Monitoring Education Quotes

The belief that young people are incapable of making reasonable decisions is a cornerstone of our system of compulsory, closely monitored education.

The hour we spent sneaking through the temple, with Haddad circumventing various monitors, dodging guards, and then boarding the ship through a supposedly one-way waste umbilical, was very educational. At least after I got cleaned up I appreciated the educational aspects.

Don’t try to control yourself, just learn to monitor your thoughts.

Many mothers and father return each evening from their paid jobs only to serve as homework monitors, a position for which they never applied.

Habilitation would mean better housing, health care, mental health care, childcare, jobs, educational opportunities -- all resources that are, in many senses, the opposite of house arrest and monitoring.

The result will not be an Orwellian police state. We always prepare ourselves for the previous enemy, even when we face an altogether new menace. Defenders of human individuality stand guard against the tyranny of the collective, without realising that human individuality is now threatened from the opposite direction. The individual will not be crushed by Big Brother; it will disintegrate from within. Today corporations and governments pay homage to my individuality, and promise to provide medicine, education and entertainment customised to my unique needs and wishes. But in order to so, corporations and governments first need to break me up into biochemical subsystems, monitor these subsystems with ubiquitous sensors and decipher their working with powerful algorithms. In the process, the individual will transpire to be nothing but a religious fantasy. Reality will be a mesh of biochemical and electronic algorithms, without clear borders, and without individual hubs.

Zero Hour grew out of Naperville District 203’s unique approach to physical education, which has gained national attention and become the model for a type of gym class that I suspect would be unrecognizable to any adult reading this. No getting nailed in dodgeball, no flunking for not showering, no living in fear of being the last kid picked. The essence of physical education in Naperville 203 is teaching fitness instead of sports. The underlying philosophy is that if physical education class can be used to instruct kids how to monitor and maintain their own health and fitness, then the lessons they learn will serve them for life. And probably a longer and happier life at that. What’s being taught, really, is a lifestyle.

Happy the bard, (if that fair name belong To him that blends no fable with his song) Whose lines uniting, by an honest art, The faithful monitors and poets part, Seek to delight, that they may mend mankind, And while they captivate, inform the mind. Still happier, if he till a thankful soil, And fruit reward his honorable toil: But happier far who comfort those that wait To hear plain truth at Judah's hallow'd gate

I have seen the fruits of adult education. It can be done. And anyone who has worked in adult education knows that he must appeal for self-help. There are no monitors to keep adults at the task. There are no examinations and grades, none of the machinery of external discipline. The person who learns something out of school is self-disciplined. He works for merit in his own eyes, not credit from the registrar. (1940 ed. page 104)

Visual over-stimulation is a distraction from concentration and evokes the same sort of reactions as over-stimulation from noise. But the source might surprise you. Even fussy clothing moving around can be a visual distraction, or too many people in the room, or too many machines with moving parts. For those who work outside, a windy day is a triple-threat—with sound, sight, and touch all being affected. Cars moving, lights, signs, crowds, all this visual chaos can exhaust the AS person. Back in the office, too many computer screens, especially older ones with TV-style monitors, and sickly, flickering, unnatural fluorescent lighting were both high on the trigger list. The trouble with fluorescent light is threefold: Cool-white and energy-efficient fluorescent lights are the most commonly used in public buildings. They do not include the color blue, “the most important part for humans,” in their spectrum. In addition to not having the psychological benefits of daylight, they give off toxins and are linked to depression, depersonalization, aggression, vertigo, anxiety, stress, cancer, and many other forms of ill health. It’s true. There’s an EPA report to prove it (Edwards and Torcellini 2002). Flickering fluorescent lights, which can trigger epileptic seizures, cause strong reactions in AS individuals, including headaches, confusion, and an inability to concentrate. Even flickering that is not obvious to others can be perceived by some on the spectrum.

The individual will not be crushed by Big Brother; it will disintegrate from within. Today corporations and governments pay homage to my individuality, and promise to provide medicine, education and entertainment customised to my unique needs and wishes. But in order to so, corporations and governments first need to break me up into biochemical subsystems, monitor these subsystems with ubiquitous sensors and decipher their working with powerful algorithms. In the process, the individual will transpire to be nothing but a religious fantasy.

New bureaucracy takes the form not of a specific, delimited function performed by particular workers but invades all areas of work, with the result that – as Kafka prophesied – workers become their own auditors, forced to assess their own performance. Take, for example, the ‘new system’ that OFSTED (Office for Standards in Education) uses to inspect Further Education colleges. Under the old system, a college would have a ‘heavy’ inspection once every four years or so, i.e. one involving many lesson observations and a large number of inspectors present in the college. Under the new, ‘improved’ system, if a college can demonstrate that its internal assessment systems are effective, it will only have to undergo a ‘light’ inspection. But the downside of this ‘light’ inspection is obvious – surveillance and monitoring are outsourced from OFSTED to the college and ultimately to lecturers themselves, and become a permanent feature of the college structure (and of the psychology of individual lecturers). The difference between the old/heavy and new/light inspection system corresponds precisely to Kafka’s distinction between ostensible acquittal and indefinite postponement, outlined above. With ostensible acquittal, you petition the lower court judges until they grant you a non-binding reprieve. You are then free from the court, until the time when your case is re-opened. Indefinite postponement, meanwhile, keeps your case at the lowest level of the court, but at the cost of an anxiety that has never ends. (The changes in OFSTED inspections are mirrored by in the change from the Research Assessment Exercise to the Research Excellence Framework in higher education: periodic assessment will be superseded by a permanent and ubiquitous measurement which cannot help but generate the same perpetual anxiety.)

