Rural Education Quotes

Today, more than a quarter century later, we must ask what has happened to that uplifting vision; why does it seem to be fading instead of becoming more clear? Why, per Freedom House, is democracy now “under assault and in retreat”? Why are many people in positions of power seeking to undermine public confidence in elections, the courts, the media, and—on the fundamental question of earth’s future—science? Why have such dangerous splits been allowed to develop between rich and poor, urban and rural, those with a higher education and those without? Why has the United States—at least temporarily—abdicated its leadership in world affairs? And why, this far into the twenty-first century, are we once again talking about Fascism? ONE REASON, FRANKLY, IS DONALD TRUMP. IF WE THINK OF FASCISM as a wound from the past that had almost healed, putting Trump in the White House was like ripping off the bandage and picking at the scab

Socialism is not about big concepts and heavy theory. Socialism is about decent shelter for those who are homeless. It is about water for those who have no safe drinking water. It is about health care, it is about a life of dignity for the old. It is about overcoming the huge divide between urban and rural areas. It is about a decent education for all our people. Socialism is about rolling back the tyranny of the market. As long as the economy is dominated by an unelected, privileged few, the case for socialism will exist.

There are no towns in Hibernia. The population is entirely rural and dispersed.

Symptomatic of this rural-urban identity crisis is our eager embrace of a recently imposed divide: the Red States and the Blue States. That color map comes to us with the suggestion that both coasts are populated by educated civil libertarians, while the vast middle and south are criss-crossed with the studded tracks of ATVs leaving a trail of flying beer cans and rebel yells. Okay, I'm exaggerating a little. But I certainly sense a bit of that when urban friends ask me how I can stand living here, "so far from everything?" (When I hear this question over the phone, I'm usually looking out the window at a forest, a running creek, and a vegetable garden, thinking: Define everything.)

Sports, politics, and religion are the three passions of the badly educated. They are the Midwest's open sores. Ugly to see, a source of constant discontent, they sap the body's strength. Appalling quantities of money, time, and energy are wasted on them. The rural mind is narrow, passionate, and reckless on these matters. Greed, however shortsighted and direct, will not alone account for it. I have known men, for instance, who for years have voted squarely against their interests. Nor have I ever noticed that their surly Christian views prevented them from urging forward the smithereening, say, of Russia, China, Cuba, or Korea. And they tend to back their country like they back their local team: they have a fanatical desire to win; yelling is their forte; and if things go badly, they are inclined to sack the coach.

As Rebeca reveals what scraps of story she does have to Luca, he starts to understand that this is the one thing all migrants have in common, this is the solidarity that exists among them, though they all come from different places and different circumstances, some urban, some rural, some middle-class, some poor, some well educated, some illiterate, Salvadoran, Honduran, Guatemalan, Mexican, Indian, each of them carries some story of suffering on top of that train and into el norte beyond.

As Rebeca reveals what scraps of story she does have to Luca, he starts to understand that this is the one thing all migrants have in common, this is the solidarity that exists among them, though they all come from different places and different circumstances, some urban, some rural, some middle-class, some poor, some well educated, some illiterate, Salvadoran, Honduran, Guatemalan, Mexican, Indian, each of them carries some story of suffering on top of that train and into el norte beyond. Some, like Rebeca, share their stories carefully, selectively, finding a faithful ear and then chanting their words like prayers. Other migrants are like blown-open grenades, telling their anguish compulsively to everyone they meet, dispensing their pain like shrapnel so they might one day wake to find their burdens have grown lighter. Luca wonders what it would feel like to blow up like that. But for now he remains undetonated, his horrors sealed tightly inside, his pin fixed snugly in place.

One of the solutions to increasing the resilience of the rural economy is the automation of the rural economy in a sustainable manner. The adoption of a sustainable and inclusive approach to automating the rural economy can enhance efficiency and speed at each stage of the supply chain.

Roosevelt loved the subtleties of human relations...He was sensitive to nuances in a way that Harry Truman never was and never would be. Truman, with his rural Missouri background, and partly too, because of the limits of his education, was inclined to see things in far simpler terms, as right or wrong, wise or foolish. He dealt little in abstractions.

Some historians, in fact, suggest Hartford recruiters may have pioneered strategies that spurred the great migration of Southern rural blacks to Northern cities.

The root of disaster means a star coming apart, and no image expresses better the look in a patient’s eyes when hearing a neurosurgeon’s diagnosis. Sometimes the news so shocks the mind that the brain suffers an electrical short. This phenomenon is known as a “psychogenic” syndrome, a severe version of the swoon some experience after hearing bad news. When my mother, alone at college, heard that her father, who had championed her right to an education in rural 1960s India, had finally died after a long hospitalization, she had a psychogenic seizure—which continued until she returned home to attend the funeral.

Now, looking for labels, it is hard to call the Hell's Angels anything but mutants. They are urban outlaws with a rural ethic and a new, improvised style of self-preservation. Their image of themselves derives mainly from Celluloid, from the Western movies and two-fisted TV shows that have taught them most of what they know about the society they live in. Very few read books, and in most cases their formal education ended at fifteen or sixteen. What little they know of history has come from the mass media, beginning with comics ... so if they see themselves in terms of the past, it's because they can't grasp the terms of the present, much less the future. They are the sons of poor men and drifters, losers and the sons of losers. Their backgrounds are overwhelmingly ordinary. As people, they are like millions of other people. But in their collective identity they have a peculiar fascination so obvious that even the press has recognized it, although not without cynicism. In its ritual flirtation with reality the press has viewed the Angels with a mixture of awe, humor and terror -- justified, as always, by a slavish dedication to the public appetite, which most journalists find so puzzling and contemptible that they have long since abandoned the task of understanding it to a handful of poll-takers and "experts.

Don’t wait for the perfect time to go after your dreams. There is never a perfect time. Just get on with it, and when you achieve one dream, always have another waiting in the wings. There’s nothing worse than having no goal, nothing to strive for.

If you already have the student loans or don’t want to get a loan in the first place, look into the “underserved areas” programs. The government will pay for school or pay off your student loans if you will go to work in an underserved area. These areas are typically rural or inner-city areas. Most of these programs are for law and medicine. If you are in nursing, work a few years in an inner-city hospital with the less fortunate, and you will get a free education, courtesy of the federal government.

Education is an industry that is driven and financially backed by the realities that dark children and their families just survive. It is Teach for America’s mantra: spend two years in an inner city or rural school with poor and/or dark children and help them survive.

Populist voters are older, more religious, more rural, less educated, and more likely to be male and members of the ethnic majority. They embrace authoritarian values, place themselves on the right of the political spectrum, and dislike immigration and global and national governance.

Why are many people in positions of power seeking to undermine public confidence in elections, the courts, the media, and—on the fundamental question of earth’s future—science? Why have such dangerous splits been allowed to develop between rich and poor, urban and rural, those with a higher education and those without?

Our speech accurately reflects the prejudices of the ruling group. Since the rulers and the rich and the educated (who directed language) generally lived in cities, we developed such words as "villain," which meant a rustic; "heathen" and "pagan," which also indicated those who dwelt in the country; "boor," which meant a farmer; and many other such words which downgraded rural inhabitants.

this is the one thing all migrants have in common, this is the solidarity that exists among them, though they all come from different places and different circumstances, some urban, some rural, some middle-class, some poor, some well educated, some illiterate, Salvadoran, Honduran, Guatemalan, Mexican, Indian, each of them carries some story of suffering on top of that train and into el norte beyond.

As Rebeca reveals what scraps of story she does have to Luca, he starts to understand that this is the one thing all migrants have in common, this is the solidarity that exists among them, though they all come from different places and different circumstances, some urban, some rural, some middle-class, some poor, some well educated, some illiterate, Salvadoran, Honduran, Guatemalan, Mexican, Indian, each of them carries some story of suffering on top of that train and into el norte beyond. Some, like Rebeca, share their stories carefully, selectively, finding a faithful ear and then chanting their words like prayers. Other migrants are like blown-open grenades, telling their anguish compulsively to everyone they meet, dispensing their pain like shrapnel so they might one day wake to find their burdens have grown lighter.

