School Faculty Quotes

This made him a grad student, and grad students existed not to learn things but to relieve the tenured faculty members of tiresome burdens such as educating people and doing research.

Literature could turn you into an asshole: he’d learned that teaching grad-school seminars. It could teach you to treat real people the way you did characters, as instruments of your own intellectual pleasure, cadavers on which to practice your critical faculties.

I didn’t know what was more disturbing—the fact that something was obviously wrong, or that three faculty members of the world’s premiere spy school had forgotten to lock the door.

What we're learning in our schools is not the wisdom of life. We're learning technologies, we're getting information. There's a curious reluctance on the part of faculties to indicate the life values of their subjects.

...Shouldn't schools be the place where students interact with interesting books? Shouldn't the faculty have an ongoing laser-like commitment to put good books in our students' hands? Shouldn't this be a front-burner issue at all times?

When I was first aware that I had been laid low by the disease, I felt a need, among other things, to register a strong protest against the word "depression." Depression, most people know, used to be termed "melancholia," a word which appears in English as the year 1303 and crops up more than once in Chaucer, who in his usage seemed to be aware of its pathological nuances. "Melancholia" would still appear to be a far more apt and evocative word for the blacker forms of the disorder, but it was usurped by a noun with a blank tonality and lacking any magisterial presence, used indifferently to describe an economic decline or a rut in the ground, a true wimp of a word for such a major illness. It may be that the scientist generally held responsible for its currency in modern times, a Johns Hopkins Medical School faculty member justly venerated -- the Swiss-born psychiatrist Adolf Meyer -- had a tin ear for the finer rhythms of English and therefore was unaware of the semantic damage he had inflicted for such a dreadful and raging disease. Nonetheless, for over seventy-five years the word has slithered innocuously through the language like a slug, leaving little trace of its intrinsic malevolence and preventing, by its insipidity, a general awareness of the horrible intensity of the disease when out of control.

One of the professors told me last week that he feels bad teaching with the way the economy is now. ‘What’s the point?’ he said. ‘Kids aren’t getting jobs.’ You never hear faculty talk that way. He did.

[...] I could not go on for ever so: I want to enjoy my own faculties as well as to cultivate those of other people. I must enjoy them now; don't recall either my mind or body to the school; I am out of it and disposed for full holiday.

It was partly his doing. The Devon faculty had never before experienced a student who combined a calm ignorance of the rules with a winning urge to be good, who seemed to love the school truly and deeply, and never more than when he was breaking the regulations, a model boy who was most comfortable in the truant’s corner. The faculty threw up its hands over Phineas, and so loosened its grip on all of us.

Is it the public-speaking thing?" He'd remembered. Of course he had. "Yeah. It will be awful." Adam stared at her and said nothing. Not that it would be fine, not that the talk would go smoothly, not that she was overreacting and underselling a fantastic opportunity. His calm acceptance of her anxiety had the exact opposite effect of Dr. Aslan's enthusiasm: it relaxed her. "When I was in my third year of grad school," he said quietly, “my adviser sent me to give a faculty symposium in his stead. He told me only two days before, without any slides or a script. Just the title of the talk." "Wow." Olive tried to imagine what that would have felt like,

...in the eyes of her oldest friends and colleagues and extended family, she wasn't a painfully thin seventy-five-year-old gray haired woman dying of cancer- she was a grade school class president, the young friend you gossiped with, a date or double date, someone to share a tent with in Darfur, a fellow election monitor in Bosnia, a mentor, a teacher you'd laughed within a classroom or a faculty lounge, or the board member you'd groaned with after a contentious meeting

Talking to a teacher outside of school—even just in the faculty parking lot—felt like acknowledging something that everyone spent their lives pretending wasn’t true, which is that teachers were people with whole lives, not just puppets who slept in their supply closets, eating only apples and dreaming of lesson plans.

Extraordinary—that Willowdale Academy and Calvin Coolidge High School should both be institutions of learning! The contrast is stunning. I had a leisurely tea with the Chairman of the English Department. I saw several faculty members sitting around in offices and lounges, sipping tea, reading, smoking. Through the large casement windows bare trees rubbed cozy branches. (One of my students had written wistfully of a dream-school that would have "windows with trees in them"!) Old leather chairs, book-lined walls, air of cultivated casualness, sound of well-bred laughter.

In The Price of Admission, journalist Daniel Golden documents the ways in which elite schools manage to find room for the children of alums, big donors, celebrities, athletes, the elite college’s own faculty, and wealthy parents whose estates might eventually make their heirs into big donors.20

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!

they were not a mere mirroring of the activities of other schools; instead, they reflected the faculty’s commitment to student development in a variety of areas.

The FBI and the Secret Service each published reports in the first three years, guiding faculty to identify serious threats. The central recommendations contradicted prevailing post-Columbine behavior. They said identifying outcasts as threats is not healthy. It demonizes innocent kids who are already struggling. It is also unproductive. Oddballs are not the problem. They do not fit the profile. There is no profile. All the recent school shooters shared exactly one trait: 100 percent male. (Since the study a few have been female.) Aside from personal experience, no other characteristic hit 50 percent, not even close. “There is no accurate or useful ‘profile’ of attackers,” the Secret Service said. Attackers came from all ethnic, economic, and social classes. The bulk came from solid two-parent homes. Most had no criminal record or history of violence. The two biggest myths were that shooters were loners and that they “snapped.” A staggering 93 percent planned their attack in advance. “The path toward violence is an evolutionary one, with signposts along the way,” the FBI report said.

It is worth while to point out the differing characters of a system and a method, because parents let themselves be run away with often enough by some plausible ‘system,’ the object of which is to produce development in one direction—of the muscles, of the memory, of the reasoning faculty—were a complete all-round education. This easy satisfaction arises from the sluggishness of human nature, to which any definite scheme is more agreeable than the constant watchfulness, the unforeseen action, called for when the whole of a child’s existence is to be used as the means of his education.

At times I was a faculty psychiatrist asked to treat troubled medical students. I found that treating a suicidal medical student who carried the hopes and aspirations of family and school was stressful.

Nora Ephron is a screenwriter whose scripts for Silkwood, When Harry Met Sally, and Sleepless in Seattle have all been nominated for Academy Awards. Ephron started her career as a journalist for the New York Post and Esquire. She became a journalist because of her high school journalism teacher. Ephron still remembers the first day of her journalism class. Although the students had no journalism experience, they walked into their first class with a sense of what a journalist does: A journalists gets the facts and reports them. To get the facts, you track down the five Ws—who, what, where, when, and why. As students sat in front of their manual typewriters, Ephron’s teacher announced the first assignment. They would write the lead of a newspaper story. The teacher reeled off the facts: “Kenneth L. Peters, the principal of Beverly Hills High School, announced today that the entire high school faculty will travel to Sacramento next Thursday for a colloquium in new teaching methods. Among the speakers will be anthropologist Margaret Mead, college president Dr. Robert Maynard Hutchins, and California governor Edmund ‘Pat’ Brown.” The budding journalists sat at their typewriters and pecked away at the first lead of their careers. According to Ephron, she and most of the other students produced leads that reordered the facts and condensed them into a single sentence: “Governor Pat Brown, Margaret Mead, and Robert Maynard Hutchins will address the Beverly Hills High School faculty Thursday in Sacramento. . .blah, blah, blah.” The teacher collected the leads and scanned them rapidly. Then he laid them aside and paused for a moment. Finally, he said, “The lead to the story is ‘There will be no school next Thursday.’” “It was a breathtaking moment,” Ephron recalls. “In that instant I realized that journalism was not just about regurgitating the facts but about figuring out the point. It wasn’t enough to know the who, what, when, and where; you had to understand what it meant. And why it mattered.” For the rest of the year, she says, every assignment had a secret—a hidden point that the students had to figure out in order to produce a good story.

