Maker Education Quotes

Every maker of video games knows something that the makers of curriculum don't seem to understand. You'll never see a video game being advertised as being easy. Kids who do not like school will tell you it's not because it's too hard. It's because it's--boring

Over the last forty years, many educators, decision-makers, and even some parents have come to regard the arts as peripheral, and let’s face it, frivolous—especially the visual arts, with their connotation of ”the starving artist” and the mistaken concept of necessary talent

Pick a leader who will make their citizens proud. One who will stir the hearts of the people, so that the sons and daughters of a given nation strive to emulate their leader's greatness. Only then will a nation be truly great, when a leader inspires and produces citizens worthy of becoming future leaders, honorable decision makers and peacemakers. And in these times, a great leader must be extremely brave. Their leadership must be steered only by their conscience, not a bribe.

A NATION'S GREATNESS DEPENDS ON ITS LEADER To vastly improve your country and truly make it great again, start by choosing a better leader. Do not let the media or the establishment make you pick from the people they choose, but instead choose from those they do not pick. Pick a leader from among the people who is heart-driven, one who identifies with the common man on the street and understands what the country needs on every level. Do not pick a leader who is only money-driven and does not understand or identify with the common man, but only what corporations need on every level. Pick a peacemaker. One who unites, not divides. A cultured leader who supports the arts and true freedom of speech, not censorship. Pick a leader who will not only bail out banks and airlines, but also families from losing their homes -- or jobs due to their companies moving to other countries. Pick a leader who will fund schools, not limit spending on education and allow libraries to close. Pick a leader who chooses diplomacy over war. An honest broker in foreign relations. A leader with integrity, one who says what they mean, keeps their word and does not lie to their people. Pick a leader who is strong and confident, yet humble. Intelligent, but not sly. A leader who encourages diversity, not racism. One who understands the needs of the farmer, the teacher, the doctor, and the environmentalist -- not only the banker, the oil tycoon, the weapons developer, or the insurance and pharmaceutical lobbyist. Pick a leader who will keep jobs in your country by offering companies incentives to hire only within their borders, not one who allows corporations to outsource jobs for cheaper labor when there is a national employment crisis. Choose a leader who will invest in building bridges, not walls. Books, not weapons. Morality, not corruption. Intellectualism and wisdom, not ignorance. Stability, not fear and terror. Peace, not chaos. Love, not hate. Convergence, not segregation. Tolerance, not discrimination. Fairness, not hypocrisy. Substance, not superficiality. Character, not immaturity. Transparency, not secrecy. Justice, not lawlessness. Environmental improvement and preservation, not destruction. Truth, not lies. Most importantly, a great leader must serve the best interests of the people first, not those of multinational corporations. Human life should never be sacrificed for monetary profit. There are no exceptions. In addition, a leader should always be open to criticism, not silencing dissent. Any leader who does not tolerate criticism from the public is afraid of their dirty hands to be revealed under heavy light. And such a leader is dangerous, because they only feel secure in the darkness. Only a leader who is free from corruption welcomes scrutiny; for scrutiny allows a good leader to be an even greater leader. And lastly, pick a leader who will make their citizens proud. One who will stir the hearts of the people, so that the sons and daughters of a given nation strive to emulate their leader's greatness. Only then will a nation be truly great, when a leader inspires and produces citizens worthy of becoming future leaders, honorable decision makers and peacemakers. And in these times, a great leader must be extremely brave. Their leadership must be steered only by their conscience, not a bribe.

Life is more than a job; jobs are more than a paycheck; and a country is more than its wealth. Education is more than the acquisition of marketable skills, and you are more than your ability to contribute to your employer’s bottom line or the nation’s GDP, no matter what the rhetoric of politicians or executives would have you think. To ask what college is for is to ask what life is for, what society is for—what people are for. Do students ever hear this? What they hear is a constant drumbeat, in the public discourse, that seeks to march them in the opposite direction. When policy makers talk about higher education, from the president all the way down, they talk exclusively in terms of math and science. Journalists and pundits—some of whom were humanities majors and none of whom are nurses or engineers—never tire of lecturing the young about the necessity of thinking prudently when choosing a course of study, the naïveté of wanting to learn things just because you’re curious about them.

You have a picture of life within you, a faith, a challenge, and you were ready for deeds and sufferings and sacrifices, and then you became aware by degrees that the world asked no deeds and no sacrifices of you whatever, and that life is no poem of heroism with heroic parts to play and so on, but a comfortable room where people are quite content with eating and drinking, coffee and knitting, cards and wireless. And whoever wants more and has got it in him--the heroic and the beautiful, and the reverence for the great poets or for the saints--is a fool and a Don Quixote. Good. And it has been just the same for me, my friend. I was a gifted girl. I was meant to live up to a high standard, to expect much of myself and do great things. I could have played a great part. I could have been the wife of a king, the beloved of a revolutionary, the sister of a genius, the mother of a martyr. And life has allowed me just this, to be a courtesan of fairly good taste, and even that has been hard enough. That is how things have gone with me. For a while I was inconsolable and for a long time I put the blame on myself. Life, thought I, must in the end be in the right, and if life scorned my beautiful dreams, so I argued, it was my dreams that were stupid and wrong headed. But that did not help me at all. And as I had good eyes and ears and was a little inquisitive too, I took a good look at this so-called life and at my neighbors and acquaintances, fifty or so of them and their destinies, and then I saw you. And I knew that my dreams had been right a thousand times over, just as yours had been. It was life and reality that were wrong. It was as little right that a woman like me should have no other choice than to grow old in poverty and in a senseless way at a typewriter in the pay of a money-maker, or to marry such a man for his money's sake, or to become some kind of drudge, as for a man like you to be forced in his loneliness and despair to have recourse to a razor. Perhaps the trouble with me was more material and moral and with you more spiritual--but it was the same road. Do you think I can't understand your horror of the fox trot, your dislike of bars and dancing floors, your loathing of jazz and the rest of it? I understand it only too well, and your dislike of politics as well, your despondence over the chatter and irresponsible antics of the parties and the press, your despair over the war, the one that has been and the one that is to be, over all that people nowadays think, read and build, over the music they play, the celebrations they hold, the education they carry on. You are right, Steppenwolf, right a thousand times over, and yet you must go to the wall. You are much too exacting and hungry for this simple, easygoing and easily contented world of today. You have a dimension too many. Whoever wants to live and enjoy his life today must not be like you and me. Whoever wants music instead of noise, joy instead of pleasure, soul instead of gold, creative work instead of business, passion instead of foolery, finds no home in this trivial world of ours--

We are not consumers. For most of humanity’s existence, we were makers, not consumers: we made our clothes, shelter, and education, we hunted and gathered our food. We are not addicts. “I propose that most addictions come from our surrendering our real powers, that is, our powers of creativity.” We are not passive couch potatoes either. “It is not the essence of humans to be passive. We are players. We are actors on many stages…. We are curious, we are yearning to wonder, we are longing to be amazed… to be excited, to be enthusiastic, to be expressive. In short to be alive.” We are also not cogs in a machine. To be so would be to give up our personal freedoms so as to not upset The Machine, whatever that machine is. Creativity keeps us creating the life we wish to live and advancing humanity’s purpose as well.

Her widowed mother owns the shop on rue de Grenelle. Should her mother die, despite her expertise, Pauline Léon will not inherit the shop. She can only do so through a husband. As she has not yet met a suitable spouse, we can only imagine the kind of chocolat he would make if he were a wig maker.

The computer is usually seen as a solely beneficial invention, which liberates human fantasy and facilitates efficient design work. I wish to express my serious concern in this respect, at least considering the current role of the computer in education and the design process. Computer imaging tends to flatten our magnificent, multi-sensory, simultaneous and synchronic capacities of imagination by turning the design process into a passive visual manipulation, a retinal journey. The computer creates a distance between the maker and the object, whereas drawing by hand as well as working with models put the designer in a haptic contact with the object, or space. In our imagination, the object is simultaneously held in the hand and inside the head, and the imagined and projected physical image is modelled by our embodied imagination. We are inside and outside of the conceived object at the same time.

Policy makers and politicians want more STEM; educators want more STEAM. Both, in ways that are eerily similar, are engaging in social engineering to support an ideology. At the macro-level, in both worlds, it’s all about teaching a point of view, rather than teaching students to learn. We seem hell bent on an arbitrarily linear approach to engineering a “useful” or job-securing education, from which we continue to get mixed results.

Here’s how Andreas Schleicher, who directs those PISA tests, puts it: “The best way to find out whether what students have learned at school matters for their life is to actually watch what happens to them after they leave school.

