Short Academics Quotes

As adults we choose our own reading material. Depending on our moods and needs we might read the newspaper, a blockbuster novel, an academic article, a women's magazine, a comic, a children's book, or the latest book that just about everyone is reading. No one chastises us for our choice. No one says, 'That's too short for you to read.' No one says, 'That's too easy for you, put it back.' No one says 'You couldn't read that if you tried -- it's much too difficult.' Yet if we take a peek into classrooms, libraries, and bookshops we will notice that children's choices are often mocked, censured, and denied as valid by idiotic, interfering teachers, librarians, and parents. Choice is a personal matter that changes with experience, changes with mood, and changes with need. We should let it be.

I am an academic," said Professor Mandalay, "and thus have no finely developed senses that would be comprehensible to anyone who has not ever needed to grade papers without actually reading the blessed things.

our experience with newly-minted MBAs has not been that great. Their academic records always look terrific and the candidates always know just what to say; but too often they are short on personal commitment to the company and general business savvy. It’s difficult to teach a new dog old tricks.

She could not fail to observe that a life of academic distinction was singularly ill rewarded. She had no desire whatever to teach and she took pleasure in contacts with minds much less brilliant than her own. In short, she had a taste for people, all sorts of people—and not the same people the whole time.

The average expert was a horrific forecaster. Their areas of specialty, years of experience, academic degrees, and even (for some) access to classified information made no difference. They were bad at short-term forecasting, bad at long-term forecasting, and bad at forecasting in every domain. When experts declared that some future event was impossible or nearly impossible, it nonetheless occurred 15 percent of the time. When they declared a sure thing, it failed to transpire more than one-quarter of the time.

Without extraneous words or phrases or clauses, there will be room for implication. The longer the sentence, the less it’s able to imply, And writing by implication should be one of your goals. Implication is almost nonexistent in the prose that surrounds you, The prose of law, science, business, journalism, and most academic fields. It was nonexistent in the way you were taught to write. That means you don’t know how to use one of a writer’s most important tools: The ability to suggest more than the words seem to allow, The ability to speak to the reader in silence.

Everyone agreed that Clevinger was certain to go far in the academic world. In short, Clevinger was one of those people with lots of intelligence and no brains,

But Fabianus, who was not one of today’s academic philosophers but the true old-fashioned sort, used to say that we must attack the passions by brute force and not by logic; that the enemy’s line must be turned by a strong attack and not by pinpricks; for vices have to be crushed rather than picked at.

Not long ago-incredible though it may seem-I heard a clerk of Oxford declare that he 'welcomed' the proximity of mass-production robot factories, and the roar of self-obstructive traffic, because it brought his university into 'contact with real life.' He may have meant that the way men were living and working in the twentieth century was increasing in barbarity at an alarming rate, and that the loud demonstration of this in the streets of Oxford might serve as a warning that it is not possible to preserve for long an oasis of sanity in a desert of unreason by mere fences, without actual offensive action (practical and intellectual). I fear he did not. In any case the expression 'real life' in this context seems to fall short of academic standards. The notion that motor-cars are more 'alive' than, say, centaurs or dragons is curious; that they are more 'real' than, say, horses is pathetically absurd. How real, how startlingly alive is a factory chimney compared with an elm tree: poor obsolete thing, insubstantial dream of an escapist!

Everyone agreed that Clevinger was certain to go far in the academic world. In short, Clevinger was one of those people with lots of intelligence and no brains, and everyone knew it except those who soon found it out.

The prevalence of anti-patriotic attitudes among liberal intellectuals led some of them to warn their fellow liberals of the consequences of such attitudes for the future not of America but of American liberalism. Most Americans, as the American public philosopher Richard Rorty has written, take pride in their country, but 'many of the exceptions to this rule are found in colleges and universities, in the academic departments that have become sanctuaries for left-wing political views.' These leftists have done 'a great deal of good for . . . women, African-Americans, gay men and lesbians. . . . But there is a problem with this Left: it is unpatriotic. It repudiates the idea of a national identity and the emotion of national pride.' If the Left is to retain influence, it must recognize that a 'sense of shared national identity . . . is an absolutely essential component of citizenship.' Without patriotism, the Left will be unable to achieve its goals for America. Liberals, in short, must use patriotism as a means to achieve liberal goals

I broke with the academic style because I decided that life is very short, very mysterious, and I didn't have the time to waste with academics. I would only say things in the most honesty manner. If people like it, fine. If not, I can't help that. Today I couldn't write academically even if I wanted to! (Rubem Alves, p. 188)

Female academics at King’s in the 1950s were treated with a formalized disdain that

Heavens protect us from the dress sense of American academics.

in 2008, shortly after being elected President, Barack Obama demonstrated to many academics and doctors that he had a clear understanding of the deep problems in health care, by committing to spend $1 billion on head-to-head trials of commonly used treatments, in order to find out which is best. In return he was derided by right-wing critics as ‘anti-industry’.

Raquel’s mother had driven her fiercely to do well in school, such that high academic prowess had been the only option. Others had come upon money by luck, or had relatives acting as patrons. Rob had had none of those things. All he’d had was a home, and a harried home at that, paired with his own drive. What he’d achieved, he’d achieved almost exclusively on his own.

David Golumbia’s The Politics of Bitcoin: Software as Right-Wing Extremism is a short but very useful academic survey that traces just where the Bitcoin cluster of crank political and economic ideas sprang from.

Telling people what they want to hear may not help them in the long run, though it usually helps the tellers in the short run. This is common sense. But many of today's academics do not think and act like common people.

There are always plenty of rivals to our work. We are always falling in love or quarreling, looking for jobs or fearing to lose them, getting ill and recovering, following public affairs. If we let ourselves, we shall always be waiting for some distraction or other to end before we can really get down to our work. The only people who achieve much are those who want knowledge so badly that they seek it while the conditions are still unfavorable. Favorable conditions never come. There are, of course, moments when the pressure of the excitement is so great that only superhuman self-control could resist it. They come both in war and peace. We must do the best we can. The second enemy is frustration—the feeling that we shall not have time to finish. If I say to you that no one has time to finish, that the longest human life leaves a man, in any branch of learning, a beginner, I shall seem to you to be saying something quite academic and theoretical. You would be surprised if you knew how soon one begins to feel the shortness of the tether, of how many things, even in middle life, we have to say "No time for that," "Too late now," and "Not for me." But Nature herself forbids you to share that experience. A more Christian attitude, which can be attained at any age, is that of leaving futurity in God's hands. We may as well, for God will certainly retain it whether we leave it to Him or not. Never, in peace or war, commit your virtue or your happiness to the future. Happy work is best done by the man who takes his long-term plans somewhat lightly and works from moment to moment "as to the Lord." It is only our daily bread that we are encouraged to ask for. The present is the only time in which any duty can be done or any grace received.

Academic sceptics argued for the conclusion that knowledge was impossible; Pyrrhonian sceptics aimed to reach no conclusions at all, suspending judgement on all questions, even the question of the possibility of knowledge.

And he wrote a long letter, tenderly affectionate, full of phrases and circumlocutions, metaphors and similes, philosophy and academic gallantry; and I took on myself the responsibility of delivering it to the young woman.

Through most of human history, our ancestors had children shortly after puberty, just as the members of all nonhuman species do to this day. Whether we like the idea or not, our young ancestors must have been capable of providing for their offspring, defending their families from predators, cooperating with others, and in most other respects functioning fully as adults. If they couldn't function as adults, their young could not have survived, which would have meant the swift demise of the human race. The fact that we're still here suggests that most young people are probably far more capable than we think they are. Somewhere along the line, we lost sight of – and buried – the potential of our teens.

One of my greatest fears is family decline.There’s an old Chinese saying that “prosperity can never last for three generations.” I’ll bet that if someone with empirical skills conducted a longitudinal survey about intergenerational performance, they’d find a remarkably common pattern among Chinese immigrants fortunate enough to have come to the United States as graduate students or skilled workers over the last fifty years. The pattern would go something like this: • The immigrant generation (like my parents) is the hardest-working. Many will have started off in the United States almost penniless, but they will work nonstop until they become successful engineers, scientists, doctors, academics, or businesspeople. As parents, they will be extremely strict and rabidly thrifty. (“Don’t throw out those leftovers! Why are you using so much dishwasher liquid?You don’t need a beauty salon—I can cut your hair even nicer.”) They will invest in real estate. They will not drink much. Everything they do and earn will go toward their children’s education and future. • The next generation (mine), the first to be born in America, will typically be high-achieving. They will usually play the piano and/or violin.They will attend an Ivy League or Top Ten university. They will tend to be professionals—lawyers, doctors, bankers, television anchors—and surpass their parents in income, but that’s partly because they started off with more money and because their parents invested so much in them. They will be less frugal than their parents. They will enjoy cocktails. If they are female, they will often marry a white person. Whether male or female, they will not be as strict with their children as their parents were with them. • The next generation (Sophia and Lulu’s) is the one I spend nights lying awake worrying about. Because of the hard work of their parents and grandparents, this generation will be born into the great comforts of the upper middle class. Even as children they will own many hardcover books (an almost criminal luxury from the point of view of immigrant parents). They will have wealthy friends who get paid for B-pluses.They may or may not attend private schools, but in either case they will expect expensive, brand-name clothes. Finally and most problematically, they will feel that they have individual rights guaranteed by the U.S. Constitution and therefore be much more likely to disobey their parents and ignore career advice. In short, all factors point to this generation

Oswaldo was flummoxed by the fact that his friend could be so quiet, almost embarrassed, about his academic acumen, yet so damn loud and proud of his status as a premier campus drug dealer. "I've never met anyone so smart but so fucking dumb," he told Rob.

