Grades Not Define Quotes

We all have the potential to fall in love a thousand times in our lifetime. It's easy. The first girl I ever loved was someone I knew in sixth grade. Her name was Missy; we talked about horses. The last girl I love will be someone I haven't even met yet, probably. They all count. But there are certain people you love who do something else; they define how you classify what love is supposed to feel like. These are the most important people in your life, and you’ll meet maybe four or five of these people over the span of 80 years. But there’s still one more tier to all this; there is always one person you love who becomes that definition. It usually happens retrospectively, but it happens eventually. This is the person who unknowingly sets the template for what you will always love about other people, even if some of these loveable qualities are self-destructive and unreasonable. The person who defines your understanding of love is not inherently different than anyone else, and they’re often just the person you happen to meet the first time you really, really, want to love someone. But that person still wins. They win, and you lose. Because for the rest of your life, they will control how you feel about everyone else.

Youre not weak. Your life is not defined by a letter grade, a dress size, your sexuality or anything else. You have every chance at happiness. You were not meant to suffer. You are loved. Never, ever give up.

Many people keep deploring the low level of formal education in the United states (as defined by, say, math grades). Yet these fail to realize that the new comes from here and gets imitated elsewhere. And it is not thanks to universities, which obviously claim a lot more credit than their accomplishments warrant. Like Britain in the Industrial Revolution, America's asset is, simply, risk taking and the use of optionality, this remarkable ability to engage in rational forms fo trial and error, with no comparative shame in failing again, starting again, and repeating failure.

No, I don't party; no, I don't dress in black leather and chains; that's not my style. That's how I was raised. I worry about getting good grades and I go to church and I watch sci-fi movies and I generally follow the rules. Most people would call me a geek or a nerd. You've called me that many times. But that isn't everything that defines me. I mean, look at me, sitting here in a rainstorm under a tree that's probably going to kill us when the lightning hits it, holding the hand of a pretty cool girl who really is the opposite of me, a girl that I happen to be in love with. A girl I couldn't have imagined would want to be with me. But here she is, letting me hold her hand, trying to tell me why she isn't good enough for me. That's crazy.

But I still feel like I lost. We all have the potential to fall in love a thousand times in our lifetime. It's easy. The first girl I ever loved was someone I knew in the sixth grade. Her name was Missy; we talked about horses. The last girl I love will be someone I haven't even met yet. probably. They all count. But there are certain people you love who do something else; they define how you classify what love is supposed to feel like. These are the most important people in your life, and you'll meet maybe four or five of these people over the span of 80 years. But there's still one more tier to all this; there is always one person you love who becomes that definition. It usually happens retrospectively, but it always happens eventually. This is the person who unknowingly sets the template for what you will always love about other people, even if some of those lovable qualities are self-destructive and unreasonable. You will remember having conversations with this person that never actually happened. You will recall sexual trysts with this person that never technically occurred. This is because the individual who embodies your personal definition of love does not really exist. The person is real, and the feelings are real-but you create the context. And context is everything. The person who defines your understanding of love is not inherently different than anyone else, and they're often just the person you happen to meet first time you really, really want to love someone. But that person still wins. They win, and you lose. Because for the rest of your life, they will control how you feel about everyone else.

Where some people defined their years by grade,I defined mine by the book that changed me the most that year.

In theory, the risk of business failure can be reduced to a number, the probability of failure multiplied by the cost of failure. Sure, this turns out to be a subjective analysis, but in the process your own attitudes toward financial risk and reward are revealed. By contrast, personal risk usually defies quantification. It's a matter of values and priorities, an expression of who you are. "Playing it safe" may simply mean you do not weigh heavily the compromises inherent in the status quo. The financial rewards of the moment may fully compensate you for the loss of time and fulfillment. Or maybe you just don't think about it. On the other hand, if time and satisfaction are precious, truly priceless, you will find the cost of business failure, so long as it does not put in peril the well-being of you or your family, pales in comparison with the personal risks of no trying to live the life you want today. Considering personal risk forces us to define personal success. We may well discover that the business failure we avoid and the business success we strive for do not lead us to personal success at all. Most of us have inherited notions of "success" from someone else or have arrived at these notions by facing a seemingly endless line of hurdles extending from grade school through college and into our careers. We constantly judge ourselves against criteria that others have set and rank ourselves against others in their game. Personal goals, on the other hand, leave us on our own, without this habit of useless measurement and comparison. Only the Whole Life Plan leads to personal success. It has the greatest chance of providing satisfaction and contentment that one can take to the grave, tomorrow. In the Deferred Life Plan there will always be another prize to covet, another distraction, a new hunger to sate. You will forever come up short.

You're not weak. Your life is not defined by a letter grade, a dress size, or anything else. You have every chance at happiness. You were not meant to suffer. You are loved. Never, ever give up.” Chris Colfer

Our town was too big for people to know everything about you, but just small enough to clench down on one defining moment like teeth on prey. Won the spelling bee in fourth grade? You are Dictionary Girl forever. Laughed a little too hard in sixth grade? You will still be the Guy Who Peed His Pants as you walk across the stage to receive your diploma. And I was the Girl Whose Boyfriend Drowned.

Humanity's "progress of knowledge" and the "evolution of consciousness" have too often been characterized as if our task were simply to ascend a very tall cognitive ladder with graded hierarchical steps that represent successive developmental stages in which we solve increasingly challenging mental riddles, like advanced problems in a graduate exam in biochemistry or logic. But to understand life and the cosmos better, perhaps we are required to transform not only our minds but our hearts. For the whole being, body and soul, mind and spirit, is implicated. Perhaps we must go not only high and far but down and deep. Our world view and cosmology, which defines the context for everything else, is profoundly affected by the degree to which all out faculties–intellectual, imaginative, aesthetic, moral, emotional, somatic, spiritual, relational–enter the process of knowing. How we approach "the other," and how we approach each other, will shape everything, including out own evolving self and the cosmos in which we participate.

Choosing to listen actively to someone, looking them squarely in the eyes, and purposely remembering the major points may take more than the 15 seconds that defines the attention span of the average adult, but will add value and honor and dignity to the person with whom you are interacting.

When I went to first grade and the other children said that their fathers were farmers, I simply didn't believe them. I agreed in order to be polite, but in my heart I knew that those men were impostors, as farmers and as fathers, too. In my youthful estimation, Laurence Cook defined both categories. To really believe that others even existed in either category was to break the First Commandment.

I think our challenge as parents is to rise above that preference for the child of least resistance and to think beyond short-term success as a criterion—particularly if success is defined by conventional and insipid standards. Don’t we want our kids to be inspiring rather than spend their lives just collecting tokens (grades, money, approval)? Don’t we want them to think in the plural rather than focusing only on what will benefit them personally? Don’t we want them to appraise traditions with fresh eyes and raise questions about what seems silly or self-defeating or oppressive, rather than doing what has always been done just because it’s always been done?

