Remedial Class Quotes

Whites believed in structural remedies when they saw the poor as people like themselves, folks sometimes trapped by larger forces or bad breaks. They shifted to a belief in personal failings when they began to see the poor as nonwhites fundamentally unlike themselves.

The core argument of this book is that African Americans were unconstitutionally denied the means and the right to integration in middle-class neighborhoods, and because this denial was state-sponsored, the nation is obligated to remedy it.

None of my remedial education classes covered how to escape in the middle of a zombie apocalypse.

Tea is still believed, by English people of all classes, to have miraculous properties. A cup of tea can cure, or at least significantly alleviate, almost all minor physical ailments and indispositions, from a headache to a scraped knee. Tea is also an essential remedy for all social and psychological ills, from a bruised ego to the trauma of a divorce or bereavement. This magical drink can be used equally effectively as a sedative or stimulant, to calm and soothe or to revive and invigorate. Whatever your mental or physical state, what you need is ‘a nice cup of tea’.

To oppose one class perpetually to another — young against old, manual labor against brain-worker, rich against poor, woman against man — is to split the foundations of the State; and if the cleavage runs too deep, there remains no remedy but force and dictatorship. If you wish to preserve a free democracy, you must base it — not on classes and categories, for this will land you in the totalitarian State, where no one may act or think except as the member of a category. You must base it upon the individual Tom, Dick and Harry, and the individual Jack and Jill — in fact, upon you and me.

remedial work needed? It often is. In my introductory political science classes, I encounter far too many students who cannot write coherently. I would like to think this is being remedied in composition courses, since without that competence they can’t do college-level work. But it’s quite another thing to say that all undergraduates need advanced algebra to proceed toward their degrees.

I felt drained and frustrated (not to mention flat-out dirty) operating within a framework that positioned the criminal legal system as the primary remedy for sexual violence. The prison-industrial complex, to which the mainstream rape crisis movement is intimately and often unquestioningly linked, is an embodiment of nonconsent used to reinforce race and class inequality. Prisons take away the rights of people, primarily poor people of color, to control their own lives and bodies. This is glaringly apparent when one sits in a courtroom and observes the ways in which race, class, and power intersect in this space. How, then, do we as a movement whose fundamental principle is consent see this as an appropriate solution? A successful anti-rape movement will focus not only on how rape upholds male supremacy, but also on how it serves as a tool to maintain white supremacy and myriad other oppressive systems. When this is done, the importance of creating alternative ways to address violence becomes more apparent, and the state-sponsored systems that reproduce inequality seem less viable options for true transformative change.

But I am so pathologically obsessed with usage that every semester the same thing happens: once I've had to read my students' first set of papers, we immediately abandon the regular Lit syllabus and have a three-week Emergency Remedial Usage and Grammar Unit, during which my demeanor is basically that of somebody teaching HIV prevention to intravenous-drug users. When it merges (as it does, every term) that 95 percent of those intelligent upscale college students have never been taught, e.g., what a clause is or why a misplace 'only' can make a sentence confusing or why you don't just automatically stick in a comma after a long noun phrase, I all but pound my head on the blackboard; I get angry and self-righteous; I tell them they should sue their hometown school boards, and mean it. The kids end up scared, both of me and for me. Every August I vow silently to chill about usage this year, and then by Labor Day there's foam on my chin. I can't seem to help it. The truth is that I'm not even an especially good or dedicated teacher; I don't have this kind of fervor in class about anything else, and I know it's not a very productive fervor, nor a healthy one – it's got elements of fanaticism and rage to it, plus a snobbishness that I know I'd be mortified to display about anything else.

And, even now, as he paced the streets, and listlessly looked round on the gradually increasing bustle and preparation for the day, everything appeared to yield him some new occasion for despondency. Last night, the sacrifice of a young, affectionate, and beautiful creature, to such a wretch, and in such a cause, had seemed a thing too monstrous to succeed; and the warmer he grew, the more confident he felt that some interposition must save her from his clutches. But now, when he thought how regularly things went on, from day to day, in the same unvarying round; how youth and beauty died, and ugly griping age lived tottering on; how crafty avarice grew rich, and manly honest hearts were poor and sad; how few they were who tenanted the stately houses, and how many of those who lay in noisome pens, or rose each day and laid them down each night, and lived and died, father and son, mother and child, race upon race, and generation upon generation, without a home to shelter them or the energies of one single man directed to their aid; how, in seeking, not a luxurious and splendid life, but the bare means of a most wretched and inadequate subsistence, there were women and children in that one town, divided into classes, numbered and estimated as regularly as the noble families and folks of great degree, and reared from infancy to drive most criminal and dreadful trades; how ignorance was punished and never taught; how jail-doors gaped, and gallows loomed, for thousands urged towards them by circumstances darkly curtaining their very cradles' heads, and but for which they might have earned their honest bread and lived in peace; how many died in soul, and had no chance of life; how many who could scarcely go astray, be they vicious as they would, turned haughtily from the crushed and stricken wretch who could scarce do otherwise, and who would have been a greater wonder had he or she done well, than even they had they done ill; how much injustice, misery, and wrong, there was, and yet how the world rolled on, from year to year, alike careless and indifferent, and no man seeking to remedy or redress it; when he thought of all this, and selected from the mass the one slight case on which his thoughts were bent, he felt, indeed, that there was little ground for hope, and little reason why it should not form an atom in the huge aggregate of distress and sorrow, and add one small and unimportant unit to swell the great amount.

