Pre School Quotes

I’m a modern man, a man for the millennium. Digital and smoke free. A diversified multi-cultural, post-modern deconstruction that is anatomically and ecologically incorrect. I’ve been up linked and downloaded, I’ve been inputted and outsourced, I know the upside of downsizing, I know the downside of upgrading. I’m a high-tech low-life. A cutting edge, state-of-the-art bi-coastal multi-tasker and I can give you a gigabyte in a nanosecond! I’m new wave, but I’m old school and my inner child is outward bound. I’m a hot-wired, heat seeking, warm-hearted cool customer, voice activated and bio-degradable. I interface with my database, my database is in cyberspace, so I’m interactive, I’m hyperactive and from time to time I’m radioactive. Behind the eight ball, ahead of the curve, ridin the wave, dodgin the bullet and pushin the envelope. I’m on-point, on-task, on-message and off drugs. I’ve got no need for coke and speed. I've got no urge to binge and purge. I’m in-the-moment, on-the-edge, over-the-top and under-the-radar. A high-concept, low-profile, medium-range ballistic missionary. A street-wise smart bomb. A top-gun bottom feeder. I wear power ties, I tell power lies, I take power naps and run victory laps. I’m a totally ongoing big-foot, slam-dunk, rainmaker with a pro-active outreach. A raging workaholic. A working rageaholic. Out of rehab and in denial! I’ve got a personal trainer, a personal shopper, a personal assistant and a personal agenda. You can’t shut me up. You can’t dumb me down because I’m tireless and I’m wireless, I’m an alpha male on beta-blockers. I’m a non-believer and an over-achiever, laid-back but fashion-forward. Up-front, down-home, low-rent, high-maintenance. Super-sized, long-lasting, high-definition, fast-acting, oven-ready and built-to-last! I’m a hands-on, foot-loose, knee-jerk head case pretty maturely post-traumatic and I’ve got a love-child that sends me hate mail. But, I’m feeling, I’m caring, I’m healing, I’m sharing-- a supportive, bonding, nurturing primary care-giver. My output is down, but my income is up. I took a short position on the long bond and my revenue stream has its own cash-flow. I read junk mail, I eat junk food, I buy junk bonds and I watch trash sports! I’m gender specific, capital intensive, user-friendly and lactose intolerant. I like rough sex. I like tough love. I use the “F” word in my emails and the software on my hard-drive is hardcore--no soft porn. I bought a microwave at a mini-mall; I bought a mini-van at a mega-store. I eat fast-food in the slow lane. I’m toll-free, bite-sized, ready-to-wear and I come in all sizes. A fully-equipped, factory-authorized, hospital-tested, clinically-proven, scientifically- formulated medical miracle. I’ve been pre-wash, pre-cooked, pre-heated, pre-screened, pre-approved, pre-packaged, post-dated, freeze-dried, double-wrapped, vacuum-packed and, I have an unlimited broadband capacity. I’m a rude dude, but I’m the real deal. Lean and mean! Cocked, locked and ready-to-rock. Rough, tough and hard to bluff. I take it slow, I go with the flow, I ride with the tide. I’ve got glide in my stride. Drivin and movin, sailin and spinin, jiving and groovin, wailin and winnin. I don’t snooze, so I don’t lose. I keep the pedal to the metal and the rubber on the road. I party hearty and lunch time is crunch time. I’m hangin in, there ain’t no doubt and I’m hangin tough, over and out!

Is it any wonder that Socrates was outraged at the accusation he took money to teach? Even then, philosophers saw clearly the inevitable direction the professionalization of teaching would take, that of pre-empting the teaching function, which, in a healthy community, belongs to everyone.

If a deadly snake slithering around in a pre-school bit a child, would you box it up for a month as punishment, and then release it to prey upon the children once again?

Nalaman kong ang mundo, sa totoong buhay, ay hindi 'yung makulay na murals na nakikita sa mgaa pre-school. Hindi ito laging may rainbow, araw, ibon, puno, at mga bulaklak.

I was on a mission. I had to learn to comfort myself, to see what others saw in me and believe it. I needed to discover what the hell made me happy other than being in love. Mission impossible. When did figuring out what makes you happy become work? How had I let myself get to this point, where I had to learn me..? It was embarrassing. In my college psychology class, I had studied theories of adult development and learned that our twenties are for experimenting, exploring different jobs, and discovering what fulfills us. My professor warned against graduate school, asserting, "You're not fully formed yet. You don't know if it's what you really want to do with your life because you haven't tried enough things." Oh, no, not me.." And if you rush into something you're unsure about, you might awake midlife with a crisis on your hands," he had lectured it. Hi. Try waking up a whole lot sooner with a pre-thirty predicament worm dangling from your early bird mouth. "Well to begin," Phone Therapist responded, "you have to learn to take care of yourself. To nurture and comfort that little girl inside you, to realize you are quite capable of relying on yourself. I want you to try to remember what brought you comfort when you were younger." Bowls of cereal after school, coated in a pool of orange-blossom honey. Dragging my finger along the edge of a plate of mashed potatoes. I knew I should have thought "tea" or "bath," but I didn't. Did she want me to answer aloud? "Grilled cheese?" I said hesitantly. "Okay, good. What else?" I thought of marionette shows where I'd held my mother's hand and looked at her after a funny part to see if she was delighted, of brisket sandwiches with ketchup, like my dad ordered. Sliding barn doors, baskets of brown eggs, steamed windows, doubled socks, cupcake paper, and rolled sweater collars. Cookouts where the fathers handled the meat, licking wobbly batter off wire beaters, Christmas ornaments in their boxes, peanut butter on apple slices, the sounds and light beneath an overturned canoe, the pine needle path to the ocean near my mother's house, the crunch of snow beneath my red winter boots, bedtime stories. "My parents," I said. Damn. I felt like she made me say the secret word and just won extra points on the Psychology Game Network. It always comes down to our parents in therapy.

the pre-friday world of school, cell phones, and refrigerators dissolved into this post-friday world of ash, darkness, and hunger.

Those Who From Heaven To Earth Came". They landed on Earth, colonized it, mining the Earth for gold and other minerals, establishing a spaceport in what today is the Iraq-Iran area, and lived in a kind of idealistic society as a small colony. They returned when Earth was more populated and genetically interfered in our indigenous DNA to create a slave-race to work their mines, farms, and other enterprises in Sumeria, which was the so-called Cradle of Civilization in out-dated pre-1980s school history texts. They created Man, Homo Sapiens, through genetic manipulation with themselves and ape man Homo Erectus.

Consider this your job review and your pre-pink slip warning. Support our movement or move out of our way. You are with us or against us—if you’re against us, you will be fired.

Believing this country to be a political and not a religious organisation ... the editor of the NATIONAL CITIZEN will use all her influence of voice and pen against 'Sabbath Laws', the uses of the 'Bible in School', and pre-eminently against an amendment which shall introduce 'God in the Constitution.

Parents embraced “Sesame Street” for several reasons, among them that it assuaged their guilt over the fact that they could not or would not restrict their children’s access to television. “Sesame Street” appeared to justify allowing a four- or five-year-old to sit transfixed in front of a television screen for unnatural periods of time. Parents were eager to hope that television could teach their children something other than which breakfast cereal has the most crackle. At the same time, “Sesame Street” relieved them of the responsibility of teaching their pre-school children how to read—no small matter in a culture where children are apt to be considered a nuisance.... We now know that “Sesame Street” encourages children to love school only if school is like “Sesame Street.” Which is to say, we now know that “Sesame Street” undermines what the traditional idea of schooling represents.

I want my churched-up, prayed-up, pre-school kid to be a skeptic too! Why? Because being a skeptic means that he will question what is presented to him. This is important because I will not always be the one presenting the ideas. A child who understands how to discover truth is primed for a faith that lasts much longer than that of a child who is merely presented with the truth.

Consider another abstinence product: a gold rose pin handed out in schools or at Christian youth events. The pin is attached to a small card that reads, "You are like a beautiful rose. Each time you engage is pre-marital sex a previous petal is stripped away. Don't leave your future husband holding a bare stem. Abstain."Do we really want to teach our daughters that without their virginity they're nothing but a "bare stem"?

Prereading is a game changer. It changed my life...Everyone is smarter when they have seen the material before. You will be too.

Let’s see if I remember all of this—born in Charlottesville, Virginia, but raised in Salem by her mother, Susan, a teacher, and her father, Jacob, a police officer. Attended Salem Elementary School until your tenth birthday, when your father called into his station to report an unknown child in his house—” “Stop,” I muttered. Liam looked over his shoulder, trying to divide his attention between me and the boy reciting the sordid tale of my life. “—but, bad luck, the PSFs beat the police to your house. Good luck, someone dropped the ball or they had other kiddies to pick up, because they didn’t wait around long enough to question your parents, and thus, didn’t pre-sort you. And then you came to Thurmond, and you managed to avoid their detecting you were Orange—” “Stop!” I didn’t want to hear this—I didn’t want anyone to hear it.

When I look at a pumpkin muffin, I see the brilliant orange glow of a sugar maple in its full autumnal glory. I see the crisp blue sky of October, so clear and restorative and reassuring. I see hayrides, and I feel Halloween just around the corner, kids dressed up in homemade costumes, bobbing for apples and awaiting trick or treat. I think of children dressed as Pilgrims in a pre-school parade, or a Thanksgiving feast, the bounty of harvest foods burdening a table with its goodness. I picture pumpkins at a farmer's market, piled happy and high, awaiting a new home where children will carve them into scary faces or mothers will bake them into a pie or stew.

