Virtual School Quotes

Many of our elected officials have virtually handed the keys to our schools over to corporate interests. Presidential commissions on education are commonly chaired by the executives of large companies.

Earth" is an acronym, which stands for Educational Avatar Reality Training Habitat. A clever, albeit nerdy, description of our intention for the virtual school yard we created for our children.

Two decades of virtually uninterrupted fighting had made even the most dignified structures appear drunken, wounded, or lost. The entire city seemed to affirm the notion that warfare is a disease.

Knowledge is just a commodity. It is acquired in order to be resold. All those who have grown out of going to school have to do their learning virtually in secret, for anyone who admits the he has still something to learn devalues himself as a man whose knowledge is inadequate.

It’s a paradox of modern times that the more we engage with social media in our virtual lives, the more antisocial we become in reality.

the time is ripe to step out from the Twittersphere and engage with people rather than their profiles. It seems ridiculous that so many of us are happy to engage in virtual conversations with strangers, yet remain silent in a group of real people. What

I had always thought that I was fine with being alone. Halfway through high school, I moved from Brazil to America, and it took me forever to make friends. I had culture shock of virtually every kind, besides which I was awkward, geeky, and shy. So I ate alone, telling myself that it was fine while I watched other people have normal conversations with their friends.

The dedication had been anticipated nationwide. Francis J. Bellamy, an editor of Youth’s Companion, thought it would be a fine thing if on that day all the schoolchildren of America, in unison, offered something to their nation. He composed a pledge that the Bureau of Education mailed to virtually every school. As originally worded, it began, “I pledge allegiance to my Flag and to the Republic for which it stands …

What this means is that it is entirely possible these days for someone to have been raised in a religion and to have taken philosophy courses in college but still to be lacking a philosophy of life. (Indeed, this is the situation in which most of my students find themselves.) What, then, should those seeking a philosophy of life do? Perhaps their best option is to create for themselves a virtual school of philosophy by reading the works of the philosophers who ran the ancient schools. This, at any rate, is what, in the following pages, I will be encouraging readers to do. I

Take a little thought experiment. Imagine all the rampage school shooters in Littleton, Colorado; Pearl, Mississippi; Paducah, Kentucky; Springfield, Oregon; and Jonesboro, Arkansas; now imagine they were black girls from poor families who lived instead in Chicago, New Haven, Newark, Philadelphia, or Providence. Can you picture the national debate, the headlines, the hand-wringing? There is no doubt we’d be having a national debate about inner-city poor black girls. The entire focus would be on race, class, and gender. The media would doubtless invent a new term for their behavior, as with wilding two decades ago. We’d hear about the culture of poverty, about how living in the city breeds crime and violence. We’d hear some pundits proclaim some putative natural tendency among blacks toward violence. Someone would likely even blame feminism for causing girls to become violent in a vain imitation of boys. Yet the obvious fact that virtually all the rampage school shooters were middle-class white boys barely broke a ripple in the torrent of public discussion. This uniformity cut across all other differences among the shooters: some came from intact families, others from single-parent homes; some boys had acted violently in the past, and others were quiet and unassuming; some boys also expressed rage at their parents (two killed their parents the same morning), and others seemed to live in happy families.

I flunked out of mime school. I could never hear what the instructor was saying!!!

Most peasants did not miss the school. "What's the point?" they would say. "You pay fees and read for years, and in the end you are still a peasant, earning your food with your sweat. You don't get a grain of rice more for being able to read books. Why waste time and money? Might as well start earning your work points right away." The virtual absence of any chance of a better future and the near total immobility for anyone born a peasant took the incentive out of the pursuit of knowledge. Children of school age would stay at home to help their families with their work or look after younger brothers and sisters. They would be out in the fields when they were barely in their teens. As for girls, the peasants considered it a complete waste of time for them to go to school. "They get married and belong to other people. It's like pouring water on the ground." The Cultural Revolution was trumpeted as having brought education to the peasants through 'evening classes." One day my production team announced it was starting evening classes and asked Nana and me to be the teachers. I was delighted. However, as soon as the first 'class' began, I realized that this was no education. The classes invariably started with Nana and me being asked by the production team leader to read out articles by Mao or other items from the People's Daily. Then he would make an hour-long speech consisting of all the latest political jargon strung together in undigested and largely unintelligible hunks. Now and then he would give special orders, all solemnly delivered in the name of Mao.

Part of the major problem attending schizophrenia is what it is defined to be, that is, abnormal, rather than an altered state of consciousness that has a specific ecological function for the species. In the West such states are labeled as an illness and are almost always medicated. Most psychoactive drug use is proscribed for exactly the same reason . . . You must not extend perception further than the society wants it to go There are very few people in the West (and virtually none who are clinically schooled) who understand how to train someone in the use of that enhanced perception. Once such gating dynamics are labeled abnormal, accepted to be neuropathological, there is generally no alternative (in that system) except pharmaceutical suppression.

Welcome back, Ben,” Erica said. I started in surprise before realizing the voice was coming from inside my head. Alexander had slipped a two-way radio into my ear. There were lots of people out and about. The enemy had taken my cell phone, but I put my hand to my ear and pretended to be talking on one anyhow. No one gave me a second glance. Virtually everyone else was on a cell phone themselves. “Can you hear me?” I asked. “Loud and clear,” Erica replied. “Where are you?” “Still on campus, looking into things. But I need you to tail someone for me.” “Chip?” “No. I think he’s clean.” “What? But—” “I’ll explain later. Right now I need you to go after Tina. She’s the mole . . . and she’s on the move.

Very few people at Yale Law School are like me. They may look like me, but for all of the Ivy League’s obsession with diversity, virtually everyone—black, white, Jewish, Muslim, whatever—comes from intact families who never worry about money.

Francis J. Bellamy, an editor of Youth’s Companion, thought it would be a fine thing if on that day all the schoolchildren of America, in unison, offered something to their nation. He composed a pledge that the Bureau of Education mailed to virtually every school. As originally worded, it began, “I pledge allegiance to my Flag and to the Republic for which it stands …” A

look at the last column, which totals up all the summer gains from first grade to fifth grade. The reading scores of the poor kids go up by .26 points. When it comes to reading skills, poor kids learn nothing when school is not in session. The reading scores of the rich kids, by contrast, go up by a whopping 52.49 points. Virtually

I was also one of those people who hadn’t caught up with the latest social networking site. Maura belonged to most of them. She passed most evenings befriending men who had tried to date-rape her in high school, but I was still stuck in the last virtual community, a sad place to be, like Europe, say, during the Black Death. Whenever I cruised this site, with its favorites lists and its paeans to somebody’s cousin’s gas station art gallery, I could not help but think of medieval corpses in the spring-thaw mud, buboes sprouted in every armpit and anus, black bile curling out of frozen mouths. Those of us still cursed with life wandered the blasted dales of this stricken network, wept and moaned and flogged ourselves with frayed AC adaptors, called out for God to strike us dead, or else let us find somebody who liked similar bands.

Owing to the shape of a bell curve, the education system is geared to the mean. Unfortunately, that kind of education is virtually calculated to bore and alienate gifted minds. But instead of making exceptions where it would do the most good, the educational bureaucracy often prefers not to be bothered. In my case, for example, much of the schooling to which I was subjected was probably worse than nothing. It consisted not of real education, but of repetition and oppressive socialization (entirely superfluous given the dose of oppression I was getting away from school). Had I been left alone, preferably with access to a good library and a minimal amount of high-quality instruction, I would at least have been free to learn without useless distractions and gratuitous indoctrination. But alas, no such luck. Let’s try to break the problem down a bit. The education system […] is committed to a warm and fuzzy but scientifically counterfactual form of egalitarianism which attributes all intellectual differences to environmental factors rather than biology, implying that the so-called 'gifted' are just pampered brats who, unless their parents can afford private schooling, should atone for their undeserved good fortune by staying behind and enriching the classroom environments of less privileged students. This approach may appear admirable, but its effects on our educational and intellectual standards, and all that depends on them, have already proven to be overwhelmingly negative. This clearly betrays an ulterior motive, suggesting that it has more to do with social engineering than education. There is an obvious difference between saying that poor students have all of the human dignity and basic rights of better students, and saying that there are no inherent educationally and socially relevant differences among students. The first statement makes sense, while the second does not. The gifted population accounts for a very large part of the world’s intellectual resources. As such, they can obviously be put to better use than smoothing the ruffled feathers of average or below-average students and their parents by decorating classroom environments which prevent the gifted from learning at their natural pace. The higher we go on the scale of intellectual brilliance – and we’re not necessarily talking just about IQ – the less support is offered by the education system, yet the more likely are conceptual syntheses and grand intellectual achievements of the kind seldom produced by any group of markedly less intelligent people. In some cases, the education system is discouraging or blocking such achievements, and thus cheating humanity of their benefits.

