This is a lovely little set of instructions. Cant go wrong, can you?
Best of luck with your examination today, son. I am sure you will ace it as usual.
in the meantime, this was a fascinating discussion that I didn't know about. I didn't realise how much your friends and friend network influences your behaviour and habits. In this particular example, they talked about obesity and quitting smoking. Interesting or what? Thinking back on my experience, I would tend to agree, quite a lot of my friends are porky and they used to smoke as well, going back to school. So here's the obvious lesson, if you dont want bad habits or gain good ones, then stick with people who dont have bad habits or have good habits. I know this is a d'oh statement, but hey, the numbers and the research show this..
Connecting with freshmen | Harvard Gazette
Jon Chase/Harvard Staff Photographer
Harvard College freshmen got their first taste Aug. 26 of the world of ideas awaiting them over the next four years in a talk by Professor Nicholas Christakis, who argued that human social networks have the power to spread obesity — or happiness — like contagion.
Christakis, who teaches at Harvard Medical School as well as the Faculty of Arts and Sciences, delivered the 2011 Opening Days Lecture, “Connected: The Surprising Power of Our Social Networks and How They Shape Our Lives.” He told students at the outset that his work is not primarily concerned with online social networks, but instead focuses on “old-fashioned, face-to-face” relationships and their construction and meaning in people’s lives. A “bucket brigade,” for example, is a network of individuals optimized to perform a task in pursuit of a goal: the transport of water to extinguish a fire. Take the same network and organize it in a different way, and it will be optimized for a different purpose: a telephone tree to disseminate information; a Ponzi scheme for the profit of grifters.
Christakis, who is a medical doctor as well as a Ph.D., discussed his interest in the impact of human social networks on public health. In 2002, he and some colleagues studied the problem of obesity, often called an “epidemic” in Western society. Christakis said he wanted to examine social networks to see whether or not obesity actually spreads from person to person, like a virus. He showed students graphs of data from the 30-year Framingham Heart Study, and explained how he and his colleagues analyzed clusters to see if someone were more likely to become obese if a friend were overweight.
“We found that, if your friend is obese, there is a 45 percent greater likelihood that you will become obese,” he said. “If your friend’s friend is obese, the likelihood is 25 percent higher. In fact, only at four degrees of separation — your friend’s friend’s friend’s friend— is there no longer a relationship between that person’s body size and yours.”
Christakis said that he and his colleagues found that human social networks could also move public health in a positive direction. For example, since 1971, the proportion of the U.S. population that smokes tobacco went from 40 percent to 20. Christakis again displayed data from the Framingham study that showed people typically quit smoking in clusters. A person was more likely to stop using tobacco if his or her friend — or even a friend’s friend — stopped.
The study of networks and happiness gave Christakis his greatest personal satisfaction, he said, and allowed him to settle an old debate.
“In high school, [my friends and I] would tell our mothers, ‘If I could just be more popular, then I would be more happy,’ ’’ he said. “Our mothers would say, ‘Actually, if you become more happy, then you’d be more popular.’ It turns out that we were right, and our mothers were wrong! Being in the middle of a network enhances your happiness. If you become more popular, that contributes to being happy more than being happy contributes to being more popular.”
Toward the end of his talk, Christakis did turn to the differences between online and traditional networks. In a study of Harvard undergraduates on Facebook, he found that students had an average of about 110 “friends.” To see how many of these relationships were close and how many tenuous, he had some students look at Facebook profiles to see how often classmates uploaded and tagged photographs of people they were connected to online. The findings reinforced the value of relationships based on traditional face-to-face contact.
“You might have 1,000 friends on Facebook, but only for a subset of them do you appear in a photograph that gets uploaded and tagged with your name,” Christakis explained. “Based on this, we found that people typically had over 100 Facebook friends, but only six real friends [who uploaded and tagged their photo].”
In light of these results, Christakis expressed concern about the way that Facebook had changed the meaning of the word “friend.”