This little book has been written in the hope that it may appeal to several classes of readers. Not infrequently I have been asked by friends of different callings in life to recommend them some book on mimicry which shall be reasonably short, well illustrated without being very costly, and not too hard to understand. I have always been obliged to tell them that I know of nothing in our language answering to this description, and it is largely as an attempt to remedy this deficiency that the present little volume has been written.

No, no pity for the sick – the sick person places himself outside the law, he offends against law and order, and in order to restore law and order, to restore the sick person himself, one must, as in the case of every revolt, attack ruthlessly, employ every weapon at one’s command, for goodness and truth have never yet succeeded in caring humanity or even a single human being. If a deception helps, then it is no longer a shabby deception but a first class remedy, and so long as I am unable to do any actual good in a particular case, I must try at least to help the patient to carry on.

As the decade wore on, Colin came to perceive the 'American dilemma' less in purely racial and legal terms, more in class and economic terms. Wherever he looked he saw legal remedies undercut by social and economic realities. . . . Only by providing jobs and other economic opportunities for the deprived - black and white alike - could the city reduce the deep sense of grievance harbored by both communities, alleviate some of the antisocial behavior grounded in such resentments, and begin to close the terrible gap between the rich and the poor, the suburb and the city, the hopeful and the hopeless.

All A players have six common denominators. They have a scoreboard that tells them if they are winning or losing and what needs to be done to change their performance. They will not play if they can’t see the scoreboard. They have a high internal, emotional need to succeed. They do not need to be externally motivated or begged to do their job. They want to succeed because it is who they are . . . winners. People often ask me how I motivate my employees. My response is, “I hire them.” Motivation is for amateurs. Pros never need motivating. (Inspiration is another story.) Instead of trying to design a pep talk to motivate your people, why not create a challenge for them? A players love being tested and challenged. They love to be measured and held accountable for their results. Like the straight-A classmate in your high school geometry class, an A player can hardly wait for report card day. C players dread report card day because they are reminded of how average or deficient they are. To an A player, a report card with a B or a C is devastating and a call for renewed commitment and remedial actions. They have the technical chops to do the job. This is not their first rodeo. They have been there, done that, and they are technically very good at what they do. They are humble enough to ask for coaching. The three most important questions an employee can ask are: What else can I do? Where can I get better? What do I need to do or learn so that I continue to grow? If you have someone on your team asking all three of these questions, you have an A player in the making. If you agree these three questions would fundamentally change the game for your team, why not enroll them in asking these questions? They see opportunities. C players see only problems. Every situation is asking a very simple question: Do you want me to be a problem or an opportunity? Your choice. You know the job has outgrown the person when all you hear are problems. The cost of a bad employee is never the salary. My rules for hiring and retaining A players are: Interview rigorously. (Who by Geoff Smart is a spectacular resource on this subject.) Compensate generously. Onboard effectively. Measure consistently. Coach continuously.

It could be argued that one of democracy’s greatest weaknesses is the ability to reform itself. Reform of democracy must, however, be at the heart of a successful plan to improve economic growth and global prosperity. So far this chapter has detailed how the democratic system inherently contains incentives for policymakers to implement bad policy choices that undermine long-term economic success. Nevertheless, as we seek solutions to remedy democracy’s failings, we should acknowledge that politicians in a liberal democracy need not be malicious or even inept to fall prey to short-term thinking. They are wholly rational actors—responding to voters, succumbing to media pressure, and battling to stay in office, even if it means they do so at the expense of the economy’s longer-term success. When democracy works, it delivers economic growth and fundamental freedoms in a way that no other system can. And when it fails, it is rarely, if ever, replaced by a system that can do a better job of delivering for its population. Therefore, creating growth requires that we preserve democratic capitalism’s core strengths—freedom, efficient markets, transparency, and correctly constructed incentives—and reform its weaknesses. Something must be done to remedy the political class’s severe case of myopia, correcting the mismatch between long-term economic challenges and election cycles, safeguarding independent economic choices from political pressures, and eliminating dysfunction and gridlock.

That’s why my mother and Prim, with their light hair and blue eyes, always look out of place. They are. My mother’s parents were part of the small merchant class that caters to officials, Peacekeepers and the occasional Seam customer. They ran an apothecary shop in the nicer part of District 12. Since almost no one can afford doctors, apothecaries are our healers. My father got to know my mother because on his hunts he would sometimes collect medicinal herbs and sell them to her shop to be brewed into remedies. She must have really loved him to leave her home for the Seam. I try to remember that when all I can see is the woman who sat by, blank and unreachable, while her children turned to skin and bones. I try to forgive her for my father’s

