Student Representative Quotes

The biologist and intellectual E. O. Wilson was once asked what represented the most hindrance to the development of children; his answer was the soccer mom. He did not use the notion of the Procrustean bed, but he outlined it perfectly. His argument is that they repress children's natural biophilia, their love of living things. But the problem is more general; soccer moms try to eliminate the trial and error, the antifragility, from children's lives, move them away from the ecological and transform them into nerds working on preexisting (soccer-mom-compatible) maps of reality. Good students, but nerds--that is, they are like computers except slower. Further, they are now totally untrained to handle ambiguity. As a child of civil war, I disbelieve in structured learning . . . . Provided we have the right type of rigor, we need randomness, mess, adventures, uncertainty, self-discovery, near-traumatic episodes, all those things that make life worth living, compared to the structured, fake, and ineffective life of an empty-suit CEO with a preset schedule and an alarm clock.

Some men," Flamel irresistibly added, "think of books merely as tools, others as tooling. I'm between the two; there are days when I use them as scenery, other days when I want them as society; so that, as you see, my library represents a makeshift compromise between looks and brains, and the collectors look down on me almost as much as the students.

I shouldn't have said it, but the word slipped out of my mouth as easy as air. it wasn't exactly the kind of work any well-behaved student would use, which sort of explained why I had just used it. And it certainly isn't the most elegant way to start off a story, but it honestly represents what I was feeling. Besides, I could have said something a lot stronger. But not everybody wants to read a story with those kinds of words and thoughts being expressed in the very first sentence. "Stop swearing," Jason screamed.

A fascist is a student who, seeing the representatives of a chemical industry recruiting on campus, cries, "Let's chase the bastard off! We have the right to free speech but he doesn't!

If freedom, personal responsibility, self-initiative, honesty, integrity, and concern for others rank high in your system of values, and if they represent characteristics you would like to see in your children, then you will want to be a trustful parent. None of these can be taught by lecturing, coercion, or coaxing. They are acquired or lost through daily life experiences that reinforce or suppress them. You can help your children build these values by living them yourself and applying them in your relationship with your children. Trust promotes trustworthiness. Self-initiative and all of the traits that depend on self-initiative can develop only under conditions of freedom.

No doubt Confucius, as a person and as represented in the written tradition, is suffering an eclipse in Communist China because he is associated with those classes whose wealth is being proscribed as sops to bait the allegiance of the masses to the new political group. As students of history know, new political groups everywhere and throughout history have always proceeded thus.

In one experiment conducted on five classes of Australian college students, a man was introduced as a visitor from Cambridge University in England. However, his status at Cambridge was represented differently in each of the classes. To one class, he was presented as a student; to a second class, a demonstrator; to another, a lecturer; to yet another, a senior lecturer; to a fifth, a professor. After he left the room, each class was asked to estimate his height. It was found that with each increase in status, the same man grew in perceived height by an average of a half inch, so that as the “professor” he was seen as two and a half inches taller than as the “student.

IN 1953, STANLEY Miller, a graduate student at the University of Chicago, took two flasks—one containing a little water to represent a primeval ocean, the other holding a mixture of methane, ammonia, and hydrogen sulphide gases to represent Earth’s early atmosphere—connected them with rubber tubes, and introduced some electrical sparks as a stand-in for lightning. After a few days, the water in the flasks had turned green and yellow in a hearty broth of amino acids, fatty acids, sugars, and other organic compounds. “If God didn’t do it this way,” observed Miller’s delighted supervisor, the Nobel laureate Harold Urey, “He missed a good bet.

Texas Representative Matt Krause compiles a sixteen-page list of 850 fiction and nonfiction books that he believes “make students feel discomfort.

What’s that around your neck?” asked Emily. “It’s a golden star.” Said Reed. “What did you get it for?” “Chemistry class.” “What’s the star for?” the shadow asked, Usually stars represent a straight A student. “You get it for having greatness. But Emily doesn’t know what that is.” He said, answering the shadows question and looking at Emily. “Greatness, what’s greatness?” Emily asked, all wide eyed, and clueless looking “It’s when you do really awesome stuff, and people recognize you for it.” “Oh, no” Emily laughed .”No, I don’t know what that is.

The traditional gross anatomy lab represented a sort of sink-or-swim mentality about dealing with death. To cope with what was being asked of them, medical students had to find ways to desensitize themselves. They quickly learned to objectify cadavers, to think of the dead as structures and tissues, and not a former human being. Humor--at the cadaver's expense--was tolerated, condoned even.

Currently, “minority” students represent a majority in all but two of our twenty-five largest cities, and by some estimates, the turn of the century will find up to 40 percent nonwhite children in American classrooms. At the same time, the teaching force is becoming more homogeneously white. African-American, Asian, Hispanic, and Native American teachers now comprise only 10 percent of the teaching force, and that percentage is shrinking rapidly.

In 1868, the Georgia legislature voted to expel all its Negro members-two senators, twenty-five representatives-and Turner spoke to the Georgia House of Representatives (a black woman graduate student at Atlanta University later brought his speech to light): Mr. Speaker. . . I wish the members of this House to understand the position that I take. I hold that I am a member of this body. Therefore, sir, I shall neither fawn or cringe before any party, nor stoop to beg them for my rights. . . I am here to demand my rights, and to hurl thunderbolts at the men who would dare to cross the threshold of my manhood.

The biologist and intellectual E. O. Wilson was once asked what represented the most hindrance to the development of children; his answer was the soccer mom….Soccer moms try to eliminate the trial and error from children's lives and transform them into nerds working on preexisting (soccer-mom-compatible) maps of reality. They are good students, but nerds--that is, they are like computers except slower. Further, they are totally untrained to handle ambiguity….Provided we have the right type of rigor, we need randomness, mess, adventures, uncertainty, self-discovery, near-traumatic episodes, all those things that make life worth living.

[A] people needs to understand what freedom is. We Americans are fortunate that the Founders and their generation possessed that understanding. They knew that freedom, per se, is not enough. They knew that freedom must be limited to be preserved. This paradox is difficult for many students to grasp. Young people generally think freedom means authority figures leaving them alone so they can "do their own thing." That's part of what it means to be free, but true freedom involves much, much more. As understood by our Founders and by the best minds of the young republic, true freedom is always conditioned by morality. John Adams wrote, "I would define liberty as a power to do as we would be done by." In other words, freedom is not the power to do what one can, but what one ought. Duty always accompanies liberty. Tocqueville similarly observed, "No free communities ever existed without morals." The best minds concur: there must be borders: freedom must be limited to be preserved. What kinds of limits are we talking about? * The moral limits of right and wrong, which we did not invent but owe largely to our Judeo-Christian heritage. * Intellectual limits imposed by sound reasoning. Again, we did not invent these but are in debt largely to Greco-Roman civilization, from the pre-Socratic philosophers forward. * Political limits such as the rule of law, inalienable rights, and representative institutions, which we inherited primarily from the British. * Legal limits of the natural and common law, which we also owe to our Western heritage. * Certain social limits, which are extremely important to the survival of freedom. These are the habits of our hearts--good manners, kindness, decency, and willingness to put others first, among other things--which are learned in our homes and places of worship, at school and in team sports, and in other social settings. All these limits complement each other and make a good society possible. But they cannot be taken for granted. It takes intellectual and moral leadership to make the case that such limits are important. Our Founders did that. To an exceptional degree, their words tutored succeeding generations in the ways of liberty. It is to America's everlasting credit that our Founders got freedom right.

First, Germany’s devastated condition at the time of its surrender of May 7 and 8, 1945 posed the worst crisis faced by any nation discussed in this book. The erection of the Berlin Wall on August 13, 1961, and the student revolts peaking over several months of 1968, then represented two further crises. Conversely, Perry’s arrival in Japan and Pinochet’s coup in Chile actually weren’t unexpected

To engage Muslims, we must see them as people, not merely as representatives of a foreign religion, culture, or political ideology. As people, they are products of those things, but they are also husbands and wives, children and students, truck drivers and heart surgeons. They are God’s lost children too, and he has given us the task of making disciples from among them, teaching them to obey everything that he has commanded. 

The logo represents the vision of Superior University to provide quality education to the youth of Pakistan. The outer circle represents a controlled environment that provides protection, security and opens 360° solution to their educational needs. The central circle represents a sun or sun rays that trickles through the faculty and is passed on to the students. Digitalization and Innovation is reflected through connecting the dots

The 50,000-plus students on waiting lists for admission to charter schools in New York City,1 where per-pupil expenditures average more than $20,000 a year,2 represent more than a billion dollars a year that could be lost by the traditional public school system in New York City alone, if all the students on those waiting lists were able to get into charter schools. And that is just the initial financial loss in one city during one year.

Other people were so unsuccessful at fending off love! Members of Congress who had affairs with their aides, or students who I'd known in college, girls who as freshmen declared themselves lesbians, then graduated with boyfriends- to give in to such love represents, for them, a capitulation or a betrayal, yet apparently the pull was so strong that they couldn't resist. That was what I didn't understand, how people made the leap from not mattering in each others' lives to mattering.

The effective, identity-safe practices "avoid cues that might instantiate a sense of stereotype threat in students and are, instead, aimed at making everyone in the class feel...as valued and contributive...regardless of their ethnic group or gender." [Dorothy Steele] ...The cohering principle is straightforward: they foster a threat-mitigating narrative about one's susceptibility to being stereotyped in the schooling context. And though no single, one-size-fits-all strategy has evolved, the research offers an expanding set of strategies for doing this: establishing trust through demanding but supportive relationships, fostering hopeful narratives about belonging in the setting, arranging informal cross-group conversations to reveal that one's identity is not the sole cause of one's negative experiences in the setting, representing critical abilities as learnable, and using child-centered teaching techniques. More will be known in the years ahead. But what we know now can make a life-affecting difference for many people in many important places.

Tradition has it that late in life Epictetus retired from teaching introduction and withdrew to the peace and quiet of family life, under conditions imposed by old age: that is, he became a parent by adopting rather than fathering a child, and took into his home a female servant to serve as a kind of surrogate mother to the child and domestic servant for himself. That he had absented himself from family life for so long shows that he regarded philosophy as a jealous mistress who demanded practically all his time and attention, which family life would not allow. That this renunciation of family life represented a real sacrifice is suggested by the fact that he took to it immediately upon retiring. He evidently thought he had earned the comforts of home after devoting most of his life to improving the lives of others – the successive generations of students who had passed through his school. We have no more news of Epictetus beyond this. After creating this version of a family he was evidently content to settle into it and live out the balance of his years in obscurity.

In general children from low-income families are at risk of being failed by schools because of the erroneous belief that their parents lack ambition for them. A focus on the need for aspirations as widely set is necessary for closing the achievement gap between marginalized and privileged people. Yet an environment where students may not see themselves represented in person or on the page, what exactly are they inspiring to? Who sets those standards and are they achievable in the wider world without culturally sensitive and competent teachers?

Well, as it turns out, even in scientific research where there is supposed to be objectivity in the way experiments are carried out, interpreted and reported, it is still run by scientists who might have their own preferred ideas and biases (scientists are after all humans). As such, articles are selected for publication not necessarily because the work represents an objective truth. Rather, articles are published because they have crossed the sometimes arbitrary threshold for novelty and technical requirements as accepted in the respective fields.

This was a school that didn’t just teach history — no, it wore the past like a comfortable jacket, beloved for all of its frayed ends. Gansey II described students — comrades, really — forming bonds of brotherhood that would last for the rest of their lives. It was C. S. Lewis and the Inklings, Yeats and the Abbey Theatre, Tolkien and his Kolbítar, Glendower and his poet Iolo Goch, Arthur and his knights. It was a community of scholars just outside of adolescence, a sort of Marvel comic where every hero represented a different arm of the humanities.

A person walking into a genial classroom knows almost at once that it is a place dedicated to the celebration of learning and young minds; a cognitive greenhouse, so to speak, that honors and celebrates the capacities of each and every student. In a genial classroom, there are frequent outbursts of energy representing students' exuberance in discovering something new, in making novel connections, in confronting and overcoming challenges, in being surprised or delighted, intrigued or mystified, and indignant or outspoken about the ideas and materials being presented.

