Class Monitor Quotes

If we do something over and over, it becomes normal. If we see the same thing over and over, it becomes normal. If only boys are made class monitor, then at some point we will all think, even if unconsciously, that the class monitor has to be a boy.

In our studies we keep seeing how difficult it is for traumatized people to feel completely relaxed and physically safe in their bodies. We measure our subjects’ HRV by placing tiny monitors on their arms during shavasana, the pose at the end of most classes during which practitioners lie face up, palms up, arms and legs relaxed. Instead of relaxation we picked up too much muscle activity to get a clear signal. Rather than going into a state of quiet repose, our students’ muscles often continue to prepare them to fight unseen enemies. A major challenge in recovering from trauma remains being able to achieve a state of total relaxation and safe surrender.

If we do something over and over, it becomes normal. If we see the same thing over and over, it becomes normal. If only boys are made class monitor, then at some point we will all think, even if unconsciously, that the class monitor has to be a boy. If we keep seeing only men as heads of corporations, it starts to seem “natural” that only men should be heads of corporations.

Management controls performance in people because it impacts skills; it’s a matter of monitoring, analyzing and directing.

...in the eyes of her oldest friends and colleagues and extended family, she wasn't a painfully thin seventy-five-year-old gray haired woman dying of cancer- she was a grade school class president, the young friend you gossiped with, a date or double date, someone to share a tent with in Darfur, a fellow election monitor in Bosnia, a mentor, a teacher you'd laughed within a classroom or a faculty lounge, or the board member you'd groaned with after a contentious meeting

My little brother's greatest fear was that the one person who meant so much to him would go away. He loved Lindsey and Grandma Lynn and Samuel and Hal, but my father kept him stepping lightly, son gingerly monitoring father every morning and every evening as if, without such vigilance, he would lose him. We stood- the dead child and the living- on either side of my father, both wanting the same thing. To have him to ourselves forver. To please us both was an impossibility. ... 'Please don't let Daddy die, Susie,' he whispered. 'I need him.' When I left my brother, I walked out past the gazebo and under the lights hanging down like berries, and I saw the brick paths branching out as I advanced. I walked until the bricks turned to flat stones and then to small, sharp rocks and then to nothing but churned earth for miles adn miles around me. I stood there. I had been in heaven long enough to know that something would be revealed. And as the light began to fade and the sky to turn a dark, sweet blue as it had on the night of my death, I saw something walking into view, so far away I could not at first make out if it was man or woman, child or adult. But as moonlight reached this figure I could make out a man and, frightened now, my breathing shallow, I raced just far enough to see. Was it my father? Was it what I had wanted all this time so deperately? 'Susie,' the man said as I approached and then stopped a few feet from where he stood. He raised his arms up toward me. 'Remember?' he said. I found myself small again, age six and in a living room in Illinois. Now, as I had done then, I placed my feet on top of his feet. 'Granddaddy,' I said. And because we were all alone and both in heaven, I was light enough to move as I had moved when I was six and in a living room in Illinois. Now, as I had done then, I placed my feet on top of his feet. 'Granddaddy,' I said. And because we were all alone and both in heaven, I was light enough to move as I had moved when I was six and he was fifty-six and my father had taken us to visit. We danced so slowly to a song that on Earth had always made my grandfather cry. 'Do you remember?' he asked. 'Barber!' 'Adagio for Strings,' he said. But as we danced and spun- none of the herky-jerky awkwardness of Earth- what I remembered was how I'd found him crying to this music and asked him why. 'Sometimes you cry,' Susie, even when someone you love has been gone a long time.' He had held me against him then, just briefly, and then I had run outside to play again with Lindsey in what seemed like my grandfather's huge backyard. We didn't speak any more that night, but we danced for hours in that timeless blue light. I knew as we danced that something was happening on Earth and in heaven. A shifting. The sort of slow-to-sudden movement that we'd read about in science class one year. Seismic, impossible, a rending and tearing of time and space. I pressed myself into my grandfather's chest and smelled the old-man smell of him, the mothball version of my own father, the blood on Earth, the sky in heaven. The kumquat, skunk, grade-A tobacco. When the music stopped, it cold have been forever since we'd begun. My grandfateher took a step back, and the light grew yellow at his back. 'I'm going,' he said. 'Where?' I asked. 'Don't worry, sweetheart. You're so close.' He turned and walked away, disappearing rapidly into spots and dust. Infinity.

You won't get extra marks for being teacher's pet. You won't go to the top of the class. There is no class. There is no teacher. Or if there is then you have to understand that he or she doesn't actually like you. You are not being marked out of ten for how neatly you sharpen your pencil and how lovely your handwriting is. You are not going to get a gold star. You are not the fucking flower monitor and no one cares what you do.

Nothing could be done about it—every human above the lowest Dregs’ Hive poverty class had a comlog with biomonitor, many had implants, and each of these was tuned to the music of the datasphere, monitored by elements of the datasphere, dependent upon functions of the datasphere—so humans accepted their lack of privacy.

Zero Hour grew out of Naperville District 203’s unique approach to physical education, which has gained national attention and become the model for a type of gym class that I suspect would be unrecognizable to any adult reading this. No getting nailed in dodgeball, no flunking for not showering, no living in fear of being the last kid picked. The essence of physical education in Naperville 203 is teaching fitness instead of sports. The underlying philosophy is that if physical education class can be used to instruct kids how to monitor and maintain their own health and fitness, then the lessons they learn will serve them for life. And probably a longer and happier life at that. What’s being taught, really, is a lifestyle.

As he reached for his Visa card, the security monitor next to the register caught Billy in all his glory: football burly but slump-shouldered, his pale face with its exhaustion-starred eyes topped with half a pitchfork’s worth of prematurely graying hair. He was only forty-two, but that crushed-cellophane gaze of his combined with a world-class insomniac’s posture had once gotten him into a movie at a senior citizen’s discount.

Humanity had become as blasé about sharing their lives with potential AI monitoring as pre-Civil War Old Earth USA-southern families had been about speaking in front of their human slaves. Nothing could be done about it—every human above the lowest Dregs’ Hive poverty class had a comlog with biomonitor, many had implants, and each of these was tuned to the music of the datasphere, monitored by elements of the datasphere, dependent upon functions of the datasphere—so humans accepted their lack of privacy.

