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If I felt guilty about exploiting my background to appeal to colleges looking to build a well-rounded class, I also felt grateful for the opportunity.

Yet for something so widely desired, what diversity means and why people want it remain unclear

Particularly in the U.S., where universities emphasize their “holistic” evaluations of applicants and, studies show, calibrate SAT scores depending on a variety of factors including race, legacy status, and athletic recruitment, she was curious how students justified the practice. Reasoning that elite colleges tend to espouse relatively progressive views and that their students—having gained entree to the world’s most prized institutions—would presumably have little reason to resent affirmative action, she decided this sample would provide insights into “the best-case scenario in terms of support for racial inclusion.”

The Crusades (1095–1291)

Donald Trump Is a 1960s Technology Critic’s Worst Nightmare

“American Presidential campaigning will never be the same again.” This was the Milwaukee Journal’s response, in 1960, to an event that has since become the stuff of political legend.

Rarely are worst-case-scenario fears about emerging technologies realized. The written word certainly diminished the oral tradition, for example, but it didn’t dull human intellect as Socrates feared.

The media scandal of 2016 isn’t so much about what reporters failed to tell the American public; it’s about what they did report on, and the fact that it didn’t seem to matter.

Facebook and Snapchat and the other social media sites should rightfully be doing a lot of soul-searching about their role as the most efficient distribution network for conspiracy theories, hatred, and outright falsehoods ever invented.

I’ve been obsessively looking back over our coverage, too, trying to figure out what we missed along the way to the upset of the century

Lost in the lore is Mr. Grove’s critique of Silicon Valley in an essay he wrote in 2010 in Bloomberg Businessweek. According to Mr. Grove, Silicon Valley was squandering its competitive edge in innovation by failing to propel strong job growth in the United States.

Mr. Grove acknowledged that it was cheaper and thus more profitable for companies to hire workers and build factories in Asia than in the United States. But in his view, those lower Asian costs masked the high price of offshoring as measured by lost jobs and lost expertise. Silicon Valley misjudged the severity of those losses, he wrote, because of a “misplaced faith in the power of start-ups to create U.S. jobs.”

Mr. Grove contrasted the start-up phase of a business, when uses for new technologies are identified, with the scale-up phase, when technology goes from prototype to mass production. Both are important. But only scale-up is an engine for job growth — and scale-up, in general, no longer occurs in the United States. “Without scaling,” he wrote, “we don’t just lose jobs — we lose our hold on new technologies” and “ultimately damage our capacity to innovate.”

Harvard and M.I.T. have a rival — they are not the only elite universities planning to offer free massively open online courses, or MOOCs, as they are known. This month, Stanford, Princeton, the University of Pennsylvania and the University of Michigan announced their partnership with a new commercial company, Coursera, with $16 million in venture capital.

The technology for online education, with video lesson segments, embedded quizzes, immediate feedback and student-paced learning, is evolving so quickly that those in the new ventures say the offerings are still experimental.

M.I.T. and Harvard officials said they would use the new online platform not just to build a global community of online learners, but also to research teaching methods and technologies.

The researchers found that the teachers were indeed not grading the black and Latino students as critically as the white ones. This trend has been documented before, but the deeper question Harber and his colleagues were trying to answer was the source of the teacher's motivation. What compelled them to be less critical of minority students?

The teachers were trying to preserve a self image of being unbiased. The research group came to this conclusion this because the teachers didn't show bias toward the objective aspects of the essay -- the grammar or the spelling -- but rather the subjective aspects like ideas and logic.

This social support, which mitigated the positive feedback bias toward black students, did not, however, change teachers' behavior toward Latinos. But Harber suggests there might be separate causes -- such as sympathy towards students who learned English as a second language.

founders from Facebook, Twitter, eBay, Zynga and PayPal, and executives and managers from companies like Google, Microsoft, Cisco and others listened to or participated

they debated whether technology firms had a responsibility to consider their collective power to lure consumers to games or activities that waste time or distract them.

