New Semester Quotes

Travel is little beds and cramped bathrooms. It’s old television sets and slow Internet connections. Travel is extraordinary conversations with ordinary people. It’s waiters, gas station attendants, and housekeepers becoming the most interesting people in the world. It’s churches that are compelling enough to enter. It’s McDonald’s being a luxury. It’s the realization that you may have been born in the wrong country. Travel is a smile that leads to a conversation in broken English. It’s the epiphany that pretty girls smile the same way all over the world. Travel is tipping 10% and being embraced for it. Travel is the same white T-shirt again tomorrow. Travel is accented sex after good wine and too many unfiltered cigarettes. Travel is flowing in the back of a bus with giggly strangers. It’s a street full of bearded backpackers looking down at maps. Travel is wishing for one more bite of whatever that just was. It’s the rediscovery of walking somewhere. It’s sharing a bottle of liquor on an overnight train with a new friend. Travel is “Maybe I don’t have to do it that way when I get back home.” It’s nostalgia for studying abroad that one semester. Travel is realizing that “age thirty” should be shed of its goddamn stigma.

Our twenties can be like living beyond time. When we graduate from school, we leave behind the only lives we have ever known, ones that have been neatly packaged in semester-sized chunks with goals nestled within. Suddenly, life opens up and the syllabi are gone. There are days and weeks and months and years, but no clear way to know when or why any one thing should happen. It can be a disorienting, cave-like existence. As one twentysomething astutely put it, "The twentysomething years are a whole new way of thinking about time. There's this big chunk of time and a whole bunch of stuff that needs to happen somehow.

This semester has born in me the flame of hope to one day become a leader in the modern feminist movement. I can and will be the force that blows new life into it, giving a face and name to associate with instead of those women now who’s names I don’t know because they weren’t listed on Wikipedia.

Years ago, when I was working on my master's thesis, I went to New York for a semester as an exchange student. What struck me most was the sky. On that side of the world, so far away from the North Pole, the sky is flat and gray, a one-dimensional universe. Here, the sky is arched, and there's almost no pollution. In spring and fall the sky is dark blue or violet, and sunsets last for hours. The sun turns into a dim orange ball that transforms clouds into silver-rimmed red and violet towers. In winter, twenty-four hours a day, uncountable stars outline the vaulted ceiling of the great cathedral we live in. Finnish skies are the reason I believe in God.

Sometimes when the year grinds to its end and the new term begins I feel I'm living the life of a fruit fly - the endless ephemeral cycle, each new semester a "fresh start" that leads to the same moribund conclusions.

Every semester I share this quote by theologian Howard Thurman with my graduate students. It’s always been one of my favorites, but now that I’ve studied the importance of meaningful work, it’s taken on new significance: “Don’t ask what the world needs. Ask what makes you come alive, and go do it. Because what the world needs is people who have come alive.

I might not get into any of them,” Adam said. “It might have been for nothing.” “Whatever. Then you make a new list.” “You don’t understand. I’d miss a semester unless I went for rolling admissions and that completely screws up the financial aid. Look, I don’t expect you to care about this.” Right after saying this, Adam said, in a different voice, “I’m being a shithead.” “You are. And a shitfoot. Where are your shoes?” “Still under the table.” “Opal, could you get them for him?” Opal could not, because it was too boring to go back to the house when they were out here being exciting in the dark. What she could get them was that jar of twenty fireflies, which she released in Adam’s face as she scampered by him. He reared back while Ronan enjoyed the scenery. “She’s so useful,” Adam said. Opal preened.

I'm not leaving." I said. "Why not?" he demanded. "I'm in my last semester of school -it would screw everything up." "You're a good student -you'll figure it out." "I don't want to crowd Mom and Phil." "Your Mother's been dying to have you back." "Florida is too hot." His fist came down on the table again. "We both know what's really going on here, Bella, and it's not good for you." He took a deep breath. "It's been months. No calls, no letters, no contact. You can't keep waiting for him.

You’re right, I’m not. Must be why you found a new kid to raise.

At the beginning of the semester, Ulla wanted to pose only for the 'new trends' - a flea that Meiter, her Easter egg painter had put in her ear; his engagement present to her had been a vocabulary which she tried out in conversations with me. She spoke of relationships, constellations, actions, perspectives, granular structures, processes of fusion, phenomena of erosion. She, whose daily fare consisted exclusively of bananas and tomato juice, spoke of proto-cells, color atoms which in their dynamic flat trajectories found their natural positions in their fields of forces, but did not stop there; no, they went on and on... This was the tone of the conversation with me during our rest periods or when we went out for an occasional cup of coffee in Ratinger-Strasse. Even when her engagement to the dynamic painter of Easter eggs had ceased to be, even when after a brief episode with a Lesbian she took up with one of Kuchen's students and returned to the objective world, she retained this vocabulary which so strained her little face that two sharp, rather fanatical creases formed on either side of her mouth.

Just do a Google search on it. The Bible’s definition of marriage. New Testament. When you read it, you’ll see what I mean. God’s the Master of D/s. So how’s married life?” He moved on, oh so confident.

First semester, I learned that Jack Rogers sandals, so revered in college, screamed, “My small liberal arts school will always be the center of the universe!” I’d found a new axis, so into the trash went my gold, silver, and white pairs.

One day, an unusually exciting event interrupted the rhythm of our regular middle-class teenage lives. A Russian woman, the mother of a girl in our class, was run over by a New York City bound train right in the center of town. Our classmate left school in the middle of the semester. The gossip was that the woman must have thrown herself under the train. The adults whispered about reasons, usual ones, but my friends and I were too busy planning what to wear to the prom to wonder about the savagery of adult passion.

Muriel Strauss, who at twenty-four only ever talks about the world in terms of conceptual authenticity and creative truth, who’s been a darling of the New York art scene since her first semester at Tisch, where she quickly realized she was better at critiquing art than creating it.

