Grading System Quotes

When students cheat on exams it's because our school system values grades more than students value learning.

As a result of his experiments he concluded that imitation was a real evil that had to be broken before real rhetoric teaching could begin. This imitation seemed to be an external compulsion. Little children didn’t have it. It seemed to come later on, possibly as a result of school itself. That sounded right, and the more he thought about it the more right it sounded. Schools teach you to imitate. If you don’t imitate what the teacher wants you get a bad grade. Here, in college, it was more sophisticated, of course; you were supposed to imitate the teacher in such a way as to convince the teacher you were not imitating, but taking the essence of the instruction and going ahead with it on your own. That got you A’s. Originality on the other hand could get you anything – from A to F. The whole grading system cautioned against it.

I have a habit of reading a book for at least 15 minutes a day, and whenever I finish a chapter, I immediately go over to Evernote and type out some notes on what I read. When I do this the Outline Method is my system of choice. While

Grades really cover up failure to teach. A bad instructor can go through an entire quarter leaving absolutely nothing memorable in the minds of his class, curve out the scores on an irrelevant test, and leave the impression that some have learned and some have not. But if the grades are removed the class is forced to wonder each day what it’s really learning. The questions, What’s being taught? What’s the goal? How do the lectures and assignments accomplish the goal? become ominous. The removal of grades exposes a huge and frightening vacuum.

Julie crossed her arms. “I’m serious. Flat Finn can’t possibly go to school with her, right?” “He already went to Brandeis so, no, he doesn’t need to repeat seventh grade. Although they did make him take a bunch of tests in order to qualify out. He barely passed the oral exams, though, because the instructors found him withholding and tight-lipped. It’s a terribly biased system, but at least he passed and won’t have to suffer through the school’s annual reenactment of the first Thanksgiving. He has a pilgrim phobia.” “Funny. Really, what’s the deal with Flat Finn?” “After an unfortunate incident involving Wile E. Coyote and an anvil, Three Dimensional Finn had to change his name.

Make no mistake: Your salary is held to the same standards your grades were held to in the educational system, where you couldn't surpass a 100 no matter how hard you worked or how intelligent you were.

I stared at the pictogram of a burger nestled between similar representations of shakes, sodas, and fries, on the front of my register. I wondered why humankind seemed so dead set on destroying all of its accomplishments. We draw on cave walls, spend thousands of years developing complex language systems, the printing press, computers, and what do we do with it? Create a cash register with the picture of a burger on it, just in case the cashier didn't finish the second grade. One step forward, two steps back-- like an evolutionary cha-cha. Working here just proved that the only thing separating me from a monkey was pants.

Other religions sound good on the surface, but turn out to be impersonal systems based on grading what you 'do' to determine your worth. Christianity is the only religion that promises not a system but a personal God you have a relationship with. At its core, Christianity is a relationship with a God who is listening, responding, and interacting with those who love Him. That's how you prove it, Jen. You test Christianity's claims by testing out the relationship on which it's built.

Perfectionism is not self-improvement. Perfectionism is, at its core, about trying to earn approval and acceptance. Most perfectionists were raised being praised for achievement and performance (grades, manners, rule-following, people-pleasing, appearance, sports). Somewhere along the way, we adopt this dangerous and debilitating belief system: I am what I accomplish and how well I accomplish it.

Computer mistake in grade-giving resulted in academic failure of several brilliant students. After some years the mistake was discovered. Letter was sent to each student inviting him to resume his studies. Each replied he was getting along very well without education.

Marital discord, she decided, was like some sort of low-grade fever that threw the whole system just slightly out of whack so you couldn’t manage to function at full capacity.

One problem with the systems of assessment that use letters and grades is that they are usually light on description and heavy on comparison. Students are sometimes given grades without really knowing what they mean, and teachers sometimes give grades without being completely sure why. A second problem is that a single letter or number cannot convey the complexities of the process that it is meant to summarize. And some outcomes cannot be adequately expressed in this way at all. As the noted educator Elliot Eisner once put it, “Not everything important is measurable and not everything measurable is important.

Then, one glorious day, our principal announced that any student with a passing grade-point average could apply for a transfer to the new OASIS public school system. The real public school system, the one run by the government, had been an underfunded, overcrowded train wreck for decades. And now the conditions at many schools had gotten so terrible that every kid with half a brain was being encouraged to stay at home and attend school online.

Here, in college, it was more sophisticated, of course; you were supposed to imitate the teacher in such a way as to convince the teacher you were not imitating, but taking the essence of the instruction and going ahead with it on your own. That got you A’s. Originality on the other hand could get you anything—from A to F. The whole grading system cautioned against it.

Our prevailing system of management has destroyed our people. People are born with intrinsic motivation, self-respect, dignity, curiosity to learn, joy in learning. The forces of destruction begin with toddlers—a prize for the best Halloween costume, grades in school, gold stars—and on up through the university. On the job, people, teams, and divisions are ranked, reward for the top, punishment for the bottom. Management by Objectives, quotas, incentive pay, business plans, put together separately, division by division, cause further loss, unknown and unknowable.

Once compulsory systems of state-run schools were established, they became increasingly standardized, both in content and in method. For the sake of efficiency, children were divided into separate classrooms by age and passed along, from grade to grade, like products on an assembly line. The task of each teacher was to add bits of officially approved knowledge to the product, in accordance with a preplanned schedule, and then to test that product before passing it on to the next station.

They had to evacuate the grade school on Tuesday. Kids were getting headaches and eye irritations, tasting metal in their mouths. A teacher rolled on the floor and spoke foreign languages. No one knew what was wrong. Investigators said it could be the ventilating system, the paint or varnish, the foam insulation, the electrical insulation, the cafeteria food, the rays emitted by microcomputers, the asbestos fireproofing, the adhesive on shipping containers, the fumes from the chlorinated pool, or perhaps something deeper, finer-grained, more closely woven into the basic state of things.

Each of us has more intelligence than we are trained to use and the part that we get graded on in school doesn’t amount to much

Perfectionism is not self-improvement. Perfectionism is, at its core, about trying to earn approval. Most perfectionists grew up being praised for achievement and performance (grades, manners, rule following, people pleasing, appearance, sports). Somewhere along the way, they adopted this dangerous and debilitating belief system: I am what I accomplish and how well I accomplish it. Please. Perform. Perfect. Prove.

But back then we had to amuse ourselves, and fighting seemed to be all we had. Looking back, it was good for us. You got a lot out of your system. And you learned a lot. And then when our country needed soldiers we were in shape. We already had a mental toughness. I graduated from the eighth grade

He says, "It's just a hat." But it's not just a hat. It makes Jess think of racism and hatred and systemic inequality, and the Ku Klux Klan, and plantation-wedding Pinterest boards, and lynchings, and George Zimmerman, and the Central Park Five, and redlining, and gerrymandering and the Southern strategy, and decades of propaganda and Fox News and conservative radio, and rabid evangelicals, and rape and pillage and plunder and plutocracy and money in politics and the dumbing down of civil discourse and domestic terrorism and white nationalists and school shootings and the growing fear of a nonwhite, non-English-speaking majority and the slow death of the social safety net and conspiracy theory culture and the white working class and social atomism and reality television and fake news and the prison-industrial complex and celebrity culture and the girl in fourth grade who told Jess that since she--Jess--was "naturally unclean" she couldn't come over for birthday cake, and executive compensation, and mediocre white men, and the guy in college who sent around an article about how people who listen to Radiohead are smarter than people who listen to Missy Elliott and when Jess said "That's racist" he said "No,it's not," and of bigotry and small pox blankets and gross guys grabbing your butt on the subway, and slave auctions and Confederate monuments and Jim Crow and fire hoses and separate but equal and racist jokes that aren't funny and internet trolls and incels and golf courses that ban women and voter suppression and police brutality and crony capitalism and corporate corruption and innocent children, so many innocent children, and the Tea Party and Sarah Palin and birthers and flat-earthers and states' rights and disgusting porn and the prosperity gospel and the drunk football fans who made monkey sounds at Jess outside Memorial Stadium, even though it was her thirteenth birthday, and Josh--now it makes her think of Josh.

Here's what I think: when you're born, you're assigned a brain like you're assigned a desk, a nice desk, with plenty of pigeonholes and drawers and secret compartments. At the start, it's empty, and then you spend your life filling it up. You're the only one who understands the filing system, you amass some clutter, sure, but somehow it works: you're asked the capital of Oregon, and you say Salem; you want to remember your first-grade teacher's name, and there it is, Miss Fox. Then suddenly you're old, and though everything's still in your brain, it's crammed so tight that when you try to remember the name of the guy who does the upkeep on your lawn, your first childhood crush comes fluttering out, or the persistent smell of tomato soup in a certain Des Moines neighborhood.

