Technical Education Quotes

His thoughts went to Kismaayo, and lately, particularly of Abdi. If there were a hero in this story, it was Abdi. Jon thought, this young man from Maine had left that war weary husk of a country called Somalia and had come to these United States of America to pursue the dream of happiness, security, and hope.

While one is young is the time to investigate, to experiment with everything. The school should help its young people to discover their vocations and responsibilities, and not merely cram their minds with facts and technical knowledge; it should be the soil in which they can grow without fear, happily and integrally.

It is also worth noting that one can obtain a Ph.D. in any branch of science for no other purpose than to make cynical use of scientific language in an effort to rationalize the glaring inadequacies of tbe Bible. A handful of Christians appear to have done this; some have even obtained their degrees from reputable universities. No doubt, others will follow in their footsteps. While such people are technically "scientists," they are not behaving like scientists. They simply are not engaged in an honest inquiry into the nature of the universe. And their proclamations about God and the failures of Darwinism do not in the least signify that there is a legitimate scientific controversy about evolution.

In no way did any of this discourage or deter Wilbur and Orville Wright, any more than the fact that they had had no college education, no formal technical training, no experience working with anyone other than themselves, no friends in high places, no financial backers, no government subsidies, and little money of their own. Or

The landed classes neglected technical education, taking refuge in classical studies; as late as 1930, for example, long after Ernest Rutherford at Cambridge had discovered the atomic nucleus and begun transmuting elements, the physics laboratory at Oxford had not been wired for electricity. Intellectual neglect technical education to this day. [Describing C.P. Snow's observations on the neglect of technical education.]

My filmmaking education consisted of finding out what filmmakers I liked were watching, then seeing those films. I learned the technical stuff from books and magazines, and with the new technology you can watch entire movies accompanied by audio commentary from the director. You can learn more from John Sturges' audio track on the 'Bad Day at Black Rock' laserdisc than you can in 20 years of film school. Film school is a complete con, because the information is there if you want it.

(1) disengaging their minds; sabotaging their mental activities; providing a low-quality program of public education in mathematics, logic, systems design and economics; and discouraging technical creativity.

Personality must be educated, and personality cannot be educated by confining its operations to technical and specialized things, or to the less important relationships of life. Full education comes only when there is a responsible share on the part of each person, in proportion to capacity, in shaping the aims and policies of the social groups to which he belongs.

The concept of progress, i.e., an improvement or completion (in modern jargon, a rationalization) became dominant in the eighteenth century, in an age of humanitarian-moral belief. Accordingly, progress meant above all progress in culture, self-determination, and education: moral perfection. In an age of economic or technical thinking, it is self-evident that progress is economic or technical progress. To the extent that anyone is still interested in humanitarian-moral progress, it appears as a byproduct of economic progress. If a domain of thought becomes central, then the problems of other domains are solved in terms of the central domain - they are considered secondary problems, whose solution follows as a matter of course only if the problems of the central domain are solved.

Once you go digging into the actual technical mechanisms by which predictability is calculated, you come to understand that its science is, in fact, anti-scientific, and fatally misnamed: predictability is actually manipulation. A website that tells you that because you liked this book you might also like books by James Clapper or Michael Hayden isn’t offering an educated guess as much as a mechanism of subtle coercion.

The outstanding characteristic of Western scholarship is its specialization and cutting up of knowledge into different departments. The over-development of logical thinking and specialization, with its technical phraseology, has brought about the curious fact of modern civilization, that philosophy has been so far relegated to the background, far behind politics and economics, that the average man can pass it by without a twinge of conscience. The feeling of the average man, even of the educated person, is that philosophy is a "subject" which he can best afford to go without. This is certainly a strange anomaly of modern culture, for philosophy, which should lie closest to men's bosom and business, has become most remote from life. It was not so in the classical civilization of the Greeks and Romans, and it was not so in China, where the study of wisdom of life formed the scholars' chief occupation. Either the modern man is not interested in the problems of living, which are the proper subject of philosophy, or we have gone a long way from the original conception of philosophy.

Free human dialogue, wandering wherever the agility of the mind allows, lies at the heart of education. If teachers do not have the time, the incentive, or the wit to produce that; if students are too demoralized, bored, or distracted to muster the attention their teachers need of them, then THAT is the educational problem which has to be solved. . . That problem . . . is metaphysical in nature, not technical

Technical Education creates men of actions rather than academics.

Technical Education is a weapon to defend the humanity against hunger, poverty and large scale unemployment.

As a general rule, man strives to avoid labor. Love for work is not at all an inborn characteristic: it is created by economic pressure and social education. One may even say that man is a fairly lazy animal. It is on this quality, in reality, that is founded to a considerable extent all human progress; because if man did not strive to expend his energy economically, did not seek to receive the largest possible quantity of products in return for a small quantity of energy, there would have been no technical development or social culture.

As formal teaching and training grow in extent, there is the danger of creating an undesirable split between the experience gained in more direct associations and what is acquired in school. This danger was never greater than at the present time, on account of the rapid growth in the last few centuries of knowledge and technical modes of skill.

us to cope with. The Angels are prototypes. Their lack of education has not only rendered them completely useless in a highly technical economy, but it has also given them the leisure to cultivate a powerful resentment … and to translate it into a destructive cult which the mass media insists on portraying as a sort of isolated oddity, a temporary phenomenon that will shortly become extinct now that it’s been called to the attention of the police.

In truth, the crossing from nature to culture and vice versa has always stood wide open. It leads across an easily accessible bridge: the practising life. People have committed themselves to its construction since they came into existence - or rather, people only came into existence by applying themselves to the building of said bridge. The human being is the pontifical creature that, from its earliest evolutionary stages, has created tradition-compatible connections between the bridgeheads in the bodily realm and those in cultural programes. From the start, nature and culture are linked by a broad middle ground of embodied practices - containing languages, rituals and technical skills, in so far as these factors constitute the universal forms of automatized artificialities. This intermediate zone forms a morphologically rich, variable and stable region that can, for the time being, be referred to sufficiently clearly with such conventional categories as education, etiquette, custom, habit formation, training and exercise - without needing to wait for the purveyors of the 'human sciences', who, with all their bluster about culture, create the confusion for whose resolution they subsequently offer their services.

There are countries in which the communal provision of housing, transport, education and health care is so inferior that inhabitants will naturally seek to escape involvement with the masses by barricading themselves behind solid walls. The desire for high status is never stronger than in situations where 'ordinary' life fails to answer a median need for dignity or comfort. Then there are communities—far fewer in number and typically imbued with a strong (often Protestant) Christian heritage—whose public realms exude respect in their principles and architecture, and whose citizens are therefore under less compulsion to retreat into a private domain. Indeed, we may find that some of our ambitions for personal glory fade when the public spaces and facilities to which we enjoy access are themselves glorious to behold; in such a context, ordinary citizenship may come to seem an adequate goal. In Switzerland's largest city, for instance, the need to own a car in order to avoid sharing a bus or train with strangers loses some of the urgency it has in Los Angeles or London, thanks to Zurich's superlative train network, which is clean, safe, warm and edifying in its punctuality and technical prowess. There is little reason to travel in an automotive cocoon when, for a fare of only a few francs, an efficient, stately tramway will provide transport from point A to point B at a level of comfort an emperor might have envied. One insight to be drawn from Christianity and applied to communal ethics is that, insofar as we can recover a sense of the preciousness of every human being and, even more important, legislate for spaces and manner that embody such a reverence in their makeup, then the notion of the ordinary will shed its darker associations, and, correspondingly, the desires to triumph and to be insulated will weaken, to the psychological benefit of all.

So long as the individual state, despite its official condemnation of war, has to consider the possibility of engaging in war, it must influence and educate its citizens—and its youth in particular—in such a way that they can easily be converted into efficient soldiers in the event of war. Therefore it is compelled not only to cultivate a technical-military training and type of thinking but also to implant a spirit of national vanity in its people in order to secure their inner readiness for the outbreak of war.

believe every trading education has three parts: The mechanical aspect (Chapter 2) The technical aspect (Chapters 3-7) The psychological aspect

There is no longer a Christian mind." -Blamires What did Blamires mean? To say that there is no Christian mind means that believers may be highly educated in terms of technical proficiency, and yet have no biblical worldview for interpreting the subject matter of their field. "We speak of the 'modern mind', and of the 'scientific mind', using that word 'mind' of a collectively accepted set of notions and attitudes," Blamires explains. But we have lost the Christian mind. There is now no shared, biblically based set of assumptions on subjects like law, education, economics, politics, science, or the arts. As a moral being, the Christian follows the biblical ethic. As a spiritual being, he prays and attends worship services. But as a thinking Christian, he has succumbed to secularism.

Your identity or potentials need to develop relevance, get education, possess content, technical improvement to be relevant to time and the present context. The anointing of yesterday will not do for the work of today.

We’re already living in the information age. Everyone will have to educate themselves the best they can, become an expert in some niche, so that they can be in the right place to advise someone else or perform some other service. The more technical the automation becomes, and the more quickly the world changes, the more we need information from just the right person arriving in our lives at just the right time. You don’t need a formal education to do that; just a niche you’ve created for yourself through self-education.

