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?

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.

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

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 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!

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.

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

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

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?

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.”)

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.

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.

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

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.

When teaching children with autism we must be quick to adapt, follow our instinct and go off plan.

Adapting our own perception, following rather than leading and building bridges are all keys to helping the child with autism learn.

novels [4]. It follows that authentic text—text written for native speakers—is inappropriate for unassisted ER by all but the most advanced learners. For this reason, many educators advocate the use of learner literature, that is, stories written specifically for L2 learners, or adapted from authentic text [5]. For learners of English, there are over 40 graded reader series, consisting of over 1650 books with a variety of difficulty levels and genres [6].However, the time and expense in producing graded readers results in high purchase costs and limited availability in languages other than English and common L2‘s like Spanish and French. At a cost of £2.50 for a short English reader in 2001 [7] purchasing several thousand readers to cater for a school wide ER program requires a significant monetary investment. More affordable options are required, especially for schools in developing nations. Day and Bamford [8] recommend several alternatives when learner literature is not available. These include children's and young adult books, stories written by learners, newspapers, magazines and comic books. Some educators advocate the use of authentic texts in preference to simplified texts. Berardo [9] claims that the language in learner literature is ―artificial and unvaried‖, ―unlike anything that the learner will encounter in the real world‖ and often ―do not reflect how the language is really used‖. Berardo does concede that simplified texts are ―useful for preparing learners for reading 'real' texts. ‖ 2. ASSISTED READING Due to the large proportion of unknown vocabulary, beginner and intermediate learners require assistance when using authentic text for ER. Two popular forms of assistance are dictionaries and glossing. There are pros and cons of each approach. 1 A group of words that share the same root word, e.g. , run, ran, runner, runs, running. Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee.NZCSRSC’11, April 18-21, 2011, Palmerston North, New Zealand

The most important pillar behind innovation and opportunity—education—will see tremendous positive change in the coming decades as rising connectivity reshapes traditional routines and offers new paths for learning. Most students will be highly technologically literate, as schools continue to integrate technology into lesson plans and, in some cases, replace traditional lessons with more interactive workshops. Education will be a more flexible experience, adapting itself to children’s learning styles and pace instead of the other way around. Kids will still go to physical schools, to socialize and be guided by teachers, but as much, if not more, learning will take place employing carefully designed educational tools in the spirit of today’s Khan Academy, a nonprofit organization that produces thousands of short videos (the majority in science and math) and shares them online for free. With hundreds of millions of views on the Khan Academy’s YouTube channel already, educators in the United States are increasingly adopting its materials and integrating the approach of its founder, Salman Khan—modular learning tailored to a student’s needs. Some are even “flipping” their classrooms, replacing lectures with videos watched at home (as homework) and using school time for traditional homework, such as filling out a problem set for math class. Critical thinking and problem-solving skills will become the focus in many school systems as ubiquitous digital-knowledge tools, like the more accurate sections of Wikipedia, reduce the importance of rote memorization. For children in poor countries, future connectivity promises new access to educational tools, though clearly not at the level described above. Physical classrooms will remain dilapidated; teachers will continue to take paychecks and not show up for class; and books and supplies will still be scarce. But what’s new in this equation—connectivity—promises that kids with access to mobile devices and the Internet will be able to experience school physically and virtually, even if the latter is informal and on their own time.

Positive effects of technology . . . are mediated by the fidelity of implementation. Even if schools and teachers are provided with enough access to appropriate instructional technology, and teachers receive proper professional development in the use and integration of educational technology and technology is integrated in curricula, course objectives, and assessment, the outcomes are fundamentally grounded in self-reflective processes in human adaptation and change. (p.

Because major change requires people across an entire organization to adapt, you as a leader need to resist the reflex reaction of providing people with the answers. Instead, force yourself to transfer, as Roosevelt did, much of the work and problem solving to others. If you don’t, real and sustainable change won’t occur. In addition, it’s risky on a personal level to continue to hold on to the work that should be done by others.