Over recent years, [there's been] a strong tendency to require assessment of children and teachers so that [teachers] have to teach to tests and the test determines what happens to the child, and what happens to the teacher...that's guaranteed to destroy any meaningful educational process: it means the teacher cannot be creative, imaginative, pay attention to individual students' needs, that a student can't pursue things [...] and the teacher's future depends on it as well as the students'...the people who are sitting in the offices, the bureaucrats designing this - they're not evil people, but they're working within a system of ideology and doctrines, which turns what they're doing into something extremely harmful [...] the assessment itself is completely artificial; it's not ranking teachers in accordance with their ability to help develop children who reach their potential, explore their creative interests and so on [...] you're getting some kind of a 'rank,' but it's a 'rank' that's mostly meaningless, and the very ranking itself is harmful. It's turning us into individuals who devote our lives to achieving a rank, not into doing things that are valuable and important. It's highly destructive...in, say, elementary education, you're training kids this way [...] I can see it with my own children: when my own kids were in elementary school (at what's called a good school, a good-quality suburban school), by the time they were in third grade, they were dividing up their friends into 'dumb' and 'smart.' You had 'dumb' if you were lower-tracked, and 'smart' if you were upper-tracked [...] it's just extremely harmful and has nothing to do with education. Education is developing your own potential and creativity. Maybe you're not going to do well in school, and you'll do great in art; that's fine. It's another way to live a fulfilling and wonderful life, and one that's significant for other people as well as yourself. The whole idea is wrong in itself; it's creating something that's called 'economic man': the 'economic man' is somebody who rationally calculates how to improve his/her own status, and status means (basically) wealth. So you rationally calculate what kind of choices you should make to increase your wealth - don't pay attention to anything else - or maybe maximize the amount of goods you have. What kind of a human being is that? All of these mechanisms like testing, assessing, evaluating, measuring...they force people to develop those characteristics. The ones who don't do it are considered, maybe, 'behavioral problems' or some other deviance [...] these ideas and concepts have consequences. And it's not just that they're ideas, there are huge industries devoted to trying to instill them...the public relations industry, advertising, marketing, and so on. It's a huge industry, and it's a propaganda industry. It's a propaganda industry designed to create a certain type of human being: the one who can maximize consumption and can disregard his actions on others.

This was the first thing I ever said, "All right, I'm gonna try to do the very best I can." Instead of doing this, "All right, I'll work at like three-quarters speed, and then I can always figure that if I just hadn't been a fuckup, the book coulda been really good." You know that defense system? You write the paper the night before, so if it doesn't get a great grade, you know that it could've been better. And this worked--I worked as hard as I could on this. And in a weird way, you might think that would make me more nervous about whether people would like it. But there was this weird--you know like when you work out really well, there's this kind of tiredness that's real pleasant, and it's sort of placid.

Students who aren’t reading on grade level by third grade are four times less likely to graduate from high school. If the child is poor, the odds are even worse.

One student laid it wide open when she said with complete candor, “Of course you can’t eliminate the degree and grading system. After all, that’s what we’re here for.” She spoke the complete truth. The idea that the majority of students attend a university for an education independent of the degree and grades is a little hypocrisy everyone is happier not to expose.

Perfectionism is not self-improvement. Perfectionism is, at its core, about trying to earn approval and acceptance. Most perfectionists were raised being praised for achievement and performance (good grades, good manners, nice appearance, sports prowess, rule following, people pleasing). Somewhere along the way, we adopt this dangerous and debilitating belief system: I am what I accomplish and how well I accomplish it. Please. Perform. Perfect. Healthy striving is self-focused—How can I improve? Perfectionism is other-focused—What will they think?

It’s depressing, but it’s a fact of life. Usually the ones that are first to get spit out of the machine we’re running here are the class troublemakers, the sullen, uncommunicative kids, the ones who refuse to even try. They are simply warm bodies waiting for the system to buck them up through the grades or waiting to get old enough so they can quit without their parents’ permission and join the Army or get a job at the Speedy-Boy Carwash or marry their boyfriends. You understand? I’m being blunt. Our system is, as they say, not all it’s cracked up to be.

American feminism is currently dominated by a group of wome n wh o seek to persuad e the public that American wome n are not the free creatures we thin k w e are. Th e leaders an d theorists of the women's movemen t believe that ou r society is best described as a patriarchy, a "male hegemony," a "sex/gender system" in whic h the dominan t gender works to keep wome n cowering an d submissive. The feminists wh o hold this divisive view of ou r social an d political reality believe we are in a gender war, an d they are eager to disseminate stories of atrocity that are designed to alert wome n to their plight. Th e "gender feminists" (as I shall call them) believe that all ou r institutions, from the state to the family to the grade schools, perpetuate male dominance . Believing that wome n are virtually under siege, gende r feminists naturally seek recruits to their side of the gender war. They seek support . They seek vindication. They seek ammunition.

Punishment for acting above your station was a central principal in Harriet's interpretation of the world. In the hospital, Elwood wondered if the viciousness of his beating owed something to his request for harder classes...Now he worked on a new theory: There was no higher system guiding Nickel's brutality, merely an indiscriminate spite, one that had nothing to do with people. A figment from tenth-grade science struck him: a Perpetual Misery Machine, one that operated by itself without human agency. Also, Archimedes, one of his first encyclopedia finds. Violence is the only lever big enough to move the world

[I]f he had to guess, he would say that the reason he doesn't want to loan the book out, to Ethan or anyone else, is because of the part of his personality that is one gigantic record-keeping system, a complex sifting and filing scheme that dictates what goes here and what goes there, turning his life into so many marks on a tablet. His mind would busy itself with the book's whereabouts every second it was away. He knows it would.

The function of high school, then, is not so much to communicate knowledge as to oblige children finally to accept the grading system as a measure of their inner excellence. And a function of the self-destructive process in American children is to make them willing to accept not their own, but a variety of other standards, like a grading system, for measuring themselves. It is thus apparent that the way American culture is now integrated it would fall apart if it did not engender feelings of inferiority and worthlessnes.

Small quantities of non-weapons-grade radioactive plutonium can be used to power radioisotope thermoelectric generators (sensibly abbreviated as RTGs) for spacecraft that travel to the outer solar system, where the intensity of sunlight has diminished below the level usable by solar panels. One pound of plutonium will generate a half million kilowatt-hours of heat energy, enough to continuously power a household blender for a hundred years, or a human being for five times as long, if we ran on nuclear fuel instead of grocery-store food.

The reality is that most of us grow up strapped in an educational system that favors obedience over independent thinking. We’re rewarded for trusting authority, and punished for challenging it. We focus on memorizing the stuff other people came up with—formulas in math, grammar rules in English, theories in physics, cell functions in biology—rather than grasping the logic behind our most important breakthroughs and tracing the footsteps of their discovery. We answer test questions with what we think our teacher wants to hear. We chase grades instead of knowledge. And worst of all, we leave the classroom woefully unequipped with the thinking skills that matter most: how to balance open-mindedness with skepticism, how to identify bias, and how to challenge assumptions—including our own—in a way that’s truly objective.

Students who only know how to perform well in today’s education system—get good grades and test scores, and earn degrees—will no longer be those who are most likely to succeed. Thriving in the twenty-first century will require real competencies, far more than academic credentials.

Crime is an attitude learnt overtime and can be as a result of condition of place one has found himself. Crime can be graded, so it's possible environment can affect high class rich and low class poor. Therefore criminal justice system is supposed to be graded as to achieve equity in result.

It’s not an accident that school is like a job, not an accident that there are supervisors and rules and tests and quality control. You do well, you get another job (the next grade), and continue to do well and you get a real job. Do poorly, don’t fit in, rebel—and you are kicked out of the system.

In subsequent experiences I frequently found the mothers of schizophrenic children to be extraordinarily narcissistic individuals like Mrs. X. This is not to say that such mothers are always narcissistic or that narcissistic mothers can’t raise non-schizophrenic children. Schizophrenia is an extremely complex disorder, with obvious genetic as well as environmental determinants. But one can imagine the depth of confusion in Susan’s childhood produced by her mother’s narcissism, and one can objectively see this confusion when actually observing narcissistic mothers interact with their children. On an afternoon when Mrs. X. was feeling sorry for herself Susan might have come home from school bringing some of her paintings the teacher had graded A. If she told her mother proudly how she was progressing in art, Mrs. X. might well respond: “Susan, go take a nap. You shouldn’t get yourself so exhausted over your work in school. The school system is no good anymore. They don’t care for children anymore.” On the other hand, on an afternoon when Mrs. X. was in a very cheerful mood Susan might have come home in tears over the fact that she had been bullied by several boys on the school bus, and Mrs. X. could say: “Isn’t it fortunate that Mr. Jones is such a good bus driver? He is so nice and patient with all you children and your roughhousing. I think you should be sure to give him a nice little present at Christmastime.” Since they do not perceive others as others but only as extensions of themselves, narcissistic

Indeed, in the early 1970s, as the first crop of Sesame “graduates” entered the school system, kindergarten and first-grade teachers noticed a palpable difference in how knowledgeable their newest pupils were. Some teachers even complained that their lesson plans had been upset by their students’ unforeseen preparedness.

Some hold the position that education is serious, but games are not; therefore games have no place in education. But an examination of our educational system shows that it is a game! Students (players) are given a series of assignments (goals) that must be handed in (accomplished) by certain due dates (time limits). They receive grades (scores) as feedback repeatedly as assignments (challenges) get harder and harder, until the end of the course when they are faced with a final exam (boss monster), which they can only pass (defeat) if they have mastered all the skills in the course (game). Students (players) who perform particularly well are listed on the honor roll (leader board).

