College Assignments Quotes

What's wrong with me? ... I might seem like the ideal student: homework always in early, every extra credit and extra curricular I can get my hands on, the good girl and the high achiever. But I realized something just now: it's not ambition, not entirely. It's fear. Because I don't know who I am when I'm not working, when I'm not focused on or totally consumed by a task. Who am I between the projects and the assignments, when there's nothing to do? I haven't found her yet and it scares me. Maybe that's why, for my senior capstone project this year, I decided to solve a murder.

If you quietly accept and go along no matter what your feelings are, ultimately you internalize what you're saying, because it's too hard to believe one thing and say another. I can see it very strikingly in my own background. Go to any elite university and you are usually speaking to very disciplined people, people who have been selected for obedience. And that makes sense. If you've resisted the temptation to tell the teacher, "You're an asshole," which maybe he or she is, and if you don't say, "That's idiotic," when you get a stupid assignment, you will gradually pass through the required filters. You will end up at a good college and eventually with a good job.

Make me an offer, " I said at last. "Write it up, and give me a point-by-point outline of why you're a good would-be suitor. " He started to laugh, then saw my face. "Seriously? That's like homework. There's a reason I'm not in college. " I snapped my fingers. "Get to it, Ivashkov. I want to see you put in a good day's work. " I expected a joke or a brush-off until later, but instead, he said, "Okay. " "Okay?" "Yep. I'm going to go back to my room right now to start drafting my assignment. " I stared incredulously as he reached for his coat. I had never seen Adrian move that fast when any kind of labor was involved. Oh no. What had I gotten myself into?

I tended to find lines of poetry beautiful only when I encountered them quoted in prose, in the essays my professors had assigned in college, where the line breaks were replaced with slashes, so that what was communicated was less a particular poem than the echo of poetic possibility. Insofar as I was interested in the arts, I was interested in the disconnect between my experience of actual artworks and the claims made on their behalf; the closest I'd come to having a profound experience of art was probably the experience of this distance, a profound experience of the absence of profundity.

But I know I didn't love school for school's sake. I had never really been what people call an 'academic' person, nor did I see myself becoming one. Instead, I took pleasure in the fact that my work existed in a social setting, one that was based on the promise of a brighter future. I knew that what I adored about school was that each of my assignments - readings, essays, or in-class presentations - was inseparable from my relationships [...] If I loved school at all, I loved it for what it provided me access to: bonds with people I grew to cherish. And nothing was better than working toward my dreams alongside people I loved who were doing the same.

Somehow, four strangers who had been randomly assigned to the same dorm room their freshman year of college had evolved into what we were now—a beautifully messy, perfectly imperfect family that’d gone through our share of ups and downs but made it through to the other side.

One common refrain I’ve heard from Gifted and Talented kids is how none of us really learned how to think,” he said. “We could just retain information so much easier, and most importantly, we had great reading comprehension, which is 90 percent of school assignments. Once I got to college, I realized how little I really know about studying and effectively learning and thinking rather than just reading and knowing.

Taylor sighed. Going head-to-head with Sharpay on a school assignment was really beneath her. But the more Taylor considered it, the more she liked the idea of seeing her own poem in the paper. After all, the words "published poet" would look awfully good on those Ivy League college applications. "You know what?" Taylor said. "What?" Sharpay snapped. Hands on hips, Taylor stepped forward till the girls were nose-to-nose. "Bring it on.

THE ORGANIC FOODS MYTH A few decades ago, a woman tried to sue a butter company that had printed the word 'LITE' on its product's packaging. She claimed to have gained so much weight from eating the butter, even though it was labeled as being 'LITE'. In court, the lawyer representing the butter company simply held up the container of butter and said to the judge, "My client did not lie. The container is indeed 'light in weight'. The woman lost the case. In a marketing class in college, we were assigned this case study to show us that 'puffery' is legal. This means that you can deceptively use words with double meanings to sell a product, even though they could mislead customers into thinking your words mean something different. I am using this example to touch upon the myth of organic foods. If I was a lawyer representing a company that had labeled its oranges as being organic, and a man was suing my client because he found out that the oranges were being sprayed with toxins, my defense opening statement would be very simple: "If it's not plastic or metallic, it's organic." Most products labeled as being organic are not really organic. This is the truth. You pay premium prices for products you think are grown without chemicals, but most products are. If an apple is labeled as being organic, it could mean two things. Either the apple tree itself is free from chemicals, or just the soil. One or the other, but rarely both. The truth is, the word 'organic' can mean many things, and taking a farmer to court would be difficult if you found out his fruits were indeed sprayed with pesticides. After all, all organisms on earth are scientifically labeled as being organic, unless they are made of plastic or metal. The word 'organic' comes from the word 'organism', meaning something that is, or once was, living and breathing air, water and sunlight. So, the next time you stroll through your local supermarket and see brown pears that are labeled as being organic, know that they could have been third-rate fare sourced from the last day of a weekend market, and have been re-labeled to be sold to a gullible crowd for a premium price. I have a friend who thinks that organic foods have to look beat up and deformed because the use of chemicals is what makes them look perfect and flawless. This is not true. Chemical-free foods can look perfect if grown in your backyard. If you go to jungles or forests untouched by man, you will see fruit and vegetables that look like they sprouted from trees from Heaven. So be cautious the next time you buy anything labeled as 'organic'. Unless you personally know the farmer or the company selling the products, don't trust what you read. You, me, and everything on land and sea are organic. Suzy Kassem, Truth Is Crying

In college, books assigned for class were read as competitive sport - the more critically, the better.

Hail, Columbia! Home of the six inch cockroach and the stadium-sized lecture hall. A reservation for rich white people guarded by poor brown people in a sea of urban decay. Where nobody on the faculty has ever spent ten minutes in the freshman dorm, but everybody talks about humanism and compassion. They teach you that military people are scum, trash, the lowest of the low -- and then they assign Homer's ILIAD just to develop your sense of irony. Where else can you see three suicides a month dismissed as "slightly above average, but better than Smith or Brown?

It was always embarrassing when professors assigned their own books. Even Madeleine, who found all the reading hard going, could tell that Zipperstein’s contribution to the field was reformulative and second-tier.

All this is probably for nothing,' she [her mother] said once we'd hatched the plan. 'Most likely I'll flunk out anyway.' To prepare, she shadowed me during the last months of my senior year of high school, doing all the homework that I was assigned, honing her skills. She replicated my worksheets, wrote the same papers I had to write, read every one of the books. I graded her work, using my teacher's marks as a guide. I judged her a shaky student at best. She went to college and earned straight As

The teachers introduced a program that explicitly trained the students to construct coherent arguments, with a focus on the connections between successive ideas. It was a radical shift from the kind of assignment that dominates high school writing instruction today, in which students are asked to write memoirs and personal reflections. The students showed dramatic improvements in their test scores in several subjects, and many more of them graduated from high school and applied to college. It’s no coincidence that

Rookie agent Melody Ganz spoke up. Ganz was on temporary assignment to Bravo after her gorgeous legs caught Kelli Randleman’s attention early on in the Copeland investigation. Although basically straight, Melody had experimented a little in college and saw nothing wrong with switch-hitting if it got her out of the Bureau’s dreadful backwater office in Jacksonville, South Carolina.

Nora Ephron is a screenwriter whose scripts for Silkwood, When Harry Met Sally, and Sleepless in Seattle have all been nominated for Academy Awards. Ephron started her career as a journalist for the New York Post and Esquire. She became a journalist because of her high school journalism teacher. Ephron still remembers the first day of her journalism class. Although the students had no journalism experience, they walked into their first class with a sense of what a journalist does: A journalists gets the facts and reports them. To get the facts, you track down the five Ws—who, what, where, when, and why. As students sat in front of their manual typewriters, Ephron’s teacher announced the first assignment. They would write the lead of a newspaper story. The teacher reeled off the facts: “Kenneth L. Peters, the principal of Beverly Hills High School, announced today that the entire high school faculty will travel to Sacramento next Thursday for a colloquium in new teaching methods. Among the speakers will be anthropologist Margaret Mead, college president Dr. Robert Maynard Hutchins, and California governor Edmund ‘Pat’ Brown.” The budding journalists sat at their typewriters and pecked away at the first lead of their careers. According to Ephron, she and most of the other students produced leads that reordered the facts and condensed them into a single sentence: “Governor Pat Brown, Margaret Mead, and Robert Maynard Hutchins will address the Beverly Hills High School faculty Thursday in Sacramento. . .blah, blah, blah.” The teacher collected the leads and scanned them rapidly. Then he laid them aside and paused for a moment. Finally, he said, “The lead to the story is ‘There will be no school next Thursday.’” “It was a breathtaking moment,” Ephron recalls. “In that instant I realized that journalism was not just about regurgitating the facts but about figuring out the point. It wasn’t enough to know the who, what, when, and where; you had to understand what it meant. And why it mattered.” For the rest of the year, she says, every assignment had a secret—a hidden point that the students had to figure out in order to produce a good story.

