Valid School Quotes

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

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?

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." - Kailin Gow in a National Radio Interview.

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.

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.

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?)

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

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.

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”.

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

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.

The next break came from statute law, namely from the Equal Science Act. This says that “no scientific theory, hypothesis, principle, law definition, program, procedure or statement may be taught in any California school while in conflict with any other theory etc arising from any religious teaching, unless both theories etc are given equal emphasis as equally valid”. The idea was to give Genesis equal time with evolution as a creation theory, but it soon got out of hand, with Ptolemaic Anabaptists insisting on equal time with the Copernican theory, and finally with the Christian Flat Earth Assembly (Swiss Synod), whose representatives brought a suit against a California teacher for mentioning satellites. These are no satellites orbiting a flat earth, they pointed out, and so anyone mentioning satellites should also express doubt about their existence. A group of astronomers filed a countersuit, claiming that if satellites were unreal, their livelihood was in jeopardy. Moreover, satellite communications could not work and could not therefore be licensed by the government. ‘The state legislature had to meet quickly and draft an amendment to the California Comsat Act of 1998. In effect, the amendment hedged on the question of the reality of satellites by considering them as “sentient devices”. Thus if satellites believed in their own existence, they had a right to be real. Of course this opened up the whole question of freedom of religious belief for robots

(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

We grow up going to school, where you get a gold star, you get the A-plus," she says. "At work you're constantly being evaluated. Then you become a homemaker and suddenly nobody is giving you feedback. Suddenly no one is paying attention to what you're doing. Blogging is a way to get this validation from other people. You put up a recipe and people go, 'Hey, that's a great photograph.'" Clearly blogs can give emotional value to housework. But if a blogger is actually making money from a blog, even a little bit of money, it cane make the blog even more validating.

Schools were built to create an efficient transfer of knowledge from one generation to the next, and that purpose is no longer valid. School communities that truly understand this are meeting at school, but learning in the world.

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

Assign a file or paper tray to collect single-side printed paper for reuse. Boycott paper sourced from virgin forests and reams sold in plastic. Cancel magazine and newspaper subscriptions; view them online instead. Digitize important receipts and documents for safekeeping. Digital files are valid proofs for tax purposes. Download CutePDF Writer to save online files without having to print them. Email invitations or greeting cards instead of printing them (see “Holidays and Gifts” chapter). Forage the recycling can when paper scraps are needed, such as for bookmarks or pictures (for school collages, for example). Give extra paper to the local preschool. Hack the page margins of documents to maximize printing. Imagine a paperless world. Join the growing paperless community. Kill the fax machine; encourage electronic faxing through a service such as HelloFax. Limit yourself to print only on paper that has already been printed on one side. Make online billing and banking a common practice. Nag the kids’ teachers to send home only important papers. Opt out of paper newsletters. Print on both sides when using a new sheet of paper (duplex printing). Question the need for printing; print only when absolutely necessary. In most cases, it is not. Repurpose junk mail envelopes—make sure to cross out any barcode. Sign electronically using the Adobe Acrobat signing feature or SignNow.com. Turn down business cards; enter relevant info directly into a smartphone. Use shredded paper as a packing material, single-printed paper fastened with a metal clip for a quick notepad (grocery lists, errands lists), and double-printed paper to wrap presents or pick up your dog’s feces. Visit the local library to read business magazines and books. Write on paper using a pencil, which you can then erase to reuse paper, or better yet, use your computer, cell phone, or erasable board instead of paper. XYZ: eXamine Your Zipper; i.e., your leaks: attack any incoming source of paper.

Failing to get a certificate of insurance. You should never step one foot in a limo unless you have a physical insurance certificate from the carrier in advance. This step should be one of common sense, but most groups ignore it. If possible, you should pick up the phone and verify that the certificate is valid and actually exists. There are many carriers that will attempt to operate without the proper insurance to reduce operating costs.

For Jominians, the duty of theory is to uncover these immutable truths and to advocate their adoption and use. In the words of Jomini himself, "convinced that I had seized the true point of view under which it was necessary to regard the theory of war in order to discover its veritable rules, . . . I set myself to the work with the ardor of a neophyte."5 The Jominian school acknowledges that the nature of war is complex and dramatic, and that, consequently, its complete mastery is truly an art form. However, the strategy of war is scientific, knowable, constant, and governed by principles of eternal validity.

Never rent a limo without obtaining a valid and current certificate of liability insurance prior to pick up. If you fail in this endeavor, you are placing the lives of your group in danger. If they cannot produce proof of insurance, do not even think about it no matter how low the investment was!