Pedagogy should work in tandem with students’ own knowledge of their community and grassroots organizations to push forward new ideas for social change, not just be a tool to enhance test scores or grades. Pedagogy, regardless of its name, is useless without teachers dedicated to challenging systemic oppression with intersectional social justice.

Now he worked on a new theory: There was no higher system guiding Nickel’s brutality, merely an indiscriminate spite, one that had nothing to do with people. A figment from tenth-grade science struck him: a Perpetual Misery Machine, one that operated by itself without human agency. Also, Archimedes, one of his first encyclopedia finds. Violence is the only lever big enough to move the world.

On the bright side, I have figured out how to fix the American educational system. End it at sixth grade.” “Brilliant. Then what?” “Lock them up in empty factories, give them all the Red Bull, condoms, and nachos they want, pipe in club music, and check back when they’re twenty-five. Anyone still alive, we send to grad school.” Wade pushed his glass forward. “How’s that for a campaign platform?

We cannot ignore the tremendous negative effects that bad grades have on the emotional systems of the brain: discouragement, stigmatization, feelings of helplessness. . . . Let us listen to the insightful voice of a professional dunce: Daniel Pennac, today a leading French writer who received the famous Renaudot Prize in 2007 for his book School Blues, but who was at the bottom of his class year after year:

The first girl I dated was named Cammie Anthony. She was a year older than me. She had failed eleventh-grade calculus and had to take it again with my class. The specific chemicals that are released when we have a crush are called norepinephrine, dopamine, and endogenous opioids. I remember Cammie reaching to hold my hand in a movie theater. We went to see a horror movie, and it was unclear if we were going as friends or on a date. Norepinephrine is what causes our bodies to have sweaty palms and increased heart rates. I remember lying awake in my bed texting Cammie until three in the morning. Dopamine is energizing; it makes us feel motivated and attentive. I remember every time my phone pinged with a text from Cammie, I felt happy. Endogenous opioids are part of our reward system. It's what makes having a crush feel enjoyable rather than just crushing. Oxytocin and vasopressin are the chemicals that make us feel calm, secure, comfortable, and emotionally attached to long-term partners.

Do not you see that by your methods of teaching, framed by a Ministry for eight million scholars, who represent eight million different capacities, you only impose a system good for mediocrities, conceived by an average of mediocrities? Your school becomes a University of laziness, as your prison is a University of crime. Make the school free, abolish your University grades, appeal to the volunteers of teaching; begin that way, instead of making laws against laziness which only serve to increase it.

Until COVID, I thought that free speech was a protected fundamental right guaranteed to all citizens of the United States of America by the Bill of Rights. Having been assigned core texts like 1984, Brave New World, Animal Farm, Lord of the Flies, and The Trial and Death of Socrates in fourth and fifth grade as a “gifted and talented” student in the California school system of the time, I believed there was no way anything like what was written in those books could happen here in the USA during the 21st century.

The system left the Navy captain, Air Force major, or whoever happened to be on duty answering the phone in the Pentagon’s Joint War Room to choose the presidential successor. “A judgment [would] be made by the senior officer on duty in the JWR as to when he has in fact received a communication from the senior non-incapacitated member of the list,” the report explained. “The possibility exists that the man to wield Presidential authority in dire emergency might in fact be selected by a single field grade military officer.” Moreover,

As a recovering perfectionist and an aspiring good-enoughist, I’ve found it extremely helpful to bust some of the myths about perfectionism so that we can develop a definition that accurately captures what it is and what it does to our lives. Perfectionism is not the same thing as striving to be your best. Perfectionism is not about healthy achievement and growth. Perfectionism is the belief that if we live perfect, look perfect, and act perfect, we can minimize or avoid the pain of blame, judgment, and shame. It’s a shield. Perfectionism is a twenty-ton shield that we lug around thinking it will protect us when, in fact, it’s the thing that’s really preventing us from taking flight. Perfectionism is not self-improvement. Perfectionism is, at its core, about trying to earn approval and acceptance. Most perfectionists were raised being praised for achievement and performance (grades, manners, rule-following, people-pleasing, appearance, sports). Somewhere along the way, we adopt this dangerous and debilitating belief system: I am what I accomplish and how well I accomplish it. Please. Perform. Perfect. Healthy striving is self-focused—How can I improve? Perfectionism is other-focused—What will they think?

It is strange when we expect all students to do well academically and ignore the fact that individuals' abilities vary. If a child/kid/teenager cannot do well in academics and shows signs of distraction, it is an indication that his mind isn't in the strict form and obligations of the school curriculum. His cleverness and creativeness could show in other aspects of life. It could be in arts, sports, photography, computer world, gardening, carpentry, or any other field in life. Judging students' based on their grades and accusing them of failure is an excuse for the limited space the educational system provides to students to succeed in life.

..though my grades weren't the kind you have to hide from people, I don't have any memory of being praised for getting a good grade or being the best in anything. I only began to enjoy studying after I got through the educational system and became a so-called member of society. If something interested me, and I could study it at my own pace and approach it the way I liked, I was pretty efficient at acquiring knowledge and skills. The art of translation is a good example. I learned it on my own, the pay-as-you-go method. It takes a lot of time to acquire a skill this way, and you go through a lot of trial and error, but what you learn sticks with you.

Spend more time in nature to boost your own natural killer cells and enhance your immune system; bonus points for frequently visiting a forest with lots of evergreen trees. Or at least use some forest-based essential oils like cypress. •​Consider boron supplements for stem cells, as well as the other listed stem cell enhancers. Calcium fructoborate or food-grade boron (tetraborate) work well. •​Make sure your sexual function is that of a young person. If it isn’t, get your hormone levels checked and look at any prescription meds that may be causing a problem. To improve sexual function, consider GAINSWave treatments or simply practice Kegel exercises on a daily basis.

If we construct an economy where quantities are controlled, based on the belief there is never enough for all, then we must compete to determine the winners. We begin this with grades in the first grade. There is the presumption that competition is essential and so there must be a normal distribution of grades. All students cannot receive high marks. If I get an A, someone in the class must perform poorly. It is an early lesson in how the marketplace ideology works. In a community organized around abundance, competition will occur, but it is not built into the system as a core design element. In a neighborly culture, the abundance of resources becomes the design element

Take one child, limitless dreams, unlimited potential, pure innocence and a sponge-like brain. Force them by law to spend at least ten years of their precious youth being force-fed the most useless information. Constantly reminding them that they’re only as good as their grades in a system that teaches useless mind-numbing subjects and claims to confirm our intellect with repetition and random memory tests. I didn’t give a flying fuck about the square route of the number nine or the speed of sound; I just so desperately wanted to know the basics. Happiness, love, the things that we need in our lives; the things that help us to find confidence in ourselves, our ability and our dreams.

To be a software developer was to run the rest stops off the exits and to make sure that all the fast-food and gas station franchises accorded with each other and with user expectations; to be a hardware specialist was to lay the infrastructure, to grade and pave the roads themselves; while to be a network specialist was to be responsible for traffic control, manipulating signs and lights to safely route the time-crunched hordes to their proper destinations. To get into systems, however, was to be an urban planner, to take all of the components available and ensure their interaction to maximum effect. It was, pure and simple, like getting paid to play God, or at least a tinpot dictator.

If collaboration is a headache for learning in the workplace, it’s hard to know where to start with schools. First, most schools don’t call it ‘sharing’ anyway – they call it ‘cheating’. Think about it for a moment: the kids who are now in school will be entering a workplace where internal and external collaboration is the work. We prepare them for this interconnected world, by insisting that almost everything they do, every piece of work they submit, is their own work, not the fruits of working with others, because every student has to have an individual, rigorously assessed, accountable grade – if they don’t, the entire examinations system collapses like a deck of cards.  Except it doesn’t.

School teaches us that life is a game to win against our peers. We’re graded on a uniform scale no matter our background, our strengths and weaknesses, or our future goals. Sometimes we’re even graded on a curve relative to our peers. This inane, pointless system of competition is baked into the twentieth-century educational model. We’re taught that life is a game of musical chairs and that if we don’t hustle, we’re going to be left standing without a seat. This in-it-to-win-it mentality is the polar opposite of a creative mindset, which is abundant, resilient, and full of potential. Aiming to be “better” is a dead end because it means you’re walking in someone else’s footsteps and trying to catch up.

The solution to the problem of poor performance scores had been a new system of grading that would encourage students to stay in school as well as improve their self-esteem. Beyond these important, admirable goals, it also had a more immediate purpose: it would undoubtedly reduce the school’s notoriously high failure rate, which had become an embarrassment to the school and to the school board. Under the plan, equal weight was given to class participation (which to some teachers meant simply showing up, because how on earth were you supposed to quantify participation?), homework, weekly tests, and a final exam at the end of every six-week period. A student could flunk every weekly test as well as the final exam and still pass a course for that period.