Tell me this- if you could have a guarantee that your child would be a National Merit Scholar and get into a prestigious college, have good work habits and a successful career, but that your relationship with him would be destroyed in the process, would you do it? Why not? Because you are made to love, that's why. We care about our relationships more than about our accomplishments. That's the way God made us. Then why don't we live that way? Why, come a damp and gloomy day in March, do we yell over a  math lesson or lose our temper over a writing assignment? Why do we see the lessons left to finish and get lost in an anxiety-ridden haze? We forget that we are dealing with a soul, a precious child bearing the Image of God, and all we can see is that there are only a few months left to the school year and we are still only halfway through the math book. When you are performing mommy triage- that is, when you have a crisis moment and have to figure out which fire to put out first- always choose your child. It's just a math lesson. It's only a writing assignment. It's a Latin declension. Nothing more. But your child? He is God's. And the Almighty put him in your charge for relationship. Don't damage that relationship over something so trivial as an algebra problem. And when you do (because you will, and so will I), repent. We like to feed our egos. When our children perform well, we can puff up with satisfaction and pat ourselves on the back for a job well done. But as important as it is to give our children a solid education (and it is important, don't misunderstand me), it is far more important that we love them well.  Our children need to know that the most important thing about them is not whether they finished their science curriculum or score well on the SAT. Their worth is not bound up in a booklist or a test score. Take a moment. Take ten. Look deep into your child's eyes. Listen, even when you're bored. Break out a board game or an old picture book you haven't read in ages. Resting in Him means relaxing into the knowledge that He has put these children in our care to nurture. And nurturing looks different than charging through the checklist all angst-like. Your children are not ordinary kids or ordinary people, because there are no ordinary kids or ordinary people. They are little reflections of the

researchers have discovered that adolescents do not walk around with a defect that prevents them from properly assessing risk. B. J. Casey, a neuroscientist at Weill Medical College of Cornell University, notes that it’s just the opposite: adolescents overestimate risk, at least when it comes to situations involving their own mortality. The real problem is that they assign a greater value to the reward they will get from taking that risk than adults do. It turns out that dopamine, the hormone that signals pleasure, is never so explosively active in human beings as it is during puberty. Never over the course of our lives will we feel anything quite so intensely, or quite so exultantly, again.

For many years there have been rumours of mind control experiments. in the United States. In the early 1970s, the first of the declassified information was obtained by author John Marks for his pioneering work, The Search For the Manchurian Candidate. Over time retired or disillusioned CIA agents and contract employees have broken the oath of secrecy to reveal small portions of their clandestine work. In addition, some research work subcontracted to university researchers has been found to have been underwritten and directed by the CIA. There were 'terminal experiments' in Canada's McGill University and less dramatic but equally wayward programmes at the University of California at Los Angeles, the University of Rochester, the University of Michigan and numerous other institutions. Many times the money went through foundations that were fronts or the CIA. In most instances, only the lead researcher was aware who his or her real benefactor was, though the individual was not always told the ultimate use for the information being gleaned. In 1991, when the United States finally signed the 1964 Helsinki Accords that forbids such practices, any of the programmes overseen by the intelligence community involving children were to come to an end. However, a source recently conveyed to us that such programmes continue today under the auspices of the CIA's Office of Research and Development. The children in the original experiments are now adults. Some have been able to go to college or technical schools, get jobs. get married, start families and become part of mainstream America. Some have never healed. The original men and women who devised the early experimental programmes are, at this point, usually retired or deceased. The laboratory assistants, often graduate and postdoctoral students, have gone on to other programmes, other research. Undoubtedly many of them never knew the breadth of the work of which they had been part. They also probably did not know of the controlled violence utilised in some tests and preparations. Many of the 'handlers' assigned to reinforce the separation of ego states have gone into other pursuits. But some have remained or have keen replaced. Some of the 'lab rats' whom they kept in in a climate of readiness, responding to the psychological triggers that would assure their continued involvement in whatever project the leaders desired, no longer have this constant reinforcement. Some of the minds have gradually stopped suppression of their past experiences. So it is with Cheryl, and now her sister Lynn.

Foch never for a moment thought about the easy ways of bringing his name before the public and the political world, or even about acquiring a reputation for military insight among the chiefs of the French army. He never posed as a central figure at public functions; he was never interviewed by the press; he made no use of the professional reviews to bring his name before military readers. Ile never published a line until his chiefs suggested the publication of his lectures at the Staff College. From the day when he received his first commission he was a hard-working student of war, patiently preparing himself to do his duty when the opportunity came, and meanwhile content to put all his energies into the work assigned to him. Success in the career of arms is not always associated with high personal character or with this modest pursuit of duty for its own sake.

Qualities such as honesty, determination, and a cheerful acceptance of stress, which can all be identified through probing questionnaires and interviews, may be more important to the company in the long run than one's college grade-point average or years of "related experience." Every business is only as good as the people it brings into the organization. The corporate trainer should feel his job is the most important in the company, because it is. Exalt seniority-publicly, shamelessly, and with enough fanfare to raise goosebumps on the flesh of the most cynical spectator. And, after the ceremony, there should be some sort of permanent display so that employees passing by are continuously reminded of their own achievements and the achievements of others. The manager must freely share his expertise-not only about company procedures and products and services but also with regard to the supervisory skills he has worked so hard to acquire. If his attitude is, "Let them go out and get their own MBAs," the personnel under his authority will never have the full benefit of his experience. Without it, they will perform at a lower standard than is possible, jeopardizing the manager's own success. Should a CEO proclaim that there is no higher calling than being an employee of his organization? Perhaps not-for fear of being misunderstood-but it's certainly all right to think it. In fact, a CEO who does not feel this way should look for another company to manage-one that actually does contribute toward a better life for all. Every corporate leader should communicate to his workforce that its efforts are important and that employees should be very proud of what they do-for the company, for themselves, and, literally, for the world. If any employee is embarrassed to tell his friends what he does for a living, there has been a failure of leadership at his workplace. Loyalty is not demanded; it is created. Why can't a CEO put out his own suggested reading list to reinforce the corporate vision and core values? An attractive display at every employee lounge of books to be freely borrowed, or purchased, will generate interest and participation. Of course, the program has to be purely voluntary, but many employees will wish to be conversant with the material others are talking about. The books will be another point of contact between individuals, who might find themselves conversing on topics other than the weekend football games. By simply distributing the list and displaying the books prominently, the CEO will set into motion a chain of events that can greatly benefit the workplace. For a very cost-effective investment, management will have yet another way to strengthen the corporate message. The very existence of many companies hangs not on the decisions of their visionary CEOs and energetic managers but on the behavior of its receptionists, retail clerks, delivery drivers, and service personnel. The manager must put himself and his people through progressively challenging courage-building experiences. He must make these a mandatory group experience, and he must lead the way. People who have confronted the fear of public speaking, and have learned to master it, find that their new confidence manifests itself in every other facet of the professional and personal lives. Managers who hold weekly meetings in which everyone takes on progressively more difficult speaking or presentation assignments will see personalities revolutionized before their eyes. Command from a forward position, which means from the thick of it. No soldier will ever be inspired to advance into a hail of bullets by orders phoned in on the radio from the safety of a remote command post; he is inspired to follow the officer in front of him. It is much more effective to get your personnel to follow you than to push them forward from behind a desk. The more important the mission, the more important it is to be at the front.

For the past 25 years, the idea of the Congo has been closely linked in the Western imagination to the 1998 book King Leopold’s Ghost by the American journalist Adam Hochschild. The book is widely assigned in high schools and colleges, and it regularly tops best-seller lists in colonial, African, and Western history. Hochschild has become a sort of king of the Congo, or at least of its history. The book is reflexively cited by reputable scholars in their footnotes any time they wish to assert that it is “well known” and “beyond doubt” that sinister men in Europe wrought havoc in Africa over a century ago. Any discussion of the Congo, or of European colonialism more generally, invariably begins with the question: “Have you read King Leopold’s Ghost?” I have read it. And I can declare that it is a vast hoax, full of distortions and errors both numerous and grave. Some people might view “King Hochschild’s Hoax,” as we might call it, as an empowering fable for modern Africans at the expense of the white man.

