International Student Quotes

The Trump marriage veered furthest away from my concept of the union — and surprised me most as a student of American politics. Donald and Melania seem to inhabit separate realms and to come together when necessary, when one could not move forward without the other. The presidency was one instance in which they were forced into a joint undertaking. If my choice of language sounds businesslike, that’s because that’s how I’ve come to view the Trumps. Having learned more about each partner’s history, I believe they are two highly ambitious individuals who benefit from their partnership. It’s a transaction: he gains a beautiful woman on his arm, a solid-seeming marriage, a son, and a savvy adviser. She gains wealth and international cachet.

Students who acquire large debts putting themselves through school are unlikely to think about changing society. When you trap people in a system of debt . they can’t afford the time to think. Tuition fee increases are a “disciplinary technique,” and, by the time students graduate, they are not only loaded with debt, but have also internalized the “disciplinarian culture.” This makes them efficient components of the consumer economy.

The combination to be on guard for is young and bored, or young and resentful. You can spot them at social gatherings, the grad students or interns who tell you about syndromes, conditions, deviances, and disorders, and they love, love, love to talk. They speak in half-sentences with a knowing smile-squint, watch you falter at the pause, and then keep talking.

There is no more important homework than reading. Research shows that the highest achieving students are those who devote leisure time to reading, even when the school day and year are only mid-length and homework isn’t excessive. Recently, the largest-ever international study of reading found that the single most important predictor of academic success is the amount of time children spend reading books, more important even than economic or social status. And one of the few predictors of high achievement in math and science is the amount of time children devote to pleasure reading.

Students who acquire large debts putting themselves through school are unlikely to think about changing society. When you trap people in a system of debt, they can’t afford the time to think. Tuition fee increases are a “disciplinary technique,” and, by the time students graduate, they are not only loaded with debt, but have also internalized the “disciplinarian culture.” This makes them efficient components of the consumer economy.

Positive liberty," another student said, "is freedom from internal constraints.

25. Whenever two human beings spend time together, sooner or later they will probably irritate one another. This is true of best friends, married couples, parents and children, or teachers and students. The question is: How do they respond when friction occurs? There are four basic ways they can react: • They can internalize the anger and send it downward into a memory bank that never forgets. This creates great pressure within and can even result in disease and other problems. • They can pout and be rude without discussing the issues. This further irritates the other person and leaves him or her to draw his or her own conclusions about what the problem may be. • They can blow up and try to hurt the other person. This causes the death of friendships, marriages, homes, and businesses. • Or they can talk to one another about their feelings, being very careful not to attack the dignity and worth of the other person. This approach often leads to permanent and healthy relationships.

In Freemasonry is concealed a mystery of creation, the answer to the problem of existence, and the path the student must tread in order to join those who are really the living powers behind the thrones of modern national and international affairs. p. 18

Thus the student leaves by the same door through which he entered, and is no different than before. Yet, having internalized all of his practices, he is totally changed.

What is a Gallagher Girl?” Liz asked. She looked nervously down at the papers in her hand even though I knew for a fact she had memorized every word. “When I was eleven I thought I knew the answer to that question. That was when the recruiters came to see me. They showed me brochures and told me they were impressed by my test scores and asked if I was ready to be challenged. And I said yes. Because that was what a Gallagher Girl was to me then, a student at the toughest school in the world.” She took a deep breath and talked on. “What is a Gallagher Girl?” Liz asked again. “When I was thirteen I thought I knew the answer to that question. That was when Dr. Fibs allowed me to start doing my own experiments in the lab. I could go anywhere—make anything. Do anything my mind could dream up. Because I was a Gallagher Girl. And, to me, that meant I was the future.” Liz took another deep breath. “What is a Gallagher Girl?” This time, when Liz asked it, her voice cracked. “When I was seventeen I stood on a dark street in Washington, D.C., and watched one Gallagher Girl literally jump in front of a bullet to save the life of another. I saw a group of women gather around a girl whom they had never met, telling the world that if any harm was to come to their sister, it had to go through them first.” Liz straightened. She no longer had to look down at her paper as she said, “What is a Gallagher Girl? I’m eighteen now, and if I’ve learned anything, it’s that I don’t really know the answer to that question. Maybe she is destined to be our first international graduate and take her rightful place among Her Majesty’s Secret Service with MI6.” I glanced to my right and, call me crazy, but I could have sworn Rebecca Baxter was crying. “Maybe she is someone who chooses to give back, to serve her life protecting others just as someone once protected her.” Macey smirked but didn’t cry. I got the feeling that Macey McHenry might never cry again. “Who knows?” Liz asked. “Maybe she’s an undercover journalist.” I glanced at Tina Walters. “An FBI agent.” Eva Alvarez beamed. “A code breaker.” Kim Lee smiled. “A queen.” I thought of little Amirah and knew somehow that she’d be okay. “Maybe she’s even a college student.” Liz looked right at me. “Or maybe she’s so much more.” Then Liz went quiet for a moment. She too looked up at the place where the mansion used to stand. “You know, there was a time when I thought that the Gallagher Academy was made of stone and wood, Grand Halls and high-tech labs. When I thought it was bulletproof, hack-proof, and…yes…fireproof. And I stand before you today happy for the reminder that none of those things are true. Yes, I really am. Because I know now that a Gallagher Girl is not someone who draws her power from that building. I know now with scientific certainty that it is the other way around.” A hushed awe descended over the already quiet crowd as she said this. Maybe it was the gravity of her words and what they meant, but for me personally, I like to think it was Gilly looking down, smiling at us all. “What is a Gallagher Girl?” Liz asked one final time. “She’s a genius, a scientist, a heroine, a spy. And now we are at the end of our time at school, and the one thing I know for certain is this: A Gallagher Girl is whatever she wants to be.” Thunderous, raucous applause filled the student section. Liz smiled and wiped her eyes. She leaned close to the microphone. “And, most of all, she is my sister.

The purpose of the research was to better understand all the stages Japanese international students encounter when studying abroad and to better ascertain their buyer behaviour when selecting foreign education

People who have acquired academic degrees, without acquiring many economically meaningful skills, not only face personal disappointment and disaffection with society, but also have often become negative factors in the economy and even sources of danger, especially when they lash out at economically successful minorities and ethnically polarize the whole society they live in. . . . . In many places and times, soft-subject students and intellectuals have inflamed hostility, and sometimes violence, against many other successful groups.

my parents are Mexican who are not to be confused with Mexican Americans or Chicanos. i am a Chicano from Chicago which means i am a Mexican American with a fancy college degree & a few tattoos. my parents are Mexican who are not to be confused with Mexicans still living in México. those Mexicans call themselves mexicanos. white folks at parties call them pobrecitos. American colleges call them international students & diverse. my mom was white in México & my dad was mestizo & after they crossed the border they became diverse. & minorities. & ethnic. & exotic. but my parents call themselves mexicanos, who, again, should not be confused for mexicanos living in México. those mexicanos might call my family gringos, which is the word my family calls white folks & white folks call my parents interracial. colleges say put them on a brochure. my parents say que significa esa palabra. i point out that all the men in my family marry lighter-skinned women. that’s the Chicano in me. which means it’s the fancy college degrees in me, which is also diverse of me. everything in me is diverse even when i eat American foods like hamburgers, which, to clarify, are American when a white person eats them & diverse when my family eats them. so much of America can be understood like this.

This strange new test called PISA, which stood for the Program for International Student Assessment. Instead of a typical test question, which might ask which combination of coins you needed to buy something, PISA asked you to design your own coins, right there in the test booklet.

The rich world dominates the training of Ph.D. economists, and the students of rich-world Ph.D. programs dominate the international institutions like the International Monetary Fund (IMF) and the World Bank, which have the lead in advising poor countries on how to break out of poverty.

As a result of this “racism smog,” many of our children have internalized all of the negative stereotypes inherent in our society’s views of black people. A student teacher at Southern University told me that she didn’t know what to say when an African American eighth-grade boy came up to her and said, “They made us the slaves because we were dumb, right, Ms. Summers?” Working with a middle schooler on her math, a tutor was admonished, “Why you trying to teach me to multiply, Ms. L.? Black people don’t multiply; black people just add and subtract. White people multiply.

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

Educational achievements of US students (or a lack thereof) are scrutinized with every new edition of the Organisation for Economic Co-operation and Development’s Program for International Student Assessment, or PISA. The latest results (2018) for 15-year-olds show that, in math, the United States ranks just below Russia, Slovakia, and Spain, but far

I asked Hillary why she had chosen Yale Law School over Harvard. She laughed and said, "Harvard didn't want me." I said I was sorry that Harvard turned her down. She replied, "No, I received letters of acceptance from both schools." She explained that a boyfriend had then invited her to the Harvard Law School Christmas Dance, at which several Harvard Law School professors were in attendance. She asked one for advice about which law school to attend. The professor looked at her and said, "We have about as many woen as we need here. You should go to Yale. The teaching there is more suited to women." I asked who the professor was, and she told me she couldn't remember his name but that she thought it started with a B. A few days later, we met the Clintons at a party. I came prepared with yearbook photos of all the professors from that year whose name began with B. She immediately identified the culprit. He was the same professor who had given my A student a D, because she didn't "think like a lawyer." It turned out, of course, that it was this professor -- and not the two (and no doubt more) brilliant women he was prejudiced against - who didn't think like a lawyer. Lawyers are supposed to act on the evidence, rather than on their prejudgments. The sexist professor ultimately became a judge on the International Court of Justice. I told Hillary that it was too bad I wasn't at that Christmas dance, because I would have urged her to come to Harvard. She laughed, turned to her husband, and said, "But then I wouldn't have met him... and he wouldn't have become President.

There will be no fear of your becoming lethargic if you are continually familiar with internal realities.

