Standardized Tests Good Quotes

Today, in the age of standardized testing, thinking and acting, reason and judgment have been thrown out the window just as teachers are increasingly being deskilled and forced to act as semi-robotic technicians good for little more than teaching for the test...

But the Turing test cuts both ways. You can't tell if a machine has gotten smarter or if you've just lowered your own standards of intelligence to such a degree that the machine seems smart. If you can have a conversation with a simulated person presented by an AI program, can you tell how far you've let your sense of personhood degrade in order to make the illusion work for you? People degrade themselves in order to make machines seem smart all the time. Before the crash, bankers believed in supposedly intelligent algorithms that could calculate credit risks before making bad loans. We ask teachers to teach to standardized tests so a student will look good to an algorithm. We have repeatedly demonstrated our species' bottomless ability to lower our standards to make information technology look good. Every instance of intelligence in a machine is ambiguous. The same ambiguity that motivated dubious academic AI projects in the past has been repackaged as mass culture today. Did that search engine really know what you want, or are you playing along, lowering your standards to make it seem clever? While it's to be expected that the human perspective will be changed by encounters with profound new technologies, the exercise of treating machine intelligence as real requires people to reduce their mooring to reality.

We are told that standardized testing must be imposed to make sure students meet a set of standardized criteria so they will later be able to fit into a world that is itself increasingly standardized. Never are we asked, of course, whether it's good to standardrize children (sorry, I mean students), knowledge, or the larger world.

Abelman’s Dry Goods Kansas City, Missouri U.S.A. Mr. I. Abelman, Mongoloid, Esq.: We have received via post your absurd comments about our trousers, the comments revealing, as they did, your total lack of contact with reality. Were you more aware, you would know or realize by now that the offending trousers were dispatched to you with our full knowledge that they were inadequate so far as length was concerned. “Why? Why?” You are, in your incomprehensible babble, unable to assimilate stimulating concepts of commerce into your retarded and blighted worldview. The trousers were sent to you (1) as a means of testing your initiative (A clever, wide-awake business concern should be able to make three-quarter-length trousers a byword of masculine fashion. Your advertising and merchandising programs are obviously faulty.) and (2) as a means of testing your ability to meet the standards requisite in a distributor of our quality product. (Our loyal and dependable outlets can vend any trouser bearing the Levy label no matter how abominable their design and construction. You are apparently a faithless people.) We do not wish to be bothered in the future by such tedious complaints. Please confine your correspondence to orders only. We are a busy and dynamic organization whose mission needless effrontery and harassment can only hinder. If you molest us again, sir, you may feel the sting of the lash across your pitiful shoulders. Yours in anger, Gus Levy, Pres.

Each religion makes scores of purportedly factual assertions about everything from the creation of the universe to the afterlife. But on what grounds can believers presume to know that these assertions are true? The reasons they give are various, but the ultimate justification for most religious people’s beliefs is a simple one: we believe what we believe because our holy scriptures say so. But how, then, do we know that our holy scriptures are factually accurate? Because the scriptures themselves say so. Theologians specialize in weaving elaborate webs of verbiage to avoid saying anything quite so bluntly, but this gem of circular reasoning really is the epistemological bottom line on which all 'faith' is grounded. In the words of Pope John Paul II: 'By the authority of his absolute transcendence, God who makes himself known is also the source of the credibility of what he reveals.' It goes without saying that this begs the question of whether the texts at issue really were authored or inspired by God, and on what grounds one knows this. 'Faith' is not in fact a rejection of reason, but simply a lazy acceptance of bad reasons. 'Faith' is the pseudo-justification that some people trot out when they want to make claims without the necessary evidence. But of course we never apply these lax standards of evidence to the claims made in the other fellow’s holy scriptures: when it comes to religions other than one’s own, religious people are as rational as everyone else. Only our own religion, whatever it may be, seems to merit some special dispensation from the general standards of evidence. And here, it seems to me, is the crux of the conflict between religion and science. Not the religious rejection of specific scientific theories (be it heliocentrism in the 17th century or evolutionary biology today); over time most religions do find some way to make peace with well-established science. Rather, the scientific worldview and the religious worldview come into conflict over a far more fundamental question: namely, what constitutes evidence. Science relies on publicly reproducible sense experience (that is, experiments and observations) combined with rational reflection on those empirical observations. Religious people acknowledge the validity of that method, but then claim to be in the possession of additional methods for obtaining reliable knowledge of factual matters — methods that go beyond the mere assessment of empirical evidence — such as intuition, revelation, or the reliance on sacred texts. But the trouble is this: What good reason do we have to believe that such methods work, in the sense of steering us systematically (even if not invariably) towards true beliefs rather than towards false ones? At least in the domains where we have been able to test these methods — astronomy, geology and history, for instance — they have not proven terribly reliable. Why should we expect them to work any better when we apply them to problems that are even more difficult, such as the fundamental nature of the universe? Last but not least, these non-empirical methods suffer from an insuperable logical problem: What should we do when different people’s intuitions or revelations conflict? How can we know which of the many purportedly sacred texts — whose assertions frequently contradict one another — are in fact sacred?

Over recent years, [there's been] a strong tendency to require assessment of children and teachers so that [teachers] have to teach to tests and the test determines what happens to the child, and what happens to the teacher...that's guaranteed to destroy any meaningful educational process: it means the teacher cannot be creative, imaginative, pay attention to individual students' needs, that a student can't pursue things [...] and the teacher's future depends on it as well as the students'...the people who are sitting in the offices, the bureaucrats designing this - they're not evil people, but they're working within a system of ideology and doctrines, which turns what they're doing into something extremely harmful [...] the assessment itself is completely artificial; it's not ranking teachers in accordance with their ability to help develop children who reach their potential, explore their creative interests and so on [...] you're getting some kind of a 'rank,' but it's a 'rank' that's mostly meaningless, and the very ranking itself is harmful. It's turning us into individuals who devote our lives to achieving a rank, not into doing things that are valuable and important. It's highly destructive...in, say, elementary education, you're training kids this way [...] I can see it with my own children: when my own kids were in elementary school (at what's called a good school, a good-quality suburban school), by the time they were in third grade, they were dividing up their friends into 'dumb' and 'smart.' You had 'dumb' if you were lower-tracked, and 'smart' if you were upper-tracked [...] it's just extremely harmful and has nothing to do with education. Education is developing your own potential and creativity. Maybe you're not going to do well in school, and you'll do great in art; that's fine. It's another way to live a fulfilling and wonderful life, and one that's significant for other people as well as yourself. The whole idea is wrong in itself; it's creating something that's called 'economic man': the 'economic man' is somebody who rationally calculates how to improve his/her own status, and status means (basically) wealth. So you rationally calculate what kind of choices you should make to increase your wealth - don't pay attention to anything else - or maybe maximize the amount of goods you have. What kind of a human being is that? All of these mechanisms like testing, assessing, evaluating, measuring...they force people to develop those characteristics. The ones who don't do it are considered, maybe, 'behavioral problems' or some other deviance [...] these ideas and concepts have consequences. And it's not just that they're ideas, there are huge industries devoted to trying to instill them...the public relations industry, advertising, marketing, and so on. It's a huge industry, and it's a propaganda industry. It's a propaganda industry designed to create a certain type of human being: the one who can maximize consumption and can disregard his actions on others.

The dark side of tracking a particular behavior is that we become driven by the number rather than the purpose behind it. If your success is measured by quarterly earnings, you will optimize sales, revenue, and accounting for quarterly earnings. If your success is measured by a lower number on the scale, you will optimize for a lower number on the scale, even if that means embracing crash diets, juice cleanses, and fat-loss pills. The human mind wants to “win” whatever game is being played. This pitfall is evident in many areas of life. We focus on working long hours instead of getting meaningful work done. We care more about getting ten thousand steps than we do about being healthy. We teach for standardized tests instead of emphasizing learning, curiosity, and critical thinking. In short, we optimize for what we measure. When we choose the wrong measurement, we get the wrong behavior. This is sometimes referred to as Goodhart’s Law. Named after the economist Charles Goodhart, the principle states, “When a measure becomes a target, it ceases to be a good measure.

Do not quench the Spirit. 20Do not despise z prophecies, 21but a test everything; hold fast what is good. 22Abstain from every form of evil.

cDo not be conformed to this world, [3] but be transformed by  dthe renewal of your mind, that by testing you may  ediscern what is the will of God, what is good and acceptable and perfect. [4]

ECONOMIC RULES OF THE DYSFUNCTIONAL MEDICAL MARKET More treatment is always better. Default to the most expensive option. A lifetime of treatment is preferable to a cure. Amenities and marketing matter more than good care. As technologies age, prices can rise rather than fall. There is no free choice. Patients are stuck. And they’re stuck buying American. More competitors vying for business doesn’t mean better prices; it can drive prices up, not down. Economies of scale don’t translate to lower prices. With their market power, big providers can simply demand more. There is no such thing as a fixed price for a procedure or test. And the uninsured pay the highest prices of all. There are no standards for billing. There’s money to be made in billing for anything and everything. Prices will rise to whatever the market will bear.

More importantly, as comedians, our job is to say what is on our minds. Unfiltered and un-focus-group-tested. That’s what drives me nuts when yours truly and other comedians get gang-raped on Twitter every time we say something controversial. We’re comedians, not politicians. We should not be held to the same standard. We’re not just allowed—we’re required to do what a politician can’t do. And that’s to be honest. Everyone talks a good game about wanting their politicians to speak their mind, but then look at who gets elected—sociopaths, narcissists, sex offenders, and liars.

Avoid succumbing to the gambler’s fallacy or the base rate fallacy. Anecdotal evidence and correlations you see in data are good hypothesis generators, but correlation does not imply causation—you still need to rely on well-designed experiments to draw strong conclusions. Look for tried-and-true experimental designs, such as randomized controlled experiments or A/B testing, that show statistical significance. The normal distribution is particularly useful in experimental analysis due to the central limit theorem. Recall that in a normal distribution, about 68 percent of values fall within one standard deviation, and 95 percent within two. Any isolated experiment can result in a false positive or a false negative and can also be biased by myriad factors, most commonly selection bias, response bias, and survivorship bias. Replication increases confidence in results, so start by looking for a systematic review and/or meta-analysis when researching an area.

