Response To Intervention Quotes

People whose history and future were threatened each day by extinction considered that it was only by divine intervention that they were able to live at all. I find it interesting that the meanest life, the poorest existence, is attributed to God's will, but as human beings become more affluent, as their living standard and style begin to ascend the material scale, God descends the scale of responsibility at a commensurate speed.

[T]hose who are in a position of strength have a responsibility to protect the weak.

Modern Western democracies no longer engage in such despotic assaults on freedom, Instead, they deprive people of liberty indirectly, by relieving them of responsibility for their own (allegedly self-injurious) actions and calling the intervention "treatment.

How then can the US society come to terms with its past? How can it acknowledge responsibility? The late Native historian Jack Forbes always stressed that while living persons are not responsible for what their ancestors did, they are responsible for the society they live in, which is a product of that past. Assuming this responsibility provides a means of survival and liberation. Everyone and everything in the world is affected, for the most part negatively, by US dominance and intervention, often violently through direct military means or through proxies.

The prospect of living without interference, living in a world where windfalls and misfortunes were never by design, held no terror for him.

A mere enumeration of government activity is evidence -- often the sole evidence offered -- of "inadequate" nongovernment institutions, whose "inability" to cope with problems "obviously" required state intervention. Government is depicted as acting not in response to its own political incentives and constraints but because it is compelled to do so by concern for the public interest: it "cannot keep its hands off" when so "much is at stake," when emergency "compels" it to supersede other decision making processes. Such a tableau simple ignores the possibility that there are political incentives for the production and distribution of "emergencies" to justify expansions of power as well as to use episodic emergencies as a reason for creating enduring government institutions.

A complex system, contrary to what people believe, does not require complicated systems and regulations and intricate policies. The simpler, the better. Complications lead to multiplicative chains of unanticipated effects. Because of opacity, an intervention leads to unforeseen consequences, followed by apologies about the “unforeseen” aspect of the consequences, then to another intervention to correct the secondary effects, leading to an explosive series of branching “unforeseen” responses, each one worse than the preceding one. Yet simplicity has been difficult to implement in modern life because it is against the spirit of a certain brand of people who seek sophistication so they can justify their profession.

Mercy combined with justice creates:       •   immediate care with a future plan       •   emergency relief and responsible development       •   short-term intervention and long-term involvement       •   heart responses and engaged minds Mercy

The nine in our list are based on a longer list in Robert Leahy, Stephen Holland, and Lata McGinn’s book, Treatment Plans and Interventions for Depression and Anxiety Disorders. For more on CBT—how it works, and how to practice it—please see Appendix 1.) EMOTIONAL REASONING: Letting your feelings guide your interpretation of reality. “I feel depressed; therefore, my marriage is not working out.” CATASTROPHIZING: Focusing on the worst possible outcome and seeing it as most likely. “It would be terrible if I failed.” OVERGENERALIZING: Perceiving a global pattern of negatives on the basis of a single incident. “This generally happens to me. I seem to fail at a lot of things.” DICHOTOMOUS THINKING (also known variously as “black-and-white thinking,” “all-or-nothing thinking,” and “binary thinking”): Viewing events or people in all-or-nothing terms. “I get rejected by everyone,” or “It was a complete waste of time.” MIND READING: Assuming that you know what people think without having sufficient evidence of their thoughts. “He thinks I’m a loser.” LABELING: Assigning global negative traits to yourself or others (often in the service of dichotomous thinking). “I’m undesirable,” or “He’s a rotten person.” NEGATIVE FILTERING: You focus almost exclusively on the negatives and seldom notice the positives. “Look at all of the people who don’t like me.” DISCOUNTING POSITIVES: Claiming that the positive things you or others do are trivial, so that you can maintain a negative judgment. “That’s what wives are supposed to do—so it doesn’t count when she’s nice to me,” or “Those successes were easy, so they don’t matter.” BLAMING: Focusing on the other person as the source of your negative feelings; you refuse to take responsibility for changing yourself. “She’s to blame for the way I feel now,” or “My parents caused all my problems.”11

An unknown cause is not the same as divine intervention.

Beyond simply rewording the standard into teacher-friendly, student-friendly language, teachers need to tightly align these standards with their curriculum, instruction, and assessment.

Most humans think - "we are living our life, the world is not our business." And that's precisely where not only everything gets messed up, but more importantly, that's where humanity loses the right to be called human, for being human requires possessing a sense of responsibility towards the society we live in, without which we might as well be living in the jungle with our fellow animals.

And for me, the really fascinating part is the power of brief but positive caregiving interactions. Some of the children we studied had attentive and responsive care for only the first two months of life-and then their world imploded. Years of chaos, threat, instability, and trauma followed those positive two first months-yet they did much better than children who experienced initial trauma and neglect followed by years of attentive, supportive care. It is the timing that is so important. The value of early intervention programs, even those that have only brief ‘doses’ of positive interaction, can’t be underestimated.

November 11, 2018 ...(2+0+1+8= 11) 11:11:11 When you see 11:11, it is a spiritual message to remind you that you are the creator of your own reality and you need to take responsibility for it. Your current situation is the result of your past thoughts and actions. By taking a proactive approach, you can become aware of what you think, what you say, and what you do in order to completely take charge of your life.

[S]ocial order displays not the absolute presence or absence of intolerance to difference but a spectrum of intolerance. Each of us bears responsibility to some degree for maintaining these protocols of intolerance, which could not be kept in place if every single one of us did not play our part. From bringing up children ‘appropriately’, to lovingly correcting or punishing their inappropriate behaviour, to making sure we never breach the protocols ourselves, to staring or sniggering at people who look different, to coercive psychiatric and medical intervention, to emotional blackmail, to physical violence-it’s a range of slippages all the way that we seldom recognize.

Kuslich SD, Ulstrom CL, Michael CJ. The tissue origin of low back pain and sciatica: a report of pain response to tissue stimulation during operations on the lumbar spine using local anesthesia. Orthop Clin North Am. 1991;22(2):181

The Bush Doctrine was created to justify ongoing and future interventions on the basis of America’s “moral” responsibility since becoming the only superpower left standing. More succinctly, the Bush Doctrine is about pursuing a world empire.

So while police intervention can importantly separate violent adults from their victims or each other after violence has begun, this job of “stopping violence” has shifted from stopping the causes of violence to reacting punitively to the expressions of those unaddressed causes. What was even more distracting and confusing was that the job of punishing the expressions of patriarchy, racism, and poverty was assigned to the police, who also cause violence. This responsibility, in some cases, produced additional acts of violence on the part of the government, like “stop and frisk,” and racial profiling that committed violence in the name of claiming to fight violence. These laws also produced more access for the state into the homes and families of the poor, and more incarceration of Black and other poor men. Instead of empowering women and the poor, the fate of the traumatized was increasingly in the hands of the power of the police acting as a group to represent oppressive systems. Now,

Until our global institutions take a stand against the teaching and preaching of hate, all their efforts of diplomacy and military intervention will fail. Ultimately the responsibility is ours. Tomorrow’s world is born in what we teach our children today.

The typical undergraduate microeconomics textbook describes cases where markets are unlikely to produce efficient outcomes. These textbooks often claim that, in principle, government intervention could solve the market failure. However, these textbooks also assume that government both (1) has full information about how to solve the problem and (2) has the good faith to use its power to solve the problem. It is as if the textbooks say omniscient angels can intervene to solve market failures. Thus, when undergraduate textbooks recommend government intervention, they mean intervention by idealized governments, not necessarily by real governments. In the real world, libertarians believe, sometimes the best response to serious market failure is just to suck it up and live with it.

Research has made it abundantly clear that putting the least capable and least motivated students together in a class with a curriculum that is less challenging and moves at a slower pace increases the achievement gap and is detrimental to students” (DuFour, 2010, p. 23).

For many people, that war [WWII] is called the “good war” because it was fought against a regime guilty of unspeakable atrocities. But the Allies did not enter the war to save Jews from extermination. The United States entered the war after it was attacked by Japan at Pearl Harbor and, as a nation, we certainly did not do as much as we should have to save the Jewish population of Europe. The basic question is still with us: Is it right, justifiable, to intervene in a nation’s internal activities when those activities include genocide, ethnic cleansing, or some other demonstrable harm to a subset of its people?