When an inner-city child is stuck in a school that doesn’t educate him, that is a tragedy. But the problem isn’t that other children get a better education—it’s that the government has created an educational system that often doesn’t educate, and that makes it virtually impossible for anyone but the affluent to seek out alternatives. Of

Virtually all of the advantage that wealthy students have over poor students is the result of differences in the way privileged kids learn while they are not in school.

American feminism is currently dominated by a group of wome n wh o seek to persuad e the public that American wome n are not the free creatures we thin k w e are. Th e leaders an d theorists of the women's movemen t believe that ou r society is best described as a patriarchy, a "male hegemony," a "sex/gender system" in whic h the dominan t gender works to keep wome n cowering an d submissive. The feminists wh o hold this divisive view of ou r social an d political reality believe we are in a gender war, an d they are eager to disseminate stories of atrocity that are designed to alert wome n to their plight. Th e "gender feminists" (as I shall call them) believe that all ou r institutions, from the state to the family to the grade schools, perpetuate male dominance . Believing that wome n are virtually under siege, gende r feminists naturally seek recruits to their side of the gender war. They seek support . They seek vindication. They seek ammunition.

Music has been a part of the cultural expression of virtually every culture ever studied. It may even extend into prehistoric times. A 35,000-year-old flute made from bird bone has been discovered,

Our work and educational institutions reinforce this preference for later over now throughout our lives. In school we focus on the ends — passing the semester, making the grade, or otherwise getting it all behind us — rather than the present-moment experience of actually learning. As employees, we want the work to be over as soon as it begins. Work culture is driven by quotas, billable hours, budgets, and Gantt charts — bottom lines of any sort. The value is always somewhere ahead of you, rather than here right now, in the room with you. We’re perpetually looking ahead to a payday or a weekend or some other kind of finish line. Virtually every day of our lives, we’re trained to lean towards something we don’t have, which essentially trains us to be dissatisfied with where we already are.

While the United States of America is indeed an imperfect human-founded country with a bloody history, virtually every major empirical claim made by contemporary race activists is just factually false.

And that is the problem: academic intelligence offers virtually no preparation for the turmoil—or opportunity—life’s vicissitudes bring. Yet even though a high IQ is no guarantee of prosperity, prestige, or happiness in life, our schools and our culture fixate on academic abilities, ignoring emotional intelligence, a set of traits—some might call it character—that also matters immensely for our personal destiny.

As computers replace textbooks, students will become more computer literate and more book illiterate. They'll be exploring virtual worlds, watching dancing triangles, downloading the latest web sites. But they won't be reading books.

The only thing the young should be taught is that there is virtually nothing to be hoped for from life. One dreams of a Catalogue of Disappointments which would include all the disillusionments reserved for each and every one of us to be posted in the schools.

Everybody had one thing in common: we were all taught to hate Israel and the Jews. In the universal hatred that was preached against Jews, virtually no distinction was made between the Jewish religion and the Israeli state. In my Christian private school, we studied only the New Testament.

We began before words, and we will end beyond them. It sometimes seems to me that our days are poisoned with too many words. Words said and not meant. Words said ‘and’ meant. Words divorced from feeling. Wounding words. Words that conceal. Words that reduce. Dead words. If only words were a kind of fluid that collects in the ears, if only they turned into the visible chemical equivalent of their true value, an acid, or something curative – then we might be more careful. Words do collect in us anyway. They collect in the blood, in the soul, and either transform or poison people’s lives. Bitter or thoughtless words poured into the ears of the young have blighted many lives in advance. We all know people whose unhappy lives twist on a set of words uttered to them on a certain unforgotten day at school, in childhood, or at university. We seem to think that words aren’t things. A bump on the head may pass away, but a cutting remark grows with the mind. But then it is possible that we know all too well the awesome power of words – which is why we use them with such deadly and accurate cruelty. We are all wounded inside one way or other. We all carry unhappiness within us for some reason or other. Which is why we need a little gentleness and healing from one another. Healing in words, and healing beyond words. Like gestures. Warm gestures. Like friendship, which will always be a mystery. Like a smile, which someone described as the shortest distance between two people. Yes, the highest things are beyond words. That is probably why all art aspires to the condition of wordlessness. When literature works on you, it does so in silence, in your dreams, in your wordless moments. Good words enter you and become moods, become the quiet fabric of your being. Like music, like painting, literature too wants to transcend its primary condition and become something higher. Art wants to move into silence, into the emotional and spiritual conditions of the world. Statues become melodies, melodies become yearnings, yearnings become actions. When things fall into words they usually descend. Words have an earthly gravity. But the best things in us are those that escape the gravity of our deaths. Art wants to pass into life, to lift it; art wants to enchant, to transform, to make life more meaningful or bearable in its own small and mysterious way. The greatest art was probably born from a profound and terrible silence – a silence out of which the greatest enigmas of our life cry: Why are we here? What is the point of it all? How can we know peace and live in joy? Why be born in order to die? Why this difficult one-way journey between the two mysteries? Out of the wonder and agony of being come these cries and questions and the endless stream of words with which to order human life and quieten the human heart in the midst of our living and our distress. The ages have been inundated with vast oceans of words. We have been virtually drowned in them. Words pour at us from every angle and corner. They have not brought understanding, or peace, or healing, or a sense of self-mastery, nor has the ocean of words given us the feeling that, at least in terms of tranquility, the human spirit is getting better. At best our cry for meaning, for serenity, is answered by a greater silence, the silence that makes us seek higher reconciliation. I think we need more of the wordless in our lives. We need more stillness, more of a sense of wonder, a feeling for the mystery of life. We need more love, more silence, more deep listening, more deep giving.

Your mom bought them for me,” I retorted without breaking my stride. “Tell her I said thanks, the next time you stop at home to breast-feed and pick up your allowance.” Childish, I know. But virtual or not, this was still high school—the more childish an insult, the more effective it was. My jab elicited laughter from a few of his friends and the other students standing nearby. Todd13 scowled and his face actually turned red—a sign that he hadn’t bothered to turn off his account’s real-time emotion feature, which made your avatar mirror your facial expressions and body language. He was about to reply, but I muted him first, so I didn’t hear what he said.

The older Kit gets, the less confident he feels judging other people as spouses or parents. These days, driving past the home of the Naked Hemp Society, he finds himself more curious than contemptuous about their easily ridiculed New Age ways. Why shouldn't they nurse their babies till age four? Why shouldn't they want to keep their children away from factory-farmed meats, from clothing soaked in fire-retardant chemicals, from dull-witted burned-out public school teachers whose tenure is all too easily approved? Why not frolic naked in the sprinkler---under the full moon, perhaps? Why not turn one's family into a small nurturing country protected by a virtual moat?

At its height, whole cities in the United States were virtually shut down, as areas where human beings congregated were closed to prevent people from transmitting the illness.* People stayed home from school and work rather than risk exposure, and the gears of society in some places seemed imperiled by the justifiable fear of getting sick.

Today, the term “education” has become almost meaningless. People speak of a “high school education.” They assume any college will automatically “provide an education.” Virtually any sort of instruction is assumed to have “educational value.” But education is more than the learning of skills or the acquisition of facts. It includes acquiring a broad understanding of one’s culture, its development and the principles upon which it is founded. Education develops the ability to put immediate situations into a larger context built of history, philosophy, and an understanding of the nature of man. Inherent in education is the ability to think logically, to approach problem solving methodically, but without a predetermined set of solutions.

that we would receive the overwhelming message that the vast majority of adults feel they have no talent in these areas. On the other hand, if we were to conduct the same poll among 4-year-olds, we would find that virtually all of them are convinced they can sing, and virtually all of them have confidence in their ability to dance. Most of the 4-year-olds have little or no real talent, but, instead, they are endowed with incredible confidence in their own potential. This confidence, or certainty of success, is something we were all born with but we later traded in for a strong dose of what we call realism. Shortly after we reach school age, we are taught lessons about the world that revolve around us, limiting our vision and becoming realistic.

Virtually every inner city of size in America—New York City, Detroit, Chicago, Baltimore, St. Louis, Cincinnati, Milwaukee, Newark, Atlanta—is 100 percent controlled by the Democrat Party and has been for fifty to a hundred years.5 These cities account for the majority of the homicides and robberies in America, for the lion’s share of urban poverty, welfare dependency, and drug addiction, and for a majority of the failed schools where, year in and year out, 40 percent of the students don’t graduate, and 40 percent of those who do are functionally illiterate. No reforms to remedy this unconscionable situation are possible, moreover, thanks to the iron grip of Democrat teacher unions who run the schools to benefit the adults in the system rather than their student charges.

Maybe you’ve noticed what I’ve noticed, and thought it strange, or dismissed it as youthful foolishness or that you were missing some critical piece of information that would reveal itself with age and wisdom – that is: every single teacher believes feverishly in the importance of the content of their class, and furthermore, believes that their assessment of you in their class is a direct measure of your capacity for future success, while simultaneously not having a clue as to the content of virtually any other discipline in the school. They will boldly state things like, That’s math, I’m an English teacher or That’s literature, I’m a biology teacher, practically admitting out loud that nothing learned in school is important (except, of course, the course they are teaching).