Citizen participation will reach an all-time high as anyone with a mobile handset and access to the Internet will be able to play a part in promoting accountability and transparency. A shopkeeper in Addis Ababa and a precocious teenager in San Salvador will be able to disseminate information about bribes and corruption, report election irregularities and generally hold their governments to account. Video cameras installed in police cars will help keep the police honest, if the camera phones carried by citizens don’t already. In fact, technology will empower people to police the police in a plethora of creative ways never before possible, including through real-time monitoring systems allowing citizens to publicly rate every police officer in their hometown. Commerce, education, health care and the justice system will all become more efficient, transparent and inclusive as major institutions opt in to the digital age. People who try to perpetuate myths about religion, culture, ethnicity or anything else will

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

It is a truism today, in this highly technologically-developed culture, that students need technical computer skills. Equally truistic (and, not incidentally, true) is that the workplace has become highly technological. Even more truistic – and far more disturbing – are the shifts in education over the last two decades as public elementary schools, public and private high schools, and colleges and universities have invested scores of billions of dollars on “digital infrastructure,” computers, monitors and printers, “smart classrooms,” all to “meet the demands” of this new technological workplace. "We won’t dwell on the fact – an inconvenient truth? – that those technological investments have coincided with a decline in American reading behaviors, in reading and reading comprehension scores, in overall academic achievement, in the phenomenon – all too familiar to us in academia – of “grade inflation,” in an alarming collapse of our students’ understanding of their own history (to say nothing of the history of the rest of the world), rising ignorance of world and American geography, with an abandonment of the idea of objectivity, and with an increasingly subjective, even solipsistic, emphasis on personal experience. Ignore all this. Or, if we find it impossible to ignore, then let’s blame the teachers...

Finally, we the people exercise power by speaking our minds. Many of the early patriots in our nation had experienced tyranny that prevented them from expressing their opinions. They could not speak against the king or against the established church. They knew that America’s citizens would need to be free to express themselves if they were to rule. Thus they set in place the Constitution’s First Amendment, guaranteeing the freedom of speech and expression. We’ve preserved this freedom so that our government doesn’t usually try to prevent the people from speaking. Recognizing this achievement, many assert that there is no restriction of speech in the United States and that everyone is completely free to express themselves. Unfortunately, this is a naive claim. Today the political correctness (PC) police are the biggest threat to America’s freedom of speech, and they are doing their best to squelch the opinions of “we the People.” There is not an officially established PC police force, but its members exist in government, throughout the media, in educational institutions, etc. Members of the PC police are those who carefully monitor the speech and behavior of anyone they consider to be a threat to their leftist ideological domination. The PC police do not care that people disagree with them, as long as those people remain silent. But if someone openly disagrees with them, they demonize that person with ridicule and infantile name-calling. This kind of speech policing has created fear in a large portion of our populace, causing them to remain silent rather than face the repercussions of expressing themselves honestly.

Manhattan Prep started out as one lone tutor in a Starbucks coffee shop. Less than ten years later, it was a leading national education and publishing business that employed over one hundred people and was acquired by a public company for millions of dollars. How did that happen? We delivered a service that customers liked more than what was otherwise available. They sought us out and rewarded us with their business. We hired more people, grew, and kept improving. This process—a new company filling a need and flourishing as a result—is an example of value creation. It’s the fuel of economic growth, and what our country has been seeking a formula for. It’s the process that leads to new businesses and jobs. Value creation has a polar opposite: rent-seeking. In the 1980s, economists began noticing that countries with ample natural resources experienced lower economic growth rates than others. From 1965 to 1998 in the OPEC (oil-producing) countries, gross domestic product per capita decreased on average by 1.3 percent, while in the rest of the developed world, per capita growth increased by 2.2 percent (for an overall difference of 3.5 percent). This was a surprise—if you had lots of oil in the ground, wouldn’t that give you more wealth to invest and thus spur more rapid growth? Economists cited a number of factors to explain this “resource curse,” including internal and external conflict, corruption, lower monitoring of government, lack of diversification, and being subject to higher price volatility. One other possible explanation on offer was that a country’s smart people will wind up going to work in whatever industry is throwing off money (like the oil industry in Saudi Arabia). Thus fewer talented people are innovating in other industries, dragging down the growth rate over time. This makes sense—it’s a lot easier for a gifted Saudi to plug into the Ministry of Petroleum and Mineral Resources and extract economic value than to come up with a new business or industry. Does this sort of thing happen in the United States? Yes, you can make money through rent-seeking as opposed to value or wealth creation.