When the attachment figure is also a threat to the child, two systems with conflicting goals are activated simultaneously or sequentially: the attachment system, whose goal is to seek proximity, and the defense systems, whose goal is to protect. In these contexts, the social engagement system is profoundly compromised and its development interrupted by threatening conditions. This intolerable conflict between the need for attachment and the need for defense with the same caregiver results in the disorganized–disoriented attachment pattern (Main & Solomon, 1986). A contradictory set of behaviors ensues to support the different goals of the animal defense systems and of the attachment system (Lyons-Ruth & Jacobvitz, 1999; Main & Morgan, 1996; Steele, van der Hart, & Nijenhuis, 2001; van der Hart, Nijenhuis, & Steele, 2006). When the attachment system is stimulated by hunger, discomfort, or threat, the child instinctively seeks proximity to attachment figures. But during proximity with a person who is threatening, the defensive subsystems of flight, fight, freeze, or feigned death/shut down behaviors are mobilized. The cry for help is truncated because the person whom the child would turn to is the threat. Children who suffer attachment trauma fall into the dissociative–disorganized category and are generally unable to effectively auto- or interactively regulate, having experienced extremes of low arousal (as in neglect) and high arousal (as in abuse) that tend to endure over time (Schore, 2009b). In the context of chronic danger, patterns of high sympathetic dominance are apt to become established, along with elevated heart rate, higher cortisol levels, and easily activated alarm responses. Children must be hypervigilantly prepared and on guard to avoid danger yet primed to quickly activate a dorsal vagal feigned death state in the face of inescapable threat. In the context of neglect, instead of increased sympathetic nervous system tone, increased dorsal vagal tone, decreased heart rate, and shutdown (Schore, 2001a) may become chronic, reflecting both the lack of stimulation in the environment and the need to be unobtrusive.

The violent Hindu retaliation to the Godhra carnage is unconditionally condemnable. Many credible voices have adequately shown that in 2002 it was the lack of adequate response at the highest levels of the Gujarat government that led to a Hindu-Muslim bloodbath, that both sides lost lives but that the Muslims lost more.

Molar pregnancies like Janet’s are indeed rare, but they do happen. Over the last decade, frustrated and worried women have emailed me, asking why their doctors won’t pay attention to their symptoms, telling them to just “wait it out.” I think this happens because obstetricians see so many situations, and most of the time, it works out the way they expect—the recovery may be short, medium, or long, but will not require intervention. But statistics like one in five hundred are meaningless if you are the one. I always tell women who can’t get through to their doctors to start looking for one whose office responsiveness matches her needs. Not every doctor and every patient are going to be a good fit.

So much of what seems to lie about in discourses about race concerns legitimacy, authenticity, community, belonging – is, in fact, about home. An intellectual home; a spiritual home; family and community as home; forced and displaced labor in the destruction of home; the dislocation of and alienation within the ancestral home; the creative responses to exile, the devastations, pleasures, and imperatives of homelessness as it is manifested in discussions on globalism, diaspora, migrations, hybridity, contingency, interventions, assimilations, exclusions. The estranged body, the legislated body, the body as home. In virtually all of these formations, whatever the terrain, race magnifies the matter that matters.

In fact, the same intervention or response may even have the opposite effect on two different clients with contrasting developmental histories and cultural contexts. For example, if a client’s parent was distant or aloof, the therapist’s judicious self-disclosure may be helpful for the client. In contrast, the same type of self-disclosure is likely to be anxiety-arousing for a client who grew up serving as the confidant or emotional caregiver of a depressed parent. Greater sharing with the therapist may help the first client learn that, contrary to her deeply held beliefs, she does matter and can be of interest to other people. In contrast, for the second client, the same type of self-disclosure may inadvertently impose the unwanted needs of others and set this client back in treatment as, in her mind, she experiences herself back in her old caretaking role again—this time with the therapist. This unwanted reenactment occurs because the therapeutic relationship is now paralleling the same problematic relational theme that this client struggled with while growing up.

It is certain, that nothing less than the intervention of Jupiter was required to save the four unfortunate sergeants of the bailiff of the courts. If we had the happiness of having invented this very veracious tale, and of being, in consequence, responsible for it before our Lady Criticism, it is not against us that the classic precept, Nec deus intersit, could be invoked.

A leader is responsible for those under his authority. That is the first rule of command. He is responsible for their safety, their provisions, their knowledge, and, ultimately, their lives. Those whom he commands are in turn responsible for their behavior and their dedication to duty. Any who violates his trust must be disciplined for the good of others. But such discipline is not always easy or straightforward. There are many factors, some of them beyond the commander's control. Sometimes those complications involve personal relationships. Other times it isn't the circumstances themselves that are difficult. There can also be politics and outside intervention. Faliure to act always brings consequences. But sometimes, those consequences can be turned to one's advantage.

No single intervention would stop a flu-like disease in its tracks, just as no single safety measure would prevent a doctor from replacing the right hip when it was the left hip that hurt. The trick was to mix and match strategies in response to the nature of the disease and the behavior of the population. Each strategy was like another slice of Swiss cheese; enough slices, properly aligned, would hide the holes.

Although Megan "knew" she was not in danger, her body told her that she was. If sensorimotor habits are firmly entrenched, accurate cognitive interpretations may not exert much influence on changing bodily orgamzation and arousal responses. Instead, the traumatized person may experience the reality of the body rather than that of the mind. To be most effective, the sensorimotor psychotherapist works on both the cognitive and sensorimotor levels. With Megan, a purely cognitive approach might foster some change in her integrative capacity, but the change would be only momentary if the cowering response were reactivated each time she received feedback at work... However, if she is encouraged to remember to "stand tall" in the face of criticism, her body and her thoughts will be congruent with each other and with current reality.

These initially adaptive responses to immediate danger turn into inflexible and pervasive procedural tendencies when trauma is unresolved. Once these actions have been procedurally encoded, individuals are left with regulatory deficits and “suffer both from generalized hyperarousal [and hypoarousal] and from physiological emergency reactions to specific reminders” (van der Kolk, 1994, p. 254). Traumatized clients often experience rapid, dramatic, exhausting, and confusing shifts of intense emotional states, from dysregulated fear, anger, or even elation, to despair, helplessness, shame, or flat affect. They may continue to feel frozen, numb, tense, or constantly ready to fight or flee. They may be hyperalert, overly sensitive to sounds or movements and easily startled by unfamiliar stimuli. Or they may underreact to stimuli, feel distant from their experience and their bodies, or even feel dead inside.

By “crime” I do not mean mere illegality, but instead a category of socially proscribed acts that: (1) threaten or harm other people and (2) violate norms related to justice, personal safety, or human rights, (3) in such a manner or to such a degree as to warrant community intervention (and sometimes coercive intervention). That category would surely include a large number of things that are presently illegal (rape, murder, dropping bricks off an overpass), would certainly not include other things that are presently illegal (smoking pot, sleeping in public parks, nude sunbathing), and would likely also include some things that are not presently illegal (mass evictions, the invasion of Iraq). The point here is that the standards I want to appeal to in invoking the idea of crime are not the state’s standards, but the community’s — and, specifically, the community’s standards as they relate to justice, rights, personal safety, and perhaps especially the question of violence. (...) Because the state uses this protective function to justify its own violence, the replacement of the police institution is not only a goal of social change, but also a means of achieving it. The challenge is to create another system that can protect us from crime, and can do so better, more justly, with a respect for human rights, and with a minimum of bullying. What is needed, in short, is a shift in the responsibility for public safety—away from the state and toward the community.

The irony was that it was the failure of neo-liberalism itself during the crisis that had caused its principal exponents to cut and run to the social democratic state, both domestically and internationally, to save neo-liberalism from itself. And then, having done so, to later blame social democrats for the cost and consequences of the resulting intervention, which had taken the form of budget deficits and higher public debt arising from a classic Keynesian response to the crisis. This took a breathtaking level of political and ideological hypocrisy from the right.