Today even the attitude of the Southern whites toward the blacks is not, as so many assume, in all cases the same; the ignorant Southerner hates the Negro, the workingmen fear his competition, the money-makers wish to use him as a laborer, some of the educated see a menace in his upward development, while others—usually the sons of the masters—wish to help him to rise.

correlation between the growing lack of respect for ideas and the imagination and the increasing gap between rich and poor in America, reflected not just in the gulf between the salaries of CEOs and their employees but also in the high cost of education, the incredible divide between private and public schools that makes all of the fine speeches by our policy makers— most of whom send their children to private schools anyway, just as they enjoy the benefits and perks of their jobs as servants of the people— all the more insidious and insincere.

A man only misfortune is to forsake his Maker.

The creature may not haste above the maker; neither may the world hold them at once that shall be created therein.

The greatest innovators and history makers of our world were not great because of the formal school system but because of self-development through the proper investment and conversation of time.

A town with many men who are less educated and as such ignorant of the real solution to the woes of their society has the same problem as a town with many intellectuals and yet with many problems

To take an example, therefore, from a very trifling manufacture, but one in which the division of labour has been very often taken notice of, the trade of a pin-maker: a workman not educated to this business (which the division of labour has rendered a distinct trade), nor acquainted with the use of the machinery employed in it (to the invention of which the same division of labour has probably given occasion), could scarce, perhaps, with his utmost industry, make one pin in a day, and certainly could not make twenty. But in the way in which this business is now carried on, not only the whole work is a peculiar trade, but it is divided into a number of branches, of which the greater part are likewise peculiar trades. One man draws out the wire; another straights it; a third cuts it; a fourth points it; a fifth grinds it at the top for receiving the head; to make the head requires two or three distinct operations; to put it on is a peculiar business; to whiten the pins is

It’s the difference between utility and virtue. Many policy makers now think of education in functional terms. It’s about learning skills that will help students find employment—such as using a word processor or spreadsheet. Yet what about helping people to figure out the meaning of life? Or become good people? Or make a difference to others? Is education for a stage in life, completed once we find jobs, or should it be a lifelong pursuit?

There are some animal advocates who say that to maintain that veganism is the moral baseline is objectionable because it is “judgmental,” or constitutes a judgment that veganism is morally preferable to vegetarianism and a condemnation that vegetarians (or other consumers of animal products) are “bad” people. Yes to the first part; no to the second. There is no coherent distinction between flesh and other animal products. They are all the same and we cannot justify consuming any of them. To say that you do not eat flesh but that you eat dairy or eggs or whatever, or that you don’t wear fur but you wear leather or wool, is like saying that you eat the meat from spotted cows but not from brown cows; it makers no sense whatsoever. The supposed “line” between meat and everything else is just a fantasy–an arbitrary distinction that is made to enable some exploitation to be segmented off and regarded as “better” or as morally acceptable. This is not a condemnation of vegetarians who are not vegans; it is, however, a plea to those people to recognize their actions do not conform with a moral principle that they claim to accept and that all animal products are the result of imposing suffering and death on sentient beings. It is not a matter of judging individuals; it is, however, a matter of judging practices and institutions. And that is a necessary component of ethical living.

KNOWN ABILITIES: Empath [DON’T BELIEVE ANYTHING ELSE MY MOM TELLS YOU] RESIDENCE: The Shores of Solace and Candleshade [ANYONE WANNA TRADE LIVES WITH ME?] IMMEDIATE FAMILY: Lord Cassius Sencen (father); Lady Gisela Sencen (mother) [AKA: WORST. PARENTS. EVER!] MATCH STATUS: Unregistered [TRY NOT TO BE TOO HEARTBROKEN, PEOPLE] [THOUGH I GOTTA SAY: I DON’T REALLY GET WHY EVERYONE PAYS SO MUCH ATTENTION TO THIS.] EDUCATION: Current Foxfire prodigy [AND PROUD DETENTION RECORD–HOLDER] NEXUS: No longer required [BECAUSE I’M COOL LIKE THAT] PATHFINDER: Not assigned. Restricted to Leapmasters and home crystals. [HA, THAT’S WHAT YOU THINK!] SPYBALL APPROVAL: None [BUT I HAVE FRIENDS WITH CONNECTIONS, THAT’S ALL I’M SAYING.…] MEMBER OF THE NOBILITY: No [THANK GOODNESS] TITLE: None [UM, HELLO, WHAT ABOUT LORD HUNKYHAIR? THAT’S A THING!] NOBLE ASSIGNMENT: None [MASTER MISCHIEF-MAKER] SIGNIFICANT CONNECTIONS: Fealty-sworn member of the Black Swan; former Wayward at Exillium; son to one of the leaders of the Neverseen [SWORN PROTECTOR OF THE MYSTERIOUS MISS F] ASSIGNED BODYGUARD(S): Ro (ogre) [AND SHE KNOWS, LIKE, 500,000 WAYS TO KILL YOU! SO IT’S REALLY NOT A GOOD IDEA TO MESS WITH US!]

I do not think the African, Caribbean, and Blacks have studied to any degree and depth and seriousness the rise of modern Japan. Went into a war and loss. They sustained two atomic bombs. Had their country occupied. Now the people who defeated them are now begging them for commercial space. What did they do, that we have forgotten how to do? They did some serious astute planning. Not loud mouthing, not boasting. They did not get on the radio or any platform or call them any names, but they did what they had to do. If we are carrying out a well designed plan for liberation any literate person can contribute and share leadership. So if the leader dies while you are on page 13 move to page 14 and continue the struggle. Bury the man, continue the plan. I think any person who calls them self a leader, preacher, policy maker of any kind, should ask and answer the question in his own lifetime... How will my people stay on this earth? How will they be educated? How will they be schooled, and how will they be housed and how will they be defended. The answers to these questions will create the concept of enduring nationhood, because it creates the concept of enduring responsibility.

Your problem, Nagrant,' he declared, 'is that your education was unconnected with the practical reality of life. You grew up believing that rules are more important than all the facts you could ever uncover, and that the slightest disobedience is deadly.

all parents were, by the law of nature, "under an obligation to preserve, nourish, and educate the children" they had begotten; not as their own workmanship, but the workmanship of their own maker, the Almighty, to whom they were to be accountable for them.

The actual consumers of knowledge are the children—who can’t pay, can’t vote, can’t sit on the committees. Their parents care for them, but don’t sit in the classes themselves; they can only hold politicians responsible according to surface images of “tough on education.” Politicians are too busy being re-elected to study all the data themselves; they have to rely on surface images of bureaucrats being busy and commissioning studies—it may not work to help any children, but it works to let politicians appear caring. Bureaucrats don’t expect to use textbooks themselves, so they don’t care if the textbooks are hideous to read, so long as the process by which they are purchased looks good on the surface. The textbook publishers have no motive to produce bad textbooks, but they know that the textbook purchasing committee will be comparing textbooks based on how many different subjects they cover, and that the fourth-grade purchasing committee isn’t coordinated with the third-grade purchasing committee, so they cram as many subjects into one textbook as possible. Teachers won’t get through a fourth of the textbook before the end of the year, and then the next year’s teacher will start over. Teachers might complain, but they aren’t the decision-makers, and ultimately, it’s not their future on the line, which puts sharp bounds on how much effort they’ll spend on unpaid altruism . . .

But architects are not makers of public policy, and while they can design whatever they please, they can build only what a client wants to pay for. It is not the architect’s role to solve the problem of housing the poor. It is the architect’s role to give the poor the very best housing possible when society decides it is ready to address this urgent problem. The same applies for education and health care and every other social need that can be satisfied, in part, by more and better buildings: it is the job of architects to design the best buildings, the most beautiful and civilized and useful ones, but society must be willing to address these problems before the architect can do his or her best work.

Perhaps you think that better-educated people would do better? Or people who are more interested in the issues? I certainly thought that once, but I was wrong. I have tested audiences from all around the world and from all walks of life: medical students, teachers, university lecturers, eminent scientists, investment bankers, executives in multinational companies, journalists, activists, and even senior political decision makers. These are highly educated people who take an interest in the world. But most of them—a stunning majority of them—get most of the answers wrong. Some of these groups even score worse than the general public; some of the most appalling results came from a group of Nobel laureates and medical researchers. It is not a question of intelligence. Everyone seems to get the world devastatingly wrong. Not only devastatingly wrong, but systematically wrong. By which I mean that these test results are not random. They are worse than random: they are worse than the results I would get if the people answering my questions had no knowledge at all.