Eric Schiermeyer, a co-founder of Zynga, an online game company and maker of huge hits like FarmVille, has said he has helped addict millions of people to dopamine, a neurochemical that has been shown to be released by pleasurable activities, including video game playing, but also is understood to play a major role in the cycle of addiction. But what he said he believed was that people already craved dopamine and that Silicon Valley was no more responsible for creating irresistible technologies than, say, fast-food restaurants were responsible for making food with such wide appeal. “They’d say: ‘Do we have any responsibility for the fact people are getting fat?’ Most people would say ‘no,’ ” said Mr. Schiermeyer. He added: “Given that we’re human, we already want dopamine.”

The College Board—the nonprofit consortium of colleges, high schools, and other organizations that creates the SAT—has repeatedly jiggered the test to respond to critics, most obviously in 2005, when it added a writing section that boosted the highest possible score to 2400 from 1600

Huge disparities remain. Asians score the highest on the test, and their average rose this past academic year even as the scores of all other ethnic groups fell.

University of Wyoming President Robert Sternberg was stupid in elementary school. IQ tests said so. Knowing his scores, his teachers in the 1950s expected him to perform badly, and he agreeably lived down to their expectations. In fourth grade a teacher named Virginia Alexa saw something special in him and conveyed her high expectations. Almost overnight he became an A student.

I wish to return to one of the original features of blogging—the documentation of public thinking. I would suggest that more writers, more academics, and more journalists do this, and do so honestly.

It have come to believe that arguing with the self is as important as arguing with the broader world.

the assumption of that "something new" is happening "racially," that these terms are somehow constant is one of the great, and underestimated, barriers to understanding the case for reparations.

rather than a respectful salutation of Europe’s triumph over parochial nationalism, the conference set off an ethnic firestorm in the Balkans that reached the highest political circles. The controversy speaks to how the scholarly interpretation of a crucial turning point like the Great War remains disputed and entangled in present-day politics.

Princip’s nationalist politics and the Serbs’ role in the war remain highly contentious issues, particularly in the Balkans. The Serbs tend to consider Princip a hero who struck a blow against the repressive Habsburg monarchy, which ruled Bosnia and Herzegovina at the time. In recognition of the centennial, monuments to Princip are being constructed in downtown Belgrade, the Serbian capital, and in Serb-dominated eastern Sarajevo.

In contrast with that view, most historians from the region and elsewhere in Europe have tended to see Princip as a terrorist, rather than a hero.

the number one thing is to have a real passion for your subject and to be able to convey that to your students. Obviously the content is important, but that's not as unusual as being able to really convey why you think history is important.

I'm strongly in favor of students knowing the facts of history, not just memorizing or having it drilled into their heads.

also I think what I see in college students, that seems to be lacking at least when they come into college, is writing experience. In other words, being able to write that little essay with an argument.

this fight would only be worth fighting, for Catholics, if their theology required such a fight. Mr. Bottum now believes — here’s where the essay will really outrage fellow churchmen — that Catholics are mistaken to think that natural law requires them to oppose same-sex marriage.

Natural law, as systematically explained by Aquinas in his treatise Summa Theologica, is the will of God as understood by people using their reason. Aquinas extrapolates many principles of natural law, including those of marriage. But Mr. Bottum contends that these rules are not the point.

“And if,” Mr. Bottum writes, “heterosexual monogamy so lacks the old, enchanted metaphysical foundation that it can end in quick and painless divorce, then what principle allows a refusal of marriage to gays on the grounds of a metaphysical notion like the difference between men and women?”

octogenarian William Hanchett, professor of history emeritus at the University of California/ San Diego, “challenges historians to either refute the Tripp thesis or to rewrite Lincoln’s biography. Hanchett believes that Tripp is correct at least in the broad outline of his work and finds it frustrating that most historians, rather than confronting this pioneering study, choose to ignore it,” as the Lincoln Herald’s editors put it in introducing Hanchett’s revealing, carefully footnoted essay on Lincoln’s same-sex affinities.

