Adaptive School Quotes

In a sense, the better you adapt to school the less your chances are of later adapting to the actual world. So I figure, the worse you adapt to school, the better you will be able to handle reality when you finally manage to get loose at last from school, if that ever happens. But I guess I have what in the military they call a 'poor attitude,' which means 'shape up or ship out.' I always elected to ship out.

Grit, persistence, adaptability, financial literacy, interview skills, human relationships, conversation, communication, managing technology, navigating conflicts, preparing healthy food, physical fitness, resilience, self-regulation, time management, basic psychology and mental health practices, arts, and music—all of these would help students and also make school seem much more relevant. Our fixation on college readiness leads our high school curricula toward purely academic subjects and away from life skills. The purpose of education should be to enable a citizen to live a good, positive, socially productive life independent of work.

The reality is that well-behaved students aren’t behaving themselves because of the school discipline program. They’re behaving themselves because they have the skills to handle life’s challenges in an adaptive fashion.

To adapt to our complex world of weaponized information, maybe schools should teach data as we do languages.

Now, as I’ve suggested before, what is adaptive for children living in chaotic, violent, trauma-permeated environments becomes maladaptive in other environments-especially school. The hypervigilance of the Alert state is mistaken for ADHD; the resistance and defiance of Alarm and Fear get labeled as oppositional defiant disorder; flight behavior gets them suspended from school; fight behavior gets them charged with assault. The pervasive misunderstanding of trauma-related behavior has a profound effect on our educational, mental health, and juvenile justice systems.

One of the newest figures to emerge on the world stage in recent years is the social entrepreneur. This is usually someone who burns with desire to make a positive social impact on the world, but believes that the best way of doing it is, as the saying goes, not by giving poor people a fish and feeding them for a day, but by teaching them to fish, in hopes of feeding them for a lifetime. I have come to know several social entrepreneurs in recent years, and most combine a business school brain with a social worker's heart. The triple convergence and the flattening of the world have been a godsend for them. Those who get it and are adapting to it have begun launching some very innovative projects.

All canonical writing possesses the quality "of making you feel strangeness at home.

What if our schools could train students to be better lifelong learners and better adapters to change, by enabling them to be better questioners?

Adaptability is the essence of survival. —from the Azhar Book

The pop culture cliché of the American High School movie, which adapted old archetypes, depicted a social world in which the worst sexists were always the all brawn no brains sports jock. But now that the online world has given us a glimpse into the inner lives of others, one of the surprising revelations is that it is the nerdish self-identifying nice guy who could never get the girl who has been exposed as the much more hate-filled, racist, misogynist who is insanely jealous of the happiness of others.

So nobody must be allowed to think at all. Down with the public schools! Children must be drilled mentally by quarter-educated herdsmen, whose wages would stop at the first sign of disagreement with the bosses. For the rest, deafen the whole world with senseless clamour. Mechanize everything! Give nobody a chance to think. Standardize "amusement." The louder and more cacophonous, the better! Brief intervals between one din and the next can be filled with appeals, repeated 'till hypnotic power gives them the force of orders, to buy this or that product of the "Business men" who are the real power in the State. Men who betray their country as obvious routine. The history of the past thirty years is eloquent enough, one would think. What these sodden imbeciles never realize is that a living organism must adapt itself intelligently to its environment, or go under at the first serious change of circumstance.

If you are a parent, teacher, camp counselor, or school resource officer and you see children severely change or restrain their arm behavior around their parents or other adults, at a minimum it should arouse your interest and promote further observation. Cessation of arm movement is part of the limbic system’s freeze response. To the abused child, this adaptive behavior can mean survival.

When is challenging behavior most likely to occur? When the demands being placed on a kid exceed his capacity to respond adaptively.

By the time I entered education in the late 1980s, schools were about as well adapted for my neurotype as a set of stairs is adapted for the use by a Dalek.

When I was twelve, my sixth-grade English class went on a field trip to see Franco Zeffirelli’s film adaptation of Shakespeare’s Romeo and Juliet. From that moment forward I dreamed that someday I’d meet my own Juliet. I’d marry her and I would love her with the same passion and intensity as Romeo. The fact that their marriage lasted fewer than three days before they both were dead didn’t seem to affect my fantasy. Even if they had lived, I don’t think their relationship could have survived. Let’s face it, being that emotionally aflame, sexually charged, and transcendentally eloquent every single second can really start to grate on a person’s nerves. However, if I could find someone to love just a fraction of the way that Montague loved his Capulet, then marrying her would be worth it.

I want you to imagine for a minute,” she begins. “I know it’s going to be hard for both of you, but just imagine—that literally nothing was made for you. Your parents were denied a house because of their skin color, your grandparents were sprayed with fire hoses and ripped apart by dogs in the streets, your great-grandparents were housemaids and mammies and barely paid entertainers, and your great-great-grandparents were slaves. Every movie in your life is majority Black, all the characters in your favorite books have been cast darker in the movie adaptation for no reason, and every mistake you make is because of your skin color and because of “your background” and because of the music you listen to. You are the only white kids at a school of five hundred Blacks, and every Black person at that school asks you to weigh in on what it’s like to be white, or what white people think about this or that. It’s not fun.

If J. K. Rowling had written Harry Potter in Google Docs instead of Microsoft Word, she would have granted Google the worldwide rights to her work, the right to adapt or dramatize all the Muggles as Google saw fit, to say nothing of the Hogwarts School of Witchcraft and Wizardry. Google would have retained the rights to sell her stories to Hollywood studios and to have them performed on stages around the world, as well as own all the translation rights. Had Rowling written her epic novel in Google Docs, she would have granted Google the rights to her $15 billion Harry Potter empire—all because the ToS say so.

When the ancient Romans would conquer a new place or a new people, they would leave the language and the customs in tact – they would even let the conquered people rule themselves in most cases, appointing a governor to maintain a foothold in the region.” Wilson leaned against the whiteboard as he spoke, his posture relaxed, his hands clasped loosely.“This was part of what made Rome so successful. They didn't try to make everyone Romans in the process of conquering them. When I went to Africa with the Peace Corp, a woman who worked with the Corp said something to me that I have often thought about since. She told me 'Africa is not going to adapt to you. You are going to have to adapt to Africa.' That is true of wherever you go, whether it's school or whether it's in the broader world.

Children usually have a natural curiosity about the world and everything in it until they get to school and somebody throws them against the locker because they get A's and act intelligent. After that, some kids try to dumb it down and adapt.

Her mind was as destitute of beauty and mystery as the prairie school-house in which she had been educated; and her ideals seemed to Ralph as pathetic as the ornaments made of corks and cigar-bands with which her infant hands had been taught to adorn it. He was beginning to understand this, and learning to adapt himself to the narrow compass of her experience.

The families of graduating seniors emptied out of cars, sheepish in uncommon splendor, like milling clans at the origin of a parade. There is something spent about the families of teenagers; possibly it's the look of exhausted loyalties. Perhaps it's only right that we grow overbig in someone else's space. Perhaps we need to tire and differentiate, leave and adapt.

Cope? Adapt? Uh, no. These are military kids. They roll with it. I once asked a new student, 'See any familiar faces?' She pointed out various kids and replied, 'Seattle, Tampa, Okinawa, New Jersey.' For military dependents school is literally a non-stop revolving door of old and new friends.

In my eyes, PE was a twice-weekly period of anarchy during which the school’s most aggressive pupils were formally permitted to dominate and torment those they considered physically inferior. Perhaps if the whole thing had been pitched as an exercise in interactive drama intended to simulate how it might feel to live in a fascist state run by thick schoolboys – an episodic, improvised adaptation of Lord of the Flies in uniform sportswear – I’d have appreciated it more.

In other words, the cultural education of any high-school student should include an introduction to the idea that a writer adapts his writing to ever-changing expressive needs and that a higher or lower note doesn't mean that the singer has changed.

The Sun Tzu School Ping-fa Directive. Be strong and continually aware. Manage your strength and that of others. When essential, engage on your terms. Be observant, adaptive, and subtle. Do not lose control. Act decisively. Conclude quickly. Don't Fight!

