Exchange Students Quotes

Loving life is easy when you are abroad. Where no one knows you and you hold your life in your hands all alone, you are more master of yourself than at any other time

I'm not who you think I am, Abby," he said in English. I almost smiled. It was the kind of melodramatic line people said in bad made-for-TV movies, but then I saw his eyes, bleak and distant, and I knew he was telling the truth. "I thought you were Dante Alexander, foreign-exchange student visiting from Italy." He shook his head slowly, sadly. "Not exactly.

Cuando uno extraña un lugar, lo que realmente extraña es la época que corresponde a ese lugar; no se extrañan los sitios, sino los tiempos.

Years ago, when I was working on my master's thesis, I went to New York for a semester as an exchange student. What struck me most was the sky. On that side of the world, so far away from the North Pole, the sky is flat and gray, a one-dimensional universe. Here, the sky is arched, and there's almost no pollution. In spring and fall the sky is dark blue or violet, and sunsets last for hours. The sun turns into a dim orange ball that transforms clouds into silver-rimmed red and violet towers. In winter, twenty-four hours a day, uncountable stars outline the vaulted ceiling of the great cathedral we live in. Finnish skies are the reason I believe in God.

Where is Frankie, anyway?" Dad asks. "It's almost noon. I'm surprised you two can stand the separation." I take a deep breath and gulp down some orange juice. Well, Dad, first Frankie lied to me about losing her virginity to the foreign exchange student on the soccer field, and how your first time can't be special and all that. Then we decided to have this twenty boy contest but we only met, like, half, and she lied again about sleeping with one of them when really they just kind of fooled around naked and broke up. Meanwhile, when I was casting off my virginity with boy number five (or was he six?), Frankie read my journal and found out that I was in love with Matt for a million years and by the way, right after you took that picture of us with all the cake and frosting, he kissed me and started this whole long thing that we weren't allowed to tell her about. Frankie was so mad that she threw my journal into the bottom of the ocean, where it was banished for all eternity with a lovesick mermaid who cries out pieces of sea glass. Are you going to eat that bacon? ... "I'll probably see her later," I say.

Indentured servitude is banned, but what about students seeking to sell shares of their future earnings in exchange for money up front to pay for their college tuitions?

At school, they were driven, quiet, invisible, model students, Aglionby Academy’s 11-percent-of-our-student-body-is-diverse-click-the-link-to-find-out-more-about-our-overseas-exchange-programs. Here, they slouched. They would not slouch at school. Here, they were angry. They could not afford to be angry at school. Here, they were loud. They did not trust themselves to be loud at school.

Anorak” was a nickname Halliday had been given by a female British exchange student at his high school.

Fascism, most of the students agreed, is an extreme form of authoritarian rule. Citizens are required to do exactly what leaders say they must do, nothing more, nothing less. The doctrine is linked to rabid nationalism. It also turns the traditional social contract upside down. Instead of citizens giving power to the state in exchange for the protection of their rights, power begins with the leader, and the people have no rights. Under Fascism, the mission of citizens is to serve; the government’s job is to rule.

The teacher-student relationship evaporated, replaced by a rich and lively exchange of equals.

Your daughter went to bed on the eve of her thirteenth birthday as a sweetheart, and woke up the next morning a bitch. You never stopped loving her, but goddamn, you had a lot of days when you didn’t like her. At all. Eighth grade to sophomore year, Alex often referred to Deane as “the exchange student.

Teachers should encourage students’ creativity. That means that it’s okay for class to get a little wild sometimes. You can’t have creativity without getting a little wild sometimes. That means in our classrooms we should hear lively discussions, insightful debates, engaging conversations, exchanges of ideas, and informative play.

It could be said that a liberal education has the nature of a bequest, in that it looks upon the student as the potential heir of a cultural birthright, whereas a practical education has the nature of a commodity to be exchanged for position, status, wealth, etc., in the future. A liberal education rests on the assumption that nature and human nature do not change very much or very fast and that one therefore needs to understand the past. The practical educators assume that human society itself is the only significant context, that change is therefore fundamental, constant, and necessary, that the future will be wholly unlike the past, that the past is outmoded, irrelevant, and an encumbrance upon the future -- the present being only a time for dividing past from future, for getting ready. But these definitions, based on division and opposition, are too simple. It is easy, accepting the viewpoint of either side, to find fault with the other. But the wrong is on neither side; it is in their division... Without the balance of historic value, practical education gives us that most absurd of standards: "relevance," based upon the suppositional needs of a theoretical future. But liberal education, divorced from practicality, gives something no less absurd: the specialist professor of one or another of the liberal arts, the custodian of an inheritance he has learned much about, but nothing from.

I should have been paying closer attention.” “You did the best you could ,” she said. “You are not a warrior, Perry, any more than I am a foreign exchange student.

Hassan said, "I'm a Kuwaiti exchange student; my dad's an oil baron." Colin shook his head, "Too obvious. I'm a Spaniard. A refugee. My parents were murdered by Basque separatists." "I don't know if Basque is a thing or a person and neither will they, so no. Okay, I just got to America from Honduras. My name is Miguel. My parents made a fortune in bananas, and you are my bodyguard, because the banana workers' union wants me dead." Colin shot back, "That's good, but you don't speak Spanish. Okay, I was abducted by Eskimos in the Yukon Terr-no, that's crap. We're cousins from France visiting the United States for the first time. It's out high school graduation trip." "That's boring, but we're out of time. I'm the English speaker?" asked Hassan. "Yeah, fine." "Okay, they're coming," said Hassan. "What's your name?" "Pierre." "Okay. I'm Salinger, pronounced SalinZHAY." ........ "He has Tourette's?" asked Katrina. "MERDE!" (Shit) shouted Colin. "Yes," said Hassan excitedly. "same word both language, like hemorrhoid. That one we learned yesterday because Pierre had the fire in his bottom. He has Toorettes. And the hemorrhoid. But, is good boy. "Ne dis pas que j'ai des hemorroides! Je n'ai pas d'hemorroide," (Don't say I have hemorrhoids! I don't have hemorrhoids.) Colin shouted, at once trying to continue the game and get Hassan on to a different topic. Hassan looked at Colin, nodded knowingly, and then told Katrina, "He just said that your face, it is beautiful like the hemorrhoid.

You make out with a boy because he’s cute, but he has no substance, no words to offer you. His mouth tastes like stale beer and false promises. When he touches your chin, you offer your mouth up like a flower to to be plucked, all covered in red lipstick to attract his eye. When he reaches his hand down your shirt, he stops, hand on boob, and squeezes, like you’re a fruit he’s trying to juice. He doesn’t touch anything but skin, does not feel what’s within. In the morning, he texts you only to say, “I think I left the rest of my beer at your place, but it’s cool, you can drink it. Last night was fun.” You kiss a girl because she’s new. Because she’s different and you’re twenty two, trying something else out because it’s all failed before. After spending six weekends together, you call her, only to be answered by a harsh beep informing you that her number has been disconnected. You learn that success doesn’t come through experimenting with your sexuality, and you’re left with a mouth full of ruin and more evidence that you are out of tune. You fall for a boy who is so nice, you don’t think he can do any harm. When he mentions marriage and murder in the same sentence, you say, “Okay, okay, okay.” When you make a joke he does not laugh, but tilts his head and asks you how many drinks you’ve had in such a loving tone that you sober up immediately. He leaves bullet in your blood and disappears, saying, “Who wants a girl that’s filled with holes?” You find out that a med student does. He spots you reading in a bar and compliments you on the dust spilling from your mouth. When you see his black doctor’s bag posed loyally at his side, you ask him if he’s got the tools to fix a mangled nervous system. He smiles at you, all teeth, and tells you to come with him. In the back of his car, he covers you in teethmarks and says, “There, now don’t you feel whole again.” But all the incisions do is let more cold air into your bones. You wonder how many times you will collapse into ruins before you give up on rebuilding. You wonder if maybe you’d have more luck living amongst your rubble instead of looking for someone to repair it. The next time someone promises to flood you with light to erase your dark, you insist them you’re fine the way you are. They tell you there’s hope, that they had holes in their chest too, that they know how to patch them up. When they offer you a bottle in exchange for your mouth, you tell them you’re not looking for a way out. No, thank you, you tell them. Even though you are filled with ruins and rubble, you are as much your light as you are your dark.

The question then was not what other countries were doing, but why. Why did these countries have this consensus around rigor? In the education superpowers, every child knew the importance of an education. These countries had experienced national failure in recent memory; they knew what an existential crisis felt like. In many U.S. schools, however, the priorities were muddled beyond recognition. Sports were central to American students’ lives and school cultures in a way in which they were not in most education superpowers. Exchange students agreed almost universally on this point. Nine out of ten international students I surveyed said that U.S. kids placed a higher priority on sports, and six out of ten American exchange students agreed with them. Even in middle school, other researchers had found, American students spent double the amount of time playing sports as Koreans.

The problems on campus life today are not about free speech. They are about how the students have absolutely nothing to do with their lives but sit and listen to lectures, find the best parties to attend, and otherwise discover first-world problems to stew about and protest. That's the root of the problem. This is not a commercial environment where people are incentivized to find value in each other. Campuses have become completely artificial 4-year holding tanks for infantilized kids with zero experience in actual life in which people find ways to get along. These students are not serving each other in a market exchange, and very few have worked at day in their lives, so their default is to find some offense and protest. It's all they've been taught to do and all they know how to do. Idle hands and parents' money = trouble.

I remember to this day how easily I could grasp what he called his tentative ideas when he talked about the architectural style of the capitalist era, a subject which he said had fascinated him since his own student days, speaking in particular of the compulsive sense of order and the tendency towards monumentalism evident in law courts and penal institutions, railway stations and stock exchanges, opera houses and lunatic asylums, and the dwelling built to rectangular grid patterns for the labor force.

My refusal to remove the book from the library was backed by a majority of the Board of Governors. I wrote back to Mr Malfoy, explaining my decision: So-called pure-blood families maintain their alleged purity by disowning, banishing or lying about Muggles or Muggle-borns on their family trees. They then attempt to foist their hypocrisy upon the rest of us by asking us to ban works dealing with the truths they deny. There is not a witch or wizard in existence whose blood has not mingled with that of Muggles, and I should therefore consider it both illogical and immoral to remove works dealing with the subject from our students' store of knowledge.(4) This exchange marked the beginning of Mr Malfoy's long campaign to have me removed from my post as Headmaster of Hogwarts, and of mine to have him removed from his position as Lord Voldemort's Favourite Death Eater. (4)My response prompted several further letters from Mr Malfoy, but as they consisted mainly of opprobrious remarks on my sanity, parentage and hygiene, their relevance to this commentary is remote.

Hollywood High School was flipping from the storied institute of legend to the high school of the barrio. Or, as CNN put it in a series of rave reviews for the “predominantly Latino” school: “Hollywood High Now a Diverse High School.” Hollywood High alumni include Cher, Carol Burnett, Lon Chaney, James Garner, Linda Evans, John Huston, Judy Garland, Ricky Nelson, Sarah Jessica Parker, John Ritter, Mickey Rooney, Lana Turner, and Fay Wray, among many others. By the mid-2000s, Hollywood High was more than 70 percent Hispanic,5 and students were less likely to be getting publicity shots than mug shots. Today the school is mostly famous for its stabbings, shootings, child molestations, thefts, and graffiti.6 Around 1990, a California TV producer trying to enroll a German exchange student in a Los Angeles high school asked the principal at Fairfax High if a foreign exchange student would be better served by Fairfax or Hollywood High. Without looking up, the principal replied, “Well, 90% of my students can speak English, and we haven’t had a shooting here in 5 years.

time was indeed the best teacher. Trouble was, eventually it killed all of its students.