We decided to attend to our community instead of asking our community to attend the church.” His staff started showing up at local community events such as sports contests and town hall meetings. They entered a float in the local Christmas parade. They rented a football field and inaugurated a Free Movie Night on summer Fridays, complete with popcorn machines and a giant screen. They opened a burger joint, which soon became a hangout for local youth; it gives free meals to those who can’t afford to pay. When they found out how difficult it was for immigrants to get a driver’s license, they formed a drivers school and set their fees at half the going rate. My own church in Colorado started a ministry called Hands of the Carpenter, recruiting volunteers to do painting, carpentry, and house repairs for widows and single mothers. Soon they learned of another need and opened Hands Automotive to offer free oil changes, inspections, and car washes to the same constituency. They fund the work by charging normal rates to those who can afford it. I heard from a church in Minneapolis that monitors parking meters. Volunteers patrol the streets, add money to the meters with expired time, and put cards on the windshields that read, “Your meter looked hungry so we fed it. If we can help you in any other way, please give us a call.” In Cincinnati, college students sign up every Christmas to wrap presents at a local mall — ​no charge. “People just could not understand why I would want to wrap their presents,” one wrote me. “I tell them, ‘We just want to show God’s love in a practical way.’ ” In one of the boldest ventures in creative grace, a pastor started a community called Miracle Village in which half the residents are registered sex offenders. Florida’s state laws require sex offenders to live more than a thousand feet from a school, day care center, park, or playground, and some municipalities have lengthened the distance to half a mile and added swimming pools, bus stops, and libraries to the list. As a result, sex offenders, one of the most despised categories of criminals, are pushed out of cities and have few places to live. A pastor named Dick Witherow opened Miracle Village as part of his Matthew 25 Ministries. Staff members closely supervise the residents, many of them on parole, and conduct services in the church at the heart of Miracle Village. The ministry also provides anger-management and Bible study classes.

When Professor Little introduced the concept of self-monitoring to his personality psychology classes, some students got very worked up about whether it was ethical to be a high self-monitor. A few “mixed” couples—HSMs and LSMs in love—even broke up over it, he was told. To high self-monitors, low self-monitors can seem rigid and socially awkward. To low self-monitors, high self-monitors can come across as conformist and deceptive—“more pragmatic than principled,” in Mark Snyder’s words. Indeed, HSMs have been found to be better liars than LSMs, which would seem to support the moralistic stance taken by low self-monitors.

Women start receiving pamphlets from the state at age eighteen. We are told starting at fourteen to monitor ourselves for signs of magical expression. Floating while sleeping, lights consistently flickering as we walk beneath them, unconsciously repeating ourselves three times, having a desire to eat raw meat, hearing voices others can’t hear, wanting to teach other people cruel lessons. At school, we are separated from the boys for classes about menstruation, our changing bodies, and what we should do if we ever feel like we are being swayed toward the dark one’s path. Our parents could opt us out of health classes, but no one could miss any of the classes about checking ourselves and our peers for witchcraft.

At primary school when people tried to find friends, I tried to find space that my imagination could fill with whatever it wanted, nearly always butterflies because to me they were perfection, like real-life fairies with prettier wings. At break time I turned myself into them, not just one butterfly but hundreds of them, my arms a kaleidoscope of colors as I danced across the wet grass while my class played tag, chasing around each other around the blacktop. I didn't understand it, like wasn't it too crowded I asked them all the time in my head. Don't you worry cherub, the lunch monitor said when she caught me watching the other children in confusion. You're Pluto. Happiest away from the heat of the action. She smiled a wrinkly smile. Nothing wrong with that.

But empires of old kept their colonies at a distance: Rome conquered the Gauls across the Alps. France ruled Algeria from across the Mediterranean. King George III dispatched troops across the Atlantic to administer the new world. In the United States in 2016 such distance does not exist: the “rough” part of Ferguson is maybe a thousand yards from the “nice” neighborhoods. And so the maintenance of the Nation’s integrity requires constant vigilance. The borders must be enforced without the benefit of actual walls and checkpoints. This requires an ungodly number of interactions between the sentries of the state and those the state views as the disorderly class. The math of large numbers means that with enough of these interactions and enough fear and suspicion on the part of the officers who wield the gun, hundreds of those who’ve been marked for monitoring will die.

I made an appointment with a sleep doctor, who explained that during the sleep study people would be watching me sleep and monitoring my brain waves to see how I reacted during the four stages of sleep. I'd explain those stages if I could spell all the complicated words but they basically range from "Wide awake" to "Just barely not dead." My sleep cycle is a bit more elaborate. The seven stages of sleep (according to my body) STAGE 1: You take the maximum dose of sleeping pills, but they don't work at all and then you glare at their smug bottles at three a.m., whispering, "You lying bastards." STAGE 2: You fall asleep for eight minutes and you have that dream where you've missed a semester of classes and don't know where you're supposed to be and when you wake up you realize that even in your sleep you're fucking your life up. STAGE 3: You close your eyes for just a minute but never lose consciousness and then you open your eyes and realize it's been hours since you closed your eyes and you feel like you've lost time and were probably abducted by aliens. STAGE 4: This is the sleep that you miss because you're too busy looking up "Symptoms of Alien Abduction" on your phone. STAGE 5: This is the deep REM sleep that recharges you completely and doesn't actually exist but is made up by other people to taunt you. STAGE 6: You hover in a state of half sleep when you're trying to stay under but someone is touching your nose and you think it's a dream but now someone is touching your mouth and you open your eyes and your cat's face is an inch from yours and he's like, "BOOP. I got your nose." STAGE 7: You finally fall into the deep sleep you desperately need. Sadly, this sleep only comes after you're suppose to be awake, and you feel guilty about getting it because you should have been up hours ago but you've been up all night and now your arms are missing. I suspected that the only stage of sleep I'd have during the sleep study would be the sleep you don't get because strangers are watching you.

