Valid School Quotes

I feel a lot of people don't know what high school is - including those who are in it. My material is provided to give them some perspective. People are stupid. They never stop to question things. They just accept. Can you imagine a nation who never questions the validity of cheerleaders and pom-poms?

A valid contract requires voluntary offer, acceptance, and consideration.

One of the schools of Tlön goes so far as to negate time; it reasons that the present is indefinite, that the future has no reality other than as a present hope, that the past has no reality other than as a present memory. Another school declares that all time has already transpired and that our life is only the crepuscular and no doubt falsified an mutilated memory or reflection of an irrecoverable process. Another, that the history of the universe — and in it our lives and the most tenuous detail of our lives — is the scripture produced by a subordinate god in order to communicate with a demon. Another, that the universe is comparable to those cryptographs in which not all the symbols are valid and that only what happens every three hundred nights is true. Another, that while we sleep here, we are awake elsewhere and that in this way every man is two men.

In regard to the so-called social contract, I have often had occasion to protest that I haven't even seen the contract, much less been asked to consent to it. A valid contract requires voluntary offer, acceptance, and consideration. I've never received an offer from my rulers, so I certainly have not accepted one; and rather than consideration, I have received nothing but contempt from the rulers, who, notwithstanding the absence of any agreement, have indubitably threatened me with grave harm in the event that I fail to comply with their edicts.

Pops: Plans for the future? Justin: Not sure yet. Pops: Well, why not? You don't got much longer in school, boy. Now's the time to figure things out, not later. Didn't anyone ever tel you that you can't spell later without the word late? Justin: I promise you, I'm doing my best to figure things out. Pops: "Doing my best" is a phrase failures use. Why don't you buy a man card and finish figuring? Me: Pops! That's so rude. Justin, I'm so sorry. Pops: What? How is a valid question rude? But all right, fine, I'll move on since baby boy can't take the heat. How about you finish this sentence for me, Jason? When a girl says no, she means... Justin, looking desperately at me: No? Nana: Are you not sure? Justin, shifting uncomfortably: I'm sure. No means no. Nana: Well, look at you. You got no right. Now here's another, even tougher sentence for you to finish. Premarital sex is... Me: Nana! I'm so sorry, Justin. Nana: Unlike Pops, I'm not moving on, Justin? Pops: His name is Jason. Justin: Uh...uh... Pops: While you think about that, why don't you tell me how you feel about drinking and driving? Justin: I'm totatlly against it, I swear! Nana: Methinks he protests too much.

I have faced bullying before. Not in high school. Not in any school but when I published my now bestselling book series as an indie author back in 2010 through 2012 and became a target for indie publishing, especially in YA because I stood by Amazon self-publishing versus the traditional publishers. How I dealt with it? I kept doing what I love - writing and publishing, and giving my readers what they love. Indie publishing took off soon afterwards and now it is a valid and more desirable way to publish books. So the lesson learned is...don't let bullies stop you from doing what you love and from keeping you from giving your readers the books they love to read from you.

This is why I can't talk to parents. They think you can get friends in high school the way you get chips from a vending machine. Put in a little niceness, and some kid pops out ready to double-check your homework and paint your nails at a slumber party. Niceness is not a valid currency in high school.

De Sade says you must commit crimes. In using the word crime we're adopting the consensus term, though among ourselves we would not describe any of our actions as such. We need the universally valid norm to get a kick out of our own extremeness. We are monsters, even if we disguise ourselves as ordinary people. We are the children of ordinary people, but we are not content with that. Inwardly we are consumed with wickedness, outwardly we are grammar school pupils.

The world shown us in books, whether the books be confessed epics or professed gospels, or in codes, or in political orations, or in philosophic systems, is not the main world at all: it is only the self-consciousness of certain abnormal people who have the specific artistic talent and temperament. A serious matter this for you and me, because the man whose consciousness does not correspond to that of the majority is a madman; and the old habit of worshipping madmen is giving way to the new habit of locking them up. And since what we call education and culture is for the most part nothing but the substitution of reading for experience, of literature for life, of the absolete fictitious for the contemporary real, education, as you no doubt observed at Oxford, destroys, by supplantation, every mind that is not strong enough to see through the imposture and to use the great Masters of Arts as what they really are and no more: that is, patentees of highly questionable methods of thinking, and manufacturers of highly questionable, and for the majority but half valid representations of life. The school boy who uses his Homer to throw at his fellow's head makes perhaps the safest and most rational use of him; and I observe with reassurance that you occasionally do the same, in your prime, with your Aristotle.