“It’s very interesting to me that Facebook has managed to co-opt a very old word in our language — friend — and apply it where it has no business,” he said. “All those people, they’re not your friends. At best, they’re your acquaintances.”
Judging from the applause, the talk was a hit with freshmen. Constantinos Tarabanis ’15 said that he’d heard a speech that Christakis gave in Greece not long ago and wanted to learn more about human social networks.
“I like what he said about the dispute he had with his mother and that being in the center of a network made you happy,” he said. “The way he explains difficult ideas in simple terms was pretty amazing.”
Domniki Georgopoulou ’15 said that the lecture made her eager for the beginning of the school year.
“I’m going to study sociology,” she said. “I’m already looking forward to classes.”
You are a book lover and you love reading books, which is very good. Did you know that kids who grow up in houses which have books are far more likely to do well than houses which do not have books? Books are amazing creatures, they are windows to the world, both real and imaginary. While I was growing up, we were quite poor and food was a bit tight but Dadu and Didu made sure that we never stinted on books. Which is why when you go to Bhopal, you will see books in every room including the loo piled up and stacked up. That's a big clue, when you go to somebody 's home, see what books they have, what are they reading. That's a great clue to where and what is happening in that family and home. That's how I became what is described below as a "promiscuous bibliophile".
But I digress. This is a very good article. What a great idea, eh? somebody has taken the liberty to put together a group of books which, after reading, provide you with a great foundation for a great life. The books are listed below, son. I think I have read about 75% of these, there are still so many that I havent read yet. We also have about 30-40% of these books at home and well, quite a lot of them are free so you can download and read them on your ipad.
So what do you do? Well, perhaps you can aim to finish reading all of these by say you are 25, in 9 years, assuming you finish 12-15 books per year, I think you should be able to read all of these. There are other books which I would recommend from the Indian/Hindu/Muslim civilisation perspective, but lets wait for that, i will send you a separate email.
Happy Reading son, I am proud that you are also becoming a bibliophile :)
Simoleon Sense » Blog Archive » The Great Books Curriculum: The Best Way To Become A Well Rounded Life Long Thinker!
The Best Way To Become A Well Rounded Life Long Thinker!
June 30, 2011
A couple of days ago my friend Farnam St posted about the great books curriculum, “a group of books that tradition, and various institutions and authorities, have regarded as constituting or best expressing the foundations of Western culture”(via wikipedia). I’m a big fan of the great books tradition and so is Charlie Munger (as well as other thinkers i.e. Nassim Taleb). So why am I a fan? Simple, because this curriculum is one of the best ways to build a latticework of mental models and become a renaissance thinker (which after all is the goal of this blog).
Goal: I will expand on this concept of the “Great Books Curriculum” and offer you a history of the great books, a list outlining the curriculum, as well as resources & colleges that teach according to the curriculum. Enjoy!
How Did SimoleonSense Learn About The Great Books?
I too was a promiscuous bibliophile unaware of the opportunity cost of lacking a proper (mental) foundation. Luckily, in 2000 I came across a book that nudged me towards the Great Books curriculum. The book was titled, Latticework, The New Investing by Robert Hagstrom. In Latticework, Hagstrom profiled Charlie Munger’s approach to investing and St. John’s College (one of the few colleges that teach according to the great books curriculum more on this later). The concept of Latticework thinking & the Great Books curriculum made sense to me and I comitted to reading 1 Great Book every year for the rest of my life (It has changed my life).
I’d like to mention that along the journey I stumbled upon another book, written in the spirit of renaissance thinking and titled, Seeking Wisdom from Darwin to Munger, by Peter Bevelin (a “Great Book” of its own”).
What Is A Great Book?
According to Mortimier Adler (one of the founding fathers of the great books curriculum) a great book can be identified when:
1. The book has contemporary significance; that is, it has relevance to the problems and issues of our times;
2. The book is inexhaustible; it can be read again and again with benefit; “This is an exacting criterion, an ideal that is fully attained by only a small number of the 511 works that we selected. It is approximated in varying degrees by the rest.