What’s so magical about solitude? In many fields, Ericsson told me, it’s only when you’re alone that you can engage in Deliberate Practice, which he has identified as the key to exceptional achievement. When you practice deliberately, you identify the tasks or knowledge that are just out of your reach, strive to upgrade your performance, monitor your progress, and revise accordingly. Practice sessions that fall short of this standard are not only less useful—they’re counterproductive. They reinforce existing cognitive mechanisms instead of improving them. Deliberate Practice is best conducted alone for several reasons. It takes intense concentration, and other people can be distracting. It requires deep motivation, often self-generated. But most important, it involves working on the task that’s most challenging to you personally. Only when you’re alone, Ericsson told me, can you “go directly to the part that’s challenging to you. If you want to improve what you’re doing, you have to be the one who generates the move. Imagine a group class—you’re the one generating the move only a small percentage of the time.

The only word these corporations know is more,” wrote Chris Hedges, former correspondent for the Christian Science Monitor, National Public Radio, and the New York Times. They are disemboweling every last social service program funded by the taxpayers, from education to Social Security, because they want that money themselves. Let the sick die. Let the poor go hungry. Let families be tossed in the street. Let the unemployed rot. Let children in the inner city or rural wastelands learn nothing and live in misery and fear. Let the students finish school with no jobs and no prospects of jobs. Let the prison system, the largest in the industrial world, expand to swallow up all potential dissenters. Let torture continue. Let teachers, police, firefighters, postal employees and social workers join the ranks of the unemployed. Let the roads, bridges, dams, levees, power grids, rail lines, subways, bus services, schools and libraries crumble or close. Let the rising temperatures of the planet, the freak weather patterns, the hurricanes, the droughts, the flooding, the tornadoes, the melting polar ice caps, the poisoned water systems, the polluted air increase until the species dies. There are no excuses left. Either you join the revolt taking place on Wall Street and in the financial districts of other cities across the country or you stand on the wrong side of history. Either you obstruct, in the only form left to us, which is civil disobedience, the plundering by the criminal class on Wall Street and accelerated destruction of the ecosystem that sustains the human species, or become the passive enabler of a monstrous evil. Either you taste, feel and smell the intoxication of freedom and revolt or sink into the miasma of despair and apathy. Either you are a rebel or a slave. To be declared innocent in a country where the rule of law means nothing, where we have undergone a corporate coup, where the poor and working men and women are reduced to joblessness and hunger, where war, financial speculation and internal surveillance are the only real business of the state, where even habeas corpus no longer exists, where you, as a citizen, are nothing more than a commodity to corporate systems of power, one to be used and discarded, is to be complicit in this radical evil. To stand on the sidelines and say “I am innocent” is to bear the mark of Cain; it is to do nothing to reach out and help the weak, the oppressed and the suffering, to save the planet. To be innocent in times like these is to be a criminal.

Strong underneath, though!’ decided Julian. ‘There’s no softness there, if you ask me. I think Emma’s got authority but it’s the best sort. It’s quiet authority . . .’ ‘Rita wasn’t exactly loud, Martin!’ Elizabeth pointed out, rather impatiently. ‘I bet Rita was very like Emma before she was elected head girl. Was she, Belinda? You must have been at Whyteleafe then.’ Belinda had been at Whyteleafe longer than the others. She had joined in the junior class. She frowned now, deep in thought. ‘Why, Elizabeth, I do believe you’re right! I remember overhearing some of the teachers say that Rita was a bit too young and as quiet as a mouse and might not be able to keep order! But they were proved wrong. Rita was nervous at the first Meeting or two. But after that she was such a success she stayed on as head girl for two years running.’ ‘There, Martin!’ said Elizabeth. ‘Lucky the teachers don’t have any say in it then, isn’t it?’ laughed Julian. ‘I think all schools should be run by the pupils, the way ours is.’ ‘What about Nora?’ asked Jenny, suddenly. ‘She wouldn’t be nervous of going on the platform.’ ‘She’d be good in some ways,’ said Belinda, her mind now made up, ‘but I don’t think she’d be as good as Emma . . .’ They discussed it further. By the end, Elizabeth felt well satisfied. Everyone seemed to agree that Thomas was the right choice for head boy. And apart from Martin, who didn’t know who he wanted, and Jenny, who still favoured Nora, everyone seemed to agree with her about Emma. Because of the way that Whyteleafe School was run, in Elizabeth’s opinion it was extremely important to get the right head boy and head girl. And she’d set her heart on Thomas and Emma. She felt that this discussion was a promising start. Then suddenly, near the end of the train journey, Belinda raised something which made Elizabeth’s scalp prickle with excitement. ‘We haven’t even talked about our own election! For a monitor to replace Susan. Now she’s going up into the third form, we’ll need someone new. We’ve got Joan, of course, but the second form always has two.’ She was looking straight at Elizabeth! ‘We all think you should be the other monitor, Elizabeth,’ explained Jenny. ‘We talked amongst ourselves at the end of last term and everyone agreed. Would you be willing to stand?’ ‘I – I—’ Elizabeth was quite lost for words. Speechless with pleasure! She had already been a monitor once and William and Rita had promised that her chance to be a monitor would surely come again. But she’d never expected it to come so soon! ‘You see, Elizabeth,’ Joan said gently, having been in on the secret, ‘everyone thinks it was very fine the way you stood down in favour of Susan last term. And that it’s only fair you should take her place now she’s going up.’ ‘Not to mention all the things you’ve done for the school. Even if we do always think of you as the Naughtiest Girl!’ laughed Kathleen. ‘We were really proud of you last term, Elizabeth. We were proud that you were in our form!’ ‘So would you be willing to stand?’ repeated Jenny. ‘Oh, yes, please!’ exclaimed Elizabeth, glancing across at Joan in delight. Their classmates wanted her to be a monitor again, with her best friend Joan! The two of them would be second form monitors together. ‘There’s nothing I’d like better!’ she added. What a wonderful surprise. What a marvellous term this was going to be! They all piled off at the station and watched their luggage being loaded on to the school coach. Julian gave Elizabeth’s back a pat. There was an amused gleam in his eyes. ‘Well, well. It looks as though the Naughtiest Girl is going to be made a monitor again. At the first Meeting. When will that be? This Saturday? Can she last that long without misbehaving?’ ‘Of course I can, Julian,’ replied Elizabeth, refusing to be amused. ‘I’m going to jolly well make certain of that!’ That, at least, was her intention.

