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.

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.

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.

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.

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.

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.

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?

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.

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.

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.

place of the male proletariat there were now posited the candidacies of ‘blacks’, ‘students’, ‘women’ and, a little later, homosexuals. Since none of these constituents, at home or abroad, was separately represented in the institutions of welfare societies, the new Left presented itself quite consciously as opposing not merely the injustices of the capitalist order but above all the ‘repressive tolerance’ of its most advanced forms: precisely

The Directorio Revolucionario (“DR”) existed during the mid-1950’s and it was a Cuban University students’ group in opposition to the dictator President Fulgencio Batista. It was one of the most active terrorist organizations in Havana. Although they were given orders not to attack the rank and file police officers, semantics became important, as their targets were no longer “assassinated,” but rather were “executed.” To them the term sounded more legally acceptable. However, regardless of how it is phrased, murder is murder! At 3:20 on the afternoon of March 13, 1957, fifty attackers from the “DR”, led by Carlos Gutiérrez Menoyo, attacked the Presidential Palace. Menoyo had fought in the Sahara Desert against the German forces under General Rommel during World War II. By demonstrating great courage, Carlos had been decorated and given the rank of second lieutenant in the French army and was uniquely suited for this task. Now, with workers representing labor, and rebellious students from the university, they drove up to the entrance to the Presidential Palace in delivery van #7, marked “Fast Delivery S.A.” They also had two additional cars weighted down with bombs, rifles, and automatic weapons… (Read more in the Exciting Story of Cuba)

Overall, the problem with gun-control laws is not too little regulation, but rather that the regulations disarm law-abiding citizens. Consider a criminal who is intent on massacring people and then planning on taking his own life. He would unlikely be deterred by any penalties for violating gun regulations. For example, expelling students or firing professors for violating campus gun-free zones represent a real life-changing experience for law-abiding citizens—especially since other academic institutions will not admit or hire people who have such gun offenses on their records. But even assuming the killer survives the attack, it is absurd to imagine that after facing multiple life prison sentences or death penalties for killing people, the threat of expulsion from school will be the penalty that ultimately deters the attack.

Baby Boomers represent the largest and wealthiest market consumer segment in the Japanese economy

The next archetype, the Empress, is the Catalyst of the Mind, that which acts upon the conscious mind to change it. The fourth being the Emperor, which is the Experience of the Mind, which is that material stored in the unconscious which creates its continuing bias. Am I correct with those statements? Ra I am Ra. Though far too rigid in your statements, you perceive correct relationships. There is a great deal of dynamic interrelationship in these first four archetypes. (79.36) Questioner Would the Hierophant then be somewhat of a governor or sorter of these effects so as to create the proper assimilation by the unconscious of that which comes through the conscious? Ra I am Ra. Although thoughtful, the supposition is incorrect in its heart. (79.37) Questioner What would be the Hierophant? Ra I am Ra. The Hierophant is the Significator of the Body[57] complex, its very nature. We may note that the characteristics of which you speak do have bearing upon the Significator of the Mind complex but are not the heart. The heart of the mind complex is that dynamic entity which absorbs, seeks, and attempts to learn. (79.38) Questioner Then is the Hierophant the link, you might say, between the mind and the body? Ra I am Ra. There is a strong relationship between the Significators of the mind, the body, and the spirit. Your statement is too broad. (79.39) Questioner Let me skip over the Hierophant for a minute because I’m really not understanding that at all, and just ask you if the Lovers represent the merging of the conscious and the unconscious, or a communication between conscious and unconscious? Ra I am Ra. Again, without being at all unperceptive, you miss the heart of this particular archetype which may be more properly called the Transformation of the Mind. (79.40) Questioner Transformation of the mind into what? Ra I am Ra. As you observe Archetype Six you may see the student of the mysteries being transformed by the need to choose betwixt the light and the dark in mind. (79.41) Questioner Would the Conqueror, or Chariot, then, represent the culmination of the action of the first six archetypes into a conquering of the mental processes, even possibly removing the veil? Ra I am Ra. This is most perceptive. The Archetype Seven is one difficult to enunciate. We may call it the Path, the Way, or the Great Way of the Mind. Its foundation is a reflection and substantial summary of Archetypes One through Six. One may also see the Way of the Mind as showing the kingdom or fruits of appropriate travel through the mind in that the mind continues to move as majestically through the material it conceives of as a chariot drawn by royal lions or steeds. At this time we would suggest one more full query, for this instrument is experiencing some distortions towards pain. (79.42) Questioner Then I will just ask for the one of the archetypes which I am least understanding at this point, if I can use that word at all. I am still very much in the dark, so to speak, with respect to the Hierophant and precisely what it is. Could you give me some other indication of what that is, please? Ra I am Ra. You have been most interested in the Significator which must needs become complex. The Hierophant is the original archetype of mind which has been made complex through the subtile movements of the conscious and unconscious.[58] The complexities of mind were evolved rather than the simple melding of experience from Potentiator to Matrix. The mind itself became an actor possessed of free will and, more especially, will. As the Significator of the mind, the Hierophant has the will to know, but what shall it do with its knowledge, and for what reasons does it seek? The potential[s] of a complex significator are manifold.

