Options Education Quotes

I had no one to help me, but the T. S. Eliot helped me. So when people say that poetry is a luxury, or an option, or for the educated middle classes, or that it shouldn’t be read at school because it is irrelevant, or any of the strange stupid things that are said about poetry and its place in our lives, I suspect that the people doing the saying have had things pretty easy. A tough life needs a tough language – and that is what poetry is. That is what literature offers – a language powerful enough to say how it is. It isn’t a hiding place. It is a finding place.

Most insensible, corrupt, cheap, disrespectful young girls run after bad, rude, cocky, nonsensical boys, but a mature, educated, thoughtful, virtuos lady opts for a wise, well breed, experienced, humble, modest gentleman.

Many people keep deploring the low level of formal education in the United states (as defined by, say, math grades). Yet these fail to realize that the new comes from here and gets imitated elsewhere. And it is not thanks to universities, which obviously claim a lot more credit than their accomplishments warrant. Like Britain in the Industrial Revolution, America's asset is, simply, risk taking and the use of optionality, this remarkable ability to engage in rational forms fo trial and error, with no comparative shame in failing again, starting again, and repeating failure.

The options available to a creative person are ever limited by the choices offered by a philosopher.

We don't have any option. We are dependent on these mullahs to learn the Quran," he said. "But you just use him to learn the literal meaning of the words; don't follow his explanations and interpretation. Only learn what God says. His words are divine messages, which you are free and independent to interpret.

Hospitality is not to change people, but to offer them space where change can take place. It is not to bring men and women over to our side, but to offer freedom not disturbed by dividing lines. It is not to lead our neighbor into a corner where there are no alternatives left, but to open a wide spectrum of options for choice and commitment. It is not an educated intimidation with good books, good stories, and good works, but the liberation of fearful hearts so that words can find roots and bear ample fruit….The paradox of hospitality is that it wants to create emptiness, not a fearful emptiness, but a friendly emptiness where strangers can enter and discover themselves as created free….not a subtle invitation to adopt the life style of the host, but the gift of a chance for the guest to find his own.

So when people say that poetry is a luxury, or an option, or for the educated middle classes, or that it shouldn't be read in school because it is irrelevant, or any of the strange and stupid things that are said about poetry and its place in our lives, I suspect that the people doing the saying have had things pretty easy. A tough life needs a tough language - and that is what poetry is. That is what literature offers - a language powerful enough to to say how it is. It isn't a hiding place. It is a finding place.

Poor people have poor options. Chavez found the Army almost by accident, and had found it a true open of security and opportunity and fellowship and respect.

A strange mood has seized the almost-educated young. They're on the march, angry at times, but mostly needful, longing for authority's blessing, its validation of their chosen identities. The decline of the West in new guise perhaps. Or the exaltation and liberation of the self. A social-media site famously proposes seventy-one gender options – neutrois, two spirit, bigender…any colour you like, Mr Ford. Biology is not destiny after all, and there's cause for celebration. A shrimp is neither limiting nor stable. I declare my undeniable feeling for who I am. If I turn out to be white, I may identify as black. And vice versa. I may announce myself as disabled, or disabled in context. If my identity is that of a believer, I'm easily wounded, my flesh torn to bleeding by any questioning of my faith. Offended, I enter a state of grace. Should inconvenient opinions hover near me like fallen angels or evil djinn (a mile being too near), I'll be in need of the special campus safe room equipped with Play-Doh and looped footage of gambolling puppies. Ah, the intellectual life! I may need advance warning if upsetting books or ideas threaten my very being by coming too close, breathing on my face, my brain, like unwholesome drugs.

Kindness is not an option, it is an absolute necessity of life.

I am a college-educated American. In all my years of formal schooling, I never read Plato or Aristotle, Homer or Virgil. I knew nothing of Greek and Roman history and barely grasped the meaning of the Middle Ages. Dante was a stranger to me, and so was Shakespeare. The fifteen hundred years of Christianity from the end of the New Testament to the Reformation were a blank page, and I knew only the barest facts about Luther's revolution. I was ignorant of Descartes and Newton. My understanding of Western history began with the Enlightenment. Everything that came before it was lost behind a misty curtain of forgetting. Nobody did this on purpose. Nobody tried to deprive me of my civilizational patrimony. But nobody felt any obligation to present it to me and my generation in an orderly, coherent fashion. Ideas have consequences - and so does their lack.

I wasn’t reading poetry because my aim was to work my way through English Literature in Prose A–Z. But this was different. I read [in, Murder in the Cathedral by T.S. Eliot]: This is one moment, / But know that another / Shall pierce you with a sudden painful joy. I started to cry. (…)The unfamiliar and beautiful play made things bearable that day, and the things it made bearable were another failed family—the first one was not my fault, but all adopted children blame themselves. The second failure was definitely my fault. I was confused about sex and sexuality, and upset about the straightforward practical problems of where to live, what to eat, and how to do my A levels. I had no one to help me, but the T.S. Eliot helped me. So when people say that poetry is a luxury, or an option, or for the educated middle classes, or that it shouldn’t be read at school because it is irrelevant, or any of the strange and stupid things that are said about poetry and its place in our lives, I suspect that the people doing the saying have had things pretty easy. A tough life needs a tough language—and that is what poetry is. That is what literature offers—a language powerful enough to say how it is. It isn’t a hiding place. It is a finding place.

Education these days is making youths suffer like mental patients, but no one has anything to say about it because there is no other option to be given.

Pain is inevitable in life but sufferings and miseries are optional.

Forgiveness is not an option; it is essential for life.

Events are transient, feelings are momentary, perception is optional and internalization is life long.

Peace is not an option, it is the only option.

Most of what our students need to know hasn’t been discovered or invented yet. “Learning how to learn” used to be an optional extra in education; today, it’s a survival skill.

What happened with education in South Africa, with the mission schools and the Bantu schools, offers a neat comparison of the two groups of whites who oppressed us, the British and the Afrikaners. The difference between British racism and Afrikaner racism was that at least the British gave the natives something to aspire to. If they could learn to speak correct English and dress in proper clothes, if they could Anglicize and civilize themselves, one day they might be welcome in society. The Afrikaners never gave us that option. British racism said, “If the monkey can walk like a man and talk like a man, then perhaps he is a man.” Afrikaner racism said, “Why give a book to a monkey?

Motherhood seems to be a no-win battle: however you decide to do (or not do) it, someone’s going to be criticizing you. You went to too great lengths trying to conceive. You didn’t go to great enough lengths. You had the baby too young. You should have kept the baby even though you were young. You shouldn’t have waited so long to try and have a baby. You’re a too involved mother. You’re not involved enough because you let your child play on the playground alone. It never ends. It strikes me that while all this judgment goes on, the options available to women become fewer and fewer. I’m not even (just) talking about the right to choose—across the U.S., women have less access to birth control, health care, reproductive education, and post-partum support. So we give women less information about their bodies and reproduction, less control over their bodies, and less support during and after pregnancy—and then we criticize them fiercely for whatever they end up doing. This

Life is a daring adventure, so suffering should be optional.

Pain is painful but an essential ingredient of life. Suffering is optional.

Death is inevitable but living is very optional.

Miseries are often an option and it depends on perception.

Failure is not an option, winning or learning are the options.

Love is not an option, it is the only option.

Most of the world’s problems are caused by people who made education compulsory, but personal development optional. Because of them, we have many intelligent people who lack good characters.