I’m going to say this once here, and then—because it is obvious—I will not repeat it in the course of this book: not all boys engage in such behavior, not by a long shot, and many young men are girls’ staunchest allies. However, every girl I spoke with, every single girl—regardless of her class, ethnicity, or sexual orientation; regardless of what she wore, regardless of her appearance—had been harassed in middle school, high school, college, or, often, all three. Who, then, is truly at risk of being “distracted” at school? At best, blaming girls’ clothing for the thoughts and actions of boys is counterproductive. At worst, it’s a short step from there to “she was asking for it.” Yet, I also can’t help but feel that girls such as Camila, who favors what she called “more so-called provocative” clothing, are missing something. Taking up the right to bare arms (and legs and cleavage and midriffs) as a feminist rallying cry strikes me as suspiciously Orwellian. I recall the simple litmus test for sexism proposed by British feminist Caitlin Moran, one that Camila unconsciously referenced: Are the guys doing it, too? “If they aren’t,” Moran wrote, “chances are you’re dealing with what we strident feminists refer to as ‘some total fucking bullshit.’” So while only girls get catcalled, it’s also true that only girls’ fashions urge body consciousness at the very youngest ages. Target offers bikinis for infants. The Gap hawks “skinny jeans” for toddlers. Preschoolers worship Disney princesses, characters whose eyes are larger than their waists. No one is trying to convince eleven-year-old boys to wear itty-bitty booty shorts or bare their bellies in the middle of winter. As concerned as I am about the policing of girls’ sexuality through clothing, I also worry about the incessant drumbeat of self-objectification: the pressure on young women to reduce their worth to their bodies and to see those bodies as a collection of parts that exist for others’ pleasure; to continuously monitor their appearance; to perform rather than to feel sensuality. I recall a conversation I had with Deborah Tolman, a professor at Hunter College and perhaps the foremost expert on teenage girls’ sexual desire. In her work, she said, girls had begun responding “to questions about how their bodies feel—questions about sexuality or arousal—by describing how they think they look. I have to remind them that looking good is not a feeling.

Chet couldn’t wipe away his smile. “I have learned much since we parted ways, and one of those lessons is that a static force, even in mass, can be crushed by a dynamic one.” Wellington‘s face stiffened. “What kind of foolish talk is that?” “You will find out. On the Fourth of July, as you sit here in your governor’s mansion pandering to your public servants—using them to climb into more power, you will learn what it feels like to have everything you believe in shatter before your very eyes.” Wellington shifted irritably in his seat. “What sort of riddle is that, Chet? You and I have been in this political game our entire lives. You know how it works, and that’s not going to change. Ever. One party controls the knobs of politics with one hand, and the other party controls the knobs with the other hand. But they are all one body, members of a political ruling class. That’s what we do. This isn’t anything new.” Chet pushed his brows over his eyes in a gaze that could melt steel. “You will not be able to stop the ramifications of its impact. This thing I’m about to unleash upon you, I’m doing to you because you are an evil man. I used to be, I’ll give you that. But I changed, luckily, before death found me. And I will not let you get away with what you are doing to this country.” Wellington was aghast. “So you’re involved with terrorism now, are you? What are you going to do?” Chet shook his head. “The truth isn’t something you can hide from people. They all feel it even if they don’t understand the intentions behind the madness.” Wellington was in a near panic in anticipation over what Chet was planning. “I can have you followed, you know. Everyone you speak to will be monitored. Surely you know that? And who are you to decide what the best position for anything is? You don’t have a right to make decisions for the masses. If you were sitting in my seat, perhaps. But you’re not.” “If you hadn’t cheated, I would be in your chair.” Chet pierced Wellington with his squinted eyes. “And because of that, I have decided that you aren’t able to make decisions for the masses either, and I’ll see to it that you won’t continue to do so.” Chet pushed back his chair and stood up dramatically. “Enjoy this office because you won’t be here long.” Wellington contorted his face in panic. “What are you doing? What’s going to happen? Tell me at least that much! Was it so bad between us that we can’t reason with each other? Maybe we could make a deal. What if I make you my presidential running mate?” Chet didn’t answer. He headed for the door, unsure as to why he had said that last part. He still didn’t really know what was going to happen. But with Rick Stevens headed down in a few days with a multimillion dollar car, anything was possible. But now Wellington would know that Chet was behind the crazy driver who refused to pull over.

The essence of physical education in Naperville 203 is teaching fitness instead of sports. The underlying philosophy is that if physical education class can be used to instruct kids how to monitor and maintain their own health and fitness, then the lessons they learn will serve them for life. And probably a longer and happier life at that. What's being taught, really is a lifestyle. The students are developing healthy habits, skills, and a sense of fun, along with a knowledge of how their bodies work. Naperville's gym teachers are opening up new vistas for their students by exposing them to such a wide range of activities that they can't help but find something they enjoy. They're getting kids hooked on moving instead of sitting in front of the television.

I believe in sleep, The great creator of dreams and nightmares, I believe in doing his only son The muscle of the eye And born of the bed to lie on When suffered during night preps, Backed by the class monitor And stopped by the teachers on duty He descended on the desk, On the third hour he rose again, In accordance with the boredom scripture He ascended into the books And is seated on the right hand of he who is still doing To judge the wake and sleep I believe in my beddings,not The communication on the reading winter, The awakening bell at four am, In the mortal closure of the eyes Amen

Use a ‘noise level meter’ Background music makes a great noise level meter. Have it playing fairly softly in the background and assign one student per table group with the job of making sure the music is always audible. Once they can no longer hear it, they know they are too loud and they must tell their teammates to quieten down; if they can hear the music then the volume is okay. Another option is to have a visible reminder on the board or wall. This could be as simple as putting a sign up on the wall (‘You’re too noisy’) whenever talking turns into shouting, or you could be a little more creative with a colour scheme similar to traffic lights. A green card means levels are appropriate, orange means they’re getting a little bit too loud and red is way too loud. Instead of nagging kids to be quiet, just walk over to the wall and change the card to reflect the current noise level. In time, the students will start to look out for you doing this and they will remind each other to keep quiet when the orange card goes up. If the room is too noisy, put up the red card and tell students they must now work independently in silence for five minutes. If they manage that then you can then put the green card back up. A visual reminder like this develops responsibility and encourages children to monitor their own noise levels.