The Labour party on the whole has not been a very effective opposition since the election, partly because it spent months and months electing its new leader. I think the Labour party should, for one thing, stress much more that for most people in the past 13 years, the period was not one of collapse into chaos but actually one where the situation improved, and particularly in areas such as schools, hospitals and a variety of other cultural achievements—so the idea that somehow or other it all needs to be taken down and ground into the dust is not valid. I think we need to defend what most people think basically needs defending and that is the provision of some form of welfare from the cradle to the grave.

The psychological definition of an invalidating environment is an environment where the responses of the child are pervasively treated as inaccurate, unrealistic, trivial, or pathological, independent of the actual validity of the behavior. This is really a mess of words, but here are some examples of invalidating responses: The child says he doesn’t like green beans. “Of course you like green beans. Everybody likes green beans.” The child brings home a grade of 98 on a test. “Why didn’t you get a 100? I know you could have gotten a 100.” The child says she is hungry. “You are not hungry. You just ate.” The child comes home crying after a fight with a friend. “You didn’t need him as a friend anyway.” The teenager comes home after a terrible day at high school. “Don’t you complain. These are the best days of your life.” (Honestly, would you want to do high school again?)

Critics of ideological indoctrination in schools and colleges often attack the particular ideological conclusions, but that is beside the point educationally. Even if we were to assume, for the sake of argument, that all the conclusions reached by all the various “studies” are both logically and factually valid, that still does not get to the heart of the educational issue. Even if students were to leave these “studies” with 100 percent correct conclusions about issues A, B and C, that would in no way equip them intellectually with the tools needed to confront very different issues X, Y and Z that are likely to arise over the course of their future years. For that they would need knowledge and experience in how to analyze and weigh conflicting viewpoints.

but Harvard was more than a school. It was validation. It was history. It was expectation.

Unspoiled by education, frank and unsuspecting as young an8imals, they came up to school from their meadows, their games, and their dreams. The simple law of life was alone valid for them; the most vital, the most forceful among them was leader; the rest followed him. But little by little, with the weekly portions of tuition, another, artificial set of values was foisted upon them: he who knew his lesson best was termed excellent and ranked foremost, and the rest must emulate him. Little wonder, indeed, if the more vital of them resist it! But they have to knuckle under, for the ideal of the school is the good scholar.--But what an ideal! What ever came of the good scholars in the world?--In the hothouse of the school they do enjoy a short semblance of life, but only the more surely to sink back afterward into mediocrity and insignificance. The world has been bettered only by the bad scholars.

Design came into being in 1919, when Walter Gropius founded the Bauhaus at Weimar. Part of the prospectus of this school reads: 'The function of art has in the past been given a formal importance which has severed it from our daily life; but art is always present when a people lives sincerely and health. 'Thus our job is to invest a new system of education that may lead to a complete knowledge of human needs and a universal awareness of them.' [...] What Gropius wrote is still valid. Tis first school of design did tend to make a new kind of artist, an artist useful to society because he helps society to recover its balance, and not to lurch between a false world to live one's material life in and and ideal world to take moral revenge in.

While I think all that is valid and interesting, I’m a little worried she’s not spending enough time on other things, like school. She hasn’t even started the ancestry project in McAllister’s

Only Jesus can hold things like this in tandem. Only Jesus can simultaneously attend to the one with the broken foot and the one with stage IV cancer. Only Jesus can concurrently care about the child withering away from starvation and the child weeping over his parents’ divorce. Only Jesus can cry with the girl sobbing over a high school breakup and the wife who is widowed, left with mouths to feed and an empty bed. He is the only one who can see that all pain is real and valid, regardless of how the world would rank it. He is the only one who can validate our suffering—and he does.

4. COMMENT: “RACIST? I’M NOT RACIST! YOU’RE THE REAL RACIST!” Often heard when: You call out racism. Why it should be laid to rest: “I’m rubber and you’re glue, whatever you say bounces off me and sticks to you” hasn’t been a valid line of defense since elementary school. Comeback: “Just like talking about global warming doesn’t make me a greenhouse gas, talking about racism doesn’t make me a racist.