There were several recently dug graves in the churchyard, but I found only one that was freshly dug and covered with fresh flowers. I had known Anna only from a few laughing words, from the light in her eyes, a touch of hands and a fleeting kiss, but I felt an ache inside me such as I had not felt since I was a child, since my father’s death. I looked up at the church steeple, a dark arrow pointing at the moon and beyond, and tried with all my heart and mind to believe she was up there somewhere in that vast expanse of infinity, up there in Sunday-school Heaven, in Big Joe’s happy Heaven. I couldn’t bring myself to think it. I knew she was lying in the cold earth at my feet. I knelt down and kissed the earth, then left her there. The moon sailed above me, following behind me, through the trees, lighting my way back to camp. By the time I got there I had no more tears left to cry. The

Girls with Sharp Sticks” Men are full of rage Unable to control themselves. That’s what women were told How they were raised What they believed. So women learned to make do Achieving more as men did less And for that, men despised them Despised their accomplishments. Over time The men wanted to dissolve women’s rights All so they could feel needed. But when they couldn’t control women The men found a group they didn’t disdain— At least not yet. Their daughters, pretty little girls A picture of femininity for them to mold To train To control To make precious and obedient. She would make a good wife someday, he thought Not like the useless one he had already. The little girls attended school Where the rules had changed. The girls were taught untruths, Ignorance the only subject. When math was pushed aside for myth The little girls adapted. They gathered sticks to count them learning their own math. And then they sharpened their sticks. It was these same little girls Who came home one day And pushed their daddies down the stairs. They bashed in their heads with hammers while they slept. They set the houses on fire with their daddies inside. And then those little girls with sharp sticks Flooded the schools. They rid the buildings of false ideas. The little girls took everything over Including teaching their male peers how to be “Good Little Boys.” And so it was for a generation The little girls became the predators.

Design thinking is about cognitive flexibility, the ability to adapt the process to the challenges.

Challenging behavior occurs when the demands and expectations being placed upon a child outstrip the skills he has to respond adaptively.

the kids who can’t adapt to school’s tedium are diagnosed with ADHD and are put on powerful psychoactive drugs, which have the immediate effect of reducing their spontaneity so they can attend to the teacher and complete the senseless busywork. Nobody knows the long-term effects of these drugs on the human brain, but research with animals suggests that one effect may be to interfere with the normal development of the brain connections that lead children generally to become more controlled, less impulsive, with age and maturity.13 Perhaps that helps to explain why today we see more and more cases of ADHD extending into adulthood. As with lots of psychoactive drugs, the drugs used to treat ADHD may be creating long-term dependency.

Are schools rewarding the right people as the highest achievers? If the goal is hard-working, productive, adaptable adults, then U.S. high schools are recognizing precisely the correct group.

This was when he first suspected that the kindly child-loving God extolled by his headmistress might not exist. As it turned out, most major world events suggested the same. But for Theo’s sincerely godless generation, the question hasn’t come up. No one in his bright, plate-glass, forward-looking school ever asked him to pray, or sing an impenetrable cheery hymn. There’s no entity for him to doubt. His initiation, in front of the TV, before the dissolving towers, was intense but he adapted quickly. These days he scans the papers for fresh developments the way he might a listings magazine. As long as there’s nothing new, his mind is free. International terror, security cordons, preparations for war — these represent the steady state, the weather. Emerging into adult consciousness, this is the world he finds.

CONTENTS INTRODUCTION PART I AN INTRODUCTION TO THE LIFE OF THE HERO, ODYSSEUS CHAPTER I. About Troy and the Journey of Paris to Greece II. The Flight of Helen III. The Greeks Sail for Troy IV. The Fall of Troy

While Freud is an investigator and interpreter, Adler is chiefly an educator. In refusing to leave the patient in a childish condition, helpless for all his valuable understanding, and in trying by every device of education to make him a normally adapted person, Adler modifies Freud's procedure. He does all this apparently in the conviction that social adaptation and normalization are indispensable—that they are even the most desirable goals and the most suitable fulfillment for a human being. The widespread social influence of Adler's school is a consequence of this outlook—as also its neglect of the unconscious, which on occasions, it seems, amounts to complete denial.

Traffic was in confusion for several days. For red to mean "stop' was considered impossibly counterrevolutionary. It should of course mean "go." And traffic should not keep to the right, as was the practice, it should be on the left. For a few days we ordered the traffic policemen aside and controlled the traffic ourselves. I was stationed at a street corner telling cyclists to ride on the left. In Chengdu there were not many cars or traffic lights, but at the few big crossroads there was chaos. In the end, the old rules reasserted themselves, owing to Zhou Enlai, who managed to convince the Peking Red Guard leaders. But the youngsters found justifications for this: I was told by a Red Guard in my school that in Britain traffic kept to the left, so ours had to keep to the right to show our anti-imperialist spirit. She did not mention America. As a child I had always shied away from collective activity. Now, at fourteen, I felt even more averse to it. I suppressed this dread because of the constant sense of guilt I had come to feel, through my education, when I was out of step with Mao. I kept telling myself that I must train my thoughts according to the new revolutionary theories and practices. If there was anything I did not understand, I must reform myself and adapt. However, I found myself trying very hard to avoid militant acts such as stopping passersby and cutting their long hair, or narrow trouser legs, or skirts, or breaking their semi-high-heeled shoes. These things had now become signs of bourgeois decadence, according to the Peking Red Guards. My own hair came to the critical attention of my schoolmates. I had to have it cut to the level of my earlobes. Secretly, though much ashamed of myself for being so "petty bourgeois," I shed tears over losing my long plaits. As a young child, my nurse had a way of doing my hair which made it stand up on top of my head like a willow branch. She called it "fireworks shooting up to the sky." Until the early 1960s I wore my hair in two coils, with rings of little silk flowers wound around them. In the mornings, while I hurried through my breakfast, my grandmother or our maid would be doing my hair with loving hands. Of all the colors for the silk flowers, my favorite was pink.

QUESTION: Isn’t it the parents’ job to make their child behave at school? ANSWER: Helping a child deal more adaptively with frustration is everyone’s job. The parents aren’t there when the child has challenging episodes at school.

To THE TEACHER WHOSE INTEGRITY AND PEDAGOGICAL SPIRIT HAVE CREATED A SCHOOL WHEREIN THE IDEAL MAY PROVE ITSELF THE PRACTICAL AND THOSE ENTHUSIASTIC PUPILS WHO LOVE THE LOYALTY AND BRAVERY OF ODYSSEUS THIS BOOK IS DEDICATED

Functional, moderate guilt,” writes Kochanska, “may promote future altruism, personal responsibility, adaptive behavior in school, and harmonious, competent, and prosocial relationships with parents, teachers, and friends.” This is an especially important set of attributes at a time when a 2010 University of Michigan study shows that college students today are 40 percent less empathetic than they were thirty years ago, with much of the drop having occurred since 2000.

Studying in a developing/third-world country is way more intense and formative than studying in a first-world fancy country. It makes you so much more open-minded, adaptive, and confident. You become so much more real. When you have to shit on two little bricks into a hole the size of a tennis ball at an elementary school in the countryside, or sleep in a farmer's yurt after not bathing for five days, you become a much more easygoing person. It teaches you to value experience over material things real fast.

Repetition and memorization of imposed lessons are indeed tedious work for children, whose instincts urge them constantly to play and think freely, raise their own questions, and explore the world in their own ways. Children did not adapt well to forced schooling, and in many cases they rebelled. This was no surprise to the adults. By this point in history, the idea that children’s own preferences had any value had been pretty well forgotten. Brute force, long used to keep children on task in fields and factories, was transported into the classroom to make children learn. Some of the underpaid, ill-prepared schoolmasters were quite sadistic. One master in Germany kept records of the punishments he meted out in fifty-one years of teaching, a partial list of which included: “911,527 blows with a rod, 124,010 blows with a cane, 20,989 taps with a ruler, 136,715 blows with the hand, 10,235 blows to the mouth, 7,905 boxes on the ear, and 1,118,800 blows on the head.”25 Clearly he was proud of all the educating he had done.

LIST OF ILLUSTRATIONS ODYSSEUS AS A YOUTH AT HOME WITH HIS MOTHER THE SILVER-FOOTED THETIS RISING FROM THE WAVES ODYSSEUS AND MENELAOS PERSUADING AGAMEMNON TO SACRIFICE IPHIGENEIA ALPHEUS AND ARETHUSA THE SWINEHERD TELLING HIS STORY TO ODYSSEUS ODYSSEUS FEIGNS MADNESS

People adapt to their experience, and people who are going to be successful find advantages in any situation. The factors that make you successful are your talent and your drive. They are not who gives your commencement speech or other advantages that the biggest name-brand schools offer.

Give your child a world full of heroes and myths, big thoughts to think about and things to fall in love with, ideas to ponder and inspire them. That is the best education possible – one in which they see learning as a life-long pursuit and not something that must be done within the “schooling hours” each day.

