Coed School Quotes

Dr. Richard Davidson, a neuroscientist at the University of Wisconsin–Madison, concludes, “Your grades in school, your scores on the SAT, mean less for life success than your capacity to co-operate, your ability to regulate your emotions, your capacity to delay your gratification, and your capacity to focus your attention. Those skills are far more important—all the data indicate—for life success than your IQ or your grades.

Your grades in school, your scores on the SAT, mean less for life success than your capacity to co-operate, your ability to regulate your emotions, your capacity to delay your gratification, and your capacity to focus your attention. Those skills are far more important—all the data indicate—for life success than your IQ or your grades.

I learned that although we knew about white people even if we didn’t live with them—they were co-workers, school administrators, and of course, every image onscreen—segregation meant that white people didn’t know much about us at all. For all the ways that segregation is aimed at limiting the choices of people of color, it’s white people who are ultimately isolated.

Stalky,' in their school vocabulary, meant clever, well-considered and wily, as applied to plans of action; and 'stalkiness' was the one virtue Corkran toiled after.

Who wouldn’t love this jargon we dress common sense in: "formal innovation is no longer transformative, having been co-opted by the forces of stabilization and post-industrial inertia," blah, blah. But this co-optation might actually be a good thing if it helped keep younger writers from being able to treat mere formal ingenuity as an end in itself. MTV-type co-optation could end up a great prophylactic against cleveritis—you know, the dreaded grad-school syndrome of like "Watch me use seventeen different points of view in this scene of a guy eating a Saltine." The real point of that shit is "Like me because I’m clever"—which of course is itself derived from commercial art’s axiom about audience-affection determining art’s value.

I finished loading the dishwasher, and then circled the couch to make sure I hadn’t missed any visible empty condom wrappers. That was never fun to explain. The fact that I had bagged a good portion of beautiful coeds at this school was no secret, but I didn’t see a reason to remind them when they came to my apartment. It was all about presentation.

I don’t want him regarding women as some other species.” I pointed out that I had attended a co-educational public school and had ended up regarding the majority of the human race as another species.

It does sound too easy, doesn't it? But if a man keeps saying, "I want you," a naive girl is drawn in by the ego-trip of her own desirability. The man need not be particularly attractive in himself. It's the girl's vulnerability which traps her. A student from a co-ed school would laugh it off unless she was truly attracted,

I liked all the children in my class. Back then, I think we all just tacitly assumed that we were equal. That we were all in the same boat. We didn’t really think about our different genders, races or classes. We just co-existed, like one big family.

school-boy. The spectators thou regardest as on work-days they regard each other. For thee, then, it may be well to wish thyself behind a desk, over ruled ledgers, collecting tolls, and picking out reversions. Thou feelest not the co-operating, co-inspiring

At every moment of life the civilised man is hedged about by restrictions of impulse: if he happens to feel cheerful he must not sing or dance in the street, while if he happens to feel sad he must not sit on the pavement and weep, for fear of obstructing pedestrian traffic. In youth his liberty is restricted at school, in adult life it is restricted throughout his working hours. All this makes zest more difficult to retain, for the co ntinual restraint tends to produce wearin ess and boredom. Nevertheless, a civilised society is impossible without a very considerable degree of restraint upon spontaneous impulse, since spontaneous impulse will only produce the simplest forms of social c ooperation, not those highly complex forms which modern economic organisation demands

Education and Teaching jobs for teachers and school support staff with education forums and free teaching resources. http://www.workinschools.co.uk/defaul...

The air had that familiar tang of floor polish, socks and stale dinners that most schools share.

Motherhood is the last area in which the qualities we usually value—rationality, independent thinking, consulting our own best interests, planning for a better, more prosperous future, and dare I say it, pursuing happiness and dreams—are condemned as frivolity and selfishness. We certainly don’t expect a man who accidentally impregnates a woman to drop everything and accept a life of difficulties and dimmed hopes in order to co-parent a baby. No college for you, young man—maybe you can pick up some courses later, when your child is in school.

You’re a worse punishment than even he deserves, lady,” she bit off as she turned away from the phone. “I wouldn’t wish you on my worst enemy!” The phone rang again and she picked it up, ready to give Audrey a fierce piece of her mind. But it was a journalist wanting to know if the story in the tabloids was true, about Tate and Cecily being lovers when she was still in school. “It most certainly is not,” she said curtly. “But I’ll tell you what is. Tate Winthrop is marrying Washington socialite Miss Audrey Gannon at Christmas. You can print that, with my blessing!” And she hung up again.

Marie, you are the sine to my cosine.” My eyelashes fluttered and so did my heart, but I managed to tease, “Are you saying we’ll never be on the same wavelength?” He moved his head to the side as though considering my words. “More like, we complement each other. In basic trigonometry terms, cosine is the sine of the complementary or co-angle.” “I took trigonometry in high school. All I remember is pi r squared.” “I would argue that pie are round, but whatever gives you a right angle.” He shrugged. I laughed, even though the joke was painfully punny, and my hopes took his words as permission to start the countdown clock on their evil little space rocket.

English: "If I believed slanders told by my Czech language school marks, I could not even think of writing books." Česky: „Kdybych uvěřil pomluvám, co o mě prohlašují známky z češtiny, nemohl bych ani pomyslet na psaní knih.

Selling your house, giving away possessions, working multiple jobs for a period of time, going back to school and moving in with friends or relatives, sharing a car with your partner and riding your bike more, investing all your savings in a new venture, living on the other side of the world for a year— your friends may not understand, your co-workers may not get it, your extended family may think you’ve lost your mind— that’s okay. Better to receive some odd looks and have a few people roll their eyes than spend your days wondering, What if I did that . . . ? Take that step. Make that leap. Try that new thing. If it helps clarify your ikigai, if it gets you up in the morning, if it’s good for you and the world, do it.

But what if you can’t find a colleague with a compatible schedule? When Taylor went away to speak at a conference for a week, I needed to re-create the experience of making an effort pact with another person. Thankfully, I found Focusmate. With a vision to help people around the world stay focused, they facilitate effort pacts via a one-to-one video conferencing service. While Taylor was away, I signed up at Focusmate.com and was paired with a Czech medical school student named Martin. Because I knew he would be waiting for me to co-work at our scheduled time, I didn’t want to let him down. While Martin was hard at work memorizing human anatomy, I stayed focused on my writing. To discourage people from skipping their meeting times, participants are encouraged to leave a review of their focus mate.5 Effort pacts make us less likely to abandon the task at hand. Whether we make them with friends and colleagues, or via tools like Forest, SelfControl, Focusmate, or kSafe, effort pacts are a simple yet highly effective way to keep us from getting distracted.

In 1999, Daniel Salmon and co-workers from the Johns Hopkins School of Public Health found that the risk of contracting measles in five- to nine-year-olds whose parents had chosen not to vaccinate them was one hundred and seventy times greater than for vaccinated children.

That there is a silent genocide of women and girls in the homes, communities and just everywhere is not a new story. That my great grandmother, grandmother, mother, mother-in-law, aunt, sister, cousin, niece, housemaid, co-worker, friend, neighbor and just about every female shares the same pain is not a new story. What is new in this story is how I stood up to say, “Never again.” Never again will a girl or woman get raped, killed, drop out of school, be harmed by our culture or be sexually enslaved. That is as long as I know about it. Never Again--not to any woman or girl again is the new story.

He wrote extensively on how schools should be made more attractive to boys and girls and thus more productive. His own co-educational school at Santiniketan had many progressive features. The emphasis here was on self-motivation rather than on discipline, and on fostering intellectual curiosity rather than competitive excellence.

An example of the Peter Pan syndrome is used in Aldous Huxley's 1962 novel Island. In it, one of the characters talks about male "dangerous delinquents" and "power-loving troublemakers" who are "Peter Pans". These types of males were "boys who can't read, won't learn, don't get on with anyone, and finally turn to the more violent forms of delinquency." He uses Adolf Hitler as an archetype of this phenomenon:[15] A Peter Pan if ever there was one. Hopeless at school. Incapable either of competing or co- operating. Envying all the normally successful boys—and, because he envied, hating them and, to make himself feel better, despising them as inferior beings. Then came the time for puberty. But Adolf was sexually backward. Other boys made advances to girls, and the girls responded. Adolf was too shy, too uncertain of his manhood. And all the time incapable of steady work, at home only in the compensatory Other World of his fancy. There, at the very least, he was Michelangelo. Here, unfortunately, he couldn't draw. His only gifts were hatred, low cunning, a set of indefatigable vocal cords and a talent for nonstop talking at the top of his voice from the depths of his Peter-Panic paranoia. Thirty or forty million deaths and heaven knows how many billions of dollars—that was the price the world had to pay for little Adolf's retarded maturation.

When thinkers accept those who deny the existence of thinking, as fellow thinkers of a different school of thought—it is they who achieve the destruction of the mind. They grant the enemy’s basic premise, thus granting the sanction of reason to formal dementia. A basic premise is an absolute that permits no co-operation with its antithesis and tolerates no tolerance.

It was Southern, therefore, to put it brutally, because of the history of America—the United States of America: and small black boys and girls were now paying for this holocaust. They were attempting to go to school. They were attempting to get an education, in a country in which education is a synonym for indoctrination, if you are white, and subjugation, if you are black. It was rather as though small Jewish boys and girls, in Hitler’s Germany, insisted on getting a German education in order to overthrow the Third Reich. Here they were, nevertheless, scrubbed and shining, in their never-to-be-forgotten stiff little dresses, in their never-to-be-forgotten little blue suits, facing an army, facing a citizenry, facing white fathers, facing white mothers, facing the progeny of these co-citizens, facing the white past, to say nothing of the white present: small soldiers, armed with stiff, white dresses, and long or short dark blue pants, entering a leper colony, and young enough to believe that the colony could be healed, and saved. They paid a dreadful price, those children, for their missionary work among the heathen.

I won’t be responsible for helping you move someplace where you’re at risk. For one thing, Tate would kill me if anything happened to you.” “He might maim you a little…” “I’m not joking,” Colby said quietly. “You don’t understand how he is about you. He isn’t normal when you’re threatened, in any way.” He studied her for a long moment. “Cecily, how do you think it would affect him if he knew you were carrying his child?” Her heart almost jumped out of her chest. She put a hand over her slightly swollen waistline and sighed. “I don’t know. He…loves little things,” she said after a minute, smiling as she recalled Tat with a succession of her pets over the years. “He likes children, too. We always had a Christmas party at the school on the Wapiti reservation every year, and Tate would help pass out presents. The kids were crazy about him.” “He loves children,” Colby agreed. “He’d want his own child.” She lowered her eyes to the carpet with a sigh. “Maybe. Or maybe it would just make him feel trapped all over again.” She put her head in her hands. “It’s all such a mess,” she murmured. “I don’t know what to do.” “In which case, you should do nothing,” Colby said firmly. She didn’t quite meet his eyes as she smiled. “Good advice.” Which didn’t mean she was willing to take it, she thought an hour later as she packed a suitcase. She couldn’t tell Colby her plans for fear he might tell Tate. She couldn’t tell Matt or Leta for the same reason. Her only logical solution was to get on a bus or a train or an airplane and just…vanish. So that’s what she did.

We have now reached a level in which many people are not merely unacquainted with the fundamentals of punctuation, but don’t evidently realize that there are fundamentals. Many people—people who make posters for leading publishers, write captions for the BBC, compose letters and advertisements for important institutions—seem to think that capitalization and marks of punctuation are condiments that you sprinkle through any collection of words as if from a salt shaker. Here is a headline, exactly as presented, from a magazine ad for a private school in York: “Ranked by the daily Telegraph the top Northern Co-Educational day and Boarding School for Academic results.” All those capital letters are just random. Does anyone really think that the correct rendering of the newspaper is “the daily Telegraph”? Is it really possible to be that unobservant? Well, yes, as a matter of fact. Not long ago, I received an e-mail from someone at the Department for Children, Schools and Families asking me to take part in a campaign to help raise appreciation for the quality of teaching in Great Britain. Here is the opening line of the message exactly as it was sent to me: “Hi Bill. Hope alls well. Here at the Department of Children Schools and Families…” In the space of one line, fourteen words, the author has made three elemental punctuation errors (two missing commas, one missing apostrophe; I am not telling you more than that) and gotten the name of her own department wrong—this from a person whose job is to promote education. In a similar spirit, I received a letter not long ago from a pediatric surgeon inviting me to speak at a conference. The writer used the word “children’s” twice in her invitation, spelling it two different ways and getting it wrong both times. This was a children’s specialist working in a children’s hospital. How long do you have to be exposed to a word, how central must it be to your working life, to notice how it is spelled?