While very small, unless our childhood was damaged, those around us did their best to keep us absolutely safe, warm, cared for, loved. We leave that behind as we grow to adulthood, but we’ll always be looking for it again, always be wanting to recreate the security and the validation that was ours in the early years. ‘In love’ holds out the promise that our beloved will make us the centre of their world, and for ever. No wonder it’s an obsessive compulsion. We

Leaving controversial issues aside, the first and main purpose of this book may be summed up by a phrase of Laplace: “If we were able to make an exact catalogue of all particles and forces which are active in a speck of dust, the laws of the universe at large would hold no more mysteries for us”. On a medium-sized school globe the State of Israel occupies not much more space than a speck of dust; and yet there is hardly a political, social or cultural problem whose prototype cannot be found in it, and found in a rare concentration and intensity. The very smallness of this country of about three-quarters of a million souls makes it easy to survey trends which in other nations appear confused and diluted by size. The fact that it so often was in the past, and is again in the present, in the focus of global conflicts and passions, makes the speck of dust glow in a phosphorescent light. The fact that it is a State of Jews, and of Jews of the most conscious and intense type, makes the microscopic processes in this microscopic country reflect laws of universal validity: for Jewry is not a question of race—“it is the human condition carried to its extreme”.

Think you know a sociopath? I’ll bet you’re right. But I’ll also bet it’s the last person you suspect. Contrary to popular belief, sociopaths are more than their personality markers. They are children seeking understanding. They are patients hoping for validation. They are parents looking for answers. They are human beings in need of compassion. But the system is failing them. Schools aren’t recognizing them. Professionals aren’t treating them. They quite literally have nowhere to go for help.

I was once present at a lecture that Eugene Smith gave to some students at a school of photography. At the end, they protested because he had made no mention of photography, but had spoken the whole time about music. He calmed them by saying that what was valid for one was valid for another. —Henri Cartier-Bresson

I found myself asking the big question in spy school that wasn't on any test: How does a scholar, a strategist, or a soldier understand a culture well enough to predict future outcomes without being willing to understand that all humans, from their own perspectives, are living a truth and reality as valid as ours?

We rarely get the chance to see things anew. I remember a Latin translation that caused me to fail an exam at school because one of the words, translated for us at the bottom of the page and intended to help, was invalid. I read this to mean false, null, illegal. The opposite of valid. But it was meant to be understood as invalid as in a sick person. It torpedoed my entire translation. Instead of tending to the sick, priests were being accused of fraudulence and neglecting their duties. Even though it didn't match up with the grammar, or the story, I kept on returning to that word to check, and every time I saw it only as I had done already—invalid, null, void.

A good life requires us to do two relatively tricky things: know how to go along with the rules sufficiently well so as not to get mired in needless fights with authority; and simultaneously never to believe too blindly or too passively in the long-term validity of everything we’re asked to study. We need to be outwardly obedient and inwardly discerning.

I've also gotten into the habit of telling my mom everything. Her validation, opinions, and reactions made me feel as though we were on the same team, which meant a lot, because I was not willingly chosen by any teams at school. Even though we had different ideas about the activities and interests I was free to pursue, my mom was the only confidante I had.

If anyone knows how fixed the Pulitzers are, it’s the editors at the Times. I was part of a New York Times team that won the Pulitzer for our coverage of global terrorism. I watched the Times rig them year after year. The Times gives a lot of money to the Columbia Journalism School, which oversees the Pulitzers. The committee in return showers the paper with Pulitzers. It may be better now. I don’t know. But when I was at the paper it was disgraceful. One year the Times war correspondent John Burns wasn’t on the short list. The editors had a fit. He not only magically appeared on a new short list but won. Most people don’t get awards because they’re great reporters, look at Thomas Friedman. They get awards because the establishment wants to validate them. I know who makes up these committees.

As a species we are a predominantly intelligent and exploratory animal, and beliefs harnessed to this fact will be the most beneficial for us. A belief in the validity of the acquisition of knowledge and a scientific understanding of the world we live in, the creation and appreciation of aesthetic phenomena in all their many forms, and the broadening and deepening of our range of experiences in day-to-day living, is rapidly becoming the 'religion' of our time. Experience and understanding are our rather abstract god-figures, and ignorance and stupidity will make them angry. Our schools and universities are our religious training centres, our libraries, museums, art galleries, theatres, concert halls and sports arenas are our places of communal worship. At home we worship with our books. newspapers. magazines, radios and television sets. In a sense, we still believe in an after-life, because part of the reward obtained from our creative works is the feeling that, through them, we will 'live on' after we are dead. Like all religions, this one has its dangers, but if we have to have one, and it seems that we do, then it certainly appears to be the one most suitable for the unique biological qualities of our species. Its adoption by an ever-growing majority of the world population can serve as a compensating and reassuring source of optimism to set against the pessimism (...) concerning our immediate future as a surviving species.