In Anton Chekhov’s play the Three Sisters, sister Masha refuses ‘to live and not know why the cranes fly, why children are born, why the stars are in the sky. Either you know and you’re alive or it’s all nonsense, all dust in the wind.’ Why? Why? The striving to know is what frees us from the bonds of self, said Einstein. It’s the striving to know, rather than our knowledge-which is always tentative and partial- that is important. Instead of putting computers in our elementary schools, we should take the children out into nature, away from those virtual worlds in which they spend unconscionable hours, and let them see an eclipsed Moon rising in the east, a pink pearl. Let them stand in a morning dawn and watch a slip of a comet fling its trail around the Sun…Let the children know. Let them know that nothing, nothing will find in the virtual world of e-games, television, or the Internet matters half as much as a glitter of strs on an inky sky, drawing our attention into the incomprehensible mystery of why the universe is here at all, and why we are here to observe it. The winter Milky Way rises in the east, one trillion individually invisible points of light, one trillion revelations of the Ultimate Mystery, conferring on the watcher a dignity, a blessedness, that confounds the dull humdrum of the commonplace and opens a window to infinity.

Susan’s and Jennifer’s job searches are likely made harder by the color of their skin. In the early 2000s, researchers in Chicago and Boston mailed out fake résumés to hundreds of employers, varying only the names of the applicants, but choosing names that would be seen as identifiably black or white. Strikingly, “Emily” and “Brendan” were 50 percent more likely to get called for an interview than “Lakisha” and “Jamal.” A few years later, a researcher at the University of Wisconsin conducted a similar study in Milwaukee, but with a unique twist. She recruited two black and two white actors (college students, posing as high school graduates) who were as similar as possible in every way. She sent these “job applicants” out in pairs, with virtually identical fake résumés, to apply for entry-level jobs. Her twist was to instruct one of the white and one of the black applicants to tell employers that they had a felony conviction and had just been released from prison the month before. Even the researcher was surprised by what she found: the white applicant with a felony conviction was more likely to get a positive response from a prospective employer than the black applicant with no criminal record. When the study was replicated in New York City a few years later, she and her colleagues saw similar results for Latino applicants relative to whites.

There is a crucially important difference about playing the game of investing compared to virtually any other activity. Most of us have no chance of being as good as the average in any pursuit where others practice and hone skills for many, many hours. But we can be as good as the average investor in the stock market with no practice at all. Jeremy Siegel, Professor of Finance, Wharton School, University of Pennsylvania, and author of Stocks for the Long Run

The same principle held in black universities, where students demanded more and more black teachers. White professors who had virtually dedicated their lives and their academic careers as historians, anthropologists, sociologists, to the problems of racism and its cures, thinking they did this for the good of the oppressed victims of racism (and often suffering social and academic insults as a result), were asked to leave schools in favor of black teachers. Some of them turned very bitter.

For example, I can be seen as qualified to lead a major or minor organization in this country with no understanding whatsoever of the perspectives or experiences of people of color, few if any relationships with people of color, and virtually no ability to engage critically with the topic of race. I can get through graduate school without ever discussing racism. I can graduate from law school without ever discussing racism. I can get through a teacher-education program without ever discussing racism.

For centuries after obtaining power during the reign of Constantine, Christians went on a censorship rampage that led to the virtual illiteracy of the ancient Western world and ensured that their secret would be hidden from the masses. The scholars of other schools/sects evidently did not easily give up their arguments against the historicizing of a very ancient mythological creature. We have lost the exact arguments of these learned dissenters because Christians destroyed any traces of their works. Nonetheless, the Christians preserved the contentions of their detractors through their own refutations. For example, early Church Father Tertullian (c. 160-220 CE), an 'ex-Pagan' and a presbyter at Carthage, ironically admitted the true origins of the Christ story and other such myths by stating in refutation of his critics, 'You say we worship the sun; so do you. Interestingly, a previously strident believer and defender of the faith, Tertullian later renounced orthodox Christianity after becoming a Montanist.

It was the virtually angelic faces of the white children, all of them dressed in their Sunday clothes, as they posed, grinning and smiling, in a semicircle around Rubin Stacy’s dangling corpse. In that horrid indifference to human suffering lay the legacy of yet another generation of white children, who, in turn, would without conscience prolong the agony of an entire other race. “I could see my dead body lying in some place where they let white kids out of Sunday School to come and look at me, and rejoice,” Marshall said of the dream.

What I hadn't expected was to be blindsided by a history lesson that betrayed every hard-won experience I'd had as a player and now a coach at the same school I'd attended. . . Whoever was responsible for sending a championship team into virtual obscurity was either a serious egomaniac or just plain mean. It stung. After all, wasn't the story told at today's funeral the stuff of legacies? Of school lore passed on to the next class, and the next, building institutional pride as well as magical identities that made every kid in the state want to play there?

But that was where his excitement began to melt into cold anxiety. His dad had been the Gryffindor Seeker, the youngest one in Hogwarts history. The best he, James, could hope for was to match that record. That’s what everyone would expect of him, the first-born son of the famous hero. He remembered the story, told to him dozens of times (although never by his own dad) of how the young Harry Potter had won his first Golden Snitch by virtually jumping off his broom, catching the golden ball in his mouth and nearly swallowing it. The tellers of the tale would always laugh uproariously, delightedly, and if Dad was there, he’d smile sheepishly as they clapped him on the back. When James was four, he found that famed Snitch in a shoe box in the bottom of the dining room hutch. His mum told him it’d been a gift to Dad from the old school headmaster. The tiny wings no longer worked, and the golden ball had a thin coat of dust and tarnish on it, but James was mesmerized by it. It was the first Snitch he had ever seen close up. It seemed both smaller and larger than he’d imagined, and the weight of it in his small hand was surprising. This is the famous Snitch, James thought reverently, the one from the story, the one caught by my dad. He asked his dad if he could keep it, stored in the shoebox when he wasn’t playing with it, in his room. His dad agreed easily, happily, and James moved the shoebox from the bottom of the hutch to a spot under the head of his bed, next to his toy broom. He pretended the dark corner under his headboard was his Quidditch locker. He spent many an hour pretending to zoom and bank over the Quidditch green, chasing the fabled Snitch, in the end, always catching it in a fantastic diving crash, jumping up, producing his dad’s tarnished Snitch for the approval of roaring imaginary crowds.

This, since junior school, had been virtually my only experience of women—as fantasy figures. Reading about women in fantasy novels had set me an even more unrealistic point of view. The Lord of the Rings doesn't help, with its sexless visions of elf maidens who may as well be speaking paintings, and neither does other fantasy literature, where women seem to exist solely to be rescued or slept with. The men they want are sorcerer-kings, doomed warriors or deadly assassins. I think the idea that women might fancy good-looking, well-adjusted men who are nice to them is too much for the average fantasy-head to bear.

Yes, our social and economic circumstances shape decisions we make about all sorts of things in life, including sex. Sometimes they rob us of the power to make any decisions at all. But of all human activity, sex is among the least likely to fit neatly into the blueprint of rational decision making favoured by economists. To quote my friend Claire in Istanbul, sex is about 'conquest, fantasy, projection, infatuation, mood, anger, vanity, love, pissing off your parents, the risk of getting caught, the pleasure of cuddling afterwards, the thrill of having a secret, feeling desirable, feeling like a man, feeling like a woman, bragging to your mates the next day, getting to see what someone looks like naked and a million-and-one-other-things.' When sex isn't fun, it is often lucrative, or part of a bargain which gives you access to something you want or need. If HIV is spread by 'poverty and gender equality', how come countries that have plenty of both, such as Bangladesh, have virtually no HIV? How come South Africa and Botswana, which have the highest female literacy and per capita incomes in Africa, are awash with HIV, while countries that score low on both - such as Guinea, Somalia, Mali, and Sierra Leone - have epidemics that are negligible by comparison? How come in country after country across Africa itself, from Cameroon to Uganda to Zimbabwe and in a dozen other countries as well, HIV is lowest in the poorest households, and highest in the richest households? And how is it that in many countries, more educated women are more likely to be infested with HIV than women with no schooling? For all its cultural and political overtones, HIV is an infectious disease. Forgive me for thinking like an epidemiologist, but it seems to me that if we want to explain why there is more of it in one place than another, we should go back and take a look at the way it is spread.

