School Administrator Quotes

Hairstyles change, and skirt lengths, and slang, but high school administrations? Never.

I've noticed a fascinating phenomenon in my thirty years of teaching: schools and schooling are increasingly irrelevant to the great enterprises of the planet. No one believes anymore that scientists are trained in science classes or politicians in civics classes or poets in English classes. The truth is that schools don't really teach anything except how to obey orders. This is a great mystery to me because thousands of humane, caring people work in schools as teachers and aides and administrators, but the abstract logic of the institution overwhelms their individual contributions. Although teachers to care and do work very, very hard, the institution is psychopathic -- it has no conscience. It rings a bell and the young man in the middle of writing a poem must close his notebook and move to a different cell where he must memorize that humans and monkeys derive from a common ancestor.

What teachers and the administration in that era never seemed to see was that the mental work of what they called daydreaming often required more effort and concentration than it would have taken simply to listen in class. Laziness is not the issue. It is just not the work dictated by the administration.

As parents, guardians, teachers and school administrators, we should be giving our children better days, we are the outcome of their future, we are the pieces of the puzzle – pieces that restore their shattered confidence.

It was Thomas Edison who brought us electricity, not the Sierra Club. It was the Wright brothers who got us off the ground, not the Federal Aviation Administration. It was Henry Ford who ended the isolation of millions of Americans by making the automobile affordable, not Ralph Nader. Those who have helped the poor the most have not been those who have gone around loudly expressing 'compassion' for the poor, but those who found ways to make industry more productive and distribution more efficient, so that the poor of today can afford things that the affluent of yesterday could only dream about.

When will we wake up and see that the silent killer is killing our children? When will we open our eyes to see that we are the reason why the silent killer is powerful? We, the children’s guardians, teachers, school administrators, and higher authorities are the ones who are giving the silent killer its powers because we ignore what we see; we ignore what we hear, we procrastinate by forgiving the silent killer, by giving it too many chances, one after another. When will we realize that the silent killer isn’t only manipulating our children but it is controlling us too?

Pick a leader who will make their citizens proud. One who will stir the hearts of the people, so that the sons and daughters of a given nation strive to emulate their leader's greatness. Only then will a nation be truly great, when a leader inspires and produces citizens worthy of becoming future leaders, honorable decision makers and peacemakers. And in these times, a great leader must be extremely brave. Their leadership must be steered only by their conscience, not a bribe.

Pick a leader who will keep jobs in your country by offering companies incentives to hire only within their borders, not one who allows corporations to outsource jobs for cheaper labor when there is a national employment crisis. Choose a leader who will invest in building bridges, not walls. Books, not weapons. Morality, not corruption. Intellectualism and wisdom, not ignorance. Stability, not fear and terror. Peace, not chaos. Love, not hate. Convergence, not segregation. Tolerance, not discrimination. Fairness, not hypocrisy. Substance, not superficiality. Character, not immaturity. Transparency, not secrecy. Justice, not lawlessness. Environmental improvement and preservation, not destruction. Truth, not lies.

I learned that although we knew about white people even if we didn’t live with them—they were co-workers, school administrators, and of course, every image onscreen—segregation meant that white people didn’t know much about us at all. For all the ways that segregation is aimed at limiting the choices of people of color, it’s white people who are ultimately isolated.

His sisters -- my aunts -- did not go to school at all, just like millions of girls in my country. Education had been a great gift for him. He believed that lack of education was the root of all of Pakistan's problems. Ignorance allowed politicians to fool people and bad administrators to be re-elected. He believed schooling should be available for all, rich and poor, boys and girls. The school that my father dreamed of would have desks and a library, computers, bright posters on the walls and, most important, washrooms.

NEW RULE: 'Kidiots' Leave the children behind. At least until they learn something. A new study has shown that half of American high schools agree that newspapers should only be able to publish government-approved material. Almost one out of five said people should not be allowed to voice unpopular opinions..This is the first generation after September 11th, who discovered news during a 'watch what you say' administration...George W. Bush once asked, 'is our children learning.' No, they isn't. A better question would be, 'is our teacher's teaching?

As parents, guardians, teachers, school administrators, and higher authorities, we have to tear down the wall of bullying. We have to hold the silent killer responsible for its actions. We are a powerful force and if we all can come together, we will put an end to the silent killer once and for all.

You’d be amazed how many teachers, administrators, and other school staff are monsters in disguise. Or maybe you wouldn’t be amazed.

School administrators can’t say it’s up to the parents. Parents can’t say it’s up to the teachers. Teachers can’t say it’s not their job. And kids can’t say, “I was too afraid to tell.” Every single one of us has to play our role if we’re serious about putting an end to the madness. We are all responsible. We must be.

Jocks were pretty much exempt from the standards that bound the rest of us. Teachers and administrators humor them because it's in everyone's interests to coax them through school and get them out of the building. Since it's unethical to turn them loose on society, they get sent to college to be kept out of the mix until their frontal lobes develop more fully. As enticement they are given sports scholarships that will later amount to nothing, not even good health.

In the schools of business administration Negroes are trained exclusively in the psychology and economics of Wall Street and are, therefore, made to despise the opportunities to run ice wagons, push banana carts, and sell peanuts among their own people. Foreigners, who have not studied economics but have studied Negroes, take up this business and grow rich.

forward-thinking teachers and school administrators across the country are creating a whole range of alternatives to cookie-cutter teaching and evaluation methods, such as the use of student portfolios and exhibitions in addition to conventional exams to assess students' progress.

After it's all over, the early childhood, a chain of birthdays woven with candlelight, piles of presents, voices of relatives singing and praising your promise and future, after the years of schooling, fitting yourself into different size desks, memorizing, reciting, reporting, and performing for jury after jury of teachers, counselors, and administrators, you still feel inadequate, alone, vulnerable, and naked in a world that can be unforgiving and terribly demanding.

You can't lead your troops if your troops do not trust you.

She's Warrick's sister," he said, aiming to sound disapproving and very nearly managing it. "Yeah, and that's why you want to screw her. Because they have that weird identical twin thing going on, even though they aren't." Her eyes narrowed. "In fact, I bet you've thought about doing both of them at the same time. Side-by-side comparison. Or top-and-bottom comparison." "That's disgusting." Toreth said, grinning hugely.

The assault on education began more than a century ago by industrialists and capitalists such as Andrew Carnegie. In 1891, Carnegie congratulated the graduates of the Pierce College of Business for being “fully occupied in obtaining a knowledge of shorthand and typewriting” rather than wasting time “upon dead languages.” The industrialist Richard Teller Crane was even more pointed in his 1911 dismissal of what humanists call the “life of the mind.” No one who has “a taste for literature has a right to be happy” because “the only men entitled to happiness… is those who are useful.” The arrival of industrialists on university boards of trustees began as early as the 1870s and the University of Pennsylvania’s Wharton School of Business offered the first academic credential in business administration in 1881. The capitalists, from the start, complained that universities were unprofitable. These early twentieth century capitalists, like heads of investment houses and hedge-fund managers, were, as Donoghue writes “motivated by an ethically based anti-intellectualism that transcended interest in the financial bottom line. Their distrust of the ideal of intellectual inquiry for its own sake, led them to insist that if universities were to be preserved at all, they must operate on a different set of principles from those governing the liberal arts.

most policy makers—and many school administrators—have absolutely no idea what kind of instruction is required to produce students who can think critically and creatively, communicate effectively, and collaborate versus merely score well on a test.

God has given to men all that is necessary for them to accomplish their destinies. He has provided a social form as well as a human form. And these social organs of humans are so constituted that they will develop themselves harmoniously in the clean air of liberty. Away, then, with the quacks and organizers! Away with their rings, chains, hooks and pincers! Away with their artificial systems! Away with the whims of governmental administrators, their socialized projects, their centralization, their tariffs, their government schools, their state religions, their free credit, their bank monopolies, their regulations, their restrictions, their equalization by taxation, and their pious moralizations! And, now that the legislators and do-gooders have so futilely inflicted so many systems upon society, may they finally end where they should have begun: May they reject all systems, and try liberty; for liberty is an acknowledgment of faith in God and His works.

Now, Woolf calls her fictional bastion of male privilege Oxbridge, so I'll call mine Yarvard. Even though she cannot attend Yarvard because she is a woman, Judith cheerfully applies for admission at, let's call it, Smithcliff, a prestigious women's college. She is denied admission on the grounds that the dorms and classrooms can't accommodate wheelchairs, that her speech pattern would interfere with her elocution lessons, and that her presence would upset the other students. There is also the suggestion that she is not good marriage material for the men at the elite college to which Smithcliff is a bride-supplying "sister school." The letter inquires as to why she hasn't been institutionalized. When she goes to the administration building to protest the decision, she can't get up the flight of marble steps on the Greek Revival building. This edifice was designed to evoke a connection to the Classical world, which practiced infanticide of disabled newborns.