Mother had to get used to shop for food, but things were different - everything in the supermarket came in boxes, with names incomprehensible to her. Being a woman with a certain pride, she felt like an illiterate, apprehensive about the fact that people may make fun of her, may snicker behind her back. Eli was at work and I was in school and she had to try to get used to the new circumstances. Betty tried to be of help, but she had three small children, Frances was five and the twins just over two years old. Mother, a woman in her sixties, found it hard to adapt to new and fundamental changes around her. Her children supported the household, yet everything else weighted heavily, especially her gravely ill husband.

the AuThoRS Neal Lathia is a research associate in the Computer laboratory at the university of Cambridge. His research falls at the intersection of data mining, mobile systems, and personalization/recommender systems. lathia has a phD in computer science from the university College london. Contact him at neal.lathia@ cl.cam.ac.uk. Veljko Pejovic is a postdoctoral research fellow at the school of Computer science at the university of birmingham, uK. His research focuses on adaptive wireless technologies and their impact on society. pejovic received a phD in computer science from the university of California, santa barbara. Contact him at v.pejovic@cs.bham.ac.uk. Kiran K. Rachuri is a phD student in the Computer laboratory at the university of Cambridge. His research interests include smartphone sensing systems, energy efficient sensing, and sensor networks. rachuri received an ms in computer science from the Indian Institute of technology madras. Contact him at kiran.rachuri@cl.cam.ac.uk. Cecilia Mascolo is a reader in mobile systems in the Computer laboratory at the university of Cambridge. Her interests are in the area of mobility modeling, sensing, and social network analysis. mascolo has a phD in computer science from the university of bologna. Contact her at cecilia.mascolo@cl.cam.ac.uk. Mirco Musolesi is a senior lecturer in the school of Computer science at the university of birmingham, uK. His research interests include mobile sensing, large-scale data mining, and network science. musolesi has a phD in computer science from the university College london. Contact him at m.musolesi@ cs.bham.ac.uk. Peter J. Rentfrow is a senior lecturer in the psychology Department at the university of Cambridge. His research focuses on behavioral manifestations of personality and psychological processes. rentfrow earned a phD in psychology from the university of texas at Austin. Contact him at pjr39@cam.ac.uk.selected Cs articles and columns are also available for free at http

With automation at this level, the new “ops guy” won’t care if he’s responsible for a dozen systems or 10,000. And the modern BOFH is, more often than not, an old-school sysadmin who has chosen not to adapt.

Learning is the major process of human adaptation. This concept of learning is considerably broader than that commonly associated with the school classroom. It occurs in all human settings, from schools to the workplace, from the research laboratory to the management board room, in personal relationships and the aisles of the local grocery…Therefore it encompasses other, more limited adaptive concepts such as creativity, problem solving, decision making, and attitude change that focus heavily on one or another basic aspects of adaptation.107

Regardless of the benefits of canned lessons of just-in-time training, responders need to also be prepared for just-in time learning, for it is learning and adapting that will prepare everyone for the future.

Germany made an early start in adapting its educational system to the practical needs of modern industry, grounded on exact science. In particular, it developed technical high schools which served as a training ground for industrial technicians of high calibre. These schools were not mere adjuncts to the educational system at the secondary level, providing a sort of apprenticeship training in arts and crafts. They were thoroughly integrated in an educational process which culminated in the great German universities.

Sleep debt is cumulative. Studies have shown that performance on tests of alertness and thinking continues to get worse the longer sleep deprivation lasts. In other words, we do not adapt to sleep deprivation.

The impact of globalization and deindustrialization was felt most strongly in black inner-city communities. As described by William Julius Wilson, in his book When Work Disappears, the overwhelming majority of African Americans in the 1970s lacked college educations and had attended racially segregated, underfunded schools lacking basic resources. Those residing in ghetto communities were particularly ill equipped to adapt to the seismic changes taking place in the U.S. economy; they were left isolated and jobless. One study indicates that as late as 1970, more than 70 percent of all blacks working in metropolitan areas held blue-collar jobs.78 Yet by 1987, when the drug war hit high gear, the industrial employment of black men had plummeted to 28 percent.79

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.

First, to be useful, learning requires memory, so what we’ve learned is still there later when we need it. Second, we need to keep learning and remembering all our lives. We can’t advance through middle school without some mastery of language arts, math, science, and social studies. Getting ahead at work takes mastery of job skills and difficult colleagues. In retirement, we pick up new interests. In our dotage, we move into simpler housing while we’re still able to adapt.

In The Origin of Species, Charles Darwin introduced the concept known as “survival of the fittest.” Don’t you believe it. Yes, he did discuss the principle, but that is not what he called it. Darwin analyzed the concept in great detail, but referred to it as “natural selection.” The term “survival of the fittest” is nowhere to be found in his original 1859 publication, or in any of its subsequent three editions. The expression was provided by Herbert Spencer, a philosopher contemporary with Darwin, in his Principles of Biology in 1864. Spencer found the phrase descriptive of an economic process—parallel to that of biological evolution—by which companies adapt to the marketplace in order to increase their ability to grow and prosper.

