and women need special care and need to be protected in the boundary of a social safety net. In the same way, the sea also needs to reside within the boundaries created by God. And hence, Samudra gave the suggestion to create the iconic Ram Setu. ‘Here, Shudra doesn’t mean lower caste or today’s Dalit. It meant people employed in cottage industries.’ I remember there is a book by R.C. Dutta, Economic Interpretation of History, in which he has said that when the Indian economy was based on the principles of Varna, handicrafts accounted for over twenty-five percent of the economy. Artisans and labour who were involved in the handicraft business were called ‘Shudra’. If there was so much caste-based discrimination, why would Brahmins use their produce? Both Dutta and Dadabhai Naoroji have written that the terminology of ‘caste discrimination’ was used by the British to divide Indian society on those lines.

Less is more. “A few extremely well-chosen objectives,” Grove wrote, “impart a clear message about what we say ‘yes’ to and what we say ‘no’ to.” A limit of three to five OKRs per cycle leads companies, teams, and individuals to choose what matters most. In general, each objective should be tied to five or fewer key results. (See chapter 4, “Superpower #1: Focus and Commit to Priorities.”) Set goals from the bottom up. To promote engagement, teams and individuals should be encouraged to create roughly half of their own OKRs, in consultation with managers. When all goals are set top-down, motivation is corroded. (See chapter 7, “Superpower #2: Align and Connect for Teamwork.”) No dictating. OKRs are a cooperative social contract to establish priorities and define how progress will be measured. Even after company objectives are closed to debate, their key results continue to be negotiated. Collective agreement is essential to maximum goal achievement. (See chapter 7, “Superpower #2: Align and Connect for Teamwork.”) Stay flexible. If the climate has changed and an objective no longer seems practical or relevant as written, key results can be modified or even discarded mid-cycle. (See chapter 10, “Superpower #3: Track for Accountability.”) Dare to fail. “Output will tend to be greater,” Grove wrote, “when everybody strives for a level of achievement beyond [their] immediate grasp. . . . Such goal-setting is extremely important if what you want is peak performance from yourself and your subordinates.” While certain operational objectives must be met in full, aspirational OKRs should be uncomfortable and possibly unattainable. “Stretched goals,” as Grove called them, push organizations to new heights. (See chapter 12, “Superpower #4: Stretch for Amazing.”) A tool, not a weapon. The OKR system, Grove wrote, “is meant to pace a person—to put a stopwatch in his own hand so he can gauge his own performance. It is not a legal document upon which to base a performance review.” To encourage risk taking and prevent sandbagging, OKRs and bonuses are best kept separate. (See chapter 15, “Continuous Performance Management: OKRs and CFRs.”) Be patient; be resolute. Every process requires trial and error. As Grove told his iOPEC students, Intel “stumbled a lot of times” after adopting OKRs: “We didn’t fully understand the principal purpose of it. And we are kind of doing better with it as time goes on.” An organization may need up to four or five quarterly cycles to fully embrace the system, and even more than that to build mature goal muscle.

As she explained to her students, patients often awoke from very bad illnesses or cardiac arrests, talking about how they had been floating over their bodies. “Mm-hmmm,” Norma would reply, sometimes thinking, Yeah, yeah, I know, you were on the ceiling. Such stories were recounted so frequently that they hardly jolted medical personnel. Norma at the time had mostly chalked it up to some kind of drug reaction or brain malfunction, something like that. “No, really,” said a woman who’d recently come out of a coma. “I can prove it.” The woman had been in a car accident and been pronounced dead on arrival when she was brought into the emergency room. Medical students and interns had begun working on her and managed to get her heartbeat going, but then she had coded again. They’d kept on trying, jump-starting her heart again, this time stabilizing it. She’d remained in a coma for months, unresponsive. Then one day she awoke, talking about the brilliant light and how she remembered floating over her body. Norma thought she could have been dreaming about all kinds of things in those months when she was unconscious. But the woman told them she had obsessive-compulsive disorder and had a habit of memorizing numbers. While she was floating above her body, she had read the serial number on top of the respirator machine. And she remembered it. Norma looked at the machine. It was big and clunky, and this one stood about seven feet high. There was no way to see on top of the machine without a stepladder. “Okay, what’s the number?” Another nurse took out a piece of paper to jot it down. The woman rattled off twelve digits. A few days later, the nurses called maintenance to take the ventilator machine out of the room. The woman had recovered so well, she no longer needed it. When the worker arrived, the nurses asked if he wouldn’t mind climbing to the top to see if there was a serial number up there. He gave them a puzzled look and grabbed his ladder. When he made it up there, he told them that indeed there was a serial number. The nurses looked at each other. Could he read it to them? Norma watched him brush off a layer of dust to get a better look. He read the number. It was twelve digits long: the exact number that the woman had recited. The professor would later come to find out that her patient’s story was not unique. One of Norma’s colleagues at the University of Virginia Medical Center at the time, Dr. Raymond Moody, had published a book in 1975 called Life After Life, for which he had conducted the first large-scale study of people who had been declared clinically dead and been revived, interviewing 150 people from across the country. Some had been gone for as long as twenty minutes with no brain waves or pulse. In her lectures, Norma sometimes shared pieces of his research with her own students. Since Moody had begun looking into the near-death experiences, researchers from around the world had collected data on thousands and thousands of people who had gone through them—children, the blind, and people of all belief systems and cultures—publishing the findings in medical and research journals and books. Still, no one has been able to definitively account for the common experience all of Moody’s interviewees described. The inevitable question always followed: Is there life after death? Everyone had to answer that question based on his or her own beliefs, the professor said. For some of her students, that absence of scientific evidence of an afterlife did little to change their feelings about their faith. For others,