Up to a few years ago nearly all the literature about Oceania was written by papalagi and other outsiders. Our islands were and still are a goldmine for romantic novelists and filmmakers, bar-room journalists and semi-literate tourists, sociologists and Ph.D. students, remittance men and sailing evangelists, UNO experts, and colonial administrators and their well-groomed spouses. Much of this literature ranges from the hilariously romantic through the pseudo-scholarly to the infuriatingly racist; from the noble savage literary school through Margaret Mead and all her comings of age, Somerset Maugham's puritan missionaries/drunks/and saintly whores and James Michener's rascals and golden people, to the stereotyped childlike pagan who needs to be steered to the Light.

My father’s release date was given to all the local cops, school administrators, and youth group leaders.

He seemed satisfied, but suggested I might stick more to the “generally accepted reading list” in the future. Hairstyles change, and skirt lengths, and slang, but high school administrations? Never.

The administrations in charge never cease announcing supposedly necessary reforms: to reform schools, to reform industries, hospitals, the armed forces, prisons. But everyone knows that these institutions are finished, whatever the length of their expiration periods. It’s only a matter of administering their last rites and of keeping people employed until the installation of the new forces knocking at the door. These are the societies of control, which are in the process of replacing the disciplinary societies. ‘Control’ is the name Burroughs proposes as a term for the new monster, one that Foucault recognizes as our immediate future.

Once the government can demand of a publisher the names of the purchasers of his publications, the free press as we know it disappears. Then the spectre of a government agent will look over the shoulder of everyone who reads. The purchase of a book or pamphlet today may result in a subpoena tomorrow. Fear of criticism goes with every person into the bookstall. The subtle, imponderable pressures of the orthodox lay hold. Some will fear to read what is unpopular, what the powers-that-be dislike. When the light of publicity may reach any student, any teacher, inquiry will be discouraged. The books and pamphlets that are critical of the administration, that preach an unpopular policy in domestic or foreign affairs, that are in disrepute in the orthodox school of thought will be suspect and subject to investigation. The press and its readers will pay a heavy price in harassment. But that will be minor in comparison with the menace of the shadow which government will cast over literature that does not follow the dominant party line. If the lady from Toledo can be required to disclose what she read yesterday and what she will read tomorrow, fear will take the place of freedom in the libraries, book stores, and homes of the land. Through the harassment of hearings, investigations, reports, and subpoenas government will hold a club over speech and over the press." [United States v. Rumely, 345 U.S. 41 (1953)]

I’ve noticed a fascinating phenomenon in my thirty years of teaching: schools and schooling are increasingly irrelevant to the great enterprises of the planet. No one believes anymore that scientists are trained in science classes or politicians in civics classes or poets in English classes. The truth is that schools don’t really teach anything except how to obey orders. This is a great mystery to me because thousands of humane, caring people work in schools as teachers and aides and administrators, but the abstract logic of the institution overwhelms their individual contributions. Although teachers do care and do work very, very hard, the institution is psychopathic — it has no conscience. It rings a bell and the young man in the middle of writing a poem must close his notebook and move to a different cell where he must memorize that humans and monkeys derive from a common ancestor.

The temperature in the gym reached 125 degrees, qualifying anyone there to be served rare. "Could we," Dr. Henneman said, wafting her hands about, "open those back doors, let a little air in? Please?".... Miles Paterini and Pete Couvier ... pressed down on the metal bars. The doors didn't open. People actually gasped. Dennis began calculating the amount of oxygen left in the gymnasium. Dr. Henneman's doctorate in school administration had prepared her for this. "Is Mr. Wrona here?" Mr. Wrona, the school custodian, was not here. He was at home watching women's volleyball with the sound turned off and imagining the moment everyone realized the back doors were locked.

Creative, exploratory learning requires peers currently puzzled about the same terms or problems. Large universities make the futile attempt to match them by multiplying their courses, and they generally fail since they are bound to curriculum, course structure, and bureaucratic administration. In schools, including universities, most resources are spent to purchase the time and motivation of a limited number of people to take up predetermined problems in a ritually defined setting. The most radical alternative to school would be a network or service which gave each man the same opportunity to share his current concern with others motivated by the same concern.

Cliff says Sylvia Plath's work is very depressing to read, and that his own daughter had recently suffered through The Bell Jar because she is taking an American literature course at Eastern High School. "And you didn't complain to administration?" I asked. "About what?" "About your daughter being forced to read such depressing stories." "No. Of course not. Why would I?" "Because the novel teaches kids to be pessimistic. No hope at the end, no silver lining. Teenagers should be taught that--" "Life is hard, Pat, and children have to be told how hard life can be." "Why?" "So they will be sympathetic to others. So they will understand that some people have it harder than they do and that a trip through this world can be a wildly different experience, depending on what chemicals are raging through one's mind.

Reading was my salvation. Libraries and universities and schools from all over Louisiana donated books to Angola and for once, the willful ignorance of the prison administration paid off for us, because there were a lot of radical books in the prison library: Books we wouldn’t have been allowed to get through the mail. Books we never could have afforded to buy. Books we had never heard of. Herman, King, and I first gravitated to books and authors that dealt with politics and race—George Jackson, Frantz Fanon, Malcolm X, Marcus Garvey, Steve Biko, Eldridge Cleaver’s Soul on Ice, J. A. Rogers’s From “Superman” to Man. We read anything we could find on slavery, communism, socialism, Marxism, anti-imperialism, the African independence movements, and independence movements from around the world. I would check off these books on the library order form and never expect to get them until they came. Leaning against my wall in the cell, sitting on the floor, on my bed, or at my table, I read.

Engineers want to produce something,” said Wallach. “I didn’t go to school for six years just to get a paycheck. I thought that if this is what engineering’s all about, the hell with it.” He went to night school, to get a master’s in business administration. “I was always looking for the buck. I’d get the M.B.A., go back to New York, and make some money,” he figured. But he didn’t really want to do that. He wanted to build computers.

I've noticed a fascinating phenomenon in my thirty years of teaching: schools and schooling are increasingly irrelevant to the great enterprises of the planet. No one believes anymore that scientists are trained in science classes or politicians in civics classes or poets in English classes. The truth is that schools don't really teach anything except how to obey orders. This is a great mystery to me because thousands of humane, caring people work in schools as teachers and aides and administrators, but the abstract logic of the institution overwhelms their individual contributions.

Accountability measures allow administrators to require the faculty to “teach to the test,” rather than devise the curriculum according to its own judgment. In this way, college professors can be reduced to the same subordinate status to which elementary and secondary school teachers have already been relegated.

In 1969, both John and I began job hunting. I had finished my second master’s degree and started sending out resumes. I got several offers from various schools—Metropolitan State University in Denver, Keene State College in New Hampshire—and John also had some offers. But neither of us wanted to be a “trailing spouse.” What to do?Then we went to the College Art Association conference in Washington, D.C., and met Gene Grissom, chair of the art department at the University of Florida. They were looking for a young faculty member with some administrative experience, and John fit the bill perfectly. There was also a possibility for me to teach either art history or humanities. After several weeks of negotiations, we decided to make the move to Florida where BOTH of us had jobs!

Because so much bullying and violence happens in our schools for the simple reason that school administrators refuse to enforce the rules. They refuse to enforce them because that’s what’s in their own professional interest under these politically correct discipline policies. Kids need adults to enforce rules. Behavior doesn’t magically get better when you decide to not punish mischief. What happens is that things get worse for students and teachers but look better on paper for bureaucrats and activists. This leads to a thousand tragedies a day that you’ll never hear about. And it lets troubled kids just slip through the cracks.

Certainly there were obvious differences in policies between the various leaders, and an America run by a Bush, an Obama or a Clinton would have distinct contrasts. Those variables didn’t concern the secret elite rulers, however. As long as the Omega Agency and other clandestine groups ensured each administration sold out on the most lucrative issues – oil, banking, drug trafficking, arms sales – they couldn’t care less whether a political party poured a few more measly bucks into healthcare or schools.

When it comes to the administration, don’t attribute to malice that which can be completely explained by stupidity.

To all our brothers and sisters in school—if your school is messed up, if the administration and the teachers don’t care and don’t teach—don’t let them force you to drop out. Throw them out. The schools belong to us, not to them. Take all that anger and put it to work for our people. Make revolution inside the schools. If the schools don’t function for us, they shouldn’t function at all!