What does that mean?” I asked again. “Look, I’m always going to be that fifteen-year-old boy whose girlfriend broke up with him. That’s always going to be me. So, who are you?” Who am I? I was quiet, and once again that indestructible memory hit me. Then I just blurted it out. “I’m the little girl who would run after school every day in third grade because these boys hated me because I was . . . not pretty. Because I was . . . Black.” Will stared at me as if seeing me for the first time and just nodded. My throat got tight and I could feel the tears welling up. Memories are immortal. They’re deathless and precise. They have the power of giving you joy and perspective in hard times. Or, they can strangle you. Define you in a way that’s based more in other people’s tucked-up perceptions than truth.

As I look back on my own life, I recognize that some of the greatest gifts I received from my parents stemmed not from what they did for me—but rather from what they didn’t do for me. One such example: my mother never mended my clothes. I remember going to her when I was in the early grades of elementary school, with holes in both socks of my favorite pair. My mom had just had her sixth child and was deeply involved in our church activities. She was very, very busy. Our family had no extra money anywhere, so buying new socks was just out of the question. So she told me to go string thread through a needle, and to come back when I had done it. That accomplished—it took me about ten minutes, whereas I’m sure she could have done it in ten seconds—she took one of the socks and showed me how to run the needle in and out around the periphery of the hole, rather than back and forth across the hole, and then simply to draw the hole closed. This took her about thirty seconds. Finally, she showed me how to cut and knot the thread. She then handed me the second sock, and went on her way. A year or so later—I probably was in third grade—I fell down on the playground at school and ripped my Levi’s. This was serious, because I had the standard family ration of two pairs of school trousers. So I took them to my mom and asked if she could repair them. She showed me how to set up and operate her sewing machine, including switching it to a zigzag stitch; gave me an idea or two about how she might try to repair it if it were she who was going to do the repair, and then went on her way. I sat there clueless at first, but eventually figured it out. Although in retrospect these were very simple things, they represent a defining point in my life. They helped me to learn that I should solve my own problems whenever possible; they gave me the confidence that I could solve my own problems; and they helped me experience pride in that achievement. It’s funny, but every time I put those socks on until they were threadbare, I looked at that repair in the toe and thought, “I did that.” I have no memory now of what the repair to the knee of those Levi’s looked like, but I’m sure it wasn’t pretty. When I looked at it, however, it didn’t occur to me that I might not have done a perfect mending job. I only felt pride that I had done it. As for my mom, I have wondered what

The many meanings of 'evolution' are frequently exploited by Darwinists to distract their critics. Eugenie Scott recommends: 'Define evolution as an issue of the history of the planet: as the way we try to understand change through time. The present is different from the past. Evolution happened, there is no debate within science as to whether it happened, and so on... I have used this approach at the college level.' Of course, no college student—indeed, no grade-school dropout— doubts that 'the present is different from the past.' Once Scott gets them nodding in agreement, she gradually introduces them to 'The Big Idea' that all species—including monkeys and humans—are related through descent from a common ancestor... This tactic is called 'equivocation'—changing the meaning of a term in the middle of an argument.

Defining yourself in terms of how you rank is always dangerous and ultimately immature. It doesn't matter whether the rank has to do with your grades, your weight or where you finished in the 800 meter race. Becoming a mature adult means, among other things, that you define yourself relative to your own potential, not relative somebody else's standard.

Whether you have been the target of aggressive behavior or the aggressor, this event does not define you. Every day brings a new opportunity to start again.

Grades don't measure Intelligence, Age doesn't define Maturity

If you look at this development from the perspective of a university president, it’s actually quite sad. Most of these people no doubt cherished their own college experience—that’s part of what motivated them to climb the academic ladder. Yet here they were at the summit of their careers dedicating enormous energy toward boosting performance in fifteen areas defined by a group of journalists at a second-tier newsmagazine. They were almost like students again, angling for good grades from a taskmaster. In fact, they were trapped by a rigid model, a WMD.

Where once there seemed to be room to wonder, to speculate, to not know, there now seems to be increasing pressure for instant answers, immediate solutions, and narrowly defined results.

I believe that it was really due to Lorenzo that I am alive today; and not so much for his material aid, as for his having constantly reminded me by his presence, by his natural and plain manner of being good, that there still existed a just world outside our own, something and someone still pure and whole, not corrupt, not savage, extraneous to hatred and terror; something difficult to define, a remote possibility of good, but for which it was worth saving. The personages in these pages are not men. Their humanity is buried, or they themselves have buried it, under an offense received or inflicted on someone else. The evil and insane SS men, the Kapos, the politicals, the criminals, the prominents, great and small, down to the indifferent slave Häftlinge, all the grades of the mad hierarchy created by the Germans paradoxically fraternized in a uniform internal desolation. But Lorenzo was a man; his humanity was pure and uncontaminated, he was outside this world of negation. Thanks to Lorenzo, I managed not to forget that I myself was a man.

If you graduated from higher education, you should feel proud and not allow your grades to define who you are. Regardless of your cumulative GPA, you will always have opportunities to find a career that suits your skills and interests.

Ethan’s parents constantly told him how brainy he was. “You’re so smart! You can do anything, Ethan. We are so proud of you, they would say every time he sailed through a math test. Or a spelling test. Or any test. With the best of intentions, they consistently tethered Ethan’s accomplishment to some innate characteristic of his intellectual prowess. Researchers call this “appealing to fixed mindsets.” The parents had no idea that this form of praise was toxic. 　　Little Ethan quickly learned that any academic achievement that required no effort was the behavior that defined his gift. When he hit junior high school, he ran into subjects that did require effort. He could no longer sail through, and, for the first time, he started making mistakes. But he did not see these errors as opportunities for improvement. After all, he was smart because he could mysteriously grasp things quickly. And if he could no longer grasp things quickly, what did that imply? That he was no longer smart. Since he didn’t know the ingredients making him successful, he didn’t know what to do when he failed. You don’t have to hit that brick wall very often before you get discouraged, then depressed. Quite simply, Ethan quit trying. His grades collapsed. What happens when you say, ‘You’re so smart’ 　　Research shows that Ethan’s unfortunate story is typical of kids regularly praised for some fixed characteristic. If you praise your child this way, three things are statistically likely to happen: 　　First, your child will begin to perceive mistakes as failures. Because you told her that success was due to some static ability over which she had no control, she will start to think of failure (such as a bad grade) as a static thing, too—now perceived as a lack of ability. Successes are thought of as gifts rather than the governable product of effort. 　　Second, perhaps as a reaction to the first, she will become more concerned with looking smart than with actually learning something. (Though Ethan was intelligent, he was more preoccupied with breezing through and appearing smart to the people who mattered to him. He developed little regard for learning.) 　　Third, she will be less willing to confront the reasons behind any deficiencies, less willing to make an effort. Such kids have a difficult time admitting errors. There is simply too much at stake for failure. 　　  　　What to say instead: ‘You really worked hard’ 　　What should Ethan’s parents have done? Research shows a simple solution. Rather than praising him for being smart, they should have praised him for working hard. On the successful completion of a test, they should not have said,“I’m so proud of you. You’re so smart. They should have said, “I’m so proud of you. You must have really studied hard”. This appeals to controllable effort rather than to unchangeable talent. It’s called “growth mindset” praise.

