School Personnel Quotes

They are a testament not only to the Afghans' hunger for literacy, but also to their willingness to pour scarce resources into this effort, even during a time of war. I have seen children studying in classrooms set up inside animal sheds, windowless basements, garages, and even an abandoned public toilet. We ourselves have run schools out of refugee tents, shipping containers, and the shells of bombed-out Soviet armored personnel carriers. The thirst for education over there is limitless. The Afghans want their children to go to school because literacy represents what neither we not anyone else has so far managed to offer them: hope, progress, and the possibility of controlling their own destiny.

In the United States the legacy of settler colonialism can be seen in the endless wars of aggression and occupations; the trillions spent on war machinery, military bases, and personnel instead of social services and quality public education; the gross profits of corporations, each of which has greater resources and funds than more than half the countries in the world yet pay minimal taxes and provide few jobs for US citizens; the repression of generation after generation of activists who seek to change the system; the incarceration of the poor, particularly descendants of enslaved Africans; the individualism, carefully inculcated, that on the one hand produces self-blame for personal failure and on the other exalts ruthless dog-eat-dog competition for possible success, even though it rarely results; and high rates of suicide, drug abuse, alcoholism, sexual violence against women and children, homelessness, dropping out of school, and gun violence.

For those who must deal with human corpses regularly, it is easier (and, I suppose, more accurate) to think of them as objects, not people. For most physicians, objectification is mastered their first year of medical school, in the gross anatomy lab, or “gross lab,” as it is casually and somewhat aptly known. To help depersonalize the human form that students will be expected to sink knives into and eviscerate, anatomy lab personnel often swathe the cadavers in gauze and encourage students to unwrap as they go, part by part.

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

raving maniacs, half paralysed with hunger and fear’. In collaboration with an UNRRA team, the soldiers took over a former Napola School at Feldafing, drafted many of its German staff, including cooks and medical personnel, and turned it into a refugee camp, with a nearby hotel requisitioned as hospital accommodation. The number of inmates rapidly grew to some 4,000. By the end of May 1945, the camp had experienced its first survivor wedding and those in the hospital – now moved to a former monastery – had been treated to a concert by the Kovno Ghetto orchestra, dressed in their striped concentration-camp pyjamas.

In 1938 the biological warfare establishment Unit 731 had been set up outside Harbin in Manchukuo, under the auspices of the Kwantung Army. This huge complex, presided over by General Ishii Shir, eventually employed a core staff of 3,000 scientists and doctors from universities and medical schools in Japan, and a total of 20,000 personnel in the subsidiary establishments. They prepared weapons to spread black plague, typhoid, anthrax and cholera, and tested them on more than 3,000 Chinese prisoners. They also carried out anthrax, mustard-gas and frostbite experiments on their victims, whom they referred to as maruta or ‘logs’.

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

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

Afterward, when Trump had phone calls with the families of others from the military who had been killed, the White House staff noticed how hard and tough it seemed for him. “He’s not that guy,” Bannon said. “He’s never really been around the military. He’s never been around military family. Never been around death.” The deaths of “parents of small kids” struck him particularly hard. “That had a big impact on him, and it’s seen throughout everything.” A staffer who sat in on several calls that Trump made to Gold Star families was struck with how much time and emotional energy Trump devoted to them. He had a copy of material from the deceased service member’s personnel file. “I’m looking at his picture—such a beautiful boy,” Trump said in one call to family members. Where did he grow up? Where did he go to school? Why did he join the service? “I’ve got the record here,” Trump said. “There are reports here that say how much he was loved. He was a great leader.” Some in the Oval Office had copies of the service records. None of what Trump cited was there. He was just making it up. He knew what the families wanted to hear.

I rewrote and re-sent the email—not to the head of the school now, but to his boss, the director of Field Service Group. Though he was higher up the totem pole than the head of the school, the D/FSG was pretty much equivalent in rank and seniority to a few of the personnel I’d dealt with at headquarters. Then I copied the email to his boss, who definitely was not. A few days later, we were in a class on something like false subtraction as a form of field-expedient encryption, when a front-office secretary came in and declared that the old regime had fallen. Unpaid overtime would no longer be required, and, effective in two weeks, we were all being moved to a much nicer hotel. I remember the giddy pride with which she announced, “A Hampton Inn!” I had only a day or so to revel in my glory before class was interrupted again. This time, the head of the school was at the door, summoning me back to his office. Spo immediately leaped from his seat, enveloped me in a hug, mimed wiping away a tear, and declared that he’d never forget me. The head of the school rolled his eyes. There, waiting in the school head’s office was the director of the Field Service Group—the school head’s boss, the boss of nearly everyone on the TISO career track, the boss whose boss I’d emailed.