Everyday more educators are showing that they value students by involving them in meaningful ways in school. These teachers and administrators say that it is not about ‘making students happy’ or allowing students to run the school. Their experience shows that when educators partner with students to improve learning, teaching and leadership in schools, school change is positive and effective.

Away, then, with quacks and organizers! Away with their rings, chains, hooks, and pincers! Away with their artificial systems! Away with the whims of governmental administrators, their socialized projects, their centralization, their tariffs, their government schools, their state religions, their free credit, their bank monopolies, their regulations, their restrictions, their equalization by taxation, and their pious moralizations!

I’ve noticed a fascinating phenomenon in my thirty years of teaching: schools and schooling are increasingly irrelevant to the great enterprises of the planet. No one believes anymore that scientists are trained in science classes or politicians in civics classes or poets in English classes. The truth is that schools don’t really teach anything except how to obey orders. This is a great mystery to me because thousands of humane, caring people work in schools as teachers and aides and administrators, but the abstract logic of the institution overwhelms their individual contributions. Although teachers do care and do work very, very hard, the institution is psychopathic — it has no conscience.

New Rule: Now that liberals have taken back the word "liberal," they also have to take back the word "elite." By now you've heard the constant right-wing attacks on the "elite media," and the "liberal elite." Who may or may not be part of the "Washington elite." A subset of the "East Coast elite." Which is overly influenced by the "Hollywood elite." So basically, unless you're a shit-kicker from Kansas, you're with the terrorists. If you played a drinking game where you did a shot every time Rush Limbaugh attacked someone for being "elite," you'd be almost as wasted as Rush Limbaugh. I don't get it: In other fields--outside of government--elite is a good thing, like an elite fighting force. Tiger Woods is an elite golfer. If I need brain surgery, I'd like an elite doctor. But in politics, elite is bad--the elite aren't down-to-earth and accessible like you and me and President Shit-for-Brains. Which is fine, except that whenever there's a Bush administration scandal, it always traces back to some incompetent political hack appointment, and you think to yourself, "Where are they getting these screwups from?" Well, now we know: from Pat Robertson. I'm not kidding. Take Monica Goodling, who before she resigned last week because she's smack in the middle of the U.S. attorneys scandal, was the third-ranking official in the Justice Department of the United States. She's thirty-three, and though she never even worked as a prosecutor, was tasked with overseeing the job performance of all ninety-three U.S. attorneys. How do you get to the top that fast? Harvard? Princeton? No, Goodling did her undergraduate work at Messiah College--you know, home of the "Fighting Christies"--and then went on to attend Pat Robertson's law school. Yes, Pat Robertson, the man who said the presence of gay people at Disney World would cause "earthquakes, tornadoes, and possibly a meteor," has a law school. And what kid wouldn't want to attend? It's three years, and you have to read only one book. U.S. News & World Report, which does the definitive ranking of colleges, lists Regent as a tier-four school, which is the lowest score it gives. It's not a hard school to get into. You have to renounce Satan and draw a pirate on a matchbook. This is for the people who couldn't get into the University of Phoenix. Now, would you care to guess how many graduates of this televangelist diploma mill work in the Bush administration? On hundred fifty. And you wonder why things are so messed up? We're talking about a top Justice Department official who went to a college founded by a TV host. Would you send your daughter to Maury Povich U? And if you did, would you expect her to get a job at the White House? In two hundred years, we've gone from "we the people" to "up with people." From the best and brightest to dumb and dumber. And where better to find people dumb enough to believe in George Bush than Pat Robertson's law school? The problem here in America isn't that the country is being run by elites. It's that it's being run by a bunch of hayseeds. And by the way, the lawyer Monica Goodling hired to keep her ass out of jail went to a real law school.

And yet, despite the high numbers of girls experiencing sexual harassment in schools, only 12 percent said they ever reported it to an adult. "Some researchers claim that sexual harassment is so common for girls that many fail to recognize it as sexual harassment when it happens," said the AAUW report. A 2014 study, published in Gender & Society, of students in a Midwestern city also found that girls failed to report incidents of sexual harassment in school because they regarded them as "normal." Their lack of reporting was found to stem from girls' fear of being labeled "bad girls" by teachers and administrators, who they felt would view them as provoking how they were treated. They also feared the condemnation of other girls, some of whom were shown to be unsupportive, accusing them of exaggerating or lying. Many girls saw everyday sexual harassment and abuse as "normal" male behavior male behavior and something they had to ignore, endure, or maneuver around.

Meanwhile, Mme Mao and her cohorts were renewing their efforts to prevent the country from working. In industry, their slogan was: "To stop production is revolution itself." In agriculture, in which they now began to meddle seriously: "We would rather have socialist weeds than capitalist crops." Acquiring foreign technology became "sniffing after foreigners' farts and calling them sweet." In education: "We want illiterate working people, not educated spiritual aristocrats." They called for schoolchildren to rebel against their teachers again; in January 1974, classroom windows, tables, and chairs in schools in Peking were smashed, as in 1966. Mme Mao claimed this was like "the revolutionary action of English workers destroying machines in the eighteenth century." All this demagoguery' had one purpose: to create trouble for Zhou Enlai and Deng Xiao-ping and generate chaos. It was only in persecuting people and in destruction that Mme Mao and the other luminaries of the Cultural Revolution had a chance to "shine." In construction they had no place. Zhou and Deng had been making tentative efforts to open the country up, so Mme Mao launched a fresh attack on foreign culture. In early 1974 there was a big media campaign denouncing the Italian director Michelangelo Antonioni for a film he had made about China, although no one in China had seen the film, and few had even heard of it or of Antonioni. This xenophobia was extended to Beethoven after a visit by the Philadelphia Orchestra. In the two years since the fall of Lin Biao, my mood had changed from hope to despair and fury. The only source of comfort was that there was a fight going on at all, and that the lunacy was not reigning supreme, as it had in the earlier years of the Cultural Revolution. During this period, Mao was not giving his full backing to either side. He hated the efforts of Zhou and Deng to reverse the Cultural Revolution, but he knew that his wife and her acolytes could not make the country work. Mao let Zhou carry on with the administration of the country, but set his wife upon Zhou, particularly in a new campaign to 'criticize Confucius." The slogans ostensibly denounced Lin Biao, but were really aimed at Zhou, who, it was widely held, epitomized the virtues advocated by the ancient sage. Even though Zhou had been unwaveringly loyal, Mao still could not leave him alone. Not even now, when Zhou was fatally ill with advanced cancer of the bladder.

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

A very distinct pattern has emerged repeatedly when policies favored by the anointed turn out to fail. This pattern typically has four stages: STAGE 1. THE “CRISIS”: Some situation exists, whose negative aspects the anointed propose to eliminate. Such a situation is routinely characterized as a “crisis,” even though all human situations have negative aspects, and even though evidence is seldom asked or given to show how the situation at hand is either uniquely bad or threatening to get worse. Sometimes the situation described as a “crisis” has in fact already been getting better for years. STAGE 2. THE “SOLUTION”: Policies to end the “crisis” are advocated by the anointed, who say that these policies will lead to beneficial result A. Critics say that these policies will lead to detrimental result Z. The anointed dismiss these latter claims as absurd and “simplistic,” if not dishonest. STAGE 3. THE RESULTS: The policies are instituted and lead to detrimental result Z. STAGE 4. THE RESPONSE: Those who attribute detrimental result Z to the policies instituted are dismissed as “simplistic” for ignoring the “complexities” involved, as “many factors” went into determining the outcome. The burden of proof is put on the critics to demonstrate to a certainty that these policies alone were the only possible cause of the worsening that occurred. No burden of proof whatever is put on those who had so confidently predicted improvement. Indeed, it is often asserted that things would have been even worse, were it not for the wonderful programs that mitigated the inevitable damage from other factors. Examples of this pattern are all too abundant. Three will be considered here. The first and most general involves the set of social welfare policies called “the war on poverty” during the administration of President Lyndon B. Johnson, but continuing under other labels since then. Next is the policy of introducing “sex education” into the public schools, as a means of reducing teenage pregnancy and venereal diseases. The third example will be policies designed to reduce crime by adopting a less punitive approach, being more concerned with preventive social policies beforehand and rehabilitation afterwards, as well as showing more concern with the legal rights of defendants in criminal cases.

