School Monitoring Quotes

I see it,” Alexander said. “It says: EXTERIOR MONKEY MONITORING ORGANISM.” “No,” Claire corrected. “It says SURFACE MISSILE CONTROL SYSTEM.” “Oh,” Alexander said, trying to save face. “I must have been using the wrong dialect.

Many mothers and father return each evening from their paid jobs only to serve as homework monitors, a position for which they never applied.

An evil librarian is taking over the school. He appears to be making my best friend his special evil library monitor.

...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

Marianne’s classmates all seem to like school so much and find it normal. To dress in the same uniform every day, to comply at all times with arbitrary rules, to be scrutinised and monitored for misbehaviour, this is normal to them.

Marianne’s classmates all seem to like school so much and find it normal. To dress in the same uniform every day, to comply at all times with arbitrary rules, to be scrutinised and monitored for misbehavior, this is normal to them. They have no sense of the school as an oppressive environment.

HABITS MANIFESTO What we do every day matters more than what we do once in a while. Make it easy to do right and hard to go wrong. Focus on actions, not outcomes. By giving something up, we may gain. Things often get harder before they get easier. When we give more to ourselves, we can ask more from ourselves. We’re not very different from other people, but those differences are very important. It’s easier to change our surroundings than ourselves. We can’t make people change, but when we change, others may change. We should make sure the things we do to feel better don’t make us feel worse. We manage what we monitor. Once we’re ready to begin, begin now.

Our children are not happy. I believe this is because over the last half century we have increasingly monitored, supervised and attended to them, and pampered their supposedly frail egos.

The safest communities are not the ones with the most police, prisons, or electronic monitors, but the ones with quality schools, health care, housing, plentiful jobs, and strong social networks that allow families not merely to survive but to thrive.

If your teacher is in a private, for-profit school, however, and you withdraw your child, then the owner of the school will quickly feel the effect in his pocket, and the bad teacher will be fired. In a free system the parent, the consumer, is the boss. Tooley found that private-school proprietors constantly monitor their teachers and follow up parents’ complaints. His team visited classrooms in various parts of India and Africa, and found teachers actually teaching in fewer of the government classrooms they visited than in private classrooms – sometimes little more than half as many. Despite having no public funds or aid money, the unrecognised private schools had better facilities such as toilets, electricity and blackboards. Their pupils also got better results, especially in English and mathematics. The

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.

I have seen the fruits of adult education. It can be done. And anyone who has worked in adult education knows that he must appeal for self-help. There are no monitors to keep adults at the task. There are no examinations and grades, none of the machinery of external discipline. The person who learns something out of school is self-disciplined. He works for merit in his own eyes, not credit from the registrar. (1940 ed. page 104)

And just in case you didn't know this little tidbit about social interaction, let me fill you in on something: Do not ever comment on how or what or when a woman is eating anything. Don't do it. Because you know what might happen? You might trigger an obsession with food that the woman had managed to stifle for over twenty years - an obsession that throttled her ability to function throughout high school and college - all because you couldn't resist monitoring her refried beans. Good job. Well done. Five stars. Ten points for you.

Our society has come to adopt many of the draconian measures Orwell tried to warn us about. Cameras monitor citizens from nearly every street corner in the United Kingdom, and there are a steadily growing number of them mounted on traffic lights in America. The fact that Orwell’s 1984 remains a part of the required reading curriculum in many high schools across the country is laughably ironic. What is truly sad is how many readers acknowledge the brilliant foresight of Orwell yet fail to grasp how closely present-day America (and England) resemble Winston Smith’s Oceania.

Light-touch government works more efficiently in the presence of social capital. Police close more cases when citizens monitor neighborhood comings and goings. Child welfare departments do a better job of “family preservation” when neighbors and relatives provide social support to troubled parents. Public schools teach better when parents volunteer in classrooms and ensure that kids do their homework. When community involvement is lacking, the burdens on government employees—bureaucrats, social workers, teachers, and so forth—are that much greater and success that much more elusive.

We decided to attend to our community instead of asking our community to attend the church.” His staff started showing up at local community events such as sports contests and town hall meetings. They entered a float in the local Christmas parade. They rented a football field and inaugurated a Free Movie Night on summer Fridays, complete with popcorn machines and a giant screen. They opened a burger joint, which soon became a hangout for local youth; it gives free meals to those who can’t afford to pay. When they found out how difficult it was for immigrants to get a driver’s license, they formed a drivers school and set their fees at half the going rate. My own church in Colorado started a ministry called Hands of the Carpenter, recruiting volunteers to do painting, carpentry, and house repairs for widows and single mothers. Soon they learned of another need and opened Hands Automotive to offer free oil changes, inspections, and car washes to the same constituency. They fund the work by charging normal rates to those who can afford it. I heard from a church in Minneapolis that monitors parking meters. Volunteers patrol the streets, add money to the meters with expired time, and put cards on the windshields that read, “Your meter looked hungry so we fed it. If we can help you in any other way, please give us a call.” In Cincinnati, college students sign up every Christmas to wrap presents at a local mall — ​no charge. “People just could not understand why I would want to wrap their presents,” one wrote me. “I tell them, ‘We just want to show God’s love in a practical way.’ ” In one of the boldest ventures in creative grace, a pastor started a community called Miracle Village in which half the residents are registered sex offenders. Florida’s state laws require sex offenders to live more than a thousand feet from a school, day care center, park, or playground, and some municipalities have lengthened the distance to half a mile and added swimming pools, bus stops, and libraries to the list. As a result, sex offenders, one of the most despised categories of criminals, are pushed out of cities and have few places to live. A pastor named Dick Witherow opened Miracle Village as part of his Matthew 25 Ministries. Staff members closely supervise the residents, many of them on parole, and conduct services in the church at the heart of Miracle Village. The ministry also provides anger-management and Bible study classes.

Jobs began to accompany Wozniak to Homebrew meetings, carrying the TV monitor and helping to set things up. The meetings now attracted more than one hundred enthusiasts and had been moved to the auditorium of the Stanford Linear Accelerator Center. Presiding with a pointer and a free-form manner was Lee Felsenstein, another embodiment of the merger between the world of computing and the counterculture. He was an engineering school dropout, a participant in the Free Speech Movement, and an antiwar activist. He had written for the alternative newspaper Berkeley Barb and then gone back to being a computer engineer.

Women start receiving pamphlets from the state at age eighteen. We are told starting at fourteen to monitor ourselves for signs of magical expression. Floating while sleeping, lights consistently flickering as we walk beneath them, unconsciously repeating ourselves three times, having a desire to eat raw meat, hearing voices others can’t hear, wanting to teach other people cruel lessons. At school, we are separated from the boys for classes about menstruation, our changing bodies, and what we should do if we ever feel like we are being swayed toward the dark one’s path. Our parents could opt us out of health classes, but no one could miss any of the classes about checking ourselves and our peers for witchcraft.