Of the hundreds of Negro high schools recently examined by an expert in the United States Bureau of Education only eighteen offer a course taking up the history of the Negro, and in most of the Negro colleges and universities where the Negro is thought of, the race is studied only as a problem or dismissed as of little consequence. For example, an officer of a Negro university, thinking that an additional course on the Negro should be given there, called upon a Negro Doctor of Philosophy of the faculty to offer such work. He promptly informed the officer that he knew nothing about the Negro. He did not go to school to waste his time that way. He went to be educated in a system which dismisses the Negro as a nonentity.

There was so much about their jobs that could not be explained well, especially to those who had never worked in a school. It often felt like trying to describe some strange supernatural phenomenon, some bizarre thing outside the laws of nature.

Gun-free zones don't deter criminals-they help them by providing a guarantee that they will not face any armed resistance. But they do deter the law-abiding. A faculty member with a concealed-handgun permit who breaks the campus gun ban would be fired and likely find it impossible to get admitted to another school. Bringing a firearm into a gun-free zone can have serious adverse consequences for law-abiding people. But for someone like the Virginia Tech killer, the threat of expulsion is no deterrent at all.

Literature could turn you into an asshole; he’d learned that teaching grad-school seminars. It could teach you to treat real people the way you did characters, as instruments of your own intellectual pleasure, cadavers on which to practice your critical faculties.

Young women routinely went to law school; half the medical faculty in prerevolutionary times were women, as were a quarter of economics students. Oddly, even when the anti-Semitic decrees had made legal careers inaccessible to Jews, government schools for girls remained open to Jewish girls.

We should not, therefore, be astonished when other nations view the United States as a "faltering democracy." How long would a basketball team that was ranked number one in the polls remain in that position if the student body, the school paper, and supporting faculty constantly pointed out its weaknesses?

The following is a list of some expectations parents have: • Be fair. • Be caring. • Be consistent. • Keep them informed. • Keep their child safe. • Show respect. • Work with them. • Make sure your faculty is teaching their children what they need to know. • Make school an enjoyable experience for their children.

Now that he was teaching Quentin could see why the faculty didn't bother trying to improve the climate. It kept people amazingly focused. … You could actually watch as the determination to seize the moment and live life to the fullest ebbed right out of them, and they resigned themselves to lonely, silent, indoor study instead.

And you have only toiled a few months! Would not a life devoted to the task of regenerating your race be well spent?” “Yes,” I said; “but I could not go on for ever so: I want to enjoy my own faculties as well as to cultivate those of other people. I must enjoy them now; don’t recall either my mind or body to the school; I am out of it and disposed for full holiday.

They write the steady stream of editorials that appear in local and national newspapers to reinforce the hackneyed orthodoxies of the pharmaceutical paradigms—“all vaccines are safe and effective,” etc. They root out heresy by sitting on the state medical boards—the “Inquisition” courts—that censure and de-license dissident doctors. They control the medical journals and peer-review journal literature to fortify Pharma’s agenda. They teach on medical school faculties, populate journal editorial boards, and chair university departments. They supervise hospitals and chair hospital departments. They act as expert witnesses for pharmaceutical companies in civil court and the federal vaccine court. They present awards to one another.

There were individuals in every discipline who recognized writing problems but wanted no part of addressing them: some regarded them as outside their expertise or area of responsibility; others thought students should be held more accountable, be better prepared in high school, or not admitted at all if they lacked the requisite language skills for university writing.

I am interested in the literature and religion of ancient Israel. I focus on biblical law in its ancient Near Eastern context and on the way that biblical law was later reinterpreted in the Dead Sea Scrolls and other Second Temple literature. I have also explored the relation of the Bible to later western intellectual history. In my latest book, A More Perfect Torah: At the Intersection of Philology and Hermeneutics in Deuteronomy and the Temple Scroll, I explore the relationship between biblical composition history and its reception history at Qumran and in rabbinic literature. At the University of Minnesota, I have department affiliations with the Center for Jewish Studies and the Program in Religious Studies and am also an affiliated faculty member of the Law School.

On the TV and in the newspapers all we hear and read is 'live your life or the terrorists win' and it sounds great, I’m all for that, except my kids won’t ask for a bathroom pass because the faculty facilities are on the first floor of the building and the MPs patrolling the second floor won’t go downstairs on their shift—so I’ve got middle school kids afraid to take a piss because there might be a soldier in the stall next to them carrying a loaded M- 16—but hell yes, I’m all for 'live your life' and screw the terrorists, and screw all the countries who harbor and support them. I’m on board with that, except I’ve got these kids who stay home now, because they’re scared riding a bus with soldiers carrying guns, knowing that one soldier isn’t enough, so there’s a military truck full of soldiers with even bigger guns following the bus 'just in case.

Certainty is an unrealistic and unattainable ideal. We need to have pastors who are schooled in apologetics and engaged intellectually with our culture so as to shepherd their flock amidst the wolves. People who simply ride the roller coaster of emotional experience are cheating themselves out of a deeper and richer Christian faith by neglecting the intellectual side of that faith. They know little of the riches of deep understanding of Christian truth, of the confidence inspired by the discovery that one’s faith is logical and fits the facts of experience, and of the stability brought to one’s life by the conviction that one’s faith is objectively true. God could not possibly have intended that reason should be the faculty to lead us to faith, for faith cannot hang indefinitely in suspense while reason cautiously weighs and reweighs arguments. The Scriptures teach, on the contrary, that the way to God is by means of the heart, not by means of the intellect. When a person refuses to come to Christ, it is never just because of lack of evidence or because of intellectual difficulties: at root, he refuses to come because he willingly ignores and rejects the drawing of God’s Spirit on his heart. unbelief is at root a spiritual, not an intellectual, problem. Sometimes an unbeliever will throw up an intellectual smoke screen so that he can avoid personal, existential involvement with the gospel. In such a case, further argumentation may be futile and counterproductive, and we need to be sensitive to moments when apologetics is and is not appropriate. A person who knows that Christianity is true on the basis of the witness of the Spirit may also have a sound apologetic which reinforces or confirms for him the Spirit’s witness, but it does not serve as the basis of his belief. As long as reason is a minister of the Christian faith, Christians should employ it. It should not surprise us if most people find our apologetic unconvincing. But that does not mean that our apologetic is ineffective; it may only mean that many people are closed-minded. Without a divine lawgiver, there can be no objective right and wrong, only our culturally and personally relative, subjective judgments. This means that it is impossible to condemn war, oppression, or crime as evil. Nor can one praise brotherhood, equality, and love as good. For in a universe without God, good and evil do not exist—there is only the bare valueless fact of existence, and there is no one to say that you are right and I am wrong. No atheist or agnostic really lives consistently with his worldview. In some way he affirms meaning, value, or purpose without an adequate basis. It is our job to discover those areas and lovingly show him where those beliefs are groundless. We are witnesses to a mighty struggle for the mind and soul of America in our day, and Christians cannot be indifferent to it. If moral values are gradually discovered, not invented, then our gradual and fallible apprehension of the moral realm no more undermines the objective reality of that realm than our gradual, fallible apprehension of the physical world undermines the objectivity of that realm. God has given evidence sufficiently clear for those with an open heart, but sufficiently vague so as not to compel those whose hearts are closed. Because of the need for instruction and personal devotion, these writings must have been copied many times, which increases the chances of preserving the original text. In fact, no other ancient work is available in so many copies and languages, and yet all these various versions agree in content. The text has also remained unmarred by heretical additions. The abundance of manuscripts over a wide geographical distribution demonstrates that the text has been transmitted with only trifling discrepancies.