We also have the power to help students to monitor and maintain their motivation levels out of class time. As teachers we can control materials and activities in class to optimise motivation; as coaches we need to help our students to do this for themselves. We can, for example, raise their awareness of the options for reading English on the internet and the possible approaches to working with texts they choose. Examples of this are the activities 'Easy Reading' and 'Authentic Reading' (Student's Book activities 23 and 22). Another activity, Motivation Meter (activity 4, suggested lesson format here), helps learners monitor their motivation levels and analyse what influences these fluctuations.

Goals have been set and a plan of action agreed upon; this constitutes the setting up period of the programme and will take some time at the beginning. The coach’s role now shifts to one of monitoring the learners as they pursue their goals and practise English as they have planned to do. Just as the weight watchers weigh themselves at each meeting, students need to measure their progress, celebrate success and, when they don’t achieve their goals, reflect on why. The coach is there to lend support and guidance. For this to happen, lessons should now regularly address the learners’ language lives outside of class. This needs to be established as part of the routine of the classroom. Decide when and how often you wish to coach them, but we suggest a minimum of 10% of class time devoted to it. That means at least 20 minutes a week if you have lessons 3 hours a week. In this time, you can: •  let your learners share how they are feeling about English. Revisit the activities in the Motivate! section. •  let learners share their favourite activities and techniques for learning English. One format for letting learners do this is suggested in the activity 'Swap Shop'. Another is to nominate a different student each week to tell the class about one technique, website, activity, book or other resource that they have used to practise English and to talk about why and how they use it. •  set specific activities for language practice from the Student’s Book •  tell students to try out any activities they like from the Student’s Book •  demonstrate specific activities and techniques from websites and other sources. This can be more effective than just telling them. If they see how good it is and try it out for themselves in class, they will be more likely to do it on their own.

No age, race, class, or body type appeared unrepresented. There was even one ancient-looking character dressed as Gandalf from The Lord of the Rings, complete with a long white cloak, a pluming white beard, and a sturdy wooden staff on top of which he’d somehow managed to mount a small video monitor, looping a clip of my JJ Dinner speech.

When thinking about how to incorporate lecture videos, many online faculty imagine posting videos of their classroom lectures in the course. This is certainly one way to do it, and some institutions are investing in elaborate lecture-capture systems to facilitate this process. But lecture capture requires expensive tech and a team of skilled professionals. The small teaching way is to record short narrated slideshow videos or webcam-style videos speaking directly to the camera on your computer monitor. The key word here is short. “Traditional in-person lectures usually last an hour, but students have much shorter attention spans when watching educational videos online,” writes Philip Guo in a blog post about a study he and his colleagues conducted (Guo, 2013). The researchers compiled data from 6.9 million video-watching sessions to track engagement patterns of online students. Their findings led to a strong recommendation that online class videos should be no longer than six minutes.

A second method of rebalancing involves the creation of expansion bands. With this method of rebalancing, you create a window, such as plus or minus 5 percent from your desired allocation. You would rebalance whenever the asset class exceeds those bands. For example, if our desired equity allocation was 60 percent, we’d only need to rebalance whenever the equities in our portfolio fell below 55 percent or rose above 65 percent. However, if you plan to use the expansion band method and intend to rebalance as soon as your allocation touches either band, this would require more frequent monitoring of one’s portfolio than the predetermined time-interval method, especially in a volatile market. In addition, if strict expansion band rebalancing were to be done in a taxable account, it could create short-term capital gains which are taxed at a higher rate than long-term capital gains. Therefore, you may want to consider delaying your rebalancing until you have held the asset for more than 12 months.

LaForche for his standing, understood Christina’s seditious intents, and for that, he monitored and hated the rude Vixen of Woe. Innumerable times they had quarresquabbled, sometimes very loudly, both during and after class. Christina’s wit, as fast as her blade, for the most part won the scathingly bitter, single-edged dialogues, much to the chagrin and embarrassment of LaForche. It was no big secret that trying to deal with his Anti-Mr. Spock logic was like trying to cross a baking salt-flat desert mid-summer with nothing to drink or eat except stale crackers and a big jar of out-dated defunct Peter Pan peanut butter, its original “crunch” now being only pasty sand mouth goo. She often asked herself how could you argue against no mind. It was an unassuming study in stupility to say the least. —Christina Brickley, The Lady and the Samurai

Myth—DevOps Means Eliminating IT Operations, or “NoOps”: Many misinterpret DevOps as the complete elimination of the IT Operations function. However, this is rarely the case. While the nature of IT Operations work may change, it remains as important as ever. IT Operations collaborates far earlier in the software life cycle with Development, who continues to work with IT Operations long after the code has been deployed into production. Instead of IT Operations doing manual work that comes from work tickets, it enables developer productivity through APIs and self-serviced platforms that create environments, test and deploy code, monitor and display production telemetry, and so forth. By doing this, IT Operations become more like Development (as do QA and Infosec), engaged in product development, where the product is the platform that developers use to safely, quickly, and securely test, deploy, and run their IT services in production.

Jo didn't have more than two or three hours of awareness on any given day. When she wasn't doing work for her graduate classes, Jo thought about, or wrote about, getting well. Jo's goal was no amnesia. She wanted all of the time. Jo didn't have my ability to monitor what went on when "she was inside." Her life was a slide show of fleeting moments. She wasn't sure what she'd do with twenty-four hours of a day, but she knew she wouldn't spend an afternoon coloring, as Missy sometimes did. She certainly wouldn't spend precious minutes playing with a toy dump truck in Lynn's office, as Little Joe did.