From a reading researcher’s perspective or, surprisingly enough, from the perspective of a former president of the United States, the kind of “information” that Benjamin described does not represent knowledge. The journalist and writer David Ulin quoted a speech by Barack Obama to students at Hampton University in which he worried that for many of our young, information has become “a distraction, a diversion, a form of entertainment,20 rather than a tool of empowerment, rather than the means of emancipation.

Free” has an incredible power that no other pricing does. The Duke behavioral economist Dan Ariely wrote about the power of free in his excellent book Predictably Irrational, describing an experiment in which he offered research subjects the choice of a Lindt chocolate truffle for 15 cents or a Hershey’s Kiss for a mere penny. Nearly three-fourths of the subjects chose the premium truffle rather than the humble Kiss. But when Ariely changed the pricing so that the truffle cost 14 cents and the Kiss was free—the same price differential—more than two-thirds of the subjects chose the inferior (but free) Kisses. The incredible power of free makes it a valuable tool for distribution and virality. It also plays an important role in jump-starting network effects by helping a product achieve the critical mass of users that is required for those effects to kick in. At LinkedIn, we knew that our basic accounts had to be free if we wanted to get to the million users we theorized represented critical mass. Sometimes you can offer a product for free and still be profitable; in the advertising-driven business model, a large enough mass of free users can be valuable even if they never pay for your service. Facebook, for example, doesn’t charge its users a dime, but it is able to generate large amounts of high-gross-margin revenue by selling targeted advertising. But sometimes a product doesn’t lend itself to the advertising model, as is the case with many services used by students and educators. Without third-party revenue, the problem with offering your product to users for free is that you can’t offset your lack of sales by “making it up in volume.

Zero Line Spender, Saver, Wealth Creator Your financial personality type determines your financial position in life. Let’s say there is a zero financial line that represents a position where you owe nothing and have nothing. Perhaps you can remember those days getting started on your own. So, let us assume you just graduated from college and you’re one of the lucky few who graduated at the zero line, you owe nothing. Pretty amazing considering that in 2013, the debt on student loans exceeded all credit card debt owed in America. But fortunately, you made it out free and clear to the zero line. You’re a “Spender” so you go to the showroom and pick one out. With your job and the car as collateral, you get a car loan and you drop below the zero line. You lifestyle gets more and more expensive and since you are a ‘Spender” you probably take on credit card debt to help finance your lifestyle desires. You are constantly working your way back to becoming a zero, financially speaking. Then, you get married and now there are two in debt working their way back to zero. Eventually, children come along, and the odds of being able to put away enough money to pay your debt and interest and live on the top side of the zero line are becoming virtually impossible. Unfortunately, many Americans live in this position with little or no chance of ever living debt free. When something comes along that requires their savings, they must deplete their funds in order to avoid paying interest and then they must start saving again for their next expense. They are constantly returning to the zero line. The money they have accumulated is compounding interest, giving them uninterrupted growth. Having access to capital allows them to negotiate more favorable loans by collateralizing against their accounts rather than depleting them. They make payments to the lending institution with dollars from their current cash flow, protecting the growth of the money they have saved and invested for their future. Saving and investing with uninterrupted compounding is an important wealth concept for moving further and further away from the zero line.

When your muscles are hungry for fuel, they don’t care where the energy comes from, says Brent Ruby, the University of Montana scientist who supervised the cyclists study, done by his then-graduate student Michael Cramer. The fast food in this experiment may not represent the healthiest everyday food choices, but neither are those engineered recovery foods, which are highly processed and laden with additives, he says. Regardless, any of these foods work. “The muscle could care less. If you’re dumping in carbohydrates, the muscle is going to be satisfied.