After graduating early from high school, I carefully listened to the quarterback during my first play in college spring ball. My mind was on the very basics of football: alignment, assignment, and where to stand in the huddle. The quarterback broke the huddle and I ran to the line, meeting the confident eyes of a defensive end—6-foot-6, 260- pound Matt Shaughnessy. I was seventeen, a true freshman, and he was a 23-year-old fifth-year senior, a third-round draft pick. Huge difference between the two of us. Impressing the coach was not on my mind. Survival was. “Oh, Jesus,” I said. I wasn’t cursing. I was praying for help. Is anyone among you in trouble? Let them pray ( James 5:13). That day Matt came off the ball so fast. Bam! Next thing I knew, I was flat on my back, thrown to the ground. I got up and limped back to the huddle. Four years later...standing on the sidelines in my first NFL game, bouncing on my toes, waiting for my chance to go in, one of the tight ends went down. My time to shine! Where do I stand? Who do I have? I look up and meet the same eyes I met on my first play in college football. Matt Shaughnessy! ...

You did not do my homework assignment for me,” he said, grabbing the collage again and looking it over. “I had insomnia,” I said. “I needed a creative activity.” Marlboro Man looked at me, seemingly unsure of whether to kiss me, thank me…or just tickle me some more. I didn’t give him a chance. Instead I picked up the collage and took Marlboro Man on a tour so he’d be prepared for our appointment. “Here’s a pack of cigarettes,” I said. “Because I used to smoke in college.” “Uh-huh,” he answered. “I knew that.” “And here’s a glass of white wine,” I continued. “Because…I love white wine.” “Yes, I’ve noticed,” Marlboro Man answered. “But…won’t Father Johnson have a problem with that being on there?” “Nah…,” I said. “He’s Episcopalian.” “Got it,” he said. I continued with my collage orientation, pointing out the swatch of my favorite shade of turquoise…the pug…the ballet shoe…the Hershey’s Kiss. He watched and listened intently, prepping himself for Father Johnson’s upcoming grilling. Gradually the earliness of the morning and the cozy warmth of my bedroom got the better of us, and before we knew it we’d sunk into the irresistible softness of my bed, our arms and legs caught in a tangled maze. “I think I love you,” his raspy voice whispered, his lips nearly touching my ear. His arms wrapped even more tightly around my body, swallowing me almost completely.

He talks about the way in which the American academy "assigns an official group identity" to students, eliminating the distinction "between voluntary association and imposed group identity." For example, "a Jewish student who is totally assimilated—whose Jewish identity is totally unimportant to him—goes to college and is assigned a special Jewish advisor." The academy also distinguishes between people who "own" their sexual, racial, or gender identity and those who, in its view, have "internalized their oppression.' For example, Kors says, Walter Olson, a tort reform expert at the Cato Institute who happens to be gay, "is not really gay because he doesn't understand the sources of his oppression." Thomas Sowell, an African American author based at the Hoover Institution, "isn't really black." And "Daphne Patai, a founder of Women's Studies at Amherst, isn't really a woman because she identifies with the oppressive culture around her. So in the humanities, when they speak of diversity, the one kind of diversity they don't mean is individuated intellectual diversity." On the contrary, there's a process of "vetting against individuation. The people who are most discriminated against, then, are not straight white males who just roll over and play along, but rather libertarian and conservative blacks, women who are critics of feminism, and gays and lesbians who are critics of the 'official' gay and lesbian positions on every issue in the world.

We have so little in common, but we were both avid readers growing up. I read almost nonstop when I was little, and it saved me in school. I hated classes, hated teachers. They always wanted me to do things I didn't want to do. But because I was a reader, they knew I wasn't stupid, just different. They cut me slack. It got me through. Reading couldn't help me make friends, though. I never got the hang of it. I would talk to kids, and over the years a handful of them even seemed to like me enough to ask to come over, but after that first visit to the house they never lasted. Ma told me what I did wrong but I could never manage to do it right. 'Act interested in what they say,' she said, but they never said anything interesting. 'Don't talk too much,' she said, but it never seemed like too much to me. So it wasn't like people threw tomatoes at me, or dipped my pigtails in inkwells, or stood up to move their desks away from mine, but I never really managed to make friends that I could keep. And I got used to it. I got used to a lot of things. Writing extra papers to make up for falling short in class participation. Volunteering to do the planning and the typing up whenever we had group work assigned, because I knew I could never really work right with a group. And the coping always worked. Up until three years into college, where despite Ma's repeated demands to try harder, I stalled. Every semester since, I was always still trying to finish that last Oral Communications class, which I had repeatedly failed. This semester I only made it six weeks in before it became obvious I wouldn't pass. I think we'd both finally given up.

They taught him how to milk cows and now they expected him to tame lions. Perhaps they expected him to behave like all good lion tamers. Use a whip and a chair. But what happens to the best lion tamer when he puts down his whip and his chair. Goddamnit! It was wrong. He felt cheated, he felt almost violated. He felt cheated for himself, and he felt cheated for guys like Joshua Edwards who wanted to teach and who didn’t know how to teach because he’d been pumped full of manure and theoretical hogwash. Why hadn’t anyone told them, in plain, frank English, just what to do? Couldn’t someone, somewhere along the line, have told them? Not one single college instructor? Not someone from the board of Ed, someone to orientate them after they’d passed the emergency exam? Not anyone? Now one sonofabitch somewhere who gave a good goddamn? Not even Stanley? Not even Small? Did they have to figure it out for themselves, sink and swim, kill or be killed? Rick had never been told how to stop in his class. He’d never been told what to do with a second term student who doesn’t even know how to write down his own goddamn name on a sheet of paper. He didn’t know, he’d never been advised on the proper tactics for dealing with a boy whose I.Q. was 66, a big, fat, round, moronic 66. He hadn’t been taught about kids’ yelling out in class, not one kid, not the occasional “difficult child” the ed courses had loftily philosophized about, not him. But a whole goddamn, shouting, screaming class load of them all yelling their sonofbitching heads off. What do you do with a kid who can’t read even though he’s fifteen years old? Recommend him for special reading classes, sure. And what do you do when those special reading classes are loaded to the asshole, packed because there are kids who can’t read in abundance, and you have to take only those who can’t read the worst, dumping them onto a teacher who’s already overloaded and those who doesn’t want to teach a remedial class to begin with? And what do you with that poor ignorant jerk? Do you call him on class, knowing damn well he hasn’t read the assignment because he doesn’t know how to read? Or do you ignore him? Or do you ask him to stop by after school, knowing he would prefer playing stickball to learning how to read. And knowing he considers himself liberated the moment the bell sounds at the end of the eighth period. What do you do when you’ve explained something patiently and fully, explained it just the way you were taught to explain in your education courses, explained in minute detail, and you look out at your class and see that stretching, vacant wall of blank, blank faces and you know nothing has penetrated, not a goddamn thing has sunk in? What do you do then? Give them all board erasers to clean. What do you do when you call on a kid and ask “What did that last passage mean?”and the kid stands there without any idea of what the passage meant , and you know that he’s not alone, you know every other kid in the class hasn’t the faintest idea either? What the hell do you do then? Do you go home and browse through the philosophy of education books the G.I bill generously provided. Do you scratch your ugly head and seek enlightenment from the educational psychology texts? Do you consult Dewey? And who the hell do you condemn, just who? Do you condemn elementary schools for sending a kid on to high school without knowing how to read, without knowing how to write his own name on a piece of paper? Do you condemn the masterminds who plot the education systems of a nation, or a state or a city?

Starting a little over a decade ago, Target began building a vast data warehouse that assigned every shopper an identification code—known internally as the “Guest ID number”—that kept tabs on how each person shopped. When a customer used a Target-issued credit card, handed over a frequent-buyer tag at the register, redeemed a coupon that was mailed to their house, filled out a survey, mailed in a refund, phoned the customer help line, opened an email from Target, visited Target.com, or purchased anything online, the company’s computers took note. A record of each purchase was linked to that shopper’s Guest ID number along with information on everything else they’d ever bought. Also linked to that Guest ID number was demographic information that Target collected or purchased from other firms, including the shopper’s age, whether they were married and had kids, which part of town they lived in, how long it took them to drive to the store, an estimate of how much money they earned, if they’d moved recently, which websites they visited, the credit cards they carried in their wallet, and their home and mobile phone numbers. Target can purchase data that indicates a shopper’s ethnicity, their job history, what magazines they read, if they have ever declared bankruptcy, the year they bought (or lost) their house, where they went to college or graduate school, and whether they prefer certain brands of coffee, toilet paper, cereal, or applesauce. There are data peddlers such as InfiniGraph that “listen” to shoppers’ online conversations on message boards and Internet forums, and track which products people mention favorably. A firm named Rapleaf sells information on shoppers’ political leanings, reading habits, charitable giving, the number of cars they own, and whether they prefer religious news or deals on cigarettes. Other companies analyze photos that consumers post online, cataloging if they are obese or skinny, short or tall, hairy or bald, and what kinds of products they might want to buy as a result.

