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The under-30 group did much better on memory-related tasks, however.

Is there one age when all of your mental powers are at their maximum? The researchers don’t think so.  

In general, the researchers found 24 to be a key age, after which player abilities slowly declined, losing about 15% of the speed every 15 years. 

Older players did perform better in some aspects, making up for the slower brain processing by using simpler strategies and being more efficient. They were, in other words, wiser.

Mr. Murray and other conservatives often seem to assume that the decline of the traditional family has terrible implications for society as a whole. This is, of course, a longstanding position. Reading Mr. Murray, I found myself thinking about an earlier diatribe, Gertrude Himmelfarb’s 1996 book, “The De-Moralization of Society: From Victorian Virtues to Modern Values,” which covered much of the same ground, claimed that our society was unraveling and predicted further unraveling as the Victorian virtues continued to erode.

But is it really all about morals? No, it’s mainly about money.

Still, something is clearly happening to the traditional working-class family. The question is what. And it is, frankly, amazing how quickly and blithely conservatives dismiss the seemingly obvious answer: A drastic reduction in the work opportunities available to less-educated men.

For lower-education working men, however, it has been all negative. Adjusted for inflation, entry-level wages of male high school graduates have fallen 23 percent since 1973. Meanwhile, employment benefits have collapsed. In 1980, 65 percent of recent high-school graduates working in the private sector had health benefits, but, by 2009, that was down to 29 percent.

So we have become a society in which less-educated men have great difficulty finding jobs with decent wages and good benefits. Yet somehow we’re supposed to be surprised that such men have become less likely to participate in the work force or get married, and conclude that there must have been some mysterious moral collapse caused by snooty liberals.

New research offers a bit more evidence on what may be occurring. It doesn’t disprove either the conventional liberal or conservative argument. But it does show some of the ways that Americans’ attitudes toward redistribution are more complex than either would suggest.

respondents favored less redistribution if they believed that the person had already grown accustomed to a higher income. The psychology seems to be something like this: Rich people who have been rich for a while have gotten used to their money, so it would be unfair to tax them heavily. But people who have just gotten rich have not become accustomed to higher levels of after-tax income, so it wouldn’t be as harmful to raise their taxes in the interest of greater equality.

The shift away from a belief in redistribution has been stronger among older Americans than any other age group.

The fact that American seniors already receive government-provided health care may make them view any talk of greater redistribution as taking away what they already have, the researchers suggest.

Our views on proper tax levels and redistribution may be shaped by seemingly extraneous factors, like whether we believe the rich are already used to being rich, and whether we are already getting government benefits.

In other words, the question isn’t, Why don’t Americans want to soak the rich more? It may be, Who exactly is being counted as rich and who is perceived to be benefiting from the soaking?

The United States and many other nations with relatively low taxes and a smaller social safety net actually have substantially lower rates of employment.

In Denmark, someone who enters the labor force at an average salary loses 86 percent of earnings to a combination of taxes and lost eligibility for welfare benefits; that number is only 37 percent in the United States. Yet the percentage of Danes between the ages of 20 and 59 with a job is 10 percentage points higher than in the United States.

In short, more people may work when countries offer public services that directly make working easier, such as subsidized care for children and the old; generous sick leave policies; and cheap and accessible transportation. If the goal is to get more people working, what’s important about a social welfare plan may be more about what the money is spent on than how much is spent.

There are countless differences between Northern European countries and the rest of the world beyond child care policies and the like. The Scandinavian countries may have cultures that encourage more people to work, especially women.

In Scandinavian countries, working parents have the option of heavily subsidized child care. Leave policies make it easy for parents to take off work to care for a sick child. Heavily subsidized public transportation may make it easier for a person in a low-wage job to get to and from work. And free or inexpensive education may make it easier to get the training to move from the unemployment rolls to a job.

In the United States, the major policies aimed at helping the working poor are devised around tax subsidies that put more cash in people’s pockets so long as they work, most notably through the Earned-income tax credit and Child Tax Credit.

There is a solid correlation, by Mr. Kleven’s calculations, between what countries spend on employment subsidies — like child care, preschool and care for older adults — and what percentage of their working-age population is in the labor force.

Collectively, these policies and subsidies create flexibility such that a person on the fence between taking a job versus staying at home to care for children or parents may be more likely to take a job.

, it could mean that more direct aid to the working poor could help coax Americans into the labor force more effectively than the tax credits that have been a mainstay for compromise between Republicans and Democrats for the last generation.

wages for entry-level work are much higher in the Nordic countries than in the United States, reflecting a higher minimum wage, stronger labor unions and cultural norms that lead to higher pay

The employment subsidies Mr. Kleven cites surely help coax more Scandinavians into the work force, Mr. Greenstein agrees, but shouldn’t be viewed in isolation.

Every country has a mix of taxes, welfare benefits and policies to promote work that reflects its politics and culture. In the large, diverse United States, there is deep skepticism of social welfare programs and direct government spending, along with a greater commitment to keeping taxes low.

Mr. Trachtenberg understood the centrality of the university as a physical place. New structures were a visceral sign of progress. They told visitors, donors and civic leaders that the institution was, like beams and scaffolding rising from the earth, ascending. He added new programs, recruited more students, and followed the dictate of constant expansion.

the American research university had evolved into a complicated and somewhat peculiar organization. It was built to be all things to all people: to teach undergraduates, produce knowledge, socialize young men and women, train workers for jobs, anchor local economies, even put on weekend sports events. And excellence was defined by similarity to old, elite institutions. Universities were judged by the quality of their scholars, the size of their endowments, the beauty of their buildings and the test scores of their incoming students.

John Silber embarked on a huge building campaign while bringing luminaries like Saul Bellow and Elie Wiesel on board to teach and lend their prestige to the B.U. name, creating a bigger, more famous and much more costly institution. He had helped write a game plan for the aspiring college president.

GWU is, for all intents and purposes, a for-profit organization. Best example: study abroad. Their top program, a partnering with Sciences Po, costs each student (30 of them, on a program with 'prestige' status?) a full semester's tuition. It costs GW, according to Sciences Po website, €1000. A neat $20,000 profit per student (who is in digging her/himself deeper and deeper in debt.) Moreover, the school takes a $500 admin fee for the study abroad application! With no guarantee that all credits transfer. Students often lose a partial semester, GW profits again. Nor does GW offer help with an antiquated, one-shot/no transfers, tricky registration process. It's tough luck in gay Paris.Just one of many examples. Dorms with extreme mold, off-campus housing impossible for freshmen and sophomores. Required meal plan: Chick-o-Filet etc. Classes with over 300 students (required).This is not Harvard, but costs same.Emotional problems? Counselors too few. Suicides continue and are not appropriately addressed. Caring environment? Extension so and so, please hold.It's an impressive campus, I'm an alum. If you apply, make sure the DC experience is worth the price: good are internships, a few colleges like Elliot School, post-grad.GWU uses undergrad $$ directly for building projects, like the medical center to which students have NO access. (Student health facility is underfunded, outsourced.)Outstanding professors still make a difference. But is that enough?

Mr. Trachtenberg, however, understood something crucial about the modern university. It had come to inhabit a market for luxury goods. People don’t buy Gucci bags merely for their beauty and functionality. They buy them because other people will know they can afford the price of purchase. The great virtue of a luxury good, from the manufacturer’s standpoint, isn’t just that people will pay extra money for the feeling associated with a name brand. It’s that the high price is, in and of itself, a crucial part of what people are buying.

Mr. Trachtenberg convinced people that George Washington was worth a lot more money by charging a lot more money. Unlike most college presidents, he was surprisingly candid about his strategy. College is like vodka, he liked to explain.

The Absolut Rolex plan worked. The number of applicants surged from some 6,000 to 20,000, the average SAT score of students rose by nearly 200 points, and the endowment jumped from $200 million to almost $1 billion.