What was Fodor like? Funny you should ask that, as I had a little dust-up over at Daily Nous not long ago, with an old graduate-school friend, Samir Chopra, on the subject of Fodor, in a discussion thread about him, after he’d just died. It turns out that one thing I really liked about Fodor was what Chopra disliked the most about him, namely his (in my view) hilarious argumentative affect and manner. Some of the shit he would do in class and at colloquia was just legendary. One thing I remember was a philosophy of mind class, where a really wacko student – you know, the guy who everyone silently prays isn’t going to talk or ask a question – just said something completely bizarre – I think it was that material objects are “waves of probability” or something like that – and Fodor, looking tormented, staggered over to the wall, drew a square on it with a black marker, and began banging his head in the center of it, going “No, no, no….” I almost pissed myself, it was so hilarious. And the square stayed there long after, so you’d be in some other class, and people would ask, “Why is there a square drawn on the wall in marker?” and you’d get to tell the story and crack up all over again. Now Samir takes this sort of thing as evidence of just how what a meanie Fodor was and as representative of a kind of meanie philosophy that too many philosophers engage in, and he lamented how it “alienated” him. It was all very much in the mode of the current sensitivity-culture everyone seems to be in the grip of, which I just find humorless and precious and representative of everything about the current cultural moment that I can’t stand.

Sadly, though, millions of people watched. And in my view, the “Commander in Chief Forum” was representative of how many in the press covered the campaign as a whole. According again to Harvard’s Shorenstein Center, discussion of public policy accounted for just 10 percent of all campaign news coverage in the general election. Nearly all the rest was taken up by obsessive coverage of controversies such as email. Health care, taxes, trade, immigration, national security—all of it crammed into just 10 percent of the press coverage. The Shorenstein Center found that not a single one of my many detailed policy plans received more than a blip of press coverage. “If she had a policy agenda, it was not apparent in the news,” it concluded. “Her lengthy record of public service also received scant attention.” None of Trump’s scandals, from scamming students at Trump University, to stiffing small businesses in Atlantic City, to exploiting his foundation, to refusing to release his taxes as every presidential candidate since 1976 has done—and on and on—generated the kind of sustained, campaign-defining coverage that my emails did. The decline of serious reporting on policy has been going on for a while, but it got much worse in 2016. In 2008, the major networks’ nightly newscasts spent a total of 220 minutes on policy. In 2012, it was 114 minutes. In 2016, it was just 32 minutes. (That stat is from two weeks before the election, but it didn’t change much in the final stretch.) By contrast, 100 minutes were spent covering my emails. In other words, the political press was telling voters that my emails were three times more important than all the other issues combined.

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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.

Buzurjmihr esteems knowledge more highly than wealth, with reference to the anecdote cited below, According to the hadîth, flattery is permissible only in the search for knowledge. Ibn Abbâs: “I was humble when seeking (knowledge as a student), and I was mighty when sought (to give instruction as a teacher).” He shows great respect to the Ansâr as bearers of the knowledge of the Prophet. “The first part of knowledge is keeping silent; the second, listening; the third, memorizing; the fourth, reasoning; and the fifth spreading it.” In the company of scholars, it is better to listen than to talk. “He who worships God in his youth receives wisdom from God in his old age” (cf. Qur- ân 28:14/13). A sage among the men around the Prophet represents wisdom as saying that it is with those who act in accordance with their best knowledge and avoid all that is very bad in their knowledge. “A scholar (- âlim) has no contempt for those who know less than he, and no envy of those who know more, and he does not use his knowledge to make money.

In academia, the rigid division of researchers, students, journals, grants, and prizes into separate self-contained disciplines—though unconducive to the type of work represented by this book—might (only in a conciliatory and mellow frame of mind) be viewed as a necessary accommodation

So many of us are hungry to restore a collective sense of pride in our nation. And we have what it takes to do so. Yet many people have become numb, even accepting, to the shockingly cruel rhetoric we sometimes hear from our neighbors and leaders. But we should remember there are more Americans who speak out against intolerance than those who spew it. Just because anger and fear are louder than kindness and optimism does not mean that anger and fear must prevail, or define a new American identity. The negativity that streams through our media and social feeds is a false—or at least incomplete—narrative. Every time harsh Tweets dominate news cycles, we can remind ourselves of Mary Poole’s empathy in Montana, or the compassion of Rebecca Crowder in West Virginia, or Bryan Stevenson’s adamant calls for justice in our courts. Countless acts of dignity are unfolding offline, away from earshot, and they matter. We already have what it takes to rise above divisiveness and the vitriol of a hurtful few and steer the country toward an even better “us.” Not so we can be great again, but so we can become an even stronger, safer, more fair, prosperous, and inclusive version of ourselves. Those who champion common-sense problem solving, and there are legions of us, are eager to keep fixing, reinventing, improving. In these pages, I tried to amplify our existing potential to eclipse dysfunction by recounting Mark Pinsky’s collaborative spirit, for example, and Michael Crow’s innovative bent, and Brandon Dennison’s entrepreneurial gumption, and Dakota Keyes’ steadfast belief in her young students, and in herself. They are reminders that the misplaced priorities of President Trump and his administration do not represent the priorities of the majority of Americans. And while there are heroes who hold office, members of both parties, Democrats and Republicans, have been complicit in the fracturing of trust that has plagued our political system for years now. In fact, I believe that the American people as a whole are better than our current political class.