A year is plenty of time to fit in, right? Like a square peg is going to fit into a round hole if you just give it time? You could say that when I arrived here in the middle of my seventh-grade year I settled into a well-defined niche that was purely my own and remains so in eighth grade. The niche of a minuscule, mouthy Mohawk misfit. And nothing is going to change that.

The psychological view of ME led to the controversial and now debunked PACE trial—PACE is “Pacing, graded Activity, and Cognitive behaviour therapy; a randomised Evaluation”... As the trial progressed and the results did not meet the authors’ expectations, they simply lowered the threshold to define improvement. In some cases, those whose condition had deteriorated were classed as “recovered”. That is simply not good science.

It is almost as if ideas set in mathematical form melt and become liquid and just as rivers can, from the most humble beginnings, flow for thousands of miles, through the most varied topography bringing nourishment and life with them wherever they go, so too can ideas cast in mathematical form flow far from their original sources, along well-defined paths, electrifying and dramatically affecting much of what they touch. pp. xii - xiii.

What makes the SAT bad is that it has nothing to do with what kids learn in high school. As a result, it creates a sort of shadow curriculum that furthers the goals of neither educators nor students.… The SAT has been sold as snake oil; it measured intelligence, verified high school GPA, and predicted college grades. In fact, it’s never done the first two at all, nor a particularly good job at the third.” Yet students who don’t test well or who aren’t particularly strong at the kind of reasoning the SAT assesses can find themselves making compromises on their collegiate futures—all because we’ve come to accept that intelligence comes with a number. This notion is pervasive, and it extends well beyond academia. Remember the bell‐shaped curve we discussed earlier? It presents itself every time I ask people how intelligent they think they are because we’ve come to define intelligence far too narrowly. We think we know the answer to the question, “How intelligent are you?” The real answer, though, is that the question itself is the wrong one to ask.

Fred had first come to Fire Island Pines when he was thirty. He wasn’t ready for such beauty, such potential, such unlimited choice. The place scared him half to death. It was a warm and sunny weekend and there were one thousand bathing-suited handsomenesses on The Botel deck at Tea Dance. They all seemed to know each other and to touch and greet and smile at each other. And there he was, alone. Though he had acquired his 150-pound body for the first time (of his so-far three: the first for himself, the second for Feffer, number three, with muscles, for Dinky), he still felt like Mrs. Shelley’s monster, pale, and with a touch of leprosy thrown in. Not only had he no one to talk to, not only did the overwhelmingness of being confronted by so much Grade A male flesh, most of which seemed superior to his, which would make it difficult to talk to, even if he could utter, which he could not, floor him, but everyone else seemed so secure, not only with their bodies (all thin and no doubt well-defined since birth), tans, personalities, their smiles and chat, but also with that ability to use their eyes, much like early prospectors must have looked for gold, darting them hither and yon, seeking out the sparkling flecks, separating the valued from the less so, meaning, he automatically assumed, him. Their glances his way seemed like disposable bottles, no deposit, no return. He felt like Mr. Not Wanted On The Voyage, even though it was, so be it, his birthday. Many years would pass before he would discover that everybody else felt exactly the same, but came out every weekend so to feel, thus over the years developing more flexible feelings in so feeling.

What I must know is whether you are indeed one of those creatures in the lowest grade of mentality and even of charm, one of those contemptible creatures who are incapable of forgoing a pleasure. And if you are such, how could anyone love you, for you are not even a person, a clearly defined entity, imperfect but at least perfectible. You are a formless water that will trickle down any slope that offers itself, a fish devoid of memory, incapable of thought, which all its life long in its aquarium will continue to dash itself a hundred times a day against the glass wall, always mistaking it for water.

Gin, often referred to as ‘Madam Geneva’ (and sometimes as ‘Kill-Grief’), was a national obsession. It had first arrived in England in the 1680s, along with William of Orange. Fifty years later, as many as one in ten London properties was a gin shop. According to official records, nearly 7 million gallons were consumed in 1730, and this figure excludes the vast quantities of low-grade gin sold from wheelbarrows, which was often adulterated with turpentine.7 The sale of spirits was officially prohibited in 1736, but the measure was so unsuccessful that prohibition was lifted seven years later, and a more pragmatic approach resulted in the Gin Act of 1751,

These three characteristics-one, contagiousness; two, the fact that little causes can have big effects; and three, that change happens not gradually but at one dramatic moment-are the same three principles that define how measles moves through a grade-school classroom or the flu attacks every winter. Of the three, the third trait-the idea that epidemics can rise or fall in one dramatic moment-is the most important, because it is the principle that makes sense of the first two and that permits the greatest insight into why modern change happens the way it does. The name given to that one dramatic moment in an epidemic when everything can change all at once is the Tipping Point.

In a longitudinal study of college students, freshmen were evaluated for fixed mindsets or growth mindsets and then followed across their four years of enrollment. When the students with fixed mindsets encountered academic challenges such as daunting projects or low grades, they gave up, while the students with growth mindsets responded by working harder or trying new strategies. Rather than strengthening their skills and toughening their resolve, four years of college left the students with fixed mindsets feeling less confident. The feelings they most associated with school were distress, shame, and upset. Those with growth mindsets performed better in school overall and, at graduation time, they reported feeling confident, determined, enthusiastic, inspired, and strong.

Despite the superficial similarities created by global technology, the dynamics of peer-orientation are more likely to promote division rather than a healthy universality. One need only to look at the extreme tribalization of the youth gangs, the social forms entered into by the most peer-oriented among our children. Seeking to be the same as someone else immediately triggers the need to be different from others. As the similarities within the chosen group strengthen, the differences from those outside the groups are accentuated to the point of hostility. Each group is solidified and reinforced by mutual emulation and cue-taking. In this way, tribes have formed spontaneously since the beginning of time. The crucial difference is that traditional tribal culture could be passed down, whereas these tribes of today are defined and limited by barriers among the generations. The school milieu is rife with such dynamics. When immature children cut off from their adult moorings mingle with one another, groups soon form spontaneously, often along the more obvious dividing lines of grade and gender and race. Within these larger groupings certain subcultures emerge: sometimes along the lines of dress and appearance, and sometimes along those of shared interests, attitudes, or abilities, as in groups of jocks, brains, and computer nerds. Sometimes they form among peer-oriented subcultures like skateboarders, bikers, and skinheads. Many of these subcultures are reinforced and shaped by the media and supported by cult costumes, symbols, movies, music, and language. If the tip of the peer-orientation iceberg are the gangs and the gang wannabes, at the base are the cliques. Immature beings revolving around one another invent their own language and modes of expression that impoverish their self-expression and cut them off from others. Such phenomena may have appeared before, of course, but not nearly to the same extent we are witnessing today. The result is tribalization.