Bruce Friedman, who blogs about the use of computers in medicine, has also described how the Internet is altering his mental habits. “I now have almost totally lost the ability to read and absorb a longish article on the web or in print,” he says.4 A pathologist on the faculty of the University of Michigan Medical School, Friedman elaborated on his comment in a telephone conversation with me. His thinking, he said, has taken on a “staccato” quality, reflecting the way he quickly scans short passages of text from many sources online.

In just a second, in just a second. You keep talking about ego. My God, it would take Christ himself to decide what’s ego and what isn’t. This is God’s universe, buddy, not yours, and he has the final say about what’s ego and what isn’t. What about your beloved Epictetus? Or your beloved Emily Dickinson? You want your Emily, every time she has an urge to write a poem, to just sit down and say a prayer till her nasty, egotistical urge goes away? No, of course you don’t! But you’d like your friend Professor Tupper’s ego taken away from him. That’s different. And maybe it is. Maybe it is. But don’t go screaming about egos in general. In my opinon, if you really want to know, half of the nastiness in the world is stirred up by people who aren’t using their true egos. Take your Professor Tupper. From what you say about him, anyway, I’d lay almost any odds that this thing he’s using, the thing you think is his ego, isn’t his ego at all but some other, much dirtier, much less basic faculty. My God, you’ve been around schools long enough to know the score. Scratch an incompetent schoolteacher-or, for that matter, college professor-and half the time you find a displaced first-class automobile mechanic or a goddam stonemason. Take LeSage, for instance-my friend, my employer, my Rose of Madison Avenue. You think it was his ego that got him into television? Like hell it was! He has no ego any more-if ever he had one. He’s split it up into hobbies. he has at least three hobbies I know of-and they all have to do with a big ten-thousand-dollar workroom in his basement, full of power tools and vises and God knows what else. Nobody who’s really using his ego, his real ego, has anytime for any goddam hobbies.

Because much of the content of education is not cognitively natural, the process of mastering it may not always be easy and pleasant, notwithstanding the mantra that learning is fun. Children may be innately motivated to make friends, acquire status, hone motor skills, and explore the physical world, but they are not necessarily motivated to adapt their cognitive faculties to unnatural tasks like formal mathematics. A family, peer group, and culture that ascribe high status to school achievement may be needed to give a child the motive to persevere toward effortful feats of learning whose rewards are apparent only over the long term.

Most of all, there had been a time when honor meant something at the Colgan School, when school property was respected, when the faculty was revered—when the headmaster’s mint-condition 1958 Porsche Speedster would never have been placed on top of the fountain in the quad with water shooting out of its headlights on an unusually warm evening in November. There had been a time when the girl responsible—the very one who had lucked into that last-minute vacancy only a few months before—would have had the decency to admit what she’d done and quietly taken her leave of the school. But unfortunately, that era, much like the headmaster’s car, was finished.

[Dr. McFarland] once invited a well-known sculptor from the faculty of Carnegie Institute of Technology (now Carnegie Mellon University) to come to our nursery school. Dr. McFarland said to him, 'I don't want you to teach sculpting. All I want you to do is to love clay in front of the children.' And that's what he did. He came once a week for the whole term, sat with the four- and five-year-olds as they played, and he 'loved' his clay in front of them. The adults who have worked at the center for many years have said that not before or since have the children in that school used clay so imaginatively as when they had those visits from the sculptor who obviously delighted in his medium.

Active scholars are uniquely attracted by a high-quality graduate school of arts and sciences. Faculty members consider the teaching and training of new generations of graduate students as their highest calling. They believe that working with graduate students maintains and develops their professional skills more effectively than any other activity. It may be the main reason for the great attraction of academic jobs. Laboratory scientists have told me that the opportunity to work with graduate students keeps them in the university. For them, other options would center on research in commercial laboratories, but there the principal investigator would be assisted by technicians, and that is considered a far less creative interaction.

Even if we take into account only atavism, family likenesses, it is inevitable that the uncle who delivers the lecture should have more or less the same faults as the nephew whom he has been deputed to scold. Nor is the uncle in the least hypocritical in so doing, taken in as he is by the faculty that people have of believing, in every fresh experience, that ‘this is quite different,’ a faculty which allows them to adopt artistic, political and other errors without perceiving that they are the same errors which they exposed, ten years ago, in another school of painters, whom they condemned, another political affair which, they considered, merited a loathing that they no longer feel, and espouse those errors without recognising them in a fresh disguise.

Five actors playing allotted parts on a set stage; and now he, for whom no part had been written, had walked onto the stage unexpectedly, because one of the players had turned rebel, as she had once before. He threw everything out of focus, and them into a fever. The heat and intensity of these flying questions was enough to make a man with even partially trained clairvoyant faculties feel as if he sat in a room filled with flashing fireflies. He took warning and withdrew himself to a cold inner isolation, as he knew how to do, even while laughing and talking with surface ease. It would not do to let his mind become clouded with emotion; or open any door of his imagination. But the impressions that came across that safer inner distance did not make his companions seem less dramatic, more normal: they were still out of focus. Something about the picture was distorted, even to a clear vision. The sense of evil was as strong as ever although the lurking Presence seemed to have retreated into a far background. He saw presently what the distortion was. Their modern figures were somehow incongruous in the old house, not at home. Like actors who had somehow got onto the wrong stage, onto sets with which their voices and costumes clashed. Interlopers. Or else-actors of an old school dressed up in an unbecoming masquerade. Witch House was an old house. Not old as other houses are old, that remain beds of the continuous stream of life, of marriages and births and deaths, of children crying and children laughing, where the past is only part of the pattern, root of the present and the future. Joseph de Quincy, dead nearly a quarter of a thousand years, was still its master: he had been strong, so strong that no later personality could dim or efface him here where he had set his seal. "He left his evil here when he could no longer stay himself," Carew thought. "As a man with diphtheria leaves germs on the things he has handled, the bed he has lain in. Thoughts are tangible things; on their own plane they breed like germs and, unlike germs, they do not die. He may have forgotten; he may even walk the earth in other flesh, but what he has left here lives." As probably it had been meant to do. For the man whose malignance, swollen with the contributions of the centuries, still ensouled these walls would not have cared to build a house or found a family except as a means to an end. Witch House was set like a mold, steeped in ritual atmosphere as a temple. Dangerous business, for who could say that such a temple would not find a god? There are low, non-human beings that coalesce with and feed on such leftover forces: lair in them.

For instance, there's a college in northern California called Chico State, which is where guys like Reagan and Shultz [Reagan's Secretary of State] send their kids so they won't be infected by "lefties" at Berkeley. The place is right in the middle of four hundred miles of cornfields, or whatever it is they grow out there, a million miles from nowhere, and when you fly in you land at an airport that's about half the size of a house. Well, when I landed there, a student and a faculty member who were like the two local radicals at the school came out to meet me. And as we were walking to the car, I noticed we had to go a pretty long distance, because the airport was all surrounded with yellow police tape. So I asked these guys, "What's going on, are they rebuilding the landing strip or something?" You know what they said? "No, that's to protect the airport from Arab terrorists." I said, "Arab terrorists in northern California?" But they thought so. And when I got into the town, everybody was walking around in army fatigues and wearing yellow ribbons, saying "If Saddam comes, we're going to fight to the death," and so on.

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.

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.

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.