My father told me, ‘You always want to be in the middle,’ ” he said. “I didn’t want to be up with the high-level people like Steve. My dad was an engineer, and that’s what I wanted to be. I was way too shy ever to be a business leader like Steve.” By fourth grade Wozniak became, as he put it, one of the “electronics kids.” He had an easier time making eye contact with a transistor than with a girl, and he developed the chunky and stooped look of a guy who spends most of his time hunched over circuit boards. At the same age when Jobs was puzzling over a carbon microphone that his dad couldn’t explain, Wozniak was using transistors to build an intercom system featuring amplifiers, relays, lights, and buzzers that connected the kids’ bedrooms of six houses in the neighborhood. And at an age when Jobs was

Some historical revisionists have also attempted to diminish the role of God and religion in our nation’s past. A careful examination of the records, however, makes it quite clear that religion was a very important factor in the development of our nation. In 1831 when Alexis de Tocqueville came to America to try to unravel the secrets to the success of a fledgling nation that was already competing with the powers of Europe on virtually every level, he discovered that we had a fantastic public educational system that rendered anyone who had finished the second grade completely literate. He was more astonished to discover that the Bible was an important tool used to teach moral principles in our public schools. No particular religious denomination was revered, but rather commonly accepted biblical truths became the backbone of our social structure.

The student’s biggest problem was a slave mentality which had been built into him by years of carrot-and- whip grading, a mule mentality which said, "If you don’t whip me, I won’t work." He didn’t get whipped. He didn’t work. And the cart of civilization, which he supposedly was being trained to pull, was just going to have to creak along a little slower without him. This is a tragedy, however, only if you presume that the cart of civilization, "the system," is pulled by mules. This is a common, vocational, "location" point of view, but it’s not the Church attitude. The Church attitude is that civilization, or "the system" or "society" or whatever you want to call it, is best served not by mules but by free men. The purpose of abolishing grades and degrees is not to punish mules or to get rid of them but to provide an environment in which that mule can turn into a free man.

something that cannot be memorized and graded: a great doctor must have a huge heart and a distended aorta through which pumps a vast lake of compassion and human kindness. At least, that’s what you’d think. In reality, medical schools don’t give the shiniest shit about any of that. They don’t even check you’re OK with the sight of blood. Instead, they fixate on extracurricular activities. Their ideal student is captain of two sports teams, the county swimming champion, leader of the youth orchestra and editor of the school newspaper. It’s basically a Miss Congeniality contest without the sash. Look at the Wikipedia entry for any famous doctor, and you’ll see: ‘He proved himself an accomplished rugby player in youth leagues. He excelled as a distance runner and in his final year at school was vice-captain of the athletics team.’ This particular description is of a certain Dr H. Shipman, so perhaps it’s not a rock-solid system.

In any case, it is not as if the ‘light’ inspection is in any sense preferable for staff than the heavy one. The inspectors are in the college for the same amount of time as they were under the old system. The fact that there are fewer of them does nothing to alleviate the stress of the inspection, which has far more to do with the extra bureaucratic window-dressing one has to do in anticipation of a possible observation than it has to do with any actual observation itself. The inspection, that is to say, corresponds precisely to Foucault’s account of the virtual nature of surveillance in Discipline And Punish. Foucault famously observes there that there is no need for the place of surveillance to actually be occupied. The effect of not knowing whether you will be observed or not produces an introjection of the surveillance apparatus. You constantly act as if you are always about to be observed. Yet, in the case of school and university inspections, what you will be graded on is not primarily your abilities as a teacher so much as your diligence as a bureaucrat. There are other bizarre effects. Since OFSTED is now observing the college’s self-assessment systems, there is an implicit incentive for the college to grade itself and its teaching lower than it actually deserves. The result is a kind of postmodern capitalist version of Maoist confessionalism, in which workers are required to engage in constant symbolic self-denigration. At one point, when our line manager was extolling the virtues of the new, light inspection system, he told us that the problem with our departmental log-books was that they were not sufficiently self-critical. But don’t worry, he urged, any self-criticisms we make are purely symbolic, and will never be acted upon; as if performing self-flagellation as part of a purely formal exercise in cynical bureaucratic compliance were any less demoralizing.

The truth is that there’s no such thing as a personal problem. If you’ve got a problem, chances are millions of other people have had it in the past, have it now, and are going to have it in the future. Likely people you know too. That doesn’t minimize the problem or mean that it shouldn’t hurt. It doesn’t mean you aren’t legitimately a victim in some circumstances. It just means that you’re not special. Often, it’s the realization - that you and your problems are actually not privileged in their severity or pain - that is the first and most important step toward solving them. But for some reason, it appears that more and more people, particularly young people, are forgetting this. Numerous professors and educators have noted a lack of emotional resilience and an excess of selfish demands in today’s young people. It’s not uncommon now for books to be removed from the class is curriculum for no other reason then they made someone feel bad. Speakers and professors are shouted down and banned from campuses for in fractions as simple as suggesting that maybe some Halloween costumes really aren’t that offensive. School counsellors note that more students than ever are exhibiting severe signs of emotional distress over what are otherwise run-of-the-mill daily college experiences, such as an argument with her roommate, or getting a low grade in the class. It’s strange that in an age when we are more connected than ever, entitlement seems to be at an all time high. Something about recent technology seems to allow our insecurities to run amok like never before. The more freedom were given to express ourselves, the more we want to be free of having to deal with anyone who may disagree with us or upset us. The more exposed we are to opposing viewpoints, the more we seem to get upset that those other viewpoints exist. The easier and more problem free our lives become, the more we seem to feel entitled for them to get even better.

Lazlo Bock, senior vice president of people operations at Google, made the following comments in an interview published by the New York Times in June 2013: “One of the things we’ve seen from all our data crunching is that G.P.A.’s (grade point averages) are worthless as a criteria for hiring, and test scores are worthless. Google famously used to ask everyone for a transcript and G.P.A.’s and test scores, but we don’t anymore…. We found that they don’t predict anything. What’s interesting is the proportion of people without any college education at Google has increased over time as well. So we have teams where you have 14 percent of the team made up of people who’ve never gone to college.” Doing well in college—earning high test scores and grades—has no measurable correlation with becoming an effective worker or manager.  This is incontrovertible evidence that the entire Higher Education system is detached from the real economy: excelling in higher education has little discernible correlation to real-world skills or performance.

(John 6:35). “If anyone is thirsty, let him come to me and drink. Whoever believes in me, as the Scripture has said, streams of living water will flow from within him” (John 7:37–38). “I am the light of the world. Whoever follows me will never walk in darkness, but will have the light of life” (John 8:12). “I am the resurrection and the life. He who believes in me will live, even though he dies; and whoever lives and believes in me will never die” (John 11:25–26). “You call me ‘Teacher’ and ‘Lord,’ and rightly so, for that is what I am” (John 13:13). Do you see a theme developing here? Either Jesus was the most self-centered, self-deluded person in history, or he was indeed the answer to every human’s prayers and the fulfillment of every hungry soul’s dreams. When you enter into a relationship with Jesus, you are not entering into a system that is maintained by your hard work, or one where you will be graded for your performance. You are not told to obey the rules, check off the boxes, or keep a running tally of your deeds. You’re simply invited to know him. Jesus

This pageantry involved the British not merely exalting the principle of hierarchy in ensuring reverence for their own queen, but extending it to India, honouring ‘native princes’, ennobling others and promoting the invention of ersatz aristocratic tradition so as to legitimize their rule. Thus the British created a court culture that the princes had to follow, and a hierarchy that sought to show the Crown as successors of the Mughal emperor. The elaborately-graded gun salutes, from nine guns to nineteen (and in only five cases, twenty-one)6, depending on the importance, and cooperativeness, of the ruler in question; the regulation of who was and was not a ‘Highness’, and of what kind (the Nizam of Hyderabad went from being His Highness to His Exalted Highness during World War I, mainly because of his vast donation of money to the war effort); the careful lexicon whereby the ‘native chiefs’ (not ‘kings’), came from ‘ruling’, not ‘royal’, families, and their territories were ‘princely states’ not ‘kingdoms’—all these were part of an elaborate system of monarchical illusion-building.

People who prefer to give or match often feel pressured to lean in the taker direction when they perceive a workplace as zero-sum. Whether it’s a company with forced ranking systems, a group of firms vying to win the same clients, or a school with required grading curves and more demand than supply for desirable jobs, it’s only natural to assume that peers will lean more toward taking than giving. “When they anticipate self-interested behavior from others,” explains the Stanford psychologist Dale Miller, people fear that they’ll be exploited if they operate like givers, so they conclude that “pursuing a competitive orientation is the rational and appropriate thing to do.” There’s even evidence that just putting on a business suit and analyzing a Harvard Business School case is enough to significantly reduce the attention that people pay to relationships and the interests of others. The fear of exploitation by takers is so pervasive, writes the Cornell economist Robert Frank, that “by encouraging us to expect the worst in others it brings out the worst in us: dreading the role of the chump, we are often loath to heed our nobler instincts.

In other words, you have been hypnotized or conditioned by an educational processing-system arranged in grades or steps, supposedly leading to some ultimate Success. First nursery school or kindergarten, then the grades or forms of elementary school, preparing you for the great moment of secondary school! But then more steps, up and up to the coveted goal of the university. Here, if you are clever, you can stay on indefinitely by getting into graduate school and becoming a permanent student. Otherwise, you are headed step by step for the great Outside World of family-raising, business, and profession. Yet graduation day is a very temporary fulfillment, for with your first sales-promotion meeting you are back in the same old system, being urged to make that quota (and if you do, they’ll give you a higher quota) and so progress up the ladder to sales manager, vice-president, and, at last, president of your own show (about forty to forty-five years old). In the meantime, the insurance and investment people have been interesting you in plans for Retirement—that really ultimate goal of being able to sit back and enjoy the fruits of all your labors. But when that day comes, your anxieties and exertions will have left you with a weak heart, false teeth, prostate trouble, sexual impotence, fuzzy eyesight, and a vile digestion.