It is not that the historian can avoid emphasis of some facts and not of others. This is as natural to him as to the mapmaker, who, in order to produce a usable drawing for practical purposes, must first flatten and distort the shape of the earth, then choose out of the bewildering mass of geographic information those things needed for the purpose of this or that particular map. My argument cannot be against selection, simplification, emphasis, which are inevitable for both cartographers and historians. But the map-maker's distortion is a technical necessity for a common purpose shared by all people who need maps. The historian's distortion is more than technical, it is ideological; it is released into a world of contending interests, where any chosen emphasis supports (whether the historian means to or not) some kind of interest, whether economic or political or racial or national or sexual. Furthermore, this ideological interest is not openly expressed in the way a mapmaker's technical interest is obvious ("This is a Mercator projection for long-range navigation-for short-range, you'd better use a different projection"). No, it is presented as if all readers of history had a common interest which historians serve to the best of their ability. This is not intentional deception; the historian has been trained in a society in which education and knowledge are put forward as technical problems of excellence and not as tools for contending social classes, races, nations. To emphasize the heroism of Columbus and his successors as navigators and discoverers, and to de-emphasize their genocide, is not a technical necessity but an ideological choice. It serves- unwittingly-to justify what was done. My point is not that we must, in telling history, accuse, judge, condemn Columbus in absentia. It is too late for that; it would be a useless scholarly exercise in morality. But the easy acceptance of atrocities as a deplorable but necessary price to pay for progress (Hiroshima and Vietnam, to save Western civilization; Kronstadt and Hungary, to save socialism; nuclear proliferation, to save us all)-that is still with us. One reason these atrocities are still with us is that we have learned to bury them in a mass of other facts, as radioactive wastes are buried in containers in the earth. We have learned to give them exactly the same proportion of attention that teachers and writers often give them in the most respectable of classrooms and textbooks. This learned sense of moral proportion, coming from the apparent objectivity of the scholar, is accepted more easily than when it comes from politicians at press conferences. It is therefore more deadly. The treatment of heroes (Columbus) and their victims (the Arawaks)-the quiet acceptance of conquest and murder in the name of progress-is only one aspect of a certain approach to history, in which the past is told from the point of view of governments, conquerors, diplomats, leaders. It is as if they, like Columbus, deserve universal acceptance, as if they-the Founding Fathers, Jackson, Lincoln, Wilson, Roosevelt, Kennedy, the leading members of Congress, the famous Justices of the Supreme Court-represent the nation as a whole. The pretense is that there really is such a thing as "the United States," subject to occasional conflicts and quarrels, but fundamentally a community of people with common interests. It is as if there really is a "national interest" represented in the Constitution, in territorial expansion, in the laws passed by Congress, the decisions of the courts, the development of capitalism, the culture of education and the mass media.

The idea of freedom is complex and it is all-encompassing. It’s the idea that the economy must remain free of government persuasion. It’s the idea that the press must operate without government intrusion. And it’s the idea that the emails and phone records of Americans should remain free from government search and seizure. It’s the idea that parents must be the decision makers in regards to their children's education — not some government bureaucrat. But most importantly, it is the idea that the individual must be free to pursue his or her own happiness free from government dependence and free from government control. Because to be truly free is to be reliant on no one other than the author of our destiny. These are the ideas at the core of the Republican Party, and it is why I am a Republican. So my brothers and sisters of the American community, please join with me today in abandoning the government plantation and the Party of disappointment. So that we may all echo the words of one Republican leader who famously said, "Free at last, free at last, thank God Almighty, we are free at last.

To take an example, therefore, from a very trifling manufacture; but one in which the division of labour has been very often taken notice of, the trade of the pin-maker; a workman not educated to this business (which the division of labour has rendered a distinct trade), nor acquainted with the use of the machinery employed in it (to the invention of which the same division of labour has probably given occasion), could scarce, perhaps, with his utmost industry, make one pin in a day, and certainly could not make twenty. But in the way in which this business is now carried on, not only the whole work is a peculiar trade, but it is divided into a number of branches, of which the greater part are likewise peculiar trades. One man draws out the wire, another straights it, a third cuts it, a fourth points it, a fifth grinds it at the top for receiving, the head; to make the head requires two or three distinct operations; to put it on is a peculiar business, to whiten the pins is another; it is even a trade by itself to put them into the paper; and the important business of making a pin is, in this manner, divided into about eighteen distinct operations, which, in some manufactories, are all performed by distinct hands, though in others the same man will sometimes perform two or three of them. I have seen a small manufactory of this kind where ten men only were employed, and where some of them consequently performed two or three distinct operations. But though they were very poor, and therefore but indifferently accommodated with the necessary machinery, they could, when they exerted themselves, make among them about twelve pounds of pins in a day. There are in a pound upwards of four thousand pins of a middling size. Those ten persons, therefore, could make among them upwards of forty-eight thousand pins in a day. Each person, therefore, making a tenth part of forty-eight thousand pins, might be considered as making four thousand eight hundred pins in a day. But if they had all wrought separately and independently, and without any of them having been educated to this peculiar business, they certainly could not each of them have made twenty, perhaps not one pin in a day; that is, certainly, not the two hundred and fortieth, perhaps not the four thousand eight hundredth part of what they are at present capable of performing, in consequence of a proper division and combination of their different operations.

Sheepwalking I define “sheepwalking” as the outcome of hiring people who have been raised to be obedient and giving them a brain-dead job and enough fear to keep them in line. You’ve probably encountered someone who is sheepwalking. The TSA “screener” who forces a mom to drink from a bottle of breast milk because any other action is not in the manual. A “customer service” rep who will happily reread a company policy six or seven times but never stop to actually consider what the policy means. A marketing executive who buys millions of dollars’ worth of TV time even though she knows it’s not working—she does it because her boss told her to. It’s ironic but not surprising that in our age of increased reliance on new ideas, rapid change, and innovation, sheepwalking is actually on the rise. That’s because we can no longer rely on machines to do the brain-dead stuff. We’ve mechanized what we could mechanize. What’s left is to cost-reduce the manual labor that must be done by a human. So we write manuals and race to the bottom in our search for the cheapest possible labor. And it’s not surprising that when we go to hire that labor, we search for people who have already been trained to be sheepish. Training a student to be sheepish is a lot easier than the alternative. Teaching to the test, ensuring compliant behavior, and using fear as a motivator are the easiest and fastest ways to get a kid through school. So why does it surprise us that we graduate so many sheep? And graduate school? Since the stakes are higher (opportunity cost, tuition, and the job market), students fall back on what they’ve been taught. To be sheep. Well-educated, of course, but compliant nonetheless. And many organizations go out of their way to hire people that color inside the lines, that demonstrate consistency and compliance. And then they give these people jobs where they are managed via fear. Which leads to sheepwalking. (“I might get fired!”) The fault doesn’t lie with the employee, at least not at first. And of course, the pain is often shouldered by both the employee and the customer. Is it less efficient to pursue the alternative? What happens when you build an organization like W. L. Gore and Associates (makers of Gore-Tex) or the Acumen Fund? At first, it seems crazy. There’s too much overhead, there are too many cats to herd, there is too little predictability, and there is way too much noise. Then, over and over, we see something happen. When you hire amazing people and give them freedom, they do amazing stuff. And the sheepwalkers and their bosses just watch and shake their heads, certain that this is just an exception, and that it is way too risky for their industry or their customer base. I was at a Google conference last month, and I spent some time in a room filled with (pretty newly minted) Google sales reps. I talked to a few of them for a while about the state of the industry. And it broke my heart to discover that they were sheepwalking. Just like the receptionist at a company I visited a week later. She acknowledged that the front office is very slow, and that she just sits there, reading romance novels and waiting. And she’s been doing it for two years. Just like the MBA student I met yesterday who is taking a job at a major packaged-goods company…because they offered her a great salary and promised her a well-known brand. She’s going to stay “for just ten years, then have a baby and leave and start my own gig.…” She’ll get really good at running coupons in the Sunday paper, but not particularly good at solving new problems. What a waste. Step one is to give the problem a name. Done. Step two is for anyone who sees themselves in this mirror to realize that you can always stop. You can always claim the career you deserve merely by refusing to walk down the same path as everyone else just because everyone else is already doing it.

