I ran into a thought provoking commentary recently that might provide some insight for thought when one considers the problem of making New Year’s resolutions. My research failed to yield the name of an author of the piece.

 

TODAY

Author Unknown

There are two days in every week about which we should not worry.

Two days which should be kept free from fear, apprehension and doubt.

 

One of those days is yesterday with its mistakes and cares, its faults and blunders, its aches and pains.

Yesterday has passed forever beyond our control.

All the money in the world cannot bring back yesterday.

We cannot undo a single thing we did.

We cannot erase a single world we said.

Yesterday is gone.

The other day we should not worry about is tomorrow with its adversities, its burdens, its large promise and poor performance.

Tomorrow is also beyond our immediate control.

Tomorrow’s sun will rise, either in splendor or behind a mask of clouds, but it will rise.

Until it does, we have no stake in tomorrow for it is yet to be born.

 

This leaves only one day. Today.

Any person can fight the battles of just one day.

It is when you and I add the burdens of those two awful eternities, Yesterday and Tomorrow that we break down.

 

It is not the difficulties of Today that drive us mad.

But remorse and bitterness over something which happened Yesterday and the fear of what Tomorrow may bring.

 

Look well, therefore, to this day.

For it is life.

 

The general gist of that observation is hardly new. Omar Khayyam [1048-1131], in his epic Rubaiyat, put it more succinctly and more lyrically as translated into English by Edward Fitzgerald [1809-1833]. This is an excerpt:

 

The Moving Finger writes; and, having writ,
Moves on: nor all thy Piety nor Wit,
Shall lure it back to cancel half a Line,
Nor all thy Tears wash out a Word of it.

But helpless pieces in the game He plays,
Upon this checker-board of Nights and Days,
He hither and thither moves, and checks… and slays,
Then one by one, back in the Closet lays.

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I have been concerned about the health of the American health care “system” for several years. In late 2013, my interest was rekindled to a more intense degree when I learned—as did many other Americans—that my president had lied to me about his administration’s intentions; and working people around me became faced with an insurmountable and intolerable dilemma.

I have five friends–middle-aged independent practitioners of cardiology–whose business operates in the red despite them having a thriving clinical practice. I, like you, had to ask, how can that be? The answer is simple, and chilling. Nonhospital clinicians in subspecialties such as cardiology, neurosurgery, orthopedics, urology, etc. cannot collect enough on their billing to make ends meet. They are leaving private practice in droves. However, hospitals and other large health organizations can only hire so many physicians; and, because supply of physicians applying for those jobs outstrips the demand offered by the HMOs and hospitals is now quite low, the only alternative for my friends and doctors like them is to retire early and usually to get new jobs outside of medicine. That flies in the face of a critical shortage of doctors to serve our population and constitutes healthcare delivery nonsense.

Newly graduated physicians are in an even worse position. They have mountains of debt; and for many, decent jobs are not available. Many of them will never practice clinical medicine and even insurance companies and large corporations are overstaffed by overqualified medical personnel. The patients out there in the country are having real difficulty obtaining a doctor. Physicians’ assistants and nurse practitioners cannot absorb the whole load because–although they are fine people–their educations are limited; and crucial skills possessed by physicians are becoming less and less available.

            The PPACA [Patient Portability and Affordable Care Act of 2010, or “Obamacare”, as it is pejoratively known] has failed miserably to deliver on its promise. The concepts were excellent: patient centered health care delivery systems managed by a number of different accountable care organizations; payment based not on fee-for-service, but rather on evidence based performance and efficiency; bringing into the system the forty-sis million uninsured who were—and, unfortunately, still are–clogging our emergency rooms. This included a mandatory agreement by all Americans to have insurance and therefore to remove ‘free-riders’ from the equation which would go a long way to alleviate costs of our system. Better preventative care and better early care would prevent paying the huge costs of taking care of late stage problems, especially in chronic diseases. Better life-style decisions on the part of better educated patients would help to eradicate the health consequences of obesity, high blood pressure, diabetes, sedentary life styles and the like. More family practitioners and nurse practitioners and physicians would be available to take care of patients earlier and better to lessen the impetus to be treated by expensive specialists. Doctors, hospitals, insurance companies, drug manufacturers, and medical device companies would unite in their own best interests to improve the health of the nation and to reduce our skyrocketing costs. Waste, fraud, over usage, defensive medicine, and a host of other evils would be eliminated.