We put our children through their paces in school not so that they will learn something, or master something, or meet any standards. No. We give them tools so that they can experience the joy, the passion, of creating. All we are doing is saying, “Here, if you know this, there is more you can make; there is another path you can map; there is another song you can compose.” School—from pre-K to postdoc programs—exists so that we can all build more from within ourselves and with our colleagues.

To Arendt’s point about post-revolution stability deriving from pre-revolutionary experience in self government, it’s worth remembering that two of Henry’s less chatty fellow burgesses became the first and third presidents of the United States. Andrew O’Shaughnessy, referring to the masterminds of the 2013 government shutdown and no doubt alluding to the freshman senator who was its ringleader, told me, “Experience is terribly important. You’ll notice that the congressmen who want to hold up the government are all junior people and new to the game. And of course they will say, ‘Oh, it’s Washington cynicism, where they all compromise and work out backroom deals.’ But that’s actually how democracy works.” Which is exactly how government operations resumed on October 17, 2013: a bipartisan group of old-school senators with the combined age of Stonehenge started hashing out a bargain drafted by third-term moderate Republican Susan Collins of Maine, who, prior to her election sixteen years earlier, had spent twelve years working behind the scenes as a legislative aide to her predecessor.

The Correspondence-School Instructor Says Goodbye to His Poetry Students Goodbye, lady in Bangor, who sent me snapshots of yourself, after definitely hinting you were beautiful; goodbye, Miami Beach urologist, who enclosed plain brown envelopes for the return of your very “Clinical Sonnets”; goodbye, manufacturer of brassieres on the Coast, whose eclogues give the fullest treatment in literature yet to the sagging breast motif; goodbye, you in San Quentin, who wrote, “Being German my hero is Hitler,” instead of “Sincerely yours,” at the end of long, neat-scripted letters extolling the Pre-Raphaelites: I swear to you, it was just my way of cheering myself up, as I licked the stamped, self-addressed envelopes, the game I had of trying to guess which one of you, this time, had poisoned his glue. I did care. I did read each poem entire. I did say everything I thought in the mildest words I knew. And now, in this poem, or chopped prose, no better, I realize, than those troubled lines I kept sending back to you, I have to say I am relieved it is over: at the end I could feel only pity for that urge toward more life your poems kept smothering in words, the smell of which, days later, tingled in your nostrils as new, God-given impulses to write. Goodbye, you who are, for me, the postmarks again of imaginary towns—Xenia, Burnt Cabins, Hornell— their solitude given away in poems, only their loneliness kept. Galway Kinnell

I’ve always loved you. Maybe even before I met you. I loved you when we were little kids and awkward pre-teens and when I finally realized what that emotion might mean. I loved you when we graduated high school and through college and every day since. Even when you were gone, the echoes of you still lived inside me, and I would play them over and over in my mind just so I wouldn’t lose the sound. I’ve loved you in every incarnation, and that will never end.

What does it mean a 'greener life'? Well, let's be brutal. It doesn't meaning meditating in a centrally heated room on a macrame mat in front of an Amerindian dreamcatcher and a homemade candle surrounded by ugly spider plants, then rushing off in a gas-guzzling 4-wheel drive to collect the children from school and feeding them on pre-prepared supermarket meals heated in the microwave. If you have a faith, living a greener life demands a certain amount of self-sacrifice. You don't save the planet with notions and lip service. Like every adventure it requires a degree of suffering and getting your hands dirty.

See, the thing is, I had a little misunderstanding with Trent Gibson in Pre-Calculus earlier. I dropped my textbook on his face—accidentally, while we were discussing some…equations—and he thought I was trying to brain him. So of course, he narked to Shoemaker, and apparently accidents are grounds for disciplinary action these days.

Mature readers consider reading an integral part of life. It is not something they do only to relax or to escape or if there is nothing good on television. It is something they plan for in each day, and if the day develops so that they have no time for it, they may become restless, rather like joggers who miss their run. Some - busy parents, for example - stay up late at night to read their daily quota after the house is quiet, acknowledging that having balance in their lives is more dependent on reading time than on sleep.

I somehow graduated 90s pre-Internet high school and got into college with just a set of flea market 50s encyclopedias at home.

The first stage of elementary reading—reading readiness—corresponds to pre-school and kindergarten experiences.

If I could be goaded into a bare-knuckle brawl by the dumbest kid in remedial pre-school, I wouldn't have this well developed sense of superiority.

Phidias and the achievements of Greek art are foreshadowed in Homer: Dante prefigures for us the passion and colour and intensity of Italian painting: the modern love of landscape dates from Rousseau, and it is in Keats that one discerns the beginning of the artistic renaissance of England. Byron was a rebel and Shelley a dreamer; but in the calmness and clearness of his vision, his perfect self-control, his unerring sense of beauty and his recognition of a separate realm for the imagination, Keats was the pure and serene artist, the forerunner of the pre-Raphaelite school, and so of the great romantic movement of which I am to speak.

This framing accents the importance of building a tidier system, one that incorporates the array of existing child care centers, then pushes to make their classrooms more uniform, with a socialization agenda "aligned" with the curricular content that first or second graders are expected to know. Like the common school movement, uniform indicators of quality, centralized regulation, more highly credientialed teachers are to ensure that instruction--rather than creating engaging activities for children to explore--will be delivered in more uniform ways. And the state signals to parents that this is now the appropriate way to raise one's three- or four-year-old. Modern child rearing is equated with systems building in the eyes of universal pre-kindergarten advocates--and parents hear this discourse through upbeat articles in daily newspapers, public service annoucement, and from school authorities.

The data on organised abuse has been simplified or distorted in an attempt force it to conform to mechanical psychological models of dissociative obedience or else to the psychiatric framework of ‘paedophilia’. Psychopathology alone is an inadequate explanation for environments in which sexual abuse has a social and symbolic function for groups of adults. Abusive groups do not emerge in a vacuum but rather they are formed within pre-existing social arrangements such as families, churches and schools.

[A] people needs to understand what freedom is. We Americans are fortunate that the Founders and their generation possessed that understanding. They knew that freedom, per se, is not enough. They knew that freedom must be limited to be preserved. This paradox is difficult for many students to grasp. Young people generally think freedom means authority figures leaving them alone so they can "do their own thing." That's part of what it means to be free, but true freedom involves much, much more. As understood by our Founders and by the best minds of the young republic, true freedom is always conditioned by morality. John Adams wrote, "I would define liberty as a power to do as we would be done by." In other words, freedom is not the power to do what one can, but what one ought. Duty always accompanies liberty. Tocqueville similarly observed, "No free communities ever existed without morals." The best minds concur: there must be borders: freedom must be limited to be preserved. What kinds of limits are we talking about? * The moral limits of right and wrong, which we did not invent but owe largely to our Judeo-Christian heritage. * Intellectual limits imposed by sound reasoning. Again, we did not invent these but are in debt largely to Greco-Roman civilization, from the pre-Socratic philosophers forward. * Political limits such as the rule of law, inalienable rights, and representative institutions, which we inherited primarily from the British. * Legal limits of the natural and common law, which we also owe to our Western heritage. * Certain social limits, which are extremely important to the survival of freedom. These are the habits of our hearts--good manners, kindness, decency, and willingness to put others first, among other things--which are learned in our homes and places of worship, at school and in team sports, and in other social settings. All these limits complement each other and make a good society possible. But they cannot be taken for granted. It takes intellectual and moral leadership to make the case that such limits are important. Our Founders did that. To an exceptional degree, their words tutored succeeding generations in the ways of liberty. It is to America's everlasting credit that our Founders got freedom right.

I like people talking nonsense. Talking nonsense is humanity's only privilege over the rest of creation. If you talk nonsense, you'll find your way to the truth! Talking nonsense is what makes me human. No one ever found his way to the truth without first getting things wrong fourteen times, or even a hundred and fourteen times, and that's a good thing in its way; the trouble is we're not even capable of getting things wrong with our own brains! You can talk nonsense to me, if it's nonsense of your own, and I'll kiss you for it. Talking nonsense of your own-that's almost better than talking someone else's truth; in the first case you're human, in the second you're nothing but a parrot! Truth won't go away, but life can get choked up; we've seen that happen. Well, what are we now? In science, progress, thought, invention, ideals, desires, liberalism, judgement, experience, and all, all, all, all, all of it, we're every one of us, without exception, still stuck in the first, pre-preparatory class of high school! We've got fond of living off other people's ideas, and now we're addicted to it! Isn't that right? Isn't it?' cried Razumikhin, shaking and squeezing both ladies' arms. 'Isn't that so?

Most sexism is down to men being accustomed to us being the losers. That's what the problem is. We just have bad status. Man are accustomed to us being runners-up or being disqualified entirely. For men born pre-feminism, this is what they were raised on: second-class citizen mothers; sisters who need to be married off; female schoolmates going to secretarial school, then becoming housewives. Women who disengaged. Disappeared.

Outside the world of education, few would be confident, or even comfortable, claiming that it is a lack of self-esteem which leads to felonies or its presence which leads to Nobel Prizes. Yet American schools are permeated with the idea that selfesteem precedes performance, rather than vice-versa. The very idea that self-esteem is something earned, rather than being a pre-packaged handout from the school system, seems not to occur to many educators.