The built environment is shaped not only by private sector development pratices, but also by the honored and fascinating field of planning. Planners in towns, counties, regional and state government, consulting firms and in economic development agencies translate ideas about human settlements into concrete designs. They can be generalists or specialize in transportation, urban centers, rural land use, economic development and more. At its best, the planning profession aims to mediate tensions between people, social groups, and the natural environment by creating an orderly process for determining common values, shared priorities and elegant principles for transcending conflicts. Therefore planners may find themselves caught in some of the most challenging political crossfire to be found. But they also have the opportunity to educate many sectors and communities.

Because of industrialization, and the green revolution in the rural areas, a new class of nouveau-riche persons are emerging, and these people are being exposed for the first time to university education, comfortable urban life, stylish living, and western influences – materialistic comforts. During this transition period, we are slowly cutting from the moral ethos of our grandfathers, and at the same time we don’t have the westerner’s idea of discipline and social justice. At the moment things are chaotic here.

As our society grew more complex, more and more of the government’s function took the form of social insurance, with each of us chipping in through our tax dollars to protect ourselves collectively—for disaster relief if our house was destroyed in a hurricane; unemployment insurance if we lost a job; Social Security and Medicare to lessen the indignities of old age; reliable electricity and phone service for those who lived in rural areas where utility companies wouldn’t otherwise make a profit; public schools and universities to make education more egalitarian.

His father considered that bones and muscles were “sufficient to make a man” and that time in school was “doubly wasted.” In rural areas, the only schools were subscription schools, so it not only cost a family money to give a child an education, but the classroom took the child away from manual labor. Accordingly, when Lincoln reached the age of nine or ten, his own formal education was cut short. Left on his own, Abraham had to educate himself. He had to take the initiative, assume responsibility for securing books, decide what to study, become his own teacher.

Right-wing populist movements appeal to historically dominant population groups that have been left behind economically relative to their expectations: the poorly educated, those who live in rural areas, and workers who have lost jobs because of international trade.18 Arguments made by the leaders of right-wing populist movements for trade barriers and immigration restrictions fall on willing ears. But rather than explicitly appeal to class identity or distributive justice, the leaders of right-wing populist movements appeal to the ethno-nationalist creed of “blood and soil.” These groups look nostalgically back to a past when people like them enjoyed greater economic security and higher status.

One of the Project’s more enthusiastic, ambitious, optimistic, and inspirational characters, Ernest Lawrence found it impossible to believe what the District Engineer was saying: Those high school girls they had pulled from rural Tennessee to operate his calutrons in Y-12 were doing it better than his own team of scientists. In Berkeley, only PhDs had been allowed to operate the panels controlling the electromagnetic separation units. When Tennessee Eastman suggested turning over the operation of Lawrence’s calutrons to a bunch of young women fresh off the farm with nothing more than a public school education, the Nobel Prize winner was skeptical. But it was decided Lawrence’s team would work out the kinks for the calutron units and then pass control to the female operators.

The principal reason that districts within states often differ markedly in per-pupil expenditures is that school funding is almost always tied to property taxes, which are in turn a direct function of local wealth. Having school funding depend on local wealth creates a situation in which poor districts must tax themselves far more heavily than wealthy ones, yet still may not be able to generate adequate income. For example, Baltimore City is one of the poorest jurisdictions in Maryland, and the Baltimore City Public Schools have the lowest per-pupil instructional expenses of any of Maryland's 24 districts. Yet Baltimore's property tax rate is twice that of the next highest jurisdiction.(FN2) Before the funding equity decision in New Jersey, the impoverished East Orange district had one of the highest tax rates in the state, but spent only $3,000 per pupil, one of the lowest per-pupil expenditures in the state.(FN3) A similar story could be told in almost any state in the U.S.(FN4) Funding formulas work systematically against children who happen to be located in high-poverty districts, but also reflect idiosyncratic local circumstances. For example, a factory closing can bankrupt a small school district. What sense does it make for children's education to suffer based on local accidents of geography or economics? To my knowledge, the U.S. is the only nation to fund elementary and secondary education based on local wealth. Other developed countries either equalize funding or provide extra funding for individuals or groups felt to need it. In the Netherlands, for example, national funding is provided to all schools based on the number of pupils enrolled, but for every guilder allocated to a middle-class Dutch child, 1.25 guilders are allocated for a lower-class child and 1.9 guilders for a minority child, exactly the opposite of the situation in the U.S. where lower-class and minority children typically receive less than middle-class white children.(FN5) Regional differences in per-pupil costs may exist in other countries, but the situation in which underfunded urban or rural districts exist in close proximity to wealthy suburban districts is probably uniquely American. Of course, even equality in per-pupil costs in no way ensures equality in educational services. Not only do poor districts typically have fewer funds, they also have greater needs.

Education is an industry that is driven and financially backed by the realities that dark children and their families just survive. It is Teach for America’s mantra: spend two years in an inner city or rural school with poor and/or dark children and help them survive. Individuals with little to no experience are tasked with working in struggling schools that were designed to fail (e.g., they are underfunded, with high teacher burnout, tests that punish students, and low-quality teachers) and given only two years—if they can make it that long—to “make a difference,” when hundreds more qualified have tried and failed before them. These educational parasites need dark children to be underserved and failing, which supports their feel-good, quick-fix, gimmicky narrative and the financial reason for their existence.

Given the country’s low birth rate, more Germans will have to follow Mr Gerloff’s example if companies are to avoid crippling shortages of skilled labour in the coming years. At 21 per cent, Germany already has a higher share of its population over the age of 65 than any other country, bar Japan. Despite a large increase in immigration last year, there are already skills shortages in some sectors, particularly in machine building and healthcare and at small and medium-sized companies in rural areas. But this is only a harbinger of the difficulties to come when German baby boomers begin retiring over the next 15 to 20 years. Between 2010 and 2030 the stock of economically active people is set to decline by almost 10 per cent to 39.1m, according to a 2012 report by the Federal Institute for Vocational Education and Training.

The Industrial Revolution has bequeathed us the production-line theory of education. In the middle of town there is a large concrete building divided into many identical rooms, each room equipped with rows of desks and chairs. At the sound of a bell, you go to one of these rooms together with thirty other kids who were all born the same year as you. Every hour a different grown-up walks in and starts talking. The grown-ups are all paid to do so by the government. One of them tells you about the shape of the earth, another tells you about the human past, and a third tells you about the human body. It is easy to laugh at this model, and almost everybody agrees that no matter its past achievements, it is now bankrupt. But so far we haven’t created a viable alternative. Certainly not a scalable alternative that can be implemented in rural Mexico rather than just in wealthy California suburbs.

The autumn was a happy time. The crops around the countryside were good, and over at the Forks Falls market the price of tobacco held firm that year. After the long hot summer the first cool days had a clean bright sweetness. Goldenrod grew along the dusty roads, and the sugar cane was ripe and purple. The bus came each day from Cheehaw to carry a few of the younger children to the consolidated school to get an education. Boys hunted foxes in the pinewoods, winter quilts were aired out on the wash lines, and sweet potatoes bedded in the ground with straw against the colder months to come. In the evening, delicate shreds of smoke rose from the chimneys, and the moon was round and orange in the autumn sky. There is no stillness like the quiet of the first cold nights in the fall. Sometimes, late in the night when there was no wind, there could be heard in the town the thin wild whistle of the train that goes through Society City on its way far off to the North.

prerelease: Snuggie Bobo grew up in the rural Midwest, but soon became enticed with running the streets of the hood. It became an area to be conquered by all means necessary! This, of course, led to a long stay in ‘upstate’ maximum security correctional college nicknamed ‘Gladiator School’. It was the school of hard knocks where men left better criminals than they entered. In the process of trying to omit the truth of the past years’ regrets, Snuggie became educated, going as far as obtaining a PhD with the hopes to rejoin society. Unfortunately, society tends to look down upon street hoods and ex-felons! Now, Snuggie lives in Chicagoland spinning tales based on this lived history to bring the reader into his world. Sean Jr. was one of the people in this world. He was a gay brother, who lost his father to crack. His father was dealing with their family problem. Sean’s mother abused him due to his forbidden illness: lusting for men. Snuggie knew Sean since he was knee-high to a grasshopper and years later took him in. He was his mentor. These are tales out of Sean and Snuggie’s life. © Snuggie Bobo 2023

a 1960 self-published broadside, A Business Man Looks at Communism, Koch claimed that “the Communists have infiltrated both the Democrat [sic] and Republican Parties.” Protestant churches, public schools, universities, labor unions, the armed services, the State Department, the World Bank, the United Nations, and modern art, in his view, were all Communist tools. He wrote admiringly of Benito Mussolini’s suppression of Communists in Italy and disparagingly of the American civil rights movement. The Birchers agitated to impeach Chief Justice Earl Warren after the Supreme Court voted to desegregate the public schools in the case Brown v. Board of Education, which had originated in Topeka, in the Kochs’ home state of Kansas. “The colored man looms large in the Communist plan to take over America,” Fred Koch claimed in his pamphlet. Welfare in his view was a secret plot to attract rural blacks to cities, where he predicted that they would foment “a vicious race war.” In a 1963 speech, Koch claimed that Communists would “infiltrate the highest offices of government in the U.S. until the President is a Communist, unknown to the rest of us.