(Rose, 2009). It is important, however, that any new approach be scientifically validated before it can be used in schools.

The uses to which Rousseau’s doctrine has been turned are a mater for amazement and provide a striking lesson in social history. All that has been taken over from it is the magic formula, popular sovereignty, divorced both from the subject-matter to which it was applicable and from the fundamental condition of its exercise, the assembly of the people. It is now used to justify the very spate of legislation which it was its purpose to dam, and to advance the indefinite enablement of Power – which Rousseau had sought to restrict! All his school had made individual right the beginning and the end of his system. It was to be guarantee by subjecting to it at two removes the actual Power in human form, namely the executive. The executive was made subject to the law, which was kept strictly away from it, and the law was made subject to the sacrosanct principles of natural justice. The idea of the law’s subjection to natural justice has not been maintained. That of power’s subjection to the law has fared a little better, but has been interpreted in such a way that the authority which makes laws has incoporated with itself the authority which applies them; they have become united, and so the omnipotent law has raised to its highest pitch a Power which it has made omnicompetent. Rousseau’s school had concentrated on the idea of law. Their labour was in vain: all that the social consciousness has taken over from it is the association between the two conceptions, law and popular will. It is no longer accepted that a law owes its validity, as in Rousseau’s thought, should be confined to a generalized subject -matter. Its majesty was usurped by any expression of an alleged popular will. A mere juggling with meanings has brought the wheel full circle to the dictum which so digusted our philosophers: “Whatever pleases the prince shall have force of law.” The prince has changed – that is all. The collapse of this keystone has brought down the whole building. The principle of liberty has been based on the principle of law: to say that liberty consists in obedience to the laws only, presupposes in law such characteristics of justice and permanenece as may enable the citizen to know with precision the demands which are and will be made on him; the limits within which society may command him being in this way narrowly defined, he is his own master in his own prescribed domain. But, if law comes merely to reflect the caprices of the people, or of some body to which the legislative authority has been delegate, or of a faction which control that body, then obedience to the laws means in effect subjection to the inconstant, uncertain, unknown, arbitrary will of men whoch give this will the form of law. In that event the law is no longer the stay of liberty. The inner ligatures of Rousseau’s system come apart, and what was intended as a guarantee becomes a means of oppression.

Dr. Dena Phillips Swanson, a professor from the University of Rochester, points out in the same Outline article, “Our curriculum in school does not validate black children’s sense of self-worth.” As a result, children are left with glimpses of Blackness through an already racist lens. She continues, “Our youth are left to make inferences on their own in terms of what it means to be black, based on other experiences and exposure they may have.

African-American students are nearly three times as likely as white students to be retained in a grade, while Latino students are twice as likely to be held back—a valid predictor for dropping out.2 Research finds that slightly more than half of students from historically disadvantaged minority groups are finishing high school with diplomas.

It’s been eleven years. I can tell you when it all started. It was when I put Hannah in that private school. She was only there for second grade. Afterward, she went back to a public school. But he’s never forgiven me. It was like he saw me as a traitor, someone who no longer shared his values or dreams.” “You thought you were doing what was best for your daughter.” “Exactly. But after he saw me as a traitor, that was further validated when I stopped eating meat or if I asked him to read something and didn’t take his suggestions. It’s hard to live with someone who doesn’t like you. We both changed, but not together.

The best student portfolios must feature these attributes, among others, if they are to be of most value: The collections of work will cover years, even decades. Only over time can the threads of passions and other themes be drawn. They will be multimedia, using words, photographs, and video clips. They will include external validation, where appropriate. This may include awards, references in local papers, and letters of thanks from recipients.

1.10 Four Kinds of Predictive Validity for Intelligence Tests 1.10.3. Everyday Life The importance of general intelligence in everyday life often is not obvious but it is profound. As Professor Earl Hunt has pointed out, if you are a college-educated person, it is highly likely that most of your friends and acquaintances are as well. When is the last time you invited someone to your home for dinner that was not college-educated? Professor Hunt calls this cognitive segregation and it is powerful in fostering the erroneous belief that everyone has a similar capacity or potential for reasoning about daily problems and issues. Most people with high g cannot easily imagine what daily life is like for a person with low g. [...] Consider some statistics comparing low and high IQ groups (low = 75–90; high = 110–125) on relative risk of several life events. For example, the odds of being a high school dropout are 133 times more likely if you’re in the low group. People in the low group are 10 times more at risk for being a chronic welfare recipient. The risk is 7.5 times greater in the low group for incarceration, and 6.2 times more for living in poverty. Unemployment and even divorce are a bit more likely in the low group. IQ even predicts traffic accidents. In the high IQ group, the death rate from traffic accidents is about 51 per 10,000 drivers, but in the low IQ group, this almost triples to about 147. This may be telling us that people with lower IQ, on average, have a poorer ability to assess risk and may take more chances when driving or performing other activities (Gottfredson, 2002; 2003b).