Such is Fascist planning-the planning of those who reject the ideal postulates of Christian civilization and of the older Asiatic civilization which preceded ti and from which it derived-the planning of men whose intentions are avowedly bad. Let us now consider examples of planning by political leaders who accept the ideal postulates, whose intentions are good. The first thing to notice is that none of these men accepts the ideal postulates whole-heartedly. All believe that desirable ends can be achieved by undesirable means. Aiming to reach goals diametrically opposed to those of Fascism, they yet persist in taking the same roads as are taken by the Duces and Fuehrers. They are pacifists, but pacifists who act on the theory that peace can be achieved by means of war; they are reformers and revolutionaries, but reformers who imagine that unfair and arbitrary acts can produce social justice, revolutionaries who persuade themselves that the centralization of power and the enslavement of the masses can result in liberty for all. Revolutionary Russia has the largest army in the world; a secret police, that for ruthless efficiency rivals the German or the Italian; a rigid press censorship; a system of education that, since Stalin "reformed" it, is as authoritarian as Hitler's; an all-embracing system of military training that is applied to women and children as well as men; a dictator as slavishly adored as the man-gods of Rome and Berlin; a bureaucracy, solidly entrenched as the new ruling class and employing the powers of the state to preserve its privileges and protect its vested interests; an oligarchical party which dominates the entire country and within which there is no freedom even for faithful members. (Most ruling castes are democracies so far as their own members are concerned. Not so the Russian Communist Party, in which the Central Executive Committee acting through the Political Department, can override or altogether liquidate any district organization whatsoever.) No opposition is permitted in Russia. But where opposition is made illegal, it automatically goes underground and becomes conspiracy. Hence the treason trials and purges of 1936 and 1937. Large-scale manipulations of the social structure are pushed through against the wishes of the people concerned and with the utmost ruthlessness. (Several million peasants were deliberately starved to death in 1933 by the Soviet planners.) Ruthlessness begets resentment; resentment must be kept down by force. As usual the chief result of violence is the necessity to use more violence. Such then is Soviet planning-well-intentioned, but making use of evil means that are producing results utterly unlike those which the original makers of the revolution intended to produce.

Imaginary Lives Imaginary Lives is a thought experiment I have adapted from two important career-change thinkers, Julia Cameron and John Williams, which aims to take your ideas a stage closer towards specific job options.55 It’s simple but potentially powerful. • Imagine five parallel universes, in each of which you could have a whole year off to pursue absolutely any career you desired. Now think of five different jobs you might want to try out in each of these universes. Be bold in your thinking, have fun with your ideas and your multiple selves. Your five choices might be food photographer, member of parliament, tai chi instructor, social entrepreneur running a youth education project, and wide-achieving Renaissance generalist. One person I know who did this activity – a documentary film maker who was having doubts about her career – listed massage therapist, sculptor, cellist, screen-play writer, and owner of her own bar on a tiny, old-fashioned Canarian island. Now come back down to earth and look hard at your five choices. Write down what it is about them that attracts you. Then look at them again, and think about this question: • How does each career measure up against the two motivations in the previous activity that you chose to prioritize in the future? If you decided, for instance, that you want a combination of making a difference and high status, check whether your five imaginary careers might provide them. The point is to help you think more deeply about exactly what you are looking for in a career, the kind of experiences that you truly desire.

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

For instance, there was the case of Nancy Schmeing, who had recently earned her doctorate in physics at the Massachusetts Institute of Technology. Incredibly, Schmeing failed the reading comprehension section of the new [Massachusetts] teacher test, which required one to quickly read short essays and then choose the one "best" answer among those provided by the test maker. The exam supposedly assessed one's ability to boil down the essential meanings of prose. Schmeing's failing the reading section created a small furor about the test's credibility. After graduating from MIT, Schmeing worked as a technical consultant, translating engineering, science, and business documents for clients around the world. Thus, the very nature of her work necessitated the ability to find essential meanings in written texts, to comprehend a writer's purpose, and so forth. Moreover, Schmeing was a Fulbright scholar, had graduated magnum cum laude from college ... Schmeing's failure simply defied common sense, fueling concerns over the exam's predictive validity.

out of informal learning communities if they fail to meet our needs; we enjoy no such mobility in our relations to formal education. Affinity spaces are also highly generative environments from which new aesthetic experiments and innovations emerge. A 2005 report on The Future of Independent Media argued that this kind of grassroots creativity was an important engine of cultural transformation: The media landscape will be reshaped by the bottom-up energy of media created by amateurs and hobbyists as a matter of course. This bottom-up energy will generate enormous creativity, but it will also tear apart some of the categories that organize the lives and work of media makers.... A new generation of media-makers and viewers are emerging which could lead to a sea change in how media is made and consumed.12 This report celebrates a world in which everyone has access to the means of creative expression and the networks supporting artistic distribution. The Pew study suggests something more: young people who create and circulate their own media are more likely to respect the intellectual property rights of others because they feel a greater stake in the cultural economy.13 Both reports suggest we are moving away from a world in which some produce and many consume media toward one in which everyone has a

Our education system is like a money plant, which looks beautiful with big green leaves, but fails to produce any fruit or a flower. Undoubtedly, we are a home to the best doctors, scientists, poets, artists, and whatnot. But I feel, we miserably fail to evoke humanism, compassion, and tolerance in students. If we would count all the do’s and don’ts taught to us in our school, surely don’ts would exceed the number of the do's. I was forced to mug up certain things I was not interested in. Now, I understand the importance of questioning. I wish if our schools could teach us the art of questioning instead of just hunting for answers. Various facts are stuffed in delicate minds, but what about teachings on life, tutoring to never give up, and asking for students’ opinions on a subject? Yes, teaching these things would not directly increase the ‘GDP’ by creating human-machines, but would definitely create better minds and wonderful souls. I really wish our syllabus could preach to us the sheer value of knowledge, wisdom, and awareness. I wish our schools could nurture educated intellectuals, rather than literate persons. I wish we could pay more heed to the education ratio instead of just literacy ratio. We need more thinkers and fewer money makers. We are directed towards a goal already chosen for us, but not asked about our big fantasies and little dreams.

To understand Bashō’s place in Japanese poetry, it’s useful to have some sense of the literary culture he entered. The practice of the fine arts had been central to Japanese life from at least the seventh century, and virtually all educated people painted, played musical instruments, and wrote poems. In 17th century Japan, linked-verse writing was as widespread and popular as card games or Scrabble in mid-20th-century America. A certain amount of rice wine was often involved, and so another useful comparison might be made to playing pool or darts at a local bar. The closest analogy, though, can be found in certain areas of online life today. As with Dungeons and Dragons a few years ago, or Worlds of War and Second Life today, linked verse brought its practitioners into an interactive community that was continually and rapidly evolving. Hovering somewhere between art-form and competition, renga writing provided both a party and a playing field in which intelligence, knowledge, and ingenuity might be put to the test. Add to this mix some of street rap’s boundary-pushing language, and, finally, the video images of You-Tube. Now imagine the possibility that a “high art” form of very brief films might emerge from You-Tube, primarily out of one extraordinarily talented young film-maker’s creations and influence. In the realm of 17th-century Japanese haiku, that person was Basho.

First, it is the duty of black men to judge the South discriminatingly. The present generation of Southerners are not responsible for the past, and they should not be blindly hated or blamed for it. Furthermore, to no class is the indiscriminate endorsement of the recent course of the South toward Negroes more nauseating than to the best thought of the South. The South is not “solid’; it is a land in the ferment of social change, wherein forces of all kinds are fighting for supremacy; and to praise the ill the South is today perpetrating is just as wrong as to condemn the good. Discriminating and broad-minded criticism is what the South needs,—needs it for the sake of her own white sons and daughters, and for the insurance of robust, healthy mental and moral development. Today even the attitude of the Southern whites toward the blacks is not, as so many assume, in all cases the same; the ignorant Southerner hates the Negro, the workingmen fear his competition, the money-makers wish to use him as a laborer, some of the educated see a menace in his upward development, while others—usually the sons of the masters—wish to help him to rise. National opinion has enabled this last class to maintain the Negro common schools, and to protect the Negro partially in property, life, and limb. Through the pressure of the money-makers, the Negro is in danger of being reduced to semi-slavery, especially in the country districts; the workingmen, and those of the educated who fear the Negro, have united to disfranchise him, and some have urged his deportation; while the passions of the ignorant are easily aroused to lynch and abuse any black man. To praise this intricate whirl of thought and prejudice is nonsense; to inveigh indiscriminately against “the South” is unjust; but to use the same breath in praising Governor Aycock, exposing Senator Morgan, arguing with Mr. Thomas Nelson Page, and denouncing Senator Ben Tillman, is not only sane, but the imperative duty of thinking black men.