THE SEVEN STEPS OF SELF-TRANSFORMATION Illumination is the act of shining the light of consciousness on the egoic forces that obstruct our minds, things such as defense mechanisms, illusions, and other intellectual structures that obscure our capacity to see ourselves and all around us as Sacred. We can think of this as removing lampshades that cover up our inner One Mind's Light. Submersion brings us into deeper self-awareness by wading into the waters of our unconscious, our inner One Thing, thus opening the door to a productive dialog between the conscious and the unconscious selves, which can be considered respectively as our inner One Mind and One Thing. Remember, it is the interaction between these two that gives power to all creation, so it is important to get these forces into a productive dialog within us if we want our soul to create life. Polarization is a process through which we increase our awareness of inner duality— our One Mind and One Thing — and explore the paradox of their underlying unity and separation ability. Just as we saw in the story of creation, these two internal forces can use their separation to create a polarity, such as charging a battery, and this battery enhances our creativity. Merging is the actual fusion of these opposing powers that can also be known as our active and reactive inner natures, the conscious and the unconscious, the mind, and the soul. Here we start to blend the best of both, giving birth to what Egyptian alchemists call the Intelligence of the Heart, thus overloading our internal battery and our creative abilities. Inspiration takes Merging's creative potential and animates it with the Divine breath of life, introducing new dimensions beyond our ability to plan or monitor. The element of surprise threatens the illusion of the ego-self that it is in control, so a part of Inspiration causes the self-deception to die and fall away so that we can be reborn into the Light of Truth. In other terms, our True Self can be remembered. Refining takes from the previous step the divinely inspired solution and further purifies it, removing any last traces of the ego that would otherwise cloud our ability to see our True Self. We lift our human consciousness to the highest possible level to reconnect with the One Self, and Reiki is a wonderful tool to do so as you will know in the near future. Integration completes the process by uniting our One Mind, and One Thing's distilled essence, allowing us to experience their inherent Oneness at a deep level. This can also be considered as the union of spirit, soul, and body with matter. Saying it pragmatically, we take this state of awakened awareness and incorporate it into the very structure of our daily lives; it's not something we feel only when we're on a couch of contemplation or in a class of yoga. And then we return to the beginning, like the ouroboros, the snake eating its own tail, but this time bearing to bear our newly created insight. These are the seven stages of self-transformation, in a nutshell, and now is the time to weave Reiki into the picture.

Hacking Blood Sugar Several months ago, I received a text from Kevin stating “I found the grail” with a screenshot of his Dexcom continuous glucose monitor showing his levels at 79mg/dL (which is healthily low) after consuming two beers, a pork chop with honey glaze, 4 slices of corn bread with honey and butter, and a side order of potato gnocchi. What was the “grail”? 25 mg of acarbose (¼ pill) with food. He learned this trick from Peter Attia (page 59), who I introduced him to.

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Instead of IT Operations doing manual work that comes from work tickets, it enables developer productivity through APIs and self-serviced platforms that create environments, test and deploy code, monitor and display production telemetry, and so forth.

So far, we’ve discussed evidence indicating that one person’s intention can influence the physiology of a distant person, and that the intentions of trained meditators have a somewhat larger effect than nonmeditators. Through the TM-Sidhi program we found that meditators’ intentions may affect the behavior of the local population as measured through reduced indices of violence. A third class of studies, called the “attention focusing facilitation” design, takes a variation of the TM-Sidhi claim into a controlled laboratory context to see if one person’s focused attention can remotely help a distant person to focus his or her attention. In a “distant facilitation of attention” experiment, the distant person—let’s call her Holly—is asked to focus her attention on a candle flame. As soon as Holly notices that her mind is wandering from the candle, she is asked to press a button and return her attention to the candle. The frequency of her button presses is used to measure Holly’s level of focused attention and is the measurement of interest. A second participant, let’s call him Vernon, is located in a distant, isolated room. Holly and Vernon are strictly isolated to exclude any normal means of communication. Vernon’s role is to act as the “attention facilitator.” He has a computer monitor in front of him displaying an experimental condition, either “control” or “help.” During help periods, Vernon focuses his attention on a candle flame in front of him while simultaneously holding the intention to enhance Holly’s ability to focus on her candle. During control periods, Vernon withdraws his attention from the candle and Holly and thinks about other matters.

Colonizing schemes all drew on the language of breeding. Fertility had to be monitored, literally and figuratively, under the watchful supervision of household and town fathers. This was the case in disciplining unruly children, corralling servants, and dispensing religious membership privileges to the next generation (i.e., the offspring of the godly). Good breeding practices tamed otherwise unmanageable waste, whether it was wasteland or waste people; breeding sustained the pastoral tradition already associated with the Elizabethan age, which found its best literary expression in testaments to rustic beauty and cosmic harmony.

Are you sad, lonely, scared? Happy, confident? Getting your period? Experiencing a peak of class anxiety? So-called advertisers can seize the moment when you are perfectly primed and then influence you with messages that have worked on other people who share traits and situations with you. I say “so-called” because it’s just not right to call direct manipulation of people advertising. Advertisers used to have a limited chance to make a pitch, and that pitch might have been sneaky or annoying, but it was fleeting. Furthermore, lots of people saw the same TV or print ad; it wasn’t adapted to individuals. The biggest difference was that you weren’t monitored and assessed all the time so that you could be fed dynamically optimized stimuli—whether “content” or ad—to engage and alter you.

He laid out the defining characteristics, workflow, and management as follows. A two-pizza team will: Be small. No more than ten people. Be autonomous. They should have no need to coordinate with other teams to get their work done. With the new service-based software architecture in place, any team could simply refer to the published application programming interfaces (APIs) for other teams. (More on this new software architecture to follow.) Be evaluated by a well-defined “fitness function.” This is the sum of a weighted series of metrics. Example: a team that is in charge of adding selection in a product category might be evaluated on: a)  how many new distinct items were added for the period (50 percent weighting) b)  how many units of those new distinct items were sold (30 percent weighting) c)  how many page views those distinct items received (20 percent weighting) Be monitored in real time. A team’s real-time score on its fitness function would be displayed on a dashboard next to all the other two-pizza teams’ scores. Be the business owner. The team will own and be responsible for all aspects of its area of focus, including design, technology, and business results. This paradigm shift eliminates the all-too-often heard excuses such as, “We built what the business folks asked us to, they just asked for the wrong product,” or “If the tech team had actually delivered what we asked for and did it on time, we would have hit our numbers.” Be led by a multidisciplined top-flight leader. The leader must have deep technical expertise, know how to hire world-class software engineers and product managers, and possess excellent business judgment. Be self-funding. The team’s work will pay for itself. Be approved in advance by the S-Team. The S-Team must approve the formation of every two-pizza team.

