Equivalent Education Quotes

An educated man is not, necessarily, one who has an abundance of general or specialized knowledge. An educated man is one who has so developed the faculties of his mind that he may acquire anything he wants, or its equivalent, without violating the rights of others.

We were keeping our eye on 1984. When the year came and the prophecy didn't, thoughtful Americans sang softly in praise of themselves. The roots of liberal democracy had held. Wherever else the terror had happened, we, at least, had not been visited by Orwellian nightmares. But we had forgotten that alongside Orwell's dark vision, there was another - slightly older, slightly less well known, equally chilling: Aldous Huxley's Brave New World. Contrary to common belief even among the educated, Huxley and Orwell did not prophesy the same thing. Orwell warns that we will be overcome by an externally imposed oppression. But in Huxley's vision, no Big Brother is required to deprive people of their autonomy, maturity and history. As he saw it, people will come to love their oppression, to adore the technologies that undo their capacities to think. What Orwell feared were those who would ban books. What Huxley feared was that there would be no reason to ban a book, for there would be no one who wanted to read one. Orwell feared those who would deprive us of information. Huxley feared those who would give us so much that we would be reduced to passivity and egoism. Orwell feared that the truth would be concealed from us. Huxley feared the truth would be drowned in a sea of irrelevance. Orwell feared we would become a captive culture. Huxley feared we would become a trivial culture, preoccupied with some equivalent of the feelies, the orgy porgy, and the centrifugal bumblepuppy. As Huxley remarked in Brave New World Revisited, the civil libertarians and rationalists who are ever on the alert to oppose tyranny "failed to take into account man's almost infinite appetite for distractions." In 1984, Orwell added, people are controlled by inflicting pain. In Brave New World, they are controlled by inflicting pleasure. In short, Orwell feared that what we fear will ruin us. Huxley feared that what we desire will ruin us. This book is about the possibility that Huxley, not Orwell, was right.

Respect is not the equivalent to 'liking' a student or teacher; it is the ability to have a high regard for the role of another. In order to receive respect, we should demonstrate it first...

In a era of autonomously driven electric cars and vehicles capable of taking us to Mars, our education system is the equivalent of a horse and carriage.

A good many times I have been present at gatherings of people who, by the standards of the traditional culture, are thought highly educated and who have with considerable gusto been expressing their incredulity of scientists. Once or twice I have been provoked and have asked the company how many of them could describe the Second Law of Thermodynamics. The response was cold: it was also negative. Yet I was asking something which is the scientific equivalent of: Have you read a work of Shakespeare's? I now believe that if I had asked an even simpler question -- such as, What do you mean by mass, or acceleration, which is the scientific equivalent of saying, Can you read? -- not more than one in ten of the highly educated would have felt that I was speaking the same language. So the great edifice of modern physics goes up, and the majority of the cleverest people in the western world have about as much insight into it as their neolithic ancestors would have had.

Allowing bullying in the classroom is equivalent to excluding learning from the classroom. If bullying is present in the classroom it causes the classroom to not feel like a safe environment, and people do not learn in unsafe environments - except for those things which they feel will ensure their present safety.

Nowhere was the complacency of the establishment, with its blind faith in progress, more evident than in its attitude toward an elite degree: as long as my child goes to the right schools, upward mobility will continue. A university education had become the equivalent of a very expensive insurance policy, like owning a gun.

A good many times I have been present at gatherings of people who, by the standards of the traditional culture, are thought highly educated and who have with considerable gusto been expressing their incredulity at the illiteracy of scientists. Once or twice I have been provoked and have asked the company how many of them could describe the Second Law of Thermodynamics. The response was cold: it was also negative. Yet I was asking something which is about the scientific equivalent of: Have you read a work of Shakespeare's?

We have the money. We’ve just made choices about how to spend it. Over the years, lawmakers on both sides of the aisle have restricted housing aid to the poor but expanded it to the affluent in the form of tax benefits for homeowners. 57 Today, housing-related tax expenditures far outpace those for housing assistance. In 2008, the year Arleen was evicted from Thirteenth Street, federal expenditures for direct housing assistance totaled less than $40.2 billion, but homeowner tax benefits exceeded $171 billion. That number, $171 billion, was equivalent to the 2008 budgets for the Department of Education, the Department of Veterans Affairs, the Department of Homeland Security, the Department of Justice, and the Department of Agriculture combined. 58 Each year, we spend three times what a universal housing voucher program is estimated to cost (in total ) on homeowner benefits, like the mortgage-interest deduction and the capital-gains exclusion. Most federal housing subsidies benefit families with six-figure incomes. 59 If we are going to spend the bulk of our public dollars on the affluent—at least when it comes to housing—we should own up to that decision and stop repeating the politicians’ canard about one of the richest countries on the planet being unable to afford doing more. If poverty persists in America, it is not for lack of resources.

Eleanor Roosevelt wrote movingly about having her own equivalent of a Bat Cave, but in the end, she found consolation by telling herself, “Great minds discuss ideas; average minds discuss events; small minds discuss people.” I agreed with this, but I still couldn’t get the small things or people out of my head. EVENTS IN MY PERSONAL LIFE required me to understand better where my “bats” were coming from.

One of the first steps in therapy is to identify the here-and-now equivalents of your patient’s interpersonal problems. An essential part of your education is to learn to focus on the here-and-now. You must develop here-and-now rabbit ears.

Creative business seminar. Basically a quick, impromptu brainwashing course to educate your typical corporate warriors. They use a training manual instead of sacred scriptures, with promotion and a high salary as their equivalent of enlightenment and paradise. A new religion for a pragmatic age. No transcendent elements like in a religion, though, and everything is theorized and digitalized. Very transparent and easy to grasp. And quite a few people get positive encouragement from this. But the fact remains that it’s nothing more than an infusion of the hypnotic into a system of thought that suits their goal, a conglomeration of only those theories and statistics that line up with their ultimate objectives.

Disappointed in his hope that I would give him the fictional equivalent of “One Hundred Ways of Cooking Eggs” or the “Carnet de la Ménagère,” he began to cross-examine me about my methods of “collecting material.” Did I keep a notebook or a daily journal? Did I jot down thoughts and phrases in a cardindex? Did I systematically frequent the drawing-rooms of the rich and fashionable? Or did I, on the contrary, inhabit the Sussex downs? or spend my evenings looking for “copy” in East End gin-palaces? Did I think it was wise to frequent the company of intellectuals? Was it a good thing for a writer of novels to try to be well educated, or should he confine his reading exclusively to other novels? And so on. I did my best to reply to these questions — as non-committally, of course, as I could. And as the young man still looked rather disappointed, I volunteered a final piece of advice, gratuitously. “My young friend,” I said, “if you want to be a psychological novelist and write about human beings, the best thing you can do is to keep a pair of cats.” And with that I left him. I hope, for his own sake, that he took my advice.

A good many times I have been present at gatherings of people who, by the standards of the traditional culture, are thought highly educated and who have with considerable gusto been expressing their incredulity at the illiteracy of scientists. Once or twice I have been provoked and have asked the company how many of them could describe the Second Law of Thermodynamics. The response was cold: it was also negative. Yet I was asking something which is about the scientific equivalent of: “Have you read a work of Shakespeare’s?” Despite

One demonstration is equivalent to one hundred explanations.

Sports is equivalent important in life along with education and healthy diet to have peaceful mindset and a positive approach towards life.

apply not just to underprivileged citizens but to prosperous white college-educated Americans when compared with their socioeconomic equivalents abroad.

When it repudiates a past paradigm, a scientific community simultaneously renounces, as a fit subject for professional scrutiny, most of the books and articles in which that paradigm had been embodied. Scientific education makes use of no equivalent for the art museum or the library of classics, and the result is a sometimes drastic distortion in the scientist's perception of his discipline's past. More than the practitioners of other creative fields, he comes to see it as leading in a straight line to the discipline's present vantage. In short, he comes to see it as progress. No alternative is available to him while he remains in the field.

The news filled me with such euphoria that for an instant I was numb. My ingrained self-censorship immediately started working: I registered the fact that there was an orgy of weeping going on around me, and that I had to come up with some suitable performance. There seemed nowhere to hide my lack of correct emotion except the shoulder of the woman in front of me, one of the student officials, who was apparently heartbroken. I swiftly buried my head in her shoulder and heaved appropriately. As so often in China, a bit of ritual did the trick. Sniveling heartily she made a movement as though she was going to turn around and embrace me I pressed my whole weight on her from behind to keep her in her place, hoping to give the impression that I was in a state of abandoned grief. In the days after Mao's death, I did a lot of thinking. I knew he was considered a philosopher, and I tried to think what his 'philosophy' really was. It seemed to me that its central principle was the need or the desire? for perpetual conflict. The core of his thinking seemed to be that human struggles were the motivating force of history and that in order to make history 'class enemies' had to be continuously created en masse. I wondered whether there were any other philosophers whose theories had led to the suffering and death of so many. I thought of the terror and misery to which the Chinese population had been subjected. For what? But Mao's theory might just be the extension of his personality. He was, it seemed to me, really a restless fight promoter by nature, and good at it. He understood ugly human instincts such as envy and resentment, and knew how to mobilize them for his ends. He ruled by getting people to hate each other. In doing so, he got ordinary Chinese to carry out many of the tasks undertaken in other dictatorships by professional elites. Mao had managed to turn the people into the ultimate weapon of dictatorship. That was why under him there was no real equivalent of the KGB in China. There was no need. In bringing out and nourishing the worst in people, Mao had created a moral wasteland and a land of hatred. But how much individual responsibility ordinary people should share, I could not decide. The other hallmark of Maoism, it seemed to me, was the reign of ignorance. Because of his calculation that the cultured class were an easy target for a population that was largely illiterate, because of his own deep resentment of formal education and the educated, because of his megalomania, which led to his scorn for the great figures of Chinese culture, and because of his contempt for the areas of Chinese civilization that he did not understand, such as architecture, art, and music, Mao destroyed much of the country's cultural heritage. He left behind not only a brutalized nation, but also an ugly land with little of its past glory remaining or appreciated. The Chinese seemed to be mourning Mao in a heartfelt fashion. But I wondered how many of their tears were genuine. People had practiced acting to such a degree that they confused it with their true feelings. Weeping for Mao was perhaps just another programmed act in their programmed lives. Yet the mood of the nation was unmistakably against continuing Mao's policies. Less than a month after his death, on 6 October, Mme Mao was arrested, along with the other members of the Gang of Four. They had no support from anyone not the army, not the police, not even their own guards. They had had only Mao. The Gang of Four had held power only because it was really a Gang of Five. When I heard about the ease with which the Four had been removed, I felt a wave of sadness. How could such a small group of second-rate tyrants ravage 900 million people for so long? But my main feeling was joy. The last tyrants of the Cultural Revolution were finally gone.