The fascist leaders were outsiders of a new type. New people had forced their way into national leadership before. There had long been hard-bitten soldiers who fought better than aristocratic officers and became indispensable to kings. A later form of political recruitment came from young men of modest background who made good when electoral politics broadened in the late nineteenth century. One thinks of the aforementioned French politician Léon Gambetta, the grocer’s son, or the beer wholesaler’s son Gustav Stresemann, who became the preeminent statesman of Weimar Germany. A third kind of successful outsider in modern times has been clever mechanics in new industries (consider those entrepreneurial bicycle makers Henry Ford, William Morris, and the Wrights). But many of the fascist leaders were marginal in a new way. They did not resemble the interlopers of earlier eras: the soldiers of fortune, the first upwardly mobile parliamentary politicians, or the clever mechanics. Some were bohemians, lumpen-intellectuals, dilettantes, experts in nothing except the manipulation of crowds and the fanning of resentments: Hitler, the failed art student; Mussolini, a schoolteacher by trade but mostly a restless revolutionary, expelled for subversion from Switzerland and the Trentino; Joseph Goebbels, the jobless college graduate with literary ambitions; Hermann Goering, the drifting World War I fighter ace; Heinrich Himmler, the agronomy student who failed at selling fertilizer and raising chickens. Yet the early fascist cadres were far too diverse in social origins and education to fit the common label of marginal outsiders. Alongside street-brawlers with criminal records like Amerigo Dumini or Martin Bormann one could find a professor of philosophy like Giovanni Gentile or even, briefly, a musician like Arturo Toscanini. What united them was, after all, values rather than a social profile: scorn for tired bourgeois politics, opposition to the Left, fervent nationalism, a tolerance for violence when needed.

In collaborative professionalism, we want deeper collaboration in stronger relationships of trust, support, and solidarity. We also want more professionalism involving good data and good judgment, more candid and respectful professional dialogue, more thoughtful feedback, more collective responsibility for each other’s results, and more courageous engagement with bolder visions of education that will help young people become change makers in their own and other people’s lives.

(KJV) King James Translation Important Facts An advantage of owning or reading a (KJV) King James Translation or Authorized Version, whether they are the older 1611 version or newer non-1611 version is that they are usually more accurate compared to many other bibles. They rank highly when translated from the original Hebrew, Aramaic and Greek manuscripts. However all bible translations have many faults with the translation as does the King James Version which is not perfect by any means It’s a difficult task to master translation of hundreds of scrolls and manuscripts and compile them into a single book. With that being said, when choosing a bible you will usually have to choose between the lesser of the two evils, and it is always advised to have at least three translations if not more when you want to get a more accurate idea of what the writer is saying. One major disadvantage that the King James Bible (KJV) has is that the translators have replaced the holy names of The Almighty Creator and His Son, as many other translators have also done with other bible translations. This is never a good thing to do. To replace a proper noun or name, especially when it happens to be the name of our Heavenly Father or His Son our Messiah is a serious thing to consider changing. The bible clearly states in many verses to make His name “known” and proclaim it. It does not say to “change it” or to proclaim a different name. Our Opinion about Name Changes The reasons of why the translators chose to make these name changes is “not” something that we at Heavenly Publishers want to focus on. Instead, we prefer to educate readers of this fact, especially those that were not already aware of it and make suggestions as to how to fix this. Many translations around these days have this same issue and even other serious changes on top of this one. We would also like to encourage all readers to consider restoring the holy names of our Savior and Heavenly Father back into the bible and back into our reading and vocabulary. The example of how our Savior taught us to pray by starting out in prayer by acknowledging and revering the holy name of “Our Father” is something we should remember. The prayer starts out with the words, Our Father who art in Heaven, “Hallowed be Thy Name” and is a great example of how important and holy His name is. This word “hallow” means to render sacred and consider holy. So my question to you is can you imagine doing something like changing our Father’s holy name to something else? Never should this be done, but the translators of many bible versions have done this. The KJV is only one example of this spiritually criminal act. The people that have done this for whatever agendas they had will be held accountable and judged accordingly one day by their maker as He sees fit. It’s not our job to judge but to make others aware of this and hopefully reverse this wrongdoing.

Successful reformation must allow social justice ideology to remain in existence while it is removed from its current position as policy-maker, arbiter of expression and inquiry, and censor. Only by relegating social justice to the position of one among many other belief systems can the university successfully absorb the creed without remaining hostage to it.

Skill, education, money aren't the difference makers, passion is. If you've passion to achieve something, there's nothing that can stop you.

There are other forms of service which equally deserve the job description ‘Christian ministry’. For example, the calling of many girls to be wife, mother and home-maker is in the fullest sense ‘Christian ministry’, since she is serving Christ, her family and the community. So is every form of work — medicine, research, the law, education, social service, central and local government, industry, business and trade — in which the worker sees himself as cooperating with God in the service of man.

Learning doesn’t mean being at school, the real education to improve your skills is possessed at every moment

The riches of the mind are worthier than a lot of educational degrees without humanism

My childhood, my education, my professional experiences, and the people I have met while on my journey met while on my journey creating my books, blogs, articles, and documentary have taught me a great deal about DreamMaking.

It is the business of education to wait upon Pentecost. Unhappily, there is something about educational syllabuses, and especially about examination papers, which seems to be rather out of harmony with Pentecostal manifestations. The Energy of Ideas does not seem to descend into the receptive mind with quite that rush of cloven fire which we ought to expect.

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I’ve always found it strange that so many of them meet their Maker in unusual circumstances. Matthew Arnold, for example, died while leaping over a hedge . . .’ ‘I suppose he did,’ Sidney replied. ‘And didn’t the Chinese poet Li Po drown while trying to kiss the reflection of the moon in water?’ ‘Pushkin and Lermontov were both killed in duels . . .’ Sidney began to recall his classical education, ‘Aeschylus was felled by a falling tortoise.’ ‘Euripides was mauled by a pack of wild dogs . . .’ ‘Neither of them strictly poets, of course . . .’ Sidney cautioned. ‘Although if the criteria was broadened to writers in general then we could have a field day,’ Leonard Graham continued. ‘Edgar Allan Poe was found in another person’s clothes.’ ‘And Sherwood Anderson swallowed a toothpick. But we are getting distracted, my good friend.

Joe McCarthy possessed something like a photographic memory—his mind was like a “sponge,” or a “blotter,” his college classmates said—that enabled him to spew forth answers “lightning quick” in cram sessions and on exams. From the beginning of his career, he demonstrated a kind of instinctive political genius that owed nothing to campaign consultants or image makers. He was not interested in ideas, except in appropriating the thoughts or opinions of others if they helped him exploit an issue like Communism. His law degree and native intelligence notwithstanding, he was ill educated, had no sense of history, and was incurious and carelessly ill-informed about the great public questions—again, like Communism—that he addressed with such assurance. He did not read books, with one fascinating exception: Hitler’s Mein Kampf.

Indeed, there are demons that must be cast out by exposure and education, for it is the ignorant and the uninformed who fall prey to the evil trickery and abuse of those who sponsor violence, hatred and every form of extremism. At some point, man’s Maker cries out, “My people perish because of a lack of knowledge.

As students needed new skills for their projects they would learn them from their peers and then in turn pass them on… This process can be thought of as a “just-in-time” educational model, teaching on demand, rather than the more traditional “just-in-case” model that covers a curriculum fixed in advance in the hopes that it will include something that will later be useful.

She was educated, with multiple degrees. She gave up a blossoming career to be a home-maker. But in the society in which she lived, in which a woman's worth was measured in terms of her marital status and the number of children she bore, Sethunya's score was middling to low. Granted, she married young, for love, but she struggled to conceive. In the end she had only one child, where four would have been more respectable. She

It's time the world knew what was really discovered at Delphi." says Dr Moses Frank, in The Elena Text. But who is Moses Frank and what was he referring to? The Elena Text is a controversial and provocative thriller set in the world of antiquities and archaeology, based around the untold story of what was really discovered at Delphi in Greece - but has remained a closely-guarded secret since the 1930s. In Moses Frank we have a character who single-handedly defines the extremities of recent times, the stateless survivor, against all the odds, the refugee turned millionaire, the entrepreneur who creates his own rules, a charming and educated artist with a first class degree from the university of life, a thinker but an unashamed money-maker and pleasure-seeker. Moses Frank is a man who can be forgiven almost anything because he is so hugely admired as a dealer, a canny sleuth who has tracked down the world’s greatest missing antiquities. But despite all his gifts and talents, Moses Frank is also a man bristling with self-doubt - searching endlessly for the finest examples of human art, the sensual peaks of female beauty and some thin slivers of meaning in his terribly successful life. I believe Frank is a rich, unpredictable and multi-facetted lead character who will continue to fascinate readers in volumes 2 and 3 of THE MOSES FRANK TRILOGY.

The average educated man possesses no real individuality. He is simply a manufactured article bearing the stamp of the maker.