Bill Gates, like other legendary figures in the information technology industry (such as Paul Allen, Steve Ballmer, Steve Jobs, Larry Page, Sergey Brin, and Jeff Bezos), had immense talent and ambition. But he ultimately responded to incentives. The schooling system in the United States enabled Gates and others like him to acquire a unique set of skills to complement their talents. The economic institutions in the United States enabled these men to start companies with ease, without facing insurmountable barriers. Those institutions also made the financing of their projects feasible. The U.S. labor markets enabled them to hire qualified personnel, and the relatively competitive market environment enabled them to expand their companies and market their products. These entrepreneurs were confident from the beginning that their dream projects could be implemented: they trusted the institutions and the rule of law that these generated and they did not worry about the security of their property rights. Finally, the political institutions ensured stability and continuity. For one thing, they made sure that there was no risk of a dictator taking power and changing the rules of the game, expropriating their wealth, imprisoning them, or threatening their lives and livelihoods. They also made sure that no particular interest in society could warp the government in an economically disastrous direction, because political power was both limited and distributed sufficiently broadly that a set of economic institutions that created the incentives for prosperity could emerge. This

learners’ beliefs about the kind of instruction that is best can influence their satisfaction and success. The grammar translation approach is useful for the study of grammar and vocabulary and can be valuable for understanding important cultural texts. The audiolingual approach with its emphasis on speaking and listening was used successfully with highly motivated adult learners in intensive training programmes for government personnel in the United States. However, there is little classroom research to support such approaches for students in ordinary school programmes that must serve the needs of students who bring different levels of motivation and aptitude to the classroom.

A Guaranteed Way To Find A Great Skin Care Specialist In One Day You should always be as honest and communicative as possible when explaining health conditions to your doctor; in response, they are going to offer effective alternatives during your visit. In order to communicate effectively with your Skincare specialist, you need to interact by asking educated questions. If you're unhappy with your Skincare specialist, follow our recommendations to help find a much better one. When your healthcare professional practitioner announces their retirement, immediately request a referral for a new New York City Dermatologist. Searching for a new New York City Dermatologist is difficult even when you set aside the time to start your search. Do not delay in asking for referrals from your healthcare professional practitioner or his or her personnel members. It's advisable to have a list of several health care providers you could select from. Everyone looks for a Skincare specialist with knowledge, particular skills, and a lot of experience practicing medicine, as well as an appealing manner. Many patients believe that their New York City Dermatologist's age is also an important factor. Older Skincare specialists are regarded as more experienced, although they might be too old school to simply accept new technologies. In contrast, people see younger Skincare specialists as more open-minded and technologically-experienced. In every state, there is a Healthcare professional Board that exists to handle patients' complaints about health care professionals. It is within your legal rights to contact the board if you certainly are a victim of malpractice or poor treatment. The healthcare professional board handles and investigates all cases against a Skincare specialist about malpractice or negligence claims. Legally, healthcare professional records have to be maintained for a certain amount of time because it's vital to your overall health care. You ought to be aware of where your healthcare professional records are being held and how long they'll be there in the event you need to access them. It's suggested that you retain your own information, so make sure to request duplicates of your healthcare professional history, even though you are required to pay a fee in order to receive them. Some New York City Dermatologists will charge a fee for making copies of your records. Truly dedicated healthcare staff make an effort to improve the physical and emotional state of each and every person they meet by treating them with compassion and respect. A qualified healthcare professional professional can provide you with the best treatments to improve your health. Taking the time to listen to concerns and afterwards to find the best possible treatment options are two things that every great New York City Dermatologist does. If your healthcare professional professional does not fit these general rules, you should seek a new one immediately. Bobby Buka, MD For more information, Visit us at : Best Dermatologist in NYC Address : 220 Front St New York, NY 10038 Phone : (212) 385-3700