Because there are few ways to memorialize the profound loss of a child who never existed, it can be an agonizingly extended grief without validation. Fresh waves of trauma are triggered by anything from watching the school bus picking up your neighbors, to a baby shower invitation in your mailbox, to the lasting legacy of not being able to brag about your grandchildren later in life. Just as Hannah pleaded with Eli, you pray people won’t harshly judge you while your heart sits shattered at your feet.

Many Buddhists understand the Round of birth-and-death quite literally as a process of reincarnation, wherein the karma which shapes the individual does so again and again in life after life until, through insight and awakening, it is laid to rest. But in Zen, and in other schools of the Mahayana, it is often taken in a more figurative way, as that the process of rebirth is from moment to moment, so that one is being reborn so long as one identifies himself with a continuing ego which reincarnates itself afresh at each moment of time. Thus the validity and interest of the doctrine does not require acceptance of a special theory of survival.

I'm going to throw some suggestions at you now in rapid succession, assuming you are a father of one or more boys. Here we go: If you speak disparagingly of the opposite sex, or if you refer to females as sex objects, those attitudes will translate directly into dating and marital relationships later on. Remember that your goal is to prepare a boy to lead a family when he's grown and to show him how to earn the respect of those he serves. Tell him it is great to laugh and have fun with his friends, but advise him not to be "goofy." Guys who are goofy are not respected, and people, especially girls and women, do not follow boys and men whom they disrespect. Also, tell your son that he is never to hit a girl under any circumstances. Remind him that she is not as strong as he is and that she is deserving of his respect. Not only should he not hurt her, but he should protect her if she is threatened. When he is strolling along with a girl on the street, he should walk on the outside, nearer the cars. That is symbolic of his responsibility to take care of her. When he is on a date, he should pay for her food and entertainment. Also (and this is simply my opinion), girls should not call boys on the telephone-at least not until a committed relationship has developed. Guys must be the initiators, planning the dates and asking for the girl's company. Teach your son to open doors for girls and to help them with their coats or their chairs in a restaurant. When a guy goes to her house to pick up his date, tell him to get out of the car and knock on the door. Never honk. Teach him to stand, in formal situations, when a woman leaves the room or a table or when she returns. This is a way of showing respect for her. If he treats her like a lady, she will treat him like a man. It's a great plan. Make a concerted effort to teach sexual abstinence to your teenagers, just as you teach them to abstain from drug and alcohol usage and other harmful behavior. Of course you can do it! Young people are fully capable of understanding that irresponsible sex is not in their best interest and that it leads to disease, unwanted pregnancy, rejection, etc. In many cases today, no one is sharing this truth with teenagers. Parents are embarrassed to talk about sex, and, it disturbs me to say, churches are often unwilling to address the issue. That creates a vacuum into which liberal sex counselors have intruded to say, "We know you're going to have sex anyway, so why not do it right?" What a damning message that is. It is why herpes and other sexually transmitted diseases are spreading exponentially through the population and why unwanted pregnancies stalk school campuses. Despite these terrible social consequences, very little support is provided even for young people who are desperately looking for a valid reason to say no. They're told that "safe sex" is fine if they just use the right equipment. You as a father must counterbalance those messages at home. Tell your sons that there is no safety-no place to hide-when one lives in contradiction to the laws of God! Remind them repeatedly and emphatically of the biblical teaching about sexual immorality-and why someone who violates those laws not only hurts himself, but also wounds the girl and cheats the man she will eventually marry. Tell them not to take anything that doesn't belong to them-especially the moral purity of a woman.