What did Kavinsky say about it?” Chris asks me. “Nothing yet. He’s still at lacrosse practice.” My phone immediately starts to buzz, and the three of us look at each other, wide-eyed. Margot picks it up and looks at it. “It’s Peter!” She hot-potatoes the phone to me. “Let’s give them some privacy,” she says, nudging Chris. Chris shrugs her off. I ignore both of them and answer the phone. “Hello.” My voice comes out thin as a reed. Peter starts talking fast. “Okay, I’ve seen the video, and the first thing I’m going to say to you is don’t freak out.” He’s breathing hard; it sounds like he’s running. “Don’t freak out? How can I not? This is terrible. Do you know what they’re all saying about me in the comments? That I’m a slut. They think we’re having sex in that video, Peter.” “Never read the comments, Covey! That’s the first rule of--” “If you say ‘Fight Club’ to me right now, I will hang up on you.” “Sorry. Okay, I know it sucks but--” “It doesn’t ‘suck.’ It’s a literal nightmare. My most private moment, for everybody to see. I’m completely humiliated. The things people are saying--” My voice breaks. Kitty and Margot and Chris are all looking at me with sad eyes, which makes me feel even sadder. “Don’t cry, Lara Jean. Please don’t cry. I promise you I’m going to fix this. I’m going to get whoever runs Anonybitch to take it down.” “How? We don’t even know who they are! And besides, I bet our whole school’s seen it by now. Teachers, too. I know for a fact that teachers look at Anonybitch. I was in the faculty lounge once and I overheard Mr. Filipe and Ms. Ryan saying how bad it makes our school look. And what about college admission boards and our future employers?” Peter guffaws. “Future employers? Covey, I’ve seen much worse. Hell, I’ve seen worse pictures of me on here. Remember that picture of me with my head in a toilet bowl, and I’m naked?” I shudder. “I never saw that picture. Besides, that’s you; that’s not me. I don’t do that kind of stuff.” “Just trust me, okay? I promise I’ll take care of it.” I nod, even though I know he can’t see me. Peter is powerful. If anyone could fix such a thing, it would be him. “Listen, I’ve gotta go. Coach is gonna kick my ass if he sees me on the phone. I’ll call you tonight, okay? Don’t go to sleep.” I don’t want to hang up. I wish we could talk longer. “Okay,” I whisper. When I hang up, Margot, Chris, and Kitty are all three staring at me. “Well?” Chris says. “He says he’ll take care of it.” Smugly Kitty says, “I told you so.” “What does that even mean, ‘he’ll take care of it’?” Margot asks. “He hasn’t exactly proven himself to be responsible.” “It’s not his fault,” Kitty and I say at the same time.

The myth that morality and fidelity are old-fashioned and trite can imprison more than just one individual as generations are affected by the choices perpetuated by this lie. The myth that withholding judgment or having charity means that all values are relative and should be given equal importance or loyalty creates a heavy chain that eventually traps a person in doubt and disaffection, leaving him or her to be constantly "driven with the wind and tossed" (see James 1:6). However, confidence that Christ honors those who honor him (see 1 Samuel 2:30) provides an anchor to our souls (see Ether 12:4) whereby we are capable of giving affirmative answers to those who question the "reason of the hope that is in [us]" (1 Peter 3:15). I remember one of my saddest moments as a faculty member at BYU. One of my students came to me in emotional tatters. She had come to BYU looking for a supportive community that shared her values, something she had not enjoyed being the only Mormon in her high school. Instead her peers at BYU teased, sneered at, and demeaned her because she was not willing to watch an R-rated movie. How proud I was of her! Despite the hurt of rejection "by her own," her faith carried her through the social prison created by her peers. To "stand in holy places, and be not moved" (D&C 87:8) in today's world requires faith, courage, poise, and patience.

If “bullshit,” as opposed to “bull,” is a distinctively modern linguistic innovation, that could have something to do with other distinctively modern things, like advertising, public relations, political propaganda, and schools of education. “One of the most salient features of our culture is that there is so much bullshit,” Harry Frankfurt, a distinguished moral philosopher who is professor emeritus at Princeton, says. The ubiquity of bullshit, he notes, is something that we have come to take for granted. Most of us are pretty confident of our ability to detect it, so we may not regard it as being all that harmful. We tend to take a more benign view of someone caught bullshitting than of someone caught lying. (“Never tell a lie when you can bullshit your way through,” a father counsels his son in an Eric Ambler novel.) All of this worries Frankfurt. We cannot really know the effect that bullshit has on us, he thinks, until we have a clearer understanding of what it is. That is why we need a theory of bullshit. Frankfurt’s own effort along these lines was contained in a paper that he presented more than three decades ago at a faculty seminar at Yale. Later, that paper appeared in a journal and then in a collection of Frankfurt’s writings; all the while, photocopies of it passed from fan to fan. In 2005, it was published as On Bullshit, a tiny book of sixty-seven spaciously printed pages that went on to become an improbable breakout success, spending half a year on the New York Times bestseller list.

As he helped Sejanus unpack and make his bed, Coriolanus got caught up on the Capitol news. His suspicions about the Hunger Games were right. “By the next morning, there was no mention of it,” said Sejanus. “When I went into the Academy for my review, I heard some of the faculty talking about what a mistake it’d been to involve the students, so I think that was a one-off. But I wouldn’t be surprised if we see Lucky Flickerman back again next year, or the post office open for gifts and betting.” “Our legacy,” said Coriolanus. “So it seems,” said Sejanus. “Satyria told Professor Sickle that Dr. Gaul is determined to keep it going somehow. A part of her eternal war, I guess. Instead of battles, we have the Hunger Games.” “Yes, to punish the districts and remind us what beasts we are,” said Coriolanus, focused on lining up Sejanus’s folded socks in the locker. “What?” asked Sejanus, giving him a funny look. “I don’t know,” said Coriolanus. “It’s like . . . you know how she’s always torturing that rabbit or melting the flesh off something?” “Like she enjoys it?” asked Sejanus. “Exactly. I think that’s how she thinks we all are. Natural-born killers. Inherently violent,” Coriolanus said. “The Hunger Games are a reminder of what monsters we are and how we need the Capitol to keep us from chaos.” “So, not only is the world a brutal place, but people enjoy its brutality? Like the essay on everything we loved about the war,” said Sejanus. “As if it had been some big show.” He shook his head. “So much for not thinking.” “Forget it,” said Coriolanus. “Let’s just be happy that she’s out of our lives.” A downcast Beanpole appeared, reeking of urinals and bleach. Coriolanus introduced him to Sejanus, who, upon learning of his predicament, cheered him up by promising to help him with the drills. “It took me awhile to get it, too, back at school. But if I can master it, so can you.

The car ploughed uphill through the long squalid straggle of Tevershall, the blackened brick dwellings, the black slate roofs glistening their sharp edges, the mud black with coal-dust, the pavements wet and black. It was as if dismalness had soaked through and through everything. The utter negation of natural beauty, the utter negation of the gladness of life, the utter absence of the instinct for shapely beauty which every bird and beast has, the utter death of the human intuitive faculty was appalling. The stacks of soap in the grocers’ shops, the rhubarb and lemons in the green-grocers’! the awful hats in the milliners’! all went by ugly, ugly, ugly, followed by the plaster-and-gilt horror of the cinema with its wet picture announcements, “A Woman’s Love!”, and the new big Primitive chapel, primitive enough in its stark brick and big panes of greenish and raspberry glass in the windows. The Wesleyan chapel, higher up, was of blackened brick and stood behind iron railings and blackened shrubs. The Congregational chapel, which thought itself superior, was built of rusticated sandstone and had a steeple, but not a very high one. Just beyond were the new school buildings, expensive pink brick, and graveled playground inside iron railings, all very imposing, and mixing the suggestion of a chapel and a prison. Standard Five girls were having a singing lesson, just finishing the la-me-do-la exercises and beginning a “sweet children’s song.” Anything more unlike song, spontaneous song, would be impossible to imagine: a strange bawling yell that followed the outlines of a tune. It was not like savages: savages have subtle rhythms. It was not like animals: animals mean something when they yell. It was like nothing on earth, and it was called singing... What could possibly become of such a people, a people in whom the living intuitive faculty was dead as nails, and only queer mechanical yells and uncanny will power remained?