Thus is the defining characteristic of gay millennials: we straddle the pre-Glee and post-Glee worlds. We went to high school when faggot wasn’t even considered an F-word, when being a lesbian meant boys just didn’t want you, when being nonbinary wasn’t even a remote option. We grew up without queer characters in our cartoons or Nickelodeon or Disney or TGIF sitcoms. We were raised in homophobia, came of age as the world changed around us, and are raising children in an age where it’s never been easier to be same-sex parents. We’re both lucky and jealous. As the state of gay evolved culturally and politically, we were old enough to see it and process it and not take it for granted–old enough to know what the world was like without it. Despite the success of Drag Race, the existence of lesbian Christmas rom-coms, and openly transgender Oscar nominees, we haven’t moved on from the trauma of growing up in a culture that hates us. We don’t move on from trauma, really. We can’t really leave it in the past. It becomes a part of us, and we move forward with it. For LGBTQ+ millennials, our pride is couched in painful memories of a culture repulsed and frightened by queerness. That makes us skittish. It makes us loud. It makes us fear that all this progress, all this tolerance , all of Billy Porter's red carpet looks can vanish as quickly as it all appeared.

In the end it comes down to two rival versions of the English middle afternoon. Post-Barrett, Pink Floyd kept on in a middle-afternoonish vein, but they fell in love with the idea of portentous storm clouds in the offing somewhere over Grantchester....Barrett's afternoonishness was far more supple and engaging. It superimposed the hippie cult of eternal solstice on the pre-teatime daydreams of one's childhood, occasioned by a slick of sunlight on a chest of drawers....His afternoonishness is lit by an importunate adult intelligence that can't quite get back to the place it longs to be....Barrett created the same precocious longing in adolescents. "I remember 'See Emily Play' drifting across a school corridor in 1967...and I remember the powerful wish to stay suspended indefinitely in that music...I also remember the quasi-adult intimation that this wasn't possible. [from the London Review of Books for January 2, 2003]

While the universality of the creative process has been noticed, it has not been noticed universally. Not enough people recognize the preverbal, pre-mathematical elements of the creative process. Not enough recognize the cross-disciplinary nature of intuitive tools for thinking. Such a myopic view of cognition is shared not only by philosophers and psychologists but, in consequence, by educators, too. Just look at how the curriculum, at every educational level from kindergarten to graduate school, is divided into disciplines defined by products rather than processes. From the outset, students are given separate classes in literature, in mathematics, in science, in history, in music, in art, as if each of these disciplines were distinct and exclusive. Despite the current lip service paid to “integrating the curriculum,” truly interdisciplinary courses are rare, and transdisciplinary curricula that span the breadth of human knowledge are almost unknown. Moreover, at the level of creative process, where it really counts, the intuitive tools for thinking that tie one discipline to another are entirely ignored. Mathematicians are supposed to think only “in mathematics,” writers only “in words,” musicians only “in notes,” and so forth. Our schools and universities insist on cooking with only half the necessary ingredients. By half-understanding the nature of thinking, teachers only half-understand how to teach, and students only half-understand how to learn.

And William says, "I lost one son utterly."... ..."So I've held my tongue. But the truth is you didn't go to war. You went through the motions. But you turned it into graduate school. You contrived a comfortable place on the edge of the action to go study. You didn't even let the army decide your fate. You wangled your safe little job with a pre-enlistment deal and avoided the real thing. You told all the others who manned up, 'Better you do the dirty work, not me. Better your blood than mine.

The fact of the matter was that in the pre-war South, there were two insuperable obstacles to a free public school system. The first was the attitude of the owners of property. They did not propose under any circumstances to be taxed for the public education of the laboring class. They believed that laborers did not need education; that it made their exploitation more difficult; and that if any of them were really worth educating, they would somehow escape their condition by their own efforts.

Things changed after that between me and Mark. I stopped being mortified that people might mistake me for one of his acolytes. I was his Boswell, don’t you know. I interviewed him about his childhood—his father was a psychiarist in Beverly Hills. I cataloged the contents of his van. I followed him around at work, sitting in while he examined patients. He had been a bit of a prodigy when we were in college. After his father developed a tumor, Mark, who was pre-med, started studying cancer with an intensity that convinced many of his friends that his goal was to find a cure in time to save his father. As it turned out, his father didn’t have cancer. But Mark kept on with his cancer studies. His interest was not in fact in oncology—in finding a cure—but in cancer education and prevention. By the time he entered medical school, he had created, with another student, a series of college courses on cancer and coauthored The Biology of Cancer Sourcebook, the text for a course that was eventually offered to tens of thousands of students. He cowrote a second book, Understanding Cancer, that became a bestselling university text, and he continued to lecture throughout the United States on cancer research, education, and prevention. “The funny thing is, I’m not really interested in cancer,” Mark told me. “I’m interested in people’s response to it. A lot of cancer patients and suvivors report that they never really lived till they got cancer, that it forced them to face things, to experience life more intensely. What you see in family practice is that families just can’t afford to be superficial with each other anymore once someone has cancer. Corny as it sounds, what I’m really interested in is the human spirit—in how people react to stress and adversity. I’m fascinated by the way people fight back, by how they keep fighting their way to the surface.” Mark clawed at the air with his arms. What he was miming was the struggle to reach the surface through the turbulence of a large wave.

The discovery that detonated Cleveland is one of Britain’s great contributions to awareness of child abuse. In 1986 and 1987 the Leeds paediatricians Dr Jane Wynne and Dr Christopher Hobbs reported in the Lancet that they were seeing more children who were being buggered than battered. About 300 cases were corroborated. The children were young – two-thirds were pre-school children – and anal abuse was more common than vaginal penetration. They also noted that ‘boys and girls seem to be at similar risk’. Almost half of the children who suffered anal abuse also showed a sign written up in the forensic textbooks as ‘anal dilation’, an anus opening when it was supposed to stay shut; opening and expecting entry. What the paediatricians were observing was not an acute sign, the effect of a single intrusion – a spasm or seizure – but a sign that was telling a story about everyday life; the anatomy of adaption. Anal dilation seemed to describe the architecture of abuse: it allowed the body to receive an incoming object, regularly.

Speaking to a gathering of prominent black writers and thinkers on the twentieth anniversary of the Emancipation Proclamation in 1883, Frederick Douglass, the aging black leader of pre-Civil War years, lamented that despite the bloody sacrifice of black soldiers in the fight for liberation, "in all relations of life and death, we are met by the color line. It hunts us at midnight …denies us accommodation …excludes our children from schools …compels us to pursue only such labor as will bring us the least reward."12

A third positive result even further from the traditional tool kit of financial incentives comes from a recent randomized control trial conducted in the U.K., using the increasingly popular and low-cost method of text reminders. This intervention involved sending texts to half the parents in some school in advance of a major math test to let them know that their child had a test coming up in five days, then in three days, then in one day. The researchers call this approach “pre-informing.” The other half of parents did not receive the texts. The pre-informing texts increased student performance on the math test by the equivalent of one additional month of schooling, and students in the bottom quartile benefited most. These children gained the equivalent of two additional months of schooling, relative to the control group. Afterward, both parents and students said they wanted to stick with the program, showing that they appreciated being nudged. This program also belies the frequent claim, unsupported by any evidence, that nudges must be secret to be effective.

Humphrey Not another czar, please, Prime Minister. In the last three years we’ve appointed an Enterprise Czar, a Youth-Crime Czar, a Welfare Supremo, a Pre-School Supremo, an Unemployment Watchdog, a Banking Regulator, a Science and Technology Supremo and a Community Policing Czar. If you go on like this you won’t need a Cabinet. Jim Perfect! Humphrey Perfect? Prime Minister, we even have a Twitter Czar! Bernard His appointment was announced as a Tweet. Humphrey What’s he supposed to achieve? Jim The same as the others: at least twelve column inches in every paper.

Swish,” the net sounded like the blast of a cannon, signaling the game was tied at 64. Dave then saw the second shot in his mind before even going into his pre-shot routine. The ball tickled the front rim, brushed against the backboard, and then dropped through the net. The home crowd erupted as Dave backpedaled toward the opposing rim. Central High attempted a last-second shot that fell short into Breslin's hands. The fans rushed onto the floor as the number two train came roaring into the station, bringing Dave back from his glorious past back into the oppressive heat of the present.

In a representative statement from 1963, he claimed, “Man does not know most of the rules on which he acts; and even what we call his intelligence is largely a system of rules which operate on him but which he does not know.”60 This deference to the precognitive or the pre-rational is what separated him from the rational choice and rational expectations models of Chicago School economists, who professed much more faith in the possibility of both formal mathematical modeling and forecasting. As he explained in his Nobel speech, Hayek saw such efforts as not only presumptuous but misleading. The best one could hope for was pattern prediction.

In retrospect, I suppose it might be difficult to develop early as a girl. Guys talking to your chest rather than your face is one thing. Then you’re also surrounded by a bunch of girls with pre- adolescent bodies who wrongly think that no breasts and no ass are a good thing. Plus, if you own your sexuality at all as a teen girl you’re a slut with a capital S. God, I’m glad those days are over. Not like adulthood is void of sexist platitudes, it’s just easier to talk about. In high school, though, if you call someone out on their shit you get bullied. It’s really a horrible time in life. Honestly, I don’t even know why there is an entire genre of books dedicated to it.