At a law school in Canada, we are in deep discussion of the law as a universal instrument that feminists should expect to be flexible. I am arguing that this is what judges are for - otherwise, justice could be meted out by a computer. The mostly male law students are arguing that any exception is dangerous and creates a "slippery slope." Make one exception, and the number will grow until the law will be overturned de facto. I am not a lawyer. I am stuck. Those young men may or may not represent the common-sense majority in the audience, but they have triumphed. Then a tall young woman in jeans rises from the back of the room. "Well," she says calmly, "I have a boa constrictor." This quiets the audience right down. "Once a month," she continues, "I go to the dissection lab on campus to get frozen mice to feed my boa constrictor. But this month, there is a new professor in charge, and he said to me 'I can't give you frozen mice. If I give you frozen mice, everyone will want frozen mice." There is such an explosion of laughter that even the argumentative young men can't resist. She has made her point: not everyone wants the same thing. A just law can be flexible. To be just, a law has to be flexible. She has saved the day.

On a flat surface with just the normal x and y coordinates, any high school algebra student, with the help of old Pythagoras, can calculate the distance between points. But imagine a flat map (of the world, for example) that represents locations on what is actually a curved globe. Things get stretched out near the poles, and measurement gets more complex. Calculating the actual distance between two points on the map in Greenland is different from doing so for points near the equator. Riemann worked out ways to determine mathematically the distance between points in space no matter how arbitrarily it curved and contorted.

The biologist and intellectual E. O. Wilson was once asked what represented the most hindrance to the development of children; his answer was the soccer mom [helicopter parent]….They try to eliminate the trial and error from children's lives and transform them into nerds working on preexisting (parent-compatible) maps of reality. They are good students, but nerds--that is, they are like computers, except slower. Further, they are totally untrained to handle ambiguity….Provided we have the right type of rigor, we need randomness, mess, adventures, uncertainty, self-discovery, near-traumatic episodes, all those things that make life worth living.

It was a first step toward making progress in reaching broad agreement on how a W-course would be defined. Incidentally, but importantly, it was also a first step in raising awareness of the implications of the writing-intensive requirement, and in encouraging departmental conversations that would articulate values about writing that the criteria would represent. The draft criteria went out to thirty departments with questions about faculty expectations of entering and graduating students’ writing; existing or planned courses that could be designated as W-courses; resources that departments would need to assist implementation; and an invitation to comment on the draft criteria.

Over those years, students of “fascism,”1 as a subject of inquiry, have seen its “essence” change, in the judgments of scholars, from a movement of the “extreme right” into one that was neither of the “right” nor the “left.”2We are now told that “Fascist ideology represented a synthesis of organic nationalism with the antimaterialist revision of Marxism.”3 From a political revolution entirely without any pretense of a rational belief system, we are now told, by those best informed, that “fascism’s ability to appeal to important intellectuals . . . underlines that it cannot be dismissed as . . . irrational. . . . [In] truth, fascism was an ideology just like the others.”4 Moreover, it has been acknowledged that “Fascism was possible only if based on genuine belief.

By 2026 and certainly thereafter, hundreds more colleges will go defunct. How do we know? Because exactly eighteen years after the baby bust of 2008, the number of American high school graduates will fall off a cliff. Those who had been planning on attending college nearby may pack up and leave for good, joining college employees who have no reason to stick around, together turning once thriving towns into dust bowls. The southern US will be hit hardest, as it represents nearly 45 percent of American high schoolers as well as the most colleges closing shop. (In Texas, only 56 percent of high school students go to college anyway.) The South will only be able to revive its local economies by attracting people—natives or foreigners—willing to uplift these dilapidated communities

Some researchers, such as psychologist Jean Twenge, say this new world where compliments are better than sex and pizza, in which the self-enhancing bias has been unchained and allowed to gorge unfettered, has led to a new normal in which the positive illusions of several generations have now mutated into full-blown narcissism. In her book The Narcissism Epidemic, Twenge says her research shows that since the mid-1980s, clinically defined narcissism rates in the United States have increased in the population at the same rate as obesity. She used the same test used by psychiatrists to test for narcissism in patients and found that, in 2006, one in four U.S. college students tested positive. That’s real narcissism, the kind that leads to diagnoses of personality disorders. In her estimation, this is a dangerous trend, and it shows signs of acceleration. Narcissistic overconfidence crosses a line, says Twenge, and taints those things improved by a skosh of confidence. Over that line, you become less concerned with the well-being of others, more materialistic, and obsessed with status in addition to losing all the restraint normally preventing you from tragically overestimating your ability to manage or even survive risky situations. In her book, Twenge connects this trend to the housing market crash of the mid-2000s and the stark increase in reality programming during that same decade. According to Twenge, the drive to be famous for nothing went from being strange to predictable thanks to a generation or two of people raised by parents who artificially boosted self-esteem to ’roidtastic levels and then released them into a culture filled with new technologies that emerged right when those people needed them most to prop up their self-enhancement biases. By the time Twenge’s research was published, reality programming had spent twenty years perfecting itself, and the modern stars of those shows represent a tiny portion of the population who not only want to be on those shows, but who also know what they are getting into and still want to participate. Producers with the experience to know who will provide the best television entertainment to millions then cull that small group. The result is a new generation of celebrities with positive illusions so robust and potent that the narcissistic overconfidence of the modern American teenager by comparison is now much easier to see as normal.

The student will, of course, realize that the illustrations given above are necessarily imperfect and inadequate, for they represent the creation of mental images in finite minds, while the Universe is a creation of Infinite Mind — and the difference between the two poles separates them. And yet it is merely a matter of degree — the same Principle is in operation — the Principle of Correspondence manifests in each — "As above, so Below; as Below, so above." And, in the degree that Man realizes the existence of the Indwelling Spirit immanent within his being, so will he rise in the spiritual scale of life. This is what spiritual development means — the recognition, realization, and manifestation of the Spirit within us. Try to remember this last definition — that of spiritual development. It contains the Truth of True Religion.

It gives the whole game away that college football is so popular in the SEC, where the legacy of Jim Crow and segregation is so powerful, and now they worship Black football players who make no money and are out there providing entertainment. The university people and the networks intentionally create this fake feel—they use the football field to miseducate people with a fictional portrayal of life off the field. The fiction is that because all these white student fans are cheering majority-Black teams, the dynamic is somehow postracial. It creates an illusion for both the fan and the player—the student and the student-athlete—so they don’t have to face how messed-up this country is. You’re not Black on the field. You’re a representative of your school. There’s no New Jim Crow when you’re on the field. There’s no Donald Trump. There’s no Trayvon Martin.

We noted in Section II that an increasing reliance on textbooks or their equivalent was an invariable concomitant of the emergence of a first paradigm in any field of science. The concluding section of this essay will argue that the domination of a mature science by such texts significantly differentiates its developmental pattern from that of other fields. For the moment let us simply take it for granted that, to an extent unprecedented in other fields, both the layman’s and the practitioner’s knowledge of science is based on textbooks and a few other types of literature derived from them. Textbooks, however, being pedagogic vehicles for the perpetuation of normal science, have to be rewritten in whole or in part whenever the language, problem-structure, or standards of normal science change. In short, they have to be rewritten in the aftermath of each scientific revolution, and, once rewritten, they inevitably disguise not only the role but the very existence of the revolutions that produced them. Unless he has personally experienced a revolution in his own lifetime, the historical sense either of the working scientist or of the lay reader of textbook literature extends only to the outcome of the most recent revolutions in the field. Textbooks thus begin by truncating the scientist’s sense of his discipline’s history and then proceed to supply a substitute for what they have eliminated. Characteristically, textbooks of science contain just a bit of history, either in an introductory chapter or, more often, in scattered references to the great heroes of an earlier age. From such references both students and professionals come to feel like participants in a long-standing historical tradition. Yet the textbook-derived tradition in which scientists come to sense their participation is one that, in fact, never existed. For reasons that are both obvious and highly functional, science textbooks (and too many of the older histories of science) refer only to that part of the work of past scientists that can easily be viewed as contributions to the statement and solution of the texts’ paradigm problems. Partly by selection and partly by distortion, the scientists of earlier ages are implicitly represented as having worked upon the same set of fixed problems and in accordance with the same set of fixed canons that the most recent revolution in scientific theory and method has made seem scientific. No wonder that textbooks and the historical tradition they imply have to be rewritten after each scientific revolution. And no wonder that, as they are rewritten, science once again comes to seem largely cumulative.

In a proper Islamic University, fard 'ain knowledge which represents the permanent intellectual and spiritual needs of the human soul--should form the core curriculum, and should be made obligatory to all students. Fard kifayah knowledge--reflecting societal needs and global trends--is not obligatory to all, but must be mastered by and adequate number of Muslims to ensure the proper development of the Community and to safeguard its proper place in world affairs. The fard 'ain knowledge shall include knowledge of the traditional Islamic sciences such as the Arabic language, metaphysics, the Qur'an and Hadith, ethics, the shari'ah sciences, and the history of Islam. Consonant with our position that these fard 'ain sciences are not static but dynamic, they should be continuously studied, analyzed, and applied in relation to the fard kifayah sciences; i.e. the fields of their specialization.

Maybe they feel that Iowa has been unfairly stereotyped as a breeding ground of superstitious illiterate cornfield bumpkins. In reality, Iowa has been one of the most literate states in America for 100 years and running. Iowa students are said to “consistently lead the nation in standardized achievement-test scores.” A government website claims that 93 percent of Iowa’s schools perform above the national average. Iowa ranks third when it comes to libraries per resident. It also has one of the nation’s lowest high-school dropout rates. To be fair, not all of Iowa’s schools perform so well. To be fairer, these schools tend to be in areas that few would describe as “too white.” So when they say Iowa is “too white,” perhaps what they really mean is that it’s too safe, too economically stable, and far too literate to adequately represent mainstream America—especially the “mainstream America” they have planned for us.

Many doctors (and medical students) display uncertainty about whether or not CFS/ME is real…Patients with CFS/ME often experience suspicion by health professionals…The (often unintentional) marginalization of many CFS/ME patients represents a failure in medical professionalism, one that may lead to further ethical and practical consequences both for progressive research into CFS/ME and for ethical care... With one exception, doctors attending the seminar were either defensive or silent. In their eyes, the ME patients present were conforming to stereotype (angry, unscientific, unreasonable) and therefore they – the doctors – would not engage with them. Paradoxically, these doctors were themselves conforming to another stereotype, as described by the speaker: ‘Knowledge-formation is also influenced by social and cultural factors. Such encounters have an inherent power differential; there is significant potential…to be unjust from an epistemic point of view.

Toward the end of the three weeks, I have lunch with a representative from the foundation. She wants to know what could be done to make the girls more “confident.” I rattle on, about girl-only classrooms, giving them room away from the boys, time to talk, permission to question and complain without being afraid of being seen as whiners, complainers, bad girls, tough girls. But I know that all of them, boys and girls both, are still only partly formed, soft as Playdoh. They are like golems — their bodies in full flower and everything else a work-in-progress. I don’t dare say there are essential gender differences here, though I wonder more and more. “But girls have so many more role models now,” the foundation representative says. She is a petite, elegant, beautiful woman in a black suit, perfectly coifed. More role models. Which ones, I wonder? An increasingly impossible physical ideal? A clear-cut choice between career and family? They’ve seen their mothers suffer from trying to do both. They know all about the “second shift” of endless work. When I was 15, my role models were burning bras, marching in the street, starting clinics, passing laws and getting arrested. Role models now are selling diet books and making music videos. The simple fact is, I don’t know. I don’t know how to help them. I know that I have to keep checking my watch during lunch and rush off to make the final bell for sixth period, and that all of these children who are almost grown have spent their entire lives ruled by a clock and the demands of strangers. They have grown up in a fragmented and chaotic place over which they have no control. I know they’ve rarely thought about the possibility of getting out; they don’t see any place to get out to, anywhere to go not ruled by bureaucratic entanglements and someone else’s schedule and somebody else’s plans. If girls are somehow wired toward pliancy, then the helpless role of student in the shadow of the institution is the worst place they can be. If we want to teach them independence, the first thing to do would be to give it to them.