What happens when insatiability dominates a person's emotional functioning? The process of maturation is preempted by an obsession or an addiction, in this case for peer connection. Peer contact whets the appetite without nourishing. It titillates without satisfying. The end result of peer contact is usually an urgent desire for more. The more the child gets, the more he craves. The mother of an eight-year-old girl mused, “I don't get it — the more time my daughter spends with her friends, the more demanding she becomes to get together with them. How much time does she really need for social interaction, anyway?” Likewise, the parents of a young adolescent complained that “as soon as our son comes home from camp, he gets on the phone right away to call the kids he's just been with. Yet it's the family he hasn't seen for two weeks.” The obsession with peer contact is always worse after exposure to peers, whether it is at school or in playtimes, sleepovers, class retreats, outings, or camps. If peer contact satiated, times of peer interaction would lead automatically to increased self-generated play, creative solitude, or individual reflection. Many parents confuse this insatiable behavior with a valid need for peer interaction. Over and over I hear some variation of “but my child is absolutely obsessed with getting together with friends. It would be cruel to deprive him.” Actually, it would be more cruel and irresponsible to indulge what so clearly fuels the obsession. The only attachment that children truly need is the kind that nurtures and satisfies them and can bring them to rest. The more demanding the child is, the more he is indicating a runaway obsession. It is not strength that the child manifests but the desperation of a hunger that only increases with more peer contact.

ADHD Prescriptions: Diagnosis rates of Attention Deficit Hyperactivity Disorder (ADHD) have skyrocketed 500 percent since 1991, according to the Drug Enforcement Administration. An estimated 7 million schoolchildren are being treated with stimulants for ADHD, including ten percent of all ten-year-old American boys, according to an article published in the Journal of the American Medical Association. A 1998 study by researchers Adrian Angold and E. Jane Costello found that the majority of children and adolescents who receive stimulants for ADHD do not fully meet the criteria for ADHD. The efforts of neurologist Dr. Fred Baughman, ADHD diagnosis critic, led to admissions from the FDA, DEA, Novartis (manufacturers of Ritalin), and top ADHD researchers around the country that “no objective validation of the diagnosis of ADHD exists.” A Maryland Department of Education study found that white, suburban elementary school children are using medication for ADHD at more than twice the rate of African American students.

Some time ago, my son Emilio was going back to school after vacation. He did not like the idea at all and was filled with anxiety. To him, the approach of school days was like a monster that threatened him and wanted to squash him. What is a parent supposed to do? I tried to lift his spirits, to distract him, convince him it was not as bad as it seemed, but in vain. Then I hit upon the idea of offering him something that is almost taboo in our family: French fries at a fast-food place. Usually anything that is prohibited appeals to Emilio, especially junk food. I thought I had the ace up my sleeve. But no. Emilio's reply ought to be chiseled in stone: "Dad, you don't solve problems with french fries." Touche. You don't pretend problems do not exist, and you can't solve them with ephemeral distractions. You have to face them with open-eyed honesty. Offering French fries to my son in order to console and distract him from his anxiety was by no means a kind act. I was simply choosing the easier option--far too easy. I had found a comfortable way out.

The most common criticism of the spread was that it detached policy debate from the real world, that nobody used language the way that these debaters did, save perhaps for auctioneers. But even adolescents knew this wasn't true, that corporate persons deployed a version of the spread all the time: for they heard the spoken warnings at the end of the increasingly common television commercials for prescription drugs, when risk information was disclosed at a speed designed to make it difficult to comprehend; they heard the list of rules and caveats read rapid-fire at the end of promotions on the radio; they were at least vaguely familiar with the 'fine print' one received from financial institutions and health-insurance companies; the last thing one was supposed to do with these thousands of words was comprehend them. These types of disclosure were designed to conceal; they exposed you to information that, should you challenge the institution in question, would be treated like a 'dropped argument' in a fast round of debate - you have already conceded the validity of the point by failing to address it when it was presented. It's no excuse that you didn't have the time. Even before the twenty-four hour news cycle, Twitter storms, algorithmic trading, spreadsheets, the DDoS attack, Americans were getting 'spread' in their daily lives; meanwhile, their politicians went on speaking slowly, slowly about values utterly disconnected from their policies.

(i) Social benefits. When we first started writing about higher education, we had a good deal of sympathy for the first justification. We no longer do. In the interim we have tried to induce the people who make this argument to be specific about the alleged social benefits. The answer is almost always simply bad economics. We are told that the nation benefits by having more highly skilled and trained people, that investment in providing such skills is essential for economic growth, that more trained people raise the productivity of the rest of us. These statements are correct. But none is a valid reason for subsidizing higher education. Each statement would be equally correct if made about physical capital (i.e., machines, factory buildings, etc.), yet hardly anyone would conclude that tax money should be used to subsidize the capital investment of General Motors or General Electric. If higher education improves the economic productivity of individuals, they can capture that improvement through higher earnings, so they have a private incentive to get the training. Adam Smith's invisible hand makes their private interest serve the social interest. It is against the social interest to change their private interest by subsidizing schooling. The extra students—those who will only go to college if it is subsidized—are precisely the ones who judge that the benefits they receive are less than the costs. Otherwise they would be willing to pay the costs themselves.