Later that month, the principal called me into his office, offered some pleasantries and a Co’-Cola, then asked: “Son, are you a subversive?” I assured him I was not. I told him I’d voted for Ike. He seemed satisfied, but suggested I might stick more to the “generally accepted reading list” in the future. Hairstyles change, and skirt lengths, and slang, but high school administrations? Never.

The charge that Anarchism is destructive, rather than constructive, and that, therefore, Anarchism is opposed to organization, is one of the many falsehoods spread by our opponents. They confound our present social institutions with organization; hence they fail to understand how we can oppose the former, and yet favor the latter. The fact, however, is that the two are not identical. “The State is commonly regarded as the highest form of organization. But is it in reality a true organization? Is it not rather an arbitrary institution, cunningly imposed upon the masses? “Industry, too, is called an organization; yet nothing is farther from the truth. Industry is the ceaseless piracy of the rich against the poor. “We are asked to believe that the Army is an organization, but a close investigation will show that it is nothing else than a cruel instrument of blind force. “The Public School! The colleges and other institutions of learning, are they not models of organization, offering the people fine opportunities for instruction? Far from it. The school, more than any other institution, is a veritable barrack, where the human mind is drilled and manipulated into submission to various social and moral spooks, and thus fitted to continue our system of exploitation and oppression. “Organization, as WE understand it, however, is a different thing. It is based, primarily, on freedom. It is a natural and voluntary grouping of energies to secure results beneficial to humanity. “It is the harmony of organic growth which produces variety of color and form, the complete whole we admire in the flower. Analogously will the organized activity of free human beings, imbued with the spirit of solidarity, result in the perfection of social harmony, which we call Anarchism. In fact, Anarchism alone makes non-authoritarian organization of common interests possible, since it abolishes the existing antagonism between individuals and classes. “Under present conditions the antagonism of economic and social interests results in relentless war among the social units, and creates an insurmountable obstacle in the way of a co-operative commonwealth. “There is a mistaken notion that organization does not foster individual freedom; that, on the contrary, it means the decay of individuality. In reality, however, the true function of organization is to aid the development and growth of personality. “Just as the animal cells, by mutual co-operation, express their latent powers in formation of the complete organism, so does the individual, by co-operative effort with other individuals, attain his highest form of development. “An organization, in the true sense, cannot result from the combination of mere nonentities. It must be composed of self-conscious, intelligent individualities. Indeed, the total of the possibilities and activities of an organization is represented in the expression of individual energies. “It therefore logically follows that the greater the number of strong, self-conscious personalities in an organization, the less danger of stagnation, and the more intense its life element. “Anarchism asserts the possibility of an organization without discipline, fear, or punishment, and without the pressure of poverty: a new social organism which will make an end to the terrible struggle for the means of existence,—the savage struggle which undermines the finest qualities in man, and ever widens the social abyss. In short, Anarchism strives towards a social organization which will establish well-being for all. “The germ of such an organization can be found in that form of trades unionism which has done away with centralization, bureaucracy, and discipline, and which favors independent and direct action on the part of its members.

The boy, Max Rüst, will later on become a tinker, father of seven more Rüsts, he will go to work for the firm of Hallis & Co., Plumbing and Roofing, in Grünau. At the age of 52 he will win a quarter of a prize in the Prussian Class Lottery, then he will retire from business and die during an adjustment suit which he has started against the firm of Hallis & Co., at the age of 55. His obituary will read as follows: On September, suddenly, from heart-disease, my beloved husband, our dear father, son, brother, brother-in-law, and uncle, Paul Rüst, in his 55th year. This announcement is made with deep grief on behalf of his sorrowing family by Marie Rüst. The notice of thanks after the funeral will read as follows: Acknowledgment. Being unable to acknowledge individually all tokens of sympathy in our bereavement, we hereby express our profound gratitude to all relatives, friends, as well as to the tenants of No. 4 Kleiststrasse and to all our acquaintances. Especially do we thank Herr Deinen for his kind words of sympathy. At present his Max Rüst is 14 years old, has just finished public school, is supposed to call by on his way there at the clinic for the defective in speech, the hard of hearing, the weak-visioned, the weak-minded, the in-corrigible, he has been there at frequent intervals, because he stutters, but he is getting better now.

We marched him to the turfy shack where he lived with his parents and while the youth sulked Petronius Longus put the whole moral issue in succinct terms to them: Ollia’s father was a legionary veteran who had served in Egypt and Syria for over twenty years until he left with double pay, three medals, and a diploma that made Ollia legitimate; he now ran a boxers’ training school where he was famous for his high-minded attitude and his fighters were notorious for their loyalty to him… The old fisherman was a toothless, hapless, faithless cove you would not trust too near you with a filleting knife, but whether from fear or simple cunning he co-operated eagerly. The lad agreed to marry the girl and since Silvia would never abandon Ollia here, we decided that the fisherboy had to come back with us to Rome. His relations looked impressed by this result. We accepted it as the best we could achieve.

I arched a brow. “Something funny?” Her mouth formed a tight line. “Nope.” I approached her. “You sure?” Her gaze flicked to mine, then away. “Uh-huh.” “Okay, then.” I turned and headed over to grab the last of our things. “It’s just . . .” Eilish began and then trailed off. “Yes?” She shook her head and finally let her giggles flow free. I couldn’t help smiling, too, even though I wasn’t entirely sure an inconvenient hard-on warranted so much laughter. It was infectious all the same. She gestured to the retreating group of tourists. “I studied German at school, so I can pick out certain words. One of the women commented about you to her friend.” I smirked. “Oh yeah? What did she say?” She dabbed the wetness from the corners of her eyes. “Something along the lines of a bratwurst big enough to feed an army.” My smirk died. “I wish I hadn’t asked.” “Really? I thought men enjoyed compliments about that . . . particular area.” “They do. But armies are generally made up of a bunch of blokes.” I arched a brow meaningfully. A loud burst of laughter escaped her, and she clamped her hand over mouth. God, she was too fucking adorable. She sucked in a breath, finally calming down from her fit of giggles. “You’re too much, Bryan Leech.” “That’s what the German ladies think anyway,” I deadpanned, my smirk returning. Eilish burst into laughter all over again.

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.

It is “trickling down” to women of all social classes from elitist schools and universities because that is where women are getting too close to authority. There, it is emblematic of how hunger checkmates power in any woman’s life: Hundreds of thousands of well-educated young women, living and studying at the fulcrum of cultural influence, are causing no trouble. The anorexic woman student, like the anti-Semitic Jew and the self-hating black, fits in. She is politically castrate, with exactly enough energy to do her schoolwork, neatly and completely, and to run around the indoor track in eternal circles. She has no energy to get angry or get organized, to chase sex, to yell through a bullhorn, asking for money for night buses or for women’s studies programs or to know where all the women professors are. Administering a coed class half full of mentally anorexic women is an experience distinct from that of administering a class half full of healthy, confident young women. The woman in these women canceled out, it is closer to the administration of young men only, which was how things were comfortably managed before.

Hallie didn't believe she was invulnerable. She was never one of those daredevil types; she knew she could get hurt. What I think she meant was that she was lucky to be on her way to Nicaragua. It was the slowest thing to sink into my head, how happy she was. Happy to be leaving. We'd had one time of perfect togetherness in our adult lives, the year when we were both in college in Tucson-her first year, my last-and living together for the first time away from Doc Homer. That winter I'd wanted to fail a subject just so I could hang back, stay there with her, the two of us walking around the drafty house in sweatshirts and wool socks and understanding each other precisely. Bringing each other cups of tea without having to ask. So I stayed on in Tucson for medical school, instead of going to Boston as I'd planned, and met Carlo in Parasitology. Hallie, around the same time, befriended some people who ran a safehouse for Central American refugees. After that we'd have strangers in our kitchen every time of night, kids scared senseless, people with all kinds of damage. Our life was never again idyllic. I should have seen it coming. Once she and I had gone to see a documentary on the Abraham Lincoln Brigade, which was these Americans who volunteered without our government's blessing to fight against Franco and Hitler in the Spanish Civil War. At that point in U.S. history fascism was only maybe wrong, whereas communism was definitely. When we came home from the movie Hallie cried. Not because of the people who gave up life and limb only to lose Spain to Franco, and not for the ones who came back and were harassed for the rest of their lives for being Reds. The tragedy for Hallie was that there might never be a cause worth risking everything for in our lifetime. She was nineteen years old then, and as she lay blowing her nose and sobbing on my bed she told me this. That there were no real causes left. Now she had one-she was off to Nicaragua, a revolution of co-op farms and literacy crusades-and so I guess she was lucky. Few people know so clearly what they want. Most people can't even think what to hope for when they throw a penny in a fountain. Almost no one really gets the chance to alter the course of human events on purpose, in the exact way they wish for it to be altered.

When you want to join a prestigious social club, do you wonder if your race will make it difficult to join? If you do well in a situation, do you expect to be called a credit to your race? Or to be described as different from the majority of your race? If you need legal or medical help, do you worry that your race might work against you? If you take a job with an affirmative action employer, do you worry that your co-workers will think that you are unqualified and were hired only because of your race? Do you worry that your children will not have books and school materials that are about people of their own race?

When I was in art school, we were looking one day at a slide of some great fifteenth century painting, and one of the students asked 'Why don't artists paint like that now?' The room suddenly got quiet. Though rarely asked out loud, this question lurks uncomfortably in the back of every art student's mind. It was as if someone had brought up the topic of lung cancer in a meeting within Philip Morris. 'Well,' the professor replied, 'we're interested in different questions now.' He was a pretty nice guy, but at the time I couldn't help wishing I could send him back to fifteenth century Florence to explain in person to Leonardo & Co. how we had moved beyond their early, limited concept of art. Just imagine that conversation. In fact, one of the reasons artists in fifteenth century Florence made such great things was that they believed you could make great things. They were intensely competitive and were always trying to outdo one another, like mathematicians or physicists today—maybe like anyone who has ever done anything really well. The idea that you could make great things was not just a useful illusion. They were actually right. So the most important consequence of realizing there can be good art is that it frees artists to try to make it.

In one sense, the answer to “Why do we believe the wrong thing about fossil fuels?” is simple. Lack of education. We haven’t been taught all the right facts. We aren’t taught in school how energy makes our climate safer, only how CO2 emissions supposedly make it more dangerous. We aren’t taught in school how energy makes our environment better, only ways (usually exaggerated) in which fossil fuels make it dirtier. We aren’t taught in school how the fossil fuel industry is a resource-creating industry; we are taught that it is shamelessly exploiting dwindling natural resources. If only the truth were taught, the world would be a different place, right?