The only word these corporations know is more,” wrote Chris Hedges, former correspondent for the Christian Science Monitor, National Public Radio, and the New York Times. They are disemboweling every last social service program funded by the taxpayers, from education to Social Security, because they want that money themselves. Let the sick die. Let the poor go hungry. Let families be tossed in the street. Let the unemployed rot. Let children in the inner city or rural wastelands learn nothing and live in misery and fear. Let the students finish school with no jobs and no prospects of jobs. Let the prison system, the largest in the industrial world, expand to swallow up all potential dissenters. Let torture continue. Let teachers, police, firefighters, postal employees and social workers join the ranks of the unemployed. Let the roads, bridges, dams, levees, power grids, rail lines, subways, bus services, schools and libraries crumble or close. Let the rising temperatures of the planet, the freak weather patterns, the hurricanes, the droughts, the flooding, the tornadoes, the melting polar ice caps, the poisoned water systems, the polluted air increase until the species dies. There are no excuses left. Either you join the revolt taking place on Wall Street and in the financial districts of other cities across the country or you stand on the wrong side of history. Either you obstruct, in the only form left to us, which is civil disobedience, the plundering by the criminal class on Wall Street and accelerated destruction of the ecosystem that sustains the human species, or become the passive enabler of a monstrous evil. Either you taste, feel and smell the intoxication of freedom and revolt or sink into the miasma of despair and apathy. Either you are a rebel or a slave. To be declared innocent in a country where the rule of law means nothing, where we have undergone a corporate coup, where the poor and working men and women are reduced to joblessness and hunger, where war, financial speculation and internal surveillance are the only real business of the state, where even habeas corpus no longer exists, where you, as a citizen, are nothing more than a commodity to corporate systems of power, one to be used and discarded, is to be complicit in this radical evil. To stand on the sidelines and say “I am innocent” is to bear the mark of Cain; it is to do nothing to reach out and help the weak, the oppressed and the suffering, to save the planet. To be innocent in times like these is to be a criminal.

If you proprose the idea of anarchism to a roomful of ordinary people, someone will almost inevitably object: but of course we can’t eliminate the state, prisons, and police. If we do, people will simply start killing one another. To most, this seems simple common sense. The odd thing about this prediction is that it can be empirically tested; in fact, it frequently has been empirically tested. And it turns out to be false. True, there are one or two cases like Somalia, where the state broke down when people were already in the midst of a bloody civil war, and warlords did not immediately stop killing each other when it happened (though in most respects, even in Somalia, a worst-case hypothesis, education, health, and other social indicators had actually improved twenty years after the dissolution of the central state!). And of course we hear about the cases like Somalia for the very reason that violence ensues. But in most cases, as I myself observed in parts of rural Madagascar, very little happens. Obviously, statistics are unavailable, since the absence of states generally also means the absence of anyone gathering statistics. However, I’ve talked to many anthropologists and others who’ve been in such places and their accounts are surprisingly similar. The police disappear, people stop paying taxes, otherwise they pretty much carry on as they had before. Certainly, they do not break into a Hobbesian "war of all against all." (p. 206)

But there was a lacuna in Nehru’s concept of science: he saw it exclusively in terms of laboratory science, not field science; physics and molecular biology, not ecology, botany, or agronomy. He understood that India’s farmers were poor in part because they were unproductive—they harvested much less grain per acre than farmers elsewhere in the world. But unlike Borlaug, Nehru and his ministers believed that the poor harvests were due not to lack of technology—artificial fertilizer, irrigated water, and high-yield seeds—but to social factors like inefficient management, misallocation of land, lack of education, rigid application of the caste system, and financial speculation (large property owners were supposedly hoarding their wheat and rice until they could get better prices). This was not crazy: more than one out of five families in rural India owned no land at all, and about two out of five owned less than 2.5 acres, not enough land to feed themselves. Meanwhile, a tiny proportion of absentee landowners controlled huge swathes of terrain. The solution to rural poverty, Nehru therefore believed, was less new technology than new policies: give land from big landowners to ordinary farmers, free the latter from the burdens of caste, and then gather the liberated smallholders into more-efficient, technician-advised cooperatives. This set of ideas had the side benefit of fitting nicely into Nehru’s industrial policy: enacting them would cost next to nothing, reserving more money for building factories.

The Blue Mind Rx Statement Our wild waters provide vast cognitive, emotional, physical, psychological, social, and spiritual values for people from birth, through adolescence, adulthood, older age, and in death; wild waters provide a useful, widely available, and affordable range of treatments healthcare practitioners can incorporate into treatment plans. The world ocean and all waterways, including lakes, rivers, and wetlands (collectively, blue space), cover over 71% of our planet. Keeping them healthy, clean, accessible, and biodiverse is critical to human health and well-being. In addition to fostering more widely documented ecological, economic, and cultural diversities, our mental well-being, emotional diversity, and resiliency also rely on the global ecological integrity of our waters. Blue space gives us half of our oxygen, provides billions of people with jobs and food, holds the majority of Earth's biodiversity including species and ecosystems, drives climate and weather, regulates temperature, and is the sole source of hydration and hygiene for humanity throughout history. Neuroscientists and psychologists add that the ocean and wild waterways are a wellspring of happiness and relaxation, sociality and romance, peace and freedom, play and creativity, learning and memory, innovation and insight, elation and nostalgia, confidence and solitude, wonder and awe, empathy and compassion, reverence and beauty — and help manage trauma, anxiety, sleep, autism, addiction, fitness, attention/focus, stress, grief, PTSD, build personal resilience, and much more. Chronic stress and anxiety cause or intensify a range of physical and mental afflictions, including depression, ulcers, colitis, heart disease, and more. Being on, in, and near water can be among the most cost-effective ways of reducing stress and anxiety. We encourage healthcare professionals and advocates for the ocean, seas, lakes, and rivers to go deeper and incorporate the latest findings, research, and insights into their treatment plans, communications, reports, mission statements, strategies, grant proposals, media, exhibits, keynotes, and educational programs and to consider the following simple talking points: •Water is the essence of life: The ocean, healthy rivers, lakes, and wetlands are good for our minds and bodies. •Research shows that nature is therapeutic, promotes general health and well-being, and blue space in both urban and rural settings further enhances and broadens cognitive, emotional, psychological, social, physical, and spiritual benefits. •All people should have safe access to salubrious, wild, biodiverse waters for well-being, healing, and therapy. •Aquatic biodiversity has been directly correlated with the therapeutic potency of blue space. Immersive human interactions with healthy aquatic ecosystems can benefit both. •Wild waters can serve as medicine for caregivers, patient families, and all who are part of patients’ circles of support. •Realization of the full range and potential magnitude of ecological, economic, physical, intrinsic, and emotional values of wild places requires us to understand, appreciate, maintain, and improve the integrity and purity of one of our most vital of medicines — water.

During the second half of the sixties, the center of the crisis shifted to the sprawling ghettos of the North. Here black experience was radically different from that in the South. The stability of institutional relationships was largely absent in Northern ghettos, especially among the poor. Over twenty years ago, the black sociologist E. Franklin Frazier was able to see the brutalizing effect of urbanization upon lower class blacks : ". . . The bonds of sympathy and community of interests that held their parents together in the rural environment have been unable to withstand the disintegrating forces in the city." Southern blacks migrated North in search of work, seeking to become transformed from a peasantry into a working class. But instead of jobs they found only misery, and far from becoming a proletariat, they came to constitute a lumpenproletariat, an underclass of rejected people. Frazier's prophetic words resound today with terrifying precision: ". . . As long as the bankrupt system of Southern agriculture exists, Negro families will continue to seek a living in the towns and cities of the country. They will crowd the slum areas of Southern cities or make their way to Northern cities, where their family life will become disrupted and their poverty will force them to depend upon charity." Out of such conditions, social protest was to emerge in a form peculiar to the ghetto, a form which could never have taken root in the South except in such large cities as Atlanta or Houston. The evils in the North are not easy to understand and fight against, or at least not as easy as Jim Crow, and this has given the protest from the ghetto a special edge of frustration. There are few specific injustices, such as a segregated lunch counter, that offer both a clear object of protest and a good chance of victory. Indeed, the problem in the North is not one of social injustice so much as the results of institutional pathology. Each of the various institutions touching the lives of urban blacks—those relating to education, health, employment, housing, and crime—is in need of drastic reform. One might say that the Northern race problem has in good part become simply the problem of the American city—which is gradually becoming a reservation for the unwanted, most of whom are black.