Although thrilled that the era of the personal computer had arrived, he was afraid that he was going to miss the party. Slapping down seventy-five cents, he grabbed the issue and trotted through the slushy snow to the Harvard dorm room of Bill Gates, his high school buddy and fellow computer fanatic from Seattle, who had convinced him to drop out of college and move to Cambridge. “Hey, this thing is happening without us,” Allen declared. Gates began to rock back and forth, as he often did during moments of intensity. When he finished the article, he realized that Allen was right. For the next eight weeks, the two of them embarked on a frenzy of code writing that would change the nature of the computer business.1 Unlike the computer pioneers before him, Gates, who was born in 1955, had not grown up caring much about the hardware. He had never gotten his thrills by building Heathkit radios or soldering circuit boards. A high school physics teacher, annoyed by the arrogance Gates sometimes displayed while jockeying at the school’s timesharing terminal, had once assigned him the project of assembling a Radio Shack electronics kit. When Gates finally turned it in, the teacher recalled, “solder was dripping all over the back” and it didn’t work.2 For Gates, the magic of computers was not in their hardware circuits but in their software code. “We’re not hardware gurus, Paul,” he repeatedly pronounced whenever Allen proposed building a machine. “What we know is software.” Even his slightly older friend Allen, who had built shortwave radios, knew that the future belonged to the coders. “Hardware,” he admitted, “was not our area of expertise.”3 What Gates and Allen set out to do on that December day in 1974 when they first saw the Popular Electronics cover was to create the software for personal computers. More than that, they wanted to shift the balance in the emerging industry so that the hardware would become an interchangeable commodity, while those who created the operating system and application software would capture most of the profits.

One day Marlboro Man invited my sister, Betsy, and me to the ranch to work cattle. She was home from college and bored, and Marlboro Man wanted Tim to meet another member of my family. “Working cattle” is the term used to describe the process of pushing cattle, one by one, through a working chute, during which time they are branded, dehorned, ear tagged, and “doctored” (temperature taken, injections given). The idea is to get all the trauma and mess over with in one fell swoop so the animals can spend their days grazing peacefully in the pasture. When Betsy and I pulled up and parked, Tim greeted us at the chute and immediately assigned us our duties. He handed my sister a hot shot, which is used to gently zap the animal’s behind to get it to move through the chute. It’s considered the easy job. “You’ll be pushing ’em through,” Tim told Betsy. She dutifully took the hot shot, studying the oddly shaped object in her hands. Next, Tim handed me an eight-inch-long, thick-gauge probe with some kind of electronic device attached. “You’ll be taking their temperature,” Tim informed me. Easy enough, I thought. But how does this thing fit into its ear? Or does it slide under its arm somehow? Perhaps I insert it under the tongue? Will the cows be okay with this? Tim showed me to my location--at the hind end of the chute. “You just wait till the steer gets locked in the chute,” Tim directed. “Then you push the stick all the way in and wait till I tell you to take it out.” Come again? The bottom fell out of my stomach as my sister shot me a worried look, and I suddenly wished I’d eaten something before we came. I felt weak. I didn’t dare question the brother of the man who made my heart go pitter-pat, but…in the bottom? Up the bottom? Seriously? Before I knew it, the first animal had entered the chute. Various cowboys were at different positions around the animal and began carrying out their respective duties. Tim looked at me and yelled, “Stick it in!” With utter trepidation, I slid the wand deep into the steer’s rectum. This wasn’t natural. This wasn’t normal. At least it wasn’t for me. This was definitely against God’s plan.

The wedding rehearsal itself was uneventful until Father Johnson decided it was time to show Marlboro Man and me the proper way to walk to the marriage altar. Evidently, all of Father Johnson’s theological studies and work was destined to culminate in whether or not Marlboro Man and I approached the altar in the perfectly correct and proper way, because he was intent on driving the point home. “At this point,” Father Johnson instructed, “you’ll start to turn and Ree will take your arm.” He lightly pushed Marlboro Man in the proper direction, and the two of us began walking forward. “Nope, nope, nope,” Father Johnson said authoritatively. “Come back, come back.” Marlboro Man’s college friends snickered. “Oh…what did we do wrong?” I asked Father Johnson humbly. Maybe he’d discovered the truth about the collages. He showed us again. Marlboro Man was to turn and begin walking, then wait for me briefly. Then, as I took his arm, he was to lead me to the altar. Wait. Wasn’t that what we just did? We tried again, and Father Johnson corrected us…again. “Nope, nope, nope,” he said, pulling us both by the arm until we were back in our starting position. Marlboro Man’s friends chuckled. My stomach growled. And Marlboro Man kept quietly restrained, despite the fact that he was being repeatedly corrected by his fiancée’s interim minister for something that arguably wasn’t all that relevant to the commitment we were making to spend the rest of our lives together. We went through no fewer than seven more takes, and with each redo I began to realize that this was Father Johnson’s final test for us. Forget the collage assignment--that was small potatoes. Whether we could keep our cool and take instruction when a nice steak dinner and drinks awaited us at the country club was Father Johnson’s real decider of whether or not Marlboro Man and I were mature, composed, and levelheaded enough to proceed with the wedding. And while I knew Marlboro Man would grit his teeth and bear it, I wasn’t entirely sure I could. But I didn’t have to. On the beginning of the eighth run, just after Father Johnson gave us another “Nope. You’re not getting it right, kids…” Mike’s loud voice echoed throughout the wood-and-marble sanctuary. “Oh, c-c-c-c-come on, Father Johnson!” The chuckles turned into laughter. And out of the corner of my eye I saw Tony giving Mike a subtle high five. Thank goodness for Mike. He was hungry. He wanted to get on to the party.

To wit, researchers recruited a large group of college students for a seven-day study. The participants were assigned to one of three experimental conditions. On day 1, all the participants learned a novel, artificial grammar, rather like learning a new computer coding language or a new form of algebra. It was just the type of memory task that REM sleep is known to promote. Everyone learned the new material to a high degree of proficiency on that first day—around 90 percent accuracy. Then, a week later, the participants were tested to see how much of that information had been solidified by the six nights of intervening sleep. What distinguished the three groups was the type of sleep they had. In the first group—the control condition—participants were allowed to sleep naturally and fully for all intervening nights. In the second group, the experimenters got the students a little drunk just before bed on the first night after daytime learning. They loaded up the participants with two to three shots of vodka mixed with orange juice, standardizing the specific blood alcohol amount on the basis of gender and body weight. In the third group, they allowed the participants to sleep naturally on the first and even the second night after learning, and then got them similarly drunk before bed on night 3. Note that all three groups learned the material on day 1 while sober, and were tested while sober on day 7. This way, any difference in memory among the three groups could not be explained by the direct effects of alcohol on memory formation or later recall, but must be due to the disruption of the memory facilitation that occurred in between. On day 7, participants in the control condition remembered everything they had originally learned, even showing an enhancement of abstraction and retention of knowledge relative to initial levels of learning, just as we’d expect from good sleep. In contrast, those who had their sleep laced with alcohol on the first night after learning suffered what can conservatively be described as partial amnesia seven days later, forgetting more than 50 percent of all that original knowledge. This fits well with evidence we discussed earlier: that of the brain’s non-negotiable requirement for sleep the first night after learning for the purposes of memory processing. The real surprise came in the results of the third group of participants. Despite getting two full nights of natural sleep after initial learning, having their sleep doused with alcohol on the third night still resulted in almost the same degree of amnesia—40 percent of the knowledge they had worked so hard to establish on day 1 was forgotten.

