Maths Subject Quotes

[When asked why are numbers beautiful?] It’s like asking why is Ludwig van Beethoven’s Ninth Symphony beautiful. If you don't see why, someone can't tell you. I know numbers are beautiful. If they aren't beautiful, nothing is.

Goodbye is too permanent. Goodbye has the risk of never seeing each other again. But good morning is full of possibilities.

No doubt there are some who, when confronted with a line of mathematical symbols, however simply presented, can only see the face of a stern parent or teacher who tried to force into them a non-comprehending parrot-like apparent competence--a duty and a duty alone--and no hint of magic or beauty of the subject might be allowed to come through.

This is life. It's messy and unpredictable, full of wonderful surprises and mind.numbing disappointment. the uncertainty of it all is why I hide, trying to avoid all the pain and the heartache.

Do you want to work out with me tonight?' he asks. I waggle my eyebrows. 'And here I thought we were working out.' He laughs. 'God, I love you.

Maybe I'll hurt you," I whisper as my eyes search his. "I'm broken Tucker. I'm hopelessly broken inside, and I'm not sure there are enough pieces in me to put back together. But when I'm with you, I feel like maybe I can actually be whole.

Bast had insisted we keep everyone up-to-speed on the regular subjects like math and reading, although she did sometimes add her own elective courses, such as Advanced Cat Grooming, or Napping. There was a waiting list to get into Napping.

Befuddlement is a healthy part of the learning process. When students approach a problem and don’t know how to do it, they’ll often decide they’re no good at the subject. Brighter students, in particular, can have difficulty in this way—their breezing through high school leaves them no reason to think that being confused is normal and necessary. But the learning process is all about working your way out of confusion. Articulating your question is 80 percent of the battle. By the time you’ve figured out what’s confusing, you’re likely to have answered the question yourself!” —Kenneth R. Leopold, Distinguished Teaching Professor, Department of Chemistry, University of Minnesota

I'm not sure which is better-the chance to experience love and lose it, or to live my life without it.

Everything just feels so right when I'm with you, Scarlett. I can be me. But it's more than that. You give me something I haven't had in a long time, if ever. You give me peace. It's like the jumbled mess in my head can settle down, and I can be still with you. Like none of the other stuff matters." His voice catches, and he swallows. "I had a bad day and usually I'd get shitfaced drunk, but the only thing I could think of was I had to see you.

Teachers of subjects that this person wasn't even good at are kissing this person and renouncing the very subjects they taught. Math teachers are saying that math was just a funny way of saying "I love you.

Because as long as you know the rules, you know what’s expected of you, and as long as you have the necessary information, you can always find the answer.

His eyes burn bright with desire. "I want you to see me when I come into you. I want you to know I'm here. I want you to know I see you.

So what were your favorite subjects in school?" "School?" He leaned back in his chair as though he needed the extra space to think about it. "Probably math. It always made sense. Unlike English, economics, and girls." "And exactly how do you plan on taking over the free world if you don't understand economics?" "I'll hire advisers. I'll hire you, in fact." "Okay. Let me know when your army of junior high zombies is ready.

Incidentally, the little book Calculus Made Easy, by Silvanus Thompson, has helped generations of students master the subject.

Why do any of us do what we don't want to do?" I don't respond, unsure what answer he's looking for. He smiles, but it's sad. "Because we're afraid of what will happen if we don't." I always considered fear to be a motivator or a reason not to do something, but I never considered it a reason to continue an ongoing behavior. This opens a vault full or questions about my own life. I've always assumed I'm afraid to engage in activities because I'm afraid of what might happen. But maybe I'm looking at it all wrong. Maybe I should be asking myself if I'm really afraid of leaving what makes me comfortable.

Why is it that there was always a unit on history, math, science and god knows what other useless, totally forgettable information you taught those seventh graders year after year, but never any unit on death? No exercises, no workbooks, no final exams on the only subject that matters?

I love math because there's always a right answer. It's not interpretive; it's not subjective. There is a correct destination, even if you have to hack through confusing parts to get there. That's not always true in life.

There is nothing innate, immutable or inevitable about boys or girls doing particularly well or badly in different subjects. Girls in Shanghai outperform western boys in math, the same boys that outshine the girls in the US. The variable factor is the educational system, the society and the parents.

The interaction between math and physics is a two-way process, with each of the two subjects drawing from and inspiring the other. At different times, one of them may take the lead in developing a particular idea, only to yield to the other subject as focus shifts. But altogether, the two interact in a virtuous circle of mutual influence.

THE LAW OF SERENDIPITY Remember, Lady Luck favors the one who tries. So don’t feel overwhelmed with everything you need to learn about a new subject. Instead, focus on nailing down a few key ideas. You’ll be surprised at how much that simple framework can help.

the meaning of a logically consistent mathematical statement is not subject to interpretation.

But life is meant to be messy, Scarlett. You need to live a little.” “You can’t live a little or a lot, Caroline. You simply live.

Any other mislabeled underachievers around here? Speak up now or suffer the consquences," he said. Emily blinked. "other mislabeled underachievers?" That's correct," Maxwell said. "I, for one, have definitely been mislabeled. I am not an underachiever. I simply refuse to waste my time on subjects which will be of no use to me in my future, such as math and science.

When you fear you will confirm a negative stereotype, it can become a self-fulfilling prophecy not because the stereotype is true, but because you can't stop worrying that you could become an example proving it. This self-fulfilling prophecy, being only a matter of perception, can be easily sublimated. Another study by Steele measured the math abilities of men versus women. When the questions were easy, the women and men performed the same. When they were difficult, the women's scores plummeted lower than did those of their male peers. When they ran the tests again with new participants, but this time before handing out the problems told the subjects that men and women tended to perform equally on the exam, the scores leveled out. The women performed just as well as did the men. The power of the stereotype--women are bad at math--was nullified.