To understand a child we have to watch him at play, study him in his different moods; we cannot project upon him our own prejudices, hopes and fears, or mould him to fit the pattern of our desires. If we are constantly judging the child according to our personal likes and dislikes, we are bound to create barriers and hindrances in our relationship with him and in his relationships with the world. Unfortunately, most of us desire to shape the child in a way that is gratifying to our own vanities and idiosyncrasies; we find varying degrees of comfort and satisfaction in exclusive ownership and domination. Surely, this process is not relationship, but mere imposition, and it is therefore essential to understand the difficult and complex desire to dominate. It takes many subtle forms; and in its self-righteous aspect, it is very obstinate. The desire to "serve" with the unconscious longing to dominate is difficult to understand. Can there be love where there is possessiveness? Can we be in communion with those whom we seek to control? To dominate is to use another for self-gratification, and where there is the use of another there is no love. When there is love there is consideration, not only for the children but for every human being. Unless we are deeply touched by the problem, we will never find the right way of education. Mere technical training inevitably makes for ruthlessness, and to educate our children we must be sensitive to the whole movement of life. What we think, what we do, what we say matters infinitely, because it creates the environment, and the environment either helps or hinders the child. Obviously, then, those of us who are deeply interested in this problem will have to begin to understand ourselves and thereby help to transform society; we will make it our direct responsability to bring about a new approach to education. If we love our children, will we not find a way of putting an end to war? But if we are merely using the word "love" without substance, then the whole complex problem of human misery will remain. The way out of this problem lies through ourselves. We must begin to understand our relationship with our fellow men, with nature, with ideas and with things, for without that understanding there is no hope, there is no way out of conflict and suffering. The bringing up of a child requires intelligent observation and care. Experts and their knowledge can never replace the parents' love, but most parents corrupt that love by their own fears and ambitions, which condition and distort the outlook of the child. So few of us are concerned with love, but we are vastly taken up with the appearance of love. The present educational and social structure does not help the individual towards freedom and integration; and if the parents are at all in earnest and desire that the child shall grow to his fullest integral capacity, they must begin to alter the influence of the home and set about creating schools with the right kind of educators. The influence of the home and that of the school must not be in any way contradictory, so both parents and teachers must re-educate themselves. The contradiction which so often exists between the private life of the individual and his life as a member of the group creates an endless battle within himself and in his relationships. This conflict is encouraged and sustained through the wrong kind of education, and both governments and organized religions add to the confusion by their contradictory doctrines. The child is divided within himself from the very start, which results in personal and social disasters.

Contemporary man, owing to certain, almost imperceptible conditions of ordinary life which are firmly rooted in modern civilisation and which seem to have become, so to speak, " inevitable " in daily life, has gradually deviated from the natural type he ought to have represented on account of the sum-total of the influences of place and environment in which he was born and reared and which, under normal conditions, without any artificial impediments, would have indicated by their very nature for each individual the lawful path of his development in that final normal type which he ought to have become even in his preparatory age.   Today, civilisation, with its unlimited scope in extending its influence, has wrenched man from the normal conditions in which he should be living.   It is, of course, true that modern civilisation has opened up for man new and vaster horizons in different technical, mechanical and many other so-called " sciences ", thereby enlarging his world perception, but civilisation has, instead of a balanced rising to a higher degree of development, developed only certain sides of his general being to the detriment of others, while, because of the absence of an harmonious education, certain faculties inherent in man have even been completely destroyed, depriving him in this way of the natural privileges of his type. In other words, by not educating the growing generation harmoniously, this civilisation, which should have been, according to common sense, in all respects like a good mother to man, has withheld from him what she should have given him ; and, it appears, that she has even taken from him the possibility of the progressive and balanced development of a new type, which development would have inevitably taken place if only in the course of time and according to the law of general human progress.   From this follows the indubitable fact, which can be clearly established, that, instead of an accomplished individual type, which historical data would show man to have been some centuries ago and one normally in communion with Nature and the environment generating him, there developed instead a being that was uprooted from the soil, unfit for life, and a stranger to all normal conditions of existence.

Mindset Shift Recap: #1: Sell a result, not a website. A website is only ever a tool. #2: Business owners always care most about their core business needs; not design, coding or technical aspects. #3: The market pays you for the value you create; not your time, effort, background, or education.

Education is at present concerned with outward efficiency, and it utterly disregards, or deliberately perverts, the inward nature of man; it develops only one part of him and leaves the rest to drag along as best it can. Our inner confusion, antagonism and fear ever overcome the outer structure of society, however nobly conceived and cunningly built. When there is not the right kind of education we destroy one another, and physical security for every individual is denied. To educate the student rightly is to help him to understand the total process of himself; for it is only when there is integration of the mind and heart in everyday action that there can be intelligence and inward transformation. While offering information and technical training, education should above all encourage an integrated outlook on life; it should help the student to recognize and break down in himself all social distinctions and prejudices, and discourage the acquisitive pursuit of power and domination. It should encourage the right kind of self-observation and the experiencing of life as a whole, which is not to give significance to the part, to the "me" and the "mine", but to help the mind to go above and beyond itself to discover the real. Freedom comes into being only through self-knowledge in one's daily occupations, that is, in one's relationship with people, with things, with ideas and with nature. If the educator is helping the student to be integrated, there can be no fanatical or unreasonable emphasis on any particular phase of life. It is the understanding of the total process of existence that brings integration. When there is self-knowledge, the power of creating illusions ceases, and only then is it possible for reality or God to be. Human beings must be integrated if they are to come out of any crisis, and specially the present world crisis, without being broken; therefore, to parents and teachers who are really interested in education, the main problem is how to develop an integrated individual. To do this, the educator himself must obviously be integrated; so the right kind of education is of the highest importance, not only for the young, but also for the older generation if they are willing to learn and are not too set in their ways. What we are in ourselves is much more important than the traditional question of what to teach the child, and if we love our children we will see to it that they have the right kind of educators.

So while we need to provide people with technical skills that will help them find employment, we can't afford to neglect the even more basic skills -- reading, writing, thinking, feeling -- that allow them to become fully realized human beings who care about the world they live in and the people who share it with them.

it’s rather like your voice. You put up with your voice and speak with it because you haven’t any choice. But it’s what you say that counts. It’s what distinguishes all great art from the other kind. The technically accomplished buggers are two a penny in any period. Especially in this great age of universal education. He

The truth is this: The rich will rule even at a place like Oberlin, where their kind is technically forbidden. They will simply invert the power structure to suit their needs. They will come out on top no matter what. Stuyvesant was hard but hopeful; Oberlin, on the other hand, reminds me yet again how the world works. I guess that's why they call it an education.

Basic technical training is, of course, useful. But to treat it as anything more than that is to lock students into technology that will be obsolete by the time they graduate. The time wasted will also deprive them of the basic training in knowledge and thinking that might help them adjust to the constant changes outside. (IV - From Managers and Speculators to Growth)

It is not that the historian can avoid emphasis of some facts and not of others. This is as natural to him as to the mapmaker, who, in order to produce a usable drawing for practical purposes, must first flatten and distort the shape of the earth, then choose out of the bewildering mass of geographic information those things needed for the purpose of this or that particular map. My argument cannot be against selection, simplification, emphasis, which are inevitable for both cartographers and historians. But the map-maker's distortion is a technical necessity for a common purpose shared by all people who need maps. The historian's distortion is more than technical, it is ideological; it is released into a world of contending interests, where any chosen emphasis supports (whether the historian means to or not) some kind of interest, whether economic or political or racial or national or sexual. Furthermore, this ideological interest is not openly expressed in the way a mapmaker's technical interest is obvious ("This is a Mercator projection for long-range navigation-for short-range, you'd better use a different projection"). No, it is presented as if all readers of history had a common interest which historians serve to the best of their ability. This is not intentional deception; the historian has been trained in a society in which education and knowledge are put forward as technical problems of excellence and not as tools for contending social classes, races, nations. To emphasize the heroism of Columbus and his successors as navigators and discoverers, and to de-emphasize their genocide, is not a technical necessity but an ideological choice. It serves- unwittingly-to justify what was done. My point is not that we must, in telling history, accuse, judge, condemn Columbus in absentia. It is too late for that; it would be a useless scholarly exercise in morality. But the easy acceptance of atrocities as a deplorable but necessary price to pay for progress (Hiroshima and Vietnam, to save Western civilization; Kronstadt and Hungary, to save socialism; nuclear proliferation, to save us all)-that is still with us. One reason these atrocities are still with us is that we have learned to bury them in a mass of other facts, as radioactive wastes are buried in containers in the earth. We have learned to give them exactly the same proportion of attention that teachers and writers often give them in the most respectable of classrooms and textbooks. This learned sense of moral proportion, coming from the apparent objectivity of the scholar, is accepted more easily than when it comes from politicians at press conferences. It is therefore more deadly. The treatment of heroes (Columbus) and their victims (the Arawaks)-the quiet acceptance of conquest and murder in the name of progress-is only one aspect of a certain approach to history, in which the past is told from the point of view of governments, conquerors, diplomats, leaders. It is as if they, like Columbus, deserve universal acceptance, as if they-the Founding Fathers, Jackson, Lincoln, Wilson, Roosevelt, Kennedy, the leading members of Congress, the famous Justices of the Supreme Court-represent the nation as a whole. The pretense is that there really is such a thing as "the United States," subject to occasional conflicts and quarrels, but fundamentally a community of people with common interests. It is as if there really is a "national interest" represented in the Constitution, in territorial expansion, in the laws passed by Congress, the decisions of the courts, the development of capitalism, the culture of education and the mass media.

Mindset Shift Recap: #1: Sell a result, not a website. A website is only ever a tool. #2: Business owners always care most about their core business needs; not design, coding or technical aspects. #3: The market pays you for the value you create; not your time, effort, background, or education. #4: If you think like a business owner, you will succeed. If you think only like a web designer, you will fail.

In no way did any of this discourage or deter Wilbur and Orville Wright, any more than the fact that they had had no college education, no formal technical training, no experience working with anyone other than themselves, no friends in high places, no financial backers, no government subsidies, and little money of their own. Or the entirely real possibility that at some point, like Otto Lilienthal, they could be killed.