So what was the dierence between Alison and Jillian? Both were pseudo-extroverts, and you might say that Alison was trying and failing where Jillian was succeeding. But Alison’s problem was actually that she was acting out of character in the service of a project she didn’t care about. She didn’t love the law. She’d chosen to become a Wall Street litigator because it seemed to her that this was what powerful and successful lawyers did, so her pseudo-extroversion was not supported by deeper values. She was not telling herself, I’m doing this to advance work I care about deeply, and when the work is done I’ll settle back into my true self. Instead, her interior monologue was The route to success is to be the sort of person I am not. This is not self-monitoring; it is self-negation. Where Jillian acts out of character for the sake of worthy tasks that temporarily require a different orientation, Alison believes that there is something fundamentally wrong with who she is. It’s not always so easy, it turns out, to identify your core personal projects. And it can be especially tough for introverts, who have spent so much of their lives conforming to extroverted norms that by the time they choose a career, or a calling, it feels perfectly normal to ignore their own preferences. They may be uncomfortable in law school or nursing school or in the marketing department, but no more so than they were back in middle school or summer camp.

At primary school when people tried to find friends, I tried to find space that my imagination could fill with whatever it wanted, nearly always butterflies because to me they were perfection, like real-life fairies with prettier wings. At break time I turned myself into them, not just one butterfly but hundreds of them, my arms a kaleidoscope of colors as I danced across the wet grass while my class played tag, chasing around each other around the blacktop. I didn't understand it, like wasn't it too crowded I asked them all the time in my head. Don't you worry cherub, the lunch monitor said when she caught me watching the other children in confusion. You're Pluto. Happiest away from the heat of the action. She smiled a wrinkly smile. Nothing wrong with that.

It’s important to emphasize that misattunement is not a sign of lack of love or commitment. It is inevitable and normal; in fact, it is startlingly common. Ed Tronick of Harvard Medical School, who has spent years absorbed in monitoring the interactions between mother and child, finds that even happily bonded mothers and infants miss each other’s signals fully 70 percent of the time. Adults miss their partner’s cues most of the time, too! We all send unclear signals and misread cues. We become distracted, we suddenly shift our level of emotional intensity and leave our partner behind, or we simply overload each other with too many signals and messages. Only in the movies does one poignant gaze predictably follow another and one small touch always elicit an exquisitely timed gesture in return. We are sorely mistaken if we believe that love is about always being in tune.

How did we define “poverty-free”? After interviewing many borrowers about what a poverty-free life meant to them, we developed a set of ten indicators that our staff and outside evaluators could use to measure whether a family in rural Bangladesh lived a poverty-free life. These indicators are: (1) having a house with a tin roof; (2) having beds or cots for all members of the family; (3) having access to safe drinking water; (4) having access to a sanitary latrine; (5) having all school-age children attending school; (6) having sufficient warm clothing for the winter; (7) having mosquito nets; (8) having a home vegetable garden; (9) having no food shortages, even during the most difficult time of a very difficult year; and (10) having sufficient income-earning opportunities for all adult members of the family. We will be monitoring these criteria on our own and are inviting local and international researchers to help us track our successes and setbacks as we head toward our goal of a poverty-free Bangladesh.

In today’s safety culture we seem to swing from strictly monitoring and guiding our children from infancy through high school, and then releasing them to the absolute freedom of college (though some parents are trying to encroach there as well). We have to remember that for most of human history adolescents took on adult roles earlier and rose admirably to the challenge. Many of the problems we have with teenagers result from failing to adequately challenge their growing brains. While we now know that the brain’s decision-making areas aren’t completely wired until at least their early twenties, it is experience-making decisions that wires them, and it can’t be done without taking some risks. We need to allow children to try and fail. And when they do make the stupid, shortsighted decisions that come from inexperience, we need to let them suffer the results. At the same time we also need to provide balance by not setting policies that will magnify one mistake, like drug use or fighting, into a life-derailing catastrophe. Unfortunately, this is exactly what our current “zero tolerance” policies—that expel children from school for just one rule violation—do.

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

It is a truism today, in this highly technologically-developed culture, that students need technical computer skills. Equally truistic (and, not incidentally, true) is that the workplace has become highly technological. Even more truistic – and far more disturbing – are the shifts in education over the last two decades as public elementary schools, public and private high schools, and colleges and universities have invested scores of billions of dollars on “digital infrastructure,” computers, monitors and printers, “smart classrooms,” all to “meet the demands” of this new technological workplace. "We won’t dwell on the fact – an inconvenient truth? – that those technological investments have coincided with a decline in American reading behaviors, in reading and reading comprehension scores, in overall academic achievement, in the phenomenon – all too familiar to us in academia – of “grade inflation,” in an alarming collapse of our students’ understanding of their own history (to say nothing of the history of the rest of the world), rising ignorance of world and American geography, with an abandonment of the idea of objectivity, and with an increasingly subjective, even solipsistic, emphasis on personal experience. Ignore all this. Or, if we find it impossible to ignore, then let’s blame the teachers...

Strong underneath, though!’ decided Julian. ‘There’s no softness there, if you ask me. I think Emma’s got authority but it’s the best sort. It’s quiet authority . . .’ ‘Rita wasn’t exactly loud, Martin!’ Elizabeth pointed out, rather impatiently. ‘I bet Rita was very like Emma before she was elected head girl. Was she, Belinda? You must have been at Whyteleafe then.’ Belinda had been at Whyteleafe longer than the others. She had joined in the junior class. She frowned now, deep in thought. ‘Why, Elizabeth, I do believe you’re right! I remember overhearing some of the teachers say that Rita was a bit too young and as quiet as a mouse and might not be able to keep order! But they were proved wrong. Rita was nervous at the first Meeting or two. But after that she was such a success she stayed on as head girl for two years running.’ ‘There, Martin!’ said Elizabeth. ‘Lucky the teachers don’t have any say in it then, isn’t it?’ laughed Julian. ‘I think all schools should be run by the pupils, the way ours is.’ ‘What about Nora?’ asked Jenny, suddenly. ‘She wouldn’t be nervous of going on the platform.’ ‘She’d be good in some ways,’ said Belinda, her mind now made up, ‘but I don’t think she’d be as good as Emma . . .’ They discussed it further. By the end, Elizabeth felt well satisfied. Everyone seemed to agree that Thomas was the right choice for head boy. And apart from Martin, who didn’t know who he wanted, and Jenny, who still favoured Nora, everyone seemed to agree with her about Emma. Because of the way that Whyteleafe School was run, in Elizabeth’s opinion it was extremely important to get the right head boy and head girl. And she’d set her heart on Thomas and Emma. She felt that this discussion was a promising start. Then suddenly, near the end of the train journey, Belinda raised something which made Elizabeth’s scalp prickle with excitement. ‘We haven’t even talked about our own election! For a monitor to replace Susan. Now she’s going up into the third form, we’ll need someone new. We’ve got Joan, of course, but the second form always has two.’ She was looking straight at Elizabeth! ‘We all think you should be the other monitor, Elizabeth,’ explained Jenny. ‘We talked amongst ourselves at the end of last term and everyone agreed. Would you be willing to stand?’ ‘I – I—’ Elizabeth was quite lost for words. Speechless with pleasure! She had already been a monitor once and William and Rita had promised that her chance to be a monitor would surely come again. But she’d never expected it to come so soon! ‘You see, Elizabeth,’ Joan said gently, having been in on the secret, ‘everyone thinks it was very fine the way you stood down in favour of Susan last term. And that it’s only fair you should take her place now she’s going up.’ ‘Not to mention all the things you’ve done for the school. Even if we do always think of you as the Naughtiest Girl!’ laughed Kathleen. ‘We were really proud of you last term, Elizabeth. We were proud that you were in our form!’ ‘So would you be willing to stand?’ repeated Jenny. ‘Oh, yes, please!’ exclaimed Elizabeth, glancing across at Joan in delight. Their classmates wanted her to be a monitor again, with her best friend Joan! The two of them would be second form monitors together. ‘There’s nothing I’d like better!’ she added. What a wonderful surprise. What a marvellous term this was going to be! They all piled off at the station and watched their luggage being loaded on to the school coach. Julian gave Elizabeth’s back a pat. There was an amused gleam in his eyes. ‘Well, well. It looks as though the Naughtiest Girl is going to be made a monitor again. At the first Meeting. When will that be? This Saturday? Can she last that long without misbehaving?’ ‘Of course I can, Julian,’ replied Elizabeth, refusing to be amused. ‘I’m going to jolly well make certain of that!’ That, at least, was her intention.