We need each other because none of us get to have it all. In our arrogance, we think that we can handle everything on our own, but we each have a profound need for connection and accountability.

Effectiveness lies in the balance. Excessive focus on P results in ruined health, worn-out machines, depleted bank accounts, and broken relationships. Too much focus on PC is like a person who runs three or four hours a day, bragging about the extra ten years of life it creates, unaware he’s spending them running. Or a person endlessly going to school, never producing, living on other people’s golden eggs—the eternal student syndrome.

And as in any feudal system, the people on whom the entire system depended were robbed, as completely as possible, of their power. The students were, for the most part, unable to hold inept teachers accountable, to protest the wasting of their own time, to influence the grounds on which they would be evaluated, to demand anything, really, of substance from the institution.

Living beings must take into account both human savagery and human congeniality. The stupendous irrationality and meanness that underlies much of human behavior contrasted with the love and compassion that people unselfishly exhibit makes ordinary life both appalling and fascinating. Using all available knowledge, we must grope our way through the bizarre twilight zone cast while living amongst the great apes, an unpredictable species that is capable of displaying both immense charity and engaging in the most outrageously inhuman actions imaginable. The blessed oddity of human behavior prompts an immense swath of tolerance and produces a wellspring of sympathy for our fellow humans. The radiant minds of history’s great thinkers infused with the quick of experience of today’s perceptive students of life will assist light a pathway though the byzantine jungle for the preeminent torch bearers of tomorrow to claw through. Our collective and interweaved journey through this wrinkle of time shall produce the backdrop of the story of the next generation, a unique tale paying tribute to these thunderous times.

Free” has an incredible power that no other pricing does. The Duke behavioral economist Dan Ariely wrote about the power of free in his excellent book Predictably Irrational, describing an experiment in which he offered research subjects the choice of a Lindt chocolate truffle for 15 cents or a Hershey’s Kiss for a mere penny. Nearly three-fourths of the subjects chose the premium truffle rather than the humble Kiss. But when Ariely changed the pricing so that the truffle cost 14 cents and the Kiss was free—the same price differential—more than two-thirds of the subjects chose the inferior (but free) Kisses. The incredible power of free makes it a valuable tool for distribution and virality. It also plays an important role in jump-starting network effects by helping a product achieve the critical mass of users that is required for those effects to kick in. At LinkedIn, we knew that our basic accounts had to be free if we wanted to get to the million users we theorized represented critical mass. Sometimes you can offer a product for free and still be profitable; in the advertising-driven business model, a large enough mass of free users can be valuable even if they never pay for your service. Facebook, for example, doesn’t charge its users a dime, but it is able to generate large amounts of high-gross-margin revenue by selling targeted advertising. But sometimes a product doesn’t lend itself to the advertising model, as is the case with many services used by students and educators. Without third-party revenue, the problem with offering your product to users for free is that you can’t offset your lack of sales by “making it up in volume.

Another potential reason for BGLO's better treatment of women is that at predominately whites colleges, black fraternity members feel more accountable. "Black fraternity men, and many black students, cannot overcome the reputational constraints of the small black student population..... White fraternity men can be anonymous, while black fraternity men perceive themselves as being constantly visible and therefore continuously held accountable by their treatment of women," Ray wrote in the Journal of African American Studies.