Why did math matter so much? Some reasons were practical: More and more jobs required familiarity with probability, statistics, and geometry. The other reason was that math was not just math. Math is a language of logic. It is a disciplined, organized way of thinking. There is a right answer; there are rules that must be followed. More than any other subject, math is rigor distilled. Mastering the language of logic helps to embed higher-order habits in kids’ minds: the ability to reason, for example, to detect patterns and to make informed guesses. Those kinds of skills had rising value in a

My basic philosophy of teaching was straightforward and deeply personal. I wanted to teach the way I wished that I myself had been taught. Which is to say, I hoped to convey the sheer joy of learning, the thrill of understanding things about the universe. I wanted to pass along to students not only the logic but the beauty of math and science. Furthermore, I wanted to do this in a way that would be equally helpful to kids studying a subject for the first time and for adults who wanted to refresh their knowledge; for students grappling with homework and for older people hoping to keep their minds active and supple.

For all the time schools devote to the teaching of mathematics, very little (if any) is spent trying to convey just what the subject is about. Instead, the focus is on learning and applying various procedures to solve math problems. That's a bit like explaining soccer by saying it is executing a series of maneuvers to get the ball into the goal. Both accurately describe various key features, but they miss the \what?" and the \why?" of the big picture.

Primary causes are unknown to us; but are subject to simple and constant laws, which may be discovered by observation, the study of them being the object of natural philosophy. Heat, like gravity, penetrates every substance of the universe, its rays occupy all parts of space. The object of our work is to set forth the mathematical laws which this element obeys. The theory of heat will hereafter form one of the most important branches of general physics.

There is no such thing as real taste or real smell or even real sight, because there is no true definition of ‘real.’ There is only information, viewed subjectively, which is allowed by consciousness—human or AI. In the end, all we have is math.

I stand outside the doorway of my Western civilization class caught in a dilemma. Either go in and have thirty pairs of eyes stare at me, or leave—which means missing my test. The decision is already made. I only need to open the door and walk in.

I always considered fear to be a motivator or a reason not to do something, but I never considered it a reason to continue an ongoing behavior. This opens a vault full of questions about my own life. I’ve always assumed I’m afraid to engage in activities because I’m afraid of what might happen. But maybe I’m looking at it all wrong. Maybe I should be asking myself if I’m really afraid of leaving what makes me comfortable.

Einstein, twenty-six years old, only three years away from crude privation, still a patent examiner, published in the Annalen der Physik in 1905 five papers on entirely different subjects. Three of them were among the greatest in the history of physics. One, very simple, gave the quantum explanation of the photoelectric effect—it was this work for which, sixteen years later, he was awarded the Nobel prize. Another dealt with the phenomenon of Brownian motion, the apparently erratic movement of tiny particles suspended in a liquid: Einstein showed that these movements satisfied a clear statistical law. This was like a conjuring trick, easy when explained: before it, decent scientists could still doubt the concrete existence of atoms and molecules: this paper was as near to a direct proof of their concreteness as a theoretician could give. The third paper was the special theory of relativity, which quietly amalgamated space, time, and matter into one fundamental unity. This last paper contains no references and quotes to authority. All of them are written in a style unlike any other theoretical physicist's. They contain very little mathematics. There is a good deal of verbal commentary. The conclusions, the bizarre conclusions, emerge as though with the greatest of ease: the reasoning is unbreakable. It looks as though he had reached the conclusions by pure thought, unaided, without listening to the opinions of others. To a surprisingly large extent, that is precisely what he had done.

A synthesis—an abstraction, chunk, or gist idea—is a neural pattern. Good chunks form neural patterns that resonate, not only within the subject we’re working in, but with other subjects and areas of our lives. The abstraction helps you transfer ideas from one area to another. That’s why great art, poetry, music, and literature can be so compelling. When we grasp the chunk, it takes on a new life in our own minds—we form ideas that enhance and enlighten the neural patterns we already possess, allowing us to more readily see and develop other related patterns. Once we have created a chunk as a neural pattern, we can more easily pass that chunked pattern to others, as Cajal and other great artists, poets, scientists, and writers have done for millennia, Once other people grasp that chunk, not only can they use it, but also they can more easily create similar chunks that apply to other areas in their lives—an important part of the creative process.

I do not think the division of the subject into two parts - into applied mathematics and experimental physics a good one, for natural philosophy without experiment is merely mathematical exercise, while experiment without mathematics will neither sufficiently discipline the mind or sufficiently extend our knowledge in a subject like physics.

Girls with Sharp Sticks” Men are full of rage Unable to control themselves. That’s what women were told How they were raised What they believed. So women learned to make do Achieving more as men did less And for that, men despised them Despised their accomplishments. Over time The men wanted to dissolve women’s rights All so they could feel needed. But when they couldn’t control women The men found a group they didn’t disdain— At least not yet. Their daughters, pretty little girls A picture of femininity for them to mold To train To control To make precious and obedient. She would make a good wife someday, he thought Not like the useless one he had already. The little girls attended school Where the rules had changed. The girls were taught untruths, Ignorance the only subject. When math was pushed aside for myth The little girls adapted. They gathered sticks to count them learning their own math. And then they sharpened their sticks. It was these same little girls Who came home one day And pushed their daddies down the stairs. They bashed in their heads with hammers while they slept. They set the houses on fire with their daddies inside. And then those little girls with sharp sticks Flooded the schools. They rid the buildings of false ideas. The little girls took everything over Including teaching their male peers how to be “Good Little Boys.” And so it was for a generation The little girls became the predators.

Marianne, how’s your statistics?” “Math is my worst subject.” “But you can program?” “Of course. I’m not illiterate.

A synthesis—an abstraction, chunk, or gist idea—is a neural pattern. Good chunks form neural patterns that resonate, not only within the subject we’re working in, but with other subjects and areas of our lives. The abstraction helps you transfer ideas from one area to another.15 That’s why great art, poetry, music, and literature can be so compelling. When we grasp the chunk, it takes on a new life in our own minds—we form ideas that enhance and enlighten the neural patterns we already possess, allowing us to more readily see and develop other related patterns.

[In high school] my interests outside my academic work were debating, tennis, and to a lesser extent, acting. I became intensely interested in astronomy and devoured the popular works of astronomers such as Sir Arthur Eddington and Sir James Jeans, from which I learnt that a knowledge of mathematics and physics was essential to the pursuit of astronomy. This increased my fondness for those subjects.