My job title was youth advocate. My approach was unconditional positive regard. My mission was to help the girl youth succeed in spite of the unspeakably harrowing crap stew they’d been simmering in all of their lives. Succeeding in this context meant getting neither pregnant nor locked up before graduating high school. It meant eventually holding down a job at Taco Bell or Walmart. It was only that! It was such a small thing and yet it was enormous. It was like trying to push an eighteen-wheeler with your pinkie finger. I was not technically qualified to be a youth advocate. I’d never worked with youth or counseled anyone. I had degrees in neither education nor psychology. I’d been a waitress who wrote stories every chance I got for most of the preceding years. But for some reason, I wanted this job and so I talked my way into it. I wasn’t meant to let the girls know I was

Nothing has changed the nature of man so much as the loss of silence. The invention of printing, technics, compulsory education— nothing has so altered man as this lack of relationship to silence, this fact that silence is no longer taken for granted, as something as natural as the sky above or the air we breathe. Man who has lost silence has not merely lost one human quality but his whole structure has been changed thereby. — MAX PICARD FRENCH PHILOSOPHER

For the immense extension of the scale of education and its ramification into a hundred specialisms and technical disciplines has left the state as the only unifying element in the whole system. In the past the traditional system of classical education provided a commo intellectual background and a common scale of values which transcended national and political frontiers and formed the European or Western republic of letters of which every scholar was a citizen.

Throughout the Middle Ages, Jews had no part in the culture of Christian countries, and were too severely persecuted to be able to make contributions to civilization, beyond supplying capital for the building of cathedrals and such enterprises. It was only among the Mohammedans, at that period, that Jews were treated humanely, and were able to pursue philosophy and enlightened speculation. Throughout the Middle Ages, the Mohammedans were more civilized and more humane than the Christians. Christians persecuted Jews, especially at times of religious excitement; the Crusades were associated with appalling pogroms. In Mohammedan countries, on the contrary, Jews at most times were not in any way ill treated. Especially in Moorish Spain, they contributed to learning; Maimonides (1135–1204), who was born at Cordova, is regarded by some as the source of much of Spinoza’s philosophy.Mohammedan civilization in its great days was admirable in the arts and in many technical ways, but it showed no capacity for independent speculation in theoretical matters. Its importance, which must not be under-rated, is as a transmitter. Between ancient and modern European civilization, the dark ages intervened. The Mohammedans and the Byzantines, while lacking the intellectual energy required for innovation, preserved the apparatus of civilization—education, books, and learned leisure. Both stimulated the West when it emerged from barbarism—the Mohammedans chiefly in the thirteenth century, the Byzantines chiefly in the fifteenth.

I will say at once, quite firmly, that the best grounding for education is the Latin grammar. I say this, not because Latin is traditional and mediaeval, but simply because even a rudimentary knowledge of Latin cuts down the labor and pains of learning almost any other subject by at least fifty percent. It is the key to the vocabulary and structure of all the Teutonic languages, as well as to the technical vocabulary of all the sciences and to the literature of the entire Mediterranean civilization, together with all its historical documents.

Functional or technical capacity is now recognized through having a degree after one’s name; but if we are truly concerned with the total development of the human being, our approach is entirely different. An individual who has the capacity may take a degree and add letters after his name, or he may not, as he pleases. But he will know for himself his own deep capabilities, which will not be framed by a degree, and their expression will not bring about that self-centered confidence which mere technical capacity usually breeds. Such confidence is comparative and, therefore, antisocial. Comparison may exist for utilitarian purpose; but it is not for the educator to compare the capacities of his students and give greater or lesser evaluation.

Throughout the Middle Ages, Jews had no part in the culture of Christian countries, and were too severely persecuted to be able to make contributions to civilization, beyond supplying capital for the building of cathedrals and such enterprises. It was only among the Mohammedans, at that period, that Jews were treated humanely, and were able to pursue philosophy and enlightened speculation. Throughout the Middle Ages, the Mohammedans were more civilized and more humane than the Christians. Christians persecuted Jews, especially at times of religious excitement; the Crusades were associated with appalling pogroms. In Mohammedan countries, on the contrary, Jews at most times were not in any way ill treated. Especially in Moorish Spain, they contributed to learning; Maimonides (1135–1204), who was born at Cordova, is regarded by some as the source of much of Spinoza’s philosophy. (..) Mohammedan civilization in its great days was admirable in the arts and in many technical ways, but it showed no capacity for independent speculation in theoretical matters. Its importance, which must not be under-rated, is as a transmitter. Between ancient and modern European civilization, the dark ages intervened. The Mohammedans and the Byzantines, while lacking the intellectual energy required for innovation, preserved the apparatus of civilization—education, books, and learned leisure. Both stimulated the West when it emerged from barbarism—the Mohammedans chiefly in the thirteenth century, the Byzantines chiefly in the fifteenth.

Who among us can predict the future? Who would dare to? The answer to the first question is no one, really, and the answer to the second is everyone, especially every government and business on the planet. This is what that data of ours is used for. Algorithms analyze it for patterns of established behavior in order to extrapolate behaviors to come, a type of digital prophecy that’s only slightly more accurate than analog methods like palm reading. Once you go digging into the actual technical mechanisms by which predictability is calculated, you come to understand that its science is, in fact, anti-scientific, and fatally misnamed: predictability is actually manipulation. A website that tells you that because you liked this book you might also like books by James Clapper or Michael Hayden isn’t offering an educated guess as much as a mechanism of subtle coercion.

They destroyed all the equipment, all the medicines. The Harijans – the people we used to call Untouchables – used to come a hundred miles for treatment.’ ‘But I thought Untouchability was outlawed at independence,’ I said. ‘Technically it was,’ replied Tyagi. ‘But do you know the saying “Dilli door ast”? It means “Delhi is far away.” The laws they pass in the Lok Sabha [Indian parliament] make little difference in these villages. Out here it will take much more than a change in the law to alleviate the lot of the Dalits [the oppressed castes, i.e. the former Untouchables].’ ‘But I still don’t understand why the Rajputs did this. What difference does it make to them if you educate the Untouchables?’ ‘The lower castes have always been the slaves of the higher castes,’ replied Tyagi. ‘They work in their fields for low wages, they sweep their streets, clean their clothes. If we educate them, who will do these dirty jobs?’ Dr Tyagi waved his hands at me in sudden exasperation: ‘Don’t you see?’ he said. ‘The Rajputs hate this place because it frees their slaves.’ ‘And what did you do,’ I asked, ‘while the Rajputs were beating the place up?’ Dr Tyagi made a slight gesture with his open palm: ‘I was just sitting,’ he said. ‘What could I do? I was thinking of Gandhiji. He was also beaten up – many times. He said you must welcome such attacks because it is only through confrontation that you can go forward. An institution like ours needs such incidents if it is to regenerate itself. It highlights the injustice the Harijans are facing.’ He paused, and smiled. ‘You yourself would not have come here if this had not happened to us.’ ‘What will you do now?’ I asked. ‘We will start again. The poor of this desert still need us.’ ‘And if the higher castes come for you again?’ ‘Then we will welcome them. They are also victims of their culture.

But the old traditions of sectarian misdirection still in spite of a certain advance in technical efficiency, cripple and distort the general mind. "All that has been changed," cry indignant teachers under criticism. But the evidence that this teaching of theirs still fails to produce a public that is alert, critical, and capable of vigorous readjustment in the face of overwhelming danger, is to be seen in the newspapers that satisfy the Tewler public, the arguments and slogans that appeal to it, the advertisements that succeed with it, the stuff it swallows. It is a press written by Homo Tewler for Homo Tewler all up and down the scale. The Times Tewler, the Daily Mail Tewler, the Herald, the Tribune, the Daily Worker; there is no difference except a difference in scale and social atmosphere. Through them all ran the characteristic Tewler streak of willful ignorance, deliberate disingenuousness, and self-protective illusion.

Habermas says that our work upon the world has the instrumental interest of "technical control." When we engage in producing something our only interest is to empirically analyze reality to know how to control it for production. This does not promote a dialectic between ourselves and our social reality; it brings us to technical know-how but not to critical consciousness. Our communication with others has a "practical interest" of maintaining and promoting understanding within our traditions and communities of discourse. It enables people to interpret their world as it appears to be according to shared "pre-understandings." However, this practical interest makes such hermeneutics unlikely to encourage people in a dialectical relationship with their sociocultural world. The third mode of social engagement, however–participation in "politics"–can be undergirded by an "emancipatory interest" that reflects the human quest for freedom.

Excellence itself, aretē as the Greeks, virtus as the Romans would have called it, has always been assigned to the public realm where one could excel, could distinguish oneself from all others. Every activity performed in public can attain an excellence never matched in privacy; for excellence, by definition, the presence of others is always required, and this presence needs the formality of the public, constituted by one’s peers, it cannot be the casual, familiar presence of one’s equals or inferiors.40 Not even the social realm—though it made excellence anonymous, emphasized the progress of mankind rather than the achievements of men, and changed the content of the public realm beyond recognition—has been able altogether to annihilate the connection between public performance and excellence. While we have become excellent in the laboring we perform in public, our capacity for action and speech has lost much of its former quality since the rise of the social realm banished these into the sphere of the intimate and the private. This curious discrepancy has not escaped public notice, where it is usually blamed upon an assumed time lag between our technical capacities and our general humanistic development or between the physical sciences, which change and control nature, and the social sciences, which do not yet know how to change and control society. Quite apart from other fallacies of the argument which have been pointed out so frequently that we need not repeat them, this criticism concerns only a possible change in the psychology of human beings—their so-called behavior patterns—not a change of the world they move in. And this psychological interpretation, for which the absence or presence of a public realm is as irrelevant as any tangible, worldly reality, seems rather doubtful in view of the fact that no activity can become excellent if the world does not provide a proper space for its exercise. Neither education nor ingenuity nor talent can replace the constituent elements of the public realm, which make it the proper place for human excellence. 7

For instance, there was the case of Nancy Schmeing, who had recently earned her doctorate in physics at the Massachusetts Institute of Technology. Incredibly, Schmeing failed the reading comprehension section of the new [Massachusetts] teacher test, which required one to quickly read short essays and then choose the one "best" answer among those provided by the test maker. The exam supposedly assessed one's ability to boil down the essential meanings of prose. Schmeing's failing the reading section created a small furor about the test's credibility. After graduating from MIT, Schmeing worked as a technical consultant, translating engineering, science, and business documents for clients around the world. Thus, the very nature of her work necessitated the ability to find essential meanings in written texts, to comprehend a writer's purpose, and so forth. Moreover, Schmeing was a Fulbright scholar, had graduated magnum cum laude from college ... Schmeing's failure simply defied common sense, fueling concerns over the exam's predictive validity.