He saw a boy around Hannah’s age coming down the street dribbling a basketball. He looked over at Hannah to tell her that he thought she knew this kid, but she had already seen him and her face was flushed. He had the white-toothed glow of an athlete and a rich kid. He said to Toby’s daughter, “Hey, Hannah.” Hannah smiled and said, “Hey.” And the boy dribbled on. “Who was that?” Toby asked. Hannah turned to him, angry. Her eyes were wet. “Why can’t we take cabs like regular people?” “What is it? What happened?” “I just don’t know why we have to do this walking to the park all the time like we’re babies. I don’t want to go to the park. I want to go home.” “What is the matter with you? We always go to the park.” She sounded a great big aspirated grunt of frustration and continued walking ahead of them, her arms stiff and fisted and her legs marching. Toby jogged and caught up with Solly, who had stayed obediently until Toby got to him. “Why’s she so angry?” Solly asked as he remounted his scooter. “I don’t know, kid.” More and more, Toby never knew. — HANNAH WAS INVITED to a sleepover that night. Sleepovers, as far as Toby could tell, consisted of the girls in her class getting together and forming alliances and lobbing microaggressions at each other in an all-night cold war, and they did this voluntarily. It had begun when Hannah was in fourth grade, or maybe before that, wherein the alpha girls set to work on a reliable and unyielding establishment of a food chain system—jockeying for position, submitting to a higher position. Licking your wounds when you learn you are not the absolute top; rejoicing to know you are not the absolute bottom.

The anti-technological hysteria that holds broad sections of the Western world in its grip is a product of metaphysics’ decay: it is betrayed by the fact that it clings to false classifications of beings in order to revolt against processes in which the overcoming of these classifications has already been carried out. It is reactionary in the essential sense of the word, because it expresses the ressentiment of obsolete bivalence against a polyvalence that it does not understand. That holds above all for the habits of the critique of power, which are always still unconsciously motivated by metaphysics. Under the old metaphysical schema the division of beings into subject and object is mirrored in the descending grade between master and slave and between worker and material. Within this disposition the critique of power can only be articulated as the resistance of the oppressed object-slave-material side to the subject-master-worker side. But ever since the statement ‘There is information,’ alias ‘There are systems,’ has been in power this opposition has lost its meaning and develops more and more into a playground for pseudo-conflicts. In fact, the hysteria amounts to searching for a master so as to be able to rise up against him. One cannot rule out the possibility that the effect, i.e., the master, has long been on the verge of dissolving and for the most part remains alive as a postulate of the slave fixated on rebellion—as a historicized Left and as a museum humanism. In contrast, a living leftist principle would have to prove itself anew by a creative dissidence, just as the thinking of homo humanus asserts itself in the poetic resistance to the metaphysical and technocratic reflexes of humanolatry.

If the pursuit of learning is not defended by the educated citizen, it will not be defended at all. For there will always be those who scoff at intellectuals, who cry out against research, who seek to limit our educational system. Modern cynics and skeptics see no more reason for landing a man on the moon, which we shall do, than the cynics and skeptics of half a millennium ago saw for the discovery of this country. They see no harm in paying those to whom they entrust the minds of their children a smaller wage than is paid to those to whom they entrust the care of their plumbing. But the educated citizen knows how much more there is to know. He knows that "knowledge is power," more so today than ever before. He knows that only an educated and informed people will be a free people, that the ignorance of one voter in a democracy impairs the security of all, and that if we can, as Jefferson put it, "enlighten the people generally ... tyranny and the oppressions of mind and body will vanish, like evil spirits at the dawn of day." And, therefore, the educated citizen has a special obligation to encourage the pursuit of learning, to promote exploration of the unknown, to preserve the freedom of inquiry, to support the advancement of research, and to assist at every level of government the improvement of education for all Americans, from grade school to graduate school. Secondly, the educated citizen has an obligation to serve the public. He may be a precinct worker or President. He may give his talents at the courthouse, the State house, the White House. He may be a civil servant or a Senator, a candidate or a campaign worker, a winner or a loser. But he must be a participant and not a spectator. - President John Fitzgerald Kennedy (from a commencement address given at Vanderbilt University on May 18, 1963)

the absence of an ‘international standard burglar’, the nearest I know to a working classification is one developed by a U.S. Army expert [118]. Derek is a 19-year old addict. He's looking for a low-risk opportunity to steal something he can sell for his next fix. Charlie is a 40-year old inadequate with seven convictions for burglary. He's spent seventeen of the last twenty-five years in prison. Although not very intelligent he is cunning and experienced; he has picked up a lot of ‘lore’ during his spells inside. He steals from small shops and suburban houses, taking whatever he thinks he can sell to local fences. Bruno is a ‘gentleman criminal’. His business is mostly stealing art. As a cover, he runs a small art gallery. He has a (forged) university degree in art history on the wall, and one conviction for robbery eighteen years ago. After two years in jail, he changed his name and moved to a different part of the country. He has done occasional ‘black bag’ jobs for intelligence agencies who know his past. He'd like to get into computer crime, but the most he's done so far is stripping $100,000 worth of memory chips from a university's PCs back in the mid-1990s when there was a memory famine. Abdurrahman heads a cell of a dozen militants, most with military training. They have infantry weapons and explosives, with PhD-grade technical support provided by a disreputable country. Abdurrahman himself came third out of a class of 280 at the military academy of that country but was not promoted because he's from the wrong ethnic group. He thinks of himself as a good man rather than a bad man. His mission is to steal plutonium. So Derek is unskilled, Charlie is skilled, Bruno is highly skilled and may have the help of an unskilled insider such as a cleaner, while Abdurrahman is not only highly skilled but has substantial resources.

I heard the fear in the first music I ever knew, the music that pumped from boom boxes full of grand boast and bluster. The boys who stood out on Garrison and Liberty up on Park Heights loved this music because it told them, against all evidence and odds, that they were masters of their own lives, their own streets, and their own bodies. I saw it in the girls, in their loud laughter, in their gilded bamboo earrings that announced their names thrice over. And I saw it in their brutal language and hard gaze, how they would cut you with their eyes and destroy you with their words for the sin of playing too much. “Keep my name out your mouth,” they would say. I would watch them after school, how they squared off like boxers, vaselined up, earrings off, Reeboks on, and leaped at each other. I felt the fear in the visits to my Nana’s home in Philadelphia. You never knew her. I barely knew her, but what I remember is her hard manner, her rough voice. And I knew that my father’s father was dead and that my uncle Oscar was dead and that my uncle David was dead and that each of these instances was unnatural. And I saw it in my own father, who loves you, who counsels you, who slipped me money to care for you. My father was so very afraid. I felt it in the sting of his black leather belt, which he applied with more anxiety than anger, my father who beat me as if someone might steal me away, because that is exactly what was happening all around us. Everyone had lost a child, somehow, to the streets, to jail, to drugs, to guns. It was said that these lost girls were sweet as honey and would not hurt a fly. It was said that these lost boys had just received a GED and had begun to turn their lives around. And now they were gone, and their legacy was a great fear. Have they told you this story? When your grandmother was sixteen years old a young man knocked on her door. The young man was your Nana Jo’s boyfriend. No one else was home. Ma allowed this young man to sit and wait until your Nana Jo returned. But your great-grandmother got there first. She asked the young man to leave. Then she beat your grandmother terrifically, one last time, so that she might remember how easily she could lose her body. Ma never forgot. I remember her clutching my small hand tightly as we crossed the street. She would tell me that if I ever let go and were killed by an onrushing car, she would beat me back to life. When I was six, Ma and Dad took me to a local park. I slipped from their gaze and found a playground. Your grandparents spent anxious minutes looking for me. When they found me, Dad did what every parent I knew would have done—he reached for his belt. I remember watching him in a kind of daze, awed at the distance between punishment and offense. Later, I would hear it in Dad’s voice—“Either I can beat him, or the police.” Maybe that saved me. Maybe it didn’t. All I know is, the violence rose from the fear like smoke from a fire, and I cannot say whether that violence, even administered in fear and love, sounded the alarm or choked us at the exit. What I know is that fathers who slammed their teenage boys for sass would then release them to streets where their boys employed, and were subject to, the same justice. And I knew mothers who belted their girls, but the belt could not save these girls from drug dealers twice their age. We, the children, employed our darkest humor to cope. We stood in the alley where we shot basketballs through hollowed crates and cracked jokes on the boy whose mother wore him out with a beating in front of his entire fifth-grade class. We sat on the number five bus, headed downtown, laughing at some girl whose mother was known to reach for anything—cable wires, extension cords, pots, pans. We were laughing, but I know that we were afraid of those who loved us most. Our parents resorted to the lash the way flagellants in the plague years resorted to the scourge.