As strangeness becomes the new normal, your past experiences, as well as the past experiences of the whole of humanity, will become less reliable guides. Humans as individuals and humankind as a whole will increasingly have to deal with things nobody ever encountered before, such as super-intelligent machines, engineered bodies, algorithms that can manipulate your emotions with uncanny precision, rapid man-made climate cataclysms and the need to change your profession every decade. What is the right thing to do when confronting a completely unprecedented situation? How should you act when you are flooded by enormous amounts of information and there is absolutely no way you can absorb and analyse it all? How to live in a world where profound uncertainty is not a bug, but a feature? To survive and flourish in such a world, you will need a lot of mental flexibility and great reserves of emotional balance. You will have to repeatedly let go of some of what you know best, and feel at home with the unknown. Unfortunately, teaching kids to embrace the unknown and to keep their mental balance is far more difficult than teaching them an equation in physics or the causes of the First World War. You cannot learn resilience by reading a book or listening to a lecture. The teachers themselves usually lack the mental flexibility that the twenty-first century demands, for they themselves are the product of the old educational system. The Industrial Revolution has bequeathed us the production-line theory of education. In the middle of town there is a large concrete building divided into many identical rooms, each room equipped with rows of desks and chairs. At the sound of a bell, you go to one of these rooms together with thirty other kids who were all born the same year as you. Every hour some grown-up walks in, and starts talking. They are all paid to do so by the government. One of them tells you about the shape of the earth, another tells you about the human past, and a third tells you about the human body. It is easy to laugh at this model, and almost everybody agrees that no matter its past achievements, it is now bankrupt. But so far we haven’t created a viable alternative. Certainly not a scaleable alternative that can be implemented in rural Mexico rather than just in upmarket California suburbs.

Today I address professionals, business leaders and researchers on how they can contribute with innovative ideas to achieve these ten pillars. These are as follows: 1) A nation where the rural and urban divide has reduced to a thin line. 2) A nation where there is equitable distribution and adequate access to energy and quality water. 3) A nation where agriculture, industry and the service sector work together in symphony. 4) A nation where education with value systems is not denied to any meritorious candidates because of societal or economic discrimination. 5) A nation which is the best destination for the most talented scholars, scientists and investors. 6) A nation where the best of healthcare is available to all. 7) A nation where the governance is responsive, transparent and corruption free. 8) A nation where poverty has been totally eradicated, illiteracy removed and crimes against women and children are absent and no one in the society feels alienated. 9) A nation that is prosperous, healthy, secure, peaceful and happy and follows a sustainable growth path. 10) A nation that is one of the best places to live in and is proud of its leadership.

The passing of the Right to Education Act 2009, the Right to Information Act 2005, and the National Rural Employment Guarantee Act 2005 are some examples of the effective functioning of the legislative system.

In the aftermath of 9/11, the United States tried to address terrorism concerns in Pakistan by transferring $10 billion in helicopters, guns, and military and economic support; in that same period, the United States became steadily more unpopular in Pakistan, the Musharraf government less stable and extremists more popular. Imagine if we had used the money instead to promote education and microfinance in rural Pakistan, through Pakistani organizations. The result would likely have been greater popularity for the United States and greater involvement of women in society. And, as we’ve argued, when women gain a voice in society, there’s evidence of less violence. Swanee Hunt, a former U.S. ambassador to Austria now at Harvard, recalled the reaction of a Pentagon official in 2003 in the aftermath of the “shock and awe” invasion of Iraq: “When I urged him to broaden his search for the future leaders of Iraq, which had yielded hundreds of men and only seven women, he responded, Ambassador Hunt, we’ll address women’s issues after we get the place secure.’ I wondered what ‘women’s issues’ he meant. I was talking about security.

THE LIFE OF Björnstjerne Björnson was so full and active, and involves to such a degree the intellectual and political history of his country in the second half of the nineteenth century, that it is impossible in a short sketch to do more than indicate its main outlines. He was born, the son of a pastor, in Kvikne, Osterdal, Norway, on December 8, 1832, but his youth was spent mainly in the picturesque district of Romsdal. He was educated in Molde and Christiania, and early began a career as a journalist and dramatic critic. His first book of importance was “Synnöve Solbakken” (1857), and it was followed by “Arne,” “A Happy Boy” (1860), and “The Fisher Maiden.” These works deal with the Norwegian peasant, portrayed with understanding and sympathy, and, though true to nature, have an idyllic quality which separates them from much of the fiction of rural life that was being written elsewhere in Europe at that time.

I’m excited to announce that Book 2 of our series, My Job: More People at Work Around the World, is in production. Having met hundreds of people in fascinating jobs, I faced an enormous challenge in selecting the stories to include in Book 2 . . . but I believe this collection will surprise and delight you. It covers a range of jobs in the following sections: Health and Recovery Education and Finance Agribusiness and Food Processing Arts and Culture Activism and Diplomacy The book allows you to experience what it’s like to be an addiction-recovery counselor trained as a clown in London, an art teacher working with gang members in Chicago, a midwife working in rural villages in Guatemala, or a mobile-banking agent making her first million in Zambia. Book 2 will take you places you’ve never been, from the Appalachian Mountains of West Virginia to a serene beach in Tel Aviv, Israel, and take you deep into the true stories of what it’s like to work at jobs as disparate as teaching a grieving widow to dance, to negotiating with a terrorist. The book will publish in March and is available for preorder at Amazon.

People are alive by means of the circulation of the spirit and the movement of the cosmos. Without those we couldn’t even be alive. And the systems of our world—academics, science, education, medicine, culture, and civilization—all are manifestations of this spirit but also of the current myths or cosmology that we are living. And these are what we must go beyond.

Plumley’s record of anti-labor votes was one of the issues that led a forty-year-old professor of political science, Andrew E. Nuquist, to challenge Plumley for the Republican nomination in 1946. Nuquist, from a small town in rural Nebraska, had relocated to Vermont in 1938 after completing his doctorate at the University of Wisconsin. As his daughter Elizabeth Raby remembered, “When my father arrived in Vermont, his field of interest was international relations. Very soon, however, he became fascinated by his adopted state. Although he always retained his internationalist outlook, he became a specialist in the local and state governments of Vermont.” During his tenure as associate professor of political science at the University of Vermont, Nuquist served on many civic and war-related bodies: he was chair of the Vermont State Chamber of Commerce Committee on Local Finances and Affairs from 1941 to 1943, a public panel member of the Regional War Labor Board from 1943 to 1946, and director of the Town Officers’ Educational Conference in 1946.

Why are many people in positions of power seeking to undermine public confidence in elections, the courts, the media, and—on the fundamental question of earth’s future—science? Why have such dangerous splits been allowed to develop between rich and poor, urban and rural, those with a higher education and those without? Why has the United States—at least temporarily—abdicated its leadership in world affairs?

It is impossible to tell how much public money they [the cadres] have spent on dining, money wrung from the blood and sweat of hard-working peasants. According to figures released by the National Statistics Bureau, the yearly spending on dining at public expense in urban and rural areas is somewhere between eight hundred million and one billion yuan, enough to host four Olympic Games, to build two dams like the Three Gorges, or wipe out the disgrace of the widespread phenomenon of children being kept out of school because there are insufficient funds in the education budget.