Or I can stay with Colby when he comes back,” she added deliberately. She even smiled. “He’ll take care of me.” His black eyes narrowed. “He can barely take care of himself,” he said flatly. “He’s a lost soul. He can’t escape the past or face the future without Maureen. He isn’t ready for a relationship with anyone else, even if he thinks he is” She didn’t rise to the bait. “I can count on Colby. He’ll help me if I need it.” He looked frustrated. “But you won’t let me help you.” “Colby isn’t involved with anyone who’d be jealous of the time he spent looking out for me. That’s the difference.” He let out an angry breath and his eyes began to glitter. “You have to beat the subject to death, I guess.” She managed to look indifferent. “You have your own life to live, Tate. I’m not part of it anymore. You’ve made that quite clear.” His teeth clenched. “Is it really that easy for you to throw the past away?” he asked. “That’s what you want,” she reminded him. There was a perverse pleasure in watching his eyes narrow. “You said you’d never forget or forgive me,” she added evenly. “I took you at your word. I’ll always have fond memories of you and Leta. But I’m a grown woman. I have a career, a future. I’ve dragged you down financially for years, without knowing it. Now that I do…” “For God’s sake!” he burst out, rising to pace with his hands clenched in his pockets. “I could have sent you to Harvard if you’d wanted to go there, and never felt the cost! “You’re missing the point,” she said, feeling nausea rise in her throat and praying it wouldn’t overflow. “I could have worked my way through school, paid for my own apartment and expenses. I wouldn’t have minded. But you made me beholden to you in a way I can never repay.” He stopped pacing and glared at her. “Have I asked for repayment?” She smiled in spite of herself. “You look just like Matt when you glower that way.” The glare got worse. She held up a hand. “I know. You don’t want to talk about that. Sorry.” “Everyone else wants to talk about it,” he said irritably. “I’ve done nothing but dodge reporters ever since the story broke. What a hell of a way to do it, on national television!

t this point I would like to return to the question of the plot movement and the different narrative levels of the book. David Lodge raises a crucial issue when he asks 'how Charlotte Brontë created a literary structure in which the domestic and the mythical, the realistic world of social behaviour and the romantic world of passionate self-consciousness, could co-exist with only occasional lapses into incongruity.' As far as the plot and setting go, however, this states the question rather misleadingly, for in fact at Thornfield there begins a progressive plot movement from realism to fantasy. By 'realism' I do not mean the predominance of the every day and commonplace, or an authorial objectivity of treatment, but simply the use of material that the reader can accept as existing in the ordinary world as well, or of events of a kind that might happen in it without being viewed as extraordinary. That is, things that have a face-value currency of meaning prior to any concealed meaning they may hold or suggest. Thus while Gateshead and Lowood School fit neatly into, and contribute importantly to, the symbolic pattern of the book, they are perfectly believable places in their own right. Even the heavy-handed and obvious satire of Mr Brocklehurst and his family does not invalidate him as a credible conception. But with the beginning of the mystery of the Thornfield attic the plot starts moving away from this facevalue actuality.

[I]t's a con, at children's expense. When self-esteem advocates tell us to flatter the young about their views, in reality they ask adults to abandon the difficult task of disciplining them. Emphasizing that adults must 'express unconditional positive regard and acceptance for children' effectively destroys the inter-generational duty of passing on knowledge, setting boundaries for behavior and the broader task of socialization. It is not good for children and can mean adults indulging even the most destructive aspects of young people's behavior. In 2013, a self-harming pupil at Unsted Park School in Godalming, Surrey was given a disposable safety razor to slash himself with, supervised by a teacher. A spokeswoman from selfharm.co.uk justified this irresponsible collapse of adult judgement using the mantras of pupil voice and self-esteem: 'The best way to help is to listen without judging, accept that the recovery process may take a while and avoid "taking away" the self-harm' because 'self-harm can be about control, so it's important that the young person in the center feels in control of the steps taken to help them'. That's an extreme case but it touches on how focusing on the schoolchild's self-esteem can create the impression that the world should circle around pupils' desires. This in turn puts pressure on adults to tip-toe around young people's sensitivities and to accede to their opinions. Combined with student voice orthodoxies, this can lead to the peculiar diktat that teachers express respect for pupils' views, however childish or even poisonous.

Little hypocrisies are easy enough to find, and where sex is involved, one finds little else. During a debate in 1970 over whether to introduce coed dorms at the University of Kansas, one male student said that such living arrangements would leave students “free to engage one another as human beings.” “I believe that the segregation of the sexes is unnatural,” another said. “This tradition of segregation is discriminatory and promotes inequality of mankind.” The same high-flown statements were heard at every school where coeducation was introduced, and they all carried the same tacit addendum: any benefit to our sex lives will be purely coincidental. From the moment the Pill became widely available, the effect of the sexual revolution has mainly been to make women more sexually available to men. This hardly even qualifies as an unintended consequence, just an unannounced one.

We get the word “wizard” itself from the same root as “wisdom.” While modern pop culture has co-opted the term to evoke the image of long beards, pointy hats, and the occasional bescarred boy with a wand, in ancient times it wasn’t so much the magic that identified these individuals. It was knowledge. Yes, this knowledge is often attached to the arcane or unseen in the stories— but what is magic but a science not yet discovered? In the life you now live, you might think yourself unaccomplished, stuck in a rut. You might mourn at how little you’ve accomplished. But in the scope of the history of humankind, you are a god. The knowledge you hold from a simple high school education is vast compared to the comprehensive knowledge of some of the weightiest minds in history. You carry technological marvels that could literally topple kingdoms in your pocket, or perhaps embedded in your own body.

OPTIONS FOR REDUCING While thrift stores such as Goodwill or the Salvation Army can be a convenient way to initially let go, many other outlets exist and are often more appropriate for usable items. Here are some examples: • Amazon.com • Antiques shops • Auction houses • Churches • Consignment shops (quality items) • Craigslist.org (large items, moving boxes, free items) • Crossroads Trading Co. (trendy clothes) • Diggerslist.com (home improvement) • Dress for Success (workplace attire) • Ebay.com (small items of value) • Flea markets • Food banks (food) • Freecycle.org (free items) • Friends • Garage and yard sales • Habitat for Humanity (building materials, furniture, and/or appliances) • Homeless and women’s shelters • Laundromats (magazines and laundry supplies) • Library (books, CDs and DVDs) • Local SPCA (towels and sheets) • Nurseries and preschools (blankets, toys) • Operation Christmas Child (new items in a shoe box) • Optometrists (eyeglasses) • Regifting • Rummage sales for a cause • Salvage yards (building materials) • Schools (art supplies, magazines, dishes to eliminate class party disposables) • Tool co-ops (tools) • Waiting rooms (magazines) • Your curb with a “Free” sign

The biggest fear for homeschooled children is that they will be unable to relate to their peers, will not have friends, or that they will otherwise be unable to interact with people in a normal way. Consider this: How many of your daily interactions with people are solely with people of your own birth year?  We’re not considering interactions with people who are a year or two older or a year or two younger, but specifically people who were born within a few months of your birthday. In society, it would be very odd to section people at work by their birth year and allow you to interact only with persons your same age. This artificial constraint would limit your understanding of people and society across a broader range of ages. In traditional schools, children are placed in grades artificially constrained by the child’s birth date and an arbitrary cut-off day on a school calendar. Every student is taught the same thing as everyone else of the same age primarily because it is a convenient way to manage a large number of students. Students are not grouped that way because there is any inherent special socialization that occurs when grouping children in such a manner. Sectioning off children into narrow bands of same-age peers does not make them better able to interact with society at large. In fact, sectioning off children in this way does just the opposite—it restricts their ability to practice interacting with a wide variety of people. So why do we worry about homeschooled children’s socialization?  The erroneous assumption is that the child will be homeschooled and will be at home, schooling in the house, all day every day, with no interactions with other people. Unless a family is remotely located in a desolate place away from any form of civilization, social isolation is highly unlikely. Every homeschooling family I know involves their children in daily life—going to the grocery store or the bank, running errands, volunteering in the community, or participating in sports, arts, or community classes. Within the homeschooled community, sports, arts, drama, co-op classes, etc., are usually sectioned by elementary, pre-teen, and teen groupings. This allows students to interact with a wider range of children, and the interactions usually enhance a child’s ability to interact well with a wider age-range of students. Additionally, being out in the community provides many opportunities for children to interact with people of all ages. When homeschooling groups plan field trips, there are sometimes constraints on the age range, depending upon the destination, but many times the trip is open to children of all ages. As an example, when our group went on a field trip to the Federal Reserve Bank, all ages of children attended. The tour and information were of interest to all of the children in one way or another. After the tour, our group dined at a nearby food court. The parents sat together to chat and the children all sat with each other, with kids of all ages talking and having fun with each other. When interacting with society, exposure to a wider variety of people makes for better overall socialization. Many homeschooling groups also have park days, game days, or play days that allow all of the children in the homeschooled community to come together and play. Usually such social opportunities last for two, three, or four hours. Our group used to have Friday afternoon “Park Day.”  After our morning studies, we would pack a picnic lunch, drive to the park, and spend the rest of the afternoon letting the kids run and play. Older kids would organize games and play with younger kids, which let them practice great leadership skills. The younger kids truly looked up to and enjoyed being included in games with the older kids.

POEM – MY AMAZING TRAVELS [My composition in my book Travel Memoirs with Pictures] My very first trip I still cannot believe Was planned and executed with such great ease. My father, an Inspector of Schools, was such a strict man, He gave in to my wishes when I told him of the plan. I got my first long vacation while working as a banker One of my co-workers wanted a travelling partner. She visited my father and discussed the matter Arrangements were made without any flutter. We travelled to New York, Toronto, London, and Germany, In each of those places, there was somebody, To guide and protect us and to take us wonderful places, It was a dream come true at our young ages. We even visited Holland, which was across the Border. To drive across from Germany was quite in order. Memories of great times continue to linger, I thank God for an understanding father. That trip in 1968 was the beginning of much more, I visited many countries afterward I am still in awe. Barbados, Tobago, St. Maarten, and Buffalo, Cirencester in the United Kingdom, Miami, and Orlando. I was accompanied by my husband on many trips. Sisters, nieces, children, grandchildren, and friends, travelled with me a bit. Puerto Rico, Los Angeles, New York, and Hialeah, Curacao, Caracas, Margarita, Virginia, and Anguilla. We sailed aboard the Creole Queen On the Mississippi in New Orleans We traversed the Rockies in Colorado And walked the streets in Cozumel, Mexico. We were thrilled to visit the Vatican in Rome, The Trevi Fountain and the Colosseum. To explore the countryside in Florence, And to sail on a Gondola in Venice. My fridge is decorated with magnets Souvenirs of all my visits London, Madrid, Bahamas, Coco Cay, Barcelona. And the Leaning Tower of Pisa How can I forget the Spanish Steps in Rome? Stratford upon Avon, where Shakespeare was born. CN Tower in Toronto so very high I thought the elevator would take me to the sky. Then there was El Poble and Toledo Noted for Spanish Gold We travelled on the Euro star. The scenery was beautiful to behold! I must not omit Cartagena in Columbia, Anaheim, Las Vegas, and Catalina, Key West, Tampa, Fort Lauderdale, and Pembroke Pines, Places I love to lime. Of course, I would like to make special mention, Of two exciting cruises with Royal Caribbean. Majesty of the Seas and Liberty of the Seas Two ships which grace the Seas. Last but not least and best of all We visited Paris in the fall. Cologne, Dusseldorf, and Berlin Amazing places, which made my head, spin. Copyright@BrendaMohammed

for the Labour Party – splendid news. That increasingly leftward bound organisation is in process of splitting, and Shirley Williams,fn31 Roy Jenkinsfn32 etc. will found a new Social Democratic Partyfn33 (this oddly repeats events in Oxford circa 1940 when I was chairman of the leftward bound Labour Club and Roy Jenkins led a group to found a new Social Democratic Club. How right he was!). It’s a pity about the Labour Party but given the whole scene the split is best. It is now official Labour policy to leave the Common Market and NATO! And unofficially are likely to abolish the House of Lords instantly and have no second chamber, abolish private schooling etc. And of course (this is perhaps the main point) to have the leadership under the control of the executive committee (and Labour activists in the constituencies) substituting party ‘democracy’ for parliamentary democracy. I blame Denis Healey and others very much for not reacting firmly earlier against the left. A crucial move was when the parliamentary party elected Michael Foot, that wet crypto-left snake, as leader instead of Denis. Now Denis and co. are left behind, complaining bitterly, to fight the crazy left. Shirley still hasn’t resigned from the party so it’s all a bit odd! ‘On your bike, Shirl,’ the lefty trade unionists shout at her!

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If it was a mistake not to finish school (it wasn't!), it was an even worse mistake to go to work. ("Work! The word was so painful he couldn't bring himself to pronounce it," says a character in one of Cossery's books.) Until I was almost eighteen I had know freedom, a relative freedom, which is more than most people ever get to know. (It included "freedom of speech," which has hung over into my writing.) Then, like an idiot, I entered the lists. Overnight, as it were, the bit was put in my mouth, I was saddled, and the cruel rowels were dug into my tender flanks. It didn't take long to realize what a shithouse I had let myself into. Every new job I took was a step further in the direction of "murder, death and blight." I think of them still as prisons, whorehouses, lunatic asylums: the Atlas Portland Cement Co., the Federal Reserve Bank, the Bureau of Economic Research, the Charles Williams Mail Order House, the Western Union Telegraph Co., etc. To think that I wasted ten years of my life serving these anonymous lords and masters! That look of rapture in Pookie's eyes, that look of supreme admiration which I reserved for such as Eddie Carney, Lester Reardon, Johnny Paul: it was gone, lost, buried. It returned only when, much later, I reached the point where I was completely cut off, thoroughly destitute, utterly abandoned. When I became the nameless one, wandering as a mendicant through the streets of my own home town. Then I began to see again, to look with eyes of wonder, eyes of love, into the eyes of my fellow-man.