Here you go,” Ryder says, startling me. He holds out a sweating bottle of water, and I take it gratefully, pressing it against my neck. “Thanks.” I glance away, hoping he’ll take the hint and leave me in peace. His presence makes me self-conscious now, but it wasn’t always like this. As I look out at Magnolia Landing’s grounds, I can’t help but remember hot summer days when Ryder and I ran through sprinklers and ate Popsicles out on the lawn, when we rode our bikes up and down the long drive, when we built a tree fort in the largest of the oaks behind the house. I wouldn’t say we’d been friends when we were kids--not exactly. We had been more like siblings. We played; we fought. Mostly, we didn’t think too much about our relationship--we didn’t try to define it. And then adolescence hit. Just like that, everything was awkward and uncomfortable between us. By the time middle school began, I was all too aware that he wasn’t my brother, or even my cousin. “Mind if I sit?” Ryder asks. I shrug. “It’s your house.” I keep my gaze trained straight ahead, refusing to look in his direction as he lowers himself into the chair beside me. After a minute or two of silence but for the creaking rockers, he sighs loudly. “Can we call a truce now?” “You’re the one who started it,” I snap. “Last night, I mean.” “Look, I’ve been thinking about what you said. You know, about eighth grade--” “Do we have to talk about this?” “Because we didn’t really hang out in middle school, except for family stuff,” he continues, ignoring my protest. “Until the end of eighth grade, maybe. Right around graduation.” My entire body goes rigid, my face flushing hotly with the memory. It had all started during Christmas break that year. We’d gone to the beach with the Marsdens. I can’t really explain it, but there’d been a new awareness between us that week--exchanged glances and lingering looks, an electrical current connecting us in some way. The two of us sort of tiptoed around each other, afraid to get too close, but also afraid to lose that hint of…something. And then Ryder asked me to go with him to the graduation dance. There was no way we were telling our parents.

As the Princess performs the impossible balancing act which her life requires, she drifts inexorably into obsession, continually discussing her problems. Her friend Carolyn Bartholomew argues it is difficult not to be self-absorbed when the world watches everything she does. “How can you not be self-obsessed when half the world is watching everything you do; the high-pitched laugh when someone is talking to somebody famous must make you very very cynical.” She endlessly debates the problems she faces in dealing with her husband, the royal family, and their system. They remain tantalizingly unresolved, the gulf between thought and action achingly great. Whether she stays or goes, the example of the Duchess of York is a potent source of instability. James Gilbey sums up Diana’s dilemma: “She can never be happy unless she breaks away but she won’t break away unless Prince Charles does it. He won’t do it because of his mother so they are never going to be happy. They will continue under the farcical umbrella of the royal family yet they will both lead completely separate lives.” Her friend Carolyn Bartholomew, a sensible sounding-board throughout Diana’s adult life, sees how that fundamental issue has clouded her character. “She is kind, generous, sad and in some ways rather desperate. Yet she has maintained her self-deprecating sense of humour. A very shrewd but immensely sorrowful lady.” Her royal future is by no means well-defined. If she could write her own script the Princess would like to see her husband go off with his Highgrove friends and attempt to discover the happiness he has not found with her, leaving Diana free to groom Prince William for his eventual destiny as the Sovereign. It is an idle pipe-dream as impossible as Prince Charles’s wish to relinquish his regal position and run a farm in Italy. She has other more modest ambitions; to spend a weekend in Paris, take a course in psychology, learn the piano to concert grade and to start painting again. The current pace of her life makes even these hopes seem grandiose, never mind her oft-repeated vision of the future where she see herself one day settling abroad, probably in Italy or France. A more likely avenue is the unfolding vista of charity, community and social work which has given her a sense of self-worth and fulfillment. As her brother says: “She has got a strong character. She does know what she wants and I think that after ten years she has got to a plateau now which she will continue to occupy for many years.” As a child she sensed her special destiny, as an adult she has remained true to her instincts. Diana has continued to carry the burden of public expectations while enduring considerable personal problems. Her achievement has been to find her true self in the face of overwhelming odds. She will continue to tread a different path from her husband, the royal family and their system and yet still conform to their traditions. As she says: “When I go home and turn my light off at night, I know I did my best.

Binet himself worried about the potential misuse of the tests he designed. He insisted they were not a measurement, properly speaking. He argued that intelligence comes in many different forms, only some of them testable by his or by any test. His understanding of different skills, aptitudes, or forms of intelligence was probably closer to that of educator Howard Gardner’s concept of “multiple intelligences” than to anything like a rigid, measurable standard reducible to a single numerical score.21 His words of caution fell on deaf ears. Less than a year after Binet’s death in 1911, the German psychologist William Stern argued that one could take the scores on Binet’s standardized tests, calculate them against the age of the child tested, and come up with one number that defined a person’s “intelligence quotient” (IQ).22 Adapted in 1916 by Lewis Terman of Stanford University and renamed the Stanford-Binet Intelligence Scale, this method, along with Binet’s test, became the gold standard for measuring not aptitude or progress but innate mental capacity, IQ. This was what Binet had feared. Yet his test and that metric continue to be used today, not descriptively as a relative gauge of academic potential, but as a purportedly scientific grading of innate intelligence.

Our educational system both drives and reflects our obsession with competition. Grades themselves allow precise measurement of each student’s competitiveness; pupils with the highest marks receive status and credentials. We teach every young person the same subjects in mostly the same ways, irrespective of individual talents and preferences. Students who don’t learn best by sitting still at a desk are made to feel somehow inferior, while children who excel on conventional measures like tests and assignments end up defining their identities in terms of this weirdly contrived academic parallel reality.

item 5. It is also beyond the scope of the Standards to define the full range of supports appropriate for English language learners and for students with special needs. At the same time, all students must have the opportunity to learn and meet the same high standards if they are to access the knowledge and skills necessary in their post–high school lives. Each grade will include students who are still acquiring English. For those students, it is possible to meet the standards in reading, writing, speaking, and listening without displaying native-like control of conventions and vocabulary.” As the reader will see in upcoming sections of this book, while being bankrolled by the Federal government, the foisting of the Common Core “State” Standards onto English Language Learners and students with disabilities takes place in an unpleasant manner. Yet, in an equally strange manner, when it comes to getting involved with Gifted and Talented students, the silence is deafening.

Chemicals define a vast swath of intimate relationships in the modern world. The doleful, uninvolved husband who works through a twelve-pack in front of the TV and side trips to the garage to visit a pint of vodka. The wife whose headaches require a steady stream of Klonopin. The fifth-grade daughter who is wired on Adderal. The teenager who sustains himself with one-hitters in his bedroom. Ships passing in a mood-altered murk, each regarding the other through the lens of pharmacology.