I’m going to say this once here, and then—because it is obvious—I will not repeat it in the course of this book: not all boys engage in such behavior, not by a long shot, and many young men are girls’ staunchest allies. However, every girl I spoke with, every single girl—regardless of her class, ethnicity, or sexual orientation; regardless of what she wore, regardless of her appearance—had been harassed in middle school, high school, college, or, often, all three. Who, then, is truly at risk of being “distracted” at school? At best, blaming girls’ clothing for the thoughts and actions of boys is counterproductive. At worst, it’s a short step from there to “she was asking for it.” Yet, I also can’t help but feel that girls such as Camila, who favors what she called “more so-called provocative” clothing, are missing something. Taking up the right to bare arms (and legs and cleavage and midriffs) as a feminist rallying cry strikes me as suspiciously Orwellian. I recall the simple litmus test for sexism proposed by British feminist Caitlin Moran, one that Camila unconsciously referenced: Are the guys doing it, too? “If they aren’t,” Moran wrote, “chances are you’re dealing with what we strident feminists refer to as ‘some total fucking bullshit.’” So while only girls get catcalled, it’s also true that only girls’ fashions urge body consciousness at the very youngest ages. Target offers bikinis for infants. The Gap hawks “skinny jeans” for toddlers. Preschoolers worship Disney princesses, characters whose eyes are larger than their waists. No one is trying to convince eleven-year-old boys to wear itty-bitty booty shorts or bare their bellies in the middle of winter. As concerned as I am about the policing of girls’ sexuality through clothing, I also worry about the incessant drumbeat of self-objectification: the pressure on young women to reduce their worth to their bodies and to see those bodies as a collection of parts that exist for others’ pleasure; to continuously monitor their appearance; to perform rather than to feel sensuality. I recall a conversation I had with Deborah Tolman, a professor at Hunter College and perhaps the foremost expert on teenage girls’ sexual desire. In her work, she said, girls had begun responding “to questions about how their bodies feel—questions about sexuality or arousal—by describing how they think they look. I have to remind them that looking good is not a feeling.

Suddenly he felt his foot catch on something and he stumbled over one of the trailing cables that lay across the laboratory floor. The cable went tight and pulled one of the instruments monitoring the beam over, sending it falling sideways and knocking the edge of the frame that held the refractive shielding plate in position. For what seemed like a very long time the stand wobbled back and forth before it tipped slowly backwards with a crash. ‘Take cover!’ Professor Pike screamed, diving behind one of the nearby workbenches as the other Alpha students scattered, trying to shield themselves behind the most solid objects they could find. The beam punched straight through the laboratory wall in a cloud of vapour and alarm klaxons started wailing all over the school. Professor Pike scrambled across the floor towards the bundle of thick power cables that led to the super-laser, pulling them from the back of the machine and extinguishing the bright green beam. ‘Oops,’ Franz said as the emergency lighting kicked in and the rest of the Alphas slowly emerged from their hiding places. At the back of the room there was a perfectly circular, twenty-centimetre hole in the wall surrounded by scorch marks. ‘I am thinking that this is not being good.’ Otto walked cautiously up to the smouldering hole, glancing nervously over his shoulder at the beam emitter that was making a gentle clicking sound as it cooled down. ‘Woah,’ he said as he peered into the hole. Clearly visible were a series of further holes beyond that got smaller and smaller with perspective. Dimly visible at the far end was what could only be a small circle of bright daylight. ‘Erm, I don’t know how to tell you this, Franz,’ Otto said, turning towards his friend with a broad grin on his face, ‘but it looks like you just made a hole in the school.’ ‘Oh dear,’ Professor Pike said, coming up beside Otto and also peering into the hole. ‘I do hope that we haven’t damaged anything important.’ ‘Or anyone important,’ Shelby added as she and the rest of the Alphas gathered round. ‘It is not being my fault,’ Franz moaned. ‘I am tripping over the cable.’ A couple of minutes later, the door at the far end of the lab hissed open and Chief Dekker came running into the room, flanked by two guards in their familiar orange jumpsuits. Otto and the others winced as they saw her. It was well known already that she had no particular love for H.I.V.E.’s Alpha stream and she seemed to have a special dislike for their year in particular. ‘What happened?’ she demanded as she strode across the room towards the Professor. Her thin, tight lips and sharp cheekbones gave the impression that she was someone who’d heard of this thing called smiling but had decided that it was not for her. ‘There was a slight . . . erm . . . malfunction,’ the Professor replied with a fleeting glance in Franz’s direction. ‘Has anyone been injured?’ ‘It doesn’t look like it,’ Dekker replied tersely, ‘but I think it’s safe to say that Colonel Francisco won’t be using that particular toilet cubicle again.’ Franz visibly paled at the thought of the Colonel finding out that he had been in any way responsible for whatever indignity he had just suffered. He had a sudden horribly clear vision of many laps of the school gym somewhere in his not too distant future.

According to the Global Entrepreneurship Monitor (Babson College and the London Business School), friends and family investing annually accounts for $50 to $75 billion in early stage capital in the United States. This is two to three times the amount of money invested annually by either angel investors or venture capitalists.

—Students are being required in some schools and universities to use biometric id employing rfid for electronic monitoring.

Only when schools create a tiered, systematic intervention program can the promise of certain access be realized. A systematic response begins with the school’s ability to identify students who need help. After students are identified, the school must determine the right intervention to meet the child’s learning needs, and then monitor each student’s progress to know if the intervention is working. If the evidence demonstrates that the intervention is not meeting the intended outcome for a specific student, the school must revise the student’s support by providing more intensive and targeted assistance; alternatively, if students reach grade-level expectations, the same flexible time and resources are used to extend students to even higher levels of achievement.

Of the five steps that comprise certain access, there is one step that a school must get right every time: identify. The school may not initially determine the best intervention for a student, but the school will realize the mistake as it monitors the student’s progress and will subsequently revise the program as needed.