The fact that no one made demands on her knowledge in her special field was lucky for Simochka. Not only she but many of her girlfriends had graduated from the institute without any such knowledge. There were many reasons for this. The young girls had come from high schools with very little grounding in mathematics and physics. They had learned in the upper grades that at faculty council meetings the school director had scolded the teachers for giving out failing marks, and that even if a pupil didn't study at all he received a diploma. In the institute, when they found time to sit down to study, they made their way through the mathematics and radio-technology as through a dense pine forest. But more often there was no time at all. Every fall for a month or more the students were taken to collective farms to harvest potatoes. For this reason, they had to attend lectures for eight and ten hours a day all the rest of the year, leaving no time to study their course work. On Monday evenings there was political indoctrination. Once a week a meeting of some kind was obligatory. Then one had to do socially useful work, too: issue bulletins, organize concerts, and it was also necessary to help at home, to shop, to wash, to dress. And what about the movies? And the theater? And the club? If a girl didn't have some fun and dance a bit during her student years, when would she do so afterward? For their examinations Simochka and her girlfriends wrote many cribs, which they hid in those sections of female clothing denied to males, and at the exams they pulled out the one the needed, smoothed it out, and turned it in as a work sheet. The examiners, of course, could have easily discovered the women students' ignorance, but they themselves were overburdened with committee meetings, assemblies, a variety of plans and reports to the dean's office and to the rector. It was hard on them to have to give an examination a second time. Besides, when their students failed, the examiners were reprimanded as if the failures were spoiled goods in a production process—according to the well-known theory that there are no bad pupils, only bad teachers. Therefore the examiners did not try to trip the students up but, in fact, attempted to get them through the examination with as good results as possible.

It is not only in childhood that people of high potential can be encouraged or held back and their promise subverted or sustained. The year before I went to Amherst, a group of women had declined to stand for tenure. One of them simply said that after six years she was used up, too weary and too eroded by constant belittlement to accept tenure if it were offered to her. Women were worn down or burnt out. During the three years I spent as dean of the faculty, as I watched some young faculty members flourish and others falter, I gradually realized that the principal instrument of sexism was not the refusal to appoint women or even the refusal to promote (though both occurred, for minorities as well as women), but the habit of hiring women and then dealing with them in such a way that when the time came for promotion it would be reasonable to deny it. It was not hard to show that a particular individual who was a star in graduate school had somehow belied her promise, had proved unable to achieve up to her potential. This subversion was accomplished by taking advantage of two kinds of vulnerability that women raised in our society tend to have. The first is the quality of self-sacrifice, a learned willingness to set their own interests aside and be used and even used up by the community. Many women at Amherst ended up investing vast amounts of time in needed public-service activities, committee work, and teaching nondepartmental courses. Since these activities were not weighed significantly in promotion decisions, they were self-destructive. The second kind of vulnerability trained into women is a readiness to believe messages of disdain and derogation. Even women who arrived at Amherst full of confidence gradually became vulnerable to distorted visions of themselves, no longer secure that their sense of who they were matched the perceptions of others. When a new president, appointed in 1983, told me before coming and without previous discussion with me that he had heard I was “consistently confrontational,” that I had made Amherst “a tense, unhappy place,” and that he would want to select a new dean, I should have reacted to his picture of me as bizarre, and indeed confronted its inaccuracy, but instead I was shattered. It took me a year to understand that he was simply accepting the semantics of senior men who expected a female dean to be easily disparaged and bullied, like so many of the young women they had managed to dislodge. It took me a year to recover a sense of myself as worth defending and to learn to be angry both for myself and for the college as I watched a tranquil campus turned into one that was truly tense and unhappy.

And, substantially they hope to supplant the “disciplining of the higher faculty of the imagination” by what they call “education for democracy.” ... The very banality of the expression helps to ensure its triumph. Who could be against education? Who could be against democracy? Yet the phrase begs two questions: What do you mean by “education”? And what do you mean by “democracy”? The school of Dewey has long been fond of capturing words and turning them to their own purposes: they tried hard to capture “humanism”, and even laid siege to “religion” Now I am convinced that if, by “education,” the champions of this slogan mean merely recreation, socialization, and a kind of custodial jurisdiction over young people, then they are deliberately perverting a word with a reasonably distinct historical meaning and making it into what Mr. Richard Weaver, in his book, "Ethics of Rhetoric”, calls a "god-term"—that is, a charismatic expression drained dry of any objective significance, but remaining an empty symbol intended to win unthinking applause

Thus, the Clausewitzian school insists that the primary function of military theory is to provide the intellectual methods by which to unveil the answers to war's perplexing questions rather than provide the answers themselves. It should nourish a commander's mental faculties so that he proceeds to find solutions on his own, despite the menacingly uncertain environment in which he must operate. "Continual change and the need to respond to it compels the commander to carry the whole intellectual apparatus of his knowledge within him. . . . By total assimilation with his mind and life, the commander's knowledge must be transformed into a genuine capability."10 (emphasis added) Military theory is meant to be an intellectual stimulant, not a battlefield checklist; it is the means by which to transform knowledge into capability.

Miss Jeanette Bivens, one of the high school English teachers, was the Wave’s faculty adviser. She was a quiet, precise woman who had been at Welch High School so long that she had also been Dad’s English teacher. She was the first person in his life, he once told me, who’d showed any faith in him. She thought he was a talented writer and had encouraged him to submit a twenty-four-line poem called “Summer Storm” to a statewide poetry competition. When it won first prize, one of Dad’s other teachers wondered aloud if the son of two lowlife alcoholics like Ted and Erma Walls could have written it himself. Dad was so insulted that he walked out of school. It was Miss Bivens who convinced him to return and earn his diploma, telling him he had what it took to be somebody. Dad had named me after her;

Science may appear to have no connection with political freedom…. Scientists are too busy with positive measures, such as productive research and the dissemination of the results of the search for truth, to take time out to refute every crackpot notion that gets into print…. If the democratic process were applied ideally, and if enough people were to accept the claims in the article as truth, then publicly supported schools and universities could be depopulated of competent faculties, whose places could be taken by quacks and political appointees. Granted that the chance of this is very small, nevertheless the imagined situation has a modern precedent. Something very similar did happen (on purely political grounds) in a European country during several years preceding the second world war. It has happened in other countries since the end of that war.

A different kind of list entirely is Colleges That Change Lives, a short list bearing the names of only forty very small schools utterly focused on building the kind of living and learning communities in which undergraduates engage in rigorous work done in close contact with faculty and with one another, and emerge well prepared for the world of work, and to be an engaged citizen of the world.15 The list was originally compiled by Loren Pope, a former education editor at the New York Times who became one of the nation’s first experts on college admission with the publication in 1990 of his best-selling book Looking Beyond the Ivy League: Finding the College That’s Right for You,

Few figures represent the foreign, particularly German influence on Progressivism better than [President Woodrow] Wilson himself. Wilson's faith that society could be bent to the will of social planners was formed at Johns Hopkins, the first American university to be founded on the German model. Virtually all of Wilson's professors had studied in Germany--as had almost every one of the school's fifty-three faculty members.