CHAPTER ELEVEN Man The Destroyer   Darkness will be preferred to light, and death will be thought more profitable than life…the pious will be deemed insane, and the impious wise, the madman will be thought a brave man, and the wicked will be esteemed as good – Hermes Trismegistus As we mentioned, the titanic reversals were not merely physical, but psychic. Human consciousness was as shattered as the world, and the consequences of ruined minds is seen all around us. In short, the human tendency to commit evil acts is the consequence of trauma primarily caused by four tragic events: The Destruction of Tiamat (and first deluge) Genetic Alteration The War of the Gods The Pole Shift (second deluge and subsequent global carnage and fallout) Once we accept that colossal violent upheavals took place, we cannot avoid contemplating their effect on consciousness. Strangely, no mainstream scientist or psychologist has competently addressed this fundamentally important question. Academics avoid dealing with the problem of evil because they know what a threat the answers pose to the Establishment, and particularly to religion.

The interchange between the academic and the more or less imaginative meanings of Orientalism is a constant one and since the late eighteenth century there has been a considerable, quite disciplined--perhaps even regulated--traffic between the two. Here I come to the third meaning of Orientalism, which is something more historically and materially defined than either of the other two. Taking the late eighteenth century as a very roughly defined starting point Orientalism can be discussed and analyzed a the corporate institution for dealing with the Orient--dealing with it by making statements about it, authorizing views of it, describing it, by teaching it, settling it, ruling over it: in short, Orientalism as Western style for dominating, restructuring, and having authority over the Orient.

a James Croll of Anderson’s University in Glasgow. One of the papers, on how variations in Earth’s orbit might have precipitated ice ages, was published in the Philosophical Magazine in 1864 and was recognized at once as a work of the highest standard. So there was some surprise, and perhaps just a touch of embarrassment, when it turned out that Croll was not an academic at the university, but a janitor.

One went to two, two became four and the series continued. The more I tried to pull out the more I got pulled in. Constant fighting at home and bad academic grades made my new found world even more attractive. There there were no compulsions, no obligations; where you were the super-hero slaying beasts, demons and villains alike; where everything was perfect and reality was left far behind. Page 13, Addiction.

The most remarkable thing in Binder's article may be her reference to a Women's Studies professor at the University of Michigan who, in Binder's words, worries that Fat Studies "may lead to a social proselytizing rather than serious study." In short, identity studies are becoming so far removed from any hint of academic or intellectual legitimacy that even teachers of a more established and only moderately asinine disciplines are reacting to the far more extreme asininity of newer ones.

A book is open in front of me and this is what it has to say about the symptoms of morphine withdrawal: '... morbid anxiety, a nervous depressed condition, irritability, weakening of the memory, occasional hallucinations and a mild impairment of consciousness ...' I have not experienced any hallucinations, but I can only say that the rest of this description is dull, pedestrian and totally inadequate. 'Depressed condition' indeed! Having suffered from this appalling malady, I hereby enjoin all doctors to be more compassionate toward their patients. What overtakes the addict deprived of morphine for a mere hour or two is not a 'depressed condition': it is slow death. Air is insubstantial, gulping it down is useless ... there is not a cell in one's body that does not crave ... but crave what? This is something which defies analysis and explanation. In short, the individual ceases to exist: he is eliminated. The body which moves, agonises and suffers is a corpse. It wants nothing, can think of nothing but morphine. To die of thirst is a heavenly, blissful death compared with the craving for morphine. The feeling must be something like that of a man buried alive, clawing at the skin on his chest in the effort to catch the last tiny bubbles of air in his coffin, or of a heretic at the stake, groaning and writhing as the first tongues of flame lick at his feet. Death. A dry, slow death. That is what lurks behind that clinical, academic phrase 'a depressed condition'.

But I choose to be optimistic. Yes, the current president will do significant damage in the short term. Important norms and traditions will be damaged by the flames. But forest fires, as painful as they can be, bring growth. They spur growth that was impossible before the fire, when old trees crowded out new plants on the forest floor. In the midst of this fire, I already see new life—young people engaged as never before, and the media, the courts, academics, nonprofits, and all other parts of civil society finding reason to bloom.

At the turn of the twentieth century, the first wave of academic political scientists attacked some of their theoretical predecessors for the supposed mistake of assuming that human beings were entirely rational. This mistake had allegedly been made by politicians and theorists who had tried to appeal to voters in terms of purely rational argument. The new political scientists triumphantly pointed out that image, stereotype, the emotions arising in crowds, family background, and many other irrational factors were actually the main determinants of political behaviour.

Rosenthal went on to study precisely that – what expectation mean for our children. In one line of research he showed that teachers´ expectations greatly affect their students´ academic performance, even when the teachers try to treat them impartially. For example, he and a colleague asked schoolkids in eighteen classrooms to complete an IQ test. The teachers, but not students, were given results. The researchers told the teachers that the test would indicate which children had unusually high intellectual potential. What the teachers didn’t know was that the kids named as gifted did not really score higher than average on the IQ test – they actually had average scores. Shortly afterwards, the teachers rated those not labeled gifted as less curious and less interested than the gifted students – and the students´ subsequent grades reflected that. But what is really shocking – and sobering – is the result of another IQ test, given eight months later. When you administer IQ test a second time, you expect that each child´s score will vary some. In general, about half of the children´s scores should go up and half down, as a result of changes in the individual’s intellectual development in relation to his peers or simply random variations. When Rosenthal administered the second test, he indeed found that about half the kids labeled “normal” showed a gain in IQ. But among those who´d been singled out as brilliant, he obtained a different result; about 80 % had an increase of at least 10 points. What´s more, about 20 % of the “gifted” group gained 30 or more IQ points, while only 5 % of the other children gained that many. Labeling children as gifted had proved to be a powerful self-fulfilling prophecy.

Reid was born in 1818 in Ballyroney, County Down, the son of Rev. Thomas Mayne Reid Sr., who was a senior clerk of the General Assembly of the Presbyterian Church in Ireland. His father wanted him to become a Presbyterian minister, so in September 1834 he enrolled at the Royal Belfast Academical Institution. Although he stayed for four years, he could not motivate himself enough to complete his studies and receive a degree. In December 1839 he boarded the Dumfriesshire bound for New Orleans, Louisiana, arriving in January 1840. Shortly afterward he found work as a clerk for a corn factor

And this isn’t high school. Now that you’re not worried that (a) your skirt is too short or too long and the other kids will laugh at you, (b) you’re not going to make the varsity swimming team, (c) you’re still going to be a pimple-studded virgin when you graduate (probably when you die, for that matter), (d) the physics teacher won’t grade the final on a curve, or (e) nobody really likes you anyway AND THEY NEVER DID… now that all that extraneous shit is out of the way, you can study certain academic matters with a degree of concentration you could never manage while attending the local textbook loonybin.

For almost twenty years, one of the Brocks’ two new bacteria, Thermophilus aquaticus, remained a laboratory curiosity until a scientist in California named Kary B. Mullis realized that heat-resistant enzymes within it could be used to create a bit of chemical wizardry known as a polymerase chain reaction, which allows scientists to generate lots of DNA from very small amounts—as little as a single molecule in ideal conditions. It’s a kind of genetic photocopying, and it became the basis for all subsequent genetic science, from academic studies to police forensic work. It won Mullis the Nobel Prize in chemistry in 1993.

How many years have passed since that far-off June afternoon? More than thirty. And yet, if I close my eyes, Micòl Finzi-Contini is still there, leaning over her garden wall, looking at me and talking to me. In 1929 Micòl was little more than a child, a thin, blond thirteen-year old with large, clear, magnetic eyes. And I was a boy in short trousers, very bourgeois and very vain, whom a small academic setback was sufficient to cast down into the most childish desperation. We both fixed our eyes on each other. Above her head the sky was a compact blue, a warm already summer sky without the slightest cloud. Nothing, it seemed, would be able to alter it, and nothing indeed has altered it, at least in memory.

Have you ever been in a place where history becomes tangible? Where you stand motionless, feeling time and importance press around you, press into you? That was how I felt the first time I stood in the astronaut garden at OCA PNW. Is it still there? Do you know it? Every OCA campus had – has, please let it be has – one: a circular enclave, walled by smooth white stone that towered up and up until it abruptly cut off, definitive as the end of an atmosphere, making room for the sky above. Stretching up from the ground, standing in neat rows and with an equally neat carpet of microclover in between, were trees, one for every person who’d taken a trip off Earth on an OCA rocket. It didn’t matter where you from, where you trained, where your spacecraft launched. When someone went up, every OCA campus planted a sapling. The trees are an awesome sight, but bear in mind: the forest above is not the garden’s entry point. You enter from underground. I remember walking through a short tunnel and into a low-lit domed chamber that possessed nothing but a spiral staircase leading upward. The walls were made of thick glass, and behind it was the dense network you find below every forest. Roots interlocking like fingers, with gossamer fungus sprawled symbiotically between, allowing for the peaceful exchange of carbon and nutrients. Worms traversed roads of their own making. Pockets of water and pebbles decorated the scene. This is what a forest is, after all. Don’t believe the lie of individual trees, each a monument to its own self-made success. A forest is an interdependent community. Resources are shared, and life in isolation is a death sentence. As I stood contemplating the roots, a hidden timer triggered, and the lights faded out. My breath went with it. The glass was etched with some kind of luminescent colourant, invisible when the lights were on, but glowing boldly in the dark. I moved closer, and I saw names – thousands upon thousands of names, printed as small as possible. I understood what I was seeing without being told. The idea behind Open Cluster Astronautics was simple: citizen-funded spaceflight. Exploration for exploration’s sake. Apolitical, international, non-profit. Donations accepted from anyone, with no kickbacks or concessions or promises of anything beyond a fervent attempt to bring astronauts back from extinction. It began in a post thread kicked off in 2052, a literal moonshot by a collective of frustrated friends from all corners – former thinkers for big names gone bankrupt, starry-eyed academics who wanted to do more than teach the past, government bureau members whose governments no longer existed. If you want to do good science with clean money and clean hands, they argued, if you want to keep the fire burning even as flags and logos came down, if you understand that space exploration is best when it’s done in the name of the people, then the people are the ones who have to make it happen.