They taught him how to milk cows and now they expected him to tame lions. Perhaps they expected him to behave like all good lion tamers. Use a whip and a chair. But what happens to the best lion tamer when he puts down his whip and his chair. Goddamnit! It was wrong. He felt cheated, he felt almost violated. He felt cheated for himself, and he felt cheated for guys like Joshua Edwards who wanted to teach and who didn’t know how to teach because he’d been pumped full of manure and theoretical hogwash. Why hadn’t anyone told them, in plain, frank English, just what to do? Couldn’t someone, somewhere along the line, have told them? Not one single college instructor? Not someone from the board of Ed, someone to orientate them after they’d passed the emergency exam? Not anyone? Now one sonofabitch somewhere who gave a good goddamn? Not even Stanley? Not even Small? Did they have to figure it out for themselves, sink and swim, kill or be killed? Rick had never been told how to stop in his class. He’d never been told what to do with a second term student who doesn’t even know how to write down his own goddamn name on a sheet of paper. He didn’t know, he’d never been advised on the proper tactics for dealing with a boy whose I.Q. was 66, a big, fat, round, moronic 66. He hadn’t been taught about kids’ yelling out in class, not one kid, not the occasional “difficult child” the ed courses had loftily philosophized about, not him. But a whole goddamn, shouting, screaming class load of them all yelling their sonofbitching heads off. What do you do with a kid who can’t read even though he’s fifteen years old? Recommend him for special reading classes, sure. And what do you do when those special reading classes are loaded to the asshole, packed because there are kids who can’t read in abundance, and you have to take only those who can’t read the worst, dumping them onto a teacher who’s already overloaded and those who doesn’t want to teach a remedial class to begin with? And what do you with that poor ignorant jerk? Do you call him on class, knowing damn well he hasn’t read the assignment because he doesn’t know how to read? Or do you ignore him? Or do you ask him to stop by after school, knowing he would prefer playing stickball to learning how to read. And knowing he considers himself liberated the moment the bell sounds at the end of the eighth period. What do you do when you’ve explained something patiently and fully, explained it just the way you were taught to explain in your education courses, explained in minute detail, and you look out at your class and see that stretching, vacant wall of blank, blank faces and you know nothing has penetrated, not a goddamn thing has sunk in? What do you do then? Give them all board erasers to clean. What do you do when you call on a kid and ask “What did that last passage mean?”and the kid stands there without any idea of what the passage meant , and you know that he’s not alone, you know every other kid in the class hasn’t the faintest idea either? What the hell do you do then? Do you go home and browse through the philosophy of education books the G.I bill generously provided. Do you scratch your ugly head and seek enlightenment from the educational psychology texts? Do you consult Dewey? And who the hell do you condemn, just who? Do you condemn elementary schools for sending a kid on to high school without knowing how to read, without knowing how to write his own name on a piece of paper? Do you condemn the masterminds who plot the education systems of a nation, or a state or a city?

In these cases it is not enough that the unhappy man should desire truth; he must desire health. Nothing can save him but a blind hunger for normality, like that of a beast. A man cannot think himself out of mental evil; for it is actually the organ of thought that has become diseased, ungovernable, and, as it were, independent. He can only be saved by will or faith. The moment his mere reason moves, it moves in the old circular rut; he will go round and round his logical circle, just as a man in a third-class carriage on the Inner Circle will go round and round the Inner Circle unless he performs the voluntary, vigorous, and mystical act of getting out at Gower Street. Decision is the whole business here; a door must be shut for ever. Every remedy is a desperate remedy. Every cure is a miraculous cure. Curing a madman is not arguing with a philosopher; it is casting out a devil. And however quietly doctors and psychologists may go to work in the matter, their attitude is profoundly intolerant—as intolerant as Bloody Mary. Their attitude is really this: that the man must stop thinking, if he is to go on living. Their counsel is one of intellectual amputation. If thy head offend thee, cut it off; for it is better, not merely to enter the Kingdom of Heaven as a child, but to enter it as an imbecile, rather than with your whole intellect to be cast into hell—or into Hanwell.

Each of the three recognized categories—care, service, and education—would encompass a wide range of activities, with different levels of compensation for full- and part-time participation. Care work could include parenting of young children, attending to an aging parent, assisting a friend or family member dealing with illness, or helping someone with mental or physical disabilities live life to the fullest. This category would create a veritable army of people—loved ones, friends, or even strangers—who could assist those in need, offering them what my entrepreneur friend’s touchscreen device for the elderly never could: human warmth. Service work would be similarly broadly defined, encompassing much of the current work of nonprofit groups as well as the kinds of volunteers I saw in Taiwan. Tasks could include performing environmental remediation, leading afterschool programs, guiding tours at national parks, or collecting oral histories from elders in our communities. Participants in these programs would register with an established group and commit to a certain number of hours of service work to meet the requirements of the stipend. Finally, education could range from professional training for the jobs of the AI age to taking classes that could transform a hobby into a career. Some recipients of the stipend will use that financial freedom to pursue a degree in machine learning and use it to find a high-paying job.

So, about your classes,” said Doug. “I put in the requirements already. History of Woodsmen and Pirates, Safety Rules for the Internet, and”—he cleared his throat—“Remedial Goodness 101.” “Let me guess...” said Mal. She popped a piece of candy into her mouth. “New class?” Doug nodded sheepishly. “Come on, guys,” Mal said, dropping the wrapper on the floor. “Let’s go find our dorms.” She started up a flight of stairs. Carlos, Jay, and Evie followed her. “Oh! Uh, yeah, your dorms are that way, guys,” said Doug, pointing in the opposite direction. As Mal and her friends came back down the stairs and headed in the direction he indicated, Doug hung back, counting through the dwarves again. “Dopey, Doc, Bashful, Happy, Grumpy, Sleepy, and...” “Sneezy,” said Carlos, passing him and ascending the opposite staircase. Doug sighed and looked at the ceiling. Upstairs, Mal and Evie opened the door to their dorm room. It was light and airy and dappled in sunlight. The white canopy beds were covered with pink pillows, and flowery curtains fluttered gently in the fresh breeze from the open windows. Evie’s eyes widened with delight as Mal’s narrowed in horror. “Wow,” said Evie. “This place is so amazing—” “Gross,” said Mal. “I know, right?” said Evie, changing her tune. “Amazingly gross. Ew!” When Mal wasn’t looking, Evie couldn’t help giving a silent gasp of joy at her new crib. “I am going to need some serious sunscreen,” said Mal, arms crossed. “Yeah,” said Evie. “E,” said Mal, pointing to the windows. She closed the curtains as Evie moved to other windows in the room and did the same, plunging the dorm into darkness. “Whoa!” said Mal. “That is much better.