Much of what it takes to succeed in school, at work, and in one’s community consists of cultural habits acquired by adaptation to the social environment. Such cultural adaptations are known as “cultural capital.” Segregation leads social groups to form different codes of conduct and communication. Some habits that help individuals in intensely segregated, disadvantaged environments undermine their ability to succeed in integrated, more advantaged environments. At Strive, a job training organization, Gyasi Headen teaches young black and Latino men how to drop their “game face” at work. The “game face” is the angry, menacing demeanor these men adopt to ward off attacks in their crime-ridden, segregated neighborhoods. As one trainee described it, it is the face you wear “at 12 o’clock at night, you’re in the ‘hood and they’re going to try to get you.”102 But the habit may freeze it into place, frightening people from outside the ghetto, who mistake the defensive posture for an aggressive one. It may be so entrenched that black men may be unaware that they are glowering at others. This reduces their chance of getting hired. The “game face” is a form of cultural capital that circulates in segregated underclass communities, helping its members survive. Outside these communities, it burdens its possessors with severe disadvantages. Urban ethnographer Elijah Anderson highlights the cruel dilemma this poses for ghetto residents who aspire to mainstream values and seek responsible positions in mainstream society.103 If they manifest their “decent” values in their neighborhoods, they become targets for merciless harassment by those committed to “street” values, who win esteem from their peers by demonstrating their ability and willingness to insult and physically intimidate others with impunity. To protect themselves against their tormentors, and to gain esteem among their peers, they adopt the game face, wear “gangster” clothing, and engage in the posturing style that signals that they are “bad.” This survival strategy makes them pariahs in the wider community. Police target them for questioning, searches, and arrests.104 Store owners refuse to serve them, or serve them brusquely, while shadowing them to make sure they are not shoplifting. Employers refuse to employ them.105 Or they employ them in inferior, segregated jobs. A restaurant owner may hire blacks as dishwashers, but not as wait staff, where they could earn tips.

Why not just tell my parents the boarding school thing wasn't working out, and go home? That offer had been on the table from the beginning, after all. I could live at home forever, growing white-haired and teaching piano and taking in stray cats until the neighborhood children started weaving tales of my tragic past and my story was adapted for Lifetime Television.

We can’t possibly thrive at homeschooling without understanding how our children are wired. In traditional schools, they are all taught in the same way. But we get to understand how our children are wired and then adapt their education to their personalities. We get to value who they are and meet them where they’re at. So observe them. Study them. Watch how they express themselves, and take note. Go Jane Goodall on your children.

Genghis Khan’s ability to manipulate people and technology represented the experienced knowledge of more than four decades of nearly constant warfare. At no single, crucial moment in his life did he suddenly acquire his genius at warfare, his ability to inspire the loyalty of his followers, or his unprecedented skill for organizing on a global scale. These derived not from epiphanic enlightenment or formal schooling but from a persistent cycle of pragmatic learning, experimental adaptation, and constant revision driven by his uniquely disciplined mind and focused will. His fighting career began long before most of his warriors at Bukhara had been born, and in every battle he learned something new. In every skirmish, he acquired more followers and additional fighting techniques. In each struggle, he combined the new ideas into a constantly changing set of military tactics, strategies, and weapons. He never fought the same war twice.

Can you drive it?" "No. I can't drive a stick at all. It's why I took Andy's car and not one of yours." "Oh people, for goodness' sake...move over." Choo Co La Tah pushed past Jess to take the driver's seat. Curious about that, she slid over to make room for the ancient. Jess hesitated. "Do you know what you're doing?" Choo Co La Tah gave him a withering glare. "Not at all. But I figured smoeone needed to learn and no on else was volunteering. Step in and get situated. Time is of the essence." Abigail's heart pounded. "I hope he's joking about that." If not, it would be a very short trip. Ren changed into his crow form before he took flight. Jess and Sasha climbed in, then moved to the compartment behind the seat. A pall hung over all of them while Choo Co La Tah adjusted the seat and mirrors. By all means, please take your time. Not like they were all about to die or anything... She couldn't speak as she watched their enemies rapidly closing the distance between them. This was by far the scariest thing she'd seen. Unlike the wasps and scorpions, this horde could think and adapt. They even had opposable thumbs. Whole different ball game. Choo Co La Tah shifted into gear. Or at least he tried. The truck made a fierce grinding sound that caused jess to screw his face up as it lurched violently and shook like a dog coming in from the rain. "You sure you odn't want me to try?" Jess offered. Choo Co La Tah waved him away. "I'm a little rusty. Just give me a second to get used to it again." Abigail swallowed hard. "How long has it been?" Choo Co La Tah eashed off the clutch and they shuddred forward at the most impressive speed of two whole miles an hour. About the same speed as a limping turtle. "Hmm, probably sometime around nineteen hundred and..." They all waited with bated breath while he ground his way through more gears. With every shift, the engine audibly protested his skills. Silently, so did she. The truck was really moving along now. They reached a staggering fifteen miles an hour. At this rate, they might be able to overtake a loaded school bus... by tomorrow. Or at the very least, the day after that. "...must have been the summer of...hmm...let me think a moment. Fifty-three. Yes, that was it. 1953. The year they came out with color teles. It was a good year as I recall. Same year Bill Gates was born." The look on Jess's and Sasha's faces would have made her laugh if she wasn't every bit as horrified. Oh my God, who put him behind the wheel? Sasha visibly cringed as he saw how close their pursuers were to their bumper. "Should I get out and push?" Jess cursed under his breath as he saw them, too. "I'd get out and run at this point. I think you'd go faster." Choo Co La Tah took their comments in stride. "Now, now, gentlemen. All is well. See, I'm getting better." He finally made a gear without the truck spazzing or the gears grinding.

The discovery that detonated Cleveland is one of Britain’s great contributions to awareness of child abuse. In 1986 and 1987 the Leeds paediatricians Dr Jane Wynne and Dr Christopher Hobbs reported in the Lancet that they were seeing more children who were being buggered than battered. About 300 cases were corroborated. The children were young – two-thirds were pre-school children – and anal abuse was more common than vaginal penetration. They also noted that ‘boys and girls seem to be at similar risk’. Almost half of the children who suffered anal abuse also showed a sign written up in the forensic textbooks as ‘anal dilation’, an anus opening when it was supposed to stay shut; opening and expecting entry. What the paediatricians were observing was not an acute sign, the effect of a single intrusion – a spasm or seizure – but a sign that was telling a story about everyday life; the anatomy of adaption. Anal dilation seemed to describe the architecture of abuse: it allowed the body to receive an incoming object, regularly.

The editor further extols the advantages arising from the study of Homer, it making the youthful students acquainted with the earliest periods of Greek history, the manners and customs of the people, and he ends by quoting from Herbart: "Boys must first get acquainted with the noisy market-place of Ithaca and then be led to the Athens of Miltiades and Themistokles." With equal truth the American can say that the child whose patriotism is kindled by the Homeric fire will the more gladly respond to the ideals set forth in the history of a Columbus or a Washington. MARY E. BURT. PART

A philosophy: Kids (and adults) do well if they can. A mantra: Challenging behavior occurs when the demands and expectations being placed upon a child outstrip the skills he has to respond adaptively. Knowledge: Traditional school discipline does not teach skills or help kids solve problems. Some goals: Significantly improve your understanding of the challenging kids in your classroom and school. Create mechanisms for responding to their needs proactively rather than emergently. A mission: If we were going to start doing right by the challenging kids in our school, what would that look like?

Functional, moderate guilt,” writes Kochanska, “may promote future altruism, personal responsibility, adaptive behavior in school, and harmonious, competent, and prosocial relationships with parents, teachers, and friends.” This is an especially important set of attributes at a time when a 2010 University of Michigan study shows that college students today are 40 percent less empathetic than they were thirty years ago, with much of the drop having occurred since 2000. (The study’s authors speculate that the decline in empathy is related to the prevalence of social media, reality TV, and “hyper-competitiveness.”)

Men seemed to have it all, to be considered superior in all perceivable ways, and yet we were discouraged from striving for any form of dominance deemed masculine. To be described in any way as "manly" was the vilest of insults. Such adaptability was required of us to perform this internal U-turn, to conform our loyalties to this crackpot framework, rife with contradiction. I can see now that our ability to do so was evidence not of a lacking survival instinct but of a finely tuned one. What I needed to survive middle school just happened to be the opposite of what I would have needed to survive on Wild America.