Darwin enjoyed every advantage of upbringing, but continually pained his widowed father with his lackluster academic performance. “You care for nothing but shooting, dogs, and rat-catching, and you will be a disgrace to yourself and all your family,” his father wrote in a line that nearly always appears just about here in any review of Darwin’s early life. Although his inclination was to natural history, for his father’s sake he tried to study medicine at Edinburgh University but couldn’t bear the blood and suffering. The experience of witnessing an operation on an understandably distressed child—this was in the days before anesthetics, of course—left him permanently traumatized. He tried law instead, but found that insupportably dull and finally managed, more or less by default, to acquire a degree in divinity from Cambridge.

This scholarly shortfall did not happen by chance. Part of it has to do with particular discomforts characteristics of left-leaning academic social scientists. Conducting high-quality ethnographic or long-term participant observation research can require a great deal of empathy for one’s subjects. Such research involves more or less taking on the perspective of the people and culture being studied. It means listening to their stories with honesty and, if only for a moment, giving their experiences and their explanations the benefit of the doubt. But most social scientists know the facts about inequality, wealth, and privilege, and thus find the empathy required for ethnographic research in short supply when it comes to the ultra-wealthy. Empathy is more naturally given to the people and communities obviously suffering harm, rather than, say, a Wall Street financier who struggles with the life complexities and social-psychological dilemmas that accompany immense wealth and power.

He turns the conversation to that banal subject, fascinating to non-writers, of why writers write. Ego enhancement, sure. What else? Psychological imbalance? Neurosis? Trauma? And if trauma, how far can trauma go before it stops being stimulating and becomes destructive? Academic pressures to publish, do those mean anything? Not much, we agree. How about the reforming impulse, a passion for social justice? Are writers reporters, prophets, crazies, entertainers, preachers, judges, what? Who appoints them as mouthpieces? If they appoint themselves, as they clearly do, how valid is the commission? If Time alone makes masterpieces, as Anatole France thought, then great writing is just trial and error tested by time, and if it’s that, then above all it has to be free, it has to flow from the gift, not from outside pressures. The gift is its own justification, and there is no way of telling for sure, short of the appeal to posterity, whether it’s really worth something or whether it’s only the ephemeral expression of a fad or tendency, the articulation of a stereotype.

[There is] no direct relationship between IQ and economic opportunity. In the supposed interests of fairness and “social justice”, the natural relationship has been all but obliterated. Consider the first necessity of employment, filling out a job application. A generic job application does not ask for information on IQ. If such information is volunteered, this is likely to be interpreted as boastful exaggeration, narcissism, excessive entitlement, exceptionalism [...] and/or a lack of team spirit. None of these interpretations is likely to get you hired. Instead, the application contains questions about job experience and educational background, neither of which necessarily has anything to do with IQ. Universities are in business for profit; they are run like companies, seek as many paying clients as they can get, and therefore routinely accept people with lukewarm IQ’s, especially if they fill a slot in some quota system (in which case they will often be allowed to stay despite substandard performance). Regarding the quotas themselves, these may in fact turn the tables, advantaging members of groups with lower mean IQ’s than other groups [...] sometimes, people with lower IQ’s are expressly advantaged in more ways than one. These days, most decent jobs require a college education. Academia has worked relentlessly to bring this about, as it gains money and power by monopolizing the employment market across the spectrum. Because there is a glut of college-educated applicants for high-paying jobs, there is usually no need for an employer to deviate from general policy and hire an applicant with no degree. What about the civil service? While the civil service was once mostly open to people without college educations, this is no longer the case, and quotas make a very big difference in who gets hired. Back when I was in the New York job market, “minorities” (actually, worldwide majorities) were being spotted 30 (thirty) points on the civil service exam; for example, a Black person with a score as low as 70 was hired ahead of a White person with a score of 100. Obviously, any prior positive correlation between IQ and civil service employment has been reversed. Add to this the fact that many people, including employers, resent or feel threatened by intelligent people [...] and the IQ-parameterized employment function is no longer what it was once cracked up to be. If you doubt it, just look at the people running things these days. They may run a little above average, but you’d better not be expecting to find any Aristotles or Newtons among them. Intelligence has been replaced in the job market with an increasingly poor substitute, possession of a college degree, and given that education has steadily given way to indoctrination and socialization as academic priorities, it would be naive to suppose that this is not dragging down the overall efficiency of society. In short, there are presently many highly intelligent people working very “dumb” jobs, and conversely, many less intelligent people working jobs that would once have been filled by their intellectual superiors. Those sad stories about physics PhD’s flipping burgers at McDonald's are no longer so exceptional. Sorry, folks, but this is not your grandfather’s meritocracy any more.

Search engine query data is not the product of a designed statistical experiment and finding a way to meaningfully analyse such data and extract useful knowledge is a new and challenging field that would benefit from collaboration. For the 2012–13 flu season, Google made significant changes to its algorithms and started to use a relatively new mathematical technique called Elasticnet, which provides a rigorous means of selecting and reducing the number of predictors required. In 2011, Google launched a similar program for tracking Dengue fever, but they are no longer publishing predictions and, in 2015, Google Flu Trends was withdrawn. They are, however, now sharing their data with academic researchers... Google Flu Trends, one of the earlier attempts at using big data for epidemic prediction, provided useful insights to researchers who came after them... The Delphi Research Group at Carnegie Mellon University won the CDC’s challenge to ‘Predict the Flu’ in both 2014–15 and 2015–16 for the most accurate forecasters. The group successfully used data from Google, Twitter, and Wikipedia for monitoring flu outbreaks.

In the winter of 18077, thirteen like-minded souls in London got together at the Freemasons Tavern at Long Acre, in Covent Garden, to form a dining club to be called the Geological Society. The idea was to meet once a month to swap geological notions over a glass or two of Madeira and a convivial dinner. The price of the meal was set at a deliberately hefty 15 shillings to discourage those whose qualifications were merely cerebral. It soon became apparent, however, that there was a demand for something more properly institutional, with a permanent headquarters, where people could gather to share and discuss new findings. In barely a decade membership grew to 400 – still all gentlemen, of course – and the Geological was threatening to eclipse the Royal as the premier scientific society in the country. The members met twice a month from November until June8, when virtually all of them went off to spend the summer doing fieldwork. These weren’t people with a pecuniary interest in minerals, you understand, or even academics for the most part, but simply gentlemen with the wealth and time to indulge a hobby at a more or less professional level. By 1830 there were 745 of them, and the world would never see the like again. It is hard to imagine now, but geology excited the nineteenth century – positively gripped it – in a way that no science ever had before or would again.

A question shot through his brain. “Can this be me?” For a thirteen-year-old who had just labeled his religious leader a bastard, twice, it was not an improper question. Louder and louder the question came to him–“Is it me? Is it me?”–until he discovered himself no longer kneeling, but racing crazily towards the edge of the roof, his eyes crying, his throat screaming, and his arms flying every whichway as though not his own. “Is it me? Is it me Me Me Me Me? It has to be me–but is it!” It is a question a thief must ask himself the night he jimmies open his first window, and it is said to be the question with which bridegrooms quiz themselves before the altar. In the few wild seconds it took Ozzie’s body to propel him to the edge of the roof, his self-examination began to grow fuzzy. Gazing down at the street, he became confused as to the problem beneath the question: was it, is-it-me-who-called-Binder-a-bastard? or, is-it-me-prancing-around-on-the roof? However, the scene below settle all, for there is an instant in any action when whether it is you or somebody else is academic. The thief crams in the money in his pockets and scoots out the window. The bridegroom signs the hotel register for two. And the boy on the roof finds a streetful of people gaping at him, necks stretched backwards, faces up, as though he was the ceiling of the Hayden Planetarium. Suddenly you know it’s you.

INVENTING ALADDIN” One thing that puzzles me (and I use puzzle here in the technical sense of really, really irritates me) is reading, as from time to time I have, learned academic books on folktales and fairy stories that explain why nobody wrote them and which go on to point out that looking for authorship of folktales is in itself a fallacy; the kind of books or articles that give the impression that all stories were stumbled upon or, at best, reshaped, and I think, Yes, but they all started somewhere, in someone’s head. Because stories start in minds—they aren’t artifacts or natural phenomena. One scholarly book I read explained that any fairy story in which a character falls asleep obviously began life as a dream that was recounted on waking by a primitive type unable to tell dreams from reality, and this was the starting point for our fairy stories—a theory which seemed filled with holes from the get-go, because stories, the kind that survive and are retold, have narrative logic, not dream logic. Stories are made up by people who make them up. If they work, they get retold. There’s the magic of it. Scheherazade as a narrator was a fiction, as was her sister and the murderous king they needed nightly to placate. The Arabian Nights are a fictional construct, assembled from a variety of places, and the story of Aladdin is itself a late tale, folded into the Nights by the French only a few hundred years ago. Which is another way of saying that when it began, it certainly didn’t begin as I describe. And yet.

The third serious problem the culture of customer service as we know it creates is turning every profession into a customer service tool to generate profits. In doing so, we risk the loss of creativity, quality, and critical thinking in many walks of life. Nowhere is this risk clearer and more damaging than viewing students at different educational institutions as customers, and nowhere this trend has been happening more rapidly than at schools, colleges, and universities, especially at private institutions. There is severe damage done to creativity and critical thinking when all students want is an A, and in fact feel entitled to get it since they (or their parents) are paying hundreds of thousands of dollars to attend elite schools. Many educators are under enormous pressure to give students grades they do not deserve in order to avoid receiving bad student evaluations (or to ensure getting good ones). This pressure is intensifying as academic jobs become increasingly contingent and precarious, where teaching staff are hired under short contracts only renewed based on so-called ‘performance,’ which is often measured by student evaluations and enrollment. When this happens, academic and intellectual compromises and corruption increase. Colleagues at elite American universities have been pressured to give students grades no lower than a B, with the explanation that this is what is ‘expected.’ Rampant grade inflation is unethical and unacceptable. Unfortunately, when graduate instructors resist professors’ instructions to fix grades by grading according to independent criteria of intellectual merit, they may be verbally chastised or worse, fired. This humiliation not only reinforces the norm of inflating grades, it also bolsters the power of the tenured professors who instruct their teaching assistants to do it.