But now, when he thought how regularly things went on, from day to day, in the same unvarying round; how youth and beauty died, and ugly griping age lived tottering on; how crafty avarice grew rich, and manly honest hearts were poor and sad; how few they were who tenanted the stately houses, and how many of those who lay in noisome pens, or rose each day and laid them down each night, and lived and died, father and son, mother and child, race upon race, and generation upon generation, without a home to shelter them or the energies of one single man directed to their aid; how, in seeking, not a luxurious and splendid life, but the bare means of a most wretched and inadequate subsistence, there were women and children in that one town, divided into classes, numbered and estimated as regularly as the noble families and folks of great degree, and reared from infancy to drive most criminal and dreadful trades; how ignorance was punished and never taught; how jail-doors gaped, and gallows loomed, for thousands urged towards them by circumstances darkly curtaining their very cradles’ heads, and but for which they might have earned their honest bread and lived in peace; how many died in soul, and had no chance of life; how many who could scarcely go astray, be they vicious as they would, turned haughtily from the crushed and stricken wretch who could scarce do otherwise, and who would have been a greater wonder had he or she done well, than even they had they done ill; how much injustice, misery, and wrong, there was, and yet how the world rolled on, from year to year, alike careless and indifferent, and no man seeking to remedy or redress it; when he thought of all this, and selected from the mass the one slight case on which his thoughts were bent, he felt, indeed, that there was little ground for hope, and little reason why it should not form an atom in the huge aggregate of distress and sorrow, and add one small and unimportant unit to swell the great amount.

We could call Christianity, in particular, a huge treasure house of the most elegant forms of consolation — there are so many pleasant, soothing, narcotizing things piled up in it, and for this purpose it takes so many of the most dangerous and most audacious chances. It shows such sophistication, such southern refinement, especially when it guesses what kind of emotional stimulant can overcome, at least for a while, the deep depression, leaden exhaustion, and black sorrow of the physiologically impaired. For, generally speaking, with all great religions, the main issue concerns the fight against a certain endemic exhaustion and heaviness. We can from the outset assume as probable that from time to time, in particular places on the earth, a feeling of physiological inhibition must necessarily become master over wide masses of people, but, because of a lack of knowledge about physiology, it does not enter people’s consciousness as something physiological, so they look for and attempt to find its “cause” and remedy only in psychology and morality (—this, in fact, is my most general formula for whatever is commonly called a “religion”). Such a feeling of inhibition can have a varied ancestry; for instance, it can be the result of cross-breeding between different races (or between classes — for classes also always express differences in origin and race: European “Weltschmerz” [pain at the state of the world] and nineteenth-century “pessimism” are essentially the consequence of an irrational, sudden mixing of the classes), or it can be caused by incorrect emigration — a race caught in a climate for which its powers of adaptation are not sufficient (the case of the Indians in India); or by the influence of the age and exhaustion of the race (Parisian pessimism from 1850 on); or by an incorrect diet (the alcoholism of the Middle Ages, the inanity of vegetarians, who, of course, have on their side the authority of Squire Christopher in Shakespeare); or by degeneration in the blood, malaria, syphilis and things like that (German depression after the Thirty Years’ War, which spread bad diseases in an epidemic through half of Germany and thus prepared the ground for German servility, German timidity).

Page 141: Group Polarization Patterns Political anger and demands for privileges are, of course, not limited to the less privileged. Indeed, even when demands are made in the name of less privileged racial or ethnic groups, often it is the more privileged members of such groups who make the demands and who benefit from policies designed to meet such demands. These demands may erupt suddenly in the wake of the creation (or sharp enlargement) of a newly educated class which sees its path to coveted middle-class professions blocked by competition of other groups--as in India, French Canada, or Lithuania, for example. * * * A rapid expansion of education is thus a factor in producing inter-group conflict, especially where the education is of a kind which produces diplomas rather than skills that have significant economic value in the marketplace. Education of a sort useful only for being a clerk, bureaucrat, school teacher--jobs whose numbers are relatively fixed in the short run and politically determined in the long run--tend to increase politicized inter-group strife. Yet newly emerging groups, whether in their own countries or abroad, tend to specialize precisely in such undemanding fields. Malay students, for example, have tended to specialize in Malay studies and Islamic studies, which provide them with no skills with which compete with the Chinese in the marketplace, either as businessmen, independent professionals, or technicians. Blacks and Hispanics in the United States follow a very similar pattern of specializing disproportionately in easier fields which offer less in the way of marketable skills. Such groups then have little choice but to turn to the government, not just for jobs but also for group preferences to be imposed in the market place, and for symbolic recognition in various forms. *** While economic interests are sometimes significant in explaining political decisions, they are by no means universally valid explanations. Educated elites from less advanced groups may have ample economic incentives to promote polarization and preferential treatment policies, but the real question is why the uneducated masses from such groups give them the political support without which they would be impotent. Indeed, it is often the less educated masses who unleash the mob violence from which their elite compatriots ultimately benefit--as in Malaysia, Sri Lanka, or parts of India, Africa, or the United States, where such violence has led to group preference policies in employment, educational institutions, and elsewhere. The common denominator in these highly disparate societies seems to be not only resentment of other groups' success but also fear of an inability to compete with them, combined with a painful embarrassment at being so visibly "under-represented"--or missing entirely—in prestigious occupations and institutions. To remedy this within apolitically relevant time horizon requires not simply increased opportunities but earmarked benefits directly given on a racial or ethnic basis.