Of course, the cadavers, in life, donated themselves freely to this fate, and the language surrounding the bodies in front of us soon changed to reflect that fact. We were instructed to no longer call them “cadavers”; “donors” was the preferred term. And yes, the transgressive element of dissection had certainly decreased from the bad old days. (Students no longer had to bring their own bodies, for starters, as they did in the nineteenth century. And medical schools had discontinued their support of the practice of robbing graves to procure cadavers—that looting itself a vast improvement over murder, a means once common enough to warrant its own verb: burke, which the OED defines as “to kill secretly by suffocation or strangulation, or for the purpose of selling the victim’s body for dissection.”) Yet the best-informed people—doctors—almost never donated their bodies. How informed were the donors, then? As one anatomy professor put it to me, “You wouldn’t tell a patient the gory details of a surgery if that would make them not consent.” Even if donors were informed enough—and they might well have been, notwithstanding one anatomy professor’s hedging—it wasn’t so much the thought of being dissected that galled. It was the thought of your mother, your father, your grandparents being hacked to pieces by wisecracking twenty-two-year-old medical students. Every time I read the pre-lab and saw a term like “bone saw,” I wondered if this would be the session in which I finally vomited. Yet I was rarely troubled in lab, even when I found that the “bone saw” in question was nothing more than a common, rusty wood saw. The closest I ever came to vomiting was nowhere near the lab but on a visit to my grandmother’s grave in New York, on the twentieth anniversary of her death. I found myself doubled over, almost crying, and apologizing—not to my cadaver but to my cadaver’s grandchildren. In the midst of our lab, in fact, a son requested his mother’s half-dissected body back. Yes, she had consented, but he couldn’t live with that. I knew I’d do the same. (The remains were returned.) In

The night before a biochemistry class, I read the last year's lecture notes. I look at the pictures in the book. Now, I've got the general concept. Sure...There's a couple of details to fill in and a a few things to memorize. But that's no big deal. I've got the big picture, and that's all I need. Bring it on professor, I'm ready. That's right. The next day, I'm a goalie sitting in the front row. "Nothin gets past me." My ability to comprehend a biochemistry lecture just went from 30% to 95%. I went on to score 780 out of a possible 800 on the medical school boards exam in biochemistry. Given that the 99th percentile began around 690, this was one of the highest scores in the USA, perhaps the highest.

No wonder, then, that in the early stages of the development of any science different men confronting the same range of phenomena, but not usually all the same range of phenomena, describe and interpret them in different ways. What is surprising, and perhaps also unique in its degree to the fields we call science, is that such initial divergences should ever largely disappear. For they do disappear to a very considerable extent and then apparently once and for all. Furthermore, their disappearance is usually caused by the triumph of one of the pre-paradigm schools, which, because of its own characteristic beliefs and preconceptions, emphasized only some special part of the two sizable and inchoate pool of information,

THERE WAS A BOY" THERE was a Boy; ye knew him well, ye cliffs And islands of Winander!--many a time, At evening, when the earliest stars began To move along the edges of the hills, Rising or setting, would he stand alone, Beneath the trees, or by the glimmering lake; And there, with fingers interwoven, both hands Pressed closely palm to palm and to his mouth Uplifted, he, as through an instrument, Blew mimic hootings to the silent owls, 10 That they might answer him.--And they would shout Across the watery vale, and shout again, Responsive to his call,--with quivering peals, And long halloos, and screams, and echoes loud Redoubled and redoubled; concourse wild Of jocund din! And, when there came a pause Of silence such as baffled his best skill: Then, sometimes, in that silence, while he hung Listening, a gentle shock of mild surprise Has carried far into his heart the voice 20 Of mountain-torrents; or the visible scene Would enter unawares into his mind With all its solemn imagery, its rocks, Its woods, and that uncertain heaven received Into the bosom of the steady lake. This boy was taken from his mates, and died In childhood, ere he was full twelve years old. Pre-eminent in beauty is the vale Where he was born and bred: the churchyard hangs Upon a slope above the village-school; 30 And, through that church-yard when my way has led On summer-evenings, I believe, that there A long half-hour together I have stood Mute--looking at the grave in which he lies!

If one more person tells me that “all gender is performance,” I think I am going to strangle them. Perhaps most annoying about that sound-bite is the somewhat snooty “I-took-a-gender-studies-class-and-youdidn’t” sort of way in which it is most often recited, a magnificent irony given the way that phrase dumbs down gender. It is a crass oversimplification, as ridiculous as saying all gender is genitals, all gender is chromosomes, or all gender is socialization. In reality, gender is all of these things and more. In fact, if there’s one thing that all of us should be able to agree on, it’s that gender is a confusing and complicated mess. It’s like a junior high school mixer, where our bodies and our internal desires awkwardly dance with one another, and with all the external expectations that other people place on us. Sure, I can perform gender: I can curtsy, or throw like a girl, or bat my eyelashes. But performance doesn’t explain why certain behaviors and ways of being come to me more naturally than others. It offers no insight into the countless restless nights I spent as a pre-teen wrestling with the inexplicable feeling that I should be female. It doesn’t capture the very real physical and emotional changes that I experienced when I hormonally transitioned from testosterone to estrogen. Performance doesn’t even begin to address the fact that, during my transition, I acted the same, wore the same T-shirts, jeans, and sneakers that I always had, yet once other people started reading me as female, they began treating me very differently. When we talk about my gender as though it were a performance, we let the audience—with all their expectations, prejudices, and presumptions—completely off the hook.

By the time Sami entered high school Mustafa had grudgingly accepted that the boy needed to know something of the patriarchs. For the sake of Sami’s secular education he gulped back his discomfort. These Semitic myths, after all, were essential to the literary traditions Sami would study. So Mustafa delivered his interpretation of religious pre-history. He explained that, as with Oedipus or Achilles, there was psychopathic drama in the lives of the heroes, a drama in its essence no different from that of today’s Speakers’ Corner soapbox types, or of the schizophrenics following mysterious itineraries through the city’s streets. The scriptural heroes heard the same internal mumblings and insinuations, but as they belonged to an epic age, with epic genres, these were granted mythic status. It was pre-psychological, pre-ironic. There was high seriousness everywhere, blowing out of the desert and rolling up from the sea. There was prophetic articulation of destiny. There was the terror of God’s voice.

... The influence of the Pre-Raphaelites was felt less through their paintings than through a book, The Poems of Tennyson, edited by Moxon and wonderfully illustrated by Rossetti and Millais. The influence on Maeterlinck stems less from the poems themselves than from the illustrations. The revival of illustrated books in the last two years of the century derives from this Tennyson, the books printed at William Morris' press, the albums of Walter Crane. These last two and the ravishing little books for children by Kate Greenaway were heralded by Huysmans as early as 1881. Generally speaking, it is the English Aesthetic Movement rather than the Pre-Raphaelites which influenced the Symbolists, a new life-style rather than a school of painting. The Continent, passing through the Industrial Revolution some fifty years after England, found valuable advice on how to escape from materialism on the other side of the Channel. Everything that one heard about the refinements practised in Chelsea enchanted Frenchmen of taste: furniture by Godwin, open-air theatricals by Lady Archibald Campbell, the Peacock Room by Whistler, Liberty prints. As the pressure of morality was much less pronounced in France than in England, the ideal of Aestheticism was not a revolt but a retreat towards an exquisite world which left hearty good living to the readers of the magazine La Vie Parisienne ('Paris Life') and success to the readers of Zola. If one could not write a beautiful poem or paint a beautiful picture, one could always choose materials or arrange bouquets of flowers. Aesthetic ardour smothered the anglophobia in the Symbolist circle. The ideal of a harmonious life suggested in Baudelaire's poem L' Invitation au Voyage seemed capable of realization in England, whose fashions were brought back by celebrated travellers: Mallarmé after 1862, Verlaine in 1872. Carrière spent a long time in London, as did Khnopff later on. People read books by Gabriel Mourey on Swinburne, and his Passé le Détroit ('Beyond the Channel') is particularly important for the artistic way of life ... Thus England is represented in this hall of visual influences by the works of Burne-Jones and Watts, by illustrated books, and by objets d'art ...

The biggest fear for homeschooled children is that they will be unable to relate to their peers, will not have friends, or that they will otherwise be unable to interact with people in a normal way. Consider this: How many of your daily interactions with people are solely with people of your own birth year?  We’re not considering interactions with people who are a year or two older or a year or two younger, but specifically people who were born within a few months of your birthday. In society, it would be very odd to section people at work by their birth year and allow you to interact only with persons your same age. This artificial constraint would limit your understanding of people and society across a broader range of ages. In traditional schools, children are placed in grades artificially constrained by the child’s birth date and an arbitrary cut-off day on a school calendar. Every student is taught the same thing as everyone else of the same age primarily because it is a convenient way to manage a large number of students. Students are not grouped that way because there is any inherent special socialization that occurs when grouping children in such a manner. Sectioning off children into narrow bands of same-age peers does not make them better able to interact with society at large. In fact, sectioning off children in this way does just the opposite—it restricts their ability to practice interacting with a wide variety of people. So why do we worry about homeschooled children’s socialization?  The erroneous assumption is that the child will be homeschooled and will be at home, schooling in the house, all day every day, with no interactions with other people. Unless a family is remotely located in a desolate place away from any form of civilization, social isolation is highly unlikely. Every homeschooling family I know involves their children in daily life—going to the grocery store or the bank, running errands, volunteering in the community, or participating in sports, arts, or community classes. Within the homeschooled community, sports, arts, drama, co-op classes, etc., are usually sectioned by elementary, pre-teen, and teen groupings. This allows students to interact with a wider range of children, and the interactions usually enhance a child’s ability to interact well with a wider age-range of students. Additionally, being out in the community provides many opportunities for children to interact with people of all ages. When homeschooling groups plan field trips, there are sometimes constraints on the age range, depending upon the destination, but many times the trip is open to children of all ages. As an example, when our group went on a field trip to the Federal Reserve Bank, all ages of children attended. The tour and information were of interest to all of the children in one way or another. After the tour, our group dined at a nearby food court. The parents sat together to chat and the children all sat with each other, with kids of all ages talking and having fun with each other. When interacting with society, exposure to a wider variety of people makes for better overall socialization. Many homeschooling groups also have park days, game days, or play days that allow all of the children in the homeschooled community to come together and play. Usually such social opportunities last for two, three, or four hours. Our group used to have Friday afternoon “Park Day.”  After our morning studies, we would pack a picnic lunch, drive to the park, and spend the rest of the afternoon letting the kids run and play. Older kids would organize games and play with younger kids, which let them practice great leadership skills. The younger kids truly looked up to and enjoyed being included in games with the older kids.