Postscript, 2005 From the Publisher ON APRIL 7, 2004, the Mid-Hudson Highland Post carried an article about an appearance that John Gatto made at Highland High School. Headlined “Rendered Speechless,” the report was subtitled “Advocate for education reform brings controversy to Highland.” The article relates the events of March 25 evening of that year when the second half of John Gatto’s presentation was canceled by the School Superintendent, “following complaints from the Highland Teachers Association that the presentation was too controversial.” On the surface, the cancellation was in response to a video presentation that showed some violence. But retired student counselor Paul Jankiewicz begged to differ, pointing out that none of the dozens of students he talked to afterwards were inspired to violence. In his opinion, few people opposing Gatto had seen the video presentation. Rather, “They were taking the lead from the teacher’s union who were upset at the whole tone of the presentation.” He continued, “Mr. Gatto basically told them that they were not serving kids well and that students needed to be told the truth, be given real-life learning experiences, and be responsible for their own education. [Gatto] questioned the validity and relevance of standardized tests, the prison atmosphere of school, and the lack of relevant experience given students.” He added that Gatto also had an important message for parents: “That you have to take control of your children’s education.” Highland High School senior Chris Hart commended the school board for bringing Gatto to speak, and wished that more students had heard his message. Senior Katie Hanley liked the lecture for its “new perspective,” adding that ”it was important because it started a new exchange and got students to think for themselves.” High School junior Qing Guo found Gatto “inspiring.” Highland teacher Aliza Driller-Colangelo was also inspired by Gatto, and commended the “risk-takers,” saying that, following the talk, her class had an exciting exchange about ideas. Concluded Jankiewicz, the students “were eager to discuss the issues raised. Unfortunately, our school did not allow that dialogue to happen, except for a few teachers who had the courage to engage the students.” What was not reported in the newspaper is the fact that the school authorities called the police to intervene and ‘restore the peace’ which, ironically enough, was never in the slightest jeopardy as the student audience was well-behaved and attentive throughout. A scheduled evening meeting at the school between Gatto and the Parents Association was peremptorily forbidden by school district authorities in a final assault on the principles of free speech and free assembly… There could be no better way of demonstrating the lasting importance of John Taylor Gatto’s work, and of this small book, than this sorry tale. It is a measure of the power of Gatto’s ideas, their urgency, and their continuing relevance that school authorities are still trying to shut them out 12 years after their initial publication, afraid even to debate them. — May the crusade continue! Chris Plant Gabriola Island, B.C. February, 2005

The information flood has also brought enormous benefits to science. The public has a distorted view of science because children are taught in school that science is a collection of firmly established truths. In fact, science is not a collection of truths. It is a continuing exploration of mysteries. Wherever we go exploring in the world around us, we find mysteries. Our planet is covered by continents and oceans whose origin we cannot explain. Our atmosphere is constantly stirred by poorly understood disturbances that we call weather and climate. The visible matter in the universe is outweighed by a much larger quantity of dark invisible matter that we do not understand at all. The origin of life is a total mystery, and so is the existence of human consciousness. We have no clear idea how the electrical discharges occurring in nerve cells in our brains are connected with our feelings and desires and actions. Even physics, the most exact and most firmly established branch of science, is still full of mysteries. We do not know how much of Shannon’s theory of information will remain valid when quantum devices replace classical electric circuits as the carriers of information. Quantum devices may be made of single atoms or microscopic magnetic circuits. All that we know for sure is that they can theoretically do certain jobs that are beyond the reach of classical devices. Quantum computing is still an unexplored mystery on the frontier of information theory. Science is the sum total of a great multitude of mysteries. It is an unending argument between a great multitude of voices. Science resembles Wikipedia much more than it resembles the Encyclopaedia Britannica.