After you’ve decided on a place to study MBBS abroad, the following step is to choose the best medical university. MBBS abroad offers its students a plethora of alternatives and chances. Here are some pointers to help you choose the top medical university in the world to study MBBS. Learn about the university’s rating. The university’s experience in teaching MBBS The university’s recognition Fees for tuition and living expenses Whether or if the university provides FMGE coaching Indian cuisine is available at the hostel canteen. Examine the number of Indian students enrolled at the university. Admission Procedures for MBBS Programs Abroad MBBS overseas is increasingly a popular option for thousands of students. It does not necessitate any difficult procedures or fees. Admission to medical schools in other countries is a pretty straightforward procedure. MBBS abroad offers a plethora of chances to its students. The student must send the necessary paperwork to us, and we will begin the admissions process right away. The admission letter is issued once the following papers are submitted: Results of the 12th grade with eligibility matching according to the university. Passport photocopy Following the submission of the required papers, the student will get an invitation from the Ministry of Education of the particular nation. A representative is on hand at the airport to meet the students, and another is on hand at the destination airport to greet them, The University provides lodging for its students. The Cost of a Medical Degree in Abroad MBBS overseas offers a viable option for medical education studies. The cost of MBBS in Russia, Ukraine, Kyrgyzstan, China, Bangladesh, Guyana, and other such nations is substantially lower than that of private medical institutions in India. Furthermore, the cost of living in these nations is quite low for international students. These colleges also provide scholarships to deserving students. Criteria for Eligibility to Study medical Abroad: The following admission requirements are reserved for Indian candidates seeking admission to MBBS programs at any of the Best Medical Universities in the World: Firtly, A non-reserved Indian medical candidate must have obtained a minimum of 50% in their 12th grade in Physics, Chemistry, and Biology. Secondly, Medical aspirants from the restricted categories (SC/ST/OBC) can apply with a minimum of 40% marks in Physics, Chemistry, and Biology, according to NMC/MCI criteria (Medical Council of India). Medical students must take the NEET (National Eligibility and Entrance Test) starting in 2019.

1.11 Why Do Myths About Intelligence Definitions and Measurement Persist? Given all this strong empirical evidence that intelligence test scores are meaningful, why does the myth persist that scores have little if any validity? Here is an informative example. From time to time, a college admissions representative will assert that in their institution they find no relationship between grade point average (GPA) and SAT scores. Such observations are virtually always based on a lack of understanding of a basic statistical principle regarding the correlation between two variables. To calculate a correlation between any two variables, there must be a wide range of scores for each variable. At a place like MIT, for example, most students fall in a narrow range of high SAT scores. This is a classic problem of restriction of range. There is little variance among the students, so in this case, the relationship between GPA and SAT scores will not be very strong. Sampling from just the high end or just the low end or just the middle of a distribution restricts range and results in spuriously low or zero correlations. Restriction of range actually accounts for many findings about what intelligence test scores “fail” to predict.

I hate standardized tests—they mislead in demonstrating students’ skills, invalidate perfectly intelligent young people, and mostly test a body of knowledge that is white, straight, middle- or upper-class, and not representative of the majority of students I’ve taught.

He was an American college senior, school-champion wrestler, consistent honor student, president of the Student Foreign Missions Fellowship, amateur poet, and class representative on the Student Council. Jim was warmly admired by fellow students. He was known as “one of the most surprising characters” on campus. Able to recite such poems as “The Face on the Barroom Floor” and Robert Service’s “The Cremation of Sam McGee,” he was at the same time recognized as a man of spiritual stature above his classmates. George Macdonald said, “It is the heart that is not yet sure of its God that is afraid to laugh in His presence.” Jim spoke of “joking with God.” “Every now and again,” he said, “I ask for something—a little thing, perhaps, and something answers. Maybe it’s only me, but something answers, and makes the request sound so funny that I laugh at myself and feel that He is smiling with me. I’ve noticed it several times lately, we two making fun of my ‘other self’ who does so hate to be laughed at!