Einstein, however, had a better intuition for physics than for math, and he did not yet appreciate how integrally the two subjects would be related in the pursuit of new theories. During his four years at the Polytechnic,

The New Groupthink is also practiced in our schools, via an increasingly popular method of instruction called “cooperative” or “small group” learning. In many elementary schools, the traditional rows of seats facing the teacher have been replaced with “pods” of four or more desks pushed together to facilitate countless group learning activities. Even subjects like math and creative writing, which would seem to depend on solo flights of thought, are often taught as group projects. In one fourth-grade classroom I visited, a big sign announced the “Rules for Group Work,” including, YOU CAN’T ASK A TEACHER FOR HELP UNLESS EVERYONE IN YOUR GROUP HAS THE SAME QUESTION.

Csikszentmihalyi, who between 1990 and 1995 studied the lives of ninety-one exceptionally creative people in the arts, sciences, business, and government, many of his subjects were on the social margins during adolescence, partly because “intense curiosity or focused interest seems odd to their peers.” Teens who are too gregarious to spend time alone often fail to cultivate their talents “because practicing music or studying math requires a solitude they dread.

There is no such thing as real taste or real smell or even real sight, because there is no true definition of 'real'. There is only information, viewed subjectively, which is allowed by consciousness - human or AI. In the end, all we have is math.

This is apparently a little promotional ¶ where we’re supposed to explain “how and why we came to” the subject of our GD series book (the stuff in quotations is the editor’s words). The overall idea is to humanize the series and make the books and their subjects seem warmer and more accessible. So that people will be more apt to buy the books. I’m pretty sure this is how it works. The obvious objection to such promotional ¶s is that, if the books are any good at all, then the writers’ interest and investment in their subjects will be so resoundingly obvious in the texts themselves that these little pseudo-intimate Why I Cared Enough About Transfinite Math and Where It Came From to Spend a Year Writing a Book About It blurblets are unnecessary; whereas, if the books aren’t any good, it’s hard to see how my telling somebody that as a child I used to cook up what amounted to simplistic versions of Zeno’s Dichotomy and ruminate on them until I literally made myself sick, or that I once almost flunked a basic calc course and have seethed with dislike for conventional higher-math education ever since, or that the ontology and grammar of abstractions have always struck me as one of the most breathtaking problems in human consciousness—how any such stuff will help. The logic of this objection seems airtight to me. In fact, the only way the objection doesn’t apply is if these ¶s are really nothing more than disguised ad copy, in which case I don’t see why anyone reading them should even necessarily believe that the books’ authors actually wrote them—I mean, maybe somebody in the ad-copy department wrote them and all we did was sort of sign off on them. There’d be a kind of twisted integrity about that, though—at least no one would be pretending to pretend.

It turns out that even believing you are smart—one of the fixed mindset messages—is damaging, as students with this fixed mindset are less willing to try more challenging work or subjects because they are afraid of slipping up and no longer being seen as smart.

NAEP data show beyond question that test scores in reading and math have improved for almost every group of students over the past two decades; slowly and steadily in the case of reading, dramatically in the case of mathematics. Students know more and can do more in these two basic skills subjects now than they could twenty or forty years ago... So the next time you hear someone say that the system is "broken," that American students aren't as well educated as they used to be, that our schools are failing, tell that person the facts.

Researchers at the Heidelberg University Hospital conducted a study in which they subjected a young doctor to a job interview, which they made even more stressful by forcing him to solve complex math problems for thirty minutes. Afterward, they took a blood sample. What they discovered was that his antibodies had reacted to stress the same way they react to pathogens, activating the proteins that trigger an immune response. The problem is that this response not only neutralizes harmful agents, it also damages healthy cells, leading them to age prematurely.

Math. It’s your favorite subject. Which surprises you. Last year your teacher tried to convince you that you had a real “aptitude” for math, but all you got in the end was a B minus. The truth is you weren’t even trying. But then you got low Cs and Ds in all your other classes and you weren’t trying there, either, so maybe you are good at math after all. You like it because either you’re right or you’re wrong. Not like social studies and definitely not like English, where you always have to explain your answers and support your opinions. With math it’s right or it’s wrong and you’re done with it. But even that’s changing, my teacher said now you have to explain how you solved the problem and support your answer, saying that having the right answer isn’t as important as explaining how you got it and bam, just like that, you hate math.

But the “jobs of the future” do not need scientists who have memorized the periodic table. In fact, business leaders say they are looking for creative, independent problem solvers in every field, not just math and science. Yet in most schools, STEM subjects are taught as a series of memorized procedures and vocabulary words, when they are taught at all. In 2009, only 3% of high school graduates had any credits in an engineering course. (National Science Board, 2012) Technology is increasingly being relegated to using computers for Internet research and test taking.

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

Math is a form of faith, a faith of its own dynamic and complex language system, and to speak it is to agree to its principles: Input begets output. One becomes the other. One variable is subject to the mechanics of the others. You give what you get. You get what you are prepared to receive

Some girls who excelled at academics all through elementary school will purposefully start doing poorly around the age of twelve—especially with math, science, engineering, and technology since those have traditionally been considered male-dominated subjects—not wanting to be perceived as smart.

Competition does not drive me. I do things better for pleasure and without trying. I mistakenly studied difficult subjects that were no use to me when I might have studied the arts for pleasure, which would have smoothed my path. I wasted time trying to be good at math. I taught myself the things that mattered to me most: to write and to take pictures.

math performance in Asian American women, built around the stereotypes of Asians being good at math, and women not. Half the subjects were primed to think of themselves as Asian before a math test; their scores improved. Half were primed about gender; scores declined. Moreover, levels of activity in cortical regions involved in math skills changed in parallel.