ROMANS 12 I appeal to you therefore, brothers, [1] by the mercies of God, to present your bodies as a living sacrifice, holy and acceptable to God, which is your spiritual worship. [2] 2Do not be conformed to this world, [3] but be transformed by the renewal of your mind, that by testing you may discern what is the will of God, what is good and acceptable and perfect. [4]

ROMANS 12  z I appeal to you therefore, brothers, [1] by the mercies of God,  a to present your bodies  b as a living sacrifice, holy and acceptable to God, which is your spiritual worship. [2] 2 c Do not be conformed to this world, [3] but be transformed by  d the renewal of your mind, that by testing you may  e discern what is the will of God, what is good and acceptable and perfect. [4]

But no matter how strenuously everyone denies it, race-based hiring inevitably means lower standards. As Americans begin to wake up to the poor quality of their schools, a few states have begun to test teachers to see if they are up to snuff. Teachers’ unions resist this for obvious reasons, as do “civil rights” organizations. In the California teachers’ examination in 1983, 76 percent of the white teachers passed, but only 26 percent of the black teachers did. In a Florida exam the same year, 90 percent of whites but only 35 percent of blacks passed.772* In the case of the National Teachers’ Examination, 84 percent of whites passed it but only 33 percent of blacks.773 Are lower standards a legitimate price to pay for “role models”? Even if black children were somehow helped by this, it is difficult to see what good such role models can do for white children.

One day over breakfast, a medical resident asked how Dr. Apgar would make a systematic assessment of a newborn. “That’s easy,” she replied. “You would do it like this.” Apgar jotted down five variables (heart rate, respiration, reflex, muscle tone, and color) and three scores (0, 1, or 2, depending on the robustness of each sign). Realizing that she might have made a breakthrough that any delivery room could implement, Apgar began rating infants by this rule one minute after they were born. A baby with a total score of 8 or above was likely to be pink, squirming, crying, grimacing, with a pulse of 100 or more—in good shape. A baby with a score of 4 or below was probably bluish, flaccid, passive, with a slow or weak pulse—in need of immediate intervention. Applying Apgar’s score, the staff in delivery rooms finally had consistent standards for determining which babies were in trouble, and the formula is credited for an important contribution to reducing infant mortality. The Apgar test is still used every day in every delivery room.

In other words, the VMPFC, in healthy people, integrates many pieces of information gained from experience (e.g., many samples from the different decks) and translates that information into an emotional signal that gives the decision maker good advice about what to do. And once again, this advice, this gut feeling, may precede any conscious awareness of what’s good or bad and why. This explains why people with VMPFC damage make disastrous real-life decisions, despite their good performance on standard laboratory reasoning tests. They “know,” but they don’t “feel,” and feelings are very helpful.

Third Wave Antiracism insists that it is “racist” for black boys to be overrepresented among those suspended or expelled from schools for violence, which when translated into policy, is documented to have led to violence persisting in the schools and to have lowered students’ grades. Third Wave Antiracism insists that it is “racist” that black kids are underrepresented in New York City schools requiring high performance on a standardized test for admittance, and demands that we eliminate the test. Forget directing black students to (free) resources for practicing the test and reinstating gifted programs that shunted good numbers of black students into those very schools just a generation before – those wouldn’t be quite “revolutionary” (and anti-“white”) enough.

For Hobbes the Church was merely a department of the State, to be run exactly as the king thought best. Bramhall does not tell us clearly v/hat would be the duties of a private citizen if the king should violate or overturn the Christian religion, but he obviously leaves a wide expedient margin for resistance or justified rebellion. It is curious that the system of Hobbes, as Dr. Sparrow-Simpson has observed, not only insists on autocracy but tolerates unjustified revolution. Hobbes's theory is in some ways very near to that of Machiavelli, with this important exception, that he has none of Machiavelli’s profound observation and none of Machiavelli's limiting wisdom. The sole test and justification for Hobbes is in the end merely material success. For Hobbes all standards of good and evil are frankly relative.

COOKBOOK FOR THE MODERN HOUSEWIFE The cover was red with a subtle crosshatch pattern and distressed, the book's title stamped in black ink- all of it faded with age. Bordering the cookbook's cover were hints of what could be found inside. Alice tilted her head as she read across, down, across, and up the cover's edges. Rolls. Pies. Luncheon. Drinks. Jams. Jellies. Poultry. Soup. Pickles. 725 Tested Recipes. Resting the spine on her bent knees, the cookbook dense yet fragile in her hands, Alice opened it carefully. There was an inscription on the inside cover. Elsie Swann, 1940. Going through the first few, age-yellowed pages, Alice glanced at charts for what constituted a balanced diet in those days: milk products, citrus fruits, green and yellow vegetables, breads and cereals, meat and eggs, the addition of a fish liver oil, particularly for children. Across from it, a page of tips for housewives to avoid being overwhelmed and advice for hosting successful dinner parties. Opening to a page near the back, Alice found another chart, this one titled Standard Retail Beef Cutting Chart, a picture of a cow divided by type of meat, mini drawings of everything from a porterhouse-steak cut to the disgusting-sounding "rolled neck." Through the middle were recipes for Pork Pie, Jellied Tongue, Meat Loaf with Oatmeal, and something called Porcupines- ground beef and rice balls, simmered for an hour in tomato soup and definitely something Alice never wanted to try- and plenty of notes written in faded cursive beside some of the recipes. Comments like Eleanor's 13th birthday-delicious! and Good for digestion and Add extra butter. Whoever this Elsie Swann was, she had clearly used the cookbook regularly. The pages were polka-dotted in brown splatters and drips, evidence it had not sat forgotten on a shelf the way cookbooks would in Alice's kitchen.

The combination of students who do not complete college and private colleges that do not deliver degrees that help their graduates gain employment in the FTE sector has left many poor students still in the low-wage sector but now burdened with student debts. These debts cannot be discharged unless the former student can demonstrate 'undue hardship' from the loan. The statute does not define 'undue hardship,' and many courts use the Brunner test, derived from a 1987 opinion. This standard includes persistent poverty and a good-faith effort to pay the loan. In the view of some more recent opinions, this standard further requires hopelessness that conditions will improve. In other words, the students faces a double-bind: if she tries to transition to the FTE sector, she is hampered by her student loans. Only if she foregoes this ambition can the student loan be discharged. In New jersey, even death may not bring a reprieve from student loans.

There was little effort to conceal this method of doing business. It was common knowledge, from senior managers and heads of research and development to the people responsible for formulation and the clinical people. Essentially, Ranbaxy’s manufacturing standards boiled down to whatever the company could get away with. As Thakur knew from his years of training, a well-made drug is not one that passes its final test. Its quality must be assessed at each step of production and lies in all the data that accompanies it. Each of those test results, recorded along the way, helps to create an essential roadmap of quality. But because Ranbaxy was fixated on results, regulations and requirements were viewed with indifference. Good manufacturing practices were stop signs and inconvenient detours. So Ranbaxy was driving any way it chose to arrive at favorable results, then moving around road signs, rearranging traffic lights, and adjusting mileage after the fact. As the company’s head of analytical research would later tell an auditor: “It is not in Indian culture to record the data while we conduct our experiments.

The human mind wants to “win” whatever game is being played. This pitfall is evident in many areas of life. We focus on working long hours instead of getting meaningful work done. We care more about getting ten thousand steps than we do about being healthy. We teach for standardized tests instead of emphasizing learning, curiosity, and critical thinking. In short, we optimize for what we measure. When we choose the wrong measurement, we get the wrong behavior. This is sometimes referred to as Goodhart’s Law. Named after the economist Charles Goodhart, the principle states, “When a measure becomes a target, it ceases to be a good measure.”9 Measurement is only useful when it guides you and adds context to a larger picture, not when it consumes you. Each number is simply one piece of feedback in the overall system. In our data-driven world, we tend to overvalue numbers and undervalue anything ephemeral, soft, and difficult to quantify. We mistakenly think the factors we can measure are the only factors that exist. But just because you can measure something doesn’t mean it’s the most important thing. And just because you can’t measure something doesn’t mean it’s not important at all.

Triglyceride-to-HDL Ratio After assessing each of these five biomarkers, there is one more step: calculate your triglyceride-to-HDL ratio to better understand insulin sensitivity. Simply divide your triglycerides by your HDL. Interestingly, studies have shown that this value correlates well with underlying insulin resistance. So even if you are unable to access a fasting insulin test, the triglyceride-to-HDL ratio can give you a general sense of where you’re at. According to Dr. Mark Hyman, “the triglyceride-to-HDL ratio is the best way to check for insulin resistance other than the insulin response test. According to a paper published in Circulation, the most powerful test to predict your risk of a heart attack is the ratio of your triglycerides to HDL. If the ratio is high, your risk for a heart attack increases sixteen-fold—or 1,600 percent! This is because triglycerides go up and HDL (or ‘good cholesterol’) goes down with diabesity.” Dr. Robert Lustig agrees: “The triglyceride-to-HDL ratio is the best biomarker of cardiovascular disease and the best surrogate marker of insulin resistance and metabolic syndrome.” In children, higher triglyceride-to-HDL is significantly correlated with mean insulin, waist circumferences, and insulin resistance. In adults, the ratio has shown a positive association with insulin resistance across normal weight and overweight people and significantly tracks with insulin levels, insulin sensitivity, and prediabetes. Perplexingly, the triglyceride-to-HDL ratio is not a metric used in standard clinical practice. If you remember one thing from this chapter, remember this: you need to know your insulin sensitivity. It can give you lifesaving clues about early dysfunction and Bad Energy brewing in your body, and is best assessed by a fasting insulin test, discussed below. Right now, this is not a standard test offered to you at your annual physical. I implore you to find a way to get a fasting insulin test or to calculate your triglyceride-to-HDL ratio every year. Do this for your children, as well. And take the steps outlined in the following chapters to ensure it does not start creeping up. RANGES: Range considered “normal” by standard criteria: none specified in standard criteria Optimal range: Anything above a ratio of 3 is strongly suggestive of insulin resistance. You want to shoot for less than 1.5, although lower is better. I recommend aiming for less than 1.

We venerate centrists, moderates, independents. In a telling experiment, Samara Klara and Yanna Krupnikov cued subjects to think about political disagreements and then handed them photographs of strangers, some of whom were identified as independents and others of whom were said to be partisans. The independents were rated as more attractive, “even when, by objective standards, the partisans were actually more attractive.” In another test of the theory, Klar and Krupnikov found that Americans are nearly 60 percent more likely to call themselves “independents” when they’re told they need to make a good impression on a stranger. Being independent isn’t about whom you vote for. It’s about your personal brand. Our appreciation of independents reflects our denial of the substance of partisanship. We want to wish away the depths of our disagreements, and it is convenient to blame them instead on the maneuverings of misguided partisans. But partisans aren’t bad people perverting the political system through irrationality and self-interest. They’re normal people—you and me—reflecting the deep differences that define political systems the world over. And the more different the parties are, the more rational partisanship becomes. What has happened to American politics in recent decades is that the parties have become visibly, undeniably more different, and the country has rationally become more partisan in response.