We are not talking just about dollars and cents. We are talking about lives. Consider one chilling example: drug-resistant infections. As America’s breakthroughs in antibiotics recede into the past, bacteria are evolving to defeat current antibiotics. For more and more infections, we are plunging back into the pre-antibiotic era. In the United States alone, two million people are sickened and tens of thousands die each year from drug-resistant infections—mostly because private companies see little incentive to invest in the necessary research, and the federal government has failed to step in.87 Though federal funding for the National Institutes of Health ramped up in the mid-1990s, it has fallen precipitously since, cutting the share of young scientists with NIH grants in half in roughly six years.88 As one medical professor lamented recently: “In my daily work in both a university medical school and a public hospital, it’s a rare month that some bright young person doesn’t tell me they are quitting science because it’s too hard to get funded. . . . A decade or two from now, when an antibiotic-resistant bacteria or new strain of bird flu is ravaging humanity, that generation will no longer be around to lead the scientific charge on humanity’s behalf.”89

Early in a career that began in 1912 when he was 19 years old, Romain de Tirtoff, the Russian-born artists who called himself Erté after the french pronunciation of his initials, was regarded as a 'miraculous magician,' whose spectacular fashions transformed the ordinary into the outstanding, whose period costumes made the present vanish mystically into the past, and whose décors converted bare stages into sparkling wonderlands of fun and fancy. When his career ended with his death in 1990, Erté was considered as 'one of the twentieth-century's single most important influences on fashion,' 'a mirror of fashion for 75 years,' and the unchallenged 'prince of the music hall,' who had been accorded the most significant international honors in the field of design and whose work was represented in major museums and private collections throughout the world. It is not surprising that Erté's imaginative designs for fashion, theater, opera, ballet, music hall, film and commerce achieved such renown, for they are as crisp and innovative in their color and design as they are elegant and extravagant in character, and redolent of the romance of the pre- and post-Great War era, the period when Erté's hand became mature, fully developed and representative of its time. Art historians and scholars define Ertés unique style as transitional Art Deco, because it bridges the visual gab between fin-de-siècle schools of Symbolism, with its ethereal quality, Art Nouveau, with its high ornament, and the mid-1920s movement of Art Deco, with its inspirational sources and concise execution.

MY PROCESS I got bullied quite a bit as a kid, so I learned how to take a punch and how to put up a good fight. God used that. I am not afraid of spiritual “violence” or of facing spiritual fights. My Dad was drafted during Vietnam and I grew up an Army brat, moving around frequently. God used that. I am very spiritually mobile, adaptable, and flexible. My parents used to hand me a Bible and make me go look up what I did wrong. God used that, as well. I knew the Word before I knew the Lord, so studying Scripture is not intimidating to me. I was admitted into a learning enrichment program in junior high. They taught me critical thinking skills, logic, and Greek Mythology. God used that, too. In seventh grade I was in school band and choir. God used that. At 14, before I even got saved, a youth pastor at my parents’ church taught me to play guitar. God used that. My best buddies in school were a druggie, a Jewish kid, and an Irish soccer player. God used that. I broke my back my senior year and had to take theatre instead of wrestling. God used that. I used to sleep on the couch outside of the Dean’s office between classes. God used that. My parents sent me to a Christian college for a semester in hopes of getting me saved. God used that. I majored in art, advertising, astronomy, pre-med, and finally English. God used all of that. I made a woman I loved get an abortion. God used (and redeemed) that. I got my teaching certification. I got plugged into a group of sincere Christian young adults. I took courses for ministry credentials. I worked as an autism therapist. I taught emotionally disabled kids. And God used each of those things. I married a pastor’s daughter. God really used that. Are you getting the picture? San Antonio led me to Houston, Houston led me to El Paso, El Paso led me to Fort Leonard Wood, Fort Leonard Wood led me back to San Antonio, which led me to Austin, then to Kentucky, then to Belton, then to Maryland, to Pennsylvania, to Dallas, to Alabama, which led me to Fort Worth. With thousands of smaller journeys in between. The reason that I am able to do the things that I do today is because of the process that God walked me through yesterday. Our lives are cumulative. No day stands alone. Each builds upon the foundation of the last—just like a stairway, each layer bringing us closer to Him. God uses each experience, each lesson, each relationship, even our traumas and tragedies as steps in the process of becoming the people He made us to be. They are steps in the process of achieving the destinies that He has encoded into the weave of each of our lives. We are journeymen, finding the way home. What is the value of the journey? If the journey makes us who we are, then the journey is priceless.

The extraction of discrete parts of Chöd teachings from their broader philosophical contexts is symptomatic of how Chöd has been incorporated into and transmitted through other Tibetan Buddhist lineages. For example [...] Chöd practices gradually merged with pre-existing models of deity yoga, such the Vajrayoginī practices within Nyingma, Kagyü, and Geluk traditions. Fundamental Chöd practices such as those described in The Common Eightfold Supplementary Section do not tend to involve the kind of deity visualization common to *anuttaratantra practices, but many Mahāmudrā Chöd practices have been reconciled with other lineages through the employment of such visualizations. The incorporation of Chöd by the Geluk and Kagyü schools has thus had equivocal results: on the one hand, fragments of Chöd teachings are preserved, but on the other, the distinctiveness of Chöd is diminished in the service of different fundamental standpoints such as that of Mahāmudrā.

A good induction program can include a pre-school-year workshop, a welcome center, a bus tour of the neighborhood, study groups, mentors and coaches, portfolios and videos, demonstration classrooms, administrative support, and learning circles. It should last for at least three years.

But I found out later that the gnomes left Wesley’s school alone. I heard they were overwhelmed by the destructive might of the Pre-school Chicken jockeys.

Birds— and Territory My dad and I designed a house for a wren family when I was ten years old. It looked like a Conestoga wagon, and had a front entrance about the size of a quarter. This made it a good house for wrens, who are tiny, and not so good for other, larger birds, who couldn’t get in. My elderly neighbour had a birdhouse, too, which we built for her at the same time, from an old rubber boot. It had an opening large enough for a bird the size of a robin. She was looking forward to the day it was occupied. A wren soon discovered our birdhouse, and made himself at home there. We could hear his lengthy, trilling song, repeated over and over, during the early spring. Once he’d built his nest in the covered wagon, however, our new avian tenant started carrying small sticks to our neighbour’s nearby boot. He packed it so full that no other bird, large or small, could possibly get in. Our neighbour was not pleased by this pre- emptive strike, but there was nothing to be done about it. “If we take it down,” said my dad, “clean it up, and put it back in the tree, the wren will just pack it full of sticks again.” Wrens are small, and they’re cute, but they’re merciless. I had broken my leg skiing the previous winter— first time down the hill— and had received some money from a school insurance policy designed to reward unfortunate, clumsy children. I purchased a cassette recorder (a high- tech novelty at the time) with the proceeds. My dad suggested that I sit on the back lawn, record the wren’s song, play it back, and watch what happened. So,

In Catholic circles it is now customary to put down critics by accusing them of nostalgia for the past, a pre-Vatican II mentality, a neo-Scholastic mode of thought, and insensitivity to "pluralism." Whatever ideas the critics rely upon as the premises of their arguments are easily disposed of as culturally conditioned, time-bound, and lacking in historical consciousness. (These are phrases, dear reader, that one learns in graduate school, and if you had gone to graduate school, you'd know them too.