To change the subject, he tells them about Dr. Kashen’s funeral, where Dr. Li gave a eulogy. “People who don’t love math always accuse mathematicians of trying to make math complicated,” Dr. Li had said. “But anyone who does love math knows it’s really the opposite: math rewards simplicity, and mathematicians value it above all else. So it’s no surprise that Walter’s favorite axiom was also the most simple in the realm of mathematics: the axiom of the empty set. “The axiom of the empty set is the axiom of zero. It states that there must be a concept of nothingness, that there must be the concept of zero: zero value, zero items. Math assumes there’s a concept of nothingness, but is it proven? No. But it must exist. “And if we are being philosophical—which we today are—we can say that life itself is the axiom of the empty set. It begins in zero and ends in zero. We know that both states exist, but we will not be conscious of either experience: they are states that are necessary parts of life, even as they cannot be experienced as life. We assume the concept of nothingness, but we cannot prove it. But it must exist. So I prefer to think that Walter has not died but has instead proven for himself the axiom of the empty set, that he has proven the concept of zero. I know nothing else would have made him happier. An elegant mind wants elegant endings, and Walter had the most elegant mind. So I wish him goodbye; I wish him the answer to the axiom he so loved.” They

NAEP is central to any discussion of whether American students and the public schools they attend are doing well or badly. It has measured reading and math and other subjects over time. It is administered to samples of students; no one knows who will take it, no one can prepare to take it, no one takes the whole test. There are no stakes attached to NAEP; no student ever gets a test score.

Q: What are in your eyes the major defects in the West? A: The West has come to regard the values of freedom, the yardstick of human rights, as something Western. Many of them [westerns] specially in Europe take the values and the institutions on freedom, the institutions on science, curiosity, the individual, i mean, the rule of law and they’ve come to take that all for granted that they are not aware of the threat against it and not aware of the fact that you have to sustain it day by day as with all man made things. I mean, a building for example, the roof will leak, the paint will fall and you have to repaint it, you have to maintain it all the time it seems that people have forgotten that and perhaps part of the reason is because the generation that is now enjoying all the freedoms in the West is not the generations that built it; these are generations that inherited and like companies, family companies, often you’ll see the first generation or the second generation are almost always more passionate about the brand and the family company and name and keeping it all int he family and then the third generation live, use, take the money and they are either overtaken by bigger companies, swallowed up or they go bankrupt and I think there is an analogy there in that the generations after the second world war living today in Europe, United States may be different but I’m here much too short to say anything about it, is that there are people who are so complacent, they’ve always been free, they just no longer know what it is that freedom costs and for me that would be making the big mistake and you can see it. The education system in Europe where history is no longer an obligatory subject, science is no longer an obligatory subject, school systems have become about, look at Holland, our country where they have allowed parents, in the name of freedom, to build their own schools that we now have schools founded on what the child wants so if the child wants to play all day long then that is an individual freedom of the child and so it’s up to the child to decide whether to do math or to clay and now in our country in Holland, in the name of freedom of education, the state pays for these schools and I was raving against muslim schools and i thought about this cuz i was like you know ok in muslin schools at least they learn to count.

You never know what will spark a student's interest and feed the flame of learning. For me, all subjects are connected: writing, reading, science, art, music, math, social studies. By presenting myself as a writer with wide ranging passions - for astronomy, volcanology, art, music, history, and community service - I hope to inspire not only budding writers but also budding scientists, artists, activists...

From the age of 13, I was attracted to physics and mathematics. My interest in these subjects derived mostly from popular science books that I read avidly. Early on I was fascinated by theoretical physics and determined to become a theoretical physicist. I had no real idea what that meant, but it seemed incredibly exciting to spend one's life attempting to find the secrets of the universe by using one's mind.

Like many young people, the lesson Tom had learned from his failure was that he wasn't good at math, and that he should stay away from it whenever possible. He didn't know, back in high school, how central math was to philosophy and music, two subjects he loved. He didn't know math could be cosmically beautiful, and it was something he could master with hard work, time, and persistence, just the way he'd mastered Chekhov.

Euclid's Elements has been for nearly twenty-two centuries the encouragement and guide of that scientific thought which is one thing with the progress of man from a worse to a better state. The encouragement; for it contained a body of knowledge that was really known and could be relied on, and that moreover was growing in extent and application. For even at the time this book was written—shortly after the foundation of the Alexandrian Museum—Mathematics was no longer the merely ideal science of the Platonic school, but had started on her career of conquest over the whole world of Phenomena. The guide; for the aim of every scientific student of every subject was to bring his knowledge of that subject into a form as perfect as that which geometry had attained. Far up on the great mountain of Truth, which all the sciences hope to scale, the foremost of that sacred sisterhood was seen, beckoning for the rest to follow her.

They had exhorted her to work hard, it need only be for a short time after all, at 'dull school subjects', such as English, French, History and Maths. Moy, who hated these with the possible exception of English, had decided some time ago that she would not work at these horrid subjects, would not take any of the beastly exams, and would leave school as soon as possible. She occasionally tried to communicate this decision to her family, but they simply refused to listen.

A synthesis—an abstraction, chunk, or gist idea—is a neural pattern. Good chunks form neural patterns that resonate, not only within the subject we’re working in, but with other subjects and areas of our lives. The abstraction helps you transfer ideas from one area to another. That’s why great art, poetry, music, and literature can be so compelling. When we grasp the chunk, it takes on a new life in our own minds—we form ideas that enhance and enlighten the neural patterns we already possess, allowing us to more readily see and develop other related patterns. Once we have created a chunk as a neural pattern, we can more easily pass that chunked pattern to others, as Cajal and other great artists, poets, scientists, and writers have done for millennia, Once other people grasp that chunk, not only can they use it, but also they can more easily create similar chunks that apply to other areas in their lives—an important part of the creative process.

On the SB5 Stanford-Binet intelligence test Isaiah’s reasoning scores were near genius levels. His abilities came naturally but were honed in his math classes. He was formally introduced to inductive reasoning in geometry, a tenth-grade subject he took in the eighth. His teacher, Mrs. Washington, was a severe woman who looked to be all gristle underneath her brightly colored pantsuits. Lavender, Kelly green, peach. She talked to the class like somebody had tricked her into it. “All

That’s the way of pure math; you need a PhD in the subject to even have a hope of crawling into the specific rabbit hole that a mathematician inhabits. And an individual project—a lifetime of work—may very well appear to non-mathematicians to be pointless, a piece of exquisite but inapplicable math work. It could turn out to be extremely valuable but not until years after your death, in a field you couldn’t have dreamed into existence. Pure math is the stuff of dreams, strands of gossamer built to be thrown to smarter men in the future.