Since Liz’s adolescence, when viewing television commercials that celebrated the ostensibly unconditional love of mothers for their children, or on spotting merchandise in stores that honored this unique bond with poems or effusive declarations—picture frames, magnets, oven mitts—she had felt like a foreign exchange student observing the customs of another country.

If you can deny your talents, if you can conceal them from others or, even better, persuade yourself that they weren’t even given to you, you’re off the hook. And being off the hook is a key element of the industrialized school’s promise. It lets parents off the hook, certainly, since the institution takes over the teaching. It lets teachers off the hook, since the curriculum is preordained and the results are tested. And it lets students off the hook, because the road is clearly marked and the map is handed to everyone. If you stay on the path, do your college applications through the guidance office and your job hunting at the placement office, the future is not your fault. That’s the refrain we hear often from frustrated job seekers, frustrated workers with stuck careers, and frustrated students in too much debt. 'I did what they told me to do and now I’m stuck and it’s not my fault.' What they’ve exchanged for that deniability is their dreams, their chance for greatness. To go off the path is to claim responsibility for what happens next.

we are speaking about cognitive meanings, which cannot be transferred into students as blood is pumped into veins. Learning the meaning of a piece of knowledge requires dialog, exchange, sharing, and sometimes compromise.

No one should have to pass someone else’s ideological purity test to be allowed to speak. University life—along with civic life—dies without the free exchange of ideas. In the face of intimidation, educators must speak up, not shut down. Ours is a position of unique responsibility: We teach people not what to think, but how to think. Realizing and accepting this has made me—an eminently replaceable, untenured, gay, mixed-race woman with PTSD—realize that no matter the precariousness of my situation, I have a responsibility to model the appreciation of difference and care of thought I try to foster in my students. If I, like so many colleagues nationwide, am afraid to say what I think, am I not complicit in the problem?83

Speaking to a foreigner was the dream of every student, and my opportunity came at last. When I got back from my trip down the Yangtze, I learned that my year was being sent in October to a port in the south called Zhanjiang to practice our English with foreign sailors. I was thrilled. Zhanjiang was about 75 miles from Chengdu, a journey of two days and two nights by rail. It was the southernmost large port in China, and quite near the Vietnamese border. It felt like a foreign country, with turn-of-the-century colonial-style buildings, pastiche Romanesque arches, rose windows, and large verandas with colorful parasols. The local people spoke Cantonese, which was almost a foreign language. The air smelled of the unfamiliar sea, exotic tropical vegetation, and an altogether bigger world. But my excitement at being there was constantly doused by frustration. We were accompanied by a political supervisor and three lecturers, who decided that, although we were staying only a mile from the sea, we were not to be allowed anywhere near it. The harbor itself was closed to outsiders, for fear of 'sabotage' or defection. We were told that a student from Guangzhou had managed to stow away once in a cargo steamer, not realizing that the hold would be sealed for weeks, by which time he had perished. We had to restrict our movements to a clearly defined area of a few blocks around our residence. Regulations like these were part of our daily life, but they never failed to infuriate me. One day I was seized by an absolute compulsion to get out. I faked illness and got permission to go to a hospital in the middle of the city. I wandered the streets desperately trying to spot the sea, without success. The local people were unhelpful: they did not like non-Cantonese speakers, and refused to understand me. We stayed in the port for three weeks, and only once were we allowed, as a special treat, to go to an island to see the ocean. As the point of being there was to talk to the sailors, we were organized into small groups to take turns working in the two places they were allowed to frequent: the Friendship Store, which sold goods for hard currency, and the Sailors' Club, which had a bar, a restaurant, a billiards room, and a ping-pong room. There were strict rules about how we could talk to the sailors. We were not allowed to speak to them alone, except for brief exchanges over the counter of the Friendship Store. If we were asked our names and addresses, under no circumstances were we to give our real ones. We all prepared a false name and a nonexistent address. After every conversation, we had to write a detailed report of what had been said which was standard practice for anyone who had contact with foreigners. We were warned over and over again about the importance of observing 'discipline in foreign contacts' (she waifi-lu). Otherwise, we were told, not only would we get into serious trouble, other students would be banned from coming.

When the Starbursts cost a cent apiece, the average number of candies per customer was 3.5, but when the price went down to zero, the average went down to 1.1 per customer. The students limited themselves to a large degree when the candy was free. In fact, almost all the students applied a very simple social-norm rule in this situation—they politely took one and only one Starburst. ... What these results mean is that when price is not a part of the exchange, we become less selfish maximizers and start caring more about the welfare of others. We saw this demonstrated by the fact that when the price decreased to zero, customers restrained themselves and took far fewer units.

She wasn't a stranger to this line of questioning--when her fellow students at Jefferson had deigned to engage with her, it was often in exchanges like this, to inform her that they had once had a deaf dog, or inquire why she didn't want to get cured like those babies they'd seen on YouTube hearing their mothers' voices for the first time.

Every day the same things came up; the work was never done, and the tedium of it began to weigh on me. Part of what made English a difficult subject for Korean students was the lack of a more active principle in their learning. They were accustomed to receiving, recording, and memorizing. That's the Confucian mode. As a student, you're not supposed to question a teacher; you should avoid asking for explanations because that might reveal a lack of knowledge, which can be seen as an insult to the teacher's efforts. You don't have an open, free exchange with teachers as we often have here in the West. And further, under this design, a student doesn't do much in the way of improvisation or interpretation. This approach might work well for some pursuits, may even be preferred--indeed, I was often amazed by the way Koreans learned crafts and skills, everything from basketball to calligraphy, for example, by methodically studying and reproducing a defined set of steps (a BBC report explained how the North Korean leader Kim Jong Il had his minions rigorously study the pizza-making techniques used by Italian chefs so that he could get a good pie at home, even as thousands of his subjects starved)--but foreign-language learning, the actual speaking component most of all, has to be more spontaneous and less rigid. We all saw this played out before our eyes and quickly discerned the problem. A student cannot hope to sit in a class and have a language handed over to him on sheets of paper.

Already the lecture is beginning to interest several dedicated people I know. One person who has promised to come (and bring several sharp friends, too) is a brilliant new contact I made during rush hour on the Jerome Avenue line. His name is Ongah, and he is an exchange student from Kenya who is writing a dissertation at N.Y.U. on the French symbolists of the 19th cent. Of course, you would not understand or like a brilliant and dedicated guy like Ongah. I could listen to him talk for hours. He is serious and does not come on with all of that pseudo stuff like you always did. What Ongah says is meaningful. Ongah is real and vital. He is virile and aggressive. He rips at reality and tears aside concealing veils. “Oh, my God!” Ignatius slobbered. “The minx has been raped by a Mau-Mau.

I was thrown out of every game, but not before I got my five in. I still hold the Iowa state record for most technicals in a season. Look it up. We had a great team in ’57: a big Swede named Swen Vader at center; a nimble power forward named Luke Walker; Brad Darklighter was our small forward; a lightning-fast little Italian, Vinny Cithreepio, ran the point; and Lando Calrissian shot the lights out as our number two. Obiwan Kanobi, an exchange student from Japan, was always good for six points as well. We won state that year but were later disqualified, as a lot of those guys had played semi-pro ball in Brazil; some of them were in their thirties. Nowadays people check that kind of stuff out, but back then we had a lot of thirty- and forty-year-old men posing as high school students. It was just something you did.

Under the seeming disorder of the old city, wherever the old city is working successfully, is a marvelous order for maintaining the safety of the streets and the freedom of the city. It is a complex order. Its essence is intricacy of sidewalk use, bringing with it a constant succession of eyes. This order is all composed of movement and change, and although it is life, not art, we may fancifully call it the art form of the city and liken it to the dance — not to a simple-minded precision dance with everyone kicking up at the same time, twirling in unison and bowing off en masse, but to an intricate ballet in which the individual dancers and ensembles all have distinctive parts which miraculously reinforce each other and compose an orderly whole. The ballet of the good city sidewalk never repeats itself from place to place, and in any once place is always replete with new improvisations. The stretch of Hudson Street where I live is each day the scene of an intricate sidewalk ballet. I make my own first entrance into it a little after eight when I put out my garbage gcan, surely a prosaic occupation, but I enjoy my part, my little clang, as the junior droves of junior high school students walk by the center of the stage dropping candy wrapper. (How do they eat so much candy so early in the morning?) While I sweep up the wrappers I watch the other rituals of the morning: Mr Halpert unlocking the laundry's handcart from its mooring to a cellar door, Joe Cornacchia's son-in-law stacking out the empty crates from the delicatessen, the barber bringing out his sidewalk folding chair, Mr. Goldstein arranging the coils of wire which proclaim the hardware store is open, the wife of the tenement's super intendent depositing her chunky three-year-old with a toy mandolin on the stoop, the vantage point from which he is learning English his mother cannot speak. Now the primary childrren, heading for St. Luke's, dribble through the south; the children from St. Veronica\s cross, heading to the west, and the children from P.S 41, heading toward the east. Two new entrances are made from the wings: well-dressed and even elegant women and men with brief cases emerge from doorways and side streets. Most of these are heading for the bus and subways, but some hover on the curbs, stopping taxis which have miraculously appeared at the right moment, for the taxis are part of a wider morning ritual: having dropped passengers from midtown in the downtown financial district, they are now bringing downtowners up tow midtown. Simultaneously, numbers of women in housedresses have emerged and as they crisscross with one another they pause for quick conversations that sound with laughter or joint indignation, never, it seems, anything in between. It is time for me to hurry to work too, and I exchange my ritual farewell with Mr. Lofaro, the short, thick bodied, white-aproned fruit man who stands outside his doorway a little up the street, his arms folded, his feet planted, looking solid as the earth itself. We nod; we each glance quickly up and down the street, then look back at eachother and smile. We have done this many a morning for more than ten years, and we both know what it means: all is well. The heart of the day ballet I seldom see, because part off the nature of it is that working people who live there, like me, are mostly gone, filling the roles of strangers on other sidewalks. But from days off, I know enough to know that it becomes more and more intricate. Longshoremen who are not working that day gather at the White Horse or the Ideal or the International for beer and conversation. The executives and business lunchers from the industries just to the west throng the Dorgene restaurant and the Lion's Head coffee house; meat market workers and communication scientists fill the bakery lunchroom.

The things about you I appreciate May seem indelicate: I'd like to find you in the shower And chase the soap for half an hour. I'd like to have you in my power And see your eyes dilate. I'd like to have your back to scour And other parts to lubricate. Sometimes I feel it is my fate To chase you screaming up a tower Or make you cower By asking you to differentiate Nietzsche from Schopenhauer. I'd like successfully to guess your weight And win you at a fête. I'd like to offer you a flower. I like the hair upon your shoulders, Falling like water over boulders. I like the shoulders too: they are essential. Your collar-bones have great potential (I'd like your particulars in folders Marked Confidential). I like your cheeks, I like your nose, I like the way your lips disclose The neat arrangement of your teeth (Half above and half beneath) In rows. I like your eyes, I like their fringes. The way they focus on me gives me twinges. Your upper arms drive me berserk. I like the way your elbows work. On hinges … I like your wrists, I like your glands, I like the fingers on your hands. I'd like to teach them how to count, And certain things we might exchange, Something familiar for something strange. I'd like to give you just the right amount And get some change. I like it when you tilt your cheek up. I like the way you not and hold a teacup. I like your legs when you unwind them. Even in trousers I don't mind them. I like each softly-moulded kneecap. I like the little crease behind them. I'd always know, without a recap, Where to find them. I like the sculpture of your ears. I like the way your profile disappears Whenever you decide to turn and face me. I'd like to cross two hemispheres And have you chase me. I'd like to smuggle you across frontiers Or sail with you at night into Tangiers. I'd like you to embrace me. I'd like to see you ironing your skirt And cancelling other dates. I'd like to button up your shirt. I like the way your chest inflates. I'd like to soothe you when you're hurt Or frightened senseless by invertebrates. I'd like you even if you were malign And had a yen for sudden homicide. I'd let you put insecticide Into my wine. I'd even like you if you were Bride Of Frankenstein Or something ghoulish out of Mamoulian's Jekyll and Hyde. I'd even like you as my Julian Or Norwich or Cathleen ni Houlihan. How melodramatic If you were something muttering in attics Like Mrs Rochester or a student of Boolean Mathematics. You are the end of self-abuse. You are the eternal feminine. I'd like to find a good excuse To call on you and find you in. I'd like to put my hand beneath your chin, And see you grin. I'd like to taste your Charlotte Russe, I'd like to feel my lips upon your skin I'd like to make you reproduce. I'd like you in my confidence. I'd like to be your second look. I'd like to let you try the French Defence And mate you with my rook. I'd like to be your preference And hence I'd like to be around when you unhook. I'd like to be your only audience, The final name in your appointment book, Your future tense.