The university became a magnet for the children of new money who didn’t quite have the SATs or family connections required for admission to Stanford or Yale. It also aggressively recruited international students, rich families from Asia and the Middle East who believed, as nearly everyone did, that American universities were the best in the world.

U.S. News & World Report now ranks the university at No. 54 nationwide, just outside the “first tier.”

The watch and vodka analogies are correct. Personally, I used car analogies when discussing college choices with my kids. We were in the fortunate position of being able to comfortably send our kids to any college in the country and have them leave debt free. Notwithstanding, I told them that they would be going to a state school unless they were able to get into one of about 40 schools that I felt, in whatever arbitrary manner I decided, that was worth the extra cost. They both ended up going to state schools.College is by and large a commodity and you get out of it what you put into it. Both of my kids worked hard in college and were involved in school life. They both left the schools better people and the schools better schools for them being there. They are both now successful adults.I believe too many people look for the prestige of a named school and that is not what college should be primarily about.

In 2013, only 14 percent of the university’s 10,000 undergraduates received a grant — a figure on a par with elite schools but far below the national average. The average undergraduate borrower leaves with about $30,800 in debt.

When I talk to the best high school students in my state I always stress the benefits of the honors college experience at an affordable public university. For students who won't qualify for a public honors college. the regular pubic university experience is far preferable to the huge debt of places like GW.

Carey would do well to look beyond high ticket private universities (which after all are still private enterprises) and what he describes as the Olympian heights of higher education (which for some reason seems also to embitter him) and look at the system overall . The withdrawal of public support was never a policy choice; it was a political choice, "packaged and branded" as some tax cutting palaver all wrapped up in the argument that a free-market should decide how much college should cost and how many seats we need. In such an environment, trustees at private universities are no more solely responsible for turning their degrees into commodities than the administrations of state universities are for raising the number of out-of-state students in order to offset the loss of support from their legislatures. No doubt, we will hear more about market based solutions and technology from Mr. Carey

I went to GW back in the 60s. It was affordable and it got me away from home in New York. While I was there, Newsweek famously published a article about the DC Universities - GW, Georgetown, American and Catholic - dubbing them the Pony league, the schools for the children of wealthy middle class New Yorkers who couldn't get into the Ivy League. Nobody really complained. But that wasn't me. I went because I wanted to be where the action was in the 60s, and as we used to say - "GW was literally a stone's throw from the White House. And we could prove it." Back then, the two biggest alumni names were Jackie Kennedy, who's taken some classes there, and J. Edgar Hoover. Now, according to the glossy magazine they send me each month, it's the actress Kerry Washington. There's some sort of progress there, but I'm a GW alum and not properly trained to understand it.

This explains a lot of the modern, emerging mentality. It encompasses the culture of enforced grade inflation, cheating and anti-intellectualism in much of higher education. It is consistent with our culture of misleading statistics and information, cronyism and fake quality, the "best and the brightest" being only schemers and glad handers. The wisdom and creativity engendered by an honest, rigorous academic education are replaced by the disingenuous quick fix, the winner-take-all mentality that neglects the common good.

I attended nearby Georgetown University and graduated in 1985. Relative to state schools and elite schools, it was expensive then. I took out loans. I had Pell grants. I had work-study and GSL. I paid my debt of $15,000 off in ten years. Would I have done it differently? Yes: I would have continued on to graduate school and not worried about paying off those big loans right after college. My career work out and I am grateful for the education I received and paid for. But I would not recommend to my nieces and nephews debts north of $100,000 for a BA in liberal arts. Go community. Then go state. Then punch your ticket to Harvard, Yale or Stanford — if you are good enough.

American universities appear to have more and more drifted away from educating individuals and citizens to becoming high priced trade schools and purveyors of occupational licenses. Lost in the process is the concept of expanding a student's ability to appreciate broadly and deeply, as well as the belief that a republican democracy needs an educated citizenry, not a trained citizenry, to function well.Both the Heisman Trophy winner and the producer of a successful tech I.P.O. likely have much in common, a college education whose rewards are limited to the financial. I don't know if I find this more sad on the individual level or more worrisome for the future of America.

This is now a consumer world for everything, including institutions once thought to float above the Shakespearean briars of the work-a-day world such as higher education, law and medicine. Students get this. Parents get this. Everything is negotiable: financial aid, a spot in the nicest dorm, tix to the big game. But through all this, there are faculty - lots of 'em - who work away from the fluff to link the ambitions of the students with the reality and rigor of the 21st century. The job of the student is to get beyond the visible hype of the surroundings and find those faculty members. They will make sure your investment is worth it

My experience in managing or working with GW alumni in their 20's or 30's has not been good. Virtually all have been mentally lazy and/or had a stunning sense of entitlement. Basically they've been all talk and no results. That's been quite a contrast to the graduates from VA/MD state universities.

More and more, I notice what my debt-financed contributions to the revenue streams of my vendors earn them, not me. My banks earned enough to pay ridiculous bonuses to employees for reckless risk-taking. My satellite tv operator earned enough to overpay ESPN for sports programming that I never watch--and that, in turn, overpays these idiotic pro athletes and college sports administrators. My health insurer earned enough to defeat one-payor insurance; to enable the opaque, inefficient billing practices of hospitals and other providers; and to feed the behemoth pharmaceutical industry. My church earned enough to buy the silence of sex abuse victims and oppose progressive political candidates. And my govt earned enough to continue ag subsidies, inefficient defense spending, and obsolete transportation and energy policies.

as the parent of GWU freshman I am grateful for every opportunity afforded her. She has a generous merit scholarship, is in the honors program with some small classes, and has access to internships that can be done while at school. GWU also gave her AP credits to advance her to sophomore status. Had she attended the state flagship school (where she was accepted into that exclusive honors program) she would have a great education but little else. It's not possible to do foreign affairs related internship far from D.C. or Manhattan. She went to a very competitive high school where for the one or two ivy league schools in which she was interested, she didn't have the same level of connections or wealth as many of her peers. Whether because of the Common Application or other factors, getting into a good school with financial help is difficult for a middle class student like my daughter who had a 4.0 GPA and 2300 on the SAT. She also worked after school.The bottom line - GWU offered more money than perceived "higher tier" universities, and brought tuition to almost that of our state school system. And by the way, I think she is also getting a very good education.

This article reinforces something I have learned during my daughter's college application process. Most students choose a school based on emotion (reputation) and not value. This luxury good analogy holds up.

The entire education problem can be solved by MOOCs lots and lots of them plus a few closely monitored tests and personal interviews with people. Of course many many people make MONEY off of our entirely inefficient way of "educating" -- are we even really doing that -- getting a degree does NOT mean one is actually educated

As a first-generation college graduate I entered GW ambitious but left saddled with debt, and crestfallen at the hard-hitting realization that my four undergraduate years were an aberration from what life is actually like post-college: not as simple as getting an [unpaid] internship with a fancy titled institution, as most Colonials do. I knew how to get in to college, but what do you do after the recess of life ends?I learned more about networking, resume plumping (designated responses to constituents...errr....replied to emails), and elevator pitches than actual theory, economic principles, strong writing skills, critical thinking, analysis, and philosophy. While relatively easy to get a job after graduating (for many with a GW degree this is sadly not the case) sustaining one and excelling in it is much harder. It's never enough just to be able to open a new door, you also need to be prepared to navigate your way through that next opportunity.

this is a very telling article. Aimless and directionless high school graduates are matched only by aimless and directionless institutes of higher learning. Each child and each parent should start with a goal - before handing over their hard earned tuition dollars, and/or leaving a trail of broken debt in the aftermath of a substandard, unfocused education.

it is no longer the most expensive university in America. It is the 46th.Others have been implementing the Absolut Rolex Plan. John Sexton turned New York University into a global higher-education player by selling the dream of downtown living to students raised on “Sex and the City.” Northeastern followed Boston University up the ladder. Under Steven B. Sample, the University of Southern California became a U.S. News top-25 university. Washington University in St. Louis did the same.