Another significant study that was based on the practices of millennials rather than their claims was conducted by sociologists Leslie Picca and Joe Feagin.13 They asked 626 white college students at twenty-eight colleges across the United States to keep journals and record every instance of racial issues, racial images, and racial understanding that they observed or were part of for six to eight weeks. The students recorded more than seventy-five hundred accounts of blatantly racist comments and actions by the white people in their lives (friends, families, acquaintances, strangers). These accounts come from the generation most likely to claim they were taught to see everyone as equal—those who grew up in the age of color-blind ideology after the civil rights movement. Picca and Feagin’s study provides empirical evidence that racism continues to be explicitly expressed by whites, even those who are young and profess to be progressive.

How to become the President of Liberia from “Liberia & Beyond” In 1973, Charles Taylor enrolled as a student at Bentley University, in Waltham, Massachusetts. A year later Taylor became chairman of the Union of Liberian Associations in America, which he founded on July 4, 1974. The mission of ULAA was meant to advance the just causes of Liberians and Liberia at home and abroad. In 1977 Taylor graduated from Bentley University with a Bachelor of Arts degree in economics. Returning to Liberia he supported the violent coup, led by Samuel Doe, and became the Director General of the General Services Agency most likely because of his supposed loyalty. His newly acquired elevated position put him in charge of all the purchases made for the Liberian government. Taylor couldn’t resist the urge of stealing from the till, and in May of 1983, he was found out and fired for embezzling nearly a million dollars in State funds. During this time he transferred his ill-gotten money to a private bank account in the United States. On May 21, 1984, seizing the opportunity, Taylor fled to America where he was soon apprehended and charged with embezzlement by United States Federal Marshals in Somerville, Massachusetts. Taylor was held in the Plymouth, County jail until September 15, 1985, when he escaped with two of his cohorts, by sawing through the steel bars covering a window in his cell. He precariously lowered himself down 20 feet of knotted sheets and then deftly escaped into the nearby woodlands. He most likely had accomplices, since his wife Jewel Taylor conveniently met him with a car, which they then drove to Staten Island in New York City.

Zero Line Spender, Saver, Wealth Creator Your financial personality type determines your financial position in life. Let’s say there is a zero financial line that represents a position where you owe nothing and have nothing. Perhaps you can remember those days getting started on your own. So, let us assume you just graduated from college and you’re one of the lucky few who graduated at the zero line, you owe nothing. Pretty amazing considering that in 2013, the debt on student loans exceeded all credit card debt owed in America. But fortunately, you made it out free and clear to the zero line. You’re a “Spender” so you go to the showroom and pick one out. With your job and the car as collateral, you get a car loan and you drop below the zero line. You lifestyle gets more and more expensive and since you are a ‘Spender” you probably take on credit card debt to help finance your lifestyle desires. You are constantly working your way back to becoming a zero, financially speaking. Then, you get married and now there are two in debt working their way back to zero. Eventually, children come along, and the odds of being able to put away enough money to pay your debt and interest and live on the top side of the zero line are becoming virtually impossible. Unfortunately, many Americans live in this position with little or no chance of ever living debt free. When something comes along that requires their savings, they must deplete their funds in order to avoid paying interest and then they must start saving again for their next expense. They are constantly returning to the zero line. The money they have accumulated is compounding interest, giving them uninterrupted growth. Having access to capital allows them to negotiate more favorable loans by collateralizing against their accounts rather than depleting them. They make payments to the lending institution with dollars from their current cash flow, protecting the growth of the money they have saved and invested for their future. Saving and investing with uninterrupted compounding is an important wealth concept for moving further and further away from the zero line.

Teachers of philosophy tie their dewy-eyed students in knots attempting to answer the elusive riddle, ‘What is the meaning of life?’ It is a classic example of the trick question since there is no pat answer to this timeless paradox that we colloquially refer to as 'life.' No man, woman, or child is identical. Similar to other animals, we each are the product of our entire womb of bodily cravings and comprised of the communal filament of the human mind’s eccentric gyrations. In order to take stock of who we are we must take into account the sensory ingredients of innumerable occurrences that create the tapestry of interwoven sensations making up a rooted way of living. Life is a chummed collection of eclectic personal incidents.