Contrary to the predictions of many students of international problems, I feel fairly certain that we shall not have war in the near future.

no matter how internal processes are implemented, (you) need to understand the extent to which the mind is reliant upon external scaffolding.

following in the footsteps of Marx, twentieth-century students of capitalism internalized progress to see only one powerful current at a time, ignoring the rest.

Committee members of college clubs, who are dressed up in black tie very frequently, and who inexplicably believe that the internal workings of student societies are interesting to normal people.

In fact, I think that our society expects schools to get students to the point where they do things only for outside rewards. People who perform tasks for their internal reasons are hard to control. Now, I don't think teachers get up in the morning and say to themselves, 'I', going to go to school today and take away all those young people's internal motivations' ...but that's exactly what often happens.

Together with the patient, a therapist looks at the nature of the pain. Often, the therapist can uncover causes of suffering that stem from the way the patient looks at things, the beliefs he holds about himself, his culture, and the world. The therapist examines these viewpoints and beliefs with the patient, and together they help free him from the kind of prison he has been in. But the patient’s efforts are crucial. A teacher has to give birth to the teacher within his student, and a psychotherapist has to give birth to the psychotherapist within his patient. The patient’s “internal psychotherapist” can then work full-time in a very effective way.

The common Calvinist experience of life as a refugee, or of being part of a host community that received refugees, led to lasting international connections between individuals and communities...As churches became established in Switzerland, the Palatinate, Scotland, England and Bearn, and the churches in the Netherlands, France, Hungary and Poland battled for legal recognition and survival, princely courts, noble houses, universities and colleges also became locations for interactions between many Calvinists. Theologians, clergy, students, booksellers, merchants, diplomats, courtiers and military officers became involved in networks of personal contacts, correspondence, teaching and negotiation.

Ten books or twenty books are not enough to instill a love of reading in students. They must choose and read many books for themselves in order to catch the reading bug. By setting the requirement as high as I do, I ensure that students must have a book going constantly. Without the need to read a book every single day to stay on top of my requirement, students would read as little as they could. They might not internalize independent reading habits if my requirement expected less from them.

I’d developed the concept over time as a practitioner back in my General Electric and International Paper days, and I’d been teaching the 4C’s to my students at the University of Carolina at Chapel Hill since I’d been appointed to the chair professorship in 1986 as well as expounding on it in executive education programs and consulting work I was doing in the U.S. and Europe during that same time. I was also writing a column for the leading trade magazine “Advertising Age” for a few years and I first wrote about the 4C’s for publication in one of those columns, sometime in the year 1990.

Rida was one of the first Muslims to advocate the establishment of a fully modernized but fully Islamic state, based on the reformed Shariah. He wanted to establish a college where students could be introduced to the study of international law, sociology, world history, the scientific study of religion, and modern science, at the same time as they studied fiqh. This would ensure that Islamic jurisprudence would develop in a truly modern context that would wed the traditions of East and West, and make the Shariah, an agrarian law code, compatible with the new type of society that the West had evolved.

According to a well-known hieroglyphic inscription, the tribes of Israel were a significant, established presence in Canaan no later than 1212 BC. There is a vast body of archaeological evidence that demonstrates the ancient Israelite/Jewish presence in Israel/Judea as far back as 925 BC.18 This historical presence is verified in the ancient records of the Egyptian, Assyrian, Babylonian, Persian, Greek, Roman, Byzantine, and Muslim empires. The Arab conquest did not occur until AD 638. An exercise in elementary arithmetic reveals that the Jewish people were there eighteen and one-half centuries before the arrival of the Arabs. Despite being conquered many times, the Jewish people have had a constant, uninterrupted presence in the land of Israel for over thirty centuries. The Arabs and Islam have been there less than fourteen centuries. It has conveniently been forgotten that the Jews and Christians were there first. Furthermore, in the thirty centuries preceding the establishment of the State of Israel in 1948, there have been only two periods when there was an independent, internationally recognized state in the area that now comprises Israel. Both of them were Jewish states. Even when this land was part of the Arab empire (AD 638 through AD 1099), there was never an independent Arab state in ‘Palestine,’ by that name or any other. No wonder the Arabs are donating millions of dollars to U.S. colleges for Middle Eastern schools of study. They have a lot of hard historical evidence to rewrite in the young minds of students.

Notwithstanding the intense pressure on faculty members to publish, nationwide surveys indicate that they value teaching as highly as scholarly research.6 For every research superstar seeking international acclaim and association only with graduate students, there are many professors who value not only scholarship but also teaching and mentoring undergraduates.

Business school students are widely taught to believe the congruence model, that a good manager can always align every element of work into a culture where all influences are mutually reinforcing—whether toward cohesion or individualism. But cultures can actually be too internally consistent. With incongruence, “you’re building in cross-checks,” Tetlock told me.

Parent and Teacher Actions: 1. Ask children what their role models would do. Children feel free to take initiative when they look at problems through the eyes of originals. Ask children what they would like to improve in their family or school. Then have them identify a real person or fictional character they admire for being unusually creative and inventive. What would that person do in this situation? 2. Link good behaviors to moral character. Many parents and teachers praise helpful actions, but children are more generous when they’re commended for being helpful people—it becomes part of their identity. If you see a child do something good, try saying, “You’re a good person because you ___.” Children are also more ethical when they’re asked to be moral people—they want to earn the identity. If you want a child to share a toy, instead of asking, “Will you share?” ask, “Will you be a sharer?” 3. Explain how bad behaviors have consequences for others. When children misbehave, help them see how their actions hurt other people. “How do you think this made her feel?” As they consider the negative impact on others, children begin to feel empathy and guilt, which strengthens their motivation to right the wrong—and to avoid the action in the future. 4. Emphasize values over rules. Rules set limits that teach children to adopt a fixed view of the world. Values encourage children to internalize principles for themselves. When you talk about standards, like the parents of the Holocaust rescuers, describe why certain ideals matter to you and ask children why they’re important. 5. Create novel niches for children to pursue. Just as laterborns sought out more original niches when conventional ones were closed to them, there are ways to help children carve out niches. One of my favorite techniques is the Jigsaw Classroom: bring students together for a group project, and assign each of them a unique part. For example, when writing a book report on Eleanor Roosevelt’s life, one student worked on her childhood, another on her teenage years, and a third on her role in the women’s movement. Research shows that this reduces prejudice—children learn to value each other’s distinctive strengths. It can also give them the space to consider original ideas instead of falling victim to groupthink. To further enhance the opportunity for novel thinking, ask children to consider a different frame of reference. How would Roosevelt’s childhood have been different if she grew up in China? What battles would she have chosen to fight there?

A guide is largely nonjudgmental, allowing the child to exist as they are. A guide is more likely to observe and act from a state of awareness and wisdom. This allows the child to experience the natural consequences of their actions without intervention and laying the foundation for them to build self-trust. Think of the guide as a wise teacher, someone who has faith in the foundation they have provided and trusts that the student will be able to weather what life brings. The child then internalizes this faith. This doesn’t mean that the child avoids pain, loss, anger, or grief—the wide array of human feelings—instead, the guide or parent-figure has provided a base of security and resilience for the child to return to when hard times come.

This theory suggests how we can help ourselves and others strengthen our internal locus of control. We should reward initiative, congratulate people for self-motivation, celebrate when an infant wants to feed herself. We should applaud a child who shows defiant, self-righteous stubbornness and reward a student who finds a way to get things done by working around the rules.

International trade seems to be the topic of the night, but there are a few differentiations—one talk is about the newest tax codes and how they can better benefit corporations. Snore. Another presents a variation on an old business model. It’s an original idea, but not practical. By the time the fifth student finishes, I’ve met my limit. I nudge Celia out of her reverie. “I’m ready to go,” I begin to say, but stop myself before I get the words out. The woman ascending the stairs to the stage has caught my eye, and all thoughts of leaving disappear. Something about the way she moves is captivating—the wiggle of her hips suggests an undercurrent of sexuality, and her back is straight with confidence. Then she turns toward the audience, and my breathe catches. Even here, twelve rows away, I can tell she’s the most beautiful woman I’ve ever seen. Her dark brown hair falls just so around her face, accentuating sharp cheekbones. Her eyes are dark. Her short dress reveals long, lean legs. The modest cleavage of her outfit can’t hide perfectly plump tits. There’s something else—something about her carriage that makes me sit up and take notice. And she hasn’t even spoken yet.

Some people argue that part of the reason U.S. students don’t do as well on international measures of high school knowledge is that they’re doing too well in class,” Nate Kornell, a cognitive psychologist at Williams College, told me. “What you want is to make it easy to make it hard.” Kornell was explaining the concept of “desirable difficulties,” obstacles that make learning more challenging, slower, and

The very fact that these doctors continuing to be doctors--highly successful ones--despite their errors and their accompanying assaults on their self-definion would itself be a potent lesson to the students and interns. It is possible to hold one's head up after an error, to admit that errors are part and parcel of human existence, even in medicine. It is possible to see the error as an aspect of oneself, not the defining characteristic of oneself.

Finnish education appears paradoxical to outside observers because it seems to break a lot of the rules. In Finland, “less is more.” Children don’t start academics1 until the year they turn seven. They have a lot of recess (ten to fifteen minutes every forty-five minutes, even through high school), shorter school hours than we do in the United States (Finnish children spend nearly three hundred fewer hours2 in elementary school per year than Americans), and the lightest homework load of any industrialized nation. There are no gifted programs, few private schools, and no high-stakes national standardized tests. Yet over the past decade, Finland has consistently performed at the top on the Program for International Student Assessment (PISA), a standardized test given to fifteen-year-olds in nations around the world. While American children3 usually hover around the middle of the pack on this test, Finland’s excel.