It is not difficult to imagine a scenario in which racial and class segregation are maintained digitally in the United States, via remote control, with impoverished communities of color confined to their neighborhoods by electronic monitors that alert the police when people step outside their designated zones. This is not the stuff of scifi/fantasy or teen dystopian fiction; this is the world that many of us are co-creating right now even as we claim to be working to end mass incarceration.

Now, though, as we assembled the crew to work on our second film, A Bug’s Life, drawing on people who’d been key to Toy Story’s evolution, I discovered we’d completely missed a serious, ongoing rift between our creative and production departments. In short, production managers told me that working on Toy Story had been a nightmare. They felt disrespected and marginalized—like second-class citizens. And while they were gratified by Toy Story’s success, they were very reluctant to sign on to work on another film at Pixar. I was floored. How had we missed this? The answer, at least in part, was rooted in the role production managers play in making our films. Production managers are the people who keep track of the endless details that ensure that a movie is delivered on time and on budget. They monitor the overall progress of the crew; they keep track of the thousands of shots; they evaluate how resources are being used; they persuade and cajole and nudge and say no when necessary. In other words, they do something essential for a company whose success relies on hitting deadlines and staying on-budget: They manage people and safeguard the process. If there was one thing we prided ourselves on at Pixar, it was making sure that Pixar’s artists and technical people treated each other as equals, and I had assumed that that same mutual respect would be afforded to those who managed the productions. I had assumed wrong. Sure enough, when I checked with the artists and technical staff, they did believe that production managers were second-class and that they impeded—not facilitated—good filmmaking by overcontrolling the process, by micromanaging. Production managers, the folks I consulted told me, were just sand in the gears.

there is no context in which my ego, if not fastidiously monitored, won’t run amok. It is extremely difficult to put aside a lifetime’s conditioning. The only way I can stay drug free is one day at a time, with vigilance, humility, and support. My tendency is still, after eleven years, to drift towards oblivion. My appetite for attention too can only be positively directed with great care. Look out your window, turn on your TV, see which values are being promoted, which aspects of humanity are being celebrated. The alarm bells of fear and desire are everywhere; these powerful primal tools, designed to aid survival in a world unrecognizable to modern civilized humans, are relentlessly jangled. A facet of our unevolved nature—comparable to that which still craves sugar and fat, a relic from the days when it was scarce—is being pricked and jabbed and buzzed every time we see a billboard bikini or a Coca-Cola floozy. Our saber-toothed terrors and mammoth anxieties are being dragged up and strung out by shrill transmissions about immigrants, junkies, pit bulls, and cancer. Once I sat in that kundalini class, in white robes, cross-legged, with pan-piped serenity caressing the congregation as we meditated as one, and all I was really thinking about was if I should buy a gun. I was in America after all and you are allowed a gun. Have you ever held a Glock 38? It feels so cool in your hand. Even the word makes you feel tough. “Glock.” Tupac had one; Eminem loves them—I want one. Never mind all this hippie-dippie, yin–yang, Ramadan, green-juice bullshit; I want a gat, like Tupac. Of course, I think things like that; the messages that are broadcast on that frequency move fast and stick hard. Look at the state of the world. I didn’t buy one, though; my mum had to remind me that I’m a peace-loving lad and that if I had a gun in the house, the person most at risk would be me. The kundalini techniques worked: They advanced my mind, they tuned me in. How much more powerful these techniques would be if supported by a culture of spiritual evolution, not one of self-fortification.

In 2019, the Wall Street Journal reported that a primary school in Jinhua required its fifth-grade students to wear EEG headsets, which fed data to their teachers, parents, and the state. The US-based manufacturer and supplier of the devices, BrainCo, had shipped more than twenty thousand of them to China already.13 About an inch wide and made of black plastic, the Focus 1 (or Fu Si) headsets are worn across students’ foreheads. A light in the middle blazes red, yellow, or blue to signal the student’s engagement.14 More intensive brain wave data is sent in real time to the teacher’s computer, whose software generates real-time alerts about students’ attention levels. The teachers overseeing the program believed that brain monitoring substantially improved their students’ engagement. One student agreed, saying he had “become more attentive in class. All of my assignments come back with perfect grades.”15 Other students are less sanguine, having been punished by their parents for their low attention scores.

Between colonizer and colonized there is room only for forced labor, intimidation, pressure, the police, taxation, theft, rape, compulsory crops, contempt, mistrust, arrogance, self-complacency, swinishness, brainless elites, degraded masses. No human contact, but relations of domination and submission which turn the colonizing man into a class-room monitor, an army sergeant, a prison guard, a slave driver, and the indigenous man into an instrument of production.

Jeong-dae, who nonchalantly slid the blackboard cleaner into his book bag. ‘What’re you taking that for?’ ‘To give to my sister.’ ‘What’s she going to do with it?’ ‘Well, she keeps talking about it. It’s her main memory of middle school.’ ‘A blackboard cleaner? Must have been a pretty boring time.’ ‘No, it’s just there was a story connected with it. It was April Fool’s Day, and the kids in her class covered the entire blackboard with writing, for a prank - you know, because the teacher would have to spend ages getting it all off before he could start the lesson. But when he came in and saw it he just yelled, “Who’s classroom monitor this week?” - and it was my sister. The rest of the class carried on with the lesson while she stood out in the corridor, dangling the cloth out of the window and beating it with a stick to bash the chalk dust out. It is funnv, though, isn’t it? Two years at middle school, and that’s what she remembers most.

Hide global data. If you need to use global data, you can hide its implementation details behind a class interface. Working with global data through access routines provides several benefits compared to working with global data directly. You can change the structure of the data without changing your program. You can monitor accesses to the data. The discipline of using access routines also encourages you to think about whether the data is really global; it often becomes apparent that the "global data" is really just object data.

However, for decades we have ended up with silos of information, where Development only creates logging events that are interesting to developers, and Operations only monitors whether the environments are up or down. As

Monitoring is so important that our monitoring systems need to be more available and scalable than the systems being monitored.