But if somebody does want a productive conversation and genuinely believes that being called “cracker” is the same as being called “nigger” and feels angry and invalidated by the insistence that both do not meet your definition of racism, they will say so. This is an educational opportunity. This is a great way to let that person know that you do hear them, and that your experiences do not erase theirs because even though their experience is valid, it is a different experience. A response I’ve used is, “What was said to you wasn’t okay, and should be addressed. But we are talking about two different things. Being called “cracker” hurts, may even be humiliating. But after those feelings fade, what measurable impact will it have on your life? On your ability to walk the streets safely? On your ability to get a job? How often has the word “cracker” been used to deny you services? What measurable impact has this word had on the lives of white Americans in general?” In all honesty, from my personal experience, you are still not likely to get very far in that conversation, not right away. But it gives people something to think about. These conversations, even if they seem fruitless at first, can plant a seed to greater understanding. If you want to further understanding of systemic racism even more among the people you interact with, you can try to link to the systemic effects of racism whenever you talk about racism. Instead of posting on Facebook: “This teacher shouted a racial slur at a Hispanic kid and should be fired!” you can say all that, and then add, “This behavior is linked to the increased suspension, expulsion, and detention of Hispanic youth in our schools and sets an example of behavior for the children witnessing this teacher’s racism that will influence the way these children are treated by their peers, and how they are treated as adults.” I do this often when

Sinclair James - English Communication Language in Asia Is English Language a Hindrance to Communication for Foreigners in Asia? One of the hesitations of westerners in coming to Asia is the language barrier. True, Asia has been a melting pot of different aspects of life that in every country, there is a distinct characteristic and a culture which would seem odd to someone who grew up in an entirely different perspective. Language is one of the most flourishing uniqueness of Asian nations. Although their boundaries are emphasized by mere walls which can be broken down easily, the brand of each individual can still be determined on the language they use or most comfortable with. Communication may be a problem as it is an issue which neighboring countries also encounter on each other. Message relays or even simple gestures, if interpreted wrongly can cause conflicts. Indeed, the complaints are valid. However, on the present day number of American and European visitors and the boost in tourism economies, language barriers seem to have been surpassed. Perhaps, the problem may not even exist at all. According to English Language Proficiency Test (ELPT) and International English Language Testing System (IELTS), Asian countries are not altogether illiterate in speaking and understanding the universal language. If so, there are countries which can even speak English as fluent as any native can. Take for example the Philippines. Once in Manila, the country’s capital, you will find thousands of individuals representing different nationalities. The center for business growth in the country, Business Process Outsourcing (BPO) has proven the literacy of the people in conversing using the international language. Clients from abroad prefer Filipinos in dealing with customers concern since they can easily comprehend grasp and explain things in English. ELPT and IELTS did not even include the Philippines in the list of the top English speaking nations in Asia since they are already considered one of the best and most fluent in this field. Other neighboring Asian countries also send their citizens to the Philippines to learn English. With a mixture of British and American English being used in everyday conversations, the Philippines has to be considered to be included in the top 5 most native English speakers. You may even be surprised to meet a young child in Manila who has not gone to school or mingled with foreigners but can speak and understand English. Singapore, Indonesia, Malaysia and most Asian countries, if indeed all, can also easily understand and speak English. It seems that the concern for miscommunication has completely no basis and remains a groundless issue. Maybe perhaps, those who say this just want to find a dumb excuse? Read more at: SjTravels.com