Before the Industrial Revolution began, the world’s population was less than one billion, mostly consisting of rural farmers who did all their work using manual labor or domesticated animals. Now there are seven billion people, more than half of us live in cities, and we use machines to do the majority of our work. Before the Industrial Revolution, people’s work on the farm required a wide range of skills and activities, such as growing plants, tending animals, and doing carpentry. Now many of us work in factories or offices, and people’s jobs often require them to specialize in doing just a few things, such as adding numbers, putting the doors on cars, or staring at computer screens. Before the Industrial Revolution, scientific inventions had little effect on the daily life of the average person, people traveled little, and they ate only minimally processed food that was grown locally. Today, technology permeates everything we do, we think nothing of flying or driving hundreds or thousands of miles, and much of the world’s food is grown, processed, and cooked in factories far from where it is consumed. We have also changed the structure of our families and communities, the way we are governed, how we educate our children, how we entertain ourselves, how we get information, and how we perform vital functions like sleep and defecation. We have even industrialized exercise: more people get pleasure from watching professional athletes compete in televised sports than by participating in sports themselves.6

While Dixieland men may have struggled with a language inferiority complex, the opposite is true of Southern women. We’ve always known our accent is an asset, a special trait that makes us stand out from our Northern peers in all the best ways. For one thing, men can’t resist it. Our slow, musical speech drips with charm, and with the implied delights of a long, slow afternoon sipping home-brewed tea on the back porch. In educated circles, Southern speech is considered aristocratic, and for good reason: it is far closer linguistically to the Queen’s English than any other American accent. Scottish, Irish, and rural English formed the basis of our language years ago, and the accent has held strong ever since. In the poor hill country there haven’t been many other linguistic influences, and in Charleston you’d be hard pressed to tell a British tourist from a native. In the Delta of Mississippi and Louisiana, the mixture of French, West Indian, and Southern formed two dialects--Cajun and Creole--that in some places are far more like French than English.

a $55,000 check from the Johnny Carson Foundation had recently landed in their PO box, accompanied by a note from the King of Late Night himself: “It is important to help the area kids to have the same advantages and education that larger cities’ kids already have and also help the rural area.

The rise of populist politicians who denounce their opponents as corrupt or illegitimate is the most important proximate cause for this new era of polarization. But in many countries, its roots lie in a deeper social and cultural divorce between the urban and the rural, the rich and the poor, the highly educated and everybody else.

My pen and paper can do this better, tell you the story about black girl raised by her father in a poor family rural area with no education and better qualifications to make her life better that me the only thing I had was dream and goal to turn around my situation the bigger I dreamed It what I managed to get as I mentioned the only thing that I know is sound of birds,trees,my dad's goats that I was a sherped of it and water flows I made a decision that I don't want to die on that situation.

In rural England, people live wrapped tight in a cocoon; only their eyes move to make sure nobody gets more than themselves. Popular education has not touched them; they communicate as their fathers did by a flick of the eyeballs, passing down grudges either improve upon or, at very least, in mint condition, from generation to generation.

Our leading agricultural colleges still churn out "business-focused" young farmers, fired up with productive zeal. Students are taught to be at the cutting edge of the new farming, applying science and technology to control nature. They are taught to think about the land like economists. They are taught nothing about tradition, community, or ecological limits. Rachel Carson isn't on the curriculum. Different colleges and courses elsewhere churn out young ecologists who know nothing about farming or rural lives. Education is divided by specialism, and sorts the young people into two separate tribes who can barely understand each other.

Automation, globalization, and increased education requirements - compounded by failures in government and institutions - have given rise to a generation of disconnected and fearful people. The number of men who have dropped out of the labour force and stopped looking for work has quintupled since the 1950s. The result is a form of community trauma deeply felt in many rural areas: intergenerational poverty, long-term unemployment, degraded environments, disconnected social relationships, and destructive social norms.

Once I went to buy a turtle at the Chiefland flea market. They said turtles were only legal to buy for "educational purposes." Before I could buy I was asked to write "For Education" on a piece of paper. With the official paperwork completed we headed behind the booth to get the turtle. There was a capybara snoozing in a kid's wading pool. The capybara was not for sale.

When girls don’t act in the ways they’re expected to or when they are perceived to be acting out, they’re punished.[*2] Any one individual teacher might not be sexist or racist, but the education system is: teachers belong to the same culture as everyone else, and it can shape the way they view behavior and achievement. School can become a place where society’s problems are replicated. Teachers call on boys more often than girls, the Sadkers documented, and pay attention to their students in slightly different ways: they compliment girls on their clothing but boys on their achievements. Girls succeed or struggle in school according to the expectations society sets for them. Sometimes these attitudes are explicit, but more often they’re humming quietly in the background, unnoticed. The hum grows louder and clearer over the years, until we find ourselves singing the same song, uncertain of how we learned it. I

Nitrogen fertilizer is a significant contributor to the world’s carbon footprint. Its production is energy intensive because the chemical process involved requires both heat and pressure. Depending on the efficiency of the factory, making 1 ton of fertilizer creates between 1 and 4 tons CO2e. When the fertilizer is actually applied, between 1 and 5 percent of the nitrogen it contains is released as nitrous oxide, which is around 300 times more potent than CO2. This adds between 1.7 and 8.3 tons CO2e to the total footprint,11 depending on a variety of factors.12 Here’s how the science of it goes. All plants contain nitrogen, so if you’re growing a crop, it has to be replaced into the soil somehow or it will eventually run out. Nitrogen fertilizer is one way of doing this. Manure is another. Up to a point there can be big benefits. For some crops in some situations, the amount of produce can even be proportional to the amount of nitrogen that is used. However, there is a cut-off point after which applying more does nothing at all to the yield, or even decreases it. Timing matters, too. It is inefficient to apply fertilizer before a seed has had a chance to develop into a rapidly growing plant. Currently these messages are frequently not understood by small farmers in rural China, especially, where fertilizer is as cheap as chips and the farmers believe that the more they put on the bigger and better the crop will be. Many have a visceral understanding of the needs for high yields, having experienced hunger in their own lifetime, so it is easy to understand the instinct to spread a bit more fertilizer. After all, China has 22 percent of the world’s population to feed from 9 percent of the world’s arable land. There are other countries in which the same issues apply, although typically the developed world is more careful. Meanwhile in parts of Africa there is a scarcity of nitrogen in the soil and there would be real benefits in applying a bit more fertilizer to increase the yield and get people properly fed. One-third of all nitrogen fertilizer is applied to fields in China—about 26 million tons per year. The Chinese government believes there is scope for a 30 to 60 percent reduction without any decrease in yields. In other words, emissions savings on the order of 100 million tons are possible just by cutting out stuff that does nothing whatsoever to help the yield. There are other benefits, too. It’s much better for the environment generally, and it’s cheaper and easier for the farmers. It boils down to an education exercise... and perhaps dealing with the interests of a fertilizer industry.

Rather, it is a story about an important contemporary issue from a particular perspective, one that is

Next to the education of the child,” he wrote, road building ranked as “the greatest public responsibility.” It contributed to the common good and did more to increase the “possibilities of enjoyment and happiness of life than any other public undertaking.” Good roads could improve the living standards of all, but especially rural Americans. For decades, agrarian life had been on the decline as young men and women on farms, unable to tolerate their isolation, abandoned their parents’ land and succumbed to the lure of the city. It was only a matter of time before people living in cities would outnumber those living on farms. Surely, MacDonald and others believed naively, roads connecting the country with the city could reverse this decline.

Americans who live in metropolitan areas with more than a million residents are, on average, more than 50 percent more productive than Americans who live in smaller metropolitan areas. These relationships are the same even when we take into account the education, experience, and industry of workers. They’re even the same if we take individual workers’ IQs into account. The income gap between urban and rural areas is just as large in other rich countries, and even

Immediately after the war, blacks separated from white churches to start their own thriving churches. Tens of thousands of freedmen joined the new black Baptist churches, which quickly became the most important centers of community life in black townships and rural villages. Whites accused these churches of being spawning grounds for social and political discontent, which they undoubtedly were. Black resistance to the Klan’s violence and the attempts by white politicians to deprive blacks of civil rights and access to education was centered in the black churches. Individual white Baptists were ambivalent toward black Baptists. Many were suspicious of the danger they thought the blacks posed to white interests, and many still viewed the blacks as little better than jungle animals who were aping their betters. However, many white Baptists, although they had supported or fought for the Confederacy, seemed to genuinely desire the education and uplifting of blacks.

Organizations like REAL Enterprises—Rural Entrepreneurship through Action Learning

Under the auspices of the Program for Academic and Cultural Excellence in Rural Schools (PACERS), high school students in over 20 communities sought to rectify this situation. Their language arts and journalism classes started collecting news from not only their school but the surrounding region.