I know that gen Z has it tough—they’re losing their proms and graduations to the quarantine, they’re on deck to bear the full brunt of climate catastrophe, and they’re inheriting a carcass of a society that’s been fattened up and picked clean by the billionaire class, leaving them with virtually no shot at a life without crushing financial and existential anxiety, let alone any fantasy of retiring from their thankless toil or leaving anything of value to their own children. That’s bad. BUT, counterpoint! Millennials have to deal with a bunch of that same stuff, kind of, PLUS we had to be teenagers when American Pie came out!... American Pie absolutely captivated a generation because my generation is tacky as hell. “I have a hot girlfriend but she doesn’t want to have sex” was an entire genre of movies in the ’90s. In the ’90s, people loved it when things were “raunchy” (ew!). Every guy at my high school wanted to be Stifler! Can you imagine what that kind of an environment does to a person? To be of the demographic that has a Ron Burgundy quote for every occasion, without the understanding that Ron Burgundy is a satire? This is why we have Jenny McCarthy, I’m pretty sure, and, by extension, the great whooping cough revival of 2014. Thanks a lot, jocks!

To say that Madison Grant’s The Passing of the Great Race had influenced Adolf Hitler’s Mein Kampf would be an understatement; in some sections, Hitler had virtually plagiarized Grant’s book. For example, in The Passing of the Great Race, Grant wrote, “It has taken us fifty years to learn that speaking English, wearing good clothes and going to school and to church does not transform a Negro into a white man.” In Mein Kampf, Hitler wrote, “But it is a scarcely conceivable fallacy of thought to believe that a Negro or a Chinese, let us say, will turn into a German because he learns German and is willing to speak the German language.

Since we do not know how the job market would look in 2030 or 2040, already today we have no idea what to teach our kids. Most of what they currently learn at school will probably be irrelevant by the time they are forty. Traditionally, life has been divided into two main parts: a period of learning followed by a period of working. Very soon this traditional model will become utterly obsolete, and the only way for humans to stay in the game will be to keep learning throughout their lives, and to reinvent themselves repeatedly. Many if not most humans may be unable to do so. The coming technological bonanza will probably make it feasible to feed and support these useless masses even without any effort from their side. But what will keep them occupied and content? People must do something, or they go crazy. What will they do all day? One answer might be drugs and computer games. Unnecessary people might spend increasing amounts of time within 3D virtual-reality worlds that would provide them with far more excitement and emotional engagement than the drab reality outside. Yet such a development would deal a mortal blow to the liberal belief in the sacredness of human life and of human experiences. What’s so sacred about useless bums who pass their days devouring artificial experiences in La La Land?

Part of the problem lies in that we usually begin from the wrong starting point. Virtually all the debate over the discipleship of young people begins with the assumption that church structures and programs such as the nursery, children’s church, Sunday school, and youth group are foundational discipleship tools, and whatever happens must take place within that framework. But what if those things didn’t exist? What if there were no nurseries, or youth groups, or Sunday schools? How, then, would we propose a plan for one generation to “tell to the coming generation the glorious deeds of the LORD, and his might, and the wonders that he has done” (Ps. 78:4)?

We had dinner with the high school friend once. Maddie invited her over for pizza and wine and the conversation wound its way to a point where our guest felt comfortable asking whether I agreed religion stymies intellectual curiosity. On the contrary, I said. I consider seeking knowledge a religious obligation. After all, the first word received in the Quran is: Read! And the third line is: Read, because your Lord has taught you the pen; he taught mankind what mankind did not yet know. But religion, our guest insisted with impressive confidence, allows you to ask only so many questions before you get to: Just because. You have to have faith. Well, I said. Your problem with religion is virtually every faithless person’s problem with religion: that it offers irreducible answers. But some questions in the end simply aren’t empirically verifiable. Find me the empirical evidence as to whether you should derail the train and kill all three hundred passengers if it would mean saving the life of the one person tied to the tracks. Or: Is it true because I see it, or do I see it because it’s true? The whole point of faith is that irreducible answers don’t bother the faithful. The faithful take comfort and even pride in the knowledge that they have the strength to make the irreducible answers sincerely their own, as difficult as that is to do. Everyone—irreligious people included—relies on irreducible answers every day. All religion really does is to be honest about this, by giving the reliance a specific name: faith.

It might be useful here to say a word about Beckett, as a link between the two stages, and as illustrating the shift towards schism. He wrote for transition, an apocalyptic magazine (renovation out of decadence, a Joachite indication in the title), and has often shown a flair for apocalyptic variations, the funniest of which is the frustrated millennialism of the Lynch family in Watt, and the most telling, perhaps, the conclusion of Comment c'est. He is the perverse theologian of a world which has suffered a Fall, experienced an Incarnation which changes all relations of past, present, and future, but which will not be redeemed. Time is an endless transition from one condition of misery to another, 'a passion without form or stations,' to be ended by no parousia. It is a world crying out for forms and stations, and for apocalypse; all it gets is vain temporality, mad, multiform antithetical influx. It would be wrong to think that the negatives of Beckett are a denial of the paradigm in favour of reality in all its poverty. In Proust, whom Beckett so admires, the order, the forms of the passion, all derive from the last book; they are positive. In Beckett, the signs of order and form are more or less continuously presented, but always with a sign of cancellation; they are resources not to be believed in, cheques which will bounce. Order, the Christian paradigm, he suggests, is no longer usable except as an irony; that is why the Rooneys collapse in laughter when they read on the Wayside Pulpit that the Lord will uphold all that fall. But of course it is this order, however ironized, this continuously transmitted idea of order, that makes Beckett's point, and provides his books with the structural and linguistic features which enable us to make sense of them. In his progress he has presumed upon our familiarity with his habits of language and structure to make the relation between the occulted forms and the narrative surface more and more tenuous; in Comment c'est he mimes a virtually schismatic breakdown of this relation, and of his language. This is perfectly possible to reach a point along this line where nothing whatever is communicated, but of course Beckett has not reached it by a long way; and whatever preserves intelligibility is what prevents schism. This is, I think, a point to be remembered whenever one considers extremely novel, avant-garde writing. Schism is meaningless without reference to some prior condition; the absolutely New is simply unintelligible, even as novelty. It may, of course, be asked: unintelligible to whom? --the inference being that a minority public, perhaps very small--members of a circle in a square world--do understand the terms in which the new thing speaks. And certainly the minority public is a recognized feature of modern literature, and certainly conditions are such that there may be many small minorities instead of one large one; and certainly this is in itself schismatic. The history of European literature, from the time the imagination's Latin first made an accommodation with the lingua franca, is in part the history of the education of a public--cultivated but not necessarily learned, as Auerbach says, made up of what he calls la cour et la ville. That this public should break up into specialized schools, and their language grow scholastic, would only be surprising if one thought that the existence of excellent mechanical means of communication implied excellent communications, and we know it does not, McLuhan's 'the medium is the message' notwithstanding. But it is still true that novelty of itself implies the existence of what is not novel, a past. The smaller the circle, and the more ambitious its schemes of renovation, the less useful, on the whole, its past will be. And the shorter. I will return to these points in a moment.

Some historical revisionists have also attempted to diminish the role of God and religion in our nation’s past. A careful examination of the records, however, makes it quite clear that religion was a very important factor in the development of our nation. In 1831 when Alexis de Tocqueville came to America to try to unravel the secrets to the success of a fledgling nation that was already competing with the powers of Europe on virtually every level, he discovered that we had a fantastic public educational system that rendered anyone who had finished the second grade completely literate. He was more astonished to discover that the Bible was an important tool used to teach moral principles in our public schools. No particular religious denomination was revered, but rather commonly accepted biblical truths became the backbone of our social structure.

In any case, it is not as if the ‘light’ inspection is in any sense preferable for staff than the heavy one. The inspectors are in the college for the same amount of time as they were under the old system. The fact that there are fewer of them does nothing to alleviate the stress of the inspection, which has far more to do with the extra bureaucratic window-dressing one has to do in anticipation of a possible observation than it has to do with any actual observation itself. The inspection, that is to say, corresponds precisely to Foucault’s account of the virtual nature of surveillance in Discipline And Punish. Foucault famously observes there that there is no need for the place of surveillance to actually be occupied. The effect of not knowing whether you will be observed or not produces an introjection of the surveillance apparatus. You constantly act as if you are always about to be observed. Yet, in the case of school and university inspections, what you will be graded on is not primarily your abilities as a teacher so much as your diligence as a bureaucrat. There are other bizarre effects. Since OFSTED is now observing the college’s self-assessment systems, there is an implicit incentive for the college to grade itself and its teaching lower than it actually deserves. The result is a kind of postmodern capitalist version of Maoist confessionalism, in which workers are required to engage in constant symbolic self-denigration. At one point, when our line manager was extolling the virtues of the new, light inspection system, he told us that the problem with our departmental log-books was that they were not sufficiently self-critical. But don’t worry, he urged, any self-criticisms we make are purely symbolic, and will never be acted upon; as if performing self-flagellation as part of a purely formal exercise in cynical bureaucratic compliance were any less demoralizing.