It baffled me that so many students disliked math and struggled with it. I figured they had either a parent who didn’t like math and told them it was hard or a teacher who didn’t have the passion or the patience to make math relevant to their lives. At home I never let my girls tell me math or any other subject was difficult. From the time they were very young, I always tried to incorporate learning, whether it was math, spelling, or creative activities, such as sewing and working puzzles, into their lives. I tried to show them how what they were learning in school connected to our lives outside school. Of course, I had them counting everything—the stars in the sky, the steps from the bottom to the top of the Carson mansion, or the people in church on any given Sunday. On road trips I’d have them add the numbers on the license plates of cars traveling in front of us. Or I’d have them cover their eyes and spell the state. If they were helping in the kitchen, I might write out a recipe, give it to them, and ask them to figure out how much of each ingredient we would need if I wanted to make half of that batch of cookies or biscuits.

Einstein was no great mathematician. He struggled with maths. He says this himself. In 1943 he replied in the following way to a nine-year-old child with the name of Barbara who wrote to him about her difficulties with the subject: ‘Don’t worry about experiencing difficulties with maths, I can assure you that my own problems are even more serious!’2 It seems like a joke, but Einstein was not kidding. With mathematics, he needed help: he had it explained to him by patient fellow students and friends, such as Marcel Grossman. It was his intuition as a physicist that was prodigious.

THE TRUTH ABOUT PUBLIC SCHOOL EDUCATION • American fifteen-year-olds rank thirty-fifth out of fifty-seven developed countries in math and literacy. • 30 percent of public school students don’t graduate from high school. • Every day, 7,000 kids drop out of high school. • Of the 50 million children currently in public school, 15 million of them will drop out. • 25 percent of all public school math teachers did not major in mathematics or a math-related subject at a college or university. • Less than two-thirds of high school graduates are accepted to college every year. • One half...

If you didn’t find some way of stopping it, people would go on asking questions. The teachers were useful there. Bands of them wandered through the mountains, along with the tinkers, portable blacksmiths, miracle medicine men, cloth peddlers, fortune-tellers, and all the other travelers who sold things the people didn’t need every day but occasionally found useful. They went from village to village delivering short lessons on many subjects. They kept apart from the other travelers and were quite mysterious in their ragged robes and strange square hats. They used long words, like corrugated iron. They lived rough lives, surviving on what food they could earn from giving lessons to anyone who would listen. When no one would listen, they lived on baked hedgehog. They went to sleep under the stars, which the math teachers would count, the astronomy teachers would measure, and the literature teachers would name. The geography teachers got lost in the woodsand fell into bear traps. People were usually quite pleased to see them. They taught children enough to shut them up, which was the main thing, after all. But they always had to be driven out of the villages by nightfall in case they stole chickens.

When an official report in the UK was commissioned to examine the mathematics needed in the workplace, the investigator found that estimation was the most useful mathematical activity. Yet when children who have experienced traditional math classes are asked to estimate, they are often completely flummoxed and try to work out exact answers, then round them off to look like an estimate. This is because they have not developed a good feel for numbers, which would allow them to estimate instead of calculate, and also because they have learned, wrongly, that mathematics is all about precision, not about making estimates or guesses. Yet both are at the heart of mathematical problem solving.

I'm not a geius guy, even and Albert Einstein isn't and Tesla, nobody is genius. From where you will know what's the IQ for Albert or Tesla in their time there wasn't such test and how such test can show how clever are you in case that the most questions are math, physics and mainly this how this two subjects will show that you are clever or dumb?? I strongly doubt about this if I know the answer sof the test and I fill it right so I must be the world clever man? No, I don't think so - That's bullshit! That I have written 8 books and now I'm working on some other books this doesn't make me clever, the most stuff are just search from the internet and put, the other is thoughts from me. Like thinking on some questions and that's all!

Watching violent, arousing shows may actually contribute to suppressing your immune system. As you identify with the anger you see on the screen or read about, stress chemicals called catecholamine and cortisone are released that can adversely affect your immune system. The effect of exposure to both anger and love on the immune system was shown in research by Harvard scientist David Mclelland, and later reproduced by the Heart Math Institute in California (Bhat 1995). Watching an anger-provoking movie suppressed the immune system (as measured by chemicals in the saliva) for five to six hours in study subjects. However, watching a movie about the compassionate work of Mother Teresa caused elevation of the immune level in the participants.

Circuitry for self-confidence depends on a child’s ability to locate identity over observable behavior; this comes from growing up in a family that focuses more on what’s “inside” a child (enduring qualities, feelings, ideas) than what is “outside” (accomplishments, outcomes, labels). In regard to your child’s sports team, for example, inside stuff might be her effort in practice, her attitude when winning and losing, and her willingness to try new things; outside stuff might be her number of goals or home runs, or labels like “most valuable player.” When it comes to academics, inside stuff might be willingness to try a bonus math problem, spending time on studying, and showing enthusiasm about a subject; outside stuff might be a grade, a test score, or a label like “smartest kid in class.

When the subjects arrived at the psychology lab, they were sent into individual dressing rooms with full-length mirrors. Half of the dressing rooms contained bathing suits (one-piece for the women, trunks for the men) and half contained sweaters, all of which were available in a wide range of sizes. Once the subjects put on the assigned clothing, they were told to hang out in the dressing room for fifteen minutes before they filled out a questionnaire about whether or not they would want to purchase the item. While they waited, they were asked, in order to help the researchers use the time efficiently, to complete a math test “for an experimenter in the Department of Education.” As you’ve already guessed, the psychologists weren’t helping their colleagues in the Department of Education. They were measuring whether taking a math test while wearing a bathing suit would affect the women’s scores.

Even as our world is being daily transformed by breathtaking innovations in science and technology, many people continue to imagine that math and science are mostly a matter of memorizing formulas to get “the right answer.” Even engineering, which is in fact the process of creating something from scratch or putting things together in novel and non-self-evident ways, is perplexingly viewed as a mechanical or rote subject. This viewpoint, frankly, could only be held by people who never truly learned math or science, who are stubbornly installed on one side of the so-called Two Culture divide. The truth is that anything significant that happens in math, science, or engineering is the result of heightened intuition and creativity. This is art by another name, and it’s something that tests are not very good at identifying or measuring. The skills and knowledge that tests can measure are merely warm-up exercises.