American urge to reinvent ourselves in the wilderness spiked into its largest, most influential and most radical manifestation ever. That decade, as many as a million young Americans uprooted themselves, almost en masse, abandoning their urban and suburban backgrounds in favor of a life in the countryside. They were almost all white, well-educated, and from middle-class or wealthy backgrounds. This was not a coincidence. For many, the choice to live a life of radical austerity and anachronism was certainly a rebellion against the comfort and prosperity of their Eisenhower-era childhoods, but that same background of comfort also offered a security and safety net that made such radical choices possible. For some, trust funds and allowances actually financed their rural experiments; for most others, family support was more implied than actual—if things really went wrong on the farm, they knew, their parents could bail them out or take them in. But even those who had cut ties with their families altogether were still the recipients of a particular, inherited confidence.

Rather than equating the terms 'local' and 'cosmopolitan' with geographical areas (rural and urban respectively), sociologist Wade Clark Roof suggests that these terms refer to character types who can be found in a diversity of settings in the United States. Locals are strongly oriented toward community or neighborhood, favor commitments to primary groups (family, neighborhood, fraternal and community organizations), tend to personalize their interpretations of social experience, and are more traditional in their beliefs and values. Cosmopolitans, on the other hand, are oriented toward the world outside the residential community, prefer membership in professional or special interest organizations, and are more open to social change and more tolerant of diversity in belief than locals. While a disproportionate number of locals are found in smaller communities, studies indicate that other factors - such as length of residence in a community, age, and educational level - play an even stronger role in determining orientation.

If she is not able to complete her studies, she will get married at the proper age, i.e. not too young.’ And educated men, both urban and rural, desire to marry women who have attained a certain level of education as well (although none of them wants to marry a woman with a higher education level than himself!).

All Burundians we spoke to told us they have been materially hurt by the war. The litany of theft and destruction, of forced migration, of education years lost, and of family members and friends killed, is unending. Almost nobody, it seems, whether rural or urban, rich or poor, has not seen their meager assets depleted if not eradicated entirely by the war.

Liked Following Message More Contact Us .. Status Photo / VideoOffer, Event + . Write something... . 1 Draft Created Saturday, November 5 at 4:05pm. See draft. . The Year of “Alphabetization In the Cuban post revolution era it was at “Che” Guevara who promoted educational and health reforms. 1961 became the “Year of Cuban Literacy” or the “Campaña Nacional de Alfabetización en Cuba,” meaning the “Year of Alphabetization in Cuba.” The illiteracy rate had increased throughout Cuba after the revolution. Fidel Castro in a speech told prospective literacy teachers, “You will teach, and you will learn,” meaning that this educational program would become a two-way street. Both public and private schools were closed two months earlier, for the summer than usual, so that both teachers and students could voluntarily participate in this special ambitious endeavor. A newly uniformed army of young teachers went out into the countryside, to help educate those in need of literacy education. It was the first time that a sexually commingled group would spend the summer together, raising the anxiety of many that had only known a more Victorian lifestyle. For the first time boys and girls, just coming of age, would be sharing living conditions together. This tended to make young people more self-sufficient and thought to give them a better understanding of the Revolution. It is estimated that a million Cubans took part in this educational program. Aside from the primary purpose of decreasing illiteracy, it gave the young people from urban areas an opportunity to see firsthand what conditions were like in the rural parts of Cuba. Since it was the government that provided books and supplies, as well as blankets, hammocks and uniforms, it is no surprise that the educational curriculum included the history of the Cuban Revolution, however it made Cuba the most literate countries in the world with a UNESCO literacy rate in 2015, of 99.7%. By Captain Hank Bracker, author of the award winning book “The Exciting Story of Cuba,” Follow Captain Hank Bracker on Facebook, Goodreads, his Website account and Twitter.

[…] Under such auspices, in 1835, he went to Canaan Academy, at Canaan, New Hampshire, Rev. William Scales, principal; he was kindly received into the family of George Kimball, Esq. There he first met Miss Julia Williams, formerly a pupil of Miss Prudence Crandall, Canterbury, Connecticut, who was imprisoned for teaching colored girls; Miss Williams subsequently became his wife. Among the pupils at the Academy were his old schoolmates, Alexander Crummell and Thomas S. Sydney. They joyfully entered upon their studies, penetrated with the hopes of a race to whom the higher branches of human learning had hitherto been a sealed book. But the spirit of caste, which we have already spoken of, as being, in the rural districts, still stronger against the education of colored youth than in the cities, soon concentrated its malign influence upon this Academy. In August of the same year (1835) a mob assembled in Canaan, and with the aid of ninety-five yoke of oxen and two days’ hard labor, finally succeeded in removing the Academy from its site and afterwards they destroyed it by fire. The same mob surrounded the house of Mr Kimball and fired shot into the room occupied by Garnet: to add to the mean atrocity of the act, he was at that time, in consequence of increasing lameness, obliged to use a crutch in walking, and was confined to his room by a fever. But neither sickness, nor infirmity, nor the howling of the mob could subdue his fiery spirit; he spent most of the day in casting bullets in anticipation of the attack, and when the mob finally came he replied to their fire with a double-barrelled shot-gun, blazing from his window, and soon drove the cowards away. Henry Highland Garnet, A memorial discourse; delivered in the hall of the House of Representatives, Washington City, D.C. on Sabbath, February 12, 1865. With an introduction by James McCune Smith, M.D. (Philadelphia: Joseph M. Wilson, 1865), pp 29-30 [The quote is from Smith's biographical sketch of Garnet]

Why, per Freedom House, is democracy now "under assault and in retreat"? Why are many people in positions of power seeking to undermine public confidence in elections, the courts, the media, and--on the fundamental question of earth's future--science? Why have such dangerous splits been allowed to develop between rich and poor, urban and rural, those with a higher education and those without? Why has the United States--at least temporarily --abdicated its leadership in world affairs? And why, this far into the twenty-first century, are we once again talking about Fascism? One reason, frankly, is Donald Trump. If we think of Fascism as a wound from the past that had almost healed, putting Trump in the White House was like ripping off the bandage and picking at the scab.

Regarding discrimination against women, it can be said that gender equality campaigns will prove effective if it is launched in rural and remote pockets of countries that are surveyed as exhibiting such discrimination. There is scarcely such discrimination today among the educated lot. However, it may be agreed that when it comes to reposing confidence in the skills of women, there may be some hesitation posed. Moreover, women have always been at par with men when it comes to their abilities; it is just that both men and women are gifted differently. Women are more intelligent, while men exhibit traits of being intellectuals. Hypothetically if there is a weighing scale to weigh the abilities of what men can achieve and what women can achieve, I am confident that the scale will be balanced. I think creating such awareness will do much good rather than reclaiming something which naturally exists.

You used to walk across town in the pouring rain to use our encyclopedias. We're pretty confident that we can get your kid to click and drag." I think it was the kid's walk in the rain that constituted the real education, at least of the senses and the imagination., Perhaps the child with the CD-ROM encyclopedia will stray from the task at hand, but wandering in a book or a computer takes place within more constricted and less sensual parameters. It's the unpredictable incidents between official events that add up to a life, the incalculable that gives it value. Both rural and urban walking have for two centuries been prime ways of exploring the unpredictable and the incalculable, but they are now under assault on many fronts.

As countries became postindustrial, educated, and internationally linked, their rulers had to adapt—or, at least, pretend to. Amid the third wave of democracy, liberal norms spread worldwide. The force of this modernizing onslaught was what eventually caused the losers to rally. Today’s nativist populism—in both West and East—unites the economic resentment and obsolescent values of those hurt by the postindustrial transition. Workers and others from dying industrial regions; owners of polluting factories and mines; farmers and rural laborers; the illiberal old, disoriented by value change—all come together in a powerful but gradually shrinking coalition. That coalition furnishes support for populists in advanced democracies and spin dictators in semi-modernized autocracies. Instead of compensating and reintegrating economic losers, such leaders exploit them.

Whoever wrote 1 Peter, for example, was a highly educated Greek-speaking Christian who understood how to use Greek rethorical devices and could cite the Greek Old Testament with flair and nuance. That does not apply to the uneducated, illiterate, Aramaic-speaking fisherman from rural Galilee, and it does not appear to have been produced by a secretary acting on his behalf.