It’s not always so easy, it turns out, to identify your core personal projects. And it can be especially tough for introverts, who have spent so much of their lives conforming to extroverted norms that by the time they choose a career, or a calling, it feels perfectly normal to ignore their own preferences. They may be uncomfortable in law school or nursing school or in the marketing department, but no more so than they were back in middle school or summer camp. I, too, was once in this position. I enjoyed practicing corporate law, and for a while I convinced myself that I was an attorney at heart. I badly wanted to believe it, since I had already invested years in law school and on-the-job training, and much about Wall Street law was alluring. My colleagues were intellectual, kind, and considerate (mostly). I made a good living. I had an office on the forty-second floor of a skyscraper with views of the Statue of Liberty. I enjoyed the idea that I could flourish in such a high-powered environment. And I was pretty good at asking the “but” and “what if” questions that are central to the thought processes of most lawyers. It took me almost a decade to understand that the law was never my personal project, not even close. Today I can tell you unhesitatingly what is: my husband and sons; writing; promoting the values of this book. Once I realized this, I had to make a change. I look back on my years as a Wall Street lawyer as time spent in a foreign country. It was absorbing, it was exciting, and I got to meet a lot of interesting people whom I never would have known otherwise. But I was always an expatriate. Having spent so much time navigating my own career transition and counseling others through theirs, I have found that there are three key steps to identifying your own core personal projects. First, think back to what you loved to do when you were a child. How did you answer the question of what you wanted to be when you grew up? The specific answer you gave may have been off the mark, but the underlying impulse was not. If you wanted to be a fireman, what did a fireman mean to you? A good man who rescued people in distress? A daredevil? Or the simple pleasure of operating a truck? If you wanted to be a dancer, was it because you got to wear a costume, or because you craved applause, or was it the pure joy of twirling around at lightning speed? You may have known more about who you were then than you do now. Second, pay attention to the work you gravitate to. At my law firm I never once volunteered to take on an extra corporate legal assignment, but I did spend a lot of time doing pro bono work for a nonprofit women’s leadership organization. I also sat on several law firm committees dedicated to mentoring, training, and personal development for young lawyers in the firm. Now, as you can probably tell from this book, I am not the committee type. But the goals of those committees lit me up, so that’s what I did. Finally, pay attention to what you envy. Jealousy is an ugly emotion, but it tells the truth. You mostly envy those who have what you desire. I met my own envy after some of my former law school classmates got together and compared notes on alumni career tracks. They spoke with admiration and, yes, jealousy, of a classmate who argued regularly before the Supreme Court. At first I felt critical. More power to that classmate! I thought, congratulating myself on my magnanimity. Then I realized that my largesse came cheap, because I didn’t aspire to argue a case before the Supreme Court, or to any of the other accolades of lawyering. When I asked myself whom I did envy, the answer came back instantly. My college classmates who’d grown up to be writers or psychologists. Today I’m pursuing my own version of both those roles.

The Disruption Machine What the gospel of innovation gets wrong. by Jill Lepore In the last years of the nineteen-eighties, I worked not at startups but at what might be called finish-downs. Tech companies that were dying would hire temps—college students and new graduates—to do what little was left of the work of the employees they’d laid off. This was in Cambridge, near M.I.T. I’d type users’ manuals, save them onto 5.25-inch floppy disks, and send them to a line printer that yammered like a set of prank-shop chatter teeth, but, by the time the last perforated page coiled out of it, the equipment whose functions those manuals explained had been discontinued. We’d work a month here, a week there. There wasn’t much to do. Mainly, we sat at our desks and wrote wishy-washy poems on keyboards manufactured by Digital Equipment Corporation, left one another sly messages on pink While You Were Out sticky notes, swapped paperback novels—Kurt Vonnegut, Margaret Atwood, Gabriel García Márquez, that kind of thing—and, during lunch hour, had assignations in empty, unlocked offices. At Polaroid, I once found a Bantam Books edition of “Steppenwolf” in a clogged sink in an employees’ bathroom, floating like a raft. “In his heart he was not a man, but a wolf of the steppes,” it said on the bloated cover. The rest was unreadable.

In Depth Types of Effect Size Indicators Researchers use several different statistics to indicate effect size depending on the nature of their data. Roughly speaking, these effect size statistics fall into three broad categories. Some effect size indices, sometimes called dbased effect sizes, are based on the size of the difference between the means of two groups, such as the difference between the average scores of men and women on some measure or the differences in the average scores that participants obtained in two experimental conditions. The larger the difference between the means, relative to the total variability of the data, the stronger the effect and the larger the effect size statistic. The r-based effect size indices are based on the size of the correlation between two variables. The larger the correlation, the more strongly two variables are related and the more of the total variance in one variable is systematic variance related to the other variable. A third category of effect sizes index involves the odds-ratio, which tells us the ratio of the odds of an event occurring in one group to the odds of the event occurring in another group. If the event is equally likely in both groups, the odds ratio is 1.0. An odds ratio greater than 1.0 shows that the odds of the event is greater in one group than in another, and the larger the odds ratio, the stronger the effect. The odds ratio is used when the variable being measured has only two levels. For example, imagine doing research in which first-year students in college are either assigned to attend a special course on how to study or not assigned to attend the study skills course, and we wish to know whether the course reduces the likelihood that students will drop out of college. We could use the odds ratio to see how much of an effect the course had on the odds of students dropping out. You do not need to understand the statistical differences among these effect size indices, but you will find it useful in reading journal articles to know what some of the most commonly used effect sizes are called. These are all ways of expressing how strongly variables are related to one another—that is, the effect size. Symbol Name d Cohen’s d g Hedge’s g h 2 eta squared v 2 omega squared r or r 2 correlation effect size OR odds ratio The strength of the relationships between variables varies a great deal across studies. In some studies, as little as 1% of the total variance may be systematic variance, whereas in other contexts, the proportion of the total variance that is systematic variance may be quite large,

To prevent students from having others do their assignments, Coursera has developed ways to identify users through their keystrokes. “You and I type the same phrase and you can’t forge my typing patterns,” says Dr. Koller. The method is used for any student who wants to earn a certificate. If a user is thought to be cheating, the company takes a range of actions, from issuing a warning to blocking the person from the platform. As expensive as college tuition is these days,

Planning Your Courses at the Schools of Experience If you think about McCall’s theory, going through the right courses in the schools of experience can help people in all kinds of situations increase the likelihood of success. One of the CEOs I have most admired, Nolan Archibald, has spoken to my students on this theory. Archibald has had a stellar career, including having been the youngest-ever CEO of a Fortune 500 company—Black & Decker. After he retired, he discussed with my students how he’d managed his career. What he described was not all of the steps on his résumé, but rather why he took them. Though he didn’t use this language, he built his career by registering for specific courses in the schools of experience. Archibald had a clear goal in mind when he graduated from college—he wanted to become CEO of a successful company. But instead of setting out on what most people thought would be the “right,” prestigious stepping-stone jobs to get there, he asked himself: “What are all the experiences and problems that I have to learn about and master so that what comes out at the other end is somebody who is ready and capable of becoming a successful CEO?” That meant Archibald was prepared to make some unconventional moves in the early years of his career—moves his peers at business school might not have understood on the surface. Instead of taking jobs or assignments because they looked like a fast-track to the C-suite, he chose his options very deliberately for the experience they would provide. “I wouldn’t ever make the decision based upon how much it paid or the prestige,” he told my students “Instead, it was always: is it going to give me the experiences I need to wrestle with?” His first job after business school was not a glamorous consulting position. Instead, he worked in Northern Quebec, operating an asbestos mine. He thought that particular experience, of managing and leading people in difficult conditions, would be important to have mastered on his route to the C-suite. It was the first of many such decisions he made. The strategy worked. It wasn’t long before he became CEO of Beatrice Foods. And then, at age forty-two, he achieved an even loftier goal: he was appointed CEO of Black & Decker. He stayed in that position for twenty-four years.

If you are working on a computer science programming assignment, schedule yourself to finish a week early so you can add a host of extra bells and whistles.

Humans could learn a lot from canines. The great tragedy among humans is that people have often been assigned to or seen as qualified for alpha positions—as CEOs, quarterbacks, coaches, directors of film, presidents of colleges or countries—not necessarily on the basis of innate leadership traits but, historically, on the basis of having been born to the dominant caste or the dominant gender or to the right family within the dominant caste, the assumption being that only those from a certain caste or gender or religion or national origin have the innate capacity or deservedness to be leaders.

Be true to yourself. Identify your gifts, so you can make your unique contribution to society. To refuse to complete this assignment is to have lived in vain. Nobody is capable of doing what you alone were created to do….Have a vision, cherish your dream, set goals, and let nothing hinder you….not even the dream stealers.