All about Yoga Beauty Health.Yoga is a gathering of physical, mental, and otherworldly practices or teaches which started in antiquated India. There is a wide assortment of Yoga schools, practices, and objectives in Hinduism, Buddhism, and Jainism. Among the most surely understood sorts of yoga are Hatha yoga and Rāja yoga. The birthplaces of yoga have been theorized to go back to pre-Vedic Indian conventions; it is said in the Rigveda however in all probability created around the 6th and fifth hundreds of years BCE,in antiquated India's parsimonious and śramaṇa developments. The order of most punctual writings depicting yoga-practices is indistinct, varyingly credited to Hindu Upanishads. The Yoga Sutras of Patanjali date from the main portion of the first thousand years CE, however just picked up noticeable quality in the West in the twentieth century. Hatha yoga writings risen around the eleventh century with sources in tantra Yoga masters from India later acquainted yoga with the west after the accomplishment of Swami Vivekananda in the late nineteenth and mid twentieth century. In the 1980s, yoga wound up noticeably well known as an arrangement of physical exercise over the Western world.Yoga in Indian conventions, be that as it may, is more than physical exercise; it has a reflective and otherworldly center. One of the six noteworthy standard schools of Hinduism is likewise called Yoga, which has its own epistemology and transcendentalism, and is firmly identified with Hindu Samkhya reasoning. Beauty is a normal for a creature, thought, protest, individual or place that gives a perceptual ordeal of delight or fulfillment. Magnificence is examined as a major aspect of style, culture, social brain research, theory and human science. A "perfect delight" is an element which is respected, or has includes broadly ascribed to excellence in a specific culture, for flawlessness. Grotesqueness is thought to be the inverse of excellence. The experience of "magnificence" regularly includes a translation of some substance as being in adjust and amicability with nature, which may prompt sentiments of fascination and passionate prosperity. Since this can be a subjective ordeal, it is frequently said that "excellence is entirely subjective. Health is the level of practical and metabolic proficiency of a living being. In people it is the capacity of people or groups to adjust and self-oversee when confronting physical, mental, mental and social changes with condition. The World Health Organization (WHO) characterized wellbeing in its more extensive sense in its 1948 constitution as "a condition of finish physical, mental, and social prosperity and not simply the nonappearance of sickness or ailment. This definition has been liable to contention, specifically as lacking operational esteem, the uncertainty in creating durable wellbeing procedures, and on account of the issue made by utilization of "finish". Different definitions have been proposed, among which a current definition that associates wellbeing and individual fulfillment. Order frameworks, for example, the WHO Family of International Classifications, including the International Classification of Functioning, Disability and Health (ICF) and the International Classification of Diseases (ICD), are usually used to characterize and measure the parts of wellbeing. yogabeautyhealth.com

In Finland, children do not start formal instruction until grade 1 when they are 7. Pre-school and kindergarten are part of their schooling, but they are both totally based in play.

A third positive result even further from the traditional tool kit of financial incentives comes from a recent randomized control trial conducted in the U.K., using the increasingly popular and low-cost method of text reminders. This intervention involved sending texts to half the parents in some school in advance of a major math test to let them know that their child had a test coming up in five days, then in three days, then in one day. The researchers call this approach “pre-informing.” The other half of parents did not receive the texts. The pre-informing texts increased student performance on the math test by the equivalent of one additional month of schooling, and students in the bottom quartile benefited most. These children gained the equivalent of two additional months of schooling, relative to the control group. Afterward, both parents and students said they wanted to stick with the program, showing that they appreciated being nudged.

I was in the Pre-School Play section, but we never played like the name said. We had to listen to stories some old woman read to us out of a grownup book that we didn’t understand.

The first truth is that this is a big decision. It is a decision that has many pros and cons: from credibility, mainstreaming, lifelong friendships, and pre-reqs for worthwhile advanced degrees on the one hand to binge drinking, staggering debt and subsequent indentured servitude, high drop out rates (especially for males), aimlessness, and protracted adolescence on the other. Selecting a college is also a different decision than it was 30 years ago, or 20, or 10. College costs have been rising faster than the economy and inflation for decades. Meanwhile, the predictive value of a college education is going down as corporations are increasingly less likely to provide extended training resources and opportunities to new grads. This is a result of the average length of tenure for new employees going ever downward.

Back in the old days it was considered normal to hand your two-month old baby to a nanny or some local lady with a houseful of brats. At the most, people kept a child until pre-school and sometimes pre-pre-school if there was a government program in place—Head Start or some such that did little besides destroying the concept of motherhood.

The Baby Boomers were the last generation of Americans who would be taught in school that their country had “never lost a war.” In most things, in fact, they would have more in common with their parents than with their children. They were educated for a pre-computer world. They listened to a combination of folk-rock and vaguely British-inflected rock, which, for their children, would be eclipsed by various kinds of rap. All Boomers were born into a pre–civil rights America, and they were the last generation to grow up wholly outside the shadow of what would be known as political correctness.

In response to the high rate of teen births, the people of my hometown turned to the evangelical churches. In 1993 the Southern Baptists founded True Love Waits, an organization that promoted abstinence until marriage in place of comprehensive sex education. My friends began to wear “promise rings” in middle school, public signs of their pledge to remain virgins until they were married. Because some of them already had serious boyfriends, they dedicated these “promise rings” to their boyfriends, sort of as pre-engagement rings. In other words, we were thinking about marriage at thirteen and fourteen—before we were thinking about high school.

As in the "real" world---the adult world---there is a pecking order in a kid's world, as well. It's an unwritten code and pre-existing class system you'll never find recorded in the archives of the school library or indelibly etched into the archway of the administration building. Nonetheless, it is there, perhaps even more real than if it was written down. Those who have mastered its ways achieve a kind of "Jedi-knight" status, and with that comes a certain immunity from it ever "boomeranging" back at them. It's an adolescent adaptation of the old king of the hill game with hundreds continually clamoring toward the top.

Safe & Sound publishes articles that provide parents with tips and tricks on how to stay safe in different situations. Visit our Pre School Magazine in NZ. 

For the time being, however, his bent was literary and religious rather than balletic. He loved, and what seventh grader doesn’t, the abstracter foxtrots and more metaphysical twists of a Dostoevsky, a Gide, a Mailer. He longed for the experience of some vivider pain than the mere daily hollowness knotted into his tight young belly, and no weekly stomp-and-holler of group therapy with other jejune eleven-year-olds was going to get him his stripes in the major leagues of suffering, crime, and resurrection. Only a bona-fide crime would do that, and of all the crimes available murder certainly carried the most prestige, as no less an authority than Loretta Couplard was ready to attest, Loretta Couplard being not only the director and co-owner of the Lowen School but the author, as well, of two nationally televised scripts, both about famous murders of the 20th Century. They’d even done a unit in social studies on the topic: A History of Crime in Urban America. The first of Loretta’s murders was a comedy involving Pauline Campbell, R.N., of Ann Arbor, Michigan, circa 1951, whose skull had been smashed by three drunken teenagers. They had meant to knock her unconscious so they could screw her, which was 1951 in a nutshell. The eighteen-year-olds, Bill Morey and Max Pell, got life; Dave Royal (Loretta’s hero) was a year younger and got off with twenty-two years. Her second murder was tragic in tone and consequently inspired more respect, though not among the critics, unfortunately. Possibly because her heroine, also a Pauline (Pauline Wichura), though more interesting and complicated had also been more famous in her own day and ever since. Which made the competition, one best-selling novel and a serious film biography, considerably stiffen Miss Wichura had been a welfare worker in Atlanta, Georgia, very much into environment and the population problem, this being the immediate pre-Regents period when anyone and everyone was legitimately starting to fret. Pauline decided to do something, viz., reduce the population herself and in the fairest way possible. So whenever any of the families she visited produced one child above the three she’d fixed, rather generously, as the upward limit, she found some unobtrusive way of thinning that family back to the preferred maximal size. Between 1989 and 1993 Pauline’s journals (Random House, 1994) record twenty-six murders, plus an additional fourteen failed attempts. In addition she had the highest welfare department record in the U.S. for abortions and sterilizations among the families whom she advised. “Which proves, I think,” Little Mister Kissy Lips had explained one day after school to his friend Jack, “that a murder doesn’t have to be of someone famous to be a form of idealism.” But of course idealism was only half the story: the other half was curiosity. And beyond idealism and curiosity there was probably even another half, the basic childhood need to grow up and kill someone.

It was about me. Everything about my life—my birthday, my friends, my hobbies, and where I went to school starting with pre-K going all the way up to college—was laid out in black and white.

The children near them swap secrets in whiny pre-teen voices, gossiping about friendships and romances and other petty school dramas. They seem not to see Abernathy or his new auditor. They have no idea what awaits them. Not the slightest hint that their friendships are fleeting, their wills to live soon to be devoured, a working world waiting to swallow them alive, their children, though they are just children themselves, already doomed to die. They have no idea that they will struggle to meet even their most basic needs as they hurtle through a marketplace inhospitable to human functions and that they will be fated to take this inhospitability personally, as we all are, as if it were their fault they could not simply work harder, faster, longer. The collapse of their personhood is only a few scant years away, yet these lanky adolescents remain oblivious. All of them, every single one, will have to sell their life to someone, for something. They appear now, before such a collapse, to be happy. Which, to Abernathy, is particularly a depressing contrast.

My junior year, I tested into the honors Advanced Math class—a hybrid of trigonometry, advanced algebra, and pre-calculus. The class’s instructor, Ron Selby, enjoyed legendary status among the students for his brilliance and high demands. In twenty years, he had never missed a day of school. According to Middletown High School legend, a student called in a bomb threat during one of Selby’s exams, hiding the explosive device in a bag in his locker. With the entire school evacuated outside, Selby marched into the school, retrieved the contents of the kid’s locker, marched outside, and threw those contents into a trash can. “I’ve had that kid in class; he’s not smart enough to make a functioning bomb,” Selby told the police officers gathered at the school. “Now let my students go back to class to finish their exams.

Solution #4: DELAY HEP-B VACCINATION UNTIL A PRE-TEEN YEAR. This is not a vaccine for infants. Hepatitis B vaccine should not be administered to infants directly after birth, unless the mother is infected with this virus and could pass it along to the child. All pregnant women should be screened for hep B infection. Recommended age of hep B vaccination should be changed to a preteen year just before high school. Notify the parents/guardians and mandate that a warning label be placed on hep B vaccines indicating aluminum levels within the vaccine exceeds FDA safety levels for parenteral aluminum, which may result in aluminum toxicity.