Hanchett in particular breaks new ground when he deconstructs what we know of the much-ignored secret Memo books kept by Lincoln’s law partner William Herndon as he spent a quarter century intensively researching his massive “Lincoln: The True Story of a Great Life,” published in 1889. The UC/ San Diego scholar details how he believes that the otherwise thorough Tripp missed the evidence there that backs up Hanchett’s view that “Lincoln’s secret” was homosexuality.

it's hard to determine which course of study is most infested with cheating. But I'd say education is the worst. I've written papers for students in elementary-education programs, special-education majors, and ESL-training courses. I've written lesson plans for aspiring high-school teachers, and I've synthesized reports from notes that customers have taken during classroom observations. I've written essays for those studying to become school administrators, and I've completed theses for those on course to become principals. In the enormous conspiracy that is student cheating, the frontline intelligence community is infiltrated by double agents.

First I lay out the sections of an assignment—introduction, problem statement, methodology, literature review, findings, conclusion—whatever the instructions call for. Then I start Googling. I haven't been to a library once since I started doing this job. Amazon is quite generous about free samples. If I can find a single page from a particular text, I can cobble that into a report, deducing what I don't know from customer reviews and publisher blurbs. Google Scholar is a great source for material, providing the abstract of nearly any journal article. And of course, there's Wikipedia, which is often my first stop when dealing with unfamiliar subjects. Naturally one must verify such material elsewhere, but I've taken hundreds of crash courses this way. After I've gathered my sources, I pull out usable quotes, cite them, and distribute them among the sections of the assignment. Over the years, I've refined ways of stretching papers. I can write a four-word sentence in 40 words. Just give me one phrase of quotable text, and I'll produce two pages of ponderous explanation. I can say in 10 pages what most normal people could say in a paragraph. I've also got a mental library of stock academic phrases: "A close consideration of the events which occurred in ____ during the ____ demonstrate that ____ had entered into a phase of widespread cultural, social, and economic change that would define ____ for decades to come." Fill in the blanks using words provided by the professor in the assignment's instructions.

While virtually anyone who wants to do so can train his or her brain to the habits of long-form reading, in any given culture, few people will want to. And that's to be expected. Serious "deep attention" reading has always been and will always be a minority pursuit, a fact that has been obscured in the past half-century

From 1945 to 2000, or thereabouts, far more people than ever before in human history were expected to read, understand, appreciate, and even enjoy books. In 2005, Wendy Griswold, Terry McDonnell, and Nathan Wright, sociologists from Northwestern University, published a paper concluding that while there was a period in which extraordinarily many Americans practiced long-form reading, whether they liked it or not, that period was indeed extraordinary and not sustainable in the long run. "We are now seeing such reading return to its former social base: a self-perpetuating minority that we shall call the reading class."

much of the anxiety about American reading habits, and those in other developed nations to a lesser degree, arises from frustration at not being able to sustain a permanent expansion of "the reading class" beyond what may be its natural limits.

He’s out of his mind, obviously, but here’s the thing: He is the only television personality  I know of who uses his national platform to talk regularly and often about American history. And he makes me think, well, this is one of the ways in which conservatives are cleverer and more cunning than liberals.

Liberals very rarely talk about history, as my Democracy journal colleague Elbert Venture wrote recently in a fine essay. To them, history is settled, and there’s no more point arguing about it than there is in arguing about the physical properties of trees. It’s a factual given. Except that it’s not. The standard, non-crazy history we’ve all been taught is being contested every day by Beck and others

The right understands that building its individualistic utopia of the future hinges in no small part on destroying the story about our history in which collective action resulted in any success. History must therefore be rewritten, and it must be rewritten in accessible form —on cable television and radio.