One of the most vexing dilemmas that stable corporations face when they seek to rekindle growth by launching new businesses is that their internal schools of experience have offered precious few courses in which managers could have learned how to launch new disruptive businesses. In many ways, the managers that corporate executives have come to trust the most because they have consistently delivered the needed results in the core businesses cannot be trusted to shepherd the creation of new growth. Human resources executives in this situation need to shoulder a major burden. They need to monitor where in the corporation’s schools of experience the needed courses might be created, and ensure that promising managers have the opportunity to be appropriately schooled before they are asked to take the helm of a new-growth business. When managers with the requisite education cannot be found internally, they need to ensure that the management team, as a balanced composite, has within it the requisite perspectives from the right schools of experience.

There are two kinds of prison in the gulag. One is for prisoners sentenced to ‘revolutionary re-education through labour’. If they survive their punishment they will be released back into society, and monitored closely for the rest of their lives. The other is a zone of no return – prisoners there are worked to death.

objective monitoring and qualification which reduces arbitrary, private subjective judgments carried out

When the inbuilt human tendency to conform is exacerbated by the forces of compulsory state education, ambient propaganda, and monitoring and control of thought and speech, then you have a heady mix indeed.

Consciousness isn’t part of a child’s innate makeup. It has to be added. A child has to acquire consciousness, through education, something which others do to the child. Human culture operates on human infants to furnish them with a new operating system: consciousness. No other animal has a culture. No other animal can change their instinctual operating system. Children are the perfect laboratory for consciousness studies since they start off unconscious, slowly develop consciousness – for several years existing in an extraordinary liminal zone poised between the unconscious and conscious worlds – and, finally, become fully conscious. Via children, we can literally track how consciousness changes humans as we monitor the changing properties and abilities of children as their degree of consciousness increases.

Be fair but firm with your tenants to avoid being taken advantage of. Develop an attitude of delegation so those systems can eventually be outsourced. Monitor your finances like a boss, treat your tenants with respect and value, and educate yourself on the laws that govern your rentals

The “feeling of being stared at” is the focus of a subset of distant-mental-interaction studies. This is a particularly interesting belief to investigate because it is related to one of the oldest known superstitions in the Western world, the “evil eye,” and to one of the oldest known blessings in the Eastern world, the darshan, or gaze of an enlightened master. Most ancient peoples feared the evil eye and took measures to deflect the attraction of the eye, often by wearing shiny or attractive amulets around the neck. Today, most fears about the evil eye have subsided, at least among educated peoples. And yet many people still report the “feeling of being stared at” from a distance. Is this visceral feeling what it appears to be—a distant mental influence of the nervous system—or can it be better understood in more prosaic ways? In the laboratory today, the question is studied by separating two people and monitoring the first person’s nervous system (usually electrodermal activity) while the second person stares at the first at random times over a one-way closed-circuit video system. The stared-at person has no idea when the starer is looking at him or her. Figure 9.2. Effect sizes for studies testing the “feeling of being stared at,” where 50 percent is chance expectation. Confidence intervals are 95 percent. Figure 9.2 shows the results for staring studies conducted over eight decades.34 Similar to William Braud’s electrodermal studies but conducted in a context that more closely matched common descriptions of “feeling stared at,” these studies resulted in an overall effect of 63 percent where chance expectation is 50 percent. This is remarkably robust for a phenomenon that—according to conventional scientific models—is not supposed to exist. The combined studies result in odds against chance of 3.8 million to 1. Summary Given the evidence for psi perception and mind-matter interaction effects discussed so far, we could have expected that experiments involving living systems would also be successful. The studies discussed here show that our expectations are confirmed. The implications for distant healing are clear. All the experiments discussed so far have been replicated in the laboratory dozens to hundreds of times. They demonstrate that some of the “psychic” experiences people report probably do involve genuine psi. Now we move outside the laboratory to examine a new type of experiment, one that explores mind-matter interaction effects apparently associated with the collective attention of groups.