apply not just to underprivileged citizens but to prosperous white college-educated Americans when compared with their socioeconomic equivalents abroad. This is all a touch counterintuitive when you consider that America spends more on health care than any other nation—

Under the contributor mind-set you receive money as payment for your social service. The money you earn is society's way of saying: 'In exchange for your valued contribution, you are hereby granted the right to extract equivalent value from society at a time of your choosing.

The second thing that can be said with regard to life expectancy is that it is not a good idea to be an American. Compared with your peers in the rest of the industrialized world, even being well-off doesn’t help you here. A randomly selected American aged forty-five to fifty-four is more than twice as likely to die, from any cause, as someone from the same age-group in Sweden. Just consider that. If you are a middle-aged American, your risk of dying before your time is more than double that of a person picked at random off the streets of Uppsala or Stockholm or Linköping. It is much the same when other nationalities are brought in for comparison. For every 400 middle-aged Americans who die each year, just 220 die in Australia, 230 in Britain, 290 in Germany, and 300 in France. These health deficits begin at birth and go right on through life. Children in the United States are 70 percent more likely to die in childhood than children in the rest of the wealthy world. Among rich countries, America is at or near the bottom for virtually every measure of medical well-being—for chronic disease, depression, drug abuse, homicide, teenage pregnancies, HIV prevalence. Even sufferers of cystic fibrosis live ten years longer on average in Canada than in the United States. What is perhaps most surprising is that all these poorer outcomes apply not just to underprivileged citizens but to prosperous white college-educated Americans when compared with their socioeconomic equivalents abroad.

To suggest that someone requires a hug is to say something potentially, but only potentially, demeaning. It’s suggesting that they are, at least for the moment, rather like a child. They have the same kinds of emotional needs that we come to think of as essentially childlike. To need a hug is to admit that one is incapable of coping on one’s own, that one requires protection, guidance, the help of someone wiser and more capable, that one needs to have one’s troubles and anxieties reinterpreted by a more mature mind. It is to say, in shorthand, ‘I am at the moment like a child and I need someone else to be, for a while, like a parent.’ Yet even if we don’t usually like to admit it, there are in fact many times when we should be able to revert to a childlike position. There are moments of adult life when one seems petulant, scared, shy and sure that everything suddenly feels totally unfair. One’s ability to look after oneself is terribly depleted. At such times, to get ourselves back together, we need someone else to take the burden from us. We require the equivalent of what the parent does for the child. We are in need of someone to pat us on the head, to put us to bed early, tuck us in and hold us tight.

I was a precocious child, and I resolved to read everything I could get my hands on, in order to encapsulate the whole of human knowledge. At the time the project seemed less impractical than it does today. I did as best I could and by the time I was ten or elven had read what I suspect was equivalent to a college education.

HIGHER EDUCATION TODAY is a good news-bad news story. The good news is that a university degree can provide a pass to all to the prodigious bounties of the American economy. The bad news is that the price of the pass can be the equivalent of a Ferrari, putting the average student into hock for a good chunk of his or her working life.

I don’t know if our people ever stopped to think about the fact that the men with whom they had these allegedly in-depth conversations might have the equivalent of a third-grade education, at best. They knew their city, yes, but they didn’t have the education to implement any of the grandiose ideas that we were proposing. They never came to fruition anyway, at least not during our time in Iraq.

All of us believe you belong here,” I’d said to the Elizabeth Garrett Anderson girls as they sat, many of them looking a little awestruck, in the Gothic old-world dining hall at Oxford, surrounded by university professors and students who’d come out for the day to mentor them. I said something similar anytime we had kids visit the White House—teens we invited from the Standing Rock Sioux Reservation; children from local schools who showed up to work in the garden; high schoolers who came for our career days and workshops in fashion, music, and poetry; even kids I only got to give a quick but emphatic hug to in a rope line. The message was always the same. You belong. You matter. I think highly of you. An economist from a British university would later put out a study that looked at the test performances of Elizabeth Garrett Anderson students, finding that their overall scores jumped significantly after I’d started connecting with them—the equivalent of moving from a C average to an A. Any credit for improvement really belonged to the girls, their teachers, and the daily work they did together, but it also affirmed the idea that kids will invest more when they feel they’re being invested in. I understood that there was power in showing children my regard.

The World Bank, anxious that the last vestiges of Zimbabwe's former inclination toward socialism be abandoned, successfully urged the imposition of a token tuition charge for all grade levels. Equivalent to one U. S. dollar per year per child, this fee constitutes a burden to the poorest families, who have responded by sending only boys to classes. Too many of the girls . . . have resorted to prostitution in order to eat.

FALSE EQUIVALENCY If you compare the Koch brothers to George Soros and you compare MSNBC to FOX News then why not compare the NAACP to the Ku Klux Klan, George Washington to King George, Abraham Lincoln to Jefferson Davis, Barack Obama to Vladimir Putin; If you compare the Democratic party to the Republican party then why not compare Citizens United with Brown versus Board of Education, Churchill to Mussolini, Martin Luther King to George Wallace; If you compare Liberals to Conservatives then why not compare Boxing to Cage Fighting, Mozart to Salieri, Edward Kennedy Ellington to Lawrence Welk, Three Card Monty to Inside Trading, John Birks Gillespie to Cab Callaway; If you are mentally slothful enough to engage in false equivalency, why not go all the way? Pretend that ignorance equates with knowledge, Science with Mythology and empathy with apathy?

Below is a short (and non-exhaustive) list of laws, situations, attitudes, and issues that can and do specifically target and negatively affect asexual people, followed by discussion of each: 1.   Consummation laws 2.   Adoption denial 3.   Employment discrimination and housing discrimination 4.   Discrimination by mental health professionals 5.   Lack of marriage equivalent for non-romantic relationships 6.   Religious pressure/discrimination 7.   “Corrective” rape 8.   Lack of representation in media and sex education 9.   Internalized oppression/self-hate

But the natures of mortals are different, and their manners are different, [40] but that which is clearly good is ever plain. And the education which trains [41] [men] up, conduces greatly to virtue, for to have reverence is wisdom, and it possesses an equivalent advantage, viz. to perceive what is fitting by one's mind, where report bears unwasting glory to life. [42] 'Tis a great thing to hunt for [the praise of] virtue, among women indeed, by a secret affection, [43] but among men, on the other hand, honor being inherent, [44] [bears that praise, honor,] which increases a state to an incalculable extent.

What Homer could never have foreseen is the double idiocy into which we now educate our children. We have what look like our equivalent to the Greek “assemblies”; we can watch them on cable television, as long as one can endure them. For they are charades of political action. They concern themselves constantly, insufferably, about every tiniest feature of human existence, but without slow deliberation, without balance, without any commitment to the difficult virtues. We do not have men locked in intellectual battle with other men, worthy opponents both, as Thomas Paine battled with John Dickinson, or Daniel Webster with Robert Hayne. We have men strutting and mugging for women nagging and bickering. We have the sputters of what used to be language, “tweets,” expressions of something less than opinion. It is the urge to join—something, anything—while remaining aloof from the people who live next door, whose names we do not know. Aristotle once wrote that youths should not study politics, because they had not the wealth of human experience to allow for it; all would become for them abstract and theoretical, like mathematics, which the philosopher said was more suitable for them. He concluded that men should begin to study politics at around the age of forty. Whether that wisdom would help us now, I don’t know.

It was good to be gay on Top of the Pops years before it was good to be gay in Parliament, or gay in church, or gay on the rugby pitch. And it’s not just gay progress that happens in this way: 24 had a black president before America did. Jane Eyre was a feminist before Germaine Greer was born. A Trip to the Moon put humans on the Moon in 1902. This is why recent debates about the importance of the arts contain, at core, an unhappy error of judgment. In both the arts cuts—29 percent of the Arts Council’s funding has now gone—and the presumption that the new, “slimmed down” National Curriculum will “squeeze out” art, drama and music, there lies a subconscious belief that the arts are some kind of . . . social luxury: the national equivalent of buying some overpriced throw pillows and big candle from John Lewis. Policing and defense, of course, remain very much “essentials”—the fridge and duvets in our country’s putative semi-detached house. But art—painting, poetry, film, TV, music, books, magazines—is a world that runs constant and parallel to ours, where we imagine different futures—millions of them—and try them out for size. Fantasy characters can kiss, and we, as a nation, can all work out how we feel about it, without having to involve real shy teenage lesbians in awful sweaters, to the benefit of everyone’s notion of civility.