3. The book is relevant to a large number of the great ideas and great issues that have occupied the minds of thinking individuals for the last 25 centuries.
What Is The Great Book Curriculum?
“It came about as the result of a discussion among American academics and educators, starting in the 1920s and 1930s and begun by Prof. John Erskine of Columbia University, about how to improve the higher education system by returning it to the western liberal arts tradition of broad cross-disciplinary learning. These academics and educators included Robert Hutchins, Mortimer Adler, Stringfellow Barr, Scott Buchanan, and Alexander Meiklejohn. The view among them was that the emphasis on narrow specialization in American colleges had harmed the quality of higher education by failing to expose students to the important products of Western civilization and thought.”
How Should I start Reading The Great Books Curriculum?
I think the best way to start is by learning how to read a book. I know what you’re thinking, I know how to read a book, I learned when I was 5 years old. I’m here to tell you, that you probably don’t have a clue. There is much more to reading a book than opening the cover and running your eyes across the words. My advice is simple start with Mortimier Adler’s book, How to Read A Book, and then proceed to the Great Books Curriculum (starting from the beginning). And remember slow and steady wins the race (you don’t need to read 10 great books per year, just commit to reading them over your life).
Ok, Great, What Books Are In The Great Books Curriculum?
Are There Other Resources To Learn A-La Great Books?
- Homer: The Iliad, The Odyssey
- The Old Testament
- Aeschylus: Tragedies
- Sophocles: Tragedies
- Herodotus: Histories
- Euripides: Tragedies
- Thucydides: History of the Peloponnesian War
- Hippocrates: Medical Writings
- Aristophanes: Comedies
- Plato: Dialogues
- Aristotle: Works
- Epicurus: “Letter to Herodotus“, “Letter to Menoecus“
- Euclid: The Elements
- Archimedes: Works
- Apollonius: The Conic Sections
- Cicero: Works (esp. Orations, On Friendship, On Old Age, Republic, Laws, Tusculan Disputations, Offices)
- Lucretius: On the Nature of Things
- Virgil: Works (esp. Aeneid)
- Horace: Works (esp. Odes and Epodes, The Art of Poetry)
- Livy: The History of Rome
- Ovid: Works (esp. Metamorphoses)
- Quintilian: Institutes of Oratory
- Plutarch: Parallel Lives; Moralia
- Tacitus: Histories; Annals; Agricola; Germania; Dialogus de oratoribus (Dialogue on Oratory)
- Nicomachus of Gerasa: Introduction to Arithmetic
- Epictetus: Discourses; Enchiridion
- Ptolemy: Almagest
- Lucian: Works (esp. The Way to Write History, The True History, The Sale of Creeds, Alexander the Oracle Monger, Charon, The Sale of Lives, The Fisherman, Dialogue of the Gods, Dialogues of the Sea-Gods, Dialogues of the Dead)
- Marcus Aurelius: Meditations
- Galen: On the Natural Faculties
- The New Testament
- Plotinus: The Enneads
- St. Augustine: “On the Teacher”; Confessions; City of God; On Christian Doctrine
- The Volsungs Saga or Nibelungenlied
- The Song of Roland
- The Saga of Burnt Njál
- Maimonides: Guide for the Perplexed
- St. Thomas Aquinas: Of Being and Essence, Summa Contra Gentiles, Of the Governance of Rulers, Summa Theologica
- Dante Alighieri: The New Life (La Vita Nuova); “On Monarchy”; The Divine Comedy
- Geoffrey Chaucer: Troilus and Criseyde; The Canterbury Tales
- Thomas a Kempis: Imitation of Christ
- Leonardo da Vinci: Notebooks
- Niccolò Machiavelli: The Prince; Discourses on the First Ten Books of Livy