Yet, as Brandon explained with a mixture of bitterness and regret, college proved to be the start of a long series of disappointments. Unable to pass calculus or physics, he switched his major from engineering to criminal justice. Still optimistic, he applied to several police departments upon graduation, excited about a future of “catching crooks.” The first department used a bewildering lottery system for hiring, and he didn’t make the cut. The second informed him that he had failed a mandatory spelling test (“I had a degree!”) and refused to consider his application. Finally, he became “completely turned off to this idea” when the third department disqualified him because of a minor incident in college in which he and his roommate “borrowed” a school-owned buffing machine as a harmless prank. Because he “could have been charged with a felony,” the department informed him, he was ineligible for police duty. Regrettably, his college had no record of the incident. Brandon had volunteered the information out of a desire to illustrate his honest and upstanding character and improve his odds of getting the job. With “two dreams deferred,”2 Brandon took a job as the nightshift manager of a clothing chain, hoping it would be temporary. Eleven years later, he describes his typical day, which consists of unloading shipments, steaming and pricing garments, and restocking the floor, as “not challenging at all. I don’t get to solve problems or be creative. I don’t get to work with numbers, and I am a numbers guy. I basically babysit a team and deal with personnel.” When his loans came out of deferment, he couldn’t afford the monthly payments and decided to get a master’s degree—partly to increase his earning potential and partly to put his loans back into deferment. After all, it had been “hammered into his head” that higher education was the key to success. He put on twenty-five pounds while working and going to school full-time for three years. He finally earned a master’s degree in government, paid for with more loans from “that mean lady Sallie Mae.”3 So far, Brandon has still not found a job that will pay him enough to cover his monthly loan and living expenses. He has managed to keep the loans in deferment by continually consolidating—a strategy that costs him $5,000 a year in interest. Taking

Robert was the owner and the Executive Director for 99 Red Balloons Japan Inc and entertainment and event company that provided entertainers decorations for promotions, special events, advertising, and for English language instruction at primary schools. Robert duties as included all facets to the business preparation of English teaching personnel management Web site development and promotion as well as advertising copy and design of company brochures.

A chemistry is performed so that a chemical reaction occurs and generates a signal from the chemical interaction with the sample, which is translated into a result, which is then reviewed by certified laboratory personnel.” Those sounded like the words of a high school chemistry student, not a sophisticated laboratory scientist. The New Yorker writer had called the description “comically vague.” When I stopped to think about it, I found it hard to believe that a college dropout with just two semesters of chemical engineering courses under her belt had pioneered cutting-edge new science. Sure, Mark Zuckerberg had learned to code on his father’s computer when he was ten, but medicine was different: it wasn’t something you could teach yourself in the basement of your house.

On the surface, nothing about Bryant’s move felt logical. He was a B student with a 1080 SAT score. He was being recruited by everyone, with Duke considered the most probable landing spot. He had yet to work out for a single NBA scout, many of whom had never actually heard of him. “He’s kidding himself,” Marty Blake, the NBA’s scouting director, told the Los Angeles Times. “Sure he’d like to come out. I’d like to be a movie star. He’s not ready.” “You watch Kobe Bryant and you don’t see special,” said Rob Babcock, Minnesota’s director of player personnel. “His game doesn’t say, ‘I’m a very special talent.’ ” “I think it’s a total mistake,” said Jon Jennings, the Boston Celtics’ director of basketball development. “Kevin Garnett was the best high school player I ever saw, and I wouldn’t have advised him to jump. And Kobe is no Kevin Garnett.

Study Questions What is the legal definition of blindness? How does it differ from the IDEA definition? What does the Snellen chart assess? What does 20/200 mean? Describe how the eye functions. Define the terms myopia, hyperopia, and astigmatism. List five eye problems common to school-age children. Why is early detection of vision problems important? Describe the social and emotional characteristics of persons with visual impairments. What is functional vision, and how is it evaluated? Define the term learning media. Give three examples of different forms of learning media. In what two educational settings do the majority of students with a visual impairment receive a special education? What are some common educational accommodations that a student with a visual impairment may require? List five signs of possible vision problems in children. Identify three critical issues that must be addressed if an adolescent is to successfully transition to postsecondary education or enter the workforce. Besides cultural differences, what diversity issue must be addressed for parents who are also visually impaired? Identify five technology accommodations that can be provided in high school for a student who is legally blind. Discuss the shortage of orientation and mobility specialists and how a child’s educational plan is affected by a shortage of personnel.