Such processes also take them beyond their own immediate family and friends and engage them in conversations with agency and civic leaders. These experiences show them that their ideas have merit and that they possess the capacity to voice their concerns in ways that are capable of gaining the ear of decision-makers. Alienation is commonly associated with the experience of political disenfranchisement.

for example, asks them to determine how much it costs to run different common household appliances such as a coffee maker or skill saw. Another considers the amount of fuel consumed by different kinds of outboard engines. A third provides information about mixing oil and gas in two-cycle engines and then asks students to determine how much oil per gallon should be used

AUDIENCE ORIENTATION: Social marketers view their audience as decision-makers with choices, rather than students to be educated, or incorrigibles to be regulated. Social Marketing begins with a bottom-up versus a top-down perspective, and therefore rejects the paternalist notion that “experts know what is best and will tell people how to behave for their own good” in favor of an audience-centered approach which seeks to understand what people want and provide them support in acquiring it.

What if, freed from the what-has-always-beens that hold some schools back, and from the standardized testing that has paralyzed our nation’s discourse and practice, a school launches the inventors, artists, and change makers who will act boldly and courageously in the face of a changing world?

Making is a stance that puts the learner at the center of the educational process and creates opportunities that students may never have encountered themselves. Makers are confident, competent, curious citizens in a new world of possibility.

The emergence of the double-click degree holds both promise and peril for colleges and universities. Promise insofar as students, families and policy makers will become increasingly aware of the very tangible value of a degree from an accredited institution of higher learning. Peril in that once the double-click degree becomes common, alternative and emerging credentials have a better chance of competing on a level playing field. Students, families, employers and policy makers may well compare curricula, concepts, skills and competencies, and then opt for the credential with the best return.

Lou Kitchenmaster, a retired teacher from Michigan, wrote an editorial in 2012 that puts the progressive position in perfect perspective: None of us would expect our major auto makers to build a high-quality product given damaged or defective materials; however, too many unfairly expect our public schools to accomplish such, regardless of the inherent condition of the “product” they receive. So he considers poor kids to be “damaged or defective materials

I have graduated to the extent of not asking what is happening in my life because I trust the maker(God).

A leader is accountable for actions of frontline personnel whether they are on scene or not, so it is imperative that leaders train and prepare those on the frontline. Leadership accountability comes from our preparation and the continued education, learning and developing of frontline decision makers.  NOT from standing over them directing them, or written policy and procedures, or checklists on how to perform in a given set of circumstances. A leader does not have to be on every call, it is impossible to be on every call. It is just not necessary if you prepare your frontline people effectively and development is an ongoing process.  Train and Trust FRONTLINE Personnel! They will get it done and done right!

Your Maker has rescued you from the darkest corner of your own heart... What he asks in return is obedience. And the courage to do what is necessary.

Many policy makers now think of education in functional terms. It’s about learning skills that will help students find employment—such as using a word processor or spreadsheet. Yet what about helping people to figure out the meaning of life? Or become good people? Or make a difference to others? Is education for a stage in life, completed once we find jobs, or should it be a lifelong pursuit?

We remember Miss Mason because she taught us to regard the children as “perfect but immature”; that their minds were each an indivisible whole, with the dignity of a personality we must not outrage. She saved us from the growing belief that man might be greater than his Maker.

In order for kids to reach their full potential, they must first believe they have potential. They must believe that they matter and that they have the power to choose a beautiful life story. They must feel empowered to discover and use their unique skills, interests, ideas, perspectives and ways of showing up in the world to embody the best possible version of themself and create the best possible life for themself. They must be taught that every great leader, activist and change-maker started as a kid who chose to take action to change the world. It is imperative that teachers, parents, role models and mentors tell and show kids over and over again that they are valuable and important, that they matter, and that have the power to choose. They have the power to choose to embody the best version of themself. They have the power to choose to make life better for the people and world around them. They have the power to choose the legacy they leave behind. Whoever they want to be and however they want to be remembered, they have the power to choose that.

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School administrators are more than decision-makers; they are visionaries shaping the educational landscape and ensuring student success.

LOW: Sales Effort Sales effort is a measure of the length of your sales cycle and includes the number of touch points required to make the sale. Where CAC measures the amount of money you’re spending to get a new customer, sales effort measures the time and energy you’re spending. The best way to track sales effort is to look at both the average number of days from someone scheduling their first demo to closing and the number of calls it takes to close a deal. Your ability to keep sales effort low depends greatly on your industry and customer base. If you’re doing enterprise sales, your sales cycle will be long and require more effort than if you’re targeting solopreneurs and other small businesses with a single decision-maker. A three- or four-month sales cycle is reasonable in enterprise sales—and worth it because the ACV might be $50,000. If you’re spending that much time for $5,000 contracts, though, that’s rough. No matter what your sales process looks like, you want your sales effort to be as low as possible. Here are some ways to lower this number. Self-Serve Sign-up and Onboarding. Many inexpensive products can get away with low price points because they have a low-touch or no-touch sales process. They have a self-serve sign-up and onboarding process, which requires almost no sales effort. The higher your ARPA, the less likely they are to become customers without some sales effort. But finding places to offer self-service along the journey can reduce the amount of hand-holding your team has to do while making the process speedier for your customer. One-Call Close. Self-service isn’t going to work in a lot of spaces, but you can try to get to a point where the decision is made by a single person. You can do this by targeting a founder, a developer, or a single manager. You can also streamline the back-and-forth of providing more sales materials, getting on second calls, waiting for input from the committee—and on and on. Educate your customers as much as you can ahead of time so they have the information they need and develop checklists to gather the information you need to close the deal quickly.

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WWO would give players firsthand insight into a plausible future, helping them prepare for, or even prevent, its worst outcomes. The game would also create a collective record of how a real peak-oil scenario might play out—a kind of survival guide for the future, a record of tremendous value for educators, policy makers, and organizations of all kinds.

18. The Political Left/Right Cycle. Capitalists (i.e., those of the right) and socialists (i.e., those of the left) don’t just have different self-interests—they have different deep-seated ideological beliefs that they are willing to fight for. The typical perspective of the rightist/capitalist is that self-sufficiency, hard work, productivity, limited government interference, allowing people to keep what they make, and individual choice are morally good and good for society. They also believe that the private sector works better than the public sector, that capitalism works best for most people, and that self-made billionaires are the biggest contributors to society. Capitalists are typically driven crazy by financial supports for people who lack productivity and profitability. To them, making money = being productive = getting what one deserves. They don’t pay much attention to whether the economic machine is producing opportunity and prosperity for most people. They can also overlook the fact that their form of profit making is suboptimal when it comes to achieving the goals of most people. For example, in a purely capitalist system, the provision of excellent public education—which is clearly a leading cause of higher productivity and greater wealth across a society—is not a high priority. The typical perspective of the leftist/socialist is that helping each other, having the government support people, and sharing wealth and opportunity are morally good and good for society. They believe that the private sector is by and large run by capitalists who are greedy, while common workers, such as teachers, firefighters, and laborers, contribute more to society. Socialists and communists tend to focus on dividing the pie well and typically aren’t very good at increasing its size. They favor more government intervention, believing those in government will be fairer than capitalists, who are simply trying to exploit people to make more money. I’ve had exposure to all kinds of economic systems all over the world and have seen why the ability to make money, save it, and put it into capital (i.e., capitalism) is an effective motivator of people and allocator of resources that raises people’s living standards. But capitalism is also a source of wealth and opportunity gaps that are unfair, can be counterproductive, are highly cyclical, and can be destabilizing. In my opinion, the greatest challenge for policy makers is to engineer a capitalist economic system that raises productivity and living standards without worsening inequities and instabilities. 21.

Need Teachers Not Cops (The Sonnet) The world needs less cops and more teachers, While cops enforce law, teachers instill accountability. Thus law enforcement only produces an illusion of order, It's the teachers who can create a crime-free society. If students are the future, teachers are future maker, So be civilized and focus on lifting teachers and students. Government of baboons invests in police 'n defense contracts, While a truly civilized government invests in education. Arm the teachers with books and students with sustenance, Then watch them accomplish the impossible future, A future of true lasting order, reform and harmony, Which a billion police cannot achieve in a billion years. Society that empowers teachers empowers peace. Society that empowers police empowers malice.

In other words, high emotional sensitivity can be seen as a catalyst/motivator for learning that produces better decision-makers or visionaries. Research studies show that even temperamental preferences can be changed through learning, especially emotional or traumatic relearning (Goleman, 2005).

American policy makers have realized. Ultimately, if the goal is to educate a nation’s people, nothing is more important than equity of opportunity, and if the goal is to produce creative, confident, flexible, independent thinkers, nothing is more important than nurturing the autonomy of the individual.

AIM2Flourish is inspiring the next generation of business leaders and business school educators to embrace the concept of businesses as an agent of world benefit.