- Desiderius Erasmus: The Praise of Folly, Colloquies‘
- Nicolaus Copernicus: On the Revolutions of the Heavenly Spheres
- Thomas More: Utopia
- Martin Luther: Table Talk; Three Treatises
- François Rabelais: Gargantua and Pantagruel
- John Calvin: Institutes of the Christian Religion
- Michel de Montaigne: Essays
- William Gilbert: On the Lodestone and Magnetic Bodies
- Miguel de Cervantes: Don Quixote
- Edmund Spenser: Prothalamion; The Faerie Queene
- Francis Bacon: Essays; The Advancement of Learning; Novum Organum; The New Atlantis
- William Shakespeare: Poetry and Plays
- Galileo Galilei: Starry Messenger; Two New Sciences
- Johannes Kepler: The Epitome of Copernican Astronomy; Harmonices Mundi
- William Harvey: On the Motion of the Heart and Blood in Animals; On the Circulation of the Blood; On the Generation of Animals
- Grotius: The Law of War and Peace
- Thomas Hobbes: Leviathan, Elements of Philsophy
- René Descartes: Rules for the Direction of the Mind; Discourse on Method; Geometry; Meditations on First Philosophy, Principles of Philosophy, The Passions of the Soul
- Corneille: Tragedies (esp. The Cid, Cinna)
- John Milton: Works (esp. the minor poems; Areopagitica; Paradise Lost; Samson Agonistes)
- Molière: Comedies (esp. The Miser; The School for Wives; The Misanthrope; The Doctor in Spite of Himself; Tartuffe; The Tradesman Turned Gentleman; The Imaginary Invalid; The Affected Ladies)
- Blaise Pascal: The Provincial Letters; Pensées; Scientific Treatises
- Boyle: The Skeptical Chemist
- Christiaan Huygens: Treatise on Light
- Benedict de Spinoza: Political Treatises; Ethics
- John Locke: A Letter Concerning Toleration; Of Civil Government; Essay Concerning Human Understanding; Some Thoughts Concerning Education
- Jean Baptiste Racine: Tragedies (esp. Andromache; Phaedra; Athaliah)
- Isaac Newton: Mathematical Principles of Natural Philosophy; Opticks
- Gottfried Wilhelm von Leibniz: Discourse on Metaphysics; New Essays Concerning Human Understanding; “Monadology“
- Daniel Defoe: Robinson Crusoe; Moll Flanders
- Jonathan Swift: “Battle of the Books“; “A Tale of a Tub“; A Journal to Stella; Gulliver’s Travels; “A Modest Proposal“
- William Congreve: The Way of the World
- George Berkeley: A New Theory of Vision; Treatise Concerning the Principles of Human Knowledge
- Alexander Pope: “Essay on Criticism“; “The Rape of the Lock“; “Essay on Man“
- Charles de Secondat, baron de Montesquieu: Persian Letters, Spirit of the Laws
- Voltaire: Letters on the English, Candide, Philosophical Dictionary; Toleration
- Henry Fielding: Joseph Andrews, Tom Jones
- Samuel Johnson: “The Vanity of Human Wishes“, Dictionary, Rasselas, Lives of the Poets
- David Hume: A Treatise of Human Nature, Essays Moral and Political, An Enquiry concerning Human Understanding; History of England
- Jean-Jacques Rousseau: Discourse on the Origin of Inequality, On Political Economy, Emile, The Social Contract; Confessions
- Laurence Sterne: Tristram Shandy, A Sentimental Journey through France and Italy
- Adam Smith: The Theory of Moral Sentiments, The Wealth of Nations
- Blackstone: Commentaries on the Laws of England
- Immanuel Kant: Critique of Pure Reason, Groundwork of the Metaphysics of Morals, Critique of Practical Reason; Prolegomena to any Future Metaphysics; The Science of Right; Critique of Judgment; Perpetual Peace
- Edward Gibbon: The Decline and Fall of the Roman Empire; Autobiography
- James Boswell: Journal; The Life of Samuel Johnson, LL.D.