The poem embodies the beliefs of the Babylonians and Assyrians concerning the origin of the universe; it describes the coming forth of the gods from chaos, and tells the story of how the forces of disorder, represented by the primeval water-gods Apsû and Tiamat, were overthrown by Ea and Marduk respectively, and how Marduk, after completing the triumph of the gods over chaos, proceeded to create the world and man. The poem is known to us from portions of several Assyrian and late-Babylonian copies of the work, and from extracts from it written out upon the so-called "practice-tablets," or students' exercises, by pupils of the Babylonian scribes. The Assyrian copies of the work are from the great library which was founded at Nineveh by Ashur-bani-pal, king of Assyria from B.C. 668 to about B.C. 626; the Babylonian copies and extracts were inscribed during the period of the kings of the

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.

I learnt that in teaching young children the concept of number, you should start with the concrete, then move to the pictorial, before finally representing numbers in the abstract. I learnt that children should be encouraged to articulate their processes, and feed back to each other on whether they are right or wrong, and why. And I learnt that this is so children understand number concepts, not just procedures, because (though not only because) the PSLE tests understanding, not just memorisation. As I was chatting to the professor in the car as she gave me a lift to the station, she also expounded on the importance of teacher-student relationships – 'you can't touch their brain until you have touched their heart'.

Does What I Think Really Matter? Ronnie Littleton Pause for just a moment and try to not think. Keep trying. It appears to be impossible to stop thinking, doesn’t it? Thinking is a necessary and unavoidable part of life. Not only that, our thoughts actually shape who we are, what we believe, what we do, and how we treat others. If our thoughts are this powerful, it seems obvious that we should avoid incorrect thoughts, for incorrect thoughts will lead to problems as we make decisions and form opinions based on bad information. On the other hand, correct thoughts will lead to good outcomes. This is why the Apostle Paul commands believers to transform their thinking (Rm 12:2). George Washington, our first president, became ill in 1799. One of the treatments prescribed for his illness was bloodletting—cutting open a vein to allow a specific amount of blood to flow out. Bloodletting was a fairly common practice at the time. It was believed that bad blood was the cause of fever, and that by letting some out, the fever would be relieved. We now know that this was not just incorrect thinking, it was dangerous. A wrong belief led to a wrong practice that may have actually hastened Washington’s death. The treatment was intended to heal, but was actually harmful. The physician who treated Washington had a good motive for his actions, and no doubt his course of treatment would have been supported by his medical colleagues; good motives and consensus of opinion, however, cannot make up for bad ideas. Since our ideas, opinions, and feelings have a big impact on what we do, and since they may be mistaken even if they match what everyone around us believes, where can we turn to know for certain what is right? One thing we can do is train ourselves to think logically. Logic is the study of reasoning principles—in other words, how we make valid inferences. In many cases it allows us to identify where our thinking has gone wrong and where we have bought into beliefs that are false. Nothing that is true can be illogical, so the use of logic is a filter for untruth. Logic and truth are not the same things, however. Think of logic as the plastic container that holds the milk in your refrigerator. The milk represents truth (a belief that corresponds to reality). If the plastic jug is full of holes, it could never hold the milk. On the other hand, if the container is sound, it will hold the milk. Now, just because the milk jug is valid does not necessarily mean that it has any milk in it, or that the milk is okay to drink. In a similar way, you can be a very logical person and yet miss the truth because of biases or inadequate information. In such cases, your wrong ideas may lead to bad consequences, such as wrong beliefs about God. Thus, we must always think logically and consult the sure source of ultimate truth: the Bible. Since what you think matters now and forever, you cannot afford to do otherwise.

The American writer and teacher Helen Keller was born in 1921. She represents an extraordinary achievement in educational history for teaching students with disabilities, despite her advanced education. She inspires me as an activist; she has achieved her goals throughout her career and refused to back down; this woman has influenced my life; simply being yourself can be empowering.

The increasing sophistication in representing world knowledge online also implies that asking the right questions will become more of a skill. A common error made among beginning searchers is to pose queries that have a built-in bias, a kind of leading question. A question that “leads the witness” wouldn’t be allowed in a courtroom and shouldn’t be in your research queries either. This is fairly common among K–12 students who don’t yet understand the basics of web search and often frame their questions with built-in assumptions. In cases like this, you need to know that the results are ordered by rank depending on the terms in the query. Take the following query: [is the average length of an octopus 25 inches?] It will give web links in the search results page that look right, but there’s an assumption within the query—that is, that octopuses actually are, on average, 25 inches in length. The web search results will be a bit misleading because there are so many positive hits that mention the terms “octopus” and “25 inches” on the same page. In this case, the search engine doesn’t really understand the question, but gives pages that best match the query, with its biases built in.