Too common is the experience of a college professor answering a knock on her office door only to find a first-year student in distress, asking to discuss his low grade on the first test in introductory psychology. How is it possible? He attended all the lectures and took diligent notes on them. He read the text and highlighted the critical passages. How did he study for the test? she asks. Well, he’d gone back and highlighted his notes, and then reviewed the highlighted notes and his highlighted text material several times until he felt he was thoroughly familiar with all of it. How could it be that he had pulled a D on the exam? Had he used the set of key concepts in the back of each chapter to test himself? Could he look at a concept like “conditioned stimulus,” define it, and use it in a paragraph? While he was reading, had he thought of converting the main points of the text into a series of questions and then later tried to answer them while he was studying? Had he at least rephrased the main ideas in his own words as he read? Had he tried to relate them to what he already knew? Had he looked for examples outside the text? The answer was no in every case. He sees himself as the model student, diligent to a fault, but the truth is he doesn’t know how to study effectively.

We were driving up to Palos Verdes from Long Beach after a day of second grade. I was eight years old. I had written, illustrated, and turned in a story that required my grandmother’s presence at school, a substitution for my mother who was always at work. We met with Sister Mary, the principal, and Sister Bernadette, the nice one, and the school nurse. As we drove home, my grandmother asked me to read the offending piece aloud. In the story, it is an October night. Five girls are invited to a slumber party. Each girl has a defining characteristic: one of them is sporty, one is brainy, one is shy, one of them is the most beautiful and the leader. One of them is the orphan. During the slumber party the girls play with a Ouija board and detect the existence of spirits. They perform a séance to entreat the spirits to come closer. They perform “Light as a Feather, Stiff as a Board,” lifting the Orphan with their fingertips because she is the smallest. All the lights go out and she ascends toward the ceiling. They are successful. The Orphan drops down to the floor, unconscious. She wakes up and realizes that she is not alone. She has been possessed by an evil spirit, her twin who died when they were in the womb. The Evil Twin begins to twist her thoughts, then her words. The Orphan knows it will make her do awful things, turn her into someone she doesn’t want to be. She goes to the kitchen, where the mother of one of the girls is cooking. The Evil Twin tells her to pick up a knife. The Orphan picks it up. The Evil Twin tells her to use the knife to kill the mother, then her friends. The Orphan stabs herself in the chest instead. The End, I said. I watched for my grandmother’s reaction. From this vantage point it doesn’t take a psychologist to see how terrified I was by what might seize me. There was already a split in me: disorder, abandonment. I leaned into the gothic to illustrate what I couldn’t articulate. At eight years old, I unconsciously understood the function of symbols. I mimicked my favorite writer, Poe, but with this story I had taken the perilous and grandiose first step of making it my own. Did I already know that art could make sense of madness? Did my grandmother? Her navy Cadillac was at a stoplight. There was a Pavilions supermarket behind her, a row of eucalyptus trees, an air-conditioned stream through the car that made my nose run. She looked at me, so directly I flinched, and she said, Never stop writing.

Did you know that human beings can, in fact, cluck? /i didn't, not until Mr. Henry Wickworth found me dozing off in class the first day of seventh-grade English at the Academy. His face turned a shade of purple not normally found in nature, and me and the rest of the class had to sit through a ten-minute rant about respectful behavious and rudeness, and how he'd be expecting an essay outlining the difference by the end of detention that same afternoon. Yeah, detention on the first day of school. Detention every day for the entire first week of school, actually. So far, I'd written papers on disrespect, inconsiderateness, and honor. I thought he was actually going to take his ruler and break it over my head when he asked for one defining wiseacre, and I only wrote one sentence: I prefer smart aleck, sir.

One of the most disappointing things about our schools and the way we raise our kids is that we don't spend more time teaching kids to take more risks. Instead, we teach them to play it safe. Be good, get good grades, get a good job, and eventually you can have a good retirement. That's the lesson society endorses. But what if that lesson is totally out of date? What if the idea that getting good grades and then going to a good college and then getting a good job represents an outmoded plan? In fact, most of our schools today are based on a model created over a hundred years ago for an industrial society in a world totally different from the one into which most of us were born. Back then, you went to work, punched a clock, did what you were told, and eventually were handed a gold watch (maybe). There was hierarchy and a well-defined system within which to work. Not anymore. Today, ideas created out of thin air can become billion-dollar enterprises. The people who get ahead are the ones who know how to communicate, how to think outside the box and persuade others. Unfortunately, many of our schools are still preparing our kids for the old system. Sit still. Be quiet. Do what you are told and we will give you good grades. Get good grades, get a good job and lifelong security. I'm not suggesting that kids shouldn't get good grades and go to college. Of course they should. But it seems to me that our schools are creating worker bees at a time when society is rewarding entrepreneurs. We need to raise our children to think bigger and more creatively than we did. So ask yourself right now, "What am I teaching my kids about life's challenges?" Are you raising your children to go for their dreams or simply to avoid failure?

In February 2017, seven of the world’s biggest banks, including J.P. Morgan and UBS, joined forces with the CME Group, Intel, and Microsoft to found the Ethereum Enterprise Alliance to “define enterprise-grade software

The discussion is designed to get students to engage with one another's sorts and deduce the attribute that defines each group.

Grades, Good Or Bad, Don't Define You, But You Need Good Grades, Because They'll Grant You Opportunities Bad Grades Can Not.

Defensive investors, as we have defined them, will not ordinarily be equipped to pass independent judgment on the security recommendations made by their advisers. But they can be explicit—and even repetitiously so—in stating the kind of securities they want to buy. If they follow our prescription they will confine themselves to high-grade bonds and the common stocks of leading corporations, preferably those that can be purchased at individual price levels that are not high in the light of experience and analysis.

1) “How did I end up down this rabbit hole of being obsessed with men on the DL (down-low)? Why did I prefer playing more in the straight arena with the closet cases (as they were called in my day) and the bisexual men over the gay ones?” 2) “We didn’t identify in my day; you were either gay, bisexual, or straight. People will always label others or pigeonhole them without even knowing for sure who they really are. They presumably stereotype and judge just by your outward appearance.” 3) “It wasn't until the seventh grade that Sister Gloria would be my social studies teacher, and I began leaning more towards being an extrovert than the anxious introvert that I was. All the accolades go to her. She lit the flame under my ass that would be the catalyst for my advocacy. Her podium, located front and center of the classroom, became ground zero for me and where I found my voice.” 4) “Their taunting was my kryptonite. My peers hated me for no other reason than the fact that they thought I was gay. I was only thirteen and often wondered how they knew who I was before I did.” 5) “Evangelical Christian Anita Bryant (First Lady of Religious Bigotry), along with her minions, led a crusade against the LGBTQ community back in 1977 and said we were trying to recruit children and that ‘Homosexuals are human garbage.’ My first thoughts were, how unchristian and deplorable of her to even say something like that, not to mention, to make it her life’s mission promoting hate.” 6) “Are there any more Rev. Dr. Martin Luther King, Jr. kind of Christians in this country today? Dr. King knew about his friend’s homosexuality and arrest. Being a religious man and a pastor, Dr. King could have cast judgment and shunned Bayard Rustin like so many other religious leaders did at the time. But he didn’t. That, to me, is the true meaning of being a Christian. He loved Bayard unconditionally and was unbiased towards his sexual orientation. Dr. King was not a counterfeit Christian and practiced what he preached—and that, along with remembering what Jesus had said, ‘Love your neighbor as yourself,’ is the bottom line to Christianity and all faiths.” 7) “We are all God’s children! That is what I was taught in Catholic school. God doesn’t make mistakes—it’s as simple as that. Love is love—period! I don’t need anyone’s validation or approval, I define myself.” 8) “You will bake our cakes, you will provide us our due healthcare, you will do our joint tax returns, and yes, you will bless our unions, too. Otherwise, you cannot call yourselves Christians or even Americans, for that matter.” 9) “The torch has been passed. But we must never forget the LGBT pioneers that have come before and how they fought in the streets for our lives. Never forget the Stonewall riots of 1969 nor the social stigma put upon us during the HIV/AIDS epidemic from its onset in the early 1980s. Remember how many died alone because nobody cared. Finally, keep in mind how we were all pathologized and labeled in the medical books until 1973.