In order for once to get a glimpse of our European morality from a distance, in order to compare it with other earlier or future moralities, one must do as the traveller who wants to know the height of the towers of a city: for that purpose he leaves the city. "Thoughts concerning moral prejudices," if they are not to be prejudices concerning prejudices, presuppose a position outside of morality, some sort of world beyond good and evil, to which one must ascend, climb, or fly―and in the given case at any rate, a position beyond our good and evil, an emancipation from all "Europe," understood as a sum of inviolable valuations which have become part and parcel of our flesh and blood. That one does want to get outside, or aloft, is perhaps a sort of madness, a peculiar, unreasonable "thou must" - for even we thinkers have our idiosyncrasies of "unfree will"―: the question is whether one can really get there. That may depend on manifold conditions: in the main it is a question of how light or how heavy we are, the problem of our "specific gravity." One must be very light in order to impel one’s will to knowledge to such a distance, and as it were beyond one’s age, in order to create eyes for oneself for the survey of millenniums, and a pure heaven in these eyes besides! One must have freed oneself from many things by which we Europeans of today are oppressed, hindered, held down, and made heavy. The man of such a "Beyond," who wants to get even in sight of the highest standards of worth of his age, must first of all "surmount" this age in him self - it is the test of his power - and consequently not only his age, but also his past aversion and opposition to his age, his suffering caused by his age, his unseasonableness, his Romanticism...

Generally speaking a view of the available economic systems that have been tested historically must acknowledge the immense power of capitalism to generate living standards food housing education the amenities to a degree unprecedented in human civilization. The benefits of such a system while occasionally random and unpredictable with periods of undeniable stress and misery depression starvation and degradation are inevitably distributed to a greater and greater percentage of the population. The periods of economic stability also ensure a greater degree of popular political freedom and among the industrial Western democracies today despite occasional suppression of free speech quashing of dissent corruption of public officials and despite the tendency of legislation to serve the interests of the ruling business oligarchy the poisoning of the air water the chemical adulteration of food the obscene development of hideous weaponry the increased costs of simple survival the waste of human resources the ruin of cities the servitude of backward foreign populations the standards of life under capitalism by any criterion are far greater than under state socialism in whatever forms it is found British Swedish Cuban Soviet or Chinese. Thus the good that fierce advocacy of personal wealth accomplishes in the historical run of things outweighs the bad. And while we may not admire always the personal motives of our business leaders we can appreciate the inevitable percolation of the good life as it comes down through our native American soil. You cannot observe the bounteous beauty of our county nor take pleasure in its most ordinary institutions in peace and safety without acknowledging the extraordinary achievement of American civilization. There are no Japanese bandits lying in wait on the Tokaidoways after all. Drive down the turnpike past the pretty painted pipes of the oil refineries and no one will hurt you.

I am assured that this is a true story. A man calls up his computer helpline complaining that the cupholder on his personal computer has snapped off, and he wants to know how to get it fixed. “Cupholder?” says the computer helpline person, puzzled. “I’m sorry, sir, but I’m confused. Did you buy this cupholder at a computer show or receive it as a special promotion?” “No, it came as part of the standard equipment on my computer.” “But our computers don’t come with cupholders.” “Well, pardon me, friend, but they do,” says the man a little hotly. “I’m looking at mine right now. You push a button on the base of the unit and it slides right out.” The man, it transpired, had been using the CD drawer on his computer to hold his coffee cup. I bring this up here by way of introducing our topic this week: cupholders. Cupholders are taking over the world. It would be almost impossible to exaggerate the importance of cupholders in automotive circles these days. The New York Times recently ran a long article in which it tested a dozen family cars. It rated each of them for ten important features, among them engine size, trunk space, handling, quality of suspension, and, yes, number of cupholders. A car dealer acquaintance of ours tells us that they are one of the first things people remark on, ask about, or play with when they come to look at a car. People buy cars on the basis of cupholders. Nearly all car advertisements note the number of cupholders prominently in the text. Some cars, like the newest model of the Dodge Caravan, come with as many as seventeen cupholders. The largest Caravan holds seven passengers. Now you don’t have to be a nuclear physicist, or even wide awake, to work out that that is 2.43 cupholders per passenger. Why, you may reasonably wonder, would each passenger in a vehicle need 2.43 cupholders? Good question. Americans, it is true, consume positively staggering volumes of fluids. One of our local gas stations, I am reliably informed, sells a flavored confection called a Slurpee in containers up to 60 ounces in size. But even if every member of the family had a Slurpee and a personal bottle of

I was headed into the final fitting of my leg. I’d gone through the test socket phase and my leg was finally ready. I was so excited! I walked into the physical therapy lab and shouted, “Man, I cannot wait to put this leg on and walk!” My physical therapist, Bob, and the prosthetist exchanged nervous glances. My right leg was still pretty weak and by all normal standards, I should not be able to walk right away. But then, of course, I never like to be like everyone else. They had me wheel over to the parallel bars to attach my new leg. “We’re just going to have you stand for now,” said Bob. “Nah, I’m walking.” I offered up my best shit-eating grin. “Let’s just see how it feels,” Bob replied with some firmness. I stood up and said, “I feel good. I feel really good.” Bob relented and they let me try to walk. They put a belt around me so that Bob could hold on to me as I walked the parallel bars. Most guys can use the parallel bars for support. I only have one arm so that only helped me so much. Good thing I didn’t really need them. I started walking without faltering right away. “Yeah, this feels good. I feel good. You can back up,” I told them. They backed up and I started walking by myself, holding on with one hand. Then, feeling bolder, I lifted my hand off the bar. I took a step. And then another step. I was walking without any help. I walked up and down those parallel bars the very first day I put on my leg. I did all this with an audience. Dad and Uncle Johnny were right there with me, watching and cheering me on. They were so excited. Uncle Johnny snapped a picture and sent it to my mom back home in Alabama. And as any proud mom would do, she sent that picture to everyone she knew. That picture went the pre-viral version of viral! It was a triumphant snapshot. I was walking again. And not only that, I was wearing those shiny new New Balance shoes the nice ladies had given me. As the picture made the rounds through my mom’s friends and friends of her friends and friends of friends of friends, somehow it ended up with people at New Balance. They reached out to my mom to ask what sizes of shoe Colston and I wore. She told them and then soon after that, Colston and I had matching sneakers.

To wit, researchers recruited a large group of college students for a seven-day study. The participants were assigned to one of three experimental conditions. On day 1, all the participants learned a novel, artificial grammar, rather like learning a new computer coding language or a new form of algebra. It was just the type of memory task that REM sleep is known to promote. Everyone learned the new material to a high degree of proficiency on that first day—around 90 percent accuracy. Then, a week later, the participants were tested to see how much of that information had been solidified by the six nights of intervening sleep. What distinguished the three groups was the type of sleep they had. In the first group—the control condition—participants were allowed to sleep naturally and fully for all intervening nights. In the second group, the experimenters got the students a little drunk just before bed on the first night after daytime learning. They loaded up the participants with two to three shots of vodka mixed with orange juice, standardizing the specific blood alcohol amount on the basis of gender and body weight. In the third group, they allowed the participants to sleep naturally on the first and even the second night after learning, and then got them similarly drunk before bed on night 3. Note that all three groups learned the material on day 1 while sober, and were tested while sober on day 7. This way, any difference in memory among the three groups could not be explained by the direct effects of alcohol on memory formation or later recall, but must be due to the disruption of the memory facilitation that occurred in between. On day 7, participants in the control condition remembered everything they had originally learned, even showing an enhancement of abstraction and retention of knowledge relative to initial levels of learning, just as we’d expect from good sleep. In contrast, those who had their sleep laced with alcohol on the first night after learning suffered what can conservatively be described as partial amnesia seven days later, forgetting more than 50 percent of all that original knowledge. This fits well with evidence we discussed earlier: that of the brain’s non-negotiable requirement for sleep the first night after learning for the purposes of memory processing. The real surprise came in the results of the third group of participants. Despite getting two full nights of natural sleep after initial learning, having their sleep doused with alcohol on the third night still resulted in almost the same degree of amnesia—40 percent of the knowledge they had worked so hard to establish on day 1 was forgotten.

Thomas (his middle name) is a fifth-grader at the highly competitive P.S. 334, the Anderson School on West 84th in New York City. Slim as they get, Thomas recently had his long sandy-blond hair cut short to look like the new James Bond (he took a photo of Daniel Craig to the barber). Unlike Bond, he prefers a uniform of cargo pants and a T-shirt emblazoned with a photo of one of his heroes: Frank Zappa. Thomas hangs out with five friends from the Anderson School. They are “the smart kids.” Thomas is one of them, and he likes belonging. Since Thomas could walk, he has constantly heard that he’s smart. Not just from his parents but from any adult who has come in contact with this precocious child. When he applied to Anderson for kindergarten, his intelligence was statistically confirmed. The school is reserved for the top 1 percent of all applicants, and an IQ test is required. Thomas didn’t just score in the top 1 percent. He scored in the top 1 percent of the top 1 percent. But as Thomas has progressed through school, this self-awareness that he’s smart hasn’t always translated into fearless confidence when attacking his schoolwork. In fact, Thomas’s father noticed just the opposite. “Thomas didn’t want to try things he wouldn’t be successful at,” his father says. “Some things came very quickly to him, but when they didn’t, he gave up almost immediately, concluding, ‘I’m not good at this.’ ” With no more than a glance, Thomas was dividing the world into two—things he was naturally good at and things he wasn’t. For instance, in the early grades, Thomas wasn’t very good at spelling, so he simply demurred from spelling out loud. When Thomas took his first look at fractions, he balked. The biggest hurdle came in third grade. He was supposed to learn cursive penmanship, but he wouldn’t even try for weeks. By then, his teacher was demanding homework be completed in cursive. Rather than play catch-up on his penmanship, Thomas refused outright. Thomas’s father tried to reason with him. “Look, just because you’re smart doesn’t mean you don’t have to put out some effort.” (Eventually, Thomas mastered cursive, but not without a lot of cajoling from his father.) Why does this child, who is measurably at the very top of the charts, lack confidence about his ability to tackle routine school challenges? Thomas is not alone. For a few decades, it’s been noted that a large percentage of all gifted students (those who score in the top 10 percent on aptitude tests) severely underestimate their own abilities. Those afflicted with this lack of perceived competence adopt lower standards for success and expect less of themselves. They underrate the importance of effort, and they overrate how much help they need from a parent.