For students coming to meditation practice with faulty ego functioning, the enlightenment ideal may mistakenly represent ‘a purified state of complete and invulnerable self-sufficiency from which all badness has been expelled, the aim of all narcissistic strivings

They were hunting dogs, the student continued, who ran in packs behind a falcon or hawk, the bird guiding them towards their prey. In each pack there were two principal dogs whose role it was to watch the hawk as they ran. The complexity and speed of this proceed, he said, could not be overestimated: the pack flowed silently over the landscape, light and inexorable as death itself, encroaching unseen and unheard on its target. To follow the subtlety of the hawk’s signals overhead while running at speed was a demanding and exhausting feat: the two principal dogs worked in concert, the one taking over while the other rested its concentration and then back again. This idea, of the two dogs sharing the work of reading the hawk, was one he found appealing. It suggested that ultimate fulfilment of a conscious being lay not in solitude but in a shared state so intricate and cooperative it might almost be said to represent the entwining of two selves. This notion, of the unitary self being broken down, of consciousness not as an imprisonment in one’s perceptions but rather as something more intimate and less divided, a universality that could come from shared experience at the highest level - well, like the German training before him, he was both seduced by the idea and willing to do the hard work in executing it.

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

Horst (2005) used simplified readers in a study of vocabulary development among adult immigrants who were enrolled in an ESL programme in a community centre in Montreal, Canada. The 21 participants represented several language backgrounds and proficiency levels. In addition to the activities of their regular ESL class, students chose simplified readers that were made available in a class library. Over a six-week period, students took books home and read them on their own. Horst developed individualized vocabulary measures so that learning could be assessed in terms of the books each student actually read. She found that there was vocabulary growth attributable to reading, even over this short period, and that the more students read, the more words they learned. She concluded that substantial vocabulary growth through reading is possible, but that students must read a great deal (more than just one or two books per semester) to realize those benefits. As we saw in Chapter 2, when we interact in ordinary conversations, we tend to use mainly the 1,000 or 2,000 most frequent words. Thus, reading is a particularly valuable source of new vocabulary. Students who have reached an intermediate level of proficiency may have few opportunities to learn new words in everyday conversation. It is in reading a variety of texts that students are most likely to encounter new vocabulary. The benefit of simplified readers is that students encounter a reasonable number of new words. This increases the likelihood that they can figure out the meaning of new words (or perhaps be motivated to look them up). If the new words occur often enough, students may remember them when they encounter them in a new context.

The desktop held a patina of hieroglyphs representing years of student boredom—names and initials gouged into the wood, blackened by grime and pencil, shellacked over, then cobwebbed again with another generation’s imprint.

Ethnic minorities were 10 times more likely than whites to eat at a table where they were the only representative of their race.

Among the papyri interpreted as fragments of books once used by teachers and students, the Psalter is better represented than any other volume of Jewish or Christian canonical Scripture, strongly suggesting that the Davidic Psalter was more used and read ‘than any book of the Old Testament, perhaps more than any book of the Bible, throughout the Christian centuries in Egypt’. A recent inventory of papyrus notebooks lists eleven items for the period between the third century and the seventh inclusive, of which eight give primarily or exclusively the texts of the psalms. Narrowing the period of the third century to the fifth gives seven papyrus items of which five contain copies of psalms. These notebooks are the best guide to what the literate slaves of larger households, grammar masters and attentive parents were teaching their infants in Egypt, both Jewish and Christian, and they suggest that the psalms were a fundamental teaching text in the social circles where men and women used writing, or aspired to it for their children. That is hardly surprising, since the psalms were ideal for teaching the young in households wealthy enough to afford the luxury of an education for an offspring. An almanac of prayer and counsel for times of good and adverse fortune, the poems of the Psalter are arranged in sense-units of moderate length by virtue of the poetic form. This makes them amenable to study, including the slow process of acquiring the skills of penmanship (Pl. 29).