When the Imecas hit 240, a Phase 1 emergency kicked in and schools and gas stations and some factories were closed. Phase 2—300 Imecas—closed all factories and forced drivers to leave their cars at home. The trouble was that the monitoring stations were mounted so high up, they misread levels down on the ground. Actual levels were closer to 500 Imecas,

While the average satellite in orbit costs around $100 million to build, Tyvak’s start at $45,000. Their clients range from well-funded high school science clubs to NASA. Given the revolution in accessibility, it’s possible to imagine other nonstate actors having a go at space as well. Nongovernmental organizations may start pursuing missions that undermine governments’ objectives. An activist billionaire wanting to promote transparency could deploy a constellation of satellites to monitor and then tweet the movements of troops worldwide. Criminal syndicates could use satellites to monitor the patterns of law enforcement in order elude capture, or a junta could use them to track rivals after a coup.

In her book Asperger Syndrome and Adolescence: Practical Solutions for School Success, Brenda Smith Myles identifies six areas of difficulty for adolescents with Asperger’s: • Lack of understanding that nonverbal cues express meaning and attitudes. Teens miss out on many social opportunities because they don’t understand that a smile and glances from another person could mean they like him, or that teachers give a “look” that is a warning and should be interpreted as meaning to calm down and get to work. • Problems with using language to initiate or maintain a conversation. AS teens will often start a conversation with a comment that seems irrelevant, or may walk up to a group of teens and want to join in, but does not because he doesn’t know how or when to join in. • Tendency to interpret words or phrases concretely. AS teens often only understand the literal meanings of words and phrases and not expressions such as “You’re pulling my leg” and “Pull yourself together.” Or, as in the example from Luke Jackson’s book quoted earlier, they will do exactly as told and will not understand the implied statement, which leads teachers to think the teen is a smart aleck. • Difficulty understanding that other people’s perspective in conversation need to be considered. This can lead to one-sided monologues, because the AS student is talking about his area of interest and is not monitoring whether or not the listener is interested. • Failure to understand the unspoken rules of the hidden curriculum or a set of rules everyone knows, but that has not been specifically taught. Things that are important to teens, such as how to dress, what to say to whom, how to act, and how to know the difference between gentle teasing and bullying. • Lack of awareness that what you say to a person in one conversation may influence how that individual relates to you in the future. A teen may make a candid remark to another teen, not realizing it was hurtful, and may be puzzled by the person’s lack of response later that day.

When a couple is under-connected and over-committed, they begin to live their lives in crisis mode. They spin the plates of marriage, children, work, church, extended family, school activities, and so on. In the mix of everything else, they find less and less time to spin the marriage plate. The result? They end up in an unsatisfactory “business partnership” marriage. These kinds of relationships resemble what happens in our financial affairs. Deposits and withdrawals must be monitored carefully to guard against overdrafts in our bank accounts. In the same way, when we skimp on the important relationships in our lives, our emotional bank accounts run empty. If

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

afternoon, Mr. James zipped around the school in his golf cart and sped toward the back of the building. In the fourteen years that he’d been working at Maplewood, it had become a tradition for him to see off the athletic teams when they had away games. And even though he was supposed to be monitoring the front exits, there was no way he was going to tempt fate by skipping the send-off. This game was too important.

The Marathas captured Sinhagadh by using a trained monitor lizard named Yeshwanti to scale the walls! The guerrillas tied a rope around the lizard, which climbed up a rock face that was so steep that it had been left without any guards. A boy then climbed up the rope and secured it for the rest. The fort of Sinhagad is just outside Pune. You will see cadets from the nearby military training school climbing up the hill with their heavy packs.

Jeong-dae, who nonchalantly slid the blackboard cleaner into his book bag. ‘What’re you taking that for?’ ‘To give to my sister.’ ‘What’s she going to do with it?’ ‘Well, she keeps talking about it. It’s her main memory of middle school.’ ‘A blackboard cleaner? Must have been a pretty boring time.’ ‘No, it’s just there was a story connected with it. It was April Fool’s Day, and the kids in her class covered the entire blackboard with writing, for a prank - you know, because the teacher would have to spend ages getting it all off before he could start the lesson. But when he came in and saw it he just yelled, “Who’s classroom monitor this week?” - and it was my sister. The rest of the class carried on with the lesson while she stood out in the corridor, dangling the cloth out of the window and beating it with a stick to bash the chalk dust out. It is funnv, though, isn’t it? Two years at middle school, and that’s what she remembers most.

but says nothing about removing police from schools. In fact, it expands the role of police by calling on them to “develop and monitor” discipline policies and work with school administrators to “create a continuum of developmentally appropriate and proportionate consequences.” But, as Lisa Thurau and Johanna Wald ask, “Why should police without any training or background help schools devise educational policy and practices?

Groups like SEAL teams and flight crews operate in truly complex environments, where adaptive precision is key. Such situations outpace a single leader’s ability to predict, monitor, and control. As a result, team members cannot simply depend on orders; teamwork is a process of reevaluation, negotiation, and adjustment; players are constantly sending messages to, and taking cues from, their teammates, and those players must be able to read one another’s every move and intent. When a SEAL in a target house decides to enter a storeroom that was not on the floor plan they had studied, he has to know exactly how his teammates will respond if his action triggers a firefight, just as a soccer forward must be able to move to where his teammate will pass the ball. Harvard Business School teams expert Amy Edmondson explains, “Great teams consist of individuals who have learned to trust each other. Over time, they have discovered each other’s strengths and weaknesses, enabling them to play as a coordinated whole.” Without this trust, SEAL teams would just be a collection of fit soldiers

At around 5:00 pm, after the results came back, the surgeon said, “I believe your mother has appendicitis or a tumor. However, her white blood count is lower than what we typically see for appendicitis, and palpating her abdomen, it does not feel like a tumor. I would like to keep her here until tomorrow so we can monitor her symptoms. We will then know a lot more.” Richard responded: “I presume that in either case you will operate, is that correct?” “Yes.” “Then, shouldn’t you operate now, and bring both sets of tools?”[62] The surgeon proceeded to operate that evening. It turned out that Richard’s mother had a leaky appendix, and peritonitis (infection in the abdomen). Waiting another day would have been dangerous. The doctor, a man in his fifties and a faculty member at Harvard Medical School, observed that no one had ever taught him “Don’t wait for information if it won’t change your decision.

We tend to fear the foreign space in which our kids are growing up and conflate our ability to constantly monitor them with their ability to protect themselves. Of course, monitoring and protecting aren’t the same thing. If you’re waiting to catch your kid before they fall down a hole, you’re missing countless opportunities to talk about when unexpected new holes might appear and how to walk around them. Installing the latest spyware doesn’t keep your kid safe. It just alerts you when they’ve messed up.