The church must change, Brother,' Gheorg had said one day long ago, back when they were still theology students at the University of Leipzig. Christian faith cannot be the tool of a monarch who sells God's pardon in exchange for money and power. Our Lord speaks to ALL men, Mathias. The Church must be a place where all men can meet and pray, not a place where they must submit to the power of other men. God's word must reach everyone equally.

It’s not that I hate high school—I enjoy learning, and for the most part my classes are interesting enough, with engaging teachers—I just don’t quite fit in as a typical high-school student. They’re just…not interesting. Or engaging. They say stupid shit, while doing or having just done stupid shit. So I make a concerted effort to stick to myself. It gets lonely sometimes, but it’s better to be alone than to be part of behavior and activities that will only leave me ashamed, disgusted, and/or in trouble. But

Instead, she focused her gaze on some middle distance as the Haruspex called out a series of numbers and letters—stock symbols and share prices for companies traded publicly on the New York Stock Exchange. Later in the night he’d move on to the NASDAQ, Euronext, and the Asian markets. Alex didn’t bother trying to decipher them. The orders to buy, sell, or hold were given in impenetrable Dutch, the language of commerce, the first stock exchange, old New York, and the official language of the Bonesmen. When Skull and Bones was founded, too many students knew Greek and Latin. Their dealings had required something more obscure.

As I became older, I was given many masks to wear. I could be a laborer laying railroad tracks across the continent, with long hair in a queue to be pulled by pranksters; a gardener trimming the shrubs while secretly planting a bomb; a saboteur before the day of infamy at Pearl Harbor, signaling the Imperial Fleet; a kamikaze pilot donning his headband somberly, screaming 'Banzai' on my way to my death; a peasant with a broad-brimmed straw hat in a rice paddy on the other side of the world, stooped over to toil in the water; an obedient servant in the parlor, a houseboy too dignified for my own good; a washerman in the basement laundry, removing stains using an ancient secret; a tyrant intent on imposing my despotism on the democratic world, opposed by the free and the brave; a party cadre alongside many others, all of us clad in coordinated Mao jackets; a sniper camouflaged in the trees of the jungle, training my gunsights on G.I. Joe; a child running with a body burning from napalm, captured in an unforgettable photo; an enemy shot in the head or slaughtered by the villageful; one of the grooms in a mass wedding of couples, having met my mate the day before through our cult leader; an orphan in the last airlift out of a collapsed capital, ready to be adopted into the good life; a black belt martial artist breaking cinderblocks with his head, in an advertisement for Ginsu brand knives with the slogan 'but wait--there's more' as the commercial segued to show another free gift; a chef serving up dog stew, a trick on the unsuspecting diner; a bad driver swerving into the next lane, exactly as could be expected; a horny exchange student here for a year, eager to date the blonde cheerleader; a tourist visiting, clicking away with his camera, posing my family in front of the monuments and statues; a ping pong champion, wearing white tube socks pulled up too high and batting the ball with a wicked spin; a violin prodigy impressing the audience at Carnegie Hall, before taking a polite bow; a teen computer scientist, ready to make millions on an initial public offering before the company stock crashes; a gangster in sunglasses and a tight suit, embroiled in a turf war with the Sicilian mob; an urban greengrocer selling lunch by the pound, rudely returning change over the counter to the black patrons; a businessman with a briefcase of cash bribing a congressman, a corrupting influence on the electoral process; a salaryman on my way to work, crammed into the commuter train and loyal to the company; a shady doctor, trained in a foreign tradition with anatomical diagrams of the human body mapping the flow of life energy through a multitude of colored points; a calculus graduate student with thick glasses and a bad haircut, serving as a teaching assistant with an incomprehensible accent, scribbling on the chalkboard; an automobile enthusiast who customizes an imported car with a supercharged engine and Japanese decals in the rear window, cruising the boulevard looking for a drag race; a illegal alien crowded into the cargo hold of a smuggler's ship, defying death only to crowd into a New York City tenement and work as a slave in a sweatshop. My mother and my girl cousins were Madame Butterfly from the mail order bride catalog, dying in their service to the masculinity of the West, and the dragon lady in a kimono, taking vengeance for her sisters. They became the television newscaster, look-alikes with their flawlessly permed hair. Through these indelible images, I grew up. But when I looked in the mirror, I could not believe my own reflection because it was not like what I saw around me. Over the years, the world opened up. It has become a dizzying kaleidoscope of cultural fragments, arranged and rearranged without plan or order.

He was especially fond of Svetlana, who was a promising student and very attached to her father. He began to play a little game with his daughter, calling her khoziaika (which could be translated as “housekeeper” or “the boss”) while he played the role of the sekretarishka (little secretary) who followed her orders: “Setanka-Housekeeper’s wretched Secretary, the poor peasant J. Stalin.” Svetlana would write out orders for her father: “I order you to let me go to Zubalovo tomorrow”; “I order you to take me to the theater with you”; “I order you to let me go to the movies. Ask them to show Chapaev and an American comedy.” Stalin responded with facetious pomposity.21 Other members of Stalin’s inner circle were appointed Svetlana’s sekretarishkas, playing along with the vozhd. “Svetlana the housekeeper will be in Moscow on 27 August. She is demanding permission to leave early for Moscow so that she can check on her secretaries,” Stalin wrote to Kaganovich from the south on 19 August 1935. Kaganovich replied on 31 August: “Today I reported to our boss Svetlana on our work, she seemed to deem it satisfactory.”22 Until the war began, father and daughter exchanged affectionate letters. “I give you a big hug, my little sparrow,” he wrote to her, as he had once written to his wife.23

Even from behind the screen, it was possible from certain angles for Sabbath to catch a glimpse of the audience, and whenever he spotted an attractive girl among the twenty or so students who had stopped to watch, he would break off the drama in progress or wind it down, and the fingers would start in whispering together. Then the boldest finger - a middle finger - would edge nonchalantly forward, lean graciously out over the screen, and beckon her to approach. And girls did come forward, some laughing or grinning like good sports, others serious, poker-faced, as though already mildly hypnotized. After an exchange of polite chitchat, the finger would begin a serious interrogation, asking if the girl had ever dated a finger, if her family approved of fingers, if she herself could find a finger desirable, if she could imagine living happily with only a finger... and the other hand, meanwhile, stealthily began to unbutton or unzip her outer garment. Usually the hand went no further than that; Sabbath knew enough not to press on and the interlude ended as a harmless farce. But sometimes, when Sabbath gauged from her answers that his consort was more playful than most or uncommonly spellbound, the interrogation would abruptly turn wanton and the fingers proceed to undo her blouse. Only twice did the fingers undo a brasserie catch and only once did they endeavor to caress the nipples exposed. And it was then that Sabbath was arrested.

Students at the instituted for Environmental Research at RWTH Aachen discovered something amazing about photosynthesis in undisturbed beech forests. Apparently, the trees synchronize their performance so that they are all equally successful. And that is not what one would expect. Each beech tree grows in a unique location, and conditions can vary greatly in just a few yards. The soil can be stony or loose. It can retain a great deal of water or almost no water. It can be full of nutrients or extremely barren. Accordingly, each tree experiences different growing conditions; therefore, each tree grows more quickly or more slowly and produces more or less sugar or wood, and thus you would expect every tree to be photosynthesizing at a different rate. And that's what makes the research results so astounding. The rate of photosynthesis is the same for all the trees. The trees, it seems, are equalizing differences between the strong and the weak. Whether they are thick or thin, all members of the same species are using light to produce the same amount of sugar per leaf. This equalization is taking place underground through the roots. There's obviously a lively exchange going on down there. Whoever has an abundance of sugar hands some over; whoever is running short gets help. Once again, fungi are involved. Their enormous networks act as gigantic redistribution mechanisms. It's a bit like the way social security systems operate to ensure individual members of society don't fall too far behind.

No one should have to pass someone else's ideological purity test to be allowed to speak. University life- along with civic life- dies without the free exchange of ideas. In the face of intimidation, educators must speak up, no shut down. Ours is a position of unique responsibility: We teach people not what to think, but how to think. Realizing and accepting this has made me- an eminently replaceable, untenured, gay, mixed-race woman with PTSD- realize that no matter the precariousness of my situation, I have a responsibility to model the appreciation of difference and care of thought I try to foster in my students. If I, like so many colleagues nationwide, am afraid to say what I think, am I not complicit in the problem? [Lucia Martinez Valdivia]

Gandhi was my greatest teacher, not only by what he said and wrote and did, but by the example he set. Granted that I was a poor student, what did he teach me? I suppose the greatest single thing was to seek the Truth, to shun hypocrisy and falseness and glibness, to try to be truthful to oneself as well as to others, to be skeptical of the value of most of life's prizes, especially the material ones, to cultivate an inner strength, to be tolerant of others, of their acts and beliefs, however much they jarred you, but not tolerant of your own faults. And yet to stick to your beliefs and values when you thought they were right, never selling them out in exchange for personal gain or out of cowardice, yet seeking to let them grow and daring to change them in the light of experience and of whatever wisdom came your way.

Of course, there are people who deny that such obvious differences are real – Marxists, anarchists, radical feminists, and other denizens of the intellectual slums, who mistake an inability to make the simplest conceptual distinctions for deep insight. To these, it seems, we can add the ranks of secularist “thinkers.” When “New Atheists” and their ilk assure us in all seriousness that believing in God is just like believing in the Easter bunny, or that teaching religion is tantamount to child abuse, they remind me of the freshman philosophy student who once proudly declared to me his “discovery” that taking a girl out on a date was really no different from hiring a call girl, since what it’s “all about” is giving something in exchange for sex. In both cases, the analysis put forward is evidence not of profound philosophical understanding, but merely of being a shallow and sophomoric jackass.