The American Medical Association not only represents the roughly 800,000 practicing physicians in the United States, but also sets the official standards for treatment for virtually every patient malady, and is instrumental in directing and controlling the supply of doctors entering medical school.  By virtue of an affiliated licensing body called the Liaison Committee on Medical Education (LCME), the AMA determines which medical schools receive its official accreditation, and for over a hundred years it has been very stingy with its approval process.  Furthermore, the AMA together with its close affiliate, the American Association of Medical Colleges,  conducts regular studies to assess the necessary supply of medical doctors and advises existing medical schools as well as state and federal regulators as to optimal admission levels for new students—and these too have been artificially and unnecessarily constricted[22].

This fear of the upheld mirror in the hand of genius extends to the teaching profession and perhaps to the primary and secondary school teacher most of all. The teacher occupies a particularly anomalous and exposed position in a society subject to rapid change or threatened by exterior enemies. Society is never totally sure of what it wants of its educators. It wants, first of all, the inculcation of custom, tradition, and all that socializes the child into the good citizen. In the lower grades the demand for conformity is likely to be intense. The child himself, as well as the teacher, is frequently under the surveillance of critical, if not opinionated, parents. Secondly, however, society wants the child to absorb new learning which will simultaneously benefit that society and enhance the individual's prospects of success. Thus the teacher, in some degree, stands as interpreter and disseminator of the cultural mutations introduced by the individual genius into society. Some of the fear, the projected guilt feelings, of those who do not wish to look into the mirrors held up to them by men of the Hawthorne stamp of genius, falls upon us. Moving among innovators of ideas as we do, sifting and judging them daily, something of the suspicion with which the mass of mankind still tends to regard its own cultural creators falls upon the teacher who plays a role of great significance in this process of cultural diffusion. He is, to a degree, placed in a paradoxical position. He is expected both to be the guardian of stability and the exponent of societal change. Since all persons do not accept new ideas at the same rate, it is impossible for the educator to please the entire society even if he remains abjectly servile. This is particularly true in a dynamic and rapidly changing era like the present. Moreover, the true teacher has another allegiance than that to parents alone. More than any other class· in society, teachers mold the future in the minds of the young. They transmit to them the aspirations of great thinkers of which their parents may have only the faintest notions. The teacher is often the first to discover the talented and unusual scholar. How he handles and encourages, or discourages, such a child may make all the difference in the world to that child's future- and to the world. Perhaps he can induce in stubborn parents the conviction that their child is unusual and should be encouraged in his studies. If the teacher is sufficiently judicious, he may even be able to help a child over the teetering planks of a broken home and a bad neighborhood. It is just here, however--in our search for what we might call the able, all-purpose, success-modeled student--that I feel it so necessary not to lose sight of those darker, more uncertain, late-maturing, sometimes painfully abstracted youths who may represent the Darwins, Thoreaus, and Hawthornes of the next generation.

If we could visit Highsmith today, I would lead you down the silent corridors until we came to a striking seal on the floor, a blood-red H carved in stone. This hallowed seal represents the sacred Honor of every student who spends four years at Highsmith. The stone seal is indelible, consecrated by the generations of alumnae who have passed by, understanding and believing. No outsider, no matter how cunning, can ever steal that belief away.

scroll written in Greek. The text, known as the Septuagint, was a translation done by Judean scholars, and it had been completed a century and a half before Jesus was born. Jacob had studied those very scrolls in his youth, and he knew the text was usually referred to as the Seventy, representing the number of scholars who had labored on the translation. All students were required to memorize the prophets in Greek as a beginning to their studies. The Hebrew version of the Scriptures was used only during the formal reading of the Sabbath services.

For the serious and dedicated guitarist, learning to play and master the Guitar represents The Path or Way of Enlightenment of which there is no end. Ultimately, playing the Guitar represents the Path to Spiritual Perfection. The guitarist is always a student on this Path. To become a master of the Guitar, relatively speaking, is to always be a student of the Guitar, continually learning and growing with the instrument. The master never thinks of him or herself as a master, but rather as the eternal student on whatever Path he or she is walking in life. We are all students here on this little green earth.