Punishment is not care, and poverty is not a crime. We need to create safe, supportive pathways for reentry into the community for all people and especially young people who are left out and act out. Interventions like decriminalizing youthful indiscretions for juvenile offenders and providing foster children and their families with targeted services and support would require significant investment and deliberate collaboration at the community, state, and federal levels, as well as a concerted commitment to dismantling our carceral state. These interventions happen automatically and privately for young offenders who are not poor, whose families can access treatment and hire help, and who have the privilege of living and making mistakes in neighborhoods that are not over-policed. We need to provide, not punish, and to foster belonging and self-sufficiency for our neighbors’ kids. More, funded YMCAs and community centers and summer jobs, for example, would help do this. These kinds of interventions would benefit all the Carloses, Wesleys, Haydens, Franks, and Leons, and would benefit our collective well-being. Only if we consider ourselves bound together can we reimagine our obligation to each other as community. When we consider ourselves bound together in community, the radically civil act of redistributing resources from tables with more to tables with less is not charity, it is responsibility; it is the beginning of reparation. Here is where I tell you that we can change this story, now. If we seek to repair systemic inequalities, we cannot do it with hope and prayers; we have to build beyond the systems and begin not with rehabilitation but prevention. We must reimagine our communities, redistribute our wealth, and give our neighbors access to what they need to live healthy, sustainable lives, too. This means more generous social benefits. This means access to affordable housing, well-resourced public schools, affordable healthcare, jobs, and a higher minimum wage, and, of course, plenty of good food. People ask me what educational policy reform I would suggest investing time and money in, if I had to pick only one. I am tempted to talk about curriculum and literacy, or teacher preparation and salary, to challenge whether police belong in schools, to push back on standardized testing, or maybe debate vocational education and reiterate that educational policy is housing policy and that we cannot consider one without the other. Instead, as a place to start, I say free breakfast and lunch. A singular reform that would benefit all students is the provision of good, free food at school. (Data show that this practice yields positive results; but do we need data to know this?) Imagine what would happen if, across our communities, people had enough to feel fed.

The Extraordinary Persons Project In fact, Ekman had been so moved personally—and intrigued scientifically—by his experiments with Öser that he announced at the meeting he was planning on pursuing a systematic program of research studies with others as unusual as Öser. The single criterion for selecting apt subjects was that they be “extraordinary.” This announcement was, for modern psychology, an extraordinary moment in itself. Psychology has almost entirely dwelt on the problematic, the abnormal, and the ordinary in its focus. Very rarely have psychologists—particularly ones as eminent as Paul Ekman—shifted their scientific lens to focus on people who were in some sense (other than intellectually) far above normal. And yet Ekman now was proposing to study people who excel in a range of admirable human qualities. His announcement makes one wonder why psychology hasn't done this before. In fact, only in very recent years has psychology explicitly begun a program to study the positive in human nature. Sparked by Martin Seligman, a psychologist at the University of Pennsylvania long famous for his research on optimism, a budding movement has finally begun in what is being called “positive psychology”—the scientific study of well-being and positive human qualities. But even within positive psychology, Ekman's proposed research would stretch science's vision of human goodness by assaying the limits of human positivity Ever the scientist, Ekman became quite specific about what was meant by “extraordinary.” For one, he expects that such people exist in every culture and religious tradition, perhaps most often as contemplatives. But no matter what religion they practice, they share four qualities. The first is that they emanate a sense of goodness, a palpable quality of being that others notice and agree on. This goodness goes beyond some fuzzy, warm aura and reflects with integrity the true person. On this count Ekman proposed a test to weed out charlatans: In extraordinary people “there is a transparency between their personal and public life, unlike many charismatics, who have wonderful public lives and rather deplorable personal ones.” A second quality: selflessness. Such extraordinary people are inspiring in their lack of concern about status, fame, or ego. They are totally unconcerned with whether their position or importance is recognized. Such a lack of egoism, Ekman added, “from the psychological viewpoint, is remarkable.” Third is a compelling personal presence that others find nourishing. “People want to be around them because it feels good—though they can't explain why,” said Ekman. Indeed, the Dalai Lama himself offers an obvious example (though Ekman did not say so to him); the standard Tibetan title is not “Dalai Lama” but rather “Kundun,” which in Tibetan means “presence.” Finally, such extraordinary individuals have “amazing powers of attentiveness and concentration.

The industrial revolution needed people who could predictably produce results in a standardized way, so the education system provided. Not so long ago, if you wanted to learn anything, you had to go find a building with good books and smart people willing to teach what was in those books. If you were allowed, you had better sit down and shut up and take it as it was in order to have a chance at a future. It was a great system at the time and it really brought us a lot, but the world has changed and now we’re stuck with a rigid and inflexible school system that produces more bricks for a wall that’s no longer being built. A giant amount of human potential is being wasted away in classrooms that are only helpful to those who happen to be the sit-down-take-notes kind of learners. Taking tests that test how good we are at taking tests. Preparing for life instead of living it. Sitting down for six to eight hours a day. Being judged on the ability to conform to a system. A disempowering system that teaches us to always strive for some future state or circumstance to validate our being.

Once Akash set me up with invisibility and taught me some basic killing skills, I deleted StealthViper999—who, I had to admit, was neither stealthy nor viper-like—and created a new avatar, who I called InvisibleDeath. For obvious reasons. At this point, it was Friday afternoon, and most weekends, Reese spends every waking minute (when he’s not at a soccer game) on MetaWorld. So I was all amped up to get my revenge ASAP. But that particular Friday, Reese got a 57 on his math test. Even by my brother’s incredibly low standards, it was such a bad grade that Ms. Santiago made him take the test home to get it signed by a parent. REESE I don’t know what the big deal was. A 57’s still “Very Good.” CLAUDIA I should explain about the Culvert Prep grading system. A few years ago, a bunch of parents complained that letter grades were hurting their kids’ self-esteem. So now, instead of A, B, C, D, and F, our grading scale is “Amazing,” “Spectacular,” “Excellent,” “Very Good,” and “Okay.” Which is totally stupid. Because nothing changed except the names, so if you get a “Very Good” on your report card, your parents have to come in for a special conference with your teacher. And if you get more than one “Okay,” they basically tell you to start looking for another school. Also, I know which parents did the complaining—and I don’t want to be catty or name names, but I can tell you the one thing their kids ABSOLUTELY DO NOT NEED is more self-esteem. Anyway, when Reese brought home his 57 that Friday, Mom and Dad reacted in their usual way, which

I had a conversation with a legislator that went something like this: “I don’t believe we can make judgments about the effectiveness of a teacher based only on test scores,” he said. “I don’t believe we should, either,” I responded. “We should look at teacher effectiveness through a variety of lenses. However, I think it’s critical that student achievement growth is a significant one of those factors.” He looked at me skeptically. So I continued: “When I came to Washington, D.C., public schools, eight percent of the eighth graders in the city’s schools were on grade level in mathematics. Eight percent! That means ninety-two percent of our kids did not have the skills and knowledge necessary to be productive members of society.” I told him that when I looked at the evaluations of the adults in the system at the same time, it turned out that 98 percent of teachers were being rated as doing a good job. How can you possibly have that kind of a disconnect? And I asked, “How can you have a functional organization in which all of your employees believe they’re doing a great job, but what they’re producing is 8 percent success?” “Well, that’s not the teacher’s fault,” the legislator said. “Exactly,” I said. “The teachers weren’t the ones who created this broken and bureaucratic system. They know the evaluation system isn’t good. They also know it needs to change.” “But I still don’t think we should look at test scores,” the legislator continued. “It just isn’t fair.” “Let me ask you a question,” I said. “Do you have children?” “Yes,” he said. “I have a daughter who is going into the fourth grade.” “Okay,” I said. “Let’s say that there are two fourth-grade teachers in your daughter’s school. You find out that for the last five years, students in one of the classes have consistently scored in the bottom five percent of the state on standardized test score. The other’s students have consistently scored in the top five percent of the state on the same test. What would you do?” “I’d make sure she was in the classroom of the person who had the high test scores,” he answered—without a hint of irony to his response. “What?” I responded. “But how could you do that? You made that decision solely on the basis of test scores! You didn’t even go into their classrooms!” He stared at me for a moment, confused. Then he smiled and said, “Okay, you got me.” “My point is that student academic achievement does matter,” I said. “It shouldn’t be everything. I think it’s important to consider a broad range of factors in a teacher’s evaluation. But how much students learn has to be a major piece of it.

When researchers explain the methodology of how they performed their research, there is often a portion that describes the preparation of the lab animals. This section explains that standardized such-and-such breed animals (such as Wistar rats) were “put on a Western diet until their cholesterol and inflammation were sufficiently elevated to carry out the research protocol.” What this means is that the Western diet is used to produce specific disease conditions in the lab animals, so that the researchers can carry out their research on different drug effects. Isn't it a bit ironic that poor diet is used to produce disease for drug testing, and yet doctors do not really push good diet as a way of preventing or treating illness?

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We focus on working long hours instead of getting meaningful work done. We care more about getting ten thousand steps than we do about being healthy. We teach for standardized tests instead of emphasizing learning, curiosity, and critical thinking. In short, we optimize what we measure. When we choose the wrong measurement, we get the wrong behavior. This is sometimes referred to as Goodhart's Law. Named after the economist Charles Goodhart, the principle states, "When a measure becomes a target, it ceases to become a good measure.

is the strength of the songwriting. Dark Side contained strong, powerful songs. The overall idea that linked those songs together – the pressures of modern life – found a universal response, and continues to capture people’s imagination. The lyrics had depth, and had a resonance people could easily relate to, and were clear and simple enough for non-native-English speakers to understand, which must have been a factor in its international success. And the musical quality spearheaded by David’s guitar and voice and Rick’s keyboards established a fundamental Pink Floyd sound. We were comfortable with the music, which had had time to mature and gestate, and evolve through live performances – later on we had to stop previewing work live as the quality of the recording equipment being smuggled into gigs reached near-studio standards. The additional singers and Dick Parry’s sax gave the whole record an extra commercial sheen. In addition, the sonic quality of the album was state of the art – courtesy of the skills of Alan Parsons and Chris Thomas. This is particularly important, because at the time the album came out, hi-fi stereo equipment had only recently become a mainstream consumer item, an essential fashion accessory for the 1970s home. As a result, record buyers were particularly aware of the effects of stereo and able to appreciate any album that made the most of its possibilities. Dark Side had the good fortune to become one of the definitive test records that people could use to show off the quality of their hi-fi system. The packaging for the album by Storm and Po at Hipgnosis was clean, simple, and immediately striking, with a memorable icon in the shape of the prism.