Bryk and Schneider also found that relational trust—between teachers and administrators, teachers and teachers, and teachers and parents—has the power to offset external factors that are normally thought to be the primary determinants of a school’s capacity to serve students well: “Improvements in academic productivity were less likely in schools with high levels of poverty, racial isolation, and student mobility, but [the researchers] say that a strong correlation between [relational] trust and student achievement remains even after controlling for such factors.” 9

Indeed, in government, the worse a government agency performs, the more money it can claim from a legislature, city council, or county commission. If state-run schools fail to educate children, then obviously they need more money (even if government-run schools often already spend several times more per student than private schools do). If the welfare state fails to reduce, or actually increases, poverty then obviously, say the bureaucrats, we need to expand welfare programs even further. The Obama administration actually bragged about expanding food stamp rolls and claimed they were good for the economy.

Schools could do the same thing. Elementary and middle schools could put the January through April–born students in one class, the May through August in another class, and those born in September through December in the third class. They could let students learn with and compete against other students of the same maturity level. It would be a little bit more complicated administratively. But it wouldn’t necessarily cost that much more money, and it would level the playing field for those who — through no fault of their own — have been dealt a big disadvantage by the educational system. We could easily take control of the machinery of achievement, in other words — not just in sports but, as we will see, in other more consequential areas as well. But we don’t. And why? Because we cling to the idea that success is a simple function of individual merit and that the world in which we all grow up and the rules we choose to write as a society don’t matter at all.

No one likes to feel used. When the perceived focus becomes the content over the person, people feel used. When teachers are valued only for the test scores of their students, they feel used. When administrators are "successful" only when they achieve "highly effective school" status, they feel used. Eventually, "used" people lose joy in learning and teaching. Curriculum does not teach; teachers do. Standards don't encourage; administrators do. Peaceable schools value personnel and students for who they are as worthy human beings. ... If your mission statement says you care, then specific practices of care should be habits within your school.

I collected men with interesting names. I already knew a Socrates. He was tall and ugly and intellectual and the son of some big Greek movie producer in Hollywood, but also a Catholic, which ruined it for both of us. In addition to Socrates, I knew a White Russian named Attila at the Boston School of Business Administration.

Why have I been a fool so long? Why, seeing that fate has appointed me to be ruler of an earthly paradise, did I prefer to bind myself in servitude as a scribe of lifeless documents? To think that, after I had been nurtured and schooled and stored with all the knowledge necessary for the diffusion of good among those under me, and for the improvement of my domain, and for the fulfillment of the manifold duties of a landowner who is at once judge, administrator, and constable of his people, I should have entrusted my estate to an ignorant bailiff, and sought to maintain an absentee guardianship over the affairs of serfs whom I have never met, and of whose capabilities and characters I am yet ignorant!

A network of right-wing think tanks seized on Friedman’s proposal and descended on the city after the storm. The administration of George W. Bush backed up their plans with tens of millions of dollars to convert New Orleans schools into “charter schools,” publicly funded institutions run by private entities according to their own rules. Charter schools are deeply polarizing in the United States, and nowhere more than in New Orleans, where they are seen by many African-American parents as a way of reversing the gains of the civil rights movement, which guaranteed all children the same standard of education. For Milton Friedman, however, the entire concept of a state-run school system reeked of socialism.

From 1976 to 1983, Washington supported a devastating military dictatorship in Argentina that ran all branches of government, outlawed elections, and encouraged school and business leaders to provide information on subversive people. The administration took control of the police, banned political and union organizations, and tried to eliminate all oppositional elements in the country through harassment, torture, and murder. Journalists, students, and union members faced a particularly large amount of bloody repression, thus ridding the nation of a whole generation of social movement leaders. As was the case in other Latin American countries, the threat of communism and armed guerrilla movements was used as an excuse for Argentina's dictatorial crackdowns. Hundreds of torture camps and prisons were created. Many of the dead were put into mass graves or thrown out of places into the ocean. Five hundred babies of the murdered were given to torturers' families and the assets of the dead totaling in the tens of millions of dollars, were all divided up among the perpetrators of the nightmare. Thirty thousand people were killed in Argentina's repression.

There are more than fifty subgroups within the main songbun castes, and once you become an adult, your status is constantly being monitored and adjusted by the authorities. A network of casual neighborhood informants and official police surveillance ensures that nothing you do or your family does goes unnoticed. Everything about you is recorded and stored in local administrative offices and in big national organizations, and the information is used to determine where you can live, where you can go to school, and where you can work. With a superior songbun, you can join the Workers’ Party, which gives you access to political power. You can go to a good university and get a good job. With a poor one, you can end up on a collective farm chopping rice paddies for the rest of your life. And, in times of famine, starving to death.

VP Pence himself also assured me that the data and policies I expressed were correct; he had requested from me, and personally read, summaries of studies and documents on schools, risks to children, testing, and other issues. Given that the VP was in charge of the Task Force, shouldn’t the bottom-line advice emanating from it comport with the policies of the administration? But he would never speak with Dr. Birx at all.

Exams do not assess anything significant to the future of children, because no one knows how to assess or measure the key factors to the future success of any person, child or adult. They are a closed system; tests exist for their own sake. They measure the ability of the entire school community—children, parents, teachers, administrators—to focus all their efforts on producing good results on tests! Nothing more, nothing less. To

The consequences for a wrongly convicted student are devastating: Not only is he likely to be expelled, but he may well be barred from graduate or professional school and certain government agencies, suffer irreparable damage to his reputation, and still be exposed to criminal prosecution.         —Peter Berkowitz in the Wall Street Journal discussing the curtailing of due process rights for men on campus by the Obama Administration32 Men

The only way that I have seen to keep teenagers out of one another's arms is to give them a bigger, more wonderful goal to offset all the distractions common to their youth. For a young man, that goal should include preparing for a delightful and profitable career, doing something he really enjoys doing. For a young woman, it includes preparing to be the ideal wife, mother and administrative assistant such a passionate and goal-oriented young man will need

There’s more deceit and dishonesty. In 1950, I was fourteen years old and applied for a work permit for an after-school job. One of the requirements was to obtain a Social Security card. In bold letters on my Social Security card, which I still possess, are the words “For Social Security Purposes—Not For Identification.” That’s because earlier Americans feared that their Social Security number would become an identity number. According to the Social Security Administration website, “this legend was removed as part of the design changes for the 18th version of the card, issued beginning in 1972.” That statement assumes we’re idiots. We’re asked to believe that the sole purpose of the removal was for design purposes. Apparently, the fact that our Social Security number had become a major identification tool, to be used in every aspect of our lives, had nothing to do with the SSA’s getting rid of the legend saying “For Social Security Purposes—Not For Identification.” I

The Horatio Alger Association of Distinguished Americans, founded in 1947 and devoted to promoting and affirming individual initiative and “the American dream,” releases annual back-to-school surveys.48 Its survey for 1998 contrasted two groups of students: the “highly successful” (approximately 18 percent of American students) and the “disillusioned” (approximately 15 percent). The successful students work hard, choose challenging classes, make schoolwork a top priority, get good grades, participate in extracurricular activities, and feel that teachers and administrators care about them and listen to them. According to the association, the successful group in the 1998 survey is 63 percent female and 37 percent male. The disillusioned students are pessimistic about their future, get low grades, and have little contact with teachers. The disillusioned group could accurately be characterized as demoralized. According to the Alger Association, “Nearly seven out of ten are male.”49

Despite the fact that Uncle Rulon and his followers regard the governments of Arizona, Utah, and the United States as Satanic forces out to destroy the UEP, their polygamous community receives more than $6 million a year in public funds. More than $4 million of government largesse flows each year into the Colorado City public school district—which, according to the Phoenix New Times, “is operated primarily for the financial benefit of the FLDS Church and for the personal enrichment of FLDS school district leaders.” Reporter John Dougherty determined that school administrators have “plundered the district’s treasury by running up thousands of dollars in personal expenses on district credit cards, purchasing expensive vehicles for their personal use and engaging in extensive travel. The spending spree culminated in December [2000], when the district purchased a $220,000 Cessna 210 airplane to facilitate trips by district personnel to cities across Arizona.” Colorado City has received $1.9 million from the U.S. Department of Housing and Urban Development to pave its streets, improve the fire department, and upgrade the water system. Immediately south of the city limits, the federal government built a $2.8 million airport that serves almost no one beyond the fundamentalist community. Thirty-three percent of the town’s residents receive food stamps—compared to the state average of 4.7 percent. Currently the residents of Colorado City receive eight dollars in government services for every dollar they pay in taxes; by comparison, residents in the rest of Mohave County, Arizona, receive just over a dollar in services per tax dollar paid. “Uncle Rulon justifies all that assistance from the wicked government by explaining that really the money is coming from the Lord,” says DeLoy Bateman. “We’re taught that it’s the Lord’s way of manipulating the system to take care of his chosen people.” Fundamentalists call defrauding the government “bleeding the beast” and regard it as a virtuous act.