A bare two years after Vasco da Gama’s voyage a Portuguese fleet led by Pedro Alvarez Cabral arrived on the Malabar coast. Cabral delivered a letter from the king of Portugal to the Samudri (Samudra-raja or Sea-king), the Hindu ruler of the city-state of Calicut, demanding that he expel all Muslims from his kingdom as they were enemies of the ‘Holy Faith’. He met with a blank refusal; then afterwards the Samudra steadfastly maintained that Calicut had always been open to everyone who wished to trade there… During those early years the people who had traditionally participated in the Indian Ocean trade were taken completely by surprise. In all the centuries in which it had flourished and grown, no state or kings or ruling power had ever before tried to gain control of the Indian Ocean trade by force of arms. The territorial and dynastic ambitions that were pursued with such determination on land were generally not allowed to spill over into the sea. Within the Western historiographical record the unarmed character of the Indian Ocean trade is often represented as a lack, or failure, one that invited the intervention of Europe, with its increasing proficiency in war. When a defeat is as complete as was that of the trading cultures of the Indian Ocean, it is hard to allow the vanquished the dignity of nuances of choice and preference. Yet it is worth allowing for the possibility that the peaceful traditions of the oceanic trade may have been, in a quiet and inarticulate way, the product of a rare cultural choice — one that may have owed a great deal to the pacifist customs and beliefs of the Gujarati Jains and Vanias who played such an important part in it. At the time, at least one European was moved to bewilderment by the unfamiliar mores of the region; a response more honest perhaps than the trust in historical inevitability that has supplanted it since. ‘The heathen [of Gujarat]’, wrote Tomé Pires, early in the sixteenth century, ‘held that they must never kill anyone, nor must they have armed men in their company. If they were captured and [their captors] wanted to kill them all, they did not resist. This is the Gujarat law among the heathen.’ It was because of those singular traditions, perhaps, that the rulers of the Indian Ocean ports were utterly confounded by the demands and actions of the Portuguese. Having long been accustomed to the tradesmen’s rules of bargaining and compromise they tried time and time again to reach an understanding with the Europeans — only to discover, as one historian has put it, that the choice was ‘between resistance and submission; co-operation was not offered.’ Unable to compete in the Indian Ocean trade by purely commercial means, the Europeans were bent on taking control of it by aggression, pure and distilled, by unleashing violence on a scale unprecedented on those shores.

Couples counseling has long been banned from the list of acceptable treatments for domestic violence . . . "an inappropriate intervention that further endangers the woman." Schechter explained: 'It encourages the abuser to blame the victim by examining her "role" in his problem. By seeing the couple together, the therapist erroneously suggests that the partner, too, is responsible for the abuser's behavior. Many women have been beaten brutally following couples counseling sessions in which they disclosed violence or coercion. The abuser alone must take responsibility for the assaults and understand that family reunification is not his treatment goal; the goal is to stop the violence.

One common criticism emerged from Congress and the media: Obama had not formally addressed the nation since authorizing military action. So, on March 28, two weeks after the Situation Room meeting that had set everything in motion, he gave a speech at the National Defense University in Washington. The television networks said they wouldn’t carry it in prime time, so it was scheduled for the second-tier window of 7:30 P.M., an apt metaphor for the Libyan operation—cable, not network; evening, not prime time; kinetic military operation, not war. The speech was on a Monday, and I spent a weekend writing it. Obama was defensive. Everything had gone as planned, and yet the public and political response kept shifting—from demanding action to second-guessing it, from saying he was dithering to saying he wasn’t doing enough. Even while he outlined the reasons for action in Libya, he stepped back to discuss the question that would continue to define his foreign policy: the choice of when to use military force. Unlike other wartime addresses, he went out of his way to stress the limits of what we were trying to achieve in Libya “—saving lives and giving Libyans a chance to determine their future, not installing a new regime or building a democracy. He said that we would use force “swiftly, decisively, and unilaterally” to defend the United States, but he emphasized that when confronted with other international crises, we should proceed with caution and not act alone.

The concept of “brain plasticity” refers to the ongoing capacity of the brain and the nervous system to change itself. Everything that we do, think, feel, and experience changes our brain. A stroke or a traumatic brain injury can affect brain plasticity, and plasticity may also be associated with such developmental disorders as autism. Increased brain plasticity may also potentially endow a person with unanticipated new abilities, as John appears to have experienced in this book. TMS, or transcranial magnetic stimulation, the intervention that John undergoes, provides a unique opportunity for us to learn about the mechanisms of plasticity, and to identify alterations in the brain’s networks that may be responsible for a patient’s problematic symptoms, and also for recovery.

Why did Cold War Washington let Western Europe “get away” with all this light socialism when similar policy orientations led to violent intervention in the Third World? Was it only that, as Francisca said, Americans simply trusted their European cousins—who were white, and therefore responsible—to handle the task of managing democracy? A complementary explanation might be that these countries, some still overseeing remnants of colonial empire, were incredibly rich and powerful. They were much harder to push around, even if Washington had wanted to, and—perhaps more importantly—they sat at the top of the world economy. They were being fully integrated into the US-led system, and so there was much less of a risk they would try to radically reshape the global order, because it had served them quite well.

False accusations of harm are used to avoid acknowledgment of complicity in creating conflict and instead escalate normative conflict to the level of crisis. This choice to punish rather than resolve is a product of distorted thinking, and relies on reinforcement of negative group relationships, when instead these ideolo- gies should be actively challenged. Through this over-statement of harm, false accusations are used to justify cruelty, while shunning keeps information from entering into the process. Resistance to shunning, exclusion, and unilateral control, while necessary, are mischaracterized as harm and used to re-justify more escalation towards bullying, state intervention, and violence. Emphasizing communication and repair, instead of shunning and separation, is the key to transforming these paradigms.

One of Sherrington's greatest pupils, Sir John Eccles, held similar views. Eccles won a Nobel Prize for his seminal contributions to our understanding of how nerve cells communicate across synapses, or nerve junctions. In his later years, he worked toward a deeper understanding of the mechanisms mediating the interaction of mind and brain-including the elusive notion of free will. Standard neurobiology tells us that tiny vesicles in the nerve endings contain chemicals called neurotransmitters; in response to an electrical impulse, some of the vesicles release their contents, which cross the synapse and transmit the impulse to the adjoining neuron. In 1986 Eccles proposed that the probability of neurotransmitter release depended on quantum mechanical processes, which can be influenced by the intervention of the mind. This, Eccles said, provided a basis for the action of a free will.

I stood here in this kitchen elaborating and embellishing this fantasy for some time instead of taking responsibility for what was happening around me because in truth what really tormented me was that all this filth and disorder offended my engineer’s sense of structure, everything out of place and proper alignment, everything gathering towards some point of chaos beyond which it would be impossible to restore the place to its proper order and yet I stood looking at it, locked into a silent battle with the house itself and all the things which were slowly vacating their proper place, furniture and dishes and cutlery all over the place, curtains hanging awry and chairs and tables strewn about while books and papers slid across the floor, everything slowly shifting through the house as if they had a meeting to keep somewhere else, possibly in some higher realm where all this chaos would resolve into a refined harmony which had no need of my hand or intervention

While we recognize the deep roots white supremacy has in the consciousness of most white people, we do not believe that only a handful of exemplary white people can be won to fighting white supremacy. We believe an end to this whole rotten system is in the ultimate interests of the vast majority of humanity, including the majority of white people. Accordingly, we reject the notion of the "white solidarity organization" that acts under the leadership of this or that people of color organization. The abdication [by] white people of the responsibility of thinking for themselves does not magically erase the colonial dynamic that exists between white people and people of color. The evasion of struggle over questions of principle for fear of being unpopular or criticized by people of color can only be called the politics of guilt. Moreover, the decision to take leadership from a particular organization is itself an intervention in the internal affairs of the community in which the organization is based. There is no escape from he logic of this society other than a revolutionary commitment to change it.

So,’ I said, making a second attempt at nonchalance, ‘are you and Thalia, er …?’ Reyna raised an eyebrow. ‘Involved romantically?’ ‘Well, I just … I mean … Um …’ Oh, very smooth, Apollo. Have I mentioned I was once the god of poetry? Reyna rolled her eyes. ‘If I had a denarius for every time I got asked that question … Aside from the fact that Thalia is in the Hunters, and thus sworn to celibacy … Why does a strong friendship always have to progress to romance? Thalia’s an excellent friend. Why would I risk messing that up?’ ‘Uh –’ ‘That was a rhetorical question,’ Reyna added. ‘I do not need a response.’ ‘I know what rhetorical means.’ I made a mental note to double-check the word’s definition with Socrates the next time I was in Greece. Then I remembered Socrates was dead. ‘I only thought –’ ‘I love this song,’ Meg interrupted. ‘Turn it up!’ I doubted Meg had the slightest interest in Tego Calderón, but her intervention may have saved my life. Reyna cranked up the volume, thus ending my attempt at death by casual conversation. We stayed silent the rest of the way into the city, listening to Tego Calderón singing ‘Punto y Aparte’ and Reyna’s greyhounds jubilantly barking like semi-automatic clips discharged on New Year’s Eve.