If you’re comfortable, I’m not teaching and you’re not learning. It’s going to get uncomfortable in here and that’s okay. It’s normal and it’s part of the process.” The simple and honest process of letting people know that discomfort is normal, it’s going to happen, why it happens, and why it’s important, reduces anxiety, fear, and shame. Periods of discomfort become an expectation and a norm. In fact, most semesters I have students who approach me after class and say, “I haven’t been uncomfortable yet. I’m concerned.” These exchanges often lead to critically important conversations and feedback about their engagement and my teaching. The big challenge for leaders is getting our heads and hearts around the fact that we need to cultivate the courage to be uncomfortable and to teach the people around us how to accept discomfort as a part of growth. For the best guidance on how to give feedback that moves people and processes forward, I turn to my social work roots. In my experience the heart of valuable feedback is taking the “strengths perspective.” According to social work educator Dennis Saleebey, viewing performance from the strengths perspective offers

To our amazement Jimmy received a letter, dated August 20, 1963, from Bertrand Russell, the world-famous philosopher and peace activist, saying “I have recently finished your remarkable book The American Resolution” and “have been greatly impressed with its power and insight.” The letter goes on to ask for Jimmy’s views on whether American whites “will understand the negro [sic] revolt because “the survival of mankind may well follow or fail to follow from political and social behavior of Americans in the next decades.” On September 5 Jimmy wrote back a lengthy reply saying among other things that “so far, with the exception of the students, there has been no social force in the white population which the Negroes can respect and a handful of liberals joining in a demonstration doesn’t change this one bit.” Russell replied on September 18 with more questions that Jimmy answered in an even longer letter dated December 22. Meanwhile, Russell had sent a telegram to the November 21 Town Hall meeting in New York City at which Jimmy was scheduled to speak, warning Negroes not to resort to violence. In response Jimmy said at the meeting that “I too would like to hope that the issues of our revolt might be resolved by peaceful means,” but “the issues and grievances were too deeply imbedded in the American system and the American peoples so that the very things Russell warned against might just have to take place if the Negroes in the U.S.A. are ever to walk the streets as free men.” In his December 22 letter Jimmy repeats what he said at the meeting and then patiently explains to Russell that what has historically been considered democracy in the United States has actually been fascism for millions of Negroes. The letter concludes: I believe that it is your responsibility as I believe that it is my responsibility to recognize and record this, so that in the future words do not confuse the struggle but help to clarify it. This is what I think philosophers should make clear. Because even though Negroes in the United States still think they are struggling for democracy, in fact democracy is what they are struggling against. This exchange between Jimmy and Russell has to be seen to be believed. In a way it epitomizes the 1960s—Jimmy Boggs, the Alabama-born autoworker, explaining the responsibility of philosophers to The Earl Russell, O.M., F.R.S., in his time probably the West’s best-known philosopher. Within the next few years The American Revolution was translated and published in French, Italian, Japanese, Spanish, Catalan, and Portuguese. To this day it remains a page-turner for grassroots activists because it is so personal and yet political, so down to earth and yet visionary.

You, O king, live far away across many seas. Yet, driven by the humble desire to share in the blessings of our culture, you have sent a delegation, which respectfully submitted your letter. You assure us that it is your veneration for our celestial ruling family that fills you with the desire to adopt our culture, and yet the difference between our customs and moral laws and your own is so profound that, were your envoy even capable of absorbing the basic principles of our culture, our customs and traditions could never grow in your soil. Were he the most diligent student, his efforts would still be vain. Ruling over the vast world, I have but one end in view, and it is this: to govern to perfection and to fulfil the duties of the state. Rare and costly objects are of no interest to me. I have no use for your country’s goods. Our Celestial Kingdom possesses all things in abundance and wants for nothing within its frontiers. Hence there is no need to bring in the wares of foreign barbarians to exchange for our own products. But since tea, silk and porcelain, products of the Celestial Kingdom, are absolute necessities for the peoples of Europe and for you yourself, the limited trade hitherto permitted in my province of Canton will continue. Mindful of the distant loneliness of your island, separated from the world by desert wastes of sea, I pardon your understandable ignorance of the customs of the Celestial Kingdom. Tremble at my orders and obey.

with “This is a class assignment,” and (2) they had to engage the interactions with a straight face. They couldn’t give away the punchline. The exchanges went something like this: Students (walking in a group toward a stranger in a mall): “Excuse me, sir!” Stranger (looking around and awkwardly shifting bags of clothes): “Uhh, yeah? Me?” Students: “Yes! You. I was walking by, saw you, and wondered: Will you be my friend? Can I see pictures of your family? What are your political preferences? Can I see the pictures of your tattoos? What are your religious preferences? Why? Are you pro-choice? How come? Who are your favorite musicians? We’re going to read you a list of probing, introspective quotes, and you simply give us a thumbs up or a thumbs down if you like them or don’t like them. If you feel angry about a quote, tell us why.” And so on. My students had to video each interaction. And yes, it was as awkward and cringey as you can imagine. According to the papers they had to write after the fact, the assignment stirred up quite a bit of reflection. In a few short years, my students had come to believe they had “friends” because they knew some information about people. They thought they were connecting with those people. The exercise helped them see that our social media exchanges are anything but normal. The thumbs ups and thumbs downs are anything but connecting. The reality is that most of us don’t have any friends. Until recently, friendship was about enduring the awkwardness and ugliness of human

Throw the offerings!" Agnes and her husband had returned--- I could just make them out, clambering unsteadily down the hillside with their lanterns raised. In an act of ill-advised and entirely undeserved kindness, they had gathered up a handful of villagers to ride to the rescue of the idiot scholars who had tangled with the most fearsome of the local Folk, despite their warnings. A strangled sound escaped me, something between a sob and laugh. "Get back!" Eichorn shouted at the villagers. Rose was clambering to his feet, wheezing, for the fauns had released him to snatch at the "offerings" tossed their way by the villagers. I would have expected bloody hunks of meat, but instead, ludicrously, they seemed to be throwing vegetables--- carrots and onions, predominantly. How did it happen? The scene is a blur of noise and movement, to my memory. I believe I was laughing at the time--- yes, laughing. The image of those nightmarish beasts appeased by a hail of carrots was too much for my frayed composure, and for a moment it seemed this would become another story I told at conferences or to rouse a laugh from my students. For the Folk are terrible indeed, monsters or tyrants or both, but are they not also ridiculous? Whether they be violent beasts distracted by vegetables, or creatures powerful enough to spin straw into gold, which they will happily exchange for a simple necklace, or a great king overthrown by his own cloak, there is a thread of the absurd weaving through all faerie stories, to which the Folk themselves are utterly oblivious.

Postscript, 2005 From the Publisher ON APRIL 7, 2004, the Mid-Hudson Highland Post carried an article about an appearance that John Gatto made at Highland High School. Headlined “Rendered Speechless,” the report was subtitled “Advocate for education reform brings controversy to Highland.” The article relates the events of March 25 evening of that year when the second half of John Gatto’s presentation was canceled by the School Superintendent, “following complaints from the Highland Teachers Association that the presentation was too controversial.” On the surface, the cancellation was in response to a video presentation that showed some violence. But retired student counselor Paul Jankiewicz begged to differ, pointing out that none of the dozens of students he talked to afterwards were inspired to violence. In his opinion, few people opposing Gatto had seen the video presentation. Rather, “They were taking the lead from the teacher’s union who were upset at the whole tone of the presentation.” He continued, “Mr. Gatto basically told them that they were not serving kids well and that students needed to be told the truth, be given real-life learning experiences, and be responsible for their own education. [Gatto] questioned the validity and relevance of standardized tests, the prison atmosphere of school, and the lack of relevant experience given students.” He added that Gatto also had an important message for parents: “That you have to take control of your children’s education.” Highland High School senior Chris Hart commended the school board for bringing Gatto to speak, and wished that more students had heard his message. Senior Katie Hanley liked the lecture for its “new perspective,” adding that ”it was important because it started a new exchange and got students to think for themselves.” High School junior Qing Guo found Gatto “inspiring.” Highland teacher Aliza Driller-Colangelo was also inspired by Gatto, and commended the “risk-takers,” saying that, following the talk, her class had an exciting exchange about ideas. Concluded Jankiewicz, the students “were eager to discuss the issues raised. Unfortunately, our school did not allow that dialogue to happen, except for a few teachers who had the courage to engage the students.” What was not reported in the newspaper is the fact that the school authorities called the police to intervene and ‘restore the peace’ which, ironically enough, was never in the slightest jeopardy as the student audience was well-behaved and attentive throughout. A scheduled evening meeting at the school between Gatto and the Parents Association was peremptorily forbidden by school district authorities in a final assault on the principles of free speech and free assembly… There could be no better way of demonstrating the lasting importance of John Taylor Gatto’s work, and of this small book, than this sorry tale. It is a measure of the power of Gatto’s ideas, their urgency, and their continuing relevance that school authorities are still trying to shut them out 12 years after their initial publication, afraid even to debate them. — May the crusade continue! Chris Plant Gabriola Island, B.C. February, 2005

He imagined himself at the lectern discussing the ancient Greeks to his American students: “The First Persian War, in which Miltiades defeats Darius at Marathon in 490 BC, leads to the Second Persian War, in which the Athenian navy commanded by Themistocles destroys the Persian navy under Xerxes at Salamis in 480 BC. Ten years of war gives the Greeks fifty years of peace, a golden age. The Athenians secure peace on the Hellespont through the Delian League, a mutual-security pact in which the other Greek city-states pay Athens a tribute to protect them against future Persian aggression. Sound familiar?” Lin Bao would then imagine himself looking out at his class, at their blank expressions, in which the past held no relevance, in which there was only the future and that future would always be American. Then, in his imagined class, Lin Bao would tell his students of their past but also of their future. He would explain how America’s golden age was born out of the First and Second World Wars, just as Greece had found its greatest era of prosperity in the aftermath of the two Persian Wars. Like the Athenians with the Delian League, Lin Bao would explain how the Americans consolidated power with mutual-security pacts such as NATO, in which they would make the largest contributions in exchange for military primacy over the western world—much as the Athenians had gained military primacy of the then-known world through the Delian League. Lin Bao would always wait for the question he knew was coming, in which one of his students would ask why it all ended. What external threat overwhelmed the Delian League? What invader accomplished what the Persian fleet could not at Salamis? And Lin Bao would tell his students that no invader had come, no foreign horde had sabotaged the golden age forged by Miltiades, Themistocles, and Greece’s other forefathers. “Then how?” they would ask. “If the Persians couldn’t do it, who did?” And so, he would say, “The end came—as it always does—from within.

The First Amendment protects our freedom of speech, freedom of the press, the right to practice religion, to peacefully assemble, and the right to petition the government. This is true tolerance as defined by our founding documents. This is the right of all American citizens. Does the right of free speech end on college campuses of higher learning? Does it end when you step into a designated "safe space" at your local university? Does it end if your choice of words is construed to be a "trigger warning" when you walk into a classroom? The answer obviously should be no. Unfortunately, the answer today on most college campuses is yes. And take this warning seriously: it won't end there. The commentator Andrew Sullivan has noted the student anti-free-speech movement "manifests itself . . . almost as a religion". He continues: "It posits a classic orthodoxy through which all of human experience is explained--and through which all speech must be filtered. Its version of original sin is the power of some identity groups over others. To overcome this sin, you need first to confess, i.e., "check your privilege", and subsequently live your life and order your thoughts in a way that keeps this sin at bay. This sin goes so deep into your psyche, especially if you are white or male or straight, that a profound conversion is required. It operates as a religion in one other critical dimension: If you happen to see the world in a different way, if you're a liberal or libertarian or even, gasp, a conservative, if you believe that a university is a place where any idea, however loathsome, can be debated and refuted, you are not just wrong, you are immoral . . . your heresy is a direct threat to others, and therefore needs to be extinguished. You can't reason with heresy. You have to ban it". Ironically, Christians, and others committed to the free expression of ideas, are the ones who are often accused of trying to force our beliefs on others. But that's not the case. Because we believe in objective truth, we believe reason and a robust exchange of ideas, with good, healthy debate can guide us to the truth. It is the radical Left that denies objective truth and therefore always relies on forced compliance and fascist tactics.