A highly regarded infectious-disease epidemiologist named Donald S. Burke, presently dean of the Graduate School of Public Health at the University of Pittsburgh, gave a lecture (later published) back in 1997 in which he listed the criteria that might implicate certain kinds of viruses as likeliest candidates to cause a new pandemic. “The first criterion is the most obvious: recent pandemics in human history,” Burke told his audience. That would point to the orthomyxoviruses (including the influenzas) and the retroviruses (including the HIVs), among others. “The second criterion is proven ability to cause major epidemics in non-human animal populations.” This would again spotlight the orthomyxoviruses, but also the family of paramyxoviruses, such as Hendra and Nipah, and the coronaviruses, such as that virus later known as SARS-CoV. Burke’s third criterion was “intrinsic evolvability,” meaning readiness to mutate and to recombine (or reassort), which “confers on a virus the potential to emerge into and to cause pandemics in human populations.” As examples he returned to retroviruses, orthomyxoviruses, and coronaviruses. “Some of these viruses,” he warned, citing coronaviruses in particular, “should be considered as serious threats to human health. These are viruses with high evolvability and proven ability to cause epidemics in animal populations.” It’s interesting in retrospect to note that he had augured the SARS epidemic six years before it occurred. Much more recently, Burke told me: “I made a lucky guess.” He laughed a self-deprecating hoot and then added that “prediction is too strong a word” for what he had been doing.

Jews and Asians are only 7 percent of the total population, and between them they dominate in fields like medicine and engineering, not to mention entrepreneurship and academics. They rarely end up in prison or gangs (this is especially true of Jews). And while they are historically poor and persecuted, they have not allowed themselves to stay in that position. Take their story and compare it to black Americans and how can we explain the canyon that separates them? I’m sure the Jesse Jacksons of the world would sooner become Holocaust deniers than admit to the real answer: Family. Education. Ambition. Family. Education. Ambition. Whenever the plight of the minority in America is discussed, you’ll notice that Jews and Asians are left out of the conversation. In fact, many school systems are now trying to figure out how to get LESS of them in advanced placement courses and prestigious colleges. They’ve become too successful, apparently. But it’s not just their success that the race mongers hate, it’s HOW they accomplished it. Their men don’t father dozens of out-of-wedlock babies with dozens of women. Their households insist on discipline and academic success. They work hard, they are driven. Asians may now be at the point where they actually enjoy preferential bias. If I’m an employer and an Asian walks in to apply for a job, I’m going to assume he’s an achiever. That’s not a stereotype, that’s called a reputation. And they’ve freaking earned it. Family. Education. Ambition. These three things really are a recipe for success. If you don’t believe me, ask the next Asian or Jew you meet. And then make sure to take care of your co-pay on the way out.

The anarchists cannot consider, like the collectivists, that a remuneration which would be proportionate to the hours of labour spent by each person in the production of riches may be an ideal, or even an approach to an ideal, society. Without entering here into a discussion as to how far the exchange value of each merchandise is really measured now by the amount of labour necessary for its production—a separate study must be devoted to the subject—we must say that the collectivist ideal seems to us merely unrealizable in a society which has been brought to consider the necessaries for production as a common property. Such a society would be compelled to abandon the wage-system altogether. It appears impossible that the mitigated individualism of the collectivist school could co-exist with the partial communism implied by holding land and machinery in common—unless imposed by a powerful government, much more powerful than all those of our own times. The present wage-system has grown up from the appropriation of the necessaries for production by the few; it was a necessary condition for the growth of the present capitalist production; and it cannot outlive it, even if an attempt be made to pay to the worker the full value of his produce, and hours-of-labour-checks be substituted for money. Common possession of the necessaries for production implies the common enjoyment of the fruits of the common production; and we consider that an equitable organization of society can only arise when every wage-system is abandoned, and when everybody, contributing for the common well-being to the full extent of his capacities, shall enjoy also from the common stock of society to the fullest possible extent of his needs.

Isaac Asimov’s short story “The Fun They Had” describes a school of the future that uses advanced technology to revolutionize the educational experience, enhancing individualized learning and providing students with personalized instruction and robot teachers. Such science fiction has gone on to inspire very real innovation. In a 1984 Newsweek interview, Apple’s co-founder Steve Jobs predicted computers were going to be a bicycle for our minds, extending our capabilities, knowledge, and creativity, much the way a ten-speed amplifies our physical abilities. For decades, we have been fascinated by the idea that we can use computers to help educate people. What connects these science fiction narratives is that they all imagined computers might eventually emulate what we view as intelligence. Real-life researchers have been working for more than sixty years to make this AI vision a reality. In 1962, the checkers master Robert Nealey played the game against an IBM 7094 computer, and the computer beat him. A few years prior, in 1957, the psychologist Frank Rosenblatt created Perceptron, the first artificial neural network, a computer simulation of a collection of neurons and synapses trained to perform certain tasks. In the decades following such innovations in early AI, we had the computation power to tackle systems only as complex as the brain of an earthworm or insect. We also had limited techniques and data to train these networks. The technology has come a long way in the ensuing decades, driving some of the most common products and apps today, from the recommendation engines on movie streaming services to voice-controlled personal assistants such as Siri and Alexa. AI has gotten so good at mimicking human behavior that oftentimes we cannot distinguish between human and machine responses. Meanwhile, not only has the computation power developed enough to tackle systems approaching the complexity of the human brain, but there have been significant breakthroughs in structuring and training these neural networks.

Learn how to critique. The value of exercises is very much a product of the quality of the critique, because it is in the critique that lessons can be drawn for all to see. Today, many critiques are poor quality. Often, they are not a critique at all, but just a narrative of who shot whom. At other times, the critique is stifled by an etiquette that demands no one be criticized and nothing negative be said. Too often, critiques can be summarized as “The comm was fouled up but we all did great.” There are a number of things you can do locally to improve the quality of critiques: First, the commanding officer can set a ground rule that demands frankness in critiquing. A good way to encourage this is for the CO to give a trenchant self-critique of his own actions and encourage others to do the same. Beginning a critique with the most junior officers and ending up with the most senior can also help encourage frankness. Second, a critique should be defined as something that looks beyond what happened to why it happened as it did. It may be helpful to look for instances where key decisions were made and ask the man who made them such questions as, “What options did you have here? What other options did you have that you failed to see? How quickly were you able to see, decide and act? If you were too slow, why? Why did you do what you did? Was your reasoning process sound, and if not, why not?” Third, the unit commander can attempt to identify individuals who are good critiquers and have them lead the critique. Not everyone can do it well; it takes a certain natural ability. Finally, the unit can hold a class on critiquing and from it develop some critique SOPs. These can help exercise participants look for key points during the exercise, points that can later serve to frame the critique. These actions are not substitutes for an overall reform of Marine Corps training. But they are concrete ways you can improve your own training. And just as individual self-education will be important after the schools are reformed, so these actions will help you train even after overall training is improved.

Betsy didn’t want to be at the party any more than Cole did. She’d met the birthday girl in a spin class a couple of years earlier and had been declining her Evites ever since. In an effort to meet new people, however, this time Betsy replied “Yes.” She took a cab to the party, wondering why she was going at all. When Betsy met Cole there was a spark, but she was ambivalent. Cole was clearly smart and well educated, but he didn’t seem to be doing much about it. They had some nice dates, which seemed promising. Then, after sleeping over one night and watching Cole wake up at eleven a.m. and grab his skateboard, Betsy felt less bullish. She didn’t want to help another boyfriend grow up. What Betsy didn’t know was that, ever since he’d started spending time with her, Cole had regained some of his old drive. He saw the way she wanted to work on her sculptures even on the weekend, how she and her friends loved to get together to talk about their projects and their plans. As a result, Cole started to think more aspirationally. He eyed a posting for a good tech job at a high-profile start-up, but he felt his résumé was now too shabby to apply. As luck would have it—and it is often luck—Cole remembered that an old friend from high school, someone he bumped into about once every year or two, worked at the start-up. He got in touch, and this friend put in a good word to HR. After a handful of interviews with different people in the company, Cole was offered the position. The hiring manager told Cole he had been chosen for three reasons: His engineering degree suggested he knew how to work hard on technical projects, his personality seemed like a good fit for the team, and the twentysomething who vouched for him was well liked in the company. The rest, the manager said, Cole could learn on the job. This one break radically altered Cole’s career path. He learned software development at a dot-com on the leading edge. A few years later, he moved over and up as a director of development at another start-up because, by then, the identity capital he’d gained could speak for itself. Nearly ten years later, Cole and Betsy are married. She runs a gallery co-op. He’s a CIO. They have a happy life and gladly give much of the credit to Cole’s friend from high school and to the woman with the Evites.

A different approach was taken in 1972 by Dr. Walter Mischel, also of Stanford, who analyzed yet another characteristic among children: the ability to delay gratification. He pioneered the use of the “marshmallow test,” that is, would children prefer one marshmallow now, or the prospect of two marsh-mallows twenty minutes later? Six hundred children, aged four to six, participated in this experiment. When Mischel revisited the participants in 1988, he found that those who could delay gratification were more competent than those who could not. In 1990, another study showed a direct correlation between those who could delay gratification and SAT scores. And a study done in 2011 indicated that this characteristic continued throughout a person’s life. The results of these and other studies were eye-opening. The children who exhibited delayed gratification scored higher on almost every measure of success in life: higher-paying jobs, lower rates of drug addiction, higher test scores, higher educational attainment, better social integration, etc. But what was most intriguing was that brain scans of these individuals revealed a definite pattern. They showed a distinct difference in the way the prefrontal cortex interacted with the ventral striatum, a region involved in addiction. (This is not surprising, since the ventral striatum contains the nucleus accumbens, known as the “pleasure center.” So there seems to be a struggle here between the pleasure-seeking part of the brain and the rational part to control temptation, as we saw in Chapter 2.) This difference was no fluke. The result has been tested by many independent groups over the years, with nearly identical results. Other studies have also verified the difference in the frontal-striatal circuitry of the brain, which appears to govern delayed gratification. It seems that the one characteristic most closely correlated with success in life, which has persisted over the decades, is the ability to delay gratification. Although this is a gross simplification, what these brain scans show is that the connection between the prefrontal and parietal lobes seems to be important for mathematical and abstract thought, while the connection between the prefrontal and limbic system (involving the conscious control of our emotions and pleasure center) seems to be essential for success in life. Dr. Richard Davidson, a neuroscientist at the University of Wisconsin–Madison, concludes, “Your grades in school, your scores on the SAT, mean less for life success than your capacity to co-operate, your ability to regulate your emotions, your capacity to delay your gratification, and your capacity to focus your attention. Those skills are far more important—all the data indicate—for life success than your IQ or your grades.