If, thus, a strong meaning orientation plays a decisive role in the prevention of suicide, what about intervention in cases in which there is a suicide risk? As a young doctor I spent four years in Austria's largest state hospital where I was in charge of the pavilion in which severely depressed patients were accommodated - most of them having been admitted after a suicide attempt. I once calculated that I must have explored twelve thousand patients during those four years. What accumulated was quite a store of experience from which I still draw whenever I am confronted with someone who is prone to suicide. I explain to such a person that patients have repeatedly told me how happy they were that the suicide attempt had not been successful; weeks, months, years later, they told me, it turned out that there was a solution to their problem, an answer to their question, a meaning to their life. "Even if things only take such a good turn in one of a thousand cases," my explanation continues, "who can guarantee that in your case it will not happen one day, sooner or later? But in the first place, you have to live to see the day on which it may happen, so you have to survive in order to see that day dawn, and from now on the responsibility for survival does not leave you.

I no longer think, as I once naively did, that we have much to learn directly from the Romans – or, for that matter, from the ancient Greeks, or from any other ancient civilisation. We do not need to read of the difficulties of the Roman legions in Mesopotamia or against the Parthians to understand why modern military interventions in western Asia might be ill advised. I am not even certain that those generals who claim to follow the tactics of Julius Caesar really do so in more than their own imaginations. … But I am more and more convinced that we have an enormous amount to learn – as much about ourselves as about the past – by engaging with the history of the Romans, their poetry and prose, their controversies and arguments. Western culture has a very varied inheritance. Happily, we are not the heirs of the classical past alone. Nevertheless, since the Renaissance at least, many of our most fundamental assumptions about power, citizenship, responsibility, political violence, empire, luxury and beauty have been formed, and tested, in dialogue with the Romans and their writing. …. We do the Romans a disservice if we heroise them, as much as if we demonise them. But we do ourselves a disservice if we fail to take them seriously – and if we close our long conversation with them.

If you had to summarize the Christmas story with one word, what word would you choose? Now, your word would have to capture what this story points to as the core of human need and the way God would meet that need. Do you have a word in mind? Maybe you’re thinking that it’s just not possible to summarize the greatest story ever with one word. But I think you can. Let’s consider one lovely, amazing, history-changing, and eternally significant word. It doesn’t take paragraph after paragraph, written on page after page, filling volume after volume to communicate how God chose to respond to the outrageous rebellion of Adam and Eve and the subtle and not-so-subtle rebellion of everyone since. God’s response to the sin of people against his rightful and holy rule can be captured in a single word. I wonder if you thought, “I know the word: grace.” But the single word that captures God’s response to sin even better than the word grace is not a theological word; it is a name. That name is Jesus. God’s response wasn’t a thing. It wasn’t the establishment of an institution. It wasn’t a process of intervention. It wasn’t some new divine program. In his infinite wisdom God knew that the only thing that could rescue us from ourselves and repair the horrendous damage that sin had done to the world was not a thing at all. It was a person, his Son, the Lord Jesus.

One Sunday in the fall of 1898, thirty-three years after the end of the Civil War, the Reverend Francis Grimké stood before his church in Washington, DC, and preached a sermon titled “The Negro Will Never Acquiesce as Long as He Lives.” After a period of federal intervention in the South, Jim Crow violence had returned with a vengeance, and Grimké, like so many other black Christians, looked on in horror as a white, supposedly Christian, nation violently oppressed its African-American citizens. After describing the discouragement and horrors faced by black people, the pastor turned his attention to white churches, saying, “Another discouraging circumstance is to be found in the fact that the pulpits of the land are silent on these great wrongs. The ministers fear to offend those to whom they minister.” He then noted the sorts of sins that white Christians were comfortable calling out—alcohol, gambling, breaking the sabbath—before wondering at their silence in response to so much visible racial terror. I can almost hear the anger and confusion in his voice as he revealed the hypocrisy of the white churches and their pastors. “They are eloquent in their appeals to wipe out these great wrongs, but when it comes to Southern brutality, to the killing of Negroes and despoiling them of their civil and political rights, they are, to borrow an expression from Isaiah, ‘dumb dogs that cannot bark.

Neoliberal economics, the logic of which is tending today to win out throughout the world thanks to international bodies like the World Bank or the International Monetary Fund and the governments to whom they, directly or indirectly, dictate their principles of ‘governance’,10 owes a certain number of its allegedly universal characteristics to the fact that it is immersed or embedded in a particular society, that is to say, rooted in a system of beliefs and values, an ethos and a moral view of the world, in short, an economic common sense, linked, as such, to the social and cognitive structures of a particular social order. It is from this particular economy that neoclassical economic theory borrows its fundamental assumptions, which it formalizes and rationalizes, thereby establishing them as the foundations of a universal model. That model rests on two postulates (which their advocates regard as proven propositions): the economy is a separate domain governed by natural and universal laws with which governments must not interfere by inappropriate intervention; the market is the optimum means for organizing production and trade efficiently and equitably in democratic societies. It is the universalization of a particular case, that of the United States of America, characterized fundamentally by the weakness of the state which, though already reduced to a bare minimum, has been further weakened by the ultra-liberal conservative revolution, giving rise as a consequence to various typical characteristics: a policy oriented towards withdrawal or abstention by the state in economic matters; the shifting into the private sector (or the contracting out) of ‘public services’ and the conversion of public goods such as health, housing, safety, education and culture – books, films, television and radio – into commercial goods and the users of those services into clients; a renunciation (linked to the reduction in the capacity to intervene in the economy) of the power to equalize opportunities and reduce inequality (which is tending to increase excessively) in the name of the old liberal ‘self-help’ tradition (a legacy of the Calvinist belief that God helps those who help themselves) and of the conservative glorification of individual responsibility (which leads, for example, to ascribing responsibility for unemployment or economic failure primarily to individuals, not to the social order, and encourages the delegation of functions of social assistance to lower levels of authority, such as the region or city); the withering away of the Hegelian–Durkheimian view of the state as a collective authority with a responsibility to act as the collective will and consciousness, and a duty to make decisions in keeping with the general interest and contribute to promoting greater solidarity. Moreover,

The first result of this randomized trial was predictable from prior studies: in the control group, children with the short variant-i.e., the "high risk" form of the gene- were twice as likely to veer toward high-risk behaviors, including binge drinking, drug use, and sexual promiscuity as adolescents, confirming earlier studies that had suggested an increased risk within this genetic subgroup. The second result was more provocative: these very children were also the most likely to respond to the social interventions. In the intervention group, children with the high-risk allele were most strongly and rapidly "normalized"-i.e., the most drastically affected subjects were also the best responders. In a parallel study, orphaned infants with the short variant of 5HTTLRP appeared more impulsive and socially disturbed than their long-variant counterparts as baseline-but were also the most likely to benefit from placement in a more nurturing foster-care environment. In both cases, it seems, the short variant encodes a hyperactive "stress sensor" for psychic susceptibility, but also a sensor most likely to respond to an intervention that targets the susceptibility. The most brittle or fragile forms of psyche are the most likely to be distorted by trauma-inducing environments-but are also the most likely to be restored by targeted interventions. It is as if resilience itself has a genetic core: some humans are born resilient (but are less responsive to interventions), while others are born sensitive (but more likely to respond to changes in their environments.)