I consider it completely irresponsible that public schools offer sex education but no systematic guidance to adolescent girls, who should be thinking about how they want to structure their future lives: do they want children, and if so, when should that be scheduled, with the advantages and disadvantages of each option laid out. Because of the stubborn biological burden of pregnancy and childbirth, these are issues that will always affect women more profoundly than men. Starting a family early has its price for an ambitions young woman, a career hiatus that may be difficult to overcome. On the other hand, the reward of being with one's children in their formative years, instead of farming out that fleeting and irreplaceable experience to day care centres or nannies, has an inherent emotional and perhaps spiritual value that has been lamentable ignored by second-wave feminism.

I have found that traditional school settings are hostile to children who live under constant stress and duress. I resent the idea that, just because it is “free,” public education is the first choice. Public education is one choice among many, but it is not the norm against which other schooling options are to be graded.

But most days, if you're aware enough to give yourself a choice, you can choose to look differently at this fat, dead-eyed, over-made-up lady who just screamed at her kid in the checkout line. Maybe she's not usually like this. Maybe she's been up three straight nights holding the hand of a husband who is dying of bone cancer. Or maybe this very lady is the low-wage clerk at the motor vehicle department, who just yesterday helped your spouse resolve a horrific, infuriating, red-tape problem through some small act of bureaucratic kindness. Of course, none of this is likely, but it's also not impossible. It just depends what you want to consider. If you're automatically sure that you know what reality is, and you are operating on your default setting, then you, like me, probably won't consider possibilities that aren't annoying and miserable. But if you really learn how to pay attention, then you will know there are other options. It will actually be within your power to experience a crowded, hot, slow, consumer-hell type situation as not only meaningful, but sacred, on fire with the same force that made the stars: love, fellowship, the mystical oneness of all things deep down. Not that that mystical stuff is necessarily true. The only thing that's capital-T True is that you get to decide how you're gonna try to see it. This, I submit, is the freedom of a real education, of learning how to be well-adjusted. You get to consciously decide what has meaning and what doesn't. You get to decide what to worship.

Wealth had made rigor optional in America. But everything had changed. In an automated, global economy, kids needed to be driven; then need to know how to adapt, since they would be doing it all their lives. They needed a culture of rigor.

Most of us, Ogu, live with a vague dissatisfaction, if we are lucky. Living as we do, upon us is imposed a particular rhythm - birth, education, a job, marriage, then birth again, but we all have minds don't we? For most Indians of your age, just getting any job is enough. You were more fortunate for you had options before you. These sound like paternal homilies, don't they, but you've always had surrogate parents, your aunts, and then in Delhi, your Pultukaku, and we've not really spent much time together.

As a practical matter I’ve learned to seek the minimum amount of technology for myself that will create the maximum amount of choices for myself and others. The cybernetician Heinz von Foerster called this approach the Ethical Imperative, and he put it this way: “Always act to increase the number of choices.” The way we can use technologies to increase choices for others is by encouraging science, innovation, education, literacies, and pluralism. In my own experience this principle has never failed: In any game, increase your options.      

[L]iberals insist that children should be given the right to remain part of their particular community, but on condition that they are given a choice. But for, say, Amish children to really have a free choice of which way of life to choose, either their parents’ life or that of the “English,” they would have to be properly informed on all the options, educated in them, and the only way to do what would be to extract them from their embeddedness in the Amish community, in other words, to effectively render them “English.” This also clearly demonstrates the limitations of the standard liberal attitude towards Muslim women wearing a veil: it is deemed acceptable if it is their free choice and not an option imposed on them by their husbands or family. However, the moment a woman wears a veil as the result of her free individual choice, the meaning of her act changes completely: it is no longer a sign of her direct substantial belongingness to the Muslim community, but an expression of her idiosyncratic individuality, of her spiritual quest and her protest against the vulgarity of the commodification of sexuality, or else a political gesture of protest against the West. A choice is always a meta-choice, a choice of the modality of choice itself: it is one thing to wear a veil because of one’s immediate immersion in a tradition; it is quite another to refuse to wear a veil; and yet another to wear one not out of a sense of belonging, but as an ethico-political choice. This is why, in our secular societies based on “choice,” people who maintain a substantial religious belonging are in a subordinate position: even if they are allowed to practice their beliefs, these beliefs are “tolerated” as their idiosyncratic personal choice or opinion; they moment they present them publicly as what they really are for them, they are accused of “fundamentalism.” What this means is that the “subject of free choice” (in the Western “tolerant” multicultural sense) can only emerge as the result of an extremely violent process of being torn away from one’s particular lifeworld, of being cut off from one’s roots.

There was something curiously aligned between the Trump family and MBS. Like the entire Saudi leadership, MBS had, practically speaking, no education. In the past, this had worked to limit the Saudi options—nobody was equipped to confidently explore new intellectual possibilities. As a consequence, everybody was wary of trying to get them to imagine change. But MBS and Trump were on pretty much equal footing. Knowing little made them oddly comfortable with each other.

It strikes me that while all this judgment goes on, the options available to women become fewer and fewer. I’m not even (just) talking about the right to choose—across the U.S., women have less access to birth control, health care, reproductive education, and post-partum support. So we give women less information about their bodies and reproduction, less control over their bodies, and less support during and after pregnancy—and then we criticize them fiercely for whatever they end up doing.

More you learn about yourself, more able you become to decide the better options for you, more aware you become of your inner infinite resources.

Genuine education equity will be achieved only when schools serving low-income children mirror in number, variety, and access the options that affluent parents have come to expect for their children.

but I suspect that for many people the main reason they cling to religion is not that it is consoling, but that they have been let down by our educational system and don’t realize that non-belief is even an option.

When you have a high enough calling, it is much easier to commit yourself to doing whatever it takes to accomplish your life’s purpose. You have to decide if what you’re doing is worth your complete effort and full attention. If it is, don’t let anything stop you. The word “decide” has an interesting etymology. It means, literally, to cut off. When you truly decide, truly commit, you are cutting off all other options. Making a decision about your life’s purpose isn’t something to be done

Fortunately, our colleges and universities are fully cognizant of the problems I have been delineating and take concerted action to address them. Curricula are designed to give coherence to the educational experience and to challenge students to develop a strong degree of moral awareness. Professors, deeply involved with the enterprise of undergraduate instruction, are committed to their students' intellectual growth and insist on maintaining the highest standards of academic rigor. Career services keep themselves informed about the broad range of postgraduate options and make a point of steering students away from conventional choices. A policy of noncooperation with U.S. News has taken hold, depriving the magazine of the data requisite to calculate its rankings. Rather than squandering money on luxurious amenities and exorbitant administrative salaries, schools have rededicated themselves to their core missions of teaching and the liberal arts. I'm kidding, of course.

In China, women who are single past the age of twenty-seven are stigmatized as sheng nu, or “leftover women.” They face severe pressure from their families to marry, stemming from the widespread belief that regardless of education and professional achievement, a woman is “absolutely nothing until she is married.” One thirty-six-year-old economics professor was rejected by fifteen men because she had an advanced degree; her father then forbade her younger sister from going to graduate school.

My father despises cats. He believes them to be Democrats. He considers them to be little mean hillary clintons covered all over with feminist legfur. Cats would have abortions, if given half a chance. Cats would have abortions for fun. Consequently our own soft sinner, a soulful snowshoe named Alice, will stay shut in the bedroom upstairs, padding back and forth on cashmere paws, campaigning for equal pay, educating me about my reproductive options, and generally plotting the downfall of all men.

It’s impossible to attain much success in politics if you’re the sort of person who can’t abide disingenuousness. This isn’t to say politics is full of lies and liars; it has no more liars than other fields do. Actually one hears very few proper lies in politics. Using vague, slippery, or just meaningless language is not the same as lying: it’s not intended to deceive so much as to preserve options, buy time, distance oneself from others, or just to sound like you’re saying something instead of nothing.