I currently attend GW, and I have to say, this article completely misrepresents the situation. I have yet to meet a single person who is paying the full $60k tuition - I myself am paying $30k, because the school gave me $30k in grants. As for the quality of education, Foreign Policy rated GW the #8 best school in the world for undergraduate education in international affairs, Princeton Review ranks it as one of the best schools for political science, and U.S. News ranks the law school #20. The author also ignores the role that an expanding research profile plays in growing a university's prestige and educational power.

And in hundreds of regional universities and community colleges, presidents and deans and department chairmen have watched this spectacle of ascension and said to themselves, “That could be me.” Agricultural schools and technical institutes are lobbying state legislatures for tuition increases and Ph.D. programs, fitness centers and arenas for sport. Presidents and boards are drawing up plans to raise tuition, recruit “better” students and add academic programs. They all want to go in one direction — up! — and they are all moving with a single vision of what they want to be.

this is the same playbook used by hospitals the past 30 years or so. It is how Hackensack Hospital became Hackensack Medical Center and McComb Hospital became Southwest Mississippi Regional Medical Center. No wonder the results have been the same in healthcare and higher education; both have priced themselves out of reach for average Americans.

a world where a college is rated not by the quality of its output, but instaed, by the quality of its inputs. A world where there is practically no work to be done by the administration because the college's reputation is made before the first class even begins! This is isanity! But this is the swill that the mammoth college marketing departments nationwide have shoved down America's throat. Colleges are ranked not by the quality of their graduates, but rather, by the test scores of their incoming students!

The Pew Foundation has been doing surveys on what students learn, how much homework they do, how much time they spend with professors etc. All good stuff to know before a student chooses a school. It is called the National Survey of Student Engagement (NSSE - called Nessy). It turns out that the higher ranked schools do NOT allow their information to be released to the public. It is SECRET.Why do you think that is?

The article blames "the standard university organizational model left teaching responsibilities to autonomous academic departments and individual faculty members, each of which taught and tested in its own way." This is the view of someone who has never taught at a university, nor thought much about how education there actually happens. Once undergraduates get beyond the general requirements, their educations _have_ to depend on "autonomous departments" because it's only those departments know what the requirements for given degree can be, and can grant the necessary accreditation of a given student. The idea that some administrator could know what's necessary for degrees in everything from engineering to fiction writing is nonsense, except that's what the people who only know the theory of education (but not its practice) actually seem to think. In the classroom itself, you have tremendously talented people, who nevertheless have their own particular strengths and approaches. Don't you think it's a good idea to let them do what they do best rather than trying to make everyone teach the same way? Don't you think supervision of young teachers by older colleagues, who actually know their field and its pedagogy, rather than some administrator, who knows nothing of the subject, is a good idea?

it makes me very sad to see how expensive some public schools have become. Used to be you could work your way through a public school without loans, but not any more. Like you, I had the advantage of a largely-scholarship paid undergraduate education at a top private college. However, I was also offered a virtually free spot in my state university's (then new) honors college

My daughter attended a good community college for a couple of classes during her senior year of high school and I could immediately see how such places are laboratories for failure. They seem like high schools in atmosphere and appearance. Students rush in by car and rush out again when the class is over.The four year residency college creates a completely different feel. On arrival, you get the sense that you are engaging in something important, something apart and one that will require your full attention. I don't say this is for everyone or that the model is not flawed in some ways (students actually only spend 2 1/2 yrs. on campus to get the four yr. degree). College is supposed to be a 60 hour per week job. Anything less than that and the student is seeking himself or herself

This. Is. STUNNING. I have always wondered, especially as my kids have approached college age, why American colleges have felt justified in raising tuition at a rate that has well exceeded inflation, year after year after year. (Nobody needs a dorm with luxury suites and a lazy river pool at college!) And as it turns out, they did it to become luxury brands. Just that simple. Incredible.I don't even blame this guy at GWU for doing what he did. He wasn't made responsible for all of American higher ed. But I do think we all need to realize what happened, and why. This is front page stuff.

I agree with you, but, unfortunately, given the choice between low tuition, primitive dorms, and no athletic center VS expensive & luxurious, the customers (and their parents) are choosing the latter. As long as this is the case, there is little incentive to provide bare-bones and cheap education.

Wesleyan University in CT is one school that is moving down the rankings. Syracuse University is another. Reed College is a third. Why? Because these schools try hard to stay out of the marketing game. (With its new president, Syracuse has jumped back into the game.) Bryn Mawr College, outside Philadelphia hasn't fared well over the past few decades in the rankings, which is true of practically every women's college. Wellesley is by far the highest ranked women's college, but even there the acceptance rate is significantly higher than one finds at comparable coed liberal arts colleges like Amherst & Williams. University of Chicago is another fascinating case for Mr. Carey to study (I'm sure he does in his forthcoming book, which I look forward to reading). Although it has always enjoyed an illustrious academic reputation, until recently Chicago's undergraduate reputation paled in comparison to peer institutions on the two coasts. A few years ago, Chicago changed its game plan to more closely resemble Harvard and Stanford in undergraduate amenities, and lo and behold, its rankings shot up. It was a very cynical move on the president's part to reassemble the football team, but it was a shrewd move because athletics draw more money than academics ever can (except at engineering schools like Cal Tech & MIT), and more money draws richer students from fancier secondary schools with higher test scores, which lead to higher rankings - and the beat goes on.

College INDUSTRY is out of control. Sorry, NYU, GW, BU are not worth the price. Are state schools any better? We have the University of Michigan, which is really not a state school, but a university that gives a discount to people who live in Michigan. Why? When you have an undergraduate body 40+% out-of-state that pays tuition of over $50K/year, you tell me?Perhaps the solution is two years of community college followed by two at places like U of M or Michigan State - get the same diploma at the end for much less and beat the system.

In one recent yr., the majority of undergrad professors at Harvard, according to Boston.com, where adjuncts. That means low pay, no benefits, no office, temp workers. Harvard.Easily available student loans fueled this arms race of amenities and frills that in which colleges now engage. They moved the cost of education onto the backs of people, kids, who don't understand what they are doing.Students in colleges these days are customers and the customers must be able to get through. If it requires dumbing things down, so be it. On top of tuition, G.W. U. is known by its students as the land of added fees on top of added fees. The joke around campus was that they would soon be installing pay toilets in the student union. No one was laughing.

You could written the same story about my alma mater, American University. The place reeked of ambition and upward mobility decades ago and still does. Whoever's running it now must look at its measly half-billion-dollar endowment and compare it to GWU's $1.5 billion and seethe with envy, while GWU's president sets his sights on an Ivy League-size endowment. And both get back to their real jobs: 24/7 fundraising,Which is what university presidents are all about these days. Money - including million-dollar salaries for themselves (GWU's president made more than Harvard's in 2011) - pride, cachet, power, a mansion, first-class all the way. They should just be honest about it and change their university's motto to Ostende mihi pecuniam! (please excuse my questionable Latin)Whether the students are actually learning anything is up to them, I guess - if they do, it's thanks to the professors, adjuncts and the administrative staff, who do the actual work of educating and keep the school running.

When I was in HS (70s), many of my richer friends went to GW and I was then of the impression that GW was a 'good' school. As I age, I have come to realize that this place is just another façade to the emptiness that has become America. All too often are we faced with a dilemma: damned if we do, damned if we don't. Yep, 'education' has become a trap for all too many of our citizen.