- Antoine Laurent Lavoisier: Traité Élémentaire de Chimie (Elements of Chemistry)
- Alexander Hamilton, John Jay, and James Madison: The Federalist Papers(together with the Articles of Confederation; The Constitution of the United States; The Declaration of Independence)
- Jeremy Bentham: Comment on the Commentaries; Introduction to the Principles of Morals and Legislation; Theory of Fictions
- Johann Wolfgang von Goethe: Faust; Poetry and Truth
- Malthus: An Essay on the Principle of Population
- Dalton: A New System of Chemical Philosophy
- Jean Baptiste Joseph Fourier: Analytical Theory of Heat
- Georg Wilhelm Friedrich Hegel: The Phenomenology of Spirit; Science of Logic; The Philosophy of Right; Lectures on the Philosophy of History
- William Wordsworth: Poems (esp. Lyrical Ballads; Lucy poems; sonnets; The Prelude)
- Samuel Taylor Coleridge: Poems (esp. Kubla Khan; The Rime of the Ancient Mariner ); Biographia Literaria
- Ricardo: The Principles of Political Economy and Taxation
- Jane Austen: Pride and Prejudice; Emma
- Carl von Clausewitz: On War
- Stendhal: The Red and the Black; The Charterhouse of Parma; On Love
- Guizot: History of Civilization in France
- Lord Byron: Don Juan
- Arthur Schopenhauer: Studies in Pessimism
- Michael Faraday: The Chemical History of a Candle; Experimental Researches in Electricity
- Lobachevski: Geometrical Researches on the Theory of Parallels
- Charles Lyell: Principles of Geology
- Auguste Comte: The Positive Philosophy
- Honoré de Balzac: Works (esp.Le Père Goriot; Cousin Pons; Eugénie Grandet; Cousin Betty; Cesar Birotteau)
- Ralph Waldo Emerson: Representative Men, Essays, Journal
- Nathaniel Hawthorne: The Scarlet Letter
- Alexis de Tocqueville: Democracy in America
- John Stuart Mill: A System of Logic; Principles of Political Economy; On Liberty; Considerations on Representative Government; Utilitarianism; The Subjection of Women; Autobiography
- Charles Darwin: The Origin of Species; The Descent of Man; Autobiography
- Thackeray: Works (esp.Vanity Fair; Henry Esmond; The Virginians; Pendennis)
- Charles Dickens: Works (esp.Pickwick Papers; Our Mutual Friend; David Copperfield; Dombey and Son; Oliver Twist; A Tale of Two Cities; Hard Times)
- Claude Bernard: Introduction to the Study of Experimental Medicine
- Boole: Laws of Thought
- Henry David Thoreau: “Civil Disobedience“; Walden
- Karl Marx and Friedrich Engels: Capital; The Communist Manifesto
- George Eliot: Adam Bede; Middlemarch
- Herman Melville: Typee; Moby-Dick; Billy Budd
- Fyodor Dostoevsky: Crime and Punishment; The Idiot; The Brothers Karamazov
- Gustave Flaubert: Madame Bovary; Three Stories
- Henry Thomas Buckle: A History of Civilization in England
- Galton: Inquiries into Human Faculties and Its Development
- Riemann: The Hypotheses of Geometry
- Henrik Ibsen: Plays (esp.Peer Gynt; Brand; Hedda Gabler; Emperor and Galilean; A Doll’s House; The Wild Duck; The Master Builder)
- Leo Tolstoy: War and Peace; Anna Karenina; What is Art?; Twenty-Three Tales
- Richard Dedekind: Theory of Numbers
- Wundt: Physiological Psychology; Outline of Psychology
- Mark Twain: Innocents Abroad; The Adventures of Huckleberry Finn; A Connecticut Yankee in King Arthur’s Court; The Mysterious Stranger
- Henry Adams: History of the United States; Mont-Saint-Michel and Chartres; The Education of Henry Adams; Degradation of Democratic Dogma
- Charles Peirce: Chance, Love, and Logic; Collected Papers
- William Sumner: Folkways
- Oliver Wendell Holmes: The Common Law; Collected Legal Papers