In 1998, the New York Times reported that “in the [annual UCLA] survey taken at the start of the fall semester, 74.9 percent of freshmen chose being well off as an essential goal and 40.8 percent chose developing a philosophy. In 1968, the numbers were reversed, with 40.8 percent selecting financial security and 82.5 percent citing the importance of developing a philosophy.”4

THE SIX-HOUR SEMINAR that Jack was forced to attend at the beginning of each new semester had been called Orientation until a few years ago, when the university changed the seminar’s name to Onboarding. The name change coincided with a revamp of the orientation curriculum, which had bloated into this all-day human resources horror during which members of the HR team attempted, at unmerciful length, to “socialize the mission statement’s DNA,” is how they put it. They were referring to the many-planked mission statement the university had spent two years and countless consultant dollars developing in a campus-wide effort to express everything the university did in just one sentence. This was the brainchild of the university’s new CFO, who told the faculty in all seriousness that developing a mission statement that captured everything the university did in just one sentence was akin to their “moonshot,” and he asked for their help in this endeavor “not because it is easy, but because it is hard.” Why the university needed to corral its collective intelligence and creativity and energy for the task of expressing everything it did in just one sentence was a mystery to most faculty, but this did not stop their administrator bosses from enthusiastically assigning them to “mission statement working groups” so that they could have a voice (unpaid) in developing this one magical sentence, this one statement that would distill everything everyone did into a phrase ideally small enough for letterhead.

I’ve applied to Brentwood every semester since I was a freshman. My mom fought me on it at first, but I think at this point she’s resigned herself to the fact that I’m never going to get in, so she just signs the forms without arguing. I mean, it’s Brentwood, so to get accepted you not only have to dance like you’re in Black Swan and belt out a B over high C like it’s a middle G and cry on cue through a memorized six thousand lines of Shakespeare, but you have to do it all at once, while having a 4.0 and forking over a hundred thousand dollars and giving the admissions director a blow job, apparently, but once you’re in, you’re in, it’s Brentwood then Juilliard then fame and fortune, and even if not, it’s New York City, baby, and the most important part of this equation is Brooklyn Bridge at midnight and tiny dogs in Chelsea and the Staten Island Ferry and that ex-girlfriend (don’t think about that, should I think about that?) and the answer to the goddamn equation is the absolute value of not Nebraska.

She remembers standing at her locker, hearing the whispers. Whispers about her. And about Luke. She remembers turning and seeing Dani and Lynn with a group of girls they knew from Yearbook. She remembers not understanding right away. And then Dani stared her down, eyes narrowed to slits. When Hallelujah dropped her gaze, she heard Lynn’s peal of laughter. “So anyway,” Lynn went on, “Luke said . . .” She remembers the note, in English class. “You knew I liked him.” Dani’s clean cursive. Hallelujah stared at her friend’s back. Dani didn’t turn around. And she didn’t respond to calls or emails in the weeks that followed. By winter break, Dani was dating Luke. The rumors about Hallelujah had circulated and changed and circulated again. Still, on the first day of the new semester, she mustered up the courage to say something. To warn her former friend about who Luke really was. Dani laughed in her face. Called her jealous. Luke dumped Dani in February. Dani and Lynn still refused to speak to Hallelujah. It was like they’d never been friends at all.

It caused my opposition to any ideologies—Marxist, Fascist, National Socialist, what you will—because they were incompatible with science in the rational sense of critical analysis. I again refer back to Max Weber as the great thinker who brought that problem to my attention; and I still maintain today that nobody who is an ideologist can be a competent social scientist." It is extremely difficult to engage in a critical discussion of National Socialist ideas, as I found out when I gave my semester course on “Hitler and the Germans” in 1964 in Munich, because in National Socialist and related documents we are still further below the level on which rational argument is possible than in the case of Hegel and Marx. In order to deal with rhetoric of this type, one must first develop a philosophy of language, going into the problems of symbolization on the basis of the philosophers’ experience of humanity and of the perversion of such symbols on the vulgarian level by people who are utterly unable to read a philosopher’s work. A person on this level—which I characterize as the vulgarian and, so far as it becomes socially relevant, as the ochlocratic level—again, is not admissible to the position of a partner in discussion but can only be an object of scientific research. Because of this attitude I have been called every conceivable name by partisans of this or that ideology. I have in my files documents labeling me a Communist, a Fascist, a National Socialist, an old liberal, a new liberal, a Jew, a Catholic, a Protestant, a Platonist, a neo-Augustinian, a Thomist, and of course a Hegelian—not to forget that I was supposedly strongly influenced by Huey Long. This list I consider of some importance, because the various characterizations of course always name the pet bête noire of the respective critic and give, therefore, a very good picture of the intellectual destruction and corruption that characterize the contemporary academic world. Understandably, I have never answered such criticisms; critics of this type can become objects of inquiry, but they cannot be partners in a discussion. Anybody with an informed and reflective mind who lives in the twentieth century since the end of the First World War, as I did, finds himself hemmed in, if not oppressed, from all sides by a flood of ideological language—meaning thereby language symbols that pretend to be concepts but in fact are unanalyzed topoi or topics. Moreover, anybody who is exposed to this dominant climate of opinion has to cope with the problem that language is a social phenomenon. He cannot deal with the users of ideological language as partners in a discussion, but he has to make them the object of investigation. There is no community of language with the representatives of the dominant ideologies.

Our twenties can be like living beyond time. When we graduate from school, we leave behind the only lives we have ever known, ones that have been neatly packaged in semester-sized chunks with goals nestled within. Suddenly, life opens up and the syllabi are gone. There are days and weeks and months and years, but no clear way to know when or why any one thing should happen. It can be a disorienting, cavelike existence. As one twentysomething astutely put it, “The twentysomething years are a whole new way of thinking about time. There’s this big chunk of time and a whole bunch of stuff needs to happen somehow.

...my vocabulary was now down to nine words....For the record, here is my entire vocabulary of manageable words: fuck, shit, piss, cunt, goddamn, motherfucker, asshole, peepee, and poopoo. A quick analysis will show some redundancy here. I had at my disposal eight nouns, which stood for six things; five of the eight nouns could double as verbs. I retained one indisputable noun and a single adjective which also could be used as a a verb or expletive. My new language universe was comprised of four monosyllables, three compound words, and two baby-talk repetitions. My arena of literal expression offered four avenues to the topic of elimination, two references to human anatomy, one request for divine imprecation, one standard description of or request for coitus, and a coital variation which was no longer an option for me since my mother was deceased.