I transferred to GWU from a state school. I am forever grateful that I did. I wanted to get a good rigorous education and go to one of the best International Affairs schools in the world. Even though the state school I went to was dirt-cheap, the education and the faculty was awful. I transferred to GW and was amazed at the professors at that university. An ambassador or a prominent IA scholar taught every class. GW is an expensive school, but that is the free market. If you want a good education you need to be willing to pay for it or join the military. I did the latter and my school was completely free with no debt and I received an amazing education. If young people aren't willing to make some sort of sacrifice to get ahead or just expect everything to be given to then our country is in a sad state.We need to stop blaming universities like GWU that strive to attract better students, better professors, and better infrastructure. They are doing what is expected in America, to better oneself.

"Whether the students are actually learning anything is up to them, I guess." How could it possibly be otherwise??? I am glad that you are willing to give credit to teachers and administrators, but it is not they who "do the actual work of educating." From this fallacy comes its corollary, that we should blame teachers first for "under-performing schools". This long-running show of scapegoating may suit the wallets and vanity of American parents, but it is utterly senseless. When, if ever, American culture stops reeking of arrogance, greed and anti-intellectualism, things may improve, and we may resume the habit of bothering to learn. Until then, nothing doing.

Universities sell knowledge and grade students on how much they have learned. Fundamentally, there is conflict of interest in thsi setup. Moreover, students who are poorly educated, even if they know this, will not criticize their school, because doing so would make it harder for them to have a career. As such, many problems with higher education remain unexposed to the public.

I've lectured and taught in at least five different countries in three continents and the shortest perusal of what goes on abroad would totally undermine most of these speculations. For one thing American universities are unique in their dedication to a broad based liberal arts type education. In France, Italy or Germany, for example, you select a major like mathematics or physics and then in your four years you will not take even one course in another subject. The amount of work that you do that is critically evaluated by an instructor is a tiny fraction of what is done in an American University. While half educated critics based on profoundly incomplete research write criticism like this Universities in Germany Italy, the Netherlands, South Korea and Japan as well as France have appointed committees and made studies to explain why the American system of higher education so drastically outperforms their own system. Elsewhere students do get a rather nice dose of general education but it ends in secondary school and it has the narrowness and formulaic quality that we would just normally associate with that. The character who wrote this article probably never set foot on a "campus" of the University of Paris or Rome

The university is part of a complex economic system and it is responding to the demands of that system. For example, students and parents choose universities that have beautiful campuses and buildings. So universities build beautiful campuses. State support of universities has greatly declined, and this decline in funding is the greatest cause of increased tuition. Therefore universities must compete for dollars and must build to attract students and parents. Also, universities are not ranked based on how they educate students -- that's difficult to measure so it is not measured. Instead universities are ranked on research publications. So while universities certainly put much effort into teaching, research has to have a priority in order for the university to survive. Also universities do not force students and parents to attend high price institutions. Reasonably priced state institutions and community colleges are available to every student. Community colleges have an advantage because they are funded by property taxes. Finally learning requires good teaching, but it also requires students that come to the university funded, prepared, and engaged. This often does not happen. Conclusion- universities have to participate in profile raising actions in order to survive. The day that funding is provided for college, ranking is based on education, and students choose campuses with simple buildings, then things will change at the university.

This is the inevitable result of privatizing higher education. In the not-so-distant past, we paid for great state universities through our taxes, not tuition. Then, the states shifted funding to prisons and the Federal government radically cut research support and the GI bill. Instead, today we expect universities to support themselves through tuition, and to the extent that we offered students support, it is through non-dischargeable loans. To make matters worse, the interest rates on those loans are far above the government's cost of funds -- so in effect the loans are an excise tax on education (most of which is used to support a handful of for-profit institutions that account for the most student defaults). This "consumer sovereignty" privatized model of funding education works no better than privatizing California's electrical system did in the era of Enron, or our privatized funding of medical service, or our increasingly privatized prison system: it drives up costs at the same time that it replace quality with marketing.

There are data in some instances on student learning, but the deeper problem, as I suspect the author already knows, is that there is nothing like a consensus on how to measure that learning, or even on when is the proper end point to emphasize (a lot of what I teach -- I know this from what students have told me -- tends to come into sharp focus years after graduation).

Michael (Baltimore) has hit the nail on the head. Universities are increasingly corporatized institutions in the credentialing business. Knowledge, for those few who care about it (often not those paying for the credentials) is available freely because there's no profit in it. Like many corporate entities, it is increasingly run by increasingly highly paid administrators, not faculty.

GWU has not defined itself in any unique way, it has merely embraced the bland, but very expensive, accoutrements of American private education: luxury dorms, food courts, spa-like gyms, endless extracurricular activities, etc. But the real culprit for this bloat that students have to bear financially is the college ranking system by US News, Princeton Review, etc. An ultimately meaningless exercise in competition that has nevertheless pushed colleges and universities to be more like one another. A sad state of affairs, and an extremely expensive one for students

It is long past time to realize the failure of the Reagonomics-neoliberal private profits over public good program. In education, we need to return to public institutions publicly funded. Just as we need to recognize that Medicare, Social Security, the post office, public utilities, fire departments, interstate highway system, Veterans Administration hospitals and the GI bill are models to be improved and expanded, not destroyed.

George Washington is actually not a Rolex watch, it is a counterfeit Rolex. The real Rolexes of higher education -- places like Hopkins, Georgetown, Duke, the Ivies etc. -- have real endowments and real financial aid. No middle class kid is required to borrow $100,000 to get a degree from those schools, because they offer generous need-based financial aid in the form of grants, not loans. The tuition at the real Rolexes is really a sticker price that only the wealthy pay -- everybody else on a sliding scale. For middle class kids who are fortunate enough to get in, Penn actually ends up costing considerably less than a state university.The fake Rolexes -- BU, NYU, Drexel in Philadelphia -- don't have the sliding scale. They bury middle class students in debt.And really, though it is foolish to borrow $100,000 or $120,000 for an undergraduate degree, I don't find the transaction morally wrong. What is morally wrong is our federal government making that loan non-dischargeable in bankruptcy, so many if these kids will be having their wages garnished for the REST OF THEIR LIVES.There is a very simple solution to this, by the way. Cap the amount of non-dischargeable student loan debt at, say, $50,000

The slant of this article is critical of the growth of research universities. Couldn't disagree more. Modern research universities create are incredibly engines of economic opportunity not only for the students (who pay the bills) but also for the community via the creation of blue and white collar jobs. Large research university employ tens of thousands of locals from custodial and food service workers right up to high level administrators and specialist in finance, computer services, buildings and facilities management, etc. Johns Hopkins University and the University of Maryland system employ more people than any other industry in Maryland -- including the government. Research universities typically have hospitals providing cutting-edge medical care to the community. Local business (from cafes to property rental companies) benefit from a built-in, long-term client base as well as an educated workforce. And of course they are the foundry of new knowledge which is critical for the future growth of our country.Check out the work of famed economist Dr. Julia Lane on modeling the economic value of the research university. In a nutshell, there are few better investments America can make in herself than research universities. We are the envy of the world in that regard -- and with good reason. How many *industries* (let alone jobs) have Stanford University alone catalyzed?

What universities have the monopoly on is the credential. Anyone can learn, from books, from free lectures on the internet, from this newspaper, etc. But only universities can endow you with the cherished degree. For some reason, people are will to pay more for one of these pieces of paper with a certain name on it -- Ivy League, Stanford, even GW -- than another -- Generic State U -- though there is no evidence one is actually worth more in the marketplace of reality than the other. But, by the laws of economics, these places are actually underpriced: after all, something like 20 times more people are trying to buy a Harvard education than are allowed to purchase one. Usually that means you raise your price.