- William James: The Principles of Psychology; The Varieties of Religious Experience; Pragmatism; A Pluralistic Universe; Essays in Radical Empiricism
- Henry James: The American; The Ambassadors
- Friedrich Wilhelm Nietzsche: Thus Spoke Zarathustra; Beyond Good and Evil; The Genealogy of Morals; The Will to Power; Twilight of the Idols; The Antichrist
- Georg Cantor: Transfinite Numbers
- Jules Henri Poincaré: Science and Hypothesis; Science and Method; The Foundations of Science
- Sigmund Freud: The Interpretation of Dreams; Three Contributions to the Theory of Sex; Introductory Lectures on Psychoanalysis; Beyond the Pleasure Principle; Group Psychology and the Analysis of the Ego; The Ego and the Id; Civilization and Its Discontents; New Introductory Lectures on Psychoanalysis
- George Bernard Shaw: Plays and Prefaces
- Max Planck: Origin and Development of the Quantum Theory; Where Is Science Going?; Scientific Autobiography
- Henri Bergson: Time and Free Will; Matter and Memory; Creative Evolution; The Two Sources of Morality and Religion
- John Dewey: How We Think; Democracy and Education; Experience and Nature; The Quest for Certainty; Logic: The Theory of Inquiry
- Alfred North Whitehead: A Treatise on Universal Algebra; An Introduction to Mathematics; Science and the Modern World; Process and Reality; The Aims of Education and Other Essays; Adventures of Ideas
- George Santayana: The Life of Reason; Skepticism and Animal Faith; Realm of Essence; Realm of Matter; Realm of Truth; Persons and Places
- Lenin: Imperialism; The State and Revolution
- Marcel Proust: Remembrance of Things Past (the revised translation is In Search of Lost Time)
- Bertrand Russell: Principles of Mathematics; The Problems of Philosophy; Principia Mathematica; The Analysis of Mind; An Inquiry into Meaning and Truth; Human Knowledge, Its Scope and Limits
- Thomas Mann: The Magic Mountain; Joseph and His Brothers
- Albert Einstein: The Theory of Relativity; Sidelights on Relativity; The Meaning of Relativity; On the Method of Theoretical Physics; The Evolution of Physics
- James Joyce: “The Dead” in Dubliners; A Portrait of the Artist as a Young Man; Ulysses
- Jacques Maritain: Art and Scholasticism; The Degrees of Knowledge; Freedom and the Modern World; A Preface to Metaphysics; The Rights of Man and Natural Law; True Humanism
- Franz Kafka: The Trial; The Castle
- Arnold J. Toynbee: A Study of History; Civilization on Trial
- Jean-Paul Sartre: Nausea; No Exit; Being and Nothingness
- Aleksandr Solzhenitsyn: The First Circle; Cancer Ward
Yes there are…
First: There are schools that adhere to the Great Books Curriculum. Below is a brief list.
Second: Harvard has a list of Classics (that overlaps and in some areas competes with the “Great Books Curriculum”)
Third: OpenCulture has an extensive list of Free Audio downloads of the Great Books *So no excuses if you hate reading
Additional Suggestions & Cautions:
I’d like to close with 3 suggestions.
1. Just because a book is not on the Great Books Curriculum does not mean it isn’t a great book. If it satisfies the first 3 criteria (mentioned above) and your personal criteria add it to the list.
2. The Great Books Curriculum is heavily weighted towards Western thinking -it’s naive to assume that western thought is the pinnacle of human achievement. So find the Great Eastern Books and read them (asap).
3. If you seek to learn from the Great Books reading them is not enough you must live through them. The best way to learn about the Great Books is via active dialogue (this is what makes St.Johns College unique).