The ostensible culprit is liberalism’s bitterly contested remedies which asked too much of whites. Yet this ignores the long history, in the North as well as the South, of white opposition to virtually any easing in racial oppression. Even modest efforts at ameliorating discrimination

In a traditional classroom, the spread between the fastest and slowest students grows over time, [and so] putting them all in one class cohort eventually makes it exceedingly difficult to avoid either completely boring the fast students or completely losing the slow ones. Most school systems address this by... putting the "fastest" students in "advanced" or "gifted" class... and the slowest students into "remedial" classes. It seems logical... except for the fact that it creates a somewhat permanent intellectual and social division between students.

Physicians sell patients on a remedy. Lawyers sell juries on a verdict. Teachers sell students on the value of paying attention in class. Entrepreneurs woo funders, writers sweet-talk producers, coaches cajole players. Whatever our profession, we deliver presentations to fellow employees and make pitches to new clients. We try to convince the boss to loosen up a few dollars from the budget or the human resources department to add more vacation days.

Somehow, though, Strachey and others on the vessel found the will to keep struggling, to fight for their lives though it seemed all was lost. Terrified now, the passengers forgot all class pretensions. Sir Thomas Gates and Admiral Somers and Captain Newport joined Ravens and Strachey and Rolfe and other crewmen and passengers in the half-flooded hold, where they began frantically searching the ship’s innards to find places where the planks had separated and seawater rushed in. Their chests heaving with exertion, their breathing ragged, their eyes wide with fear, they scrabbled in the dark, flooded belly of the pitching, rolling vessel, holding guttering candles high as they searched the ship’s ribs, the planks, every corner of the hold, listening to discover where the water was flowing in. “Many a weeping leak was this way found,” Strachey would later report. When a leak was found, Strachey or one of the others tried to stem the flow, using whatever was at hand. Perhaps one of the mariners, or possibly even Strachey himself, had heard how Magellan’s crew, almost a hundred years earlier, had used chunks of beef to stop leaks in the hull of their vessel as they sailed around the world. The Sea Venture’s crew tried the same remedy, using pieces of the beef taken on board in Plymouth to try to stop or slow the flow of water into the ship’s rapidly filling hold. But all, Strachey said, “was to no purpose.”10 The ship kept taking water despite the crew’s best efforts.

One common mistake that schools make when implementing a tiered intervention program is that they pull students from essential core instruction to provide remediation of prior skills—that is, Tier 2 interventions replace student access to Tier 1 core instruction. When students miss essential core instruction for interventions, they never catch up. This is because while the targeted student is receiving interventions to learn a prior skill, they are missing instruction on a new essential standard. Ask classroom teachers why they don’t like students “pulled out” of their class for interventions, and they will tell you: “Because the student misses what I am teaching now.” For these students, it is one step forward, two steps back.

Remedies exist for correcting substantial departures from normality, but these remedies may make matters worse when departures from normality are minimal. The first course of action is to identify and remove any outliers that may affect the mean and standard deviation. The second course of action is variable transformation, which involves transforming the variable, often by taking log(x), of each observation, and then testing the transformed variable for normality. Variable transformation may address excessive skewness by adjusting the measurement scale, thereby helping variables to better approximate normality.8 Substantively, we strongly prefer to make conclusions that satisfy test assumptions, regardless of which measurement scale is chosen.9 Keep in mind that when variables are transformed, the units in which results are expressed are transformed, as well. An example of variable transformation is provided in the second working example. Typically, analysts have different ways to address test violations. Examination of the causes of assumption violations often helps analysts to better understand their data. Different approaches may be successful for addressing test assumptions. Analysts should not merely go by the result of one approach that supports their case, ignoring others that perhaps do not. Rather, analysts should rely on the weight of robust, converging results to support their final test conclusions. Working Example 1 Earlier we discussed efforts to reduce high school violence by enrolling violence-prone students into classes that address anger management. Now, after some time, administrators and managers want to know whether the program is effective. As part of this assessment, students are asked to report their perception of safety at school. An index variable is constructed from different items measuring safety (see Chapter 3). Each item is measured on a seven-point Likert scale (1 = strongly disagree to 7 = strongly agree), and the index is constructed such that a high value indicates that students feel safe.10 The survey was initially administered at the beginning of the program. Now, almost a year later, the survey is implemented again.11 Administrators want to know whether students who did not participate in the anger management program feel that the climate is now safer. The analysis included here focuses on 10th graders. For practical purposes, the samples of 10th graders at the beginning of the program and one year later are regarded as independent samples; the subjects are not matched. Descriptive analysis shows that the mean perception of

In one study, researchers documented the collective ritual of head banging at heavy metal music concerts. They showed how participants, who tend to come from lower economic classes and feel disempowered in other settings, participate collectively in a performance that is a cathartic experience where they are rejuvenated and validated (perhaps this presents an opportunity for companies that sell headache remedies?). 90

Many school programs seem to offer either The Cultural Literacy Track or The Vocational Track. The Cultural Literacy programs are designed for the “smart kids” who are going to go on to ever-higher levels of both education and financial success. This track, with no pretense of being real world, includes classes on classics, foreign languages, and math theory (such as calculus). It is a curriculum based on “teach what has been taught.” The Vocational programs are for the “remedial kids” who are going to have only blue-collar futures if they are in high school (taking classes such as wood working) or inflexible paraprofessional paths if they are in college (such as degrees in physical therapy). This two-tier approach is an immoral sorting system with crippling consequences. Maybe worse, it also presents a false dichotomy. Instead, true wisdom comes from a synthesis of those two perspectives and more. The