The final principle is that, more often than not, originality lies on the far side of unoriginality. The Finnish American photographer Arno Minkkinen dramatizes this deep truth about the power of patience with a parable about Helsinki’s main bus station. There are two dozen platforms there, he explains, with several different bus lines departing from each one—and for the first part of its journey, each bus leaving from any given platform takes the same route through the city as all the others, making identical stops. Think of each stop as representing one year of your career, Minkkinen advises photography students. You pick an artistic direction—perhaps you start working on platinum studies of nudes—and you begin to accumulate a portfolio of work. Three years (or bus stops) later, you proudly present it to the owner of a gallery. But you’re dismayed to be told that your pictures aren’t as original as you thought, because they look like knockoffs of the work of the photographer Irving Penn; Penn’s bus, it turns out, had been on the same route as yours. Annoyed at yourself for having wasted three years following somebody else’s path, you jump off that bus, hail a taxi, and return to where you started at the bus station. This time, you board a different bus, choosing a different genre of photography in which to specialize. But a few stops later, the same thing happens: you’re informed that your new body of work seems derivative, too. Back you go to the bus station. But the pattern keeps on repeating: nothing you produce ever gets recognized as being truly your own. What’s the solution? “It’s simple,” Minkkinen says. “Stay on the bus. Stay on the fucking bus.” A little farther out on their journeys through the city, Helsinki’s bus routes diverge, plunging off to unique destinations as they head through the suburbs and into the countryside beyond. That’s where the distinctive work begins. But it begins at all only for those who can muster the patience to immerse themselves in the earlier stage—the trial-and-error phase of copying others, learning new skills, and accumulating experience.

Studentdom, he felt, must pass its own Examinations and define its own Commencement--a slow, most painful process, made the more anguishing by bloody intelligences like the Bonifacists of Siegfrieder College. Yet however it seemed at times that men got nowhere, but only repeated class by class the mistakes of their predecessors, two crucial facts about them were at once their hope and the limitation of their possibility, so he believed. One was their historicity: the campus was young, the student race even younger, and by contrast with the whole of past time, the great collegiate cultures had been born only yesterday. The other had to do with comparative cyclology, a field of systematic speculation he could not review for me just then, but whose present relevance lay in the correspondency he held to obtain between the life-history of individuals and the history of studentdom in general. As the embryologists maintained that ontogeny repeats phylogeny, so, Max claimed, the race itself--and on a smaller scale, West-Campus culture--followed demonstrably--in capital letters, as it were, or slow motion--the life-pattern of its least new freshman. This was the basis of Spielman's Law--ontogeny repeats cosmogeny--and there was much more to it and to the science of cyclology whereof it was first principle. The important thing for now was that, by his calculations, West-Campus as a whole was in mid-adolescence... 'Look how we been acting,' he invited me, referring to intercollegiate political squabbles; 'the colleges are spoilt kids, and the whole University a mindless baby, ja? Okay: so weren't we all once, Enos Enoch too? And we got to admit that the University's a precocious kid. If the history of life on campus hadn't been so childish, we couldn't hope it'll reach maturity.' Studentdom had passed already, he asserted, from a disorganized, pre-literate infancy (of which Croaker was a modern representative, nothing ever being entirely lost) through a rather brilliant early childhood ('...ancient Lykeion, Remus, T'ang...') which formed its basic and somewhat contradictory character; it had undergone a period of naive general faith in parental authority (by which he meant early Founderism) and survived critical spells of disillusionment, skepticism, rationalism, willfulness, self-criticism, violence, disorientation, despair, and the like--all characteristic of pre-adolescence and adolescence, at least in their West-Campus form. I even recognized some of those stages in my own recent past; indeed, Max's description of the present state of West-Campus studentdom reminded me uncomfortably of my behavior in the Lady-Creamhair period: capricious, at odds with itself, perverse, hard to live with. Its schisms, as manifested in the Quiet Riot, had been aggravated and rendered dangerous by the access of unwonted power--as when, in the space of a few semesters, a boy finds himself suddenly muscular, deep-voiced, aware of his failings, proud of his strengths, capable of truly potent love and hatred--and on his own. What hope there was that such an adolescent would reach maturity (not to say Commencement) without destroying himself was precisely the hope of the University.

that you’re about to tune in to. Some of our students have lowered their cholesterol levels just by tuning in to a potential. They’ve lowered their cancer markers. They’ve made tumors disappear. They’ve also created great new jobs, all-expenses-paid vacations, new healthy relationships, more money, profoundly mystical experiences, and even winning lottery tickets. Believe me, my team and I have seen it all. So go ahead, step into the unknown! Once you have the new experience you want to create, assign a capital letter to it and then write that letter down on a piece of paper. Think of the letter as a symbol that represents that specific possibility in your life. Actually putting it on paper instead of only thinking about it is important because the act of writing it down solidifies that you want it. Then draw two squiggly circular lines around the letter to represent the electromagnetic field you need to generate around your body to match that potential in the quantum. Now assign some meaning to that letter so you can get even clearer about your intention. Think of some specific refinements of what you want and list

There is an apocryphal esoteric tale about the Christos that very much applies to this situation. One day the Christos and His closest students were walking across a bridge. Spiritually, bridges represent a way to 'cross over,' a means to arrive at a great truth, and a means to overcome obstacles. Bridges are an isthmus between life and death, a liminal (in-between) experience. While walking across the bridge, suddenly the Apostles rushed the Christos to one side of the bridge, indicating that they did not want Him to see something. The Christos demanded that the Apostles move out of the way and allow Him to see what they were hiding. The Christos looked down and saw that the Apostles had been hiding a dead dog that was in an advanced state of decay and putrefaction. Rather than covering His nose and turning away, instead the Christos knelt down and regarded the dog. Then he turned his gaze toward the Apostles and said, 'Look at the beautiful white teeth of this dog.' The Christos was teaching His Apostles that it is important to notice what is admirable and beautiful even in what most people would regard as repulsive.

Ah, my friends, that innocent afternoon with Larry provoked me into thought in a way my own dicelife until then never had. Larry took to following the dice with such ease and joy compared to the soul-searching gloom that I often went through before following a decision, that I had to wonder what happened to every human in the two decades between seven and twenty-seven to turn a kitten into a cow. Why did children seem to be so often spontaneous, joy-filled and concentrated while adults seemed controlled, anxiety-filled and diffused? It was the Goddam sense of having a self: that sense of self which psychologists have been proclaiming we all must have. What if - at the time it seemed like an original thought - what if the development of a sense of self is normal and natural, but is neither inevitable nor desirable? What if it represents a psychological appendix: a useless, anachronistic pain in the side? - or, like the mastodon's huge tusks: a heavy, useless and ultimately self-destructive burden? What if the sense of being some-one represents an evolutionary error as disastrous to the further development of a more complex creature as was the shell for snails or turtles? He he he. What if? indeed: men must attempt to eliminate the error and develop in themselves and their children liberation from the sense of self. Man must become comfortable in flowing from one role to another, one set of values to another, one life to another. Men must be free from boundaries, patterns and consistencies in order to be free to think, feel and create in new ways. Men have admired Prometheus and Mars too long; our God must become Proteus. I became tremendously excited with my thoughts: 'Men must become comfortable in flowing from one role to another' - why aren't they? At the age of three or four, children were willing to be either good guys or bad guys, the Americans or the Commies, the students or the fuzz. As the culture molds them, however, each child comes to insist on playing only one set of roles: he must always be a good guy, or, for equally compulsive reasons, a bad guy or rebel. The capacity to play and feel both sets of roles is lost. He has begun to know who he is supposed to be. The sense of permanent self: ah, how psychologists and parents lust to lock their kids into some definable cage. Consistency, patterns, something we can label - that's what we want in our boy. 'Oh, our Johnny always does a beautiful bower movement every morning after breakfast.' 'Billy just loves to read all the time...' 'Isn't Joan sweet? She always likes to let the other person win.' 'Sylvia's so pretty and so grown up; she just loves all the time to dress up.' It seemed to me that a thousand oversimplifications a year betrayed the truths in the child's heart: he knew at one point that he didn't always feel like shitting after breakfast but it gave his Ma a thrill. Billy ached to be out splashing in mud puddles with the other boys, but... Joan wanted to chew the penis off her brother every time he won, but ... And Sylvia daydreamed of a land in which she wouldn’t have to worry about how she looked . . . Patterns are prostitution to the patter of parents. Adults rule and they reward patterns. Patterns it is. And eventual misery. What if we were to bring up our children differently? Reward them for varying their habits, tastes, roles? Reward them for being inconsistent? What then? We could discipline them to be reliably various, to be conscientiously inconsistent, determinedly habit-free - even of 'good' habits.

Close to forty thousand Germans gathered in front of Berlin’s opera house on May 10, 1933, as a parade of swastika-wearing students and beer-hall thugs carrying torches tossed books into a huge bonfire. Ordinary citizens poured forth carrying volumes looted from libraries and private homes. “Jewish intellectualism is dead,” propaganda minister Joseph Goebbels, his face fiery, yelled from the podium. “The German soul can again express itself.” What happened in Germany in 1933 was not just a brutality perpetrated by thuggish leaders and abetted by ignorant mobs. It was also, as Einstein described, “the utter failure of the so-called intellectual aristocracy.” Einstein and other Jews were ousted from what had been among the world’s greatest citadels of open-minded inquiry, and those who remained did little to resist. It represented the triumph of the ilk of Philipp Lenard, Einstein’s longtime anti-Semitic baiter, who was named by Hitler to be the new chief of Aryan science. “We must recognize that it is unworthy of a German to be the intellectual follower of a Jew,” Lenard exulted that May. “Heil Hitler!” It would be a dozen years before Allied troops would fight their way in and oust him from that role.41 Le

Eliot's own reflections on the primitive mind as a model for nondualistic thinking and on the nature and consequences of different modes of consciousness were informed by an excellent education in the social sciences and philosophy. As a prelude to our guided tour of the text of The Waste Land, we now turn to a brief survey of some of his intellectual preoccupations in the decade before he wrote it, preoccupations which in our view are enormously helpful in understanding the form of the poem. Eliot entered Harvard as a freshman in 1906 and finished his doctoral dissertation in 1916, with one of the academic years spent at the Sorbonne and one at Oxford. At Harvard and Oxford, he had as teachers some of modern philosophy's most distinguished individuals, including George Santayana, Josiah Royce, Bertrand Russell, and Harold Joachim; and while at the Sorbonne, he attended the lectures of Henri Bergson, a philosophic star in Paris in 1910-11. Under the supervision of Royce, Eliot wrote his dissertation on the epistemology of F. H. Bradley, a major voice in the late-nineteenth-, early-twentieth-century crisis in philosophy. Eliot extended this period of concentration on philosophical problems by devoting much of his time between 1915 and the early twenties to book reviewing. His education and early book reviewing occurred during the period of epistemological disorientation described in our first chapter, the period of "betweenness" described by Heidegger and Ortega y Gasset, the period of the revolt against dualism described by Lovejoy. 2 Eliot's personal awareness of the contemporary epistemological crisis was intensified by the fact that while he was writing his dissertation on Bradley he and his new wife were actually living with Bertrand Russell. Russell as the representative of neorealism and Bradley as the representative of neoidealism were perhaps the leading expositors of opposite responses to the crisis discussed in our first chapter. Eliot's situation was extraordinary. He was a close student of both Bradley and Russell; he had studied with Bradley's friend and disciple Harold Joachim and with Russell himself. And in 1915-16, while writing a dissertation explaining and in general defending Bradley against Russell, Eliot found himself face to face with Russell across the breakfast table. Moreover, as the husband of a fragile wife to whom both men (each in his own way) were devoted, Eliot must have found life to be a kaleidoscope of brilliant and fluctuating patterns.

Prin let the old one witter on. They could make him stay in here, stop him from leaving and stop him from offering any violence to this dream-image of the old representative, but they couldn’t stop his attention from wandering. The techniques learned in lecture theatres and later honed to perfection in faculty meetings were proving their real worth at last. He could vaguely follow what was being said without needing to bother with the detail. When he’d been a student he had assumed he could do this because he was just so damn smart and basically already knew pretty much all they were trying to teach him. Later, during seemingly endless committee sessions, he’d accepted that a lot of what passed for useful information-sharing within an organisation was really just the bureaucratic phatic of people protecting their position, looking for praise, projecting criticism, setting up positions of non-responsibility for up-coming failures and calamities that were both entirely predictable but seemingly completely unavoidable, and telling each other what they all already knew anyway. The trick was to be able to re-engage quickly and seamlessly without allowing anyone to know you’d stopped listening properly shortly after the speaker had first opened their mouth.