She had devoted time to improving her reading and was now more than proficient. The shelf she'd first cleared with Bianca overflowed with tales of King Arthur and his knights, Ovid's poetry, plays by Sophocles, Aristotle and Aeschylus, Apuleius, names she loved repeating in her mind because the mere sound of them conjured the drama, pageantry, passion, transformations and suffering of their heroes and heroines. One of her favorite writers was Geoffrey Chaucer-- his poems of pilgrims exchanging stories as they traveled to a shrine in Canterbury were both heart aching and often sidesplittingly funny. Admittedly, one of the reasons she loved Chaucer was because she could read him for herself. It was the same reason she picked up Shakespeare over and over, and the works of Margaret Cavendish, the Duchess of Newcastle upon Tyne. They all wrote in English. Regarded as quite the eccentric, the duchess was a woman of learning who, like Rosamund, was self-taught. Her autobiography, A True Relation of my Birth, Breeding and Life, a gift from Mr. Henderson, gave Rosamund a model to emulate. Here was a woman who dared to consider not only philosophy, science, astronomy and romance, but to write about her reflections and discoveries in insightful ways. Defying her critics, she determined that women were men's intellectual equal, possessed of as quick a wit and as many subtleties if only given the means to express themselves-- in other words, access to education.

Challenge: How do you match the right people with the right skills at the right time? Solution: Corporations, education institutions, and public policy makers must aggregate the demand for labor and collaborate on curricula.

School administrators are more than decision-makers; they are visionaries shaping the educational landscape and ensuring student success.

we have significant problems with standardized testing in schools as it exists today. Many of the policy makers who espouse these tests are politicians, not inspiring educators. They talk a lot about things like accountability, raising the bar, narrowing the gap, and “racing to the top,” and very little about the research that shows that a heavy reliance on standardized testing is an ineffective way to improve educational outcomes.

Orphanizers (Demilitarization Sonnet, 1303) Show me a nation with a huge defense budget, I'll show you a demented nation. Show me a nation with a big education budget, I'll show you a nation of the future. Disband the soldiers, empower the teachers, Thus you plant the paradigm of peace. Abolish all pride in nation's military, Thus you emerge as maker of peace. The real warmongers of the world are, Not the world leaders, but the civilians, Who can't think past the strength of military, Who take pride in a genocidal arsenal of weapons. With such civilian primitiveness rampant in society, No conference can ensure the promise of peace. If you really want to ensure peace on planet earth, Denounce all politics and democracy militarist. Stop taking pride in your national military, That very pride floods the world with orphans. Amidst the herd of widowmakers and orphanizers, Wake up alone, and slogan for demilitarization!

To people who conceive of consequential knowledge as concentrated in a highly educated few with high IQs, specifying particular outcome goals for a whole society may seem far more doable than to people who see vast amounts of consequential knowledge as highly diffused among the people at large, in individually unimpressive fragments. It may be virtually impossible for any given individual, or any manageable number of surrogate decision-makers collectively, to take all the factors into account. But where decisions are made by vast numbers of individuals transacting in a marketplace, each with their own fragment of the necessary knowledge of factors to be considered, and all are forced to reach mutually compatible terms, that is when all the knowledge available to all those concerned affects the economic outcome.

The Jacob K. Javits Gifted and Talented Students Education Act (PL 100–297) was passed in 1988. The Javits Act states that “gifted and talented students are a national resource vital to the future of the Nation and its security and well-being” [Sec. 4102 (a) (1)]. This legislation reestablished the Office of the Gifted and Talented (originally created in 1974) and founded a national research center focusing on gifted children, demonstration projects in gifted education, and efforts aimed at identifying and serving pupils with gifts and talents from traditionally underrepresented groups. In the early 1990s, the Office of Educational Research and Improvement in the U.S. Department of Education issued National Excellence: A Case for Developing America’s Talent (Ross, 1993), the second national report on gifted children. The National Research Center on the Gifted and Talented generated research that was used by decision makers to design and implement policy and enact legislation. The demonstration projects focused on developing talents in areas with a large percentage of children who have been underrepresented in gifted services.

In non-US settings with single public payers, such as the United Kingdom, Canada, and many European countries, the payer perspective may be the most relevant for healthcare decisions and would typically include a broader array of medical costs, benefits, and harms. As noted above, the US private payer perspective omits an important proportion of medical costs borne by patients, namely, out-of-pocket costs (co-payments and deductibles), as well as time costs incurred by patients and informal (unpaid) caregivers and their transportation costs. In the United States, we call the perspective that includes medical costs borne by both payers and patients the healthcare sector perspective. This is one of two Reference Case analyses recommended here (Recommendations 2–3). Because some interventions also impose significant time costs on patients and informal caregivers, analysts or decision makers may wish to include these costs as well, a perspective we call the healthcare sector with time cost perspective. Quantifying time costs may be relatively straightforward for some interventions but more challenging for others (Russell 2009). Some interventions to improve health may have important consequences outside of the healthcare sector. For example, a successful intervention to treat substance abuse might reduce costs in the criminal justice system. A successful intervention for autism may positively affect educational attainment. Public health interventions may have particularly broad consequences across non-healthcare sectors, including the environment and the criminal justice system. For interventions that have important non-healthcare sector consequences, we recommend that the analyst include such consequences when feasible. We call the perspective that includes all consequences across sectors the societal perspective (Recommendation 4). Thus, the societal

Before there was a Human Mind System, there was the Sovereign Integral. The HMS is the most opaque and distorted veil that has stood between humanity and its true self, perverting its self-expression within the domains we call reality. The Human Mind System is separated into three primary functional mechanisms: The unconscious or genetic mind, the subconscious, and the conscious. These three components intermingle to form what most people term consciousness. The unconscious, genetic mind is the repository of all humanity; the subconscious is the repository of the family bloodlines; and the conscious mind is the repository of the individual. However, and this is important to understand, the foundational patterns of thought are primarily from the subconscious and genetic mind structures of consciousness. Thus, while the individual believes themselves to be individual, unique, separate, and one-of-a-kind, in reality they are not. Not in the context of HMS. You can conceptualize yourself as a copy of the human family folded inside a copy of your parents and bloodlines, placed into an individualized expression: you. The “You” is an HMS particularized into one expression, but its roots are entirely planted in the soil of humanity and parental lineage, all of which is downloaded into the developing fetus before birth. This is precisely why, after ten thousand generations, we continue to operate in the same patterns of greed, separation, and self-destruction. The image in the mirror is upgraded with better “clothing” and more sophisticated masks, but underneath, the image remains the same feelings, the same thoughts, and the same behaviors. Social and cultural engineering via the entertainment and educational systems conspire to entrain the individual during their developmental years (3-14 years old), activating the programs and subsystems of the HMS to ensure that the individual is properly prepared to conform to the reality matrix of their time and place. Even those who are non-conformists, who fancy themselves “outside the box”, are well within the perimeter of the HMS.

Which will be detected by an intelligence test: the ability to make some rationally demonstrable conclusion as to whether suffering injustice is better than inflicting, or the ability to tell where the trains will meet? Is it possible that we might meet some person who does indeed give himself to consider whether patience is a fixed or a changeable attribute, but can not for the life of him tell you which diagram was made from which? And one more question: How did the makers of the intelligence test come to "know" what intelligence is, that they can devise ways to measure it, and then pronounce its worth in numbers?

What is peculiar about such interpositions of media is that their role in directing what we will see or know is so rarely noticed. A person who reads a book or who watches television or who glances at his watch is not usually interested in how his mind is organized and controlled by these events, still less in what idea of the world is suggested by a book, television, or a watch. But there are men and women who have noticed these things, especially in our own times. Lewis Mumford, for example, has been one of our great noticers. He is not the sort of a man who looks at a clock merely to see what time it is. Not that he lacks interest in the content of clocks, which is of concern to everyone from moment to moment, but he is far more interested in how a clock creates the idea of "moment to moment." He attends to the philosophy of clocks, to clocks as metaphor, about which our education has had little to say and clock makers nothing at all. "the clock," Mumford has concluded, "is a piece of power machinery whose 'product' is seconds and minutes." In manufacturing such a product, the clock has the effect of disassociating time from human events and thus nourishes the belief in an independent world of mathematically measurable sequences. Moment to moment, it turns out, is not God's conception, or nature's. It is man conversing with himself about and through a piece of machinery he created. In Mumford's great book Technics and Civilization, he shows how, beginning in the fourteenth century, the clock made us into time-keepers, and then time-savers, and now time-servers. In the process, we have learned irreverence toward the sun and the seasons, for in a world made up of seconds and minutes, the authority of nature is superseded. Indeed, as Mumford points out, with the invention of the clock, Eternity ceased to serve as the measure and focus of human events. And thus, though few would have imagined the connection, the inexorable ticking of the clock may have had more to do with the weakening of God's supremacy than all the treatises produced by the philosophers of the Enlightenment; that is to' say, the clock introduced a new form of conversation between man and God, in which God appears to have been the loser. Perhaps Moses should have included another Commandment: Thou shalt not make mechanical representations of time.