More fundamentally, meritocracy is impossible to achieve, because, as Young says, a meritocracy is always based on an imperfect definition of merit and often narrowly defined to favor training, connections, and education primarily available to the wealthy. Take Stanford. Because Stanford is filled with students with top high-school GPAs and SAT scores, administrators can pat themselves on the back and say, “We only admit the best students. We’re a meritocracy.” The students are encouraged to think similarly. But is it just a coincidence that the median annual family income of a Stanford student is $167,500 while the national median is roughly one-third that? Did those high-achieving students naturally get high SAT scores, or did they benefit from their parents’ paying for tutors and sending them to private schools? Privilege accumulates as you advance in life. If the college you attend is the basis of your future employment networks, then it is impossible to say that your employment success is solely based on merit.

PATRICK HENRY HIGH SCHOOL  Department of Social Studies   SPECIAL NOTICE to all students Course 410    (elective senior seminar) Advanced Survival, instr. Dr. Matson, 1712-A MWF   1. There will be no class Friday the 14th. 2. Twenty-Four Hour Notice is hereby given of final examination in Solo Survival. Students will present themselves for physical check at 0900 Saturday in the dispensary of Templeton Gate and will start passing through the gate at 1000, using three-minute intervals by lot. 3. TEST CONDITIONS: a) ANY planet, ANY climate, ANY terrain; b) NO rules, ALL weapons, ANY equipment; c) TEAMING IS PERMITTED but teams will not be allowed to pass through the gate in company; d) TEST DURATION is not less than forty-eight hours, not more than ten days. 4. Dr. Matson will be available for advice and consultation until 1700 Friday. 5. Test may be postponed only on recommendation of examining physician, but any student may withdraw from the course without administrative penalty up until 1000 Saturday. 6. Good luck and long life to you all!   (s) B. P. Matson, Sc.D.    Approved: J. R. Roerich, for the Board

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

It is “trickling down” to women of all social classes from elitist schools and universities because that is where women are getting too close to authority. There, it is emblematic of how hunger checkmates power in any woman’s life: Hundreds of thousands of well-educated young women, living and studying at the fulcrum of cultural influence, are causing no trouble. The anorexic woman student, like the anti-Semitic Jew and the self-hating black, fits in. She is politically castrate, with exactly enough energy to do her schoolwork, neatly and completely, and to run around the indoor track in eternal circles. She has no energy to get angry or get organized, to chase sex, to yell through a bullhorn, asking for money for night buses or for women’s studies programs or to know where all the women professors are. Administering a coed class half full of mentally anorexic women is an experience distinct from that of administering a class half full of healthy, confident young women. The woman in these women canceled out, it is closer to the administration of young men only, which was how things were comfortably managed before.

The answer was, we weren’t at all ready. Annual flu shots didn’t provide protection against H1N1, it turned out, and because vaccines generally weren’t a moneymaker for drug companies, the few U.S. vaccine makers that existed had a limited capacity to ramp up production of a new one. Then we faced questions of how to distribute antiviral medicines, what guidelines hospitals used in treating cases of the flu, and even how we’d handle the possibility of closing schools and imposing quarantines if things got significantly worse. Several veterans of the Ford administration’s 1976 swine flu response team warned us of the difficulties involved in getting out in front of an outbreak without overreacting or triggering a panic: Apparently President Ford, wanting to act decisively in the middle of a reelection campaign, had fast-tracked mandatory vaccinations before the severity of the pandemic had been determined, with the result that more Americans developed a neurological disorder connected to the vaccine than died from the flu. “You need to be involved, Mr. President,” one of Ford’s staffers advised, “but you need to let the experts run the process.

Every few decades a newspaper report about embezzlement or physical abuse at the school initiated an investigation by the state. In their wake came prohibitions against 'spanking,' and the use of dark cells and sweatboxes. The administration instituted a stricter accounting of school supplies, which had a tendency to disappear. The parole of students to local families and businesses was terminated and the medical staff increased... It had been years since there were any allegations against Nickel. On this occasion the school was merely another item on a long list of government facilities due a once-over.

Most historical accounts were written by fallible scholars, using incomplete or biased resource materials; written through the scholars' own conscious or unconscious predilections; published by textbook or printing companies that have a stake in maintaining a certain set of beliefs; subtly influenced by entities of government and society — national administrations, state education departments, local school boards, etcetera — that also wish to maintain certain sets of beliefs. To be blunt about it, much of the history of many countries and states is based on delusion, propaganda, misinformation, and omission.

In every generation, the embrace of Calvinism by a faction of students and faculty placed schools and administrators in a difficult position. Since the 1920s, Calvinism had acquired a reputation among fundamentalist institutions of higher education as both compelling and disruptive. Calvinists often demanded greater theological consistency than school leaders wanted to endorse. And they sometimes disparaged important elements of American evangelicalism, including the emotional revivalism and dispensational Bible-reading methods beloved by so many evangelicals. In addition, school administrators remained painfully aware of the fact that their interdenominational schools needed to remain friendly to a relatively wide variety of denominational backgrounds. The big tent of American evangelicalism often included groups that considered Calvinism a foreign imposition. As in all things, school administrators balked at the idea of embracing any idea that would drive away students and their tuition dollars. In effect, Calvinism served as a perennial reminder of the unresolvable tension in fundamentalist and evangelical institutions between the demands of theological purity, interdenominational viability, and institutional pragmatism.

those who advocate politically correct speech think the proper way to deal with some insults is to punish the insulter. What most concerns them are insults directed at the “disadvantaged,” including members of minority groups and people with physical, mental, social, or economic handicaps. Disadvantaged individuals, they argue, are psychologically vulnerable, and if we let people insult them, they will suffer grievous psychological harm. Advocates of politically correct speech therefore petition the authorities—government officials, employers, and school administrators—to punish anyone who insults a disadvantaged individual. Epictetus would reject this manner of dealing with insults as being woefully counterproductive. He would point out, to begin with, that the political correctness movement has some untoward side effects. One is that the process of protecting disadvantaged individuals from insults will tend to make them hypersensitive to insults: They will, as a result, feel the sting not only of direct insults but of implied insults as well. Another is that disadvantaged individuals will come to believe that they are powerless to deal with insults on their own—that unless the authorities intercede on their behalf, they are defenseless.

Within the huge trade unions, a similar managerial officialdom, the “labor bureaucracy” consolidates its position as an elite. This elite is sharply distinguished in training, income, habits and outlook from the ordinary union member. The trend extends to the military world, the academic world, the non-profit foundations and even auxilliary organizations of the U.N. Armies are no longer run by “fighting captains” but by a Pentagon-style managerial bureaucracy. Within the universities, proliferating administrators have risen above students, teaching faculty, alumni and parents, their power position expressed in the symbols of higher salaries and special privileges. The great “non-profit foundations” have been transformed from expressions of individual benevolence into strategic bases of managerial-administrative power. The United Nations has an international echelon of manager entrenched in the Secretariat. There are fairly obvious parallels in the managerial structures of the diverse institutional fields. For example, managers in business are stockholders as labor managers are to union members; as government managers are to voters; as public school administrators are to tax-payers; as university and private school administrators are to tuition payers and fund contributors.

One cannot argue with the President's position that riots are destructive or that they frighten away allies. Nor can one find fault with his sympathy for the plight of the poor; surely the poor need sympathy. But one can question whether the government has been working seriously enough to eliminate the conditions which lead to frustration-politics and riots. The President's very words, "all this takes time," will be understood by the poor for precisely what they are--an excuse instead of a real program, a cover-up for the failure to establish real priorities, and an indication that the administration has no real commitment to create new jobs, better housing, and integrated schools.

Away, then, with quacks and organizers! Away with their rings, chains, hooks, and pincers! Away with their artificial systems! Away with the whims of governmental administrators, their socialized projects, their centralization, their tariffs, their government schools, their state religions, their free credit, their bank monopolies, their regulations, their restrictions, their equalization by taxation, and their pious moralizations! And now that the legislators and do-gooders have so futilely inflicted so many systems upon society, may they finally end where they should have begun: May they reject all systems, and try liberty; for liberty is an acknowledgment of faith in God and His works.

The National Institute of Design is the only one of its kind in India; it is fabulously equipped, competition to enter is fierce, and standards should be high. But it is an imported idea, an imported institution, and it has been imported whole, just like that. In India, it has been easily divorced from its animating principle, reduced to its equipment, and has ended - admittedly after a controversial period: a new administrator had just been sent in - as a finishing school for the unacademic young, a playpen, with artisans called in to do the heavy work, like those dispirited men I saw upstairs squatting on the floor and working on somebody's chairs: India's eternal division of labour, frustrating the proclaimed social purpose of the Institute.