Biddy Chambers did. Had she given up, no one would have criticized her. Had she walked away, no one would have thought less of her. Her God-given assignment was to partner with her husband in teaching the Bible. They met in 1908, and by 1910 they were married, living in London, and busy about their dream of starting a Bible college. They purchased a large home and made rooms available for students and missionaries on furlough. Biddy’s training was in stenography. She took careful notes of her husband’s lectures and turned them into correspondence courses. At the outbreak of World War I, he felt a call to minister to soldiers stationed in Egypt. He and Biddy and their two-and-a-half-year-old daughter moved to the Middle East, where he took a position as a chaplain. Their ministry continued. He taught, she transcribed. He lectured; she captured his messages. It was a perfect partnership. Then came the setback. Her husband’s complications from appendicitis rendered Biddy a widow. Her husband died at the age of forty-three. She buried him in Egypt and returned to London to face this question: How could she partner with her husband if her husband was gone? All dreams of a teaching ministry would need to be abandoned, right? No. Biddy chose to give God her loaves and fishes. She set about the work of turning her husband’s notes into pamphlets and mailing them to friends and acquaintances. Eventually they were compiled into a book. My Utmost for His Highest was published in 1927.5

It happened because during my first year at Berkeley I arrived late one day at one of [Jerzy] Neyman's classes. On the blackboard there were two problems that I assumed had been assigned for homework. I copied them down. A few days later I apologized to Neyman for taking so long to do the homework — the problems seemed to be a little harder than usual. I asked him if he still wanted it. He told me to throw it on his desk. I did so reluctantly because his desk was covered with such a heap of papers that I feared my homework would be lost there forever. About six weeks later, one Sunday morning about eight o'clock, [my wife] Anne and I were awakened by someone banging on our front door. It was Neyman. He rushed in with papers in hand, all excited: "I've just written an introduction to one of your papers. Read it so I can send it out right away for publication." For a minute I had no idea what he was talking about. To make a long story short, the problems on the blackboard that I had solved thinking they were homework were in fact two famous unsolved problems in statistics. That was the first inkling I had that there was anything special about them. A year later, when I began to worry about a thesis topic, Neyman just shrugged and told me to wrap the two problems in a binder and he would accept them as my thesis. The second of the two problems, however, was not published until after World War II. It happened this way. Around 1950 I received a letter from Abraham Wald enclosing the final galley proofs of a paper of his about to go to press in the Annals of Mathematical Statistics. Someone had just pointed out to him that the main result in his paper was the same as the second "homework" problem solved in my thesis. I wrote back suggesting we publish jointly. He simply inserted my name as coauthor into the galley proof. [interview in the College Mathematics Journal in 1986]

oan Hilliard could feel the smile on her face as she stepped from her car. Not the best wheels, but they were hers, a token of four years spent working in a brokerage firm. Joan had always wanted to be a teacher, but she had finished college at the wrong time. To her great disappointment, she couldn’t land a teaching position. She had still wanted her own classroom but decided that any job was better than nothing. The brokerage firm paid well, and she felt better for the experience. She had learned about herself, how to work with other adults, and what life at work was all about. Above all, she felt more confident. She had learned to cope in a demanding and stressful adult environment. That experience ought to help in a classroom of kids. She was delighted to get a teaching assignment at Pico School. It looked like a friendly place from the outside. The surrounding neighborhood was in decline, but Pico boasted green lawns, welltrimmed shrubbery, and large, lattice-paned windows. Built in the 1950s, it had the architectural charm that Joan remembered from the schools of her childhood. As she walked through the arched entryway, she noticed the vaguely familiar smells of new wax and summer mustiness. As she turned down the corridor leading to the principal’s office, she ran into a tall, broad-shouldered man with hands on hips, scrutinizing the newly polished sheen on the floor. This had to be the custodian, admiring his work before hundreds of students’feet turned it into a mosaic of scuff marks. As she moved closer, he looked up and smiled as if he had

I am vice president,” wrote John Adams, the first to inhabit the office. “In this I am nothing. But I may be everything.” In January 1961, as Lyndon Johnson left the Senate for the vice presidency, his future held the dim but tantalizing promise of the presidency, of “everything.” But in the meantime LBJ would not resign himself to nothingness. It was not his nature. Throughout his life Johnson had assumed positions with no inherent power base and infused them with irrepressible energy, drive, and ambition: as assistant to President Cecil E. Evans of Southwest Texas State Teachers’ College, as speaker of the “Little Congress” of staff members in the 1940s, and as party whip and leader in the 1950s, power seemed to flow to him and issue from him naturally. In Johnson’s political ascent, power was the constant; public offices were quantities to be stretched, exploited for public and personal gain, and, ultimately, discarded along the climb. If this was arrogance, it was well grounded. Lyndon Johnson was never nothing; and if the vice presidency meant little today, that could not be the case for long. The press accepted Johnson’s bold claim with little skepticism. On the eve of the inauguration, U.S. News & World Report exclaimed that “the vice presidency is to become a center of activity and power unseen in the past.” The magazine foresaw “important assignments” for LBJ in foreign affairs, especially in the explosive Cuban situation. Undoubtedly, President Kennedy would rely heavily upon the negotiating skills of his brilliant second, Lyndon Johnson, “a new kind of vice president.” And LBJ, surely, would demand no less. “The restless and able Mr. Johnson is obviously unwilling to become a ceremonial nonentity,” Tom Wicker rightly predicted in the New York Times. Johnson’s former Senate colleagues agreed, assuring reporters that LBJ “will be very important in the new Administration—and much utilized.” Headlines heralded Washington’s new “Number 2 Man.

The academic effort of college students is influenced by their peers, so much so that the random assignments of first-year students to dormitories or roommates can have big consequences for their grades and hence on their future prospects. (Maybe parents should worry less about which college their kids go to and more about which roommate they get.)

The sub-sector needed a person, preferably an officer, civilian or military, to handle logistics. We had information that a certain Lieutenant Enamul Haque, a native of Chapai Nawabganj had crossed over to India and was now living with relatives in Malda. Jahangir contacted him and invited him to the Sub-sector HQ through some of his relatives who were in our Sub-sector. After much persuasion, he agreed to come. Jahangir scheduled the meeting when the Sector Commander would be present. A couple of days later, Enam came to Mohidipur. Jahangir and I were also present in the meeting. Enam was a tall individual with a good physique but he seemed nervous. Colonel Zaman opened the conversation with the usual inquiries: when did he cross the border, where was he staying in Malda, what was he doing, et cetera. Enam was not doing anything; he was simply hiding in Malda. Colonel Zaman told him that to the Pakistan Army he was a deserter and a rebel, irrespective of whether he joined the Mukti Bahini or not. He implored him to join; we needed all the help we could get. Enam responded that he was from the EME; he was not a fighter. Colonel Zaman assured him he would not be given any combat assignments; he would have an administrative job. He was going to BDF HQ soon and could have Enam assigned to Mohidipur Sub-sector as logistics officer and Enam could even stay with relatives in Malda if he liked. No amount of persuasion could convince Enam. It surprised me a great deal that a Bengali military officer, who deserted the Pakistan Army and crossed over to India, was unwilling to make any contribution to the liberation war, even in a non-combat capacity[33]. This was true of many young and able university and college students especially from middle class families. I had met some of them in Calcutta. On one occasion. Sultana Zaman, Colonel Zaman’s wife, had asked a female MPA why her two university going sons had not joined the Mukti Bahini? The MPA replied that her boys were intellectual types not suited for fighting, implying that combat was the task for lesser beings. [33] In 1973, I met Enamul Haque in the Bangabhaban where he was ADC to the President. He was claiming to be a freedom fighter! He retired as a brigadier. After retirement, he became a state minister in Sheikh Hasina's government in 2009.

As most college freshmen are, I was randomly assigned a roommate by an old computer with a terrible sense of irony and humor.

In a college classroom, although it is rarely ceremonially observed or even noticed, there must be a moment where a student says, “Yes! I do hereby accept this challenge. I give myself to it and to what it requires. I pledge to trust the guidance of the professor, to guard my time to make a priority of the work that it will take to gain the skills and carry out the assignments. I pledge to listen deeply and humbly to the text. I pledge faithful support to my classmates. I pledge to be patient. What’s more, I pledge to allow myself to be transformed into what I am not yet. I pledge my troth to the reality I do not yet know. Where no pledge takes place, no education transpires.

All the late nights and practice tests and extra-credit assignments and Amnesty International petitions and cross-country meets, all in service of College, those four years of transformative learning and personal growth, where she would take screenwriting classes and find forever friends like her mother had found Adi Uncle and travel and maybe even try improv because

What are you looking for when you read students’ essays? • What are some of the things you hate to see in an application? • Is demonstrated interest a factor in your admission decision? • Are admission decisions need-blind? • What kind of student does well here? What kind of student doesn’t do well here? • Did you attend this college? What has changed since you’ve been here? • What changes do you see taking place on campus in the next five years? • What are recent alumni doing? • What do you think your school is best known for? • How would you describe the typical student here? • How does the school help freshmen adjust to college? • How is academic advising handled? • Are there on-campus jobs available for students? • How are roommates assigned? • What is the Internet situation? Is the entire campus wireless? Do you support Macs or PCs? • How do meal plans work? • How much of a role does the surrounding community play in students’ daily life?