It is unfathomable that black parents would continue to put their children’s future at risk by pledging allegiance to abysmal public schools when the option to drastically improve their educational circumstances sits before them. It is even more unfathomable that liberals would ask them to. Is it not ironic that the same people who claim the American workforce is racist and that black Americans have a harder time securing jobs and moving up the corporate ladder would at the same time do all they can to prevent workplace preparedness by advocating against the best available paths for education? It is too often the case that those with the loudest voices against school choice are the very same Democrats who send their own kids to private schools. Their astounding hypocrisy is evidence of a more sinister intention, I believe. Perhaps Democrats simply understand that uneducated black children transform into uneducated adults, and uneducated adults are far more easily controlled by mass propaganda than those who think critically for themselves.

Once, during my Catholic days, I was complaining with a Catholic friend about how terrible the teaching was in parish life. A priest listening to us said that everything we griped about was true, but we didn't have to resign ourselves and our children to this fate. 'You could go online to Amazon.com tonight and have sent to you within a week a theological library that Aquinas would have envied,' he said. 'My parents raised me in the seventies, which was the beginning of the catechesis nightmare. They knew that if they were going to raise Catholic kids, they would have to do a lot of it themselves, and they did. So do you.

rather than thinking about schooling that offers only two options, university or work, there ought to be an education system that ends just with qualifications in the humanities or sciences, because whoever ends up becoming, for example, a sanitation worker will need the intellectual training necessary to plan and program his or her own reemployment. This is not an abstract democratic and egalitarian ideal. It’s the same logic as that of working in a computerized society, which requires the same education for all and is modeled on the highest, not the lowest, standard. Otherwise, innovation will always and only produce unemployment.

In West Virginia, we've been extracting coal longer than anyone else. And after one hundred and fifty years of making other people rich, West Virginia is almost dead last among the states in per capita income, education rates and life expectancy. And it's not an anomaly. The areas with the richest fossil fuel resources, whether coal in West Virginia and Kentucky, or oil in Louisiana and Mississippi, are the areas with the lowest standards of living. In part, this is a necessity of the industry. The only way to convince someone to blow up their backyard or poison their water is to make sure they are so desperate that they have no other option.

As you renew your mental dimension, you reinforce your personal management (Habit 3). As you plan, you force your mind to recognize high leverage Quadrant II activities, priority goals, and activities to maximize the use of your time and energy, and you organize and execute your activities around your priorities. As you become involved in continuing education, you increase your knowledge base and you increase your options. Your economic security does not lie in your job; it lies in your own power to produce—to think, to learn, to create, to adapt. That’s true financial independence. It’s not having wealth; it’s having the power to produce wealth. It’s intrinsic.

You've told a good story in a skillful manner. I like it that you haven't moralized about your heroine's mistakes. You've made it difficult for the reader not to sympathize with her." "I sympathize with her," Amanda said frankly. "I've always thought it would be the worst kind of horror to be trapped in a loveless marriage. So many women are forced to marry because of pure economics. If more women were able to support themselves, there would be fewer reluctant brides and unhappy wives." "Why, Miss Briars," he said softly. "How unconventional of you." She countered his amusement with a perplexed frown. "It's only sensible, really." He realized suddenly that this was the key to understanding her. Amanda was so doggedly practical that she was willing to discard the hypocrisies and stale social attitudes that most people accepted without thinking. Why, indeed, should a woman marry just because it was the expected thing to do, if she were able to choose otherwise? "Perhaps most women think it is easier to marry than support themselves," he said, deliberately provoking her. "Easier?" she snorted. "I've never seen a shred of evidence that spending the rest of one's days in domestic drudgery is any easier than working at some trade. What women need is more education, more choices, and then they will be able to consider options for themselves other than marriage.

It’s a great scandal of the CEOs, who are simply bandits. They go into a company that had a rich base, grab everything they can for themselves, stock options, huge salaries, fire as many people as possible. If we ever have an oldfashioned revolution in the United States, it will be made by well-educated blue-collar workers who have lost their jobs.

Progress is like wheels that never stop; they have to keep turning in order to remain relevant to a car and all of its mechanical parts. Stopping is not an option in real time but it is to those that envy progress and upward mobility. Progress never ends because it is infinite but it rebuilds and readjust (s) to take small steps then massive steps if it is hindered.

Progress is like wheels that never stop; they have to keep turning in order to remain relevant to a car and all of its mechanical parts. Stopping is not an option in real time but it is to those that envy progress and upward mobility. Progress never ends because it is infinite but it rebuilds and readjust (s) to take increment steps then massive steps if it is hindered. - Terrance Robinson

When education is overwhelmed by hypermedia, travel facile or ruinous, and work a blurred mixture of more dependence and less meaning, it’s harder than ever to use those experiences to grow. But growing up, I have argued, has been dogged by dilemma ever since it was a real option. As Enlightenment philosophers knew, it’s a process that is as socially determined as it is profoundly individual.

Watch—What’s happening? What’s working and what’s not? Ideate—What could you improve? What are your options? Guess—Based on what you’ve learned so far, which of your ideas do you think will make the biggest impact? Which?—Decide which change to make. Act—Actually make the change. Measure—What happened? Was the change positive or negative? Should you keep the change, or go back to how things were before this iteration?

when people say that poetry is a luxury, or an option, or for the educated middle classes, or that it shouldn’t be read at school because it is irrelevant, or any of the strange and stupid things that are said about poetry and its place in our lives, I suspect that the people doing the saying have had things pretty easy. A tough life needs a tough language – and that is what poetry is. That is what literature offers – a language powerful enough to say how it is. It isn’t a hiding place. It is a finding place.

As a practical matter I’ve learned to seek the minimum amount of technology for myself that will create the maximum amount of choices for myself and others. The cybernetician Heinz von Foerster called this approach the Ethical Imperative, and he put it this way: “Always act to increase the number of choices.” The way we can use technologies to increase choices for others is by encouraging science, innovation, education, literacies, and pluralism. In my own experience this principle has never failed: In any game, increase your options.

This is what I think of America -- nothing. This is what I think of American Jews -- nothing. Your democracy, your inclusivity, your exceptionalism -- nothing. Your chances for survival -- none at all. You, Ruben Blum, are out of history; you're over and finished; in only a generation or two the memory of who your people were will be dead, and America won't give your unrecognizable descendants anything real with which to replace the sense of peoplehood it took from them; the boredom of your wife--who's tearing her program up into little white paper pills she'd like to swallow like Percodan--isn't merely boredom with you or her work or with the insufficiency of options for educated women in this country; it's more like a sense of having not lived fully in a consequential time; and the craziness of your daughter isn't just the craziness of an adolescent abducted from the city to the country and put under too much pressure to achieve and succeed; it's more like a raging resentment that nothing she can find to do in her life holds any meaning for her and every challenge that's been thrust at her--from what college to choose to what career to have--is small, compared to the challenges that my boys, for example--whom she's been condemned to babysit--will one day have to deal with, such as how to make a new people in a new land forge a living history. Your life here is rich in possessions but poor in spirit, petty and forgettable, with your frigidaires and color TVs, in front of which you can munch your instant supper, laugh at a joke, and choke, realizing that you have traded your birthright away for a bowl of plastic lentils...