The California Board of Education provides, through its virtual libraries, a book intended for kindergarten teachers to read to their students: Who Are You? The Kid’s Guide to Gender Identity by Brook Pessin-Whedbee.19 The author begins with a familiar origin story: “Babies can’t talk, so grown-ups make a guess by looking at their bodies. This is the sex assigned to you at birth, male or female.”20 This author runs the gamut of typical kindergarten gender identity instruction. Who Are You? offers kids a smorgasbord of gender options. (“These are just a few words people use: trans, genderqueer, non-binary, gender fluid, transgender, gender neutral, agender, neutrois, bigender, third gender, two-spirit….”) The way baby boomers once learned to rattle off state capitals, elementary school kids are now taught today’s gender taxonomy often enough to have committed it to memory. And while gender ideologues insist they are merely presenting an objective ontology, it is hard to miss that they seem to hope kids will pick a fun, “gender-creative”21 option for themselves.

There were six thousand violent incidents reported by the New York City school board in 1993 compared with one single violent incident in 1961. The number of serious assaults among Canadian youth have climbed fivefold in the last fifty years, while in the United States, it's up sevenfold. The increasing abuse of parents by their children was the subject of the recent Cottrell report to Health Canada. In one survey, four out of five teachers reported having been attacked by students, if not physically then by intimidating threats and verbal assaults. When the definition of aggression is expanded to include self-attack, the suicide statistics become very disturbing. Attempts with fatal outcomes have tripled among children in the past fifty years. Suicides among ten- to fourteen-year-olds have been increasing at the fastest rate. Many adults today are hesitant to confront groups of youths they do not know, for fear of being attacked. Such apprehension was virtually unknown a generation or two ago. Those of us who have been around for a while can sense the difference a few decades have made.

suggest funding college, or at least the first step of college, with an Educational Savings Account (ESA), funded in a growth-stock mutual fund. The Educational Savings Account, nicknamed the Education IRA, grows tax-free when used for higher education. If you invest $2,000 a year from birth to age eighteen in prepaid tuition, that would purchase about $72,000 in tuition, but through an ESA in mutual funds averaging 12 percent, you would have $126,000 tax-free. The ESA currently allows you to invest $2,000 per year, per child, if your household income is under $220,000 per year. If you start investing early, your child can go to virtually any college if you save $166.67 per month ($2,000/year). For most of you, Baby Step Five is handled if you start an ESA fully funded and your child is under eight. If your children are older, or you have aspirations of expensive schools, graduate school, or PhD programs that you pay for, you will have to save more than the ESA will allow. I would still start with the ESA if the income limits don’t keep you out. Start with the ESA because you can invest it anywhere, in any fund or any mix of funds, and change it at will. It is the most flexible, and you have the most control.

It was also a lot easier for online teachers to hold their students’ attention, because here in the OASIS, the classrooms were like holodecks. Teachers could take their students on a virtual field trip every day, without ever leaving the school grounds. During our World History lesson that morning, Mr. Avenovich loaded up a stand-alone simulation so that our class could witness the discovery of King Tut’s tomb by archaeologists in Egypt in AD 1922. (The day before, we’d visited the same spot in 1334 BC and had seen Tutankhamun’s empire in all its glory.) In my next class, Biology, we traveled through a human heart and watched it pumping from the inside, just like in that old movie Fantastic Voyage. In Art class we toured the Louvre while all of our avatars wore silly berets. In my Astronomy class we visited each of Jupiter’s moons. We stood on the volcanic surface of Io while our teacher explained how the moon had originally formed. As our teacher spoke to us, Jupiter loomed behind her, filling half the sky, its Great Red Spot churning slowly just over her left shoulder. Then she snapped her fingers and we were standing on Europa, discussing the possibility of extraterrestrial life beneath the moon’s icy crust.

Suddenly a violent noise leaped at them from no source that he could identify. He gasped in terror at what sounded like a man trying to gargle while fighting off a pack of wolves. “Shush!” said Ford. “Listen, it might be important.” “Im … important?” “It’s the Vogon captain making an announcement on the tannoy.” “You mean that’s how the Vogons talk?” “Listen!” “But I can’t speak Vogon!” “You don’t need to. Just put this fish in your ear.” Ford, with a lightning movement, clapped his hand to Arthur’s ear, and he had the sudden sickening sensation of the fish slithering deep into his aural tract. Gasping with horror he scrabbled at his ear for a second or so, but then slowly turned goggle-eyed with wonder. He was experiencing the aural equivalent of looking at a picture of two black silhouetted faces and suddenly seeing it as a picture of a white candlestick. Or of looking at a lot of colored dots on a piece of paper which suddenly resolve themselves into the figure six and mean that your optician is going to charge you a lot of money for a new pair of glasses. He was still listening to the howling gargles, he knew that, only now it had somehow taken on the semblance of perfectly straightforward English. This is what he heard … * Ford Prefect’s original name is only pronounceable in an obscure Betel-geusian dialect, now virtually extinct since the Great Collapsing Hrung Disaster of Gal./Sid./Year 03758 which wiped out all the old Praxibetel communities on Betelgeuse Seven. Ford’s father was the only man on the entire planet to survive the Great Collapsing Hrung Disaster, by an extraordinary coincidence that he was never able satisfactorily to explain. The whole episode is shrouded in deep mystery: in fact no one ever knew what a Hrung was nor why it had chosen to collapse on Betelgeuse Seven particularly. Ford’s father, magnanimously waving aside the clouds of suspicion that had inevitably settled around him, came to live on Betelgeuse Five, where he both fathered and uncled Ford; in memory of his now dead race he christened him in the ancient Praxibetel tongue. Because Ford never learned to say his original name, his father eventually died of shame, which is still a terminal disease in some parts of the Galaxy. The other kids at school nicknamed him Ix, which in the language of Betelgeuse Five translates as “boy who is not able satisfactorily to explain what a Hrung is, nor why it should choose to collapse on Betelgeuse Seven.

In this march through a virtual lifetime, we’ve visited school and college, the courts and the workplace, even the voting booth. Along the way, we’ve witnessed the destruction caused by WMDs. Promising efficiency and fairness, they distort higher education, drive up debt, spur mass incarceration, pummel the poor at nearly every juncture, and undermine democracy. It might seem like the logical response is to disarm these weapons, one by one. The problem is that they’re feeding on each other. Poor people are more likely to have bad credit and live in high-crime neighborhoods, surrounded by other poor people. Once the dark universe of WMDs digests that data, it showers them with predatory ads for subprime loans or for-profit schools. It sends more police to arrest them, and when they’re convicted it sentences them to longer terms. This data feeds into other WMDs, which score the same people as high risks or easy targets and proceed to block them from jobs, while jacking up their rates for mortgages, car loans, and every kind of insurance imaginable. This drives their credit rating down further, creating nothing less than a death spiral of modeling. Being poor in a world of WMDs is getting more and more dangerous and expensive.

In The Lucifer Effect, Philip Zimbardo, citing decades of research, details all of the ways that ordinary, average individuals—whether they be soldiers in Guatemala, doctors in Nazi Germany, Hutus in Rwanda—can be stripped of their values, their morality, their souls. After elaborating on the variables that contribute to this process—isolation, drug use, denying people identities—he declares that the most important variable, far and away more important than the others, is the fear of being excluded from the in-group. Manipulating this fear, he asserts, is the most effective way people are transformed from ordinary human beings into human beings capable of evil. We tend to associate the desire for acceptance by the in-group with high school, but according to Zimbardo, this need does not stop at adolescence but continues through adulthood. He cites people’s willingness to suffer painful and or humiliating initiation rites in return for acceptance in fraternities, cults, social clubs, or the military. When the desire to be included is coupled with the terror of being excluded, Zimbardo writes that it can cripple initiative, negate personal autonomy, and lead people to do virtually anything to avoid rejection. “Authorities can command total obedience not through punishment or rewards but by means of the double-edged weapon: the lure of acceptance coupled with the threat of rejection.