Overalll a good article, except for - "This comes on the heels of Richard Arum and Josipa Roksa’s “Academically Adrift,” a study that found “limited or no learning” among many college students." The measure of learning you report was a general thinking skills exam. That's not a good measure of college gains. Most psychologists and cognitive scientists worth their salt would tell you that improvement in critical thinking skills is going to be limited to specific areas. In other words, learning critical thinking skills in math will make little change in critical thinking about political science or biology. Thus we should not expect huge improvements in general critical thinking skills, but rather improvements in a student's major and other areas of focus, such as a minor. Although who has time for a minor when it is universally acknowledged that the purpose of a university is to please and profit an employer or, if one is lucky, an investor. Finally, improved critical thinking skills are not the end all and be all of a college education even given this profit centered perspective. Learning and mastering the cumulative knowledge of past generations is arguably the most important thing to be gained, and most universities still tend to excel at that even with the increasing mandate to run education like a business and cultivate and cull the college "consumer".

As for community colleges, there was an article in the Times several years ago that said it much better than I could have said it myself: community colleges are places where dreams are put on hold. Without making the full commitment to study, without leaving the home environment, many, if not most, community college students are caught betwixt and between, trying to balance work responsibilities, caring for a young child or baby and attending classes. For males, the classic "end of the road" in community college is to get a car, a job and a girlfriend, one who is not in college, and that is the end of the dream. Some can make it, but most cannot.

as a scientist I disagree with the claim that undergrad tuition subsidizes basic research. Nearly all lab equipment and research personnel (grad students, technicians, anyone with the title "research scientist" or similar) on campus is paid for through federal grants. Professors often spend all their time outside teaching and administration writing grant proposals, as the limited federal grant funds mean ~%85 of proposals must be rejected. What is more, out of each successful grant the university levies a "tax", called "overhead", of 30-40%, nominally to pay for basic operations (utilities, office space, administrators). So in fact one might say research helps fund the university rather than the other way around. Flag

It's certainly overrated as a research and graduate level university. Whether it is good for getting an undergraduate education is unclear, but a big part of the appeal is getting to live in D.C..while attending college instead of living in some small college town in the corn fields.

When participants were in diverse company, their answers were 58 percent more accurate. The prices they chose were much closer to the true values of the stocks. As they spent time interacting in diverse groups, their performance improved.In homogeneous groups, whether in the United States or in Asia, the opposite happened. When surrounded by others of the same ethnicity or race, participants were more likely to copy others, in the wrong direction. Mistakes spread as participants seemingly put undue trust in others’ answers, mindlessly imitating them. In the diverse groups, across ethnicities and locales, participants were more likely to distinguish between wrong and accurate answers. Diversity brought cognitive friction that enhanced deliberation.

For our study, we intentionally chose a situation that required analytical thinking, seemingly unaffected by ethnicity or race. We wanted to understand whether the benefits of diversity stem, as the common thinking has it, from some special perspectives or skills of minorities.

What we actually found is that these benefits can arise merely from the very presence of minorities.

before participants interacted, there were no statistically significant differences between participants in the homogeneous or diverse groups. Minority members did not bring some special knowledge.

When surrounded by people “like ourselves,” we are easily influenced, more likely to fall for wrong ideas. Diversity prompts better, critical thinking. It contributes to error detection. It keeps us from drifting toward miscalculation.

Our findings suggest that racial and ethnic diversity matter for learning, the core purpose of a university. Increasing diversity is not only a way to let the historically disadvantaged into college, but also to promote sharper thinking for everyone.

how to measure the Internet’s contribution to our lives? A few years ago, Austan Goolsbee of the University of Chicago and Peter J. Klenow of Stanford gave it a shot. They estimated that the value consumers gained from the Internet amounted to about 2 percent of their income — an order of magnitude larger than what they spent to go online. Their trick was to measure not only how much money users spent on access but also how much of their leisure time they spent online.

people who had access to a search engine took 15 minutes less to answer a question than those without online access.

Gross domestic product has always failed to capture many things — from the costs of pollution and traffic jams to the gains of unpaid household work. A

Varian estimated that a search engine might be worth about $500 annually to the average worker. Across the working population, this would add up to $65 billion a year.

the consumer surplus from free online services — the value derived by consumers from the experience above what they paid for it — has been growing by $34 billion a year, on average, since 2002. If it were tacked on as “economic output,” it would add about 0.26 of a percentage point to annual G.D.P. growth.

The Internet is hardly the first technology to offer consumers valuable free goods. The consumer surplus from television is about five times as large as that delivered by free stuff online, according to Mr. Brynjolfsson’s calculations.

Measured in money — what it contributes to G.D.P. — the recording industry is shrinking. Yet never before have Americans had access to so much music.

. The missed consumer surplus from the Internet may be no bigger than the unmeasured gains in the production, for example, of electric light.

The amount of time Americans devote to the Internet has doubled in the last five years.

“We know less about the sources of value in the economy than we did 25 years ago,”

Trade, or exchange, is engaged in precisely because both parties benefit; if they did not expect to gain, they would not agree to the exchange.

This simple reasoning refutes the argument against free trade typical of the “mercantilist” period of sixteenth- to eighteenth-century Europe and classically expounded by the famed sixteenth-century French essayist Montaigne.

The mercantilists argued that in any trade, one party can benefit only at the expense of the other—that in every transaction there is a winner and a loser, an “exploiter” and an “exploited.”

We can immediately see the fallacy in this still-popular viewpoint: the willingness and even eagerness to trade means that both parties benefit. In modern game-theory jargon, trade is a win-win situation, a “positive-sum” rather than a “zero-sum” or “negative-sum” game.

Each one values the two goods or services differently, and these differences set the scene for an exchange.

Two factors determine the terms of any agreement: how much each participant values each good in question, and each participant’s bargaining skills.

the market in relation to how favorably buyers evaluate these goods—in shorthand, by the interaction of their supply with the demand for them.

On the other hand, given the buyers’ evaluation, or demand, for a good, if the supply increases, each unit of supply—each baseball card or loaf of bread—will fall in value, and therefore the price of the good will fall. The reverse occurs if the supply of the good decreases.

The market, then, is not simply an array; it is a highly complex, interacting latticework of exchanges.

Production begins with natural resources, and then various forms of machines and capital goods, until finally, goods are sold to the consumer.

At each stage of production from natural resource to consumer good, money is voluntarily exchanged for capital goods, labor services, and land resources. At each step of the way, terms of exchanges, or prices, are determined by the voluntary interactions of suppliers and demanders. This market is “free” because choices, at each step, are made freely and voluntarily.

The free market and the free price system make goods from around the world available to consumers.

Saving and investment can then develop capital goods and increase the productivity and wages of workers, thereby increasing their standard of living.

The free competitive market also rewards and stimulates technological innovation that allows the innovator to get a head start in satisfying consumer wants in new and creative ways.

Government, in every society, is the only lawful system of coercion. Taxation is a coerced exchange, and the heavier the burden of taxation on production, the more likely it is that economic growth will falter and decline

The ultimate in government coercion is socialism.

Under socialist central planning the socialist planning board lacks a price system for land or capital goods.

Market socialism is, in fact, a contradiction in terms.

The fashionable discussion of market socialism often overlooks one crucial aspect of the market: When two goods are exchanged, what is really exchanged is the property titles in those goods.

This means that the key to the existence and flourishing of the free market is a society in which the rights and titles of private property are respected, defended, and kept secure.

The key to socialism, on the other hand, is government ownership of the means of production, land, and capital goods.

Under socialism, therefore, there can be no market in land or capital goods worthy of the name.

ome critics of the free market argue that property rights are in conflict with “human” rights. But the critics fail to realize that in a free-market system, every person has a property right over his own person and his own labor and can make free contracts for those services.

A common charge against the free-market society is that it institutes “the law of the jungle,” of “dog eat dog,” that it spurns human cooperation for competition and exalts material success as opposed to spiritual values, philosophy, or leisure activities.