Many researchers have sought the secret of successful education by identifying the most successful schools in the hope of discovering what distinguishes them from others. One of the conclusions of this research is that the most successful schools, on average, are small. In a survey of 1,662 schools in Pennsylvania, for instance, 6 of the top 50 were small, which is an overrepresentation by a factor of 4. These data encouraged the Gates Foundation to make a substantial investment in the creation of small schools, sometimes by splitting large schools into smaller units. At least half a dozen other prominent institutions, such as the Annenberg Foundation and the Pew Charitable Trust, joined the effort, as did the U.S. Department of Education’s Smaller Learning Communities Program. This probably makes intuitive sense to you. It is easy to construct a causal story that explains how small schools are able to provide superior education and thus produce high-achieving scholars by giving them more personal attention and encouragement than they could get in larger schools. Unfortunately, the causal analysis is pointless because the facts are wrong. If the statisticians who reported to the Gates Foundation had asked about the characteristics of the worst schools, they would have found that bad schools also tend to be smaller than average. The truth is that small schools are not better on average; they are simply more variable. If anything, say Wainer and Zwerling, large schools tend to produce better results, especially in higher grades where a variety of curricular options is valuable. Thanks to recent advances in cognitive psychology,

For those of you that are unaware, failure is an option. If you really want to be that school district that removes failure from the equation, then you as a district are failing your students. Students need to understand that failure is part of life—it happens. And whether you like it or not, they will have a much more difficult time when they get out of school succeeding because you as a school have never let them experience failure, nor have you given them the opportunity to know what it means to learn from that which they did not the first time understand.

My first black president seems to think that he could raise his daughters to believe in systemic racism without legitimizing the idea of systemic reparations. He thinks that he can be his brother’s keeper without changing the policies, laws, and investments that keep his brothers in bad jobs, in poor neighborhoods, with bad educational options, and at the bottom of the social hierarchy. My first black president seems to think he can have black cool without black burden. For all his intimacies with his white mother and white grandparents, my first black president doesn’t appear to know his whites.

Black America faced two options. We could seize on the great freedom we had just won in the civil rights victories and advance through education, skill development, and entrepreneurialism combined with an unbending assault on any continuing discrimination; or we could go after these things indirectly by pressuring the society that had wronged us into taking the lion’s share of responsibility in resurrecting us. The new black militancy that exploded everywhere in the late sixties—and that came to define the strategy for black advancement for the next four decades—grew out of black America’s complete embrace of the latter option.

Christian disciples are sent men and women—sent out in the same work of world evangelism to which the Lord was sent, and for which he gave his life. Evangelism is not an optional accessory to our life. It is the heartbeat of all that we are called to be and do. It is the commission of the church that gives meaning to all else that is undertaken in the name of Christ. With this purpose clearly in focus, everything that is done and said has glorious fulfillment of God’s redemptive purpose—educational institutions, social programs, hospitals, church meetings of any kind—everything done in the name of Christ has its justification in fulfilling this mission.

Maybe you have even seen so-called “losers” who did not have much going for them according to the standards of society — no education, no career, and no future worth speaking of — yet somehow were successful with women. This sight is a common thorn in the eye of males who are much more successful in their careers than they are with women, and it is a scenario that parents with attractive daughters worry about, as they know it is not unlikely for their girl to end up with such a “failure” for a boyfriend. So why is this? This is because a male who has options among several females yet chooses one particular female to be with is paying her a great compliment, in fact, the greatest compliment.

Our quest for heroism is awkward. Not the obvious heroism that earns medals and applause but the heroism of daily life. Go to Princeton and you’re an educational hero; run a marathon and you’re an athletic hero; make loads of money and you’re a financial hero--the alpha hero of our culture. Each occupation and role in life has its own exacting rituals for advancement and reward, from the employee of the month parking space to stock options. The point is not the Princeton degree or the marathon medallion or the money or the parking space, it’s what these things say about us, that we are special and unique; that momentarily at least, we have risen head and shoulders above the clamoring masses to be giddily succored by premonitions of divinity.

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

Looking beneath the history of one’s country is like learning that alcoholism or depression runs in one’s family or that suicide has occurred more often than might be usual or, with the advances in medical genetics, discovering that one has inherited the markers of a BRCA mutation for breast cancer. You don’t ball up in a corner with guilt or shame at these discoveries. You don’t, if you are wise, forbid any mention of them. In fact, you do the opposite. You educate yourself. You talk to people who have been through it and to specialists who have researched it. You learn the consequences and obstacles, the options and treatment. You may pray over it and meditate over it. Then you take precautions to protect yourself and succeeding generations and work to ensure that these things, whatever they are, don’t happen again.

You don’t mention what you’d like to study, but I assure you there are many ways to fund a graduate education. I know a whole lot of people who did not go broke getting a graduate degree. There is funding for tuition remission at many schools, as well as grants, paid research, and teaching assistantships, and—yes—the offer of more student loans. Perhaps more importantly in your case, there are numerous ways to either cancel portions of your student loan debt or defer payment. Financial difficulty, unemployment, attending school at least half-time (i.e., graduate school!), working in certain professions, and serving in the Peace Corps or other community service jobs are some ways that you would be eligible for debt deferment or cancellation. I encourage you to investigate your options so you can make a plan that brings you peace of mind. There are many websites that will elucidate what I have summarized above.

Eric Berne once described it . . . A little boy sees and hears birds with delight. Then the “good father” comes along and feels he should “share” the experience and help his son “develop.” He says: “That’s a jay, and this is a sparrow.” The moment the little boy is concerned with which is a jay and which is a sparrow, he can no longer see the birds or hear them sing. He has to see and hear them the way the father wants him to. Father has good reasons on his side, since few people can go through life listening to the birds sing, and the sooner the boy starts his “education” the better. Maybe he will be an ornithologist when he grows up. A few people, however, can still see and hear in the old way. But most of the members of the human race have lost the capacity to be painters, poets, or musicians, and are not left the option of seeing and hearing directly even if they can afford to; they must get it secondhand.5

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

For a while I considered dropping out of Barnard to help. It felt unbearably selfish, just downright wrong, to be indulging myself with an education in the liberal arts at a fancy private college while Mom and Dad were on the streets. But Lori convinced me that dropping out was a lamebrained idea. It wouldn’t do any good, she said, and besides, dropping out would break Dad’s heart. He was immensely proud that he had a daughter in college, and an Ivy League college at that. Every time he met someone new, he managed to work it into the first few minutes of conversation. Mom and Dad, Brian pointed out, had options. They could move back to West Virginia or Phoenix. Mom could work. And she was not destitute. She had her collection of antique Indian jewelry, which she kept in a self-storage locker. There was the two-carat diamond ring that Brian and I had found under the rotten lumber back in Welch; she wore it even when sleeping on the street. She still owned property in Phoenix. And she had the land in Texas, the source of her oil-lease royalties.

The California Board of Education provides, through its virtual libraries, a book intended for kindergarten teachers to read to their students: Who Are You? The Kid’s Guide to Gender Identity by Brook Pessin-Whedbee.19 The author begins with a familiar origin story: “Babies can’t talk, so grown-ups make a guess by looking at their bodies. This is the sex assigned to you at birth, male or female.”20 This author runs the gamut of typical kindergarten gender identity instruction. Who Are You? offers kids a smorgasbord of gender options. (“These are just a few words people use: trans, genderqueer, non-binary, gender fluid, transgender, gender neutral, agender, neutrois, bigender, third gender, two-spirit….”) The way baby boomers once learned to rattle off state capitals, elementary school kids are now taught today’s gender taxonomy often enough to have committed it to memory. And while gender ideologues insist they are merely presenting an objective ontology, it is hard to miss that they seem to hope kids will pick a fun, “gender-creative”21 option for themselves.