In the absence of expert [senior military] advice, we have seen each successive administration fail in the business of strategy - yielding a United States twice as rich as the Soviet Union but much less strong. Only the manner of the failure has changed. In the 1960s, under Robert S. McNamara, we witnessed the wholesale substitution of civilian mathematical analysis for military expertise. The new breed of the "systems analysts" introduced new standards of intellectual discipline and greatly improved bookkeeping methods, but also a trained incapacity to understand the most important aspects of military power, which happens to be nonmeasurable. Because morale is nonmeasurable it was ignored, in large and small ways, with disastrous effects. We have seen how the pursuit of business-type efficiency in the placement of each soldier destroys the cohesion that makes fighting units effective; we may recall how the Pueblo was left virtually disarmed when it encountered the North Koreans (strong armament was judged as not "cost effective" for ships of that kind). Because tactics, the operational art of war, and strategy itself are not reducible to precise numbers, money was allocated to forces and single weapons according to "firepower" scores, computer simulations, and mathematical studies - all of which maximize efficiency - but often at the expense of combat effectiveness. An even greater defect of the McNamara approach to military decisions was its businesslike "linear" logic, which is right for commerce or engineering but almost always fails in the realm of strategy. Because its essence is the clash of antagonistic and outmaneuvering wills, strategy usually proceeds by paradox rather than conventional "linear" logic. That much is clear even from the most shopworn of Latin tags: si vis pacem, para bellum (if you want peace, prepare for war), whose business equivalent would be orders of "if you want sales, add to your purchasing staff," or some other, equally absurd advice. Where paradox rules, straightforward linear logic is self-defeating, sometimes quite literally. Let a general choose the best path for his advance, the shortest and best-roaded, and it then becomes the worst path of all paths, because the enemy will await him there in greatest strength... Linear logic is all very well in commerce and engineering, where there is lively opposition, to be sure, but no open-ended scope for maneuver; a competitor beaten in the marketplace will not bomb our factory instead, and the river duly bridged will not deliberately carve out a new course. But such reactions are merely normal in strategy. Military men are not trained in paradoxical thinking, but they do no have to be. Unlike the business-school expert, who searches for optimal solutions in the abstract and then presents them will all the authority of charts and computer printouts, even the most ordinary military mind can recall the existence of a maneuvering antagonists now and then, and will therefore seek robust solutions rather than "best" solutions - those, in other words, which are not optimal but can remain adequate even when the enemy reacts to outmaneuver the first approach.

Neuroimaging studies show the PFC reining in more emotional brain regions in the name of doing (or thinking) the right thing. Stick a volunteer in a brain scanner and flash up pictures of faces. And in a depressing, well-replicated finding, flash up the face of someone of another race and in about 75 percent of subjects, there is activation of the amygdala, the brain region central to fear, anxiety, and aggression.[*] In under a tenth of a second.[*] And then the PFC does the harder thing. In most of those subjects, a few seconds after the amygdala activates, the PFC kicks in, turning off the amygdala. It’s a delayed frontocortical voice—“Don’t think that way. That’s not who I am.” And who are the folks in which the PFC doesn’t muzzle the amygdala? People whose racism is avowedly, unapologetically explicit—“That is who I am.”[13] In another experimental paradigm, a subject in a brain scanner plays an online game with two other people—each is represented by a symbol on the screen, forming a triangle. They toss a virtual ball around—the subject presses one of two buttons, determining which of the two symbols the ball is tossed to; the other two toss it to each other, toss it back to the subject. This goes on for a while, everyone having a fine time, and then, oh no, the other two people stop tossing the ball to the subject. It’s the middle-school nightmare: “They know I’m a dork.” The amygdala rapidly activates, along with the insular cortex, a region associated with disgust and distress. And then, after a delay, the PFC inhibits these other regions—“Get this in perspective; this is just a stupid game.” In a subset of individuals, however, the PFC doesn’t activate as much, and the amygdala and insular cortex just keep going, as the subject feels more subjective distress. Who are these impaired individuals? Teenagers—the PFC isn’t up to the task yet of dismissing social ostracism as meaningless. There you have it.[*]

The genius of the current caste system, and what most distinguishes it from its predecessors, is that it appears voluntary. People choose to commit crimes, and that’s why they are locked up or locked out, we are told. This feature makes the politics of responsibility particularly tempting, as it appears the system can be avoided with good behavior. But herein lies the trap. All people make mistakes. All of us are sinners. All of us are criminals. All of us violate the law at some point in our lives. In fact, if the worst thing you have ever done is speed ten miles over the speed limit on the freeway, you have put yourself and others at more risk of harm than someone smoking marijuana in the privacy of his or her living room. Yet there are people in the United States serving life sentences for first-time drug offenses, something virtually unheard of anywhere else in the world. The notion that a vast gulf exists between “criminals” and those of us who have never served time in prison is a fiction created by the racial ideology that birthed mass incarceration, namely that there is something fundamentally wrong and morally inferior about “them.” The reality, though, is that all of us have done wrong. As noted earlier, studies suggest that most Americans violate drug laws in their lifetime. Indeed, most of us break the law not once but repeatedly throughout our lives. Yet only some of us will be arrested, charged, convicted of a crime, branded a criminal or felon, and ushered into a permanent undercaste. Who becomes a social pariah and excommunicated from civil society and who trots off to college bears scant relationship to the morality of crimes committed. Who is more blameworthy: the young black kid who hustles on the street corner, selling weed to help his momma pay the rent? Or the college kid who deals drugs out of his dorm room so that he’ll have cash to finance his spring break? Who should we fear? The kid in the ’hood who joined a gang and now carries a gun for security, because his neighborhood is frightening and unsafe? Or the suburban high school student who has a drinking problem but keeps getting behind the wheel? Our racially biased system of mass incarceration exploits the fact that all people break the law and make mistakes at various points in their lives and with varying degrees of justification. Screwing up—failing to live by one’s highest ideals and values—is part of what makes us human.

Though it’s best not to be born a chicken at all, it is especially bad luck to be born a cockerel. From the perspective of the poultry farmer, male chickens are useless. They can’t lay eggs, their meat is stringy, and they’re ornery to the hens that do all the hard work of putting food on our tables. Commercial hatcheries tend to treat male chicks like fabric cutoffs or scrap metal: the wasteful but necessary by-product of an industrial process. The sooner they can be disposed of—often they’re ground into animal feed—the better. But a costly problem has vexed egg farmers for millennia: It’s virtually impossible to tell the difference between male and female chickens until they’re four to six weeks old, when they begin to grow distinctive feathers and secondary sex characteristics like the rooster’s comb. Until then, they’re all just indistinguishable fluff balls that have to be housed and fed—at considerable expense. Somehow it took until the 1920s before anyone figured out a solution to this costly dilemma. The momentous discovery was made by a group of Japanese veterinary scientists, who realized that just inside the chick’s rear end there is a constellation of folds, marks, spots, and bumps that to the untrained eye appear arbitrary, but when properly read, can divulge the sex of a day-old bird. When this discovery was unveiled at the 1927 World Poultry Congress in Ottawa, it revolutionized the global hatchery industry and eventually lowered the price of eggs worldwide. The professional chicken sexer, equipped with a skill that took years to master, became one of the most valuable workers in agriculture. The best of the best were graduates of the two-year Zen-Nippon Chick Sexing School, whose standards were so rigorous that only 5 to 10 percent of students received accreditation. But those who did graduate earned as much as five hundred dollars a day and were shuttled around the world from hatchery to hatchery like top-flight business consultants. A diaspora of Japanese chicken sexers spilled across the globe. Chicken sexing is a delicate art, requiring Zen-like concentration and a brain surgeon’s dexterity. The bird is cradled in the left hand and given a gentle squeeze that causes it to evacuate its intestines (too tight and the intestines will turn inside out, killing the bird and rendering its gender irrelevant). With his thumb and forefinger, the sexer flips the bird over and parts a small flap on its hindquarters to expose the cloaca, a tiny vent where both the genitals and anus are situated, and peers deep inside. To do this properly, his fingernails have to be precisely trimmed. In the simple cases—the ones that the sexer can actually explain—he’s looking for a barely perceptible protuberance called the “bead,” about the size of a pinhead. If the bead is convex, the bird is a boy, and gets thrown to the left; concave or flat and it’s a girl, sent down a chute to the right.

VIRTUALITY ACTUALITY Classrooms in schools will give way to classes in rooms at home Kamil Ali

History seemed to repeat itself. Just as the white elite had successfully driven a wedge between poor whites and blacks following Bacon's Rebellion by creating the institution of black slavery, another racial caste system was emerging nearly two centuries later, in part due to efforts by white elites to decimate a multiracial alliance of poor people. By the turn of the twentieth century, every state in the South had laws on the books that disenfranchised blacks and discriminated against them in virtually every sphere of life, lending sanction to a racial ostracism that extended to schools, churches, housing, jobs, restrooms, hotels, restaurants, hospitals, orphanages, prisons, funeral homes, morgues, and cemeteries. Politicians competed with each other by proposing and passing ever more stringent, oppressive, and downright ridiculous legislation (such as laws specifically prohibiting blacks and whites from playing chess together). The public symbols and constant reminders of black subjugation were supported by whites across the political spectrum, though the plight of poor whites remained largely unchanged. For them, the racial bribe was primarily psychological.

Virtually all constitutional protected civil liberties have been undermined by the drug war. The Court has been busy in recent years approving mandatory drug testing of employees students, upholding random searches and sweeps of public schools and students permitting police to obtain search warrants based on anonymous informant's tip, expanding the government's wiretapping authority, legislating then use of paid, unidentified indpformants by police and prosecutors, approving them use of helicopter surveillance of homes without warrant, and allowing the forfeiture of cash, homes, and other property based on unproven allegations of illegal activity.