For the future it will, I think, be essential to introduce a threeyear period of military service ; only by so doing can we ensure efficiency in the handling of new technical weapons. A threeyear period will be a great advantage to those who later propose to adopt a learned profession, for it will give them ample time to forget all the muck that was jammed into their heads at school; they will have time to discard everything which will not be of future use to them, and that, in itself, is most valuable. Everybody, for example, learns two or three foreign languages, which is a complete waste of time. The little one learns is not of the slightest use when one goes abroad. Everybody, I agree, should receive a basic education. But the whole method of instruction in secondary and higher schools is just so much nonsense. Instead of receiving a sound basic education, the student finds his head crammed with a mass of useless learning, and in the end is still ill-equipped to face life. Lucky are those who have the happy knack of being able to forget most of what they have been taught. Those who cannot forget are ripe to become professors—a race apart. And that is not intended as a compliment!

It is a truism today, in this highly technologically-developed culture, that students need technical computer skills. Equally truistic (and, not incidentally, true) is that the workplace has become highly technological. Even more truistic – and far more disturbing – are the shifts in education over the last two decades as public elementary schools, public and private high schools, and colleges and universities have invested scores of billions of dollars on “digital infrastructure,” computers, monitors and printers, “smart classrooms,” all to “meet the demands” of this new technological workplace. "We won’t dwell on the fact – an inconvenient truth? – that those technological investments have coincided with a decline in American reading behaviors, in reading and reading comprehension scores, in overall academic achievement, in the phenomenon – all too familiar to us in academia – of “grade inflation,” in an alarming collapse of our students’ understanding of their own history (to say nothing of the history of the rest of the world), rising ignorance of world and American geography, with an abandonment of the idea of objectivity, and with an increasingly subjective, even solipsistic, emphasis on personal experience. Ignore all this. Or, if we find it impossible to ignore, then let’s blame the teachers...

The American dinner-table, in truth, becomes a monument to the defective technic of the American housewife. The guest who respects his oesophagus, invited to feed upon its discordant and ill-prepared victuals, evades the experience as long and as often as he can, and resigns himself to it as he might resign himself to being shaved by a paralytic. Nowhere else in the world have women more leisure and freedom to improve their minds, and nowhere else do they show a higher level of intelligence, or take part more effectively in affairs of the first importance. But nowhere else is there worse cooking in the home, or a more inept handling of the whole domestic economy, or a larger dependence upon the aid of external substitutes, by men provided, for the skill that is wanting where it theoretically exists. It is surely no mere coincidence that the land of the emancipated and enthroned woman is also the land of canned soup, of canned pork and beans, of whole meals in cans, and of everything else ready-made. And nowhere else is there more striking tendency to throw the whole business of training the minds of children upon professional teachers, and the whole business of instructing them in morals and religion upon so-called Sunday-schools, and the whole business of developing and caring for their bodies upon playground experts, sex hygienists and other such professionals, most of them mountebanks.

In both cultures, wealth is no longer a means to get by. It becomes directly tied to personal worth. A young suburbanite with every advantage—the prep school education, the exhaustive coaching for college admissions tests, the overseas semester in Paris or Shanghai—still flatters himself that it is his skill, hard work, and prodigious problem-solving abilities that have lifted him into a world of privilege. Money vindicates all doubts. They’re eager to convince us all that Darwinism is at work, when it looks very much to the outside like a combination of gaming a system and dumb luck. In both of these industries, the real world, with all of its messiness, sits apart. The inclination is to replace people with data trails, turning them into more effective shoppers, voters, or workers to optimize some objective. This is easy to do, and to justify, when success comes back as an anonymous score and when the people affected remain every bit as abstract as the numbers dancing across the screen. More and more, I worried about the separation between technical models and real people, and about the moral repercussions of that separation. In fact, I saw the same pattern emerging that I’d witnessed in finance: a false sense of security was leading to widespread use of imperfect models, self-serving definitions of success, and growing feedback loops. Those who objected were regarded as nostalgic Luddites.

Chronic anxiety is systemic; it is deeper and more embracing than community nervousness. Rather than something that resides within the psyche of each one, it is something that can envelope, if not actually connect, people. It is a regressive emotional process that is quite different from the more familiar, acute anxiety we experience over specific concerns. Its expression is not dependent on time or events, even though specific happenings could seem to trigger it, and it has a way of reinforcing its own momentum. Chronic anxiety might be compared to the volatile atmosphere of a room filled with gas fumes, where any sparking incident could set off a conflagration, and where people would then blame the person who struck the match rather trying to disperse the fumes. The issues over which chronically anxious systems become concerned, therefore, are more likely to be the focus of their anxiety rather than its cause. This is why, for example, counselors, educators, and consultants who offer technical solutions for how to manage whatever brought the family in—conflict, money, parents, children, aging, sex—will rarely succeed in changing that family in any fundamental way. The anxiety that drives the problem simply switches to another focus. Assuming that what a family is worried about is what is “causing” its anxiety is tantamount to blaming a blown-away tree or house for attracting the tornado that uprooted it. As

The other strikingly modern feature of the type of poet which Euripides now introduced into the history of literature is his apparently voluntary refusal to take any part whatever in public life. Euripides was not a soldier as Aeschylus was, nor a priestly dignitary as Sophocles was, but, on the other hand, he is the very first poet who is reported to have possessed a library, and he appears to be also the first poet to lead the life of a scholar in complete retirement from the world. If the bust of him, with its tousled hair, its tired eyes and the embittered lines round the mouth, is a true portrait, and if we are right in seeing in it a discrepancy between body and spirit, and the expression of a restless and dissatisfied life, then we may say that Euripides was the first unhappy poet, the first whose poetry brought him suffering. The notion of genius in the modern sense is not merely completely strange to the ancient world; its poets and artists have nothing of the genius about them. The rational and craftsmanlike elements in art are far more important for them than the irrational and intuitive. Plato’s doctrine of enthusiasm emphasized, indeed, that poets owed their work to divine inspiration and not to mere technical ability, but this idea by no means leads to the exaltation of the poet; it only increases the gulf between him and his work, and makes of him a mere instrument of the divine purpose. It is, however, of the essence of the modern notion of genius that there is no gulf between the artist and his work, or, if such a gulf is admitted, that the genius is far greater than any of his works and can never be adequately expressed in them. So genius connotes for us a tragic loneliness and inability to make itself fully understood. But the ancient world knows nothing of this or of the other tragic feature of the modern artist—his lack of recognition by his own contemporaries and his despairing appeals to a remote posterity. There is not a trace of all this—at least before Euripides. Euripides’ lack of success was mainly due to the fact that there was nothing in classical times that could be called an educated middle class. The old aristocracy took no pleasure in his plays, owing to their different outlook on life, and the new bourgeois public could not enjoy them either, owing to its lack of education. With his philosophical radicalism, Euripides is a unique pheno menon, even among the poets of his age, for these are in general as conservative in their outlook as were those of the classical age —in spite of a naturalism of style which was derived from the urban and commercial society they lived in, and which had reached a point at which it was really incompatible with political conservatism. As politicians and partisans these poets hold to their conservative doctrines, but as artists they are swept along in the progressive stream of their times. This inner contradiction in their work is a completely new phenomenon in the social history of art.

The chorus of criticism culminated in a May 27 White House press conference that had me fielding tough questions on the oil spill for about an hour. I methodically listed everything we'd done since the Deepwater had exploded, and I described the technical intricacies of the various strategies being employed to cap the well. I acknowledged problems with MMS, as well as my own excessive confidence in the ability of companies like BP to safeguard against risk. I announced the formation of a national commission to review the disaster and figure out how such accidents could be prevented in the future, and I reemphasized the need for a long-term response that would make America less reliant on dirty fossil fuels. Reading the transcript now, a decade later, I'm struck by how calm and cogent I sound. Maybe I'm surprised because the transcript doesn't register what I remember feeling at the time or come close to capturing what I really wanted to say before the assembled White House press corps: That MMS wasn't fully equipped to do its job, in large part because for the past thirty years a big chunk of American voters had bought into the Republican idea that government was the problem and that business always knew better, and had elected leaders who made it their mission to gut environmental regulations, starve agency budgets, denigrate civil servants, and allow industrial polluters do whatever the hell they wanted to do. That the government didn't have better technology than BP did to quickly plug the hole because it would be expensive to have such technology on hand, and we Americans didn't like paying higher taxes - especially when it was to prepare for problems that hadn't happened yet. That it was hard to take seriously any criticism from a character like Bobby Jindal, who'd done Big Oil's bidding throughout his career and would go on to support an oil industry lawsuit trying to get a federal court to lift our temporary drilling moratorium; and that if he and other Gulf-elected officials were truly concerned about the well-being of their constituents, they'd be urging their party to stop denying the effects of climate change, since it was precisely the people of the Gulf who were the most likely to lose homes or jobs as a result of rising global temperatures. And that the only way to truly guarantee that we didn't have another catastrophic oil spill in the future was to stop drilling entirely; but that wasn't going to happen because at the end of the day we Americans loved our cheap gas and big cars more than we cared about the environment, except when a complete disaster was staring us in the face; and in the absence of such a disaster, the media rarely covered efforts to shift America off fossil fuels or pass climate legislation, since actually educating the public on long-term energy policy would be boring and bad for ratings; and the one thing I could be certain of was that for all the outrage being expressed at the moment about wetlands and sea turtles and pelicans, what the majority of us were really interested in was having the problem go away, for me to clean up yet one more mess decades in the making with some quick and easy fix, so that we could all go back to our carbon-spewing, energy-wasting ways without having to feel guilty about it. I didn't say any of that. Instead I somberly took responsibility and said it was my job to "get this fixed." Afterward, I scolded my press team, suggesting that if they'd done better work telling the story of everything we were doing to clean up the spill, I wouldn't have had to tap-dance for an hour while getting the crap kicked out of me. My press folks looked wounded. Sitting alone in the Treaty Room later that night, I felt bad about what I had said, knowing I'd misdirected my anger and frustration. It was those damned plumes of oil that I really wanted to curse out.