Except then a local high school journalism class decided to investigate the story. Not having attended Columbia Journalism School, the young scribes were unaware of the prohibition on committing journalism that reflects poorly on Third World immigrants. Thanks to the teenagers’ reporting, it was discovered that Reddy had become a multimillionaire by using H-1B visas to bring in slave labor from his native India. Dozens of Indian slaves were working in his buildings and at his restaurant. Apparently, some of those “brainy” high-tech workers America so desperately needs include busboys and janitors. And concubines. The pubescent girls Reddy brought in on H-1B visas were not his nieces: They were his concubines, purchased from their parents in India when they were twelve years old. The sixty-four-year-old Reddy flew the girls to America so he could have sex with them—often several of them at once. (We can only hope this is not why Mark Zuckerberg is so keen on H-1B visas.) The third roommate—the crying girl—had escaped the carbon monoxide poisoning only because she had been at Reddy’s house having sex with him, which, judging by the looks of him, might be worse than death. As soon as a translator other than Reddy was found, she admitted that “the primary purpose for her to enter the U.S. was to continue to have sex with Reddy.” The day her roommates arrived from India, she was forced to watch as the old, balding immigrant had sex with both underage girls at once.3 She also said her dead roommate had been pregnant with Reddy’s child. That could not be confirmed by the court because Reddy had already cremated the girl, in the Hindu tradition—even though her parents were Christian. In all, Reddy had brought seven underage girls to the United States for sex—smuggled in by his brother and sister-in-law, who lied to immigration authorities by posing as the girls’ parents.4 Reddy’s “high-tech” workers were just doing the slavery Americans won’t do. No really—we’ve tried getting American slaves! We’ve advertised for slaves at all the local high schools and didn’t get a single taker. We even posted flyers at the grade schools, asking for prepubescent girls to have sex with Reddy. Nothing. Not even on Craigslist. Reddy’s slaves and concubines were considered “untouchables” in India, treated as “subhuman”—“so low that they are not even considered part of Hinduism’s caste system,” as the Los Angeles Times explained. To put it in layman’s terms, in India they’re considered lower than a Kardashian. According to the Indian American magazine India Currents: “Modern slavery is on display every day in India: children forced to beg, young girls recruited into brothels, and men in debt bondage toiling away in agricultural fields.” More than half of the estimated 20.9 million slaves worldwide live in Asia.5 Thanks to American immigration policies, slavery is making a comeback in the United States! A San Francisco couple “active in the Indian community” bought a slave from a New Delhi recruiter to clean house for them, took away her passport when she arrived, and refused to let her call her family or leave their home.6 In New York, Indian immigrants Varsha and Mahender Sabhnani were convicted in 2006 of bringing in two Indonesian illegal aliens as slaves to be domestics in their Long Island, New York, home.7 In addition to helping reintroduce slavery to America, Reddy sends millions of dollars out of the country in order to build monuments to himself in India. “The more money Reddy made in the States,” the Los Angeles Times chirped, “the more good he seemed to do in his hometown.” That’s great for India, but what is America getting out of this model immigrant? Slavery: Check. Sickening caste system: Check. Purchasing twelve-year-old girls for sex: Check. Draining millions of dollars from the American economy: Check. Smuggling half-dead sex slaves out of his slums in rolled-up carpets right under the nose of the Berkeley police: Priceless.

-Write out a conversation with your inner voice. Begin the entry with a question directed to yourself, then write your mental response. It may help to label the different voices A and B. Dialogue writing is a very effective way to get to the heart of the matter. The following passage is an example of typical dialogue writing: A: Tomorrow is a big day. You have an interview at a college. How do you feel? B: I am really nervous. This is the first interview and I don’t know what it is going to be like. A: What are you afraid of? B: I’m afraid I’ll stutter and say something stupid. I’m worried the person will ask a question and I won’t know what to say. A: What do you want to discuss? B: I think it is good that I was on the basketball team for four years. That shows commitment and dedication. I also got decent grades and earned a blue ribbon at the science fair. A: What about your hobbies outside of school? B: I really like to read. I could mention that. I could talk also about the vacations my family has taken. They are pretty interesting. I enjoy my part-time retail job. A: It sounds like you do a lot. B: I guess I am good at organizing my life and accomplishing what needs to be done. Hey, that would sound good in an interview! -Try focused “freewriting.” Pick one topic, such as school, friends, or family, and write everything that comes to mind about that topic. Write for at least ten minutes or until you’re certain that you have run out of things to write. -Write your belief system. Start by writing “I believe…” at the top of a clean page. Then write whatever comes to mind. It may help to ask yourself questions when you get stuck such as “What do I believe about friendship?” “What is my personal style?” or “What are my gifts and abilities?” -Write about an event from your perspective, then write about the same event from someone else’s point of view. For example, if you had a hard time answering a question during class, write about how you felt, what you thought, and how you behaved. Next, pretend you are the teacher writing about the same event. What do you think he or she was thinking? How did he or she act? This exercise is a great way to show that there are multiple ways of seeing the same situation.

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

Daoist Ordination – Receiving a valid “Lu” 收录 Register Since returning to the US, and living in Los Angeles, many (ie, truly many) people have come to visit my office and library, asking about Daoist "Lu" 录registers, and whether or not they can be purchased from self declared “Daoist Masters” in the United States. The Daoist Lu register and ordination ritual can only be transmitted in Chinese, after 10+ years of study with a master, learning how to chant Zhengyi or Quanzhen music and liturgy, including the Daoist drum, flute, stringed instruments, and mudra, mantra, and visualization of spirits, where they are stored in the body, how they are summoned forth, for which one must be able to use Tang dynasty pronunciation of classical Chinese texts, ie “Tang wen” 唐文, to be effective and truly transmitted. Daoist meditation and ritual 金录醮，黄录斋 must all be a part of one's daily practice before going to Mt Longhu Shan and passing the test, which qualifies a person for one of the 9 grades of ordination (九品) the lowest of which is 9, highest is 1; grades 6 and above are never taught at Longhu Shan, only recognized in a "test", and awarded an appropriate grade ie rank, or title. Orthodox Longhu Shan Daoists may only pass on this knowledge to one offspring, and one chosen disciple, once in a lifetime, after which they must "pass on" (die) or be "wafted to heaven." Longmen Quanzhen Daoists, on the other hand, allow their knowledge to be transmitted and practiced, in classical Chinese, after living in a monastery and daily practice as a monk or nun. “Dao for $$$” low ranking Daoists at Longhu Shan accept money from foreign (mostly USA) commercial groups, and award illegitimate "licenses" for a large fee. Many (ie truly many) who have suffered from the huge price, and wrongful giving of "documents" have asked me this question, and shown me the documents they received. In all such cases, it is best to observe the warning of Confucius, "respect demonic spirits but keep a distance" 敬鬼神而遠之. One can study from holy nuns at Qingcheng shan, and Wudangshan, but it is best to keep safely away from “for profit” people who ask fees for going to Longhu Shan and receiving poorly translated English documents. It is a rule of Daoism, Laozi Ch 67, to respect all, with compassion, and never put oneself above others. The reason why so many Daoist and Buddhist masters do not come to the US is because of this commercial ie “for profit” instead of spiritual use, made from Daoist practices which must never be sold, or money taken for teaching / practicing, in which case true spiritual systems become ineffective. The ordination manual itself states the strict rule that the highly secret talisman, drawn with the tongue on the hard palate of the true Daoist, must never be drawn out in visible writing, or shown to anyone. Many of the phony Longhu Shan documents shown to me break this rule, and are therefore ineffective as well as law breaking. Respectfully submitted, 敬上 3-28-2015

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.

The second aspect of the moral appeal of the inner-child movement is consolation. Life is full of setbacks. People we love reject us. We don't get the jobs we want. We get bad grades. Our children don't need us anymore. We drink too much. We have no money. We are mediocre. We lose. We get sick. When we fail, we look for consolation, one form of which is to see the setback as something other than failure-to interpret it in a way that does not hurt as much as failure hurts. Being a victim, blaming someone else, or even blaming the system is a powerful and increasingly widespread form of consolation. It softens many of life's blows. Such shifts of blame have a glorious past. Alcoholics Anonymous made the lives of millions of alcoholics more bearable by giving them the dignity of a “disease” to replace the ignominy of “failure,” “immorality,” or “evil.” Even more important was the civil rights movement. From the Civil War to the early 1950s, black people in America did badly-by every statistic. How did this get explained? “Stupid,” “lazy,” and “immoral” were the words shouted by demagogues or whispered by the white gentry. Nineteen fifty-four marks the year when these explanations began to lose their power. In Brown v. Board of Education, the Supreme Court held that racial segregation in schools was illegal. People began to explain black failure as “inadequate education,” “discrimination,” and “unequal opportunity.” These new explanations are literally uplifting. In technical terms, the old explanations—stupidity and laziness—are personal, permanent, and pervasive. They lower self-esteem; they produce passivity, helplessness, and hopelessness. If you were black and you believed them, they were self-fulfilling. The new explanations—discrimination, bad schools, lean opportunities are impersonal, changeable, and less pervasive. They don't deflate self-esteem (in fact, they produce anger instead). They lead to action to change things. They give hope. The recovery movement enlarges on these precedents. Recovery gives you a whole series of new and more consoling explanations for setbacks. Personal troubles, you're told, do not result as feared from your own sloth, insensitivity, selfishness, dishonesty, self-indulgence, stupidity, or lust. No, they stem from the way you were mistreated as a child. You can blame your parents, your brother, your teachers, your minister, as well as your sex and race and age. These kinds of explanations make you feel better. They shift the blame to others, thereby raising self-esteem and feelings of self-worth. They lower guilt and shame. To experience this shift in perspective is like seeing shafts of sunlight slice through the clouds after endless cold, gray days. We have become victims, “survivors” of abuse, rather than “failures” and “losers.” This helps us get along better with others. We are now underdogs, trying to fight our way back from misfortune. In our gentle society, everyone roots for the underdog. No one dares speak ill of victims anymore. The usual wages of failure—contempt and pity—are transmuted into support and compassion. So the inner-child premises are deep in their appeal: They are democratic, they are consoling, they raise our self-esteem, and they gain us new friends. Small wonder so many people in pain espouse them.