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If we analyze white supremacy from the philosophical lens of Star Wars, then it is all the Sith Lords, the Empire, and the First Order commanded by the Dark Side of the Force. It wants to dominate and impose its will on all galaxies, even those far, far away. Let’s just call this insidious force THE WHITENESS. The Whiteness’s ability to inspire fear and anger is so strong that it corrupted many well-​intentioned people, including people of color, to vote for an incompetent vulgarian in 2016 and 2020. It deludes many liberal and “moderate” whites into believing that they are the “good” ones who are committed to social justice as they talk about white privilege but never actually give up any of it. Still, they’ll have these discussions about racial equality with their white friends in establishments with white patrons from white neighborhoods—​without including the rest of us. The Whiteness has always played for all the marbles. It’s not interested in diplomacy, a representative government, free and fair elections, equitable pay, and a delicious buffet of meals from a multitude of countries. It needs a border wall, a Muslim Ban, and affirmative action for wealthy white students at Yale University. It’s a system, a structure, a paradigm, an ideology whose ultimate goal is domination and submission by any means necessary.

If morality represents the way we would like the world to work and economics represents how it actually does work, then the story of Feldman’s bagel business lies at the very intersection of morality and economics. Yes, a lot of people steal from him, but the vast majority, even though no one is watching over them, do not. This outcome may surprise some people — including Feldman’s economist friends, who counseled him twenty years ago that his honor-system scheme would never work. But it would not have surprised Adam Smith. In fact, the theme of Smith’s first book, The Theory of Moral Sentiments, was the innate honesty of mankind. “How selfish soever man may be supposed,” Smith wrote, “there are evidently some principles in his nature, which interest him in the fortune of others, and render their happiness necessary to him, though he derives nothing from it, except the pleasure of seeing it.” There is a tale, “The Ring of Gyges,” that Feldman sometimes tells his economist friends. It comes from Plato’s Republic. A student named Glaucon offered the story in response to a lesson by Socrates — who, like Adam Smith, argued that people are generally good even without enforcement. Glaucon, like Feldman’s economist friends, disagreed. He told of a shepherd named Gyges who stumbled upon a secret cavern with a corpse inside that wore a ring. When Gyges put on the ring, he found that it made him invisible. With no one able to monitor his behavior, Gyges proceeded to do woeful things—seduce the queen, murder the king, and so on. Glaucon’s story posed a moral question: could any man resist the temptation of evil if he knew his acts could not be witnessed? Glaucon seemed to think the answer was no. But Paul Feldman sides with Socrates and Adam Smith — for he knows that the answer, at least 87 percent of the time, is yes.

I must at this point reiterate my strong objection to being asked to fill in forms in which I have to tick a box labelling my 'race' or 'ethnicity', and voice my strong support for Lewontin's statement that racial classification can be actively destructive of social and human relations - especially when people use racial classification as a way of treating people differently, whether through negative or positive discrimination. To tie a racial label to somebody is informative in the sense that it tells you more than one thing about them. It might reduce your uncertainty about the colour of their hair, the colour of their skin, the straightness of their hair, the shape of their eye, the shape of their nose and how tall they are. But there is no reason to suppose that it tells you anything about how well-qualified they are for a job. And even in the unlikely event that it did reduce your statistical uncertainty about their likely suitability for some particular job, it would still be wicked to use racial labels as a basis for discrimination when hiring somebody. Choose on the basis of ability, and if, having done so, you end up with an all-black sprinting team, so be it. You have not practised racial discrimination in arriving at this conclusion... Discriminating against individuals purely on the basis of a group to which they belong is, I am inclined to think, always evil. There is near-universal agreement today that the apartheid laws of South Africa were evil. Positive discrimination in favour of 'minority' students on American campuses can fairly, in my opinion, be attacked on the same grounds as apartheid. Both treat people as representative of groups rather than as individuals in their own right. Positive discrimination is sometimes justified as redressing centuries of injustice. But how can it be just to pay back a single individual today for the wrongs done by long-dead members of a plural group to which he belongs?

Prisons are racism incarnate. As Michelle Alexander points out, they constitute the new Jim Crow. But also much more, as the lynchpins of the prison-industrial complex, they represent the increasing profitability of punishment. They represent the increasingly global strategy of dealing with populations of people of color and immigrant populations from the countries of the Global South as surplus populations, as disposable populations. Put them all in a vast garbage bin, add some sophisticated electronic technology to control them, and let them languish there. And in the meantime, create the ideological illusion that the surrounding society is safer and more free because the dangerous Black people and Latinos, and the Native Americans, and the dangerous Asians and the dangerous White people, and of course the dangerous Muslims, are locked up! And in the meantime, corporations profit and poor communities suffer! Public education suffers! Public education suffers because it is not profitable according to corporate measures. Public health care suffers. If punishment can be profitable, then certainly health care should be profitable, too. This is absolutely outrageous! It is outrageous. It is also outrageous that the state of Israel uses the carceral technologies developed in relation to US prisons not only to control the more than eight thousand Palestinian political prisoners in Israel but also to control the broader Palestinian population. These carceral technologies, for example, the separation wall, which reminds us of the US-Mexico border wall, and other carceral technologies are the material constructs of Israeli apartheid. G4S, the organization, the corporation G4S, which profits from the incarceration and the torturing of Palestinian prisoners, has a subsidiary called G4S Secure Solutions, which was formerly known as Wackenhut. And just recently a subsidiary of that just have one more page of notes corporation, GEO Group, which is a private prison company, attempted to claim naming rights at Florida Atlantic University by donating something like $6 million, right? And, the students rose up. They said that our football stadium will not bear the name of a private prison corporation! And the students won. The students won; the name came down from the marquee.

It is the custom in Germany for students to pass from one university to another during the course of their studies—a custom, incidentally, which no other country has. But it would be false to assume that this variety in instruction is a safeguard afainst uniformity of outlook, for although the professors of the various universities fight among themselves, they are all, fundamentally and at heart, in complete agreement. I came to realise this clearly through my contacts with the economists. This must have been about 1929. At that time we published a paper on certain aspects of the economic problem. Immediately a whole company of national economists of all sorts, and from a variety of universities, joined forces and signed a circular in which they unaminously condemned our economic proposals. I made one attempt to have a serious discussion with one of the most renowned of them, and one who was regarded by his colleagues as a revolutionary in economic thought Zwiedineck. The results were disastrous! At the time the State had floated a loan of two million seven hundred thousand marks for the construction of a road. I told Zwiedineck that I regarded this way of financing a project as foolish in the extreme. The life of the road in question would be some fifteen years ; but the amortisation of the capital involved would continue for eighty years. What the Government was really doing was to evade an immediate financial obligation by transferring the charges to the men of the next generation and, indeed, of the generation after. I insisted that nothing could be more unsound, and that what the Government should really do was to take radical steps to reduce the rate of interest and thus to render capital more fluid. I next argued that the gold standard, the fixing of rates of exchange and so forth were shibboleths which I had never regarded and never would regard as weighty and immutable principles of economy. Money, to me, was simply a token of exchange for work done, and its value depended absolutely on the value of the work accomplished. Where money did not represent services rendered, I insisted, it had no value at all. Zwiedineck was horrified and very excited. Such ideas, he declared, would upset the accepted economic principles of the entire world, and the putting of them into practice would cause a breakdown of the world's political economy. When, later, after our assumption of power, I put my theories into practice, the economists were not in the least discountenanced, but calmly set to work to prove by scientific argument that my theories were, indeed, sound economy !

Since my visit to the Hermitage, I had become more aware of the four figures, two women and two men, who stood around the luminous space where the father welcomed his returning son. Their way of looking leaves you wondering how they think or feel about what they are watching. These bystanders, or observers, allow for all sorts of interpretations. As I reflect on my own journey, I become more and more aware of how long I have played the role of observer. For years I had instructed students on the different aspects of the spiritual life, trying to help them see the importance of living it. But had I, myself, really ever dared to step into the center, kneel down, and let myself be held by a forgiving God? The simple fact of being able to express an opinion, to set up an argument, to defend a position, and to clarify a vision has given me, and gives me still, a sense of control. And, generally, I feel much safer in experiencing a sense of control over an undefinable situation than in taking the risk of letting that situation control me. Certainly there were many hours of prayer, many days and months of retreat, and countless conversations with spiritual directors, but I had never fully given up the role of bystander. Even though there has been in me a lifelong desire to be an insider looking out, I nevertheless kept choosing over and over again the position of the outsider looking in. Sometimes this looking-in was a curious looking-in, sometimes a jealous looking-in, sometimes an anxious looking-in, and, once in a while, even a loving looking-in. But giving up the somewhat safe position of the critical observer seemed like a great leap into totally unknown territory. I so much wanted to keep some control over my spiritual journey, to be able to predict at least a part of the outcome, that relinquishing the security of the observer for the vulnerability of the returning son seemed close to impossible. Teaching students, passing on the many explanations given over the centuries to the words and actions of Jesus, and showing them the many spiritual journeys that people have chosen in the past seemed very much like taking the position of one of the four figures surrounding the divine embrace. The two women standing behind the father at different distances the seated man staring into space and looking at no one in particular, and the tall man standing erect and looking critically at the event on the platform in front of him--they all represent different ways of not getting involved. There is indifference, curiosity, daydreaming, and attentive observation; there is staring, gazing, watching, and looking; there is standing in the background, leaning against an arch, sitting with arms crossed, and standing with hands gripping each other. Every one of these inner and outward postures are all too familiar with me. Some are more comfortable than others, but all of them are ways of not getting directly involved," (pp. 12-13).

Page 141: Group Polarization Patterns Political anger and demands for privileges are, of course, not limited to the less privileged. Indeed, even when demands are made in the name of less privileged racial or ethnic groups, often it is the more privileged members of such groups who make the demands and who benefit from policies designed to meet such demands. These demands may erupt suddenly in the wake of the creation (or sharp enlargement) of a newly educated class which sees its path to coveted middle-class professions blocked by competition of other groups--as in India, French Canada, or Lithuania, for example. * * * A rapid expansion of education is thus a factor in producing inter-group conflict, especially where the education is of a kind which produces diplomas rather than skills that have significant economic value in the marketplace. Education of a sort useful only for being a clerk, bureaucrat, school teacher--jobs whose numbers are relatively fixed in the short run and politically determined in the long run--tend to increase politicized inter-group strife. Yet newly emerging groups, whether in their own countries or abroad, tend to specialize precisely in such undemanding fields. Malay students, for example, have tended to specialize in Malay studies and Islamic studies, which provide them with no skills with which compete with the Chinese in the marketplace, either as businessmen, independent professionals, or technicians. Blacks and Hispanics in the United States follow a very similar pattern of specializing disproportionately in easier fields which offer less in the way of marketable skills. Such groups then have little choice but to turn to the government, not just for jobs but also for group preferences to be imposed in the market place, and for symbolic recognition in various forms. *** While economic interests are sometimes significant in explaining political decisions, they are by no means universally valid explanations. Educated elites from less advanced groups may have ample economic incentives to promote polarization and preferential treatment policies, but the real question is why the uneducated masses from such groups give them the political support without which they would be impotent. Indeed, it is often the less educated masses who unleash the mob violence from which their elite compatriots ultimately benefit--as in Malaysia, Sri Lanka, or parts of India, Africa, or the United States, where such violence has led to group preference policies in employment, educational institutions, and elsewhere. The common denominator in these highly disparate societies seems to be not only resentment of other groups' success but also fear of an inability to compete with them, combined with a painful embarrassment at being so visibly "under-represented"--or missing entirely—in prestigious occupations and institutions. To remedy this within apolitically relevant time horizon requires not simply increased opportunities but earmarked benefits directly given on a racial or ethnic basis.