Founder of SimoleonSense
Now this is a man to emulate. What a man! what a hero.
ONE of the legendary triumphs of philanthropy was Andrew Carnegie’s construction of more than 2,500 libraries around the world. It’s renowned as a stimulus to learning that can never be matched — except that, numerically, it has already been surpassed several times over by an American man you’ve probably never heard of.
I came here to Vietnam to see John Wood hand out his 10 millionth book at a library that his team founded in this village in the Mekong Delta — as hundreds of local children cheered and embraced the books he brought as if they were the rarest of treasures. Wood’s charity, Room to Read, has opened 12,000 of these libraries around the world, along with 1,500 schools.
Yes, you read that right. He has opened nearly five times as many libraries as Carnegie, even if his are mostly single-room affairs that look nothing like the grand Carnegie libraries. Room to Read is one of America’s fastest-growing charities and is now opening new libraries at an astonishing clip of six a day. In contrast, McDonald’s opens one new outlet every 1.08 days.
It all began in 1998 when Wood, then a Microsoft marketing director, chanced upon a remote school in Nepal serving 450 children. Only one problem: It had no books to speak of.
Wood blithely offered to help and eventually delivered a mountain of books by a caravan of donkeys. The local children were deliriously happy, and Wood said he felt such exhilaration that he quit Microsoft, left his live-in girlfriend (who pretty much thought he had gone insane), and founded Room to Read in 2000.
He faced one challenge after another, not only in opening libraries but also in filling them with books that kids would want to read.
“There are no books for kids in some languages, so we had to become a self-publisher,” Wood explains. “We’re trying to find the Dr. Seuss of Cambodia.” Room to Read has, so far, published 591 titles in languages including Khmer, Nepalese, Zulu, Lao, Xhosa, Chhattisgarhi, Tharu, Tsonga, Garhwali and Bundeli.
It also supports 13,500 impoverished girls who might otherwise drop out of school. In a remote nook of the Mekong Delta, reachable only by boat, I met one of these girls, a 10th grader named Le Thi My Duyen. Her family, displaced by flooding, lives in a shabby tent on a dike.
When Duyen was in seventh grade, she dropped out of school to help her family out. “I thought education was not so necessary for girls,” Duyen recalled.
Room to Read’s outreach workers trekked to her home and cajoled the family to send her back to class. They paid her school fees, bought her school uniforms and offered to put her up in a dormitory so that she wouldn’t have to commute two hours each way to school by boat and bicycle.
Now Duyen is back, a star in her class — and aiming for the moon.
“I would like to go to university,” she confessed, shyly.
The cost per girl for this program is $250 annually. To provide perspective, Kim Kardashian’s wedding is said to have cost $10 million; that sum could have supported an additional 40,000 girls in Room to Read.
So many American efforts to influence foreign countries have misfired — not least here in Vietnam a generation ago. We launch missiles, dispatch troops, rent foreign puppets and spend billions without accomplishing much. In contrast, schooling is cheap and revolutionary. The more money we spend on schools today, the less we’ll have to spend on missiles tomorrow.
Wood, 47, is tireless, enthusiastic and emotional: a motivational speaker with no off button. He teared up as girls described how Room to Read had transformed their lives.
“If you can change a girl’s life forever, and the cost is so low, then why are there so many girls still out of school?” he mused.
The humanitarian world is mostly awful at messaging, and Room to Read’s success is partly a result of his professional background in marketing. Wood wrote a terrific book, “Leaving Microsoft to Change the World,” to spread the word, and Room to Read now has fund-raising chapters in 53 cities around the world.
He also runs Room to Read with an aggressive businesslike efficiency that he learned at Microsoft, attacking illiteracy as if it were Netscape. He tells supporters that they aren’t donating to charity but making an investment: Where can you get more bang for the buck than starting a library for $5,000?