It wasn't only my friends who suffered from female rivalry. I remember when I was just sixteen years old, during spring vacation, being whisked off to an early lunch by my best friend's brother, only to discover, to my astonishment and hurt, that she was expecting some college boys to drop by and didn't want me there to compete with her. When I started college at Sarah Lawrence, I soon noticed that while some of my classmates were indeed true friends, others seemed to resent that I had a boyfriend. It didn't help that Sarah Lawrence, a former girls' school, included very few straight men among its student body--an early lesson in how competing for items in short supply often brings out the worst in women. In graduate school, the stakes got higher, and the competition got stiffer, a trend that continued when I went on to vie for a limited number of academic jobs. I always had friends and colleagues with whom I could have trusted my life--but I also found women who seemed to view not only me but all other female academics as their rivals. This sense of rivalry became more painful when I divorced my first husband. Many of my friends I depended on for comfort and support suddenly began to view me as a threat. Some took me out to lunch to get the dirt, then dropped me soon after. I think they found it disturbing that I left my unhappy marriage while they were still committed to theirs. For other women, the threat seemed more immediate--twice I was told in no uncertain terms that I had better stay away from someone's husband, despite my protests that I would no more go after a friend's husband than I would stay friends with a woman who went after mine. Thankfully, I also had some true friends who remained loyal and supportive during one of the most difficult times of my life. To this day I trust them implicitly, with the kind of faith you reserve for people who have proved themselves under fire. But I've also never forgotten the shock and disappointment of discovering how quickly those other friendships turned to rivalries.

Neoliberal ideology has radically altered our working lives, leaving us isolated and exposed. The ‘freedom and independence’ of the gig economy it celebrates, in which regular jobs are replaced by an illusion of self-employment, often translates into no job security, no unions, no health benefits, no overtime compensation, no safety net and no sense of community. In 1987, Margaret Thatcher said the following in a magazine interview: I think we have gone through a period when too many children and people have been given to understand ‘I have a problem, it is the Government’s job to cope with it!’ or ‘I have a problem, I will go and get a grant to cope with it!’, ‘I am homeless, the Government must house me!’ And so they are casting their problems on society, and who is society? There is no such thing! There are individual men and women and there are families, and no government can do anything except through people and people look to themselves first.8 As always, Thatcher was faithfully repeating the snake-oil remedies of neoliberalism. Precious few of the ideas attributed to her were her own. They were formulated by men like Hayek and Friedman, then spun by the think tanks and academic departments of the Neoliberal International. In this short quote, we see three of the ideology’s core tenets distilled: First, everyone is responsible for their own destiny, and if you fall through the cracks, the fault is yours and yours alone. Second, the state has no responsibility for those in economic distress, even those without a home. Third, there is no legitimate form of social organization beyond the individual and the family. There is genuine belief here. There is a long philosophical tradition, dating back to Thomas Hobbes,9 which sees humankind as engaged in a war of ‘every man against every man’. Hayek believed that this frantic competition delivered social benefits, generating the wealth which would eventually enrich us all. But there is also political calculation. Together we are powerful, alone we are powerless. As individual consumers, we can do almost nothing to change social or environmental outcomes. But as citizens, combining effectively with others to form political movements, there is almost nothing we cannot do. Those who govern on behalf of the rich have an incentive to persuade us we are alone in our struggle for survival, and that any attempts to solve our problems collectively – through trade unions, protest movements or even the mutual obligations of society – are illegitimate or even immoral. The strategy of political leaders such as Thatcher

Karl Giese seemed to supply all of Hirschfeld’s needs. He was his secretary, the guardian of the Archive and planner of new projects for the education of the public of homosexuality. His infinite knowledge of Hirschfeld’s work and ideas made him his natural confidant. In short, Giese had the unique position of being his lover and most trusted collaborator. He knew everything that could be known about the Institute, and, soon after he had taken up residence there, he guided visitors through its different departments. They were a mixed crowd—German and foreign doctors, other academics, writers, artists. and many members of the public. Giese was no academic, but he had native wit and considerable intelligence. He had been a brilliant autodidact. He was also an articulate speaker, and Hirschfeld entrusted him with lecturing to the general public on questions of sexual conflict and homosexuality. He fulfilled his many tasks with enthusiasm, and at the same time cared for Hirschfeld’s well-being like a mother.

Finally, the Industrial Revolution coincided with a transformation of science from a pleasant but nonessential branch of philosophy into a vibrant profession that helped people make money. Many heroes of the early Industrial Revolution were chemists and engineers, often amateurs such as Michael Faraday and James Watt who lacked formal degrees or academic appointments. Like many young Victorians excited by the winds of change, Charles Darwin and his elder brother Erasmus dreamed as boys of becoming chemists.8 Other fields of science, such as biology and medicine, also made profound contributions to the Industrial Revolution, often by promoting public health. Louis Pasteur began his career as a chemist working on the structure of tartaric acid, which was used in wine production. But in the process of studying fermentation he discovered microbes, invented methods to sterilize food, and created the first vaccines. Without Pasteur and other pioneers in microbiology and public health, the Industrial Revolution would not have progressed so far and so fast. In short, the Industrial Revolution was actually a combination of technological, economic, scientific, and social transformations that rapidly and radically altered the course of history and reconfigured the face of the planet in less than ten generations—a true blink of an eye by the standards of evolutionary time. Over

Paints a vivid picture of Jesus’ groundbreaking lessons . . . An impressively concise portrayal of Jesus as a moral philosopher [and] social reformer, just as one might study the teachings of the Buddha or the Reverend Martin Luther King Jr. . . . Thorough and erudite . . . written in an almost conversationally informal style.” —Kirkus Reviews “Thoughtful and well researched, Nordstrom’s book is a welcome perspective on Jesus. [Fountain of Change] documents Jesus’s progressive stances on politics, theology, and women’s rights [and] impart a great deal of practical wisdom allowing for [the] intrinsic meaning to be gleaned by any reader. . . . Nordstrom has a knack for language. Well-crafted, alluring prose . . . Short, concise chapters keep the text clipping along nicely.” —Foreword Reviews “An extraordinary read from cover to cover and very highly recommended . . . Informed and informative, thoughtful and thought-provoking, inspired and inspiring . . . Will prove to be of immense interest for non-Christian readers . . . An enduringly popular addition to church, seminary, community, and academic library Christian History collections.” —Midwest Book Review “Well-written, enjoyable, and informative . . . like a conversation with an intelligent friend . . . Here, we see Jesus not as a god, but as a man who preached love and acceptance. . . . Easy to understand exegesis, commentary, and reflections on Jesus’ public ministry.” —BlueInk

A (house)wife now performs the tasks once distributed between servants of different rank or undertaken by the maid of all work. Her ‘core’ jobs are cleaning, shopping, cooking, washing-up, laundering and ironing.44 She also looks after her children, frequently cares for aged parents or other relatives, and is sometimes incorporated to a greater or lesser degree as an unpaid assistant in her husband’s work. This aspect of being a wife is visible in many small shops or in the activities of the wives of clergymen and politicians, but the same service is provided, less visibly, to husbands in all kinds of occupations. A wife, for example, contributes research assistance (to male academics), acts as hostess (to a business man’s clients), answers the phone and keeps the books (for a small business man).45 However, as Christine Delphy has argued, to list the tasks of a housewife tells us only so much. The list cannot explain why exactly the same services can be bought in the market, or why a particular task is performed without pay by a wife, yet she would get paid for providing the service if she worked, for example, in a restaurant or for a firm of contract cleaners.46 The problem is not that wives perform valuable tasks for which they are not paid (which has led some feminists to argue for state payment or wages for housework). Rather, what being a woman (wife) means is to provide certain services for and at the command of a man (husband). In short, the marriage contract and a wife’s subordination as a (kind of) labourer, cannot be understood in the absence of the sexual contract and the patriarchal construction of ‘men’ and ‘women’ and the ‘private’ and ‘public’ spheres.

After the war, when the problem of deficient effective demand seemed to have faded into the background, a fresh question came to the fore — long-run development. The change arose partly from the internal evolution of economics as an academic subject. The solution of one problem opens up the next; once Keynes’ short-period theory had been established, in which investment plays the key role, it was evidently necessary to discuss the consequences of the accumulation of capital that investment brings about. [p. 92]

To academic philosophers like me, keen to connect philosophy with working science in fruitful ways and to make appropriately nuanced distinctions between what is discovered by humans in the world as opposed to what is put there by them, Butler’s worldview looks adolescently, simplistically monotonic. In short: she thinks it’s all put there. Yet

His father was a logician and economist, but his career was not a good omen for his son: it ended in university administration. Keynes’s mind was too wide-ranging, his spirit too active, for highly-specialized academic work. In writing his Treatise on Probability, he exhausted his serious interest in logic: it was too narrow for his mind. One must be able to use one’s brains aesthetically and practically. The psychology of money, and stock-exchange gambling, fascinated him from an early age; his administrative talents might have made him a high imperial civil servant; he was a wonderful writer. In the end, he was able to use economics as the vehicle for all his obsessions and talents, but it was the uncertain state of a war-shocked world which made economics his vocation.