She sighed hard and shook her head, realized she was still staring at the same recipe card in her hand. She propped it against the monitor and read again, Elegant French Pork and Beans, by Carmine Grosz of Huron, South Dakota. She scanned the recipe, which called for haricot beans- a not inelegant bean, Olivia thought. Two kinds of sausage, two cuts of pork. Leeks. Well. This looked like a midwesternized cassoulet- definitely better than the usual "Casserole Corner" fare, which was largely made up of recipes containing endless and minute variations on the same hot dishes, issue after issue. For a couple of years there, chicken and broccoli had been all the rage: Chicken Broccoli Divan, Chicken Broccoli 'Divine', Chicken Broccoli Supreme ("Them's fightin' words," Ruby had told Vivian). Chicken Broccoli Surprise, Chicken Broccoli 'Rice' Surprise (David: "Where's the surprise? You've just listed all the ingredients in the title"). Elegant Company Chicken-Broccoli Casserole. "Which is the inelegant part," Olivia had asked over the phone from college, because she was studying ambiguous reference in her Linguistic Description of Modern English class, "the company or the casserole?

Se repetimos uma coisa várias vezes, ela se torna normal. Se vemos uma coisa com frequência, ela se torna normal. Se só os meninos são escolhidos como monitores da classe, então em algum momento nós todos vamos achar, mesmo que inconscientemente, que só um menino pode ser o monitor da classe. Se só os homens ocupam cargos de chefia nas empresas, começamos a achar “normal” que esses cargos de chefia só sejam ocupados por homens.

In a now-famous experiment, he and his colleagues compared three groups of expert violinists at the elite Music Academy in West Berlin. The researchers asked the professors to divide the students into three groups: the “best violinists,” who had the potential for careers as international soloists; the “good violinists”; and a third group training to be violin teachers rather than performers. Then they interviewed the musicians and asked them to keep detailed diaries of their time. They found a striking difference among the groups. All three groups spent the same amount of time—over fifty hours a week— participating in music-related activities. All three had similar classroom requirements making demands on their time. But the two best groups spent most of their music-related time practicing in solitude: 24.3 hours a week, or 3.5 hours a day, for the best group, compared with only 9.3 hours a week, or 1.3 hours a day, for the worst group. The best violinists rated “practice alone” as the most important of all their music-related activities. Elite musicians—even those who perform in groups—describe practice sessions with their chamber group as “leisure” compared with solo practice, where the real work gets done. Ericsson and his cohorts found similar effects of solitude when they studied other kinds of expert performers. “Serious study alone” is the strongest predictor of skill for tournament-rated chess players, for example; grandmasters typically spend a whopping five thousand hours—almost five times as many hours as intermediatelevel players—studying the game by themselves during their first ten years of learning to play. College students who tend to study alone learn more over time than those who work in groups. Even elite athletes in team sports often spend unusual amounts of time in solitary practice. What’s so magical about solitude? In many fields, Ericsson told me, it’s only when you’re alone that you can engage in Deliberate Practice, which he has identified as the key to exceptional achievement. When you practice deliberately, you identify the tasks or knowledge that are just out of your reach, strive to upgrade your performance, monitor your progress, and revise accordingly. Practice sessions that fall short of this standard are not only less useful—they’re counterproductive. They reinforce existing cognitive mechanisms instead of improving them. Deliberate Practice is best conducted alone for several reasons. It takes intense concentration, and other people can be distracting. It requires deep motivation, often self-generated. But most important, it involves working on the task that’s most challenging to you personally. Only when you’re alone, Ericsson told me, can you “go directly to the part that’s challenging to you. If you want to improve what you’re doing, you have to be the one who generates the move. Imagine a group class—you’re the one generating the move only a small percentage of the time.” To see Deliberate Practice in action, we need look no further than the story of Stephen Wozniak. The Homebrew meeting was the catalyst that inspired him to build that first PC, but the knowledge base and work habits that made it possible came from another place entirely: Woz had deliberately practiced engineering ever since he was a little kid. (Ericsson says that it takes approximately ten thousand hours of Deliberate Practice to gain true expertise, so it helps to start young.)

The khateeb reiterates that his role is vital and positions himself as the spiritual teacher of the recruits. This position is belied somewhat by my earlier description of my encounter with him and his superiors, an impression strengthened by my conversation with other senior army officers. A retired infantry general shared with me how he had confronted the khateeb’s influence in the barracks while he was in services. A particular khateeb under his command during the Kargil war was asked to go to a post nearer the combat zone to motivate the troops. The cleric refused on the grounds that certain requirements of jihad29 had not been fulfilled, so he could not support the effort. “I summoned him and told him, ‘You talk of jihad; God will decide what is jihad. This is a war zone, and I am ordering a district court martial of you, and I will ensure that you are put before a firing squad right over here in front of my office.’” He then had him posted out of the area with immediate effect. The khateeb is told here that he is in no position to adjudicate what jihad is, the implication being that the military, in this case the commanding officer, has the right to adjudicate this over and above religious authority, whose only role is to motivate troops in the name of jihad as and when ordered by the military officer. The khateeb is a spiritual guide, then, with no real official authority, an army person but not regular army personnel. He is a “harmless” person yet one who must be monitored, as evidenced by the colonel’s initial reluctance to let me talk to him. As another retired infantry general jokingly put it, “He [the khateeb] is uneducated but very motivating.” Much like his soldier-class contemporaries, he is regarded by the officer class as somewhat uncouth but nonetheless essential for the training center. He has the specific task of motivating troops and acting as a religious mascot to lend credence to the militarism project. 265/378

Israel’s response to Covid-19 was unprecedented in the Western world. It used its internal security service, the Shin Bet, to track and monitor potential Covid cases (though it had been secretly collecting all mobile phone metadata since at least 200262) and follow social media posts for any evidence of social gatherings. There was an outcry among the Israeli media class and some politicians, angered that a system designed to oppress Palestinians in the West Bank and East Jerusalem could be turned on Israeli Jews. Not that any of them said this outright, but the implication was clear: do what you want to monitor Palestinians with the Shin Bet and make their lives hell but do not use it on us.63 There was also silence about Israel’s export of surveillance tools to regimes around the world, with many Israeli critics unable or unwilling to make the connection with the nation’s Covid-19 response and the companies tasked to do it having had years of experience selling these tools to dictatorships and democracies