Your age doesn’t define your maturity, your grades don’t define your intellect, and rumors don’t define who you are.

Where I grew up, nerds, dorks, and other kids who had a reputation for being “smart” in school did not automatically become targets for bullies for “acting white,” as the stereotype of poor black neighborhoods portrays it. We didn’t scorn nerds any more—or less—than white kids do. We definitely didn’t scapegoat them for the reasons that some “experts” have invoked to try to explain some of the persisting racial achievement gap in school. We were no more anti-intellectual than the rest of America. It wasn’t school achievement itself that we saw as “acting white.” It’s something much more subtle than that. And understanding this complexity is important to understanding my story and to recognizing what’s really going on in poor neighborhoods. What was being reinforced and what was being punished was not about education. Sure, there were some black children who were bullied for “acting white” in the neighborhoods where I grew up. And, indeed, some of those kids were high achievers in school. Some, however, were not. It wasn’t scholarly success itself that made people targets. We didn’t disdain academic achievement per se and we didn’t look down on those who got good grades because of their marks. “Acting white” was a whole different ball game, something that frequently correlated with school performance but wasn’t defined by it. What really got kids labeled as dorks or sellouts and picked on about their schoolwork were their attitudes toward other black people. It was the way they used language to demonstrate what they believed was their moral and social superiority. The kids who were targeted wouldn’t speak in the street vernacular that the rest of us used, even on the street or in other informal settings. They wouldn’t really deign to talk to us at all if they could avoid it. Their noses in the air, they looked down on us. It was snobbery, not schoolwork, that was “white” to us.

Through all the craziness, you learn how YOU want to be. You learn how to navigate changing friendships. You learn how you want to handle social media, gossip, and peer pressure. You survive heartbreak and crushes. You begin to define who you are.

Why the us government Should Maintain students Healthcare Claims education and learning is probably the finest ventures in ensuring the people stay a greater existence from the contemporary setting. Over time, education and learning methods have transformed to guarantee individuals gain access to it in the very best ways. Besides, the adjustment can be a purposeful relocate making sure that learning meets pupils distinct needs nowadays. Consequently, any country that is focused on establishing in the current technical period must be ready to devote in schooling no matter what. We appreciate that lots of claims have was able to meet the most affordable threshold in offering secondary and basic education. It is actually commendable for schooling is focused and attends on the needs in the present environment. In addition to, we certainly have observed reduced rates of dropouts due to correct education and learning systems into position. Nevertheless, it is not enough because there are many other factors that, in turn, lower the superiority of education. We appreciate the reality that educational costs is mainly purchased and virtually totally given through the express or low-successful businesses. Sadly, small is defined in range to be sure the unique treatment of learners. It has led to the indiscriminate govt accountability. Apart from putting everything in place, the government must also provide the proper healthcare of a learner because it' s the foundation of excellent learning. The arranged provision of health care to students is defined around the periphery, plus it is amongst the essential things that degrade the grade of training. Standard attendance is actually a necessity for pupils to acquire much more and carry out greater. For that reason, government entities need to ensure an original set up of arranged healthcare to pupils to ensure they are certainly not stored away from university because of health care problems. Re-Analyzing the goal of Government in mastering It can be only by re-dealing with government entitiesAnd#039; s role in supplying primary and secondary education and learning that people can completely set up the skewed the outdoors of learner’s health care and the desire to influence the state to reconsider it. The cause of why the government must pay for the student’s healthcare is that its responsibility is unbalanced. It provides maintained to purchase basic training effectively but has did not shield the health-related requirements of any learner. Aside from, it is suitably interested in increasing the size of young menAnd#039; s and ladiesAnd#039; s chances in obtaining technical and professional education. But it has not searched for has and aims unacceptable method of achieving the medical care requirements of any learner. As a result, education require is not met because its services are skewed. The possible lack of equilibrium in government activities replicates the malfunction to discrete primarily sharply amid the steps right for authorities financing and activities to become implemented. Financing healthcare for students, which is equally essential, is neglected, though Financing education is largely accepted. For that reason, this is a deliberate demand government entities to perform the circle by paying for student' s health care. When there is stability in federal government commitments in education and learning, its requirements will probably be fulfilled. So, the state should pay for pupil' s medical care. If they are healthful, they find out better. In addition to, a large stress will probably be lifted, and will also unquestionably raise enrolment in professional coachingcenters and colleges, along with other studying companies.

The Banach-Tarski Theorem is an astonishing result. We have decomposed a ball into finitely many pieces, moved around the pieces without changing their size or shape, and then reassembled them into two balls of the same size as the original. I think the theorem teaches us something important about the notion of volume. As noted earlier, it is an immediate consequence of the theorem that some of the Banach-Tarski pieces must lack definite volumes and, therefore, that not every subset of the unit ball can have a well-defined volume. A little more precisely, the theorem teaches us that there is no way of assigning volumes to the Banach-Tarski pieces while preserving three-dimensional versions of the principles we called Uniformity and (finite) Additivity in chapter 7. (Proof: Suppose that each of the (finitely many) Banach-Tarski pieces has a definite finite volume. Since the pieces are disjoint, and since their union is the original ball, Additivity entails that the sum of the volumes of the pieces must equal the volume of the original ball. But Uniformity ensures that the volume of each piece is unchanged as we move it around. Since the reassembled pieces are disjoint, and since their union is two balls, Additivity entails that the sum of their volumes must be twice the volume of the original ball. But since the volume of the original ball is finite and greater than zero, it is impossible for the sum of the pieces to equal both the volume of the original ball and twice the volume of the original ball.) If I were to assign the Banach-Tarski Theorem a paradoxicality grade of the kind we used in chapter 3, I would assign it an 8. The theorem teaches us that although the notion of volume is well-behaved when we focus on ordinary objects, there are limits to how far it can be extended when we consider certain extraordinary objects - objects that can only be shown to exist by assuming the Axiom of Choice.

Honestly, I’m not much of an “outdoorsy person.” In fact, I’m just the opposite. I’m what’s called an “indoorsy person,” which Webster’s Dictionary defines as “a person who thrives in the great indoors, proficient at movie watching, snacking, and sitting.