Try this on. What if I didn’t want to have babies because I loved my job too much to compromise it, or because serious travel makes me feel in relation to the world in an utterly essential way? What if I’ve always liked the looks of my own life much better than those of the ones I saw around me? What if, given the option, I would prefer to accept an assignment to go trekking for a month in the kingdom of Bhutan than spend that same month folding onesies? What if I simply like dogs a whole lot better than babies? What if I have become sure that personal freedom is the thing I hold most dear? Some of my closest friends love being mothers, live, to a certain extent, to be mothers. It has been the single most challenging and rewarding endeavor of their lives. Others of my friends don’t like it that much, thought they would like it better than they do, are counting the days till the last kid goes off to college so they can turn their attention to their own dreams. A few friends pretend to love it, but everyone within twelve square miles can hear them grinding their teeth. Still others pretend motherhood is the world’s biggest hassle and yet you can tell they love it deep down. And

But of course, she wouldn’t. She would avoid the confrontation, as usual. Typical Sera. “Josh, you and Lauren start recording the location of the necklace,” he said. She did a double take. He was assigning undergrads to a find of this magnitude? “I’m okay,” she said shakily as Nora helped her to her feet. “I’ll work on the amulet.” Chad’s eyebrows pulled together. “The what?” “It’s an amulet. To protect the temple.” She did her best not to cringe from his glare as she explained. “It sure did a piss-poor job,” Nora huffed. “Let’s not get ahead of ourselves. You’re going to rest.” He turned around. “Back to work, everyone. We’ll have time to gawk at the pretty necklace later.” Sera frowned as he casually dismissed her and walked away. World-renowned archaeologist Dr. Charles Lambert—Chad, as he preferred to be called by students—made significant advancements in remote sensing technology in the last decade, sending his career skyrocketing. Her college’s archaeology department had been using his new methodology last year when they discovered the buried temple in Campania, Italy. After requesting to lead their excavation this summer, Chad had agreed to return to the university as a visiting scholar for the next school year, much to the excitement of the entire archaeology department.

I frequently cite the example of having your career over, in the Navy, if your ship goes aground, even if it wasn't your fault. I say the lack of justice for the one guy that wasn't at fault is way more than made up by a greater justice for everybody when every captain of a ship always sweats blood to make sure the ship doesn't go aground. Tolerating a little unfairness to some to get a greater fairness for all is a model I recommend to all of you. But again, I wouldn't put it in your assigned college work if you want to be graded well, particularly in a modern law school wherein there is usually an over-love of fairness-seeking process.

Before the college students gave their speeches, Brooks asked them to speak three words out loud. She randomly assigned them to say either “I am calm” or “I am excited.” That one word—calm versus excited—was sufficient to significantly alter the quality of their speeches. When students labeled their emotions as excitement, their speeches were rated as 17 percent more persuasive and 15 percent more confident than those of students who branded themselves calm. Reframing fear as excitement also motivated the speakers, boosting the average length of their speeches by 29 percent; they had the courage to spend an extra thirty-seven seconds on stage. In another experiment, when students were nervous before taking a tough math test, they scored 22 percent better if they were told “Try to get excited” instead of “Try to remain calm.

Charlie: These assignments--they don't matter. This course doesn't matter. College doesn't matter. These amazing, honest things you wrote--they matter

typing her assignments on a phone with a cracked screen.

COL Nicholas Young Retires from the United States Army after More than Thirty -Six Years of Distinguished Service to our Nation 2 September 2020 The United States Army War College is pleased to announce the retirement of United States Army War College on September 1, 2020. COL Young’s recent officer evaluation calls him “one of the finest Colonel’s in the United States Army who should be promoted to Brigadier General. COL Young has had a long and distinguished career in the United States Army, culminating in a final assignment as a faculty member at the United States Army War College since 2015. COL Young served until his mandatory retirement date set by federal statue. His long career encompassed just shy of seven years enlisted time before serving for thirty years as a commissioned officer.He first joined the military in 1984, serving as an enlisted soldier in the New Hampshire National Guard before completing a tour of active duty in the U.S, Army Infantry as a non-commissioned officer with the 101st Airborne (Air Assault). He graduated from Officer Candidate School in 1990, was commissioned in the Infantry, and then served as a platoon leader and executive officer in the Massachusetts Army National Guard before assuming as assignment as the executive officer of HHD, 3/18th Infantry in the U.S. Army Reserves. He made a branch transfer to the Medical Service Corps in 1996. COL Young has since served as a health services officer, company executive officer, hospital medical operations officer, hospital adjutant, Commander of the 287th Medical Company (DS), Commander of the 455th Area Support Dental, Chief of Staff of the 804th Medical Brigade, Hospital Commander of the 405th Combat Support Hospital and Hospital Commander of the 399th Combat Support Hospital. He was activated to the 94th Regional Support Command in support of the New York City terrorist attacks in 2001. COL Young is currently a faculty instructor at the U.S. Army War College. He is a graduate of basic training, advanced individual infantry training, Air Assault School, the primary leadership development course, the infantry officer basic course, the medical officer basic course, the advanced medical officer course, the joint medical officer planning course, the company commander leadership course, the battalion/brigade commander leadership course, the U.S. Air War College (with academic honors), the U.S. Army War College and the U.S. Naval War College (with academic distinction).

Of course, it’s possible that second answers aren’t inherently better; they’re only better because students are generally so reluctant to switch that they only make changes when they’re fairly confident. But recent studies point to a different explanation: it’s not so much changing your answer that improves your score as considering whether you should change it. We don’t just hesitate to rethink our answers. We hesitate at the very idea of rethinking. Take an experiment where hundreds of college students were randomly assigned to learn about the first-instinct fallacy. The speaker taught them about the value of changing their minds and gave them advice about when it made sense to do so. On their next two tests, they still weren’t any more likely to revise their answers.

I tended to find lines of poetry beautiful only when I encountered them quoted in prose, in the essays my professors had assigned in college, where the line breaks were replaced with slashes, so that what was communicated was less a particular poem than the echo of poetic possibility. Insofar as I was interested in the arts, I was interested in the disconnect between my experience of actual artworks and the claims made on their behalf; the closest I’d come to having a profound experience of art was probably the experience of this distance, a profound experience of the absence of profundity.

of the view espoused in most classrooms. From an early age, children are taught that success means having the right answers. That struggling is a bad sign, the sort of thing you do when you’re not quite “getting it,” or the work is too hard. Throughout much of their education, students are encouraged to finish assignments quickly. Those who don’t are sent off to tutors. After twelve years of indoctrination, it’s no wonder that so many of us view failure the way we do: as something to avoid at all cost. We’re implicitly taught that struggling means others will view us poorly, when in reality it’s only by stretching ourselves that we develop new skills. Some educators have begun recognizing the way this fear of failure is impeding their students’ long-term growth. Edward Burger, for one, is doing something about it. For more than a decade the Williams College mathematics professor has literally been rewarding students for failing in his class. “Instead of just touting the importance of failing,

Bob and Maria's kids, now grown and in high school and college, each have a quiet dignity and confidence. They also have an informal charm. [...] It is obvious they'd played the roles in the story their family was living, the roles of foreign dignitaries, traveling with their parents on the important assignment of asking world leaders what they hope in. Their STORY had given them their CHARACTER. I only say this about the children because I used to believe charming people were charming because they were charming, or confident people were confident because they were confident. But all of this is, of course, circular. The truth is, we are all living out the character of the roles we have played in our stories.

The TS American Sailor was built in Seattle, Washington, in 1919. Like the TS American Seaman, she was launched too late for World War I. Originally the two ships were intended to be used as dry cargo ships, but not knowing what to do, the government assigned them to the United States Coast Guard. In 1941, with the start of World War II the Bethlehem Steel Company in Baltimore, Maryland, converted both vessels into Maritime Commission training ships. By the time I arrived at the Academy, the TS American Seaman had already been scrapped, and the TS American Sailor was well past her time. During my first year at the Academy she was towed to the breakers, thus making room for a newer training vessel. To accommodate the expected ship, coming from the government’s “Defense Reserve Fleet,” a new sturdier dock had to be built…. In the interim, the school borrowed New York Maritime College’s vessel, the TS Empire State II. Upperclassmen, including my friend Richard Cratty, whom I have known from my days at Admiral Farragut Academy, were assigned the task of going to New York to bring her back to Castine for our 1953 training cruise.

If you’re teaching a course for the first time, you may have to create your own exemplars. Using previous students’ work is more authentic, however. The key is to show excerpts of parts that will potentially give students the most trouble. But aren’t you giving students the answer? you might ask. No. I am finding ways to help my students succeed—particularly the ones who need structure. Besides, assignments like this will differ from student to student, since they each have varied experiences. I know it’s less work to simply have students read the assignment requirements on their own. But the quality of work turned in vastly improves when exemplars are used. Students will appreciate the clarity.