When Bouchard’s twin-processing operation was in full swing, he amassed a staff of eighteen—psychologists, psychiatrists, ophthalmologists, cardiologists, pathologists, geneticists, even dentists. Several of his collaborators were highly distinguished: David Lykken was a widely recognized expert on personality, and Auke Tellegen, a Dutch psychologist on the Minnesota faculty, was an expert on personality measuring. In scheduling his twin-evaluations, Bouchard tried limiting the testing to one pair of twins at a time so that he and his colleagues could devote the entire week—with a grueling fifty hours of tests—to two genetically identical individuals. Because it is not a simple matter to determine zygosity—that is, whether twins are identical or fraternal—this was always the first item of business. It was done primarily by comparing blood samples, fingerprint ridge counts, electrocardiograms, and brain waves. As much background information as possible was collected from oral histories and, when possible, from interviews with relatives and spouses. I.Q. was tested with three different instruments: the Wechsler Adult Intelligence Scale, a Raven, Mill-Hill composite test, and the first principal components of two multiple abilities batteries. The Minnesota team also administered four personality inventories (lengthy questionnaires aimed at characterizing and measuring personality traits) and three tests of occupational interests. In all the many personality facets so laboriously measured, the Minnesota team was looking for degrees of concordance and degrees of difference between the separated twins. If there was no connection between the mean scores of all twins sets on a series of related tests—I.Q. tests, for instance—the concordance figure would be zero percent. If the scores of every twin matched his or her twin exactly, the concordance figure would be 100 percent. Statistically, any concordance above 30 percent was considered significant, or rather indicated the presence of some degree of genetic influence. As the week of testing progressed, the twins were wired with electrodes, X-rayed, run on treadmills, hooked up for twenty-four hours with monitoring devices. They were videotaped and a series of questionnaires and interviews elicited their family backgrounds, educations, sexual histories, major life events, and they were assessed for psychiatric problems such as phobias and anxieties. An effort was made to avoid adding questions to the tests once the program was under way because that meant tampering with someone else’s test; it also would necessitate returning to the twins already tested with more questions. But the researchers were tempted. In interviews, a few traits not on the tests appeared similar in enough twin pairs to raise suspicions of a genetic component. One of these was religiosity. The twins might follow different faiths, but if one was religious, his or her twin more often than not was religious as well. Conversely, when one was a nonbeliever, the other generally was too. Because this discovery was considered too intriguing to pass by, an entire additional test was added, an existing instrument that included questions relating to spiritual beliefs. Bouchard would later insist that while he and his colleagues had fully expected to find traits with a high degree of heritability, they also expected to find traits that had no genetic component. He was certain, he says, that they would find some traits that proved to be purely environmental. They were astonished when they did not. While the degree of heritability varied widely—from the low thirties to the high seventies— every trait they measured showed at least some degree of genetic influence. Many showed a lot.

guide poor readers to use the same techniques to monitor and control their thinking, a process called metacognition.

Primer of Love [Lesson 3] I find television very educating. Every time somebody turns on the set, I go into the other room and read a book. ~ Groucho Marx Lesson 3) Television kills romance. Read my lips. No fucking broadcast or cable TV. Your 60" LED TV should only to be only used as a monitor to watch movies. Oh, you need the weather? Open the fucking window. The news? You shmuck, that's just a distraction to sell advertising. There are only five important news events per century. In this century, nothing significant has happened since Einstein, Hiroshima, the Human Genome Project, the smart phone and You Tube. All news is simply a variation on these same themes:science, war, health, technology and entertainment. If you're compelled to know the breaking bad news, watch it on your phone while you take a shit, not in the bedroom!

Ah, cruel parents indeed, who neglect the religious education of their children; more cruel in some respects than Herod; he slew the bodies of children, these murder souls; he murdered the children of others, these murder their own; he employed the agency of his servants, these do the work of slaughter themselves.

An old TV commercial for Berlitz showed the training of a German coast guard watchman. The supervisor shows the new man all of the monitoring equipment and then leaves him alone to man the controls.  Later, a distress signal comes in: “SOS, we’re sinking! We are sinking.” The new watchman is confused. “What are you sinking about?” he asks. Success and failure in communications often depend on a single word—even a letter or two. The way most people write today—in business, education, government, even journalism and publishing—is the result of an accidental, ad-hoc process of learning and mislearning.

The essence of physical education in Naperville 203 is teaching fitness instead of sports. The underlying philosophy is that if physical education class can be used to instruct kids how to monitor and maintain their own health and fitness, then the lessons they learn will serve them for life. And probably a longer and happier life at that. What's being taught, really is a lifestyle. The students are developing healthy habits, skills, and a sense of fun, along with a knowledge of how their bodies work. Naperville's gym teachers are opening up new vistas for their students by exposing them to such a wide range of activities that they can't help but find something they enjoy. They're getting kids hooked on moving instead of sitting in front of the television.

Intolerance of Christianity will rise to levels many of us have not believed possible in our lifetimes, and public policy will become hostile toward evangelical Christians, seeing it as the opponent of the common good…Evangelicals will increasingly be seen as a threat to cultural progress. Public leaders will consider us bad for America, bad for education, bad for children and bad for society.” (Michael Spencer, CS Monitor)

Ms. Wu pressed on. “Elise, I wanted to talk to you because lately you’ve seemed a little … off. Less engaged than you used to be. Maybe even exhausted. Is there anything you want to talk about? Any problems at home?” This woman. This horrifying woman. With her muted sweaters and her sensible heels. All those times I had eaten lunch in her classroom, watching videos of Mandelbrot sets on her computer, she was secretly, insidiously, monitoring me. Any problems at home? Please. Sally has parents who won’t let her read any books with sex in them, and everybody knows that Emily Wallace’s mother made her get a boob job when she was a freshman; meanwhile, my dad buys me DJ equipment, and my mom wants only for me to be an educated member of a working democracy—yet I get asked if I have any problems at home? I bet I do seem exhausted, Ms. Wu. I bet I do seem less engaged. I was up all night, doing something that I really love, and I’m sorry, but I just didn’t reserve enough energy to fully participate in this miserable, mandatory little exercise in public education. Since discovering Start, I had felt, for the first time in years, like good things could happen to me. I felt happy. Yet somehow, for the first time in years, someone was bothering to ask me what was wrong. Where were you in September, Ms. Wu? Where were you last spring? Where were you when I needed you?