It is the coercive countries with little or no market activity—the notable examples in the last half of the twentieth century were the communist countries—where the grind of daily existence not only impoverishes people materially but also deadens their spirit.

that is a conception of objectivity so shallow as to be virtually meaningless, in large part because the two parties so often share highly questionable assumptions and orthodoxies on the most critical issues.

The highly questionable assumptions tacitly embedded in the questions Raddatz asked illustrate how this works, as does the questions she pointedly and predictably did not ask.

the very idea that Iran poses some kind of major "national security" crisis for the US – let alone that there is "really no bigger national security" issue "this country is facing" – is absurd. At the very least, it's highly debatable.The US has Iran virtually encircled militarily. Even with the highly implausible fear-mongering claims earlier this year about Tehran's planned increases in military spending, that nation's total military expenditures is a tiny fraction of what the US spends. Iran has demonstrated no propensity to launch attacks on US soil, has no meaningful capability to do so, and would be instantly damaged, if not (as Hillary Clinton once put it) "totally obliterated" if they tried. Even the Israelis are clear that Iran has not even committed itself to building a nuclear weapon.

That Iran is some major national security issue for the US is a concoction of the bipartisan DC class that always needs a scary foreign enemy. The claim is frequently debunked in multiple venues. But because both political parties embrace this highly ideological claim, Raddatz does, too.

one of the most strictly enforced taboos in establishment journalism is the prohibition on aggressively challenging those views that are shared by the two parties. Doing that makes one fringe, unserious and radical: the opposite of solemn objectivity.

To the extent that she questioned the possibility of attacking Iran, it was purely on the grounds of whether an attack would be tactically effective,

there were no questions about whether the US would have the legal or moral right to launch an aggressive attack on Iran. That the US has the right to attack any country it wants is one of those unexamined assumptions in Washington discourse, probably the supreme orthodoxy of the nation's "foreign policy community".

there was no discussion about the severe suffering imposed on Iranian civilians by the US, whether the US wants to repeat the mass death and starvation it brought to millions of Iraqis for a full decade, or what the consequences of doing that will be.

all of Raddatz's questions were squarely within the extremely narrow – and highly ideological – DC consensus about US foreign policy generally and Iran specifically: namely, Iran is a national security threat to the US; it is trying to obtain nuclear weapons; the US must stop them; the US has the unchallenged right to suffocate Iranian civilians and attack militarily

the same is true of Raddatz's statements and questions about America's entitlement programs.

That social security is "going broke" – a core premise of her question – is, to put it as generously as possible, a claim that is dubious in the extreme. "Factually false" is more apt. This claim lies at the heart of the right-wing and neo-liberal quest to slash entitlement benefits for ordinary Americans – Ryan predictably responded by saying: "Absolutely. Medicare and Social Security are going bankrupt. These are indisputable facts." – but the claim is baseless.

this is the primary demonstrable myth being used by the DC class – which largely does not need entitlements – to deceive ordinary Americans into believing that they must "sacrifice" the pittances on which they are now living:"Which federal program took in more than it spent last year, added $95 billion to its surplus and lifted 20 million Americans of all ages out of poverty?"Why, social security, of course, which ended 2011 with a $2.7 trillion surplus."That surplus is almost twice the $1.4 trillion collected in personal and corporate income taxes last year. And it is projected to go on growing until 2021, the year the youngest Baby Boomers turn 67 and qualify for full old-age benefits."So why all the talk about social security 'going broke?' … The reason is that the people who want to kill social security have for years worked hard to persuade the young that the social security taxes they pay to support today's gray hairs will do nothing for them when their own hair turns gray."That narrative has become the conventional wisdom because it is easily reduced to a headline or sound bite. The facts, which require more nuance and detail, show that, with a few fixes, Social Security can be safe for as long as we want."

Nonetheless, Raddatz announced this assertion as fact. That's because she's long embedded in the DC culture that equates its own ideological desires with neutral facts. As a result, the entire discussion on entitlement programs proceeded within this narrow, highly ideological, dubious framework

That is what this faux journalistic neutrality, whether by design or otherwise, always achieves. It glorifies highly ideological claims that benefit a narrow elite class (the one that happens to own the largest media outlets which employ these journalists) by allowing that ideology to masquerade as journalistic fact

is often noted that the Catholic Church stridently opposes reproductive rights. But it is almost never noted that the Church just as stridently opposes US militarism and its economic policies that continuously promote corporate cronyism over the poor. Too much emphasis on that latter fact might imperil the bipartisan commitment to those policies, and so discussion of religious belief is typically confined to the safer arena of social issues. That the Church has for decades denounced the US government's military aggression and its subservience to the wealthiest is almost always excluded from establishment journalistic circles, even as its steadfast opposition to abortion and gay rights is endlessly touted.

I learned something more useful: the existence of non-fiction literature that can teach you anything.

something felt odd. Whenever a conversation revolved around a serious non-fiction book I read, such as ‘Sapiens’ or ‘Thinking Fast and Slow,’ I could never remember much. Turns out, I hadn’t absorbed as much information as I’d believed. Since I couldn’t remember much, I felt as though reading wasn’t an investment in knowledge but mere entertainment.

When I opened up about my struggles, many others confessed they also can’t remember most of what they read, as if forgetting is a character flaw. But it isn’t.

It’s the way we work with books that’s flawed.

there’s a better way to read. Most people rely on techniques like highlighting, rereading, or, worst of all, completely passive reading, which are highly ineffective.

Since I started applying evidence-based learning strategies to reading non-fiction books, many things have changed. I can explain complex ideas during dinner conversations. I can recall interesting concepts and link them in my writing or podcasts. As a result, people come to me for all kinds of advice.

What’s the Architecture of Human Learning and Memory?

Human brains don’t work like recording devices. We don’t absorb information and knowledge by reading sentences.

we store new information in terms of its meaning to our existing memory

we give new information meaning by actively participating in the learning process — we interpret, connect, interrelate, or elaborate

To remember new information, we not only need to know it but also to know how it relates to what we already know.

Learning is dependent on memory processes because previously-stored knowledge functions as a framework in which newly learned information can be linked.”

Human memory works in three stages: acquisition, retention, and retrieval. In the acquisition phase, we link new information to existing knowledge; in the retention phase, we store it, and in the retrieval phase, we get information out of our memory.

Retrieval, the third stage, is cue dependent. This means the more mental links you’re generating during stage one, the acquisition phase, the easier you can access and use your knowledge.

we need to understand that the three phases interrelate

creating durable and flexible access to to-be-learned information is partly a matter of achieving a meaningful encoding of that information and partly a matter of exercising the retrieval process.”

Next, we’ll look at the learning strategies that work best for our brains (elaboration, retrieval, spaced repetition, interleaving, self-testing) and see how we can apply those insights to reading non-fiction books.

The strategies that follow are rooted in research from professors of Psychological & Brain Science around Henry Roediger and Mark McDaniel. Both scientists spent ten years bridging the gap between cognitive psychology and education fields. Harvard University Press published their findings in the book ‘Make It Stick.

#1 Elaboration

“Elaboration is the process of giving new material meaning by expressing it in your own words and connecting it with what you already know.”

Why elaboration works: Elaborative rehearsal encodes information into your long-term memory more effectively. The more details and the stronger you connect new knowledge to what you already know, the better because you’ll be generating more cues. And the more cues they have, the easier you can retrieve your knowledge.

How I apply elaboration: Whenever I read an interesting section, I pause and ask myself about the real-life connection and potential application. The process is invisible, and my inner monologues sound like: “This idea reminds me of…, This insight conflicts with…, I don’t really understand how…, ” etc.

For example, when I learned about A/B testing in ‘The Lean Startup,’ I thought about applying this method to my startup. I added a note on the site stating we should try it in user testing next Wednesday. Thereby the book had an immediate application benefit to my life, and I will always remember how the methodology works.