It is the custom in Germany for students to pass from one university to another during the course of their studies—a custom, incidentally, which no other country has. But it would be false to assume that this variety in instruction is a safeguard afainst uniformity of outlook, for although the professors of the various universities fight among themselves, they are all, fundamentally and at heart, in complete agreement. I came to realise this clearly through my contacts with the economists. This must have been about 1929. At that time we published a paper on certain aspects of the economic problem. Immediately a whole company of national economists of all sorts, and from a variety of universities, joined forces and signed a circular in which they unaminously condemned our economic proposals. I made one attempt to have a serious discussion with one of the most renowned of them, and one who was regarded by his colleagues as a revolutionary in economic thought Zwiedineck. The results were disastrous! At the time the State had floated a loan of two million seven hundred thousand marks for the construction of a road. I told Zwiedineck that I regarded this way of financing a project as foolish in the extreme. The life of the road in question would be some fifteen years ; but the amortisation of the capital involved would continue for eighty years. What the Government was really doing was to evade an immediate financial obligation by transferring the charges to the men of the next generation and, indeed, of the generation after. I insisted that nothing could be more unsound, and that what the Government should really do was to take radical steps to reduce the rate of interest and thus to render capital more fluid. I next argued that the gold standard, the fixing of rates of exchange and so forth were shibboleths which I had never regarded and never would regard as weighty and immutable principles of economy. Money, to me, was simply a token of exchange for work done, and its value depended absolutely on the value of the work accomplished. Where money did not represent services rendered, I insisted, it had no value at all. Zwiedineck was horrified and very excited. Such ideas, he declared, would upset the accepted economic principles of the entire world, and the putting of them into practice would cause a breakdown of the world's political economy. When, later, after our assumption of power, I put my theories into practice, the economists were not in the least discountenanced, but calmly set to work to prove by scientific argument that my theories were, indeed, sound economy !

The mixture of a solidly established Romance aristocracy with the Old English grassroots produced a new language, a “French of England,” which came to be known as Anglo-Norman. It was perfectly intelligible to the speakers of other langues d’oïl and also gave French its first anglicisms, words such as bateau (boat) and the four points of the compass, nord, sud, est and ouest. The most famous Romance chanson de geste, the Song of Roland, was written in Anglo-Norman. The first verse shows how “French” this language was: Carles li reis, nostre emperere magnes, set anz tuz pleins ad estéd en Espaigne, Tresqu’en la mer cunquist la tere altaigne… King Charles, our great emperor, stayed in Spain a full seven years: and he conquered the high lands up to the sea… Francophones are probably not aware of how much England contributed to the development of French. England’s court was an important production centre for Romance literature, and most of the early legends of King Arthur were written in Anglo-Norman. Robert Wace, who came from the Channel Island of Jersey, first evoked the mythical Round Table in his Roman de Brut, written in French in 1155. An Englishman, William Caxton, even produced the first “vocabulary” of French and English (a precursor of the dictionary) in 1480. But for four centuries after William seized the English crown, the exchange between Old English and Romance was pretty much the other way around—from Romance to English. Linguists dispute whether a quarter or a half of the basic English vocabulary comes from French. Part of the argument has to do with the fact that some borrowings are referred to as Latinates, a term that tends to obscure the fact that they actually come from French (as we explain later, the English worked hard to push away or hide the influence of French). Words such as charge, council, court, debt, judge, justice, merchant and parliament are straight borrowings from eleventh-century Romance, often with no modification in spelling. In her book Honni soit qui mal y pense, Henriette Walter points out that the historical developments of French and English are so closely related that anglophone students find it easier to read Old French than francophones do. The reason is simple: Words such as acointance, chalenge, plege, estriver, remaindre and esquier disappeared from the French vocabulary but remained in English as acquaintance, challenge, pledge, strive, remain and squire—with their original meanings. The word bacon, which francophones today decry as an English import, is an old Frankish term that took root in English. Words that people think are totally English, such as foreign, pedigree, budget, proud and view, are actually Romance terms pronounced with an English accent: forain, pied-de-grue (crane’s foot—a symbol used in genealogical trees to mark a line of succession), bougette (purse), prud (valiant) and vëue. Like all other Romance vernaculars, Anglo-Norman evolved quickly. English became the expression of a profound brand of nationalism long before French did. As early as the thirteenth century, the English were struggling to define their nation in opposition to the French, a phenomenon that is no doubt the root of the peculiar mixture of attraction and repulsion most anglophones feel towards the French today, whether they admit it or not. When Norman kings tried to add their French territory to England and unify their kingdom under the English Crown, the French of course resisted. The situation led to the first, lesser-known Hundred Years War (1159–1299). This long quarrel forced the Anglo-Norman aristocracy to take sides. Those who chose England got closer to the local grassroots, setting the Anglo-Norman aristocracy on the road to assimilation into English.

10 Practical Strategies to Improve Your Critical Thinking Skills and Unleash Your Creativity In today's rapidly changing world, the ability to think critically and creatively has become more important than ever. Whether you're a student looking to excel academically, a professional striving for success in your career, or simply someone who wants to navigate life's challenges with confidence, developing strong critical thinking skills is crucial. In this blog post, we will explore ten practical strategies to help you improve your critical thinking abilities and unleash your creative potential. 1. Embrace open-mindedness: One of the cornerstones of critical thinking is being open to different viewpoints and perspectives. Cultivate a willingness to listen to others, consider alternative opinions, and challenge your own beliefs. This practice expands your thinking and encourages creative problem-solving. 2. Ask thought-provoking questions: Asking insightful questions is a powerful way to stimulate critical thinking. By questioning assumptions, seeking clarity, and exploring deeper meanings, you can uncover new insights and perspectives. Challenge yourself to ask thought-provoking questions regularly. 3. Practice active listening: Listening actively involves not just hearing, but also understanding, interpreting, and empathizing with the speaker. By honing your active listening skills, you can better grasp complex ideas, identify underlying assumptions, and engage in more meaningful discussions. 4. Seek diverse sources of information: Expand your knowledge base by seeking information from a wide range of sources. Engage with diverse perspectives, opinions, and ideas through books, articles, podcasts, and documentaries. This habit broadens your understanding and encourages critical thinking by exposing you to different viewpoints. 5. Develop analytical thinking skills: Analytical thinking involves breaking down complex problems into smaller components, examining relationships and patterns, and drawing logical conclusions. Enhance your analytical skills by practicing activities like puzzles, riddles, and brain teasers. This will sharpen your ability to analyze information and think critically. 6. Foster a growth mindset: A growth mindset is the belief that your abilities can be developed through dedication and hard work. Embracing this mindset encourages you to view challenges as opportunities for growth, rather than obstacles. By persisting through difficulties, you build resilience and enhance your critical thinking abilities. 7. Engage in collaborative problem-solving: Collaborating with others on problem-solving tasks can spark creativity and strengthen critical thinking skills. Seek out group projects, brainstorming sessions, or online forums where you can exchange ideas, challenge each other's thinking, and find innovative solutions together. 8. Practice reflective thinking: Taking time to reflect on your thoughts, actions, and experiences allows you to gain deeper insights and learn from past mistakes. Regularly engage in activities like journaling, meditation, or self-reflection exercises to develop your reflective thinking skills. This practice enhances your critical thinking abilities by promoting self-awareness and self-improvement. 9. Encourage creativity through experimentation: Creativity and critical thinking often go hand in hand. Give yourself permission to experiment and explore new ideas without fear of failure. Embrace a "what if" mindset and push the boundaries of your thinking. This willingness to take risks and think outside the box can lead to breakthroughs in critical thinking. 10. Continuously learn and adapt: Critical thinking is a skill that can be honed throughout your life. Commit to lifelong learning and seek opportunities to expand your knowledge and skills. Stay curious, be open to new experiences, and embrace change.

Keep These Things in Mind While Enrolling For A Professional Online Course While online courses are gaining in popularity due to the conveniences they offer, you must consider a few things before enrolling in one. Not all programs are suitable for everyone. Not everyone is good at learning online. There are a lot of conditions that must be satisfied to make such learning successful. It is better that you consider everything carefully before starting your e-learning course. 1. How Will The Course Help You? There are many online professional programs available from various universities and educational platforms. You must see which one will be most useful for you. If you are working and you need to acquire a skill to get a promotion, then you must choose such a course. It is not just money that you are spending on these courses. You are also investing a lot of your time and effort to successfully complete your learning. 2. Do You Have The Motivation To Learn By Yourself? Getting motivated to study when you are in a classroom full of students is easy. A professor is teaching and also watching you. But in online certification courses, you have the freedom of studying whenever and wherever you want. Many of the e-learning platforms allow you to complete the program at your pace. This can make you lethargic and distracted. You must ask yourself whether you can remain motivated to complete the course. 3. How Familiar Are You With The Technology? You don’t need to be a computer genius to attend online professional programs. But you must be familiar with basic computer operations, playing videos on both desktops and mobile phones, and using a web browser. The other skill you will require in e-learning is the speed of typing on different devices. When there are live exchanges with the professors, you will need to type the queries very fast if you want to get your answers. 4. How Well Will You Participate In Online Classes? It is very easy to remain silent in virtual classes. There is no one staring at you and pushing you to ask questions or give answers. But if you don’t interact, you will not be making full use of online certification courses. Participation is very important in such classrooms. You must also take part in the group discussions that will bring out new ideas and opinions. E-learning is not for those who need physical presence. 5. Who Are The Others On The Programme? Knowing the other participants in online professional programs is very important, especially if you are already working and looking to acquire more skills. There must be people in the virtual classroom whose contributions will be useful for you. If the course has only freshers from college, then it may not give you any value addition. As a working person, you must look at networking opportunities that will help you with career opportunities. To Sum Up….. For working people, virtual classes are the best way to acquire more skills without taking a break from employment. These courses offer you the flexibility that you can never get in campus education. But you must make yourself suitable for e-learning to benefit from it.

Wheeler's brilliant student Richard Feynman had developed a unique approach to quantum mechanics, called 'sum over histories', that generalized Hamilton's least-action principle to the study of how photons transfer between electrons and other charged particles to generate the electromagnetic force. In creating a force, the photon acts as what is called an 'exchange particle'. (Its existence is required through Weyl's gauge theory of electromagnetism.) Unlike in classical mechanics, in which particles travel along unique paths, Feynman showed how in quantum interactions all possible paths are taken, weighted by their probabilities to create a net result.

Each year, the townsfolk selected one child to give to the woods. The woods gave one in return. So far, the dryad student exchange program had been a wonderful success.

Jake McKeon founded the social network Moodswing as a place where people could share their emotional states, from elation to gloom. Over time, he found that some users were turning to Moodswing in times of severe depression, and a few even used the site to threaten suicide. Distressed, McKeon decided to try to provide these users with the emotional support they needed. He concocted a plan to recruit psychology students who would volunteer to offer counseling and advice via chat lines to depressed Moodswing members. The volunteers would be tested and vetted in an effort to curate their quality. This “amateur therapy” offering would represent a new form of value exchange facilitated by Moodswing.

Jake McKeon founded the social network Moodswing as a place where people could share their emotional states, from elation to gloom. Over time, he found that some users were turning to Moodswing in times of severe depression, and a few even used the site to threaten suicide. Distressed, McKeon decided to try to provide these users with the emotional support they needed. He concocted a plan to recruit psychology students who would volunteer to offer counseling and advice via chat lines to depressed Moodswing members. The volunteers would be tested and vetted in an effort to curate their quality. This “amateur therapy” offering would represent a new form of value exchange facilitated by Moodswing. It’s an intriguing concept, but one that raises some obvious questions—in particular the potential danger in having untrained and unlicensed counselors offering psychological guidance to people whose lives are at risk. As of mid-2014,

Truth does not belong to anyone; it is the outcome of the scientific exchange of written ideas.