The national curriculum for the Swedish preschool is twenty pages long and goes on at length about things like fostering respect for one another, human rights, and democratic values, as well as a lifelong desire to learn. The document's word choices are a pretty good clue to what Swedish society wants and expects from toddlers and preschoolers. The curriculum features the word "play" thirteen times, "language" twelve times, "nature" six times, and "math" five times. But there is not a single mention of "literacy" or "writing." Instead, two of the most frequently used words are "learning" (with forty-eight appearances) and "development" (forty-seven). The other Scandinavian countries have similar early childhood education traditions. In Finland, formal teaching of reading doesn't start until the child begins first grade, at age seven, and in the Finnish equivalent of kindergarten, which children enroll in the year they turn six, teachers will only teach reading if a child is showing an interest in it. Despite this lack of emphasis on early literacy, Finland is considered the most literate country in the world, with Norway coming in second, and Iceland, Denmark, and Sweden rounding out the top five, according to a 2016 study by Central Connecticut State University. John Miller, who conducted the study, noted that the five Nordic countries scored so well because "their monolithic culture values reading.

Patriotism comes from the same Latin word as father. Blind patriotism is collective transference. In it the state becomes a parent and we citizens submit our loyalty to ensure its protection. We may have been encouraged to make that bargain from our public school education, our family home, religion, or culture in general. We associate safety with obedience to authority, for example, going along with government policies. We then make duty, as it is defined by the nation, our unquestioned course. Our motivation is usually not love of country but fear of being without a country that will defend us and our property. Connection is all-important to us; excommunication is the equivalent of death, the finality we can’t dispute. Healthy adult loyalty is a virtue that does not become blind obedience for fear of losing connection, nor total devotion so that we lose our boundaries. Our civil obedience can be so firm that it may take precedence over our concern for those we love, even our children. Here is an example: A young mother is told by the doctor that her toddler is allergic to peanuts and peanut oil. She lets the school know of her son’s allergy when he goes to kindergarten. Throughout his childhood, she is vigilant and makes sure he is safe from peanuts in any form. Eighteen years later, there is a war and he is drafted. The same mother, who was so scrupulously careful about her child’s safety, now waves goodbye to him with a tear but without protest. Mother’s own training in public school and throughout her life has made her believe that her son’s life is expendable whether or not the war in question is just. “Patriotism” is so deeply ingrained in her that she does not even imagine an alternative, even when her son’s life is at stake. It is of course also true that, biologically, parents are ready to let children go just as the state is ready to draft them. What a cunning synchronic-ity. In addition, old men who decide on war take advantage of the timing too. The warrior archetype is lively in eighteen-year-olds, who are willing to fight. Those in their mid-thirties, whose archetype is being a householder and making a mark in their chosen field, will not show an interest in battlefields of blood. The chiefs count on the fact that young braves will take the warrior myth literally rather than as a metaphor for interior battles. They will be willing to put their lives on the line to live out the collective myth of societies that have not found the path of nonviolence. Our collective nature thus seems geared to making war a workable enterprise. In some people, peacemaking is the archetype most in evidence. Nature seems to have made that population smaller, unfortunately. Our culture has trained us to endure and tolerate, not to protest and rebel. Every cell of our bodies learned that lesson. It may not be virtue; it may be fear. We may believe that showing anger is dangerous, because it opposes the authority we are obliged to appease and placate if we are to survive. This explains why we so admire someone who dares to say no and to stand up or even to die for what he believes. That person did not fall prey to the collective seduction. Watching Jeopardy on television, I notice that the audience applauds with special force when a contestant risks everything on a double-jeopardy question. The healthy part of us ardently admires daring. In our positive shadow, our admiration reflects our own disavowed or hidden potential. We, too, have it in us to dare. We can stand up for our truth, putting every comfort on the line, if only we can calm our long-scared ego and open to the part of us that wants to live free. Joseph Campbell says encouragingly, “The part of us that wants to become is fearless.” Religion and Transference Transference is not simply horizontal, from person to person, but vertical from person to a higher power, usually personified as God. When

At a talk I gave at a church months later, I spoke about Charlie and the plight of incarcerated children. Afterward, an older married couple approached me and insisted that they had to help Charlie. I tried to dissuade these kind people from thinking they could do anything, but I gave them my card and told them they could call me. I didn't expect to hear from them, but within days they called, and they were persistent. We eventually agreed that they would write a letter to Charlie and send it to me to pass on to him. When I received the letter weeks later, I read it. It was remarkable. Mr. and Mrs. Jennings were a white couple in their mid-seventies from a small community northeast of Birmingham. They were kind and generous people who were active in their local United Methodist church. They never missed a Sunday service and were especially drawn to children in crisis. They spoke softly and always seemed to be smiling but never appeared to be anything less than completely genuine and compassionate. They were affectionate with each other in a way that was endearing, frequently holding hands and leaning into each other. They dressed like farmers and owned ten acres of land, where they grew vegetables and lived simply. Their one and only grandchild, whom they had helped raise, had committed suicide when he was a teenager, and they had never stopped grieving for him. Their grandson struggled with mental health problems during his short life, but he was a smart kid and they had been putting money away to send him to college. They explained in their letter that they wanted to use the money they'd saved for their grandson to help Charlie. Eventually, Charlie and this couple began corresponding with one another, building up to the day when the Jenningses met Charlie at the juvenile detention facility. They later told me that they "loved him instantly." Charlie's grandmother had died a few months after she first called me, and his mother was still struggling after the tragedy of the shooting and Charlie's incarceration. Charlie had been apprehensive about meeting with the Jenningses because he thought they wouldn't like him, but he told me after they left how much they seemed to care about him and how comforting that was. The Jenningses became his family. At one point early on, I tried to caution them against expecting too much from Charlie after his release. 'You know, he's been through a lot. I'm not sure he can just carry on as if nothing has ever happened. I want you to understand he may not be able to do everything you'd like him to do.' They never accepted my warnings. Mrs. Jennings was rarely disagreeable or argumentative, but I had learned that she would grunt when someone said something she didn't completely accept. She told me, 'We've all been through a lot, Bryan, all of us. I know that some have been through more than others. But if we don't expect more from each other, hope better for one another, and recover from the hurt we experience, we are surely doomed.' The Jenningses helped Charlie get his general equivalency degree in detention and insisted on financing his college education. They were there, along with his mother, to take him home when he was released.

Nothing could have been less in line with contemporary conceptions of art than that the theatre should be divorced from all relation to life and politics. Greek tragedy was in the strictest sense ‘political drama’; the finale of Eumenides, with its fervent prayers for the prosperity of the Attic state, betrays the main purpose of the piece. This political control of the theatre brought back to currency the old view that the poet is guardian of a higher truth and an educator who leads his people up to a higher plane of humanity. Through the performance of tragedies on the state-ordained festivals and the circumstances that tragedy came to be looked upon as the authoritative interpretation of the national myths, the poet once more attains to a position almost equivalent to that of the priestly seer of prehistoric times.

The lack of American equivalents to Descartes, Pascal, or, for that matter, Montaigne, Rabelais, Racine, Montesquieu and Rousseau is not a question of quality, but of whether there are any writers who are necessary to building our spiritual edifice, whom one must have read, or rather lived with, to be called educated, and who are the interpreters and even makers of our national life. One can think of American writers and writings that should be read and frequently are read; but, to the extent that Americans are readers, the whole world is their bookshelf; there has not been the deep necessity to absorb their own country’s writings that citizens of other nations experience. A phenomenon like Wagner’s Gesamtkunstwerk, a high work of art which is intended to be wholly German, of Germans, for Germans and by Germans, and is an expression of collective consciousness, is inconceivable to Americans.

If you feel an overwhelming rage coming up in you when a friend reproaches you about fault, you can be fairly sure that at this point you will find a part of your shadow, of which you are unconscious. It is, of course, natural to become annoyed when others who are "no better" criticize you because of shadow faults. But what can you say if your own dreams —an inner judge in your own being— reproach you? That is the moment when the ego gets caught, and the result is usually embarrassed silence. Afterward the pain and lengthy work, of self-education begins— a work, we might say, that is the psychological equivalent of the labors of Hercules. This unfortunate hero's first task, you will remember, was to clean up in one day the Augean Stables, in which hundreds of cattle had dropped their dung for many decades — a task so enormous that the ordinary mortal would be overcome by discouragement at the mere thought of it.

In 2017, Greg Duncan, the education economist, along with psychologist Drew Bailey and colleagues, reviewed sixty-seven early childhood education programs meant to boost academic achievement. Programs like Head Start did give a head start, but academically that was about it. The researchers found a pervasive “fadeout” effect, where a temporary academic advantage quickly diminished and often completely vanished. On a graph, it looks eerily like the kind that show future elite athletes catching up to their peers who got a head start in deliberate practice. A reason for this, the researchers concluded, is that early childhood education programs teach “closed” skills that can be acquired quickly with repetition of procedures, but that everyone will pick up at some point anyway. The fadeout was not a disappearance of skill so much as the rest of the world catching up. The motor-skill equivalent would be teaching a kid to walk a little early. Everyone is going to learn it anyway, and while it might be temporarily impressive, there is no evidence that rushing it matters.