Fake it till you become it. My first Argentine tango was with Lil’ Kim, and again, I was completely learning it as I went along. Now it’s become one of my favorite dances to do. Whenever people say to me, “You’re such a great choreographer,” or I look at my Emmy learning it in my apartment, I remind myself that I came into DWTS with no experience, no education in many of these dances, and certainly no clue how to teach anything to anybody. I simply committed to learning them and then taught them to my partners. I drew upon how I had been taught and what I thought my partners would respond to. I felt my way along, just as they did, till I became the teacher I wanted to be. I threw myself into the effort without hesitation because I had no choice. There were only two options: I could go out there and throw my hands up and say, “Just kidding! I’m a phony,” or get it done. I couldn’t let myself or my partners down. This was the stage I was given, and I always want to be the best at whatever I’m doing. I never wanted my partners to feel they couldn’t rely on me. I had to go in there and make it happen. With that mentality, I found a way.

Experience. Travel the path less taken. By seeing more of the world, we begin to see both how differently people live their lives as well as the underlying rhythms of life. We realize that many of these differences run only so deep. Learn something new every day. This does not mean you have to cram it into your head, remembering everything you encounter, but sit with the idea for a few minutes and consider your own thoughts on it. Your thoughts, not what you are supposed to think. By exposing yourself to new things, you broaden your understanding of what exists out there and how people think, and this in turn makes you aware of the sheer number of possibilities. The power of education is to open up the world to you, and allow you to realize that there are equally an infinite number of ways you might open up to the world. By recognizing that there are so many possibilities, you have the option of confronting situations in more productive, positive ways. Go towards your fears. This is an excellent mantra if you want to continue to challenge yourself. If something scares you, it can also be interpreted as something you have left to confront and conquer.

A strange mood has seized the almost-educated young. They’re on the march, angry at times, but mostly needful, longing for authority’s blessing, its validation of their chosen identities. The decline of the West in new guise perhaps. Or the exaltation and liberation of the self. A social-media site famously proposes seventy-one gender options—neutrois, two spirit, bigender…any colour you like, Mr. Ford. Biology is not destiny after all, and there’s cause for celebration. A shrimp is neither limiting nor stable. I declare my undeniable feeling for who I am. If I turn out to be white, I may identify as black. And vice versa. I may announce myself as disabled, or disabled in context. If my identity is that of a believer, I’m easily wounded, my flesh torn to bleeding by any questioning of my faith. Offended, I enter a state of grace. Should inconvenient opinions hover near me like fallen angels or evil djinn (a mile being too near), I’ll be in need of the special campus safe room equipped with Play-Doh and looped footage of gambolling puppies. Ah, the intellectual life! I may need advance warning if upsetting books or ideas threaten my very being by coming too close, breathing on my face, my brain, like unwholesome dogs.

the world needs the US administration to be a leader for women’s rights, not an opponent of them. The administration’s new policies are not trying to help women meet their needs. There isn’t any reliable research that says women benefit when they have children they don’t feel ready to raise. The evidence says the opposite. When women can decide whether and when to have children, it saves lives, promotes health, expands education, and creates prosperity—no matter what country in the world you’re talking about. The US is doing the opposite of what the Philippines and the UK did. It is using policy to shrink the conversation, suppress voices, and allow the powerful to impose their will on the poor. Most of the work I do lifts me up, some of it breaks my heart, but this just makes me angry. These policies pick on poor women. Mothers struggling in poverty need the time, money, and energy to take care of each child. They need to be able to delay their pregnancies, time and space their births, and earn an income as they raise their children. Each one of these steps is advanced by contraceptives, and each one is jeopardized by these policies. Women who are well off won’t be harmed, and women with a stable income have options. But poor women are trapped. They will suffer the most from these changes and can do the least to stop them.

When we go to the doctor, he or she will not begin to treat us without taking our history—and not just our history but that of our parents and grandparents before us. The doctor will not see us until we have filled out many pages on a clipboard that is handed to us upon arrival. The doctor will not hazard a diagnosis until he or she knows the history going back generations. As we fill out the pages of our medical past and our current complaints, what our bodies have been exposed to and what they have survived, it does us no good to pretend that certain ailments have not beset us, to deny the full truths of what brought us to this moment. Few problems have ever been solved by ignoring them. Looking beneath the history of one’s country is like learning that alcoholism or depression runs in one’s family or that suicide has occurred more often than might be usual or, with the advances in medical genetics, discovering that one has inherited the markers of a BRCA mutation for breast cancer. You don’t ball up in a corner with guilt or shame at these discoveries. You don’t, if you are wise, forbid any mention of them. In fact, you do the opposite. You educate yourself. You talk to people who have been through it and to specialists who have researched it. You learn the consequences and obstacles, the options and treatment. You may pray over it and meditate over it. Then you take precautions to protect yourself and succeeding generations and work to ensure that these things, whatever they are, don’t happen again.

No one acts in a void. We all take cues from cultural norms, shaped by the law. For the law affects our ideas of what is reasonable and appropriate. It does so by what it prohibits--you might think less of drinking if it were banned, or more of marijuana use if it were allowed--but also by what it approves. . . . Revisionists agree that it matters what California or the United States calls a marriage, because this affects how Californians or Americans come to think of marriage. Prominent Oxford philosopher Joseph Raz, no friend of the conjugal view, agrees: "[O]ne thing can be said with certainty [about recent changes in marriage law]. They will not be confined to adding new options to the familiar heterosexual monogamous family. They will change the character of that family. If these changes take root in our culture then the familiar marriage relations will disappear. They will not disappear suddenly. Rather they will be transformed into a somewhat different social form, which responds to the fact that it is one of several forms of bonding, and that bonding itself is much more easily and commonly dissoluble. All these factors are already working their way into the constitutive conventions which determine what is appropriate and expected within a conventional marriage and transforming its significance." Redefining civil marriage would change its meaning for everyone. Legally wedded opposite-sex unions would increasingly be defined by what they had in common with same-sex relationships. This wouldn't just shift opinion polls and tax burdens. Marriage, the human good, would be harder to achieve. For you can realize marriage only by choosing it, for which you need at least a rough, intuitive idea of what it really is. By warping people's view of marriage, revisionist policy would make them less able to realize this basic way of thriving--much as a man confused about what friendship requires will have trouble being a friend. . . . Redefining marriage will also harm the material interests of couples and children. As more people absorb the new law's lesson that marriage is fundamentally about emotions, marriages will increasingly take on emotion's tyrannical inconstancy. Because there is no reason that emotional unions--any more than the emotions that define them, or friendships generally--should be permanent or limited to two, these norms of marriage would make less sense. People would thus feel less bound to live by them whenever they simply preferred to live otherwise. . . . As we document below, even leading revisionists now argue that if sexual complementarity is optional, so are permanence and exclusivity. This is not because the slope from same-sex unions to expressly temporary and polyamorous ones is slippery, but because most revisionist arguments level the ground between them: If marriage is primarily about emotional union, why privilege two-person unions, or permanently committed ones? What is it about emotional union, valuable as it can be, that requires these limits? As these norms weaken, so will the emotional and material security that marriage gives spouses. Because children fare best on most indicators of health and well-being when reared by their wedded biological parents, the same erosion of marital norms would adversely affect children's health, education, and general formation. The poorest and most vulnerable among us would likely be hit the hardest. And the state would balloon: to adjudicate breakup and custody issues, to meet the needs of spouses and children affected by divorce, and to contain and feebly correct the challenges these children face.