On 8 September 1947, Lewis appeared on the front cover of Time magazine, which declared this “best-selling author,” who was also “the most popular lecturer in [Oxford] University,” to be “one of the most influential spokesmen for Christianity in the English-speaking world.” Screwtape had taken England and America by storm. (America, it must be recalled, had not heard Lewis’s broadcast talks on the BBC.) The opening paragraph helps capture the tone of the piece: a quirky and slightly weird Oxford academic—“a short, thickset man with a ruddy face and a big voice”—unexpectedly hits the big time.[524] Were there more bestsellers on the way? Time cautioned its excited readers that they would just have to wait: “He has no immediate plans for further ‘popular’ books, fantastic or theological.” The Time article of 1947 can be seen as a tipping point—both signaling Lewis’s arrival on the broader cultural scene, and extending his reach by drawing wider attention to his works.

If a lot of people are suffering because of a few people, why didn’t the majority do something about it a long time ago? Why’d everyone let it get so bad?” “If you drop a lobster in a pot of boiling water,” Zyrha tells him, “it’ll thrash around for its life.” “Wouldn’t we all?” Darrion smirks. “If you drop the lobster in a pot of cool water and slowly raise the temperature, it’ll die without a struggle. It’ll get used to the incremental increases until it’s too late to know it’s dead. You asked how we got here. The temperature had been rising in the Old States for a long time. People were dying left and right without a struggle. A few leaders had control over everything: money, power, the military, health care, schools, utilities, transportation, laws, courts, and the media. They had everything. Everything except the one thing every person in power needs.” “What’s that?” Darrion asks through a strained quiver. “An enemy.” “An enemy,” he repeats. “The question became which one. There were so many to choose from.” Zyrha claps her hands and gives a sarcastic laugh. “Black people. Brown people. Asians. Mexicans. Arabs. Women. The biracial. The multiracial. Old people. Young people. Short people. The overweight, the underweight, the sick, the helpless, the homeless, the unemployed. The asexual, the bisexual, the homosexual, the transgendered. People with special needs. The neurodivergent. Pot-smokers. Immigrants. Socialists. Communists. Atheists. Jews. Muslims. Intellectuals. Influencers. Athletes. Academics. Writers. Pacifists. Celebrities.” Zyrha pauses to draw in a long breath. “They were all contrived of course. They were invented enemies designed to occupy the amygdala—that’s the brain’s fear center—so the prefrontal cortex—the part of the brain responsible for rational thought and good decision-making—wouldn’t take over. Anyway, there’d been a lot of manufactured enemies, and, frankly, they’d been done to death.

The Importance of Books in Our Lives Books have always been an integral part of human civilization, shaping societies, preserving knowledge, and fostering personal growth. From ancient manuscripts to modern digital eBooks, they provide a gateway to learning, imagination, and personal development. Books serve as a bridge to the past, allowing readers to explore the thoughts, ideas, and cultures of previous generations. They also encourage critical thinking by offering multiple perspectives on topics ranging from philosophy and science to art and fiction. One of the greatest values of books lies in their ability to educate. Whether it's academic textbooks, biographies, or self-help guides, books impart knowledge that helps individuals excel in personal and professional spheres. Students, for example, rely heavily on textbooks to prepare for exams, while professionals may turn to industry-specific literature to stay updated with new trends and technologies. Beyond formal education, reading fosters self-improvement by exposing individuals to new ideas, challenges, and perspectives that expand their thinking and worldview. Books also serve as an escape from reality, providing readers with an opportunity to dive into new worlds and experience life from different perspectives. Fictional genres, such as fantasy, mystery, and romance, offer entertainment while simultaneously inspiring empathy and creativity. A reader can embark on an adventure through the pages of a novel or experience a new culture through travel literature. In this sense, books become companions that help readers unwind, dream, and explore the unknown, even from the comfort of their homes. In addition to their educational and recreational benefits, books play a critical role in personal development. Self-help books guide readers through personal challenges by offering advice on mental health, relationships, or financial management. Biographies of influential personalities inspire readers to overcome obstacles and achieve success. Books also promote empathy by helping readers understand emotions and experiences different from their own. When individuals read about the struggles, triumphs, and perspectives of others, they become more compassionate and socially aware. Furthermore, books foster a lifelong habit of learning and personal reflection. They help develop concentration and focus, as reading requires sustained attention. This is particularly important in the digital age, where people are often distracted by social media and short-form content. Regular reading improves vocabulary, communication skills, and analytical thinking, all of which contribute to personal and professional growth. Additionally, books promote mental well-being, offering a sense of comfort and relaxation to readers. Many people find solace in reading, especially during challenging times, as books can provide both emotional support and practical solutions. Even in a world dominated by technology, the relevance of books remains undiminished. While the formats may change—moving from physical books to audiobooks and eBooks—their essence and purpose remain

Respected academic Jonathan Jansen, the inspirational rector and vice chancellor of the University of the Free State, once said that not a single minister in our Cabinet takes their child to a public school.11 He is correct. Why? All those politicians know that most government schools in South Africa – except for a handful – are nothing short of dire.

Chris Argyris, professor emeritus at Harvard Business School, wrote a lovely article in 1977,191 in which he looked at the performance of Harvard Business School graduates ten years after graduation. By and large, they got stuck in middle management, when they had all hoped to become CEOs and captains of industry. What happened? Argyris found that when they inevitably hit a roadblock, their ability to learn collapsed: What’s more, those members of the organization that many assume to be the best at learning are, in fact, not very good at it. I am talking about the well-educated, high-powered, high-commitment professionals who occupy key leadership positions in the modern corporation.… Put simply, because many professionals are almost always successful at what they do, they rarely experience failure. And because they have rarely failed, they have never learned how to learn from failure.… [T]hey become defensive, screen out criticism, and put the “blame” on anyone and everyone but themselves. In short, their ability to learn shuts down precisely at the moment they need it the most.192 [italics mine] A year or two after Wave, Jeff Huber was running our Ads engineering team. He had a policy that any notable bug or mistake would be discussed at his team meeting in a “What did we learn?” session. He wanted to make sure that bad news was shared as openly as good news, so that he and his leaders were never blind to what was really happening and to reinforce the importance of learning from mistakes. In one session, a mortified engineer confessed, “Jeff, I screwed up a line of code and it cost us a million dollars in revenue.” After leading the team through the postmortem and fixes, Jeff concluded, “Did we get more than a million dollars in learning out of this?” “Yes.” “Then get back to work.”193 And it works in other settings too. A Bay Area public school, the Bullis Charter School in Los Altos, takes this approach to middle school math. If a child misses a question on a math test, they can try the question again for half credit. As their principal, Wanny Hersey, told me, “These are smart kids, but in life they are going to hit walls once in a while. It’s vital they master geometry, algebra one, and algebra two, but it’s just as important that they respond to failure by trying again instead of giving up.” In the 2012–2013 academic year, Bullis was the third-highest-ranked middle school in California.194

The only way to keep up with all of this work was to do what SpaceX had promised from the beginning: operate in the spirit of a Silicon Valley start-up. Musk was always looking for brainy engineers who had not just done well at school but had done something exceptional with their talents. When he found someone good, Musk was relentless in courting him or her to come to SpaceX. Bryan Gardner, for example, first met Musk at a space rave in the hangars at the Mojave airport and a short while later started talking about a job. Gardner was having some of his academic work sponsored by Northrop Grumman. “Elon said, ‘We’ll buy them out,’” Gardner said. “So, I e-mailed him my resume at two thirty A.M., and he replied back in thirty minutes addressing everything I put in there point by point. He said, ‘When you interview make sure you can talk concretely about what you do rather than use buzzwords.’ It floored me that he would take the time to do this.

As I gather my thoughts here in order to get to the point, I am reminded of a joke Zafar made when he was still in banking. I say joke, but Zafar was always rather serious about banking and often talked about accountability, as he called it. This stuff is so esoteric, he once said, that the only people who understand it are in the business. What about regulators? I asked. Regulators, he replied, have one eye on the revolving door. Academics make money teaching traders their latest research, and politicians don’t know their arses from their elbows. Can you imagine the people on a march against finance? The guy on a megaphone shouting: What do we want? And everyone answering: Specific curbs on short selling in certain circumstances. When do we want it? In phases and at appropriate times. That’s the joke. It was funny at the time.

While we do not contest in any way the majority of Professor Waddell’s findings, we do not accept “Aryan” as a term distinguishing racial type. We prefer to employ the term to distinguish caste and creed. In short, the so-called “Aryans” were not a race at all, nor were they descended from an Asian ancestor. An Aryan was a member of any spiritually endowed sect or cult that had its origin in prediluvian civilizations. Sadly, a lot of vexatious problems have arisen in the study of race and language simply because the world’s academics have paid no mind to the existence of the great prehistoric civilizations mentioned in so many myths and legends. The term Aryan has been misapplied from the beginning. When one interpretation foundered, another one, just as preposterous, was invented. Despite the work of many erudite scholars, the problem of misinterpretation continues to the present day.