Functional, moderate guilt,” writes Kochanska, “may promote future altruism, personal responsibility, adaptive behavior in school, and harmonious, competent, and prosocial relationships with parents, teachers, and friends.” This is an especially important set of attributes at a time when a 2010 University of Michigan study shows that college students today are 40 percent less empathetic than they were thirty years ago, with much of the drop having occurred since 2000. (The study’s authors speculate that the decline in empathy is related to the prevalence of social media, reality TV, and “hyper-competitiveness.”) Of

Because much of the content of education is not cognitively natural, the process of mastering it may not always be easy and pleasant, notwithstanding the mantra that learning is fun. Children may be innately motivated to make friends, acquire status, hone motor skills, and explore the physical world, but they are not necessarily motivated to adapt their cognitive faculties to unnatural tasks like formal mathematics. A family, peer group, and culture that ascribe high status to school achievement may be needed to give a child the motive to persevere toward effortful feats of learning whose rewards are apparent only over the long term.

We’ve been through so much together I’ve seen you grow into someone you thought you’d never be I’ve seen you endure challenges most will never see Mocked by your peers for being from a different culture Feeling deserted, you searched for ways to adapt and become accepted You resorted to fitting in instead of making a stand for your true self You’ve made countless mistakes in pursuit of acceptance To me, it was undeniable you were meant to be a misfit You dove into finding your talents and utilizing them Unapologetically, you began making your mark during your middle school years Discovering your skills as a runner made a way for you to flee from the norm Racing hard and your pace in this life Hurdle after hurdle, you never stopped jumping and running towards the finish line You lost focus numerous times running someone else’s race, matching their suicidal pace, but over time you opened your eyes and ran your race in your lane You used failures as your stepping stone to climb up to where you are now and where you’re going I love you, I love you even when you hate you Thank you for staying true to you, never justifying your flaws and running away from your consequences You’ve taught me so much. I’m proud of you I love you so much. Thank you for being a friend, an example, a brother Thank you for being the man you are now. I love you, man in the mirror

ODYSSEUS AS A YOUTH AT HOME WITH HIS MOTHER ODYSSEUS THE HERO OF ITHACA ADAPTED FROM THE THIRD BOOK OF THE PRIMARY SCHOOLS OF ATHENS, GREECE BY MARY E. BURT Author of "Literary Landmarks," "Stories from Plato," "Story of the German Iliad," "The Child-Life Reading Study"; Editor of "Little Nature Studies"; Teacher in the John A. Browning School, New York City AND ZENAÏDE A. RAGOZIN Author of "The Story of Chaldea," "The Story of Assyria," "The Story of Media, Babylon, and Persia," "The Story of Vedic India"; Member of the Royal Asiatic Society of Great Britain and Ireland, of the American Oriental Society, of the Société Ethnologique of Paris, etc. CHARLES SCRIBNER'S SONS NEW YORK CHICAGO BOSTON COPYRIGHT, 1898, BY CHARLES SCRIBNER'S SONS

INTRODUCTION It has long been the opinion of many of the more progressive teachers of the United States that, next to Herakles, Odysseus is the hero closest to child-life, and that the stories from the "Odyssey" are the most suitable for reading-lessons. These conclusions have been reached through independent experiments not related to educational work in foreign countries. While sojourning in Athens I had the pleasure of visiting the best schools, both public and private, and found the reading especially spirited. I examined the books in use and found the regular reading-books to consist of the classic tales of the country, the stories of Herakles, Theseus, Perseus, and so forth, in the reader succeeding the primer, and the stories of Odysseus, or Ulysses, as we commonly call him, following as a third book, answering to our second or third reader.

PART III THE TRIUMPH OF ODYSSEUS CHAPTER XXIX. Athena Advises Telemachos XXX. Telemachos Astonishes the Wooers XXXI. Penelope's Web XXXII. The Journey of Telemachos XXXIII. Telemachos in Pylos XXXIV. Telemachos in Sparta XXXV. Menelaos Relates His Adventures XXXVI. The Conspiracy of the Suitors XXXVII. Telemachos Returns to Ithaca XXXVIII. Telemachos and the Swineherd XXXIX. Telemachos Recognizes Odysseus XL. Telemachos Returns to the Palace XLI. Odysseus is Recognized by His Dog XLII. Odysseus Comes, a Beggar, to His Own House XLIII. Conversation of Odysseus and Penelope XLIV. Eurycleia Recognizes Odysseus XLV. Penelope's Dream XLVI. Athena Encourages Odysseus XLVII. The Last Banquet of the Suitors XLVIII. Odysseus Bends the Bow XLIX. Death of the Suitors L. Eurycleia Announces the Return of Odysseus to Penelope LI. Odysseus Visits His Father Vocabulary and Notes

If you talk to these extraordinary people, you find that they all understand this at one level or another. They may be unfamiliar with the concept of cognitive adaptability, but they seldom buy into the idea that they have reached the peak of their fields because they were the lucky winners of some genetic lottery. They know what is required to develop the extraordinary skills that they possess because they have experienced it firsthand. One of my favorite testimonies on this topic came from Ray Allen, a ten-time All-Star in the National Basketball Association and the greatest three-point shooter in the history of that league. Some years back, ESPN columnist Jackie MacMullan wrote an article about Allen as he was approaching his record for most three-point shots made. In talking with Allen for that story, MacMullan mentioned that another basketball commentator had said that Allen was born with a shooting touch—in other words, an innate gift for three-pointers. Allen did not agree. “I’ve argued this with a lot of people in my life,” he told MacMullan. “When people say God blessed me with a beautiful jump shot, it really pisses me off. I tell those people, ‘Don’t undermine the work I’ve put in every day.’ Not some days. Every day. Ask anyone who has been on a team with me who shoots the most. Go back to Seattle and Milwaukee, and ask them. The answer is me.” And, indeed, as MacMullan noted, if you talk to Allen’s high school basketball coach you will find that Allen’s jump shot was not noticeably better than his teammates’ jump shots back then; in fact, it was poor. But Allen took control, and over time, with hard work and dedication, he transformed his jump shot into one so graceful and natural that people assumed he was born with it. He took advantage of his gift—his real gift.   ABOUT

How does our self-sufficiency ruin safety? Primarily by preventing us from experiencing our impoverishment. People who “have it together” are not hungry, or thirsty, for others. They do not feel a lack within when they’re alone or in distress. They do not connect with other people, because they do not experience any need for it. Adults who grow up in military families often report this dynamic. They’ll move twelve times in as many years, and they quickly realize that they probably won’t see their classmates ever again after each school year. To survive, they simply construct an adaptive front that lets them make a few acquaintances and not get rejected by the class, and that’s it. No one gets inside, no one gets close. They stay self-sufficient to keep from experiencing overwhelming loss and abandonment. And they often hold it together until they grow up and try to pull off a marriage—at which time disaster erupts.

I thought it much to be regretted that Richard's education had not counteracted those influences or directed his character. He had been eight years at a public school and had learnt, I understood, to make Latin verses of several sorts in the most admirable manner. But I never heard that it had been anybody's business to find out what his natural bent was, or where his failings lay, or to adapt any kind of knowledge to HIM. HE had been adapted to the verses and had learnt the art of making them to such perfection that if he had remained at school until he was of age, I suppose he could only have gone on making them over and over again unless he had enlarged his education by forgetting how to do it. Still, although I had no doubt that they were very beautiful, and very improving, and very sufficient for a great many purposes of life, and always remembered all through life, I did doubt whether Richard would not have profited by some one studying him a little, instead of his studying them quite so much.