The government has a great need to restore its credibility, to make people forget its history and rewrite it. The intelligentsia have to a remarkable degree undertaken this task. It is also necessary to establish the "lessons" that have to be drawn from the war, to ensure that these are conceived on the narrowest grounds, in terms of such socially neutral categories as "stupidity" or "error" or "ignorance" or perhaps "cost." Why? Because soon it will be necessary to justify other confrontations, perhaps other U.S. interventions in the world, other Vietnams. But this time, these will have to be successful intervention, which don't slip out of control. Chile, for example. It is even possible for the press to criticize successful interventions - the Dominican Republic, Chile, etc. - as long as these criticisms don't exceed "civilized limits," that is to say, as long as they don't serve to arouse popular movements capable of hindering these enterprises, and are not accompanied by any rational analysis of the motives of U.S. imperialism, something which is complete anathema, intolerable to liberal ideology. How is the liberal press proceeding with regard to Vietnam, that sector which supported the "doves"? By stressing the "stupidity" of the U.S. intervention; that's a politically neutral term. It would have been sufficient to find an "intelligent" policy. The war was thus a tragic error in which good intentions were transmuted into bad policies, because of a generation of incompetent and arrogant officials. The war's savagery is also denounced, but that too, is used as a neutral category...Presumably the goals were legitimate - it would have been all right to do the same thing, but more humanely... The "responsible" doves were opposed to the war - on a pragmatic basis. Now it is necessary to reconstruct the system of beliefs according to which the United States is the benefactor of humanity, historically committed to freedom, self-determination, and human rights. With regard to this doctrine, the "responsible" doves share the same presuppositions as the hawks. They do not question the right of the United States to intervene in other countries. Their criticism is actually very convenient for the state, which is quite willing to be chided for its errors, as long as the fundamental right of forceful intervention is not brought into question. ... The resources of imperialist ideology are quite vast. It tolerates - indeed, encourages - a variety of forms of opposition, such as those I have just illustrated. It is permissible to criticize the lapses of the intellectuals and of government advisers, and even to accuse them of an abstract desire for "domination," again a socially neutral category not linked in any way to concrete social and economic structures. But to relate that abstract "desire for domination" to the employment of force by the United States government in order to preserve a certain system of world order, specifically, to ensure that the countries of the world remain open insofar as possible to exploitation by U.S.-based corporations - that is extremely impolite, that is to argue in an unacceptable way.

Build houses and make yourselves at home. You are not camping. This is your home; make yourself at home. This may not be your favorite place, but it is a place. Dig foundations; construct a habitation; develop the best environment for living that you can. If all you do is sit around and pine for the time you get back to Jerusalem, your present lives will be squalid and empty. Your life right now is every bit as valuable as it was when you were in Jerusalem, and every bit as valuable as it will be when you get back to Jerusalem. Babylonian exile is not your choice, but it is what you are given. Build a Babylonian house and live in it as well as you are able. Put in gardens and eat what grows in the country. Enter into the rhythm of the seasons. Become a productive part of the economy of the place. You are not parasites. Don’t expect others to do it for you. Get your hands into the Babylonian soil. Become knowledgeable about the Babylonian irrigation system. Acquire skill in cultivating fruits and vegetables in this soil and climate. Get some Babylonian recipes and cook them. Marry and have children. These people among whom you are living are not beneath you, nor are they above you; they are your equals with whom you can engage in the most intimate and responsible of relationships. You cannot be the person God wants you to be if you keep yourself aloof from others. That which you have in common is far more significant than what separates you. They are God’s persons: your task as a person of faith is to develop trust and conversation, love and understanding. Make yourselves at home there and work for the country’s welfare. Pray for Babylon’s well-being. If things go well for Babylon, things will go well for you. Welfare: shalom. Shalom means wholeness, the dynamic, vibrating health of a society that pulses with divinely directed purpose and surges with life-transforming love. Seek the shalom and pray for it. Throw yourselves into the place in which you find yourselves, but not on its terms, on God’s terms. Pray. Search for that center in which God’s will is being worked out (which is what we do when we pray) and work from that center. Jeremiah’s letter is a rebuke and a challenge: “Quit sitting around feeling sorry for yourselves. The aim of the person of faith is not to be as comfortable as possible but to live as deeply and thoroughly as possible—to deal with the reality of life, discover truth, create beauty, act out love. You didn’t do it when you were in Jerusalem. Why don’t you try doing it here, in Babylon? Don’t listen to the lying prophets who make an irresponsible living by selling you false hopes. You are in Babylon for a long time. You better make the best of it. Don’t just get along, waiting for some miraculous intervention. Build houses, plant gardens, marry husbands, marry wives, have children, pray for the wholeness of Babylon, and do everything you can to develop that wholeness. The only place you have to be human is where you are right now. The only opportunity you will ever have to live by faith is in the circumstances you are provided this very day: this house you live in, this family you find yourself in, this job you have been given, the weather conditions that prevail at this moment.

Even at this point, say Ressler and others, these potential hosts of monsters can be turned around through the (often unintentional) intervention of people who show kindness, support, or even just interest. I can say from experience that it doesn’t take much. Ressler’s theories on the childhoods of the worst killers in America have an unlikely ideological supporter, psychiatrist and child-advocate Alice Miller. Her emotionally evocative books (including The Drama Of The Gifted Child and The Untouched Key) make clear that if a child has some effective human contact at particularly significant periods, some recognition of his worth and value, some “witness” to his experience, this can make an extraordinary difference. I have learned that the kindness of a teacher, a coach, a policeman, a neighbor, the parent of a friend, is never wasted. These moments are likely to pass with neither the child nor the adult fully knowing the significance of the contribution. No ceremony attaches to the moment that a child sees his own worth reflected in the eyes of an encouraging adult. Though nothing apparent marks the occasion, inside that child a new view of self might take hold. He is not just a person deserving of neglect or violence, not just a person who is a burden to the sad adults in his life, not just a child who fails to solve his family’s problems, who fails to rescue them from pain or madness or addiction or poverty or unhappiness. No, this child might be someone else, someone whose appearance before this one adult revealed specialness or lovability, or value. This value might be revealed through appreciation of a child’s artistic talent, physical ability, humor, courage, patience, curiosity, scholarly skills, creativity, resourcefulness, responsibility, energy, or any of the many attributes that children bring us in such abundance.

Until recently, three unspoken principles have guided the arena of genetic diagnosis and intervention. First, diagnostic tests have largely been restricted to gene variants that are singularly powerful determinants of illness—i.e., highly penetrant mutations, where the likelihood of developing the disease is close to 100 percent (Down syndrome, cystic fibrosis, Tay-Sachs disease). Second, the diseases caused by these mutations have generally involved extraordinary suffering or fundamental incompatibilities with “normal” life. Third, justifiable interventions—the decision to abort a child with Down syndrome, say, or intervene surgically on a woman with a BRCA1 mutation—have been defined through social and medical consensus, and all interventions have been governed by complete freedom of choice. The three sides of the triangle can be envisioned as moral lines that most cultures have been unwilling to transgress. The abortion of an embryo carrying a gene with, say, only a ten percent chance of developing cancer in the future violates the injunction against intervening on low-penetrance mutations. Similarly, a state-mandated medical procedure on a genetically ill person without the subject’s consent (or parental consent in the case of a fetus) crosses the boundaries of freedom and noncoercion. Yet it can hardly escape our attention that these parameters are inherently susceptible to the logic of self-reinforcement. We determine the definition of “extraordinary suffering.” We demarcate the boundaries of “normalcy” versus “abnormalcy.” We make the medical choices to intervene. We determine the nature of “justifiable interventions.” Humans endowed with certain genomes are responsible for defining the criteria to define, intervene on, or even eliminate other humans endowed with other genomes. “Choice,” in short, seems like an illusion devised by genes to propagate the selection of similar genes.

Recognize When You’re Criticizing Yourself Just for Feeling Anxious Should/shouldn’t thinking traps are a common problem for anxiety-prone people. These can come in several varieties, virtually all of which can prolong and intensify rumination—for example, “I shouldn’t ever let anyone down,” which is an example of excessive responsibility taking and rigid thinking. Try to notice when you get caught in should/shouldn’t thinking traps, in which you criticize yourself just for feeling anxious. For example, “I should be able to handle life much better” or “I shouldn’t get anxious about such little issues.” If this happens, give yourself compassion for the fact that you feel anxious, regardless of whether the anxiety is logical or not. Think of it this way: If a kid was scared of monsters, you wouldn’t withhold compassion and empathy just because the monsters aren’t real. Treat yourself with the same caring. A common mistake people make is to think they need to give themselves excessive encouragement, praise, or pep talks while they’re feeling anxious—you don’t. Taking a patient and compassionate attitude about the fact that you’re experiencing anxiety is an overlooked strategy that helps anxious feelings pass quickly. Experiment: When you’re ruminating, do you ever further dump on yourself by criticizing yourself for feeling anxious? Try this: Switch out any shoulds hidden in your self-talk and replace them with prefer. For example, instead of saying “I should have achieved more by now” try “I would prefer to have achieved more by now.” This is a simple, specific, repeatable example of how you can talk to yourself in a kinder, more patient way. These tiny self-interventions may seem ridiculously simple, but they work. They may not seem like they shift your anxiety to a huge degree; however, they can help you disrupt your rumination just enough to give you a small window of clear mental space. This allows you to start doing something useful rather than keep ruminating. Doing something useful then further helps lift you out of rumination. You get a positive feedback loop (positive thoughts --> positive behavior --> positive thoughts) rather than a negative loop.