In early 2014, the global economy’s top five companies’ gross cash holdings—those of Apple, Google, Microsoft, as well as the US telecom giant Verizon and the Korean electronics conglomerate Samsung—came to $387 billion, the equivalent of the 2013 GDP of the United Arab Emirates.78 This capital imbalance puts the fate of the world economy in the hands of the few cash hoarders like Apple and Google, whose profits are mostly kept offshore to avoid paying US tax. “Apple, Google and Facebook are latter-day scrooges,” worries the Financial Times columnist John Plender about a corporate miserliness that is undermining the growth of the world economy.79 “So what does it all mean?” Michael Moritz rhetorically asks about a data factory economy that is immensely profitable for a tiny handful of Silicon Valley companies. What does the personal revolution mean for everyone else, to those who aren’t part of what he calls the “extreme minority” inside the Silicon Valley bubble? “It means that life is very tough for almost everyone in America,” the chairman of Sequoia Capital, whom even Tom Perkins couldn’t accuse of being a progressive radical, says. “It means life is very tough if you’re poor. It means life is very tough if you’re middle class. It means you have to have the right education to go and work at Google or Apple.

Blast. This day had not gone as planned. By this time, he was supposed to be well on his way to the Brighton Barracks, preparing to leave for Portugal and rejoin the war. Instead, he was…an earl, suddenly. Stuck at this ruined castle, having pledged to undertake the military equivalent of teaching nursery school. And to make it all worse, he was plagued with lust for a woman he couldn’t have. Couldn’t even touch, if he ever wanted his command back. As if he sensed Bram’s predicament, Colin started to laugh. “What’s so amusing?” “Only that you’ve been played for a greater fool than you realize. Didn’t you hear them earlier? This is Spindle Cove, Bram. Spindle. Cove.” “You keep saying that like I should know the name. I don’t.” “You really must get around to the clubs. Allow me to enlighten you. Spindle Cove-or Spinster Cove, as we call it-is a seaside holiday village. Good families send their fragile-flower daughters here for the restorative sea air. Or whenever they don’t know what else to do with them. My friend. Carstairs sent his sister here last summer, when she grew too fond of the stable boy.” “And so…?” “And so, your little militia plan? Doomed before it even starts. Families send their daughters and wards here because it’s safe. It’s safe because there are no men. That’s why they call it Spinster Cove.” “There have to be men. There’s no such thing as a village with no men.” “Well, there may be a few servants and tradesmen. An odd soul or two down there with a shriveled twig and a couple of currants dangling between his legs. But there aren’t any real men. Carstairs told us all about it. He couldn’t believe what he found when he came to fetch his sister. The women here are man-eaters.” Bram was scarcely paying attention. He focused his gaze to catch the last glimpses of Miss Finch as her figure receded into the distance. She was like a sunset all to herself, her molten bronze hair aglow as she sank beneath the bluff’s horizon. Fiery. Brilliant. When she disappeared, he felt instantly cooler. And then, only then, did he turn to his yammering cousin. “What were you saying?” “We have to get out of here, Bram. Before they take our bollocks and use them for pincushions.” Bram made his way to the nearest wall and propped one shoulder against it, resting his knee. Damn, that climb had been steep. “Let me understand this,” he said, discreetly rubbing his aching thigh under the guise of brushing off loose dirt. “You’re suggesting we leave because the village is full of spinsters? Since when do you complain about an excess of women?” “These are not your normal spinsters. They’re…they’re unbiddable. And excessively educated.” “Oh. Frightening, indeed. I’ll stand my ground when facing a French cavalry charge, but an educated spinster is something different entirely.” “You mock me now. Just you wait. You’ll see, these women are a breed unto themselves.” “These women aren’t my concern.” Save for one woman, and she didn’t live in the village. She lived at Summerfield, and she was Sir Lewis Finch’s daughter, and she was absolutely off limits-no matter how he suspected Miss Finch would become Miss Vixen in bed.

The free man is immoral, because it is his will to depend upon himself and not upon tradition: in all the primitive states of humanity “evil” is equivalent to “individual,” “free,” “arbitrary,” “unaccustomed,” “unforeseen,” “incalculable.” In such primitive conditions, always measured by this standard, any action performed — not because tradition commands it, but for other reasons (e.g. on account of its individual utility), even for the same reasons as had been formerly established by custom — is termed immoral, and is felt to be so even by the very man who performs it, for it has not been done out of obedience to the tradition. What is tradition? A higher authority, which is obeyed, not because it commands what is useful to us, but merely because it commands. And in what way can this feeling for tradition be distinguished from a general feeling of fear? It is the fear of a higher intelligence which commands, the fear of an incomprehensible power, of something that is more than personal — there is superstition in this fear. In primitive times the domain of morality included education and hygienics, marriage, medicine, agriculture, war, speech and silence, the relationship between man and man, and between man and the gods — morality required that a man should observe her prescriptions without thinking of himself as individual. Everything, therefore, was originally custom, and whoever wished to raise himself above it, had first of all to make himself a kind of lawgiver and medicine-man, a sort of demi-god — in other words, he had to create customs, a dangerous and fearful thing to do! — Who is the most moral man? On the one hand, he who most frequently obeys the law: e.g. he who, like the Brahmins, carries a consciousness of the law about with him wherever he may go, and introduces it into the smallest divisions of time, continually exercising his mind in finding opportunities for obeying the law. On the other hand, he who obeys the law in the most difficult cases.

Queen Anne of England established the Longitude Act in 1714, and offered a monetary prize of over a million in today’s dollars to anyone who invented a method to accurately calculate longitude at sea. Longitude is about determining one’s point in space. So one might ask what it has to do with clocks? Mathematically speaking, space (distance) is the child of time and speed (distance equals time multiplied by speed). Thus, anything that moves at a constant speed can be used to calculate distance, provided one knows for how long it has been moving. Many things have constant speeds, including light, sound, and the rotation of the Earth. Your brain uses the near constancy of the speed of sound to calculate where sounds are coming from. As we have seen, you know someone is to your left or right because the sound of her voice takes approximately 0.6 milliseconds to travel from your left to your right ear. Using the delays it takes any given sound to arrive to your left and right ears allows the brain to figure out if the voice is coming directly from the left, the right, or somewhere in between. The Earth is rotating at a constant speed—one that results in a full rotation (360 degrees) every 24 hours. Thus there is a direct correspondence between degrees of longitude and time. Knowing how much time has elapsed is equivalent to knowing how much the Earth has turned: if you sit and read this book for one hour (1/24 of a day), the Earth has rotated 15 degrees (360/24). Thus, if you are sitting in the middle of the ocean at local noon, and you know it is 16:00 in Greenwich, then you are “4 hours from Greenwich”—exactly 60 degrees longitude from Greenwich. Problem solved. All one needs is a really good marine chronometer. The greatest minds of the seventeenth and eighteenth centuries could not overlook the longitude problem: Galileo Galilei, Blaise Pascal, Robert Hooke, Christiaan Huygens, Gottfried Leibniz, and Isaac Newton all devoted their attention to it. In the end, however, it was not a great scientist but one of the world’s foremost craftsman who ultimately was awarded the Longitude Prize. John Harrison (1693–1776) was a self-educated clockmaker who took obsessive dedication to the extreme.

The tremendous leisure industry that has arisen in the last few generations has been designed to help fill free time with enjoyable experiences. Nevertheless, instead of using our physical and mental resources to experience flow, most of us spend many hours each week watching celebrated athletes playing in enormous stadiums. Instead of making music, we listen to platinum records cut by millionaire musicians. Instead of making art, we go to admire paintings that brought in the highest bids at the latest auction. We do not run risks acting on our beliefs, but occupy hours each day watching actors who pretend to have adventures, engaged in mock-meaningful action. This vicarious participation is able to mask, at least temporarily, the underlying emptiness of wasted time. But it is a very pale substitute for attention invested in real challenges. The flow experience that results from the use of skills leads to growth; passive entertainment leads nowhere. Collectively we are wasting each year the equivalent of millions of years of human consciousness. The energy that could be used to focus on complex goals, to provide for enjoyable growth, is squandered on patterns of stimulation that only mimic reality. Mass leisure, mass culture, and even high culture when only attended to passively and for extrinsic reasons—such as the wish to flaunt one’s status—are parasites of the mind. They absorb psychic energy without providing substantive strength in return. They leave us more exhausted, more disheartened than we were before. Unless a person takes charge of them, both work and free time are likely to be disappointing. Most jobs and many leisure activities—especially those involving the passive consumption of mass media—are not designed to make us happy and strong. Their purpose is to make money for someone else. If we allow them to, they can suck out the marrow of our lives, leaving only feeble husks. But like everything else, work and leisure can be appropriated for our needs. People who learn to enjoy their work, who do not waste their free time, end up feeling that their lives as a whole have become much more worthwhile. “The future,” wrote C. K. Brightbill, “will belong not only to the educated man, but to the man who is educated to use his leisure wisely.

On the whole, scientific methods are at least as important results of investigation as any other results, for the scientific spirit is based upon a knowledge of method, and if the methods were lost, all the results of science could not prevent the renewed prevalence of superstition and absurdity. Clever people may learn as much as they like of the results of science, but one still notices in their conversation, and especially in the hypotheses they make, that they lack the scientific spirit; they have not the instinctive distrust of the devious courses of thinking which, in consequence of long training, has taken root in the soul of every scientific man. It is enough for them to find any kind of hypothesis on a subject, they are then all on fire for it, and imagine the matter is thereby settled. To have an opinion is with them equivalent to immediately becoming fanatical for it, and finally taking it to heart as a conviction. In the case of an unexplained matter they become heated for the first idea that comes into their head which has any resemblance to an explanation—a course from which the worst results constantly follow, especially in the field of politics. On that account everybody should nowadays have become thoroughly acquainted with at least one science, for then surely he knows what is meant by method, and how necessary is the extremest carefulness. To women in particular this advice is to be given at present; as to those who are irretrievably the victims of all hypotheses, especially when these have the appearance of being witty, attractive, enlivening, and invigorating. Indeed, on close inspection one sees that by far the greater number of educated people still desire convictions from a thinker and nothing but convictions, and that only a small minority want certainty. The former want to be forcibly carried away in order thereby to obtain an increase of strength; the latter few have the real interest which disregards personal advantages and the increase of strength also. The former class, who greatly predominate, are always reckoned upon when the thinker comports himself and labels himself as a genius, and thus views himself as a higher being to whom authority belongs. In so far as genius of this kind upholds the ardour of convictions, and arouses distrust of the cautious and modest spirit of science, it is an enemy of truth, however much it may think itself the wooer thereof.