At the outset of his career circumstances seemed to authorize the most sanguine of these expectations. For at twenty-seven, after two years of advanced theology and philosophy, young Father Grandier received his reward for so many long semesters of diligence and good behavior. By the Company of Jesus, in whose gift it lay, he was presented to the important living of Saint-Pierre du Marché at Loudun. At the same time, and thanks to the same benefactors, he was made a canon of the collegial church of the Holy Cross. His foot was on the ladder; all he now had to do was to climb. Loudun, as its new parson rode slowly toward his destination, revealed itself as a little city on a hill, dominated by two tall towers—the spire of St. Peter’s and the medieval keep of the great castle. As a symbol, as a sociological hieroglyph, Loudun’s skyline was somewhat out of date. That spire still threw its Gothic shadow across the town; but a good part of the townspeople

Whenever we meet someone for the first time, whenever we interview someone for a job, whenever we react to a new idea, whenever we're faced with making a decision quickly and under stress, we use that second part of our brain. How long, for example, did it take you, when you were in college, to decide how good a teacher your professor was? A class? Two classes? A semester? The psychologist Nalini Ambady once gave students three ten-second videotapes of a teacher - with the sound turned off - and found they had no difficulty at all in coming up with a rating of the teacher's effectiveness. Then Ambady cut the clips back to five seconds, and the ratings were the same. They were remarkably consistent even when she showed the students just two seconds of videotape. Then Ambady compared those snap judgments of teacher effectiveness with evaluations of those same professors made by their students after a full semester of classes, and she found that they were also essentially the same. A person watching silent two-second video clips of a teacher he or she has never met will reach conclusions about how good that teacher is that are very similar to those of a student who has sat in the teacher's class for an entire semester. That's the power of our adaptive unconscious.

Studentdom, he felt, must pass its own Examinations and define its own Commencement--a slow, most painful process, made the more anguishing by bloody intelligences like the Bonifacists of Siegfrieder College. Yet however it seemed at times that men got nowhere, but only repeated class by class the mistakes of their predecessors, two crucial facts about them were at once their hope and the limitation of their possibility, so he believed. One was their historicity: the campus was young, the student race even younger, and by contrast with the whole of past time, the great collegiate cultures had been born only yesterday. The other had to do with comparative cyclology, a field of systematic speculation he could not review for me just then, but whose present relevance lay in the correspondency he held to obtain between the life-history of individuals and the history of studentdom in general. As the embryologists maintained that ontogeny repeats phylogeny, so, Max claimed, the race itself--and on a smaller scale, West-Campus culture--followed demonstrably--in capital letters, as it were, or slow motion--the life-pattern of its least new freshman. This was the basis of Spielman's Law--ontogeny repeats cosmogeny--and there was much more to it and to the science of cyclology whereof it was first principle. The important thing for now was that, by his calculations, West-Campus as a whole was in mid-adolescence... 'Look how we been acting,' he invited me, referring to intercollegiate political squabbles; 'the colleges are spoilt kids, and the whole University a mindless baby, ja? Okay: so weren't we all once, Enos Enoch too? And we got to admit that the University's a precocious kid. If the history of life on campus hadn't been so childish, we couldn't hope it'll reach maturity.' Studentdom had passed already, he asserted, from a disorganized, pre-literate infancy (of which Croaker was a modern representative, nothing ever being entirely lost) through a rather brilliant early childhood ('...ancient Lykeion, Remus, T'ang...') which formed its basic and somewhat contradictory character; it had undergone a period of naive general faith in parental authority (by which he meant early Founderism) and survived critical spells of disillusionment, skepticism, rationalism, willfulness, self-criticism, violence, disorientation, despair, and the like--all characteristic of pre-adolescence and adolescence, at least in their West-Campus form. I even recognized some of those stages in my own recent past; indeed, Max's description of the present state of West-Campus studentdom reminded me uncomfortably of my behavior in the Lady-Creamhair period: capricious, at odds with itself, perverse, hard to live with. Its schisms, as manifested in the Quiet Riot, had been aggravated and rendered dangerous by the access of unwonted power--as when, in the space of a few semesters, a boy finds himself suddenly muscular, deep-voiced, aware of his failings, proud of his strengths, capable of truly potent love and hatred--and on his own. What hope there was that such an adolescent would reach maturity (not to say Commencement) without destroying himself was precisely the hope of the University.

Right! You see me as superhuman! That’s some serious pressure.” Amelia laughs a little. “Sometimes it feels good, yeah, that people like how I look and act. But sometimes it’s just so much. I already have a ton of pressure on me from my parents and from myself, so it’s extra hard coming from you. Because we’re equals, me and you. Imperfect equals. And you’ve seen my struggles and you’ve been there right alongside me for the ride. I mean, I was a hot mess when I was trying to figure out if I wanted to have sex with Sid. I couldn’t face my parents over a dinner with my new girlfriend. I sometimes don't have the courage to stick up to people or for myself.” “But those are just normal human things.” “Yeah, exactly! This is my point! You look at me and you see me struggle through things and you root for me regardless, thinking I’m, like, killing it out there in the world, but when it’s you, you don’t cut yourself any slack and you beat yourself up. But I’m a regular person, and so are you,” she says. “And a pretty badass one, too. You’re so good at everything. You get amazing grades and you’re an incredible writer and you’re so smart-sometimes so smart that teachers assume I am, too, just because I’m around you. When I nearly failed my bio test earlier this semester, Mr. O'Donnell told me I should try to be more like you. And you know what? Maybe that’s a shitty thing to say to a student, but I do find myself wishing I could be more like you all the time. Not because I’m inadequate as a person but because humans yearn! Humans want to be better than they are! Humans feel jealous! And I think it’s okay if sometimes I want to be more like you. Who wouldn’t? You’re smart and hilarious and fashionable and fierce and you would do anything for the ones you love. You put up with a lot of shit and you let it light a fire in you and I admire the hell out of that, babe.