After the CCP gained power, it sealed China off from information beyond its borders, and imposed a wholesale negation of China’s traditional moral standards. The government’s monopoly on information gave it a monopoly on truth. As the center of power, the party Center was also the heart of truth and information. All social science research organs endorsed the validity of the Communist regime; every cultural and arts group lavished praise on the CCP, while news organs daily verified its wisdom and might. From nursery school to university, the chief mission was to inculcate a Communist worldview in the minds of all students. The social science research institutes, cultural groups, news organs, and schools all became tools for the party’s monopoly on thought, spirit, and opinion, and were continuously engaged in molding China’s youth. People employed in this work were proud to be considered “engineers of the human soul.

After the CCP gained power, it sealed China off from information beyond its borders, and imposed a wholesale negation of China’s traditional moral standards. The government’s monopoly on information gave it a monopoly on truth. As the center of power, the party Center was also the heart of truth and information. All social science research organs endorsed the validity of the Communist regime; every cultural and arts group lavished praise on the CCP, while news organs daily verified its wisdom and might. From nursery school to university, the chief mission was to inculcate a Communist worldview in the minds of all students. The social science research institutes, cultural groups, news organs, and schools all became tools for the party’s monopoly on thought, spirit, and opinion, and were continuously engaged in molding China’s youth. People employed in this work were proud to be considered “engineers of the human soul.” In this thought and information vacuum, the central government used its monopoly apparatus to instill Communist values while criticizing and eradicating all other values. In this way, young people developed distinct and intense feelings of right and wrong, love and hate, which took the shape of a violent longing to realize Communist ideals. Any words or deeds that diverged from these ideals would be met with a concerted attack. The party organization was even more effective at instilling values than the social science research institutes, news and cultural organs, and schools. Each level of the party had a core surrounded by a group of stalwarts, with each layer controlling the one below it and loyal to the one above. Successive political movements, hundreds and thousands of large and small group meetings, commendation ceremonies and struggle sessions, rewards and penalties, all served to draw young people onto a single trajectory. All views diverging from those of the party were nipped in the bud.

Page 42: Whatever the combination of sources of test bias might be, genuine bias against a minority will show up in a way that leaves no room for doubt: It will under-predict the test taker’s performance in the classroom or on the job. Whether predictive validity is the same for different groups can be subjected to rigorous statistical scrutiny, and it has been, repeatedly. The results are unambiguous, whether the thing being predicted is grades in school or performance on the job. The major tests do not under-predict the performance of Africans or Latins.

But the youngest grandson committed it all to memory so that he could show off in the literature lesson at school—which he did with such a horrid affection of angelic innocence that his long-suffering form-master could not find an outwardly valid excuse for keeping him in. But he evened the score by putting in the term’s report that Crawley, S. A. (Septimus Arabin) would do better if he did not try to be funny.

Emira wished she also wore school sweatshirts (or scrubs, or button-downs that she considered “work clothes”) that would give her periodic reasons to celebrate, or a valid excuse to say no and stay in.

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?

The mystics of both schools, who preach the creed of sacrifice, are germs that attack you through a single sore: your fear of relying on your mind. They tell you that they possess a means of knowledge higher than the mind, a mode of consciousness superior to reason—like a special pull with some bureaucrat of the universe who gives them secret tips withheld from others. The mystics of spirit declare that they possess an extra sense you lack: this special sixth sense consists of contradicting the whole of the knowledge of your five. The mystics of muscle do not bother to assert any claim to extrasensory perception: they merely declare that your senses are not valid, and that their wisdom consists of perceiving your blindness by some manner of unspecified means. Both kinds demand that you invalidate your own consciousness and surrender yourself into their power. They offer you, as proof of their superior knowledge, the fact that they assert the opposite of everything you know, and as proof of their superior ability to deal with existence, the fact that they lead you to misery, self-sacrifice, starvation, destruction.