To recap, here’s what we all can do to stop the mass shooting epidemic: As Individuals: Trauma: Build relationships and mentor young people Crisis: Develop strong skills in crisis intervention and suicide prevention Social proof: Monitor our own media consumption Opportunity: Safe storage of firearms; if you see or hear something, say something. As Institutions: Trauma: Create warm environments; trauma-informed practices; universal trauma screening Crisis: Build care teams and referral processes; train staff Social proof: Teach media literacy; limit active shooter drills for children Opportunity: Situational crime prevention; anonymous reporting systems As a Society: Trauma: Teach social emotional learning in schools. Build a strong social safety net with adequate jobs, childcare, maternity leave, health insurance, and access to higher education Crisis: Reduce stigma and increase knowledge of mental health; open access to high quality mental health treatment; fund counselors in schools Social proof: No Notoriety protocol; hold media and social media companies accountable for their content Opportunity: Universal background checks, red flag laws, permit-to-purchase, magazine limits, wait periods, assault rifle ban

Someday employers could nip labor organizing in the bud by monitoring employees’ growing brain synchrony. One recent study tracked the EEG signals of high school students over a semester and found that their brain activity became more synchronized as they focused on collective tasks.106 In other words, just by looking at patterns of brain activity across employees, it might be possible to tell who is planning something together like organizing a union. Those who are less engaged with the group can similarly be identified by their lower brain-to-brain synchrony.

In 2019, the Wall Street Journal reported that a primary school in Jinhua required its fifth-grade students to wear EEG headsets, which fed data to their teachers, parents, and the state. The US-based manufacturer and supplier of the devices, BrainCo, had shipped more than twenty thousand of them to China already.13 About an inch wide and made of black plastic, the Focus 1 (or Fu Si) headsets are worn across students’ foreheads. A light in the middle blazes red, yellow, or blue to signal the student’s engagement.14 More intensive brain wave data is sent in real time to the teacher’s computer, whose software generates real-time alerts about students’ attention levels. The teachers overseeing the program believed that brain monitoring substantially improved their students’ engagement. One student agreed, saying he had “become more attentive in class. All of my assignments come back with perfect grades.”15 Other students are less sanguine, having been punished by their parents for their low attention scores.

Oh. It’s just a lead as to what Murray Hill might be plotting next.” My heart monitor spiked again. “You just told Trixie you didn’t have anything important!” “Well, what was I supposed to tell her, that we’re covert junior spies and I had a lead to what your nemesis is plotting?

mean, yeah, we catch the occasional kid selling black market candy out of their backpack or someone giving face tattoos in the bathroom with a marker, but it’s never anything really BAD. Just a bunch’a shenanigans and never anything we can’t handle. Well, except for that one time… But other than the rare mini-dumpster fire, being a Hall Monitor is totally awesome! Well, MOST of it is. Look, I’m not gonna lie – there IS one major downside to it – when you’re a Hall Monitor, nobody’s exactly lining up to be friends with you. They’re forever thinking you’re gonna bust them or something, even when you’re NOT in uniform. Some kids just have trust issues, I guess. But don’t worry about me because it’s not like I have ZERO friends. There’s another dude on the force named Chad Schulte, who I consider my BEST friend even though we never kick it OUTSIDE of school together. I think me and Chad hit it off so well

encourage everyone in the family to make a technology-use plan. It is helpful for you to do this together with your children, so that they will see you monitoring your own use. Suggest that they start by mapping out the number of hours they need to sleep, how much time they want to spend on sports or other nontech leisure activities, and how much time they need to spend on schoolwork, dinner, chores, and getting ready for school and for bed. This will make it easier to think about how much tech time will fit comfortably in the daily or weekly schedule. What we can do is plan for the things we know are important and work backward.

One of our goals with this book is to recruit new participants for what we call the Index: A “cultural reactor” that catalogs intentionally constructed family cultures and monitors their outcomes intergenerationally while distributing said information in a way that allows all participating cultures to improve at a faster rate than that of a non-cultivated society. We want to make it possible for cultures in the network to improve faster than normal intergenerational memetic evolutionary powers would allow through a system analogous to horizontal gene transfer in gene therapy or lateral gene transfer in bacteria.

In one study, a trio of professors from Harvard Business School tracked more than one thousand acclaimed equity analysts over a decade and monitored how their performance changed as they switched firms. Their dour conclusion, “When a company hires a star, the star’s performance plunges, there is a sharp decline in the functioning of the group or team the person works with, and the company’s market value falls.”20 The hiring organization is let down because it failed to consider systems-based advantages that the prior employer supplied, including firm reputation and resources. Employers also underestimate the relationships that supported previous success, the quality of the other employees, and a familiarity with past processes.

In fairness, though, no child likes to have his life rearranged from one school year to the next. Change is difficult for anyone, but even more so for an insecure adolescent. At that age, most kids are embarrassed just to be alive. With emotional antennae raised, they are acutely aware of their social standing at all times. Like an air traffic controller monitoring blips on a screen, a teenager is constantly tracking his small place in a big world, asking himself: Am I accepted by my peers? Do they like me? Am I ugly? How's my hair? Will I be popular?

More broadly speaking, the milieus in which children spend their early years exert a very strong impact on the standards by which they subsequently judge the world around them. Whether in relation to fashion, food, geographical environment, or manner of speaking, models initially encountered by children continue to affect their tastes and preferences indefinitely, and these preferences prove very difficult to change. Closely related to standards of taste are an emerging set of beliefs about which behaviors are good and which values are the be cherished. In most cases, these standards initially reflect quite faithfully the value system encountered at home, at church, and at preschool or elementary school. Values with respect to behavior (you should not steal, you should salute the flag) and sets of beliefs (my country, right or wrong, all mommies are perfect, God is monitoring all of your actions) often exert a very powerful effect on children's actions and reactions. In some cultures, a line is drawn early between the moral sphere, where violations merit severe sanctions, and the conventional sphere, where practices are evaluated along a single dimension of morality. Even—and perhaps especially—when children are not conscious of the source and of the controversy surrounding these beliefs and values, unfortunate clashes may occur when they meet others raised with a contrasting set of values. It is assuredly no accident that Lenin and the Jesuits agreed on one precept: Let me have a child until the age of seven, and I will have that child for life.

One need not be formally convicted in a court of law to be subject to this shame and stigma. As long as you "look like" or "seem like" a criminal, you are treated with the sa,e suspicion and contempt, not just by police, security guards, or hall monitors at your school, but also by the woman who crosses the street to avoid you and by the store employees who follow you through the aisles, eager to catch you in the act of being the"criminalblackmam"--arcjetypal figures who justifies the New Jim Crow.

7. Be confident Most of the time, dyslexics who attend regular schools or educational institutes tend to lose their social confidence during their years in school. However, you must not make this have a way with you. Improving your self-confidence is probably the best thing anyone with dyslexia can do for themselves. 8. Trust yourself Other people may judge you; have misconceptions about you and your condition, however always remember that other people’s opinions about you is not always right. Believe in yourself and value yourself. Do not compare yourself with other people, instead, concentrate on improving yourself and don’t dwell too much on what others say. 9. Be positive Banish all your negative thoughts. Do not dwell on your past failures, difficulties, frustrations, disappointment, anxieties and everything that can make you feel depressed. Dispel all the negative energies. 10. Keep up to date with new technologies The technology today is very advanced. Monitor all new knowledge and findings on dyslexics through the internet. Be up to date with new technological advances which may help you in your condition such as word processors and organizers which can help you in writing and organizing daily activities. 11.