The day-to-day horror of writing gave me a notion of tournament time. Writing novels is tedious. When will this book be finished, when will it reveal its bright and shining true self? it takes freakin’ years. At the poker table, you’re only playing a fraction of the hands, waiting for your shot. If you keep your wits, can keep from flying apart while those around you are self-destructing, devouring each other, you’re halfway there. … Let them flame out while you develop a new relationship with time, and they drift away from the table. 86-7 Coach Helen’s mantra: It’s OK to be scared, but don’t play scared. 90 [During a young adult trip to Los Vegas] I was contemplating the nickel in my hand. Before we pushed open the glass doors, what the heck, I dropped it into a one-armed bandit and won two dollars. In a dank utility room deep in the subbasements of my personality, a little man wiped his hands on his overalls and pulled the switch: More. Remembering it now, I hear a sizzling sound, like meat being thrown into a hot skillet. I didn't do risk, generally. So I thought. But I see now I'd been testing the House Rules the last few years. I'd always been a goody-goody. Study hard, obey your parents, hut-hut-hut through the training exercises of Decent Society. Then in college, now that no one was around, I started to push the boundaries, a little more each semester. I was an empty seat in lecture halls, slept late in a depressive funk, handed in term papers later and later to see how much I could get away with before the House swatted me down. Push it some more. We go to casinos to tell the everyday world that we will not submit. There are rules and codes and institutions, yes, but for a few hours in this temple of pure chaos, of random cards and inscrutable dice, we are in control of our fates. My little gambles were a way of pretending that no one was the boss of me. … The nickels poured into the basin, sweet music. If it worked once, it will work again. We hit the street. 106-8 [Matt Matros, 3x bracelet winner; wrote The Making of a Poker Player]: “One way or another you’re going to have a read, and you’re going to do something that you didn’t expect you were going to do before, right or wrong. Obviously it’s better if you’re right, but even if you’re wrong, it can be really satisfying to just have a read, a feeling, and go with it. Your gut.” I could play it safe, or I could really play. 180 Early on, you wanted to stay cool and keep out of expensive confrontations, but you also needed to feed the stack. The stack is hungry. 187 The awful knowledge that you did what you set out to do, and you would never, ever top it. It was gone the instant you put your hands on it. It was gambling. 224

Jimmy’s goal since childhood, he explained to Siegel, had been to join the cast of Saturday Night Live. He was endearing. After a two-hour call, Siegel offered to represent him. She had one question, however. “Why don’t you stay and graduate?” Jimmy was a semester shy of a degree. Siegel suggested that they get started in the summer, so he’d have a bachelor’s degree to fall back on, just in case. “No, no,” Jimmy insisted. “I need to get on Saturday Night Live, and you’re going to make it happen, because you know Adam Sandler! I don’t want to do anything else.” Siegel knew this was a long shot—and a long-term endeavor—especially for an out-of-town kid with zero acting credits. But for some reason, she couldn’t turn him down; she had never met someone as focused and passionate about a single dream as this grinning bumpkin from the tiny town of Saugerties, New York. And though his skills were rough, given some time in the industry, she thought he might just make it. “OK, let’s do this,” she said. So, in January 1996 Jimmy quit college and moved to Los Angeles. For six months, Siegel booked him gigs on small, local stand-up comedy stages. Then, without warning, SNL put a call out for auditions; three cast members would be leaving the show. Having worked with one of the departing actors, David Spade, Siegel pulled a few strings and arranged a Hail Mary for the young Jimmy Fallon: an audition at The Comic Strip. SO HERE HE WAS. Fresh-faced, sweating in his light shirt, holding his Troll doll. In front of Lorne Michaels and a phalanx of Hollywood shakers. When Jimmy ended his three-minute bit, the audience clapped politely. True to his reputation, Michaels didn’t laugh. Not once. Jimmy went home and awaited word. Finally, the results came: SNL had invited Tracy Morgan, Ana Gasteyer, and Chris Kattan, each of whom had hustled in the comedy scene for years, to join the cast. Jimmy—the newbie whose well-connected manager had finagled an invite—was crushed. “Was he completely raw? A hundred percent,” Siegel says. But, the SNL people said, “Let’s keep an eye on him.

Sara was new to our school last semester and I had been through a terrible time with her constantly bullying me. It

The internal conflict kept Jonah paralyzed in place. That is, until Pup walked over to him and rested his head on Jonah’s lap. Amber eyes looked up at him with the same loving, devoted gaze that had met him earlier that morning, except this time those eyes were in a different face. Everything that had been holding Jonah back was dismissed with that recognition. This was his Zev, the man who meant everything to him. Okay, so what he’d just witnessed with his own eyes didn’t make sense, but, hey, neither did physics at the beginning of the semester freshman year, and by the end, Jonah had earned an A. So he’d just need to learn about this in the same way, ask questions, study… whatever there was to study. Jonah was a good student; learning had never been an issue for him. Jonah took in a deep breath. Yes, this was all about learning something new. It’d be fine.

For some time now, Germany has had cruise ships visiting Cuba, such as the MS Deutschland, which can accommodate 513 passengers and has a crew of 260 members. She is known as das Traumschiff or the Dream Ship and is Germany’s television answer to the Love boat. With a displacement of 22,400 GT, the ship brought European tourists with their Euros as stimulus money to Cuba. However, on Monday, February 23, 2015, it was announced, that the operating company had declared bankruptcy. It was expected that finding new investors, and restructuring under the German debtor-in-possession management act, known as Eigenverwaltung, would allow the MS Deutschland to continue her scheduled visits. However, on July 27, 2015 with new owners it was announced that the ship would sail using two distinct names. For one part of the year the ship would be the MS World Odyssey having “Semesters at Sea” for students and for the other part of the year it would sail for the travel company Phoenix Reisen, using its regular name, the MS Deutschland.