The president and his staff have successfully hidden or kept unavailable his significant school and university records in a manner that is unprecedented in modern times. His and his family’s passport and similar records are unavailable…The vast bulk of Dunham-Obama family records from a variety of institutional archives are reported as lost or sealed… In general, however, declassified CIA records and other authoritative sources illustrate a long-standing pattern of Cold War recruitment of personnel from precisely the schools Obama and his family favored: the East-West Center at the University of Hawaii, Occidental College, Columbia University, and Harvard Law School…Was [Elliott] Haynes… [correct] in describing Barack Obama’s future employer [Business International Corp.] as a CIA front? Probably.

As a counselor at Georgetown Elementary School explained, low-income and minority students, especially black boys, were less likely to be screened or referred to gifted placement than higher-income white students because their behavior was seen as “disruptive” and used as an indicator of low potential. In contrast, at Ivory Elementary School, minority students (Latinos and African Americans combined) were overrepresented in the gifted program because school staff had made a deliberate effort to change the way they viewed and assessed “disruptive” behavior: behaviors described as “overly social” and “showing signs of boredom” and “curiosity” were reframed as indications that a child might need more challenging curricular materials. According to school personnel, many of these students began to thrive academically and their classroom behavior improved after placement in the gifted program.

Fascist regimes set out to make the new man and the new woman (each in his or her proper sphere). It was the challenging task of fascist educational systems to manufacture “new” men and women who were simultaneously fighters and obedient subjects. Educational systems in liberal states, alongside their mission to help individuals realize their intellectual potential, were already committed to shaping citizens. Fascist states were able to use existing educational personnel and structures with only a shift of emphasis toward sports and physical and military training. Some of the schools’ traditional functions were absorbed, to be sure, by party parallel organizations like the obligatory youth movements. All children in fascist states were supposed to be enrolled automatically in party organizations that structured their lives from childhood through university. Close to 70 percent of Italians aged six to twenty-one in the northern cities of Turin, Genoa, and Milan belonged to Fascist youth organizations, though the proportion was much lower in the undeveloped south. Hitler was even more determined to take young Germans away from their traditional socializers—parents, schoolteachers, churche —and their traditional spontaneous amusements. “These boys,” he told the Reichstag on December 4, 1938, “join our organization at the age of ten and get a breath of fresh air for the first time; then, four years later, they move from the Jungvolk to the Hitler Youth and there we keep them for another four years. And then we are even less prepared to give them back into the hands of those who create our class and status barriers, rather we take them immediately into the Party, into the Labor Front, into the SA or the SS . . . and so on.”117 Between the end of 1932 and the beginning of 1939, the Hitlerjugend expanded its share of the ten-to-eighteen age group from 1 percent to 87 percent.118 Once out in the world, the citizens of a fascist state found the regime watching over their leisure-time activities as well: the Dopolavoro in Italy and the Kraft durch Freude in Germany.

She pressed buttons and waited for answering beeps, and then she said, “I want the personnel jacket for U.S. Army Private First Class Wiley, first name unknown, currently four months absent without leave from an air defense unit in Germany. To me in Hamburg, seriously fast.” Then she clicked off. The National Security Council. The keys to the kingdom. There was a knock at the door. For

Sinclair unzipped the pouch and Reacher smelled copier paper still hot from the printer. There had been a flurry of phone calls, he guessed, and then a high-speed digital transmission incoming from somewhere, either Personnel Command back home, or Stuttgart maybe, directly into the Hamburg consulate, where a high-speed machine had done fast work, and where the young attaché in the Brooks Brothers tie had caught the tumbling pages and butted them together and zipped them up and grabbed a cab. The National Security Council. Even faster than the army press room. The

The 5C structure is generic—useful to product, marketing, and more—whereas the way we presented the sections in this chapter is very focused on product management. It’s good to know what the “C”s stand for because you’ll likely hear 5C mentioned. Plus if you need to do a situational analysis on your feet in a meeting or interview, it’s relatively easy to remember. Company: This refers to the company’s experience, technology, culture, goals, and more. It’s similar to the material we covered in the “Why Does the Company Exist?,” “How Do We Know If Our Product’s Good?,” and “What Else Has Been, Is Being, and Will Be Built?” sections. Customers: Who are the people buying this product? What are the market segments? How big are they? What are people’s goals with buying this product? How do they make buying decisions? Where do they buy this type or product? This is similar to what we covered in the “Customers and Personas” and “Use Cases” sections. Collaborators: Who are the external people who make the product possible, including distributors, suppliers, logistical operators, groundwork support personnel, and so on? Competitors: Who is competing for your customers’ money? This includes actual and potential competitors. You should look at how they position their product, the market size they address, their strengths and weaknesses, and more. Climate: These are the macro-environmental factors, like cultural, regulatory, or technological trends and innovations.