Chronic, unmediated stress often results in a condition known as an allostatic load. Allostatic load is "carryover" stress. Instead of returning to a healthy baseline of homeostasis, the growing brain adapts to negative life experiences so that it becomes either hyper-responsive or hypo-responsive.

In the previous chapter, reference was made to two factors which promoted a person’s recovery from neurotic disorders: first, the adoption of some scheme or system of thought which appeared to make sense of the patient’s distress; secondly, the achievement of a fruitful relationship with another person. The need to make sense of one’s experience is, of course, not confined to neurotic distress, but is an essential part of man’s adaptation as a species. The development of intelligence, of consciousness, of partial emancipation from the governance of instinctive patterns, has made man into a reflective animal who feels the need to interpret, and to bring order to, both the world of external reality and the inner world of his imagination. Much of the emphasis placed on the transference situation in psycho-analysis is due to its being an element common to different psycho-analytic schools. The factor of making sense of the patient’s experience is underemphasized partly because different analysts may view the same experience in very different ways. In the end, one has to make sense of one’s own life, however influential guidance from mentors may have been. The pattern made is not necessarily ‘true’ in any provable fashion, although it is possible to say that some views are closer to what is objectively known of the world than are others. But the need is there; and if it appears more obviously in the psychology of introverts, convergers, and patterners than it does in the psychology of extraverts, divergers, and dramatists, this does not mean that it is not present in the latter group as well as in the former. Even the most introverted persons need some human relationships; even the most extraverted persons need some pattern and order in their lives.

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

Create a New Culture. Hold on to the new ways of behaving, and make sure they succeed, until they become strong enough to replace old traditions. Better still, make all of these steps a central part of the way you live to help you adapt to an ever faster changing world. Consider: Are we putting those who have helped make change happen in leadership roles? Have the scouts been rewarded? How can we institutionalize change, like adding scouting to the school curriculum?

... we can say that it takes generations for a firm to understand value before they can adapt to it.

Instead of bemoaning the games’ hold over children, we should be exploiting the techniques that game designers have developed. They’ve refined the basic steps of self-control: setting clear and attainable goals, giving instantaneous feedback, and offering enough encouragement for people to keep practicing and improving. After noticing how hard people work at games, some pioneers are pursuing the “gamification” of life by adapting these techniques (like establishing “quests” and allowing people to “level up”) for schools and workplaces and digital collaborations. Video games give new glamour to old-fashioned virtues. Success is conditional—but it’s within your reach as long as you have the discipline to try, try again.

At my daughter's elementary school musical, the printed program modestly explained: "This musical was originally written for 15 actors, but it has been adapted to accommodate our cast of 206.

With all such control phenomena, a critical issue is robustness: how well can a system withstand small jolts. Equally critical in biological systems is flexibility: how well can a system function over a range of frequencies. A locking-in to a single mode can be enslavement, preventing a system from adapting to change. Organisms must respond to circumstances that vary rapidly and unpredictably; no heartbeat or respiratory rhythm can be locked into the strict periodicities of the simplest physical models, and the same is true of the subtler rhythms of the rest of the body. Some researchers, among them Ary Goldberger of Harvard Medical School, proposed that healthy dynamics were marked by fractal physical structures, like the branching networks of bronchial tubes in the lung and conducting fibers in the heart, that allow a whole range of rhythms. Thinking of Robert Shaw's arguments, Goldberger noted: "Fractal processes associated with scaled, broadband spectra are 'information-rich.' Periodic states, in contrast, reflect narrow-band spectra ad are defined by monotonous, repetitive sequences, depleted of information content." Treating such disorders, he and other physiologists suggested, may depend on broadening a system's spectral reserve, its ability to range over many different frequencies without falling into a locked periodic channel.

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.

Jacob offered Ann pot, this time from a bowl. She shook her head no. “You gotta keep doing it and eventually it will start to feel good, and your body will adapt,” he encouraged. It was the same thing her mom’s yoga instructor had said to her once and her answer was the same both times.

Tai Chi is viewed best as a diverse set of living and evolving practices—practices that have been informed by the insights of a long lineage of devoted practitioners, molded and adapted over time to ever- (and still-) changing cultural needs and social landscapes.