Standardized tests favor speed. Yet for decades, scientists like Benjamin Bloom have shown that speed is not a good indicator of scholastic ability. I've always wondered why people would favor speed of processing over depth of understanding, yet that's exactly what most standardized tests do.

I was amazed at how expensive economists thought doctors were. They instituted many economic maneuvers—de-skilling medicine onto nurses and physician assistants; computerizing medical decision-making; substituting algorithms for thinking—because they assumed that doctors were such expensive commodities. And yet doctors were not expensive, at least, not the doctors I knew. We cost no more than the nurses, the middle managers, and the information technicians, alas. Adding up all the time I spent with Mrs. Muller, the cost of her accurate diagnosis was about the same as one MRI scan, wholesale. Economists did the same thing with the other remedies of premodern medicine—good food, quiet surroundings, and the little things—treating them as expensive luxuries and cutting them out of their calculations. At Laguna Honda, for instance, while most patients were on fifteen or even twenty daily medications, many of which they didn’t need, the budget for a patient’s daily meals had been pared down to seven dollars, which could supply only the basics. I began to wonder: Had economists ever applied their standard of evidence-based medicine to their own economic assumptions? Under what conditions, with which patients and which diseases was it cost-effective to trade good food, clean surroundings, and doctor time for medications, tests, and procedures? Especially ones that patients didn’t need? Although Mrs. Muller was an impressive example of Laguna Honda’s Slow Medicine, she wasn’t the only one. Almost every patient I admitted had incorrect or outmoded diagnoses and was taking medications for them, too. Medications that required regular blood tests; caused side effects that necessitated still more medications; and put the patient at risk for adverse reactions. Typically my patients came in taking fifteen to twenty-five medications, of which they ended up needing, usually, only six or seven. And medications, even the cheapest, were expensive. Adding in the cost of side effects, lab tests, adverse reactions, and the time pharmacists, doctors, and nurses needed to prepare, order, and administer them, each medication cost something like six or seven dollars a day. So Laguna Honda’s Slow Medicine, to the extent that it led to discontinuing ten or twelve unnecessary medications, was more efficient than efficient health care by at least seventy dollars per day. I

The standard way to tell if a drug will be an effective antidepressant is to see if it makes an animal persist in useless efforts. The Porsolt test measures how long a rat or mouse swims when dropped in a beaker of water.57 Rats on Prozac or another antidepressant swim longer. Because the test works to identify antidepressant drugs, it is the basis of more than four thousand scientific articles, with new ones being published at a rate of one per day. Persisting seems like a good thing, and many of those articles describe cessation of swimming as a sign of low mood or despair. But stopping swimming does not mean giving up and drowning, it just means switching to a different strategy: floating with the nose just out of the water. Rats switch to this strategy at about the right time. Those on drugs that make them swim longer are more likely to get exhausted and drown.58

Third Wave technology will also change how we measure success in the classroom. What good is an annual standardized test, after all, once teachers and parents can get detailed reports with a wide range of metrics, comparing their students on a regular basis to others in their class or school or state? In this way, big data on individual students will do for education what standardized testing never quite could: bring quantitative precision to a qualitative learning process.

A good example of ill-conceived (and premature) training approaches is seen in the many calls I get to conduct training programs to help people become better managers. I put my callers through a standard set of questions: •Did you choose people for managerial roles because they were the type of people who could get their fulfillment and satisfaction out of helping other people shine rather than having the ego-need to shine themselves? (No!) •Did you select them because they had a prior history of being able to give a critique to someone in such a way that the other person responds: "Wow, that was really helpful, I'm glad you helped me see all that." (No!) •Do you reward these people for how well their group has done, or do you reward them for their own personal accomplishments in generating business and serving clients? (Both, but with an emphasis on their personal numbers!) People can detect immediately a lack of alignment between what they are being trained in and how they are being managed. When they do detect it, little of what has been discussed or "trained" ever gets implemented. "So, let's summarize;' I say. "You've chosen people who don't want to do the job, who haven't demonstrated any prior aptitude for the job, and you are rewarding them for things other than doing the job?" Thanks, but I'll pass on the wonderful privilege of training them! Here's a good test for the timing of training: If the training was entirely optional and elective, and only available in a remote village accessible only by a mule, but your people still came to the training because they were saying to themselves, "I have got to learn this-it's going to be critical for my future; then, and only then, you will know you have timed your training well. Anything less than that, and you are doing the training too soon.

The Pseudocode Programming Process Have you checked that the prerequisites have been satisfied? Have you defined the problem that the class will solve? Is the high-level design clear enough to give the class and each of its routines a good name? Have you thought about how to test the class and each of its routines? Have you thought about efficiency mainly in terms of stable interfaces and readable implementations or mainly in terms of meeting resource and speed budgets? Have you checked the standard libraries and other code libraries for applicable routines or components? Have you checked reference books for helpful algorithms? Have you designed each routine by using detailed pseudocode? Have you mentally checked the pseudocode? Is it easy to understand? Have you paid attention to warnings that would send you back to design (use of global data, operations that seem better suited to another class or another routine, and so on)? Did you translate the pseudocode to code accurately? Did you apply the PPP recursively, breaking routines into smaller routines when needed? Did you document assumptions as you made them? Did you remove comments that turned out to be redundant? Have you chosen the best of several iterations, rather than merely stopping after your first iteration? Do you thoroughly understand your code? Is it easy to understand?

Table 14.1 also shows R-square (R2), which is called the coefficient of determination. R-square is of great interest: its value is interpreted as the percentage of variation in the dependent variable that is explained by the independent variable. R-square varies from zero to one, and is called a goodness-of-fit measure.5 In our example, teamwork explains only 7.4 percent of the variation in productivity. Although teamwork is significantly associated with productivity, it is quite likely that other factors also affect it. It is conceivable that other factors might be more strongly associated with productivity and that, when controlled for other factors, teamwork is no longer significant. Typically, values of R2 below 0.20 are considered to indicate weak relationships, those between 0.20 and 0.40 indicate moderate relationships, and those above 0.40 indicate strong relationships. Values of R2 above 0.65 are considered to indicate very strong relationships. R is called the multiple correlation coefficient and is always 0 ≤ R ≤ 1. To summarize up to this point, simple regression provides three critically important pieces of information about bivariate relationships involving two continuous variables: (1) the level of significance at which two variables are associated, if at all (t-statistic), (2) whether the relationship between the two variables is positive or negative (b), and (3) the strength of the relationship (R2). Key Point R-square is a measure of the strength of the relationship. Its value goes from 0 to 1. The primary purpose of regression analysis is hypothesis testing, not prediction. In our example, the regression model is used to test the hypothesis that teamwork is related to productivity. However, if the analyst wants to predict the variable “productivity,” the regression output also shows the SEE, or the standard error of the estimate (see Table 14.1). This is a measure of the spread of y values around the regression line as calculated for the mean value of the independent variable, only, and assuming a large sample. The standard error of the estimate has an interpretation in terms of the normal curve, that is, 68 percent of y values lie within one standard error from the calculated value of y, as calculated for the mean value of x using the preceding regression model. Thus, if the mean index value of the variable “teamwork” is 5.0, then the calculated (or predicted) value of “productivity” is [4.026 + 0.223*5 =] 5.141. Because SEE = 0.825, it follows that 68 percent of productivity values will lie 60.825 from 5.141 when “teamwork” = 5. Predictions of y for other values of x have larger standard errors.6 Assumptions and Notation There are three simple regression assumptions. First, simple regression assumes that the relationship between two variables is linear. The linearity of bivariate relationships is easily determined through visual inspection, as shown in Figure 14.2. In fact, all analysis of relationships involving continuous variables should begin with a scatterplot. When variable

Creativity undermines our efforts to create good test takers. The antithesis of creativity is asking for the “one right answer” which is exactly what happens when educators ask students to regurgitate on standardized tests. (Ever wonder why they were called standardized?) Tests are timed; creativity takes time. Tests are supposedly objective; creativity is often subjective. Tests demand respect for the authority of the test takers; creativity questions and often defies authority.

Knowledge is only the first step. It is the foundation of further learning processes.” – Inez De Florio, Effective Teaching and Successful Learning, p. 102 “Students engage in learning when two conditions are fulfilled. The goals, standards, or objectives must be of value for them. But it is not sufficient that they attribute personal value to the goal: They must be convinced that they can reach it.” – Inez De Florio, Effective Teaching and Successful Learning, p. 108 “The expertise of a teacher does not consist only of his ability to plan a lesson or a comprehensive teaching unit and put it into practice; at least as important as these basic tools of the teaching profession are knowledge and flexibility regarding how to surmount unexpected difficulties.” – Inez De Florio, Effective Teaching and Successful Learning, p. 119 “When planning a teaching intervention, the most important question often remains unasked: In what ways does the chosen learning content or skill refer to the needs and interests of the students?” – Inez De Florio, Effective Teaching and Successful Learning, p. 122 “Teaching is more effective and learning more successful when students participate in planning and starting the lesson.” – Inez De Florio, Effective Teaching and Successful Learning, p. 136 “What is a good explanation? Explanations should be clear and well-structured. They should take students’ age and their prior knowledge into account. They are supposed to correspond to the interests of the learners.” – Inez De Florio, Effective Teaching and Successful Learning, p. 144 “There is an unjustified differentiation between tasks for learning and tasks for testing. • First, all tasks should be meaningful and motivating, not only those destined for classroom practice. … • Second, all tasks have to contribute to an improvement of learning.” – Inez De Florio, Effective Teaching and Successful Learning, p. 159 “Deepening the learning processes during independent practice should at least prepare the transfer of new concepts or schemata to other situations than those in which the new content first occurred.” – Inez De Florio, Effective Teaching and Successful Learning, p. 172 “Cooperative learning and problem-/project-based approaches aim at further deepening the new learning content. They offer the learners multiple and motivating opportunities to lead to automaticity of knowledge and skills, and to promote the desired attitudes.” – Inez De Florio, Effective Teaching and Successful Learning, p. 176 “During the lesson, feedback should have three directions: from teachers to students, among the learners, and from students to teachers.” – Inez De Florio, Effective Teaching and Successful Learning, p. 199 “During work in small groups, teachers cannot eliminate peer feedback. It occurs as such because feedback is frequent in the life contexts of children, adolescents and adults. Therefore adequate training is of utmost importance not only for classroom learning but also with regard to future professional and private requirements.” – Inez De Florio, Effective Teaching and Successful Learning, p. 210

Are great men ever really good? I know they can be, but we judge them by a different standard. Greatness changes them, whatever they were to start with. It’s like war—does any war ever settle anything? But we can’t judge that way. The test of a war isn’t whether it solved things. You have to ask, Was fighting the war better than not fighting it? And I guess the same kind of test ought to be used on great men.