How you can apply elaboration: Elaborate while you read by asking yourself meta-learning questions like “How does this relate to my life? In which situation will I make use of this knowledge? How does it relate to other insights I have on the topic?”

While pausing and asking yourself these questions, you’re generating important memory cues. If you take some notes, don’t transcribe the author’s words but try to summarize, synthesize, and analyze.

#2 Retrieval

With retrieval, you try to recall something you’ve learned in the past from your memory. While retrieval practice can take many forms — take a test, write an essay, do a multiple-choice test, practice with flashcards

the authors of ‘Make It Stick’ state: “While any kind of retrieval practice generally benefits learning, the implication seems to be that where more cognitive effort is required for retrieval, greater retention results.”

Whatever you settle for, be careful not to copy/paste the words from the author. If you don’t do the brain work yourself, you’ll skip the learning benefits of retrieval

Retrieval strengthens your memory and interrupts forgetting and, as other researchers replicate, as a learning event, the act of retrieving information is considerably more potent than is an additional study opportunity, particularly in terms of facilitating long-term recall.

How I apply retrieval: I retrieve a book’s content from my memory by writing a book summary for every book I want to remember. I ask myself questions like: “How would you summarize the book in three sentences? Which concepts do you want to keep in mind or apply? How does the book relate to what you already know?”

I then publish my summaries on Goodreads or write an article about my favorite insights

How you can apply retrieval: You can come up with your own questions or use mine. If you don’t want to publish your summaries in public, you can write a summary into your journal, start a book club, create a private blog, or initiate a WhatsApp group for sharing book summaries.

a few days after we learn something, forgetting sets in

#3 Spaced Repetition

With spaced repetition, you repeat the same piece of information across increasing intervals.

The harder it feels to recall the information, the stronger the learning effect. “Spaced practice, which allows some forgetting to occur between sessions, strengthens both the learning and the cues and routes for fast retrieval,”

Why it works: It might sound counterintuitive, but forgetting is essential for learning. Spacing out practice might feel less productive than rereading a text because you’ll realize what you forgot. Your brain has to work harder to retrieve your knowledge, which is a good indicator of effective learning.

How I apply spaced repetition: After some weeks, I revisit a book and look at the summary questions (see #2). I try to come up with my answer before I look up my actual summary. I can often only remember a fraction of what I wrote and have to look at the rest.

“Knowledge trapped in books neatly stacked is meaningless and powerless until applied for the betterment of life.”

How you can apply spaced repetition: You can revisit your book summary medium of choice and test yourself on what you remember. What were your action points from the book? Have you applied them? If not, what hindered you?

By testing yourself in varying intervals on your book summaries, you’ll strengthen both learning and cues for fast retrieval.

Why interleaving works: Alternate working on different problems feels more difficult as it, again, facilitates forgetting.

How I apply interleaving: I read different books at the same time.

1) Highlight everything you want to remember

#5 Self-Testing

While reading often falsely tricks us into perceived mastery, testing shows us whether we truly mastered the subject at hand. Self-testing helps you identify knowledge gaps and brings weak areas to the light

“It’s better to solve a problem than to memorize a solution.”

Why it works: Self-testing helps you overcome the illusion of knowledge. “One of the best habits a learner can instill in herself is regular self-quizzing to recalibrate her understanding of what she does and does not know.”

How I apply self-testing: I explain the key lessons from non-fiction books I want to remember to others. Thereby, I test whether I really got the concept. Often, I didn’t

instead of feeling frustrated, cognitive science made me realize that identifying knowledge gaps are a desirable and necessary effect for long-term remembering.

How you can apply self-testing: Teaching your lessons learned from a non-fiction book is a great way to test yourself. Before you explain a topic to somebody, you have to combine several mental tasks: filter relevant information, organize this information, and articulate it using your own vocabulary.

Now that I discovered how to use my Kindle as a learning device, I wouldn’t trade it for a paper book anymore. Here are the four steps it takes to enrich your e-reading experience

How you can apply interleaving: Your brain can handle reading different books simultaneously, and it’s effective to do so. You can start a new book before you finish the one you’re reading. Starting again into a topic you partly forgot feels difficult first, but as you know by now, that’s the effect you want to achieve.

it won’t surprise you that researchers proved highlighting to be ineffective. It’s passive and doesn’t create memory cues.

2) Cut down your highlights in your browser

After you finished reading the book, you want to reduce your highlights to the essential part. Visit your Kindle Notes page to find a list of all your highlights. Using your desktop browser is faster and more convenient than editing your highlights on your e-reading device.

Now, browse through your highlights, delete what you no longer need, and add notes to the ones you really like. By adding notes to the highlights, you’ll connect the new information to your existing knowledge

3) Use software to practice spaced repetitionThis part is the main reason for e-books beating printed books. While you can do all of the above with a little extra time on your physical books, there’s no way to systemize your repetition praxis.

Readwise is the best software to combine spaced repetition with your e-books. It’s an online service that connects to your Kindle account and imports all your Kindle highlights. Then, it creates flashcards of your highlights and allows you to export your highlights to your favorite note-taking app.

Common Learning Myths DebunkedWhile reading and studying evidence-based learning techniques I also came across some things I wrongly believed to be true.

#2 Effective learning should feel easyWe think learning works best when it feels productive. That’s why we continue to use ineffective techniques like rereading or highlighting. But learning works best when it feels hard, or as the authors of ‘Make It Stick’ write: “Learning that’s easy is like writing in sand, here today and gone tomorrow.”

In Conclusion

I developed and adjusted these strategies over two years, and they’re still a work in progress.

Try all of them but don’t force yourself through anything that doesn’t feel right for you. I encourage you to do your own research, add further techniques, and skip what doesn’t serve you

“In the case of good books, the point is not to see how many of them you can get through, but rather how many can get through to you.”— Mortimer J. Adler

Other researchers reported a consistent association between family dinner frequency and teen academic performance. Adolescents who ate family meals 5 to 7 times a week were twice as likely to get A’s in school as those who ate dinner with their families fewer than two times a week.

Children who eat regular family dinners also consume more fruits, vegetables, vitamins and micronutrients, as well as fewer fried foods and soft drinks.

And the nutritional benefits keep paying dividends even after kids grow up: young adults who ate regular family meals as teens are less likely to be obese and more likely to eat healthily once they live on their own.

Some research has even found a connection between regular family dinners and the reduction of symptoms in medical disorders, such as asthma.

The benefit might be due to two possible byproducts of a shared family meal: lower anxiety and the chance to check in about a child’s medication compliance.

The dinner atmosphere is also important. Parents need to be warm and engaged, rather than controlling and restrictive, to encourage healthy eating in their children.

In a very recent study, kids who had been victims of cyberbullying bounced back more readily if they had regular family dinners.

Family dinners have been found to be a more powerful deterrent against high-risk teen behaviors than church attendance or good grades.

In a New Zealand study, a higher frequency of family meals was strongly associated with positive moods in adolescents. Similarly, other researchers have shown that teens who dine regularly with their families also have a more positive view of the future, compared to their peers who don’t eat with parents.

dinner is the most reliable way for families to connect and find out what’s going on with each other

American teens were asked when they were most likely to talk with their parents: dinner was their top answer

Kids who eat dinner with their parents experience less stress and have a better relationship with them

Of course, the real power of dinners lies in their interpersonal quality. If family members sit in stony silence, if parents yell at each other, or scold their kids, family dinner won’t confer positive benefits.

But, dinner may be the one time of the day when a parent and child can share a positive experience – a well-cooked meal, a joke, or a story – and these small moments can gain momentum to create stronger connections away from the table.