Jim Cramer’s Mad Money is one of the most popular shows on CNBC, a cable TV network that specializes in business and financial news. Cramer, who mostly offers investment advice, is known for his sense of showmanship. But few viewers were prepared for his outburst on August 3, 2007, when he began screaming about what he saw as inadequate action from the Federal Reserve: “Bernanke is being an academic! It is no time to be an academic. . . . He has no idea how bad it is out there. He has no idea! He has no idea! . . . and Bill Poole? Has no idea what it’s like out there! . . . They’re nuts! They know nothing! . . . The Fed is asleep! Bill Poole is a shame! He’s shameful!!” Who are Bernanke and Bill Poole? In the previous chapter we described the role of the Federal Reserve System, the U.S. central bank. At the time of Cramer’s tirade, Ben Bernanke, a former Princeton professor of economics, was the chair of the Fed’s Board of Governors, and William Poole, also a former economics professor, was the president of the Federal Reserve Bank of St. Louis. Both men, because of their positions, are members of the Federal Open Market Committee, which meets eight times a year to set monetary policy. In August 2007, Cramerwas crying outforthe Fed to change monetary policy in order to address what he perceived to be a growing financial crisis. Why was Cramer screaming at the Federal Reserve rather than, say, the U.S. Treasury—or, for that matter, the president? The answer is that the Fed’s control of monetary policy makes it the first line of response to macroeconomic difficulties—very much including the financial crisis that had Cramer so upset. Indeed, within a few weeks the Fed swung into action with a dramatic reversal of its previous policies. In Section 4, we developed the aggregate demand and supply model and introduced the use of fiscal policy to stabilize the economy. In Section 5, we introduced money, banking, and the Federal Reserve System, and began to look at how monetary policy is used to stabilize the economy. In this section, we use the models introduced in Sections 4 and 5 to further develop our understanding of stabilization policies (both fiscal and monetary), including their long-run effects on the economy. In addition, we introduce the Phillips curve—a short-run trade-off between unexpected inflation and unemployment—and investigate the role of expectations in the economy. We end the section with a brief summary of the history of macroeconomic thought and how the modern consensus view of stabilization policy has developed.

research has shown that older children and adolescents progress more rapidly than younger children particularly in the early stages of learning. The knowledge and skills that older learners are able to acquire in a relatively short period of time will satisfy the needs of many learners whose goal is to use the language for everyday communication, to succeed on foreign language examinations, or to read texts for an academic course rather than to speak with native-like pronunciation.

Because impressions are always fallible, the Academic Sceptics argued, knowledge is impossible.

The situation was similar in the Soviet Union, with industry playing the role of sugar in the Caribbean. Industrial growth in the Soviet Union was further facilitated because its technology was so backward relative to what was available in Europe and the United States, so large gains could be reaped by reallocating resources to the industrial sector, even if all this was done inefficiently and by force. Before 1928 most Russians lived in the countryside. The technology used by peasants was primitive, and there were few incentives to be productive. Indeed, the last vestiges of Russian feudalism were eradicated only shortly before the First World War. There was thus huge unrealized economic potential from reallocating this labor from agriculture to industry. Stalinist industrialization was one brutal way of unlocking this potential. By fiat, Stalin moved these very poorly used resources into industry, where they could be employed more productively, even if industry itself was very inefficiently organized relative to what could have been achieved. In fact, between 1928 and 1960 national income grew at 6 percent a year, probably the most rapid spurt of economic growth in history up until then. This quick economic growth was not created by technological change, but by reallocating labor and by capital accumulation through the creation of new tools and factories. Growth was so rapid that it took in generations of Westerners, not just Lincoln Steffens. It took in the Central Intelligence Agency of the United States. It even took in the Soviet Union’s own leaders, such as Nikita Khrushchev, who famously boasted in a speech to Western diplomats in 1956 that “we will bury you [the West].” As late as 1977, a leading academic textbook by an English economist argued that Soviet-style economies were superior to capitalist ones in terms of economic growth, providing full employment and price stability and even in producing people with altruistic motivation. Poor old Western capitalism did better only at providing political freedom. Indeed, the most widely used university textbook in economics, written by Nobel Prize–winner Paul Samuelson, repeatedly predicted the coming economic dominance of the Soviet Union. In the 1961 edition, Samuelson predicted that Soviet national income would overtake that of the United States possibly by 1984, but probably by 1997. In the 1980 edition there was little change in the analysis, though the two dates were delayed to 2002 and 2012. Though the policies of Stalin and subsequent Soviet leaders could produce rapid economic growth, they could not do so in a sustained way. By the 1970s, economic growth had all but stopped. The most important lesson is that extractive institutions cannot generate sustained technological change for two reasons: the lack of economic incentives and resistance by the elites. In addition, once all the very inefficiently used resources had been reallocated to industry, there were few economic gains to be had by fiat. Then the Soviet system hit a roadblock, with lack of innovation and poor economic incentives preventing any further progress. The only area in which the Soviets did manage to sustain some innovation was through enormous efforts in military and aerospace technology. As a result they managed to put the first dog, Leika, and the first man, Yuri Gagarin, in space. They also left the world the AK-47 as one of their legacies. Gosplan was the supposedly all-powerful planning agency in charge of the central planning of the Soviet economy.

For every Decathlon event in which a man was in the top quartile of the Study sample, he received a point. If he had died before the assessment could be made, he received a zero in that event. Total scores, therefore, ranged from 0 to 10. A full third of the men scored 2 or 3; they were considered average on the flourishing scale. If we accept that this Decathlon does address, however imperfectly, several vital aspects of flourishing in late life, then the one-third of the men who received fewer than 2 points from most raters were living less desirable lives than the one-third of the men who scored 4 points or more. A cast of protagonists and their Decathlon scores can be found at the front of the book. Adam Newman received a midlevel Decathlon score of 2; Godfrey Camille, whom I will introduce shortly, received a 5. Of course, judgments about the “good life” can be very annoying. I had an academic partner once who challenged me for saying that Jack Kennedy was mentally healthier than Lee Harvey Oswald. Tastes differ.

Passion must emanate from a desire to create something bigger than oneself, one’s career, and short-term business results—what academics call higher ambition.2 The ambition can simply be to create a wonderful workplace that unleashes human spirit and the potential of employees, to become the best factory in India, or to solve tough societal problems through innovation. Such ambition connects the day-to-day activities of employees with a higher purpose that

People who wrote novels about universities hardly ever got them right. Max had spent his short working life untenured, but still he'd managed to be a charming magnet wherever he taught, and Amy had surfeited on faculty gossip and professorial antics and the general behavior of academics, who were as a whole no more brilliant or Machiavellian than travel agents. They tended toward shabbier clothes and manners, and of course there was the occasional storied eccentric or truly original mind, but most college campuses — especially the older ones — functioned less as brain trusts than as wildlife preserves, housing and protecting people who wouldn't last a week in GenPop.

As is well known, pursuing academic studies in the field of literature leads practically nowhere, except for those who have the most talent when it comes to teaching literature academically - we have, in short, the rather comical situation of a system solely designed for its own reproduction and with a waste percentage of over 95%. Nor, however, are such pursuits very harmful: they can even be marginally useful. A young woman applying for a sales job at Céline’s or Hermès must of course take care of her appearance first and foremost; but a bachelor’s or a master’s degree in modern literature might constitute a secondary perk which tells her prospective employer that she has, in the absence of any useful skill, at least the intellectual agility needed to advance in her career - to say nothing of the fact that, within the luxury industry, the idea of literature has always carried a positive connotation.

His first suspicion came shortly after they were working on their new game for Softdisk, a ninja warrior title called Shadow Knights. Al had never seen a side scrolling like this for the PC. “Wow,” he told Carmack, “you should patent this technology.” Carmack turned red. “If you ever ask me to patent anything,” he snapped, “I’ll quit.” Al assumed Carmack was trying to protect his own financial interests, but in reality he had struck what was growing into an increasingly raw nerve for the young, idealistic programmer. It was one of the few things that could truly make him angry. It was ingrained in his bones since his first reading of the Hacker Ethic. All of science and technology and culture and learning and academics is built upon using the work that others have done before, Carmack thought. But to take a patenting approach and say it’s like, well, this idea is my idea, you cannot extend this idea in any way, because I own this idea—it just seems so fundamentally wrong. Patents were jeopardizing the very thing that was central to his life: writing code to solve problems. If the world became a place in which he couldn’t solve a problem without infringing on someone’s patents, he would be very unhappy living there.

Intern With Peter DeFazio: Come experience government from the inside. Gain valuable experience, meet a diverse array of new people, and explore Washington, DC as an intern in our nation's capital. Interns in the Washington, DC office develop professional skills by drafting constituent correspondence, assisting with legislative research, attending congressional briefings and hearings, and leading tours of the US Capitol. Summer internships begin in June and are unpaid. Applicants from all academic backgrounds are encouraged to apply. TO APPLY: Submit a cover letter, a current resume, and a short writing sample by May 1st, 2015. For more information, contact Michael Trujillo

What happens to people who try to poison a wizard, at least in the short run, is that they have an advantage in a game of football.

We wondered if there was research on stand-up meetings, and to our delight, we found an experiment comparing decisions made by fifty-six groups where people stood up during meetings to fifty-five groups where people sat down. These were short meetings, in the ten- to twenty-minute range, but the researchers found big differences. Groups that stood up took 34 percent less time to make the assigned decision, and there were no significant differences in decision quality between stand-up and sit-down groups. Stand-up meetings aren’t just praised in cute academic studies. Robert Townsend advised in Up the Organization, ‘Some meetings should be mercifully brief. A good way to handle the latter is to hold the meeting with everyone standing up. The meetees won’t believe you at first. Then they get very uncomfortable and can hardly wait to get the meeting over with.

In any case, the expression ‘real life’ in this context seems to fall short of academic standards. The notion that motor-cars are more ‘alive’ than, say, centaurs or dragons is curious; that they are more ‘real’ than, say, horses is pathetically absurd. How real, how startingly alive is a factory chimney compared with an elm tree: poor obsolete thing, insubstantial dream of an escapist! For my part, I cannot convince myself that the roof of Bletchley station is more ‘real’ than the clouds. And as an artefact I find it less inspiring than the legendary dome of heaven. The bridge to platform 4 is to me less interesting than Bifröst guarded by Heimdall with the Gjallarhorn. From the wildness of my heart I cannot exclude the question whether railway-engineers, if they had been brought up on more fantasy, might not have done better with all their abundant means than they commonly do.