My darling son: depression at your age is more common than you might think. I remember it very strongly in Minneapolis, Minnesota, when I was about twenty-six and felt like killing myself. I think the winter, the cold, the lack of sunshine, for us tropical creatures, is a trigger. And to tell you the truth, the idea that you might soon unpack your bags here, having chucked in all your European plans, makes your mother and me as happy as could be. You have more than earned the equivalent of any university 'degree' and you have used your time so well to educate yourself culturally and personally that if university bores you, it is only natural. Whatever you do from here on in, whether you write or don't write, whether you get a degree or not, whether you work for your mother, or at El Mundo, or at La Ines, or teaching at a high school, or giving lectures like Estanislao Zuleta, or as a psychoanalyst to your parents, sisters and relatives, or simply being Hector Abad Faciolince, will be fine. What matters is that you don't stop being what you have been up till now, a person, who simply by virtue of being the way you are, not for what you write or don't write, or for being brilliant or prominent, but just for being the way you are, has earned the affection, the respect, the acceptance, the trust, the love, of the vast majority of those who know you. So we want to keep seeing you in this way, not as a future great author, or journalist or communicator or professor or poet, but as the son, brother, relative, friend, humanist, who understands others and does not aspire to be understood. It does not matter what people think of you, and gaudy decoration doesn't matter, for those of us who know you are. For goodness' sake, dear Quinquin, how can you think 'we support you (...) because 'that boy could go far'? You have already gone very far, further than all our dreams, better than everything we imagined for any of our children. You should know very well that your mother's and my ambitions are not for glory, or for money, or even for happiness, that word that sounds so pretty but is attained so infrequently and for such short intervals (and maybe for that very reason is so valued), for all our children, but that they might at least achieve well-being, that more solid, more durable, more possible, more attainable word. We have often talked of the anguish of Carlos Castro Saavedra, Manuel Meija Vallejo, Rodrigo Arenas Betancourt, and so many quasi-geniuses we know. Or Sabato or Rulfo, or even Garcia Marquez. That does not matter. Remember Goethe: 'All theory (I would add, and all art), dear friend, is grey, but only the golden tree of life springs ever green.' What we want for you is to 'live'. And living means many better things than being famous, gaining qualifications or winning prizes. I think I too had boundless political ambitions when I was young and that's why I wasn't happy. I think I too had boundless political ambitions when I was young and that's why I wasn't happy. Only now, when all that has passed, have I felt really happy. And part of that happiness is Cecilia, you, and all my children and grandchildren. Only the memory of Marta Cecilia tarnishes it. I believe things are that simple, after having gone round and round in circles, complicating them so much. We should do away with this love for things as ethereal as fame, glory, success... Well, my Quinquin, now you know what I think of you and your future. There's no need for you to worry. You are doing just fine and you'll do better, and when you get to my age or your grandfather's age and you can enjoy the scenery around La Ines that I intend to leave to all of you, with the sunshine, heat and lush greenery, and you'll see I was right. Don't stay there longer than you feel you can. If you want to come back I'll welcome you with open arms. And if you regret it and want to go back again, we can buy you another return flight. A kiss from your father.

UAE Embassy Attestation in Delhi, UAE Embassy in Delhi The benefit of the UAE Embassy There are many benefits of UAE Embassy Attestation and most people from third world countries go there in search of work or for a better lifestyle. Hence, below are some of the benefits of the UAE Embassy. ⦁ Getting admission to College in UAE and get equivalent certificates for Student. ⦁ It is beneficial for the ones who want to pursue their higher studies. ⦁ Getting employment visa and increases work opportunities open up in UAE. ⦁ It gives you the upper hand in your plans of setting in UAE by obtaining a residence visa for you and your family. What is the procedure of UAE Embassy Attestation? There are different procedures followed for educational and non-educational attestation. 1. Educational Attestation 2. Non-Educational Attestation 1. Educational Attestation: Educational Document needs to be attested by the Education Ministry of the concerned state followed by the Ministry of External Affairs of India before visiting the Consular Section. Once the documents are verified & attested, the individual can collect them immediately. Contact@IVS GLOBAL SERVICES PVT. LTD.

We have the money. We've just made choices about how to spend it. Over the years, lawmakers on both sides of the aisle have restricted housing aid to the poor but expanded it to the affluent in the form of tax benefits for homeowners. Today, housing-related tax expenditures far outpace those for housing assistance. In 2008, the year Arleen was evicted from Thirteenth Street, federal expenditures for direct housing assistance totaled less than $40.2 billion, but homeowner tax benefits exceeded $171 billion. That number, $171 billion, was equivalent to the 2008 budgets for the Department of Education, the Department of Veterans Affairs, the Department of Homeland Security, the Department of Justice, and the Department of Agriculture combined. Each year, we spend three times what a universal housing voucher program is estimated to cost (in total) on homeowner benefits, like the mortgage-interest deduction and the capital-gains exclusion. Most federal housing subsidies benefit families with six-figure incomes. If we are going to spend the bulk of our public dollars on the affluent - at least when it comes to housing - we should own up to that decision and stop repeating the politicians' canard about one of the richest countries on the planet being unable to afford doing more. If poverty persists in America, it is not for lack of resources.

As illusions go, this one is pretty stubborn. When you’re obsessed with efficiency and productivity, it’s difficult to see the real value of education and care. Which is why so many politicians and taxpayers alike see only costs. They don’t realize that the richer a country becomes the more it should be spending on teachers and doctors. Instead of regarding these increases as a blessing, they’re viewed as a disease. Yet unless we prefer to run our schools and hospitals as if they were factories, we can be certain that, in the race against the machine, the costs of healthcare and education will only go up. At the same time, products like refrigerators and cars have become too cheap. To look solely at the price of a product is to ignore a large share of the costs. In fact, a British think tank estimated that for every pound earned by advertising executives, they destroy an equivalent of £7 in the form of stress, overconsumption, pollution, and debt; conversely, each pound paid to a trash collector creates an equivalent of £12 in terms of health and sustainability.

African Americans weren’t the only ones who took a hit. The states of the Deep South, which fought Brown tooth and nail, today all fall in the bottom quartile of state rankings for educational attainment, per capita income, and quality of health.139 Prince Edward County, in particular, bears the scars of a place that saw fit to fight the Civil War right into the middle of the twentieth century. Certainly it is no accident that, in 2013, despite a knowledge-based, technology-driven global economy, the number one occupation in the county seat of Farmville was “cook and food preparation worker.” Nor is it any accident that in 2013, while 9.9 percent of white households in the county made less than ten thousand dollars in annual income, fully 32.9 percent of black households fell below that threshold.140 The insistence on destroying Brown, and thus the viability of America’s schools and the quality of education children receive regardless of where they live, has resulted in “the economic equivalent of a permanent national recession” for wide swaths of the American public.

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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.

Educability, then, is the principal ingredient of intelligence—which means that in order to be called intelligent, machines must show that they are capable of learning. The fourth objection—“that intelligence in machinery is merely a reflection of that of its creator”—can thus be countered by recognizing its equivalence to “the view that the credit for the discoveries of a pupil should be given to his teacher. In such a case the teacher would be pleased with the success of his methods of education, but would not claim the results themselves unless he had actually communicated them to his pupil.” The student, on the other hand, can be said to be showing intelligence only once he has leaped beyond mere imitation of the teacher and done something that is at once surprising and original, as the infant Gauss did. But what kind of machine would be able to learn in this sense? [...] Indeed, at this point in the report, one begins to get the sense that Turing’s ambition is as much to knock mankind off its pedestal as to argue for the intelligence of machines. What seems to irk him, here and elsewhere, is the automatic tendency of the intellectual to grant to the human mind, merely by virtue of its humanness, a kind of supremacy.

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People in this country are still unaware of the fact that former slaves brought public education to the South. That white kids in the South would never have had the opportunity to get an education had not it been for the persistent campaigns for education. Because education was equivalent to liberation. No liberation without education. And then of course there was the economic development during that brief period. I’m talking about the period between 1865 and 1877, Radical Reconstruction. As a matter of fact, many progressive laws were passed when Black people were in the legislatures of various states, progressive laws with respect to women’s rights as well, not just with respect to issues of race.

Reading books is like having a personal trainer for your brain, but without the sweat stains! It's the intellectual equivalent of a spa day, where you indulge in imagination, flex your mental muscles, and emerge feeling refreshed and rejuvenated. So, ditch the treadmill and grab a book – it's the workout your brain craves!

Loss Aversion is the idea that people hate to lose things more than they like to gain them. There are very few relationships that psychology is able to quantify, but this is one of them: people respond twice as strongly to potential loss as they do to the opportunity of an equivalent gain. If you look at your investment portfolio and notice that it’s increased by 100 percent, you’ll feel pretty good. If you notice that your portfolio went down 100 percent, you’ll feel horrible.

it’s really not much different from a personal development seminar,” Sara said. “Basically a quick, impromptu brainwashing course to educate your typical corporate warriors. They use a training manual instead of sacred scriptures, with promotion and a high salary as their equivalent of enlightenment and paradise. A new religion for a pragmatic age. No transcendent elements like in a religion, though, and everything is theorized and digitalized. Very transparent and easy to grasp. And quite a few people get positive encouragement from this. But the fact remains that it’s nothing more than an infusion of the hypnotic into a system of thought that suits their goal, a conglomeration of only those theories and statistics that line up with their ultimate objectives.