I called up Coca-Cola and told them that Pepsi had just booked a big advertisement but that the back page was still free. I called up the Daily Telegraph and asked them whether they would prefer to advertise before or after the Daily Express. Another tack was to ask an innocuous question that they couldn’t easily deny: ‘Are you interested in recruiting the highest-calibre school-leavers and university graduates?’ No personnel manager would ever admit that they were looking for mediocre recruits. ‘Then we’re publishing just the magazine for you …

Capture the Quantitative Impact of Your Accomplishments Examine everything you’ve done, but don’t merely report what you’ve done. Report the quantitative impact, that is, the numbers that resulted from your achievement. That’s what hiring managers care about most. For example: When I was in school, I worked in the University’s Personnel department. During my time there, the Director asked if I could explain a monthly report she received from Accounts Payable. The report identified everything charged to Personnel. Unfortunately, neither the Director nor her team could understand what it was saying. After some analysis and research, I was able to translate the confusing report into something the Director could understand. What I did not do was ask the Director and her team for the financial impact of now being able to understand the report. While what I did was a valuable story to share at my next interview, it would have meant a lot more if I’d identified the dollars saved or some other quantified impact. As noted earlier, a few years later, I worked for a high-tech company that sold equipment to Fortune 500 firms. The company wasn’t winning the large deals like they had in the past, so I was asked to investigate. I identified the process breakdown causing the problem. I also created a short-term solution, so that the company could start winning bids again while the long-term solution was being developed. What I did not do — and almost have to kick myself now for not doing — was to ask for the value of the deals we were now winning. Those $$$ would have clearly explained the positive impact of my work. It would have been a wonderful talking point in my resume. After my job was eliminated for the second time in 13 years, I started doing a better job of quantifying the impact of my accomplishments.

The fourth and fifth laws, respectively: ‘Jews are normally subject to a 10 p.m. curfew’ and ‘Jews are allowed six years elementary schooling only.’ The remaining laws, in sequence: ‘Jewish houses in the town of Kamishli are to be marked in red’; ‘Jews are barred from jobs in the public service, public institutions and banks’; ‘Government officials and military personnel are forbidden to buy in Jewish shops’; ‘Foreigners may not visit the Jewish quarters

But instead of recruitment efforts being concentrated on the military for those who had the drive and the self-discipline to become top-of-the-line firefighters and eventually officers who would lead the department, or looking at potential personnel from higher education institutions such as the local community colleges, the recruiting focused on shopping malls and high schools.

Halyard yawned and was annoyed to think that Lynn, who had just read "order out of chaos" as "order out of koze," made three times as much money as he did. Lynn, or, as Halyard preferred to think of him, Planck, hadn't even finished high school, and Halyard had known smarter Irish setters. Yet, here the son-of-a-bitch was, elected to more than a hundred thousand bucks a year!" "You mean to say that this man governs without respect to the people's spiritual destinies?" whispered Khashdrahr. "He has no religious duties, except very general ones, token ones," said Halyard, and then he started wondering just what the hell Lynn did do. EPICAC XIV and the National Industrial, Commercial, Communications, Foodstuffs, and Resources Board did all the planning, did all the heavy thinking. And the personnel machines saw to it that all governmental jobs of any consequence were filled by top-notch civil servants. The more Halyard thought about Lynn's fat pay check, the madder he got, because all the gorgeous dummy had to do was read whatever was handed to him on state occasions: to be suitably awed and reverent, as he said, for all the ordinary, stupid people who'd elected him to office, to run wisdom from somewhere else through that resonant voicebox and between those even, pearly choppers. And Halyard suddenly realized that, just as religion and government had been split into disparate entities centuries before, now, thanks to the machines, politics and government lived side by side, but touched almost nowhere. He stared at President Jonathan Lynn and imagined with horror what the country must have been like when, as today, any damn fool little American boy might grow up to be President, but when the President had had to actually run the country!