It’s a perspective on story that may also shed light on why you and I and everyone else spend a couple of hours each day concocting tales that we rarely remember and more rarely share. By day I mean night, and the tales are those we produce during REM sleep. Well over a century since Freud’s The Interpretation of Dreams, there is still no consensus on why we dream. I read Freud’s book for a junior-year high school class called Hygiene (yes, that’s really what it was called), a somewhat bizarre requirement taught by the school’s gym teachers and sports coaches that focused on first aid and common standards of cleanliness. Lacking material to fill an entire semester, the class was padded by mandatory student presentations on topics deemed loosely relevant. I chose sleep and dreams and probably took it all too seriously, reading Freud and spending after-school hours combing through research literature. The wow moment for me, and for the class too, was the work of Michel Jouvet, who in the late 1950s explored the dream world of cats.32 By impairing part of the cat brain (the locus coeruleus, if you like that sort of thing), Jouvet removed a neural block that ordinarily prevents dream thoughts from stimulating bodily action, resulting in sleeping cats who crouched and arched and hissed and pawed, presumably reacting to imaginary predators and prey. If you didn’t know the animals were asleep, you might think they were practicing a feline kata. More recently, studies on rats using more refined neurological probes have shown that their brain patterns when dreaming so closely match those recorded when awake and learning a new maze that researchers can track the progress of the dreaming rat mind as it retraces its earlier steps.33 When cats and rats dream it surely seems they’re rehearsing behaviors relevant to survival. Our common ancestor with cats and rodents lived some seventy or eighty million years ago, so extrapolating a speculative conclusion across species separated by tens of thousands of millennia comes with ample warning labels. But one can imagine that our language-infused minds may produce dreams for a similar purpose: to provide cognitive and emotional workouts that enhance knowledge and exercise intuition—nocturnal sessions on the flight simulator of story. Perhaps that is why in a typical life span we each spend a solid seven years with eyes closed, body mostly paralyzed, consuming our self-authored tales.34 Intrinsically, though, storytelling is not a solitary medium. Storytelling is our most powerful means for inhabiting other minds. And as a deeply social species, the ability to momentarily move into the mind of another may have been essential to our survival and our dominance. This offers a related design rationale for coding story into the human behavioral repertoire—for identifying, that is, the adaptive utility of our storytelling instinct.

So we all decided to stay quiet. I glanced at the back of the bus and saw Blaze looking really proud, and all his groupies were looking at him like he was so brave. To be honest, it was kinda cool how Blaze made the Wither get all crazy like that. I wouldn’t have had the guts to do that. Well, being a Zombie I actually don’t have guts to do anything, really. But man, that guy Blaze is really cool… Thursday Today I had to help out at the Principal’s Office as part of the school’s Student Volunteer program. I had to show some new 7th grade foreign exchange student around school. I thought that Rajit was the only foreign exchange student I had to deal with this semester. But it seems that there’s a whole bunch of them visiting this year. “Zombie, it seems that we’re short on volunteers today,” Principal Slime said.

Horst (2005) used simplified readers in a study of vocabulary development among adult immigrants who were enrolled in an ESL programme in a community centre in Montreal, Canada. The 21 participants represented several language backgrounds and proficiency levels. In addition to the activities of their regular ESL class, students chose simplified readers that were made available in a class library. Over a six-week period, students took books home and read them on their own. Horst developed individualized vocabulary measures so that learning could be assessed in terms of the books each student actually read. She found that there was vocabulary growth attributable to reading, even over this short period, and that the more students read, the more words they learned. She concluded that substantial vocabulary growth through reading is possible, but that students must read a great deal (more than just one or two books per semester) to realize those benefits. As we saw in Chapter 2, when we interact in ordinary conversations, we tend to use mainly the 1,000 or 2,000 most frequent words. Thus, reading is a particularly valuable source of new vocabulary. Students who have reached an intermediate level of proficiency may have few opportunities to learn new words in everyday conversation. It is in reading a variety of texts that students are most likely to encounter new vocabulary. The benefit of simplified readers is that students encounter a reasonable number of new words. This increases the likelihood that they can figure out the meaning of new words (or perhaps be motivated to look them up). If the new words occur often enough, students may remember them when they encounter them in a new context.

I did teach a class here [at the University of Cincinnati] and all of the grading was pure bluff...I even told students at the New School for example… if you don’t give me any of your shitty papers, you get an A. If you give me a paper I may read it and not like it and you can get a lower grade.[ He received no papers that semester]

You’re teaching nursing?” he asked, surprised. She nodded. “I’ve been doing that for the past year or so. Turns out I like it.” “My new sister-in-law, Shelby—she’s a student there, in nursing. Cutest thing you’ll ever see. Best thing that ever happened to Luke. Any chance you know her?” “What year is she in?” Franci asked. “First year. She got married in her first semester because Paddy and Colin were done with their deployments—she waited for all the Riordans to be available. She’s way younger than Luke and is just starting college.” Franci tilted her head and smiled, thinking how sweet it was that cranky, womanizing old Luke ended up with a sweet young girl who was determined to get an education. “I’m pretty sure I haven’t met Luke’s wife. Most of the freshmen are stuck in liberal-arts courses the first year. I teach one medical-surgical course and one that boils down to charting ER patients. I’m just one of many instructors. Mostly, I teach juniors and seniors. I share an office on campus with another nursing instructor and I only teach a couple of days a week. Except for meetings, of which there are too many.” “You never did go for the meetings,” he said with a smile. “I’ll have to tell Shelby to introduce herself. You’ll love her. You’ll—” “One thing at a time, all right?” Franci asked patiently.

Bronson finally wandered off. Trevor handed me a Sprite and sat on the ottoman next to my chair. “Are you having a good time?” he asked, gulping down his own drink.  I couldn’t tell what he was drinking since the glass was opaque, but I hoped he was keeping his word that his partying days were behind him. I sipped at my soda. “It's okay. I don't really know anybody though.” “It's getting close to midnight. Do you want to get out of here?” Relieved he had made the suggestion, I smiled. “Yes, please.”  He took my hand as we walked out to his car. “Where should we go?” I asked as I put on my seatbelt. “I know just the place.” He grinned as he started the engine. We drove for a while and when we stopped we were overlooking the valley. Even though it was cold outside, the view was spectacular.  Trevor left the car running so we could stay warm. Even so, I cuddled up to him. He gazed at me, the black of his pupils enlarged in his blue eyes. “It's midnight, Lily.” His voice was husky as he reached out and cradled my face in his hands. I closed my eyes, ready to accept his kiss. He pressed his lips against mine, gently at first, then more urgently. “I don't think I can wait four more weeks,” he groaned. “We're practically married now. Do we really need to wait?” I pulled back. “But we’re not actually married.” He stared at me in the dim moonlight. “You’re one stubborn girl.” Wanting to change the subject, I groped around in my mind for something else to talk about. The messages I'd received popped into my head and they wouldn't leave. “Trevor, I got a weird e-mail the other day.” “Oh, yeah?” He said without much enthusiasm.  “Yes. They were about you.” That got his attention. He sat up straighter. “Who sent them?” “I don't know,” I said. “Okay. What did they say?” “Basically, they told me not to marry you.”  “What?” He shifted in his seat to face me more squarely.  “That's right. This time I sent an e-mail back, though,” I smiled, proud I had taken some sort of action. “And did you get a response?” “Not yet.” His hand shot out and grabbed me by the arm. “Tell me if you do. Will you promise me?” Startled by his response, I said, “Okay, if that's what you want.” He let go of my arm and I rubbed it where he had squeezed.  “It's getting late. I'd better get you home.” Trevor put the car in gear and we drove toward my apartment. His sudden change in attitude concerned me. What did he know that he wasn’t telling me? The spring semester started a few days later. I was excited to begin my new classes and went eagerly to my first one. It was a required Humanities course. I was surprised to find Justin sitting in the classroom. There was an empty seat beside him and I pulled it out and sat down. “What are you doing in this class?” I said. “Oh, hey, Lily. How's it going?” His smile was warm and friendly. “Great. How about you? I hear you and Pamela are getting serious.”  “Yeah, but not as serious as you, I hear.”  I noticed he seemed very pleased to hear about my own engagement and was surprised. I guess he's over me, I thought. That's good, I suppose. “Yes. Three and a