As it was in Mao’s China with the Red Guard, it is a political crime in today’s Republican Party to appear well educated. So we find Senator Josh Hawley of Missouri tweeting a rant about “unelected progressive elites in our govt.”16 The senator went to Stanford, taught at St. Paul’s School in London (founded in 1509), and graduated from Yale Law School. Senator Ted Cruz denounces “coastal elites who attack the NRA.”17 Cruz was born in Calgary, Canada, graduated from Princeton and Harvard Law School, was a Supreme Court clerk, worked in the Bush administration, and is a former assistant attorney general. His wife was born in the coastal town of San Luis Obispo, California, and holds a BA from Claremont McKenna College, an MA from Université Libre de Bruxelles, and an MBA from Harvard Business School. She works as a managing director at Goldman Sachs.

Teachers in general face common problems of practice. Their professional success depends on their ability to motivate an involuntary group of students to learn what the teacher is teaching. In an effort to accomplish this, teachers invest heavily in developing a teaching persona that enables them to establish a relationship with students and lure them to learn. Once they have worked out a personal approach for managing the instruction of students within the walls of their classroom, they are likely to resist vigorously any effort by reformers or administrators or any other intruders to transform their approach to teaching. Teacher resistance to fundamental instructional reform is grounded in a deep personal investment in the way they teach and a sense that tinkering with this approach could threaten their very ability to manage a class (much less teach a particular curriculum) effectively.

ADHD Prescriptions: Diagnosis rates of Attention Deficit Hyperactivity Disorder (ADHD) have skyrocketed 500 percent since 1991, according to the Drug Enforcement Administration. An estimated 7 million schoolchildren are being treated with stimulants for ADHD, including ten percent of all ten-year-old American boys, according to an article published in the Journal of the American Medical Association. A 1998 study by researchers Adrian Angold and E. Jane Costello found that the majority of children and adolescents who receive stimulants for ADHD do not fully meet the criteria for ADHD. The efforts of neurologist Dr. Fred Baughman, ADHD diagnosis critic, led to admissions from the FDA, DEA, Novartis (manufacturers of Ritalin), and top ADHD researchers around the country that “no objective validation of the diagnosis of ADHD exists.” A Maryland Department of Education study found that white, suburban elementary school children are using medication for ADHD at more than twice the rate of African American students.

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

To implement these changes, the school initially followed a more typical, top-down strategy of reform: the state sent in a consultant to implement changes. “It was an outsider who came in and talked about the civil rights movement and did touchy feely group discussions,” Guthertz recalls. “Someone else came in and for one day taught behavior management strategies that focused on controlling and penalizing students versus making changes in teaching practices that would engage and support them. That blew up at the school. The administration got rid of that program.” The issues that come with this kind of approach to school reform—“do what the district, state, or consultants say”—have been a recurring theme in the long careers of Guthertz, Roth, and McKamey. “It comes off as an attempt to hijack the effort by the teachers to think about education,” McKamey comments. “It’s the deepest disrespect. The teacher has been teaching for ten years and someone is going to come in and say, ‘I’m going to show you something.’ Most of these people have never taught in the classroom.

New Rule: Democrats must get in touch with their inner asshole. I refer to the case of Van Jones, the man the Obama administration hired to find jobs for Americans in the new green industries. Seems like a smart thing to do in a recession, but Van Jones got fired because he got caught on tape saying Republicans are assholes. And they call it news! Now, I know I'm supposed to be all reinjected with yes-we-can-fever after the big health-care speech, and it was a great speech--when Black Elvis gets jiggy with his teleprompter, there is none better. But here's the thing: Muhammad Ali also had a way with words, but it helped enormously that he could also punch guys in the face. It bothers me that Obama didn't say a word in defense of Jones and basically fired him when Glenn Beck told him to. Just like dropped "end-of-life counseling" from health-care reform because Sarah Palin said it meant "death panels" on her Facebook page. Crazy morons make up things for Obama to do, and he does it. Same thing with the speech to schools this week, where the president attempted merely to tell children to work hard and wash their hands, and Cracker Nation reacted as if he was trying to hire the Black Panthers to hand out grenades in homeroom. Of course, the White House immediately capitulated. "No students will be forced to view the speech" a White House spokesperson assured a panicked nation. Isn't that like admitting that the president might be doing something unseemly? What a bunch of cowards. If the White House had any balls, they'd say, "He's giving a speech on the importance of staying in school, and if you jackasses don't show it to every damn kid, we're cutting off your federal education funding tomorrow." The Democrats just never learn: Americans don't really care which side of an issue you're on as long as you don't act like pussies When Van Jones called the Republicans assholes, he was paying them a compliment. He was talking about how they can get things done even when they're in the minority, as opposed to the Democrats , who can't seem to get anything done even when they control both houses of Congress, the presidency, and Bruce Springsteen. I love Obama's civility, his desire to work with his enemies; it's positively Christlike. In college, he was probably the guy at the dorm parties who made sure the stoners shared their pot with the jocks. But we don't need that guy now. We need an asshole. Mr. President, there are some people who are never going to like you. That's why they voted for the old guy and Carrie's mom. You're not going to win them over. Stand up for the seventy percent of Americans who aren't crazy. And speaking of that seventy percent, when are we going to actually show up in all this? Tomorrow Glenn Beck's army of zombie retirees descending on Washington. It's the Million Moron March, although they won't get a million, of course, because many will be confused and drive to Washington state--but they will make news. Because people who take to the streets always do. They're at the town hall screaming at the congressman; we're on the couch screaming at the TV. Especially in this age of Twitters and blogs and Snuggies, it's a statement to just leave the house. But leave the house we must, because this is our last best shot for a long time to get the sort of serious health-care reform that would make the United States the envy of several African nations.

Pioneered in Iraq, for-profit relief and reconstruction has already become the new global paradigm, regardless of whether the original destruction occurred from a preemptive war, such as Israel’s 2006 attack on Lebanon, or a hurricane. With resource scarcity and climate change providing a steadily increasing flow of new disasters, responding to emergencies is simply too hot an emerging market to be left to the nonprofits—why should UNICEF rebuild schools when it can be done by Bechtel, one of the largest engineering firms in the U.S.? Why put displaced people from Mississippi in subsidized empty apartments when they can be housed on Carnival cruise ships? Why deploy UN peacekeepers to Darfur when private security companies like Blackwater are looking for new clients? And that is the post-September 11 difference: before, wars and disasters provided opportunities for a narrow sector of the economy—the makers of fighter jets, for instance, or the construction companies that rebuilt bombed-out bridges. The primary economic role of wars, however, was as a means to open new markets that had been sealed off and to generate postwar peacetime booms. Now wars and disaster responses are so fully privatized that they are themselves the new market; there is no need to wait until after the war for the boom—the medium is the message. One distinct advantage of this postmodern approach is that in market terms, it cannot fail. As a market analyst remarked of a particularly good quarter for the earnings of the energy services company Halliburton, “Iraq was better than expected.”31 That was in October 2006, then the most violent month of the war on record, with 3,709 Iraqi civilian casualties.32 Still, few shareholders could fail to be impressed by a war that had generated $20 billion in revenues for this one company.33 Amid the weapons trade, the private soldiers, for-profit reconstruction and the homeland security industry, what has emerged as a result of the Bush administration’s particular brand of post-September 11 shock therapy is a fully articulated new economy. It was built in the Bush era, but it now exists quite apart from any one administration and will remain entrenched until the corporate supremacist ideology that underpins it is identified, isolated and challenged.

Unlike Kate, by then I’d had a job. In fact, I’d had sixteen jobs, not including the years I worked as a babysitter before I could legally be anyone’s employee. They were janitor’s assistant (humiliatingly, at my high school), fast-food restaurant worker, laborer at a wildlife refuge, administrative assistant to a Realtor, English as a Second Language tutor, lemonade cart attendant, small town newspaper reporter, canvasser for a lefty nonprofit, waitress at a Japanese restaurant, volunteer coordinator for a reproductive rights organization, berry picker on a farm, waitress at a vegetarian restaurant, “coffee girl” at an accounting firm, student-faculty conflict mediator, teacher’s assistant for a women’s studies class, and office temp at a half a dozen places that by and large did not resemble offices and did not engage me in work that struck me as remotely “officey,” but rather involved things such as standing on a concrete floor wearing a hairnet, a paper mask and gown, goggles, and plastic gloves and—with a pair of tweezers—placing two pipe cleaners into a sterile box that came to me down a slow conveyor belt for eight excruciating hours a day.

too little—and complex, because the manufacturing and marketing of food products has changed dramatically. Dr. David Kessler, former head of the U.S. Food and Drug Administration, has extensively documented how food manufacturers and restaurant and fast food chains carefully combine fats, sugar, and salt in precise ratios that reach the “bliss point”—which means they trigger brain systems that increase the desire to eat more, even after our stomachs are full. On a global basis, the World Health Organization has found a pattern of increased consumption of “energy-dense foods that are high in fat, salt and sugars but low in vitamins, minerals and other micronutrients.” Hyper-urbanization has separated more people from reliable sources of fresh fruit and vegetables. Quality calories in fruits and vegetables now cost ten times as much as calories per gram in sweets and foods abundant in starch. In a report for the Johns Hopkins Bloomberg School of Public Health, Arielle Traub documented the increase from 1985 to 2000 in the price of fresh fruits and vegetables by 40 percent, while prices of fats declined by 15 percent and sugared soft drinks by 25 percent.