Reader's Digest (Reader's Digest USA) - Clip This Article on Location 56 | Added on Friday, May 16, 2014 12:06:55 AM Words of Lasting Interest Looking Out for The Lonely One teacher’s strategy to stop violence at its root BY GLENNON DOYLE MELTON  FROM MOMASTERY.COM PHOTOGRAPH BY DAN WINTERS A few weeks ago, I went into my son Chase’s class for tutoring. I’d e-mailed Chase’s teacher one evening and said, “Chase keeps telling me that this stuff you’re sending home is math—but I’m not sure I believe him. Help, please.” She e-mailed right back and said, “No problem! I can tutor Chase after school anytime.” And I said, “No, not him. Me. He gets it. Help me.” And that’s how I ended up standing at a chalkboard in an empty fifth-grade classroom while Chase’s teacher sat behind me, using a soothing voice to try to help me understand the “new way we teach long division.” Luckily for me, I didn’t have to unlearn much because I’d never really understood the “old way we taught long division.” It took me a solid hour to complete one problem, but I could tell that Chase’s teacher liked me anyway. She used to work with NASA, so obviously we have a whole lot in common. Afterward, we sat for a few minutes and talked about teaching children and what a sacred trust and responsibility it is. We agreed that subjects like math and reading are not the most important things that are learned in a classroom. We talked about shaping little hearts to become contributors to a larger community—and we discussed our mutual dream that those communities might be made up of individuals who are kind and brave above all. And then she told me this. Every Friday afternoon, she asks her students to take out a piece of paper and write down the names of four children with whom they’d like to sit the following week. The children know that these requests may or may not be honored. She also asks the students to nominate one student who they believe has been an exceptional classroom citizen that week. All ballots are privately submitted to her. And every single Friday afternoon, after the students go home, she takes out those slips of paper, places them in front of her, and studies them. She looks for patterns. Who is not getting requested by anyone else? Who can’t think of anyone to request? Who never gets noticed enough to be nominated? Who had a million friends last week and none this week? You see, Chase’s teacher is not looking for a new seating chart or “exceptional citizens.” Chase’s teacher is looking for lonely children. She’s looking for children who are struggling to connect with other children. She’s identifying the little ones who are falling through the cracks of the class’s social life. She is discovering whose gifts are going unnoticed by their peers. And she’s pinning down—right away—who’s being bullied and who is doing the bullying. As a teacher, parent, and lover of all children, I think this is the most brilliant Love Ninja strategy I have ever encountered. It’s like taking an X-ray of a classroom to see beneath the surface of things and into the hearts of students. It is like mining for gold—the gold being those children who need a little help, who need adults to step in and teach them how to make friends, how to ask others to play, how to join a group, or how to share their gifts. And it’s a bully deterrent because every teacher knows that bullying usually happens outside her eyeshot and that often kids being bullied are too intimidated to share. But, as she said, the truth comes out on those safe, private, little sheets of paper. As Chase’s teacher explained this simple, ingenious idea, I stared at her with my mouth hanging open. “How long have you been using this system?” I said. Ever since Columbine, she said. Every single Friday afternoon since Columbine. Good Lord. This brilliant woman watched Columbine knowing that all violence begins with disconnection. All

In New York the curriculum guide for 11th-grade American history tells students that there were three "foundations" for the Constitution: the European Enlightenment, the "Haudenosaunee political system", and the antecedent colonial experience. Only the Haudenosaunee political system receives explanatory subheadings: "a. Influence upon colonial leadership and European intellectuals (Locke, Montesquieu, Voltaire, Rousseau); b. Impact on Albany Plan of Union, Articles of Confederation, and U.S. Constitution". How many experts on the American Constitution would endorse this stirring tribute to the "Haudenosaunee political system"? How many have heard of that system? Whatever influence the Iroquois confederation may have had on the framers of the Constitution was marginal; on European intellectuals it was marginal to the point of invisibility. No other state curriculum offers this analysis of the making of the Constitution. But then no other state has so effective an Iroquois lobby.

How Individual License Package of OLM Converter Pro Helpful in OLM to MBOX Conversion! Most of the companies, do not bother about user’s problems they only want to make money either fair or unfair means. It’s very difficult o finds a user-friendly company which performs their social responsibilities also. Gladwev is the only one IT company which cares about users and provides the high-grade product. Nowadays it in the limelight for its excellent innovation “OLM Converter Pro” the admirable migration tool can Convert Outlook for Mac to Apple Mail. Gladwev launched Individual License Package, which composes of many advantages. Let's look at various features of the Individual version of OLM Converter Pro: 1. Individual License Package can be very helpful to an individual or single user those have limited files for to convert Outlook Mac to Mac Mail. It can merge multiple files of Contact and calendar into .vcf and .ical respectively. 2. This software is capable to converts single user Email’s Accounts along with their attached documents, audio, video, pictures, drafts, etc. it ensures the complete and accurate OLM to MBOX Conversion. 3. An individual version of this software application can install on TWO Mac devices; it is compatible with all version of Mac system. This software provides high-performance speed as compared to other migration tools. 4. Gladwev offers this License Package for both Mac and Windows systems. The user can buy it according to their necessity of conversion. 5. Moreover, it is under the budget of the user. The user can purchase at only US$ 39. 6. Gladwev also provides easiness for locating this conversion software on the Web as highlighting the option, “Download Now.” 7. The best part of Individual License Package is that Gladwev has provided A to Z proper instruction or guidance that makes the user comfortable with this migration application. 8. This version of OLM Converter Pro satisfies all the conversion requirement and expectations of an individual. 9. Gladwev always readily available to provide day and night customer support services that resolve the problems of users and make Export Mail from Outlook for Mac to Apple Mail. 10. If the user wants more details about company or product. All the information and privacy policy have briefly explained in very simple and understandable language. 11. Gladwev also best in the matter of keeping privacy. It never reveals user’s private information to outsiders or any other.

I have always regretted that the Marine Corps was not included in its scope, as I am profoundly convinced that such a system of promotion is the only sound system, and that promotion by seniority without elimination will ultimately result in a materially lower degree of efficiency, due to lack of incentive, too great age in grade, and the retention on the active list

Anything acquired without effort, and without cost is generally unappreciated, often discredited; perhaps this is why we get so little from our marvelous opportunity in public schools. The SELF-DISCIPLINE one receives from a definite programme of specialized study makes up to some extent, for the wasted opportunity when knowledge was available without cost. Correspondence schools are highly organized business institutions. Their tuition fees are so low that they are forced to insist upon prompt payments. Being asked to pay, whether the student makes good grades or poor, has the effect of causing one to follow through with the course when he would otherwise drop it. The correspondence schools have not stressed this point sufficiently, for the truth is that their collection departments constitute the very finest sort of training on DECISION, PROMPTNESS, ACTION and THE HABIT OF FINISHING THAT WHICH ONE BEGINS. I learned this from experience, more than twenty-five years ago. I enrolled for a home study course in Advertising. After completing eight or ten lessons I stopped studying, but the school did not stop sending me bills. Moreover, it insisted upon payment, whether I kept up my studies or not. I decided that if I had to pay for the course (which I had legally obligated myself to do), I should complete the lessons and get my money's worth. I felt, at the time, that the collection system of the school was somewhat too well organized, but I learned later in life that it was a valuable part of my training for which no charge had been made. Being forced to pay, I went ahead and completed the course. Later in life I discovered that the efficient collection system of that school had been worth much in the form of money earned, because of the training in advertising I had so reluctantly taken.