Charlotte Mason was a teacher of teachers, a writer, and a generous inspirer. She taught by principles, method, and natural laws, and hesitated to give too many specific directions in case her work turned into a “big fat cookbook.”3 She knew that people hoped for the promise of the latest foolproof parenting and teaching system, no matter what the cost; but she had no interest in marketing the educational equivalent of an overloaded sport vehicle. Nonetheless, she did produce six volumes on education—her links in the chain of the classical tradition.

Beyond One-Way ANOVA The approach described in the preceding section is called one-way ANOVA. This scenario is easily generalized to accommodate more than one independent variable. These independent variables are either discrete (called factors) or continuous (called covariates). These approaches are called n-way ANOVA or ANCOVA (the “C” indicates the presence of covariates). Two way ANOVA, for example, allows for testing of the effect of two different independent variables on the dependent variable, as well as the interaction of these two independent variables. An interaction effect between two variables describes the way that variables “work together” to have an effect on the dependent variable. This is perhaps best illustrated by an example. Suppose that an analyst wants to know whether the number of health care information workshops attended, as well as a person’s education, are associated with healthy lifestyle behaviors. Although we can surely theorize how attending health care information workshops and a person’s education can each affect an individual’s healthy lifestyle behaviors, it is also easy to see that the level of education can affect a person’s propensity for attending health care information workshops, as well. Hence, an interaction effect could also exist between these two independent variables (factors). The effects of each independent variable on the dependent variable are called main effects (as distinct from interaction effects). To continue the earlier example, suppose that in addition to population, an analyst also wants to consider a measure of the watershed’s preexisting condition, such as the number of plant and animal species at risk in the watershed. Two-way ANOVA produces the results shown in Table 13.4, using the transformed variable mentioned earlier. The first row, labeled “model,” refers to the combined effects of all main and interaction effects in the model on the dependent variable. This is the global F-test. The “model” row shows that the two main effects and the single interaction effect, when considered together, are significantly associated with changes in the dependent variable (p < .000). However, the results also show a reduced significance level of “population” (now, p = .064), which seems related to the interaction effect (p = .076). Although neither effect is significant at conventional levels, the results do suggest that an interaction effect is present between population and watershed condition (of which the number of at-risk species is an indicator) on watershed wetland loss. Post-hoc tests are only provided separately for each of the independent variables (factors), and the results show the same homogeneous grouping for both of the independent variables. Table 13.4 Two-Way ANOVA Results As we noted earlier, ANOVA is a family of statistical techniques that allow for a broad range of rather complex experimental designs. Complete coverage of these techniques is well beyond the scope of this book, but in general, many of these techniques aim to discern the effect of variables in the presence of other (control) variables. ANOVA is but one approach for addressing control variables. A far more common approach in public policy, economics, political science, and public administration (as well as in many others fields) is multiple regression (see Chapter 15). Many analysts feel that ANOVA and regression are largely equivalent. Historically, the preference for ANOVA stems from its uses in medical and agricultural research, with applications in education and psychology. Finally, the ANOVA approach can be generalized to allow for testing on two or more dependent variables. This approach is called multiple analysis of variance, or MANOVA. Regression-based analysis can also be used for dealing with multiple dependent variables, as mentioned in Chapter 17.

Elder Bruce R. McConkie said: “Great and marvelous though the changes will be incident to life during the millennial era, yet mortality as such will continue. Children will be born, grow up, marry, advance to old age, and pass through the equivalent of death. Crops will be planted, harvested, and eaten; industries will be expanded, cities built, and education fostered; men will continue to care for their own needs, handle their own affairs, and enjoy the full endowment of free agency. Speaking a pure language (Zeph. 3:9), dwelling in peace, living without disease, and progressing as the Holy Spirit will guide, the advancement and perfection of society during the millennium will exceed anything men have supposed or expected” (Mormon Doctrine, 2nd ed. [1966], 496–497).

TV’s influence on gender attitudes, social advancement, and fertility rates was equivalent to the impact of an extra five years of female education.

Any reader who feels superior to such quaint English might remember that when the overwhelming majority of humankind was illiterate, it was hard to find a Jewish lad over six who could not read and write (Hebrew). Most adult male Jews could handle at least three languages: they used Hebrew in the synagogues and houses of study (see Besmedresh), Yiddish in the home, and—to Gentiles—the language of the land in which they lived. My father, a workingman denied the equivalent of a high school education in Poland, handled Yiddish, English, Hebrew, and Polish. Jews were linguists of necessity.

A good many times I have been present at gatherings of people who, by the standards of the traditional culture, are thought highly educated and who have with considerable gusto been expressing their incredulity at the illiteracy of scientists. Once or twice I have been provoked and have asked the company how many of them could describe the Second Law of Thermodynamics. The response was cold: it was also negative. Yet I was asking something which is the scientific equivalent of: Have you read a work of Shakespeare’s? —C.P. Snow

So let me make this clear: protecting kids from excessive test pressure is not coddling. It’s not the equivalent of insisting that every child needs to get a trophy. It is a critical mission to preserve our children’s health and provide a kind of education that truly nurtures their minds. And it’s a call to arms that’s backed by research, which consistently tells us that testing does a very poor job of measuring or encouraging the learning that matters most. The

Before you're ready to tell that story well, you might have to study and learn the equivalent of an entire specialized college education on the society in which your story takes place, because all sorts of things were happening that you need to understand before you can even begin to tell a story in that milieu.

Learn about Public Service Loan Forgiveness The PSLF Program (Public Service Loan Forgiveness) encourages people to proceed and continue their participation in public service careers. In this program, eligible individuals are entitled for forgiveness of their remaining balance that is due on their federal student loans. However, they may only qualify if they were able to make 120 payments on these loans, which are under a particular repayment plan. These individuals also have a full-time employment status from public service companies, so they may qualify for the PSLF. Let’s discuss Public Service Loan Forgiveness with The Student Loan Help Center Team. How to Obtain Remaining Balances on Direct Loans If you want to have remaining balances on your direct loans forgiven through the PSLF, you must be able to make 120 monthly payments on direct loans. Furthermore, these payments should be full and made on time. Another important qualification is securing the payment after October 1, 2007. When you make these monthly payments, keep in mind that you should be a full-time employee at any accredited public service company. Important Details about Eligible Loans for Forgiveness As The Student Loan Help Center CEO Bruce Mesnekoff Said Loans that are eligible for the PSLF program are those you have received from a direct loan. On the other hand, Perkins Loans, Federal Family Education Loans (FFEL) and other types of student loans are not valid for PSLF. If you have an existing Perkins loan or FFEL, you have the option to consolidate these into direct consolidation loans, so you may avail of the outstanding benefits offered by the PSLF. Make sure, though, that the payments made on the new loan will be counted toward your payment requirement, which will last for 120 months. Facts about Qualifying Repayment Plans You will be able to maximize your benefits from the PSLF by repaying loans on the IBR (Income Based Repayments) or the ICR (Income Contingent Repayments. These plans enable you to qualify for the PSLF program. The 10-year repayment plan also qualifies you for the PSLF, as well as other plans where the monthly payment you make is equivalent or more than what you are required to pay under the standard 10-year repayment scheme. Before you decide on the best repayment scheme for paying off your direct loans, make sure you are aware of the costs and implications of such decision. When you extend the period in securing your payments for PSLF qualifying payments, you can reduce the remaining balance on your loan when you satisfy all the eligibility requirements for the PSLF program. Moreover, you will have zero balance on loans to be forgiven when you are able to make all 120 monthly payments through the 10 year standard repayment scheme. You can expect a great reduction on your monthly payments under the ICR or IBR plans, as compared to other qualifying repayment options for the PSLF program. Moreover, the repayment term is likely to extend. With a longer period in repaying your loans, you can expect additional interest to accumulate on your loan. Keep in mind, though, that your inability to meet the PSLF requirements will entitle you to pay off the entire loan balance, as well as the accrued interest.

I was also really fortunate at Eton to have had a fantastic housemaster, and so much of people’s experience of Eton rests on whether they had a housemaster who rocked or bombed. I got lucky. The relationship with your housemaster is the equivalent to that with a headmasterat a smaller school. He is the one who supervises all you do, from games to your choice of General Certificate of Secondary Education (GCSE), and without doubt he is the teacher who gets to know you the best--the good and the bad. In short, they are the person who runs the show. Mr. Quibell was old-school and a real character--but two traits made him great: he was fair and he cared. And as a teenager those two qualities really matter to one’s self-esteem. But, boy, did he also get grief from us. Mr. Quibell disliked two things: pizzas and the town of Slough. Often, as a practical joke, we would order a load of Slough’s finest pizzas to be delivered to his private door; but never just one or two pizzas--I am talking thirty of them. As the delivery guy turned up we would all be hidden, peeping out of the windows, watching the look of both horror, then anger, as Mr. Quibell would send the poor delivery man packing, with firm instructions never to return. The joke worked twice, but soon the pizza company got savvy.