I want to start everything in New, what's the bad point?? I don't want to have problems with people which we can be friends or nothing, but not argue as before. What's the purpose what did you gain??? Points?? Money?? PS3??? Xbox??? Nothing just useless and making troubles with people, if we must discuss something let's to be about the fucking Bulgarian Schools, talk about them, I hate them as much as you hate them, I hate the Bulgarian as much as you hate them, I hate the fucking teachers in the fucking schools with which just have fucking problems. How can somebody joke with your spelling or with your mistakes for months???? ... What more to tell you??? That I'm sorry that I'm a Bulgarian guy, because I'm sorry, I can't live with this fucking people, what do they created??? Nothing just staying home and jerkoff non-stop, very creative! And guest what happened??? Here come the "?" people which are terrorists in france and have killed a lot of people and here will be planed the same....,what more only the thought that somebody has graduated from the best school existed in Bulgaria and to have fails with the writing like making so easy mistakes that nobody will make ever, to make mess on the sheets and many other things and this on very important day. A day in which you choose the president or the pre-minister or some kind like this, which is important. I'm very sorry that I'm Bulgarian guy, I don't want to be the cases are this, I want to be an American or a guy from Great Britain, but whatever to be, but to know this language. All people use it, and we are the only people which or some others as one User said that France and Germany are also with the worst English in case that Germany words are like English, but little fucked like spelled and written different like Sänger - singer songster schreiben WOw, this is really fucked just look how arae spelled how are written little like joking with English, aren't they??? If they aren't okay, that's your opinion _ I don't have something against it! If there was chance to be other race no matter what American guy or whatever ot to change my country ot my native language I will do it. If there is chance to and learn English, I go and learnt it without giving and shit about the fucking Bulgarian, I won't call my parents, friends and everything, just everything will be mainly for learning English the best way as possible. I fill fucked there are people which can't read, english, to don't talk about bulgarian, all day I'm seeing how mass media brain washes. I don't see how can be improved Bulgaria it's a fail I know why Adolf Hitler wanted to destroyed it and why Churchill Wanted also, I'm not sure about Churchill, but for HItler I'm sure that he wanted to kill us because of that, whatever you understand me what level we are as nation. I hate the fucking Bulgarian people what to learn from them to joke with people badly??? Very Creative??? To jerkoff all time and to don't give a damn shit about the things around the world?? Or to be with friends which can't think or people which are so much stupid that I'm sorry about them... Whatever, read it if you want if you don't want don't read it, but first check it before you block me. Thank you I appreciate your reading!

More than twenty years ago, Peter Drucker described managers as “relays—human boosters for the faint, unfocused signals that pass for information in the traditional, pre-information organization.

Language acquisition in the pre-school years is impressive. It is also noteworthy that children have spent thousands of hours interacting with language—participating in conversations, eavesdropping on others’ conversations, being read to, watching television, etc. A quick mathematical exercise will show you just how many hours children spend in language-rich environments. If children are awake for ten or twelve hours a day, we may estimate that they are in contact with the language of their environment for 20,000 hours or more by the time they go to school.

CONCERT CHECKLIST 1. Secure a date on the calendar. Be sure it is listed on the official school calendar to protect it. 2. Reserve a performance venue for the concert and for final rehearsals. 3. Have tickets printed if they are to be used. 4. Plan the printed program and get it to the printer by the deadline date. 5. Plan the publicity. The following types of publicity can be utilized to draw a sizable concert audience: Radio releases Television releases Newspaper releases Online listings School announcements Notices to other schools and/or organizations in the area Posters for public placement 6. Send complimentary tickets to: Civic leaders Board of Education Superintendent People who have helped in some way Key supporters Key people to stimulate their interest 7. Have the president of the choir send personal letters of invitation to people that are special to the music program (newspaper editor, Board of Education, Superintendent, civic club presidents, supporters etc.). 8. Appoint a stage manager. He should be someone who can control the stage lighting, pull curtains, shut off air circulation fans that are noisy, and see that the stage is ready for the concert. 9. Arrange for ushers. 10. Check wearing apparel. Be sure that all singers have the correct accessories (same type and color of shoes, no gaudy jewelry for girls, etc.). 11. Post on bulletin board and tell students the time they will meet for a pre-concert warm-up. High school students will perform best if they meet together at least forty-five minutes before the concert.

I CAMe uP WiTH SOMe PReTTY COOL ART.

The effectiveness of a new culture depends on the strength of the people behind the change and the strength of the pre-existing culture.

study, they looked at 100 classes of 10 year-olds. Fifty of those classes had been play-based during their pre-K and kindergarten years – and 50 were involved with early academics classes during these same two years. The study concluded that, “By age ten, the children who had played excelled over the others. . . . They were more advanced in reading and mathematics and they were better adjusted socially and emotionally in school. They excelled in creativity and intelligence, oral expression, and industry.” As a result, Germany returned to play-based pre-K and kindergartens.

So what are you studying at school?” I asked, watching the TV and not Cooper as he still played gently with a lock of my damp hair. “Pre-law.” Glancing at him, I frowned then forced myself to stop. “You want to be a lawyer?” “Nope. Hate lawyers. Hate laws. Hate it all, but I’m the only one of my siblings with an IQ over shitfaced so the burden is on me to be the lawyer.” “I don’t get it. Tell your giant brain to dumb it down a little.

Reminded that the Commonwealth was already involved in pre-school and university education, Chifley replied: “That’s different – they’re for kids before they’ve got souls and after they’ve lost them.

There! I think it's another zombie." Off in the distance, we could see someone, or something, approaching at the edge of the parking lot. "I can't tell, hold on. I've got a pair of binoculars." I leaned inside, where we'd piled our supplies. "Well?" asked Misty. I adjusted the focus. "It's a zombie." "Are you sure? He doesn't look dead—maybe just a little pale." "Look for yourself, you'll see." I handed them to her and spit in disgust. "I can't see his eyes. He might be alive." "You don't recognize him?" "No, do you?" "It's Mr. Lopez. Teaches—well, taught Math," I said, rubbing my forehead. "Oh my gosh, you're right. How could I have forgotten?" Mr. Lopez had died of a heart attack last week while trying to teach Geometry in summer school—probably enough to kill anyone. It had been in the paper and on the local news. "You had his class last year, didn't you?" "Yeah, Pre-Algebra, hated it. It's just wrong to teach kids algebra. Still, to see him standing there...

Home Economics & Civics What ever happened to the two courses that were cornerstone programs of public education? For one, convenience foods made learning how to cook seem irrelevant. Home Economics was also gender driven and seemed to stratify women, even though most well paid chefs are men. Also, being considered a dead-end high school program, in a world that promotes continuing education, it has waned in popularity. With both partners in a marriage working, out of necessity or choice, career-minded couples would rather go to a restaurant or simply micro-burn a frozen pre-prepared food packet. Almost anybody that enjoys the preparation of food can make a career of it by going to a specialty school such as the Culinary Institute of America along the Hudson River in Hyde Park, New York. Also, many colleges now have programs that are directed to those that are interested in cooking as a career. However, what about those that are looking to other career paths but still have a need to effectively run a household? Who among us is still concerned with this mundane but necessary avocation that so many of us are involved with? Public Schools should be aware that the basic requirements to being successful in life include how to balance and budget a checking and a savings account. We should all be able to prepare a wholesome, nutritious and delicious meal, make a bed and clean up behind one’s self, not to mention taking care of children that may become a part of the family structure. Now, note that this has absolutely nothing to do with politics and is something that members of all parties can use. Civics is different and is deeply involved in politics and how our government works. However, it doesn’t pick sides…. What it does do is teach young people the basics of our democracy. Teaching how our Country developed out of the fires of a revolution, fought out of necessity because of the imposing tyranny of the British Crown is central. How our “Founding Fathers” formed this union with checks and balances, allowing us to live free, is imperative. Unfortunately not enough young people are sufficiently aware of the sacrifices made, so that we can all live free. During the 1930’s, most people understood and believed it was important that we live in and preserve our democracy. People then understood what Patrick Henry meant when in 1776 he proclaimed “Give me liberty or give me death.” During the 1940’s, we fought a great war against Fascist dictatorships. A total of sixty million people were killed during that war, which amounted to 3% of everyone on the planet. If someone tells us that there is not enough money in the budget, or that Civic courses are not necessary or important, they are effectively undermining our Democracy. Having been born during the great Depression of the 1930’s, and having lived and lost family during World War II, I understand the importance of having Civics taught in our schools. Our country and our way of life are all too valuable to be squandered because of ignorance. Over 90 million eligible voters didn’t vote in the 2016 presidential election. This means that 40% of our fellow citizens failed to exercise their right to vote! Perhaps they didn’t understand their duty or how vital their vote is. Perhaps it’s time to reinvigorate what it means to be a patriotic citizen. It’s definitely time to reinstitute some of the basic courses that teach our children how our American way of life works. Or do we have to relive history again?