1595, Richard Field, fellow-alumnus of the King Edward grammar school in Stratford-upon-Avon, printed The lives of the noble Grecians and Romanes, compared together by that grave learned philosopher and historiographer, Plutarke of Chaeronea: translated out of Greeke into French by James Amiot, abbot of Bellozane, Bishop of Auxerre, one of the Kings privie counsell, and great Amner of France, and out of French into English, by Thomas North. This was the book that got Shakespeare thinking seriously about politics: monarchy versus republicanism versus empire; the choices we make and their tragic consequences; the conflict between public duty and private desire. He absorbed classical thought, but was not enslaved to it. Shakespeare was a thinker who always made it new, adapted his source materials, and put his own spin on them. In the case of Plutarch, he feminized the very masculine Roman world. Brutus and Caesar are seen through the prism of their wives, Portia and Calpurnia; Coriolanus through his mother, Volumnia; Mark Antony through his lover, Cleopatra. Roman women were traditionally silent, confined to the domestic sphere. Cleopatra is the very antithesis of such a woman, while Volumnia is given the full force of that supreme Ciceronian skill, a persuasive rhetorical voice.40 Timon of Athens is alone and unhappy precisely because his obsession with money has cut him off from the love of, and for, women (the only females in Timon’s strange play are two prostitutes). Paradoxically, the very masculinity of Plutarch’s version of ancient history stimulated Shakespeare into demonstrating that women are more than the equal of men. Where most thinkers among his contemporaries took the traditional view of female inferiority, he again and again wrote comedies in which the girls are smarter than the boys—Beatrice in Much Ado about Nothing, Rosalind in As You Like It, Portia in The Merchant of Venice—and tragedies in which women exercise forceful authority for good or ill (Tamora, Cleopatra, Volumnia, and Cymbeline’s Queen in his imagined antiquity, but also Queen Margaret in his rendition of the Wars of the Roses).41

PART II THE RETURN OF ODYSSEUS TO HIS OWN COUNTRY CHAPTER V. Odysseus on the Island of Calypso VI. Odysseus Constructs a Raft and Leaves the Island VII. Odysseus is Saved on the Island of Scheria VIII. Nausicaä is Sent to the River by Athena IX. Odysseus Arrives at the Palace of Alkinoös X. Odysseus in the Halls of Alkinoös XI. The Banquet in Honor of Odysseus XII. Odysseus Relates His Adventures XIII. The Lotus-Eaters and the Cyclops XIV. The Cave of the Cyclops XV. The Blinding of the Cyclops XVI. Odysseus and His Companions Leave the Land of the Cyclops XVII. The Adventures of Odysseus on the Island of Æolus XVIII. Odysseus at the Home of Circè XIX. Circè Instructs Odysseus Concerning His Descent to Hades XX. The Adventures of Odysseus in Hades XXI. Odysseus Converses with His Mother and Agamemnon XXII. Conversation with Achilles and Other Heroes XXIII. The Return of Odysseus to the Island of Circè XXIV. Odysseus Meets the Sirens, Skylla, and Charybdis XXV. Odysseus on the Island of Hēlios XXVI. The Departure of Odysseus from the Island of Scheria XXVII. Odysseus Arrives at Ithaca XXVIII. Odysseus Seeks the Swineherd

There are many reasons why the tech revolution will hit the emerging world much harder than it will hit Europe and the United States. In developed countries, children are more likely to grow up with digital technologies as toys and then to encounter them in school. Governments in these countries have money to invest in educational systems that prepare workers, both blue and white collar, for change. Their universities have much greater access to state-of-the-art technologies. Their companies produce the innovations that drive tech change in the first place. This creates a dynamic in which high-wage countries are more likely than low-wage ones to dominate the skill-intensive industries that will generate twenty-first-century growth, leaving behind large numbers of those billion-plus people who only recently emerged from age-old deprivation. The wealth in developed countries helps them maintain much stronger social safety nets than in poorer countries to help citizens who lose their jobs, fall ill, or need to care for sick children or aging parents. In short, wealthier countries are both more adaptable and more resilient than developing ones.

A school-girl may be found in every school who attracts and influences all the others, not by her virtues, nor her beauty, nor her sweetness, nor her cleverness, but by something that can neither be described nor reasoned upon. It is the something alluded to in the old lines:— 'Love me not for comely grace, For my pleasing eye and face; No, nor for my constant heart,— For these may change, and turn to ill, And thus true love may sever. But love me on, and know not why, So hast thou the same reason still To dote upon me ever.' A woman will have this charm, not only over men but over her own sex; it cannot be defined, or rather it is so delicate a mixture of many gifts and qualities that it is impossible to decide on the proportions of each. Perhaps it is incompatible with very high principle; as its essence seems to consist in the most exquisite power of adaptation to varying people and still more various moods; 'being all things to all men.' At any rate, Molly might soon have been aware that Cynthia was not remarkable for unflinching morality; but the glamour thrown over her would have prevented Molly from any attempt at penetrating into and judging her companion's character, even had such processes been the least in accordance with her own disposition.

Being an outsider, being picked on, was very painful, but in hindsight it made me a better judge of people. In my life I would spend a lot of time assessing threats, judging tone of voice, and figuring out the shifting dynamic in a hallway or locker room crowd. Surviving a bully requires constant learning and adaptation. Which is why bullies are so powerful, because it’s so much easier to be a follower, to go with the crowd, to just blend in. Those years of bullying added up, minor indignity after indignity, making clear the consequences of power. Harry Howell had power, and he wielded it with compassion and understanding. That wasn’t always easy for him, because he had to deal with a lot of immature kids. Others had power, like the bullies at school, and they found it far easier to wield it against those who were defenseless and to just go along with the group rather than stand up to it. I learned this lesson, too, in one of the great early mistakes of my life. * * * In 1978, I attended the College of William & Mary. I was one of many insecure, homesick, frightened kids living away from home for the first time, although we would admit none of that to one another, or even to ourselves. Because of overcrowding, I was among seventeen freshman boys living in a

The introduction to the original book as I found it in Greece contains many interesting points, since it shows that educators in foreign countries, notably in Germany, had come to the same conclusion with our best American teachers. The editor of the little Greek reading-book says: "In editing this work we have made use not only of Homer's 'Odyssey,' but also of that excellent reader which is used in the public schools of Germany, Willman's 'Lesebuch aus Homer.' We have divided the little volume into three parts, the first of which gives a short resumé of the war against Troy and the destruction of that city, the second the wanderings of Odysseus till his arrival in Ithaca, the third his arrival and the killing of the wooers. We have no apology to make in presenting this book to the public as a school-book, since many people superior to us have shown the need of such books in school-work. The new public schools, as is well known, have a mission of the highest importance. They do not aim, as formerly, at absolute knowledge pounded into the heads of children in a mechanical way. Their aim is the mental and ethical development of the pupils. Reading and writing lead but half way to this goal. With all nations the readers used in the public schools are a collection of the noblest thoughts of their authors." The Greek editor had never read the inane rat and cat stories of American school "readers" when he wrote that.

Peter Block is an author and consultant who writes about community development and civic engagement. He is a master at coming up with questions that lift you out of your ruts and invite fresh reevaluations. Here are some of his: “What is the no, or refusal, you keep postponing?…What have you said yes to that you no longer really believe in?…What forgiveness are you withholding?…How have you contributed to the problem you’re trying to solve?…What is the gift you currently hold in exile?” Mónica Guzmán, the journalist I quoted in the last chapter, asks people, “Why you?” Why was it you who started that business? Why was it you who felt a responsibility to run for the school board? A few years ago, I met some guys who run a program for gang members in Chicago. These young men have endured a lot of violence and trauma and are often triggered to overreact. One of the program directors’ common questions is “Why is that a problem for you?” In other words they are asking, “What event in your past produced that strong reaction just now?” We too often think that deep conversations have to be painful or vulnerable conversations. I try to compensate for that by asking questions about the positive sides of life: “Tell me about a time you adapted to change.” “What’s working really well in your life?” “What are you most self-confident about?” “Which of your five senses is strongest?” “Have you ever been solitary without feeling lonely?” or “What has become clearer to you as you have aged?

In 1979, Christopher Connolly cofounded a psychology consultancy in the United Kingdom to help high achievers (initially athletes, but then others) perform at their best. Over the years, Connolly became curious about why some professionals floundered outside a narrow expertise, while others were remarkably adept at expanding their careers—moving from playing in a world-class orchestra, for example, to running one. Thirty years after he started, Connolly returned to school to do a PhD investigating that very question, under Fernand Gobet, the psychologist and chess international master. Connolly’s primary finding was that early in their careers, those who later made successful transitions had broader training and kept multiple “career streams” open even as they pursued a primary specialty. They “traveled on an eight-lane highway,” he wrote, rather than down a single-lane one-way street. They had range. The successful adapters were excellent at taking knowledge from one pursuit and applying it creatively to another, and at avoiding cognitive entrenchment. They employed what Hogarth called a “circuit breaker.” They drew on outside experiences and analogies to interrupt their inclination toward a previous solution that may no longer work. Their skill was in avoiding the same old patterns. In the wicked world, with ill-defined challenges and few rigid rules, range can be a life hack. Pretending the world is like golf and chess is comforting. It makes for a tidy kind-world message, and some very compelling books. The rest of this one will begin where those end—in a place where the popular sport is Martian tennis, with a view into how the modern world became so wicked in the first place.