I have found a church in art, a form of work that is also a form of worship—it is a means of understanding myself, all my past selves, and all of you as beloved. This is why I will never stop doing it, even if no publisher ever again wants to share the results. Ironically, this kind of investment in the process is a boon to those who seek publication. Tenacity is often cited as the most common characteristic of successful authors. Of the many talented people I’ve met—classmates, students, friends—many of them no longer write.18 The ones who have kept doing so have made it central to their lives both external and internal. Writing is hard. It is not the most apparently useful kind of work to do in the world. Most of us are not out here saving any lives but our own, though its power to do that (at least in my case) is uncontestable. The older I get, the less convinced I am about most things, but this is one of the great facts of my life.

In the United States, we spend more on public education (kindergarten through twelfth grade) than nearly any other country (more than $800 billion per year). And yet international comparisons suggest that our students are lagging behind most industrialized nations in math, science, and reading. Out of 34 comparison countries, U.S. students rank twenty-fifth in math, seventeenth in science, and fourteenth in reading. This means that as a country, we are getting a lousy return on our investment in education.

Intuition is that internal eternal tutor that has experienced all but nothing, tests one's knowledge on everything by subjecting them to smilingly complex questions, riddling them with life's perplexities whose answers are never wrong or right, then mocking her student with radical paradoxes and experiences that yet seem real but are merely illusions. There is no greater teacher, Buddha, master... in tuition; serve the one that comes by simply tuning in to one's inner Lord and savior. Say "I Am...". Class dismissed.

You are teaching your living, breathing, made-in-the-Image-of-God students. The resources are there to help you do that. It's that simple, we just forget when we get all wrapped up in "getting through" all the math lessons before the end of May, or finishing every science experiment in the book before we call it good and move on. It doesn't really matter how far in the book we get. What matters is what happens in the mind and heart of our student, and for that matter- in ourselves. You know this. I know this. But we've got to start living it. We are all spinning our wheels because we're frantically trying to "get through" published curriculum as if turning the last page in the book by the beginning of summer vacation will somehow mean that our children learned something. Truth is, they do learn something from that. But it's not at all the message we want them to internalize. We are teaching people, not books. We need to understand the limitations of curriculum. We need to stop trying to make it something that it's not, expecting it to yield what it was never intended to deliver.

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

It is an unfortunate fact that proofs can be very misleading. Proofs exist to establish once and for all, according to very high standards, that certain mathematical statements are irrefutable facts. What is unfortunate about this is that a proof, in spite of the fact that it is perfectly correct, does not in any way have to be enlightening. Thus, mathematicians, and mathematics students, are faced with two problems: the generation of proofs, and the generation of internal enlightenment. To understand a theorem requires enlightenment. If one has enlightenment, one knows in one's soul why a particular theorem must be true.

As for the world beyond my family—well, what they would see for most of my teenage years was not a budding leader but rather a lackadaisical student, a passionate basketball player of limited talent, and an incessant, dedicated partyer. No student government for me; no Eagle Scouts or interning at the local congressman’s office. Through high school, my friends and I didn’t discuss much beyond sports, girls, music, and plans for getting loaded. Three of these guys—Bobby Titcomb, Greg Orme, and Mike Ramos—remain some of my closest friends. To this day, we can laugh for hours over stories of our misspent youth. In later years, they would throw themselves into my campaigns with a loyalty for which I will always be grateful, becoming as skilled at defending my record as anyone on MSNBC. But there were also times during my presidency—after they had watched me speak to a big crowd, say, or receive a series of crisp salutes from young Marines during a base tour—when their faces would betray a certain bafflement, as if they were trying to reconcile the graying man in a suit and tie with the ill-defined man-child they’d once known. That guy? they must have said to themselves. How the hell did that happen? And if my friends had ever asked me directly, I’m not sure I’d have had a good answer.

I believe that culture is the hidden tool for transforming our schools and offering our students the best learning possible. Traditionally, policymakers have focused on curriculum as the tool for transformation, naively assuming that teachers merely deliver curriculum to their students. Change the deliverable—Common Core, National Curriculum, International Baccalaureate Diploma—and you will have transformed education they assume. In reality, curriculum is something that is enacted with students. It plays out within the dynamics of the school and classroom culture. Thus culture is foundational. It will determine how any curriculum comes to life.

Toyota wasn’t really worried that it would give away its “secret sauce.” Toyota’s competitive advantage rested firmly in its proprietary, complex, and often unspoken processes. In hindsight, Ernie Schaefer, a longtime GM manager who toured the Toyota plant, told NPR’s This American Life that he realized that there were no special secrets to see on the manufacturing floors. “You know, they never prohibited us from walking through the plant, understanding, even asking questions of some of their key people,” Schaefer said. “I’ve often puzzled over that, why they did that. And I think they recognized we were asking the wrong questions. We didn’t understand this bigger picture.” It’s no surprise, really. Processes are often hard to see—they’re a combination of both formal, defined, and documented steps and expectations and informal, habitual routines or ways of working that have evolved over time. But they matter profoundly. As MIT’s Edgar Schein has explored and discussed, processes are a critical part of the unspoken culture of an organization. 1 They enforce “this is what matters most to us.” Processes are intangible; they belong to the company. They emerge from hundreds and hundreds of small decisions about how to solve a problem. They’re critical to strategy, but they also can’t easily be copied. Pixar Animation Studios, too, has openly shared its creative process with the world. Pixar’s longtime president Ed Catmull has literally written the book on how the digital film company fosters collective creativity2—there are fixed processes about how a movie idea is generated, critiqued, improved, and perfected. Yet Pixar’s competitors have yet to equal Pixar’s successes. Like Toyota, Southern New Hampshire University has been open with would-be competitors, regularly offering tours and visits to other educational institutions. As President Paul LeBlanc sees it, competition is always possible from well-financed organizations with more powerful brand recognition. But those assets alone aren’t enough to give them a leg up. SNHU has taken years to craft and integrate the right experiences and processes for its students and they would be exceedingly difficult for a would-be competitor to copy. SNHU did not invent all its tactics for recruiting and serving its online students. It borrowed from some of the best practices of the for-profit educational sector. But what it’s done with laser focus is to ensure that all its processes—hundreds and hundreds of individual “this is how we do it” processes—focus specifically on how to best respond to the job students are hiring it for. “We think we have advantages by ‘owning’ these processes internally,” LeBlanc says, “and some of that is tied to our culture and passion for students.

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.

The common Calvinist experience of life as a refugee, or of being part of a host community that received refugees, led to lasting international connections between individuals and communities...As churches became established in Switzerland, the Palatinate, Scotland, England and Bearn, and the churches in the Netherlands, France, Hungary and Poland battled for legal recognition and survival, princely courts, noble houses, universities and colleges also became locations for interactions between many Calvinists. Theologians, clergy, students, booksellers, merchants, diplomats, courtiers and military officers became involved in networks of personal contacts, correspondence, teaching and negotiation.

The Easter Islanders’ isolation probably also explains why I have found that their collapse, more than the collapse of any other pre-industrial society, haunts my readers and students. The parallels between Easter Island and the whole modern world are chillingly obvious. Thanks to globalization, international trade, jet planes, and the Internet, all countries on Earth today share resources and affect each other, just as did Easter’s dozen clans. Polynesian Easter Island was as isolated in the Pacific Ocean as the Earth is today in space. When the Easter Islanders got into difficulties, there was nowhere to which they could flee, nor to which they could turn for help; nor shall we modern Earthlings have recourse elsewhere if our troubles increase. Those are the reasons why people see the collapse of Easter Island society as a metaphor, a worst-case scenario, for what may lie ahead of us in our own future.

In their writing on education, Deci and Ryan proceed from the principle that humans are natural learners and children are born creative and curious, “intrinsically motivated for the types of behaviors that foster learning and development.” This idea is complicated, however, by the fact that part of learning anything, be it painting or programming or eighth-grade algebra, involves a lot of repetitive practice, and repetitive practice is usually pretty boring. Deci and Ryan acknowledge that many of the tasks that teachers ask students to complete each day are not inherently fun or satisfying; it is the rare student who feels a deep sense of intrinsic motivation when memorizing her multiplication tables. It is at these moments that extrinsic motivation becomes important: when behaviors must be performed not for the inherent satisfaction of completing them, but for some separate outcome. Deci and Ryan say that when students can be encouraged to internalize those extrinsic motivations, the motivations become increasingly powerful. This is where the psychologists return to their three basic human needs: autonomy, competence, and relatedness. When teachers are able to create an environment that promotes those three feelings, they say, students exhibit much higher levels of motivation. And how does a teacher create that kind of environment? Students experience autonomy in the classroom, Deci and Ryan explain, when their teachers “maximize a sense of choice and volitional engagement” while minimizing students’ feelings of coercion and control. Students feel competent, they say, when their teachers give them tasks that they can succeed at but that aren’t too easy — challenges just a bit beyond their current abilities. And they feel a sense of relatedness when they perceive that their teachers like and value and respect them.

Mr. Pilates was a bully and a narcissist and a dirty old man; he and Christopher got along very well. When Christopher was doing his workout, Pilates would bring one of his assistants over to watch, rather as the house surgeon brings an intern to study a patient with a rare deformity. ‘Look at him!’ Pilates would exclaim to the assistant, ‘That could have been a beautiful body, and look what he’s done to it! Like a birdcage that somebody trod on!’ Pilates had grown tubby with age, but he would never admit it; he still thought himself a magnificent figure of a man. ‘That’s not fat,’ he declared, punching himself in the stomach, ‘that’s good healthy meat!’ He frankly lusted after some of his girl students. He used to make them lie back on an inclined board and climb on top of them, on the pretext that he was showing them an exercise. What he really was doing was rubbing off against them through his clothes; as was obvious from the violent jerking of his buttocks.

The immigrant's resourcefulness requires an exhaustion of possibilities. You may master tenses and forms, grammatical rules, what passes for style. And yet, consequently, you may struggle to hold a conversation with your grandparents. It's possible they secretly wanted this to happen - a measure of generational progress. The child has learned to speak for himself, but to talk back as well. You write well, not good. The devoted student also internalizes a relationship to the language itself, one in which you remain conscious of your distance from the source, from who draws on this language to mine their authentic self, because you've been led to believe such a thing matters. A simple pronoun of "I" or "we," a first-person perspective, all of it seemed mysterious. We could never write in a way that assumed anyone knew where we were coming from. There was nothing interesting about our context. Neither Black nor white, just boring to everyone on the outside. Where do you even begin explaining yourself?