It's healthy to adjust to reality. It's healthy, recognizing that fiction such as Proust and Faulkner wrote is doomed, to interest yourself in victorious technology, to fashion a niche for yourself in the new information order, to discard and then forget the values and methods of literary modernism which younger readers, bred on television and educated in the new orthodoxy of identity politics and the reader's superiority to the text, are almost entirely deaf and blind to. It's healthy to stop giving yourself ulcers and migraines doing demanding work that may please a few harried peers but otherwise instills unease or outright resentment in would-be readers. It's healthy to cry uncle when your bone's about to break. Likewise healthy, almost by definition, to forget about death in order to live your life: healthy to settle for (and thereby participate in) your own marginalization as a writer, to accept as inevitable a shrinking audience, an ever-deteriorating relationship with the publishing conglomerates, a retreat into the special Protective Isolation Units that universities now provide for writers. Healthy to slacken your standards, to call "great" what five years ago you might have called "decent but nothing special." Healthy, when you discover that your graduate writing students can't distinguish between "lie" and "lay" and have never read Jane Austen, not to rage or agitate but simply bite the bullet and do the necessary time-consuming teaching. Healthier yet not to worry about it—to nod and smile in your workshops and let sleeping dogs lay, let the students discover Austen when Merchant and Ivory film her. In describing as "healthy" these responses to the death sentence obsolescence represents, I'm being more than halfway ironic. Health really is the issue here. The pain of consciousness, the pain of knowing, grows apace with the information we have about the degradation of our planet and the insufficiency of our political system and the incivility of our society and the insolvency of our treasury and the injustice in the on-fifth of our country and four-fifths of our world that isn't rich like us. Given this increasing pain, it's understandable that a large and growing segment of the population should take comfort in the powerful narcotics that technology offers. The more popular these narcotics become, the more socially acceptable their use—and the lonelier the tiny core of people who are temperamentally incapable of deluding themselves that the "culture" of technology is anything but a malignant drug. It becomes a torture each time you see a friend stop reading books, and each time you read another cheerful young writer doing TV in book form. You become depressed. And then you see what technology can do for those who become depressed. It can make them undepressed. It can bring them health. And this is the moment at which I find myself: I look around and see absolutely everyone (or so it seems) finding health. They enjoy their television and their children and they don't worry inordinately. They take their Prozac and are undepressed. They are all civil with each other and smile undepressed smiles, and they look at me with eyes of such pure opacity that I begin to doubt myself. I seem to myself a person who shrilly hates health. I'm only a phone call away from asking for a prescription of my own[.]

It's healthy to adjust to reality. It's healthy, recognizing that fiction such as Proust and Faulkner wrote is doomed, to interest yourself in victorious technology, to fashion a niche for yourself in the new information order, to discard and then forget the values and methods of literary modernism which younger readers, bred on television and educated in the new orthodoxy of identity politics and the reader's superiority to the text, are almost entirely deaf and blind to. It's healthy to stop giving yourself ulcers and migraines doing demanding work that may please a few harried peers but otherwise instills unease or outright resentment in would-be readers. It's healthy to cry uncle when your bone's about to break. Likewise healthy, almost by definition, to forget about death in order to live your life: healthy to settle for (and thereby participate in) your own marginalization as a writer, to accept as inevitable a shrinking audience, an ever-deteriorating relationship with the publishing conglomerates, a retreat into the special Protective Isolation Units that universities now provide for writers. Healthy to slacken your standards, to call "great" what five years ago you might have called "decent but nothing special." Healthy, when you discover that your graduate writing students can't distinguish between "lie" and "lay" and have never read Jane Austen, not to rage or agitate but simply bite the bullet and do the necessary time-consuming teaching. Healthier yet not to worry about it—to nod and smile in your workshops and let sleeping dogs lay, let the students discover Austen when Merchant and Ivory film her. In describing as "healthy" these responses to the death sentence obsolescence represents, I'm being more than halfway ironic. Health really is the issue here. The pain of consciousness, the pain of knowing, grows apace with the information we have about the degradation of our planet and the insufficiency of our political system and the incivility of our society and the insolvency of our treasury and the injustice in the one-fifth of our country and four-fifths of our world that isn't rich like us. Given this increasing pain, it's understandable that a large and growing segment of the population should take comfort in the powerful narcotics that technology offers. The more popular these narcotics become, the more socially acceptable their use—and the lonelier the tiny core of people who are temperamentally incapable of deluding themselves that the "culture" of technology is anything but a malignant drug. It becomes a torture each time you see a friend stop reading books, and each time you read another cheerful young writer doing TV in book form. You become depressed. And then you see what technology can do for those who become depressed. It can make them undepressed. It can bring them health. And this is the moment at which I find myself: I look around and see absolutely everyone (or so it seems) finding health. They enjoy their television and their children and they don't worry inordinately. They take their Prozac and are undepressed. They are all civil with each other and smile undepressed smiles, and they look at me with eyes of such pure opacity that I begin to doubt myself. I seem to myself a person who shrilly hates health. I'm only a phone call away from asking for a prescription of my own[.]

Anarchism is the great liberator of man from the phantoms that have held him captive; it is the arbiter and pacifier of the two forces for individual and social harmony. To accomplish that unity, Anarchism has declared war on the pernicious influences which have so far prevented the harmonious blending of individual and social instincts, the individual and society. Religion, the dominion of the human mind; Property, the dominion of human needs; and Government, the dominion of human conduct, represent the stronghold of man's enslavement and all the horrors it entails. Religion! How it dominates man's mind, how it humiliates and degrades his soul. God is everything, man is nothing, says religion. But out of that nothing God has created a kingdom so despotic, so tyrannical, so cruel, so terribly exacting that naught but gloom and tears and blood have ruled the world since gods began. Anarchism rouses man to rebellion against this black monster. Break your mental fetters, says Anarchism to man, for not until you think and judge for yourself will you get rid of the dominion of darkness, the greatest obstacle to all progress. Property, the dominion of man's needs, the denial of the right to satisfy his needs. Time was when property claimed a divine right, when it came to man with the same refrain, even as religion, "Sacrifice! Abnegate! Submit!" The spirit of Anarchism has lifted man from his prostrate position. He now stands erect, with his face toward the light. He has learned to see the insatiable, devouring, devastating nature of property, and he is preparing to strike the monster dead. "Property is robbery," said the great French Anarchist, Proudhon. Yes, but without risk and danger to the robber. Monopolizing the accumulated efforts of man, property has robbed him of his birthright, and has turned him loose a pauper and an outcast. Property has not even the time-worn excuse that man does not create enough to satisfy all needs. The A B C student of economics knows that the productivity of labor within the last few decades far exceeds normal demand a hundredfold. But what are normal demands to an abnormal institution? The only demand that property recognizes is its own gluttonous appetite for greater wealth, because wealth means power; the power to subdue, to crush, to exploit, the power to enslave, to outrage, to degrade. America is particularly boastful of her great power, her enormous national wealth. Poor America, of what avail is all her wealth, if the individuals comprising the nation are wretchedly poor? If they live in squalor, in filth, in crime, with hope and joy gone, a homeless, soilless army of human prey. It is generally conceded that unless the returns of any business venture exceed the cost, bankruptcy is inevitable. But those engaged in the business of producing wealth have not yet learned even this simple lesson. Every year the cost of production in human life is growing larger (50,000 killed, 100,000 wounded in America last year); the returns to the masses, who help to create wealth, are ever getting smaller. Yet America continues to be blind to the inevitable bankruptcy of our business of production. Nor is this the only crime of the latter. Still more fatal is the crime of turning the producer into a mere particle of a machine, with less will and decision than his master of steel and iron. Man is being robbed not merely of the products of his labor, but of the power of free initiative, of originality, and the interest in, or desire for, the things he is making.

They have shown school as a complex game, a battle of opposing interests, where the teacher, representing authority and power, attempts to pack the maximum information into the students' heads, while the students, by nature the weaker side, do their best to avoid that information.

Meditation has nothing to do with contemplation of eternal questions, or of one’s own folly, or even of one’s navel, although a clearer view on all of these enigmas may result. It has nothing to do with thought of any kind—with anything at all, in fact, but intuiting the true nature of existence, which is why it has appeared, in one form or another, in almost every culture known to man. The entranced Bushman staring into fire, the Eskimo using a sharp rock to draw an ever-deepening circle into the flat surface of a stone achieves the same obliteration of the ego (and the same power) as the dervish or the Pueblo sacred dancer. Among Hindus and Buddhists, realization is attained through inner stillness, usually achieved through the samadhi state of sitting yoga.4 In Tantric practice, the student may displace the ego by filling his whole being with the real or imagined object of his concentration; in Zen, one seeks to empty out the mind, to return it to the clear, pure stillness of a seashell or a flower petal. When body and mind are one, then the whole thing, scoured clean of intellect, emotions, and the senses, may be laid open to the experience that individual existence, ego, the “reality” of matter and phenomena are no more than fleeting and illusory arrangements of molecules. The weary self of masks and screens, defences, preconceptions, and opinions that, propped up by ideas and words, imagines itself to be some sort of entity (in a society of like entities) may suddenly fall away, dissolve into formless flux where concepts such as “death” and “life”, “time” and “space”, “past” and “future” have no meaning. There is only a pearly radiance of Emptiness, the Uncreated, without beginning, therefore without end.5 Like the round bottomed Bodhidharma doll, returning to its centre, meditation represents the foundation of the universe to which all returns, as in the stillness of the dead of night, the stillness between tides and winds, the stillness of the instant before Creation. In this “void”, this dynamic state of rest, without impediments, lies ultimate reality, and here one’s own true nature is reborn, in a return from what Buddhists speak of as “great death”. This is the Truth of which Milarepa speaks.

Best Ideas and Tips for Career Growth and Development In case you're thinking about how you will get where you need to be in your career, there are some basic advances you can take that will assist you in making your own professional development. Similarly, as with all endeavors, you should be clear about your course when you make your own career development plan. You don't take an excursion without knowing where you need to wind up. You additionally don't have to excessively confound this undertaking. For profession improvement wanting to be compelling, extend your perspective on advancement and that of your representatives. An outside instructional course isn't the best way to create workers. Worker advancement is an incredible idea yet it isn't without issues. The best plans save the duty regarding finish unequivocally on the shoulders of representatives. Something else, if a worker doesn't finish their advancement openings, the individual in question may decide to put the fault on the board, which is counter-profitable for the entirety of the included gatherings. Certain issues and articulations exist that you would need to maintain a strategic distance from as you and the workers who report to you make plans and strategies for career development. Best Ideas for Career Growth and Development 1. Analyze your skills by yourself Experience the expected set of responsibilities detail by detail and rate your present condition of aptitudes, training, or experience to what is recorded. Your rating framework can be as straightforward as 1-10, with 10 an ideal match and one being totally absent. As you rate, make notes about your manner of thinking for future reference. When you have finished this activity, distinguish the entirety of the things where there is anyplace from a decent measure to a considerable measure of improvement that is required. Search for shared characteristics and cluster those all together. You will find that there will be subjects for your holes. 2. Change Job If or Whenever You Want You may likewise need to have numerous methods of amplifying your range of abilities to add profundity to it. A model is in the event that you need to move to a venture the board position, you might need to get confirmation and furthermore request venture duties. At first, these might be little, which are fine; they will offer you a chance to develop and learn. Also, you may need to inquire about different approaches to get what it takes you have to develop in your profession. You can't anticipate to what extent or how much work you should do so as to build up the expertise at the level you need, however, you do have command over the move you make to begin. Follow along. You have to focus on your career development plan at least two times every year. This will permit you to remain concentrated on your advance and help you to remember subsequent stages. 3. Growth Takes Time: But not for Everyone Some portion of the explanation we presume development is such a high need when you search for an occupation is on the grounds that you weren't getting development and improvement at your last one. You can totally change occupations at regular intervals to fulfill your longing for development. In any case, that despite everything leaves an extensive timeframe when you're not developing once you sink into work and before you move onto the following one. Here are some of the plan and strategies for career development, if you have any doubt, let us know in the comment section. Can also check: Things which is Important for student to get success

rag doll that they often prop up in an empty chair during meetings. the doll is meant to represent the student they are trying to help - just as bezos once had a habit of keeping a chair empty in meetings to represent the customer

I didn’t mind answering that I was from India, but I disliked the way India became the sole topic of conversation after that. Some international students loved talking about their countries. I didn’t. I didn’t care for the caste system, I didn’t know enough to talk about Indian politics, I resented having to defend my country’s poverty, and I was insulted when people asked if Indians rode on elephants. Over time I grew to hate the well-meaning friendly question “Where are you from?” As long as I was in small-town America, I realized, I was no longer just a person. I was a representative of my country. It was a daunting realization and an enormous burden.

N. Scott Momaday: A FIRST AMERICAN VIEWS HIS LAND First Man Behold: the earth glitters with leaves: the sky glistens with rain. Pollen is borne on winds that low and lean upon mountains. Cedars blacken the slopes- and pines. I tell my students that the American Indian has a unique investment in the American landscape. It is an investment that represents perhaps thirty thousand years of habitation…the Indian has been here a long time; he is at home here. That simple and obvious truth is one of the most important realities of the Indian world, and it is integrated in the Indian mind and spirit…the Native American’s attitudes towards this land have been formulated over…a span that reaches back to the end of the Ice Age. Very old in the Native American worldview is the conviction that the earth is vital, that there is a spiritual dimension to it, a dimension in which man rightly exists. it follows logically that there are ethical imperatives in this matter: Inasmuch as I am in the land, it is appropriate that I should affirm myself in the spirit of the land. I shall celebrate my life in the world and the world in my life. in the natural order man invest himself in the landscape and at the same time incorporates the landscape into his own most fundamental experience. This trust is sacred.