Stop. This first step simply asks you to stop and pause rather than react in habitual ways. When you enter an interaction that feels challenging, work hard to stay open-minded. Open-mindedness means being open to other points of view, other ways of doing things, and staying open to changing your own view point. This might mean not allowing a certain cultural display such as a student’s animated verbal exchange trigger you. Observe. In the second step, check yourself. Don’t react to what is going on. Instead, take a breath. Use the 10-second rule. When the brain gets triggered, it takes stress hormones approximately 10 seconds to move through the body to the prefrontal cortex. In the pre-hijack stage, the biochemicals cortisol and adrenaline are just beginning to kick in. There is still some “wiggle room” to listen to your wiser self and begin using stress management techniques to interrupt the amygdala takeover effectively. Try to describe to yourself what is happening in neutral terms. It is during this step that you can recognize that what was originally perceived as a threat isn’t really. Detach. Sometimes when we get triggered, we get personally invested in being right or exercising our power over others. Deliberately shift your consciousness to more pleasant or inspirational images. If those techniques fail, go get a drink of water, literally take a few steps back to shake yourself up a bit. When we can detach from the goal of being right or defending ourselves, we can redirect our energy toward being more responsive rather than reactive. Awaken. When our amygdala reacts, it’s because we are trying to protect ourselves. Shifting focus from yourself to the other person in front of you helps you “wake up” or become present in the moment. Try to see the other person as someone with his own feelings. He might be scared and reacting out of fear. Ask yourself a few questions about the other person. What are they thinking? How are they feeling in this moment? Shifting over to their perspective will get you out of your own reactive mode and will put you in a better position to have a positive interaction.

Utilizing collaborative learning strategies creates an inclusive and dynamic classroom environment where students actively engage with course material, exchange ideas, and learn from one another, enhancing both academic achievement and interpersonal skills.

In general, the chakra system branched into two sections: the Vedic and the Tantric (now alive within Ayurvedic medicine and Tantric yoga, for example). The term tantra comes from two words: tanoti, or to expand; and trayati, or to liberate. Tantra therefore means “to extend knowledge that liberates.” Tantra is a life practice based on teachings about the chakras, kundalini, hatha yoga, astronomy, astrology, and the worship of many Hindu gods and goddesses. Tantric yoga originates in pre-Aryan India, around 3000 to 2500 BC. Many other varieties of Tantric yoga or spirituality have arisen from it, including Tantric Buddhism. Each system derived from Tantric yoga has a unique view on the chakras and their related gods, cosmology, and symbols. The history of chakras, as complex as it sounds so far, is even more complicated. The chakra system is intertwined with—and maybe even created by—several different cultures. Although usually associated with India, Tantric yoga was also practiced by the Dravidians, who originated from Ethiopia, as is revealed in the many similarities between predynastic Egyptian and African practices and ancient Indian Tantric beliefs.6 For example, numerous Hindu deities are rooted in “India’s black civilizations, which is why they are often depicted as black.”7 Some historians point out that early Egyptians were greatly affected by African beliefs,8 and in turn influenced Greek, Jewish, and, later, Islamic and Christian thought, in addition to the Indian Hindu.9 Other cultures also exchanged chakra ideas. Many practices of the early Essenes, a religio-spiritual community dwelling in Palestine in the second century BC through the second century AD, mirrored those of early India.10 The Sufis—Islamic mystics—also employed a system of energy centers, although it involved four centers.11 The Sufis also borrowed the kundalini process from Tantric yoga, as did certain Asian Indian and American Indian groups.12 As we shall see, the Maya Indians of Mexico, the Inca Indians of Peru, and the Cherokee Indians of North America each have their own chakra method. The Maya believe that they actually taught the Hindu the chakra system. The chakra system was brought to the West in yet another roundabout way. It was first thoroughly outlined in the text Sat-Chakra-Nirupana, written by an Indian yogi in the sixteenth century. Arthur Avalon then delivered chakra knowledge to Western culture in his book The Serpent Power, first published in 1919. Avalon drew heavily upon the Sat-Chakra-Nirupana as well as another text, Pakaka-Pancaka. His presentation was preceded by Theosophic Practica, a book written in 1696 by Johann Georg Gichtel, a student of Jakob Bohme, who refers to inner force centers that align with Eastern chakra doctrines.13 Today, many esoteric professionals rely on Anodea Judith's interpretation of Avalon’s work, to which she has added additional information about the psychological aspects of the chakras.

Feinstein has been a China-booster from the early 1990s, often backing pro-Beijing legislation in the Senate. Her husband has strong business links in China, which she denies have had any influence on her. In 1997 she compared the Tiananmen Square massacre to the shooting of four students at Ohio’s Kent State University in 1970, and called for a joint US–China commission on the two nations’ human rights records.35 Lowe left Feinstein’s office after the FBI warned her about him. China’s intelligence agencies also target Westerners not of Chinese heritage for information-gathering. In 2017 a long-serving State Department employee, Candace Claiborne, was indicted for accepting money and gifts from Chinese agents in exchange for diplomatic and economic information.36 She had been targeted by the MSS’s Shanghai State Security Bureau after she asked a Chinese friend to find a job in China for a family member. Claiborne maintained secret contact with MSS agents for five years, supplying them with information in return for help with her ‘financial woes’. She was sentenced to forty months in prison. In the early 1990s Britain’s MI5 wrote a protection manual for businesspeople visiting China; the advice remains relevant today: ‘Be especially alert for flattery and over-generous hospitality … [Westerners] are more likely to be the subject of long-term, low key cultivation, aimed at making “friends” … The aim of these tactics is to create a debt of obligation on the part of the target, who will eventually find it difficult to refuse inevitable requests for favours in return.

First, private schools and universities should lose their tax-exempt status unless they draw at least half of their students from families in the bottom two-thirds of the income distribution. And second, schools should be encouraged (including through public subsidies) to meet this requirement by expanding enrollments. Together, these reforms would exchange meritocracy’s exclusive, narrow, and profligately educated elite for an inclusive, broad, and yet still well-educated replacement. The reforms would spread the wealth that the meritocratic inheritance now concentrates, distributing “elite” education across a wider population and at the same time improving education generally by reducing the strain on resources outside the elite. In this way, they would dramatically shrink the educational gap between the rich and the rest.

Given that seminary education constitutes religious instruction in nearly the purest sense, the dorean principle demands that seminaries not accept money from their students in exchange. However, rather than destroying these institutions, several options compatible with the dorean principle offer ways to preserve them.

A civilized world is not where everybody flocks to another nation to fulfill their dream, but where everybody can pursue their dream without feeling the need to become an immigrant.

Great question!’ She knew she’d won this exchange by engaging my curiosity. Have you ever noticed how brilliant you feel when someone says that? It happened to me at school a lot. I’d put my hand up, ask something obvious – like I was paying full attention – and the teacher would enthusiastically reply with a ‘Great question!’ Now, don’t get me wrong, I knew it wasn’t really a great question. It was a diversionary technique I’d mastered many years ago. Be proactive with questions that you control, that way the teacher will see that you’ve participated in class. And when it comes to them asking questions over which you have no control, they’ll pass you by. After all, you’ve already contributed, diligent student that you are.

When “New Atheists” and their ilk assure us in all seriousness that believing in God is just like believing in the Easter bunny, or that teaching religion is tantamount to child abuse, they remind me of the freshman philosophy student who once proudly declared to me his “discovery” that taking a girl out on a date was really no different from hiring a call girl, since what it’s “all about” is giving something in exchange for sex. In both cases, the analysis put forward is evidence not of profound philosophical understanding, but merely of being a shallow and sophomoric jackass. Yet many secularists believe, [...] things that are even more crassly stupid than this, things that merit them the label “superstitious” if anyone merits it.

Want to be a Freelancer? Do You want to be a Freelancer? If so, first of all - You need to be well-versed in the subject you want to freelance on. If you can be good at a few things, you will get more work as a freelancer. Most of the clients on this platform are foreigners. So to communicate with them you have to master the English language very well. How to Start Freelancing? To start working as a freelancer you need to work step by step from the very beginning. Find a specific task or skill that you want to excel at. Must practice speaking or communication in English. Create your own freelancing account. You have to decide how much money you will take in exchange for the work. Choose the Topic that Suits You - There are many types of jobs that can be done on the freelancing marketplace. Both fairly easy and difficult jobs are available on this platform. Easy jobs include data entry, article writing, and jobs for which a large number of bids are received due to which these jobs have to be rushed and competition is high. Difficult jobs include high-quality expensive jobs like web development, web design, graphics design, and software development. Which have higher remuneration. Now you have to decide what kind of work you will do in freelancing. Everything You Need to Train - The first thing you need to train is patience. Without patience, you can never survive on this platform. There are quite a number of freelancing service providers in our country who provide coaching through various courses. You can complete your training through coaching if you want. You will need a good laptop or computer with an internet connection for regular practice. A minimum of basic computer knowledge is essential for learning the job, along with the ability to speak English. You have to focus hard on the subject you want to master and develop a mindset to stick with it. Incorporate what you have learned and done into your portfolio, gain an understanding of the marketplaces, be disciplined, and work on time. Work to Gain Experience - Your path to freelancing may not be smooth. But it should not stop there. Just as in life, there are various problems, pains, and dangers, so it is in the case of freelancing. At first, you may not get job offers or get results as expected. So don't be impatient, you have to strengthen yourself mentally. Because you are in the first step of gaining your experience. Don't just think of yourself as a freelancer, think of yourself as a student who needs experience, not money. So if you make a mistake at work, try to learn from it. You can Reduce the Unemployment rate by Teaching others to Work - Apart from earning income by teaching others to work, you can reduce the unemployment rate by contributing to the economic development of the country. Day by day the country's job market is deteriorating due to which the number of unemployed is increasing every year. Many youths have lost their whole lives, lost precious time of their lives in the pursuit of government jobs. If you are thinking of making your career permanently as a freelancer then you can train those youngsters and form a team of yours. By doing this you can help create employment for millions of youth and increase your income. Please Visit Our Blogging Website to read more Articles related to Freelancing and Outsourcing, Thank You.

Physically she’d been stitched up more times than the original flag, but mentally nothing seemed to touch her. You could tell Gretchen anything in strict confidence, knowing that five minutes later she would recall nothing but the play of shadows on your face. It was like having a foreign-exchange student living in our house.

The evidence suggested that many American parents treated their children as if they were delicate flowers. In one Columbia University study, 85 percent of American parents surveyed said that they thought they needed to praise their children’s intelligence in order to assure them they were smart. However, the actual research on praise suggested the opposite was true. Praise that was vague, insincere, or excessive tended to discourage kids from working hard and trying new things. It had a toxic effect, the opposite of what parents intended. To work, praise had to be specific, authentic, and rare. Yet the same culture of self-esteem boosting extended to many U.S. classrooms. In the survey of exchange students conducted for this book, about half of U.S. and international students said that American math teachers were more likely to praise their work than math teachers abroad. (Fewer than 10 percent said that their international teachers were more likely to praise.) That finding was particularly ironic, given that American students scored below average for the developed world in math. It also suggested that whatever the intent of American teachers, their praise was probably not always specific, authentic, and rare.

Not lightly should you transport aluminum trays of oily Pakistani food in the back of your mother’s car. This is one of many lessons I learned as part of the Muslim Students Association (MSA) in university. Through tragically not reflected in catering, a glorious diversity has generally characterized attendance at MSA events across the varied campuses of North America’s colleges and universities: the second-generation children of Hyderabadi physicians suffering toward medical school themselves, well-heeled scions of Syrian engineers from the Midwest on break from serial brunching, African-American Muslims bemused by immigrant angst, occasional pompously coiffed upper-crust Pakistanis expiating sins incurred while clubbing and the odd Saudi exchange student committed to bringing order to this religious soup.