The world recoiled in horror in 2012 when 20 Connecticut schoolchildren and six adults were killed at Sandy Hook Elementary School. . . . The weapon was a Bushmaster AR-15 semiautomatic rifle adapted from its original role as a battlefield weapon. The AR-15, which is designed to inflict maximum casualties with rapid bursts, should never have been available for purchase by civilians (emphasis added).1 —New York Times editorial, March 4, 2016 Assault weapons were banned for 10 years until Congress, in bipartisan obeisance to the gun lobby, let the law lapse in 2004. As a result, gun manufacturers have been allowed to sell all manner of war weaponry to civilians, including the super destructive .50-caliber sniper rifle. . . .(emphasis added)2 —New York Times editorial, December 11, 2015 [James Holmes the Aurora, Colorado Batman Movie Theater Shooter] also bought bulletproof vests and other tactical gear” (emphasis added).3 —New York Times, July 22, 2012 It is hard to debate guns if you don’t know much about the subject. But it is probably not too surprising that gun control advocates who live in New York City know very little about guns. Semi-automatic guns don’t fire “rapid bursts” of bullets. The New York Times might be fearful of .50-caliber sniper rifles, but these bolt-action .50-caliber rifles were never covered by the federal assault weapons ban. “Urban assault vests” may sound like they are bulletproof, but they are made of nylon. These are just a few of the many errors that the New York Times made.4 If it really believes that it has a strong case, it wouldn’t feel the need to constantly hype its claims. What distinguishes the New York Times is that it doesn’t bother running corrections for these errors.

He continues: "Happily the Greek nation, more than any other, abounds in literary masterpieces. Nearly all of the Greek writings contain an abundance of practical wisdom and virtue. Their worth is so great that even the most advanced European nations do not hesitate to introduce them into their schools. The Germans do this, although their habits and customs are so different from ours. They especially admire Homer's works. These books, above all others, afford pleasure to the young, and the reason for it is clearly set forth by the eminent educator Herbart: "'The little boy is grieved when told that he is little. Nor does he enjoy the stories of little children. This is because his imagination reaches out and beyond his environments. I find the stories from Homer to be more suitable reading for young children than the mass of juvenile books, because they contain grand truths.' "Therefore these stories are held in as high esteem by the German children as by the Greek. In no other works do children find the grand and noble traits in human life so faithfully and charmingly depicted as in Homer. Here all the domestic, civic, and religious virtues of the people are marvellously brought to light and the national feeling is exalted. The Homeric poetry, and especially the 'Odyssey,' is adapted to very young children, not only because it satisfies so well the needs which lead to mental development, but also for another reason. As with the people of olden times bravery was considered the greatest virtue, so with boys of this age and all ages. No other ethical idea has such predominance as that of prowess. Strength of body and a firm will characterize those whom boys choose as their leaders. Hence the pleasure they derive from the accounts of celebrated heroes of yore whose bravery, courage, and prudence they admire.

MY PROCESS I got bullied quite a bit as a kid, so I learned how to take a punch and how to put up a good fight. God used that. I am not afraid of spiritual “violence” or of facing spiritual fights. My Dad was drafted during Vietnam and I grew up an Army brat, moving around frequently. God used that. I am very spiritually mobile, adaptable, and flexible. My parents used to hand me a Bible and make me go look up what I did wrong. God used that, as well. I knew the Word before I knew the Lord, so studying Scripture is not intimidating to me. I was admitted into a learning enrichment program in junior high. They taught me critical thinking skills, logic, and Greek Mythology. God used that, too. In seventh grade I was in school band and choir. God used that. At 14, before I even got saved, a youth pastor at my parents’ church taught me to play guitar. God used that. My best buddies in school were a druggie, a Jewish kid, and an Irish soccer player. God used that. I broke my back my senior year and had to take theatre instead of wrestling. God used that. I used to sleep on the couch outside of the Dean’s office between classes. God used that. My parents sent me to a Christian college for a semester in hopes of getting me saved. God used that. I majored in art, advertising, astronomy, pre-med, and finally English. God used all of that. I made a woman I loved get an abortion. God used (and redeemed) that. I got my teaching certification. I got plugged into a group of sincere Christian young adults. I took courses for ministry credentials. I worked as an autism therapist. I taught emotionally disabled kids. And God used each of those things. I married a pastor’s daughter. God really used that. Are you getting the picture? San Antonio led me to Houston, Houston led me to El Paso, El Paso led me to Fort Leonard Wood, Fort Leonard Wood led me back to San Antonio, which led me to Austin, then to Kentucky, then to Belton, then to Maryland, to Pennsylvania, to Dallas, to Alabama, which led me to Fort Worth. With thousands of smaller journeys in between. The reason that I am able to do the things that I do today is because of the process that God walked me through yesterday. Our lives are cumulative. No day stands alone. Each builds upon the foundation of the last—just like a stairway, each layer bringing us closer to Him. God uses each experience, each lesson, each relationship, even our traumas and tragedies as steps in the process of becoming the people He made us to be. They are steps in the process of achieving the destinies that He has encoded into the weave of each of our lives. We are journeymen, finding the way home. What is the value of the journey? If the journey makes us who we are, then the journey is priceless.

I've always loved life. Those who love life can never adapt, undergo, be commanded. Who loves life is always with the rifle at the window to defend life ... A human being who adapts, who suffers, who makes himself commanded, is not a human being. " - Smita Nair Jain at TEDxOakridgeInternationalSchool (TEDx Talks)

Grievers I've come across function within society, and most days it appears pretty seamless. We volunteer at church. We go to school plays. We shop. We cheer from the sidelines. We try to blend in. We smile. We look normal. We need people to feel okay being open and natural around us, so as not to drive us even further apart from the world. We are not from another planet, but it feels that way, so far removed is our experience from those around us. There is a constant undercurrent of loss, a schism in our brains, which we gradually learn to adapt to, but is ever present. It's as if our brains are operating on two separate tracks. One is the here and now. The second is the parallel track of what could or should have been yet will not be. Most days I can keep the second track hidden. Other times, I haven't got a prayer.

And God said, “Let there be millennials.” Like a wrench in the machinery, the little creatures went out, played with toys and went to school. The adults were at first pleased—“ah, how might these little things fit in our established world?” they wondered. “In what way must we hammer them to fit our mold?” More underlings was something to be anticipated and so they hammered the little things. But the little things didn’t adapt—they cried in pain. They cried, but they didn’t change. They grew up, and the tears became resentment and turned into psychological disorders. The adults hammered again—just a little more and they should cooperate. But they didn’t. And soon enough, the youngsters were fully grown. The adults beheld the creatures in fear and muttered the only word that came to mind: “Monsters.

As Berne noted, we teach our children all the pastimes, rituals, and procedures they need to adapt to our culture and get by in life, and we spend a lot of time choosing their schools and activities, yet we don’t teach them about games, an unfortunate but realistic feature of the dynamics of every family and institution.

Newton, a devout Puritan believer, has anecdote that when he claimed that no disciple had God, he refused to claim atheism, saying, "Do not speak disrespectfully about God, I am studying God." He paid much attention to the Bible and had an eschatological belief that the Saints would resurrect and live in heaven and reign with Christ invisibly. And even after the day of judgment, people would continue to live on the ground, thinking that it would be forever, not only for a thousand years. According to historian Steven Snowovell, he thought that the presence of Christ would be in the distant future centuries after, because he was very pessimistic about the deeply rooted ideas that denied the Trinity around him. He thought that before the great tribulation came, the gospel activity had to be on a global scale. 카톡【AKR331】텔레【RDH705】라인【SPR331】위커【SPR705】 믿고 주문해주세요~저희는 제품판매를 고객님들과 신용과신뢰의 거래로 하고있습니다. 24시간 문의상담과 서울 경기지방은 퀵으로도 가능합니다 믿고 주문하시면좋은인연으로 vip고객님으로 모시겠습니다. 원하시는제품있으시면 추천상으로 구입문의 도와드릴수있습니다 ☆100%정품보장 ☆총알배송 ☆투명한 가격 ☆편한 상담 ☆끝내주는 서비스 ☆고객님 정보 보호 ☆깔끔한 거래 포폴,에토미,알약수면제 판매하고있습니다 Newton studied alchemy as a hobby, and his research notes were about three books. Newton served as a member of parliament on the recommendation of the University of Cambridge, but his character was silent and unable to adapt to the life of a parliamentarian. When he lived in the National Assembly for a year, the only thing he said was "Shut the door!" In Newton's "Optics" Volume 4, he tried to introduce the theory of unification that covered all of physics and solved his chosen tasks, but he went out with a candle on his desk, and his private diamond threw a candle There is a story that all of his research, which has not been published yet, has turned to ashes. Newton was also appointed to the president of the Minting Service, who said he enjoyed grabbing and executing the counterfeiters. Newton was a woman who was engaged to be a young man, but because he was so engaged in research and work he could not go on to marriage, and he lived alone for the rest of his life. He regarded poetry as "a kind of ingenious nonsense." [6] Newton was talented in crafting inventions by hand (for reference, Newton's craftsmanship was so good at his childhood that when he was a primary school student he was running his own spinning wheel after school, A child who throws a stone and breaks down a spinning wheel, so there is an anecdote that an angry Newton scatters the child.) He said he created a lantern fountain that could be carried around as a student at Cambridge University. Thanks to this, it was said that students who were going to attend the Thanksgiving ceremony (Episcopal Mass) were able to go to the Anglican Church in the university easily. Newton lost 20,000 pounds due to a South Sea company stock discovery, when "I can calculate the movement of the celestial body, but I can not measure the insanity of a human being" ("I can calculate the movement of the stars, but not the madness of men ").