Alexandre Dumas, also in the audience, wrote that Shakespeare arrived in France with the “freshness of Adam’s first sight of Eden.” Fellow attendees Eugène Delacroix, Victor Hugo, and Théophile Gautier, along with Berlioz and Dumas, would create works inspired by those seminal evenings. The Bard’s electrifying combination of profound human insight and linguistic glory would continue catapulting across national borders to influence poets, painters, and composers the world over, as no other writer has done. Yet the UCLA English department—like so many others—was more concerned that its students encounter race, gender, and disability studies than that they plunge headlong into the overflowing riches of actual English literature—whether Milton, Wordsworth, Thackeray, George Eliot, or dozens of other great artists closer to our own day. How is this possible? The UCLA coup represents the characteristic academic traits of our time: narcissism, an obsession with victimhood, and a relentless determination to reduce the stunning complexity of the past to the shallow categories of identity and class politics.

Role Modeling and Meaningful Mentors Given the importance of socialization in leadership education and the power of analogue to organize people's approaches, one important facet of training the next generation of impact investors is to celebrate role models. Historically business schools have exposed students to leading businesspeople who have exemplified a model life in which their business success was followed by a retirement enriched by charity work. Now the increasing popularity on business school campuses of impact investing pioneers is offering an alternative model for students to follow. Schools that recognize the importance of mentoring and role modeling will need to identify additional opportunities to expose students to similarly forward-looking role models. Beyond the charismatic entrepreneurs, role models can also come from the leaders of networks, standard-setting bodies and other industry-builders who will increasingly represent high-leverage leadership in the impact investing industry's next phase.

In 1963, Choh Hao Li, chairman and lone tenured faculty member in the Institute of Experimental Biology at Berkeley, announced that he had isolated and purified his sixth pituitary hormone, lipotropin. The magnitude of such a feat is clear considering that only one other person had ever purified a hormone, and that person was not coincidentally a student of Li's. The purification of lipotropin should have been a reason to celebrate; however, Li's colleagues at Berkeley acknowledged but did not rejoice in his success. As they perceived it, endocrinology was a scientific field that came out of the clinical sciences, which meant that Li's research was completely unsound, and they put enormous pressure on him to change his scientific topic. When that did not work, Wendell Stanley tried to 'promote [Li] out of the Virus Laboratory,' then later University Chancellor Clark Kerr threatened to discontinue the Institute for Experimental Biology because it did not fit with Berkeley's commitment to pure research. Things got infinitely worse for Li, of course, because he became perceived as less qualified with each professional achievement. [...] C. H. Li's travails at Berkeley are only half the story. In 1969, five years after transferring from Berkeley to UCSF, Li and his laboratory assistants assembled a highly complex synthetic version of human growth hormone (HGH) that was biologically active and could promote the growth of bones and muscle tissue. Rather than ignore or criticize the work, however, journalists waxed eloquently [sic] about Li's creation of HGH. One described it as no less than a panacea for most of the world's problems. Others clearly saw specific applications: 'it might now be . . . possible to tailor-make hormones that can inhibit breast cancer.' Li's discovery of synthetic HGH 'constituted a truly . . . great research breakthrough [that had] obvious applications,' ranging from 'human growth and development to . . . treatment of cancer and coronary artery disease.' Desperate letters poured in too; athletes wanted to know if HGH would help them become faster, bigger, stronger, and dwarfs from all over the world begged for samples of HGH or to volunteer as experimental subjects. Unlike at Berkeley, Li's discovery made him a hero at UCSF. None other than UCSF Chancellor Phillip Lee described Li's discovery as 'meticulous, painstaking, and brilliant research' and then tried to capitalize on the moment by asking the public and their political representatives to increase federal support of bioscience research. 'Research money is dwindling fast,' repeated Lee to anyone who cared to listen. 'We've proven than synthesis can be done, now all we need is the money and time to prove its tremendous value.' It is not surprising that federal and state money began to pour into Li's lab. What is shocking, however, is how quickly Li achieved scientific acclaim, not because he changed, but because the rest of the world around him changed so much.

Jake McKeon founded the social network Moodswing as a place where people could share their emotional states, from elation to gloom. Over time, he found that some users were turning to Moodswing in times of severe depression, and a few even used the site to threaten suicide. Distressed, McKeon decided to try to provide these users with the emotional support they needed. He concocted a plan to recruit psychology students who would volunteer to offer counseling and advice via chat lines to depressed Moodswing members. The volunteers would be tested and vetted in an effort to curate their quality. This “amateur therapy” offering would represent a new form of value exchange facilitated by Moodswing.

Jake McKeon founded the social network Moodswing as a place where people could share their emotional states, from elation to gloom. Over time, he found that some users were turning to Moodswing in times of severe depression, and a few even used the site to threaten suicide. Distressed, McKeon decided to try to provide these users with the emotional support they needed. He concocted a plan to recruit psychology students who would volunteer to offer counseling and advice via chat lines to depressed Moodswing members. The volunteers would be tested and vetted in an effort to curate their quality. This “amateur therapy” offering would represent a new form of value exchange facilitated by Moodswing. It’s an intriguing concept, but one that raises some obvious questions—in particular the potential danger in having untrained and unlicensed counselors offering psychological guidance to people whose lives are at risk. As of mid-2014,

Instead of hiding bodies in mass graves, corpses were triumphantly displayed, as when the Jalisco New Generation (while still part of El Chapo’s Sinaloa cartel) dumped the thirty-five bodies on an avenue in Veracruz in September 2011. In reply, the Zetas scattered twenty-six corpses in Jalisco and a dozen in Sinaloa. On closer inspection, the bodies were those of ordinary citizens, not criminals: they were workers and students who had been abducted and murdered and displayed in order to strike fear in the heart of anyone who doubted the murderous resolve of the Zetas... In To Die in Mexico: Dispatches from Inside the Drug War, John Gibler writes about a related series of bizarre and violent episodes that took place in Torreón, in Coahuila state, bordering Texas: “Who would believe, for example, that the warden of a state prison would let convicted killers out at night and loan them official vehicles, automatic assault rifles, and bulletproof vests, so that they could gun down scores of innocent people in a neighboring state and then quickly hop back over the state line and into prison, behind bars, a perfect alibi. Who would believe that a paramilitary drug-trafficking organization formed by ex−Special Forces of the Mexican Army would kidnap a local cop and torture him into confessing all of the above details about the prisoners’ death squad, videotape the confession, execute the cop on camera with a shot to the heart, and then post the video on YouTube? Who could fathom that the federal attorney general would, within hours of the video-taped confession and execution being posted online, arrest the warden, and then a few days later hold a press conference fully acknowledging that the prisoners’ death squad had operated for months, killing ten people in a bar in January 2010, eight people in a bar in May 2010, and seventeen people at a birthday party in July?” Yet all of this actually happened. During April 2012, when El Chapo was at war with the Zetas, fourteen torsos — armless and legless bodies — were found in a car by the side of the road in Nuevo Laredo. Dead Zetas. Some of the torsos were in the trunk, for which there is a specific narco term: encajuelado (“trunked”; therefore, trunks trunked). Soon after, in Michoacán state, the Zetas met their match in the person of Nazario Moreno (called El Más Loco, the Craziest One), leader of the ruthless Templarios, the Knights Templar cartel, whose recruits were required to eat human flesh—their victims’— as part of their initiation rites. When Moreno was gunned down by the Mexican army in 2014, the Zetas flourished, and remain dominant. But there was a posthumous bonus for the Craziest One: he was promoted to sainthood. In and around his birthplace in Apatzingán, shrines and altars were erected to Saint Nazario, the dead capo represented as a holy figure in robes, venerated by credulous Michoacanos.

Kurt Fischer, my mentor and colleague at Harvard, where he is the director of Harvard University’s Mind, Brain, and Education program, goes so far as to say that today’s schools essentially fail about 80 percent of students. Sure, kids get through. Yet simply surviving is not a high enough bar for our educational system—not by a long shot. Worse still, our schools are often downright damaging in the long term for children who by temperament are prone to question authority—the kinds of kids who can’t help but think differently, who like to take risks, and who represent America’s best hope to innovate its way to a better future. Unfortunately, instead of focusing on changing an obviously broken educational context, we have to date largely put the blame on our hardworking teachers—and perhaps even more so on our children, millions of whom are themselves treated as broken because our system cannot deal with natural learning variability.

These last figures are firmly emplaced in the baseball crannies of my mind, and in the minds of most students of the game, because, it turned out, they represent the autumn of Joe Wood’s pitching career as well as its first full flowering.

Pedagogically speaking, a good share of physics and mathematics was—and is—writing differential equations on a blackboard and showing students how to solve them. Differential equations represent reality as a continuum, changing smoothly from place to place and from time to time, not broken in discrete grid points or time steps. As every science student knows, solving differential equations is hard. But in two and a half centuries, scientists have built up a tremendous body of knowledge about them: handbooks and catalogues of differential equations, along with various methods for solving them, or “finding a closed-form integral,” as a scientist will say. It is no exaggeration to say that the vast business of calculus made possible most of the practical triumphs of post-medieval science; nor to say that it stands as one of the most ingenious creations of humans trying to model the changeable world around them. So by the time a scientist masters this way of thinking about nature, becoming comfortable with the theory and the hard, hard practice, he is likely to have lost sight of one fact. Most differential equations cannot be solved at all.

Intuitions are not to be ignored, Watson. They represent data processed too fast for the conscious mind to comprehend.” —Sherlock Holmes (Wink)

Here is how a student at Smith College describes her induction into its call-out culture in the fall of 2014: During my first days at Smith, I witnessed countless conversations that consisted of one person telling the other that their opinion was wrong. The word “offensive” was almost always included in the reasoning. Within a few short weeks, members of my freshman class had quickly assimilated to this new way of non-thinking. They could soon detect a politically incorrect view and call the person out on their “mistake.” I began to voice my opinion less often to avoid being berated and judged by a community that claims to represent the free expression of ideas. I learned, along with every other student, to walk on eggshells for fear that I may say something “offensive.” That is the social norm here.

High dropout rates in schools are not just statistics; they represent missed opportunities and unfulfilled potential, urging a collective effort to combat student underachievement.

According to Steve, an agreement had been struck between the young Salafists and the administration. All of a sudden, two years ago, the hoodlums and dealers had all vanished from the neighborhood. Supposedly that was the proof. Had this agreement included a clause banning Jewish organizations from campus? Again, there was nothing to substantiate the rumor, but the fact was that, as of last fall, the Jewish Students Union had no representatives on any Paris campus, while the youth division of the Muslim Brotherhood had opened new branches, here and there, across the city.

Choosing an output as an outcome. Shifting to an outcome mindset is harder than it looks. We spend most of our time talking about outputs. So, it’s not surprising that we tend to confuse the two. Even when teams intend to choose an outcome, they often fall into the trap of selecting an output. I see teams set their outcome as “Launch an Android app” instead of “Increase mobile engagement” or “Get to feature parity on the new tech stack” instead of “Transition customer to the new tech stack.” A good place to start is to make sure your outcome represents a number even if you aren’t sure yet how to measure it. But even then, outputs can creep in. I worked with a team that helped students choose university courses who set their outcome as “Increase the number of course reviews on our platform.” When I asked them what the impact of more reviews was, they answered, “More students would see courses with reviews.” That’s not necessarily true. The team could have increased the number of reviews on their platform, but if they all clustered around a small number of courses, or if they were all on courses that students didn’t view, they wouldn’t have an impact. A better outcome is “Increase the number of course views that include reviews.” To shift your outcome from less of an output to more of an outcome, question the impact it will have.

Though school administrators often defend their tracking practices as fair and objective, there usually is a recognizable racial pattern to how children are assigned, which often represents the system of advantage operating in the schools.13 For example, in a study of the Charlotte-Mecklenburg School District in North Carolina, Roslyn Mickelson compared the placements of Black and White high school students who had similar scores on a national standardized achievement test they took in the sixth grade. More than half of the White students who scored in the ninetieth to ninety-ninth percentile on the test were enrolled in high school Advanced Placement (AP) or International Baccalaureate (IB) English, while only 20 percent of the Black students who also scored in the ninetieth to ninety-ninth percentile were enrolled in these more-rigorous courses. Meanwhile, 35 percent of White students whose test scores were below the seventieth percentile were taking AP or IB English. Only 9 percent of Black students who scored below the seventieth percentile had access to the more-advanced curriculum.