What kind of visa can a person get in Australia during a partner visa process? The Partner Visa application process can be a lengthy journey that often takes months or even years to complete. During this time, you may be wondering what visa options are available to you while you await the outcome of your partner visa application. This blog will explore the different visa options that can give you legal status in Australia during the waiting period. Understanding partner visas Before delving into alternative visa options, it is essential to understand the basics of partner visas in Australia. A partner visa allows the partner of an Australian citizen, permanent resident or eligible New Zealand citizen to live in Australia. There are two subclasses: Temporary Partner Visa (Subclass 820): This visa is granted while your Permanent Partner Visa (Subclass 801) is being processed. Permanent Partner Visa (Subclass 801): This visa allows you to live in Australia permanently after a temporary visa has been held for a certain period of time. If you have applied for a partner visa but have not yet received a decision, you may be eligible for additional visa options to ensure you can stay in Australia legally. Visitor visa (subclass 600) One of the most common options while waiting for a partner visa is a visitor visa (subclass 600). This visa allows you to stay in Australia temporarily for tourism, family visits or other short-term purposes. Key Features: Length: Usually allows stays of up to 3, 6 or 12 months, depending on your specific situation. Work rights: This visa generally does not allow you to work in Australia. Eligibility: You must demonstrate that you are a genuine visitor and intend to return to your home country. Considerations: While a visitor visa may grant you temporary status, keep in mind that it is not intended for long-term stay. If you intend to work or study, this visa may not be suitable for your needs. Bridging visa (subclass BVA) If you are already in Australia on a valid visa and have applied for a partner visa, you may be automatically granted a bridging visa (subclass BVA) which allows you to remain in Australia legally while your partner visa application is in place. Key Features: Duration: A bridging visa remains valid until your application for a partner visa is decided. Work rights: Depending on the circumstances, you may be allowed to work. You may need to prove financial hardship to get work rights. Conditions: You must meet the conditions set out in your bridging visa, which may include reporting to immigration authorities. Considerations: Bridging visas are temporary and specific to your situation. If you are using a bridging visa, make sure you understand its terms and conditions to avoid any breach that could affect your application for a partner visa. Student visa (subclass 500) If you want to study while waiting for a partner visa, you can consider applying for a student visa (subclass 500). This visa allows you to enroll in full-time study in Australia. Key Features: Duration: Valid for the duration of your course plus a short period afterwards to prepare for departure. Work rights: Generally allows you to work up to 40 hours per fortnight during the school year and unlimited hours during breaks. Eligibility: You must be enrolled in a registered course and meet the financial and health requirements. Considerations: Studying in Australia can be a great way to improve your skills and make the most of your time while waiting for your partner visa. However, make sure that your study plans are in line with your long-term goals and financial capabilities. Temporary Work Visa (Subclass 482) If you have skills that are in demand in Australia, you may be eligible for a temporary work visa (subclass 482). This visa allows skilled workers to work for an approved employer in Australia.

The Positive School is characterized by a consensus perspective. All the theories developed under its mantle assume the existence of a core set of values in society that can be used to determine and treat deviance. Positivists did not question the validity of their categories of harmful acts or the desirability of treating people. In fact, their assumption of consensus was so strong that they rarely ever questioned their own actions, even when “exterminating” groups of people designated as socially harmful. Other than the consensus perspective, the wide range of positivist theories makes any attempt at categorizing them very difficult. Positivist theories can be either structural or processual, so no definitive classification is possible. However, we can state that sociological theories have, as a rule, been structurally oriented and macrotheoretical, while biological and psychological theories have been processual and microtheoretical. Summary The work of the Positive School, diverse as it was, represented the first real concern with studying the behavior of the criminal. As Rafter (2006) explains, before Lombroso, crime was studied only by metaphysicians, moralists, and penologists. His work turned the field into a truly biosocial science. Embracing the scientific method, positivists took a deterministic stance toward behavior and left behind the Classical School’s insistence that humans are rational beings with free will. In the process, the notion of punishment for deterrence began to make less sense. If an individual’s behavior was not predicated on rational decisions, then how could that individual be deterred? The thing to do, obviously, was to find those factors that cause the criminal behavior and remove (or treat) them. Further, the ability to predict which individuals would be likely to become criminal and to treat them before they could harm themselves and society would be valuable in creating a better society.