No one would choose this sort of painful adolescence, but the fact is that the solitude of Woz’s teens, and the single-minded focus on what would turn out to be a lifelong passion, is typical for highly creative people. According to the psychologist Mihaly Csikszentmihalyi, who between 1990 and 1995 studied the lives of ninety-one exceptionally creative people in the arts, sciences, business, and government, many of his subjects were on the social margins during adolescence, partly because “intense curiosity or focused interest seems odd to their peers.” Teens who are too gregarious to spend time alone often fail to cultivate their talents “because practicing music or studying math requires a solitude they dread.” Madeleine L’Engle, the author of the classic young adult novel A Wrinkle in Time and more than sixty other books, says that she would never have developed into such a bold thinker had she not spent so much of her childhood alone with books and ideas. As a young boy, Charles Darwin made friends easily but preferred to spend his time taking long, solitary nature walks. (As an adult he was no different. “My dear Mr. Babbage,” he wrote to the famous mathematician who had invited him to a dinner party, “I am very much obliged to you for sending me cards for your parties, but I am afraid of accepting them, for I should meet some people there, to whom I have sworn by all the saints in Heaven, I never go out.”)

Cellular biologist Glen Rein, Ph.D., conceived of a series of experiments to test healers’ ability to affect biological systems. [...] In Dr. Rein’s experiment, he first studied a group of ten individuals who were well practiced in using techniques that Heart-Math teaches to build heart-focused coherence. They applied the techniques to produce strong, elevated feelings such as love and appreciation, then for two minutes, they held vials containing DNA samples suspended in deionized water. When those samples were analyzed, no statistically significant changes had occurred. A second group of trained participants did the same thing, but instead of just creating positive emotions (a feeling) of love and appreciation, they simultaneously held an intention (a thought) to either wind or unwind the strands of DNA. This group produced statistically significant changes in the conformation (shape) of the DNA samples. In some cases the DNA was wound or unwound as much as 25 percent! A third group of trained subjects held a clear intent to change the DNA, but they were instructed not to enter into a positive emotional state. In other words, they were only using thought (intention) to affect matter. The result? No changes to the DNA samples. [...] Only when subjects held both heightened emotions and clear objectives in alignment were they able to produce the intended effect. An intentional thought needs an energizer, a catalyst—and that energy is an elevated emotion.

Knock, knock. Who's there? A: Lettuce Q: Lettuce who? A: Lettuce in, it's freezing out here.. . 2. Q: What do elves learn in school? A: The elf-abet . 3. Q: Why was 6 afraid of 7? A: Because: 7 8 9 . . 4. Q. how do you make seven an even number? A. Take out the s! . 5. Q: Which dog can jump higher than a building? A: Anydog – Buildings can’t jump! . 6. Q: Why do bananas have to put on sunscreen before they go to the beach? A: Because they might peel! . 7. Q. How do you make a tissue dance? A. You put a little boogie in it. . 8. Q: Which flower talks the most? A: Tulips, of course, 'cause they have two lips! . 9. Q: Where do pencils go for vacation? A: Pencil-vania . 10. Q: What did the mushroom say to the fungus? A: You're a fun guy [fungi]. . 11. Q: Why did the girl smear peanut butter on the road? A: To go with the traffic jam! . 11. Q: What do you call cheese that’s not yours? A: Nacho cheese! . 12. Q: Why are ghosts bad liars? A: Because you can see right through them. . 13. Q: Why did the boy bring a ladder to school? A: He wanted to go to high school. . 14. Q: How do you catch a unique animal? A: You neak up on it. Q: How do you catch a tame one? A: Tame way. . 15. Q: Why is the math book always mad? A: Because it has so many problems. . 16. Q. What animal would you not want to pay cards with? A. Cheetah . 17. Q: What was the broom late for school? A: Because it over swept. . 18. Q: What music do balloons hate? A: Pop music. . 19. Q: Why did the baseball player take his bat to the library? A: Because his teacher told him to hit the books. . 20. Q: What did the judge say when the skunk walked in the court room? A: Odor in the court! . 21. Q: Why are fish so smart? A: Because they live in schools. . 22. Q: What happened when the lion ate the comedian? A: He felt funny! . 23. Q: What animal has more lives than a cat? A: Frogs, they croak every night! . 24. Q: What do you get when you cross a snake and a pie? A: A pie-thon! . 25. Q: Why is a fish easy to weigh? A: Because it has its own scales! . 26. Q: Why aren’t elephants allowed on beaches? A:They can’t keep their trunks up! . 27. Q: How did the barber win the race? A: He knew a shortcut! . 28. Q: Why was the man running around his bed? A: He wanted to catch up on his sleep. . 29. Q: Why is 6 afraid of 7? A: Because 7 8 9! . 30. Q: What is a butterfly's favorite subject at school? A: Mothematics. Jokes by Categories 20 Mixed Animal Jokes Animal jokes are some of the funniest jokes around. Here are a few jokes about different animals. Specific groups will have a fun fact that be shared before going into the jokes. 1. Q: What do you call a sleeping bull? A: A bull-dozer. . 2. Q: What to polar bears eat for lunch? A: Ice berg-ers! . 3. Q: What do you get from a pampered cow? A: Spoiled milk.

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

playing with numbers was still considered taboo, a subject best left to the later years, despite America’s obvious and enduring math handicap. For too long, what American

I BET I CAN guess your favorite math subject in high school. It was geometry.

Our children learn reading, writing, math, science, and other subjects in school that can help them earn a living. But ver few school programs teach young people how to live - how to deal with anger, how reconcile conflicts, how to breathe, smile, and transform internal formations. There needs to be a revolution in education,

Mathematics is not just a subject of education system, it is the soul of education system.

As independent as the kid appeared, a twelve-year-old had no business living on her own in an abandoned house. “What are your favorite subjects?” “Math.” “Really? Good for you. I’m terrible at math, though I can do percentages very well.” “Why?” “I’m a bartender. I can calculate tips off the top of my head. I suppose you do much higher math than that.” “Trigonometry and geometry are pretty fun.” Lucy sipped her soda. “Fun? I’m impressed. So do

He's nervous. Confident Tucker is nervous. Why?

when subjects focus in the heart area and activate a core heart feeling such as love, appreciation, or care, this focus immediately shifts their heart rhythms. When the rhythms become more coherent, a cascade of neural and biochemical events begins that affects virtually every organ in the body.