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In rapid remediation, there is a defined timeline, specific goals, and a sense of urgency, making it effective in preparing students for summative assessments or bringing them up to grade level quickly.

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

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

Gabby transferred to my school in the fourth grade. She had blonde hair and blue eyes and was tanner than most of the other White girls in my class for no apparent reason. In one of my clearer memories of her, her face is snarled and in a shrill, whiny voice she is saying to me, "Stop lying, you're not an Indian!" Nine-year-old me didn't have many years of experience with racism. This was the first time someone had even questioned the validity of my ethnicity, let alone outright called me a liar. Back then, I didn't have the ability or knowledge to point to the media representation of Native Americans to show Gabby how she had been taught to think that my culture was gone. At nine years old I lacked the words to explain that her ignorance did not and would never define who I was. Those tools simply hadn't been given to me yet. So I punched her in the face.

For instance, when researchers studied an incoming class of cadets at West Point, they measured their grade point averages, physical aptitude, military abilities, and self-discipline. When they correlated those factors with whether students dropped out or graduated, however, they found that all of them mattered less than a factor researchers referred to as “grit,” which they defined as the tendency to work “strenuously toward challenges, maintaining effort and interest over years despite failure, adversity, and plateaus in progress.

Trump’s ascendancy brought out the liberal technocrat in many people. ‘I love America. It’s Americans I hate,’ wrote Tim Kreider, an essayist and cartoonist, a few weeks after Trump won.42 ‘[They’re] pathetically dumb and gullible, uncritical consumers of any disinformation that confirms their biases, easy dupes for any demagogue who promises to bring back the factories and keep the brown people down . . . But I don’t believe all Trump voters are ignorant, or bigoted; most of them are just evil – evil being defined not as anything so glamorous as beheading journalists or gunning down grade schoolers, but simply as not much caring about other people’s suffering.

Imagine a drug that can intoxicate us, can infuse us with energy, and can do so when taken by mouth. It doesn’t have to be injected, smoked, or snorted for us to experience its sublime and soothing effects. Imagine that it mixes well with virtually every food and particularly liquids, and that when given to infants it provokes a feeling of pleasure so profound and intense that its pursuit becomes a driving force throughout their lives. Overconsumption of this drug may have long-term side effects, but there are none in the short term—no staggering or dizziness, no slurring of speech, no passing out or drifting away, no heart palpitations or respiratory distress. When it is given to children, its effects may be only more extreme variations on the apparently natural emotional roller coaster of childhood, from the initial intoxication to the tantrums and whining of what may or may not be withdrawal a few hours later. More than anything, our imaginary drug makes children happy, at least for the period during which they’re consuming it. It calms their distress, eases their pain, focuses their attention, and then leaves them excited and full of joy until the dose wears off. The only downside is that children will come to expect another dose, perhaps to demand it, on a regular basis. How long would it be before parents took to using our imaginary drug to calm their children when necessary, to alleviate pain, to prevent outbursts of unhappiness, or to distract attention? And once the drug became identified with pleasure, how long before it was used to celebrate birthdays, a soccer game, good grades at school? How long before it became a way to communicate love and celebrate happiness? How long before no gathering of family and friends was complete without it, before major holidays and celebrations were defined in part by the use of this drug to assure pleasure? How long would it be before the underprivileged of the world would happily spend what little money they had on this drug rather than on nutritious meals for their families?

You show me any athlete at any level who gives maximum effort, and I will show you a player who will excel. It is not a matter of talent. It’s not a question of where you went in the draft. The question is do you have the heart of a champion? And at the heart of every champion I have ever coached is a dedicated effort to be the absolute best you can be. Results are important. But results don’t define who you are as a man. Success is not being a first-round draft pick. Success is using your God-given ability to give maximum effort every day—whether you’re in the NFL, teach school, or work construction.

A key ingredient in appreciating what mathematics is about is to realize that it is concerned with ideas, understanding, and communication more than it is with any specific brand of symbols....It is almost as if ideas set in mathematical form melt and become liquid and just as rivers can, from the most humble beginnings, flow for thousands of miles, through the most varied topography bringing nourishment and life with them wherever they go, so too can ideas cast in mathematical form flow far from their original sources, along well-defined paths, electrifying and dramatically affecting much of what they touch. pp. xii - xiii.

For two decades, our escape defined me. It dominated my personality and compelled my every decision. By college, half my life had led up to our escape and the other half was spent reliving it, in churches and retreats where my mother made it a hagiograpihc journey, on college applications where it was a plea, at sleepovers where it was entertainment, and in discussion groups after public viewings of xenophobic melodrama like China Cry and Not Without my Daughter, films about Christian women facing death and escaping to America. Our story was a sacred thread woven into my identity. Sometimes people asked, But don't a lot of Christians live there? or Couldn't your mother just say she was Muslim? It would take me a long time to get over those kinds of questions. They felt like a bad grade, like a criticism of my face and body...Once in an Oklahoma church, a woman said, "Well, I sure do get it. You came for a better life." I thought I'd pass out -- a better life? In Isfahan, we had yellow spray roses, a pool. A glass enclosure shot up through our living room, and inside that was a tree. I had a tree inside my house; I had the papery hand of Morvarid, my friend nanny, a ninety-year-old village woman; I had my grandmother's fruit leather and Hotel Koorosh schnitzels and sour cherries and orchards and a farm - life in Iran was a fairytale. In Oklahoma, we lived in an apartment complex for the destitute and disenfranchised. Life was a big gray parking lot with cigarette butts baking in oil puddles, slick children idling in the beating sun, teachers who couldn't do math. I dedicated my youth and every ounce of my magic to get out of there. A better life? The words lodged in my ear like grit. Gradually, all those retellings felt like pandering. The skeptics drew their conclusions based on details that I had provided them: my childhood dreams of Kit Kats and flawless bananas. My academic ambitions. I thought of how my first retelling was in an asylum office in Italy: how merciless that with the sweat and dust of escape still on our brows, we had to turn our ordeal into a good, persuasive story or risk being sent back. Then, after asylum was secured, we had to relive that story again and again, to earn our place, to calm casual skeptics. Every day of her new life, the refugee is asked to differentiate herself from the opportunist, the economic migrant... Why do the native-born perpetuate this distinction? Why harm the vulnerable with the threat of this stigma? ...To draw a line around a birthright, a privilege. Unlike economic migrants, refugees have no agency; they are no threat. Often, they are so broken, they beg to be remade into the image of the native. As recipients of magnanimity, they can be pitied. But if you are born in the Third World, and you dare to make a move before you are shattered, your dreams are suspicious. You are a carpetbagger, an opportunist, a thief. You are reaching above your station.

item 5. It is also beyond the scope of the Standards to define the full range of supports appropriate for English language learners and for students with special needs. At the same time, all students must have the opportunity to learn and meet the same high standards if they are to access the knowledge and skills necessary in their post–high school lives. Each grade will include students who are still acquiring English. For those students, it is possible to meet the standards in reading, writing, speaking, and listening without displaying native-like control of conventions and vocabulary.” As