It is perhaps easier for an English writer than it is for an Italian to see through that nonsense, and to perceive what it is designed to conceal: the deep structural similarity between communism and fascism, both as theory and as practice, and their common antagonism to parliamentary and constitutional forms of government. Even if we accept the – highly fortuitous – identification of National Socialism and Italian Fascism, to speak of either as the true political opposite of communism is to betray the most superficial understanding of modern history. In truth there is an opposite of all the ‘isms’, and that is negotiated politics, without an ‘ism’ and without a goal other than the peaceful coexistence of rivals. Communism, like fascism, involved the attempt to create a mass popular movement and a state bound together under the rule of a single party, in which there will be total cohesion around a common goal. It involved the elimination of opposition, by whatever means, and the replacement of ordered dispute between parties by clandestine ‘discussion’ within the single ruling elite. It involved taking control – ‘in the name of the people’ – of the means of communication and education, and instilling a principle of command throughout the economy. Both movements regarded law as optional and constitutional constraints as irrelevant – for both were essentially revolutionary, led from above by an ‘iron discipline’. Both aimed to achieve a new kind of social order, unmediated by institutions, displaying an immediate and fraternal cohesiveness. And in pursuit of this ideal association – called a fascio by nineteenth-century Italian socialists – each movement created a form of military government, involving the total mobilization of the entire populace,3 which could no longer do even the most peaceful-seeming things except in a spirit of war, and with an officer in charge. This mobilization was put on comic display, in the great parades and festivals that the two ideologies created for their own glorification.

Learn how to critique. The value of exercises is very much a product of the quality of the critique, because it is in the critique that lessons can be drawn for all to see. Today, many critiques are poor quality. Often, they are not a critique at all, but just a narrative of who shot whom. At other times, the critique is stifled by an etiquette that demands no one be criticized and nothing negative be said. Too often, critiques can be summarized as “The comm was fouled up but we all did great.” There are a number of things you can do locally to improve the quality of critiques: First, the commanding officer can set a ground rule that demands frankness in critiquing. A good way to encourage this is for the CO to give a trenchant self-critique of his own actions and encourage others to do the same. Beginning a critique with the most junior officers and ending up with the most senior can also help encourage frankness. Second, a critique should be defined as something that looks beyond what happened to why it happened as it did. It may be helpful to look for instances where key decisions were made and ask the man who made them such questions as, “What options did you have here? What other options did you have that you failed to see? How quickly were you able to see, decide and act? If you were too slow, why? Why did you do what you did? Was your reasoning process sound, and if not, why not?” Third, the unit commander can attempt to identify individuals who are good critiquers and have them lead the critique. Not everyone can do it well; it takes a certain natural ability. Finally, the unit can hold a class on critiquing and from it develop some critique SOPs. These can help exercise participants look for key points during the exercise, points that can later serve to frame the critique. These actions are not substitutes for an overall reform of Marine Corps training. But they are concrete ways you can improve your own training. And just as individual self-education will be important after the schools are reformed, so these actions will help you train even after overall training is improved.

The story of Cassius Clay’s lost bicycle would later be told as an indication of the boxer’s determination and the wonders of accidental encounters, but it carries broader meaning, too. If Cassius Clay had been a white boy, the theft of his bicycle and an introduction to Joe Martin might have led as easily to an interest in a career in law enforcement as boxing. But Cassius, who had already developed a keen understanding of America’s racial striation, knew that law enforcement wasn’t a promising option. This subject—what white America allowed and expected of black people—would intrigue him all his life. “At twelve years old I wanted to be a big celebrity,” he said years later. “I wanted to be world famous.” The interviewer pushed him: Why did he want to be famous? Upon reflection he answered from a more adult perspective: “So that I could rebel and be different from all the rest of them and show everyone behind me that you don’t have to Uncle Tom, you don’t have to kiss you-know-what to make it . . . I wanted to be free. I wanted to say what I wanna say . . . Go where I wanna go. Do what I wanna do.” For young Cassius, what mattered was that boxing was permitted, even encouraged, and that it gave him more or less equal status to the white boys who trained with him. Every day, on his way to the gym, Cassius passed a Cadillac dealership. Boxing wasn’t the only way for him to acquire one of those big, beautiful cars in the showroom window, but it might have seemed that way at the time. Boxing suggested a path to prosperity that did not require reading and writing. It came with the authorization of a white man in Joe Martin. It offered respect, visibility, power, and money. Boxing transcended race in ways that were highly unusual in the 1950s, when black Americans had limited control of their economic and political lives. Boxing more than most other sports allowed black athletes to compete on level ground with white athletes, to openly display their strength and even superiority, and to earn money on a relatively equal scale. As James Baldwin wrote in The Fire Next Time, many black people of Clay’s generation believed that getting an education and saving money would never be enough to earn respect. “One needed a handle, a lever, a means of inspiring fear,” Baldwin wrote. “It was absolutely clear the police would whip you and take you in as long as they could get away with it, and that everyone else—housewives, taxi

Experiment: To replace negative character labels, try the following steps: 1. Pick a new, positive character label that you would prefer. For example, if your old belief is “I’m incompetent,” you would likely pick “I’m competent.” 2. Rate how much you currently believe the old negative character label on a scale of 0 (= I don’t believe it at all) to 100 (= I believe it completely). Do the same for the new positive belief. For example, you might say you believe “I’m incompetent” at level 95 and believe “I’m competent” at level 10 (the numbers don’t need to add up to 100). 3. Create a Positive Data Log and a Historical Data Log. Strengthening your new, positive character label is often a more helpful approach than attempting to hack away at the old, negative one. I’m going to give you two experiments that will help you do this. Positive Data Log. For two weeks, commit to writing down evidence that supports your new, positive character belief. For example, if you are trying to boost your belief in the thought “I’m competent” and you show up to an appointment on time, you can write that down as evidence. Don’t fall into the cognitive trap of discounting some of the evidence. For example, if you make a mistake and then sort it out, it’s evidence of competence, not incompetence, so you could put that in your Positive Data Log. Historical Data Log. This log looks back at periods of your life and finds evidence from those time periods that supports your positive character belief. This experiment helps people believe that the positive character quality represents part of their enduring nature. To do this experiment, split your life into whatever size chunks you want to split it into, such as four- to six-year periods. If you’re only in your 20s, then you might choose three- or four-year periods. To continue the prior example, if you’re working on the belief “I’m competent,” then evidence from childhood might be things like learning to walk, talk, or make friends. You figured these things out. From your teen years, your evidence of general competency at life might be getting your driver’s license (yes, on the third try still counts). Evidence from your early college years could be things like successfully choosing a major and passing your courses. Evidence for after you finished your formal education might be related to finding work to support yourself and finding housing. You should include evidence in the social domain, like finding someone you wanted to date or figuring out how to break up with someone when you realized that relationship wasn’t the right fit for you. The general idea is to prove to yourself that “I’m competent” is more true than “I’m incompetent.” Other positive character beliefs you might try to strengthen could be things like “I’m strong” (not weak), “I’m worthy of love” (not unlovable), and “I’m worthy of respect” (not worthless). Sometimes the flipside of a negative character belief is obvious, as in the case of strong/weak, but sometimes there are a couple of possible options that could be considered opposites; in this case, you can choose. 4. Rerate how much you believe the negative and positive character labels. There should have been a little bit of change as a result of doing the data logs. For example, you might bow believe “I’m incompetent” at only 50 instead of 95, and believe “I’m competent” at 60 instead of 10. You’ve probably had your negative character belief for a long time, so changing it isn’t like making a pack of instant noodles.