Fears about joblessness on this scale could jolt markets again. Investors have priced in a recession by now, but may still be processing the size of the hole the coronavirus has blown into the global economy, Jeffrey Kleintop, chief global investment strategist at Charles Schwab, told me.

The Dow Jones Industrial Average is now down 35% from its all-time high in mid-February, erasing all its gains since President Donald Trump's inauguration. Between January 20 and last Thursday, $27 trillion was wiped off global stocks, according to Bank of America.

An overwhelming majority of American adults (88%) say the benefits of the measles, mumps and rubella (MMR) vaccine outweigh the risks, according to a new Pew Research Center survey.And last year, 14 states proposed eliminating religious exemptions for vaccines -- a marked increase from years past, according to the American Academy of Pediatrics.

"When you choose not to vaccinate, you're putting your child at risk of disease, but you're also putting other people at risk," O'Leary said.

"We need to have the ability in our country, if we find a commercial pharmaceutical product is not as safe and effective as we're being told it is, we should have the right to make informed consent to use the product," she said.

"Science is really on the side of vaccinations," said O'Leary, who is an associate professor of pediatrics at the University of Colorado School of Medicine. "They're one of the best public health interventions in history in terms of the numbers of lives saved. The benefits far outweigh the risk."

"When vaccination rates fall, we see disease, and people suffer. Protecting children in schools is a worthy goal of government, regardless of political affiliation," he said. "There's really no good reason to exempt your child from vaccination -- only medical."

New York, California and Washington state took action after massive measles outbreaks in 2019, a year that saw the highest reported measles cases since the disease was declared eliminated nationwide in 2000.

Many of the religious exemption laws are not new. Several states first passed them in the 1960s and 1970s, thanks to an influx of lobbyists from the Christian Science Church, which doesn't ban members from using vaccines but encourages healing through prayer.

Supporters of vaccine exemptions see laws like those passed in New York and Washington as "fundamentally a threat to their ability to make informed consent about vaccinations," said Fisher, president of the National Vaccine Information Center.

Proponents on both sides of the debate have found allies across the political spectrum. Republican lawmakers have sponsored stricter bills, and Democratic governors have drawn the line at mandating vaccines.

"It's a tough balance, but you're using a public -- and private -- resource in conjunction with lots of other kids," Harris told CNN. "There are other venues where they can be educated, they can still have their freedom, but they're not going into a public school and spread their disease."

This made the employee feel like remote work was just another set of disempowering rules.

Workers clearly felt empowered by having more control over their own work life. Companies must give people choices that match their unique work and life needs.

People crave predictability. Surprises make it harder for employees to plan their lives and have peace of mind. When constant change is inflicted on them, without a chance to anticipate it or participate in decisions about it, people get anxious and passive, and dream of escape.

For instance, workers who get unexpected spot bonuses sometimes feel that they don't know what to count on when calculating their future compensation; they'd rather have a predictable total package.

People thrive when their value is acknowledged by getting more responsibility, recognition and stature, such as a bigger title.

Jobs that convey a sense of purpose and meaning are more likely to exercise an emotional hold on people. Whether or not the company overall thinks it stands for social responsibility, people want to see that chance to make a difference in their immediate work experience.

Conventional wisdom holds that the best way to improve employment circumstances is to get an offer from a new company. That shouldn't have to be the case. Managers who want to retain people should act as if they are just now hiring them.

The best labor pool could be the one companies already have. They should treat their people as a precious resource and give them what they want from work. Rewarding them will reward the business.

research elsewhere has found that people are less satisfied when choosing from a larger group: in one study, for example, subjects who selected a chocolate from an array of six options believed it tasted better than those who selected the same chocolate from an array of 30.

evidence shows that the perception that one has appealing alternatives to a current romantic partner is a strong predictor of low commitment to that partner.

But the pace of technology is upending these rules and assumptions. Relationships that begin online, Jacob finds, move quickly. He chalks this up to a few things. First, familiarity is established during the messaging process, which also often involves a phone call. By the time two people meet face-to-face, they already have a level of intimacy. Second, if the woman is on a dating site, there’s a good chance she’s eager to connect. But for Jacob, the most crucial difference between online dating and meeting people in the “real” world is the sense of urgency. Occasionally, he has an acquaintance in common with a woman he meets online, but by and large she comes from a different social pool. “It’s not like we’re just going to run into each other again,” he says. “So you can’t afford to be too casual. It’s either ‘Let’s explore this’ or ‘See you later.’ ”

he phenomenon extends beyond dating sites to the Internet more generally. “I’ve seen a dramatic increase in cases where something on the computer triggered the breakup,” he says. “People are more likely to leave relationships, because they’re emboldened by the knowledge that it’s no longer as hard as it was to meet new people. But whether it’s dating sites, social media, e‑mail—it’s all related to the fact that the Internet has made it possible for people to communicate and connect, anywhere in the world, in ways that have never before been seen.”

eople seeking commitment—particularly women—have developed strategies to detect deception and guard against it. A woman might withhold sex so she can assess a man’s intentions. Theoretically, her withholding sends a message: I’m not just going to sleep with any guy that comes along. Theoretically, his willingness to wait sends a message back: I’m interested in more than sex.

people who are in marriages that are either bad or average might be at increased risk of divorce, because of increased access to new partners. Third, it’s unknown whether that’s good or bad for society. On one hand, it’s good if fewer people feel like they’re stuck in relationships. On the other, evidence is pretty solid that having a stable romantic partner means all kinds of health and wellness benefits.” And that’s even before one takes into account the ancillary effects of such a decrease in commitment—on children, for example, or even society more broadly.

As online dating becomes increasingly pervasive, the old costs of a short-term mating strategy will give way to new ones. Jacob, for instance, notices he’s seeing his friends less often. Their wives get tired of befriending his latest girlfriend only to see her go when he moves on to someone else. Also, Jacob has noticed that, over time, he feels less excitement before each new date. “Is that about getting older,” he muses, “or about dating online?” How much of the enchantment associated with romantic love has to do with scarcity (this person is exclusively for me), and how will that enchantment hold up in a marketplace of abundance (this person could be exclusively for me, but so could the other two people I’m meeting this week)?

For Francis Bacon and the other early Scientific Revolutionaries, this was a fair price to pay for doing divine work – God, after all, was thought to be himself transcendent and perhaps even alienated from nature. But without this theistic assumption, it becomes difficult to justify the unfettered pursuit of science, once both the costs and benefits are each given their due. Of course, we could simply say that science is what turns humans into gods. For all its hubris, this response would at least possess the virtues of candor and consistency. As it stands, scientists shy away from any such strong self-understandings, preferring to hide behind more passive accounts of their activities – e.g. they ‘describe’ rather than generate phenomena, they ‘explain’ rather than justify nature, etc. Lost in this secular translation of an originally sacred mission is the scientist’s sense of personal responsibility qua scientist.

Rather than thinking of science as a “force for good”, we should think of it as an inherent human activity, like com

merce.

without warning or explanation, tried to yank all the state funding for a renewable energy research center.

attack by conservative groups like Media Trackers or Professor Watchlist.

unfriendly to free speech

They lecture students that a higher education experience means listening to challenging perspectives, even as they ignore or actively support the erosion of the structural conditions that allow such speech.

Look at the bigger picture beyond a few elite private institutions.

As a result, relatively few playground injuries are now attributable to seesaws. According to data collected by the United States Consumer Product Safety Commission, which sets the safety standards, the top three pieces of equipment associated with emergency room visits between 2009 and 2014 were monkey bars, swings and slides. Only 2 percent of injuries were from teeter-totters.

“A seemingly simple plaything actually provides so many important sensory experiences for kids,” she said.

“The more we live with the safety standards, the more you see people kind of innovating to bring back types of experiences that maybe for a while you weren’t seeing,” she said. “There’s no reason to think we won’t have traditional seesaws in the park at some point.”