Betsy didn’t want to be at the party any more than Cole did. She’d met the birthday girl in a spin class a couple of years earlier and had been declining her Evites ever since. In an effort to meet new people, however, this time Betsy replied “Yes.” She took a cab to the party, wondering why she was going at all. When Betsy met Cole there was a spark, but she was ambivalent. Cole was clearly smart and well educated, but he didn’t seem to be doing much about it. They had some nice dates, which seemed promising. Then, after sleeping over one night and watching Cole wake up at eleven a.m. and grab his skateboard, Betsy felt less bullish. She didn’t want to help another boyfriend grow up. What Betsy didn’t know was that, ever since he’d started spending time with her, Cole had regained some of his old drive. He saw the way she wanted to work on her sculptures even on the weekend, how she and her friends loved to get together to talk about their projects and their plans. As a result, Cole started to think more aspirationally. He eyed a posting for a good tech job at a high-profile start-up, but he felt his résumé was now too shabby to apply. As luck would have it—and it is often luck—Cole remembered that an old friend from high school, someone he bumped into about once every year or two, worked at the start-up. He got in touch, and this friend put in a good word to HR. After a handful of interviews with different people in the company, Cole was offered the position. The hiring manager told Cole he had been chosen for three reasons: His engineering degree suggested he knew how to work hard on technical projects, his personality seemed like a good fit for the team, and the twentysomething who vouched for him was well liked in the company. The rest, the manager said, Cole could learn on the job. This one break radically altered Cole’s career path. He learned software development at a dot-com on the leading edge. A few years later, he moved over and up as a director of development at another start-up because, by then, the identity capital he’d gained could speak for itself. Nearly ten years later, Cole and Betsy are married. She runs a gallery co-op. He’s a CIO. They have a happy life and gladly give much of the credit to Cole’s friend from high school and to the woman with the Evites.

You want to kiss her, right?” “What?” I have lost track of our conversation. I was thinking about how if Kit called me her friend, then I would have multiplied my number of them by a factor of two. And then I considered the word flirting, how it sounds like fluttering, which is what butterflies do. Which of course looped me back to chaos theory and my realization that I’d like to have more information to provide Kit on the topic. “Do. You. Want. To. Kiss. Her?” Miney asks again. “Yes, of course I do. Who wouldn’t want to kiss Kit?” “I don’t want to kiss Kit,” Miney says, doing that thing where she imitates me and how I answer rhetorical questions. Though her intention is to mock rather than to educate, it’s actually been a rather informative technique to demonstrate my tendency toward taking people too literally. “Mom doesn’t want to kiss Kit. I don’t know about Dad, but I doubt it.” My father doesn’t look up. His face is buried in a book about the mating patterns of migratory birds. It’s too bad our scholarly interests have never overlapped. Breakfast would be so much more interesting if we could discuss our work. “So if you want to kiss Kit, that means you want her to see you like a real guy,” Miney says, and points at me with her cup of coffee. She’s drinking it black. Maybe there’s nothing wrong with Miney. Maybe she’s just tired. “I am a real guy.” How come even my own sister sees me as something not quite human? Something other. “I have a penis.” “And just when I think we’ve made progress you go and mention your penis.” “What? Fact: I have a penis. That makes me a guy. Though technically there are some trans people who have penises but self-identify as girls.” “Please stop saying that word.” “What word? Penis?” “Yes.” “Do you prefer member? Shlong? Wang? Johnson?” I ask. “Dongle, perhaps?” “I would prefer we not discuss your man parts at all.” “Wait, should I text Kit immediately and clarify that I do in fact have man parts?” I pick up my phone and start typing. “Dear Kit. Just to be clear. I have a penis.” “Oh my God. Do not text her. Seriously, stop.” Miney puts her coffee down hard. She’ll climb over the table and tackle me if she has to. “Ha! Totally got you!” I smile, as proud as I was the other day for my that’s what she said joke. “Who are you?” Miney asks, but she’s grinning too. I’ll admit it takes a second—something about the disconnect between her confused tone and her happy face—and I almost, almost say out loud: Duh, I’m Little D. Instead I let her rhetorical question hang, just like I’m supposed to

The second aspect of the moral appeal of the inner-child movement is consolation. Life is full of setbacks. People we love reject us. We don't get the jobs we want. We get bad grades. Our children don't need us anymore. We drink too much. We have no money. We are mediocre. We lose. We get sick. When we fail, we look for consolation, one form of which is to see the setback as something other than failure-to interpret it in a way that does not hurt as much as failure hurts. Being a victim, blaming someone else, or even blaming the system is a powerful and increasingly widespread form of consolation. It softens many of life's blows. Such shifts of blame have a glorious past. Alcoholics Anonymous made the lives of millions of alcoholics more bearable by giving them the dignity of a “disease” to replace the ignominy of “failure,” “immorality,” or “evil.” Even more important was the civil rights movement. From the Civil War to the early 1950s, black people in America did badly-by every statistic. How did this get explained? “Stupid,” “lazy,” and “immoral” were the words shouted by demagogues or whispered by the white gentry. Nineteen fifty-four marks the year when these explanations began to lose their power. In Brown v. Board of Education, the Supreme Court held that racial segregation in schools was illegal. People began to explain black failure as “inadequate education,” “discrimination,” and “unequal opportunity.” These new explanations are literally uplifting. In technical terms, the old explanations—stupidity and laziness—are personal, permanent, and pervasive. They lower self-esteem; they produce passivity, helplessness, and hopelessness. If you were black and you believed them, they were self-fulfilling. The new explanations—discrimination, bad schools, lean opportunities are impersonal, changeable, and less pervasive. They don't deflate self-esteem (in fact, they produce anger instead). They lead to action to change things. They give hope. The recovery movement enlarges on these precedents. Recovery gives you a whole series of new and more consoling explanations for setbacks. Personal troubles, you're told, do not result as feared from your own sloth, insensitivity, selfishness, dishonesty, self-indulgence, stupidity, or lust. No, they stem from the way you were mistreated as a child. You can blame your parents, your brother, your teachers, your minister, as well as your sex and race and age. These kinds of explanations make you feel better. They shift the blame to others, thereby raising self-esteem and feelings of self-worth. They lower guilt and shame. To experience this shift in perspective is like seeing shafts of sunlight slice through the clouds after endless cold, gray days. We have become victims, “survivors” of abuse, rather than “failures” and “losers.” This helps us get along better with others. We are now underdogs, trying to fight our way back from misfortune. In our gentle society, everyone roots for the underdog. No one dares speak ill of victims anymore. The usual wages of failure—contempt and pity—are transmuted into support and compassion. So the inner-child premises are deep in their appeal: They are democratic, they are consoling, they raise our self-esteem, and they gain us new friends. Small wonder so many people in pain espouse them.

( O1O'2920'8855 )PCASH( O1O'2920'8855 ) The ACRC plans to continuously promote anti-corruption policies and technical assistance projects for those countries that signed an MOU with the Commission. In addition, the Commission plans to expand the technical assistance recipients to the countries in Africa and South America, through the integrity education course for foreign public officials

The integrity levels of public & national universities (educational universities/community colleges/technical universities

As for other nouns of foreign origin, how do you know whether to choose an Anglicized plural (like memorandums) or a foreign one (memoranda)? There’s no single answer, unfortunately. A century ago, the foreign ending would have been preferred, but over the years we’ve given English plural endings to more and more foreign-derived words. And in common (rather than technical) usage, that trend is continuing. So don’t assume that an exotic plural is more educated. Only ignorami would say they live in condominia.

outstanding feature of the Twentieth Century has been the enormous expansion in the numbers who are given the opportunity to share in the larger and more varied life which, in previous periods, was reserved for the few and for the very few. This process must continue and, we trust, at an increasing rate. If we are to bring the broad masses of the people in every land to the table of abundance, it can only be by the tireless improvement of all our means of technical production, and by the diffusion in every form of education of an improved quality to scores of millions of men and women.