To every one Jesus has left a work to do, there is no one who can plead that he is excused. Every Christian is to be a worker with Christ; but those to whom he has intrusted large means and abilities have the greater responsibilities. … The Master has given directions, “Occupy till I come.” He is the great proprietor, and has a right to investigate every transaction, and approve or condemn; he has a right to rebuke, to encourage, to counsel, or to expel. The Lord’s work requires careful thought and the highest intellect. He will not inquire how successful you have been in gathering means to hoard, or that you may excel your neighbors in property, and gather attention to yourself while excluding God from your hearts and homes. He will inquire, What have you done to advance my cause with the talents I lent you? What have you done for me in the person of the poor, the afflicted, the orphan, and the fatherless? I was sick, poor, hungry, and destitute of clothing; what did you do for me with my intrusted means? How was the time I lent you employed? How did you use your pen, your voice, your money, your influence? I made you the depositary of a precious trust by opening before you the thrilling truths heralding my second coming. What have you done with the light and knowledge I gave you to make men wise unto salvation? Our Lord has gone away to receive his kingdom; but he will prepare mansions for us, and then will come to take us to himself. In his absence he has given us the privilege of being co-laborers with him in the work of preparing souls to enter those mansions of light and glory. It was not that we might lead a life of worldly pleasure and extravagance that he left the royal courts of Heaven, clothing his divinity with humanity, and becoming poor that we through his poverty might be made rich. He did this that we might follow his example of self-denial for others. Each one of us is building upon the true foundation, wood, hay, and stubble, to be consumed in the last great conflagration, and our life-work be lost, or we are building upon that foundation, gold, silver, and precious stones, which will never perish, but shine the brighter amid the devouring elements that will try every man’s work. Any unfaithfulness in spiritual and eternal things here will result in loss throughout endless ages. Those who lead a Christless life, who exclude Jesus from heart, home, and business, who leave him out of their counsels, and trust to their own heart, and rely on their own judgment, are unfaithful servants, and will receive the reward which their works have merited. At his coming the Master will call his servants, and reckon with them. The parable certainly teaches that good works will be rewarded according to the motive that prompted them; that skill and intellect used in the service of God will prove a success, and will be rewarded according to the fidelity of the worker. Those who have had an eye single to the glory of God will have the richest reward. -ST 11-20-84

V roce 2010 se Adam Grant, profesor managementu na Wharton School of Business na University of Pennsylvania a autor knihy Dávat a brát: Skrytá dynamika úspěchu, rozhodl zkoumat efektivitu fundraisingového oddělení, které vedl jeho kolega, a porozumět tomu, co funguje a co ne. Práce byla jednoduchá: zaměstnanci obvolávali absolventy a snažili se je přesvědčit, aby věnovali peníze do stipendijního fondu pro mimořádné studenty, jejichž rodiny si nemohou dovolit platit za vysokou školu. Volající byli instruováni, aby popsali zoufalou finanční situaci univerzity a působivé úspěchy budoucích příjemců. Absolventi se dozvídali, že univerzita potřebuje více investovat například do informatiky nebo manažerských oborů, aby vychovala novou generaci lídrů. Koneckonců, jde o budoucí pracovní sílu nové ekonomiky, vysvětlovali volající. Podle všeho byla tato prezentace docela inspirující. I přes veškeré své úsilí však fundraiseři měli jen malý úspěch. Jejich čísla se nezlepšila, ani když vysvětlovali, jak těžce recese postihla rozpočet univerzity. Jejich práce navíc připomínala běžnou práci – zahrnovala opakující se úkoly, dlouhé hodiny sezení a občas také nepříjemné zákazníky. Netřeba dodávat, že fluktuace pracovníků tohoto oddělení byla mimořádně vysoká, což pracovní morálku jen zhoršovalo. Proto Grant přišel s nápadem, jak efektivitu volajících zlepšit… a trvalo to jen pět minut. Profesor Grant zařídil, že studenti, kteří obdrželi stipendia, přijdou do kanceláře a během pěti minut fundraiserům popíší, jak obdržené stipendium změnilo jejich život. Studenti jim řekli, jak moc si cení jejich těžké práce. Přestože lidé, na jejichž životy měla práce oddělení dopad, s volajícími pobyli jen krátce, výsledky byly ohromující. V následujícím měsíci fundraiseři zvýšili svůj průměrný týdenní příjem o více než 400 procent. V jiné podobné studii volající zvýšili čas strávený na telefonu o 142 procent a o 171 procent výši získaných finančních prostředků. Jako sociální zvířata potřebujeme vidět skutečný, hmatatelný dopad našeho času a úsilí, aby práce měla smysl i pro nás, abychom byli motivováni se zlepšovat. Tato logika se zdá být v souladu s Milgramovými zjištěními, v tomto případě je však výsledek pozitivní. Pokud jsme schopni fyzicky vidět pozitivní dopad našich rozhodnutí nebo práce, nejen že máme pocit, že naše práce stojí za to, ale také nás inspiruje k usilovnějšímu výkonu. Kontrolní skupina, kterou studenti nenavštívili, nevykazovala zlepšení prodeje ani netrávila na telefonu více času. Třetí skupina, která si prostě vyslechla manažera, jak moc stipendium pro studenty znamenalo, svou výkonnost také nijak nezvýšila. Jinými slovy, když nám šéf řekne, jak je naše práce důležitá, zdaleka se to nevyrovná tomu, uvidíme-li to sami. Na úvěrovém oddělení Wells Fargo Bank měli podobnou zkušenost. Když pozvali zákazníky do banky, aby popsali, jak jim úvěr změnil život – jak jim umožnil koupit si dům nebo splatit dluh – mělo to dramatický vliv na motivaci zaměstnanců banky, aby pomohli i dalším lidem. Na vlastní oči viděli, jaký dopad měla jejich práce na něčí život. Jedná se o významný posun v tom, jak zaměstnanci vnímají svou práci, že má skutečně smysl. Aniž by si toho nutně byli vědomi, mnozí pak přestali chodit do práce, aby prodávali úvěry, ale aby pomáhali lidem. Další důkaz toho, jak moc se kvalita naší práce zlepšuje, můžeme-li si výsledky spojit s lidskou bytostí, byl pozorován ve studii, která zjistila, že radiologové velmi zpřesnili svá zjištění, pokud rentgeny, které zkoumali, byly doplněny o fotografii pacienta. Adam Grant uskutečnil jinou studii mezi záchranáři v jednom rekreačním stře

There are many who profess to be religious and speak of themselves as Christians, and, according to one such, “as accepting the scriptures only as sources of inspiration and moral truth,” and then ask in their smugness: “Do the revelations of God give us a handrail to the kingdom of God, as the Lord’s messenger told Lehi, or merely a compass?” Unfortunately, some are among us who claim to be Church members but are somewhat like the scoffers in Lehi’s vision—standing aloof and seemingly inclined to hold in derision the faithful who choose to accept Church authorities as God’s special witnesses of the gospel and his agents in directing the affairs of the Church. There are those in the Church who speak of themselves as liberals who, as one of our former presidents has said, “read by the lamp of their own conceit.” (Joseph F. Smith, Gospel Doctrine [Deseret Book Co., 1939], p. 373.) One time I asked one of our Church educational leaders how he would define a liberal in the Church. He answered in one sentence: “A liberal in the Church is merely one who does not have a testimony.” Dr. John A. Widtsoe, former member of the Quorum of the Twelve and an eminent educator, made a statement relative to this word liberal as it applied to those in the Church. This is what he said: “The self-called liberal [in the Church] is usually one who has broken with the fundamental principles or guiding philosophy of the group to which he belongs. . . . He claims membership in an organization but does not believe in its basic concepts; and sets out to reform it by changing its foundations. . . . “It is folly to speak of a liberal religion, if that religion claims that it rests upon unchanging truth.” And then Dr. Widtsoe concludes his statement with this: “It is well to beware of people who go about proclaiming that they are or their churches are liberal. The probabilities are that the structure of their faith is built on sand and will not withstand the storms of truth.” (“Evidences and Reconciliations,” Improvement Era, vol. 44 [1941], p. 609.) Here again, to use the figure of speech in Lehi’s vision, they are those who are blinded by the mists of darkness and as yet have not a firm grasp on the “iron rod.” Wouldn’t it be wonderful if, when there are questions which are unanswered because the Lord hasn’t seen fit to reveal the answers as yet, all such could say, as Abraham Lincoln is alleged to have said, “I accept all I read in the Bible that I can understand, and accept the rest on faith.” . . . Wouldn’t it be a great thing if all who are well schooled in secular learning could hold fast to the “iron rod,” or the word of God, which could lead them, through faith, to an understanding, rather than to have them stray away into strange paths of man-made theories and be plunged into the murky waters of disbelief and apostasy? . . . Cyprian, a defender of the faith in the Apostolic Period, testified, and I quote, “Into my heart, purified of all sin, there entered a light which came from on high, and then suddenly and in a marvelous manner, I saw certainty succeed doubt.” . . . The Lord issued a warning to those who would seek to destroy the faith of an individual or lead him away from the word of God or cause him to lose his grasp on the “iron rod,” wherein was safety by faith in a Divine Redeemer and his purposes concerning this earth and its peoples. The Master warned: “But whoso shall offend one of these little ones which believe in me, it were better … that a millstone were hanged about his neck, and that he were drowned in the depth of the sea.” (Matt. 18:6.) The Master was impressing the fact that rather than ruin the soul of a true believer, it were better for a person to suffer an earthly death than to incur the penalty of jeopardizing his own eternal destiny.

In the northernmost block, located next to a public square and close to the main thoroughfare, various non-residential uses have flourished alongside a range of dwelling types, including a student residence. The active ground floors include small shops, offices, and services, a “bodega” pub, a cellar restaurant and music venue, and a nursery school with big front windows. There is a co-op supermarket that has progressively expanded into neighboring buildings, including a former cinema and a bank, creating an important local shopping hub. The courtyard includes a nursery for the smallest children and a shared laundry for the student housing.

Brittney, our firstborn, is married with three children. My husband and I are extroverts, and Brittney is an introvert. At first, I wasn’t sure what to do with her. She was shy, and I wondered how much to push her socially. My instincts told me she would eventually grow out of her shyness, and I wasn’t going to make a problem out of something that really wasn’t one. I regularly engaged her in conversation, encouraged her to talk about her ideas, her interests, her feelings, and what was going on inside, but I tried not to push. We did the things that happened naturally for our family. She attended classes once a week at a homeschool co-op, we went to church, and we got together with friends. I modeled what good conversation looks like, but I never really made it a topic of conversation because I felt it might make her self-conscious. Brittney made friends along the way. She loved drama class, and one of the reasons she enrolled in it was because she wanted to challenge herself to grow. When she was fifteen, she auditioned for and got the lead role in the spring play. Suddenly, she blossomed and took on a leadership role that defied all evidence she was an introvert at heart. She’s never been the same. She continued to grow in confidence and is a strong, gracious soul who isn’t afraid to say what she thinks when the situation calls for it. As a thirty-year-old mom who is homeschooling her kids, she tells me that pushing an introvert is the worst thing a parent can do. She believes she would never have grown so naturally into her own skin if we had not given her permission to do so at her own pace. After high school, she worked as a receptionist at a doctor’s office, and the patients there loved her. Not only can Brittney easily talk with people her own age, but with anyone she meets regardless of their age.

In 2016, Chile implemented a set of policies that put marketing restrictions and mandatory black octagonal labels on foods and drinks high in energy, sugar, sodium and saturated fat. These foods were also banned in schools and heavily taxed.46 These policies banned treats from Kinder Surprise eggs and removed cartoon animals, including Tony the Tiger and Cheetos’ Chester Cheetah, from packaging. PepsiCo, the maker of Cheetos, and Kellogg’s, producer of Frosted Flakes (known in the UK as Frosties), have gone to court, arguing that the regulations infringe on their intellectual property, but at the time of writing Tony and Chester are not on the packs.‡

Marcus built the computer in his computer-building class at high school and I bought all the add-ons with the check from my co-star appearance on CSI, where I played a murderer's sister. The part was emotionally draining, but after mom said I could buy Microsoft Word and The Sims with the part of my paycheck she wasn't using for bills, it was worth it.

I quit and joined him and went on strike,” said Hugh Akston, “because I could not share my profession with men who claim that the qualification of an intellectual consists of denying the existence of the intellect. People would not employ a plumber who’d attempt to prove his professional excellence by asserting that there’s no such thing as plumbing—but, apparently, the same standards of caution are not considered necessary in regard to philosophers. I learned from my own pupil, however, that it was I who made this possible. When thinkers accept those who deny the existence of thinking, as fellow thinkers of a different school of thought—it is they who achieve the destruction of the mind. They grant the enemy’s basic premise, thus granting the sanction of reason to formal dementia. A basic premise is an absolute that permits no co-operation with its antithesis and tolerates no tolerance. In the same manner and for the same reason as a banker may not accept and pass counterfeit money, granting it the sanction, honor and prestige of his bank, just as he may not grant the counterfeiter’s demand for tolerance of a mere difference of opinion—so I may not grant the title of philosopher to Dr. Simon Pritchett or compete with him for the minds of men. Dr. Pritchett has nothing to deposit to the account of philosophy, except his declared intention to destroy it. He seeks to cash in—by means of denying it—on the power of reason among men. He seeks to stamp the mint-mark of reason upon the plans of his looting masters. He seeks to use the prestige of philosophy to purchase the enslavement of thought. But that prestige is an account which can exist only so long as I am there to sign the checks. Let him do it without me. Let him—and those who entrust to him their children’s minds—have exactly that which they demand: a world of intellectuals without intellect and of thinkers who proclaim that they cannot think. I am conceding it. I am complying. And when they see the absolute reality of their non-absolute world, I will not be there and it will not be I who will pay the price of their contradictions.