7. Be confident Most of the time, dyslexics who attend regular schools or educational institutes tend to lose their social confidence during their years in school. However, you must not make this have a way with you. Improving your self-confidence is probably the best thing anyone with dyslexia can do for themselves. 8. Trust yourself Other people may judge you; have misconceptions about you and your condition, however always remember that other people’s opinions about you is not always right. Believe in yourself and value yourself. Do not compare yourself with other people, instead, concentrate on improving yourself and don’t dwell too much on what others say. 9. Be positive Banish all your negative thoughts. Do not dwell on your past failures, difficulties, frustrations, disappointment, anxieties and everything that can make you feel depressed. Dispel all the negative energies. 10. Keep up to date with new technologies The technology today is very advanced. Monitor all new knowledge and findings on dyslexics through the internet. Be up to date with new technological advances which may help you in your condition such as word processors and organizers which can help you in writing and organizing daily activities. 11.

the school leadership team should specifically: • Build consensus for the school’s mission of collective responsibility • Create a master schedule that provides sufficient time for team collaboration, core instruction, supplemental interventions, and intensive interventions • Coordinate schoolwide human resources to best support core instruction and interventions, including the site counselor, psychologist, speech and language pathologist, special education teacher, librarian, health services, subject specialists, instructional aides, and other classified staff • Allocate the school’s fiscal resources to best support core instruction and interventions, including school categorical funding • Assist with articulating essential learning outcomes across grade levels and subjects • Lead the school’s universal screening efforts to identify students in need of Tier 3 intensive interventions before they fail • Lead the school’s efforts at Tier 1 for schoolwide behavior expectations, including attendance policies and awards and recognitions (the team may create a separate behavior team to oversee these behavioral policies) • Ensure that all students have access to grade-level core instruction • Ensure that sufficient, effective resources are available to provide Tier 2 interventions for students in need of supplemental support in motivation, attendance, and behavior • Ensure that sufficient, effective resources are available to provide Tier 3 interventions for students in need of intensive support in the universal skills of reading, writing, number sense, English language, motivation, attendance, and behavior • Continually monitor schoolwide evidence of student learning

the primary responsibilities of the site intervention team are to: • Determine the specific learning needs of each student in need of intensive support • Diagnose the cause(s) of the student’s struggles in Tier 1 and Tier 2 • Determine the most appropriate intervention(s) to address the student’s needs • Frequently monitor the student’s progress to see if interventions are achieving the desired outcomes • Revise the student’s intervention(s) when they are not achieving the desired outcomes • Determine when special education identification is appropriate

Practicing mindfulness means monitoring, in real time, your experience, and doing so in a nonjudgmental way (Kabat-Zinn, 1994).

By fostering self-regulated learning skills, transformative teaching empowers students to become active participants in their own education, enabling them to set goals, monitor their progress, and adapt their learning strategies to achieve success.

I understand the relief your faith provides. You think it is the foundation for hope and comfort. The cause and effect you believe in are sin and reformation. Fear plays a big part in encouraging people to take the high road. I don’t believe faith or fear lifts people to a better life. The cause and effect I believe in are education and opportunity. Those actions and goals elicit positive change. A god monitoring my days seems naive at best and dangerous at worst.

And how do we know that?” I riposted. “Because they’ve screwed up so many of them! Secrecy they have plenty of. What they are crucially short of are competence and reliability. If a Soviet Premier were to order a nuclear mine built, he’d be delivered something the size of a Sherman tank, that worked one time out of four… and sure as God made little green horseflies, somebody on the very first penetration team would defect. That’s the problem they’ll never crack: if a man is intelligent enough to be worth sending abroad, they don’t dare let him out of the country.” “They build very good missiles,” she argued. “That suggests they can produce good technology if they want to badly enough.” “Says who? How often do they ever fire one at a target anyone else can monitor? I told you: esoteric weapons are one of my hobbies.” “Well, very good spaceships—that’s the same thing.” “They build shitty spaceships. Ever seen the inside of one? They look like something out of Flash Gordon, or the cab of a steam locomotive. Big knife-switches and levers and dials that’d look natural in a Nikola Tesla exhibit. No computers worth mentioning. After the Apollo-Soyuz linkup, our guys came back raving at the courage of anyone who would ride a piece of junk like that into space.” “The Soviet space program is much more substantial than America’s! It has been since long before Apollo.” “With shitty spaceships. It’s just that they don’t stop building them, the way this stupid country has. Did you ever hear the story about the first Soviet space station crew?” “Died on reentry, didn’t they? Something about an air leak?” “Leonov, the first man ever to walk in space, has been in the identical model reentry vehicle many times. He’s been quoted assaying that the crew of that mission had to have heard the air whistling out, and that any of the three of them could easily have reached out and plugged the leak with a finger. They died of a combination of bad technology and lousy education. You wait and see: if the Soviets ever open the books and let us compare duds and destructs, you’ll find out they had a failure rate much higher than ours. You know those rockets they’ve got now, that everybody admires so much, the ‘big dumb boosters’? They could have beat us to the Moon with those. But of the first eight to leave the launch pad, the most successful survived for seventeen seconds. So they used a different booster for the Moon project, and it didn’t make the nut.