At Columbia University, the semester had already started in the first week of September and here I was, in the middle of October. I arrived in New York on October 17, 1947. Crossing the Atlantic took one week. Most of the passengers were Americans of English, Irish or Scottish descent, who had visited their families, for the first time after the war. The food on the boat consisted mostly of fish, all kinds of seafood that I had never eaten before, that I knew only from reading and from dictionaries. Whether it was turbot or cod or hake or even salmon - everything was boiled and tasteless.

Bernie and Connie were preparing to move to Florida; Eli was making preparations to buy a house in Brooklyn, for himself and for us. All three sisters were residing there and it was natural to be moving to that borough. Eli got a low mortgage as a veteran of World War II and some help from Mother's brother Morris. Thus, Bernie spent a few weeks with us, before leaving New York, in the fall of 1947. He took Father to the doctors, helped me register in Queens College, for the remainder of the semester, since I had missed the start of the term at Columbia.

However, I had missed the start of the fall semester and had to register at Queens College, for English courses. The Immigration authorities had decreed that a person, on a student visa, had to be enrolled in an academic institution if he or she came late to a specific school. Thus, foreign students, from all over the New York area, came to the English Department at Queens, for that particular purpose. It was not easy to commute from the Bronx to Queens and one month later, from Brooklyn to Queens. I had to change three or four trains and finally a bus. I learned, first hand, what commuting at rush hour meant, right from the start.

During the second semester of 1945, at the University of Havana, Fidel Castro studied law and became involved in student politics. It was during a time when student protesters were exceptionally active. Throughout the régime of Geraldo Machado (President of Cuba from 20 May 1925 until 12 August 1933), university students were suppressed by La Porra (the secret police), and later it was not much better when Batista’s forces took over. Things got very physical when student activists and labor leaders were attacked and terrorized by violent, armed, politically motivated gangs. Frequently, even opposing student groups attacked each other. Castro, getting caught up in this gang culture, ran for the position of President of the Federation of University Students (FEU), a group founded by Julio Antonio Mella (the originator of Communism in Cuba). Although he was unsuccessful in this endeavor, he did become active in anti-imperialistic movements and campaigned for Puerto Rican Independence and a democratic government for the Dominican Republic. His involvement in these left-leaning groups grew, and although he did not embrace communism, he did protest the political corruption and violence during the Grau administration. In November of 1946, Castro spoke out against President Grau (7th President of Cuba) during a student speech, the text of which was printed in several newspapers. In 1947 Castro joined Eduardo Chibás’ (a well liked activist & radio personality) new Partido Ortodoxo, which promoted social justice, political freedom and honest government.

There was something impermanent in the first months of the new semester, a warm softness that left it malleable in the waning days of what was no longer summer, but didn’t yet feel like fall.

In 1998, the New York Times reported that “in the [annual UCLA] survey taken at the start of the fall semester, 74.9 percent of freshmen chose being well off as an essential goal and 40.8 percent chose developing a philosophy. In 1968, the numbers were reversed, with 40.8 percent selecting financial security and 82.5 percent citing the importance of developing a philosophy.

There's no progress without a bit of trouble. And without progress, where would new books come from? Where would the fresh ideas or the inspiring characters emerge?

Eh, boring shit. We’ll talk later,” he said. “Language,” Lisa warned again. “Well, there’s been a new development in my studies, courtesy of a very late email from my mentor at Stanford,” Hanna said. “Everything all right, honey?” Roger asked. “Apparently I don’t need an internship for the semester. I need it for the whole year.” “Ouch.” Lisa sighed. “An internship? A particular one? Or just one in general?” I asked. “Just one in general, but the place I was talking to can’t take me on this semester. So, I have to start from scratch and

The church elders were not happy about it, but they allowed her to go to New Orleans, on the condition that she return to Junction City afterward and marry the young man they’d approved for her. Now twenty-two years old, with a husband she did not want, she found herself in a strange and sinful city competing with medical students who had undergraduate degrees from places like Harvard and Stanford. She finished the first semester at the top of her class. Her new husband complained to the church elders that his wife was spending all her time working. “He told me I was being disobedient by working so hard,” recalled Charity. “And they agreed with him. They told me I should be at the fiftieth percentile of my class. No better.” After the next semester, when her grades remained high, the church elders sent her a letter instructing her to drop out of medical school and return to Junction City.

Aside from hijacking people’s abilities, stereotypes also do damage by making people feel they don’t belong. Many minorities drop out of college and many women drop out of math and science because they just don’t feel they fit in. To find out how this happens, we followed college women through their calculus course. This is often when students decide whether math, or careers involving math, are right for them. Over the semester, we asked the women to report their feelings about math and their sense of belonging in math. For example, when they thought about math, did they feel like a full-fledged member of the math community or did they feel like an outsider; did they feel comfortable or did they feel anxious; did they feel good or bad about their math skills?

There was just one problem: Cheney’s background check. Rumsfeld was aware of his protégé’s less-than-stellar academic record. Admitted to Yale on a scholarship, Cheney had distinguished himself as a first-class partier and a fourth-rate student. After three failed semesters, the university told him to take a year off; Cheney went back to Wyoming, where he got a job on a road crew stringing power cables. But upon his return to New Haven, Cheney recalls, “frankly, my attitude really hadn’t changed at all.” After another dismal academic performance, he was told to leave Yale for good. There was worse to

The new moon of a lockdown, Broken, pigeons fly, Am I the one shy guy?