An axiom of the Austrian school was that interest is necessary so that investment and consumption decisions are co-ordinated over time.55 As we have seen, Böhm-Bawerk argued that the rate of interest reflects society’s time preference. He also claimed that the level of interest determines how much capital is tied up in production, and thus the return on capital.fn11 When interest is determined in a free market, he said, time preference and the return on capital should equalize. The danger comes when the authorities interfere with interest rates. When interest rates are pushed too low, credit takes off and bad investments (‘malinvestment’) abound.

My coworker in the basement is the color of the sunrise. he has a heart condition his pea-sized heart seldom beats. so we all tell him to walk around every now and then ’cause he’s gotten yellow in the cheeks and we sometimes blow chunks of air into his toothless mouth to bring him back to life. ’cause he’s curled up on his table like on a round bed whining about chest pain with so much moonshine he’s even stopped floating. we shove mint candies down his throat to make him smell nice when he opens his mouth and strapped to him we walk him in dresses and pants all over the school to show he’s a living security guard. the missus teachers have special looks they don’t recognize his face they pass through him every day they ask us if we have a new coworker. only sometimes does his mouth smell of dead swans and we wrinkle our noses and the teachers passing by think it’s from our unwashed socks. my co-worker doesn’t even know if he’s still alive. so yellow a sunrise and his heart like a pea beating hardly ever we slap him we swear at him for making us look like fools at work. but we care about him we hide him in the basement so he can sleep maybe he’ll bounce back. (in english by Diana Manole)

Many reasons have been put forward by sociologists, historians, and psychologists to explain the undeviating worship of group living and group thinking in America. James Bryce credited American conformity to uniform political institutions in federal, state, and municipal government. Everywhere schools, libraries, clubs, amusements, and customs were similar. "Travel where you will," he wrote, "you feel that what you have found in one place that you will find in another." Above all, there was the rapid advance in industrial science. In America, an all-powerful technology, with its standardized techniques and methods of mass production, reached its zenith. As technology attracted larger numbers of people to urban centers, and compressed them into smaller areas, community living became a necessity. This, in turn, encouraged people to co-operate, and created relationships that invite similar activities and opinions. Gradually there emerged on the American scene, against all natural development of culture and against all individual traits inherent in every man, two striking attitudes that made American conformity broader, more unyielding, and more dangerous. The first attitude, assumed by the majority, was that the act of becoming average, of being normal, was more important than that of being distinct or superior. The second attitude, also assumed by the majority, was that the state of being well adjusted to the crowd and the community was more important than that of being a unique and original human being.

This may be the fundamental problem with caring a lot about what others think: It can put you on the established path—the my-isn’t-that-impressive path—and keep you there for a long time. Maybe it stops you from swerving, from ever even considering a swerve, because what you risk losing in terms of other people’s high regard can feel too costly. Maybe you spend three years in Massachusetts, studying constitutional law and discussing the relative merits of exclusionary vertical agreements in antitrust cases. For some, this might be truly interesting, but for you it is not. Maybe during those three years you make friends you’ll love and respect forever, people who seem genuinely called to the bloodless intricacies of the law, but you yourself are not called. Your passion stays low, yet under no circumstance will you underperform. You live, as you always have, by the code of effort/result, and with it you keep achieving until you think you know the answers to all the questions—including the most important one. Am I good enough? Yes, in fact I am. What happens next is that the rewards get real. You reach for the next rung of the ladder, and this time it’s a job with a salary in the Chicago offices of a high-end law firm called Sidley & Austin. You’re back where you started, in the city where you were born, only now you go to work on the forty-seventh floor in a downtown building with a wide plaza and a sculpture out front. You used to pass by it as a South Side kid riding the bus to high school, peering mutely out the window at the people who strode like titans to their jobs. Now you’re one of them. You’ve worked yourself out of that bus and across the plaza and onto an upward-moving elevator so silent it seems to glide. You’ve joined the tribe. At the age of twenty-five, you have an assistant. You make more money than your parents ever have. Your co-workers are polite, educated, and mostly white. You wear an Armani suit and sign up for a subscription wine service. You make monthly payments on your law school loans and go to step aerobics after work. Because you can, you buy yourself a Saab. Is there anything to question? It doesn’t seem that way. You’re a lawyer now. You’ve taken everything ever given to you—the love of your parents, the faith of your teachers, the music from Southside and Robbie, the meals from Aunt Sis, the vocabulary words drilled into you by Dandy—and converted it to this. You’ve climbed the mountain. And part of your job, aside from parsing abstract intellectual property issues for big corporations, is to help cultivate the next set of young lawyers being courted by the firm. A senior partner asks if you’ll mentor an incoming summer associate, and the answer is easy: Of course you will. You have yet to understand the altering force of a simple yes. You don’t know that when a memo arrives to confirm the assignment, some deep and unseen fault line in your life has begun to tremble, that some hold is already starting to slip. Next to your name is another name, that of some hotshot law student who’s busy climbing his own ladder. Like you, he’s black and from Harvard. Other than that, you know nothing—just the name, and it’s an odd one. Barack.

Innovations are happening in conventional schooling. Some people will read the chapters to come and respond that their own children’s schools are incorporating evidence-based changes, making them more like Montessori schools—eliminating grades, combining ages, using a lot of group work, and so on. One could take the view that over the years, conventional schooling has gradually been discovering and incorporating many of the principles that Dr. Montessori discovered in the first half of the 20th century. However, although schooling is changing, those changes are often relatively superficial. A professor of education might develop a new reading or math program that is then adopted with great fanfare by a few school systems, but the curricular change is minute relative to the entire curriculum, and the Lockean model of the child and the factory structure of the school environment still underlie most of the child’s school day and year. “Adding new ‘techniques’ to the classroom does not lead to the developmental of a coherent philosophy. For example, adding the technique of having children work in ‘co-operative learning’ teams is quite different than a system in which collaboration is inherent in the structure” (Rogoff, Turkanis, & Bartlett, 2001, p. 13). Although small changes are made reflecting newer research on how children learn, particularly in good neighborhood elementary schools, most of the time, in most U.S. schools, conventional structures predominate (Hiebert, 1999; McCaslin et al., 2006; NICHD, 2005; Stigler, Gallimore, & Hiebert, 2000), and observers rate most classes to be low in quality (Weiss, Pasley, Smith, Banilower, & Heck, 2003). Superficial insertions of research-supported methods do not penetrate the underlying models on which are schools are based. Deeper change, implementing more realistic models of the child and the school, is necessary to improve schooling. How can we know what those new models should be? As in medicine, where there have been increasing calls for using research results to inform patient treatments, education reform must more thoroughly and deeply implement what the evidence indicates will work best. This has been advocated repeatedly over the years, even by Thorndike. Certainly more and more researchers, educators, and policy makers are heeding the call to take an evidence-based stance on education. Yet the changes made thus far in response to these calls have not managed to address to the fundamental problems of the poor models. The time has come for rethinking education, making it evidence based from the ground up, beginning with the child and the conditions under which children thrive. Considered en masse, the evidence from psychological research suggests truly radical change is needed to provide children with a form of schooling that will optimize their social and cognitive development. A better form of schooling will change the Lockean model of the child and the factory structure on which our schools are built into something radically different and much better suited to how children actually learn.

A server arrives to top up our glasses. I wait till he’s poured, returned the bottle to its bucket, and laid the white napkin over the top. ‘A group of us had the idea three or four years ago. You met Gen—I was at uni with her, Callum, and Zach, our other co-founders. I went to school with Cal and Zach too. There were so many flash members’ clubs opening up around Mayfair. We joined a few, and they were fun. Predictable. Total meat markets, obviously. They got formulaic pretty quickly. Just posh people looking to get fucked and fuck. We felt that, for the amount of money they were charging, we should get more bang for our buck. Stupid pun intended.’ She rewards my lame joke with a little smile. ‘Anyway, there were some pop-up sex clubs around that were killing it. We thought it would be fun to try something more permanent. Somewhere with rules and vetting that meant you were far safer than in any of those other places, but where you could also try out things that maybe you’d just fantasised about.’ She nods. ‘Makes sense. Maddy never goes home alone from Annabel’s. I worry sometimes, because a lot of these guys are super-entitled, and God knows what they might think they’re entitled to. It freaks me out.’ ‘Exactly. The safety and the freedom go hand in hand. You can’t let go if you don’t feel safe. That’s at the heart of everything we do.’ ‘So why the name Alchemy?

For the time being, however, his bent was literary and religious rather than balletic. He loved, and what seventh grader doesn’t, the abstracter foxtrots and more metaphysical twists of a Dostoevsky, a Gide, a Mailer. He longed for the experience of some vivider pain than the mere daily hollowness knotted into his tight young belly, and no weekly stomp-and-holler of group therapy with other jejune eleven-year-olds was going to get him his stripes in the major leagues of suffering, crime, and resurrection. Only a bona-fide crime would do that, and of all the crimes available murder certainly carried the most prestige, as no less an authority than Loretta Couplard was ready to attest, Loretta Couplard being not only the director and co-owner of the Lowen School but the author, as well, of two nationally televised scripts, both about famous murders of the 20th Century. They’d even done a unit in social studies on the topic: A History of Crime in Urban America. The first of Loretta’s murders was a comedy involving Pauline Campbell, R.N., of Ann Arbor, Michigan, circa 1951, whose skull had been smashed by three drunken teenagers. They had meant to knock her unconscious so they could screw her, which was 1951 in a nutshell. The eighteen-year-olds, Bill Morey and Max Pell, got life; Dave Royal (Loretta’s hero) was a year younger and got off with twenty-two years. Her second murder was tragic in tone and consequently inspired more respect, though not among the critics, unfortunately. Possibly because her heroine, also a Pauline (Pauline Wichura), though more interesting and complicated had also been more famous in her own day and ever since. Which made the competition, one best-selling novel and a serious film biography, considerably stiffen Miss Wichura had been a welfare worker in Atlanta, Georgia, very much into environment and the population problem, this being the immediate pre-Regents period when anyone and everyone was legitimately starting to fret. Pauline decided to do something, viz., reduce the population herself and in the fairest way possible. So whenever any of the families she visited produced one child above the three she’d fixed, rather generously, as the upward limit, she found some unobtrusive way of thinning that family back to the preferred maximal size. Between 1989 and 1993 Pauline’s journals (Random House, 1994) record twenty-six murders, plus an additional fourteen failed attempts. In addition she had the highest welfare department record in the U.S. for abortions and sterilizations among the families whom she advised. “Which proves, I think,” Little Mister Kissy Lips had explained one day after school to his friend Jack, “that a murder doesn’t have to be of someone famous to be a form of idealism.” But of course idealism was only half the story: the other half was curiosity. And beyond idealism and curiosity there was probably even another half, the basic childhood need to grow up and kill someone.

authorsusancain quietrev.com SUSAN CAIN is the co-founder of Quiet Revolution and the author of the bestsellers Quiet Power: The Secret Strengths of Introverted Kids, and Quiet: The Power of Introverts in a World That Can’t Stop Talking, which has been translated into 40 languages and been on the New York Times bestseller list for more than four years. Quiet was named the best book of the year by Fast Company magazine, which also named Susan one of its “Most Creative People in Business.” Susan is the co-founder of the Quiet Schools Network and the Quiet Leadership Institute, and her writing has appeared in The New York Times, The Atlantic, The Wall Street Journal, and other publications. Her TED Talk has been viewed more than 17 million times and was named by Bill Gates as one of his all-time favorite talks.

Someone taught them, to be sure, but they were not products of a school system, and not one of them was ever “graduated” from a secondary school. Throughout most of American history, kids generally didn’t go to high school, yet the unschooled rose to be admirals, like –Farragut; inventors, like Edison; captains of industry, like Carnegie and Rockefeller; writers, like Melville and Twain and Conrad; and even scholars, like Margaret Mead. In fact, until pretty recently people who reached the age of thirteen weren’t looked upon as children at all. Ariel Durant, who co-wrote an enormous, and very good, multi–volume history of the world with her husband Will, was happily married at fifteen, and who could reasonably claim Ariel Durant was an uneducated person?