One possible motive in the murder was an article Litvinenko wrote claiming Putin was a pedophile. The article said: After graduating from the Andropov Institute, which prepares officers for the KGB intelligence service, Putin was not accepted into the foreign intelligence. Instead, he was sent to a junior position in KGB Leningrad Directorate. This was a very unusual twist for a career of an Andropov Institute’s graduate with fluent German. Why did that happen with Putin? Because, shortly before his graduation, his bosses learned that Putin was a pedophile. So say some people who knew Putin as a student at the Institute… Many years later, when Putin became the FSB director and was preparing for the presidency, he began to seek and destroy any compromising materials collected against him by the secret services over earlier years. It was not difficult, provided he himself was the FSB director. Among other things, Putin found videotapes in the FSB Internal Security directorate, which showed him [having] sex with some underage boys.

I can hardly believe that our nation’s policy is to seek peace by going to war. It seems that President Donald J. Trump has done everything in his power to divert our attention away from the fact that the FBI is investigating his association with Russia during his campaign for office. For several weeks now he has been sabre rattling and taking an extremely controversial stance, first with Syria and Afghanistan and now with North Korea. The rhetoric has been the same, accusing others for our failed policy and threatening to take autonomous military action to attain peace in our time. This gunboat diplomacy is wrong. There is no doubt that Secretaries Kelly, Mattis, and other retired military personnel in the Trump Administration are personally tough. However, most people who have served in the military are not eager to send our young men and women to fight, if it is not necessary. Despite what may have been said to the contrary, our military leaders, active or retired, are most often the ones most respectful of international law. Although the military is the tip of the spear for our country, and the forces of civilization, it should not be the first tool to be used. Bloodshed should only be considered as a last resort and definitely never used as the first option. As the leader of the free world, we should stand our ground but be prepared to seek peace through restraint. This is not the time to exercise false pride! Unfortunately the Trump administration informed four top State Department management officials that their services were no longer needed as part of an effort to "clean house." Patrick Kennedy, served for nine years as the “Undersecretary for Management,” “Assistant Secretaries for Administration and Consular Affairs” Joyce Anne Barr and Michele Bond, as well as “Ambassador” Gentry Smith, director of the Office for Foreign Missions. Most of the United States Ambassadors to foreign countries have also been dismissed, including the ones to South Korea and Japan. This leaves the United States without the means of exercising diplomacy rapidly, when needed. These positions are political appointments, and require the President’s nomination and the Senate’s confirmation. This has not happened! Moreover, diplomatically our country is severely handicapped at a time when tensions are as hot as any time since the Cold War. Without following expert advice or consent and the necessary input from the Unites States Congress, the decisions are all being made by a man who claims to know more than the generals do, yet he has only the military experience of a cadet at “New York Military Academy.” A private school he attended as a high school student, from 1959 to 1964. At that time, he received educational and medical deferments from the Vietnam War draft. Trump said that the school provided him with “more training than a lot of the guys that go into the military.” His counterpart the unhinged Kim Jong-un has played with what he considers his country’s military toys, since April 11th of 2012. To think that these are the two world leaders, protecting the planet from a nuclear holocaust….

Still, when Harvard said I wasn’t eligible for financial aid, and another university offered me a full scholarship, I thought I should go there. My mother became furious and said I was always sabotaging myself. She was proud of being able to borrow money at a loss from her own retirement fund, and give it to Harvard. I felt proud of her, too. But I did not feel proud of myself. It made the college application process feel, in retrospect, somehow hurtful and insulting: all the essays and interviews and supplements and letters seemed to be about you, about your specialness—but actually it was all about shaking your parents down for money. — Harvard seemed really proud of its own attitude toward financial aid. You were always hearing about how “merit-based aid,” which was fine for other schools, didn’t work here, where everyone was so full of merit. When your parents paid full tuition, part of what they were paying for was the benefit you derived from being exposed to people who were more diverse than you. “My parents are paying for him to be here, so I can learn from him,” my friend Leora said once, about a homeschooled guy from Arkansas in her history section who started talking about how the Jews killed Jesus. Leora had been my best friend when we were little, and then we went to different middle schools and high schools, but now we were at college together. She already thought every single person on earth was anti-Semitic, so she definitely hadn’t learned anything from that guy. To me, the part of financial aid that made the least sense was that all the international students got full scholarships, regardless of how much money their parents had. The son of the prince of Nepal was in our class, and didn’t pay tuition. Ivan had once caused me pain by saying something deprecating about “people whose parents paid a hundred thousand dollars for them to be here.” Did he not know that my parents were paying a hundred thousand dollars for me to be there? The thought that really made me crazy was that my parents had paid for Ivan to be there. It was another experience they had paid for me to have.

In biology, the most basic assumptions of evolutionary theory elude otherwise able students who insist that the process of evolution is guided by a striving toward perfection. College students who have studied economics offer explanations of market forces that are essentially identical to those preferred by college students who have never taken an economics course. Equally severe biases and stereotypes pervade the humanistic segment of the curriculum, from history to art. Students who can discuss in detail the complex causes of the First World War turn right around and explain equally complex current events in terms of the simplest "good guy-bad guy" scenario. (This habit of mind is not absent from political leaders, who are fond of portraying the most complicated international situations along the lines of a Hollywood script.) Those who have studied the intricacies of modern poetry, learning to esteem T. S. Eliot and Ezra Pound, show little capacity to distinguish masterworks from amateurish drivel once the identity of the author has been hidden from view.

Men should not sleep on beds; they shall sleep wherever their tired knees gave up. We are stars! And stars produce heat! Let that never translate to a boring life. There is one object in the universe that eats up more light than any other design and that is a mattress that loves you too much. Things can kill without being crafty. The bedsheets are warm and kind and yet their comfort has killed more man than any murderous hand in history. A star that knows it is a star looks like a person who is always in transformation, figuring things out, exploring identities, and making a mess. They brush their hair back and rub their eyes. A heart in debate. A tongue that agreed on humor. Tired feet. A juggled mind. He might be a police officer turned trapeze artist turned pilot. A father who is also a volunteer, a brother, a warrior, a companion, a neighbor, a rival, and a student. We can see sweat leave our pores and so grow discouraged that we cannot see the progress of internal efforts. But do not be disheartened. Our souls do sweat. It just looks a lot like mundane life incidents that break us, such as the first step of the morning or simply walking home again.

To a modern student, pre-industrial politics appear to be virtually soaked in religion, both in the sense that rulers devoted much attention to religious questions [...] and in the sense that everyone talked endlessly about it, justifying and vilifying a vast range of action in religious terms. [...] ... the pre-modern world was poor in organization. Modern people are members of an immense variety of associations, both local and nationwide, or indeed international, being organized as voters, artists, scholars, scientists, antivivisectionists, devotees of this sport or that, consumers and so forth in addition to (if they so wish) as believers. But pre-industrial society was less differentiated, less wealthy and far less well equipped with means of communication. Hence there might be little or no organization above the level of household or village apart from that provided by religion. This automatically endowed religion with political importance, [...] but it also meant that religion united under its umbrella numerous activities that would nowadays be pursued under umbrellas of their own. [...] Pre-modern religion could be about anything and everything.

in my name to train young women for global leadership. Wellesley’s twelfth and thirteenth presidents, Diana Chapman Walsh and Kim Bottomly, embraced the idea and, over several years, helped put the pieces together. In January 2010, I traveled to Massachusetts for the inaugural session. The Albright Institute was founded on the belief that a student doesn’t have to major in international relations to have a global mind-set. By giving young women the chance to work in partnership with peers from a variety of disciplines and countries, we encourage them to see differences of perspective as a strength and even as a tool to help solve complex problems. To that end, we provide an intense course of study over a three-week period between the fall and spring semesters, complemented by summer internships. Of the hundreds of Wellesley juniors and seniors who apply annually, forty are selected. In the first two weeks of each session, we offer classes run by professors, former government officials, nonprofit leaders, and businesspeople. During the final seven days, the fellows work in teams to analyze and make recommendations regarding a thorny international problem. At the end, they present their findings, which we pick apart and discuss.

The only word these corporations know is more,” wrote Chris Hedges, former correspondent for the Christian Science Monitor, National Public Radio, and the New York Times. They are disemboweling every last social service program funded by the taxpayers, from education to Social Security, because they want that money themselves. Let the sick die. Let the poor go hungry. Let families be tossed in the street. Let the unemployed rot. Let children in the inner city or rural wastelands learn nothing and live in misery and fear. Let the students finish school with no jobs and no prospects of jobs. Let the prison system, the largest in the industrial world, expand to swallow up all potential dissenters. Let torture continue. Let teachers, police, firefighters, postal employees and social workers join the ranks of the unemployed. Let the roads, bridges, dams, levees, power grids, rail lines, subways, bus services, schools and libraries crumble or close. Let the rising temperatures of the planet, the freak weather patterns, the hurricanes, the droughts, the flooding, the tornadoes, the melting polar ice caps, the poisoned water systems, the polluted air increase until the species dies. There are no excuses left. Either you join the revolt taking place on Wall Street and in the financial districts of other cities across the country or you stand on the wrong side of history. Either you obstruct, in the only form left to us, which is civil disobedience, the plundering by the criminal class on Wall Street and accelerated destruction of the ecosystem that sustains the human species, or become the passive enabler of a monstrous evil. Either you taste, feel and smell the intoxication of freedom and revolt or sink into the miasma of despair and apathy. Either you are a rebel or a slave. To be declared innocent in a country where the rule of law means nothing, where we have undergone a corporate coup, where the poor and working men and women are reduced to joblessness and hunger, where war, financial speculation and internal surveillance are the only real business of the state, where even habeas corpus no longer exists, where you, as a citizen, are nothing more than a commodity to corporate systems of power, one to be used and discarded, is to be complicit in this radical evil. To stand on the sidelines and say “I am innocent” is to bear the mark of Cain; it is to do nothing to reach out and help the weak, the oppressed and the suffering, to save the planet. To be innocent in times like these is to be a criminal.