While Immelt said that he encouraged debate, meetings often lacked rigorous questioning. One executive recalled being in a board meeting in which Keith Sherin was presenting the quarterly financial results to the group. The Power business had missed badly, but little specific detail was provided on what went wrong. This executive braced for the reaction from the directors, but it never came—none of them asked what went wrong. When Flannery committed to renewing and shrinking the board of directors, it included half a dozen current or former CEOs, the former head of mutual fund giant Vanguard Group, the dean of New York University’s business school, as well as a former chair of the Securities and Exchange Commission. The seventeen independent directors got a mix of cash, stock, and other perks worth more than $300,000 a year. The terms had been even more generous when GE still made appliances; the company allowed directors to take home up to $30,000 worth of GE products in any three-year period. The company matched the directors’ gifts to charity, and upon leaving the board, a director could send $1 million in GE money to a charity. Some directors admitted to having been sold by Immelt’s sweeping optimism, even if they knew he wasn’t the best deal-maker. But they knew he had a hard job, was playing with a tough hand, and had survived multiple major crises. Plus, they liked him. Immelt said that he did his best to keep directors informed, noting that he required them to make trips to GE divisions on their own, but he also knew that the complexity of the business limited their input. As they’d done under Welch, the board usually tended to approve his recommendations and follow his lead. Some felt that Immelt manipulated the board, and it was whispered that members were chosen and educated to see the company through his visionary eyes. There was concern that the board didn’t entirely understand how GE worked, and that Immelt was just fine with that. Like many CEOs who are also their company’s chairman, he made sure that his board was aligned with him.

Rahul identifies the five builders who, along with the V.P. Naik government, ruined Bombay: the Makers, the Rahejas, the Dalamals, the Mittals, and the Tulsianis. Their names are immortalized on the office complexes they constructed at Nariman Point, which, in the original development plan, had been designated for educational and mixed-use residential housing.

Newton died in 1727, and therefore did not live to see the great longitude prize awarded at last, four decades later, to the self-educated maker of an oversized pocket watch.

Much of the work of an institution is about holding artists, audiences, curators and other administrators, guards, handlers, writers, educators gallerists and other market makers, donors board members, foundation partners, civic leaders, activists, etc. in a dynamic and productive tension....I'm not going to lie to you. This approach requires effort, it only works for people who are open to a dialogical process, and it requires a strong commitment to two things--total reliance on collaboration and a strong institutional identity--that feel totally contradictory. We {A Blade of Grass] can do this because we have a strong institutional identity--we know who we are. At the same time, we don't assert. We fundamentally accept that the institution is a vessel for the expression of as many different types of people as possible...We helped to make these Two Americas. If we can own that, we get to do something really politically ambitious, like work toward One America. [written by Deborah Fisher]

Clearly, our immigration policies should be reexamined. A convincing case can be made on environmental grounds alone that a nation of 300,000,000 needs no more people, especially since it would enjoy natural growth if the borders were closed tomorrow. How can we possibly claim to be fighting environmental degradation or hope for energy independence when we import a million or more people every year? How can we claim to be fighting poverty, crime, school failure, or disease when we import people who are more likely than natives to be poor, criminals, school failures, and to suffer from strange diseases? Immigration is even harder to justify when many newcomers speak no English, maintain foreign loyalties, or practice disconcerting religions. It is profoundly unwise to add yet more disparate elements to a population already divided by diversity. [D]emographers and economists are making dire projections based on the lower likelihood of blacks and Hispanics to become productive workers. These people go on to insist that the solution is to improve education for blacks and Hispanics, but the United States has already made enormous efforts to that end. There is no reason to think some kind of breakthrough is imminent. Clearly, the solution to the problems posed by an increasing Hispanic population is to stop Hispanic immigration. However, [...], our policy-makers are too afraid of accusations of racism to draw such an obvious conclusion. Americans must open their eyes to the fact that a changing population could change everything in America. The United States could come to resemble the developing world rather than Europe—in some places it already does. One recent book on immigration to Europe sounded a similar alarm when the author asked: “Can you have the same Europe with different people?” His answer was a forthright “no.” It should be clear from the changes that have already taken place in the United States that we cannot have the same America with different people, either. Different populations build different societies. The principles of European and European-derived societies—freedom of speech, the rule of law, respect for women, representative government, low levels of corruption—do not easily take root elsewhere. They were born out of centuries of struggle, false starts, and setbacks, and cannot be taken for granted. A poorer, more desperate America, one riven with racial rivalries, one increasingly populated by people who come from non-Western traditions could turn its back on those principles. Many people assert that all people can understand and assimilate Western thinking—and yet cultures are very different. Can you, the reader, imagine emigrating to Cambodia or Saudi Arabia or Tanzania and assimilating perfectly? Probably not; yet everyone in the world is thought to be a potential American. Even if there is only a small chance that non-Western immigrants will establish alien and unsettling practices, why take this risk? Immigration to the United States, like immigration to any nation, is a favor granted by citizens to foreigners. It is not a right. Immigration advocates often point to the objections Anglo-Americans made to turn-of-the-century immigrants from Italy, Ireland, Hungary, and other “non-Nordic” countries. They point out that these immigrants assimilated, and insist that Mexicans and Haitians will do the same. Those advocates overlook the fundamental importance of race. They forget that the United States already had two ill assimilated racial groups long before the arrival of European ethnics—blacks and American Indians—and that those groups are still uncomfortably distinct elements in American society. Different European groups assimilated across ethnic lines after a few generations because they were of the same race. There are many societal fault lines in “diverse” societies—language, religion, ethnicity—but the fault line of race is deepest.

Endo, maker of Opana, Percocet, and Percodan, distributed a patient education publication that said withdrawal symptoms and increased tolerance to narcotics are not the same as addiction. “Addicts take opioids for other reasons, such as unbearable emotional problems.”* The

Innovations are happening in conventional schooling. Some people will read the chapters to come and respond that their own children’s schools are incorporating evidence-based changes, making them more like Montessori schools—eliminating grades, combining ages, using a lot of group work, and so on. One could take the view that over the years, conventional schooling has gradually been discovering and incorporating many of the principles that Dr. Montessori discovered in the first half of the 20th century. However, although schooling is changing, those changes are often relatively superficial. A professor of education might develop a new reading or math program that is then adopted with great fanfare by a few school systems, but the curricular change is minute relative to the entire curriculum, and the Lockean model of the child and the factory structure of the school environment still underlie most of the child’s school day and year. “Adding new ‘techniques’ to the classroom does not lead to the developmental of a coherent philosophy. For example, adding the technique of having children work in ‘co-operative learning’ teams is quite different than a system in which collaboration is inherent in the structure” (Rogoff, Turkanis, & Bartlett, 2001, p. 13). Although small changes are made reflecting newer research on how children learn, particularly in good neighborhood elementary schools, most of the time, in most U.S. schools, conventional structures predominate (Hiebert, 1999; McCaslin et al., 2006; NICHD, 2005; Stigler, Gallimore, & Hiebert, 2000), and observers rate most classes to be low in quality (Weiss, Pasley, Smith, Banilower, & Heck, 2003). Superficial insertions of research-supported methods do not penetrate the underlying models on which are schools are based. Deeper change, implementing more realistic models of the child and the school, is necessary to improve schooling. How can we know what those new models should be? As in medicine, where there have been increasing calls for using research results to inform patient treatments, education reform must more thoroughly and deeply implement what the evidence indicates will work best. This has been advocated repeatedly over the years, even by Thorndike. Certainly more and more researchers, educators, and policy makers are heeding the call to take an evidence-based stance on education. Yet the changes made thus far in response to these calls have not managed to address to the fundamental problems of the poor models. The time has come for rethinking education, making it evidence based from the ground up, beginning with the child and the conditions under which children thrive. Considered en masse, the evidence from psychological research suggests truly radical change is needed to provide children with a form of schooling that will optimize their social and cognitive development. A better form of schooling will change the Lockean model of the child and the factory structure on which our schools are built into something radically different and much better suited to how children actually learn.

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The value of a baccalaureate education for nurses today,” said Professor Miller, “is that it helps them to become leaders and decision-makers and advocates. The caring role is critical, and often nurses are the only people in a community who are in a position to see what’s happening to a family when something goes wrong—for instance, when the child of two working parents gets sick—and to find a solution.