Brandon for being excited about the student exchange

Chicago told its 2016 intake of students point-blank not to expect any trigger warnings or safe spaces at their educational establishment. “Fostering a free exchange of ideas reinforces a related University priority—building a campus that welcomes people of all backgrounds,” wrote the Dean of Students, Jay Ellison, in a letter to freshmen. “Diversity of opinion and background is a fundamental strength of our community. The members of our community must have the freedom to espouse and explore a wide range of ideas.” The

What happened next transfixed many readers. (Jeffrey Lewis, an arms expert in California, captured and posted the exchange online.) “I can’t find the chemical and physical properties of sarin gas [sic] someone please help me,” the student tweeted. Kaszeta offered his help. He corrected her by noting that Sarin isn’t a gas and that the word should be capitalized. As Lewis later wryly noted, “Dan’s help [met] with a welcome sigh of relief from our beleaguered student.” Actually, it met with a string of expletives. The student lectured the expert in a gale-force storm of outraged ego: “yes the [expletive] it is a gas you ignorant [expletive]. sarin is a liquid & can evaporate … shut the [expletive] up.” Kaszeta, clearly stunned, tried one more time: “Google me. I’m an expert on Sarin. Sorry for offering to help.” Things did not improve before the exchange finally ended. One

On March 31, 2016, Securities and Exchange Commission chair Mary Jo White said this to the students of Stanford Law School: Nearly all venture valuations are highly subjective. But, one must wonder whether the publicity and pressure to achieve the unicorn benchmark is analogous to that felt by public companies to meet projections they make to the market with the attendant risk of financial reporting problems. And, yes that remains a problem. We continue to see instances of public companies and their senior executives manipulating their accounting to meet various expectations and projections.1 We have reached a point in the world of technology startups where the fervor for building a company with a billion-dollar valuation — the elusive startup unicorn — is overshadowing the creation of real value. It is not the first time we have been here; the world of startups and venture capital has always run in cycles, from optimistic zeal to caution to post-catastrophe introspection and back again. But perhaps it is time that entrepreneurs and investors alike begin waking up to the fact that the “valuation-at-all-costs” model, with its relentless pressure, remote odds of success, and human cost, is not only unsustainable but bad business. At this point in the current cycle, the radically overvalued startup appears to be headed for the endangered species list. That is a good thing. While billion-dollar behemoths will always exist, and the high-wire act of chasing scale while also chasing the cash to fund that scale will occasionally produce a solid company, there are other ways to build a business. There are better ways to build a business.

To understand what Bloom means, consider this dialogue (based loosely on a real-life exchange) between a high-school teacher and her student Elizabeth: Teacher: Welcome, students. This is the first day of class, and so I want to lay down some ground rules. First, since no one has the truth, you should be open-minded to the opinions of your fellow students. Second . . . Elizabeth, do you have a question? Elizabeth: Yes, I do. If nobody has the truth, isn't that a good reason for me not to listen to my fellow students? After all, if nobody has the truth, why should I waste my time listening to other people and their opinions? What's the point? Only if somebody has the truth does it make sense to be open-minded. Don't you agree? Teacher: No, I don't. Are you claiming to know the truth? Isn't that a bit arrogant and dogmatic? Elizabeth: Not at all. Rather, I think it's dogmatic, as well as arrogant, to assert that no single person on earth knows the truth. After all, have you met every person in the world and quizzed them exhaustively? If not, how can you make such a claim? Also, I believe it's actually the opposite of arrogance to say that I will alter my opinions to fit the truth whenever and wherever I find it. And if I happen to think that I have good reason to believe I do know the truth and would like to share it with you, why wouldn't you listen to me? Why would you automatically discredit my opinion before it is even uttered? I thought we were supposed to listen to everyone's opinion. Teacher: This should prove to be an interesting semester. Another student: (blurts out) Ain't that the truth. (the students laugh)

Madison! This is too perfect. Join us.” Reed stood coolly in the middle of the hall, oblivious to the swarm of kids around him. “Reed, I’d love to join you,” Madison shouted above the bustle. “But I told Piper I’d meet her in the parking lot.” “This’ll just take a minute,” Reed insisted. Madison hesitated. Much as she wanted to avoid talking to Jeremy, she didn’t want to look like a rude jerk. She maneuvered her way around Jeremy and stood next to Reed. “Of course you know Jeremy,” Reed said, not letting her off the hook. Jeremy answered for her. “We’re like this,” he said, holding up two fingers at arm’s length. “Funny,” Madison replied without a smile. Reed seemed oblivious to their awkwardness. “Listen up. My mom’s a marketing specialist and she might be able to get us some airtime on some of the local radio stations. What do you think?” Jeremy nodded. “That would be extremely cool.” “Would the interviews be separate?” Madison asked, not wanting to spend any time in close proximity to Jeremy. “I’d prefer to do mine alone--or with you, Reed.” Jeremy scowled. “What is it with you, Madison? Can’t you at least be civil?” “Not to you,” Madison said with an angry toss of her head. “Give me a break,” Jeremy snapped. “Whoa! Time out! Truce!” Reed quickly stepped between them and draped his arms around their shoulders. “Look, this is just an election. You don’t need to get so malignant.” “Save the lecture for someone who needs it,” Jeremy grumbled. “Like Miss Stuck-up.” Madison clutched her chest as if she’d been shot in the heart. “Oh, you got me,” she said melodramatically. “I’m mortally wounded.” Jeremy’s cheeks flared a deep red. Clenching his fists at his sides, he took several deep breaths. Clearly he was trying not to say anything back to Madison. At last he turned to Reed and said evenly, “The radio station idea is a good one. I’ll catch you later to discuss it.” He turned on his heel and strode away. Madison felt the heat creep into her own face. Most of the students nearby had witnessed the entire exchange. Madison felt pretty certain that, at this moment, she looked like a complete, raving idiot. Reed shook his head in amazement. “Wow. I don’t need to do a thing to win this election,” he said with a chuckle. “I’ll just stand back and let you two destroy each other.

Who does it belong to?” I wondered. Before Ghali could reply, the Nubian gentleman jumped into the driver’s seat and was searching for something in the glove box. "He is a business associate of Hakim. He owns several oil rigging enterprises in the Emirates and in the United States." "I see! He sure has great taste, at least when it comes to cars." I commented. Just then Ghali was called away to meet other arriving guests; I was left with the black man who now carried an elaborately wrapped gift under his left arm. "I believe we have not met. You are?” he asked, extending his hand to shake mine. "Hello Sir! I am Young, a student from England. The Hadrah has very kindly taken me and my guardian, Andy, into his Household. It’s part of an exchange program, through our school." The gentleman said, "So nice to meet you. I hope to make the acquaintance of your guardian." "I'm sure you will. He is probably looking for me as we speak. Andy doesn't like me out of his sight for too long.” "Understandable. Shall we head in, and join the other guests?” He guided my arm as we proceeded toward the mansion.

Now let me get this plan for adult living straight. Suppose it is 11 o'clock at night, and I am in my room with my girl and a bottle of bourbon. What..." "Well, that surely is a happy thought, isn't it?" -An exchange between a University of Oklahoma student and President George Lynn Cross, mid 20th century

One Stanford op-ed in particular was picked up by the national press and inspired a website, Stop the Brain Drain, which protested the flow of talent to Wall Street. The Stanford students wrote, The financial industry’s influence over higher education is deep and multifaceted, including student choice over majors and career tracks, career development resources, faculty and course offerings, and student culture and political activism. In 2010, even after the economic crisis, the financial services industry drew a full 20 percent of Harvard graduates and over 15 percent of Stanford and MIT graduates. This represented the highest portion of any industry except consulting, and about three times more than previous generations. As the financial industry’s profits have increasingly come from complex financial products, like the collateralized debt obligations (CDOs) that ignited the 2008 financial meltdown, its demand has steadily grown for graduates with technical degrees. In 2006, the securities and commodity exchange sector employed a larger portion of scientists and engineers than semiconductor manufacturing, pharmaceuticals and telecommunications. The result has been a major reallocation of top talent into financial sector jobs, many of which are “socially useless,” as the chairman of the United Kingdom’s Financial Services Authority put it. This over-allocation reduces the supply of productive entrepreneurs and researchers and damages entrepreneurial capitalism, according to a recent Kauffman Foundation report. Many of these finance jobs contribute to volatile and counter-productive financial speculation. Indeed, Wall Street’s activities are largely dominated by speculative security trading and arbitrage instead of investment in new businesses. In 2010, 63 percent of Goldman Sachs’ revenue came from trading, compared to only 13 percent from corporate finance. Why are graduates flocking to Wall Street? Beyond the simple allure of high salaries, investment banks and hedge funds have designed an aggressive, sophisticated, and well-funded recruitment system, which often takes advantage of [a] student’s job insecurity. Moreover, elite university culture somehow still upholds finance as a “prestigious” and “savvy” career track.6

When Jeremy Liew and Lightspeed had invested just a few weeks prior, Liew had included terms giving Lightspeed the right of first refusal to invest in Snapchat’s next round of funding, as well as rights to take 50 percent of the next round. Essentially, Lightspeed controlled Snapchat’s next round of funding and made Snapchat unattractive to other investors, who would want to take a larger stake in the Series A round. Evan was furious. He felt betrayed and taken advantage of. Liew had told him these terms were standard. Evan would warn other students about this betrayal for years to come, as he did in a keynote address at a Stanford Women in Business conference in 2013: One of my biggest mistakes as an entrepreneur involved a term sheet. This particular term sheet was our first. And when we talked to the venture capitalists, and we talked to our lawyers, they took refuge in the notion of Standard. When I asked a question because I didn’t understand something, I was reassured that the term was standard, and therefore agreeable. I forgot that the idea of STANDARD is a construct. It simply does not exist. So rather than attempt to further understand the document, I accepted it. It wasn’t until a bit later, when the company had grown and we needed more capital—that I realized I had made a very expensive mistake. He also warned in a 2015 talk at the University of Southern California, “If you hear the words ‘standard terms,’ then figure out actually what the terms are, because they are probably not standard and the person explaining [them] to you probably doesn’t know how they work.” Teo and General Catalyst put Evan in touch with lawyers who would help him escape the blocking structure with a new round of funding. Evan struck a deal with Jeremy Liew to sell Lightspeed a limited number of Snapchat shares at a discount in exchange for removing the onerous terms. Feeling stung by Silicon Valley venture capitalists, Evan then put the deal with General Catalyst on hold and put together a group of angel investors from Los Angeles, including his father, John Spiegel, and the CEO of Sony Entertainment, Michael Lynton.

PARIS, FRANCE!! . . . . . . AS AN INTERNATIONAL EXCHANGE STUDENT! So now I need to really impress the North Hampton Hills foreign languages department.

To read the Latin and Greek authors in their original is a sublime luxury…. I thank on my knees him who directed my early education for having in my possession this rich source of delight; and I would not exchange it for anything which I could then have acquired, & have not since acquired” (Thomas Jefferson in a letter to Dr. Joseph Priestley, January 27, 1800).

The supernatural model had many variations. Charismatics sought instant healing and deliverance; others depended on the Holy Spirit to make the change happen as he lived his life through them. Exchanged-life people (those who hold that you just get out of the way so Christ can reproduce his life in you) as well as other very well-grounded students of the spiritual life trusted God to lead them and make changes in them.

self-professed “students of color” exchanged e-mails about their treatment by the class’s “whites.” (Asians are not considered “persons of color” on college campuses, presumably because they are academically successful.)

The classroom has become one giant game of favor exchanges between students, professors, and administrators. When they each play their parts, everyone comes out a winner. Students receive better grades, adjuncts keep their job year after year, full-time professors win tenure or have to spend less time dealing with students complaining about bad grades, and administrators are rewarded with more money and higher rankings.