Universities, he (William Dershowitz) says, have been absorbed into the commercial ethos. Instead of being intervals of freedom, they are breeding grounds for advancement. Students are too busy jumping through the next hurdle in the résumé race to figure out what they really want. They are too frantic tasting everything on the smorgasbord to have life-altering encounters. They have a terror of closing off options. They have been inculcated with a lust for prestige and a fear of doing things that may put their status at risk.

novels [4]. It follows that authentic text—text written for native speakers—is inappropriate for unassisted ER by all but the most advanced learners. For this reason, many educators advocate the use of learner literature, that is, stories written specifically for L2 learners, or adapted from authentic text [5]. For learners of English, there are over 40 graded reader series, consisting of over 1650 books with a variety of difficulty levels and genres [6].However, the time and expense in producing graded readers results in high purchase costs and limited availability in languages other than English and common L2‘s like Spanish and French. At a cost of £2.50 for a short English reader in 2001 [7] purchasing several thousand readers to cater for a school wide ER program requires a significant monetary investment. More affordable options are required, especially for schools in developing nations. Day and Bamford [8] recommend several alternatives when learner literature is not available. These include children's and young adult books, stories written by learners, newspapers, magazines and comic books. Some educators advocate the use of authentic texts in preference to simplified texts. Berardo [9] claims that the language in learner literature is ―artificial and unvaried‖, ―unlike anything that the learner will encounter in the real world‖ and often ―do not reflect how the language is really used‖. Berardo does concede that simplified texts are ―useful for preparing learners for reading 'real' texts. ‖ 2. ASSISTED READING Due to the large proportion of unknown vocabulary, beginner and intermediate learners require assistance when using authentic text for ER. Two popular forms of assistance are dictionaries and glossing. There are pros and cons of each approach. 1 A group of words that share the same root word, e.g. , run, ran, runner, runs, running. Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee.NZCSRSC’11, April 18-21, 2011, Palmerston North, New Zealand

Around the world, people who studied parenting usually divided the various styles into four basic categories: Authoritarian parents were strict disciplinarians, the “because I said so” parents. Permissive parents tended to be indulgent and averse to conflict. They acted more like friends than parents. In some studies, permissive parents tended to be wealthier and more educated than other parents. Neglectful parents were just how they sounded: emotionally distant and often absent. They were also more likely to live in poverty. Then there was the fourth option: Authoritative. The word was like a mash up of authoritarian and permissive. These parents inhabited the sweet spot between the two: they were warm, responsive, and close to their kids, but, as their children got older, they gave them freedom to explore and to fail and to make their own choices. Throughout their kids’ upbringing, authoritative parents also had clear, bright limits, rules they did not negotiate. “We’re socialized to believe that warmth and strictness are opposites,” Doug Lemov writes in his book Teach Like a Champion. “The fact is, the degree to which you are warm has no bearing on the degree to which you are strict, and vice versa.” Parents and teachers who manage to be both warm and strict seem to strike a resonance with children, gaining their trust along with their respect. When researcher Jelani Mandara at Northwestern University studied 4,754 U.S. teenagers and their parents, he found that kids with authoritative parents had higher academic achievement levels, fewer symptoms of depression, and fewer problems with aggression, disobedience, and other antisocial behaviors. Other studies have found similar benefits. Authoritative parents trained their kids to be resilient, and it seemed to work.

Professor Kimberle Crenshaw saw the dilemma a dozen years ago, but concluded that as long as race consciousness thrives, blacks will have to rely on rights rhetoric to protect their interests.16 There are, though, limited options to those deemed the Other in making specific demands for inclusion and equality. Doing so in the quest for racial justice, though, means that "winning and losing have been part of the same experience.

Obviously there are exceptions, but I suspect that for many people the main reason they cling to religion is not that it is consoling, but that they have been let down by our educational system and don’t realize that non-belief is even an option.

Transfer must be the aim of all teaching in school - it is not an option - because when we teach, we can address only a relatively small sample of the entire subject matter. All teachers have said to themselves after a lesson "Oh, if only we had more time! This is just a drop in the bucket!" We can never have enough time. Transfer is our greatest and most difficult mission because we need to put students in a position to learn far more, on their own, than they can ever learn from us.

Gen Z is also diverse. My 15-year-old next-door neighbor is a quarter Hispanic, a quarter African-American, a quarter Taiwanese, and a quarter white. That’s Gen Z — they are often a mix of ethnicities. Doug Anderson, managing partner of the Washington-based education company Bisnow Ventures, organized the Gen Z conference. He is trying to create a movement around Gen Z with the goal of harnessing the excitement high-school-age Americans have about their careers and helping them explore their options. At the conference, a few hundred teenagers gathered to take that first step. The mood was electric.

The Four Global Options Now that you grasp the BIG picture, which includes your life values, your career values, your T-Bar, and current market conditions, it’s time to consider the four global options. I call these global options because, in reality, these are the only four job or career options you have. Option #1: Same job–same industry. Choosing Option #1 means you enjoy both and, most likely, need only conduct a job transition campaign to seek out a new company or organization. For example, a fifth grade teacher who is teaching in a public school may seek the same job (teacher) in the same industry (public school system); this teacher only needs to look at a new school in the same school district or to apply for a teacher’s position in a new school district. Option #2: New job–same industry. Option #2 means you enjoy the industry but need to identify a new job within that industry. Using the fifth grade teacher as an example again, she might seek a new job as an assistant principal or librarian. Or maybe she wants to earn more money than she would make as a teacher, so she becomes a sales professional and sells textbooks to educational institutions. The job transition campaign will take place within education, but she will identify and pursue a new, more inspiring, and more rewarding job within that industry. Option #3: Same job–new industry. If you select Option #3, it means you enjoy your job or vocation, but you need to identify a new industry or environment to perform that job in. The fifth grade teacher might get a job teaching for a private school (new industry or venue) or a private learning center, or she might even start her own tutoring business. In this case, the job transition campaign will focus on teaching but in a new, more appealing industry or venue. Option #4: New job–new industry. This option means you are ready for a wholesale change. Oftentimes this option is the option of choice if there’s a career or job you’ve always dreamt about. Or possibly you have a nice severance package or the financial means to return to school and prepare for an entirely new career. Possibly the fifth grade teacher always had a passion for antiques. In this case, she might pursue a job as a manager or even an owner of an antique store. Perhaps she’ll make the decision to stay home and be a full-time mom. The job transition campaign will focus on an entirely new job or activity in an entirely new industry or venue.

Parents never you make church and studying the word of God optional for your children. If they are in your house, get them up, teach them the word of God, the greatest awards, PhD or achievements any child could have is to grow up in the word of God. I and my family are living witness and it is extending to our third generation.