claSSIfIcatIon of the School The Positive School is characterized by a consensus perspective. All the theories developed under its mantle assume the existence of a core set of values in society that can be used to determine and treat deviance. Positivists did not question the validity of their categories of harmful acts or the desirability of treating people. In fact, their assumption of consensus was so strong that they rarely ever questioned their own actions, even when “exterminating” groups of people designated as socially harmful. Other than the consensus perspective, the wide range of positivist theories makes any attempt at categorizing them very difficult. Positivist theories can be either structural or processual, so no definitive classification is possible. However, we can state that sociological theories have, as a rule, been structurally oriented and macrotheoretical, while biological and psychological theories have been processual and microtheoretical. Summary The work of the Positive School, diverse as it was, represented the first real concern with studying the behavior of the criminal. As Rafter (2006) explains, before Lombroso, crime was studied only by metaphysicians, moralists, and penologists. His work turned the field into a truly biosocial science. Embracing the scientific method, positivists took a deterministic stance toward behavior and left behind the Classical School’s insistence that humans are rational beings with free will. In the process, the notion of punishment for deterrence began to make less sense. If an individual’s behavior was not predicated on rational decisions, then how could that individual be deterred? The thing to do, obviously, was to find those factors that cause the criminal behavior and remove (or treat) them. Further, the ability to predict which individuals would be likely to become criminal and to treat them before they could harm themselves and society would be valuable in creating a better society.

Chapter 3•The Positive School claSSIfIcatIon of the School The Positive School is characterized by a consensus perspective. All the theories developed under its mantle assume the existence of a core set of values in society that can be used to determine and treat deviance. Positivists did not question the validity of their categories of harmful acts or the desirability of treating people. In fact, their assumption of consensus was so strong that they rarely ever questioned their own actions, even when “exterminating” groups of people designated as socially harmful. Other than the consensus perspective, the wide range of positivist theories makes any attempt at categorizing them very difficult. Positivist theories can be either structural or processual, so no definitive classification is possible. However, we can state that sociological theories have, as a rule, been structurally oriented and macrotheoretical, while biological and psychological theories have been processual and microtheoretical. Summary The work of the Positive School, diverse as it was, represented the first real concern with studying the behavior of the criminal. As Rafter (2006) explains, before Lombroso, crime was studied only by metaphysicians, moralists, and penologists. His work turned the field into a truly biosocial science. Embracing the scientific method, positivists took a deterministic stance toward behavior and left behind the Classical School’s insistence that humans are rational beings with free will. In the process, the notion of punishment for deterrence began to make less sense. If an individual’s behavior was not predicated on rational decisions, then how could that individual be deterred? The thing to do, obviously, was to find those factors that cause the criminal behavior and remove (or treat) them. Further, the ability to predict which individuals would be likely to become criminal and to treat them before they could harm themselves and society would be valuable in creating a better society.

single or index variables. As an example, consider the dependent variable “high school violence,” discussed in Chapter 2. We ask: “What are the most important, distinct factors affecting or causing high school violence?” Some plausible factors are (1) student access to weapons, (2) student isolation from others, (3) peer groups that are prone to violence, (4) lack of enforcement of school nonviolence policies, (5) participation in anger management programs, and (6) familiarity with warning signals (among teachers and staff). Perhaps you can think of other factors. Then, following the strategies discussed in Chapter 3—conceptualization, operationalization, and index variable construction—we use either single variables or index measures as independent variables to measure each of these factors. This approach provides for the inclusion of programs or policies as independent variables, as well as variables that measure salient rival hypotheses. The strategy of full model specification requires that analysts not overlook important factors. Thus, analysts do well to carefully justify their model and to consult past studies and interview those who have direct experience with, or other opinions about, the research subject. Doing so might lead analysts to include additional variables, such as the socioeconomic status of students’ parents. Then, after a fully specified model has been identified, analysts often include additional variables of interest. These may be variables of lesser relevance, speculative consequences, or variables that analysts want to test for their lack of impact, such as rival hypotheses. Demographic variables, such as the age of students, might be added. When additional variables are included, analysts should identify which independent variables constitute the nomothetic explanation, and which serve some other purpose. Remember, all variables included in models must be theoretically justified. Analysts must argue how each variable could plausibly affect their dependent variable. The second part of “all of the variables that affect the dependent variable” acknowledges all of the other variables that are not identified (or included) in the model. They are omitted; these variables are not among “the most important factors” that affect the dependent variable. The cumulative effect of these other variables is, by definition, contained in the error term, described later in this chapter. The assumption of full model specification is that these other variables are justifiably omitted only when their cumulative effect on the dependent variable is zero. This approach is plausible because each of these many unknown variables may have a different magnitude, thus making it possible that their effects cancel each other out. The argument, quite clearly, is not that each of these other factors has no impact on the dependent variable—but only that their cumulative effect is zero. The validity of multiple regression models centers on examining the behavior of the error term in this regard. If the cumulative effect of all the other variables is not zero, then additional independent variables may have to be considered. The specification of the multiple regression model is as follows:

The night Junior stayed, my right to myself was taken from me in a way that had felt more final than ever before. Then the school had denied my rape—my word. The subsequent silencing and exile—misplaced shame—were the catalysts for me to finally break free of my mother's grasp and my voicelessness and do what I truly wanted, alone. I wished to prove myself as independent and valid and strong—to my mother, and to the world. I'd believed I had needed something huge and external that no one could deny was impressive, so I could show my family I was able—so they could finally know that I was strong. Instead I had shown myself. And it felt wonderful.