Newton found that breaking up Rosemary’s day between academic lessons and craft activities helped with her concentration and gave Rosemary opportunities to talk about her academic work with Adeline: “I received this idea from visiting several schools for retarded children when they found this plan of procedure gives the best results, as 9–11:30 or longer is too long for her to concentrate on school subjects.” Helen spent lunchtime showing Rosemary how to use her lessons as launching points for polite conversation. Adeline monitored Rosemary when she did her homework, and Helen noted, “She gets a great deal from my mother’s personality.

Three years ago, researchers at Purdue University began monitoring every hit sustained by two high school teams. The goal was to study the effect of concussions. But when researchers administered cognitive tests to players who had never been concussed, hoping to set up a control group, they discovered that these teens showed diminished brain function as well. As the season wore on, their cognitive abilities plummeted. In some cases, brain activity in the frontal lobes—the region responsible for reasoning—nearly disappeared by season’s end. "You have the classic stereotype of the dumb jock and I think the real issue is that’s not how they start out," explained Thomas Talavage, one of the professors of the study. "We actually create that individual.

One of the most vexing dilemmas that stable corporations face when they seek to rekindle growth by launching new businesses is that their internal schools of experience have offered precious few courses in which managers could have learned how to launch new disruptive businesses. In many ways, the managers that corporate executives have come to trust the most because they have consistently delivered the needed results in the core businesses cannot be trusted to shepherd the creation of new growth. Human resources executives in this situation need to shoulder a major burden. They need to monitor where in the corporation’s schools of experience the needed courses might be created, and ensure that promising managers have the opportunity to be appropriately schooled before they are asked to take the helm of a new-growth business. When managers with the requisite education cannot be found internally, they need to ensure that the management team, as a balanced composite, has within it the requisite perspectives from the right schools of experience.

Abrams voice cut in over the comm. “My God, this place is breath-taking!” “It is a palace for the gods,” added Brock. The group stood gawking at the magnificence of the hall surrounding them. Delanda went to the table, placed her helmet and pack on it, and began pulling tablets, scanners, and other accessories out. She wrestled off her gloves, but had trouble with the suit torso so Wilson had to intervene and help. Without a thought to the revealing fit of the white stretch suit liner, she escaped the spacesuit bottom and placed it on the table. Then, with still no self-consciousness at all, she stripped the suit liner off down to athletic bra and slim panties and pulled her pink, rolled up vacuum-packed flight coveralls and cloth boots from the suit pack. After excitedly dressing, she hurriedly grabbed a scanner from her pack and began investigating the hall. Show over, one by one we all removed our suits and became visitors in white suit liners. Wilson gave his fatherly warning. “Everyone be very careful removing and folding those liners. If you tear or damage the thermal control system in any way you could have an unpleasant trip back to the ship. Also, be careful to tuck in your suit communicator since we’ll all be using wrist coms from now on. That is if they actually work here.” Delanda ignored his comments and headed for the far end of the hall. Wilson pulled on black coveralls, R.J.’s were farmhouse blue, Brock and Wen light green, Abrams in hospital scrubs green, and Sharma’s and Ansara’s in tan. Mine were captain’s blue. As we studied our celestial surroundings, Delanda returned and spoke in a commanding voice. “Gentlemen, if you would grab your tablets and gather around me here at this magnificent table we should get started.” For the first time there was a unanimous look of annoyance, although everyone quickly complied. R.J. and I stood opposite her feeling like two school kids being ushered around on a field trip. Delanda checked to be sure everyone was paying attention. “Okay, I’m assuming our intranet will work in here even though we’re out of contact with the ship. Let’s try it. All of you use your tablets to access mine and copy the file titled: Translations. Let me know if anyone has trouble.” Delanda’s tablet appeared on our screens. As she had guessed, there were no problems getting in. Once copied, I opened the file and found dozens of Altair symbols, some highlighted, most grayed-out. “Okay, everyone got in? Right? Okay, the symbols you see highlighted are the ones I believe I have a rudimentary translation for. Those that are in gray, your guess is as good as mine.” “How do you propose we proceed?” asked Brock. “Speaking as an experienced field researcher, I would suggest one of us photographs and documents this first chamber thoroughly while the rest of us split up and do the same with other chambers, periodically reporting back here after each excursion. We should have one central person remain here to monitor the progress of everyone in the event they get into trouble. I would think that would be you, Commander Mirtos, since you are the best at rescue. Does anyone have any objections?” R.J. leaned over. “I believe this is a non-hostile takeover. Are you going to step in?” “Not until she says something I disagree with.” Delanda continued. “So, if no one has any objections the first order of business will be to photograph every wall symbol we find along with any artifacts possibly associated

We had hall monitors at my old school,” Ali said. “Everyone hated them.” “I call that karma.” The grin on my face stretched from one side to the other.

Law and order: At level four, right and wrong are determined by a codified system of rules, impartial judges, and prescribed punishments. At this level, individuals defer judgment to properly elected or otherwise constituted authority. Right is getting a proper pay or reward for good work and a prescribed infliction of punishment for breaking the rules. Authority figures are rarely questioned; “He must be right—he is the president, the judge, the pastor, the pope.” Elementary school children operate at this level and find security, predictability, and peace in the rules. At this level, tattletales abound as children are intolerant of rule breakers and demand fairness, which is typically some imposed punishment. The black-and-white thinking of this level of operation leads to fragmenting into divergent groups or cliques who share a core set of group rules and who demean and criticize those who don’t share their rules. This was ancient Israel at the time of Christ—“We have a law!” the Pharisees proclaimed, as they sought to stone Jesus for healing on the Sabbath. The Jews in Christ’s day were separatists who were intolerant of those who didn’t keep their rules and obey their rituals. This is much of our modern world too, with its codified laws, courts, prosecutors, judges, juries, and imposed punishments. Authority at this level rests in the coercive pressure of the state to bring punishment upon those who deviate from the established laws. At this level, police agencies and law enforcers are required to monitor the populace, search for breaches in the law, and inflict codified penalties. This is the first level that requires the emergence of thinking but only minimal thinking—basic indoctrination and memorization of rules. One doesn’t have to understand reasons for things. One only has to know the rules and obey them.

What is the point of going to some of these Ivy League universities, working so hard in school, finally getting a job, getting up at 5.00 in the morning, so that you can be the first in the office, (in the eyes of the other people of course), last one to leave, (again in the eyes of the other people)? Your longest one- month holiday booked two years before. Everything scheduled, it’s not really a holiday then. Monitor your greed Why make life so empty? Why make ourselves so robot-like? Why bow down to this consumer system? Do something different.

The safest communities are not the ones with the most police, prisons, or electronic monitors, but the ones with quality schools, health care, housing, plentiful jobs, and strong social networks that allow families not merely to survive but to thrive. What our communities need and deserve is no mystery.

yourself – so we feel that it is quite safe to call you up to the monitors’ table, and ask you to do your best for the school next term.’ With burning cheeks and shining eyes Elizabeth marched up to the Jury’s table. She had never in her life felt so proud or so pleased. Oh, she didn’t mind now not playing in the school concert – she didn’t mind missing games and matches and gym! Her ill-luck had turned into a piece of marvellous good luck – she was actually a monitor – yes, really and truly one.