You see, because parents contribute to their children's underachievement, many teachers “Judge, Lecture and Compete” with them as a way of working on the case. Instead of this, you should Support, mentor and Partner. The idea is to Support not judge. Mentor not Lecture and Partner not Compete. Judging parents wouldn’t get you anywhere especially if those parents are underachievers themselves. Instead look out for ways to support them say by providing the needed information for them to do better. Instead of lecturing them it is better to mentor them –plus you would automatically gain a position as a mentor instead of a critic and they would look up to you as such and lastly, remember, these children are theirs so don’t compete with them on that, instead partner with them concerning these students. In Medical School, there is said to be a protocol taught to nurses and doctors and other relevant hospital personnel to deal with upset persons. It contains 6 steps or ideas , you should look into the protocol and come up with something similar. What better place is there to learn how upset persons who usually are the cause of their problems are than the hospital

If I were to ask you about let’s say coaching a high school football team for your local high school and told you the only time you were needed to be there as coach, was on game day. That is right no practice during the week, just take the team and win is all we ask. How do I prepare them if I cannot practice you ask? Well sir they have been trained and practiced in their freshman, sophomore and junior years. You will be the varsity coach and the team knows the game and how it’s played, all you need to do is set up the game plan on game day and organize your team so they win! Ludicrous! How can I be expected to develop the cohesion necessary to put a winning team on the field, without practice, despite their prior training and the three-plus years’ experience? Yes it is ludicrous. Yet this is exactly what we expect of law enforcement, security personnel and other first responders tasked with responding to and winning in crisis situations.

Zuckerberg’s document laid out similar goals: “Restructure pay scale to increase base salaries for new hires . . . Abolish seniority as a factor in all personnel decisions and incentivize the removal of poor performers.” He also wrote that he wanted the best teachers to receive bonuses of up to fifty percent of their salary, the kind of incentives paid to top workers in Silicon Valley.

Zero tolerance imagines that kids are at risk of being victimized (violence, drugs, general hooliganism), but it also imagines kids as risks to the school and other students. The APA’s research found that zero-tolerance school policing “affected the delicate balance between the educational and juvenile justice systems, in particular, increasing schools’ use of and reliance on strategies such as security technology, security personnel, and profiling, especially in high-minority, high-poverty school districts.” 34 Children—black, indigenous, and Latinx children in particular—are overpoliced, especially within schools (more on this later). When it comes to children’s life chances, zero tolerance is a self-fulfilling prophecy: School authorities warn students that any deviant behavior on a child’s part is irresponsible because it could have severe and long-lasting consequences for their future, and then they enforce unreasonably harsh disciplinary standards that have severe and long-lasting consequences for the child’s future. That’s not a warning, it’s a promise.

In a pastoral letter in 1976, Archbishop Kabanga of Lubumbashi issued a devastating critique of the system that Mobutu ran. The thirst for money . . . transforms men into assassins. Many poor unemployed are condemned to misery along with their families because they are unable to pay off the person who hires. How many children and adults die without medical care because they are unable to bribe the medical personnel who are supposed to care for them? Why are there no medical supplies in the hospitals, while they are found in the marketplace? How did they get there? Why is it that in our courts justice can only be obtained by fat bribes to the judge? Why are prisoners forgotten in jail? They have no one to pay off the judge who sits on the dossier. Why do our government offices force people to come back day after day to obtain services to which they are entitled? If the clerks are not paid off, they will not be served. Why, at the opening of school, must parents go into debt to bribe the school principal? Children who are unable to pay will have no school . . . Whoever holds a morsel of authority, or means of pressure, profits from it to impose on people, especially in rural areas. All means are good to obtain money, or humiliate the human being.

Bill Gates, like other legendary figures in the information technology industry (such as Paul Allen, Steve Ballmer, Steve Jobs, Larry Page, Sergey Brin, and Jeff Bezos), had immense talent and ambition. But he ultimately responded to incentives. The schooling system in the United States enabled Gates and others like him to acquire a unique set of skills to complement their talents. The economic institutions in the United States enabled these men to start companies with ease, without facing insurmountable barriers. Those institutions also made the financing of their projects feasible. The U.S. labor markets enabled them to hire qualified personnel, and the relatively competitive market environment enabled them to expand their companies and market their products. These entrepreneurs were confident from the beginning that their dream projects could be implemented: they trusted the institutions and the rule of law that these generated and they did not worry about the security of their property rights. Finally, the political institutions ensured stability and continuity. For one thing, they made sure that there was no risk of a dictator taking power and changing the rules of the game, expropriating their wealth, imprisoning them, or threatening their lives and livelihoods. They also made sure that no particular interest in society could warp the government in an economically disastrous direction, because political power was both limited and distributed sufficiently broadly that a set of economic institutions that created the incentives for prosperity could