There was significant public debate over the merit of these strategies. Research scientists questioned the validity of using test score data to measure teacher effectiveness. Moreover, decades of research had shown that experiences at home and in neighborhoods had far more influence on children’s academic achievement than classroom instruction.

Attestation is the process, thereby which certificates and documents are declared genuine in terms of legality and other aspects. In some countries the process of attestation is also known as authentication and legalization. Taking into consideration, the present scenario, the need for attestation has grown over the years. As a result, there has also been a growth in the number of agencies offering certificate attestation services. The needs for certificate attestation are many. Whether you are looking at settling down in a foreign land or get enrolled into a prestigious institution abroad, you will have to get your documents testified by a concerned authority in power. There are two ways through which you can accomplish the attestation process. One of them is to take the entire responsibility on oneself and get the documents authenticated. The second option is to involve an agency to get your documents testified. The benefits of engaging an agency to attest your documents is that you need not run from pillar to post to find the right authority who can authenticate your documents. Hiring an agency also spares you from a lot of unnecessary hassles. However, the challenge is to spot a genuine agency who can get your documents testified efficiently within a stipulated period of time. Attestation of certificates includes attesting the birth certificate, degree certificate or the marriage certificate. Besides these there can be other kinds of certificates as well that require authentication from a recognized authority. Different processes are followed for attesting the different certificates. For example, if you want to admit your kids in a school, it is mandatory to attest the birth certificate. It declares the genuinty of the date of birth. A birth certificate has to be first attested in the state from where the certificate was issued, then by the ministry of external affairs and finally by the embassy of the country in which your kid will be admitted into a school. Similarly, attestation of the marriage certificate is needed to apply for a family visa abroad. You must be aware of the fact that without a valid attestation of the marriage certificate it is impossible to get a family visa. The authentication of your degree certificates, on the other hand, is important to make you eligible for a job in a foreign land. Some documents which are mandatory for successfully completing the attestation of all these certificates are copies of passport, visa copy and all other relevant documents in accordance to the certificate that will be authenticated. The bottom line is hiring a certificate attestation service provider will surely reduce your tension before you leave the country. But before you submit all your documents to any such agency, try to find out adequately about them. If required you can search online for reviews or consult your friends and family for advice. Once you have shortlisted a service provider, try to have a detailed discussion with them about the procedures they will follow and the time they would require to complete the authentication of all your documents.

In Hamburg Griezman took a breath, and looked out at the evening gloom. Then he set to work. It was not taxing. It was merely a sequence of telephone calls. One number led to another. Like a neural pathway. An organization in action. Something to be proud of. The validation of a theory. As granular as he wanted. He could take it all the way back to the hapless trooper who took the original call. If he wished. Which he did. With fortunately simple questions. Names and addresses, of a person and a place. —

validates educators’ trust in children’s capacity to learn as a result of their innate curiosity and ability to process and master new information in the same way they master language. Sunnyside students’ strong performance on statewide tests gives credence to her faith in this process. An added benefit occurs when the emotional content of the learning experience inspires children to continue investigating a topic on their own time outside of school, another facet of what it means to trust in students’ capacity to learn.

systematic cross-cultural comparisons that resulted from it, came under attack from various directions. Scholars working within what is called the “hermeneutic” or “textualist” school of thought, such as Clifford Geertz and James Clifford, attacked the validity of the ethnographic method.

Prior to World War II, in 1938, a German publisher was preparing to release a German-language version of The Hobbit and sent Tolkien a letter of inquiry asking him to validate his Aryan origins. In fact, the name “Tolkien” is believed to be German. The family seems to have had its roots in Saxony (modern-day Germany) but had been in England since the 18th century, when it became fervently English. As a matter of fact, while he was a boy at King Edward's School, young Ronald had helped line the route for the coronation parade of King George V. Still, Tolkien could easily have fallen back upon his father’s Germanic ancestry. Instead, he took the moral high ground. Angered, he pointed out that “Aryan” was a linguistic term, not a racial one. He then expressed regret that he had no ancestors among the “gifted” Jewish people, although he was pleased to point out that he had many Jewish friends. He was bitterly opposed to the “ignoramus” of a German leader who had usurped and perverted the northern European cultural heritage he so loved.