THOUGH ONE OF our authors says we are living in Dickensian times, I think we are also living in Orwellian times. The doublethink and new-speak written about in George Orwell’s 1984 have become commonplace in media and political campaigns. The perpetual state of war that characterized Orwell’s dystopia has become a reality. There is more surveillance of our activities, and propaganda has reached an all-time high in its sophistication. Unfortunately, a good public educational system that might mitigate some of the effects of propaganda has been defunded. In fact, public education has never been treated with less respect than it is today. Teachers are underpaid and their abilities questioned at every turn. Standardized testing and rote learning are given higher value than the ability to think for oneself.

It's an axiom of science that the better an experiment is, the more new questions it raises after it has answered the one you asked. By that standard my first simple test had been pretty good. The new problems branched out like the fingers on those restored limbs: Where did the injury currents come from? Were they in fact related to the nervous system and, if so, how? It seemed unlikely that they sprang into action only after an amputation; they must have existed before. There must have been a preexisting substratum of direct current activity that responded to the injury. Did the voltages I measured really reflect such currents, and did they flow throughout the salamander's body? Did other organisms have them? What structures carried them? What were their electrical properties? What were they doing the rest of the time,before injury and after healing? Could they be used to provoke regeneration where it was normally absent?

7 things every kid should master A noted Williams College psychologist argues standardized tests are useful, if they measure the abilities students really need. By Susan Engel | 2458 words In the past few years, parents, teachers, and policy makers have furiously debated whether standardized tests should be used to promote or hold back children, fire teachers, and withhold funds from schools. The debate has focused for the most part on whether the tests are being used in unfair ways. But almost no one has publicly questioned a fundamental assumption — that the tests measure something meaningful or predict something significant beyond themselves. I have reviewed more than 300 studies of K–12 academic tests. What I have discovered is startling. Most tests used to evaluate students, teachers, and school districts predict almost nothing except the likelihood of achieving similar scores on subsequent tests. I have found virtually no research demonstrating a relationship between those tests and measures of thinking or life outcomes. When you hear people debate the use of tests in schools, the talk usually assumes that the only alternative to the current approach is no testing at all. But nothing could be further from the truth. Ideally, everyone would benefit from objective measures of children’s learning in schools. The answer is not to abandon testing, but to measure the things we most value, and find good ways to do that. How silly to measure a child’s ability to parse a sentence or solve certain kinds of math problems if in fact those measures don’t predict anything important about the child or lead to better teaching practices. Why not test the things we value, and test them in a way that provides us with an accurate picture of what children really do, not what they can do under the most constrained circumstances after the most constrained test preparation? Nor should this be very difficult. After all, in the past 50 years economists and psychologists have found ways to measure things as subtle and dynamic as the mechanisms that explain when and why we give in to impulse, the forces that govern our moral choices, and the thought processes that underlie unconscious stereotyping.

Report card grades are not a good substitute for standardized testing; grades are just too subjective.

Ways to Make use of a Router This article demonstrates how to use a router securely as well as uses some tips to stay secure as well as generate a top quality item of work. When utilizing a router, or any power device, always work out risk-free practices. It is necessary to keep in mind that routers are effective tools as well as could be harmful. When utilizing a router, always stay concentrated on just what you are doing, as well as regard the tool being used. safety and security standards: Constantly utilize a sharp router bit. Plain router bits can not only affect the quality of the work surface but could additionally be really unsafe. Plain router bits put much more stress and anxiety on the router and typically end up melting the wood. Utilizing boring router little bits could also catch the timber as well as trigger the router to bent from your hands. Constantly see to it the work is secured down firmly. Wood secures made particularly for this can be bought. Feed the router from delegated right to ensure that the reducing side meets the timber first. Use superficial passes, going deeper right into the timber with each pass. making to deep of a pass can burn the timber, or perhaps cause the router to twist out of one's hands. Do not ever before push the router. enable the router to relocate through the wood a lot more slowly. feeding the router also quickly could trigger the timber to burn, splinter, or chip. Tips and Tricks Fasten a piece of wood the exact same density of the workpiece to the router table or bench so that it could work as a support for the router. This will prevent the router from wobbling while you make it. Utilize an edge guide whenever feasible. Look for knots warps and nails in the timber you are transmitting. Never ever utilize a router on damp timber. There are various techniques that can be attempted when utilizing a router. Various techniques might work better for various types of router little bits being used as well as various kinds of wanted cuts. Edge Profiles: When transmitting side accounts make certain your workpiece is clamped down safely by using a timber clamp. Relocate the router in a counter-clockwise motion around the beyond the work surface. When cutting the inside of an item, reduced clockwise. (You need to also cut clockwise around the top right corner of the item as well as the lower left corner of the item and afterwards walk around the whole piece counter-clockwise. This will stop splintering at the corners.). Make shallow passes with the Side Bit, going deeper with each pass. It might be a good idea to test the router on an item of scrap wood to see simply how shallow making each pass. Different timbers could chip much easier, and for certain items you may have to take even more shallow passes compared to others. * Remember that when reducing a piece with an edge trim bit, the item needs to be sanded prior to directing. Dado Cuts:. Dado cuts make grooves in timber. Dado cuts could be made in wood utilizing a router with a straight router little bit and a router jig or a t-square. Pick straight router bits that will produce the desired groove size. Test the router bit by using the router on a scrap piece of wood to guarantee it will certainly make the preferred cut. Then secure the t-square to the work piece and also make the wanted cuts. Route on the appropriate side of the t-square or jig so that the router presses against the firmly secured jig rather than away from it. This will certainly make certain straight also dado cuts.

through people, I should have tested what I was hearing in the context of faithful community. Another valid test for prophecy is the standard of edification. The purpose of prophecy is to encourage and build up the body of Christ. Like every other gift, if it is not done out of love, it is meaningless (1 Cor. 13:2, 8; 14:3, 31). This is a good antidote to my previous inclination to ignore all prophetic speech. In doing that I was hindering the work of the Spirit, and I do not

In 1703, Gottfried von Leibniz commented to the Swiss scientist and mathematician Jacob Bernoulli that “[N]ature has established patterns originating in the return of events, but only for the most part,”1 thereby prompting Bernoulli to invent the Law of Large Numbers and methods of statistical sampling that drive modern activities as varied as opinion polling, wine tasting, stock picking, and the testing of new drugs.b Leibniz’s admonition—”but only for the most part”—was more profound than he may have realized, for he provided the key to why there is such a thing as risk in the first place: without that qualification, everything would be predictable, and in a world where every event is identical to a previous event no change would ever occur. In 1730, Abraham de Moivre suggested the structure of the normal distribution—also known as the bell curve—and discovered the concept of standard deviation. Together, these two concepts make up what is popularly known as the Law of Averages and are essential ingredients of modern techniques for quantifying risk. Eight years later, Daniel Bernoulli, Jacob’s nephew and an equally distinguished mathematician and scientist, first defined the systematic process by which most people make choices and reach decisions. Even more important, he propounded the idea that the satisfaction resulting from any small increase in wealth “will be inversely proportionate to the quantity of goods previously possessed.” With that innocent-sounding assertion, Bernoulli explained why King Midas was an unhappy man, why people tend to be risk-averse, and why prices must fall if customers are to be persuaded to buy more.

If the desired system state is good education, measuring that goal by the amount of money spent per student will ensure money spent per student. If the quality of education is measured by performance on standardized tests, the system will produce performance on standardized tests. Whether either of these measures is correlated with good education is at least worth thinking about.

The good news is you don't have to do any of this manually! The best tool that is currently available for testing the randomness of web application tokens is Burp Sequencer. This tool applies several standard tests in a flexible way and gives you clear results that are easy to interpret.

Team Obama joined the fight against teachers unions from day one: the administration supported charter schools and standardized tests; they gave big grants to Teach for America. In Jonathan Alter’s description of how the administration decided to take on the matter, it is clear that professionalism provided the framework for their thinking. Teachers’ credentials are described as somewhat bogus; they “often bore no relationship to [teachers’] skills in the classroom.” What teachers needed was a more empirical form of certification: they had to be tested and then tested again. Even more offensive to the administration was the way teachers’ unions had resisted certain accountability measures over the years, resulting in a situation “almost unimaginable to professionals in any other part of the economy,” as Alter puts it.15 As it happens, the vast majority of Americans are unprofessional: they are the managed, not the managers. But people whose faith lies in “cream rising to the top” (to repeat Alter’s take on Obama’s credo) tend to disdain those at the bottom. Those who succeed, the doctrine of merit holds, are those who deserve to—who race to the top, who get accepted to “good” colleges and get graduate degrees in the right subjects. Those who don’t sort of deserve their fates. “One of the challenges in our society is that the truth is kind of a disequalizer,” Larry Summers told journalist Ron Suskind during the early days of the Obama administration. “One of the reasons that inequality has probably gone up in our society is that people are being treated closer to the way that they’re supposed to be treated.”16 Remember, as you let that last sentence slide slowly down your throat, that this was a Democrat saying this—a prominent Democrat, a high-ranking cabinet official in the Clinton years and the man standing at the right hand of power in the first Obama administration.* The merit mind-set destroyed not only the possibility of real action against inequality; in some ways it killed off the hopes of the Obama presidency altogether. “From the days of the 2008 Obama transition team offices, it was clear that the Administration was going to be populated with Ivy Leaguers who had cut their teeth, and filled their bank accounts, at McKinsey, Goldman Sachs and Citigroup,” a labor movement official writes me. The President, who was so impressed with his classmates’ intelligence at Harvard and Columbia, gave them the real reins of power, and they used those reins to strangle him and his ambition of being a transformative President. The overwhelming aroma of privilege started at the top and at the beginning.… It reached down deep into the operational levels of government, to the lowest-level political appointees. Our members watched this process unfold in 2009 and 2010, and when it came time to defend the Obama Administration at the polls in 2010, no one showed up. THE

We teach for standardized tests instead of emphasizing learning, curiosity, and critical thinking. In short, we optimize for what we measure. When we choose the wrong measurement, we get the wrong behavior.