Bosses are neither a title on the organization chart nor a “function.” They are individuals and are entitled to do their work in the way they do it best. It is incumbent on the people who work with them to observe them, to find out how they work, and to adapt themselves to what makes their bosses most effective. This, in fact, is the secret of “managing” the boss.

Meritocracy is a social arrangement like any other: it is a loose set of rules that can be adapted in order to obscure advantages, all the while justifying them on the basis of collective values.

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.

25. Seek Out The Five Fs My dad always told me that living a good life was about ‘looking after your friends and family and having the courage to go for your dreams’. That was life in a nutshell for him. Luckily those simple values meant much more to him than my school reports - which weren’t always glowing! I have always tried to follow his advice, but I also adapted his mantra to take it one stage further… So here is what I tell young Scouts or young adventurers who ask me what the key is to living a fulfilled life. I keep it pretty simple. I call them the five Fs. Family. Friends. Faith. Fun. Follow your dreams. None of them requires a degree, and all of them are within our reach. Just make them your priority, write them on your bathroom mirror, let them seep into your subconscious over time, and soon they will be like a compass guiding you to make the right decisions for your life. When faced with big decisions, just ask yourself: ‘Will this choice or that one support or detract from the five Fs in my life?

As an economics student in the early 1990s I observed how many of us split into rival schools, such as Keynesians or Monetarists, at an early stage of the course. The decision to join one group or another was often based on the flimsiest of pretexts, but it had remarkably long-term consequences. Very few economists alter their ideological stance. They stick to it for life. A poll (albeit a straw one) of economists revealed that fewer than 10 percent change “schools” during their careers, or “significantly adapt” their theoretical assumptions.* Professor Sir Terry Burns, a former economic adviser to Margaret Thatcher (who later became chairman of Santander UK), told me: “It is roughly as common as Muslims converting to Christianity or vice versa.

Playtime in the school playground of life it seemed was indeed definitely over for Genesis as now he would very much be situated inside the world of grownups, where every single thing he did would have a huge rippling affect and extremely serious impact on other people.

identified oppositional culture theory, which posited that African American students responded to institutionalized racism by believing that doing well in school is “acting white.” According to this view, many minority students feel as if they have to choose between their minority identity and not learning (and keeping their peers happy) or learning and achieving well (and keeping their teachers and parents happy). As a consequence, these students enact a range of adaptive coping options—often disruptive to the learning environment or to their friendships—in attempts to placate their friends or their teachers. Similarly,

Most of us will never work at NASA, but I believe we all have brains created for a purpose. We have the exact brain we need for our life. Whether we’d call ourselves brilliant or we struggled through school, we were created with an active introvert mind that enables us to think, reflect, serve, connect, adapt, imagine, and grow in powerful ways.

Williams, the Florence Sprague Norman and Laura Smart Norman Professor of Public Health and chair in the Department of Social and Behavioral Sciences at the Harvard T. H. Chan School of Public Health, created this set of questions in 1995, basically on a dare, after having been told that there was no way to measure racism. His scale has now been universally accepted, and also adapted and amended and used all over the world to measure the ways in which discrimination hurts health and shortens lives. Like many researchers in the area of health disparities, Williams has been beating the same drum for decades about race and health: that yes, as far as health goes, socioeconomic status and education matter, but they are not the whole story. The lived experience of being Black in America, regardless of income and education, also affects health.

I still have to keep making friends, since in this new life, life alters itself even before you know it. This, I learnt quite early on, that it is rather better to stay equipped, so, it helps to adapt readily to the inevitable life change. It helps to not mop over the whats and whys on such shake-ups.

Even with the advantage of a certain degree of historical perspective, such as we might expect to enjoy from our standpoint a few decades later, it is by no means easy to define the reasons why late twentieth-century society underwent so violent a process of fragmentation following a relatively long period of consolidation and homogenization. Two factors render the analysis especially difficult: first, the human mind is not particularly well adapted to reconciling information from disparate sources (e.g. personal experience with the content of a school history-lesson, data from a printed page with those from a vuset), and the alleged simplistic linearity of the Gutenberg era—if it ever existed—came to an end before it had affected more than a minuscule proportion of the species; and second, the process is not merely still going on—it’s still accelerating. “However, one can tentatively point to three major causes which, like tectonic events in the deep strata of the Earth’s crust, not only produce reverberations over enormous areas but actually create discontinuities sharp enough to be uniquely attributed: what one might call psychological landslides. “By far the most striking of these three is the unforeseen rejection of rationality which has overtaken us. Perhaps one might argue that it was foreshadowed in such phenomena as the adoption by that technically brilliant sub-culture, the Nazis, of Rassenwissenschaft, Hoerbiger’s prescientific Welteislehre, and similar incongruous dogmas. However, it was not until about two generations later that the principle emerged in a fully rounded form, and it became clear that the dearest ambition of a very large number of our species was to abdicate the power of reason altogether: ideally, to enjoy the same kind of life as a laboratory rat with electrodes implanted in the pleasure centers of his brain, gladly starving within reach of food and water.

We have to set an example for all of our students; even if suspension doesn’t help Frankie, at least it sets an example for our other students. We need to let them know that we take this kind of behavior seriously at our school. QUESTION: What message do we give the other students if we continue to apply interventions that aren’t helping Frankie behave more adaptively? ANSWER: That we’re actually not sure how to help our students with concerning behaviors. QUESTION: What’s the likelihood that the students who don’t exhibit concerning behaviors will begin to exhibit concerning behaviors if we did not make an example of Frankie? ANSWER: As a general rule, slim to none. QUESTION: What message do we give Frankie if we continue to apply strategies that aren’t working? ANSWER: We don’t understand you and we can’t help you.

It’s a perspective on story that may also shed light on why you and I and everyone else spend a couple of hours each day concocting tales that we rarely remember and more rarely share. By day I mean night, and the tales are those we produce during REM sleep. Well over a century since Freud’s The Interpretation of Dreams, there is still no consensus on why we dream. I read Freud’s book for a junior-year high school class called Hygiene (yes, that’s really what it was called), a somewhat bizarre requirement taught by the school’s gym teachers and sports coaches that focused on first aid and common standards of cleanliness. Lacking material to fill an entire semester, the class was padded by mandatory student presentations on topics deemed loosely relevant. I chose sleep and dreams and probably took it all too seriously, reading Freud and spending after-school hours combing through research literature. The wow moment for me, and for the class too, was the work of Michel Jouvet, who in the late 1950s explored the dream world of cats.32 By impairing part of the cat brain (the locus coeruleus, if you like that sort of thing), Jouvet removed a neural block that ordinarily prevents dream thoughts from stimulating bodily action, resulting in sleeping cats who crouched and arched and hissed and pawed, presumably reacting to imaginary predators and prey. If you didn’t know the animals were asleep, you might think they were practicing a feline kata. More recently, studies on rats using more refined neurological probes have shown that their brain patterns when dreaming so closely match those recorded when awake and learning a new maze that researchers can track the progress of the dreaming rat mind as it retraces its earlier steps.33 When cats and rats dream it surely seems they’re rehearsing behaviors relevant to survival. Our common ancestor with cats and rodents lived some seventy or eighty million years ago, so extrapolating a speculative conclusion across species separated by tens of thousands of millennia comes with ample warning labels. But one can imagine that our language-infused minds may produce dreams for a similar purpose: to provide cognitive and emotional workouts that enhance knowledge and exercise intuition—nocturnal sessions on the flight simulator of story. Perhaps that is why in a typical life span we each spend a solid seven years with eyes closed, body mostly paralyzed, consuming our self-authored tales.34 Intrinsically, though, storytelling is not a solitary medium. Storytelling is our most powerful means for inhabiting other minds. And as a deeply social species, the ability to momentarily move into the mind of another may have been essential to our survival and our dominance. This offers a related design rationale for coding story into the human behavioral repertoire—for identifying, that is, the adaptive utility of our storytelling instinct.