And our more progressive clients, monitored by their CFOs, are starting to require a specific number of hours of ongoing education at all levels of the organization (we suggest 12 hours for the frontline; 25 hours for middle management; and 45 to 60 hours for senior leaders as a starting point). Worried about spending all that money on training only to watch your people go elsewhere? The research definitively shows that training and development increases loyalty. Besides, what’s the alternative? Do you really want your people not to be the best-trained for the jobs they have to do? And how much should you spend on training? It obviously depends, but 2% to 3% of your payroll is a good benchmark. Who should you spend it on? Senior leaders, middle managers, frontline employees? They all need training, but focus first on your middle management. In most growth companies, they have the hardest jobs and are critical to employee engagement and retention, yet get the least preparation for it.

The current global health crisis has raised many challenges to the students in attempting their exams. But in the recent days, across the globe, the education system has turned to virtual learning introducing proctoring exams as a practical solution during the prevailing pandemic situation. The meaning of proctoring is not much complicated to understand. Proctored exams are regular exams by using the proctoring software which monitors your desktops or PC’s, webcam audio and video. The proctoring software records the data and transfers the same for review.

For girls, shame lay in wait at every turn. The verdict of too loomed large over their clothing and makeup: too short, long, low-cut, tight, flashy, etc. The height of their heels, whom they saw, what time they went out and came in, the crotch of their underwear, month after month, were subject to all-pervasive surveillance by society. For those obliged to leave the family fold, society provided the Young Ladies' Residence, separate from the boys' dorm, to protect them from men and vice. Nothing, not intelligence, education, or beauty mattered as much as a girl's sexual reputa-tion, that is, her value on the marriage market, which mothers scrupulously monitored as their mothers had done before them. "If you have sex before marriage, no one will want you," they said, the subtext of which was no one except a market reject of the male variety, an invalid, a madman, or worse, a divorcé. The unwed mother lost her entire worth and had nothing to hope for, except perhaps a man who would sacrifice himself and take her in, along with the fruit of her sin.

Studentprogress.org is a multifaceted educational platform providing self-paced learning modules for educators and administrators, focusing on high-quality programming for students with disabilities. It features detailed resources for student progress monitoring, including tools and technical assistance, particularly for elementary grades. Additionally, the site offers extensive test preparation material, including reviews of various prep courses, test dates, study strategies, and general test guides.

To recap, here’s what we all can do to stop the mass shooting epidemic: As Individuals: Trauma: Build relationships and mentor young people Crisis: Develop strong skills in crisis intervention and suicide prevention Social proof: Monitor our own media consumption Opportunity: Safe storage of firearms; if you see or hear something, say something. As Institutions: Trauma: Create warm environments; trauma-informed practices; universal trauma screening Crisis: Build care teams and referral processes; train staff Social proof: Teach media literacy; limit active shooter drills for children Opportunity: Situational crime prevention; anonymous reporting systems As a Society: Trauma: Teach social emotional learning in schools. Build a strong social safety net with adequate jobs, childcare, maternity leave, health insurance, and access to higher education Crisis: Reduce stigma and increase knowledge of mental health; open access to high quality mental health treatment; fund counselors in schools Social proof: No Notoriety protocol; hold media and social media companies accountable for their content Opportunity: Universal background checks, red flag laws, permit-to-purchase, magazine limits, wait periods, assault rifle ban

As a society, we pursue happiness and become measurably less happy over time. We privilege autonomy, and end up bound by rules to which we never assented, and more spied on than any people since the beginning of time. We pursue leisure through technology, and discover that the average working day is longer than ever, and that we have less time than we had before. The means to our ends are ever more available, while we have less sense of what our ends should be, or whether there is purpose in anything at all. Economists carefully model and monitor the financial markets in order to avoid any future crash: they promptly crash. We are so eager that all scientific research result in ‘positive findings’ that it has become progressively less adventurous and more predictable, and therefore discovers less and less that is a truly significant advance in scientific thinking. We grossly misconceive the nature of study in the humanities as utilitarian, in order to get value for money, and thus render it pointless and, in this form, certainly a waste of resource. We ‘improve’ education by dictating curricula and focussing on exam results to the point where free-thinking, arguably an overarching goal of true education, is discouraged; in our universities many students are, in any case, so frightened that the truth might turn out not to conform to their theoretical model that they demand to be protected from discussions that threaten to examine the model critically; and their teachers, who should know better, in a serious dereliction of duty, collude. We over-sanitise and cause vulnerability to infection; we over-use antibiotics, leading to super-bacteria that no antibiotic can kill; we make drugs illegal to protect society, and, while failing comprehensively to control the use of drugs, create a fertile field for crime; we protect children in such a way that they cannot cope with – let alone relish – uncertainty or risk, and are rendered vulnerable. The left hemisphere’s motivation is control; and its means of achieving it alarmingly linear, as though it could see only one of the arrows in a vastly complex network of interactions