Alison Wood Brooks, an associate professor at Harvard Business School, had a different notion of how to handle nervousness. In a series of three studies, she subjected groups of people to experiences that most everyone would find nerve-racking: completing “a very difficult IQ test” administered “under time pressure”; delivering, on the spot, “a persuasive public speech about ‘why you are a good work partner’ ”; and most excruciating of all, belting out an 80s pop song (“Don’t Stop Believin’,” by Journey). Before beginning the activity, participants were to direct themselves to stay calm, or to tell themselves that they were excited. Reappraising nervousness as excitement yielded a noticeable difference in performance. The IQ test takers scored significantly higher. The speech givers came across as more persuasive, competent, and confident. Even the singers performed more passably (as judged by the Nintendo Wii Karaoke Revolution program they used). All reported genuinely feeling the pleasurable emotion of excitement—a remarkable shift away from the unpleasant discomfort such activities might be expected to engender. In a similar fashion, we can choose to reappraise debilitating “stress” as productive “coping.” A 2010 study carried out with Boston-area undergraduates looked at what happens when people facing a stressful experience are informed about the positive effects of stress on our thinking—that is, the way it can make us more alert and more motivated. Before taking the GRE, the admissions exam for graduate school, one group of students was given the following message to read: “People think that feeling anxious while taking a standardized test will make them do poorly on the test. However, recent research suggests that arousal doesn’t hurt performance on these tests and can even help performance. People who feel anxious during a test might actually do better. This means that you shouldn’t feel concerned if you do feel anxious while taking today’s GRE test. If you find yourself feeling anxious, simply remind yourself that your arousal could be helping you do well.” A second group received no such message before taking the exam. Three months later, when the students’ GRE scores were released, the students who had been encouraged to reappraise their feelings of stress scored an average of 65 points higher.

Many straight women spend dozens of hours planning each detail of their weddings or baby showers or baby gender-reveal parties, while straight men keep their distance from the very rituals that are intended to mark important moments in their lives. In no way do I intend to imply that couples should spend every minute together, but if we held straight couples to basic standards of good friendship—mutual respect and affection and a sense of comfort and bondedness based on shared experience—many straight relationships would fail the test.

When the standards have been set, things are tested and weighed. And the work of philosophy is just this, to examine and uphold the standards, but the work of a truly good person is in using those standards when they know them.

Cobblestone pavements were an upgrade from dirt roads in ancient times. They were functional and lasted for ages. Cobblestone is derived from the word “cob” which means round and lumpy and refers to riverside cobbles that were first used to pave roads. The modern version of cobbles is available in natural stone materials, mainly in a small square format with standard thicknesses. The first cobblestones were taken from streambeds, not quarried and shaped like the ones we see today. The name “cobblestone” now refers to any natural stone paver, particularly the square shaped Belgian blocks. These are more uniform in size and shape and are simpler to install. The durability of a granite cobblestone paved surface is superior to that of nearly any other material, and the distinctive “old world” appeal it provides may add a lot of beauty and value to the home. Why Cobblestone Paving? Because cobblestones were easy to source, affordable, and easy to install, they gained popularity in Europe. These rounded stones were sourced from riverbeds and were very useful for roads. They were great for traction and decreasing muck and sludge on the roads because they were created by years of erosion through swift-moving rivers. Cobblestones are a popular option in the community of builders, architects, designers, and even with homeowners who prefer doing a DIY project. Cobblestones are durable First, they are sturdy, long-lasting stones that can withstand the test of time, as shown by the cobblestone streets throughout Europe. They are prone to extreme weathering processes, environmental changes, or high traffic. They are a naturally sturdy and robust building material that withstands wear and strain without chipping, scratching, or staining. Cobblestone suits a variety of project spaces Cobblestones are versatile and come in various colour options, which makes them suitable for an array of project requirements such as driveway, pathway, and other high traffic areas. Cobblestones enhance the look of your home and even raise its curb appeal. This will not only make your home more appealing and pleasurable, but it will also help it stand out from the rest of the houses in the neighbourhood, which adds to its overall value and makes it easier to sell. Cobblestones are easy to install Cobblestones are easy to install since they are generally supplied in mesh form. A set of cobblestones pasted on a silicone mesh. This mesh is easy to install and covers a larger surface area, saving men hours of installation time.  Cobblestones require low maintenance These cobblestone pavers are not only tough, but they are also quite simple to maintain. A quick wash every so often will keep them looking just as stunning as the day they were set. As additional maintenance, you may only need to reseal these pavers every now and then to keep them in good condition. For ages, these granite stones will retain their stunning appearance and colour with little work on your part.

the ends. Jesus saw through it at once; why are pastors so intoxicated with visions and goals and so muddled when it comes to ways and means? The difficulty is that concern for ways and means, which is the heart of the contemplative life, is very low on the agenda of the American pastor, especially for the pastor who wants to make an “impact” on the culture. Even the word contemplative itself is consigned to the far margins of interest, something to be indulged occasionally, perhaps on a weekend retreat or on a walk through the woods. When I am in Tyler, Texas, and its many suburbs that fill the pews in evangelical congregations all over the country, I am simply overwhelmed with the seeming impossibility of arousing any interest in caring about ways and means—how we live this life the way Jesus led us to do it. The ways and means adopted by all my erstwhile and admiring friends revolve around instant communication, efficiency, hurry, planning, and counting. Anything small or slow, which includes any person small or slow, is treated with condescension. Your mother and I have been thinking about this trust—we have named it the Selah Trust—and so have been trying to get a focus on just what it is that we have been about all our lives and how we want our money to be used in a way consistent with that. The word that keeps coming up is contemplation. What we are looking for is not primarily the causes and ends that people/organizations are committed to, but how they go about it—the test for gospel authenticity is the way, not the what. Standard fundraising is all about the what. Any how will do, so long as it brings in the money. So we find ourselves staying very local, very close to the ground, as we make our decisions and plans. I am not sure, Eric, that this is a letter; it qualifies more as a rant. At one time in the course of those earlier deletions, I started out by reflecting on what it feels like to be seventy. But that will come later. Actually, it feels pretty good. I can’t remember being as reflective regarding any other decade marker. There is a contemplative feel to this one. But maybe I had to get the “rant” out of my system to get down to what is really going on in me. With much love,

We care more about getting ten thousand steps than we do about being healthy. We teach for standardized tests instead of emphasizing learning, curiosity, and critical thinking. In short, we optimize for what we measure. When we choose the wrong measurement, we get the wrong behavior. This is sometimes referred to as Goodhart’s Law. Named after the economist Charles Goodhart, the principle states, “When a measure becomes a target, it ceases to be a good measure.

This pitfall is evident in many areas of life. We focus on working long hours instead of getting meaningful work done. We care more about getting ten thousand steps than we do about being healthy. We teach for standardized tests instead of emphasizing learning, curiosity, and critical thinking. In short, we optimize for what we measure. When we choose the wrong measurement, we get the wrong behavior.

Math scores on standardized tests are a good predictor of future incomes, and one worrying omen is that the United States ranks below average in the industrialized world in math scores for fifteen-year-olds on the PISA test. Almost one-third of American fifteen-year-olds perform below the baseline that is believed necessary to thrive in the modern world. Indeed, the only area where the American students really excel is overconfidence, PISA found: they are more likely than pupils in other countries to believe that they have mastered topics, even as they do worse.

Click here to find product recommendations for all the supplements that we mention in this book. Additional sources of unbiased information include the American Botanical Council, the Natural Medicines Comprehensive Database, and consumerlab.com. Click here for further information on these resources. We prescribe Rhodiola rosea because research has shown that it contains compounds with strong antioxidant properties and is well absorbed in the stomach.3, 7 We’ve listed sources of good-quality Rhodiola rosea products here. All of these products have been tested and standardized to contain at least 3.0 percent rosavins and at least 1.0 percent salidroside.

Whites impose these rules on themselves because they know blacks, in particular, are so quick to take offense. Radio host Dennis Prager was surprised to learn that a firm that runs focus groups on radio talk shows excludes blacks from such groups. It had discovered that almost no whites are willing to disagree with a black. As soon as a black person voiced an opinion, whites agreed, whatever they really thought. When Mr. Prager asked his listening audience about this, whites called in from around the country to say they were afraid to disagree with a black person for fear of being thought racist. Attempts at sensitivity can go wrong. In 2009, there were complaints from minority staff in the Delaware Department of Transportation about insensitive language, so the department head, Carolann Wicks, distributed a newsletter describing behavior and language she considered unacceptable. Minorities were so offended that the newsletter spelled out the words whites were not supposed to use that the department had to recall and destroy the newsletter. The effort whites put into observing racial etiquette has been demonstrated in the laboratory. In experiments at Tufts University and Harvard Business School, a white subject was paired with a partner, and each was given 30 photographs of faces that varied by race, sex, and background color. They were then supposed to identify one of the 30 faces by asking as few yes-or-no questions as possible. Asking about race was clearly a good way to narrow down the possibilities —whites did not hesitate to use that strategy when their partner was white—but only 10 percent could bring themselves to mention race if their partner was black. They were afraid to admit that they even noticed race. When the same experiment was done with children, even white 10- and 11-year olds avoided mentioning race, though younger children were less inhibited. Because they were afraid to identify people by race if the partner was black, older children performed worse on the test than younger children. “This result is fascinating because it shows that children as young as 10 feel the need to try to avoid appearing prejudiced, even if doing so leads them to perform poorly on a basic cognitive test,” said Kristin Pauker, a PhD candidate at Tufts who co-authored the study. During Barack Obama’s campaign for President, Duke University sociologist Eduardo Bonilla-Silva asked the white students in his class to raise their hands if they had a black friend on campus. All did so. At the time, blacks were about 10 percent of the student body, so for every white to have a black friend, every black must have had an average of eight or nine white friends. However, when Prof. Bonilla-Silva asked the blacks in the class if they had white friends none raised his hand. One hesitates to say the whites were lying, but there would be deep disapproval of any who admitted to having no black friends, whereas there was no pressure on blacks to claim they had white friends. Nor is there the same pressure on blacks when they talk insultingly about whites. Claire Mack is a former mayor and city council member of San Mateo, California. In a 2006 newspaper interview, she complained that too many guests on television talk shows were “wrinkled-ass white men.” No one asked her to apologize. Daisy Lynum, a black commissioner of the city of Orlando, Florida, angered the city’s police when she complained that a “white boy” officer had pulled her son over for a traffic stop. She refused to apologize, saying, “That is how I talk and I don’t plan to change.” During his 2002 reelection campaign, Sharpe James, mayor of Newark, New Jersey, referred to his light-skinned black opponent as “the faggot white boy.” This caused no ripples, and a majority-black electorate returned him to office.