It was only after World War II that Stanford began to emerge as a center of technical excellence, owing largely to the campaigns of Frederick Terman, dean of the School of Engineering and architect-of-record of the military-industrial-academic complex that is Silicon Valley. During World War II Terman had been tapped by his own mentor, presidential science advisor Vannevar Bush, to run the secret Radio Research Lab at Harvard and was determined to capture a share of the defense funding the federal government was preparing to redirect toward postwar academic research. Within a decade he had succeeded in turning the governor’s stud farm into the Stanford Industrial Park, instituted a lucrative honors cooperative program that provided a camino real for local companies to put selected employees through a master’s degree program, and overseen major investments in the most promising areas of research. Enrollments rose by 20 percent, and over one-third of entering class of 1957 started in the School of Engineering—more than double the national average.4 As he rose from chairman to dean to provost, Terman was unwavering in his belief that engineering formed the heart of a liberal education and labored to erect his famous “steeples of excellence” with strategic appointments in areas such as semiconductors, microwave electronics, and aeronautics. Design, to the extent that it was a recognized field at all, remained on the margins, the province of an older generation of draftsmen and machine builders who were more at home in the shop than the research laboratory—a situation Terman hoped to remedy with a promising new hire from MIT: “The world has heard very little, if anything, of engineering design at Stanford,” he reported to President Wallace Sterling, “but they will be hearing about it in the future.

Quoting page 65-66: Race-conscious affirmative action is a familiar term of journalistic convenience. It identifies unambiguously the controversial element of minority preferences in distributing benefits. But it also conflates racially targeted civil rights remedies with affirmative action preferences for groups, such as Hispanics and women, given protected class status irrespective of race. … It includes nonracial as well as racial preferences, and it distinguishes such remedies, available only to officially designated protected classes, from the soft affirmative action … which emphasized special outreach programs for recruiting minorities … within a traditional liberal framework of equal individual rights for all Americans. … The architects of race-conscious affirmative action, Skrentny observes, developed their remedy in the face of public opinion heavily arrayed against it. Unlike most public policy in America, hard affirmative action was originally adopted without the benefit of any organized lobbying by the major interest groups involved. Instead, government bureaucrats, not benefiting interest groups, provided the main impetus. The race-conscious model of hard affirmative action was developed in trial-and-error fashion by a coalition of mostly white, second-tier civil servants in the social service agencies of the presidency… To Skrenty’s core irony, we may add three further ironies, first, the key to political survival for hard affirmative action was persistent support from the Republican Party… Second, the theories of compensatory justice supporting minority preference policies were devised only after the adoption of the policies themselves. Finally, affirmative action preferences which supporters rationalized as necessary to compensate African-Americans for historic discrimination, and which for twenty years were successfully defended in federal courts primarily on those grounds, soon benefited millions of immigrants newly arrived from Latin America and Asia.

Back at the beginning of the Reformation, wrote [Erich] Fromm, the individual gained the ability to determine his own path - and at the same time lost his sense of certainty in place and self. Fromm divided newfound freedom into two parts: 'freedom to' and 'freedom from.' If the former was positive, the latter could cause unbearable anxiety: 'The world has become limitless and at the same time threatening. ... By losing his fixed place in a closed world man loses the answer to the meaning of his life; the result is that doubt has befallen him concerning himself and the aim of life.' Along came Martin Luther and John Calvin with remedies for this anxiety: 'By not only accepting his own insignificance but by humiliating himself to the utmost, by giving up every vestige of individual will, by renouncing and denouncing his individual strength, the individual could hop to be acceptable to God.' In other words, the individual could in one swoop regain his certainty in the future - it would now be in God's hands - and rid himself of his most unbearable burden: the self. In Fromm's view, a new kind of character was thus inaugurated and soon became prevalent among the middle classes of some societies. He described this character as someone who by an individual psychoanalyst might be diagnosed as a sadomasochistic personality but on the level of social psychology could be called the 'authoritarian personality' - in part because sadomasochistic tendencies in individual relationships are usually understood as a pathology while similar behavior in society can be the most rational and 'normal' strategy. The authoritarian character survives by surrending his power to an outside authority - God or a leader - whom Fromm called the 'magic helper.' The 'magic helper' is a source of guidance, security, and also of pride, because with surrender comes a sense of belonging.

Gifted and Talented Education (GATE) and AP classes composed solely of White and Asian students Special education classrooms where Black students are overrepresented School orchestras with no Black, Brown, or Indigenous students Suspension and expulsion data showing that a disproportionate number of Black, Brown, and Indigenous students are suspended or expelled Remedial classrooms with high proportions of Black, Brown, and Indigenous students Honors classes with low proportions of Black, Brown, and Indigenous students

arguments against exploitation lose their power when aimed at the hundred-hour-per-week lawyer, whose industry and exhaustion inoculate her against charges of inherited and unearned advantage, and who also exploits herself. Humanitarian concern loses force when poverty is reduced and the main claims of economic justice are made on behalf of the middle class. And when progressives embraced meritocracy as a remedy for hereditary privilege, they fired the engine that now drives inequality’s increase. The familiar arguments that once defeated aristocratic inequality simply do not apply to an economic system based on rewarding effort and skill. Meritocracy’s rise over the past half century has opened a new frontier in human experience, with no historical precedent. At the same time, meritocracy has pulled the rug out from under economic equality’s champions. The past no longer provides a reliable guide to understanding the present, as received moral principles and new economic stocks simply do not align. Traditional diagnoses of economic injustice misfire at every turn, and meritocracy, which was supposed to cure inequality, has itself become the source of the disease. Indeed, it is almost as if meritocratic inequality were specifically designed to defeat the arguments and the policies that once humbled the leisure class and declared war on poverty. The meritocratic transformation entails, bluntly put, that equality’s champions must justify redistribution that takes from a more industrious elite in order to give to a less industrious middle class. This makes meritocratic inequality difficult to resist.