In subtle ways, Professor Vaughn showed us how to pay the land its due respect. He was patient with us if we tied an inept half hitch or ran the jeep into quick mud, but he bristled if we complained too much about the heat, or the smell of the cattle tank we used for a bath, or joked sarcastically about the social life of some small town. At the university, he lectured with such precision and speed that two students often teamed up for note taking. But stopped out on some two-track road in Jornada del Muerto, he could chew on a shaft of grass for an hour, languidly exchanging philosophy with a local cowboy. The professor even adopted a slower, lulling speech pattern in the field, and used local phrases liberally. Time moved slowly in the desert and we were expected to fall into that rhythm.

in Ward One, run by medical students, childbed fever raged and 29% of women died. In Ward Two, run by midwifery pupils, 3% of women died. In an experiment, the two groups exchanged wards and the mortality rates were reversed.

become clear that “entire academic areas at universities can be bought just like politicians. The difference is that universities are supposed to permit open dialogue and exchange of ideas and not be places for the indoctrination of innocent students with dictated propaganda prescribed by outside special interests.

I have seen far by seeing through the lens of Jiu Jitsu. I have exchanged a great deal of physical health for these insights, and these were trades worth making. My efforts were worth the return. I have sacrificed much in the name of this craft. Not for trophies or belts or prestige. For these fall away like dust. I pursued this art so fervently because it was not actually Jiu Jitsu I pursued. It was myself.

What is the matter, Perry? Do you feel exploited.?”“I liked you better when you were this geeky quiet exchange student.”“Well, perhaps I liked you better when you just shut your mouth and stared at my chest,”she said, “but we cannot always get what we want in this world.

Yuda and myself exchanged very detailed, open letters about our lives and our plans for the future. He had volunteered to the Haganah (the forerunner of the Israel Defense Forces), worked sporadically as a construction worker, in order to support himself as an engineering student at the Technion, the Israel Institute of Technology. He had no immediate family, just uncles and cousins and his newly-arrived from Europe, beloved octogenarian grandmother. As Yuda had come to Israel on an illegal refugee boat, with just the clothes on his back, he could offer me nothing except love and devotion. I, myself was looking for a life of fulfillment, of shared responsibilities and surrounded by people, like ourselves, survivors. I thought that I would be happier living among people who had gone through similar life experiences to my own. I felt that I really needed to have a home of my own, built by myself and Yuda. I was not afraid of life in a new country, struggling and poor. I supposed that I could feel at home there, find a place in that society, not a displaced person any longer.

contributing to Wikipedia, to adults exchanging information about travel, restaurants, or housing via collaborative sites, learning is happening online, all the time, and in numbers far outstripping actual registrants in actual schools. What's more, they challenge our traditional institutions on almost every level: hierarchy of teacher and student, credentialing, ranking, disciplinary divides, segregation of "high" versus "low" culture, restriction of admission to those considered worthy of admission, and so forth. We would by no means argue that access to these Internet sites is equal and open worldwide (given the necessity of bandwidth and other infrastructure far from universally available as well as issues of censorship in specific countries). But there is certainly a

6. CHRISTIAN REFORMED CHURCH Nor is this movement confined to liberal denominations. The Christian Reformed Church (CRC) is still thought to be largely evangelical, and it was only in 1995 that the CRC approved the ordination of women. But now the First Christian Reformed Church in Toronto has “opened church leadership to practicing homosexual members ‘living in committed relationships,’ a move that the denomination expressly prohibits.”24 In addition, Calvin College in Grand Rapids, Michigan, the college of the Christian Reformed Church, has increasingly allowed expressions of support for homosexuals to be evident on its campus. World magazine reports: Calvin has since 2002 observed something called “Ribbon Week,” during which heterosexual students wear ribbons to show their support for those who desire to sleep with people of the same sex. Calvin President Gaylen Byker . . . [said], “. . . homosexuality is qualitatively different from other sexual sin. It is a disorder,” not chosen by the person. Having Ribbon Week, he said, “is like having cerebral palsy week.” Pro-homosexuality material has crept into Calvin’s curriculum. . . . At least some Calvin students have internalized the school’s thinking on homosexuality. . . . In January, campus newspaper editor Christian Bell crossed swords with Gary Glenn, president of the American Family Association’s Michigan chapter, and an ardent foe of legislation that gives special rights to homosexuals. . . . In an e-mail exchange with Mr. Glenn before his visit, Mr. Bell called him “a hate-mongering, homophobic bigot . . . from a documented hate group.” Mr. Bell later issued a public apology.25 This article on Calvin College in World generated a barrage of pro and con letters to the editor in the following weeks, all of which can still be read online.26 Many writers expressed appreciation for a college like Calvin that is open to the expression of different viewpoints but still maintains a clear Christian commitment. No one claimed the quotes in the article were inaccurate, but some claimed they did not give a balanced view. Some letters from current and recent students confirmed the essential accuracy of the World article, such as this one: I commend Lynn Vincent for writing “Shifting sand?” (May 10). As a sophomore at Calvin, I have been exposed firsthand to the changing of Calvin’s foundation. Being a transfer student, I was not fully aware of the special events like “Ribbon Week.” I asked a classmate what her purple ribbon meant and she said it’s a sign of acceptance of all people. I later found out that “all people” meant gays, lesbians, and bisexuals. I have been appalled by posters advertising a support group for GLBs (as they are called) around campus. God condemned the practice, so why cannot God’s judgment against GLB be proclaimed at Calvin? I am glad Calvin’s lack of the morals it was founded on is being made known to the Christian community outside of Calvin. Much prayer and action is needed if a change is to take place.—Katie Wagenmaker, Coopersville, Mich.27 Then in June 2004, the Christian Reformed Church named as the editor of Banner, its denominational magazine, the Rev. Robert De Moor, who had earlier written an editorial supporting legal recognition for homosexuals as “domestic partners.” The CRC’s position paper on homosexuality states, “Christian homosexuals, like all Christians, are called to discipleship, to holy obedience, and to the use of their gifts in the cause of the kingdom. Opportunities to serve within the offices and the life of the congregation should be afforded to them as they are to heterosexual Christians.”28 This does not indicate that the Christian Reformed Church has approved of homosexual activity (it has not), but it does indicate the existence of a significant struggle within the denomination, and the likelihood of more to come.

Among the many private initiatives in this field, the latest, launched in the summer of 2012, is aimed at middle-school female students in New York. Girls who Code is a seminar, hosted by a startup (AppNexus in 2012), where 13-17 year-old girls learn how to write software programs, design websites, and build applications. Mainly, they learn that these subjects are fun and accessible to them, and not only to male computer geeks. “Girls who Code is not just a program, it's a movement to close the sexist gap in the technological sector,” explained the program’s two organizers, Reshma Saujani and Kristen Titus, to attendees of a big gala that took place on the evening of Oct. 22, 2012 on the floor of the New York Stock Exchange. The occasion was to celebrate the success of the first edition of Girls Who Code and collect additional funds in support of the initiative. The first 20 “graduates” of the course spoke of their experience and their dreams for the future, while sitting at the gigantic table in the NYSE’s Board Room. Tomorrow, one of them could return as the CEO of a high-tech business, and perhaps ring the bell on the trading floor to inaugurate her company’s Initial Public Offering.

capital expenditures required in Clean Technology are so incredibly high,” says Pritzker, “that I didn’t feel that I could do anything to make an impact, so I became interested in digital media, and established General Assembly in January 2010, along with Jake Schwartz, Brad Hargreaves and Matthew Brimer.” In less than two years GA had to double its space. In June 2012, they opened a second office in a nearby building. Since then, GA’s courses been attended by 15,000 students, the school has 70 full-time employees in New York, and it has begun to export its formula abroad—first to London and Berlin—with the ambitious goal of creating a global network of campuses “for technology, business and design.” In each location, Pritzker and his associates seek cooperation from the municipal administration, “because the projects need to be understood and supported also by the local authorities in a public-private partnership.” In fact, the New York launch was awarded a $200,000 grant from Mayor Bloomberg. “The humanistic education that we get in our universities teaches people to think critically and creatively, but it does not provide the skills to thrive in the work force in the 21st century,” continues Pritzker. “It’s also true that the college experience is valuable. The majority of your learning does not happen in the classroom. It happens in your dorm room or at dinner with friends. Even geniuses such as Mark Zuckerberg or Bill Gates, who both left Harvard to start their companies, came up with their ideas and met their co-founders in college.” Just as a college campus, GA has classrooms, whiteboard walls, a library, open spaces for casual meetings and discussions, bicycle parking, and lockers for personal belongings. But the emphasis is on “learning by doing” and gaining knowledge from those who are already working. Lectures can run the gamut from a single evening to a 16-week course, on subjects covering every conceivable matter relevant to technology startups— from how to create a web site to how to draw a logo, from seeking funding to hiring employees. But adjacent to the lecture halls, there is an area that hosts about 30 active startups in their infancy. “This is the core of our community,” says Pritzker, showing the open space that houses the startups. “Statistically, not all of these companies are going to do well. I do believe, though, that all these people will. The cost of building technology is dropping so low that people can actually afford to take the risk to learn by doing something that, in our minds, is a much more effective way to learn than anything else. It’s entrepreneurs who are in the field, learning by doing, putting journey before destination.” “Studying and working side by side is important, because from the interaction among people and the exchange of ideas, even informal, you learn, and other ideas are born,” Pritzker emphasizes: “The Internet has not rendered in-person meetings obsolete and useless. We chose these offices just to be easily accessible by all—close to Union Square where almost every subway line stops—in particular those coming from Brooklyn, where many of our students live.

Josh Miller, 22 years old. He is co-founder of Branch, a “platform for chatting online as if you were sitting around the table after dinner.” Miller works at Betaworks, a hybrid company encapsulating a co-working space, an incubator and a venture capital fund, headquartered on 13th Street in the heart of the Meatpacking District. This kid in T-shirt and Bermuda shorts, and a potential star of the 2.0 version of Sex and the City, is super-excited by his new life as a digital neo-entrepreneur. He dropped out of Princeton in the summer of 2011 a year before getting his degree—heresy for the almost 30,000 students who annually apply to the prestigious Ivy League school in the hope of being among the 9% of applicants accepted. What made him decide to take such a big step? An internship in the summer of 2011 at Meetup, the community site for those who organize meetings in the flesh for like-minded people. His leader, Scott Heiferman, took him to one of the monthly meetings of New York Tech Meetup and it was there that Miller saw the light. “It was the coolest thing that ever happened to me,” he remembers. “All those people with such incredible energy. It was nothing like the sheltered atmosphere of Princeton.” The next step was to take part in a seminar on startups where the idea for Branch came to him. He found two partners –students at NYU who could design a website. Heartened by having won a contest for Internet projects, Miller dropped out of Princeton. “My parents told me I was crazy but I think they understood because they had also made unconventional choices when they were kids,” says Miller. “My father, who is now a lawyer, played drums when he was at college, and he and my mother, who left home at 16, traveled around Europe for a year. I want to be a part of the new creative class that is pushing the boundaries farther. I want to contribute to making online discussion important again. Today there is nothing but the soliloquy of bloggers or rude anonymous comments.” The idea, something like a public group email exchange where one can contribute by invitation only, interested Twitter cofounder Biz Stone and other California investors who invited Miller and his team to move to San Francisco, financing them with a two million dollar investment. After only four months in California, Branch returned to New York, where it now employs a dozen or so people. “San Francisco was beautiful and I learned a lot from Biz and my other mentors, but there’s much more adrenaline here,” explains Miller, who is from California, born and raised in Santa Monica. “Life is more varied here and creating a technological startup is something new, unlike in San Francisco or Silicon Valley where everyone’s doing it: it grabs you like a drug. Besides New York is the media capital and we’re an online publishing organization so it’s only right to be here.”[52]