Unable to understand how or why the person we see behaves as he does, we attribute his behavior to a person we cannot see, whose behavior we cannot explain either but about whom we are not inclined to ask questions. We probably adopt this strategy not so much because of any lack of interest or power but because of a longstanding conviction that for much of human behavior there are no relevant antecedents. The function of the inner man is to provide an explanation which will not be explained in turn. Explanation stops with him. He is not a mediator between past history and current behavior, he is a center from which behavior emanates. He initiates, originates, and creates, and in doing so he remains, as he was for the Greeks, divine. We say that he is autonomous—and, so far as a science of behavior is concerned, that means miraculous. The position is, of course, vulnerable. Autonomous man serves to explain only the things we are not yet able to explain in other ways. His existence depends upon our ignorance, and he naturally loses status as we come to know more about behavior. The task of a scientific analysis is to explain how the behavior of a person as a physical system is related to the conditions under which the human species evolved and the conditions under which the individual lives. Unless there is indeed some capricious or creative intervention, these events must be related, and no intervention is in fact needed. The contingencies of survival responsible for man’s genetic endowment would produce tendencies to act aggressively, not feelings of aggression. The punishment of sexual behavior changes sexual behavior, and any feelings which may arise are at best by-products. Our age is not suffering from anxiety but from the accidents, crimes, wars, and other dangerous and painful things to which people are so often exposed. Young people drop out of school, refuse to get jobs, and associate only with others of their own age not because they feel alienated but because of defective social environments in homes, schools, factories, and elsewhere. We can follow the path taken by physics and biology by turning directly to the relation between behavior and the environment and neglecting supposed mediating states of mind. Physics did not advance by looking more closely at the jubilance of a falling body, or biology by looking at the nature of vital spirits, and we do not need to try to discover what personalities, states of mind, feelings, traits of character, plans, purposes, intentions, or the other perquisites of autonomous man really are in order to get on with a scientific analysis of behavior.

Punishment is not care, and poverty is not a crime. We need to create safe, supportive pathways for reentry into the community for all people and especially young people who are left out and act out. Interventions like decriminalizing youthful indiscretions for juvenile offenders and providing foster children and their families with targeted services and support would require significant investment and deliberate collaboration at the community, state, and federal levels, as well as a concerted commitment to dismantling our carceral state. These interventions happen automatically and privately for young offenders who are not poor, whose families can access treatment and hire help, and who have the privilege of living and making mistakes in neighborhoods that are not over-policed. We need to provide, not punish, and to foster belonging and self-sufficiency for our neighbors’ kids. More, funded YMCAs and community centers and summer jobs, for example, would help do this. These kinds of interventions would benefit all the Carloses, Wesleys, Haydens, Franks, and Leons, and would benefit our collective well-being. Only if we consider ourselves bound together can we reimagine our obligation to each other as community. When we consider ourselves bound together in community, the radically civil act of redistributing resources from tables with more to tables with less is not charity, it is responsibility; it is the beginning of reparation. Here is where I tell you that we can change this story, now. If we seek to repair systemic inequalities, we cannot do it with hope and prayers; we have to build beyond the systems and begin not with rehabilitation but prevention. We must reimagine our communities, redistribute our wealth, and give our neighbors access to what they need to live healthy, sustainable lives, too. This means more generous social benefits. This means access to affordable housing, well-resourced public schools, affordable healthcare, jobs, and a higher minimum wage, and, of course, plenty of good food. People ask me what educational policy reform I would suggest investing time and money in, if I had to pick only one. I am tempted to talk about curriculum and literacy, or teacher preparation and salary, to challenge whether police belong in schools, to push back on standardized testing, or maybe debate vocational education and reiterate that educational policy is housing policy and that we cannot consider one without the other. Instead, as a place to start, I say free breakfast and lunch. A singular reform that would benefit all students is the provision of good, free food at school. (Data show that this practice yields positive results; but do we need data to know this?) Imagine what would happen if, across our communities, people had enough to feel fed.

To their surprise, they found that dopamine actively regulates both the formation and the forgetting of new memories. In the process of creating new memories, the dCA1 receptor was activated. By contrast, forgetting was initiated by the activation of the DAMB receptor. Previously, it was thought that forgetting might be simply the degradation of memories with time, which happens passively by itself. This new study shows that forgetting is an active process, requiring intervention by dopamine. To prove their point, they showed that by interfering with the action of the dCA1 and DAMB receptors, they could, at will, increase or decrease the ability of fruit flies to remember and forget. A mutation in the dCA1 receptor, for example, impaired the ability of the fruit flies to remember. A mutation in the DAMB receptor decreased their ability to forget. The researchers speculate that this effect, in turn, may be partially responsible for savants’ skills. Perhaps there is a deficiency in their ability to forget. One of the graduate students involved in the study, Jacob Berry, says, “Savants have a high capacity for memory. But maybe it isn’t memory that gives them this capacity; maybe they have a bad forgetting mechanism. This might also be the strategy for developing drugs to promote cognition and memory—what about drugs that inhibit forgetting as a cognitive enhancers?” Assuming that this result holds up in human experiments as well, it could encourage scientists to develop new drugs and neurotransmitters that are able to dampen the forgetting process. One might thus be able to selectively turn on photographic memories when needed by neutralizing the forgetting process. In this way, we wouldn’t have the continuous overflow of extraneous, useless information, which hinders the thinking of people with savant syndrome. What is also exciting is the possibility that the BRAIN project, which is being championed by the Obama administration, might be able to identify the specific pathways involved with acquired savant syndrome. Transcranial magnetic fields are still too crude to pin down the handful of neurons that may be involved. But using nanoprobes and the latest in scanning technologies, the BRAIN project might be able to isolate the precise neural pathways that make possible photographic memory and incredible computational, artistic, and musical skills. Billions of research dollars will be channeled into identifying the specific neural pathways involved with mental disease and other afflictions of the brain, and the secret of savant skills may be revealed in the process. Then it might be possible to take normal individuals and make savants out of them. This has happened many times in the past because of random accidents. In the future, this may become a precise medical process.

Two kinds of development help explain how a readiness built up to kill all Jews, including women and children. One is a series of “dress rehearsals” that served to lower inhibitions and provided trained personnel hardened for anything. First came the euthanasia of incurably ill and insane Germans, begun on the day when World War II began. Nazi eugenics theory had long provided a racial justification for getting rid of “inferior” persons. War provided a broader justification for reducing the drain of “useless mouths” on scarce resources. The “T-4” program killed more than seventy thousand people between September 1939 and 1941, when, in response to protests from the victims’ families and Catholic clergy, the matter was left to local authorities. Some of the experts trained in this program were subsequently transferred to the occupied east, where they applied their mass killing techniques to Jews. This time, there was less opposition. The second “dress rehearsal” was the work of the Einsatzgruppen, the intervention squads specially charged with executing the political and cultural elite of invaded countries. In the Polish campaign of September 1939 they helped wipe out the Polish intelligentsia and high civil service, evoking some opposition within the military command. In the Soviet campaign the Einsatzgruppen received the notorious “Commissar Order” to kill all Communist Party cadres as well as the Jewish leadership (seen as identical in Nazi eyes), along with Gypsies. This time the army raised no objections. The Einsatzgruppen subsequently played a major role, though they were far from alone, in the mass killings of Jewish women and children that began in some occupied areas in fall 1941. A third “dress rehearsal” was the intentional death of millions of Soviet prisoners of war. It was on six hundred of them that the Nazi occupation authorities first tested the mass killing potential of the commercial insecticide Zyklon-B at Auschwitz on September 3, 1941. Most Soviet prisoners of war, however, were simply worked or starved to death. The second category of developments that helped prepare a “willingness to murder” consisted of blockages, emergencies, and crises that made the Jews become a seemingly unbearable burden to the administrators of conquered territories. A major blockage was the failure to capture Moscow that choked off the anticipated expulsion of all the Jews of conquered eastern Europe far into the Soviet interior. A major emergency was shortages of food supplies for the German invasion force. German military planners had chosen to feed the invasion force with the resources of the invaded areas, in full knowledge that this meant starvation for local populations. When local supplies fell below expectations, the search for “useless mouths” began. In the twisted mentality of the Nazi administrators, Jews and Gypsies also posed a security threat to German forces. Another emergency was created by the arrival of trainloads of ethnic Germans awaiting resettlement, for whom space had to be made available. Faced with these accumulating problems, Nazi administrators developed a series of “intermediary solutions.” One was ghettos, but these proved to be incubators for disease (an obsession with the cleanly Nazis), and a drain on the budget. The attempt to make the ghettos work for German war production yielded little except another category of useless mouths: those incapable of work. Another “intermediary solution” was the stillborn plan, already mentioned, to settle European Jews en masse in some remote area such as Madagascar, East Africa, or the Russian hinterland. The failure of all the “intermediary solutions” helped open the way for a “final solution”: extermination.