Where I grew up, there were not a lot of people. In fact, there are currently more people in my apartment complex than there were in my hometown. There were no black people, no Hispanic people, no Asian people, no openly gay people, and everyone thought the same way about everything (the major exception being that 'Ford vs. Chevy' thing). Now, this does not mean rural North Dakotans are not smart; in fact the opposite is true. I generally find that Midwesterners have far more practical sensibility than people from metropolitan areas; they seem to have a better sense of themselves, and the general education level is higher (this is mostly due to the fact that virtually no one ever drops out of school in a small town and cutting class is almost impossible, so even the least-educated people have spent 12 years at a desk).

The common talk among parents in the towns, as in rural Ireland, is of their children having to emigrate as soon as their education is completed in order to be sure of a reasonable livelihood.

Much like GM and GE, Kodak had a fair employment policy in place by the 1960s and had laid out is own Plan for Progress, which included a commitment to “hold discussions with the employment interviewers in the various division to remind them: that “such things as race, creed, color, or national origin” are neither to “help nor hinder in getting a job at Kodak.” Yet for blacks trying to work and move up at the company, these assurances didn’t mesh with their own experiences. Some of this was a consequence of blacks being poorly educated, especially those who had relocated to Rochester from the rural South. In the company’s eyes, the simply weren’t qualified. “We don’t grow many peanuts in Eastman Kodak,” Monroe Dill, Kodak’s industrial relations director said in 1963, adding that the company would start to recruit more from all-black colleges so as to not keep “discriminating by omission.” But there was also plenty of discrimination by commission, as individual Kodak managers used their discretion to hire whomever they liked and cast off whomever they didn’t. “They would say it blatant, like, 'We don't have any colored jobs,"" recalled Clarence Ingram, who served as general manager of the Rochester Business Opportunities Corporation, an entity formed after the '64 riots to support minority businesses. "They would tell you that." Apparently, they told a lot of blacks that. In 1964, only about 600 African Americans worked for Kodak in Rochester. less than 2 percent of the 33,000 employees based there. Determined to remedy this was FIGHT, which was led by Franklin Delano Roosevelt Florence, the thirty-one-year-old pastor of the Reynolds Street Church of Christ, a stocky, hard-charging, charismatic man, who called Malcolm X a friend. On September 2, 1966, a delegation of sixteen from FIGHT walked into Kodak's executive suite. Florence, sporting a Black Power button in his lapel, said he wanted to see "the top man." Before he knew it, the minister and his retinue were sitting in front of three top men: Kodak chairman Albert Chapman, president William Vaughn, and executive vice president Louis Eilers. Florence told them about the harshness of life in Rochester's black ghetto and said he wanted Kodak to start a training program for people who normally wouldn't be recruited into the company. Florence braced himself, expecting Kodak to resist. But Vaughn listened carefully and then asked Florence to submit a more specific proposal. Two weeks later, he did. Calling FIGHT " the only mass based organization of poor people and near poor people in the Rochester area," Florence requested that Kodak train 500 to 600 men and women over eighteen months. FIGHT also wanted direct involvement in the process; the group would "recruit and counsel trainees and offer advice, consultation, and assistance.

The Project liked high school girls, especially those from rural backgrounds. Recruiters sought them out relentlessly, feeling young women were easy to instruct. They did what they were told. They weren’t overly curious. If you tell a young woman of 18 from a small-town background to do something, she’ll do it, no questions asked. Educated women and men, people who had gone to college and learned just enough to think that they might “know” something, gave you problems. The Project scoured the countryside of Tennessee and beyond looking for recent graduates.

She was completely unprepared for the shock of discovering that there was a solitary confinement cell located in the rural alternative school she was documenting. It was hard for her to grasp that the teachers whose compassion and restraint she had noted in their dealing with the students would allow for such a practice. Since then, Professor Hollowell has become active with other educators and parents in condemning these solitary confinement cells. They have joined together in working toward the elimination of these confinement cells in public schools, wherever they exist in states across the country.

About the Author : Type-1 diabetic, diabetes educator, author, Lee walks in your shoes every day. He writes from both clinical and personal experience with honesty, compassion, and humor. He works full time running the diabetes program for a rural nonprofit clinic in one of the poorest counties in the United States, and is a tireless advocate for diabetes care and awareness.

Education is an industry that is driven and financially backed by the realities that dark children and their families just survive. It is Teach for America’s mantra: spend two years in an inner city or rural school with poor and/or dark children and help them survive. Individuals with little to no experience are tasked with working in struggling schools that were designed to fail (e.g., they are underfunded, with high teacher burnout, tests that punish students, and low-quality teachers) and given only two years—if they can make it that long—to “make a difference,” when hundreds more qualified have tried and failed before them.

he was sent off to boarding school. Gresham’s School is in a small town called Holt, in Norfolk, a remote part of rural England. Unlike many boarding schools of the day, the regime in this school was reasonably liberal and did not involve the cruelties in which the English educational system of the time excelled. These could be profoundly distorting: how many lives were ruined by a harsh regime of relentless conformity, enforced by physical punishment; how many young men were sent out into the world emotionally crippled by a system designed to produce a stiff upper lip and an acceptance of hierarchy. The English were unwittingly cruel to their children, which is something the Italians, to think of one example, have never been.

They pointed out that huge amounts of money had been made following the murder of Roop Kanwar by those who turned the sati into a commecrial spectacle involving hundreds of thousands of people; that Roop Kanwar was an educated girl, not a simple embodiment of rural femininity (a fact that pro-sati lobbyists used to argue that it was a "free choice"); and that the leaders of the pro-sati movement "constitute a powerful regional elite" who had much to gain from constructing sati anew as emblematic of their "tradition". Thus, what was essentially a women's rights issue had been disorted into an issue of "tradition" versus "modernity", a struggle of the religious majority against an irreligious minority.

What is currently challenging the importance of tribes in Saudi Arabia is no longer a deliberate government policy to marginalize them but security, prosperity, education, and rural-urban migration.

Applicants must also choose whether to be in or near a city or whether to attend college in a rural area. City suburbs are always a favorite because they combine access to the urban area with the safety that parents crave. During the 1970s, rural hideaways were popular among students who wanted to curl up with a book on bucolic hillside. Today, cow colleges are out as students hear the siren song of the city. Boston has always been preeminent among student-friendly big cities, offering an unparalleled combination of safety, cultural activities, and about fifty colleges. Chicago and Washington, D.C., are also immensely popular. On the West Coast, Berkeley, California, is a mecca for the college-aged, though today an overcrowded one. Legendary college towns like Ann Arbor, Michigan; Boulder, Colorado; and Burlington, Vermont, provide wonderfully rich places for a college education. Perhaps the hottest place of all among today’s students is New York City, where private institutions such as Columbia University, Barnard College, and New York University are enjoying record popularity.

The knowledge society has two very important components driven by societal transformation and wealth generation. The societal transformation is with respect to education, healthcare, agriculture and governance. These will lead to employment generation, high productivity and rural prosperity.

I WOULD OFTEN think back to that Santelli clip, which foreshadowed so many of the political battles I’d face during my presidency. For there was at least one sideways truth in what he’d said: Our demands on the government had changed over the past two centuries, since the time the Founders had chartered it. Beyond the fundamentals of repelling enemies and conquering territory, enforcing property rights and policing issues that property-holding white men deemed necessary to maintain order, our early democracy had largely left each of us to our own devices. Then a bloody war was fought to decide whether property rights extended to treating Blacks as chattel. Movements were launched by workers, farmers, and women who had experienced firsthand how one man’s liberty too often involved their own subjugation. A depression came, and people learned that being left to your own devices could mean penury and shame. Which is how the United States and other advanced democracies came to create the modern social contract. As our society grew more complex, more and more of the government’s function took the form of social insurance, with each of us chipping in through our tax dollars to protect ourselves collectively—for disaster relief if our house was destroyed in a hurricane; unemployment insurance if we lost a job; Social Security and Medicare to lessen the indignities of old age; reliable electricity and phone service for those who lived in rural areas where utility companies wouldn’t otherwise make a profit; public schools and universities to make education more egalitarian. It worked, more or less. In the span of a generation and for a majority of Americans, life got better, safer, more prosperous, and more just. A broad middle class flourished. The rich remained rich, if maybe not quite as rich as they would have liked, and the poor were fewer in number, and not as poor as they’d otherwise have been. And if we sometimes debated whether taxes were too high or certain regulations were discouraging innovation, whether the “nanny state” was sapping individual initiative or this or that program was wasteful, we generally understood the advantages of a society that at least tried to offer a fair shake to everyone and built a floor beneath which nobody could sink.