Today’s equivalent is probably ‘get an engineering degree’, but it will not necessarily be as lucrative. A third of Americans who graduated in STEM subjects (science, technology, engineering and maths) are in jobs that do not require any such qualification.52 They must still pay off their student debts. Up and down America there are programmers working as office temps and even fast-food servers. In the age of artificial intelligence, more and more will drift into obsolescence. On the evidence so far, this latest technological revolution is different in its dynamics from earlier ones. In contrast to earlier disruptions, which affected particular sectors of the economy, the effects of today’s revolution are general-purpose. From janitors to surgeons, virtually no jobs will be immune. Whether you are training to be an airline pilot, a retail assistant, a lawyer or a financial trader, labour-saving technology is whittling down your numbers – in some cases drastically so. In 2000, financial services employed 150,000 people in New York. By 2013 that had dropped to 100,000. Over the same period, Wall Street’s profits have soared. Up to 70 per cent of all equity trades are now executed by algorithms.53 Or take social media. In 2006, Google bought YouTube for $1.65 billion. It had sixty-five employees, so the price amounted to $25 million per employee. In 2012 Facebook bought Instagram, which had thirteen employees, for $1 billion. That came to $77 million per employee. In 2014, it bought WhatsApp, with fifty-five employees, for $19 billion, at a staggering $345 million per employee.54 Such riches are little comfort to the thousands of engineers who cannot find work. Facebook’s data servers are now managed by Cyborg, a software program. It requires one human technician for every twenty thousand computers.

Adam: Adam was a young man whose anxiety turned into a monster. Where Shelly had a very mild case of social anxiety, Adam’s case could only be called severe. Over a period of several years, his underlying social fears developed into a full-blown school phobia. A quiet, unassuming person, Adam had never stood out in the classroom. Through elementary school and on into high school, he neither excelled nor failed his subjects. By no means a discipline problem, the “shy” Adam kept to himself and seldom talked in class, whether to answer a teacher’s question or chat with his buddies. In fact, he really had no friends, and the only peers he socialized with were his cousins, whom he saw at weekly family gatherings. Though he watched the other kids working together on projects or playing sports together, Adam never approached them to join in. Maybe they wouldn’t let him, he thought. Maybe he wasn’t good enough. Being rejected was not a chance he was willing to take. Adam never tried hard in school either. If he didn’t understand something, he kept quiet, fearful that raising his hand would bring ridicule. When he did poorly on an exam or paper, it only confirmed to him what he was sure was true: He didn’t measure up. He became so apprehensive about his tests that he began to feel physically ill at the thought of each approaching reminder of his inadequacy. Even though he had studied hard for a math test, for example, he could barely bring himself to get out of bed on the morning it was to take place. His parents, who thought of their child as a reserved but obedient boy who would eventually grow out of this awkward adolescent stage, did not pressure him. Adam was defensive and withdrawn, overwrought by the looming possibility that he would fail. For the two class periods preceding the math test, Adam’s mind was awash with geometry theorems, and his stomach churning. As waves of nausea washed over him, he began to salivate and swallowed hard. His eyes burned and he closed them, wishing he could block the test from his mind. When his head started to feel heavy and he became short of breath, he asked for a hall pass and headed for the bathroom. Alone, he let his anxiety overtake him as he stared into the mirror, letting the cool water flow from the faucet and onto his sweaty palms. He would feel better, he thought, if he could just throw up. But even when he forced his finger down his throat, there was no relief. His dry heaves made him feel even weaker. He slumped to the cold tile and began to cry. Adam never went back to math class that day; instead, he got a pass from the nurse and went straight home. Of course, the pressure Adam was feeling was not just related to the math test. The roots of his anxiety went much deeper. Still, the physical symptoms of anxiety became so debilitating that he eventually quit going to school altogether. Naturally, his parents were extremely concerned but also uncertain what to do. It took almost a year before Adam was sufficiently in control of his symptoms to return to school.

And I love math because there's always a right answer. It's not interpretive; it's not subjective. There is a correct destination, even if you have to hack through confusing parts to get there. That's not always true in life.

Knowledge of a subject doesn’t necessarily mean you can do anything with it. That would require skill. Likewise, a student can commit something to memory with no knowledge whatsoever. A grade-schooler, for example, might be able to recite the multiplication table perfectly, but still be unable to solve simple math problems. Coming to know something implies the goal of being able to use the knowledge, while being aware of facts or figures does not. Of

I just read that 5,113,275 people got married last year. Math was not exactly my favorite subject at school, but shouldn't that be an even number?

I told her that being a bench worker and an electrician had taught me the value of math while leading me to the conclusion that language was a pretty screwed-up subject. Math made people smarter and smarter, while language made them dumber and dumber.

Reason #1: Downtime Aids Insights Consider the following excerpt from a 2006 paper that appeared in the journal Science: The scientific literature has emphasized the benefits of conscious deliberation in decision making for hundreds of years… The question addressed here is whether this view is justified. We hypothesize that it is not. Lurking in this bland statement is a bold claim. The authors of this study, led by the Dutch psychologist Ap Dijksterhuis, set out to prove that some decisions are better left to your unconscious mind to untangle. In other words, to actively try to work through these decisions will lead to a worse outcome than loading up the relevant information and then moving on to something else while letting the subconscious layers of your mind mull things over. Dijksterhuis’s team isolated this effect by giving subjects the information needed for a complex decision regarding a car purchase. Half the subjects were told to think through the information and then make the best decision. The other half were distracted by easy puzzles after they read the information, and were then put on the spot to make a decision without having had time to consciously deliberate. The distracted group ended up performing better. Observations from experiments such as this one led Dijksterhuis and his collaborators to introduce unconscious thought theory (UTT)—an attempt to understand the different roles conscious and unconscious deliberation play in decision making. At a high level, this theory proposes that for decisions that require the application of strict rules, the conscious mind must be involved. For example, if you need to do a math calculation, only your conscious mind is able to follow the precise arithmetic rules needed for correctness. On the other hand, for decisions that involve large amounts of information and multiple vague, and perhaps even conflicting, constraints, your unconscious mind is well suited to tackle the issue. UTT hypothesizes that this is due to the fact that these regions of your brain have more neuronal bandwidth available, allowing them to move around more information and sift through more potential solutions than your conscious centers of thinking. Your conscious mind, according to this theory, is like a home computer on which you can run carefully written programs that return correct answers to limited problems, whereas your unconscious mind is like Google’s vast data centers, in which statistical algorithms sift through terabytes of unstructured information, teasing out surprising useful solutions to difficult questions. The implication of this line of research is that providing your conscious brain time to rest enables your unconscious mind to take a shift sorting through your most complex professional challenges. A shutdown habit, therefore, is not necessarily reducing the amount of time you’re engaged in productive work, but is instead diversifying the type of work you deploy.