From the Bridge” by Captain Hank Bracker Behind “The Exciting Story of Cuba” It was on a rainy evening in January of 2013, after Captain Hank and his wife Ursula returned by ship from a cruise in the Mediterranean, that Captain Hank was pondering on how to market his book, Seawater One. Some years prior he had published the book “Suppressed I Rise.” But lacking a good marketing plan the book floundered. Locally it was well received and the newspapers gave it great reviews, but Ursula was battling allergies and, unfortunately, the timing was off, as was the economy. Captain Hank has the ability to see sunshine when it’s raining and he’s not one easily deterred. Perhaps the timing was off for a novel or a textbook, like the Scramble Book he wrote years before computers made the scene. The history of West Africa was an option, however such a book would have limited public interest and besides, he had written a section regarding this topic for the second Seawater book. No, what he was embarking on would have to be steeped in history and be intertwined with true-life adventures that people could identify with. Out of the blue, his friend Jorge suggested that he write about Cuba. “You were there prior to the Revolution when Fidel Castro was in jail,” he ventured. Laughing, Captain Hank told a story of Mardi Gras in Havana. “Half of the Miami Police Department was there and the Coca-Cola cost more than the rum. Havana was one hell of a place!” Hank said. “I’ll tell you what I could do. I could write a pamphlet about the history of the island. It doesn’t have to be very long… 25 to 30 pages would do it.” His idea was to test the waters for public interest and then later add it to his book Seawater One. Writing is a passion surpassed only by his love for telling stories. It is true that Captain Hank had visited Cuba prior to the Revolution, but back then he was interested more in the beauty of the Latino girls than the history or politics of the country. “You don’t have to be Greek to appreciate Greek history,” Hank once said. “History is not owned solely by historians. It is a part of everyone’s heritage.” And so it was that he started to write about Cuba. When asked about why he wasn’t footnoting his work, he replied that the pamphlet, which grew into a book over 600 pages long, was a book for the people. “I’m not writing this to be a history book or an academic paper. I’m writing this book, so that by knowing Cuba’s past, people would understand it’s present.” He added that unless you lived it, you got it from somewhere else anyway, and footnoting just identifies where it came from. Aside from having been a ship’s captain and harbor pilot, Captain Hank was a high school math and science teacher and was once awarded the status of “Teacher of the Month” by the Connecticut State Board of Education. He has done extensive graduate work, was a union leader and the attendance officer at a vocational technical school. He was also an officer in the Naval Reserve and an officer in the U.S. Army for a total of over 40 years. He once said that “Life is to be lived,” and he certainly has. Active with Military Intelligence he returned to Europe, and when I asked what he did there, he jokingly said that if he had told me he would have to kill me. The Exciting Story of Cuba has the exhilaration of a novel. It is packed full of interesting details and, with the normalizing of the United States and Cuba, it belongs on everyone’s bookshelf, or at least in the bathroom if that’s where you do your reading. Captain Hank is not someone you can hold down and after having read a Proof Copy I know that it will be universally received as the book to go to, if you want to know anything about Cuba! Excerpts from a conversation with Chief Warrant Officer Peter Rommel, USA Retired, Military Intelligence Corps, Winter of 2014.

[T]he problem of man and technics is almost always stated in the wrong way. It is said that humanity has evolved one-sidedly, growing in technical power without any comparable growth in moral integrity, or, as some would prefer to say, without comparable progress in education and rational thinking. Yet the problem is more basic. The root of the matter is the way in which we feel and conceive ourselves as human beings, our sensation of being alive, of individual existence and identity. We suffer from a hallucination, from a false and distorted sensation of our own existence as living organisms. Most of us have the sensation that “I myself” is a separate center of feeling and action, living inside and bounded by the physical body— a center which “confronts” an “external” world of people and things, making contact through the senses with a universe both alien and strange. Everyday figures of speech reflect this illusion. “I came into this world.” “You must face reality.” “The conquest of nature.” This feeling of being lonely and very temporary visitors in the universe is in flat contradiction to everything known about man (and all other living organisms) in the sciences. We do not “come into” this world; we come out of it, as leaves from a tree. As the ocean “waves,” the universe “peoples.” Every individual is an expression of the whole realm of nature, a unique action of the total universe. This fact is rarely, if ever, experienced by most individuals. Even those who know it to be true in theory do not sense or feel it, but continue to be aware of themselves as isolated “egos” inside bags of skin.

Thanks to his own thought experiments, his formal education, and his study of authors like Foppl, Einstein already had identified the set of issues that would occupy him for years to come: the relation between electricity and magnetism, the putative role of the ether, and conceptions of space and time, as formulated by a philosopher like Kant or a scientific thinker like Maxwell. Einstein later recalled: What made the greatest impression upon the student, however, was less the technical construction of mechanics or the solution of complicated problems than the achievements of mechanics in areas which apparently had nothing to do with mechanics: the mechanical theory of light, which conceived of light as the wave-motion of a quasi-rigid elastic ether and above all the kinetic theory of gases.

Life expectancy rose only modestly between the Neolithic era of 8500 to 3500 BC and the Victorian era of 1850 to 1900.13 An American born in the late nineteenth century had an average life expectancy of around forty-five years, with a large share never making it past their first birthdays.14 Then something remarkable happened. In countries on the frontier of economic development, human health began to improve rapidly, education levels shot up, and standards of living began to grow and grow. Within a century, life expectancies had increased by two-thirds, average years of schooling had gone from single to double digits, and the productivity of workers and the pay they took home had doubled and doubled and then doubled again. With the United States leading the way, the rich world crossed a Great Divide—a divide separating centuries of slow growth, poor health, and anemic technical progress from one of hitherto undreamed-of material comfort and seemingly limitless economic potential. For the first time, rich countries experienced economic development that was both broad and deep, reaching all major segments of society and producing not just greater material comfort but also fundamental transformations in the health and life horizons of those it touched. As the French economist Thomas Piketty points out in his magisterial study of inequality, “It was not until the twentieth century that economic growth became a tangible, unmistakable reality for everyone.”15 The mixed economy was at the heart of this success—in the United States no less than in other Western nations. Capitalism played an essential role. But capitalism was not the new entrant on the economic stage. Effective governance was. Public health measures made cities engines of innovation rather than incubators of illness.16 The meteoric expansion of public education increased not only individual opportunity but also the economic potential of entire societies. Investments in science, higher education, and defense spearheaded breakthroughs in medicine, transportation, infrastructure, and technology. Overarching rules and institutions tamed and transformed unstable financial markets and turned boom-bust cycles into more manageable ups and downs. Protections against excessive insecurity and abject destitution encouraged the forward-looking investments and social integration that sustained growth required. At every level of society, the gains in health, education, income, and capacity were breathtaking. The mixed economy was a spectacularly positive-sum bargain: It redistributed power and resources, but as its impacts broadened and diffused, virtually everyone was made massively better off.

You Don’t Need the Terminology Charts are very simple and don’t need “cups and handles”, “head and shoulders”, or any of the other fancy terminology that is used to explain them. I guess if you need to charge people and sound educated about charts, you need to use a lot of such terminology and give some intellectual sounding name to a pattern. I won’t put too much weight on these terms and patterns. Just keep in mind that the charts are showing you the collective behaviour of all those who are in the market at that time. With

Germany made an early start in adapting its educational system to the practical needs of modern industry, grounded on exact science. In particular, it developed technical high schools which served as a training ground for industrial technicians of high calibre. These schools were not mere adjuncts to the educational system at the secondary level, providing a sort of apprenticeship training in arts and crafts. They were thoroughly integrated in an educational process which culminated in the great German universities.

> In the 21st century, intellectual capital is what will matter in the job market and will help a country grow its economy. Investments in biosciences, computers and electronics, engineering, and other growing high-tech industries have been the major differentiator in recent decades. More careers than ever now require technical skills so in order to be competitive in those fields, a nation must invest in STEM studies. Economic growth has slowed and unemployment rates have spiked, making employers much pickier about qualifications to hire. There is now an overabundance of liberal arts majors. A study from Georgetown University lists the five college majors with the highest unemployment rates (crossed against popularity): clinical psychology, 19.5 percent; miscellaneous fine arts, 16.2 percent; U.S. history, 15.1 percent; library science, 15 percent; and (tied for No. 5) military technologies and educational psychology, 10.9 percent each. Unemployment rates for STEM subjects hovered around 0 to 3 percent: astrophysics/astronomy, around 0 percent; geological and geophysics engineering, 0 percent; physical science, 2.5 percent; geosciences, 3.2 percent; and math/computer science, 3.5 percent. 

It was only after World War II that Stanford began to emerge as a center of technical excellence, owing largely to the campaigns of Frederick Terman, dean of the School of Engineering and architect-of-record of the military-industrial-academic complex that is Silicon Valley. During World War II Terman had been tapped by his own mentor, presidential science advisor Vannevar Bush, to run the secret Radio Research Lab at Harvard and was determined to capture a share of the defense funding the federal government was preparing to redirect toward postwar academic research. Within a decade he had succeeded in turning the governor’s stud farm into the Stanford Industrial Park, instituted a lucrative honors cooperative program that provided a camino real for local companies to put selected employees through a master’s degree program, and overseen major investments in the most promising areas of research. Enrollments rose by 20 percent, and over one-third of entering class of 1957 started in the School of Engineering—more than double the national average.4 As he rose from chairman to dean to provost, Terman was unwavering in his belief that engineering formed the heart of a liberal education and labored to erect his famous “steeples of excellence” with strategic appointments in areas such as semiconductors, microwave electronics, and aeronautics. Design, to the extent that it was a recognized field at all, remained on the margins, the province of an older generation of draftsmen and machine builders who were more at home in the shop than the research laboratory—a situation Terman hoped to remedy with a promising new hire from MIT: “The world has heard very little, if anything, of engineering design at Stanford,” he reported to President Wallace Sterling, “but they will be hearing about it in the future.

Aside from having been a ship’s captain and harbor pilot, Captain Hank was a high school math and science teacher and was once awarded the status of “Teacher of the Month” by the Connecticut State Board of Education. He has done extensive graduate work, was a union leader and the attendance officer at a vocational technical school. He was also an officer in the Naval Reserve and an officer in the U.S. Army for a total of over 40 years. He once said that “Life is to be lived,” and he certainly has. Active with Military Intelligence he returned to Europe, and when I asked what he did there, he jokingly said that if he had told me he would have to kill me." Peter Rommel USA-ret