As a self-confessed Pre-Raphaelite - a term that by the 1880s was interchangeable with ‘Aesthete’ - Constance was carrying a torch whose flame had ben lit in the 1850s by a group of women associated with the founding Pre-Raphaelite Brotherhood painters. Women such as Elizabeth Siddal and Jane Morris, the wives respectively of the painter Dante Gabriel Rossetti and the poet, designer and socialist William Morris, had modelled for the Pre-Raphaelite artists, wearing loose, flowing gowns. But it was not just their depiction on canvas that sparked a new fashion among an intellectual elite. Off canvas these women also establised new liberties for women that some twenty years later were still only just being taken up by a wider female population. They pioneered new kinds of dresses, with sleeves either sewn on at the shoulder, rather than below it, or puffed and loose. While the rest of the female Victorian populace had to go about with their arms pinned to their bodies in tight, unmoving sheaths, the Pre-Raphaelite women could move their arms freely, to paint or pose or simply be comfortable. The Pre-Raphaelite girls also did away with the huge, bell-shaped crinoline skirts, held out by hoops and cages strapped on to the female undercarriage. They dispensed with tight corsets that pinched waists into hourglasses, as well as the bonnets and intricate hairstyles that added layer upon layer to a lady’s daily toilette. Their ‘Aesthetic’ dress, as it became known, was more than just a fashion; it was a statement. In seeking comfort for women it also spoke of a desire for liberation that went beyond physical ease. It was also a statement about female creative expression, which in itself was aligned to broader feminist issues. The original Pre-Raphaelite sisterhood lived unconventionally with artists, worked at their own artistic projects and became famous in the process. Those women who were Aesthetic dress in their wake tended to believe that women should have the right to a career and ultimately be enfranchised with the vote. […] And so Constance, with ‘her ugly dresses’, her schooling and her college friends, was already in some small degree a young woman going her own way. Moving away from the middle-class conventions of the past, where women were schooled by governesses at home, would dress in a particular manner and be chaperoned, Constance was already modern.

Internet ethics education for preschoolers, the KCC also developed pre-school Internet literacy programs and executed trials at

Ray Honeyford was an upright, conscientious teacher, who believed it to be his duty to prepare children for responsible life in society, and who was confronted with the question of how to do this, when the children are the offspring of Muslim peasants from Pakistan, and the society is that of England. Honeyford’s article honestly conveyed the problem, together with his proposed solution, which was to integrate the children into the surrounding secular culture, while protecting them from the punishments administered in their pre-school classes in the local madrasah, meanwhile opposing their parents’ plans to take them away whenever it suited them to Pakistan. He saw no sense in the doctrine of multiculturalism, and believed that the future of our country depends upon our ability to integrate its recently arrived minorities, through a shared curriculum in the schools and a secular rule of law that could protect women and girls from the kind of abuse to which he was a distressed witness. Everything Ray Honeyford said is now the official doctrine of our major political parties: too late, of course, to achieve the results that he hoped for, but nevertheless not too late to point out that those who persecuted him and who surrounded his school with their inane chants of ‘Ray-cist’ have never suffered, as he suffered, for their part in the conflict. Notwithstanding his frequently exasperated tone, Ray Honeyford was a profoundly gentle man, who was prepared to pay the price of truthfulness at a time of lies. But he was sacked from his job, and the teaching profession lost one of its most humane and public-spirited representatives. This was one example of a prolonged Stalinist purge by the educational establishment, designed to remove all signs of patriotism from our schools and to erase the memory of England from the cultural record. Henceforth the Salisbury Review was branded as a ‘racist’ publication, and my own academic career thrown into doubt.

Even in pre-independence Sri Lanka, or Ceylon as it was once known, school and college enrolment among Tamils exceeded that of other ethnicities in the country. Gradually, differences in educational attainment came to form the identities of the Tamil and Sinhalese communities, which grew into separate ethnic blocs, each of which considered itself wronged by the other.

A youth of such promise, especially if his body be on a par with his mind, will be at once foremost among all his fellows. His relatives and fellow-citizens, eager to make use of him for their own purposes, and anxious to appropriate to themselves his growing force, will besiege him betimes with solicitations and flatteries. Under these influences, if we assume him to be rich, well born, and in a powerful city, he will naturally become intoxicated with unlimited hopes and ambition; fancying himself competent to manage the affairs of all governments, and giving himself the empty airs of a lofty potentate. If there be any one to give him a quiet hint that he has not yet acquired intelligence, nor can acquire it without labour — he will turn a deaf ear. But suppose that such advice should by chance prevail, in one out of many cases, so that the youth alters his tendencies and devotes himself to philosophy — what will be the conduct of those who see, that they will thereby be deprived of his usefulness and party-service, towards their own views? They will leave no means untried to prevent him from following the advice, and even to ruin the adviser, by private conspiracy and judicial prosecution.

Since Pulchrum is the opposite of Turpe, they must be two, and each of them must be One: the same about Just and Unjust, Good and Evil; each of these is a distinct Form or Idea, existing as One and Unchangeable by itself,

Our schools today are probably further away from self-management than most other types of organizations. We have turned schools, almost everywhere, into soulless factories that process students in batches of 25 per class, one year at a time. Children are viewed essentially as interchangeable units that need to be channeled through a pre-defined curriculum. At the end of the cycle, those that fit the mold are graduated; castoffs are discarded along the way. Learning happens best, this system seems to believe, when students sit quietly for hours in front of all-knowing teachers who fill their heads with information. Children can’t be trusted to define their own learning plans and set their own goals; that must be done by the teachers. But, really, teachers cannot be trusted either; they must be tightly supervised by principals and superintendents and school districts and expert commissions and standardized tests and mandatory school programs, to make sure they do at least a somewhat decent job.

By [college], many skills, attitudes, and habits have already been formed. We can have a much bigger impact on people at younger ages. Efforts to achieve true equity should focus instead on high-quality kindergarten and pre-K, high-quality weekend learning programs, high-quality charter schools, and high-quality after-school tutoring.

The time I spent at two great business schools provided a very effective and provocative combination: nuts-and-bolts and qualitative instruction in the pre-theory days of my undergraduate education at Wharton, and a theoretical, quantitative education at the Graduate School of Business of the University of Chicago. It’s not the specific facts or processes I learned that mattered most, but being exposed to the two main schools of investment thought and having to ponder how to reconcile and synthesize them into my own approach.

Attend a university if you possibly can. There is no content of knowledge that is not pertinent to the work you will want to do. But before you attend a university work at something for a while. Do anything. Get a job in a potato field; or work as a grease-monkey in an auto repair shop. But if you do work in a field do not fail to observe the look and the feel of earth and of all things that you handle — yes, even potatoes! Or, in the auto shop, the smell of oil and grease and burning rubber. Paint of course, but if you have to lay aside painting for a time, continue to draw. Listen well to all conversations and be instructed by them and take all seriousness seriously. Never look down upon anything or anyone as not worthy of notice. In college or out of college, read. And form opinions! Read Sophocles and Euripides and Dante and Proust. Read everything that you can find about art except the reviews. Read the Bible; read Hume; read Pogo. Read all kinds of poetry and know many poets and many artists. Go to and art school, or two, or three, or take art courses at night if necessary. And paint and paint and draw and draw. Know all that you can, both curricular and noncurricular — mathematics and physics and economics, logic and particularly history. Know at least two languages besides your own, but anyway, know French. Look at pictures and more pictures. Look at every kind of visual symbol, every kind of emblem; do not spurn signboards of furniture drawings of this style of art or that style of art. Do not be afraid to like paintings honestly or to dislike them honestly, but if you do dislike them retain an open mind. Do not dismiss any school of art, not the Pre-Raphaelites nor the Hudson River School nor the German Genre painters. Talk and talk and sit at cafés, and listen to everything, to Brahms, to Brubeck, to the Italian hour on the radio. Listen to preachers in small town churches and in big city churches. Listen to politicians in New England town meetings and to rabble-rousers in Alabama. Even draw them. And remember that you are trying to learn to think what you want to think, that you are trying to co-ordinate mind and hand and eye. Go to all sorts of museums and galleries and to the studios of artists. Go to Paris and Madrid and Rome and Ravenna and Padua. Stand alone in Sainte Chapelle, in the Sistine Chapel, in the Church of the Carmine in Florence. Draw and draw and paint and learn to work in many media; try lithography and aquatint and silk-screen. Know all that you can about art, and by all means have opinions. Never be afraid to become embroiled in art of life or politics; never be afraid to learn to draw or paint better than you already do; and never be afraid to undertake any kind of art at all, however exalted or however common, but do it with distinction.

He couldn't understand why I was breaking up with him. As far as he was concerned it was just a silly fight; he didn't care about the tattoo, he didn't mean to say those things and he was sorry he upset me. And maybe that's what I looked like on the outside, just a very upset woman, but on the inside I felt like I was fighting for my life.

She doesn’t realize it’s the Dr. Fucking Westfords I’m worried about, not the damned school boys who wouldn’t know what to do with a cunt if it straddled their nearly pre-pubescent faces. But Dr. Westford sure as fuck would.

You may recall the day we were over at Special Collections Library at Cal State Fullerton, and I revealed my mystic vision which came over me around March of this year, in which I saw the world—make that universe—entirely differently. Finally, in doing my homework on this, I found someone who had that worldview before me, and oddly it is a Greek philosopher who someone who flew here from France to interview me mentioned, around April. I had never read anything about Empedocles before. This French guy, who was doing his doctoral thesis on UBIK, wondered if my reading of Empedocles had influenced me, or had any other pre-Socratic Greek. I had to admit no. Evidently this French dude had correctly seen that UBIK expressed the worldview of Empedocles and to a lesser extent other Ionian Greeks or the Eleatic School. It was all meaningless to me, what he was saying, back then; how strange that my vision of the universe would conform in strict and exact detail to that of specific early Greek philosophers, views (as Lem pointed out in his article) long ago discarded. Also, from what I read about Empedocles, he had certain what we'd have to call religious or mystical experiences which he discussed only with his friends; from the evidence I'm convinced these experiences resemble mine—were in fact identical. Empedocles was smart enough not to talk about them openly, and I'm trying to do the same. Whatever hit me in March hit him back in 400 or so B.C. Reading about his interpretation of them I can much better understand them for my own purposes. Also, I might add, Empedocles was certain that some day, through transmigration, he would return.