The decision to prioritize a victory in space over problems on Earth was the most widespread criticism against the space program. But even those voices in the black community who expressed admiration for the astronauts, who supported the program and its mission, took NASA to the woodshed for its lack of black faces. No black television commentators, no black administrators, no black faces in Mission Control, and most of all, no black astronauts. Blacks were still smarting over the perceived mistreatment of Ed Dwight, an astronaut trainee who was given his walking papers before he could even report for duty. Though groups like ACD and Reentry Physics still employed several of the former West Computers, Katherine and others found themselves the only black employees in their branch. They were maybe less visible at work now that segregation had been ended. But they were perhaps more invisible professionally in the black community. The white NASA folks tended to live in enclaves, carpooling together and barbecuing together and sending their kids to school together. They talked about work and imported the hierarchies and nuances of their work lives into their neighborhoods.

Christianity invented or blessed the invention of the technological Machine. The bulk of people in the Third World today have experienced Christianity not as separate from technology but almost as a part of it. Throngs of people went to school to learn to be modern — that is, to be Christian. Many ended up serving the administrative machinery of Christianity, hoping for a taste of greater modernism. It was a team of Christians who came into my village over twelve years ago to ask those who went to church on Sunday to grow cotton so that they could buy it from them. The naive villagers saw in it an immense opportunity to become modern — that is, to acquire bicycles, short-wave radios and clothes. What they did not see was that these white Christians had their own separate agenda. Because they were in control, they laid out what they wanted the villagers to do. It included using fertilizer and pesticides that were banned in France. No one had the money, but everyone bought on credit. They were barely able to pay their debts out of their sales. With bitterness, the villagers returned to their traditional farming, but the land was angry. Tortured by foreign chemicals, it “went into a coma.” Technology

Where do you go to make friends when you’re an adult? No, honestly, I’m asking, where do you do this? There are no more late-night study sessions or university social events. And while meeting friends at work is the obvious answer, your options are very limited if you don’t click with your colleagues or if you’re self-employed. (Also, if you’re only friends with people at work, who do you complain about your colleagues too?) I don’t volunteer. I don’t participate in organised religion. I don’t play team sports. Where do selfish, godless, lazy people go to make friends? That’s where I need to be. Nearly all of my closest friends have been assigned to me: either via seating chats at school, university room-mates, or desk buddies at work. After taking stock, I realise that most of my friends were forced to sit one metre away from me for several hours at a time. I’ve never actively reached out to make a new friend who wasn’t within touching distance. With no helpful administrators, just how do we go about making friends as adults? Is it possible to cultivate that intense closeness without the heady combination of naivety, endless hours of free time on hand and lack of youthful inhibitions? Or is that lost for ever after we hit thirty?

we have much to learn from the struggles in Alabama and Mississippi in the early 1960s. In the spring of 1963 the Southern Christian Leadership Conference led by Dr. King launched a “fill the jails” campaign to desegregate downtown department stores and schools in Birmingham. But few local blacks were coming forward. Black adults were afraid of losing their jobs, local black preachers were reluctant to accept the leadership of an “Outsider,” and city police commissioner Bull Connor had everyone intimidated. Facing a major defeat, King was persuaded by his aide, James Bevel, to allow any child old enough to belong to a church to march. So on D-day, May 2, before the eyes of the whole nation, thousands of schoolchildren, many of them first graders, joined the movement and were beaten, fire-hosed, attacked by police dogs, and herded off to jail in paddy wagons and school buses. The result was what has been called the “Children’s Miracle.” Inspired and shamed into action, thousands of adults rushed to join the movement. All over the country rallies were called to express outrage against Bull Connor’s brutality. Locally, the power structure was forced to desegregate lunch counters and dressing rooms in downtown stores, hire blacks to work downtown, and begin desegregating the schools. Nationally, the Kennedy administration, which had been trying not to alienate white Dixiecrat voters, was forced to begin drafting civil rights legislation as the only way to forestall more Birminghams. The next year as part of Mississippi Freedom Summer, activists created Freedom Schools because the existing school system (like ours today) had been organized to produce subjects, not citizens. People in the community, both children and adults, needed to be empowered to exercise their civil and voting rights. A mental revolution was needed. To bring it about, reading, writing, and speaking skills were taught through discussions of black history, the power structure, and building a movement. Everyone took this revolutionary civics course, then chose from more academic subjects such as algebra and chemistry. All over Mississippi, in church basements and parish halls, on shady lawns and in abandoned buildings, volunteer teachers empowered thousands of children and adults through this community curriculum. The Freedom Schools of 1964 demonstrated that when Education involves young people in making community changes that matter to them, when it gives meaning to their lives in the present instead of preparing them only to make a living in the future, young people begin to believe in themselves and to dream of the future.

The erosion of trust in public school systems has had catastrophic consequences, and will take decades to put right. As we’ve seen, attempts to make schools ‘more accountable’ for their test scores leave teachers torn between what psychologist Barry Schwartz calls ‘doing the right thing and doing the required thing’. The right thing is to teach students through personalised, flexible methods, according to their needs, interests and aspirations; the required thing is to ‘turnaround’ test scores, by ‘teaching to the test’ or, worse, ‘gaming’ the system.  Successive US federal administrations have sought to improve school standards through high accountability. The pressure this puts upon schools at risk of closure and teachers – with test scores linked to pay rates – is intense. During 2011/12 a series of allegations emerged of inner-city schools in New York, Washington DC, Atlanta and Philadelphia ‘cheating’ on student test scores in order to hit accountability targets. Undoubtedly a case of fear producing wrong figures. The result of doing the required thing, above the right thing, is what Schwartz describes as a ‘de-moral-ised’ profession. The double tragedy is that, in addition to the pressure put on teachers – 50 percent of new teachers in the US leave the profession within their first five years – there’s growing evidence that the over-reliance on standardised testing fails to improve academic learning anyway.

There were four ways out of Nickel. One: serve your time. A typical sentence fell between six months and two years, but the administration had the power to confer a legal discharge before then at its discretion. Good behavior was a trigger for a legal discharge, if a careful boy gathered enough merits for promotion to Ace. Whereupon he was released into the bosom of his family, who were very glad to have him back or else winced at the sight of his face bobbing up the walk, the start of another countdown to the next calamity. If you had family. If not, the state of Florida's child-welfare apparatus had assorted custodial remedies, some more pleasant than others. You could also serve time by aging out. The schools showed boys the door on their eighteenth birthday, quick hand-shake and pocket change...Boys arrived banged up in different ways before they got to Nickel and picked up more dents and damage during their term. Often graver missteps and more fierce institutions waited. Nickel boys were f***** before, during, and after their time at the school, if one were to characterize the general trajectory... Three: You could die. Of 'natural causes' even, if abetted by unhealthy conditions, malnutrition, and the pitiless constellation of negligence. In the summer of 1945, one young by died of heart failure while locked in a sweatbox, a popular corrective at that time, and the medical examiner called it natural causes.

There was nothing I could do except homework. I cracked open Forsyth’s Basics of Cryptography, read until my eyes went bleary, then looked at my clock and saw it was only four thirty in the afternoon. Time really crawled when you were on lockdown. I struggled through another chapter, nodding off seventeen or eighteen times, then checked my clock again. It was still four thirty in the afternoon. Either time really crawled when you were on lockdown or my clock was broken. I checked my phone. In fact, it was eight thirty at night, which explained why I was so darn hungry. No one had come to get me for dinner. I wondered if this was part of my punishment or if the administration had simply forgotten about me. I’d now been at spy school long enough to guess it was the latter, which began to worry me. I could get through the night without food, but if someone didn’t remember I was in the Box by the next morning, things could get dicey. Still, it wasn’t worth panicking yet. Maybe this was merely a test to see how I handled pressure. If so, I’d show them I was a tough egg to crack. For the benefit of any cameras that might have been on me, I played it cool, as though I were really enjoying being on lockdown. I laid back on my cot and gave a contented sigh. “This is great,” I said to any concealed microphones. “All this time to myself. It’s like being on vacation.” Then I casually examined my clock to see if I could keep it from telling me that it was eternally four thirty in the afternoon.