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

Indian Express (Indian Express) - Clip This Article at Location 721 | Added on Sunday, 30 November 2014 20:28:42 Fifth column: Hope and audacity Ministers, high officials, clerks and peons now report for duty on time and are no longer to be seen taking long lunch breaks to soak in winter sunshine in Delhi’s parks. Reform is needed not just in economic matters but in every area of governance. Does the Prime Minister know how hard it is to get a passport? Tavleen Singh | 807 words At the end of six months of the Modi sarkar are we seeing signs that it is confusing efficiency with reform? I ask the question because so far there is no sign of real reform in any area of governance. And, because some of Narendra Modi’s most ardent supporters are now beginning to get worried. Last week I met a man who dedicated a whole year to helping Modi become Prime Minister and he seemed despondent. When I asked how he thought the government was doing, he said he would answer in the words of the management guru Peter Drucker, “There is nothing quite so useless as doing with great efficiency something that should not be done at all.” We can certainly not fault this government on efficiency. Ministers, high officials, clerks and peons now report for duty on time and are no longer to be seen taking long lunch breaks to soak in winter sunshine in Delhi’s parks. The Prime Minister’s Office hums with more noise and activity than we have seen in a decade but, despite this, there are no signs of the policy changes that are vital if we are to see real reform. The Planning Commission has been abolished but there are many, many other leftovers from socialist times that must go. Do we need a Ministry of Information & Broadcasting in an age when the Internet has made propaganda futile? Do we need a meddlesome University Grants Commission? Do we need the government to continue wasting our money on a hopeless airline and badly run hotels? We do not. What we do need is for the government to make policies that will convince investors that India is a safe bet once more. We do not need a new government that simply implements more efficiently bad policies that it inherited from the last government. It was because of those policies that investors fled and the economy stopped growing. Unless this changes through better policies, the jobs that the Prime Minister promises young people at election rallies will not come. So far signals are so mixed that investors continue to shy away. The Finance Minister promises to end tax terrorism but in the next breath orders tax inspectors to go forth in search of black money. Vodafone has been given temporary relief by the courts but the retroactive tax remains valid. And, although we hear that the government has grandiose plans to improve the decrepit transport systems, power stations and ports it inherited, it continues to refuse to pay those who have to build them. The infrastructure industry is owed more than Rs 1.5 lakh continued... crore in government dues and this has crippled major companies. No amount of efficiency in announcing new projects will make a difference unless old dues are cleared. Reform is needed not just in economic matters but in every area of governance. Does the Prime Minister know how hard it is to get a passport? Does he know that a police check is required even if you just want to get a few pages added to your passport? Does he know how hard it is to do routine things like registering property? Does he know that no amount of efficiency will improve healthcare services that are broken? No amount of efficiency will improve educational services that have long been in terminal decline because of bad policies and interfering officials. At the same time, the licence raj that strangles private investment in schools and colleges remains in place. Modi’s popularity with ordinary people has increased since he became Prime Minister, as we saw from his rallies in Kashmir last week, but it will not la

There are, in essence, three schools of thought on the nature of the good: the intrinsic, the subjective, and the objective. The intrinsic theory holds that the good is inherent in certain things or actions as such, regardless of their context and consequences, regardless of any benefit or injury they may cause to the actors and subjects involved. It is a theory that divorces the concept of “good” from beneficiaries, and the concept of “value” from valuer and purpose—claiming that the good is good in, by, and of itself. The subjectivist theory holds that the good bears no relation to the facts of reality, that it is the product of a man’s consciousness, created by his feelings, desires, “intuitions,” or whims, and that it is merely an “arbitrary postulate” or an “emotional commitment.” The intrinsic theory holds that the good resides in some sort of reality, independent of man’s consciousness; the subjectivist theory holds that the good resides in man’s consciousness, independent of reality. The objective theory holds that the good is neither an attribute of “things in themselves” nor of man’s emotional states, but an evaluation of the facts of reality by man’s consciousness according to a rational standard of value. (Rational, in this context, means: derived from the facts of reality and validated by a process of reason.) The objective theory holds that the good is an aspect of reality in relation to man—and that it must be discovered, not invented, by man. Fundamental to an objective theory of values is the question: Of value to whom and for what? An objective theory does not permit context-dropping or “concept-stealing”; it does not permit the separation of “value” from “purpose,” of the good from beneficiaries, and of man’s actions from r

As hip hop has made clear—and black religion, too, for that matterwhen we conceive of the horrors we confront, they have a masculine tint; we measure the terrors we face by calculating their harm to our men and boys. Thus the role of our artists has often been limited to validating the experiences, expressions, and desires of boys and men. When we name those plagued by police violence, we cite the names of the boys and men but not the names of the girls and women. We take special note of how black boys are unfairly kicked out of school while ignoring that our girls are right next to them in the line of expulsion. We empathize with black men who end up in jail because of a joint they smoked while overlooking the defense against domestic abuse that lands just as many women in jail. We offer authority and celebration to men at church to compensate for how the white world overlooks their talents unless they carry a ball or a tune. We thank black fathers for lovingly parenting their children, and many more of them do so than is recognized in the broader world, which is one reason for our gratitude. But we are relatively thankless for the near superhuman efforts of our mothers to nurture and protect us.

Race-conscious schools are perfectly content to use objective tests of aptitude to judge Asians and whites, and even to rank black and Hispanic students within their own group. But if you suggest using objective standards to evaluate students on a common universal scale, those standards suddenly lose all their validity.

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