Stage Three: The Child Is Gone Oh, the drama of the empty nest. The anxiety. The apprehension. What will life be like? Will the two of you have anything to talk about once your children are gone? Will you have sex now that the presence of your children is no longer an excuse for not having sex? The day finally comes. Your child goes off to college. You wait for the melancholy. But before it strikes—before it even has time to strike—a shocking thing happens: Your child comes right back. The academic year in American colleges seems to consist of a series of short episodes of classroom attendance interrupted by long vacations. These vacations aren’t called “vacations,” they’re called “breaks” and “reading periods.” There are colleges that even have October breaks. Who ever heard of an October break? On a strictly per diem basis, your child could be staying at a nice Paris hotel for about what you’re paying in boarding expenses. In any event, four years quickly pass in this manner. Your children go. Your children come back. Their tuition is raised. But eventually college ends, and they’re gone for good. The nest is actually empty.

Parents aspire for their children to excel academically and develop their talents, but mainstream celebrities often encourage them to prioritize drug consumption and mindless entertainment over educational pursuits. Parents hope for their daughters to maintain their purity and innocence, yet idols continuously promote looseness and self-objectification as virtuous behaviors. Parents also want their children to prioritize their health and to lead a wholesome lifestyle, yet modern music celebrities often glamorize drug use, portraying it as a masculine and cool pursuit. Alternatively, parents often aim to instill a growth mindset and a strong work ethic in their children. Yet, the musical icons often glorify hedonist pursuits and short-term gratification. In light of these toxic messages incessantly inundating the airwaves, it is hardly surprising to see so many individuals leading self-destructive lives or harboring toxic misconceptions about life’s true essence. They have unwittingly followed the wrong role models, heeded the wrong idols, and are now grappling with the consequences of such misguided influence.

Let’s take this line of thinking one step further. Let’s assume you want your child to be a hard worker, but if you’re continuously belittling them for falling short, not working hard enough, or failing to meet your standard of what defines a hard worker, they will likely only become discouraged. Rather, consider speaking to your child as if they are already a hard worker (the way you want them to be), even if they aren’t yet there. Use language such as “you are a 100% effort person,” essentially willing their hardworking-ness into life. Even if your child has not yet achieved this point, you can vocalize the positive version of what’s to come, providing your child with a visual of who they want to become and a path to follow. When this is done, your child will be clear on the goal of who they should be striving to be. In her book Mindset, Dr. Carol Dweck,2 a professor at Stanford University and one of the globally recognized leading researchers in personality, social psychology, and developmental psychology, discusses another crucial element of providing effective feedback. Dr. Dweck discusses how praising a student for getting good grades by attributing this success to their natural abilities is actually detrimental feedback. Similarly, telling a child they did a great job, even if they really didn’t, can set them back, giving them a false sense of confidence. The more effective alternative is to focus on their effort during the project and not the results. If they get a good grade but didn’t work hard for the grade, then the feedback should focus on their effort. The goal is not just good grades. The goal is to instill good habits in learning. So, it’s important that the feedback you provide reflects this goal. A 2020 analysis3 explored the role of feedback in education and found that valuable feedback is critical to a child’s overall success and development. Specifically, feedback was shown to have a higher impact on academic achievement and the development of motor skills.

experience. She had won nearly every prestigious academic prize it was possible for a young woman to win, yet she had few career prospects outside the field of education.

The pamphlet compiled essays from those who work in queer spaces or study them academically, or both. One contributor, Joe Parslow, wrote an essay that refers to the critic José Esteban Muñoz’s paralleling of the word stage in the sense of a platform for performance with stage as a phase that queers are told to get over—as when parents contend it’s just a blip. In 2009, Muñoz wrote, ‘Today I write back from that stage that my mother and father hoped I would quickly vacate. Instead, I dwell on and in this stage.’ Parslow explains how he was inspired to think from the stage outward when he designed his own venue, Her Upstairs, one of those few places that opened against the wave of bar closures; it shut down after only a short spell. In his listing application for the RVT, Ben Walters offered another symbolic interpretation of the stage. When Pat and Breda McConnon took over the tavern in 1979, they made the decision to put an end to the messy tradition of bartenders serving drinks between the legs of the drag queens atop the curving bar. But rather than cancel the entertainment, they renovated the interior, removing that bar and installing a bespoke stage. Walters points out the meaningfulness of this move. Performing on the bar had meant that a drag queen could be swiftly cleared away and the performance denied at the sign of a police raid. The McConnons permanently ensconced queer performance in the materiality of the building. Their stage was not a phase.

That October, 1955, Sylvia still imagined nothing would hold her back. She was excited to meet her academic supervisor, Miss Kathleen (Kay) Burton, and looked forward to attending her lectures and tutorials

The Importance of Books in Our Lives Books have always been an integral part of human civilization, shaping societies, preserving knowledge, and fostering personal growth. From ancient manuscripts to modern digital eBooks, they provide a gateway to learning, imagination, and personal development. Books serve as a bridge to the past, allowing readers to explore the thoughts, ideas, and cultures of previous generations. They also encourage critical thinking by offering multiple perspectives on topics ranging from philosophy and science to art and fiction. One of the greatest values of books lies in their ability to educate. Whether it's academic textbooks, biographies, or self-help guides, books impart knowledge that helps individuals excel in personal and professional spheres. Students, for example, rely heavily on textbooks to prepare for exams, while professionals may turn to industry-specific literature to stay updated with new trends and technologies. Beyond formal education, reading fosters self-improvement by exposing individuals to new ideas, challenges, and perspectives that expand their thinking and worldview. Books also serve as an escape from reality, providing readers with an opportunity to dive into new worlds and experience life from different perspectives. Fictional genres, such as fantasy, mystery, and romance, offer entertainment while simultaneously inspiring empathy and creativity. A reader can embark on an adventure through the pages of a novel or experience a new culture through travel literature. In this sense, books become companions that help readers unwind, dream, and explore the unknown, even from the comfort of their homes. In addition to their educational and recreational benefits, books play a critical role in personal development. Self-help books guide readers through personal challenges by offering advice on mental health, relationships, or financial management. Biographies of influential personalities inspire readers to overcome obstacles and achieve success. Books also promote empathy by helping readers understand emotions and experiences different from their own. When individuals read about the struggles, triumphs, and perspectives of others, they become more compassionate and socially aware. Furthermore, books foster a lifelong habit of learning and personal reflection. They help develop concentration and focus, as reading requires sustained attention. This is particularly important in the digital age, where people are often distracted by social media and short-form content. Regular reading improves vocabulary, communication skills, and analytical thinking, all of which contribute to personal and professional growth. Additionally, books promote mental well-being, offering a sense of comfort and relaxation to readers. Many people find solace in reading, especially during challenging times, as books can provide both emotional support and practical solutions. Even in a world dominated by technology, the relevance of books remains undiminished. While the formats may change—moving from physical books to audiobooks and eBooks—their essence and purpose remain

David Allen’s “Getting things done” system works: The secret to have a “mind like water” is to get all the little stuff out of our short-term memory.

The effect of this statement has to be understood in the context of the times. This was a period when, whatever the misgivings about Nazism as a political project, there was widespread popular and academic acceptance of a scientific foundation for the division of humankind into separate races with different, stable, biologically inherited characteristics. While the UNESCO announcement may have come as a bolt from the blue for large numbers of people, the scientific grounding for this challenge had in fact been in preparation for some time before the Holocaust. The interwar period had been characterized by a growing scepticism towards scientific racism. In the USA it came primarily from the newly expanding field of cultural anthropology. In the UK the critique emerged largely from biology and other natural sciences.

research university that primarily awards master’s degrees and PhDs, JNU saw the number of seats offered to students wishing to enroll in a master’s or a doctoral program plummet by 84 percent, from 1,234 to 194 in one year.101 Furthermore, admissions committees were made up solely of experts appointed by the JNU vice-chancellor, flouting university statutes and guidelines followed by the University Grants Commission (UGC), which stipulate that academics should be involved.102 This made it possible to hire teachers from Hindu nationalist circles,103 with few qualifications,104 and some facing charges of plagiarism.105 In particular, several former ABVP student activists from JNU have been appointed as assistant professors even after being disqualified by the committee in charge of short-listing applicants.106 The vice-chancellor replaced deans in the School of Social Sciences without following appointment procedures, cutting the number of researchers by 80 percent and ceasing to apply rules JNU had set to ensure diversity through a mechanism taking into account the social background and geographic origin of its applicants.107 The new recruitment procedure strongly disadvantaged Dalits, Adivasis, and OBCs, who used to make up nearly 50 percent of the student intake and who now accounted for a mere 7 percent. The vice-chancellor also issued ad hoc promotions, nominating recently appointed faculty members to the post of full professor. Conversely, the freeze on promotions for “antigovernment” teachers who should have been promoted on the basis of seniority prompted some of the diktat’s victims to take the matter to court.108 However, even after the court—taking note of the illegality of the rejection procedure—ordered a reexamination of the claimants’ promotions, the latter were once again denied.109

English children’s vocabulary increases rapidly during the early school years. Anglin (1993, 62) estimated that first grade English children know approximately 10,000 words, third grade pupils know 19,000 words, and fifth grade pupils know 39,000 words. The annual increase in vocabulary is estimated to be 3,000 words from the first to third grade and 10,000 words from the fourth to the fifth grade. Nagy & Anderson (1984, 20) uphold that there is “the ability to utilize morphological relatedness among words (which) puts a student at a distinct advantage in dealing with unfamiliar words”. In a later work, Nagy (1988, 46) acknowledges that: “there is no doubt that skilled word learners use context and their knowledge of prefixes, roots, and suffixes to deal effectively with new words”. In short, in addition to context, there is awareness of word-formation devices which accounts for such rapid increase in early school age English children’s vocabulary. Such high vocabulary growth would certainly be of great interest in L2 acquisition. Nakayama, N. (2008) tested the role that explicit teaching of affixes (prefixes) plays in vocabulary learning to pre- and upper-intermediate L2 learners. The participants received instructions over the contribution prefixes played in the meaning of the complex word during an academic year. L2 learners’ vocabulary was measured in the beginning and in the end of the academic year. Assisted by the instructions, L2 learners learned easier the new derived words, but, in the end of the academic year they had forgotten the derived words whose meaning they acquired through instructions over the contribution prefixes played in the meaning of the complex word (2008, 70). In the end, Nakayama, N. (2008, 68) concludes that systematic teaching of prefixes does lead to better retention of the derived word, but only with regard to short-term memory. On the other hand, it has been estimated that the only the most advanced L2 learners can acquire 3000 words a year (Bauer, L. & Nation, P. 1993); a figure comparable to that of early school age native children acquiring their L1. Hence, word-formation knowledge leads to high vocabulary growth to L2 learners, but solely to the most advanced L2 learners. We may uphold that word formation devices have to be acquired rather than learned through explixit instructions.