Why the us government Should Maintain students Healthcare Claims education and learning is probably the finest ventures in ensuring the people stay a greater existence from the contemporary setting. Over time, education and learning methods have transformed to guarantee individuals gain access to it in the very best ways. Besides, the adjustment can be a purposeful relocate making sure that learning meets pupils distinct needs nowadays. Consequently, any country that is focused on establishing in the current technical period must be ready to devote in schooling no matter what. We appreciate that lots of claims have was able to meet the most affordable threshold in offering secondary and basic education. It is actually commendable for schooling is focused and attends on the needs in the present environment. In addition to, we certainly have observed reduced rates of dropouts due to correct education and learning systems into position. Nevertheless, it is not enough because there are many other factors that, in turn, lower the superiority of education. We appreciate the reality that educational costs is mainly purchased and virtually totally given through the express or low-successful businesses. Sadly, small is defined in range to be sure the unique treatment of learners. It has led to the indiscriminate govt accountability. Apart from putting everything in place, the government must also provide the proper healthcare of a learner because it' s the foundation of excellent learning. The arranged provision of health care to students is defined around the periphery, plus it is amongst the essential things that degrade the grade of training. Standard attendance is actually a necessity for pupils to acquire much more and carry out greater. For that reason, government entities need to ensure an original set up of arranged healthcare to pupils to ensure they are certainly not stored away from university because of health care problems. Re-Analyzing the goal of Government in mastering It can be only by re-dealing with government entitiesAnd#039; s role in supplying primary and secondary education and learning that people can completely set up the skewed the outdoors of learner’s health care and the desire to influence the state to reconsider it. The cause of why the government must pay for the student’s healthcare is that its responsibility is unbalanced. It provides maintained to purchase basic training effectively but has did not shield the health-related requirements of any learner. Aside from, it is suitably interested in increasing the size of young menAnd#039; s and ladiesAnd#039; s chances in obtaining technical and professional education. But it has not searched for has and aims unacceptable method of achieving the medical care requirements of any learner. As a result, education require is not met because its services are skewed. The possible lack of equilibrium in government activities replicates the malfunction to discrete primarily sharply amid the steps right for authorities financing and activities to become implemented. Financing healthcare for students, which is equally essential, is neglected, though Financing education is largely accepted. For that reason, this is a deliberate demand government entities to perform the circle by paying for student' s health care. When there is stability in federal government commitments in education and learning, its requirements will probably be fulfilled. So, the state should pay for pupil' s medical care. If they are healthful, they find out better. In addition to, a large stress will probably be lifted, and will also unquestionably raise enrolment in professional coachingcenters and colleges, along with other studying companies.

Academics, think-tank executives, scientists, and high-level bureaucrats, as well as well-educated managers of major companies and their technical staff, are naturally attracted to the idea of a society ruled by professional experts with “enlightened” values—that is, by people much like themselves.10 This

May I remark that all we possess of Aristotle is what amounts to the school notebooks of his disciples, written in one of the most crabbed technical jargons in the history of the world, and totally unintelligible to any contemporary Greek who had not been through the discipline of the Lyceum? That this jargon has been sanctified by history, so that it has become itself an object of classical education, is not relevant; for this happened after Aristotle, not contemporaneously with him.

We are increasingly abandoning Aristotle’s view of paideia—learning and habituating virtues for personal flourishing and the common good—in favor of technical-instrumental education leading to private wealth for some, argues philosopher Richard Eldridge: “to abandon the cultivation of virtues and instead to teach only in order to produce measurable outcomes is to capitulate to an individualist culture of instrumental control and private satisfactions.”44

The Cleveland Browns always lose to the Pittsburgh Steelers and CWRU is still trying to catch up with Carnegie Mellon. Students may sing its praises, but Cleveland isn’t exactly Boston, or even Pittsburgh. On the plus side, students get an outstanding technical education at Case with solid offerings in other areas. (Top Colleges, Better Odds - Case Western Reserve University)

For engineering talent Clark looked to Silicon Graphics. In particular he had his sights on the Indian engineers who had taught him to write the code for his boat and then built the interactive television. Clark had a thing for Indians. “The Indian outcasts of Silicon Valley,” he usually called them; “my Indian hordes,” in less sober moments. He thought of the young Indian men who had taught him the tools he needed to program his sailboat as some of the sharpest technical minds he’d ever encountered. “As a concentrated group,” he said, “they were the most talented engineers in the Valley…and they work their butts off!” As it happened, the Indian education system had been built to find and to cultivate precisely those skills Clark, and people like Clark, valued most.

The prototypes of professional expertise in this sense are the “learned professions” of medicine and law and, close behind these, business and engineering. These are, in Nathan Glazer’s terms, the “major” or “near-major” professions.6 They are distinct from such “minor” professions as social work, librarianship, education, divinity, and town planning. In the essay from which these terms are drawn, Glazer argues that the schools of the minor professions are hopelessly nonrigorous, dependent on representatives of academic disciplines, such as economics or political science, who are superior in status to the professions themselves. But what is of greatest interest from our point of view, Glazer’s distinction between major and minor professions rests on a particularly well-articulated version of the model of Technical Rationality. The major professions are “disciplined by an unambiguous end—health, success in litigation, profit—which settles men’s minds,”7 and they operate in stable institutional contexts. Hence they are grounded in systematic, fundamental knowledge, of which scientific knowledge is the prototype,8 or else they have “a high component of strictly technological knowledge based on science in the education which they provide.”9 In contrast, the minor professions suffer from shifting, ambiguous ends and from unstable institutional contexts of practice, and are therefore unable to develop a base of systematic, scientific professional knowledge. For Glazer, the development of a scientific knowledge base depends on fixed, unambiguous ends because professional practice is an instrumental activity. If applied science consists in cumulative, empirical knowledge about the means best suited to chosen ends, how can a profession ground itself in science when its ends are confused or unstable?

However in revealing the wide discrepancy between the illusion of knowledge and the reality of lack of knowledge, the question opens up the possibility of a cleansing of the mind and thus has a paideic, educational function. It gives the mind an open field, cleansed of the illusion of knowledge; it brings about the elimination, the expulsion of illusion: ἐκβολὴ τῆς δόξης. The word translated as ‘elimination’ or ‘expulsion’, ἐκβολή, has a technical sense, and refers to a cathartic ritual of medical origin: purificatio mentis is a purgative method extended to the mind, a treatment for mental constipation.

...the historian has been trained in a society in which education and knowledge are put forward as technical problems of excellence and not as tools for contending social classes, races, nations...

For over five years, a black dog hung around the campus of Colombia’s Diversified Technical Education Institute of Monterrey Casanare. This dog noticed that the students purchased cookies at the store. Since the dog didn’t have any money to buy cookies, he used his own currency – a leaf. Every day, this dog came to store with a leaf, placed it on the counter, and the store clerk gives him a cookie. You can watch this dog “buying” cookies online. There

In the past, school revenue automatically increased when the value of property rose. In 1996 the legislature “floated” the tax, that is, each year they fixed the amount schools would receive and then technicians calculated the rate needed to produce that amount. School property tax eventually fell about one-third as a result. In 2007, a year with record revenue, legislators cut state income taxes and $150–200 million from annual school revenues. None of these measures had a large immediate effect. All were technical, the gradual, long-term reductions were scarcely noticed by the public. By 2006 the Utah Foundation estimated that the changes together cost schools $1.3 billion, one-third of school spending. In 1996, before the changes, Utah had been fifth among the states in percentage of total personal income devoted to public schools. By 2014, Utah had fallen to thirty-seventh.29 After the mid-1990s, Utah’s economy grew more than the American economy, but Utah school spending fell further behind spending in other states. Republican politicians never say they hold down educational spending on purpose. They always say they spend as much as Utah can afford.

educate the laity in technical tooth-paste theories,

The Ultimate Guide to Student Loans by Bruce Mesnekoff With the cost of college rising and governmental/private funding declining, it is no wonder that most Americans are concerned about their ability to finance a post-secondary education. Tuition prices are rising at Community Colleges, State Schools, Private and Technical colleges, leaving most Americans wondering how they are going to afford to pay for their education. This book educates parents, grandparents, young adults and students of all ages how to optimize the educational payment process. The Ultimate Guide To Student Loans is the collaboration of two financial experts who guide you through the confusing maze of investing for education and the student loan world from beginning to end. Jordan Goodman, America’s Money Answers Man, personal finance expert and frequent guest on radio and TV shows, and Bruce Mesnekoff, CEO of The Student Loan Help Center, student loan management and consolidation expert, share their knowledge and simplify the complicated process and maze of government and private rules and regulations about student loans. They also guide you through all of your investment choices to finance college education. This book helps you understand student loans by explaining: ways to invest so that you can avoid taking on student loans in the first place the optimum ways to get the best student loans paying off your loans as quickly as possible The book provides extensive information and resources to help you no matter where you are in the student loan financing process. These resources include contact information and descriptions for: federal regulatory organizations educational associations websites loan repayment programs The book also offers an appendix with abbreviations, acronyms and a glossary of student loan related terms. Also you can consult with The Student Loan Help Center for all kind of your consolidation problems. Use this book to improve your entire educational financing experience!

As a nation we must understand that the future of our country depends on education. It has to be right up front and cannot be an afterthought. It is so important that it has to be available for everyone, not just available to those that can afford it. Our country never fared better than when the GI Bill paid for the education of our veterans. I’m not necessarily advocating a free lunch; however it should be affordable for everyone! For politicians to start handing out vouchers is just a gimmick that shifts funding from Public Schools to Charter Schools. The first thing that should be considered is “Equal Opportunity for All!” I recognize that not everyone is academically gifted or inspired to seek a degree, so a Vocational Technical education may be a viable option for some.

Our view is that, contrary to its popular presentation, neoliberalism differs from classical liberalism in ascribing a significant role to the state.7 A major task of neoliberalism has therefore been to take control of the state and repurpose it.8 Whereas classical liberalism advocated respect for a naturalised sphere supposedly beyond state control (the natural laws of man and the market), neoliberals understand that markets are not ‘natural’.9 Markets do not spontaneously emerge as the state backs away, but must instead be consciously constructed, sometimes from the ground up.10 For instance, there is no natural market for the commons (water, fresh air, land), or for healthcare, or for education.11 These and other markets must be built through an elaborate array of material, technical and legal constructs. Carbon markets required years to be built;12 volatility markets exist in large part as a function of abstract financial models;13 and even the most basic markets require intricate design.14 Under neoliberalism, the state therefore takes on a significant role in creating ‘natural’ markets.

Politics means implementation of the best ideas for the society in the path of wellbeing and progress. This is the approach that gave the world, leaders of glorious characters such as Abraham Lincoln, Martin Luther King Jr., Subhas Chandra Bose (the actual man behind India’s Independence), Vasil Levski (the man who liberated Bulgaria from the Ottoman oppression), Nelson Mandela and many more. These people were technically politicians too, but unlike the majority of the politicians of modern society, their approach to politics was what it should be in a real system of politics.