An excellent illustration of this notion comes from another intriguing experiment conducted on psychology students. In this case students were given, in advance of class, either a complete set of notes on the lecture for the day or a partial set of notes—one that consisted of “headings and titles of definitions and concepts, which required students to add information to complete the notes” (Cornelius & Owen-DeSchryver 2008, p. 8). So the students who received the full notes had the knowledge network for the day handed to them prior to class (through the course learning management system); the students who received the partial notes received only the frame of that knowledge network, and had to fill in the rest on their own. The students in both conditions performed comparably on the first two examinations for the course. On the third and final examinations, however, as the amount of course material increased and required deeper understanding, the students in the partial-notes condition outperformed their full-note peers. Especially relevant for the argument that connections improve comprehension, the students in the partial-notes condition outperformed their peers on conceptual questions on the final exam. As the authors explained, “On a [final] test that required knowledge of a large number of concepts, rote memorization was not feasible, so students who encoded the information by actively taking notes throughout the semester may have performed better because they had experienced better conceptual understanding” (p. 10). This experiment has obvious implications for classroom teaching, or even the creation of reading guides or lecture notes for an online courses. However, the important point for now is that the partial notes gave students an organized framework that enabled and encouraged them to see and make new connections on their own.

As the saying goes, "It's not who you know, but who knows you." How does that relate to getting a job? Lets look at 2 cases where "who knows you" resulted in landing the best job. Keep in mind: The great thing is that you can start right where you are right now! Case 1 In my first teaching job in Mexico in the early 1980's, we were half way through the semester, when the director called me into his office to tell me he had taken a job in Silicon Valley, California. What he said next floored me. "I'd like you to apply for my job." How could I apply to be the director of an English school when it was my first teaching job, all the teachers had more teaching experience than I did, and many of them had doctorate degrees. I only had a bachelors degree. "Don't worry," he said. "People like you, and I think you have what it takes to be a good director." The director knew me, or at least got to know me from teachers' meetings, seeing me teach, and noticing how I interacted with people. Case 2 Fast forward 3 years. After Mexico, I moved to Reno, Nevada, to work on my Master's degree in Teaching English as a Second Language. I applied for a teaching job at the community college, and half-way into the semester, a teacher had to leave and I got the job. I impressed the director enough that she asked me to be the Testing and Placement Coordinator the next year. At the end of that year, I wrote a final report about the testing and placement program. It so impressed the college administration that when a sister university was looking for a graduate student to head up a new language assessment program for new foreign graduate teaching assistants and International faculty, I got recommended. What Does This Mean? From these two examples, you can see that when people see what you can do, you have a greater chance of being seen and being known. When people see what you are capable of doing, there is less risk in hiring you. Why? Because they've seen you be successful before. Chances are you'll be successful with them, too. But, if people don't know you and haven't seen what you can do, there is much greater risk in hiring you. In fact, you may not even be on their radar screen. Get On Their Radar Screens To get on the radar screens for the best jobs, do the best job you can where you work right now. Don't wait for the job announcement to appear in the newspaper. Don't wait for something else to happen. Right now, invest all of you and your unique talents into what you're doing. Impress people with what you can do! Do that, and see the jobs you'll get!

The police department was a neat brick building on Margin Street, almost brand new, about a ten-minute walk from her parents’ shop on Essex. It was a Saturday afternoon. She’d worked, under duress—it was supposed to be Ollie’s day, but he had “something to do,” which meant “a session of Magic: The Gathering at Chip’s house that might yield a glimpse of Chip’s hot older sister Hallie, home for semester break.” As soon as Leon, the evening-shift guy, showed up, she bolted. Her entire plan was lifted from Mrs. Frankweiler’s infamous mixed-up files.

Part of making a market thick involves finding a time at which lots of people will participate at the same time. But gaming the system when the system is “first come, first served” can mean contriving to be earlier than your competitors. That’s why, for example, the recruitment of college freshmen to join fraternities and sororities is called “rush.” Back in the late 1800s, fraternities were mostly social clubs for college seniors. But in an effort to get a little ahead of their competitors in recruiting, some started “rushing” to recruit earlier and earlier. Fast-forward to today, when it is first-semester students who are the targets of fraternity and sorority rush.

What a child experiences between the ages of seven and ten will determine his actions as a teenager and an adult.” I thought this was crucial information for future elementary school teachers, and I found that it was not addressed in their education courses. “Killer in the Classroom” was the title of a presentation that I prepared for the future elementary school teachers. The title got their attention, and the prisoners’ stories kept them riveted for the full hour. While none of these prisoners placed blame on their teachers for turning them into criminals, all of them had advice for how a teacher could spot a troubled child in her classroom and how to reach out to him. They also pointed out some of the ways in which even well-intentioned actions could backfire. Jon related his experiences as a boy who, because his father’s job required frequent transfers, was often the new kid in school. He admitted to engaging in some juvenile mischief, but nothing requiring the harsh treatment he received. One teacher, having heard of his reputation as a troublemaker, singled him out at the start of the school year—literally, singled him out. She made him spend the semester behind a partition in the back of the room, separated from the rest of the students. Over time, that led to his rejection of the teacher, of his schoolwork, of school. That led to the streets, to drugs, to violence. Jon connected the dots by concluding, “Stick me behind a partition, and I grow up and kill someone.” My end-of-semester surveys always showed this presentation to be the most impactful moment of the semester. It was a lesson that I knew my students would remember when they started working with little Larrys, Dustins, and Patricks. And I

Most students started out pretty interested in chemistry. Yet over the semester, something happened. Students with the fixed mindset stayed interested only when they did well right away. Those who found it difficult showed a big drop in their interest and enjoyment. If it wasn’t a testimony to their intelligence, they couldn’t enjoy it. “The harder it gets,” reported one student, “the more I have to force myself to read the book and study for the tests. I was excited about chemistry before, but now every time I think about it, I get a bad feeling in my stomach.” In contrast, students with the growth mindset continued to show the same high level of interest even when they found the work very challenging. “It’s a lot more difficult for me than I thought it would be, but it’s what I want to do, so that only makes me more determined. When they tell me I can’t, it really gets me going.” Challenge and interest went hand in hand.

Disney does reject people who have participated in a program and then apply for a new semester.

I love the smell of a new semester. It means new Charter girls; fresh meat.