[W]e must come to see the system of mass incarceration as a form of organized violence against our communities, rather than a meaningful response to violence committed by individuals within our communities. The safest communities are not the ones with the most police, prisons, or electronic monitors, but are the ones with quality schools, health care, housing, plentiful jobs, and strong social networks that allow families not merely to survive but to thrive. What our communities need and deserve is no mystery. The more difficult question is what is necessary to end the politics of white supremacy, to reimagine justice, and to rebirth democracy in America?

The instinctual response today is to sue. This is so ingrained in our culture that our pop media mocked the knee-jerk reaction of litigation decades ago. To call in the sanctioned arbiters of fault and justice is the modern man's immediate response to challenge or a severe offense. No one dares knock down the doors of the offending party and seek immediate justice. That is barbaric. We are a nation of laws forgetting to check the men behind those laws. Men have been domesticated so quickly to shun all instincts and cry barbaric at the thought of beating someone who has wronged them. A child is stomped in school. Out of nowhere and for no reason. Eyewitness accounts from other students support the victim. What were the monitors and teachers on watch doing? The school gives poor excuses for not preventing it or breaking up the assault earlier. Parents are angry and the school-assigned cop even states that the family is making a big deal.

Building the Framework If you’ve thought it through and are ready to make a big change in your life, here’s how to get started: 1.Identify specifically what you want to accomplish and when. 2.Brainstorm the steps/tasks that need to be done. 3.Choose where to start. 4.Monitor and adjust as necessary. Most people find step two to be the most difficult, so give yourself plenty of time. The most important thing is to get started. And remember, a plan can be changed, so don’t worry about it being perfect. Make a first draft of your action plan and start by choosing just one thing, a baby step, and do it. Make a phone call. Look something up on the Internet. Visit a gym. Gather up your bills. Any small action will let you start checking things off and feel that sense of accomplishment that you’re moving forward. Let’s look at an example. Cindy wanted to work as a hairstylist by the time her children were in sixth grade. That meant she had two years to accomplish her goal. Her first draft looked something like this: 1.Research and choose a school. 2.Apply for aid and save money. 3.Secure childcare and rides for kids. 4.Get licensed and apply for jobs. As she researched schools and learned more, she was able to add more specific tasks to each category and assign target dates to each. Whether you’re reentering the job market, exercising to get in the best shape of your life, or working to create financial security; breaking that big, faraway dream into small steps will help you keep moving forward and improve your chances of success. WHAT

Building the Framework If you’ve thought it through and are ready to make a big change in your life, here’s how to get started: 1.Identify specifically what you want to accomplish and when. 2.Brainstorm the steps/tasks that need to be done. 3.Choose where to start. 4.Monitor and adjust as necessary. Most people find step two to be the most difficult, so give yourself plenty of time. The most important thing is to get started. And remember, a plan can be changed, so don’t worry about it being perfect. Make a first draft of your action plan and start by choosing just one thing, a baby step, and do it. Make a phone call. Look something up on the Internet. Visit a gym. Gather up your bills. Any small action will let you start checking things off and feel that sense of accomplishment that you’re moving forward. Let’s look at an example. Cindy wanted to work as a hairstylist by the time her children were in sixth grade. That meant she had two years to accomplish her goal. Her first draft looked something like this: 1.Research and choose a school. 2.Apply for aid and save money. 3.Secure childcare and rides for kids. 4.Get licensed and apply for jobs. As she researched schools and learned more, she was able to add more specific tasks to each category and assign target dates to each. Whether you’re reentering the job market, exercising to get in the best shape of your life, or working to create financial security; breaking that big, faraway dream into small steps will help you keep moving forward and improve your chances of success.

Four years to the day after Fairchild's 1908 gift of the trees to Washington's schools, on March 27, 1912, Mrs. Taft broke dirt during the private ceremony in West Potomac Park near the banks of the Potomac River. The wife of the Japanese ambassador was invited to plant the second tree. Eliza Scidmore and David Fairchild took shovels not long after. The 3,020 trees were more than could fit around the tidal basin. Gardeners planted extras on the White House grounds, in Rock Creek Park, and near the corner of Seventeenth and B streets close to the new headquarters of the American Red Cross. It took only two springs for the trees to become universally adored, at least enough for the American government to feel the itch to reciprocate. No American tree could rival the delicate glamour of the sakura, but officials decided to offer Japan the next best thing, a shipment of flowering dogwoods, native to the United States, with bright white blooms. Meanwhile, the cherry blossoms in Washington would endure over one hundred years, each tree replaced by clones and cuttings every quarter century to keep them spry. As the trees grew, so did a cottage industry around them: an elite group of gardeners, a team to manage their public relations, and weather-monitoring officials to forecast "peak bloom"---an occasion around which tourists would be encouraged to plan their visits. Eventually, cuttings from the original Washington, D.C, trees would also make their way to other American cities with hospitable climates. Denver, Colorado; Birmingham, Alabama; Saint Paul, Minnesota.

Wrath watched the doctor go through the little monitoring room and out into the hall. A moment later, she returned with the tall, thin physician. Havers bowed to him and to Beth through the glass and then went over to the monitors. Both of them assumed the identical pose: bent at the waist, hands in the pockets, brows down low over their eyes. “Do they coach them to do that in medical school?” Beth said. “Funny, I was wondering the same thing.” -Beth & Wrath

HERSHEY HIGH AS BODY The classroom bell like a slow heartbeat pumps students through the hallways of your veins. Your cafeteria growls and your doors close like eyelids at night when you sleep. What do you dream about, high school? Do you dream that you are a hospital, keeping us alive with your textbooks-heart monitors, your basketball court, an emergency room? When I fall down in the hallway, my books spraying over the floor like vomit, you wish you could pull your motor arms out of the earth and pick me up. But you can't help me. No one can.

How to locate find out on a Garmin GPS Device Complete Guideline How about receiving message or email on phone that your son/daughter has reached school safely when they actually do so? Don’t you will be relaxed and concentrate more on your work? If you your question how can I do this? Then the answer is with the help of Garmin GPS device. And if next question comes like this How to locate find out on a Garmin GPS Device? Then read complete information mention on page. What Is Garmin GPS Device? Garmin GPS is a device that works on the concept of Global Positioning System. With this device you will not only be able to locate your position, but also you will be able to locate position of person or thing easily. With Garmin there are multiple devices available that works fine to solve all your needs. Garmin GTU10, GPS locator works in same way. This devise is attached to stuff whose location need to be tracked. Person can monitor the activity of items in their smart phone or computer. Benefits of Garmin Locator • You can attach Garmin locator device in your kid bag and draw a virtual parameter of area which you want to track. Once your child reach within the area or out of that area, you will get notification on your phone via mess or email. • Similarly, the position of your pet, car, lovable things can also be tracked • Have you seen in movies how the heroes track location of villain by sending a framed victim with GPS to their location? I am pretty sure devices of Garmin are used there. • With the help of this device accidental bus, cars or any person’s location can be identified too. Check Out Details with Garmin Team So, if you are interested to know more about Garmin devices and How to locate find out on a Garmin GPS Device then give a call to Garmin tech support team. They will answer to all your concerns with perfection. Among all GPS devices Garmin GPS are best. One can trust on accuracy of data present. There are time comes when devices face some hiccups but not often. Also, for that Garmin customer care is there to help users. They can be reached via all communication method i.e. through call, email and online chat. The details for same are mention on web page.