In recent years, Continuous Glucose Monitoring (CGM) devices have emerged as a game-changer in diabetes management, offering patients a real-time view of their glucose levels and revolutionizing the way they monitor their condition. Among the pioneers in providing these life-changing devices, Med Supply US stands out as a reliable source, offering CGMs from various renowned brands like Abbott, Dexcom, and more. This article explores the significance of CGM devices and highlights the contribution of Med Supply US in making them accessible to those in need. Understanding CGM Devices: For individuals living with diabetes, maintaining optimal blood glucose levels is crucial to prevent serious health complications. Traditionally, this involved frequent finger-prick tests, which could be inconvenient and sometimes inaccurate. CGM devices, however, have transformed this process by providing continuous and real-time glucose level readings. These devices consist of a small sensor inserted under the skin that measures glucose levels in the interstitial fluid. The data collected is then transmitted to a receiver or a smartphone app, allowing users to track their glucose levels throughout the day and night. Benefits of CGM Devices: The introduction of CGM devices has brought about a paradigm shift in diabetes management due to their numerous benefits: Real-time Monitoring: CGM devices offer a real-time insight into glucose trends, enabling users to make informed decisions about their diet, exercise, and insulin dosages. This real-time feedback empowers individuals to take timely action to maintain their glucose levels within a healthy range. Reduced Hypoglycemia and Hyperglycemia: By providing alerts for both low and high glucose levels, CGMs help users avoid dangerous hypoglycemic episodes and hyperglycemic spikes. This is particularly beneficial during sleep when such episodes might otherwise go unnoticed. Data-Driven Insights: CGM devices generate a wealth of data, including glucose trends, patterns, and even predictive alerts for potential issues. This information can be shared with healthcare providers to tailor treatment plans for optimal diabetes management. Enhanced Quality of Life: The convenience of CGM devices reduces the need for frequent finger pricks, leading to an improved quality of life for individuals managing diabetes. The constant insights also alleviate anxiety related to unpredictable glucose fluctuations. Med Supply US: Bringing Hope to Diabetes Management: Med Supply US has emerged as a prominent supplier of CGM devices, offering a range of options from reputable brands such as Abbott and Dexcom. The availability of CGMs through Med Supply US has made these cutting-edge devices accessible to a wider demographic, bridging the gap between technology and healthcare. Med Supply US not only provides access to CGM devices but also plays a crucial role in educating individuals about their benefits. Through informative resources, they empower users to make informed choices based on their specific needs and preferences. Furthermore, their commitment to customer support ensures that users can seamlessly integrate CGM devices into their daily routines.

Fourteen Ways To Tame Pharma 1. No more direct-to-consumer advertising on TV, in magazines, or on the internet 2. No more drug company-sponsored junkets, dinners, promotional gifts, or continuing medical education for doctors or medical students 3. No more financial support for medical professional organizations 4. No more beautiful salespeople congregating in the doctors' waiting room 5. No more free samples 6. No more off-label marketing 7. No more co-opting of thought leaders 8. No more drug company funding for the Food and Drug Administration 9. Bigger fines and criminal penalties for malfeasance that are directed against the executives as well as the companies 10. Shortened patent protection for companies that break the law 11. No more financial aid for consumer advocacy groups 12. No more disease-awareness campaigns 13. No more unlimited and undisclosed contributions to politicians 14. A three-year quarantine before politicians, staffers, and bureaucrats involved in setting or monitoring drug company regulations can join a drug company as officer or employee

The head of research for Sesame Street in the early years was a psychologist from Oregon, Ed Palmer, whose specialty was the use of television as a teaching tool. When the Children's Television Workshop was founded in the late 1960s, Palmer was a natural recruit. “I was the only academic they could find doing research on children's TV,” he says, with a laugh. Palmer was given the task of finding out whether the elaborate educational curriculum that had been devised for Sesame Street by its academic-advisers was actually reaching the show's viewers. It was a critical task. There are those involved with Sesame Street who say, in fact, that without Ed Palmer the show would never have lasted through the first season. Palmer's innovation was something he called the Distracter. He would play an episode of Sesame Street on a television monitor, and then run a slide show on a screen next to it, showing a new slide every seven and a half seconds. “We had the most varied set of slides we could imagine,” said Palmer. “We would have a body riding down the street with his arms out, a picture of a tall building, a leaf floating through ripples of water, a rainbow, a picture taken through a microscope, an Escher drawing. Anything to be novel, that was the idea.” Preschoolers would then be brought into the room, two at a time, and told to watch the television show. Palmer and his assistants would sit slightly to the side, with a pencil and paper, quietly noting when the children were watching Sesame Street and when they lost interest and looked, instead, at the slide show. Every time the slide changed, Palmer and his assistants would make a new notation, so that by the end of the show they had an almost second-by-second account of what parts of the episode being tested managed to hold the viewers' attention and what parts did not. The Distracter was a stickiness machine. “We'd take that big-sized chart paper, two by three feet, and tape several of those sheets together,” Palmer says. "We had data points, remember, for every seven and a half seconds, which comes to close to four hundred data points for a single program, and we'd connect all those points with a red line so it would look like a stock market report from Wall Street. It might plummet or gradually decline, and we'd say whoa, what's going on here. At other times it might hug the very top of the chart and we'd say, wow, that segment's really grabbing the attention of the kids. We tabulated those Distracter scores in percentages. We'd have up to 100 percent sometimes. The average attention for most shows was around 85 to 90 percent. If the producers got that, they were happy. If they got around fifty, they'd go back to the drawing board.