But cholera was an irredeemably filthy, foreign, and lower-class disease. A cholera epidemic was degrading, vulgar, and stigmatizing, both for the victims and for the society that tolerated such squalor and poverty in its midst. In the later pandemics, when the mechanisms of cholera and its oral/fecal mode of transmission were largely understood, the necessary societal remedies were both readily apparent and far from lofty. Sewers, safe water, and flushing toilets were required—not repentance or divine intercession.

Opposition to the world offered from within - and in its own terms - by supposedly revolutionary organisations, can only be spurious. Such opposition, depending on the worst mystifications and calling on more or less reified ideologies, helps consolidate the social order. Trade unions and political parties created by the working class as tools of its emancipation are now no more than the ”checks and balances” of the system. Their leaders have made these organizations their private property; their stepping stone to a role within the ruling class. The party program or the trade union statute may contain vestiges of revolutionary phraseology, but their practice is everywhere reformist - and doubly so now that official capitalist ideology mouths the same reformist slogans.

He will observe also that changes of tactics have not only taken place after changes in weapons, which necessarily is the case, but that the interval between such changes has been unduly long. This doubtless arises from the fact that an improvement of weapons is due to the energy of one or two men, while changes in tactics have to overcome the inertia of a conservative class; but it is a great evil. It can be remedied only by a candid recognition of each change, by careful study of the powers and limitations of the new ship or weapon, and by a consequent adaptation of the method of using it to the qualities it possesses, which will constitute its tactics.

Beyond the value of litigation in providing much-needed access to remedies for women who are discriminated against on the basis of sex, an Equal Rights Amendment will promote public understanding that all men and women are created free and equal in dignity and in rights, and should be treated as such. Historically women have been treated as second-class citizens, in the United States and around the world—economically, socially, and politically as well as legally. Increasingly, as the women’s movement has grown in strength, governments have recognized and tried to address this discrimination. Yet, to the surprise of many Americans, the United States is one of only seven countries in the world (along with Iran, Somalia, Sudan, South Sudan, and two small Pacific Island nations, Palau and Tonga) that have not ratified the United Nations Convention on the Elimination of All Forms of Discrimination Against Women (CEDAW).

Back to School As surreal as being a grown adult in high school was, it was also brief: in only one semester I had completed enough credits to obtain my diploma. From there I went directly to the “Adult Entry Program” at my local university and enrolled. I would spend one semester in remedial classes to catch up on missing prerequisites and then college would begin in earnest. One might imagine that by now I would have learned that being a good student takes significant effort, but I continued to coast my first semester, missing classes, and skipping homework. Then, one time after missing a few days in a row, I returned to discover the professor handing back a midterm exam –– one that I had not written! Apparently, I had skipped class that day. Although it would not lead to me failing the class (and as a remedial class it would not affect my overall grade,) it did require a “mercy pass” on the part of the instructor to get me through. The approach I’d been following all along simply wasn’t working. I had the right goals now but evidently I still lacked the right approach. As I think it might be for many people, the fundamental shift in how I went about things came with the realization that I was not going to school because I had to. No one was making me go. I was there of my own accord, for my own purposes and reasons. This understanding completely transformed the way I went about school; from that point forward, I treated it as something I wanted for myself, and I worked accordingly. By the end of my next semester, I was on the academic Dean’s List, and I would graduate with Great Distinction from the Honors program four years later.

Secession belongs to a different class of remedies. It is to be justified upon the basis that the States are sovereign. There was a time when none denied it. I hope the time may come again when a better comprehension of the theory of our Government, and the inalienable rights of the people of the States, will prevent any one from denying that each State is a sovereign, and thus may reclaim the grants which it has made to any agent whomsoever.

African Americans were unconstitutionally denied the means and the right to integration in middle-class neighborhoods, and because this denial was state-sponsored, the nation is obligated to remedy it.

Looking for fears, indeed, may be a more fruitful research strategy than a literal-minded quest for thinkers who “created” fascism. One such fear was the collapse of community under the corrosive influences of free individualism. Rousseau had already worried about this before the French Revolution. In the mid-nineteenth century and after, the fear of social disintegration was mostly a conservative concern. After the turbulent 1840s in England, the Victorian polemicist Thomas Carlyle worried about what force would discipline “the masses, full of beer and nonsense,” as more and more of them received the right to vote. Carlyle’s remedy was a militarized welfare dictatorship, administered not by the existing ruling class but by a new elite composed of selfless captains of industry and other natural heroes of the order of Oliver Cromwell and Frederick the Great. The Nazis later claimed Carlyle as a forerunner. Fear of the collapse of community solidarity intensified in Europe toward the end of the nineteenth century, under the impact of urban sprawl, industrial conflict, and immigration. Diagnosing the ills of community was a central project in the creation of the new discipline of sociology. Émile Durkheim (1858–1917), the first French holder of a chair in sociology, diagnosed modern society as afflicted with “anomie”—the purposeless drift of people without social ties—and reflected on the replacement of “organic” solidarity, the ties formed within natural communities of villages, families, and churches, with “mechanical” solidarity, the ties formed by modern propaganda and media such as fascists (and advertisers) would later perfect. The German sociologist Ferdinand Tönnies regretted the supplanting of traditional, natural societies (Gemeinschaften) by more differentiated and impersonal modern societies (Gesellschaften) in Gemeinschaft und Gesellschaft (1887), and the Nazis borrowed his term for the “people’s community” (Volksgemeinschaft) they wanted to form. The early twentieth-century sociologists Vilfredo Pareto, Gaetano Mosca, and Roberto Michels contributed more directly to fascist ideas.