Senior scholars, insulated by tenure, pawn undergraduate instruction onto overburdened adjuncts and unprepared grad students. Beleaguered instructors ward off student resentment by offering fluff courses, assigning little work, and bestowing As with glad-handed largesse. This 'non-aggression' pact enables students to enjoy the social aspects of college without the inconvenience of doing much academic work, and it allows professors to focus on research (or carpentry or yoga) unencumbered by pestering students.

Now consider this. A small number of invertebrate species, a mere 2 percent of all species of insects, is capable of social behaviors that do rival in complexity many human social achievements. Ants, bees, wasps, and termites are the prominent examples.10 Their genetically set and inflexible routines enable the survival of the group. They divide labor intelligently within the group to deal with the problems of finding energy sources, transform them into products useful for their lives, and manage the flow of those products. They do so to the point of changing the number of workers assigned to specific jobs depending on the energy sources available. They act in a seemingly altruistic manner whenever sacrifice is needed. In their colonies, they build nests that constitute remarkable urban architectural projects and provide efficient shelter, traffic patterns, and even systems of ventilation and waste removal, not to mention a security guard for the queen. One almost expects them to have harnessed fire and invented the wheel. Their zeal and discipline put to shame, any day, the governments of our leading democracies. These creatures acquired their complex social behaviors from their biology, not from Montessori schools or Ivy League colleges. But in spite of having come by these astounding abilities as early as 100 million years ago, ants and bees, individually or as colonies, do not grieve for the loss of their mates when they disappear and do not ask themselves about their place in the universe. They do not inquire about their origin, let alone their destiny. Their seemingly responsible, socially successful behavior is not guided by a sense of responsibility, to themselves or to others, or by a corpus of philosophical reflections on the condition of being an insect. It is guided by the gravitational pull of their life regulation needs as it acts on their nervous systems and produces certain repertoires of behavior selected over numerous evolving generations, under the control of their fine-tuned genomes. Members of a colony do not think as much as they act, by which I mean that upon registering a particular need—theirs, or the group’s, or the queen’s—they do not ponder alternatives for how to fulfill such a need in any way comparable to ours. They simply fulfill it. Their repertoire of actions is limited, and in many instances it is confined to one option. The general schema of their elaborate sociality does resemble that of human cultures, but it is a fixed schema. E. O. Wilson

The victims, of course, feel differently. But the greatest number of them—the hourly workers and unemployed, the people dragging low credit scores through life—are poor. Prisoners are powerless. And in our society, where money buys influence, these WMD victims are nearly voiceless. Most are disenfranchised politically. Indeed, all too often the poor are blamed for their poverty, their bad schools, and the crime that afflicts their neighborhoods. That’s why few politicians even bother with antipoverty strategies. In the common view, the ills of poverty are more like a disease, and the effort—or at least the rhetoric—is to quarantine it and keep it from spreading to the middle class. We need to think about how we assign blame in modern life and how models exacerbate this cycle. But the poor are hardly the only victims of WMDs. Far from it. We’ve already seen how malevolent models can blacklist qualified job applicants and dock the pay of workers who don’t fit a corporation’s picture of ideal health. These WMDs hit the middle class as hard as anyone. Even the rich find themselves microtargeted by political models. And they scurry about as frantically as the rest of us to satisfy the remorseless WMD that rules college admissions and pollutes

One form of public speaking not usually recognized as such is teaching. I’ve had a few experiences in educational situations and they’ve been worse than flies crawling over my face. I don’t know if it’s me or what, but having to speak to college students is like having to address a crowd of work-shirking entitlement robots whose only passion, aside from making excuses as to why they didn’t do their assignments, is lying in wait, ready to pounce upon the tiniest of PC infractions. You can’t pay teachers enough to do what they do. Having been in their shoes, even briefly, has converted me into an education advocate. Double all teaching salaries now

My work ethic helped me earn my way into opportunities that changed my life: contests, college, jobs, assignments. I became a person other people can count on, someone they trust to do a good job. I grew to think of myself this way, as a helpful person, a reliable person. My mother the wonder woman made me a wonder woman, too.

Having spent so much time navigating my own career transition and counseling others through theirs, I have found that there are three key steps to identifying your own core personal projects. First, think back to what you loved to do when you were a child. How did you answer the question of what you wanted to be when you grew up? The specific answer you gave may have been off the mark, but the underlying impulse was not. If you wanted to be a fireman, what did a fireman mean to you? A good man who rescued people in distress? A daredevil? Or the simple pleasure of operating a truck? If you wanted to be a dancer, was it because you got to wear a costume, or because you craved applause, or was it the pure joy of twirling around at lightning speed? You may have known more about who you were then than you do now. Second, pay attention to the work you gravitate to. At my law firm I never once volunteered to take on an extra corporate legal assignment, but I did spend a lot of time doing pro bono work for a nonprofit women’s leadership organization. I also sat on several law firm committees dedicated to mentoring, training, and personal development for young lawyers in the firm. Now, as you can probably tell from this book, I am not the committee type. But the goals of those committees lit me up, so that’s what I did. Finally, pay attention to what you envy. Jealousy is an ugly emotion, but it tells the truth. You mostly envy those who have what you desire. I met my own envy after some of my former law school classmates got together and compared notes on alumni career tracks. They spoke with admiration and, yes, jealousy, of a classmate who argued regularly before the Supreme Court. At first I felt critical. More power to that classmate! I thought, congratulating myself on my magnanimity. Then I realized that my largesse came cheap, because I didn’t aspire to argue a case before the Supreme Court, or to any of the other accolades of lawyering. When I asked myself whom I did envy, the answer came back instantly. My college classmates who’d grown up to be writers or psychologists. Today I’m pursuing my own version of both those roles.

So I went to Case, and the Dean of Case says to us, says, it’s a all men’s school, says, “Men, look at, look to the person on your left, and the person on your right. One of you isn’t going to be here next year; one of you is going to fail.” So I get to Case, and again I’m studying all the time, working really hard on my classes, and so for that I had to be kind of a machine. I, the calculus book that I had, in high school we — in high school, as I said, our math program wasn’t much, and I had never heard of calculus until I got to college. But the calculus book that we had was great, and in the back of the book there were supplementary problems that weren’t, you know, that weren’t assigned by the teacher. The teacher would assign, so this was a famous calculus text by a man named George Thomas, and I mention it especially because it was one of the first books published by Addison-Wesley, and I loved this calculus book so much that later I chose Addison-Wesley to be the publisher of my own book. But Thomas’s Calculus would have the text, then would have problems, and our teacher would assign, say, the even numbered problems, or something like that. I would also do the odd numbered problems. In the back of Thomas’s book he had supplementary problems, the teacher didn’t assign the supplementary problems; I worked the supplementary problems. I was, you know, I was scared I wouldn’t learn calculus, so I worked hard on it, and it turned out that of course it took me longer to solve all these problems than the kids who were only working on what was assigned, at first. But after a year, I could do all of those problems in the same time as my classmates were doing the assigned problems, and after that I could just coast in mathematics, because I’d learned how to solve problems. So it was good that I was scared, in a way that I, you know, that made me start strong, and then I could coast afterwards, rather than always climbing and being on a lower part of the learning curve.

It was crazy how my mother still had the power to make me stand up straight just by the tone of her voice. She also had the ability to make me feel like a failure, despite my near-perfect grades. Other seniors were slacking off once they were accepted into college, but I kept up with my assignments because it was ingrained in me to do so. Slacking off wasn’t part of my chemical makeup.

As I read on, however, the prose itself rather than the content became the center of my attention. It was unlike the books they had made me read at school and had nothing to do with the mysteries I used to check out of the library. Later, when I finally went to college, I would be able to trace Vanner’s literary influences and consider his novel from a formal point of view (even if he was never assigned reading for any of the courses I took, since his work was out of print and already quite unavailable). Yet back then I had never experienced anything like that language. And it spoke to me. It was my first time reading something that existed in a vague space between the intellectual and the emotional. Since that moment I have identified that ambiguous territory as the exclusive domain of literature. I also understood at some point that this ambiguity could only work in conjunction with extreme discipline—the calm precision of Vanner’s sentences, his unfussy vocabulary, his reluctance to deploy the rhetorical devices we identify with “artistic prose” while still retaining a distinctive style. Lucidity, he seems to suggest, is the best hiding place for deeper meaning—much like a transparent thing stacked in between others. My literary taste has changed since then, and Bonds has been displaced by other books. But Vanner gave me my first glimpse of that elusive region between reason and feeling and made me want to chart it in my own writing.