            However, the PPACA had three fatal flaws that doomed it from the beginning, and the rate of decline of our health care system has not improved, nor has its role as a driving force towards national bankruptcy been removed. At the get-go, the Affordable Care Act was guaranteed to fail because it was conceived in partisan politics and its qualities were determined by a win and lose Democrat versus Republican stand-off. Second, no viable provision was made to deal with medical malpractice; the American Trial Lawyers Association won that issue—a Democrat victory which resulted in the continuation of defensive medicine, waste, corruption, and over usage for self-protection of the doctors, nurses, and hospitals. The final major flaw–and one rife with secrets, lies, and corruption–was that the insurance companies were allowed, or, more accurately, they prevailed, because of their enormous financial power—to continue business as usual. The president promised, lied, and obfuscated. The insurance companies quietly dropped patients who were sick or old or poor—so much for the portability portion of the PPACA. The most egregious action by the insurance companies was to raise premiums as much as triple, and to decrease coverage by foisting incredibly high deductibles on the unsuspecting and struggling middle class. The most telling symptoms of the sickness of the PPACA is that unfortunate middle class citizens are electing to pay an unproductive fine–$695 a head–or as the Supreme Court termed it, a “tax”, rather than go broke trying to pay for their family’s insurance premiums, their tax credits notwithstanding. This is a pure lose-lose-lose arrangement, and it will be fatal for the nascent PPACA, the American middle class, and the American economy.

            The Republicans won that capitalist part of the political struggle; and between them, the two parties made great strides towards wrecking the middle class thereby reducing the nation’s tax revenues and its ability to pay on the principle of the national debt or even the interest. Ladies and gentlemen, we have been going around trying to milk a duck for years. It is time to quit, to remove decent medical care from the greed and politics of the capitalist market place, and to provide a simple, honest, efficient, evidence-based, single payer, health insurance system. We have never had a “system”. It is time, posthumous, that we did; and its form needs to be a National Health Care System. We need to stop the national angst over having a “socialized” medicine system like the rest of the civilized world, and get on with the solution instead of wallowing in the quick-sand of what passes for our present medical care delivery hodge-podge.

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I am often asked “Do you know of a publisher who would be interested in my book?” There’s no easy way to answer this question. You see, according to the PMA Newsletter, there are over 86,000 publishers in existence (http://parapub.com/statistics). It would be impossible to know what each one is looking for at any given time. However you do know that you’re not going to submit your manuscript or book proposal to 86,000 publishers. It would be a waste of your time and money. To improve your chances in the submission process, you have to do your homework. Here are a few tips so your research will be most effective:

Publishing Houses: Get the Facts

Can you submit your manuscript to more than one place at a time? Depends on where you’re sending it. Unfortunately, each publishing house has its own set of rules for reviewing a manuscript that will have multiple submissions. You have to find out what those rules are. You can check out the 2006 Writer’s Market, published by Writer’s Digest. It’s an excellent source for publisher’s guidelines. So is the website, Literary Marketplace.

While reviewing these resources you should also note what kind of material the company publishes and what kinds of manuscripts and proposals they would like to see. Another way to get more specific information on this topic is to go to your local bookstore and look at books similar to yours. Note the publisher as well as the agent and editor who handled the book (they’re usually mentioned in the acknowledgments). Granted, a publisher might turn your manuscript down if they feel they’ve “been there, done that”, but on the other hand if the company has had success with the subject matter they may be scouring the landscape to find more of the same!

Looking for an Agent

Your research may tell you that the publishers who seem right for you don’t accept unsolicited manuscripts. That means you’ll need an agent so you’ll have to start your submission process with literary agencies. If that’s the case, the 2006 Guide to Literary Agents is a great place to begin your search. Writer’s Digest publishes this hefty tome listing more than 600 non-fee charging agents.

All of the agents listed in the guide adhere to the ethical guides established by the Association of Author’s Representatives (AAR). Members of AAR are forbidden from charging fees. So in one book you get the security of knowing the agent you’re dealing with is on the level, plus you get a full understanding of what material the agent represents. That means you won’t be sending your manuscript out on a fruitless–and costly mission.