Life Choice Chance Change.jpg Often in life we read motivational quotes that inspires us in our daily lives. But recent enough I had to make a Choice to take a Chance in order to create a Change. Being given opportunities in life is great but every opportunity impacts the 3 C’s of life. There is a time for everything & a season for everything under the heaven (Ecclesiastes 3:1). As the old saying goes “never get busy making a living that you forget to make a life”. You are free to make the choices in life but you are not free from the consequences. Some of the questions I had to ask myself were: Where would I be in five years if i keep on this direction? What if today was my last day? Am I who I want to be? What am I willing to risk with my decision – family, love ones, friends, career, education? What I really want in life? Sometimes the “wants” aren’t always our best option but our “needs” are. Giving up some of the “wants” may lead to better successes in life be it in career, love & life.We must walk by faith not by sight (2 Corinthians 5:7). Faith leads us beyond ourselves; it leads to God. When you take the lord in your choices believe you may the best is always yet to come. Fuel By God – Susan Samaroo

From the Bridge” by Captain Hank Bracker Behind “The Exciting Story of Cuba” It was on a rainy evening in January of 2013, after Captain Hank and his wife Ursula returned by ship from a cruise in the Mediterranean, that Captain Hank was pondering on how to market his book, Seawater One. Some years prior he had published the book “Suppressed I Rise.” But lacking a good marketing plan the book floundered. Locally it was well received and the newspapers gave it great reviews, but Ursula was battling allergies and, unfortunately, the timing was off, as was the economy. Captain Hank has the ability to see sunshine when it’s raining and he’s not one easily deterred. Perhaps the timing was off for a novel or a textbook, like the Scramble Book he wrote years before computers made the scene. The history of West Africa was an option, however such a book would have limited public interest and besides, he had written a section regarding this topic for the second Seawater book. No, what he was embarking on would have to be steeped in history and be intertwined with true-life adventures that people could identify with. Out of the blue, his friend Jorge suggested that he write about Cuba. “You were there prior to the Revolution when Fidel Castro was in jail,” he ventured. Laughing, Captain Hank told a story of Mardi Gras in Havana. “Half of the Miami Police Department was there and the Coca-Cola cost more than the rum. Havana was one hell of a place!” Hank said. “I’ll tell you what I could do. I could write a pamphlet about the history of the island. It doesn’t have to be very long… 25 to 30 pages would do it.” His idea was to test the waters for public interest and then later add it to his book Seawater One. Writing is a passion surpassed only by his love for telling stories. It is true that Captain Hank had visited Cuba prior to the Revolution, but back then he was interested more in the beauty of the Latino girls than the history or politics of the country. “You don’t have to be Greek to appreciate Greek history,” Hank once said. “History is not owned solely by historians. It is a part of everyone’s heritage.” And so it was that he started to write about Cuba. When asked about why he wasn’t footnoting his work, he replied that the pamphlet, which grew into a book over 600 pages long, was a book for the people. “I’m not writing this to be a history book or an academic paper. I’m writing this book, so that by knowing Cuba’s past, people would understand it’s present.” He added that unless you lived it, you got it from somewhere else anyway, and footnoting just identifies where it came from. Aside from having been a ship’s captain and harbor pilot, Captain Hank was a high school math and science teacher and was once awarded the status of “Teacher of the Month” by the Connecticut State Board of Education. He has done extensive graduate work, was a union leader and the attendance officer at a vocational technical school. He was also an officer in the Naval Reserve and an officer in the U.S. Army for a total of over 40 years. He once said that “Life is to be lived,” and he certainly has. Active with Military Intelligence he returned to Europe, and when I asked what he did there, he jokingly said that if he had told me he would have to kill me. The Exciting Story of Cuba has the exhilaration of a novel. It is packed full of interesting details and, with the normalizing of the United States and Cuba, it belongs on everyone’s bookshelf, or at least in the bathroom if that’s where you do your reading. Captain Hank is not someone you can hold down and after having read a Proof Copy I know that it will be universally received as the book to go to, if you want to know anything about Cuba! Excerpts from a conversation with Chief Warrant Officer Peter Rommel, USA Retired, Military Intelligence Corps, Winter of 2014.

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Salon writer Scot Sea, who said that his experience with his own autistic daughter helped him understand why a California man named Delfin Bartolome had shot his son and then himself. “The odor has finally made its way down the hall. When you see the balled-up pants and diaper on the floor, you know you are too late,” Sea began ominously. “A bright red smear across the door, the molding, the wall. Turn the corner and the bedroom is a crime scene. An ax murder? In fact, it is only your daughter at her worst.” He described a scene worthy of a slasher movie: “Splashes of blood glistening like paint, black clots, yellow-brown feces, and a 3-foot-in-diameter pond of vomit that your daughter stands in the middle of . . . hands dripping, face marked like a cannibal.” Parents in previous eras were spared these horrors, he explained, because “idiot” children were promptly “tossed down the well or thumped against the fence post.” For “educated” families in more recent times, he added, at least there was a way out—institutionalization. But now, desperate parents had to find their own ways out, as Bartolome had been forced to do with a handgun when he ran out of options. This was the harsh reality of raising a child with autism, according to Sea. (He neglected to mention that weeks before the shooting, Bartolome—described by his relatives as a loving and devoted father—had been laid off just before retirement, shunting him into a series of temporary jobs and putting his son’s future care at risk.) Shannon felt herself becoming physically ill while reading Sea’s article. Was this her family’s future? IV

Equally far-reaching for theology was the Enlightenment's distinction between fact and value. The tolerant Enlightenment paradigm magnanimously allowed individuals to select whatever values they preferred from a wide range of options, all of which were on a par. Newbigin summarizes: In the physics classroom the student learns what the “facts” are and is expected in the end to believe the truth of what he has learned. In the religious education classroom he is invited to choose what he likes best (1986:39). The logical outcome of this course was, naturally, that Christianity was reduced to one province of the wide empire of religion. Different religions merely represented different values; each was part of a great mosaic. Two different “truths” or “facts,” two different views of the same “reality,” cannot coexist; two different values, however, can. Interestingly enough, there was some room left for religion in this edifice, but then only for tolerant religion, especially religion which had been advised by “a little philosophy” (Bertrand Russell, quoted in Polanyi 1958:271) through which one's values could, if necessary, be adjusted from time to time. Above all, the role of religion was to oppose any form of sectarianism, superstition, and fanaticism and to cultivate moral fiber in its adherents, thereby reinforcing human reason. Religion should, however, under no circumstances challenge the dominant worldview. Religion could exist alongside science, but without the first ever impinging on the latter.

If they are looking for a rewarding long term business with a plumber to perform tasks There are many companies who are working to decide what kind of vocational schools, replacement or installation of higher education institutions. For your education initiative must be the only option that is able to provide intensive plumber work relevant by the classic Nationwide Plumbing Code. After completing the program, each providing accreditation to another relevant effort and hard work as a plumber. The program includes training in the relevant programs to install and configure resources. It also includes mechanical design, troubleshooting, piping plans and key ingredients. Bacteriology and sanitation is also part of an important program for plumbers exercise. Although few plumbing works carried out in the classroom, the most important part of the class exercise is comfortable on the stage. The most important bands in principle were supposed to be a plumber in the direction of the company to do the exercises. It is organized in such a way that the student really easy, because you need a plumber's apprentice as an assistant purchasing palms running plumbing parts training. The student gets serious compensated despite the hour discovery replacement rate. He always takes four-year students to get the name of the certificate. In this position, the plumber will be held against the craftsman marketing consultant. When the full study plumbing, plumber charges may choose the next action plan for the office or a plumber, or may be may decide to acquire its own plumber in person in the office. System officeholder has more tasks and also includes all However, more flexibility. He came to power to decide employment opportunities for leadership simply do not want to take, and it can also maintain services in other management plumbers enough to have a lot less work if you need a cute hat.

Rather than pigeon-holing learners into aural, visual, verbal, etc. types, Pashler et al. ‘think the primary focus should be on identifying and introducing the experiences, activities, and challenges that enhance everybody’s learning (2008: 117). ‘Given the capacity of humans to learn, it seems especially important to keep all avenues, options, and aspirations open’ (ibid.). Besides, an approach that focuses on what learners have in common, rather than on what differentiates them, is ultimately more practicable. The alternative – small groups of like-minded learners getting individualized instruction – is a luxury few educational institutions or systems can afford, even if there were any psychological basis for it.