In the 1990s legal scholar and public policy advocate Wendy Kaminer published a brace of books engaged with the New Age cultures of recovery and self-help. She represented an Old Left perspective on new superstition, and although she was of the same generation as the cultural studies scholars, she did exactly what Andrew Ross warned academics and elites against. She criticized the middlebrow, therapeutic culture of self-help for undermining critical thinking in popular discourse. She encouraged the debunking of superstition, deplored public professions of piety. Her books were polemical and public interventions that were addressed to the maligned liberal and more or less thoughtful reader who took an interest in the issues of the day. In some ways, her writing was a popularization of some of psychoanalytic theory scholar, sociologist, and cultural critic Philip Rieff’s and Richard Hofstadter’s critiques of a therapeutic culture of anti-intellectualism.77 She speculated that the decline of secular values in the political sphere was linked to the rise of a culture of recovery and self-help that had come out of the popularization of New Age, countercultural beliefs and practices. In both I’m Dysfunctional, You’re Dysfunctional: The Recovery Movement and Other Self-Help Fashions and Sleeping with Extra-Terrestrials: The Rise of Irrationalism and the Perils of Piety, Kaminer publicly denounced the decline of secular culture and the rise of a therapeutic culture of testimony and self-victimization that brooked no dissent while demanding unprecedented leaps of faith from its adherents.78 Kaminer’s work combined a belief in Habermasian rational communication with an uncompromising skepticism about the ubiquity of piety that for her was shared by both conservatives and liberals. For Kaminer, argument and persuasion could no longer be operative when belief and subjective experience became the baseline proofs that underwrote public and private assertions. No speaker or writer was under any obligation to answer his or her critics because argument and testimony were fatefully blurred. When reasoned impiety was slowly being banished from public dialogue, political responsibility would inevitably wane. In the warm bath of generalized piety and radical plurality, everyone could assert a point of view, an opinion, and different beliefs, but no one was under any obligation to defend them. Whereas cultural studies scholars saw themselves contesting dominant forms of discourse and hegemonic forms of thinking, Kaminer saw them participating in a popular embrace of an irrational Counter-Enlightenment. Like Andrew Ross, Kaminer cited Franz Mesmer as an important eighteenth-century pioneer of twentieth-century alternative healing techniques. Mesmer’s personal charisma and his powers of psychic healing and invocation of “animal magnetism” entranced the European courts of the late eighteenth century. Mesmer performed miracle cures and attracted a devoted, wealthy following. Despite scandals that plagued his European career, the American middle class was eager to embrace his hybrid of folk practices and scientific-sounding proofs. Mesmerism projected an alternative mystical cosmology based upon magnets and invisible flows of energy. Mesmer, who was said to control the invisible magnetic flow of forces that operated upon human and animal bodies, built upon a network of wealthy patrons who were devoted to the powers of a charismatic leader, Mesmer himself. Mesmer’s manipulation of magnets and hands-on healing evoked for the French court the ancient arts of folk healing while it had recourse to ostensibly modern scientific proofs. Historian of the French eighteenth century Robert Darnton insisted that mesmerism could not be dismissed as mere quackery or charlatanism but represented a transitional worldview, one that bridged the Enlightenment and the particular forms of nineteenth-century Romanticism that followed.

Manage Your Team’s Collective Time Time management is a group endeavor. The payoff goes far beyond morale and retention. ILLUSTRATION: JAMES JOYCE by Leslie Perlow | 1461 words Most professionals approach time management the wrong way. People who fall behind at work are seen to be personally failing—just as people who give up on diet or exercise plans are seen to be lacking self-control or discipline. In response, countless time management experts focus on individual habits, much as self-help coaches do. They offer advice about such things as keeping better to-do lists, not checking e-mail incessantly, and not procrastinating. Of course, we could all do a better job managing our time. But in the modern workplace, with its emphasis on connectivity and collaboration, the real problem is not how individuals manage their own time. It’s how we manage our collective time—how we work together to get the job done. Here is where the true opportunity for productivity gains lies. Nearly a decade ago I began working with a team at the Boston Consulting Group to implement what may sound like a modest innovation: persuading each member to designate and spend one weeknight out of the office and completely unplugged from work. The intervention was aimed at improving quality of life in an industry that’s notorious for long hours and a 24/7 culture. The early returns were positive; the initiative was expanded to four teams of consultants, and then to 10. The results, which I described in a 2009 HBR article, “Making Time Off Predictable—and Required,” and in a 2012 book, Sleeping with Your Smartphone , were profound. Consultants on teams with mandatory time off had higher job satisfaction and a better work/life balance, and they felt they were learning more on the job. It’s no surprise, then, that BCG has continued to expand the program: As of this spring, it has been implemented on thousands of teams in 77 offices in 40 countries. During the five years since I first reported on this work, I have introduced similar time-based interventions at a range of companies—and I have come to appreciate the true power of those interventions. They put the ownership of how a team works into the hands of team members, who are empowered and incentivized to optimize their collective time. As a result, teams collaborate better. They streamline their work. They meet deadlines. They are more productive and efficient. Teams that set a goal of structured time off—and, crucially, meet regularly to discuss how they’ll work together to ensure that every member takes it—have more open dialogue, engage in more experimentation and innovation, and ultimately function better. CREATING “ENHANCED PRODUCTIVITY” DAYS One of the insights driving this work is the realization that many teams stick to tried-and-true processes that, although familiar, are often inefficient. Even companies that create innovative products rarely innovate when it comes to process. This realization came to the fore when I studied three teams of software engineers working for the same company in different cultural contexts. The teams had the same assignments and produced the same amount of work, but they used very different methods. One, in Shenzen, had a hub-and-spokes org chart—a project manager maintained control and assigned the work. Another, in Bangalore, was self-managed and specialized, and it assigned work according to technical expertise. The third, in Budapest, had the strongest sense of being a team; its members were the most versatile and interchangeable. Although, as noted, the end products were the same, the teams’ varying approaches yielded different results. For example, the hub-and-spokes team worked fewer hours than the others, while the most versatile team had much greater flexibility and control over its schedule. The teams were completely unaware that their counterparts elsewhere in the world were managing their work differently. My research provide

...decision makers should realize that even with rational models and established parameters, situations will arise that may compel the United States to participate in peace operations. Humanitarian issues may seem compelling; domestic political pressures and pressures from allies may develop; and a range of foreign and domestic policy issues may require response, even if important U.S. security interests are not at stake directly. Military strategist and planners should be aware, also, that in a democratic society and an interdependent world, sometime decisions will be made outside established parameters for interventions. That makes the development of a strategy and the establishment of criteria all the more important, although planning for such events is necessarily less predictable and necessarily of lower priority. The systematic ability to analyze both the significance for national security and the immediate rationale for involvement may permit policy makers to withstand pressures if the consequences might be negative, or set limits that reduce potential harm. The...debate...about U.S. involvement in the former Yugoslavia is a microcosm of the varied and conflicting pressures that may arise. Some combination of assessment of national interest weighed against risk has militated against any commitment of ground troops while hostilities continue. Yet the importance of protecting allies may cause the policy to bend somewhat before the war ends, and the United States may become involved in an operation on a scale that may have been unnecessary if a strategy and the organization of national assets to support it had been available to prevent the crisis in the first place. Traditionally, peace operations, especially peacekeeping, were viewed as operations that came at the tail end of conflict. There will continue to be a need for peace operations to assist in bringing about and guaranteeing peace. However, the value of peace operations in dealing with precursor instabilities - to prevent, contain, or ameliorate incipient conflicts -- must be considered also. In this sense, peace operations are investments. Properly conducted by forces that have planned, prepared and trained for them within the proper strategic framework, peace operations may well preclude the need to deploy larger forces at substantial costs in both blood and treasure later.

You stay alive in the practice of leadership by reducing the extent to which you become the target of people’s frustrations. The best way to stay out of range is to think constantly about giving the work back to the people who need to take responsibility. Place the work within and between the factions who are faced with the challenge, and tailor your interventions so they are unambiguous and have a context.