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People who’ve adopted an individualist attitude aren’t necessarily sociopaths or assholes: they’ll still donate to a GoFundMe to help a local kid with cancer, or even stop to help someone on the side of the road if they look “safe.” They chip into the gift fund for a co-worker’s fiftieth birthday, tithe to their church, and fundraise for their children’s school. They do want to help others, but they want it to be on their own terms and arbitrate who’s worthy of receiving it. They are often obsessed with the idea of “fairness”: that one can benefit from something only insomuch as they’ve contributed to it themselves.

The universal truth behind my specific issues is that most of us invest a lot of energy, one way or another, in trying to avoid fully experiencing the reality in which we find ourselves. We don’t want to feel the anxiety that might arise if we were to ask ourselves whether we’re on the right path, or what ideas about ourselves it could be time to give up. We don’t want to risk getting hurt in relationships or failing professionally; we don’t want to accept that we might never succeed in pleasing our parents or in changing certain things we don’t like about ourselves – and we certainly don’t want to get ill and die. The details differ from person to person, but the kernel is the same. We recoil from the notion that this is it – that this life, with all its flaws and inescapable vulnerabilities, its extreme brevity, and our limited influence over how it unfolds, is the only one we’ll get a shot at. Instead, we mentally fight against the way things are – so that, in the words of the psychotherapist Bruce Tift, ‘we don’t have to consciously participate in what it’s like to feel claustrophobic, imprisoned, powerless, and constrained by reality’.12 This struggle against the distressing constraints of reality is what some old-school psychoanalysts call ‘neurosis’, and it takes countless forms, from workaholism and commitment-phobia to co-dependency and chronic shyness.

Outcome Based Education The first time you read this poem I need you to remember something They do not teach you in school Like Doctor’s, Lawyers, Soldiers, Teachers don’t have an oath, not at all Yet, students aren’t footballs They aren’t The student aren’t born dull or bright Teachers make them that way, a plight Obe comes for rescue to make learning, a delight Yet, is content about Obe too abstract to understand? Is the material about Obe too tough to grasp and comprehend? Do a new way to be adopted to explain and define Obe? Its an easy concept once you agree Outcomes are not scores, averages or grade point Only needs is to look education from a new viewpoint Obe is holistic way of enlightening and empowering learners It is a paradigm shift to make them achievers Obe is what they’ll be able to know and do Skills and knowledge they need to have at debut Course Outcome(CO) is what they’ll know after each course This is the skill they will acquire without any force Program Specific Outcomes(PSO) are specific to program, USPs of department, its hologram What they’ll be able to do at time of graduation accomplishment, achievement, acclamations Program Educational Objectives(PEOs) are the achievements they’ll have in their career Indicates what they’ll achieve and how they perform during first few years Program Outcomes (POs) is what they’ll be able to know and do upon graduation Skills, knowledge and behaviour they’ll acquire, will give their career acceleration. Obe wants all learner to learn and be successful 1 paradigm 2 purpose 3 premises 4 principles 5 Practices of obe makes you accountable ----------------By Dr. Kshitij Shinghal Special thanks to Dr. William Spady and references from his book “ Outcome Based Education: Critical Issues

Also, though we had decent sex, I didn’t like Gene that much. He was a financial analyst who’d early on mentioned that the University of Florida’s business school, which he’d attended, was ranked among the top fifteen in the country. Though I’d never previously wondered about the University of Florida’s business school ranking, of course this had prompted me to look it up and discover the claim was off by about ten. Far more alarmingly, he’d once used the word snowflake to disparage a co-worker who regularly took sick days because of migraines. While it was possible he meant the term apolitically, the meaning he apparently did intend wasn’t much better. And I hadn’t called him on it because I feared doing so would result in my needing to find another sexual outlet, meaning I’d have to resubscribe to a hookup app and meet enough strangers at enough bars to determine which one probably wouldn’t kill me if we went back to my apartment. If, on the plus side, Gene wasn’t homicidal, he wasn’t particularly cute, either.

Outcome Based Education The first time you read this poem I need you to remember something They do not teach you in school Like Doctor’s, Lawyers, Soldiers, Teachers don’t have an oath, not at all Yet, students aren’t footballs They aren’t The student aren’t born dull or bright Teachers make them that way, a plight Obe comes for rescue to make learning, a delight Yet, is content about Obe too abstract to understand? Is the material about Obe too tough to grasp and comprehend? Do a new way to be adopted to explain and define Obe? Its an easy concept once you agree Outcomes are not scores, averages or grade point Only needs is to look education from a new viewpoint Obe is holistic way of enlightening and empowering learners It is a paradigm shift to make them achievers Obe is what they’ll be able to know and do Skills and knowledge they need to have at debut Course Outcome(CO) is what they’ll know after each course This is the skill they will acquire without any force Program Specific Outcomes(PSO) are specific to program, USPs of department, its hologram What they’ll be able to do at time of graduation accomplishment, achievement, acclamations Program Educational Objectives(PEOs) are the achievements they’ll have in their career Indicates what they’ll achieve and how they perform during first few years Program Outcomes (POs) is what they’ll be able to know and do upon graduation Skills, knowledge and behaviour they’ll acquire, will give their career acceleration. Obe wants all learner to learn and be successful 1 paradigm 2 purpose 3 premises 4 principles 5 Practices of obe makes you accountable 1 paradigm what and whether students learn successfully is more important than how and when they learn 2 Purpose maximize condition of success for all students, send fully equipped student into world to make their dreams unfurl 3 Premises All students can succeed and learn maybe not on same day and same way, Success breads success , colleges control condition of success 4 principles clarity of focus on outcomes, expended opportunity to all, high expectation from all, designing curriculum to attain outcome 5 practices define outcome, design curriculum, deliver instruction, document result, determine advancement These are 1 paradigm 2 purpose 3 premises 4 principles 5 Practices for Obe accomplishment ----------------By Dr. Kshitij Shinghal Special thanks to Dr. William Spady and references from his book “ Outcome Based Education: Critical Issues

We co-operators did our own office cleaning. There was no getting out of it. We had a roster. Everyone had to muck in about twice a month. Some argued that our time could be more profitably allocated and that an inexpensive contractor should do the cleaning work. Maybe so, but I always felt that the other benefits made the scheme worthwhile. There is nothing like an egalitarian donation of time and labor to enhance team spirit. I played basketball in high school. I did not get many minutes on the court, but the experience was very rewarding. My coach once said to me, “Lakesha Williams, you are a real team player,” and I have not forgotten how proud that made me.

When making your butch-buddy film, By Hook or By Crook, you and your co-writer, Silas Howard, decided that the butch characters would call each other “he” and “him,” but in the outer world of grocery stores and authority figures, people would call them “she” and “her”. The point wasn't that if the outer world were schooled appropriately re: the characters’ preferred pronouns, everything would be right as rain. Because if the outsiders call the characters “he”, it would be a different kind of he. Words change depending on who speaks them; there is no cure. The answer isn't just to introduce new words (boi, cis-gendered, andro-fag) and then set out to reify their meanings (though obviously there is power and pragmatism here.) One must also become alert to the multitude of possible uses, possible contexts, the wings with which each word can fly. Like when you whisper, You’re just a hole, letting me fill you up. Like when I say husband. Soon after we got together, we attended a dinner party at which a (presumably straight, or at least straight-married) women who’d known Harry for some time turned to me and said, “So, have you been with other women, before Harry?” I was taken aback. Undeterred, she went on: “Straight ladies have always been hot for Harry.” Was Harry a woman? Was I a straight lady? What did past relationships I’d had with “other women” have in common with this one? Why did I have to think about other “straight ladies” who were hot for my Harry? Was his sexual power, which I already felt to be immense, a kind of spell I’d fallen under, from which I would emerge abandoned, as he moved on to seduce others? Why was this woman, whom I barely knew, talking to me like this? When would Harry come back from the bathroom?

The government isn’t supposed to be able to police content on private platforms. But as tech entrepreneur Vivek Ramaswamy and Yale Law School’s constitutional scholar Jed Rubenfeld wrote in a 2021 Wall Street Journal op-ed, “Congress has co-opted Silicon Valley to do through the back door what government cannot directly accomplish under the Constitution.

Attend a university if you possibly can. There is no content of knowledge that is not pertinent to the work you will want to do. But before you attend a university work at something for a while. Do anything. Get a job in a potato field; or work as a grease-monkey in an auto repair shop. But if you do work in a field do not fail to observe the look and the feel of earth and of all things that you handle — yes, even potatoes! Or, in the auto shop, the smell of oil and grease and burning rubber. Paint of course, but if you have to lay aside painting for a time, continue to draw. Listen well to all conversations and be instructed by them and take all seriousness seriously. Never look down upon anything or anyone as not worthy of notice. In college or out of college, read. And form opinions! Read Sophocles and Euripides and Dante and Proust. Read everything that you can find about art except the reviews. Read the Bible; read Hume; read Pogo. Read all kinds of poetry and know many poets and many artists. Go to and art school, or two, or three, or take art courses at night if necessary. And paint and paint and draw and draw. Know all that you can, both curricular and noncurricular — mathematics and physics and economics, logic and particularly history. Know at least two languages besides your own, but anyway, know French. Look at pictures and more pictures. Look at every kind of visual symbol, every kind of emblem; do not spurn signboards of furniture drawings of this style of art or that style of art. Do not be afraid to like paintings honestly or to dislike them honestly, but if you do dislike them retain an open mind. Do not dismiss any school of art, not the Pre-Raphaelites nor the Hudson River School nor the German Genre painters. Talk and talk and sit at cafés, and listen to everything, to Brahms, to Brubeck, to the Italian hour on the radio. Listen to preachers in small town churches and in big city churches. Listen to politicians in New England town meetings and to rabble-rousers in Alabama. Even draw them. And remember that you are trying to learn to think what you want to think, that you are trying to co-ordinate mind and hand and eye. Go to all sorts of museums and galleries and to the studios of artists. Go to Paris and Madrid and Rome and Ravenna and Padua. Stand alone in Sainte Chapelle, in the Sistine Chapel, in the Church of the Carmine in Florence. Draw and draw and paint and learn to work in many media; try lithography and aquatint and silk-screen. Know all that you can about art, and by all means have opinions. Never be afraid to become embroiled in art of life or politics; never be afraid to learn to draw or paint better than you already do; and never be afraid to undertake any kind of art at all, however exalted or however common, but do it with distinction.

I had always expected boys to carry themselves with a similar elegance and charm. But co-ed school killed this notion pretty fast.

Since she was ten, the most powerfully loaded word in Dora's house, in her vocabulary, had been opportunity. And from what little she knew or cared about history, it seemed to her that until 1989 the word, the concept, had not existed. Life before the change was all about cigarettes and salted bread rolls for breakfast, maybe a cup of cocoa in a milk house on the way to work or school. It was a dun-colored existence. If a person was ambitious, he or she joined the Party to get ahead, but most people kept their mouths shut and their heads down. They pursued hobbies like photography or tennis; or maybe they climbed mountains or kept a garden and traded whatever extra they had for something they didn't have; or maybe, if they were overly ambitious, they carried whatever extras they could round up to the co-op or the weekly market, and they sold it for a bit of change.

Each study has concluded the same thing: almost all of our jobs will overlap with the capabilities of AI. As I’ve alluded to previously, the shape of this AI revolution in the workplace looks very different from every previous automation revolution, which typically started with the most repetitive and dangerous jobs. Research by economists Ed Felten, Manav Raj, and Rob Seamans concluded that AI overlaps most with the most highly compensated, highly creative, and highly educated work. College professors make up most of the top 20 jobs that overlap with AI (business school professor is number 22 on the list ). But the job with the highest overlap is actually telemarketer. Robocalls are going to be a lot more convincing, and a lot less robotic, soon. Only 36 job categories out of 1,016 had no overlap with AI. Those few jobs included dancers and athletes, as well as pile driver operators, roofers, and motorcycle mechanics (though I spoke to a roofer, and they were planning on using AI to help with marketing and customer service, so maybe 35 jobs). You will notice that these are highly physical jobs, ones in which the ability to move in space is critical. It highlights the fact that AI, for now at least, is disembodied. The boom in artificial intelligence is happening much faster than the evolution of practical robots, but that may change soon. Many researchers are trying to solve long-standing problems in robotics with Large Language Models, and there are some early signs that this might work, as LLMs make it easier to program robots that can really learn from the world around them.