Very gratifying,” said Dumbledore mildly. “We all like appreciation for our own hard work, of course. But you must have had an accomplice, all the same . . . someone in Hogsmeade, someone who was able to slip Katie the — the — aaaah . . .” Dumbledore closed his eyes again and nodded, as though he was about to fall asleep. “. . . of course . . . Rosmerta. How long has she been under the Imperius Curse?” “Got there at last, have you?” Malfoy taunted. There was another yell from below, rather louder than the last. Malfoy looked nervously over his shoulder again, then back at Dumbledore, who went on: “So poor Rosmerta was forced to lurk in her own bathroom and pass that necklace to any Hogwarts student who entered the room unaccompanied? And the poisoned mead . . . well, naturally, Rosmerta was able to poison it for you before she sent the bottle to Slughorn, believing that it was to be my Christmas present. . . . Yes, very neat . . . very neat . . . Poor Mr. Filch would not, of course, think to check a bottle of Rosmerta’s. Tell me, how have you been communicating with Rosmerta? I thought we had all methods of communication in and out of the school monitored.” “Enchanted coins,” said Malfoy, as though he was compelled to keep talking, though his wand hand was shaking badly. “I had one and she had the other and I could send her messages —” “Isn’t that the secret method of communication the group that called themselves Dumbledore’s Army used last year?” asked Dumbledore.

My [Hiroko Arai] favourite phrase is “eternal vigilance is the price of liberty”,’ she told me, quoting Thomas Jefferson. That meant standing up – or in her case sitting down – for what you believed in. When the Hinomaru flag was raised she remained resolutely stuck to her seat. As a punishment for her refusal to honour the national symbol, the school board forced Arai into early retirement with a reduced pension. She was also obliged to attend a ‘re-education seminar’ at which, she said, she was monitored y officials who noted her every reaction on a multi-coloured form. ‘During the Second World War, the Hinomaru flag and the Kimigayo became symbols of what we did,’ she said of Japan’s invasion of China and Southeast Asia. ‘I can’t show respect to these symbols.

One drawback to living in a medical research town is that they’re paranoid about health, both physical and mental. The adults get off easy. Not the kids. Sneeze twice in a row and the teacher calls the school nurse. Drop out of a sport or let your grades fall and you’re whisked off to Dr. Fodor’s couch. They especially monitor the teens, as if hormonal surges could make us spontaneously combust at any moment.

This is why sweating the small stuff is a feature of every Slow Fix. Remember how Halden prison banned free weights to stop the inmates becoming over-muscled. Or how the kitchen staff at ExxonMobil monitor the temperature of salad dressings. Mindful that jostling on the stairs can lead to fights, Green Dot installed iron banisters down the middle of every stairwell at Locke high school to separate those going up from those coming down. Staff at the school talk of taking a “broken-window approach” to even the most trivial problems. “If a window is broken, it’s fixed immediately. And the next one and the next,” says CEO Marco Petruzzi. “The idea is that change is in sweating the details.

Why in the world would any woman reject this modern technological machinery? You research the literature and discover that while you were trained to use the electronic monitor in medical school and during your residency, that, actually, babies do not benefit when electronic monitoring is used. Babies do just as well when only the stethoscope is used. But mothers don’t do as well when they are on electronic monitoring. They are greatly harmed by suffering a tripled rate of cesareans. Since the babies don’t benefit by this monitoring, then this increase of surgery represents unnecessary surgery.

Electronics: Spend money on upgrading your system instead of buying a new one. Donate computers, printers, or monitors (any brand) to a nonprofit or participating Goodwill location for refurbishing (some charities repair them and give them to schools and nonprofit organizations). For unrepairable cell phones and miscellaneous electronics, locate a nearby e-waste recycling facility or participate in a local e-waste recycling drive, or make a profit by selling them on eBay for parts. Best Buy collects remote controllers, wires, cords, cables, ink and toner cartridges, rechargeable batteries, plastic bags, gift cards, CDs and DVDs (including their cases), depending on store locations.

Technology was supposed to bring the latest fiber-optic cables into every house in Celebration. It promised a computerized community network that would let any resident pull up his or her medical records at the hospital, monitor his or her child's network at school and communicate with teachers and administrators, or simply chat with neighbors or order carry out from one of the restaurants.

When I got downstairs the next morning, Daniel was already up, sitting with Dad, looking over his shoulder as he monitored the fires. “So what’s the latest word from the flaming frontier?” I asked as I poured myself an orange juice. “It’s not flaming enough to cancel school,” Dad said. “Damn.

Consulates monitor American welfare programs and make sure Mexicans make the most of them. Some programs are closed to illegal immigrants but food stamps (the program is known since 2008 as Supplemental Nutrition Assistance Program or SNAP) are not. Many illegal immigrants hesitate to apply for them for fear their status will be discovered and they will be deported. Mexican Consul Luis Miguel Ortiz Haro of Santa Ana in Orange County, California, went on Spanish-language television to tell Mexicans it was safe to apply. “It won’t affect your immigration status,” he explained. More than 1,200 people applied for food stamps the next day. Consulates also have a program called Ventanillas de Salud (Health Windows), which publicizes American hospitals and clinics that treat illegal immigrants for free. In 2007, the consul in Los Angeles proudly noted that 300,000 Mexicans in the area had benefited from the consulate’s medical advice. Cost to taxpayers for medical treatment for illegal immigrants in Los Angeles Country runs to about $400 million a year. In 2005, as it does every year, the consulate in Los Angeles gave the school district nearly 100,000 textbooks. The history books are the ones used in Mexico. They refer to the American flag as “the enemy flag” and say “we love our country because it is ours.” In Salinas, California, the consul general for the area organized a “Mexican Flag Day” to promote Mexican patriotism at an American public school.

Nowadays, [the ruler] relies on many officials and numerous clerks; to monitor them he establishes assistants and supervisors. Assistants are installed and supervisors are established to prohibit [officials] from pursuing [personal] profit; yet assistants and supervisors also seek profit, so how they will able to prohibit each other?

Marilyn came to me for biofeedback treatment of Raynaud’s disease, which is characterized by painful episodes of cold hands caused by constriction of blood vessels, especially during cold weather. When she began biofeedback treatment, she was connected to a thermal biofeedback machine that measured her hand temperature and displayed it as a vertical bar on a computer monitor. When Marilyn’s hands cooled, the bar fell; when her hands warmed, the bar rose. Over a series of sessions, Marilyn learned that when she thought about mental images of warmth, her hands became warmer. However, if she tried too hard to warm her hands, they became colder. Soon she learned to increase the temperature of her hands from 70 to 95 degrees in as little as ten minutes. With practice, she was able to warm her hands without the biofeedback machine. Eventually, she was able to use her mind alone to keep her hands warm and abort a Raynaud’s attack. The results of biofeedback research were so impressive that many scientists began studying other mind-body techniques such as meditation and relaxation, which scientists found could also be used to gain more control over the autonomic nervous system.