The belief that the imperative of growth trumps life itself underlies all corporate and most government policies. Conservatives attack big government, but praise its responsibility to support the private sector through subsidies, infrastructure, and military intervention—all forms of externalizing costs. The result is an economy, writes Hillman, that is “… the God we nourish with actual human blood.

Whether or not these ideas alone would solve any of the problems discussed, I look forward to the day when SLA is more widely recognized as the serious and socially responsive discipline I believe it can be. Chapters like this one (unpleasant for writer and assuredly some readers alike) would no longer be needed. One could instead concentrate on the genuine controversies and excitement in SLA and L3A: the roles of nature and nurture; special and general nativism; child-adult differences and the possibility of maturational constraints; cross-linguistic influence; acquisition and socialization; cognitive and social factors; resilience; stabilization; fossilization, and other putative mechanisms and processes in interlanguage change; the feasibility of pedagogical intervention; and, most of all, the development of viable theories.

de-emphasize state accountability reports and instead consistently promote (1) using common formative assessments to measure student performance on key targets and (2) designing and then using interventions when students struggle.

A culture of collective responsibility is based on two fundamental beliefs: 1. The first assumption is that we, as educators, must accept responsibility to ensure high levels of learning for every child. While parental, societal, and economic forces impact student learning, the actions of the educators will ultimately determine each child’s success in school. 2. The second assumption is that all students can learn at high levels. We define “high” levels of learning as “high school plus,” meaning every child will graduate from high school with the skills and knowledge required to continue to learn.

There is no way an individual teacher has all the time, all the skills, and all the knowledge necessary to meet the individual needs of every child. Applying the formula for learning as an individual is nearly impossible. But collectively, the combined knowledge and skills of an entire staff can meet the learning needs of every child. Teachers must move beyond viewing students as “my kids” and “your kids” and instead regard all the students as “our kids.” This need for a collective effort is why we believe that RTI must be built upon professional learning community practices; the only way a school staff can achieve the mission of learning for all students is by working together (DuFour et al., 2010).

The responsibilities of each teacher team in the RTI process are as follows: • Clearly define essential student learning outcomes • Provide effective Tier 1 core instruction • Assess student learning and the effectiveness of instruction • Identify students in need of additional time and support • Take primary responsibility for Tier 2 supplemental interventions for students who have failed to master the team’s identified essential standards

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

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

At its core, RTI is about creating a collective response when students need additional support, rather than leaving this response up to each individual teacher. This process is predicated on the staff having the time necessary to work together. When collaborative time is not embedded in the contract day, teachers are too often forced to make a choice between meeting the needs of their students at school and their children at home, or between making teaching their career and making it their entire life.

The key criteria are: (1) it must be frequent, (2) it must be during a time that the faculty is paid to be on campus, and (3) it must be mandatory that every staff member participate.

Collaboration by invitation rarely works. Considering that the professional learning communities process is endorsed by virtually every national teacher professional association, it is difficult to understand why a teaching professional would desire or expect the right to work in isolation. More importantly, if a teacher is allowed to opt out of team collaboration, then that teacher’s students will not benefit from the collective skills and expertise of the entire team. If the purpose of collective responsibility is to ensure that all students learn at high levels, then allowing any teacher to work in isolation would be unacceptable.

Teachers need to know the learning intentions and success criteria of their lessons, know how well they are attaining these criteria, and know where to go next in light of the criteria of: “Where are you going?” “How are you going?” and “Where to next?” (Hattie, 2009, p. 239)

To cover all of this content, you would have to change schooling from K–12 to K–22. The sheer number of standards is the biggest impediment to implementing standards” (in Scherer, 2001, p. 15).

If teachers systematically examine their professional practice and their impact on student achievement, the results of such reflective analysis will finally transform educational accountability from a destructive and unedifying mess to a constructive and transformative force in education. (Reeves, 2004, p. 6)

every collaborative teacher team ask and answer the following four questions: What is it we want our students to learn? How will we know if each student is learning each of the essential skills, concepts, knowledge, and dispositions that we have deemed most essential? How will we respond when some of our students do not learn? How will we enrich and extend the learning for students who are already proficient? (DuFour et al., 2010)

Collaborative teams of grade-level or course-alike teachers should discuss, debate, and dialogue about which standards are essential, using all of the resources and criteria just mentioned.

The dialogue needs to ensure that team members (1) are interpreting the standard in the same way, (2) have agreement on the level of rigor and what might constitute proficiency, and (3) have identified the prerequisite skills and knowledge necessary for students to be successful in mastering the new standard.

Once a standard has been unwrapped into a number of learning targets, teachers can build their assessments at the target level, rather than attempting to assess an entire standard.

Formative assessment is intended to generate feedback that can be used to improve and accelerate student learning (Sadler, 1998).

Using formative assessment, teachers can: • Determine what standards students already know and how well they know them • Decide what changes in instruction to make in order to help each student be successful • Create lessons appropriate to the needs of students • Group students for intervention and enrichment • Inform students of their own progress in order for them to set goals

Assessments should be conducted in such a way that students feel that assessments are being done “with” them and “for” them, rather than “to” them.

collaborative teacher teams should build assessments to assess narrow learning targets rather than the entire standard.

approximately 80 percent of students receiving a well-instructed, research-based curriculum should experience success as a result of initial core instruction in the classroom.

A school’s core instruction in behavior should result in at least 80 percent of students being able to articulate what is expected of them, because these behaviors have been taught, actively supervised, practiced, and acknowledged.

There are five characteristics that can define an intervention as more intensive: Frequency. The more often a child receives a particular support, the more intensive the intervention. Duration. The more time a student spends receiving a particular support, the more intensive the intervention. Ratio. The smaller the teacher-to-student ratio, the more intensive the intervention. Targeting. The more aligned a particular support is with the individual needs of a specific student, the more intensive the intervention. Training. The more highly trained the staff member is in the student’s area of need, the more intensive the intervention.

What Must We Do to Make Success the Reality for Every Child? Once we have embraced the belief that the fundamental purpose of our schools is to ensure that every student learns what he or she needs to know to become a successful adult, and we clearly understand the skills and knowledge that our students will need to be competitive in the world they will inherit, then our final question would be, what must we do to make this a reality for every child?

Targeted Instruction + Time = Learning

the purpose of RTI: to systematically provide every child with the additional time and support needed to learn at high levels.

changing our schools must start by building a culture of commitment, empowerment, and site ownership.

the four Cs of RTI. They are: Collective responsibility. A shared belief that the primary responsibility of each member of the organization is to ensure high levels of learning for every child. Thinking is guided by the question, Why are we here? Concentrated instruction. A systematic process of identifying essential knowledge and skills that all students must master to learn at high levels, and determining the specific learning needs for each child to get there. Thinking is guided by the question, Where do we need to go? Convergent assessment. An ongoing process of collectively analyzing targeted evidence to determine the specific learning needs of each child and the effectiveness of the instruction the child receives in meeting these needs. Thinking is guided by the question, Where are we now? Certain access. A systematic process that guarantees every student will receive the time and support needed to learn at high levels. Thinking is guided by the question, How do we get every child there?

Collaborative teacher teams are teams of educators whose classes share essential student learning outcomes; these teachers work collaboratively to ensure that their students master these critical standards. The structure for teacher teams could include grade-level, subject/course-specific, vertical, and/or interdisciplinary teams.

A culture of collective responsibility is guided by a shared belief that the primary responsibility of every member of the organization is to ensure high levels of learning for every child.

A teaching-focused school believes that its responsibility for student learning ends once the child has been given the opportunity to learn the first time. But a learning-focused school understands that the school was not built so that teachers have a place to teach; it was built so that the children of the community have a place to learn. Learning-focused schools embrace RTI, as it is a proven process to help them achieve their mission.

A school will get much better results if it spends less time searching for the Holy Grail and more time working in collaborative teacher teams to find the most effective teaching practices for its students.

a school must target interventions by the student, by the standard, and by the learning target. In other words, what specific essential skill or knowledge is the child lacking?

Douglas Reeves’ research (2009) shows that one of a school’s most effective learning strategies is to have highly trained teachers work with the students most at risk.

Unless a school has clearly identified the essential standards that every student must master, as well as unwrapped the standards into specific student learning targets, it would be nearly impossible to have the curricular focus and targeted assessment data necessary to target interventions to this level.