The IoT market grows rapidly and it’s acceleration will continue in all major areas like Industrial Internet of Things; Digital Enterprise; Internet of Healthcare; Internet of Energy; Internet of Education; Digitalisation of global Supply Chains. Security concerns add to the IoT complexity. Strategically, to assure the system’s reliability & data / knowledge engineering, it is important to insure data integrity, availability, traceability, and privacy. A complex problem of digital transformation globally. The Internet of Things cybersecurity, therefore, is not a matter of device self-defence. What is needed is a systemic approach. Identify underlying patterns. Secure elements of a chain: from security of a device that creates, captures your data.. to the data storage.. to the back-end storage.. Create/ join IoT ecosystems, driven by protection with external monitoring, detection and reaction systems. It is a challenge - to secure systems.

Admit racial inequity is a problem of bad policy, not bad people. Identify racial inequity in all its intersections and manifestations. Investigate and uncover the racist policies causing racial inequity. Invent or find antiracist policy that can eliminate racial inequity. Figure out who or what group has the power to institute antiracist policy. Disseminate and educate about the uncovered racist policy and antiracist policy correctives. Work with sympathetic antiracist policymakers to institute the antiracist policy. Deploy antiracist power to compel or drive from power the unsympathetic racist policymakers in order to institute the antiracist policy. Monitor closely to ensure the antiracist policy reduces and eliminates racial inequity. When policies fail, do not blame the people. Start over and seek out new and more effective antiracist treatments until they work. Monitor closely to prevent new racist policies from being instituted. On

Szwed, K., & Bouck, E. (2013). Clicking away: Using a student response system to self-monitor behavior in a general education classroom. Journal of Special Education Technology, 28(2), 1–12.

students with ADHD may benefit from using a seat cushion or a fidget toy (such as Silly Putty or a squeeze ball). Seat cushions can provide extra stimulation while seated, and fidget toys allow hand movements that can assist students in concentrating (Aune, Burt, & Gennaro, 2010; Denton & Silver, 2012). Students with ADHD may also benefit from self-monitoring. While traditionally self-monitoring involves paper and pencil, students can use technology to self-monitor, such as student response systems (Szwed & Bouck, 2013) as well as smartphones and other mobile technologies (for example, an iPod). Finally, assistive technology tools to support organization may benefit students with attention deficit hyperactivity disorder. See the accompanying Spotlight on Technology feature to learn additional ways that technologies can help.

Admit racial inequity is a problem of bad policy, not bad people. Identify racial inequity in all its intersections and manifestations. Investigate and uncover the racist policies causing racial inequity. Invent or find antiracist policy that can eliminate racial inequity. Figure out who or what group has the power to institute antiracist policy. Disseminate and educate about the uncovered racist policy and antiracist policy correctives. Work with sympathetic antiracist policymakers to institute the antiracist policy. Deploy antiracist power to compel or drive from power the unsympathetic racist policymakers in order to institute the antiracist policy. Monitor closely to ensure the antiracist policy reduces and eliminates racial inequity. When policies fail, do not blame the people. Start over and seek out new and more effective antiracist treatments until they work. Monitor closely to prevent new racist policies from being instituted.

4. “Restricting the concept of Corruption to Theft and financial crimes is a significant setback to the #Anti-Corruption effort of #government. We should rather be concerned about, why people conceive and execute self-gratifying ideas to the detriment of others? What practices, acts or omissions led to such theft of public funds? Why the absence of the culture of objective, nonpartisan monitoring and supervision in Governments MDAs? Why patriotism seem to be a foolish idea among Nigerians? Why religious and ethnic sentiments now play frontal roles in public administration? Why the thought about unity, one Nigeria is still a debatable ideology? Why merit and loyalty to service are no longer popular and desirable values? Why wrong doing, violation of rules and crime in the public service still generates polarizing perceptions? Why it takes so long to call out and sanction wrong doing even when it is reported? Why people are more comfortable with the status of nonperformance and the practice of proffering excuses for nonperformance? Why budgets don't perform as they should and Governments MDAs not leaving up to their mandates? Why our elections are still like war situations? Why the dichotomy on the subject matter of restructuring...North/South etc.?

THESE TEAMS WOULD model some of the steps we can all take to eliminate racial inequity in our spaces. Admit racial inequity is a problem of bad policy, not bad people. Identify racial inequity in all its intersections and manifestations. Investigate and uncover the racist policies causing racial inequity. Invent or find antiracist policy that can eliminate racial inequity. Figure out who or what group has the power to institute antiracist policy. Disseminate and educate about the uncovered racist policy and antiracist policy correctives. Work with sympathetic antiracist policymakers to institute the antiracist policy. Deploy antiracist power to compel or drive from power the unsympathetic racist policymakers in order to institute the antiracist policy. Monitor closely to ensure the antiracist policy reduces and eliminates racial inequity. When policies fail, do not blame the people. Start over and seek out new and more effective antiracist treatments until they work. Monitor closely to prevent new racist policies from being instituted.

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