In the absence of expert [senior military] advice, we have seen each successive administration fail in the business of strategy - yielding a United States twice as rich as the Soviet Union but much less strong. Only the manner of the failure has changed. In the 1960s, under Robert S. McNamara, we witnessed the wholesale substitution of civilian mathematical analysis for military expertise. The new breed of the "systems analysts" introduced new standards of intellectual discipline and greatly improved bookkeeping methods, but also a trained incapacity to understand the most important aspects of military power, which happens to be nonmeasurable. Because morale is nonmeasurable it was ignored, in large and small ways, with disastrous effects. We have seen how the pursuit of business-type efficiency in the placement of each soldier destroys the cohesion that makes fighting units effective; we may recall how the Pueblo was left virtually disarmed when it encountered the North Koreans (strong armament was judged as not "cost effective" for ships of that kind). Because tactics, the operational art of war, and strategy itself are not reducible to precise numbers, money was allocated to forces and single weapons according to "firepower" scores, computer simulations, and mathematical studies - all of which maximize efficiency - but often at the expense of combat effectiveness. An even greater defect of the McNamara approach to military decisions was its businesslike "linear" logic, which is right for commerce or engineering but almost always fails in the realm of strategy. Because its essence is the clash of antagonistic and outmaneuvering wills, strategy usually proceeds by paradox rather than conventional "linear" logic. That much is clear even from the most shopworn of Latin tags: si vis pacem, para bellum (if you want peace, prepare for war), whose business equivalent would be orders of "if you want sales, add to your purchasing staff," or some other, equally absurd advice. Where paradox rules, straightforward linear logic is self-defeating, sometimes quite literally. Let a general choose the best path for his advance, the shortest and best-roaded, and it then becomes the worst path of all paths, because the enemy will await him there in greatest strength... Linear logic is all very well in commerce and engineering, where there is lively opposition, to be sure, but no open-ended scope for maneuver; a competitor beaten in the marketplace will not bomb our factory instead, and the river duly bridged will not deliberately carve out a new course. But such reactions are merely normal in strategy. Military men are not trained in paradoxical thinking, but they do no have to be. Unlike the business-school expert, who searches for optimal solutions in the abstract and then presents them will all the authority of charts and computer printouts, even the most ordinary military mind can recall the existence of a maneuvering antagonists now and then, and will therefore seek robust solutions rather than "best" solutions - those, in other words, which are not optimal but can remain adequate even when the enemy reacts to outmaneuver the first approach.

Sometimes reparations is used to justify a feeding frenzy in which minority claimants simply raid the U.S. Treasury en masse while government bureaucrats facilitate a large transfer of wealth from the taxpayer to these so-called historical victims. A scandalous example of this is the Pigford case. Some ninety-one black farmers had sued the U.S. government alleging a legacy of bias against African Americans. Rather than settle the suit and pay the farmers a reasonable compensation, the Obama administration used the lawsuit to make an absurdly expensive settlement. It agreed to pay out $1.33 billion to compensate not only the ninety-one plaintiffs but also thousands of Hispanic and female farmers who had never claimed bias in court. Encouraged by this largesse, law firms began to conjure up new claimants. Later reviews showed that some of these claimants were nursery-school-age children and even urban dwellers who had no connection to farming. In some towns, the number of people being paid was many times greater than the total number of farms. According to the New York Times, one family in Little Rock, Arkansas, had ten members each submit a claim for $50,000, netting $500,000 for the family without any proof of discrimination. Then the Native Americans got in on the racket, and the Obama administration settled with them, agreeing to fork over an additional $760 million. The government also reimbursed hundreds of millions of dollars in legal fees, a cornucopia for trial lawyers who also happen to be large contributors to Obama and the Democratic Party. Altogether the Pigford payout is estimated to have cost taxpayers a staggering $4.4 billion.3

up with work I found meaningful. As a young person, I’d explored exactly nothing. Barack’s maturity, I realized, came in part from the years he’d logged as a community organizer and even, prior to that, a decidedly unfulfilling year he’d spent as a researcher at a Manhattan business consulting firm immediately after college. He’d tried out some things, gotten to know all sorts of people, and learned his own priorities along the way. I, meanwhile, had been so afraid of floundering, so eager for respectability and a way to pay the bills, that I’d marched myself unthinkingly into the law. In the span of a year, I’d gained Barack and lost Suzanne, and the power of those two things together had left me spinning. Suzanne’s sudden death had awakened me to the idea that I wanted more joy and meaning in my life. I couldn’t continue to live with my own complacency. I both credited and blamed Barack for the confusion. “If there were not a man in my life constantly questioning me about what drives me and what pains me,” I wrote in my journal, “would I be doing it on my own?” I mused about what I might do, what skills I might possibly have. Could I be a teacher? A college administrator? Could I run some sort of after-school program, a professionalized version of what I’d done for Czerny at Princeton? I was interested in possibly working for a foundation or a nonprofit. I was interested in helping underprivileged kids. I wondered if I could find a job that engaged my mind and still left me enough time to do volunteer work, or appreciate art, or have children. I wanted a life, basically. I wanted to feel whole. I made a list of issues that interested me: education, teen pregnancy, black self-esteem. A more virtuous

OCCUPATIONAL SAFETY I don’t know of people who do everything from going to school, learning different skills and basically develop themselves so that they stay at home. It’s ingrained in every kid that they should study hard and excel so that they can get good jobs and live well. With that said, working is what makes us build nations and fulfill some our dreams so it’s important to ensure that the work environment is kept safe and comfortable for workers so that they can remain productive for the longest time. However as long as we are living there will SWMS always be greedy employers who will take short cuts or fail to protect their employees and this is where OSHA(occupational safety and health administration)comes in to rectify these issues. Occupational safety is ensuring that employees work in danger free environment. There are many industries of different nature and hence the possible hazards vary. For example in the textile and clothing industry, employees deal with dyes, chemicals and machines that spin , knit and weave to ensure production. In some countries there have been cases of sweatshops where people make clothes in poorly ventilated places for long hours. The tools of trade in all industries are still the ones that cause hazards e.g. machines can cut people, chemicals emit poisonous fumes or burn the skin and clothes etc. Its therefore the mandate of employers to ensure work places are safe for workers and incase the industry uses chemicals or equipments that may harm the workers in any way, they should provide protective gear. Employers can also seek the services of occupational safety specialists who can inspect their companies to ensure they adhere to the set health and safety standards. These specialists can also help formulate programs that will prevent hazards and injuries. Workers should report employers to OSHA if they fail to comply. As a worker you now know it’s partly your duty to hold your employer accountable so do not agree to work in a hazardous environment.

The school is teeming with activity. The rooms are small and large, many are special-purpose rooms, like shops and labs, but most are furnished like rather shabby living or dining rooms in homes: lots of sofas, easy chairs, and tables. Lots of people sitting around talking, reading, and playing games. On an average rainy day—quite different from a beautiful suddenly snowy day, or a warm spring or fall day—most people are inside. But there will also be more than a few who are outside in the rain, and later will come in dripping and trying the patience of the few people inside who think the school should perhaps be a “dry zone.” There may be people in the photo lab developing or printing pictures they have taken. There may be a karate class, or just some people playing on mats in the dance room. Someone may be building a bookshelf or fashioning chain mail armor and discussing medieval history. There are almost certainly a few people, either together or separate, making music of one kind or another, and others listening to music of one kind or another. You will find adults in groups that include kids, or maybe just talking with one student. It would be most unusual if there were not people playing a computer game somewhere, or chess; a few people doing some of the school’s administrative work in the office—while others hang around just enjoying the atmosphere of an office where interesting people are always making things happen; there will be people engaged in role-playing games; other people may be rehearsing a play—it might be original, it might be a classic. They may intend production or just momentary amusement. People will be trading stickers and trading lunches. There will probably be people selling things. If you are lucky, someone will be selling cookies they baked at home and brought in to earn money. Sometimes groups of kids have cooked something to sell to raise money for an activity—perhaps they need to buy a new kiln, or want to go on a trip. An intense conversation will probably be in progress in the smoking area, and others in other places. A group in the kitchen may be cooking—maybe pizza or apple pie. Always, either in the art room or in any one of many other places, people will be drawing. In the art room they might also be sewing, or painting, and some are quite likely to be working with clay, either on the wheel or by hand. Always there are groups talking, and always there are people quietly reading here and there. One