In short, consciousness, in this model, is not a passive receptor but an active creator, busy every nanosecond in projecting the art work that is an individualized reality-tunnel and is usually hypnotically dreamed of as The "Real" Universe. This trance, in most cases, appears as deep as that of anybody professionally hypnotized to repress pain during surgery. The criminal — we return to this point to stress that these observations are not academic but urgently existential — repressed sympathy and charity just as "miraculously" as the patient repressed pain in the above example. We are not the victims of The "Real" Universe; we have created the particular "Real" Universe that we happen to dwell in.

Any attempts to trick ourselves into work with external rewards (like doing something nice after finishing a chapter) are only short-term solutions with no prospect of establishing a positive feedback loop. These are very fragile motivational constructions. Only if the work itself becomes rewarding can the dynamic of motivation and reward become self-sustainable and propel the whole process forward

nothing is a bigger hindrance to personal growth than having a “fixed mindset.” Those who fear and avoid feedback because it might damage their cherished positive self-image might feel better in the short term, but will quickly fall behind in actual performance

By writing something down, we literally get it out of our heads. This is why David Allen’s “Getting things done” system works: The secret to have a “mind like water” is to get all the little stuff out of our short-term memory.

During the Vietnam War, a new generation of scholars such as William Appleman Williams and Gabriel Kolko challenged long-standing legends about the workings of US foreign policy. Social and cultural historians in the 1970s and 1980s wrote new histories of the nation from the bottom up, expanding our view to include long-overlooked perspectives on gender, race, and ethnic identities and, in the process, showing that narrow narratives focused solely on political leaders at the top obscured more than they revealed. Despite the fact that the term revisionist history is often thrown around by nonhistorians as an insult, in truth all good historical work is at heart “revisionist” in that it uses new findings from the archives or new perspectives from historians to improve, to perfect—and, yes, to revise—our understanding of the past. Today, yet another generation of historians is working once again to bring historical scholarship out of academic circles, this time to push back against misinformation in the public sphere. Writing op-eds and essays for general audiences; engaging the public through appearances on television, radio, and podcasts; and being active on social media sites such as Facebook, Twitter, and Substack, hundreds if not thousands of historians have been working to provide a counterbalance and corrections to the misinformation distorting our national dialogue. Such work has incredible value, yet historians still do their best work in the longer written forms of books, articles, and edited collections that allow us both to express our thoughts with precision in the text and provide ample evidence in the endnotes. This volume has brought together historians who have been actively engaging the general public through the short forms of modern media and has provided them a platform where they might expand those engagements into fuller essays that reflect the best scholarly traditions of the profession.

There are two distinct types of remediation—traditional remediation and rapid remediation. Rapid remediation, a more focused and time-sensitive method, efficiently closes learning gaps, enabling students to meet specific academic goals and catch up with their peers within a very short period of time.

Geography is an academic discipline and subject of study that explores – and promotes critical thinking about – how the world is organized, the environments and patterns that exist on the ground or that humans create in their minds, the interconnections that exist between the physical and human environment, and the nature of places and regions. Geography, in short, offers a critically important window into the diverse nature and character of the planet that serves as humanity’s home.

Bone beds turn up sporadically elsewhere, with spectacular examples in the Dinosaur National Monument in the USA and in Mongolia’s Gobi desert. In eastern England there are several within the early Cretaceous strata, which include, as well as bones, structures termed coprolites, some of which represent the petrified faeces of dinosaurs or marine reptiles. In the middle of the 19th century, when England’s population was booming and the farmers were struggling to feed everybody, it was discovered that these fragments (which, being bone, are phosphate-rich) made a superb fertilizer when crushed and acid-treated. A thriving and highly profitable industry formed to quarry away these ‘coprolite beds’. Some considerable figures were involved in this industry. John Henslow, Charles Darwin’s beloved mentor of his time at Cambridge, seems to have first encouraged the farmers of eastern England to use such fossil manure. William Buckland also became involved. An extraordinary combination of early savant of geology at Oxford and Dean of Westminster, he was the first to scientifically describe a dinosaur ( Megalosaurus); carried out his fieldwork in academic gown; reputedly ate his way through the entire animal kingdom; and coined the term ‘coprolite’, using these petrified droppings to help reconstruct the ecology of ancient animals. Later, he energetically collaborated with the celebrated German chemist Justus Liebig (who had worked out how to chemically treat these fossil phosphates to make fertilizer) to show how they could be used by agriculturalists, once demonstrating their efficacy by exhibiting, in Oxford’s Ashmolean Museum, a turnip, a yard in circumference, that he had grown with such prehistoric assistance. It is related strata (geologically rare phosphate-rich deposits, usually biologically formed) that are still a mainstay—if a rapidly depleting one—of modern agriculture. In a very real sense, these particular rocks are keeping us all alive.

Worse, tests emphasize exactly the wrong skills. They emphasize the memorization of massive amounts of facts that neurologically have a half-life of about 12 hours. They focus on short-term rewards through cramming to compensate for a failure in long-term development of value. It is no wonder we have financial meltdowns caused by successful students. We have to swallow a hard pill. The issue is not how do we make tests better? Or how can we have more or different types of tests? Or how do we arrange for more parts of a school program (such as a teacher’s worth) to be based on tests? The reality is, tests don’t work except as a blunt control-and-motivation mechanism for the classroom, the academic equivalent of MSG or sugar in processed food. In place of schools as testing centers, we have to begin imagining and setting up learning environments that involve no tests at all, that rely on real assessment and the creation of genuine value instead.

Perron had become interested in the effects of tropical environment on temper and character. At home Purvis might well have been, as he had intimated, the most mild-mannered and considerate of men. Of strong constitution himself, Perron- who had not maintained his heath in India without an almost valetudinarian attention to the medicinal needs of his body- had even so not been free of the shortness of temper that was one of the side-effects of an overworked and easily discouraged digestive system. The insight this had given him into the possibly important part played in Anglo-Indian history by an incipient, intermittent or chronic diarrhoea in the bowels of the RAJ was one of the few definite academic advantages he felt he had gained by coming to India.

We also changed our recruiting practices to improve our digital talent pool. Formerly, we had sought out digital talent from the best, name-brand colleges and universities. Now we focused on attracting members of a small subset of elite programmers who were capable of producing ten times the output of the typical programmer. To attract these premier programmers, or “multipliers” as we called them, we began evaluating potential hires on specific skills related to programming, collaboration, and teamwork, observing their actual behavior rather than just relying on their academic record. We took a similar approach to hiring data scientists as well. Our efforts in this area helped us significantly up our game as we developed software as a business and incorporated it into more of our existing products.

Welcome to the first dinner of this academic year, we shall start as we always do by saying the witches’ creed,' Miss Moffat said. As she began to speak, the other witches joined in: 'Witches old and witches young owls and bats and black cats too. Come together in this castle to bring out the best in you. With perfect love and perfect trust we learn the spells and witches' rules. Acting for the good of all now let’s eat in this great hall.' Charlotte looked at Stef, and they exchanged awkward glances because everyone else around them seemed to know the words to the creed, including Gerty and even Alice, although she only joined in on the last few sentences. Charlotte knew that she'd need to learn it for next time so that she didn't stand out and reminded herself to ask Gerty to teach it to her and Stef later. As soon as the witch’s creed had finished the bats flew into the room carrying bowls of broth and baskets of bread rolls. They went to the teacher's table first before they brought in food for the girls. Charlotte watched, and she was incredibly impressed as two bats quickly but precisely placed the bowl of orangey red broth down in front of her. On seeing Stef begin to eat and Gerty grab a roll out of the basket in front of them, she also took a roll and then placed her spoon into her broth. Picking up the silver goblet in front of her, she saw that it was now full of cranberry juice, even though she was sure it had been empty when she'd first sat down. The main course was a selection of steamed meats, and freshly cooked vegetables and dessert was an array of fruits and mini cakes that the bats brought in on three-tiered stands. The food was so delicious that even Alice hadn't complained once, although when Charlotte thought about it, she realized that Alice hadn't said anything since she'd sat down. When everyone had finished eating Molly stood up and said 'luculentam' as she waved her wand. All the dirty dishes, goblets and cutlery immediately vanished, and the tables were perfectly tidy. 'I so need to learn that spell,' Stef said, and Charlotte and Gerty nodded in agreement. 'Now that dinner is over it is your free time to do as you wish, may you use it wisely. I request the new students to stay behind, and Molly will give you a tour of the Academy. As for the rest of you, you're now free to leave,' Miss Moffat said. She got onto the broomstick that was floating behind her chair and led the rest of the teachers and older students out of the room. Charlotte watched as the room became quieter. Then she followed the others over to where Molly was standing in front of the platform, her blonde-hair now tied into bunches. 'I don't see why I need a tour, I know where my room is, and the meeting hall is easy to find. Surely servants should be on call to show me the remaining rooms as and when I need to see them,' Alice said, breaking her short bout of silence. 'This castle is huge, and I'm excited to see more of it,' Charlotte whispered to Gerty.