In school, this explicit teaching of facts and procedures is rampant in almost every subject area. In science, it’s called “the scientific method” and often includes steps such as: Observe something and/or do research. Construct a hypothesis. Make a prediction based on your hypothesis. Test your hypothesis by doing an experiment. Analyze the results of your experiment. Determine if your hypothesis was correct. The steps vary slightly between models. However, no matter the actual words on the checklist, or how many steps are included, we teach them to children as if they descended on stone tablets. Teachers devise songs or mnemonic devices to help students memorize the rigid steps. Then students memorize the vocabulary words that go along with the scientific method: hypothesis, fair test, variables, control groups, reliability, validity, etc. Finally, students fill out worksheets to match the vocabulary words with the correct definitions and put the steps in order. This is not science. Science is about wonder and risk and imagination, not checklists or vocabulary memorization. Alan Kay laments that much of what schools teach isn’t science at all, it’s science appreciation. (Kay, 2007)

In early 2014, the Department of Justice and Education issued guidelines pressuring public school districts to adopt racial quotas when disciplining children. The basis for this guidance was studies showing that black children were over three times more likely to face serious punishment--suspension or expulsion--for misbehaving at school. The government concluded that school districts were engaging in massive illegal discrimination against black students. In fact, however, the government had no basis for its conclusion. The Supreme Court has explicitly stated that racial disparities in punishment do not by themselves prove discrimination, as they may just be consistent with the underlying rates of misbehavior by each group. There are no valid statistics (and the government hasn't cited any) from which one can infer that black students and white students would be expected to engage in serious misbehavior in school at the same rate. Unless there is some reason to expect kids to behave completely differently at school than outside of it, the school discipline figures are in line with what one would expect. African-American minors are arrested outside of school for violent crime at a rate approximately 3.5 times their share of the population. Moreover, as former Department of Education attorney Hans Bader notes, the government's own statistics show that white boys were over two times as likely to be suspended as their peers of Asian descent. By the government's logic, this means, absurdly, that school districts must be discriminating against white students and in favor of Asians. As of this writing, Minneapolis education authorities have announced their intention to end the black/white gap in suspensions and expulsions, a plan that struck many observers as announcing the imposition of quotas on school discipline.

OCR [US Department of Education's Office of Civil Rights] also states that a "school should also ensure that hearings are conducted in a manner that does not inflict additional trauma on the complainant", which implies that the school should not start the proceedings with a presumption of innocence, or even a stance of neutrality. Rather, university officials should assume that any complaint is valid and the accused is guilty as charged.

School is not a brand holding a monopoly on learning, and we need to stop feeding it as such. It’s time to open our eyes and see that there are valid alternatives to the faulty wiring of compulsory schooling and corporatized testing. And they’re right there in front of us on the educational shelf. In fact, they have been for some time now. It’s time to dust them off and let them shine.

Because it’s very easy to fall victim to confirmation bias, try focusing only on data that invalidates your hypothesis before looking for data that validates it.

the idea that someone with a different upbringing, from a different part of the country, with a different outlook and a different viewpoint, might actually have something valid to say, something worth listening to.

Seriously though, that’s something I miss about the time I grew up in. A man had older men around to help guide him. I assume women had the same thing but I never paid no mind to that. I had grandpas around. There were uncles and great-uncles. There were old men who lived in the valley here. You saw those old men all the time and they asked you questions about your life. They helped keep you pointed in the right direction.” “I didn’t have much of that growing up,” Jim admitted. “Don’t have any of it now.” Orbin nodded as if this proved his point. “Makes things harder, doesn’t it? If you go it alone, all you have is the school of hard knocks to keep you straight and that’s a rough ride.” “Tell me about it. I know all about learning from mistakes.” “At least you’re learning, son, and you care about learning. That’s important. Many folks these days are more concerned with being right than becoming better people. They don’t grow and change. They get some crazy idea in their head and then find something on the internet that validates it for them. Then they never have to grow, you see? They never have to get better. The truth is that you’re never perfect just the way you are, no matter what the internet says. You should always be working toward being better. By the time you’re old, like me, you’ll be damn near perfect.” Orbin let out a huge laugh and patted Jim on the back.