The most somber group of all, however, were the Ryersons of Haverford, Pennsylvania, who were returning home for the funeral of their twenty-one-year-old son, Arthur, a Yale student who been thrown from an open car while motoring on the Easter weekend. The family had received word by telegram in Paris, and Arthur Ryerson Sr. had cabled back to arrange his son’s funeral for April 19, two days after the Titanic was to arrive. His wife, Emily, was being given comfort by two of her daughters, Suzette, aged twenty-one, and Emily, aged eighteen, while thirteen-year-old Jack Ryerson was tended by his tutor, Grace Bowen. The Ryersons were part of Philadelphia Main Line society, named for the fashionable suburban towns built along the Main Line of the Pennsylvania Railroad and a group that would be well represented on the Titanic’s first-class passenger list.

But before he was given a chance to speak, the Dean of Students, who was presiding over the hearing, said that Woolly was there to answer for the fire he had set on the football field. A moment later, Mr. Harrington, the faculty representative, referred to it as a blaze. Then Dunkie Dunkle, the student council president (who also happened to be captain of the football team), referred to it as a conflagration. And Woolly knew right then and there that no matter what he had to say, they were all going to take the side of the thesaurus. As Woolly placed his dictionary back in the box, he heard the tentative creak of a footstep in the hall, and when he turned, he found his sister standing in the doorway—with a baseball bat in her hands.

Learning gaps and achievement gaps, though related, represent disparities in student learning in different ways.

It is frightening for me to hear freshman art students talk about "branding," because, know it or not, they represent the last frontier. If the artists give up, there is no one else left. If we throw away our agency, being seduced into a corporate mentality so we can simply make our product to get our piece of the pie, we put another nail in the coffin of art's higher power.

However in one deed, Hypatia was able to teach several lessons. Her powerful message let her students know that women represent more than which is "beautiful". With this lesson, she taught her students that men should not objectify women, but rather value them for their intellect and acumen.

SCROLL 5 The Ether Scroll Kū-no-Maki 空の巻 Main Points * Otherwise known as Void, Emptiness, Nothingness or Heaven, here Musashi explains the true meaning of Ether. * He explains that Ether is not related to the Buddhist concept of Nirvana or enlightenment, but it is an enlightened state of sorts in that everything becomes crystal clear. * Breaking through, breaking free, freedom in all Ways is the essence of Ether. * This final Scroll in Gorin-no-sho was probably not completed by Musashi before he handed the manuscript to his student one week before his death. * Translation source is Uozumi Takashi’s Teihon Gorin-no-sho, pp. 170–72. Introduction The Way of combat in Nitō Ichi-ryū is made clear in the Ether Scroll.1 The Ether is a place where there is nothing. I consider this emptiness as something which cannot be known. Of course, Ether is also nothing. Knowing what does exist, one can then know what does not. This is what I mean by “Ether.” People tend to mistake this notion of Ether as something that cannot be distinguished but this is not the true Ether. It is simply confusion in everybody’s minds. So too in the Way of combat strategy, ignorance of the laws of the samurai by those who practice the Way of the warrior is not represented as emptiness. Likewise, those who harbor various doubts explain it as “emptiness,” but this is not the true meaning of Ether. The warrior must scrupulously learn by heart the Way of combat strategy and thoroughly study other martial arts without forgoing any aspect related to the practice of the warrior’s Way. He must seek to put the Way into practice each hour of every day without tiring or losing focus. He must polish the two layers of his mind, the “heart of perception” and the “heart of intent,” and sharpen his two powers of observation, the gazes of kan (“looking in”) and ken (“looking at”). He must recognize that the true Ether is where all the clouds of confusion have completely lifted, leaving not a hint of haziness. When you are impervious to the true Way, faithfully following your own instead thinking all is well, be it Buddhist Law or secular law, you will stray further from the truth. When the spirit is uncurled and compared with overarching universal principles, it becomes evident that a prejudiced mind and a distorted view of things have led to a departure from the proper path. Know this mind and use what is straight as your foundation. Make the sincere heart your Way as you practice strategy in its broadest sense, correctly and lucidly. Ponder the Ether as you study the Way. As you practice the Way, the Ether will open before you. There is Good, not Evil in the Ether There is Wisdom There is Reason There is the Way The Mind, Empty 12th Day of the 5th Month, Shōhō 2 (1645) Shinmen Musashi Genshin

The BDS on campus operation works in two primary ways. The first is meetings, or “training and educational” sessions. BDS distributes flyers or Facebook invites for pro-Palestine or anti-Israel events in which a speaker will present their standard talking points—misinformation, disinformation, a skewed reality, and the convenient elimination of history or facts. They will share a rough personal story to create a one-sided narrative that would rightfully infuriate anyone with a beating heart. The second critical operation is political. When campus voting season comes around, representatives descend on college students in order to push anti-Israel resolutions or referendums at the university.

Ilich's academic syllabus motivated him much less than far-left politics, as he readily recognised: 'I acquired a personal culture by travelling in Russia and other countries. I learned to use Marx's dialectic method. It's an experience which is useful to all revolutionaries'. Fellow students describe him as passionate about Marxism, but as a romantic rather than an ideologue. An envoy of the Venezuelan Communist Party came to the conclusion that this young man had potential. But the offer of a post as its representative in Bucharest which Dr Eduardo Gallegos Mancera, a member of the party's politburo, made to llich when they met in Moscow did not tempt him. As his father had done, Ilich decided to keep the party at arm's length and turned Mancera down. His snubbing of the appointment did not endear him to the Venezuelan Communist Party, and he further blackened his name by supporting a rebel faction. Since 1964 a storm had been brewing back home following the refusal of the young Commander Douglas Bravo, in charge of the party's military affairs and loyal to Che Guevara's doctrine, to toe the official line. Party policy dictated that armed struggle as a means to revolution should be abandoned in favour of a 'broad popular movement for progressive democratic change'. The storm broke in the late 1960s when Bravo left the party. Ilich, still at Lumumba University, wholeheartedly supported him as a true revolutionary, and this led to his expulsion in the early summer of 1969 from the Venezuelan Communist Youth, the first political movement he had joined. Robbed of the backing of a Soviet-endorsed party, Ilich was an easy target for the university authorities, whom he had again angered earlier in 1969 when he joined a demonstration by Arab students. Moscow had no time for Bravo's followers: one Pravda editorial condemned Cuban-backed revolutionary movements in Latin America like Bravo's as 'anti-Marxist' and declared that only orthodox parties held the key to the future.

Finding the Best Immigration Lawyer in Sydney: Services offered Navigating the complex landscape of immigration law can be daunting, especially in a city as diverse and bustling as Sydney. The right immigration lawyer can be an invaluable asset by providing essential advice and support. Here is a closer look at the services offered by the best immigration lawyers in Sydney and how they can help you during your immigration journey. Help with visa application One of the primary services provided by immigration attorneys is assistance with visa applications. There are different visa categories in Australia, including: Skilled Worker Visa: For individuals with specific skills that are in demand in Australia. Family visas: For reunification of family members, including partner, child and parent visas. Student visa: For those who want to study in Australia. Visitor visas: For short-term visits for tourism or business. The best immigration lawyers will help clients determine the most appropriate visa category, prepare the necessary documentation, and ensure correct and timely submission of applications. Legal advice and representation Immigration law can be complex, with ever-changing rules and regulations. An experienced immigration attorney provides legal advice customized to your situation. They can clarify complex legal jargon, outline your rights and responsibilities, and discuss the potential risks and benefits of different immigration options. If your application is refused or if you face visa cancellation, an experienced lawyer will represent you in appeals or judicial reviews. Their experience in handling such cases can greatly increase your chances of a favorable outcome. Preparation for interviews Many visa applications require interviews with immigration authorities. The best immigration attorneys will prepare you for these interviews by conducting mock interviews and advising you on how to effectively present your case. They will help you understand the types of questions that may come up and how to confidently answer them, ensuring that you are well prepared for the day. Compliance and Legal Obligations Once you have obtained a visa, it is essential to meet its conditions. Immigration attorneys provide advice on your responsibilities as a visa holder and help you understand what it takes to avoid violations that could jeopardize your immigration status. This includes understanding employment rights, study requirements and reporting obligations. Applications for permanent residence and citizenship For many immigrants, the ultimate goal is to achieve permanent residency and eventually citizenship. Immigration attorneys can help you with permanent residency applications, guide you through the points test and ensure that you meet all the necessary requirements. In addition, if you want to apply for Australian citizenship, an immigration lawyer can help you understand the eligibility criteria, prepare your application and deal with any issues. They can also help you prepare for your citizenship test and ensure you are ready to demonstrate your knowledge of Australian history, culture and values. Help with special cases Some immigration situations are more complicated than others. The best immigration lawyers are equipped to handle special cases, including: Refugee and Humanitarian Visas: For those seeking asylum in Australia due to persecution or significant risk in their home country. Employer-sponsored visas: We help businesses sponsor foreign workers and ensure compliance with labor laws. Health and Character Issues: Addressing issues that may arise from health screenings or character evaluations, helps clients prepare necessary documentation and appeals. Consulting services for businesses If you are a business looking to hire talent from overseas, an immigration attorney can provide essential services. They can h

Even before the first Soviet tanks crossed into Afghanistan in 1979, a movement of Islamists had sprung up nationwide in opposition to the Communist state. They were, at first, city-bound intellectuals, university students and professors with limited countryside appeal. But under unrelenting Soviet brutality they began to forge alliances with rural tribal leaders and clerics. The resulting Islamist insurgents—the mujahedeen—became proxies in a Cold War battle, with the Soviet Union on one side and the United States, Pakistan, and Saudi Arabia on the other. As the Soviets propped up the Afghan government, the CIA and other intelligence agencies funneled millions of dollars in aid to the mujahedeen, along with crate after crate of weaponry. In the process, traditional hierarchies came radically undone. When the Communists killed hundreds of tribal leaders and landlords, young men of more humble backgrounds used CIA money and arms to form a new warrior elite in their place. In the West, we would call such men “warlords.” In Afghanistan they are usually labeled “commanders.” Whatever the term, they represented a phenomenon previously unknown in Afghan history. Now, each valley and district had its own mujahedeen commanders, all fighting to free the country from Soviet rule but ultimately subservient to the CIA’s guns and money. The war revolutionized the very core of rural culture. With Afghan schools destroyed, millions of boys were instead educated across the border in Pakistani madrassas, or religious seminaries, where they were fed an extreme, violence-laden version of Islam. Looking to keep the war fueled, Washington—where the prevailing ethos was to bleed the Russians until the last Afghan—financed textbooks for schoolchildren in refugee camps festooned with illustrations of Kalashnikovs, swords, and overturned tanks. One edition declared: Jihad is a kind of war that Muslims fight in the name of God to free Muslims.… If infidels invade, jihad is the obligation of every Muslim. An American text designed to teach children Farsi: Tey [is for] Tofang (rifle); Javed obtains rifles for the mujahedeen Jeem [is for] Jihad; Jihad is an obligation. My mom went to the jihad. The cult of martyrdom, the veneration of jihad, the casting of music and cinema as sinful—once heard only from the pulpits of a few zealots—now became the common vocabulary of resistance nationwide. The US-backed mujahedeen branded those supporting the Communist government, or even simply refusing to pick sides, as “infidels,” and justified the killing of civilians by labeling them apostates. They waged assassination campaigns against professors and civil servants, bombed movie theaters, and kidnapped humanitarian workers. They sabotaged basic infrastructure and even razed schools and clinics. With foreign backing, the Afghan resistance eventually proved too much for the Russians. The last Soviet troops withdrew in 1989, leaving a battered nation, a tottering government that was Communist in name only, and a countryside in the sway of the commanders. For three long years following the withdrawal, the CIA kept the weapons and money flowing to the mujahedeen, while working to block any peace deal between them and the Soviet-funded government. The CIA and Pakistan’s spy agency pushed the rebels to shell Afghan cities still under government control, including a major assault on the eastern city of Jalalabad that flattened whole neighborhoods. As long as Soviet patronage continued though, the government withstood the onslaught. With the collapse of the Soviet Union in late 1991, however, Moscow and Washington agreed to cease all aid to their respective proxies. Within months, the Afghan government crumbled. The question of who would fill the vacuum, who would build a new state, has not been fully resolved to this day.