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 Stanford op-ed in particular was picked up by the national press and inspired a website, Stop the Brain Drain, which protested the flow of talent to Wall Street. The Stanford students wrote, The financial industry’s influence over higher education is deep and multifaceted, including student choice over majors and career tracks, career development resources, faculty and course offerings, and student culture and political activism. In 2010, even after the economic crisis, the financial services industry drew a full 20 percent of Harvard graduates and over 15 percent of Stanford and MIT graduates. This represented the highest portion of any industry except consulting, and about three times more than previous generations. As the financial industry’s profits have increasingly come from complex financial products, like the collateralized debt obligations (CDOs) that ignited the 2008 financial meltdown, its demand has steadily grown for graduates with technical degrees. In 2006, the securities and commodity exchange sector employed a larger portion of scientists and engineers than semiconductor manufacturing, pharmaceuticals and telecommunications. The result has been a major reallocation of top talent into financial sector jobs, many of which are “socially useless,” as the chairman of the United Kingdom’s Financial Services Authority put it. This over-allocation reduces the supply of productive entrepreneurs and researchers and damages entrepreneurial capitalism, according to a recent Kauffman Foundation report. Many of these finance jobs contribute to volatile and counter-productive financial speculation. Indeed, Wall Street’s activities are largely dominated by speculative security trading and arbitrage instead of investment in new businesses. In 2010, 63 percent of Goldman Sachs’ revenue came from trading, compared to only 13 percent from corporate finance. Why are graduates flocking to Wall Street? Beyond the simple allure of high salaries, investment banks and hedge funds have designed an aggressive, sophisticated, and well-funded recruitment system, which often takes advantage of [a] student’s job insecurity. Moreover, elite university culture somehow still upholds finance as a “prestigious” and “savvy” career track.6

In almost 25 years of experience as a high school guidance counselor, a regional college representative, and a private college counselor, I have noted the kinds of things that make the college process productive, successful, and enjoyable. I have worked with so many students who have blossomed in part due to their college search and application process. It can be a period of maturation and of self-exploration, with an honest assessment of skills and interests, development of task organization and discipline, renewed intrafamily communication, and travel to interesting cities and small college towns. I firmly believe when the journey to college is fully embraced, it can truly be loved.

QUESTION 12: Which is the best house in Hogwarts and why? To decide which is the best house, let us first access what each and every house represents: GRYFFINDOR This house represents bravery, courage and guts. The students sorted in this house have a tendency to stand in the face of fear and fight it. If they win, they win it fair and square, and if they lose, they will   go

Sean had never stared into as many blank-eyed faces before. Throughout the high school civics talk, he felt as if he were speaking to the kids in a foreign language, one they had no intention of learning. Scrambling for a way to reach his audience, he ad-libbed, tossing out anecdotes about his own years at Coral Beach High. He confessed that as a teenager his decision to run for student government had been little more than a wily excuse to approach the best-looking girls. But what ultimately hooked his interest in student government was the startling discovery that the kids at school, all so different—jocks, nerds, preppies, and brains—could unite behind a common cause. During his senior year, when he’d been president of the student council, Coral Beach High raised seven thousand dollars to aid Florida’s hurricane victims. Wouldn’t that be something to feel good about? Sean asked his teenage audience. The response he received was as rousing as a herd of cows chewing their cud. Except this group was blowing big pink bubbles with their gum. The question and answer period, too, turned out to be a joke. The teens’ main preoccupation: his salary and whether he got driven around town in a chauffeured limo. When they learned he was willing to work for peanuts and that he drove an eight-year-old convertible, he might as well have stamped a big fat L on his forehead. He was weak-kneed with relief when at last the principal mounted the auditorium steps and thanked Sean for his electrifying speech. While Sean was politically seasoned enough to put the morning’s snafus behind him, and not worry overmuch that the apathetic bunch he’d just talked to represented America’s future voters, it was the high school principal’s long-winded enthusiasm, telling Sean how much of an inspiration he was for these kids, that truly set Sean’s teeth on edge. And made him even later for the final meeting of the day, the coral reef advisory panel.

Then, following Aristotle’s dictum of “using expressions that represent things as in a state of activity,” I ask the students to set the person in motion. Again, it’s important to be as specific as possible. “Reading the newspaper” is a start, but it does little more than label a generic activity. In order for readers to enter the fictional dream, the activity must be shown. Often this means breaking the large generic activity into smaller, more particular parts: “scowling at the Dow Jones averages,” perhaps, or “skimming the used car ads” or “wiping his ink-stained fingers on the monogrammed handkerchief he always keeps in his shirt pocket.” These three actions describe three very different fathers. Besides providing a visual image for the reader, specific and representative actions also suggest the personality of the character, the emotional life hidden beneath the physical details. As

Before third grade, when scores and percentages did not matter, I wrote freely and honestly about what made me happy. But then foreign numbers began appearing on my papers, numbers representing other people’s approval or disdain. At first those numbers were inconvenient little shapes that hindered my ability to write without care. But soon I began to rely on those numbers. I became addicted to A’s, craving more when I got snatches of praise. And I started to drift away from what I had been writing as a younger child. Before I realized it, I was writing for those little, crawling black shapes and red marks. Students