Within the huge trade unions, a similar managerial officialdom, the “labor bureaucracy” consolidates its position as an elite. This elite is sharply distinguished in training, income, habits and outlook from the ordinary union member. The trend extends to the military world, the academic world, the non-profit foundations and even auxilliary organizations of the U.N. Armies are no longer run by “fighting captains” but by a Pentagon-style managerial bureaucracy. Within the universities, proliferating administrators have risen above students, teaching faculty, alumni and parents, their power position expressed in the symbols of higher salaries and special privileges. The great “non-profit foundations” have been transformed from expressions of individual benevolence into strategic bases of managerial-administrative power. The United Nations has an international echelon of manager entrenched in the Secretariat. There are fairly obvious parallels in the managerial structures of the diverse institutional fields. For example, managers in business are stockholders as labor managers are to union members; as government managers are to voters; as public school administrators are to tax-payers; as university and private school administrators are to tuition payers and fund contributors.

Lynum had plenty of information to share. The FBI's files on Mario Savio, the brilliant philosophy student who was the spokesman for the Free Speech Movement, were especially detailed. Savio had a debilitating stutter when speaking to people in small groups, but when standing before a crowd and condemning his administration's latest injustice he spoke with divine fire. His words had inspired students to stage what was the largest campus protest in American history. Newspapers and magazines depicted him as the archetypal "angry young man," and it was true that he embodied a student movement fueled by anger at injustice, impatience for change, and a burning desire for personal freedom. Hoover ordered his agents to gather intelligence they could use to ruin his reputation or otherwise "neutralize" him, impatiently ordering them to expedite their efforts. Hoover's agents had also compiled a bulging dossier on the man Savio saw as his enemy: Clark Kerr. As campus dissent mounted, Hoover came to blame the university president more than anyone else for not putting an end to it. Kerr had led UC to new academic heights, and he had played a key role in establishing the system that guaranteed all Californians access to higher education, a model adopted nationally and internationally. But in Hoover's eyes, Kerr confused academic freedom with academic license, coddled Communist faculty members, and failed to crack down on "young punks" like Savio. Hoover directed his agents to undermine the esteemed educator in myriad ways. He wanted Kerr removed from his post as university president. As he bluntly put it in a memo to his top aides, Kerr was "no good." Reagan listened intently to Lynum's presentation, but he wanted more--much more. He asked for additional information on Kerr, for reports on liberal members of the Board of Regents who might oppose his policies, and for intelligence reports about any upcoming student protests. Just the week before, he had proposed charging tuition for the first time in the university's history, setting off a new wave of protests up and down the state. He told Lynum he feared subversives and liberals would attempt to misrepresent his efforts to establish fiscal responsibility, and that he hoped the FBI would share information about any upcoming demonstrations against him, whether on campus or at his press conferences. It was Reagan's fear, according to Lynum's subsequent report, "that some of his press conferences could be stacked with 'left wingers' who might make an attempt to embarrass him and the state government." Lynum said he understood his concerns, but following Hoover's instructions he made no promises. Then he and Harter wished the ailing governor a speedy recovery, departed the mansion, slipped into their dark four-door Ford, and drove back to the San Francisco field office, where Lynum sent an urgent report to the director. The bedside meeting was extraordinary, but so was the relationship between Reagan and Hoover. It had begun decades earlier, when the actor became an informer in the FBI's investigation of Hollywood Communists. When Reagan was elected president of the Screen Actors Guild, he secretly continued to help the FBI purge fellow actors from the union's rolls. Reagan's informing proved helpful to the House Un-American Activities Committee as well, since the bureau covertly passed along information that could help HUAC hold the hearings that wracked Hollywood and led to the blacklisting and ruin of many people in the film industry. Reagan took great satisfaction from his work with the FBI, which gave him a sense of security and mission during a period when his marriage to Jane Wyman was failing, his acting career faltering, and his faith in the Democratic Party of his father crumbling. In the following years, Reagan and FBI officials courted each other through a series of confidential contacts. (7-8)

In the field of education, it seems ‘normal’ to run stories about class sizes, teachers’ pay, the country’s performance in international league tables and the right balance between the roles of the private and state sectors. But we would risk seeming distinctly odd, even demented, if we asked whether the curriculum actually made sense; whether it really equipped students with the emotional and psychological resources that are central to the pursuit of good lives. When it comes to housing, the news urges us to worry about how to get construction companies working, how to make purchasing a home easier for first-time buyers and how to balance the claims of nature against those of jobs and businesses. But it doesn’t tend to find time to ask primordial, eccentric-sounding questions like: ‘Why are our cities so ugly?’ In discussions of economics, our energy is channelled towards pondering what the right level of taxation should be and how best to combat inflation. But we are discouraged by mainstream news from posing the more peculiar, outlying questions about the ends of labour, the nature of justice and the proper role of markets. News stories tend to frame issues in such a way as to reduce our will or even capacity to imagine them in profoundly other ways. Through its intimidating power, news numbs. Without anyone particularly rooting for this outcome, more tentative but potentially important private thoughts get crushed.

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

Yes,” her boss responded, “one for us and one for the customer.” “I’m sorry, so you are saying that the client is asking for a copy and we need a copy for internal use?” “Actually, I’ll check with the client—they haven’t asked for anything. But I definitely want a copy. That’s just how I do business.” “Absolutely,” she responded. “Thanks for checking with the customer. Where would you like to store the in-house copy? There’s no more space in the file room here.” “It’s fine. You can store it anywhere,” he said, slightly perturbed now. “Anywhere?” she mirrored again, with calm concern. When another person’s tone of voice or body language is inconsistent with his words, a good mirror can be particularly useful. In this case, it caused her boss to take a nice, long pause—something he did not often do. My student sat silent. “As a matter of fact, you can put them in my office,” he said, with more composure than he’d had the whole conversation. “I’ll get the new assistant to print it for me after the project is done. For now, just create two digital backups.” A day later her boss emailed and wrote simply, “The two digital backups will be fine.” Not long after, I received an ecstatic email from this student: “I was shocked! I love mirrors! A week of work avoided!” Mirroring will make you feel awkward as heck when you first try it. That’s the only hard part about it; the technique takes a little practice. Once you get the hang of it, though, it’ll become a conversational Swiss Army knife valuable in just about every professional and social setting.

The Times Exclusive Reveal of Windermere Six Thanks to an anonymous source, the Times is pleased to share an exclusive list of the six children who were transported yesterday evening to Hollingsworth Hall, the magnificent and secluded home of Camilla Lenore DeMoss, the Countess of Windermere. They are, in no particular order: Oliver Appleby: Heir to the Appleby Jewelry fortune. This young chap is known to be an excellent student who also excels at rowing and cricket. Viola Dale: The Dales are well known throughout London for their dedication to social reform and relief for those in distress. Young Viola has been a presence on the charitable event circuit since the age of two. Frances Wellington: Miss Wellington's parents are internationally known art collectors who have an impeccable eye for up-and-coming talent in sculpture and painting. They also delve into gems of historical value. Frances is privately tutored, and her deliciously expensive introduction to London society is already being buzzed about. Barnaby Trundle: Young Barnaby attends school in South London. His father works in the textile industry. One of his teachers says Barnaby is "occasionally quick-tempered with other boys in his form." Edward Herringbone: The Herringbones are close acquaintances with the aforementioned Dales, their own admirable interests lying mainly in reducing poverty by increasing educational opportunities. Edward has been called "an indubitable library of a boy" by one of his teaching masters at St. Stephen's. Tabitha Crum: Miss Crum's father is employed by the Wilting Bank of South London. A neighbor of the family says that the lucky child "talks to herself" and calls the Crums "socially famished.

Hardy reinforces his narrative with stories of heroes who didn’t have the right education, the right connections, and who could have been counted out early as not having the DNA for success: “Richard Branson has dyslexia and had poor academic performance as a student. Steve Jobs was born to two college students who didn’t want to raise him and gave him up for adoption. Mark Cuban was born to an automobile upholsterer. He started as a bartender, then got a job in software sales from which he was fired.”8 The list goes on. Hardy reminds his readers that “Suze Orman’s dad was a chicken farmer. Retired General Colin Powell was a solid C student. Howard Schultz, the CEO of Starbucks, was born in a housing authority in the Bronx … Barbara Corcoran started as a waitress and admits to being fired from more jobs than most people hold in a lifetime. Pete Cashmore, the CEO of Mashable, was sickly as a child and finished high school two years late due to medical complications. He never went to college.” What do each of these inspiring leaders and storytellers have in common? They rewrote their own internal narratives and found great success. “The biographies of all heroes contain common elements. Becoming one is the most important,”9 writes Chris Matthews in Jack Kennedy, Elusive Hero. Matthews reminds his readers that young John F. Kennedy was a sickly child and bedridden for much of his youth. And what did he do while setting school records for being in the infirmary? He read voraciously. He read the stories of heroes in the pages of books by Sir Walter Scott and the tales of King Arthur. He read, and dreamed of playing the hero in the story of his life. When the time came to take the stage, Jack was ready.