Manuscript Mechanics

Don’t get too caught up in the specifics of what your manuscript should look like. Your research will tell you if the agent or publisher wants your manuscript a certain way, but for the most part as long as it’s double-spaced and printed with a clear, easy-to-read 12-point font such as Courier or Arial you should be fine. Put your name, book title and page numbers on each page and–this is key–don’t staple anything. Leaving the pages loose make it easy for the recipient to make copies. This is necessary because usually more than one person will be reading your work.

One note: These days more and more agencies and publishing houses are accepting electronic submissions. Find out if this is the case for your targets. You can save yourself some money and a trip to the post office!

The Entrepreneurial Mindset

Banish all fear. I know that’s easier said than done, but look at it this way. If writing is something you really want to do, then manuscript submissions will become a regular part of your life. You don’t want to go through your days and nights in a constant state of submission angst! It makes me feel tired just to think of what that would be like!

Instead put yourself in the mindset of being a writer and a businessperson. Your writing is your product. You will put out the best product possible. Know that the bulk of your rejections will have nothing to do with the quality of your product so don’t take it personally. You move on to the next prospect with the same positive attitude that the next one may be the right one. Know that writing is part of your work. Being afraid isn’t.

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Would you like to create a magnetic home page, one that magnetizes your visitors? Webster’s Dictionary defines magnetic as ‘powerfully attractive.’ Best selling author and owner of the largest advertising agency in the 20s, Bruce Barton said, “The theme (any advertisement) ought to be based on two principles-first that a man is interested in himself, second, that he is interested in other people.”

What will make your home page interesting? Good design plays an important part in your site’s overall effectiveness. But it’s not the flash that will interest your audience. It’s not the jingles that will connect with your visitor. It’s the benefits – the ‘what’s in it for me’ list that create interest and even desire. Create a home page filled with benefits and it will pull your visitors in. What you say your product/service can do is much more attractive than a beautiful web page with weak copy.

Promote with benefits instead of your bio, your credentials and even the features of your product/service. Put them in their proper place on your site. But your audience will most want to know the value of your product to them.

You must answer questions like, “Will it solve my particular problem?” “What will I gain?” “What will I lose if I don’t use your service?” Some universal benefits answer the how tos: getting more passion, more energy, less fatigue, more money, good relationships, more time, less trouble, less stress, less drama and trauma. Here’s a quick tutorial on magnetizing your home page:

1. Develop a list of 10-20 benefits of each product and service. For example, a client of mine realized her audience didn’t just want to know how to get articles written, they wanted to know why should they write them?

So on the home page selling her article writing ebook, she started with a list of good reasons to write short articles to promote: For the serious marketer this ebook explains step by step how to promote your business, build a gigantic Opt-In List, increase your traffic, get qualified links, increase your page rank, grow your affiliate base, become a recognized expert, and collar more sales. Continue reading

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A Few Radical Proposals

 This final blog in the series on education will delve more into the educational curriculum as it is usually defined and perceived. The numbers will follow the ordinal sequence established in blogpost 5.

1.Mathematics is essential to competitiveness in our world. Math should be part of every student’s (boys and girls, math prodigies, and those who struggle) schedule every year. Tutors, extra work time, field trips to physics laboratories, astronomy labs, and engineering firms where mathematics rule the day should be incorporated regularly into the curriculum. Let those trips pass for the fun and entertainment that now so dominates schools.

  1. Science—real science—is about how the real world works and can be understood. There are not enough science teachers, and in many American schools, those teachers are faced with obstacles to their teaching by the theological and political debate about biological evolution which lurks in the background of every effort to devise science curricula. The conflict comes from the deeply held religious conviction that evolution conflicts with religious belief, and science in general is suspect because it exists on the tails of evolutionary subject matter. There is a serious need to separate teaching about science from teaching about religion everywhere in the United States public school system. There is a firm place for teaching evolution which is the best and most persevering theory that explains origins, diversity, change over time, and is one of the four pillars of biology. Students should be required to understand its fundamental concepts. There is no place in a public school science curriculum for ideological/religious doctrinal, and even fanciful Intelligent Design concepts. They are religion and should be taught in religion classes—hopefully outside schools—but not in biology, chemistry, genetics and physics labs, or classrooms.
  2. Teach philosophy, logic, statistics and other subjects that help our youth to have a foundation for critical thinking and reading. Prepare them to form their own opinions based on evidence rather than ideology (religious, partisan political, or from the latest cult or fad). Continue reading
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A Few Radical Proposals

So, let’s start with the most basic conclusion of the Center on Education Policy: Do away with all of the massive and ever-changing programs, incredible outpouring of local, state, and federal treasure, and get back to basics as put forth in the definition by Liem and McInerney given in the preceding blogpost.