In a similar vein, early in 2005, Florida State University professors were startled to learn from press accounts that their school’s administration planned to build a school of chiropractic medicine on the Tallahassee campus. Indeed, before the faculty had even read about the idea, the university’s president had already hired an administrator to oversee planning for the new school and advertised for a dean to direct its programs.8 University administrators boasted that theirs would be the first chiropractic school formally affiliated with an American university, making FSU the nation’s leader in this realm. Administrators apparently were not bothered by the fact that chiropractic theories, claims, and therapies, beyond simple massage, are universally dismissed by the medical and scientific communities as having no scientific basis. In essence, FSU administrators aspired to a lead role in the promotion of quackery. Fortunately, the state legislature cut off funds for the chiropractic school before the administration’s visionary plans could be implemented.

One was, that they should never interfere with the internal regulation of the school, but should leave that entirely to the discretion of the Faculty. The other was, that they should be allowed to receive colored people on the same conditions that they did white people; that there should be no discrimination on account of color,

The system, as far as she was concerned, was not about the applicant at all. It was about the institution. It was about delivering to the trustees, and to a lesser extent the faculty, a United Nations of scholars, an Olympiad of athletes, a conservatory of artists and musicians, a Great Society of strivers, and a treasury of riches so idiosyncratic and ill defined that the Office of Admission would not know how to go about looking for them and could not hope to find them if they suddenly stopped turning up of their own accord. So get over yourself, Portia thought through her tight, achingly tight, smile, because Diana had now moved on to last year’s scholarship girl, the daughter of the school janitor, who had gone off to Harvard and was a lovely, lovely girl, of course, and certainly a wonderful little flute player, but had scored over one hundred points lower on the math SAT than the class salutatorian, who had been rejected not only by Harvard, but by Yale, Princeton, Brown, Dartmouth, Williams, Amherst, and—can you believe this?—NYU. And come on, everyone knew what that meant. And how—how?—could it be fair?

Malcolm Gladwell goes so far as to say that attending the most highly selective schools can even harm you. In his best-selling book David and Goliath: Underdogs, Misfits, and the Art of Battling Giants, Gladwell explains that most kids shouldn’t attend the most prestigious schools they get into, because at every college it’s the top kids who get the most attention, resources, and opportunities that lead to greater success in grad school.12 Going to a place where you will be in the bottom half of the class not only means you won’t get goodies such as attention from faculty and access to select experiences in your chosen major, but it also damages your self-esteem, says Gladwell. If you want college to be the strongest possible springboard for what will come next in your life, Gladwell advises going to a college where you know you can be in the top 5 or 10 percent there. The only exceptions to this rule are students from underrepresented backgrounds for whom attending a name-brand school seems to provide a bump in after-college options regardless of where they rank in their college class.

Because airpower was young, the faculty of the Tactical School was young—in their twenties and thirties, full of the ambition of youth. They got drunk on the weekends, flew warplanes for fun, and raced each other in their cars. Their motto was: Proficimus more irretenti: “We make progress unhindered by custom.” The leaders of the Air Corps Tactical School were labeled “the Bomber Mafia.

The most important factor in admissions decisions was in fact the interview.

The interview is never just a formality. It can absolutely make or break your chances of acceptance. 

The author's differing experience of school geography as a faculty member going from parking lot to parking lot and to locations centered around HER office and her experience of the more scattered life of a student speaks to a larger truth. As adults, we are used to following the same routine and look romantically on anything different.

neurosurgeon. I graduated from the University of North Carolina at Chapel Hill in 1976 with a major in chemistry and earned my M.D. at Duke University Medical School in 1980. During my eleven years of medical school and residency training at Duke as well as Massachusetts General Hospital and Harvard, I focused on neuroendocrinology, the study of the interactions between the nervous system and the endocrine system—the series of glands that release the hormones that direct most of your body’s activities. I also spent two of those eleven years investigating how blood vessels in one area of the brain react pathologically when there is bleeding into it from an aneurysm—a syndrome known as cerebral vasospasm. After completing a fellowship in cerebrovascular neurosurgery in Newcastle-Upon-Tyne in the United Kingdom, I spent fifteen years on the faculty of Harvard Medical School as an associate professor of surgery, with a specialization in neurosurgery. During those years I operated on countless patients, many of them with severe, life-threatening brain conditions.

One of the deans of the Graduate School of Management at UCLA had a sign on his door that read something like: “Warning: I might incorporate you to implement your own ideas.” The sign itself, I was told, made several creative faculty members turn away with their suggestions while still at the door.

Any successful hospitality operation—be it a hotel or restaurant, chain or independent, low-cost provider or luxury establishment—requires an effectively performing individual operation. You have to attract the right customers, have the service product, set the right price for your product, and provide the right level of service—all the while managing your employees the right way to achieve your goals. This requires a combination of knowledge from a variety of disciplines, and thus this section includes contributions from our faculty in human resources, management, marketing, operations, and strategy.

Imagine that you are caring for a mother dying of advanced Alzheimer’s disease. You quit your job to cook, clean, and bathe your parent. Meanwhile, you see your mother’s faculties, memories, and personality slowly fade. This may be the most emotionally exhausting time in your life. You suffer because your loved one suffers. Yet, spiritual growth will certainly follow if you opened yourself to care for that parent. You will have learned how to sacrifice with unconditional love, thereby passing an important lesson on earth school.

Culture affects all aspects of a school. It influences informal conversations in the faculty lunch room, the type of instruction valued, how professional development is viewed, and the shared commitment to assuring all students learn. Several examples illustrate its pervasiveness.

Failures as people: millions of Americans felt that this description fit them to a T. Seeking a solution, any solution, they eagerly forked over their cash to any huckster who promised release, the quicker and more effortlessly the better: therapies like “bioenergetics” (“The Revolutionary Therapy That Uses the Language of the Body to Heal the Problems of the Mind”); Primal Scream (which held that when patients shrieked in a therapist’s office, childhood trauma could be reexperienced, then released; John Lennon and James Earl Jones were fans); or Transcendental Meditation, which promised that deliverance could come if you merely closed your eyes and chanted a mantra (the “TM” organization sold personal mantras, each supposedly “unique,” to hundreds of thousands of devotees). Or “religions” like the Church Universal and Triumphant, or the Reverend Sun Myung Moon’s Unification Church, or “Scientology”—this last one invented by a science fiction writer, reportedly on a bet. Devotees paid cash to be “audited” by practitioners who claimed the power—if, naturally, you paid for enough sessions—to remove “trauma patterns” accreted over the 75 million years that had passed since Xenu, tyrant of the Galactic Confederacy, deposited billions of people on earth next to volcanoes and detonated hydrogen bombs inside those volcanos, thus scattering harming “body thetans” to attach to the souls of the living, which once unlatched allowed practitioners to cross the “bridge to total freedom” and “unlimited creativity.” Another religion, the story had it, promised “perfect knowledge”—though its adherents’ public meeting was held up several hours because none of them knew how to run the movie projector. Gallup reported that six million Americans had tried TM, five million had twisted themselves into yoga poses, and two million had sampled some sort of Oriental religion. And hundreds of thousands of Americans in eleven cities had plunked down $250 for the privilege being screamed at as “assholes.” “est”—Erhard Seminars Training, named after the only-in-America hustler who invented it, Werner Erhard, originally Jack Rosenberg, a former used-car and encyclopedia salesman who had tried and failed to join the Marines (this was not incidental) at the age of seventeen, and experienced a spiritual rebirth one morning while driving across the Golden Gate Bridge (“I realized that I knew nothing. . . . In the next instant—after I realized that I knew nothing—I realized that I knew everything”)—promised “to transform one’s ability to experience living so that the situations one had been trying to change or had been putting up with, clear up just in the process of life itself,” all that in just sixty hours, courtesy of a for-profit corporation whose president had been general manager of the Coca-Cola Bottling Company of California and a former member of the Harvard Business School faculty. A