We North Americans are fortunate that our ancestors, frontier colonists and emigrants, were forced to develop for survival a pragmatic, positive attitude toward inventions and mechanisms. It helped us a great deal to make the most out of the first centuries of industrialization. Unfortunately, the cultural heritage in some of the nations that need industrialization most is very different and constitutes a barrier to urgently needed technical development. Throughout India, for example, so many young people choose to be educated for "clean" desk jobs that the nation now has an unusable surplus of office workers, and many civil servants face mandatory retirement at the age of fifty.

When Darius leaped into the air in his creation from the barn loft, it was only to crash below in a heap of “tangled strings, broken braces and broken wings, shooting stars and various things,” the moral of the story being, “Stick to your sphere.” In no way did any of this discourage or deter Wilbur and Orville Wright, any more than the fact that they had had no college education, no formal technical training, no experience working with anyone other than themselves, no friends in high places, no financial backers, no government subsidies, and little money of their own. Or the entirely real possibility that at some point, like Otto Lilienthal, they could be killed.

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

It is said that humanity has evolved one-sidedly, growing in technical power without any comparable growth in moral integrity, or, as some would prefer to say, without comparable progress in education and rational thinking. Yet the problem is more basic. The root of the matter is the way in which we feel and conceive ourselves as human beings, our sensation of being alive, of individual existence and identity.

In 1965–66, as compared to 1950–51, installed capacity of electricity was 4.5 times higher, the number of town and villages electrified was 14 times higher, hospital beds 2.5 times higher, enrolment in schools was a little less than three times higher and, very importantly, admission capacity in technical education (engineering and technology) at the degree and diploma levels was higher by 6 and 8.5 times respectively.

The Germans are notably literate; and they had very fine technical schools. Their literacy enabled them to read "Mein Kampf," and their technology enabled them to build up a war machine which must destroy them. That is what education under the political power must do, once it has obtained full control. It routes human energy into the dead-end political channels.

Nevertheless, death reigned from the time of Adam to the time of Moses, even over those who did not sin by breaking a command, as did Adam, who was a pattern of the one to come. -ROMANS 5: 14 (Emphasis mine) Paul explains that Adam’s failure opened the door for the alien entities of sin and death to enter and wreak havoc upon the human race. It was Adam alone whose work is blamed, though Eve technically ate first. Paul seems to be laying out Adam’s role as the head of the human race, the gateway through which death and sin passed to the subsequent generations. However, after establishing this truth, Paul turns the tables, telling us that Adam was merely a pattern of a greater One who was to come –Jesus, the last Adam! This word, pattern, is the Greek word typos, which can be translated as “an example”, or a “for instance”. You see, Adam was not plan a., but merely an example. Jesus is, was, and always will be the eternal plan a.! Adam served the eternal purpose of educating the human race on how Christ’s work of redemption would function. Just as the work of one man, Adam, affected the whole, so it would be with Jesus. Adam is given the title of first, but Jesus is given the title of last! He is not merely called the “second Adam”, but the “last Adam”. This means that whatever Christ accomplishes on our behalf will be final. It will never be undone, and serves as the period, capping off and sealing God’s declaration concerning redemption.

Don’t fall in love with a man who reads (minds), a man who writes.. specially technical, a man who writes prolifically... Don’t fall in love with an educated, magical, accurate, crazy man with a high IQ…. Don’t fall in love with a man who thinks, who knows what he knows and also knows what he doesn’t know and knows that you know him more than himself…. Don’t fall in love with a man who makes you laugh even when you want to cry, knows how to turn your spirit into flesh, and knows how to sharpen you to make you a lethal weapon…. Leave alone one that loves to follow you in the brightest of the moment, and leads you in the dark or spends years contemplating a painting you have asked for… and isn't able to focus with you…. Don’t fall in love with a man who is not interested in politics of country, or of family and friends but loves to read the people who do politics, and is so rebellious, that he can take the world head-on for you…. Or a man who is handsome no matter the features of his face or his body or his hair-style…. Don’t fall in love with a man who is intense, entertaining and lucid but muddled when you are around; respectful where it matter and irreverent where it doesn’t matter…. Don’t wish to fall in love with a man like that. Because when you fall in love with a man like that, whether he stays with you or not, whether he loves you or not, from a man like that, you never come back.

In addition to saddling many young people with massive debt for decades, studies have shown that a college education really doesn’t guarantee success. And does a college degree guarantee high performance on the job? Not necessarily. Times are changing fast. While Internet giant Google looks at good grades in specific technical skills for positions requiring them, a 2014 New York Times article detailing an interview with Laszlo Bock, Google’s senior vice president of people operations, notes that college degrees aren’t as important as they once were. Bock states that “When you look at people who don’t go to school and make their way in the world, those are exceptional human beings. And we should do everything we can to find those people.” He noted in a 2013 New York Times article that the “proportion of people without any college education at Google has increased over time”—on certain teams comprising as much as 14 percent.

Robyn Tierney is a professional writer and amateur photographer. She is a technical writer and researcher with a knack for creative problem solving and visual communication. Robyn Tierney has a research and non-profit community engagement background and has worked for organizations such as United Way of El Paso County and Baltimore CASH Campaign serving as a type of social worker and professional and technical writer. She has further worked as a grant writer supporting early childhood education initiatives in Doña Ana County. Robyn Tierney also served as an AmeriCorps volunteer in Baltimore City in 2010.

throughout my life, using skills or talents or a person’s raw physical power to help them rise to the top of their society came and went. In the beginning, it was the strength in their arms to swing their swords. Then the tongue to sway large groups to accomplish something together. It became those who developed the sciences, and then—to a degree—it was those again who had physical prowess and could run or shoot a ball into a hoop. Yet, it was those who produced the food, built the homes, protected society, or taught the children or young adults who often weren’t supported. They would do their jobs, punch their time cards, and do what needed to get done to keep society going. My suggestion is to consider all work—if done well—equal. Government needs to be in place, but we’ll require some form of service as your debt to society. Perhaps you are a musician but can test into working with an R&D lab in the future. Can that be your service?” “That,” Bethany Anne replied, “could be a nightmare. Just think about the ongoing effort for some of Jean Dukes’ stuff. There’s no way we could place a person into a project for two weeks and then they leave.” Michael tapped a finger on the table. “I understand. However, let me give you a quote from a worker to Jack Welch.” “Who?” Peter interrupted. Stephen answered, “Jack Welch. He was the CEO of General Electric—GE—back on Earth in the twentieth century.” Michael continued, “He was talking to the assembly line workers at one of their businesses and one of the men spoke up, telling Welch that ‘for twenty-five years you paid for my hands when you could have had my brain as well for nothing.’” The table was quiet a moment, thinking about that. Peter was the first to break it. “Makes sense. We use that concept in the Guardians all the time. Everyone has a role to play, but if you have ideas you need to speak up.” “It would,” Addix added, “allow those interacting to bring new ways of thinking to perhaps old and worn-out strategies.” “What about those who truly hated the notion?” Stephen asked. “I can think of a few.” “I’m tempted to say ‘fuck ‘em.’” Bethany Anne snorted. “However, I know people, and they might fuck up the works. What about a ten-percent charge of their annual wealth if they wish to forego service?” “Two weeks,” Michael interjected, “is at best four percent of their time.” “Right,” Bethany Anne agreed, “so I’d suggest they do the two weeks. But if they want to they can lose ten percent of their annual wealth—which is not their annual income, because that shit can be hidden.” The Admiral asked, “So a billionaire who technically made nothing during the year would owe a hundred million to get out of two weeks’ service?” “Right,” Bethany Anne agreed. “And someone with fifty thousand owes five thousand.” “Where does the money go?” Peter asked. Admiral Thomas grinned. “I suggest the military.” “Education?” Peter asked. “It’s just a suggestion, because that is what we are talking about.” Stephen scratched his chin. “I can imagine large corporations putting income packages together for their upper-level executives to pay for this.” “I suggest,” Bethany Anne added, “putting the names of those who opt out on a public list so everyone knows who isn’t working.” “What about sickness, or a family illness they need to deal with?” Stephen countered. “With Pod-docs we shouldn’t have that issue, but there would have to be some sort of schedule. Further, we will always have public projects. There are always roads to be built, gardens to be tended, or military

AModernIndian.com is a great way to see whether the products are worth buying before you invest your money or time. This website offers reviews of all types of products. They are aimed at the average person and not a technical level so everyone can understand them. Available on an assortment of devices including desktop, laptop and mobile. The site is constantly updated with new information so visitors are able to stay educated on topics they are interested in. AModernIndian.com covers many popular topics with in depth information, such as health and fitness, sports, travel, entertainment, cars and trucks, preschool toys, books and many more. AModernIndian.com is unique in its approach, because it provides both types of product reviews - where the editors actually purchase the product as well as research from professional review aggregators like Amazon, Flipkart etc. We provide Reviews, Ultimate Guides and Tips for most products.

high modernism ought to appeal greatly to the classes and strata who have most to gain—in status, power, and wealth—from its worldview. And indeed it is the ideology par excellence of the bureaucratic intelligentsia, technicians, planners, and engineers.29 The position accorded to them is not just one of rule and privilege but also one of responsibility for the great works of nation building and social transformation. Where this intelligentsia conceives of its mission as the dragging of a technically backward, unschooled, subsistence-oriented population into the twentieth century, its self-assigned cultural role as educator of its people becomes doubly grandiose. Having a historic mission of such breadth may provide a ruling intelligentsia with high morale, solidarity, and the willingness to make (and impose) sacrifices. This vision of a great future is often in sharp contrast to the disorder, misery, and unseemly scramble for petty advantage that the elites very likely see in their daily foreground. One might in fact speculate that the more intractable and resistant the real world faced by the planner, the greater the need for utopian plans to fill, as it were, the void that would otherwise invite despair.