Mistakes to Avoid While it is always a good thing to draw students into the story, we must do it in ways that won’t distract from the point. In a story such as this one, it might be tempting to ask, “How do you think Peter felt as he got out of the boat?” or “Do you think that you would have gotten out of the boat?” But such questions focus too much on Peter’s particular experience, when the focus needs to be on Jesus. Attempting to make an analogy between the disciples’ boat and the students’ various forms of earthly security is also to miss the point. While it is important to encourage students to live a life of faith and take radical steps of faith, the point is recognizing who Jesus is so as to inspire our faith. Consequently, we must also avoid applications such as, “When we take our eyes off Jesus, we sink,” or, “Jesus can keep us safe, and when we call on him to save us, he will.” We miss the point if we rely on allegory and talk about the waves as our problems and the boat as our security. Finally, though all three Gospel accounts indicate that Jesus went into the hills to be alone, only Matthew mentions that he was praying. Since the others neglect to note that, we must conclude that prayer is not the point of the lesson.

Victory is the beautiful, bright-coloured flower. Transport is the stem without which it could never have blossomed. Yet even the military student, in his zeal to master the fascinating combinations of the actual conflict, often forgets the far more intricate complications of supply.

Research and practice have repeatedly shown that we can improve a child’s education by elevating the teaching profession and ensuring that every child has a quality teacher in his or her classroom; empowering parents with information and a role in the direction of their child’s education; and creating accountable governance systems and fair and sustainable sources of education funding.

Sadly, though, millions of people watched. And in my view, the “Commander in Chief Forum” was representative of how many in the press covered the campaign as a whole. According again to Harvard’s Shorenstein Center, discussion of public policy accounted for just 10 percent of all campaign news coverage in the general election. Nearly all the rest was taken up by obsessive coverage of controversies such as email. Health care, taxes, trade, immigration, national security—all of it crammed into just 10 percent of the press coverage. The Shorenstein Center found that not a single one of my many detailed policy plans received more than a blip of press coverage. “If she had a policy agenda, it was not apparent in the news,” it concluded. “Her lengthy record of public service also received scant attention.” None of Trump’s scandals, from scamming students at Trump University, to stiffing small businesses in Atlantic City, to exploiting his foundation, to refusing to release his taxes as every presidential candidate since 1976 has done—and on and on—generated the kind of sustained, campaign-defining coverage that my emails did. The decline of serious reporting on policy has been going on for a while, but it got much worse in 2016. In 2008, the major networks’ nightly newscasts spent a total of 220 minutes on policy. In 2012, it was 114 minutes. In 2016, it was just 32 minutes. (That stat is from two weeks before the election, but it didn’t change much in the final stretch.) By contrast, 100 minutes were spent covering my emails. In other words, the political press was telling voters that my emails were three times more important than all the other issues combined.

One of Brown’s best monograph sketches, for example, narrates the tragedy of Charles Stull, a deaf and mute man from Philadelphia who decided to cross the Oregon Trail, alone and on foot, during the peak emigration year of 1852. Stull died of cholera at Castle Creek, just west of Ash Hollow. He was found by the members of a passing wagon train, who examined his body and found $2.75 in his pockets, along with a certificate attesting to his graduation from the Pennsylvania School for the Deaf and Dumb in Philadelphia. I learned from Brown’s account how crowded the trail was that year, and new details about the cholera plagues. Brown also portrayed how early-nineteenth-century educators and philanthropists founded schools for the deaf and circulated beautifully illustrated pamphlets on sign language. Stull was an exemplary product of that era. He was one of the first students at the Philadelphia school for the deaf, and he and his brother, an engraver, published one of the first sign-language manuals, an illustrated broadsheet titled An Alphabet for the Instruction of the Deaf and Dumb. The

Sentness is not just for missionaries to foreign lands. The shift is for all of us—students and workers, parents and kids, professionals and laborers, artists and accountants, moms and mechanics. We are all sent into our world.

Like a delicatessen owner who sells rancid meat and then blames his business failure on the vulgarization of customer taste, humanities professors account for their plight by faulting their students. “All they care about is money.” “Twitter

He reaches out and trails his finger along a poster that says STAR in bubble letters. Safe, Tolerant, Accountable, Respectful-all the things teachers wish students were, but we can't always be because we're human beings and not robots.

Paris became the center for twelfth-century philosophy because of the decision to allow any qualified master to set up a school there, on payment of a fee to the cathedral authorities.4 By the 1130s, as John of Salisbury’s account of his education there shows (Metalogicon II.10), the student could choose among a great variety of masters – rather than being constrained to a single one, however illustrious – and the work of each teacher was stimulated by contact and competition with the others. Outstanding thinkers of the 1130s and 40s, such as Peter Abaelard, Alberic of Paris, and Gilbert of Poitiers explicitly or implicitly adapt and criticize the others’ logical and metaphysical ideas.