In both Europe and the United States, that debate is currently polarized between a right that seeks to cut off immigration altogether and would like to send current immigrants back to their countries of origin and a left that asserts a virtually unlimited obligation on the part of liberal democracies to accept migrants. The real focus should instead be on strategies for better assimilating immigrants to a country’s creedal identity. Well-assimilated immigrants bring a healthy diversity to any society, and the benefits of immigration can be fully realized. Poorly assimilated immigrants are a drag on the state and in some cases constitute dangerous security threats. Europeans pay lip service to the need for better assimilation, but fail to follow through with an effective set of policies. The reform agenda here is highly varied since individual European countries approach the problem very differently. Many countries have in place policies that actively impede integration, such as the Dutch system of pillarization. Britain and a number of other European countries provide public funding for Muslim schools, just as they support Christian and Jewish schools.

The streets are crowded with young people in elaborate getups—giant lace skirts, elaborate umbrellas, ten-inch-tall boots, eyelashes that seem miles long, face masks that glow in the dark. Some of them have their Warcross level floating over their heads, along with hearts and stars and trophies. Others have virtual pets trotting alongside them, bright purple virtual dogs or sparkling silver virtual tigers. Still others wear all kinds of avatar items, virtual cat ears or antlers on their heads, enormous angel wings on their backs, hair and eyes in every color. “Since it is officially game season now,” Jiro explains, “you will see this quite often.” He nods toward a person on the street with Level 80 and 3,410,383 over her head, smiling as several people give her high fives and congratulate her on her high rank. A virtual pet falcon swoops in circles around her head, its tail blazing with fire. “Here, almost everything you do will earn you points toward your level in the Link. Going to school. Going to work. Cooking dinner. And so on. Your level can earn you rewards in the real world,

Books expose children to more facts and to a broader vocabulary than virtually any other activity, and persuasive data indicate that people who read for pleasure enjoy cognitive benefits throughout their lifetime

The bookcase held only books and CDs that he loved, and a shelf, now virtually empty, held a pottery ornament my younger sister had made in high school and figurines of a jazz band that he had bought by mail order.

Virtually all observers agree that it is a terrible disadvantage for a child to come into the world without a father. Fatherless children are much more likely than those from two-parent homes to be poor, fail in school, commit crime, and, in turn, have fatherless children.

The urge to be sick rose again, but this time I swallowed it down. Chained. Confined. Kept like an animal in a cage. I’d studied psychology at school; I knew what that did to a child. I knew about the wolf children and the girl raised in a chicken coop. They were feral and traumatised, virtually unable to function, and certainly unable to integrate into society.

After the Second World War, during a period of rapid growth of American universities, academic philosophy in the United States was completely transformed (except for a few pockets of resistance). Virtually every major “respectable” graduate department reshaped itself in the new spirit of tough-minded linguistic analytic philosophy. Philosophers now prided themselves on having made the “linguistic turn.”17 The American pragmatists were marginalized, relegated to the dustbin of history. To the extent that the classical pragmatists were studied, it was primarily by American intellectual historians – not by philosophers. Even though philosophers occasionally paid lip service to the pragmatism, there was a prevailing sense that there really wasn’t much that a “serious” philosophy student could learn from the pragmatists. From that time until today, many philosophy students at our most prestigious graduate schools do not even bother to read the works of the classical pragmatists.

In addition, this closed-mindedness in science spreads across entire systems. The American Cancer SOCiety was not the only health institution that worked to make life difficult for the AICR. The National Cancer Institute public information office, Harvard Medical School and a few other universities with medical schools were highly skeptical of the AICR and, in some cases, outright hostile. The hostility of medical schools first surprised me, but when the American Cancer Society, a very traditional medical institution, also joined the fray, it became obvious that there really was a "Medical Establishment." The behemoth did not take kindly to the idea of a serious connection between diet and cancer or, for that matter, virtually any other disease. Big Medicine in America is in the business of treating disease with drugs and surgery after symptoms appear. This means that you might have turned on the TV to see that the American Cancer Society gives almost no credence to the idea that diet is linked to cancer, and then opened the paper to see that the American Institute for Cancer Research says what you eat impacts your risk of getting cancer. Who do you trust?

When evaluating a new client for degree of independence, I consider four factors: 1. Emotional issues: Does the person have good resources within himself or herself for coping independently with emotional issues that come up, or does he or she turn to parents not only for advice, but for cues as to how to react to the event in question? 2. Financial issues: Does the adult child earn an adequate living on his or her own, or does he or she rely heavily on parental input for things such as job contacts, supplemental funds, or housing? 3. Practical issues/interactive situations: Can the person manage day-to-day living, finances, nutrition, exercise, and housekeeping? 4. Career/Education issues: Does the person have a rewarding job or career that is commensurate with his or her abilities and offers the potential for further success? Is the person willing to learn new things to increase his or her productivity or compensation? These are the basic skills of living, many of which are addressed in the social ability questionnaire. Just as there are levels of social functioning, so too there are levels of independent functioning. All three of the following levels describe an adult with some degree of dependency problems. A healthy adult is someone who is independent financially, is able to manage practical and interactive issues, and who stays in touch with family but does not rely almost solely on family for emotional support. Level 1—Low Functioning Emotional issues: Lives at home with parent(s) or away from home in a fully structured or supervised environment. Financial issues: Contributes virtually nothing financially to the running of the household. Practical issues: Chooses clothes to wear that day, but does not manage own wardrobe (i.e., laundry, shopping, etc.). Relies on family members to buy food and prepare meals. Does few household chores, if any. May try a few tasks when asked, but seldom follows through until the job is finished. Career/education issues: Is not table to keep a job, and therefore does not earn an independent living. Extremely resistant to learning new skills or changing responsibilities. Level 2: Moderately functioning Emotional issues: Lives either at home or nearby and calls home every day. Relies on parents to discuss all details of daily life, from what happened at work or school that day to what to wear the next day. Will call home for advice rather than trying to figure something out for him- or herself. Financial issues: May rely on parents for supplemental income—parents may supply car, apartment, etc. May be employed by parents at an inflated salary for a job with very few responsibilities. May be irresponsible about paying bills. Practical issues: Is able to make daily decisions about clothing, but may rely on parents when shopping for clothing and other items. Neglects household responsibilities such as laundry, cleaning and meal planning. Career/education issues: Has a job, but is unable to cope with much on-the-job stress; job is therefore only minimally challenging, or a major source of anxiety—discussed in detail with Mom and Dad. Level 3: Functioning Emotional issues: Lives away from home. Calls home a few times a week, relies on family for emotional support and most socializing. Few friends. Practical issues: Handles all aspects of daily household management independently. Financial issues: Is financially independent, pays bills on time. Career/education issues: Has achieved some moderate success at work. Is willing to seek new information, even to take an occasional class to improve skills.

Few figures represent the foreign, particularly German influence on Progressivism better than [President Woodrow] Wilson himself. Wilson's faith that society could be bent to the will of social planners was formed at Johns Hopkins, the first American university to be founded on the German model. Virtually all of Wilson's professors had studied in Germany--as had almost every one of the school's fifty-three faculty members.

virtually all students would benefit from the kinds of meaning-making, problem-solving, logical-thinking and transfer-of-learning curriculum and instruction usually reserved for advanced learners.

He’d been dreaming about Mrs. Armbruster’s class, fifth grade at Oliver North Elementary. They were about to be let out because LearningNet said there was too much Kansas City flu around to keep the kids in Virginia and Tennessee in school that week. They were all wearing these molded white paper masks the nurses had left on their seats that morning. Mrs. Armbruster had just explained the meaning of the word pandemic.

Wikipedia: Pygmalion effect The Pygmalion effect, or Rosenthal effect, is a psychological phenomenon in which high expectations lead to improved performance in a given area. … … According to the Pygmalion effect, the targets of the expectations internalize their positive labels, and those with positive labels succeed accordingly; a similar process works in the opposite direction in the case of low expectations. The idea behind the Pygmalion effect is that increasing the leader's expectation of the follower's performance will result in better follower performance. … The educational psychologist Robert L. Thorndike described the poor quality of the Pygmalion study. The problem with the study was that the instrument used to assess the children's IQ scores was seriously flawed. The average reasoning IQ score for the children in one regular class was in the mentally disabled range, a highly unlikely outcome in a regular class in a garden variety school. In the end, Thorndike concluded that the Pygmalion findings were worthless. It is more likely that the rise in IQ scores from the mentally disabled range was the result of regression toward the mean, not teacher expectations. Moreover, a meta-analysis conducted by Raudenbush showed that when teachers had gotten to know their students for two weeks, the effect of a prior expectancy induction was reduced to virtually zero.

Lucy is still baffled by English schools. In France the teachers want nothing to do with the parents; they’d rather children didn’t actually have any parents, she’d sometimes thought. Here the parents virtually live at the school: reading sessions in the classroom, special assemblies for parents to attend, cake sales every five minutes it sometimes seems.