His [brother in law Jim Hampson] appointment to the Episcopal parish in Wenham, near Gordon College brought them in close touch with leading evangelical faculty members in their pews and church leadership, including Elizabeth Elliot and Addison Leitch. They were instrumental in drawing Jim and and Sarah into the cutting edge of evangelical intellectual leadership, with friendships with Tom Howard and J.I. Packer. My ongoing relationship with Jim Packer, FitzSimons Allison and many other brilliant Anglican evangelicals would not have happened without Jim Hampson. His early influence on me in my transition from modern to classic Christian teaching was immense. While I was trying to demythologize Scripture, he was taking its plain meaning seriously. His strong preaching led him to become one of the founding sponsors and supporters of Trinity School of Ministry in Abridge, Pennsylvania...

Network “weirdly,” e.g., find out what a Yale School of Forestry and Environmental Science grad student is working on (did you even know that Yale had a forestry school?); talk to students and faculty working on matters involving “Big Data;” meet someone at Yale’s Divinity School and try to imagine what an entrepreneur could possibly work on there; sneak into a faculty symposium (preferably a technical one), sit in the back row and try to understand what they’re talking about (for

Ultimately, brands are built by people who passionately believe in their brands. Indeed, many of the world’s best brands can be linked to a single person: Howard Schultz created Starbucks, Steve Jobs built Apple, Pleasant Roland formed American Girl, Richard Branson developed Virgin, and Phil Knight was the driving force behind Nike. Brand builders understand and believe in the power of brands.     Tim

I continued going to school for a period of time until it became more difficult to hide it. The faculty decided that I was becoming disruptive to the schooling process and a bad example. It was determined that I would leave school. “I was not welcome there” was what I was told. My

graduated from Bryn Mawr College in 1968, and my first job was working for the Department of Housing and Urban Development. My starting salary was low, but I was inspired by the civil rights movement and the War on Poverty to regard public service as an important calling. I went on to graduate school, joined the faculty at the University of Pennsylvania and ultimately became the president of Harvard University. Should Bryn Mawr have been judged based on what I was paid in my first year at HUD? Faust's

Simms began by presenting the facts of the story: “Kenneth L. Peters, the principal of Beverly Hills High School, announced today that the entire high school faculty will travel to Sacramento next Thursday for a colloquium in new teaching methods. Among the speakers will be anthropologist Margaret Mead, college president Dr. Robert Maynard Hutchins, and California governor Edmund ‘Pat’ Brown.” The students hammered away on their manual typewriters trying to keep up with the teacher’s pace. Then they handed in their rapidly written leads. Each attempted to summarize the who, what, where, and why as succinctly as possible: “Margaret Mead, Maynard Hutchins, and Governor Brown will address the faculty on …”; “Next Thursday, the high school faculty will …” Simms reviewed the students’ leads and put them aside. He then informed them that they were all wrong. The lead to the story, he said, was “There will be no school Thursday.” “In that instant,” Ephron recalls, “I realized that journalism was not just about regurgitating the facts but about figuring out the point.

Just as we were passing the school, Blake slid his hand down my arm and intertwined our fingers. “Rachel, why did you finally agree to go out with me?” When I looked up, I was surprised at his somber expression. I would have expected something a little more taunting. “Do you want me to answer that honestly?” “I’d appreciate it. I’ve asked you out for . . . shit. I don’t know, nine months now? No matter what I said, your answer was always no. Until last night.” “Well . . .” I looked down at the sidewalk passing beneath our feet. “You can tell me, it’s fine. You never were one to hide your feelings. And your hate for me lately has been a little more than apparent. I’m already expecting the worst.” “I don’t hate you. I just don’t exactly like you . . . anymore.” I squinted up at him and nudged his side with the arm he still had a firm grip on. He gave a little grunt with a forced smile. “Um, Candice is always bugging me for turning you down. She said she would stop if I agreed to one date with you.” I know, I know, I could have made something up that wasn’t so harsh. But I didn’t. If I hadn’t looked back down, I probably would have missed the pause in his step. “Figures.” We walked for a few more minutes before he paused and turned to me. “I’m not going to make you go out with me.” “You aren’t. I said I’d go.” He raised an eyebrow, making it disappear under his shaggy hair. “You also told me earlier today that we weren’t going anymore. I’m just letting you know I’ll stop. All of it. Asking you all the time, what I did today. And I’ll talk to Candice.” “Blake—” “No, Rach, I should have stopped a long time ago. I’m sorry you felt pressured into it last night. I want you to want to go on a date with me. I don’t want you to go just so she’ll drop it or because you want me to quit asking. Which I will.” I couldn’t tell if he looked more embarrassed or hurt. Is it ridiculous that I want to comfort him? “I want to go.” “No, you don’t.” Okay, still somewhat true. “I didn’t . . . before.” Ugh, who am I kidding. He knows I’m lying anyway. “Look, I don’t know what you want me to say. You can’t exactly blame me for not wanting to go out with you.” He looked as if I’d slapped him. I hurried on before I could chicken out on the rest. “I mean, come on, Blake, you were rumored to be screwing all these students, coworkers, and faculty. And not once did you try to shut down those rumors. Add to that, the Blake I grew up with is completely gone; now you’re usually kind of a douche. Why would I want to go out with someone like that?” “Rumors are going to spread no matter what I do. The more I try to stop them, the guiltier I look. Trust me. As for you thinking I’m a douche . . .” His voice trailed off and he ran a hand through his hair. “Try seeing it from my side. The only girl I’ve wanted for years now and can’t get out of my head no matter what I do repeatedly blows me off like I’m nothing.” Did he say years? Letting go of my hand, he turned away from me and ran a hand agitatedly through his hair. “Come on, I’ll walk you back to your dorm.” “What about drinks?” “I’m not going to make you do this, Rachel.” “Blake, why can’t you just be like this all the time? If how you were growing up, last night, and the last hour was how you always were . . . I probably wouldn’t have ever turned you down.” He huffed a sad laugh. “Yeah, well . . . obviously I’ve already fucked that up.” I watched him begin walking in the direction of the dorms and squeezed my eyes shut as I called after him, “You know, you kinda traumatized me tonight. I feel like you owe me a beer.” Peeking through my eyelashes, I saw him stop but not turn around. “And maybe dinner on Friday night?” When Blake turned to face me, his smile was wide and breathtaking.

When looking at agendas for board, faculty, team, and other meetings, to what extent do agenda items and meeting minutes deal with processes and criteria related to placing students in different programs versus classroom processes and strategies that can best meet the needs of these learners?

could turn you into an asshole; he’d learned that teaching grad-school seminars. It could teach you to treat real people the way you did characters, as instruments of your own intellectual pleasure, cadavers on which to practice your critical faculties.