A chemistry is performed so that a chemical reaction occurs and generates a signal from the chemical interaction with the sample, which is translated into a result, which is then reviewed by certified laboratory personnel.” Those sounded like the words of a high school chemistry student, not a sophisticated laboratory scientist. The New Yorker writer had called the description “comically vague.” When I stopped to think about it, I found it hard to believe that a college dropout with just two semesters of chemical engineering courses under her belt had pioneered cutting-edge new science. Sure, Mark Zuckerberg had learned to code on his father’s computer when he was ten, but medicine was different: it wasn’t something you could teach yourself in the basement of your house.

While we sat at the bar, Dave told me the most important advice about talking to women I had ever received, and that was to be as relaxed as possible and not fear rejection. Dave then began hooking up with some girl who looked like a hybrid of Rosie O’Donnell and Miss Piggy, leaving me alone to ponder his words.” “When I was in 8th grade, there was this girl named Sandra who I used to ride the school bus with. Sandra was about 5’2, 120 lbs, and looked like the Hamburglar. She was the prettiest girl in my class.” “In my mind I was the life of the party and felt as though I could do no wrong when it came to interacting with the opposite sex. That was until Marissa caught me red handed hooking up with some girl who looked like a combination of John Madden and Andre the Giant, tapping me on the shoulder and kicking me square in the nuts.” “I was starting to feel bad about how I treated women. Oh wait, no I wasn’t. The girls at Binghamton were nothing more than a bunch of dumb sluts that just wanted to get drunk and suck dick, and besides, they were all going to make a lot more money than me in the future. So I may as well catch brains while these bitches were dumb enough to blow me.” “Out of all the people I could’ve stumbled into blackout drunk, why did it have to be THE MOOSE? As son as she saw me her 300 lb frame waddled over, and she jammed her tongue down my throat, devouring me as though I were a Big Mac. This was embarrassing. Here I was making out with some girl who looked like Eric Cartman in a dress, and everybody was watching. My life was effectively over.” “After annihilating Ruben’s toilet, I looked over my shoulder for some much-needed toilet paper, when to my shock and dismay there was not a single sheet of paper in sight. There’s no way in hell I was rejoining the party covered in poop and I would have wiped my ass with anything. That’s when I noticed his New York Yankees bath towel.” “I spent the rest of my week off getting completely shitfaced with Chris, and that’s when I realized I might be developing a drinking problem. At Bar None, hooking up with some girl who looked like the Loch Ness Monster; this shit had to stop. Alcohol was turning me into a drunken mess, and I vowed right then and there to quit drinking and start smoking more weed immediately.” “I got a new roommate. His name was Erick and he was an ex-marine. Erick and I didn’t know each other, but he knew Kevin, and he also knew that I didn’t shower and that last semester I left a used condom on the floor for two weeks without throwing it away. Eric therefore did not want to live with me.” “Believe it or not, I got another job working with the disabled. See, Manny was nice enough to hook me up with a position as a job coach at the Lavelle School for the Blind. The kid’s name was Fred and he was blind with cerebral palsy. Fred loved dogs and I loved smoking week. Bad combination, and I was fired with 3 days left in the program after allowing Fred to run across the street into oncoming traffic, because I had smoked a bowl an hour earlier. Manny and I never spoke again.” “My life was a dream and a nightmare rolled into one. Here I was living this carefree existence, getting drunk, boning bitches, and playing Sega Genesis in between. Oh wait, what am I talking about? My life was awesome. It’s the rest of my life that’s going to suck.

All-or-nothing thinking is when you see things as only black or white and either-or. For example, if you make a mistake while giving a speech, you think you are a total failure; or if a friend acts distant on the telephone, you believe he or she doesn’t like you anymore. Labeling is an extension of all-or-nothing thinking. When you make a mistake, instead of accepting that you made an error, you label yourself an idiot. If your girlfriend or boyfriend breaks up with you, instead of realizing that he or she doesn’t love you, you call yourself unlovable. Overgeneralizing is basing conclusions on isolated events, then applying them across diverse situations. If you spill a soda, you think, “I’m always a klutz.” If you can’t think of something to say when introduced to someone new, you think, “I never make a good impression.” The tip-off to this type of thinking is use of the word “always” or “never.” Mental filtering is when you remember and dwell on only the negative elements of an event. For instance, after a party, you remember the awkward pauses in conversations, feeling uncomfortable, and forgetting people’s names, while you forget all moments when you had good conversations, introduced yourself to someone new, and when someone paid you a compliment. Discounting the positive is somewhat related to mental filtering. It is when you do something well, such as give a good speech, but make excuses like “It doesn’t count” or “Anyone could have done it” and feel the accomplishment wasn’t good enough. Jumping to conclusions is making negative interpretations about events when there is no evidence to support them. There are generally two forms of jumping to conclusions. In “mind reading,” you believe that someone is reacting negatively to you without checking it out. For instance, if two people stop their conversation when you walk up to them, you assume that they were gossiping about you. In “fortune telling,” you anticipate that things will turn out badly. If you fear taking tests, for example, you always feel that you will fail, even before you start the test. Magnification is exaggerating the importance of problems. For instance, if you don’t do well on a test, you believe you are going to fail the entire semester. Emotional reasoning is when you mistake your emotions for reality. For example, you feel lonely; therefore, you think no one likes you. ”Should” and “shouldn’t” statements are ways of thinking that make you feel that you are never good enough. Even though you do well on a job interview, you think, “I should have said this,” or “I shouldn’t have said that.” Other words that indicate this type of thinking are “ought to” and “have to.” Personalizing the blame is holding yourself responsible for things beyond your control. For instance, you are on your way to study with a group of classmates and you get stuck in traffic. Instead of realizing and accepting that the traffic problem is out of your control, you think you are irresponsible because you are going to be late.

At first, I was almost offended by the nonchalance with which people probed my soul. Within five minutes of meeting a new hallmate, I’ve been asked how often I pray, which is not something I’m used to. But after answering enough of these questions, I’m starting to realize that in the evangelical world, prying can be an indicator of compassion. In Liberty’s theology, there are only two categories of people: believers and nonbelievers, people headed to heaven and people condemned to hell. So Rodrigo’s attempt to suss out my faith isn’t intended to be obnoxious. He just wants to make sure I’m safe.