If democracy seems to work, and if people receive a consistent, reliable, and meaningful response from others when they communicate their opinions and feelings about shared experiences, they begin to assume that self-expression in democracy matters. When they can communicate with others regularly, in ways that produce meaningful changes, they learn that democracy matters. If they receive responses that seem to be substantive but actually are not, citizens begin to feel as if they were being manipulated. If the messages they receive from the media feed this growing cynicism, the decline of democracy can be accelerated. Moreover, if citizens of a country express their opinions and feelings over an extended period of time without evoking a meaningful response, then they naturally begin to feel angry. If the flow of communication provides little opportunity for citizens to express themselves meaningfully, they naturally begin to feel frustration and powerlessness. This has happened all too often to minority communities who suffer prejudice and are not given a fair hearing by the majority for complaints. My generation learned in our youth to expect that democracy would work. Our frustration with the ineptitude and moral insensitivity of our national leaders in the last several years is balanced by the knowledge we gained in an earlier time and is influenced by the basic posture we adopted during our first experiences as citizens. Although many in my generation became disillusioned with self-government, most of us still believe that democracy works—or can work—and that communication and participation are the keys to making it work well. In the United States of America, the torch of democracy—to use John F. Kennedy’s metaphor—is regularly passed from one generation to the next. But what happens if the torch is passed to a generation that has learned to adopt a different posture toward democracy and to assume that their opinions are not likely to evoke an appropriate, much less consistent, response from the broader community? Many young Americans now seem to feel that the jury is out on whether American democracy actually works or not. In contemporary America, we have created a wealthy society with tens of millions of incredibly talented and resourceful individuals who play virtually no role whatsoever as citizens. Compare this with when our country was founded and only a handful of people had the modern equivalent of a college education—but when so many were vitally engaged in the historic task of bringing forth into the world an ingenious republic that embodied a new form of representative democracy.

He insisted also that the usual position of relationships be reversed in teaching trades, and that the pupil pay his instructor according to the time of the latter which was actually spent teaching the trade in question. “When we admit the rights of children,” Warren declared, “and acknowledge that there is no equitable ground of demands upon them, only as equivalents for what they receive of us, . . . and set an example which it would be safe and legitimate for them to follow out toward us . . . this, then, is education.”13

She further claimed that she could make a computer do anything she could completely define. This announcement was met with great skepticism, but of course she was right.39 Hopper foresaw no end to the education of her computer. She told her colleagues that at present the UNIVAC had “a well grounded mathematical education fully equivalent to that of a college sophomore.” Moreover, the computer neither forgot nor made mistakes. It was making good progress in its undergraduate studies and was well on the way to graduation. “It is inevitable,” Hopper wrote, “that it will present itself as a candidate for a graduate degree.

He insisted also that the usual position of relationships be reversed in teaching trades, and that the pupil pay his instructor according to the time of the latter which was actually spent teaching the trade in question. “When we admit the rights of children,” Warren declared, “and acknowledge that there is no equitable ground of demands upon them, only as equivalents for what they receive of us, . . . and set an example which it would be safe and legitimate for them to follow out toward us . . . this, then, is education.”13

schools have become the equivalent of age-based ghettos in which children are removed from the lives of adults as well as the lives of the other-than-human beings that make up their world. Dewey’s concern about the separation of the school from the life of the child is as much a worry today as

Reading is a red-brick university which ranks in the top 20 per cent of UK higher education institutions. Not numbered among Britain’s elite “Russell Group” — equivalent to the US Ivy League — it has nevertheless risen steadily through the rankings and is now rated third in the country for research on environmental sciences.

a lifetime’s education was not the equivalent of a minute of Armageddon.

Terry Guo of Foxconn has been aggressively installing hundreds of thousands of robots to replace an equivalent number of human workers. He says he plans to buy millions more robots in the coming years. The first wave is going into factories in China and Taiwan, but once an industry becomes largely automated, the case for locating a factory in a low-wage country becomes less compelling. There may still be logistical advantages if the local business ecosystem is strong, making it easier to get spare parts, supplies, and custom components. But over time inertia may be overcome by the advantages of reducing transit times for finished products and being closer to customers, engineers and designers, educated workers, or even regions where the rule of law is strong. This can bring manufacturing back to America, as entrepreneurs like Rod Brooks have been emphasizing. A

In a 1965 essay titled “Repressive Tolerance,” Marcuse argued that tolerance and free speech confer benefits on society only under special conditions that almost never exist: absolute equality. He believed that when power differentials between groups exist, tolerance only empowers the already powerful and makes it easier for them to dominate institutions like education, the media, and most channels of communication. Indiscriminate tolerance is “repressive,” he argued; it blocks the political agenda and suppresses the voices of the less powerful. If indiscriminate tolerance is unfair, then what is needed is a form of tolerance that discriminates. A truly “liberating tolerance,” claimed Marcuse, is one that favors the weak and restrains the strong. Who are the weak and the strong? For Marcuse, writing in 1965, the weak was the political left and the strong was the political right. Even though the Democrats controlled Washington at that time, Marcuse associated the right with the business community, the military, and other vested interests that he saw as wielding power, hoarding wealth, and working to block social change.52 The left referred to students, intellectuals, and minorities of all kinds. For Marcuse, there was no moral equivalence between the two sides. In his view, the right pushed for war; the left stood for peace; the right was the party of “hate,” the left the party of “humanity.”53

Ironically, however—and as with other historically Muslim institutions that have been whitewashed¶—this abduction, forced conversion, and jihadi indoctrination of Christian children is portrayed by several leading academics “as the equivalent of sending a child away for a prestigious education and training for a lucrative career.”30 What is true is that whoever survived the indoctrination and dehumanization of this ordeal of fire emerged with a fanatical appetite for war on infidels and became the most feared element of the Ottoman army: a Janissary, a “new soldier.” That they exhibited a “dog-like devotion to the sultan,” the man responsible for abducting them from their families and faith, and engaged in “wild behavior” against his enemies31—that is, against their former families and faith—is further proof that they are among recorded history’s earliest victims of Stockholm Syndrome.*

This is why I started Khan Academy. The internet afforded us the ability to go directly to every classroom, every student, and every family in the world without having to necessarily navigate the same policy machinations faced by traditional reform efforts. The social return on investment is orders of magnitude more impactful. For example, our team operates on a budget equivalent to some high schools in the United States but reaches more than a hundred million learners a year around the world—and it has the potential to serve billions.

We still need to offer more to our children than educational factories with the equivalent of terrible working conditions. We need to offer them a place to really flourish–every one of them.

If now -- and this is my idea -- there were, instead of military conscription, a conscription of the whole youthful population to form for a certain number of years a part of the army enlisted against Nature, the injustice would tend to be evened out, and numerous other goods to the commonwealth would remain blind as the luxurious classes now are blind, to man's relations to the globe he lives on, and to the permanently sour and hard foundations of his higher life. To coal and iron mines, to freight trains, to fishing fleets in December, to dishwashing, clotheswashing, and windowwashing, to road-building and tunnel-making, to foundries and stoke-holes, and to the frames of skyscrapers, would our gilded youths be drafted off, according to their choice, to get the childishness knocked out of them, and to come back into society with healthier sympathies and soberer ideas. They would have paid their blood-tax, done their own part in the immemorial human warfare against nature; they would tread the earth more proudly, the women would value them more highly, they would be better fathers and teachers of the following generation. Such a conscription, with the state of public opinion that would have required it, and the many moral fruits it would bear, would preserve in the midst of a pacific civilization the manly virtues which the military party is so afraid of seeing disappear in peace. We should get toughness without callousness, authority with as little criminal cruelty as possible, and painful work done cheerily because the duty is temporary, and threatens not, as now, to degrade the whole remainder of one's life. I spoke of the "moral equivalent" of war. So far, war has been the only force that can discipline a whole community, and until and equivalent discipline is organized, I believe that war must have its way. But I have no serious doubt that the ordinary prides and shames of social man, once developed to a certain intensity, are capable of organizing such a moral equivalent as I have sketched, or some other just as effective for preserving manliness of type. It is but a question of time, of skilful propogandism, and of opinion-making men seizing historic opportunities. The martial type of character can be bred without war. Strenuous honor and disinterestedness abound everywhere. Priests and medical men are in a fashion educated to it, and we should all feel some degree if its imperative if we were conscious of our work as an obligatory service to the state. We should be owned, as soldiers are by the army, and our pride would rise accordingly. We could be poor, then, without humiliation, as army officers now are. The only thing needed henceforward is to inflame the civic temper as part history has inflamed the military temper.

Today, more people die from overwork and stress than from wars. More than 75 percent of people are dissatisfied with their jobs, which they view as too tedious and repetitive. Countries are facing growing debts, a constant fear of a coming recession, and later retirement ages. The cost of human error and fraud is almost equivalent to the total amount of money allocated globally to education.

If I am to remake the Library, then it follows that I am to remake the librarians as well. No use modeling ourselves after the human equivalent—in my time, the only reason I had the education I did was because of the wealth and status of my family. Even then, I would never have been made a scholar in charge of learning. Scholars are more hungry for control and the blessings of the powerful than for knowledge. So this is my charge: We will be librarians. True to the books, but even more important, dedicated to those who have yet to read them. Understand that our duty does not end at the edge of a page. Stories must serve the living, not the reverse. If knowledge is freedom, then we must be chain breakers. If there’s one thing I learned from the specter of my predecessor, it is this: to be a librarian is to be in rebellion against time, against the world. Librarian Madiha al-Fihri, 612 CE

Education hasn’t changed enough to prepare us for the world we live in today. In a era of autonomously driven electric cars and vehicles capable of taking us to Mars, our education system is the equivalent of a horse and carriage.