The fact is that despite liberalization of the economy, benefits are not reaching everyone. Yes, they reach the top 10 per cent. However, the other 90 per cent are still untouched. In fact, these people get the worst of badly implemented capitalism—inflation kills their savings and purchasing power, their land gets stolen by corporate houses and their politician cares only about the rich guys. They are not in any advertiser's target group so the media dismisses them and they don't get a voice. Every now and then, a politician tosses cheap rice or wheat at them, keeps them alive on drip feed, and hopes to swing some votes. Our rural poor never see the benefits of liberalization. Add to this, poor education, archaic caste-based social discrimination, poorly implemented welfare policies and a general lack of job opportunities, and it leads to a kind of passive frustration that urban citizens can never understand. The leaders of these movements apparently do, and that is why a youth, with his whole life ahead of him, takes up arms against the state and becomes a rebel. The Wrong Diagnosis, page 25 and 26

Zula and Victoria tried a “back to the land” collective, encouraging local women to grow vegetables. It was not a success. Backward education committees refused to back their next move: a progressive school that would start with prekindergarten. In addition to basics, they would emphasize painting, music, carpentry, sewing, cooking, basket making, and physical education. They would also provide swings and seesaws, unheard of in rural schools. When the school board refused to participate, Victoria and Zula started the school with their own money. By 1908 it was attracting children from three miles away. However, the two-year experiment crashed in 1909 after a board of educators refused to give the school a “Certificate of Efficiency

Research shows the negative effects of diversity on the United States. Robert Putnam of Harvard studied 41 different American communities that ranged from the extreme homogeneity of rural South Dakota to the very mixed populations of Los Angeles. He found a strong correlation between homogeneity and levels of trust, with the greatest distrust in the most diverse areas. He was unhappy with these results, and checked his findings by controlling for any other variable that might affect trust, such as poverty, age, crime rates, population densities, education, commuting time, home ownership, etc. These played some role but he was forced to conclude that “diversity per se has a major effect.” Prof. Putnam listed the following consequences of diversity: 'Lower confidence in local government, local leaders and the local news media. Lower political efficacy—that is, confidence in their own influence. Lower frequency of registering to vote, but more interest and knowledge about politics and more participation in protest marches and social reform groups. Less expectation that others will cooperate to solve dilemmas of collective action (e.g., voluntary conservation to ease a water or energy shortage). Less likelihood of working on a community project. Lower likelihood of giving to charity or volunteering. Fewer close friends and confidants. Less happiness and lower perceived quality of life. More time spent watching television and more agreement that “television is my most important form of entertainment.”' Other research confirms that people in “diverse” workgroups—not only of race but also age and professional background—are less loyal to the group, more likely to resign, and generally less satisfied than people who work with people like themselves. Carpooling is less common in racially mixed neighborhoods because it means counting on your neighbors, and people trust people who are like themselves.

O’Neill’s experiences with infant mortality illustrate the second way that keystone habits encourage change: by creating structures that help other habits to flourish. In the case of premature deaths, changing collegiate curriculums for teachers started a chain reaction that eventually trickled down to how girls were educated in rural areas, and whether they were sufficiently nourished when they became pregnant. And O’Neill’s habit of constantly pushing other bureaucrats to continue researching until they found a problem’s root causes overhauled how the government thought about problems like infant mortality.

Among the various reformist crusades that characterized the years between 1890 and 1920 in America—the Progressive Era, as it is known—was a movement to overhaul the badly outdated school systems in rural districts throughout the Midwest. While city children were being educated to compete and succeed in a world of rapid industrial, technological, and scientific change, youngsters in country towns like Bath were being schooled in much the same way as their pioneer grandparents. Though a warm nostalgic glow surrounded the one-room schoolhouses of their childhoods in the minds of many older residents of farm communities, that “type of education,” as one newspaper editorialized, was “antiquated and must go.”4 Throughout the nation, and particularly in the Midwest, large, modern “consolidated schools” providing education from first through twelfth grades began to replace the old-time “little red schoolhouses.

For generations, linguists had very little idea what to make of this kind of variation. On the whole, most linguists were inclined to consider the speech of educated people as the primary object of description and investigation, while the vernacular speech of uneducated people was usually dismissed as being of no consequence – except in dialectology, in which the speech of elderly, uneducated, rural speakers was commonly considered to be the most suitable for investigation. Since earlier linguists were overwhelmingly male, there was perhaps also a comparable tendency to treat men’s speech as the norm, while women’s speech, where it differed, was often disregarded as inconsequential. Otherwise, however, the very high degree of variation within a single community was, for the most part, simply ignored: at best it was considered to be a peripheral and insignificant aspect of language, no more than erratic and even random departures from the norms, while at worst it was regarded as a considerable nuisance, as a collection of tiresome details getting in the way of good descriptions.

Even before the first Soviet tanks crossed into Afghanistan in 1979, a movement of Islamists had sprung up nationwide in opposition to the Communist state. They were, at first, city-bound intellectuals, university students and professors with limited countryside appeal. But under unrelenting Soviet brutality they began to forge alliances with rural tribal leaders and clerics. The resulting Islamist insurgents—the mujahedeen—became proxies in a Cold War battle, with the Soviet Union on one side and the United States, Pakistan, and Saudi Arabia on the other. As the Soviets propped up the Afghan government, the CIA and other intelligence agencies funneled millions of dollars in aid to the mujahedeen, along with crate after crate of weaponry. In the process, traditional hierarchies came radically undone. When the Communists killed hundreds of tribal leaders and landlords, young men of more humble backgrounds used CIA money and arms to form a new warrior elite in their place. In the West, we would call such men “warlords.” In Afghanistan they are usually labeled “commanders.” Whatever the term, they represented a phenomenon previously unknown in Afghan history. Now, each valley and district had its own mujahedeen commanders, all fighting to free the country from Soviet rule but ultimately subservient to the CIA’s guns and money. The war revolutionized the very core of rural culture. With Afghan schools destroyed, millions of boys were instead educated across the border in Pakistani madrassas, or religious seminaries, where they were fed an extreme, violence-laden version of Islam. Looking to keep the war fueled, Washington—where the prevailing ethos was to bleed the Russians until the last Afghan—financed textbooks for schoolchildren in refugee camps festooned with illustrations of Kalashnikovs, swords, and overturned tanks. One edition declared: Jihad is a kind of war that Muslims fight in the name of God to free Muslims.… If infidels invade, jihad is the obligation of every Muslim. An American text designed to teach children Farsi: Tey [is for] Tofang (rifle); Javed obtains rifles for the mujahedeen Jeem [is for] Jihad; Jihad is an obligation. My mom went to the jihad. The cult of martyrdom, the veneration of jihad, the casting of music and cinema as sinful—once heard only from the pulpits of a few zealots—now became the common vocabulary of resistance nationwide. The US-backed mujahedeen branded those supporting the Communist government, or even simply refusing to pick sides, as “infidels,” and justified the killing of civilians by labeling them apostates. They waged assassination campaigns against professors and civil servants, bombed movie theaters, and kidnapped humanitarian workers. They sabotaged basic infrastructure and even razed schools and clinics. With foreign backing, the Afghan resistance eventually proved too much for the Russians. The last Soviet troops withdrew in 1989, leaving a battered nation, a tottering government that was Communist in name only, and a countryside in the sway of the commanders. For three long years following the withdrawal, the CIA kept the weapons and money flowing to the mujahedeen, while working to block any peace deal between them and the Soviet-funded government. The CIA and Pakistan’s spy agency pushed the rebels to shell Afghan cities still under government control, including a major assault on the eastern city of Jalalabad that flattened whole neighborhoods. As long as Soviet patronage continued though, the government withstood the onslaught. With the collapse of the Soviet Union in late 1991, however, Moscow and Washington agreed to cease all aid to their respective proxies. Within months, the Afghan government crumbled. The question of who would fill the vacuum, who would build a new state, has not been fully resolved to this day.

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White Feminism is, at its heart, characterized by "the needs of straight, white, middle-class American women" (para. 4) while ignoring the realities and needs of women with multiple intersections, such as racially minoritized women, transwomen, queer women, low-income women, rural women, and disabled women. It is a claim of feminism made by the women who most benefit from the status quo, and that contention is anti-feminist and ultimately hurts all women and all of society.