The general discontent I felt with woman’s portion as wife, mother, housekeeper, physician and spiritual guide … and the wearied, anxious look of the majority of women, impressed me with the strong feeling that some active measures should be taken to remedy the wrongs of society in general and of women in particular.

Skinner understood his utopia as a methodological cure for the nightmare of crushed souls, a cure that, he insisted, was superior to any of the conventional political, economic, or spiritual remedies on offer. He scoffed at the notion that “democracy” held the solution because it is a political system that merely perpetrates the illusion of freedom while impeding the dominion of science. The promise of the “free market” as the curative for postwar society was an equally empty dream, he believed, because it rewards destructive competitiveness between people and classes.

It is perfectly clear that the existing state is neither able nor willing to do anything to remedy the housing difficulty. The state is nothing but the organized collective power of the possessing classes, the landowners and the capitalists as against the exploited classes, the peasants and the workers. What the individual capitalists (and it is here only a question of these because in this matter the landowner who is also concerned acts primarily as a capitalist) do not want, their state also does not want. If therefore the individual capitalists deplore the housing shortage, but can hardly be persuaded even superficially to palliate its most terrifying consequences, then the collective capitalist, the state, will not do much more. At the most it will see to it that the measure of superficial palliation which has become standard is carried out everywhere uniformly. And we have already seen that this is the case.

When Yahweh Elohim had created Adam and Havah, he had enacted a covenant that essentially reflected this pattern of Preamble, Prologue, Laws, Sanctions, and Witnesses. Adam, as primogeniture of the human race, had violated that covenant and the world now experienced the negative consequences of that covenant violation. The Accuser had filed a third party class action complaint on behalf of Adam and Havah and the entire human race, claiming that Yahweh Elohim’s covenant with the human race was in fact unjust at every single one of the five points. The Accuser’s “equitable remedy” involved among other things, an award of damages and a permanent injunction and restraining order against Elohim from the Garden and the presence of mankind.

had a girl in this class,” Corcoran said. “She was a horrible math student in fifth grade. She cried every Saturday when we did remedial stuff. Huge tears and tears.” At the memory, Corcoran got a little emotional himself. He looked down. “She just e-mailed us a couple weeks ago. She’s in college now. She’s an accounting major.

What is more, thanks notably to Rosa Luxemburg, the idea has penetrated socialist thought that even if the masses are not yet completely mature, even if the fusion of science and the working class dreamed of by Lassalle has not yet taken place, the only way to catch up and to remedy this deficiency is to assist the masses in doing their apprenticeship in direct democracy from the bottom up. It is in developing, encouraging, and stimulating their free initiatives; it is in inculcating in them the sense of their responsibilities instead of maintaining in them, as state "communism" does (whether in power or in opposition), the age-old habits of passivity, submission, and feeling of inferiority passed on to them by a past of oppression. Even if this apprenticeship is at times difficult, even if the rhythm is at times slow, even if it cripples society with supplementary costs, even if it can only be effected at the cost of some "disorder," these difficulties, these delays, these supplementary costs, these growing pains, are infinitely less harmful than the false order, the false brilliance, the false "efficiency" of state "communism," which obliterate man, kill popular initiative, and finally dishonor the very idea of communism.

When the collective moral sense is relieved of the incubus of law, it may still be unjust in many instances, but its injustice will take a less permanent form and one more capable of rectification, whereas its sense of justice may be perpetually widened and increased by the growth of knowledge and human sympathy. Certainly, judging from its present influence, it will be strong enough to serve as a restraint upon those individuals who refuse to respect the rights of others. But when Society has ceased deliberately to condemn certain of its members to infamy and despair from their birth, there are both physical and moral grounds for the belief that the "criminal classes" will cease to exist. Crime will become sufficiently rare to give the mass of the population courage to face the fact that moral depravity, like madness, is a terrible affliction, a disease to be carefully treated and remedied, not punished and augmented by ill-treatment. We know this now, but we are too cowardly or too Pharisaical to admit it.

Kewauna traced a lot of her current academic difficulties to sixth grade, when, because of her poor grades and bad behavior, she was placed in a remedial class called WINGS. Officially, WINGS stood for Working Innovatively Now for Graduation Success, but Kewauna told me that at Plymouth, the joke was that it was called WINGS because the kids used to sit in class all day just eating chicken wings. That was an exaggeration, she said—but not much of one. “We never did anything in that class,” she said. “It was for kids who needed help, but they didn’t give us any help. We didn’t read. We didn’t study. We just played video games and watched movies and ate popcorn. It was fun, but that’s why I’m struggling with the ACT now. That’s why I’m getting denied from scholarships. Those two years were when we were supposed to be learning punctuation, commas, metaphors, all that stuff. When they bring it up today, they say, ‘Remember when we learned this?’ And I’m like, ‘No, I don’t! I never learned any of that.

In remediation, consider immediate practice as the hands-on experiment after a theory class. It solidifies understanding; ensuring students don't just know but can confidently apply what they've learned