The biggest danger during the Phoney War was not bombs but the un- intended consequences of the blackout, particularly during the long win- ter nights, when it became dark well before the time that many people had begun to return home from work. Streetlights were extinguished and cars were only allowed to use their sidelights, a recipe for motor accidents. Even though there were many fewer cars being driven, the number of road deaths increased by about a third from a year earlier, to four thousand. December 1940 was particularly dangerous in London, where pedestrian deaths in- creased eightfold compared with earlier years. There were more and more children back in London, even though many schools remained closed; by late spring 1940, virtually all of those who had evacuated in September had returned. People who still brought their gas masks with them to work could become objects of scorn and ridicule when spotted on the streets by bored, less than well-behaved children (Price 2000, 17; Ziegler 1995, 56–68, 102).

In Middletown, 20 percent of the public high school’s entering freshmen won’t make it to graduation. Most won’t graduate from college. Virtually no one will go to college out of state.

Nearly every southern state, including Alabama, had completed the total disenfranchisement of African Americans by 1901. Virtually no blacks served on state juries. No blacks in the South were permitted to hold meaningful state or local political offices. There were virtually no black sheriffs, constables, or police officers. Blacks had been wholly shunted into their own inferior railroad cars, restrooms, restaurants, neighborhoods, and schools. All

It was pretty clear that there was some mysterious force at work, and I had just tapped into it for the first time. I had always thought that when you need a job, you look online for job postings. And then you submit a dozen résumés. And then you hope that someone calls you back. If you’re lucky, maybe a friend puts your résumé at the top of the pile. If you’re qualified for a very high-demand profession, like accounting, maybe the job search comes a bit easier. But the rules are basically the same. The problem is, virtually everyone who plays by those rules fails. That week of interviews showed me that successful people are playing an entirely different game. They don’t flood the job market with résumés, hoping that some employer will grace them with an interview. They network. They email a friend of a friend to make sure their name gets the look it deserves. They have their uncles call old college buddies. They have their school’s career service office set up interviews months in advance on their behalf. They have parents tell them how to dress, what to say, and whom to schmooze.

The rise of radical Islamism received a good deal of state help from Saudi Arabia, where the ruling family agreed to propagate Wahhabism as a means of propitiating the clerics, thus buying “their own political legitimacy at the cost of stability elsewhere.”65 Because funding of Wahhabist institutions comes from both Saudi government ministries and private charities, it is virtually impossible to estimate the total spending. One expert testified to Congress that the Saudis had spent roughly $70 billion on aid projects since the 1970s, and others report that they sponsored 1,500 mosques and 2,000 schools worldwide from Indonesia to France.66 These institutions often displace more moderate and worse-funded institutions promulgating moderate interpretations of Islam.67 Even if these numbers are incorrect, a fraction of the dollar figures still dwarfs what the United States has spent on public diplomacy in the Muslim world.

Your passions are what you care most deeply about, have the highest expectations for, have powerful and compelling feelings about, or that give your life meaning. They may include your job, team, company, family, sports, school, hobbies, communities, faith, travel, investing, gaming, gadgets, or virtually any other subject or activity. Perseverance is persistence in purpose, ideas, or tasks in the face of obstacles or discouragement. Passion (an attitude) and persistence (a behavior) usually go together. But

of writing instruction in both K–12 schools and colleges is a symptom of this cluelessness among professionals. We would not likely see such inconsistency, after all, if any one or two approaches to teaching writing had had any discernible success. To mention just a few examples of this inconsistency, some K–12 teachers (but not all) virtually equate good writing with correct grammar, but when and if those students get to college they are often told that grammar is overrated, if not completely unimportant. In some cases, students encounter these confusingly conflicting attitudes toward grammar side by side both in K–12 and college. In a similarly confusing way, “writing” in K–12 often means creative writing or personal narrative, but in college the term shifts without warning to mean rigorous exposition, analysis, and argument. This shift often comes as a surprise or shock to students—if they become aware of it at all—because neither K–12 schools nor colleges take responsibility for informing students about it, much less explaining and justifying it.

How Long Will It Take? You can’t blame people for wanting instant results. Time is money, and quickness, especially quick OODA loops, is good. But when it comes to adopting maneuver conflict / Boyd’s principles to your business, there is a lot to be learned and a lot to be done. Consider that: •   According to its principle creator, Taiichi Ohno, it took 28 years (1945-1973) to create and install the Toyota Production System, which is maneuver conflict applied to manufacturing. •   It takes roughly 15 years of experience—and recognition as a leader in one’s technical field—to qualify as a susha (development manager) for a new Toyota vehicle.150 •   Studies of people regarded as the top experts in a number of fields suggest that they practice about four hours a day, virtually every day, for 10 years before they achieve a recognized level of mastery.151 •   It takes a minimum of 8 years beyond a bachelor’s degree to train a surgeon (4 years medical school and 4 or more years of residency.) •   It takes four to six years on the average beyond a bachelor’s degree to complete a Ph.D. •   It takes three years or so to earn a black belt (first degree) in the martial arts and four to six years beyond that to earn third degree, assuming you are in good physical condition to begin with. •   It takes a bare minimum of five years military service to qualify for the Special Forces “Green Beret” (minimum rank of corporal / captain with airborne qualification, then a 1-2 year highly rigorous and selective training program.) •   It takes three years to achieve proficiency as a first level leader in an infantry unit—a squad leader.152 It is no less difficult to learn to fashion an elite, highly competitive company. Yet for some reason, otherwise intelligent people sometimes feel they should be able to attend a three-day seminar and return home experts in maneuver conflict as applied to business. An intensive orientation session may get you started, but successful leaders study their art for years—Patton, Rommel, and Grant were all known for the intensity with which they studied military history and current campaigns. Then-LTC David Hackworth had commanded 10 other units before taking over the 4th Battalion, 39th Infantry in Vietnam in 1969, as he described in Steel My Soldiers’ Hearts. You may also recall the scene in We Were Soldiers where LTC Hal Moore unloaded armfuls of strategy and history books as he was moving into his quarters at Ft. Benning. At that point, he had been in the Army 20 years and had commanded at every level from platoon to battalion.

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

We can raise the teaching profession by sharing what works, by taking the best of what we do and hanging it on the virtual wall.

To be useful, learning must have a worthy purpose and become a habit. A trip down this road starts with the questions “Why?” “How?” and “What?”—the major interrogatives in the English language. A wise person asks these questions virtually without thinking; a wise teacher guides his students to acquire the habit of asking them.

The Bradley Foundation virtually drove the early national “school choice” movement, waging an all-out assault on teachers’ unions and traditional public schools. In an effort to “wean” Americans from government, the foundation militated for parents to be able to use public funds to send their children to private and parochial schools. When

The Bradley Foundation virtually drove the early national “school choice” movement, waging an all-out assault on teachers’ unions and traditional public schools. In an effort to “wean” Americans from government, the foundation militated for parents to be able to use public funds to send their children to private and parochial schools.

How to locate find out on a Garmin GPS Device Complete Guideline How about receiving message or email on phone that your son/daughter has reached school safely when they actually do so? Don’t you will be relaxed and concentrate more on your work? If you your question how can I do this? Then the answer is with the help of Garmin GPS device. And if next question comes like this How to locate find out on a Garmin GPS Device? Then read complete information mention on page. What Is Garmin GPS Device? Garmin GPS is a device that works on the concept of Global Positioning System. With this device you will not only be able to locate your position, but also you will be able to locate position of person or thing easily. With Garmin there are multiple devices available that works fine to solve all your needs. Garmin GTU10, GPS locator works in same way. This devise is attached to stuff whose location need to be tracked. Person can monitor the activity of items in their smart phone or computer. Benefits of Garmin Locator • You can attach Garmin locator device in your kid bag and draw a virtual parameter of area which you want to track. Once your child reach within the area or out of that area, you will get notification on your phone via mess or email. • Similarly, the position of your pet, car, lovable things can also be tracked • Have you seen in movies how the heroes track location of villain by sending a framed victim with GPS to their location? I am pretty sure devices of Garmin are used there. • With the help of this device accidental bus, cars or any person’s location can be identified too. Check Out Details with Garmin Team So, if you are interested to know more about Garmin devices and How to locate find out on a Garmin GPS Device then give a call to Garmin tech support team. They will answer to all your concerns with perfection. Among all GPS devices Garmin GPS are best. One can trust on accuracy of data present. There are time comes when devices face some hiccups but not often. Also, for that Garmin customer care is there to help users. They can be reached via all communication method i.e. through call, email and online chat. The details for same are mention on web page.

In the short term, passive aggressive behaviors can be more convenient than confrontation and generally require less skill than assertiveness. They allow a person to exact revenge from behind the safety of plausible excuses ... So, what’s not to love? Truth be told, while momentarily satisfying or briefly convenient, in the long run, passive aggressive behavior is even more destructive to interpersonal relationships than aggression. Over time, virtually all relationships with a person who is passive aggressive become confusing, destructive, and dysfunctional.

Like many young doctors, I had received virtually no instruction in nutrition. Then, as now, medical schools focused almost exclusively on drugs and surgery, even though lifestyle causes most cases of heart disease and other chronic disabling conditions. In