Thomas Edison described himself as being “not at the head of my class, but the foot.” Einstein graduated fourth in his class of five physicists in 1900.54 Steve Jobs had a high school GPA of 2.65; Jack Ma, the founder of Alibaba (the Chinese equivalent of Amazon), took the gaokao (the Chinese national educational exam) and scored 19 out of 120 on a math section on his second try;55 and Beethoven had trouble adding figures and never learned to multiply or divide. Walt Disney was a below-average student and often fell asleep in class.56 Finally, Picasso could not remember the sequence of the letters in the alphabet and saw symbolic numbers as literal representations: a 2 as the wing of a bird or a 0 as a body.57

Reformists and Capacianists definitely believe in their own ideologies. I mean, we even made names for those movements. However, both of us— and yes, I admit that us Reformists do it, too—have not directed our potentials to acknowledge one another’s capabilities. I swear, I will try to change the name Reformation, and hopefully, Capacianists won’t replicate the same intolerance we showed them in the past. You know what? I wouldn’t be surprised if the person who suggested the enforcement of African education bans and the Triangular Slave Trade to the Museum of Recreation did this because of intolerance. I mean, in 2999, rights for people of color were so intense that gaining rights for people of color meant diminishing the rights of Caucasians! Everyone had this preconceived notion that Caucasians were racists, and they even arrested Caucasians simply by alleging that they were being racist without even giving them a fair trial, which is like the equivalent of wrongfully accusing Black people of being criminals. I am saying this as a person of color! If only Reformists will tolerate Capacianists, Capacianists will tolerate Reformists, and people of all races and colors will tolerate one another!

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Between 1967 and 1980, U.S. test scores fell by about 1.25 grade-level equivalents. The education researcher John Bishop called this decline “historically unprecedented,” arguing that it put a serious drag on national productivity that would continue well into the twenty-first century.

The insistence on destroying Brown, and thus the viability of America’s schools and the quality of education children receive regardless of where they live, has resulted in “the economic equivalent of a permanent national recession” for wide swaths of the American public.141

Yes, of course, the U-shaped curve—she’d been mentioning that a lot lately, whenever Jack prodded her in this way. It was a phenomenon well known among certain economists and behavioral psychologists, that happiness, in general, over a lifetime, tended to follow a familiar pattern: people were most happy when they were young and when they were old, and least happy in the middle. It seemed that happiness spiked around age twenty, spiked again around age sixty, but bottomed out in between, which was where Jack and Elizabeth now found themselves, at the bottom of that curve, in midlife, a period that was notable not for its well-publicized “crisis” (actually a pretty rare phenomenon—only 10 percent of people reported having one) but for its slow ebb into a quiet and often befuddling restlessness and dissatisfaction. This was, Elizabeth insisted, a universal constant: the U-shaped curve pertained to both men and women, both the married and unmarried, the rich and poor, the employed and unemployed, the educated and uneducated, the parents and the child-free, in every country, every culture, every ethnicity, for all the decades that researchers had done this work—the science showed that people in midlife were carrying around with them, all the time, a feeling that was, statistically speaking, the equivalent of someone close to them having recently died. That’s how it felt, she said, that’s how far you were from your early-twenties peak, according to objective measures of well-being. Elizabeth suspected it had something to do with biology, natural selection, evolutionary pressures millions of years ago, as it had been recently shown by primatologists that great apes also experienced the exact same happiness curve, which suggested that this particular midlife sadness must have provided some kind of prehistoric advantage, must have helped our ancient primate ancestors survive. Perhaps, Elizabeth hypothesized, it was because the most vulnerable members of any troop were the young and the old, and so it was important

High schools routinely classified students who quit high school as transferring to another school, returning to their native country, or leaving to pursue a General Equivalency Diploma (GED)—none of which count as dropping out in the official statistics. Houston reported a citywide dropout rate of 1.5 percent in the year that was examined; 60 Minutes calculated that the true dropout rate was between 25 and 50 percent. The statistical chicanery with test scores was every bit as impressive. One way to improve test scores (in Houston or anywhere else) is to improve the quality of education so that students learn more and test better. This is a good thing. Another (less virtuous) way to improve test scores is to prevent the worst students from taking the test. If the scores of the lowest-performing students are eliminated, the average test score for the school or district will go up, even if all the rest of the students show no improvement at all. In Texas, the statewide achievement test is given in tenth grade. There was evidence that Houston schools were trying to keep the weakest students from reaching tenth grade. In one particularly egregious example, a student spent three years in ninth grade and then was promoted straight to eleventh grade—a deviously clever way of keeping a weak student from taking a tenth-grade benchmark exam without forcing him to drop out (which would have showed up on a different statistic).

The equivalent in founder evaluation for VCs is founder-market fit. As a corollary to the product-first company, founder-market fit speaks to the unique characteristics of this founding team to pursue the instant opportunity. Perhaps the founder has a unique educational background best suited to the opportunity. We at a16z saw this with

Cigar-chomping Puggy Pearson was a gambling legend. Born dirt poor and with only an eighth-grade education (“that’s about equivalent to a third grade education today,” he quipped), Pearson amassed an impressive record: he won the World Series of Poker in 1973, was once one of the top ten pool players in the world, and managed to take a golf pro for $7,000—on the links. How did he do it? Puggy explained, “Ain’t only three things to gambling: Knowin’ the 60-40 end of a proposition, money management, and knowin’ yourself.” For good measure, he added, “Any donkey knows that.”1

Worse, tests emphasize exactly the wrong skills. They emphasize the memorization of massive amounts of facts that neurologically have a half-life of about 12 hours. They focus on short-term rewards through cramming to compensate for a failure in long-term development of value. It is no wonder we have financial meltdowns caused by successful students. We have to swallow a hard pill. The issue is not how do we make tests better? Or how can we have more or different types of tests? Or how do we arrange for more parts of a school program (such as a teacher’s worth) to be based on tests? The reality is, tests don’t work except as a blunt control-and-motivation mechanism for the classroom, the academic equivalent of MSG or sugar in processed food. In place of schools as testing centers, we have to begin imagining and setting up learning environments that involve no tests at all, that rely on real assessment and the creation of genuine value instead.

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federal expenditures for direct housing assistance totaled less than $40.2 billion, but homeowner tax benefits exceeded $171 billion. That number, $171 billion, was equivalent to the 2008 budgets for the Department of Education, the Department of Veterans Affairs, the Department of Homeland Security, the Department of Justice, and the Department of Agriculture combined.

These jobs are new—direct creations of meritocracy. Historically, the private sector did not value managerial and professional skills, and the state (which required such skills) faced effectively no private competition for elite labor. Into the early twentieth century, top civil servants were paid ten or even twenty times the median wage. And even at midcentury, elite government incomes remained roughly equivalent to their private-sector counterparts. In 1969, a congressperson was paid more than he might make as a lobbyist, a federal judge received perhaps half what he might have commanded at a law firm, and the secretary of the treasury was paid a salary that was smaller than but broadly comparable to what he might have made in finance. The best-educated and most skilled workers therefore naturally gravitated toward government or other public jobs (as when subsequent sons, deprived by primogeniture of inherited lands, joined the military or the clergy), simply because they had no better (or even credible) private alternatives. This kept regulators ahead of the people whom they regulated and helped the state effectively to govern even its richest subjects.

Black economist William J. Wilson is tired of hearing whites blamed for everything. “[T]alented and educated blacks are experiencing unprecedented job opportunities…” he writes, “opportunities that are at least comparable to those of whites with equivalent qualifications.”78 As George Lewis, a hardworking black man who is vice president and treasurer of Philip Morris, says, “If you can manage money effectively, people don’t care what color you are.”79 Reginald Lewis is a black lawyer and investment banker. In 1987 his company, TLC Group, raised $985 million to acquire BCI Holdings, an international food conglomerate with $2.5 billion in sales. Mr. Lewis, whose net worth is estimated to be $100 million, is not very concerned about race. “I don’t really spend a lot of time thinking about that,” he says. “[T]he TLC Group is in a very competitive business and I really try not to divert too much of my energy to considering the kind of issues [race] … raised.

Nowhere in all this elaborate brain circuitry, alas, is there the equivalent of the chip found in a five-dollar calculator. This deficiency can make learning that terrible quartet—“Ambition, Distraction, Uglification, and Derision,” as Lewis Carroll burlesqued them—a chore. It’s not so bad at first. Our number sense endows us with a crude feel for addition, so that, even before schooling, children can find simple recipes for adding numbers. If asked to compute 2 + 4, for example, a child might start with the first number and then count upward by the second number: “two, three is one, four is two, five is three, six is four, six.” But multiplication is another matter. It is an “unnatural practice,” Dehaene is fond of saying, and the reason is that our brains are wired the wrong way. Neither intuition nor counting is of much use, and multiplication facts must be stored in the brain verbally, as strings of words. The list of arithmetical facts to be memorized may be short, but it is fiendishly tricky: the same numbers occur over and over, in different orders, with partial overlaps and irrelevant rhymes. (Bilinguals, it has been found, revert to the language they used in school when doing multiplication.) The human memory, unlike that of a computer, has evolved to be associative, which makes it ill-suited to arithmetic, where bits of knowledge must be kept from interfering with one another: if you’re trying to retrieve the result of multiplying 7 X 6, the reflex activation of 7 + 6 and 7 X 5 can be disastrous. So multiplication is a double terror: not only is it remote from our intuitive sense of number; it has to be internalized in a form that clashes with the evolved organization of our memory. The result is that when adults multiply single-digit numbers they make mistakes ten to fifteen per cent of the time. For the hardest problems, like 7 X 8, the error rate can exceed twenty-five per cent. Our inbuilt ineptness when it comes to more complex mathematical processes has led Dehaene to question why we insist on drilling procedures like long division into our children at all. There is, after all, an alternative: the electronic calculator. “Give a calculator to a five-year-old, and you will teach him how to make friends with numbers instead of despising them,” he has written. By removing the need to spend hundreds of hours memorizing boring procedures, he says, calculators can free children to concentrate on the meaning of these procedures, which is neglected under the educational status quo.