Anything acquired without effort, and without cost is generally unappreciated, often discredited; perhaps this is why we get so little from our marvelous opportunity in public schools. The SELF-DISCIPLINE one receives from a definite programme of specialized study makes up to some extent, for the wasted opportunity when knowledge was available without cost. Correspondence schools are highly organized business institutions. Their tuition fees are so low that they are forced to insist upon prompt payments. Being asked to pay, whether the student makes good grades or poor, has the effect of causing one to follow through with the course when he would otherwise drop it. The correspondence schools have not stressed this point sufficiently, for the truth is that their collection departments constitute the very finest sort of training on DECISION, PROMPTNESS, ACTION and THE HABIT OF FINISHING THAT WHICH ONE BEGINS. I learned this from experience, more than twenty-five years ago. I enrolled for a home study course in Advertising. After completing eight or ten lessons I stopped studying, but the school did not stop sending me bills. Moreover, it insisted upon payment, whether I kept up my studies or not. I decided that if I had to pay for the course (which I had legally obligated myself to do), I should complete the lessons and get my money's worth. I felt, at the time, that the collection system of the school was somewhat too well organized, but I learned later in life that it was a valuable part of my training for which no charge had been made. Being forced to pay, I went ahead and completed the course. Later in life I discovered that the efficient collection system of that school had been worth much in the form of money earned, because of the training in advertising I had so reluctantly taken. We have in this country what is said to be the greatest public school system in the world. We have invested fabulous sums for fine buildings, we have provided convenient transportation for children living in the rural districts, so they may attend the best schools, but there is one astounding weakness to this marvelous system-IT IS FREE! One of the strange things about human beings is that they value only that which has a price. The free schools of America, and the free public libraries, do not impress people because they are free. This is the

Chimpanzees have a graded call system (Marler 1969), which means that certain calls can and do mutate into other calls along an acoustical continuum. For example, a scream can grade, gradually or quickly, into a waa. When a chimpanzee screams, air is expelled from the vocal cavity as the animal's lips are drawn back to expose the teeth; this amounts to a fear-grin, which is hard wired. The vocalization has a high, thin, bleating quality, which tends to be continuous except when air intake is necessary. (Orthographically, this vocalic production can be roughly represented by ee, as in "see.") By contrast, a waa involves expelling air while the lips are pursed, and an "ah-like" vowel is voiced.

Tolstoy twice travelled abroad, visiting Germany, France, and England, and studying the educational systems, which seemed to him very bad. Children born with different tastes and capacities are put through the same course of lessons, just as coffee beans of different sizes are ground to the same grade. And this is done, not because it is best for them, but because it is easiest for the teachers, and because the parents lead artificial lives and neglect their own children.

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Once Akash set me up with invisibility and taught me some basic killing skills, I deleted StealthViper999—who, I had to admit, was neither stealthy nor viper-like—and created a new avatar, who I called InvisibleDeath. For obvious reasons. At this point, it was Friday afternoon, and most weekends, Reese spends every waking minute (when he’s not at a soccer game) on MetaWorld. So I was all amped up to get my revenge ASAP. But that particular Friday, Reese got a 57 on his math test. Even by my brother’s incredibly low standards, it was such a bad grade that Ms. Santiago made him take the test home to get it signed by a parent. REESE I don’t know what the big deal was. A 57’s still “Very Good.” CLAUDIA I should explain about the Culvert Prep grading system. A few years ago, a bunch of parents complained that letter grades were hurting their kids’ self-esteem. So now, instead of A, B, C, D, and F, our grading scale is “Amazing,” “Spectacular,” “Excellent,” “Very Good,” and “Okay.” Which is totally stupid. Because nothing changed except the names, so if you get a “Very Good” on your report card, your parents have to come in for a special conference with your teacher. And if you get more than one “Okay,” they basically tell you to start looking for another school. Also, I know which parents did the complaining—and I don’t want to be catty or name names, but I can tell you the one thing their kids ABSOLUTELY DO NOT NEED is more self-esteem. Anyway, when Reese brought home his 57 that Friday, Mom and Dad reacted in their usual way, which

Yin Lan-lan had written, “As one of its victims, I denounce the revisionist educational system. Being from a working-class family, I have to do a lot more housework than students from rich families. So I have difficulty passing exams. I was forced to repeat grades three times. And I was not allowed to be a Young Pioneer or to participate in the school choir. The teachers think only of grades when evaluating a student. They forget that we, the working class, are the masters of our socialist country.

I had a conversation with a legislator that went something like this: “I don’t believe we can make judgments about the effectiveness of a teacher based only on test scores,” he said. “I don’t believe we should, either,” I responded. “We should look at teacher effectiveness through a variety of lenses. However, I think it’s critical that student achievement growth is a significant one of those factors.” He looked at me skeptically. So I continued: “When I came to Washington, D.C., public schools, eight percent of the eighth graders in the city’s schools were on grade level in mathematics. Eight percent! That means ninety-two percent of our kids did not have the skills and knowledge necessary to be productive members of society.” I told him that when I looked at the evaluations of the adults in the system at the same time, it turned out that 98 percent of teachers were being rated as doing a good job. How can you possibly have that kind of a disconnect? And I asked, “How can you have a functional organization in which all of your employees believe they’re doing a great job, but what they’re producing is 8 percent success?” “Well, that’s not the teacher’s fault,” the legislator said. “Exactly,” I said. “The teachers weren’t the ones who created this broken and bureaucratic system. They know the evaluation system isn’t good. They also know it needs to change.” “But I still don’t think we should look at test scores,” the legislator continued. “It just isn’t fair.” “Let me ask you a question,” I said. “Do you have children?” “Yes,” he said. “I have a daughter who is going into the fourth grade.” “Okay,” I said. “Let’s say that there are two fourth-grade teachers in your daughter’s school. You find out that for the last five years, students in one of the classes have consistently scored in the bottom five percent of the state on standardized test score. The other’s students have consistently scored in the top five percent of the state on the same test. What would you do?” “I’d make sure she was in the classroom of the person who had the high test scores,” he answered—without a hint of irony to his response. “What?” I responded. “But how could you do that? You made that decision solely on the basis of test scores! You didn’t even go into their classrooms!” He stared at me for a moment, confused. Then he smiled and said, “Okay, you got me.” “My point is that student academic achievement does matter,” I said. “It shouldn’t be everything. I think it’s important to consider a broad range of factors in a teacher’s evaluation. But how much students learn has to be a major piece of it.

This is Shakespeare and Company, it's the most famous bookstore in the world." She pointed to the shelves that reached the ceiling. "Surely you have something on the feudal system or the court of the Sun King?" "All our books are in English, and there is not a great demand for works on the French aristocracy." "That's the problem with Americans, they're only interested in themselves," she sighed. "I learned about the Civil War every year from the fifth grade, but I never studied the Wars of the Roses.

Each of us has more intelligence than we are trained to use and the part that we get graded on in school doesn’t amount to much.

Some hold the position that education is serious, but games are not; therefore games have no place in education. But an examination of our educational system shows that it is a game! Students (players) are given a series of assignments (goals) that must be handed in (accomplished) by certain due dates (time limits). They receive grades (scores) as feedback repeatedly as assignments (challenges) get harder and harder, until the end of the course when they are faced with a final exam (boss monster), which they can only pass (defeat) if they have mastered all the skills in the course (game). Students (players) who perform particularly well are listed on the honor roll (leader board). Traditional educational methods often feature a real lack of surprises, a lack of projection, a lack of pleasures, a lack of community, and a bad interest curve.

If she [English literature teacher Mrs. Ratliff] had been evaluated by the grades she gave, she would have been in deep trouble., because she did not award many A grades. An observer might have concluded that she was a very ineffective teacher who had no measurable gains to show for her work.

STEP THREE: MAXIMIZE YOUR ENERGY & REGENERATION Consider what aspects of Vitality Pharmacy (Chapter 10) might help you accelerate your energy, your strength, your vitality. Or help you to recover from challenges you may be facing. 1. Are you going to expand your capacity by optimizing your hormones through H.O.T. (hormone optimization therapy)? 2. Would peptides be something you may want to consider? Are there any peptides that you’d like to look into that could make a difference in anything from your immune system to sexual desire and drive? 3. What are some of the pharmaceutical-grade supplements that you might want to have to start your day with energy or to get yourself to sleep at night without side effects? 4. Or would you like to tap into NAD3 or other NMN-like products to maximize your energy and vitality? STEP

STEP THREE: MAXIMIZE YOUR ENERGY & REGENERATION Consider what aspects of Vitality Pharmacy (Chapter 10) might help you accelerate your energy, your strength, your vitality. Or help you to recover from challenges you may be facing. 1. Are you going to expand your capacity by optimizing your hormones through H.O.T. (hormone optimization therapy)? 2. Would peptides be something you may want to consider? Are there any peptides that you’d like to look into that could make a difference in anything from your immune system to sexual desire and drive? 3. What are some of the pharmaceutical-grade supplements that you might want to have to start your day with energy or to get yourself to sleep at night without side effects? 4. Or would you like to tap into NAD3 or other NMN-like products to maximize your energy and vitality?

Clear and concise language should be the aim of most fiction authors with few exceptions. The main way to achieve this is to use simple language, as it will be more effective and communicate your meaning more easily. Using long words is not going to make you seem smarter or a better writer. Know your readers. If the novel is aimed at a tech savvy audience, then some amount of technical jargon will have to be used, but even then, simple language should be the basis for the book with the computer terms sprinkled in only as required. Keep sentences short. Nothing makes a text more difficult to read than long run-on sentences with multiple independent clauses. Also, avoid the comma splice, which is when you put together two independent clauses with the use of a comma between them. This technique is one of which I am guilty of using all too frequently. There is the Flesch-Kincaid grading system that was developed in the 1970s to evaluate the readability of text. It is widely used and gives a score based on a US grade level of reading ability. Most successful novels will have a score of no more than grade 8, which is the average person’s reading level. There are free online web pages that can evaluate text using the Flesch-Kincaid system.

Skilling developed a performance review system for Enron that consisted of grading employees annually and summarily firing the bottom 15 percent. In other words, no matter what your absolute level of performance, if you were weak, relative to others, you got fired. Inside Enron, this practice was known as “rank-and-yank.” Skilling considered it one of the most important strategies his company had. But ultimately, it may have contributed to a work environment that rewarded deception and discouraged integrity.