At college, she found the fashion courses "disposable" and more current than the film texts that she studied.[14] Maya told Arthur magazine "[Students there were] exploring apathy, dressing up in some pigeon outfit, or running around conceptualising... It missed the whole point of art representing society. Social reality didn’t really exist there; it just stopped at theory.

Challenging students threaten staff unity. They expose our differences, often cultural and familial, in the areas of discipline and respect for institutions and traditional authority. These challenging students become our fears of the future. They are representing us in our own dramas regarding parents, siblings, teachers, and judges. This is why a student may evoke compassion and engagement in some teachers, yet other teachers may find him irritating and disrespectful.

The first mile was torture. I passed beneath the massive stone arch at the entrance to the school, pulled off the road and threw up. I felt better and ran down the long palm-lined drive to the Old Quad. Lost somewhere in the thicket to my left was the mausoleum containing the remains of the family by whom the university had been founded. Directly ahead of me loomed a cluster of stone buildings, the Old Quad. I stumbled up the steps and beneath an archway into a dusty courtyard which, with its clumps of spindly bushes and cacti, resembled the garden of a desert monastery. All around me the turrets and dingy stone walls radiated an ominous silence, as if behind each window there stood a soldier with a musket waiting to repel any invader. I looked up at the glittering facade of the chapel across which there was a mosaic depicting a blond Jesus and four angels representing Hope, Faith, Charity, and, for architectural rather than scriptural symmetry, Love. In its gloomy magnificence, the Old Quad never failed to remind me of the presidential palace of a banana republic. Passing out of the quad I cut in front of the engineering school and headed for a back road that led up to the foothills. There was a radar installation at the summit of one of the hills called by the students the Dish. It sat among herds of cattle and the ruins of stables. It, too, was a ruin, shut down for many years, but when the wind whistled through it, the radar produced a strange trilling that could well be music from another planet. The radar was silent as I slowed to a stop at the top of the Dish and caught my breath from the upward climb. I was soaked with sweat, and my headache was gone, replaced by giddy disorientation. It was a clear, hot morning. Looking north and west I saw the white buildings, bridges and spires of the city of San Francisco beneath a crayoned blue sky. The city from this aspect appeared guileless and serene. Yet, when I walked in its streets what I noticed most was how the light seldom fell directly, but from angles, darkening the corners of things. You would look up at the eaves of a house expecting to see a gargoyle rather than the intricate but innocent woodwork. The city had this shadowy presence as if it was a living thing with secrets and memories. Its temperament was too much like my own for me to feel safe or comfortable there. I looked briefly to the south where San Jose sprawled beneath a polluted sky, ugly and raw but without secrets or deceit. Then I stretched and began the slow descent back into town.

Student behavior had been a challenge, Walmsley told me. One girl sometimes got up from her seat to dance across the classroom. A boy with a special-ed diagnosis could answer problems on paper but had trouble speaking up in front of his classmates. On a quiz, he wrote Walmsley a note: “Teacher, you think I’m stupid, but I’m not.” On the wall was a chart showing a ladder, each level representing one behavioral demerit. Step 1 is a warning. At Step 3, a child is sent to the “icebox,” an isolated chair at the back of the classroom. By Step 5, a parent is notified, and the child is removed from the classroom. Each student’s name was written on a wooden clothespin, and as he or she accrued demerits, the pin moved up the ladder. Like Arpino with her kindergarteners, Walmsley spent an extraordinary amount of time policing how his fourth graders sat. Were their eyes “tracking” the teacher? Were pencils resting in the pencil groove of the desk? He didn’t hesitate to give demerits for small infractions. “Remember how I was talking about chocolate milk? How milk and chocolate are our products?” he asked the students, referencing the previous day’s multiplication lesson. When a boy named Anthony answered, “Yes!” he earned a demerit for speaking out of turn. By the end of the period, Anthony’s clothespin had moved up the ladder, and Anthony was sitting in the icebox, scowling.

Education was still considered a privilege in England. At Oxford you took responsibility for your efforts and for your performance. No one coddled, and no one uproariously encouraged. British respect for the individual, both learner and teacher, reigned. If you wanted to learn, you applied yourself and did it. Grades were posted publicly by your name after exams. People failed regularly. These realities never ceased to bewilder those used to “democracy” without any of the responsibility. For me, however, my expectations were rattled in another way. I arrived anticipating to be snubbed by a culture of privilege, but when looked at from a British angle, I actually found North American students owned a far greater sense of entitlement when it came to a college education. I did not realize just how much expectations fetter—these “mind-forged manacles,”2 as Blake wrote. Oxford upholds something larger than self as a reference point, embedded in the deep respect for all that a community of learning entails. At my very first tutorial, for instance, an American student entered wearing a baseball cap on backward. The professor quietly asked him to remove it. The student froze, stunned. In the United States such a request would be fodder for a laundry list of wrongs done against the student, followed by threatening the teacher’s job and suing the university. But Oxford sits unruffled: if you don’t like it, you can simply leave. A handy formula since, of course, no one wants to leave. “No caps in my classroom,” the professor repeated, adding, “Men and women have died for your education.” Instead of being disgruntled, the student nodded thoughtfully as he removed his hat and joined us. With its expanses of beautiful architecture, quads (or walled lawns) spilling into lush gardens, mist rising from rivers, cows lowing in meadows, spires reaching high into skies, Oxford remained unapologetically absolute. And did I mention? Practically every college within the university has its own pub. Pubs, as I came to learn, represented far more for the Brits than merely a place where alcohol was served. They were important gathering places, overflowing with good conversation over comforting food: vital humming hubs of community in communication. So faced with a thousand-year-old institution, I learned to pick my battles. Rather than resist, for instance, the archaic book-ordering system in the Bodleian Library with technological mortification, I discovered the treasure in embracing its seeming quirkiness. Often, when the wrong book came up from the annals after my order, I found it to be right in some way after all. Oxford often works such. After one particularly serendipitous day of research, I asked Robert, the usual morning porter on duty at the Bodleian Library, about the lack of any kind of sophisticated security system, especially in one of the world’s most famous libraries. The Bodleian was not a loaning library, though you were allowed to work freely amid priceless artifacts. Individual college libraries entrusted you to simply sign a book out and then return it when you were done. “It’s funny; Americans ask me about that all the time,” Robert said as he stirred his tea. “But then again, they’re not used to having u in honour,” he said with a shrug.

After this laying-aside process has been performed, the student will find himself in conscious possession of a "Self" which may be considered in its "I" and "Me" dual aspects. The "Me" will be felt to be a Something mental in which thoughts, ideas, emotions, feelings, and other mental states may be produced. It may be considered as the "mental womb," as the ancients styled it — capable of generating mental offspring. It reports to the consciousness as a "Me" with latent powers of creation and generation of mental progeny of all sorts and kinds. Its powers of creative energy are felt to be enormous. But still it seems to be conscious that it must receive some form of energy from either its "I" companion, or else from some other "I," ere it is able to bring into being its mental creations. This consciousness brings with it a realization of an enormous capacity for mental work and creative ability. But the student soon finds that this is not all that he finds within his inner consciousness. He finds that there exists a mental Something which is able to Will that the "Me" act along certain creative lines, and which is also able to stand aside and witness the mental creation. This part of himself he is taught to call his "I." He is able to rest in its consciousness at will. He finds there not a consciousness of an ability to generate and actively create, in the sense of the gradual process attendant upon mental operations, but rather a sense and consciousness of an ability to project an energy from the "I" to the "Me" — a process of "willing" that the mental creation begin and proceed. He also finds that the "I" is able to stand aside and witness the operations of the "Me's" mental creation and generation. There is this dual aspect in the mind of every person. The "I" represents the Masculine Principle of Mental Gender — the "Me" represents the Female Principle. The "I" represents the Aspect of Being; the "Me" the Aspect of Becoming. You will notice that the Principle of Correspondence operates on this plane just as it does upon the great plane upon which the creation of Universes is performed. The two are similar in kind, although vastly different in degree. "As above, so below; as below, so above.

Instead, the thing that had captured my attention was this big metal column topped by…absolutely nothing. It was doing this in the parking lot of what I had to figure was the main supplier of off-campus food: a retro-fifties fast-food joint. Maybe it’s supposed to be some kind of art, I thought as I stared at the column. I was living in the big city now, after all. Public art happened. Not only that, it didn’t have to make sense. In fact, having it not make sense was probably a requirement. “They took it down for repairs,” a voice beside my suddenly said. I’m kind of embarrassed to admit this, but the truth is, I jumped about a mile. I’d been so mesmerized by the sight of that column extending upward into space, supporting empty air, that I’d totally lost track of all my soon-to-be-fellow students rushing by me. To this day, I can’t quite explain the fascination. But I’ve promised to tell you the 100 percent truth, which means I’ve got to include even the parts which make me appear less than impressive. “Huh?” Yes, all right, I know. Nowhere even near the list of incredibly clever replies. “They took it down for repairs,” the voice said again. “Took it down,” I echoed. By this time, I knew I was well on my way to breaking my own blending-in rule, big time. Sounding like a total idiot can generally be considered a foolproof method of getting yourself noticed. “The car that’s usually up there.” The guy--it was a guy; I’d calmed down enough to realize that--said. I snuck a quick glance at him out of the corner of my eye. First fleeting impression: tall and blond. The kind of muscular-yet-lanky build I’ve always been a sucker for. Faded jeans. Letterman jacket with just about every sport there was represented on it. Gotcha! I thought. BMOC. Big Man on Campus. This made me feel a little better for a couple of reasons. The first was that it showed my skills hadn’t abandoned me completely after all. I could still identify the players pretty much on sight. The second was that in my vast, though admittedly from-a-distance, experience of them, BMOCs have short attention spans for anyone less BOC than they are. Disconcerting and intense as it was at the moment, I could nevertheless take comfort in the fact that this guy’s unexpected and unnatural interest in me was also unlikely to last very long. “An old Chevy, I think,” he was going on now. “It’s supposed to be back soon, though. Not really the same without it, is it?” He actually sounded genuinely mournful. I was surprised to find myself battling back a quick, involuntary smile. He did seem to be more interesting than your average, run-of-the-mill BMOC. I had to give him that. Get a grip, O’Connor, I chastised myself. “Absolutely not,” I said, giving my head a semi-vigorous nod. That ought to move him along, I thought. You may not be aware of this fact, but agreeing with people is often an excellent way of getting them to forget all about you. After basking in the glow of agreement, most people are then perfectly content to go about their business, remembering only the fact that someone agreed and allowing the identity of the person who did the actual agreeing to fade into the background. This technique almost always works. In fact, I’d never known it not to. There was a moment of silence. A silence in which I could feel the BMOC’s eyes upon me. I kept my own eyes fixed on the top of the carless column. But the longer the silence went on, the more strained it became. At least it did on my side. This guy was simply not abiding by the rules. He was supposed to have basked and moved on by now.

One of the biggest surprises my students always had in their exams, which made some angry and others, few, very happy, was to realize I always allow multiple correct answers, and also saw as correct many answers that I didn't predict to receive. The reason I do this, is because life works in the same way. If I do as other teachers, and only allow one correct answer, then students will never really have a chance at understanding how life works. Because it's never about the answer, it’s all about the intention in the answer, and that intention puts the teacher in a completely different position, with which most aren't comfortable. That’s why I was never surprised to hear from students, including in their final year of college, that they had never met any other teacher like me in their entire life. They also knew that they very likely never will. But very few among these students are brave enough to look at the portals to higher dimensions of conscience that open before their eyes, either they’re confronting them from one perspective or another. And I wonder if any of these students will one day present the same opportunities they got from me to others. These portals represent amazing opportunities for the ones with the courage to see them and cross them. But only a very powerful person possesses the power to open one for others. And if you think that person is what it seems, you will neglect the magician hiding behind the illusion of the teacher in front of you. You see, I was never teaching, I was always creating magic in the classroom. The ones looking for the teaching, got confused, the ones looking at the lecturer were hypnotized by the illusion, and those that really saw what was happening, were uplifted. Among thousands of them, one or two have acquired the skills to be magicians themselves. They are now performing the same kind of magic they learned from me wherever they go.

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