Children are - and this seems to be a cultural if not a biological necessity - terrorised by the adult experience of life, which, glimpsing it obliquely, at times of stress, and in fragments which makes no sense, they try to ignore. Many fantasy and sf readers are living out a prolonged childhood in which they retain that terror and erect- in collusion with professional writers who themselves often began as teenage daydreamers - powerful defences against it. Thus they prefer fiction which, like "hard" sf, ignores adult experience or ropes it off in a reductivist way; or which, like fantasy and horror fiction, diffuses and defuses it through fairytale and myth; or - perhaps most characteristically since the New Wave, "inner space" and the soft sciences- which generalises and politicises it. (Post New Wave readers, especially those who consider themselves most adult and intelligent in their use of the genre, seem not to fear experience so much as individual experience. They are not frightened of life so much as life's particularity. The trap is circular. The less you engage your own adult experience, the less you value it, and the more you tend to rely on systematic ideological validations of it. This is no better than the school playground, with its establishmentally validated experiences and sociative norms, you believe you have left behind.)

It is so important to take the time to refill our own cups before returning to work to take care of everyone else. Burnout is the #1 reason more than half of our nation's school teachers want to leave their field. So, prioritizing our own self care is so important. I want to encourage you all to remember that as we continue on this school year. Need some ideas? Here are 5 ways to practice self care after an emotionally taxing day: 1. take the time to reflect without dwelling on what went wrong. It's important to process and validate your emotions without focusing just on the negative. My suggestion: try spending a few minutes journaling your feelings to get all those thoughts and emotions out of your head and on to paper. 2. Make the space to appreciate everything you did right. It's so easy to get caught up in what went wrong, so try to capture all that went right and honor those things as well. 3. Do an activity that will make you feel better, whether it's a facemask, a long walk, or a stop at your favorite bakery on the way home. Find one way to treat yourself. Try to end your day off on a high note by doing something that makes you feel good. 4. Get some sleep, seriously. Chances are your body needs it. And in order to conquer the next day, its always a good idea to have a well rested body and mind. 5. Know that: just because today was hard, it doesn't mean tomorrow will be too. It's okay to have a bad day. Those are the days that help us appreciate the good ones even more. Try to remember that one bad day doesn't mean that the rest of the year will be the same. And don't forget: You've got this!

The desire to fit in is one reason people associate with others who are like themselves. If you are always negative, then you feel normal (and validated) with like-minded colleagues, and it is now the positive people who don't fit in. What this means in terms of change is that some people may need to change peer groups as they try to change their attitude. Remember, climate is how we feel; culture tells us how we are supposed to feel. To remain in a culture that is changing, you must change the way you feel to align with the expectations of the culture, or you may leave the culture. In a school setting, you will either leave the school, or stay in the school and build your own clique.

In 1999, two botanists, Elizabeth Schussler and James Wandersee, wrote a guest editorial for The American Biology Teacher. They were lobbying for education to prevent a syndrome they termed “plant blindness,” an inability to recognize plants and their importance. People have a tendency—validated in studies of school children—to rank animals first in importance. Plants are easier to ignore than animals. Members of the plant kingdom probably won’t eat us, in contrast to “lions and tigers and bears.” Plants stay put.

Imagine that you get a car as a birthday present, with the key in the ignition, but you have never heard of cars before and have absolutely no information about how they work. Being an inquisitive person, you get inside and start messing with the various buttons, knobs and levers. Eventually, you figure out how to use it and get quite good at driving. But unbeknownst to you, somebody has removed the letter R by the gearshift and messed with the transmission so that you need to apply a crazy amount of force to shift into Reverse. This means that unless someone tells you, you’ll probably never figure out that the car can drive backwards as well. If asked to describe how the car worked, you’d incorrectly assert that, without exception, as long as the engine is running, the harder you push on the accelerator pedal, the faster the car moves forward. If in a parallel universe, the car had instead required huge force to shift into forward drive mode, you’d have concluded that this strange machine worked differently and only moved backwards. Our Universe is very much like this car. As illustrated in Figure 6.6, it has a bunch of “knobs” that control how it works: the laws according to which things move when you do various things to them and so forth—what we’re told in school are the laws of physics, including so-called constants of nature. Each setting of the knobs corresponds to one of the phases of space, so if there are 500 knobs with 10 possible settings each, there are 10500 different phases. When I was in high school, I was incorrectly taught that these laws and constants were always valid, and never changed either from place to place or from time to time. Why this mistake? Because an enormous amount of energy—much more than we have at our disposal—is required to change the settings of these knobs, just as the gearshift on that car, so we didn’t realize that the settings could be changed. Nor that there even were any settings to change: unlike gearshifts, nature’s knobs are well hidden. They come in the form of so-called high-mass fields and other obscure entities, and huge energy is required not only to alter them, but even to detect that they exist in the first place.

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