Son of a bitch. Blake probably knew something like this would happen. He set me up. He did it on purpose. “I don’t have to negotiate in good faith,” I tell his father. “You brought money into this in the first place. That was a dick move. Why should I play fair?” “You’ve admitted that you’d sell him out,” he snaps. “That at some point, money is more important than he is.” “You’ve admitted the same thing. If I’m a faithless whore because I’ll take a check to break up with Blake, you’re the asshole who values his company and lifestyle more than your son.” “That’s not just my company. That’s my life. It’s his life. It’s—” “Oh, and you think it’s just money for me?” I glare at him. “You think that you’d give me fifty thousand dollars and I’d spend it all on shoes and diamond-studded cat collars? Fifty thousand dollars would pay for the rest of my college tuition. It would buy my dad a lawyer so that the next time his knee acted up, he could finally get disability instead of scrambling to find some job he can manage. It would make it so I didn’t have to work for the next year and could concentrate on my schoolwork. That’s a really ugly double standard, Mr. Reynolds. When money exists to make your life more pleasant, it’s not just money. But when it’s my family and my dreams at stake, it’s just pieces of green paper.” Blake smiles softly. His father reaches across the table and flicks Blake’s forehead. “Stop grinning.” “No way.” Blake is smiling harder. “She’s kicking your ass. This is the best day ever.” His father grunts. “The day I first went to lunch with Blake, I had less than twenty dollars in my possession. Total,” I tell his father. “I would completely sell Blake out for fifty thousand dollars. Some days I’d do it for ten. Dollars. Not thousands. None of this makes me a gold digger. It just means that I’m poor. When times get desperate, I’ll pawn anything of value to survive. I might cry when I do it, but I’m going to be realistic about it. So take your stupid does-she-love-Blake test and shove it.” Mr. Reynolds looks at me. He looks at Blake. And then, very slowly, he holds out his hands, palms up. “Well. Fuck me twice on Sundays,” he says. From the expression on his face, I take it that this is intended to be a good thing. “First time I talked to her,” Blake says with a nod that could only be described as prideful. “Before I asked her out. I knew I had to introduce her to you.” “Shit,” Mr. Reynolds says. He holds up a fist, and Blake fist bumps him in return. Now they’re both being dicks. “Smile,” Blake’s dad says to me. “You pass the test.” “Oh, thank goodness.” I put on a brilliant smile. “Do you really mean it? Do you mean that you, the one, the only, the incomparable Adam Reynolds, has deigned to recognize me as a human being? My life is changed forever.” Mr. Reynolds’s expression goes completely blank. “Why is she being sarcastic, Blake?” “Why is he talking to you like I’m not here, Blake?” Mr. Reynolds turns to me. “Fine. Why are you being sarcastic?” “You don’t get to test me,” I tell him. “You’re not my teacher. You don’t get to act like you’re the only one with a choice, and I have to be grateful if you accept me. I don’t have any illusions about me and Blake. Fitting our lives together is like trying to finish a thousand-piece puzzle with Lego bricks. But you know what? Bullshit like this is what’s going to break us up. You had a test, too. You could have treated me like a human being. You failed.” Blake reaches out and twines his fingers with mine.

This pitfall is evident in many areas of life. We focus on working long hours instead of getting meaningful work done. We care more about getting ten thousand steps than we do about being healthy. We teach for standardized tests instead of emphasizing learning, curiosity, and critical thinking. In short, we optimize for what we measure. When we choose the wrong measurement, we get the wrong behavior. This is sometimes referred to as Goodhart’s Law. Named after the economist Charles Goodhart, the principle states, “When a measure becomes a target, it ceases to be a good measure.” Measurement is only useful when it guides you and adds context to a larger picture, not when it consumes you. Each number is simply one piece of feedback in the overall system.

I loved the sound he could get on tape for my drums. In rock music, getting this right is still one of the great tests for any engineer. Since the drum's original use was to spur on troops to warfare, rather than winning over a maiden's fair heart, it is hardly surprising that many a battle has been fought over the drum sound. The kit - virtually the only remaining acoustic instrument in a standard rock context - consists of a number of different constituent parts which insist on vibrating and rattling through a remarkable range of sounds and surfaces. Worse, hitting one element will set up a chain vibration in the others. In the days of four-track recording, the engineer needed to capture, but keep separate, the firm impact of the bass drum and the hi-hat for marking the time, the full fat sound of the snare drum, the tuned tones of the tom-toms and the sizzle or splash of the cymbals. Setting up the mikes to capture this is one of the black arts of the business, and is a pretty good way of detecting the best practitioners of them. Alan's full range of engieering skills were self-evident as we began to piece the record together.

Finding a fine British International school can be a challenge if you live in a place like Dubai. Known as a melting pot of cultures, Dubai offers many choices when it comes to curriculum preferences. Digging the web for valuable options can leave in you bind as well. But, to find the right and affordable British school in Dubai you must have a clear picture of the options available. To make your work easier, here is a list to help you pick the best British curriculum school in Dubai. The best British International schools in Dubai Listed below are the top picks of English Schools in Dubai: The Winchester School This English school in Dubai is the right example of high-quality education at affordable rates. The Winchester School is an ideal pick as it maintains the desired level of British curriculum standards and has a KHDA rating as ‘good’. Admission: This school is fully inclusive for kids aged 1-13 and it conducts no entrance exam for foundation level. However, for other phases, necessary entrance tests are taken according to the standard. Also, admissions here do not follow the concept of waiting lists, which can depend on the vacant seats and disability criteria. Fees: AED 12,996- AED 22,996 Curriculum: National Curriculum of England-EYFS(Early Years Foundation Stage), IGCSE, International A-Level, and International AS Level. Location: The Gardens, Jebel Ali Village, Jebel Ali Contact: +971 (0)4 8820444, principal_win@gemsedu.com Website: The Winchester School - Jebel Ali GEMS Wellington Internation School GEMS Wellington Internation School is yet another renowned institute titled the best British curriculum school in Dubai. It has set a record of holding this title for nine years straight which reveals its commendable standards. Admission: For entrance into this school, an online registration process must be completed. A non-refundable fee of AED 500 is applicable for registration. Students of all gender and all stages can enroll in any class from Preschool to 12th Grade. Fees: AED 43,050- AED 93,658 Curriculum: GCSE, IB, IGCSE, BTEC, and IB DP Location: Al South Area Contact: +971 (0)4 3073000, reception_wis@gemsedu.com Website: Outstanding British School in Dubai - GEMS Wellington International School Dubai British School Dubai British School is yet another prestigious institute that is also a member of the ‘Taaleem’ group. It is also one of the first English schools to open and get a KHDA rating of ‘Outstanding’. Thus, it can be easily relied on to provide the curriculum of guaranteed quality. Admission: Here, the application here can be initiated by filling up an online form. Next, the verification requires documents such as copies of UAE Residence Visa, Identification card, Medical Form, Educational Psychologist’s reports, Vaccination report, and TC. Also, students of all genders and ages between 3-18 can apply here. Fees: AED 46,096- AED 69,145 Curriculum: UK National Curriculum, BTEC, GCSE, A LEVEL Location: Behind Spinneys, Springs Town Centre, near Jumeirah Islands. Contact: +971 (0)4 3619361 Website: Dubai British School Emirates Hills | Taaleem School Final takeaways The above-listed schools are some of the best English schools in Dubai that you can find. Apart from these, you can also check King’s School Dubai, Dubai College School, Dubai English Speaking School, etc. These offer the best British curriculum school in Dubai and can be the right picks for you. So, go on and find the right school for your kid.

A landmark study by Donna Recht and Lauren Leslie looked at a group of junior high students who were considered either “good” or “poor” readers based on standardized test scores.12 In both groups, some students knew a lot about baseball and others knew little. All the kids were tested on their understanding of a passage that described a half inning of a baseball game. Ostensibly poor readers who had more prior knowledge of baseball easily outperformed good readers who knew little about the game. In other words, knowing a lot about the subject appeared to transform poor readers into good ones. If reading comprehension were a skill that could be taught, practiced, and mastered in the abstract—which is how most schools teach and test it today—then the good readers should have had no trouble outperforming the poor readers. “The wellspring of [reading] comprehension is prior knowledge—the stuff readers already know that enables them to create understanding as they read,” notes Daniel Willingham, a cognitive scientist at the University of Virginia, who pointed out in his 2017 book, The Reading Mind, the “very

Continuing to do research on genetic modification, and occasionally using successfully modified organisms for specific purposes such as the production of expensive drugs, make good sense. Helping developing countries to produce more food is a worthy aim, but it is sometimes used as an excuse for an alternative agenda, or as a convenient way to demonise opponents. There is little doubt that the technology needs better regulation: I find it bizarre that standard food safety tests are not required, on the grounds that the plants have not been changed in any significant way, but that the innovations are so great that they deserve patent protection, contrary to the long-standing view that naturally occurring objects and substances cannot be patented. Either it’s new, and needs testing like anything else, or it’s not, and should not be patentable. It is also disturbing, in an age when commercial sponsors blazon their logos across athletes’ shirts and television screens, that the biotechnology industry has fought a lengthy political campaign to prevent any mention of their product being placed on food. The reason is clear enough: to avoid any danger of a consumer boycott. But consumers are effectively being force-fed products that they may not want, and whose presence is being concealed. Our current understanding of genetics and ecology is inadequate when it comes to the widespread use of genetically modified organisms in the natural environment or agriculture. Why take the risk of distributing the material, when the likely gains for most of us – as opposed to short-term profits for biotechnology companies – are tiny or non-existent?