The quality of students wasn’t an issue; Tsinghua and nearby Peking University attracted the highest-scoring students from each year’s national examinations. But the SEM’s curriculum and teaching methods were dated, and new faculty members were needed. To be a world-class school required world-class professors, but many instructors, holdovers from a bygone era, knew little about markets or modern business practices. The school’s teaching was largely confined to economic theory, which wasn’t very practical. China needed corporate leaders, not Marxist theoreticians, and Tsinghua’s curriculum placed too little emphasis on such critical areas as finance, marketing, strategy, and organization. The way I see it, a business education should be as much vocational as academic. Teaching business is like teaching medicine: theory is important, but hands-on practice is essential. Medical students learn from cadavers and hospital rounds; business students learn from case studies—a method pioneered more than a century ago by Harvard Business School that engages students in analyzing complex real-life dilemmas faced by actual companies and executives. Tsinghua’s method of instruction, like too much of China’s educational system, relied on rote learning—lectures, memorization, and written tests—and did not foster innovative, interactive approaches to problem solving. Students needed to know how to work as part of a team—a critical lesson in China, where getting people to work collaboratively can be difficult. At Harvard Business School we weren’t told the “right” or “wrong” answers but were encouraged to think for ourselves and defend our ideas before our peers and our at-times-intimidating professors. This helped hone my analytical skills and confidence, and I believed a similar approach would help Chinese students.

If a seminary or Christian college has a wise provost or dean or department chair, he or she will realize that they need some faculty who are master teachers but publish little, and some scholars who can both teach and publish, and some who would be better just being research professors. It takes a variety of faculty to make up a good school. But alas, even in schools that have such administrators, promotion and sabbaticals are often based on publications or planned publications, not just on reviews of one’s classroom performances. Thus, some scholars who find research and writing a huge cross to bear are forced to carry that cross all the way to Golgotha Publishing House in order to get promoted. It really ought not to be that way at a Christian school, where the main goal should be “training students or budding clergy in the way that they should go.

Thanks to subsequent years of conversations with evolutionists, especially Williams, and with medical school residents and faculty, he has found that an evolutionary perspective on patients’ disorders has become steadily more natural and useful.

Submitted to the faculty of the University Graduate School in partial fulfillment of the requirements

You cannot want one thing for students and another for teachers. The principal in the article tried to bully the teacher into caring about the kids, when everything we see about her behavior showed that she did not care about the development of this teacher. If we want classrooms to be active places, our faculty meetings must also be active. If we want students to feel cared for by teachers, then we must care for teachers. If we want students to be able to engage in powerful inquiry, so must teachers.

My Top Ten Reasons for Homeschooling: (10) Birthdays become school holidays. I love celebrations! (9) I always get to be the chaperone on field trips. Lucky me. (8) I can sleep in on rainy mornings. (Okay, I wrote that before my last two babies were born- no more sleeping in for Mom now.) (7) My pajamas are sometimes my work uniform until noon. Shhh! (6) The teacher-student ratio can’t be beat! (5) I can kiss the school principal in the faculty lounge. ♥ (4) Integrating God in our school lessons is always encouraged. (3) I do not have to stay up late at night helping my children study for tests and complete homework assignments. (2) I have the opportunity to instill the love of learning. (1) I am the recipient of hugs and kisses all day long.

University of Havana Student protests, which actually led to the closure of the university, helped to shape Autonomy for Cuba’s university system. After the school reopened in 1959 the government’s policy was to not interfere with school affairs. On November 27, 2007, five thousand people signed a petition insisting on autonomy from the state as well as freedom of expression for the island nations’ universities and thus, this autonomy was even granted by the present Communist government. The concept of “University Students without Borders” was endorsed by both the students and faculty members, representing universities in the provinces throughout Cuba. The State of New York University (SUNY) in Albany, now offers their students the opportunity to pursue courses in Cuban history, culture and politics. Most of these courses, as well as intensive Spanish language classes, are taught to foreign students in Cuba.

What was the importance of this exam? It enabled a young man or woman to study at a university, to go into a profession. My inclination was toward medicine but there was no faculty in town and there were no chances to be admitted in Bucharest. The faculties of medicine and engineering were practically closed to Jewish students. A strict "numerus clausus" assigned a tiny percentage to Jewish applicants, perhaps two or three percent of an incoming class. That left law and teaching as the only choices. The chances became remote that one could even teach at a state school, thus one chose to study languages, mathematics or law. In case of emigration, languages and math were useful skills. School became the outside world that hardened you for the years to come. I registered as a student of foreign languages: French, German and I started to study English.

For all of his early promise on a law school faculty and his seat in the Illinois Senate, Obama in 2002 had no money, no political organization and a name that rhymed with the world’s most famous terrorist.

Taking a preponderance of courses capped at fifteen or so undergraduates is important. Studying with faculty who are well treated by the institution and incentivized to work with you is important. Having the opportunity to be mentored by professors is important. Knowing an institution's pedagogical philosophy is important. Attending a school with a genuine culture of teaching is most important of all.

Taking a preponderance of courses capped at fifteen or so undergraduates is important. Studying with faculty who are well treated by the institution and incentivized to work with you is important. Having the opportunity to be mentored by professors is important. Knowing an institution's pedagogical philosophy is important. Attending a school with a genuine culture of teaching is most important of all.

Even supermotivated people who’re working to exhaustion may not be doing deliberate practice. For instance, when a Japanese rowing team invited Olympic gold medalist Mads Rasmussen to come visit, he was shocked at how many hours of practice their athletes were logging. It’s not hours of brute-force exhaustion you’re after, he told them. It’s high-quality, thoughtful training goals pursued, just as Ericsson’s research has shown, for just a few hours a day, tops. Noa Kageyama, a performance psychologist on the faculty of the Juilliard School of Music, says he’s been playing the violin since he was two but didn’t really start practicing deliberately until he was twenty-two. Why not? There was no lack of motivation—at one point, young Noa was taking lessons with four different teachers and, literally, commuting to three different cities to work with them all. Really, the problem was just that Noa didn’t know better. Once he discovered there was an actual science of practice—an approach that would improve his skills more efficiently—both the quality of his practice and his satisfaction with his progress skyrocketed. He’s now devoted himself to sharing that knowledge with other musicians.

Department of the Army Alternate Command Element (DACE), a plan whereby the branch’s leadership would be reconstituted by the faculty and staff at the Army War College in Carlisle, Pennsylvania, just outside Harrisburg. DACE, known on campus under its cover name, the Operations Group, and overseen by the school’s commandant, hosted a permanent staff of about twenty soldiers and officers in several on-campus buildings, though it didn’t have hardened facilities. The Air Force had a similar program set up at the Air University at Maxwell Air Force Base in Alabama. •  •  • As

After events, if I’m made to go out, I usually wind up answering their questions about Liza and kind of elaborating on our relationship, making it sound like we were lovers in high school and now that I’m married, we persist, slightly tortured by our attraction, forever bound. This isn’t at all true. But there is often one masc-of-center woman or nonbinary person among the faculty hosts and they blink as I tell this story, take a sip of their sober beverage, look at their shoes, and when they look up I meet their eyes with a hot yes. I don’t take it further than this. I only need my lesbianism held and kept, like a person who buries little bits of money all over the world—it’s never on me, but it’s never far.

not be explained well, especially to those who had never worked in a school. It often felt like trying to describe some strange supernatural phenomenon, some bizarre thing outside the laws of nature.

There was no church, no philosophy, no school of thought, no nothing that could be trusted in full. To believe too much in anything was to sacrifice your faculties. The only way forward was to embrace the tussle of it all. Born with a seething righteousness, Vern looked down on anyone les willing or able to put up a fight than she was.

Women asked me what my endgame was. I hadn't thought about it. I considered marrying one of the men and sitting with my winnings, but I was too smart to sit. I took their money and went to school. I was hungry and took more. When I gained the faculty to speak my story, I realized I had given men too much.