  1. Great social changes must be made. An old-fashioned work ethic must be rekindled in our society so that parents and students, conservatives and liberals, all accept that getting an education is hard work. The Asians and Finns do it; we used to do it; and we must start getting our children away from their electronic toys and back to work. That will entail some gut-wrenching adaptations. Parents bear primary responsibility for their children’s behavior and their attitudes in general and particularly with regards education. It is up to parents to ensure that children attend school regularly, on time, and prepared to learn. Parents are responsible to see to it that their children are in good health, are well nourished, have good self-esteem, are safe, do their homework, and are encouraged to read and to learn from reading. Unfortunately, and importantly, all too many parents fail. That does not mean that the rest of us should just give up. We all need to contribute to a society that can help alleviate the failures of parenting and to help our schools–and ultimately our students–to improve. Continue reading
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A Few Radical Proposals

First, consider a succinctly defined goal: “In the field of education we define best practice in teaching and learning as innovative, creative, research-informed, and learner oriented instructional practices that evidently produce learners who are not only engaged and motivated in learning but also possess high level of physical and psychological well-being.” Education and Learning, International Best Practice, Vol. 8, in Research on Sociocultural Influences on Motivation and Learning, 2008, Edited by Arief Darmanegara Liem and Dennis M. McInerney.

The United States is nothing if not innovative and fond of change. The youth oriented counterculture, civil rights, social movements, civil disobedience, liberal, anti-establishment, “anything goes” and “all ideas are valid” era of the 1960’s to the 1970’s gave birth to a number of pedagogical fads including the open classrooms’ focus on students’ “learning by doing”. This idea resonated with those who believed that America’s formal, teacher-led classrooms were crushing students’ creativity and impairing their real educational needs.

Open classrooms came into vogue which contained no whole-class lessons, no standardized tests, no detailed curriculum, no tests, no walls, no seats, no desks, no grades, and no responsibilities. Many classrooms had planned settings where children came in contact with things, books, and one another at what were called “interest centers” and learned at their own pace or sometimes with the help of the teacher. Teachers were not even called teachers. They became coaches who structured the classroom and activities for individual students and small work groups. In the good classrooms, they helped students negotiate each of the reading, math, science, art, and other interest centers on the principle that children learn best when they are interested and see the importance of what they are doing and are unhampered by supervision. Classrooms were arranged as workshops. Continue reading

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A Few Radical Proposals

The test designers from Trends in International Mathematics and Science Study and the Progress in International Reading Literacy Study, included questionnaires for parents about preparation of their children for formal schooling. Ina V. S. Mullins, an executive director of the International Study Center, said that students whose parents reported singing or playing number games as well as reading aloud with their children early in life scored higher on their fourth-grade tests than those whose parents who did not report such activities. Similarly, students who had attended preschool performed better. –Motoko Rich, U.S. Students Still Lag Globally in Math and Science, Tests Show, New York Times, December 11, 2012.

Finland has a superlative education system and a nation of educated citizens which rivals the best of the best around the world. As a result, the small country can boast of a low poverty rate, a low crime rate, and a low unemployment rate. What makes Finland so successful?

Finland’s stellar performance has drawn the attention of education and government officials around the world. These experts have uncovered many attributes of the Finnish educational system that are distinctive and contribute to the success of Finnish students. Some of these features are:

“•     The Finnish school system uses the same curriculum for all students (which may be one reason why Finnish scores varied so little from school to school).

•     Students have light homework loads.
•     Finnish schools do not have classes for gifted students.
•     Finland uses very little standardized testing.
•     Children do not start school until age 7.