Successful leaders don’t spend their days battling with their bottom third. They lead them appropriately, hold them accountable to basic expectations, and then spend their energy and focus on the people committed to moving the organization forward.

The school culture creates press when it sets expectations that every student can master a high-standards curriculum. Principals create press when they expect teachers to teach the curriculum and to help each student reach the required mastery levels. Teachers can create press by expecting each student to learn the class’s objectives, by providing intellectually challenging and engaging work, by familiarizing students with the specific standards and criteria for work quality and quantity, and by the types and frequency of assignments and assessments they expect students to complete as evidence for accountability. Press also comes when school counselors include many demanding courses in students’ educational

1.11 Why Do Myths About Intelligence Definitions and Measurement Persist? Given all this strong empirical evidence that intelligence test scores are meaningful, why does the myth persist that scores have little if any validity? Here is an informative example. From time to time, a college admissions representative will assert that in their institution they find no relationship between grade point average (GPA) and SAT scores. Such observations are virtually always based on a lack of understanding of a basic statistical principle regarding the correlation between two variables. To calculate a correlation between any two variables, there must be a wide range of scores for each variable. At a place like MIT, for example, most students fall in a narrow range of high SAT scores. This is a classic problem of restriction of range. There is little variance among the students, so in this case, the relationship between GPA and SAT scores will not be very strong. Sampling from just the high end or just the low end or just the middle of a distribution restricts range and results in spuriously low or zero correlations. Restriction of range actually accounts for many findings about what intelligence test scores “fail” to predict.

Agricultural education is still overwhelmingly about change and innovation, and "disruption," not what is sustainable and what will work in the long run. From the modernizing perspective, the student in my hay meadow was right. The current economics of farming are such that almost no genuinely sustainable farming is profitable at present. Farming for nature is economic suicide. Produce meat at a greater cost than intensively produced chicken or pork and you are considered an anachronism on the supermarket shelf.     I have to ignore my accounts in this bid for good husbandry and hope the rest of the world comes to its senses someday soon. Of course this is no basis for a sound system, but I decided years ago that if I had to work off the farm to top up our income, to enable me to look after our land properly, than I would. There is nothing new in having to adapt and earn a crust away from the farm. I know that if we are too proud, too stubborn, and too unbending, then we will be finished.

(Kana has been talking about her Uncles with her friends at school and her teacher, Mr. Yokoyama, has called her dad in because he’s concerned that it’s not an appropriate topic for school children and that she may be bullied for it in the future because “her situation at home is a bit unusual”) Yaichi: Yokoyama-san, are you concerned that she’s being raised by a single father? Yokoyama: Uhhh… Yaichi: I appreciate your concern, but it’s really unnecessary. You don’t need to be concerned about a single parent household. At least, no more so than for any other student. Yokoyama: No, I meant… Yaichi: Also, about Kana, if there is anything that makes her different, I… wouldn’t make her change on account of other people. As for the foreigner staying with us, he is my brother’s husband, and Kana’s Uncle. I see absolutely no reason to stop her from talking about her beloved uncle to her friends. If Kana is ever bullied for any of this, I would hope that, as her teacher, you would reprimand the bullies, and not the bullied child for being different.

The most dramatic event is the encounter of Saul (Paul) with the risen Lord on the road to Damascus. The author regards Paul’s experience as crucial and gives no fewer than three separate accounts of the incident (9: 3–8; 22: 6–11; 26: 12–19). Luke clothes the event in supernatural images—a blinding light and heavenly voice—although Paul’s only surviving reports of what happened are much more subdued (cf. Gal. 1: 12, 15–16; 1 Cor. 15: 8–9).

If you are new to a church staff or to an organization, here are five ways you can start well. 1. Take time to memorize the mission statement, vision, values, and creeds. Know the history of the church. Learn it by taking a pastor or leader to coffee, asking questions, and understanding key events that may have impacted the congregation and surrounding community. 2. Familiarize yourself with all the ministries in the church and those who lead them. Know their function, who they serve, what they offer, and how you might partner with them in the future. 3. In meetings, be a student. Learn the culture, observe team personalities, seek to understand, and speak to confirm and contribute. Be careful with criticism early on. It’s hard to critique a house you haven’t lived in. 4. Seek out a pastor of the same sex who has longevity with Jesus and ministry. Ask for mentorship, accountability, and community. Look for wisdom over popularity. 5. Get to know the congregation. When we love the people as we learn our position, we establish roots that won’t easily be pulled up when ministry gets hard.