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Over the past 10 years, more than 20,000 American children are believed to have been killed in their own homes by family members. That is nearly four times the number of US soldiers killed in Iraq and Afghanistan. The child maltreatment death rate in the US is triple Canada's and 11 times that of Italy. Millions of children are reported as abused and neglected every year. Why is that? ... In looking at key indicators of well-being, children from Texas are twice as likely to drop out of high school as children from Vermont. They are four times more likely to be uninsured, four times more likely to be incarcerated, and nearly twice as likely to die from abuse and neglect.

Official policy, not lack of educator imagination, not laziness, not union obstinacy, not anything else, is the main reason schools function very much as they did a century ago. Put the blame where it belongs. There are several reasons why most charters differ little or not at all from traditional public schools. Here are four:

Four decades ago the oriental white stork became extinct in Japan, the victim of rapid industrialisation and modern farm practices and heavy pesticide use that destroyed its habitat.

Slovenian philosopher Slavoj Zizek, akaThe Elvis of cultural theory, is given the floor to show of his polemic style and whirlwind-like performance. The Giant of Ljubljana is bombarded with clips of popular media images and quotes by modern-day thinkers revolving around four major issues: the economical crisis, environment, Afghanistan and the end of democracy. Zizek grabs the opportunity to ruthlessly criticize modern capitalism and to give his view on our common future. We communists are back! is the closing remark of Slavoj Zižeks provocative performance. Our current capitalist system, that everyone believed would be smoothly spread around the globe, is untenable. We find ourselves on the brink of big problems that call for big solutions. Whatever is left of the left, has been hedged in by western liberal democracy and seems to lack the energy to come up with radical solutions. Not Zižek. Interview: Chris Kijne Director: Marije Meerman Production: Mariska Schneider /Pepijn Boonstra Research: Marijntje Denters/Maren Merckx Commissioning editors: Henneke Hagen/Jos de Putter

In the spring of 2000, I began a three-year stint on Citigroup's corporate-derivatives team. I was just months past my twentieth birthday, with no work experience to speak of, in a world beyond my imagination. As my boss summed me up after a day of interviews, I was "fucking unpolished." The credit-derivatives group, then just three or four people I sat next to, soon spawned an ever-expanding team managing ever-more complex creations: credit-default swaps, collateralized debt obligations, and the myriad other structures built with black boxes and shrouded by acronyms. Meanwhile, my group continued to peddle mostly the forbears of these recent menaces, the more mundane interest-rate swaps and Treasury-rate locks. The newer derivatives, though hardly identical to their predecessors, nonetheless evolved in similar environments, were likewise designed to manipulate risk, and were also customized on a trade-by-trade basis. Our clients were non-financial corporations, the Deltas and Verizons of the world, which relied on us for advice and education. Our directive was "to help companies decrease and manage their risks." Often we did just that. And often we advised clients to execute trades solely because they presented opportunities for us to profit. In either case, whenever possible we used our superior knowledge to manipulate the pricing of the trade in our favor.

The truth is that the United States has been behind the curve not only in Tunisia and Egypt for the last few weeks, but in the entire Middle East for decades. We supported corrupt autocrats as long as they kept oil flowing and weren't too aggressive toward Israel. Even in the last month, we sometimes seemed as out of touch with the region's youth as a Ben Ali or a Mubarak. Recognizing that crafting foreign policy is 1,000 times harder than it looks, let me suggest four lessons to draw from our mistakes:

The U.S. Special Operations Command's spending since 2001 has quadrupled, with an almost fivefold increase in revenue for its four largest defense contractors, according to a Bloomberg Government study.

Educational researchers at the Technical University of Munich (TUM) have found that schoolchildren can independently develop strategies for solving complex mathematical tasks, with weaker students proving just as capable as their stronger classmates. Researchers in mathematics education worked with approximately 1600 8th grade high-school students in various German states. Following an introduction to the general topic by their teachers, the school children were given a workbook of geometric tasks that they had to solve on paper and using a computer over four school periods. Calculating the surface area of Gran Canaria was one of the real-world, free-form assignments the students had to tackle. The workbook material included explanations and examples of various problem-solving approaches. The teachers took a back seat during the session but were on hand to answer questions from the children, who worked in pairs. After testing the students' skills before and after the session, the researchers recorded a significant improvement in their capabilities. The students learned to apply mathematics more effectively, the researchers said. The students were also able to call on these skills in a further test three months later. "We expected students who were weaker at math to benefit more from a greater degree of guidance through the module," said professor Kristina Reiss.  "But we didn't see a significant difference between these and stronger students." The researchers also found that there were also no differences between boys and girls. "We now know that students - also those who are weaker in math - have the skills to master even very complex subject matters at their own pace," said Reiss. Topics: Cognitive Science/Neuroscience

US universities and colleges could end unlawful US wars and stop banksters' rigged-casino fraud if they taught the central facts of these issues. This four-part series of articles is an open proposal for their action. Feel free to share it.

In an electoral system corrupted by money, media, and parties, the US people are offered a choice every four years between two hideously awful candidates for an office that increasingly resembles an imperial throne. And increasingly the primary motivation of voters is to oppose the candidate they believe is the greater evil.