We must become what we wish to teach. As an aside to parents, teachers, psychotherapists, and managers who may be reading this book to gain insight on how to support the self-esteem of others, I want to say that the place to begin is still with oneself. If one does not understand how the dynamics of self-esteem work internally—if one does not know by direct experience what lowers or raises one’s own self-esteem—one will not have that intimate understanding of the subject necessary to make an optimal contribution to others. Also, the unresolved issues within oneself set the limits of one’s effectiveness in helping others. It may be tempting, but it is self-deceiving to believe that what one says can communicate more powerfully than what one manifests in one’s person. We must become what we wish to teach. There is a story I like to tell psychotherapy students. In India, when a family encounters a problem, they are not likely to consult a psychotherapist (hardly any are available); they consult the local guru. In one village there was a wise man who had helped this family more than once. One day the father and mother came to him, bringing their nine-year-old son, and the father said, “Master, our son is a wonderful boy and we love him very much. But he has a terrible problem, a weakness for sweets that is ruining his teeth and health. We have reasoned with him, argued with him, pleaded with him, chastised him—nothing works. He goes on consuming ungodly quantities of sweets. Can you help us?” To the father’s surprise, the guru answered, “Go away and come back in two weeks.” One does not argue with a guru, so the family obeyed. Two weeks later they faced him again, and the guru said, “Good. Now we can proceed.” The father asked, “Won’t you tell us, please, why you sent us away for two weeks. You have never done that before.” And the guru answered, “I needed the two weeks because I, too, have had a lifelong weakness for sweets. Until I had confronted and resolved that issue within myself, I was not ready to deal with your son.” Not all psychotherapists like this story.

Look around on your next plane trip. The iPad is the new pacifier for babies and toddlers… Parents and other passengers read on Kindles… Unbeknownst to most of us, an invisible, game-changing transformation links everyone in this picture: the neuronal circuit that underlies the brain’s ability to read is subtly, rapidly changing… As work in neurosciences indicates, the acquisition of literacy necessitated a new circuit in our species’ brain more than 6,000 years ago… My research depicts how the present reading brain enables the development of some of our most important intellectual and affective processes: internalized knowledge, analogical reasoning, and inference; perspective-taking and empathy; critical analysis and the generation of insight. Research surfacing in many parts of the world now cautions that each of these essential “deep reading” processes may be under threat as we move into digital-based modes of reading… Increasing reports from educators and from researchers in psychology and the humanities bear this out. English literature scholar and teacher Mark Edmundson describes how many college students actively avoid the classic literature of the 19thand 20th centuries because they no longer have the patience to read longer, denser, more difficult texts. We should be less concerned with students’ “cognitive impatience,” however, than by what may underlie it: the potential inability of large numbers of students to read with a level of critical analysis sufficient to comprehend the complexity of thought and argument found in more demanding texts… Karin Littau and Andrew Piper have noted another dimension: physicality. Piper, Littau and Anne Mangen’s group emphasize that the sense of touch in print reading adds an important redundancy to information – a kind of “geometry” to words, and a spatial “thereness” for text. As Piper notes, human beings need a knowledge of where they are in time and space that allows them to return to things and learn from re-examination – what he calls the “technology of recurrence”. The importance of recurrence for both young and older readers involves the ability to go back, to check and evaluate one’s understanding of a text. The question, then, is what happens to comprehension when our youth skim on a screen whose lack of spatial thereness discourages “looking back.

But there were problems. After the movie came out I couldn’t go to a tournament without being surrounded by fans asking for autographs. Instead of focusing on chess positions, I was pulled into the image of myself as a celebrity. Since childhood I had treasured the sublime study of chess, the swim through ever-deepening layers of complexity. I could spend hours at a chessboard and stand up from the experience on fire with insight about chess, basketball, the ocean, psychology, love, art. The game was exhilarating and also spiritually calming. It centered me. Chess was my friend. Then, suddenly, the game became alien and disquieting. I recall one tournament in Las Vegas: I was a young International Master in a field of a thousand competitors including twenty-six strong Grandmasters from around the world. As an up-and-coming player, I had huge respect for the great sages around me. I had studied their masterpieces for hundreds of hours and was awed by the artistry of these men. Before first-round play began I was seated at my board, deep in thought about my opening preparation, when the public address system announced that the subject of Searching for Bobby Fischer was at the event. A tournament director placed a poster of the movie next to my table, and immediately a sea of fans surged around the ropes separating the top boards from the audience. As the games progressed, when I rose to clear my mind young girls gave me their phone numbers and asked me to autograph their stomachs or legs. This might sound like a dream for a seventeen-year-old boy, and I won’t deny enjoying the attention, but professionally it was a nightmare. My game began to unravel. I caught myself thinking about how I looked thinking instead of losing myself in thought. The Grandmasters, my elders, were ignored and scowled at me. Some of them treated me like a pariah. I had won eight national championships and had more fans, public support and recognition than I could dream of, but none of this was helping my search for excellence, let alone for happiness. At a young age I came to know that there is something profoundly hollow about the nature of fame. I had spent my life devoted to artistic growth and was used to the sweaty-palmed sense of contentment one gets after many hours of intense reflection. This peaceful feeling had nothing to do with external adulation, and I yearned for a return to that innocent, fertile time. I missed just being a student of the game, but there was no escaping the spotlight. I found myself dreading chess, miserable before leaving for tournaments. I played without inspiration and was invited to appear on television shows. I smiled.

As she explained to her students, patients often awoke from very bad illnesses or cardiac arrests, talking about how they had been floating over their bodies. “Mm-hmmm,” Norma would reply, sometimes thinking, Yeah, yeah, I know, you were on the ceiling. Such stories were recounted so frequently that they hardly jolted medical personnel. Norma at the time had mostly chalked it up to some kind of drug reaction or brain malfunction, something like that. “No, really,” said a woman who’d recently come out of a coma. “I can prove it.” The woman had been in a car accident and been pronounced dead on arrival when she was brought into the emergency room. Medical students and interns had begun working on her and managed to get her heartbeat going, but then she had coded again. They’d kept on trying, jump-starting her heart again, this time stabilizing it. She’d remained in a coma for months, unresponsive. Then one day she awoke, talking about the brilliant light and how she remembered floating over her body. Norma thought she could have been dreaming about all kinds of things in those months when she was unconscious. But the woman told them she had obsessive-compulsive disorder and had a habit of memorizing numbers. While she was floating above her body, she had read the serial number on top of the respirator machine. And she remembered it. Norma looked at the machine. It was big and clunky, and this one stood about seven feet high. There was no way to see on top of the machine without a stepladder. “Okay, what’s the number?” Another nurse took out a piece of paper to jot it down. The woman rattled off twelve digits. A few days later, the nurses called maintenance to take the ventilator machine out of the room. The woman had recovered so well, she no longer needed it. When the worker arrived, the nurses asked if he wouldn’t mind climbing to the top to see if there was a serial number up there. He gave them a puzzled look and grabbed his ladder. When he made it up there, he told them that indeed there was a serial number. The nurses looked at each other. Could he read it to them? Norma watched him brush off a layer of dust to get a better look. He read the number. It was twelve digits long: the exact number that the woman had recited. The professor would later come to find out that her patient’s story was not unique. One of Norma’s colleagues at the University of Virginia Medical Center at the time, Dr. Raymond Moody, had published a book in 1975 called Life After Life, for which he had conducted the first large-scale study of people who had been declared clinically dead and been revived, interviewing 150 people from across the country. Some had been gone for as long as twenty minutes with no brain waves or pulse. In her lectures, Norma sometimes shared pieces of his research with her own students. Since Moody had begun looking into the near-death experiences, researchers from around the world had collected data on thousands and thousands of people who had gone through them—children, the blind, and people of all belief systems and cultures—publishing the findings in medical and research journals and books. Still, no one has been able to definitively account for the common experience all of Moody’s interviewees described. The inevitable question always followed: Is there life after death? Everyone had to answer that question based on his or her own beliefs, the professor said. For some of her students, that absence of scientific evidence of an afterlife did little to change their feelings about their faith. For others,

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

Reformers have argued loudly and aggressively that our schools and students are failing. But the language they use is by necessity obscure and technocratic, because no matter how emphatically they argue that America’s students are falling behind their international counterparts, the data repeatedly show that when studies control for the effects of poverty, American students are competitive with the top percentile of students in the world. And a 2011 Stanford University study found that family income continues to be far and away the biggest determining factor of student achievement. Make your way through the jargon about achievement gaps and teacher accountability, and the problem becomes clear. Nearly a quarter of all children in the US live in poverty, among the highest rates in the developed world. Combine this with the fact that in America, poor students receive less educational funding than rich ones and you have a real civil rights issue: the U.S. government discriminates against poor children.

Historians were slow to take up globalization as a source of interest. They had their own reasons for ignoring it, chief among them the straitjacket of nation-centered history writing. The fate of a textbook commissioned in 1949 by UNESCO for fourteen-year-old French students is particularly revealing of the pressures of national and nationalist history. UNESCO wanted to encourage “international comprehension” by providing an example of a more capacious national history, one that would show how much every nation, in this case France, owed to other peoples. Officials hoped that this example would encourage other countries to follow suit. The authors, Lucien Febvre, leader of the Annales school, and François Crouzet, a noted French specialist on British economic history, embraced their mission with enthusiasm and produced a model history of the global influences on life in France. Look at the people around you, they suggested. Are they one race? Hardly: one look would convince anyone that the “French” are a mixture of peoples, including Arabs and Africans. Look at the plants in the local park, they continued. The most “French” of trees came from Asia: the plane tree arrived in the mid-sixteenth century, for example, and the chestnut in the early seventeenth. Similarly, many of the most “classic” French foods originated elsewhere: green beans, potatoes, and tomatoes in the New World; citrus in the Far East; and so on. In short, much of the impact of the world on France was already well known sixty years ago. What happened? Febvre and Crouzet’s book was published for the first time in 2012, its original publication apparently having been blocked by those who disliked its de-emphasis on the nation and Europe.5