Most schools fulfill this legal obligation by providing services that won’t involve a perpetrator, such as academic accommodations or healing resources. At Western University, victim advocates would broker agreements between survivors and their professors to get extensions on assignments or excused absences. They would also help survivors submit paperwork to receive refunds for classes they dropped or failed due to the strains of their traumatic symptoms. To improve survivors’ mental health, the Counseling Center hosted group therapy for sexual assault survivors and offered one-on-one counseling at a cheaper rate than the insurance co-pay at most private practices. Advocates also had a small fund available to cover survivors’ trauma-related expenses. Overwhelmingly, survivors who received these resources benefited from them. Some called them life-changing. However, few survivors felt comfortable actually using them. Especially more than once.

In a stunning 1971 paper, Twenty Things to Do with a Computer, Seymour Papert and Logo co-creator Cynthia Solomon proposed educative computer-based projects for kids. They included composing music, controlling puppets, programming, movie making, mathematical modeling, and a host of other projects that schools should aspire to more than 40 years later. Papert and Solomon also made the case for 1:1 computing and stressed the three game changers discussed later in this book. The school computer should have a large number of output ports to allow the computer to switch lights on and off, start tape recorders, actuate slide projectors and start and stop all manner of little machines. There should also be input ports to allow signals to be sent to the computer. In our image of a school computation laboratory, an important role is played by numerous “controller ports” which allow any student to plug any device into the computer… The laboratory will have a supply of motors, solenoids, relays, sense devices of various kids, etc. Using them, the students will be able to invent and build an endless variety of cybernetic systems.

The corporate reform movement has co-opted progressive themes and language in the service of radical purposes. Advocating the privatization of public education is deeply reactionary. Disabling or eliminating teachers’ unions removes the strongest voice in each state to advocate for public education and to fight crippling budget cuts. In every state, classroom teachers are experts in education; they know what their students need, and their collective voice should be part of any public decision about school improvement. Stripping teachers of their job protections limits academic freedom. Evaluating teachers by the test scores of their students undermines professionalism and encourages teaching to the test. Claiming to be in the forefront of a civil rights movement while ignoring poverty and segregation is reactionary and duplicitous.

When teachers participate in a literary experience with a professionally presented children's play, they are offering their students a text quite different from anything that they will experience within their classrooms. Within this literary experience, teachers join as equals with their students, and each, as audience members within the darkened space of the performance, create their own poems to hold within themselves or share with others.

Early July 2012 Young, I started reading your blog, “Life Of A Harem Boy,” and it brought back memories of our time together. As much as I am not in favor of you writing about our E.R.O.S. experiences, I applaud your bravery and the honest approach in your stories. Your courage to tell all has somehow convinced me to add my point of view to our adventures together. My dear, you sure have cogent ways of softening my stances in providing credence to your narrations. One thing I’m glad you didn’t do is tell your story as an exposé to discredit the positive experiences of our clandestine society, of the people involved and the schools we attended. For this I laud you. If you are open to my retelling of your stories through my experiences, we may at some point arrive at a juncture where we can be co-authors in one book of your Harem Boy series. This collaboration will provide further credibility to our escapades. I’d be happy to team up with you if you are open to me being a co-writer of one of your 5 books. Since I am semi-retired and have time to kill, it will be an excellent opportunity for me to recount part of my life story in conjunction with you. In many ways, I am glad we reconnected. Maybe the time is ripe for us to work on a joint project (which we had the intention of doing many years ago). Do you remember how we discussed a collaboration but never got around to it? This may be the perfect project. We can tell a similar story from different angles and points of view. I think we’ll also be able to rekindle our friendship more deeply. Let me know your thoughts.

A few weeks later, Chesky decided that the founders of the struggling company should apply to the prestigious Y Combinator startup school, which invested seventeen thousand dollars in each startup, took a 7 percent ownership stake, and surrounded founders with mentors and technology luminaries during an intense three-month program. It was a last-ditch effort and Chesky actually missed the application deadline by a day. Michael Seibel, an alumnus of the program (and later its CEO), had to ask the organizers to let the company submit late. They got permission, and the co-founders were invited for an interview. Blecharczyk flew out to San Francisco and crashed on the living-room couch on Rausch Street, and the three co-founders gathered themselves for one last try.

Swami Devi Dyal College Of Nursing Swami Devi Dyal College of Nursing was established in year 2006. The college is approved & recognized by Haryana Nursing Registration Council (HNRC), Indian Nursing Council (INC), New Delhi and is affiliated to Pt. B.D. Sharma University of Health Sciences, Rohtak. SWATCH BHARAT B.Sc Nursing Students of Swami Devi Dyal college of nursing organized awareness programme on SWATCH BHARAT along with Nursing Staff of General Hospital Sector -6 Panchkula Haryana. They delivered health education to patients and their relatives about the importance of cleanliness and proper disposal of refuse .Posters were displayed. Courses Offered Bachelor of Science Nursing (Co-education) Program Mode Regular Duration 4 Years No. of Seats 60 Eligibility 1) The applicant must have passed 10+2 exam of board of school education Haryana or any examination recognized as equivalent there to with Science (Physics, Chemistry, & Biology) and English (PCBE) with minimum 45% in aggregate marks (40% marks for the reserved category SC/ST). 2) Minimum Age limit: 17 years before 31st December of the admission session 2012. 3) Candidate must be medically fit and medical fitness certificate shall have to be produced at the time of admission. Fee Structure 60000/- Admission Procedure The admission to B. Sc Nursing Program will be made on the basis of the CET test conducted by Pt. B.D. Sharma University of Health Sciences, Rohtak. The management Quota seats (25% of the sanctioned intake including 15% seats for children/ward of NRI’s) for Nursing will be filled as per 1. CET-2012 merit ranking Conducted by Pt. B.D. Sharma University of Health Sciences, Rohtak. 2. Merit based on percentage of marks in 10+2 in Physics, Chemistry, Biology & English.

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Poppy felt a weird out-of-body sensation, like she was looking at herself in another life. Her inbox was full: best wishes from distant relatives and old co-workers and old grade-school classmates she hadn’t seen in twenty years

She thinks of Stanley's colored pencil drawings of theoretical businesses: a cafe, a bookshop, and, always, a grocery store. When she was ten and he was fourteen, he was already working as a bag boy at Publix, reading what their father called "hippie books." He talked about stuff like citrus canker, the Big Sugar mafia, and genetically modified foods and organisms. He got his store manager to order organic butter after Stanley'd read (in the 'Berkeley Wellness' newsletter) about the high concentration of pesticides in dairy. Then, for weeks, the expensive stuff (twice as much as regular) sat in the case, untouched. So Stanley used his own savings to buy the remaining inventory and stashed in his mother's cold storage. He took some butter to his school principal and spoke passionately about the health benefits of organic dairy: they bought a case for the cafeteria. He ordered more butter directly from the dairy co-operative and sold some to the Cuban-French bakery in the Gables, then sold some more from a big cooler at the Coconut Grove farmer's market. He started making a profit and people came back to him, asking for milk and ice cream. The experience changed Stanley- he was sometimes a little weird and pompous and intense before, but somehow, he began to seem cool and worldly.

I mean, he could blow old Capitalist-Stevie here away." Felice doesn't respond. She pulls the backs of her ankles in close to her butt and rests her chin on the flat of one her knees. She thinks of Stanley's colored pencil drawings of theoretical businesses: a cafe, a bookshop, and, always, a grocery store. When she was ten and he was fourteen, he was already working as a bag boy at Publix, reading what their father called "hippie books." He talked about stuff like citrus canker, the Big Sugar mafia, and genetically modified foods and organisms. He got his store manager to order organic butter after Stanley'd read (in the 'Berkeley Wellness' newsletter) about the high concentration of pesticides in dairy. Then, for weeks, the expensive stuff (twice as much as regular) sat in the case, untouched. So Stanley used his own savings to buy the remaining inventory and stashed in his mother's cold storage. He took some butter to his school principal and spoke passionately about the health benefits of organic dairy: they bought a case for the cafeteria. He ordered more butter directly from the dairy co-operative and sold some to the Cuban-French bakery in the Gables, then sold some more from a big cooler at the Coconut Grove farmer's market. He started making a profit and people came back to him, asking for milk and ice cream. The experience changed Stanley- he was sometimes a little weird and pompous and intense before, but somehow, he began to seem cool and worldly. Their mother, however, said she couldn't afford to use his ingredients in her business. They'd fought about it. Stanley said that Avis had never really supported him. Avis asked if it wasn't hypocritical of Stanley to talk about healthy eating while he was pushing butter. And Stanley replied that he'd learned from the master, that her entire business was based on the cultivation of expensive heart attacks.

There were only fifty students in the school at any given time. The juniors were currently providing services at different Households; the total number of Bahriji students was approximately one hundred boys per year. Although Bahriji was a Co-ed school, a high wall separated the girls’ section from the boys. It was really two separate schools located on the same expansive oasis compound. This dividing of the sexes is a standard practice throughout the Middle Eastern world.

The 8 Basic Headers Work Family & Kids Spouse Health & Fitness Home Money Recreation & Hobbies Prospects for the Future Work The Boss Time Management Compensation Level of interest Co-workers Chances of promotion My Job Description Subordinates Family Relationship with spouse Relationship with children Relationship with extended family Home, chores and responsibilities Recreation & hobbies Money, expenses and allowances Lifestyle and standard of living Future planes and arrangements Spouse Communication type and intensity Level of independence Sharing each other's passions Division of roles and responsibilities Our time together Our planes for our future Decision making Love & Passion Health & Fitness General health Level of fitness Healthy lifestyle Stress factors Self awareness Self improvement Level of expense on health & fitness Planning and preparing for the rest of my life Home Comfort Suitability for needs Location Community and municipal services Proximity and quality of support/activity centers (i.e. school. Medical aid etc) Rent/Mortgage Repair / renovation Emotional atmosphere Money Income from work Passive income Savings and pension funds Monthly expenses Special expenses Ability to take advantage of opportunities / fulfill dreams Financial security / resilience Financial IQ / Understanding / Independent decision making Social, Recreation & Hobbies Free time Friends and social activity Level & quality of social ties Level of spending on S, R&H Culture events (i.e. theater, fairs etc) Space & accessories required Development over time Number of interests Prospect for the future Type of occupation Ratio of work to free time Promotion & Business development (for entrepreneurs) Health & Fitness Relationships Family and Home Financial security Fulfillment of vision / dreams  Creating Lenses with Excel If you wish to use Excel radar diagrams to simulate lenses, follow these steps: Open a new Excel spreadsheet.

From kindergarten through senior year of high school, Evan attended Crossroads, an elite, coed private school in Santa Monica known for its progressive attitudes. Tuition at Crossroads runs north of $ 22,000 a year, and seemingly rises annually. Students address teachers by their first names, and classrooms are named after important historical figures, like Albert Einstein and George Mead, rather than numbered. The school devotes as significant a chunk of time to math and history as to Human Development, a curriculum meant to teach students maturity, tolerance, and confidence. Crossroads emphasizes creativity, personal communication, well-being, mental health, and the liberal arts. The school focuses on the arts much more than athletics; some of the school’s varsity games have fewer than a dozen spectators. 2 In 2005, when Evan was a high school freshman, Vanity Fair ran an exhaustive feature about the school titled “School for Cool.” 3 The school, named for Robert Frost’s poem “The Road Not Taken,” unsurprisingly attracts a large contingent of Hollywood types, counting among its alumni Emily and Zooey Deschanel, Gwyneth Paltrow, Jack Black, Kate Hudson, Jonah Hill, Michael Bay, Maya Rudolph, and Spencer Pratt. And that’s just the alumni—the parents of students fill out another page or two of who’s who A-listers. Actor Denzel Washington once served as the assistant eighth grade basketball coach, screenwriter Robert Towne spoke in a film class, and cellist Yo-Yo Ma talked shop with the school’s chamber orchestra.