WWSoccerGirl: I’m Selena, by the way :) I’m on the varsity soccer team. I’ve played since I could walk. I have three older brothers and an older sister. They all play too. I guess my whole family’s obsessed with futbol. Lol. And I suck at math :) and most school subjects. I’d rather be out on the soccer field! Wow. So Reyna, Harper, and Selena had replied. This was great.

the art of growing i felt beautiful until the age of twelve when my body began to ripen like new fruit and suddenly the men looked at my newborn hips with salivating lips the boys didn’t want to play tag at recess they wanted to touch all the new and unfamiliar parts of me the parts i didn’t know how to wear didn’t know how to carry and tried to bury in my rib cage boobs they said and i hated that word hated that i was embarrassed to say it that even though it was referring to my body it didn’t belong to me it belonged to them and they repeated it like they were meditating upon it boobs he said let me see yours there is nothing worth seeing here but guilt and shame i try to rot into the earth below my feet but i am still standing one foot across from his hooked fingers and when he charges to feast on my half moons i bite into his forearm and decide i hate this body i must have done something terrible to deserve it when i go home i tell my mother the men outside are starving she tells me i must not dress with my breasts hanging said the boys will get hungry if they see fruit says i should sit with my legs closed like a woman oughta or the men will get angry and fight said i can avoid all this trouble if i just learn to act like a lady but the problem is that doesn’t even make sense i can’t wrap my head around the fact that i have to convince half the world’s population my body is not their bed i am busy learning the consequences of womanhood when i should be learning science and math instead i like cartwheels and gymnastics so i can’t imagine walking around with my thighs pressed together like they’re hiding a secret as if the acceptance of my own body parts will invite thoughts of lust in their heads i will not subject myself to their ideology cause slut shaming is rape culture virgin praising is rape culture i am not a mannequin in the window of your favorite shop you can’t dress me up or throw me out when i am worn you are not a cannibal your actions are not my responsibility you will control yourself the next time i go to school and the boys hoot at my backside i push them down foot over their necks and defiantly say boobs and the look in their eyes is priceless

Linda Gottfredson, “Clinton’s New Form of Race-Norming.” Wall Street Journal, June 3, 1993. The national Assessment of Educational progress. . . has documented large gaps on specific skills and knowledge among high-school students. Throughout the 1980s, black 17-year-olds (excluding dropouts) had proficiency levels in math, reading, science and other subjects that were more comparable to white 13-year-olds than white 17-year-olds. A 1987 NAEP report found similarly large gaps in the functional literacy of young adults age 21 to 25. The average black college graduate could comprehend and use everyday reading materials, such as news articles, menus, forms, labels, street maps and bus schedules, only about as well as the average white high-school graduate with no college. In turn, black high school graduates function, on the average, only about as well as whites with no more than eight years of schooling. The pervasiveness of such huge gaps in current skills and knowledge explains why employment tests typically have disparate impact, especially in mid-to-high level jobs.

Scott Eastman told me that he “never completely fit in one world.” He grew up in Oregon and competed in math and science contests, but in college he studied English literature and fine arts. He has been a bicycle mechanic, a housepainter, founder of a housepainting company, manager of a multimillion-dollar trust, a photographer, a photography teacher, a lecturer at a Romanian university—in subjects ranging from cultural anthropology to civil rights—and, most unusually, chief adviser to the mayor of Avrig, a small town in the middle of Romania. In that role, he did everything from helping integrate new technologies into the local economy to dealing with the press and participating in negotiations with Chinese business leaders. Eastman narrates his life like a book of fables; each experience comes with a lesson. “I think that housepainting was probably one of the greatest helps,” he told me. It afforded him the chance to interact with a diverse palette of colleagues and clients, from refugees seeking asylum to Silicon Valley billionaires whom he would chat with if he had a long project working on their homes. He described it as fertile ground for collecting perspectives. But housepainting is probably not a singular education for geopolitical prediction. Eastman, like his teammates, is constantly collecting perspectives anywhere he can, always adding to his intellectual range, so any ground is fertile for him.

Colours, sounds, words and actions are all imbued with specific emotions, subjectively for each experience. It's therefor a great sorrow that the sexy energy from concepts such as heroism, philosophy and other vitalities have declined due to the tragedy of facts that shining grains of sands may forever be significantly outnumbered. Concepts which should otherwise be celebrated for their beauty, complexity and importance.

It’s relaxing to think that knowledge has no sell-by date: that once you have learned something, it stays fresh forever and you never have to learn it again. In the sciences like math and physics, and in the arts, that is often true. In those subjects, what we all learned at school (2 + 2 = 4) is probably still good. But in the social sciences, even the most basic knowledge goes off very quickly. As with milk or vegetables, you have to keep getting it fresh. Because everything changes.

Instead of jumping into summer vacation like so many of my friends, I began work with a series of online courses offered through Brigham Young University that were approved by the NCAA for core course requirements for athletes trying to improve their GPAs. The grades earned there can be used to replace older, failing grades on the transcript, and it was an exciting series of courses for me. Subjects covered a wide range, including foreign languages, math, social studies, business, and English. It was a wonderful program for kids like me to go back and redo some of the courses we didn’t get right the first time.