A Hard Left For High-School History The College Board version of our national story BY STANLEY KURTZ | 1215 words AT the height of the “culture wars” of the late 1980s and early 1990s, conservatives were alive to the dangers of a leftist takeover of American higher education. Today, with the coup all but complete, conservatives take the loss of the academy for granted and largely ignore it. Meanwhile, America’s college-educated Millennial generation drifts ever farther leftward. Now, however, an ambitious attempt to force a leftist tilt onto high-school U.S.-history courses has the potential to shake conservatives out of their lethargy, pulling them back into the education wars, perhaps to retake some lost ground. The College Board, the private company that develops the SAT and Advanced Placement (AP) exams, recently ignited a firestorm by releasing, with little public notice, a lengthy, highly directive, and radically revisionist “framework” for teaching AP U.S. history. The new framework replaces brief guidelines that once allowed states, school districts, and teachers to present U.S. history as they saw fit. The College Board has promised to generate detailed guidelines for the entire range of AP courses (including government and politics, world history, and European history), and in doing so it has effectively set itself up as a national school board. Dictating curricula for its AP courses allows the College Board to circumvent state standards, virtually nationalizing America’s high schools, in violation of cherished principles of local control. Unchecked, this will result in a high-school curriculum every bit as biased and politicized as the curriculum now dominant in America’s colleges. Not coincidentally, David Coleman, the new head of the College Board, is also the architect of the Common Core, another effort to effectively nationalize American K–12 education, focusing on English and math skills. As president of the College Board, Coleman has found a way to take control of history, social studies, and civics as well, pushing them far to the left without exposing himself to direct public accountability. Although the College Board has steadfastly denied that its new AP U.S. history (APUSH) guidelines are politically biased, the intellectual background of the effort indicates otherwise. The early stages of the APUSH redesign overlapped with a collaborative venture between the College Board and the Organization of American Historians to rework U.S.-history survey courses along “internationalist” lines. The goal was to undercut anything that smacked of American exceptionalism, the notion that, as a nation uniquely constituted around principles of liberty and equality, America stands as a model of self-government for the world. Accordingly, the College Board’s new framework for AP U.S. history eliminates the traditional emphasis on Puritan leader John Winthrop’s “City upon a Hill” sermon and its echoes in American history. The Founding itself is demoted and dissolved within a broader focus on transcontinental developments, chiefly the birth of an exploitative international capitalism grounded in the slave trade. The Founders’ commitment to republican principles is dismissed as evidence of a benighted belief in European cultural superiority. Thomas Bender, the NYU historian who leads the Organization of American Historians’ effort to globalize and denationalize American history, collaborated with the high-school and college teachers who eventually came to lead the College Board’s APUSH redesign effort. Bender frames his movement as a counterpoint to the exceptionalist perspective that dominated American foreign policy during the George W. Bush ad ministration. Bender also openly hopes that students exposed to his approach will sympathize with Supreme Court justice Ruth Bader Ginsburg’s willingness to use foreign law to interpret the U.S. Constitution rather than with Justice Antonin Scalia�

Even before the first Soviet tanks crossed into Afghanistan in 1979, a movement of Islamists had sprung up nationwide in opposition to the Communist state. They were, at first, city-bound intellectuals, university students and professors with limited countryside appeal. But under unrelenting Soviet brutality they began to forge alliances with rural tribal leaders and clerics. The resulting Islamist insurgents—the mujahedeen—became proxies in a Cold War battle, with the Soviet Union on one side and the United States, Pakistan, and Saudi Arabia on the other. As the Soviets propped up the Afghan government, the CIA and other intelligence agencies funneled millions of dollars in aid to the mujahedeen, along with crate after crate of weaponry. In the process, traditional hierarchies came radically undone. When the Communists killed hundreds of tribal leaders and landlords, young men of more humble backgrounds used CIA money and arms to form a new warrior elite in their place. In the West, we would call such men “warlords.” In Afghanistan they are usually labeled “commanders.” Whatever the term, they represented a phenomenon previously unknown in Afghan history. Now, each valley and district had its own mujahedeen commanders, all fighting to free the country from Soviet rule but ultimately subservient to the CIA’s guns and money. The war revolutionized the very core of rural culture. With Afghan schools destroyed, millions of boys were instead educated across the border in Pakistani madrassas, or religious seminaries, where they were fed an extreme, violence-laden version of Islam. Looking to keep the war fueled, Washington—where the prevailing ethos was to bleed the Russians until the last Afghan—financed textbooks for schoolchildren in refugee camps festooned with illustrations of Kalashnikovs, swords, and overturned tanks. One edition declared: Jihad is a kind of war that Muslims fight in the name of God to free Muslims.… If infidels invade, jihad is the obligation of every Muslim. An American text designed to teach children Farsi: Tey [is for] Tofang (rifle); Javed obtains rifles for the mujahedeen Jeem [is for] Jihad; Jihad is an obligation. My mom went to the jihad. The cult of martyrdom, the veneration of jihad, the casting of music and cinema as sinful—once heard only from the pulpits of a few zealots—now became the common vocabulary of resistance nationwide. The US-backed mujahedeen branded those supporting the Communist government, or even simply refusing to pick sides, as “infidels,” and justified the killing of civilians by labeling them apostates. They waged assassination campaigns against professors and civil servants, bombed movie theaters, and kidnapped humanitarian workers. They sabotaged basic infrastructure and even razed schools and clinics. With foreign backing, the Afghan resistance eventually proved too much for the Russians. The last Soviet troops withdrew in 1989, leaving a battered nation, a tottering government that was Communist in name only, and a countryside in the sway of the commanders. For three long years following the withdrawal, the CIA kept the weapons and money flowing to the mujahedeen, while working to block any peace deal between them and the Soviet-funded government. The CIA and Pakistan’s spy agency pushed the rebels to shell Afghan cities still under government control, including a major assault on the eastern city of Jalalabad that flattened whole neighborhoods. As long as Soviet patronage continued though, the government withstood the onslaught. With the collapse of the Soviet Union in late 1991, however, Moscow and Washington agreed to cease all aid to their respective proxies. Within months, the Afghan government crumbled. The question of who would fill the vacuum, who would build a new state, has not been fully resolved to this day.

In times of strife, taliban have usually mobilized in defense of tradition. British documents from as early as 1901 decry taliban opposition to colonialism in present-day Pakistan. However, as with so much else, it was the Soviet invasion and the US response that sent the transformative shock. In the 1980s, as guns and money coursed through the ranks of the Kandahar mujahedeen, squabbling over resources grew so frequent that many increasingly turned to religious law to settle their disputes. Small, informal bands of taliban, who were also battling against the Russians, established religious courts that heard cases from feuding fighters from across the south. Seemingly impervious to the lure of foreign riches, the taliban courts were in many eyes the last refuge of tradition in a world in upheaval. ... Thousands of talibs rallied to the cause, and an informal, centuries-old phenomenon of the Pashtun countryside morphed into a formal political and military movement, the Taliban. As a group of judges and legal-minded students, the Taliban applied themselves to the problem of anarchy with an unforgiving platform of law and order. The mujahedeen had lost their way, abandoned their religious principles, and dragged society into a lawless pit. So unlike most revolutionary movements, Islamic or otherwise, the Taliban did not seek to overthrow an existing state and substitute it with one to their liking. Rather, they sought to build a new state where none existed. This called for “eliminating the arbitrary rule of the gun and replacing it with the rule of law—and for countryside judges who had arisen as an alternative to a broken tribal system, this could only mean religious law. Jurisprudence is thus part of the Taliban’s DNA, but its single-minded pursuit was carried out to the exclusion of all other aspects of basic governance. It was an approach that flirted dangerously with the wrong kind of innovation: in the countryside, the choice was traditionally yours whether to seek justice in religious or in tribal courts, yet now the Taliban mandated religious law as the compulsory law of the land. It is true that, given the nature of the civil war, any law was better than none at all—but as soon as things settled down, fresh problems arose. The Taliban’s jurisprudence was syncretic, mixing elements from disparate schools of Islam along with heavy doses of traditional countryside Pashtun practice that had little to do with religion. As a result, once the Taliban marched beyond the rural Pashtun belt and into cities like Kabul or the ethnic minority regions of northern Afghanistan, they encountered a resentment that rapidly bred opposition.

By 1962, the US policy of "no more Cubas" in the hemisphere had fostered a wave of right-wing dictatorships and a defection of Latin American student unions to the leftist International Union of Students.

She butchered several students at college in her senior year and later confessed to doctoring candy with razor blades on Halloween. She poisoned and maimed quite a few children in 1984. Several of them died of internal bleeding. I hope this helps.

You asked a question about Martin Luther King.... All that stuff about "the dream" means nothing to the kids I know.... He died in vain. He was famous and he lived and gave his speeches and he died and now he's gone. But we're still here. Don't tell students in this school about "the dream." Go and look into a toilet here if you would like to know what life is like for students in this city. -a student at East St. Louis High School, 1990

Adolph Berle, Jr., former Undersecretary of State conducted the symposium, which consisted of three panels. I was on the military panel. After I had expressed my views, he asked me whether I would hand him in an exposé, in writing, which I did. On the same panel was a student, originally from Yaffa, in Israel. After talking about world problems and whether there were military solutions for international grievances, he said to me: If I were in Yaffa and you were there, too, we would be deadly enemies. Yet, as we are sitting here, discussing the problem, we can be good friends. - Thinking about the same problem to-day, the situation has not changed one bit, after 37 years. In 1949, war was raging in Israel. To-day, the situation has still no solution, the enmity remained the same.

Mrs. Roosevelt talked about the difficulties of formulating the Bill of Rights for the United Nations, where she was head of that committee. When she addressed the International Student Conference, we were all full of expectation. Her voice was shrill, high-pitched and not too pleasant at first. Within a few minutes, you were enthralled by her warmth, her humanity, her genuine concern for the people of this world. We had a most enjoyable evening, with food and drink and a chance to meet her as well as all the professors from Bard College.