Cultures grow out of the keystone habits in every organization, whether leaders are aware of them or not. For instance, when researchers studied an incoming class of cadets at West Point, they measured their grade point averages, physical aptitude, military abilities, and self-discipline. When they correlated those factors with whether students dropped out or graduated, however, they found that all of them mattered less than a factor researchers referred to as “grit,” which they defined as the tendency to work “strenuously toward challenges, maintaining effort and interest over years despite failure, adversity, and plateaus in progress.”4.26,4.27 What’s most interesting about grit is how it emerges. It grows out of a culture that cadets create for themselves, and that culture often emerges because of keystone habits they adopt at West Point. “There’s so much about this school that’s hard,” one cadet told me. “They call the first summer ‘Beast Barracks,’ because they want to grind you down. Tons of people quit before the school year starts. “But I found this group of guys in the first couple of days here, and we started this thing where, every morning, we get together to make sure everyone is feeling strong. I go to them if I’m feeling worried or down, and I know they’ll pump me back up. There’s only nine of us, and we call ourselves the musketeers. Without them, I don’t think I would have lasted a month here.” Cadets who are successful at West Point arrive at the school armed with habits of mental and physical discipline. Those assets, however, only carry you so far. To succeed, they need a keystone habit that creates a culture—such as a daily gathering of like-minded friends—to help find the strength to overcome obstacles. Keystone habits transform us by creating cultures that make clear the values that, in the heat of a difficult decision or a moment of uncertainty, we might otherwise forget.

American law schools are accredited by the American Bar Association (ABA), which uses its power to promote diversity. In 2000, the ABA discovered that 93.5 percent of first-year students at George Mason University law school in northern Virginia were white. The ABA recognized that GMU had made a “very active effort to recruit minorities,” but said it had not done enough. With its accreditation at stake, GMU law school lowered standards for non-white applicants and admitted more: 10.98 percent in 2001 and 16.16 percent in 2002. That was still not enough. In 2003, the ABA summoned GMU’s president and law school dean and threatened them to their faces with disaccreditation unless they admitted more non-whites. GMU lowered standards even further, and managed to raise its non-white admissions to 17.3 percent in 2003, and 19 percent in 2004. This was still not good enough. “Of the 99 minority students in 2003,” the ABA complained, “only 23 were African American; of 111 minority students in 2004, the number of African Americans held at 23.” True diversity required more blacks, but what of the blacks GMU did admit? From 2003 to 2005, fully 45 percent had grade-point averages below 2.15, which was defined as “academic failure.” For non-black students, the figure was 4 percent. GMU officials pointed out that the ABA’s own Standard 501(b) says that “a law school shall not admit applicants who do not appear capable of satisfactorily completing its educational program and being admitted to the bar.” Law school dean Dan Polsby explained that this requirement was the greatest obstacle to increased diversity.

True self-esteem means not caring whether you get an A in the first place. It means recognizing, despite all you've been trained to believe, that the grades you get do not define your value as a human being.

Freedom is necessary for true sanity,” she said. “Because if you’re not free then some part of you has to live in ignorance – or live a lie. Living a lie is worse than any lie ever spoken. Truth isn’t democratic – is part of what I’m trying to say. Two plus two equals four – that isn’t decided in an election. The majority does not define sanity and yet that’s all we’re taught – in our family, school, church, work, politics – get along, go with the crowd, listen to authority, get good grades, don’t talk back, stand in line, wait your turn, cooperate. Wait your turn? But what if your turn never comes unless you get outside of the line and unless you start talking back?

Grades were everything to my mother and, according to her, my relatives too. Grades defined if the kid was good or not. If they got good grades it meant that they were intelligent and knew how to play less and study hard, and were therefore good kids. If they got bad grades, it only meant that they were playful, not smart and a bad influence on the good kids.

When I talked about World War II, I only really knew about the Holocaust, Japanese internment, and the bombings of Hiroshima and Nagasaki, and was certain that they were all equally bad. I could interrogate someone else’s privilege like a Spanish Inquisitor, but wash my hands of my own like Pontius Pilate. I knew exactly which side of the classroom I belonged in when the teacher of my social justice class (yes, this is a thing) divided us into “privileged” vs. “underprivileged” categories in twelfth grade. And perhaps most revealingly, I’d never had to read George Orwell’s 1984. He’d been shelved to make room for a local writer’s story of a poor Indian boy by the time I showed up. I realize now how poisonously deliberate this last omission was. Because in retrospect, what I was really being taught, more than this junk diet of useless knowledge, was a classic instance of what Orwell himself famously described as doublethink. That is, the act of believing two mutually exclusive things at once. In my case, I was being taught to believe that, first, I was special, unique, important, and great beyond words; second, that I was completely equal to everyone, which is to say average and mediocre. I was taught that diversity is unity. That to regress is to progress. That bullying was Hitler. That George W. Bush was doubleHitler. That British colonizers of Canada were doubleplusHitler. That we have always been at war with Hitler, however defined.

Let’s take this line of thinking one step further. Let’s assume you want your child to be a hard worker, but if you’re continuously belittling them for falling short, not working hard enough, or failing to meet your standard of what defines a hard worker, they will likely only become discouraged. Rather, consider speaking to your child as if they are already a hard worker (the way you want them to be), even if they aren’t yet there. Use language such as “you are a 100% effort person,” essentially willing their hardworking-ness into life. Even if your child has not yet achieved this point, you can vocalize the positive version of what’s to come, providing your child with a visual of who they want to become and a path to follow. When this is done, your child will be clear on the goal of who they should be striving to be. In her book Mindset, Dr. Carol Dweck,2 a professor at Stanford University and one of the globally recognized leading researchers in personality, social psychology, and developmental psychology, discusses another crucial element of providing effective feedback. Dr. Dweck discusses how praising a student for getting good grades by attributing this success to their natural abilities is actually detrimental feedback. Similarly, telling a child they did a great job, even if they really didn’t, can set them back, giving them a false sense of confidence. The more effective alternative is to focus on their effort during the project and not the results. If they get a good grade but didn’t work hard for the grade, then the feedback should focus on their effort. The goal is not just good grades. The goal is to instill good habits in learning. So, it’s important that the feedback you provide reflects this goal. A 2020 analysis3 explored the role of feedback in education and found that valuable feedback is critical to a child’s overall success and development. Specifically, feedback was shown to have a higher impact on academic achievement and the development of motor skills.

A strategy coordinates action to address a specific challenge. It is not defined by the pay grade of the person authorizing the action.

These three characteristics—one, contagiousness; two, the fact that little causes can have big effects; and three, that change happens not gradually but at one dramatic moment —are the same three principles that define how measles moves through a grade-school classroom or the flu attacks every winter. Of the three, the third trait—the idea that epidemics can rise or fall in one dramatic moment—is the most important, because it is the principle that makes sense of the first two and that permits the greatest insight into why modern change happens