Newton, a devout Puritan believer, has anecdote that when he claimed that no disciple had God, he refused to claim atheism, saying, "Do not speak disrespectfully about God, I am studying God." He paid much attention to the Bible and had an eschatological belief that the Saints would resurrect and live in heaven and reign with Christ invisibly. And even after the day of judgment, people would continue to live on the ground, thinking that it would be forever, not only for a thousand years. According to historian Steven Snowovell, he thought that the presence of Christ would be in the distant future centuries after, because he was very pessimistic about the deeply rooted ideas that denied the Trinity around him. He thought that before the great tribulation came, the gospel activity had to be on a global scale. 카톡pak6 텔레:【JRJR331】텔레:【TTZZZ6】라인【TTZZ6】 믿고 주문해주세요~저희는 제품판매를 고객님들과 신용과신뢰의 거래로 하고있습니다. 24시간 문의상담과 서울 경기지방은 퀵으로도 가능합니다 믿고 주문하시면좋은인연으로 vip고객님으로 모시겠습니다. 원하시는제품있으시면 추천상으로 구입문의 도와드릴수있습니다 ☆100%정품보장 ☆총알배송 ☆투명한 가격 ☆편한 상담 ☆끝내주는 서비스 ☆고객님 정보 보호 ☆깔끔한 거래 포폴,에토미,알약수면제 판매하고있습니다 Newton studied alchemy as a hobby, and his research notes were about three books. Newton served as a member of parliament on the recommendation of the University of Cambridge, but his character was silent and unable to adapt to the life of a parliamentarian. When he lived in the National Assembly for a year, the only thing he said was "Shut the door!" In Newton's "Optics" Volume 4, he tried to introduce the theory of unification that covered all of physics and solved his chosen tasks, but he went out with a candle on his desk, and his private diamond threw a candle There is a story that all of his research, which has not been published yet, has turned to ashes. Newton was also appointed to the president of the Minting Service, who said he enjoyed grabbing and executing the counterfeiters. Newton was a woman who was engaged to be a young man, but because he was so engaged in research and work he could not go on to marriage, and he lived alone for the rest of his life. He regarded poetry as "a kind of ingenious nonsense." [6] Newton was talented in crafting inventions by hand (for reference, Newton's craftsmanship was so good at his childhood that when he was a primary school student he was running his own spinning wheel after school, A child who throws a stone and breaks down a spinning wheel, so there is an anecdote that an angry Newton scatters the child.) He said he created a lantern fountain that could be carried around as a student at Cambridge University. Thanks to this, it was said that students who were going to attend the Thanksgiving ceremony (Episcopal Mass) were able to go to the Anglican Church in the university easily. Newton lost 20,000 pounds due to a South Sea company stock discovery, when "I can calculate the movement of the celestial body, but I can not measure the insanity of a human being" ("I can calculate the movement of the stars, but not the madness of men ").

As in the "real" world---the adult world---there is a pecking order in a kid's world, as well. It's an unwritten code and pre-existing class system you'll never find recorded in the archives of the school library or indelibly etched into the archway of the administration building. Nonetheless, it is there, perhaps even more real than if it was written down. Those who have mastered its ways achieve a kind of "Jedi-knight" status, and with that comes a certain immunity from it ever "boomeranging" back at them. It's an adolescent adaptation of the old king of the hill game with hundreds continually clamoring toward the top.

People adapt to whatever situation they’re placed in.

Relieving Stress Stress is your reaction to outside stimuli pushing your mind, body or spirit out of balance. Adapting to new stimuli is how you increase your capabilities and develop new skills, i.e., the basis of growth. But, if the stimuli is too great or arrives so quickly that you are unable to adapt, then the resulting stress can lead to physical, emotional or mental problems. Stress can be triggered by many factors, including: physical, emotional or mental abuse; life changing events such as a new job, moving, pregnancy or divorce; work or school-related deadlines; high stress occupations; and uncomfortable social situations Exposure to stress affects us in stages: In the first stage, when we experience stress, our bodies automatically react with the characteristic “fight or flight” response, also known as an adrenaline rush. In life threatening situations this is helpful, as adrenaline causes our bodies to increases our pulse, blood pressure and rate of breathing, better preparing us to do battle or to escape. When the outside stimuli disappear, often with a good night’s sleep, we return to normal. Continued exposure to stress, without a break, results in the second stage. In today’s modern society, everyday stress from traffic jams, work, or just plain living, triggers this same reaction. We end up in a constant state of stress. We deplete our reserves, especially our adrenal glands, and lessen our ability to handle additional stress. Even our ability to sleep can be affected. The final stage results from the accumulation of stress over time and leads to exhaustion. Unable to return our body, mind and spirit to its normal state of balance due to overwhelming stress, we suffer physical, emotional and mental breakdowns. Warning signs are: weight gain or loss, ulcers, indigestion, insomnia, depression, anxiety, fear, anger, inability to concentrate, moodiness, and other problems. It can be argued that all disease is a consequence of stress.

We're trying to do something. It would be easy--for now--to take Charles out of school. We thought about that immediately, even before he ...But Charles Wallace is going to have to live in a world made up of people who don't think at all in any of the ways that he does. and the sooner he starts learning to get along with them, the better. Neither you nor Charles has the ability to adapt that the twins do.

We need an education system that not only imparts knowledge but also inspires a love of learning, encourages creative and critical thinking, fosters resilience and adaptability, and empowers students to address real-world challenges.

This digital commonplace book is what I call a Second Brain. Think of it as the combination of a study notebook, a personal journal, and a sketchbook for new ideas. It is a multipurpose tool that can adapt to your changing needs over time. In school or courses you take, it can be used to take notes for studying. At work, it can help you organize your projects. At home, it can help you manage your household.

Then, at Miletus, at the beginning of the fifth century before our era, Thales, his pupil Anaximander, Hecataeus and their school find a different way of looking for answers. This immense revolution in thought inaugurates a new mode of knowledge and understanding, and signals the first dawn of scientific thought. The Milesians understand that by shrewdly using observation and reason, rather than searching for answers in fantasy, ancient myths or religion – and, above all, by using critical thought in a discriminating way – it is possible to repeatedly correct our world view, and to discover new aspects of reality which are hidden to the common view. It is possible to discover the new. Perhaps the decisive discovery is that of a different style of thinking, where the disciple is no longer obliged to respect and share the ideas of the master but is free to build on those ideas without being afraid to discard or criticize the part that can be improved. This is a novel middle way, placed between full adherence to a school and generic deprecation of ideas. It is the key to the subsequent development of philosophical and scientific thinking: from this moment onwards, knowledge begins to grow at a vertiginous pace, nourished by past knowledge but at the same time by the possibility of criticism, and therefore of improving knowledge and understanding. The dazzling incipit of Hecataeus’s book of history goes to the heart of this critical thinking, including as it does the awareness of our own fallibility: ‘I wrote things which seem true to me, because the accounts of the Greeks seem to be full of contradictory and ridiculous things.’ According to legend, Heracles descended to Hades from Cape Tenaro. Hecataeus visits Cape Tenaro, and determines that there is in fact no subterranean passage or other access to Hades there – and therefore judges the legend to be false. This marks the dawn of a new era. This new approach to knowledge works quickly and impressively. Within a matter of a few years, Anaximander understands that the Earth floats in the sky and the sky continues beneath the Earth; that rainwater comes from the evaporation of water on Earth; that the variety of substances in the world must be susceptible to being understood in terms of a single, unitary and simple constituent, which he calls apeiron, the indistinct; that the animals and plants evolve and adapt to changes in the environment, and that man must have evolved from other animals. Thus, gradually, was founded the basis of a grammar for understanding the world which is substantially still our own today.

While branding lays the groundwork for a school's identity and reputation, marketing executes the strategies, adapting to changing landscapes and amplifying the brand's impact.