The second stream is Kabbalistic-prophetic. It is an attempt to attain what is known as cleaving to God and to achieve spiritual elevation. This can be accomplished by internal meditation, which includes reciting the Holy Names, internal and external purification, combining sacred letters and repeating them over and over, singing and moving the head, and breathing techniques. This can unite one with the higher worlds. One who does this properly can reach the level of prophecy. There are even books with detailed instructions on how to actually accomplish this and how to ascend to a higher spiritual level. I often hear of students who have embarked on such a course, and it is, indeed, a disease.

The most recent edition of the test—called the Programme for International Student Assessment (PISA)—was conducted in 2012, and it found that among the OECD’s thirty-four members, the United States ranked twenty-seventh, twentieth, and seventeenth in math, science, and reading, respectively.

and interacting with peers can influence your career direction. Get to know professors, who can become mentors and friends. Build relationships and leverage them when needed. Knowing someone within a target company may dramatically increase your chances of getting an interview for an internship or a job. Express your gratitude to the people who have guided, supported, or encouraged you. For international students applying for certain jobs in the United States: because your employer needs to authorize and apply for a work visa for you, you may need to take some classes in the field you want to pursue if it lies outside what you are studying as your major.

There are other effective programs, too. Of the faith-based journeys offered, Youth with a Mission’s Discipleship Training School is perhaps the most established. It’s a six-month experience divided into two parts. Initially, students spend three months in the classroom. Then they spend the second half of the program doing outreach internationally. There are countless other opportunities involving kingdom journey missions and travel. Some people serve full-time missionaries in a country to which they feel called. Others join a monastery for a season. Some go on a series of short-term trips, or intern with a development organization, such as Food for the Hungry. There are, of course, non-Christian opportunities that may be worth considering, Inter Exchange and Go Abroad, for example.

The 5 Elements of Effective Thinking (Edward B. Burger;Michael Starbird) - Your Highlight on page 17 | location 251-270 | Added on Monday, 6 April 2015 03:03:56 Understand simple things deeply The most fundamental ideas in any subject can be understood with ever-increasing depth. Professional tennis players watch the ball; mathematicians understand a nuanced notion of number; successful students continue to improve their mastery of the concepts from previous chapters and courses as they move toward the more advanced material on the horizon; successful people regularly focus on the core purpose of their profession or life. True experts continually deepen their mastery of the basics. Trumpeting understanding through a note-worthy lesson. Tony Plog is an internationally acclaimed trumpet virtuoso, composer, and teacher. A few years ago we had the opportunity to observe him conducting a master class for accomplished soloists. During the class, each student played a portion of his or her selected virtuosic piece. They played wonderfully. Tony listened politely and always started his comments, “Very good, very good. That is a challenging piece, isn’t it?” As expected, he proceeded to give the students advice about how the piece could be played more beautifully, offering suggestions about physical technique and musicality. No surprise. But then he shifted gears. He asked the students to play a very easy warm-up exercise that any beginning trumpet player might be given. They played the handful of simple notes, which sounded childish compared to the dramatically fast, high notes from the earlier, more sophisticated pieces. After they played the simple phrase, Tony, for the first time during the lesson, picked up the trumpet. He played that same phrase, but when he played it, it was not childish. It was exquisite. Each note was a rich, delightful sound. He gave the small phrase a delicate shape, revealing a flowing sense of dynamics that enabled us to hear meaning in those simple notes. The students’ attempts did not come close—the contrast was astounding. The fundamental difference between the true master and the talented students clearly occurred at a far more basic level than in the intricacies of complex pieces. Tony explained that mastering an efficient, nuanced performance of simple pieces allows one to play spectacularly difficult pieces with greater control and artistry. The lesson was simple. The master teacher suggested that the advanced students focus more of their time on practicing simple pieces intensely—learning to perform them with technical efficiency and beautiful elegance. Deep work on simple, basic ideas helps to build true virtuosity—not just in music but in everything. ==========

For Bill and Judy, obedience to the Great Commission means outreach to international students: providing hospitality to them and looking for ways to serve. For Sarah, it means joining forces with the "Not for Sale" movement to help liberate people from human trafficking so that they might experience God's love. For Trevor, it means using his science skills to work for the eradication of malaria in Togo, West Africa. For some Filipina maids, it means following Jesus into Saudi Arabia as domestic servants so that they can share God's love with Saudi families. For Jeff and Judy, it means using computer skills and literacy training to touch the people and the nation of Chad. For Uchenna and Dolapo, it means joining a Nigerian mission agency that enabled them to move to North Africa as community developers. The common thread is this: God's people, relying on God's power and presence, go out and look for opportunities to share and demonstrate the love of Jesus to all peoples everywhere.

Just checking a website or your phone for a moment can cause a series of internal triggers, and in no time you will lose the motivation and focus you had. This can be a big obstacle for students and employees alike.

The close-up, reassuring, warm touch of the physician, the comfort and concern, the long, leisurely discussions … are disappearing from the practice of medicine, and this may turn out to be too great a loss. … If I were a medical student or an intern, just getting ready to begin, I would be more worried about this aspect of my future than anything else. I would be apprehensive that my real job, caring for sick people, might soon be taken away, leaving me with the quite different occupation of looking after machines. I would be trying to figure out ways to keep this from happening. —Lewis Thomas, M.D. The Youngest Science: Notes of a Medicine Watcher

Jerzy,” said I, turning to the Dean of Students, who was nearby, “You’re experienced in these things, and I’m not. Will you tell me whether it is an unalterable rule in this school for a teacher to lose himself in the middle of the night scrambling to find what he cannot see and what is probably not there?” “Isn’t that what we do in the classroom every day?” said Witskoc. “Yes, I’m afraid that’s how it is. I’d like to see how you can construct a pedagogical context made up of nothing but security and certainties.

all life forms, no matter how diverse, have common characteristics: 1) they are made up of cells, enclosed by a membrane that maintains internal conditions different from their surroundings, 2) they contain DNA or RNA as the material that carries their master plan, and 3) they carry out a process, called metabolism, which involves the conversion of different forms of energy by means of which they sustain themselves.

There are times to teach and train and times not to teach. When relationships are strained and charged with emotion, attempts to teach or train are often perceived as a form of judgment and rejection. A better approach is to be alone with the person and to discuss the principle privately. But again, this requires patience and internal control—in short, emotional maturity. BORROWING STRENGTH BUILDS WEAKNESS In addition to parents, many employers, leaders, and others in positions of authority may be competent, knowledgeable, and skillful (at day six) but are emotionally and spiritually immature (at day two). They, too, may attempt to compensate for this deficiency, or gap, by borrowing strength from their position or their authority. How do immature people react to pressure? How does the boss react when subordinates don’t do things his way? The teacher when the students challenge her viewpoint? How would an immature parent treat a teenage daughter when she interrupts with her problems? How does this parent discipline a bothersome younger child? How does this person handle a difference with a spouse on an emotionally explosive matter? How does the person handle challenges at work? An emotionally immature person will tend to borrow strength from position, size, strength, experience, intellect, or emotions to make up for a character imbalance. And what are the consequences? Eventually this person will build weakness in three places: First, he builds weakness in himself. Borrowing strength from position or authority reinforces his own dependence upon external factors to get things done in the future. Second, he builds weakness in the other people. Others learn to act or react in terms of fear or conformity, thus stunting their own reasoning, freedom, growth, and internal discipline. Third, he builds weakness in the relationship. It becomes strained. Fear replaces cooperation. Each person involved becomes a little more arbitrary, a little more agitated, a little more defensive. To win an argument or a contest, an emotionally immature person may use his strengths and abilities to back people into a corner. Even though he wins the argument, he loses. Everyone loses. His

The subjects became tipsy and acted drunk, with some even showing physical signs of intoxication. They didn’t get drunk because they drank alcohol; they got drunk because the environment, by associative memory, cued their brains and bodies to respond in the same old, familiar way. When the researchers eventually told the students the truth, many were amazed and insisted that they really did feel drunk at the time. They believed they were drinking alcohol, and those beliefs translated into neurochemicals, which altered their states of being. In other words, their beliefs alone were sufficient to fire up a biochemical change in their bodies that was equal to being drunk. That’s because the students conditioned themselves enough times to associate alcohol with a change in their internal chemical states. As the subjects expected or anticipated the future change in their inner states based on their past associative memories of drinking, they were cued by the environment to physiologically change, just as did Pavlov’s dogs. There

The findings suggest that the teachers should relax their control and allow the students more freedom to choose their own topics so as to generate more opportunities for them to participate in classroom interaction. Doing so might foster a classroom culture that is more open to students’ desire to explore the language and topics that do not necessarily conform to the rigid bounds of the curriculum and limited personal perspectives of the teachers (2010: 19). At the same time, this assumes a common denominator of shared community, a community of practice in which the learners all feel themselves to be members, with the rights and duties that such membership entails. This means the teacher needs to work, initially, on creating – and then sustaining – a productive classroom dynamic. Managing groups – including understanding, registering and facilitating their internal workings – is probably one of the teacher’s most important functions. But, whatever the classroom dynamic, there will still be learners who feel an acute threat to ‘face’ at the thought of speaking in another language. It’s not just a question of making mistakes, it’s the ‘infantilization’ associated with speaking in a second language – the sense that one’s identity is threatened because of an inability to manage and fine-tune one’s communicative intentions. As Harder (1980) argues, ‘the learner is not free to define his [sic] place in the ongoing [L2] interaction as he would like; he has to accept a role which is less desirable than he could ordinarily achieve’. Or, as he more memorably puts it: ‘In order to be a wit in a foreign language you have to go through the stage of being a half-wit – there is no other way.

This omission of Asian Americans from history can lead to Asian American students in college internalizing the belief that they have not contributed to and are not full members of society or higher education.

Arne Duncan have followed his lead and championed alternative routes. Most notably, Duncan, speaking to a group of teacher educators and future students, claimed that traditional teacher education was doing a “mediocre job” and needed “revolutionary change” to meet the needs of today’s schools.