•     Finland has a comprehensive preschool program that emphasizes “self-reflection” and socializing, not academics.

•     Grades are not given until high school, and even then, class rankings are not compiled.
•     Teachers must have master’s degrees.

•   Becoming a teacher in Finland is highly competitive. Just 10% of Finnish college graduates are accepted into the teacher training program; as a result, teaching is a high-status profession. (Teacher salaries are similar to teacher salaries in the U.S., however. [But living expenses in Finland are lower.]) Continue reading

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A Few Radical Proposals

The Stark Evidence that there is a Problem

Americans boast of being a superpower. However, in comparison to other students around the globe, there is considerable room for improvement. The First Lady, Michelle Obama, described our educational failures as a threat to national security.

2007:

How do United States students compare to students in other countries?—in brief, in education we lag behind. In a 2007 comparison of academic performance in 57 countries, students in Finland came out on top overall. Finnish 15-year-olds did the best in science and came in second in math. Other top-performing countries included: Hong Kong, Canada, Taiwan, Estonia, Japan and Korea. How did the U.S. do? As much of a superpower and an educational mecca as we see ourselves, students in the United States performed barely in the middle of the pack. 16 industrialized countries scored above the U.S. in science, and 23 scored higher in math.
“These rankings are reasonably consistent across surveys within grade levels for the same subject…” Professor Erling E. Boe, University of Pennsylvania. And subsequent testing periods indicate that we are not making much improvement. Experts noted that the United States’ scores remained about the same in math between 2003 and 2006, the two most recent years the test was given. Meanwhile, many other nations, Estonia and Poland being two, improved their scores and moved past the U.S.

Researchers also made note of the fact that while the United States has one of the biggest gaps between high- and low-performing students in an industrialized nation, Finland has one of the smallest gaps. Students in Finland perform remarkably well, regardless of the school they attend, unlike the situation in America. Why Finland outperforms the U.S. so dramatically will be considered in the next blogspot where suggestions for improvement will be considered. Continue reading

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A Few Radical Proposals

The value of formal education for the citizens of the United States has been a matter of  serious concern since the founding of the Republic. While Thomas Jefferson was the American Minister to France following the Revolutionary War, he observed that ordinary French citizens were, as quoted by Dr. Diane Ravitch, “in the grip of ignorance, superstition, poverty, and oppression of mind and body in every form.” Dr. Ravitch went on to describe a letter Jefferson wrote to his friend George Wyeth in Williamsburg, Virginia. “He was delighted that the Virginia legislature had finally agreed to enact the statute for religious freedom that he had some seven years earlier. However, he wrote Wythe, the most important bill before the legislature, which still had not passed, was ‘for diffusion of knowledge among the people. No other sure foundation can be devised for the preservation of freedom, and happiness.’” Jefferson exhorted his friend to pursue a crusade against ignorance by passing a law that ensured education for the common people. -Dr. Diane Ravitch, The Troubled Crusade, American Education, 1945-1980, Basic Books, Inc., Publishers, New York, 1983]. “In 1875, Ulysses S. Grant, the second Republican president, called for a constitutional amendment that would mandate free public schools and prohibit the use of public money for sectarian schools.” -Jack Jennings, When Politics Comes First: The Reasons Republicans Shifted to Supporting Private Schools, Huffington Post Blog, September, 2012].

            Almost every president and congress, state governor, and state legislature, special interest groups, and scores of philanthropists, hedge fund, and other individual and corporate millionaires from that time to this have wrestled with the issues of what should be taught, how should it be taught, to whom it should be taught, and how to ensure and to measure the efficacy of educational programs. Some of the major, and incredibly generous philanthropies are: the Ford Foundation, the Carnegie Corporation Foundation, Bill and Melinda Gates Foundation, Walter H. Annenberg Challenge Grants, Lilly Endowment, David and Lucille Packard Foundation, W.K. Kellogg Foundation, Walton Family Foundation, Eli and Edythe Broad Foundation, Warren Buffett, Michael and Susan Dell Foundation. All are private foundations with a great deal of power and are not subjected to public oversight or parental, or voter accountability. It is important to note that—almost without exception—these powerful foundations promote alternatives to public education and oppose teacher and other public sector unions. Continue reading

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