“I get frustrated that there are 793 million illiterate people, when the solution is so inexpensive,” Wood told me outside one of his libraries in the Mekong. “If we provide this, it’s no guarantee that every child will take advantage of it. But if we don’t provide it, we pretty much guarantee that we perpetuate poverty.”
“In 20 years,” Wood told me, “I’d like to have 100,000 libraries, reaching 50 million kids. Our 50-year goal is to reverse the notion that any child can be told ‘you were born in the wrong place at the wrong time and so you will not get educated.’ That idea belongs on the scrapheap of human history.”
But I am afraid in the western world, this is what is already happening with libraries closing left right and centre.
Me and my son follow the Big Bang Theory TV series religiously. Its quite interesting, given that both of us are a bit of nerds and geeks. Well, there are quite a lot of similarities, the number of phd’s, the strange behaviour’s, the lack of anything closely resembling romance, the indian angle, etc. etc. As it so happens, I am also interested in Physics and also Karn. His 4th subject for A Levels in the 6th form is Physics. So it was with interest that I read this. I quote:
Interest in A-level and university courses rises as US comedy makes the subject "cool"
A cult US sitcom has emerged as the latest factor behind a remarkable resurgence of physics among A-level and university students.
The Big Bang Theory, a California-based comedy that follows two young physicists, is being credited with consolidating the growing appetite among teenagers for the once unfashionable subject of physics. Documentaries by Brian Cox have previously been mentioned as galvanising interest in the subject.
One pupil, Tom Whitmore, 15, from Brighton, acknowledged that Big Bang Theory had contributed to his decision, with a number of classmates, to consider physics at A-level, and in causing the subject to be regarded as "cool". "The Big Bang Theory is a great show and it's definitely made physics more popular. And disputes between classmates now have a new way of being settled: with a game of rock, paper, scissors, lizard, Spock," he said.
Experts at the Institute of Physics (IoP) also believe the series is playing a role in increasing the number of physics students. Its spokesman, Joe Winters, said: "The rise in popularity of physics appears to be due to a range of factors, including Brian's public success, the might of the Large Hadron Collider and, we're sure, the popularity of shows like The Big Bang Theory."
Alex Cheung, editor of physics.org, said: "There's no doubt that TV has also played a role. The Big Bang Theory seems to have had a positive effect and the viewing figures for Brian Cox's series suggest that millions of people in the UK are happy to welcome a physics professor, with a tutorial plan in hand, into their sitting room on a Sunday evening."
According to the Higher Education Funding Council for England (HEFCE), there was a 10% increase in the number of students accepted to read physics by the university admissons services between 2008-09, when The Big Bang Theory was first broadcast in the UK, and 2010-11. Numbers currently stand at 3,672. Applications for physics courses at university are also up more than 17% on last year. Philip Walker, an HEFCE spokesman, said the recent spate of popular televisions services had been influential but was hard to quantify.
The number studying A-level physics has been on the rise for five years, up 20% in that time to around 32,860. Physics is among the top 10 most popular A-level topics for the first time since 2002 – and the government's target of 35,000 students entering physics A-level by 2014 seems likely to be hit ahead of schedule. It is a far cry from 2005 when physics was officially classified as a "vulnerable" subject.
The number of those entered for AS level has also increased, by 27.8% compared with 2009, up from 41,955 to 58,190. The number of girls studying physics AS-level has risen a quarter to 13,540 and of boys by 28.6% to 44,650.
A Twitter debate on whether Big Bang Theory had played a role in encouraging more potential physicists provoked mixed reactions. PhD student Tim Green wrote: "I'd say it's more to do with economics and good science docs than sitcoms with only the vaguest relation to physics." Markela Zeneli said: "I think the show is hilarious, and it may make physicists seem nerdy and geeky, but what's so bad about that? "
Winters identified another more prosaic reason for the rising popularity of physics. He said: "TV shows and news coverage of exciting research both have the power to inspire their audiences but we firmly believe, and all the evidence suggests, that only good physics teaching has the power to convert student's latent interest into action."
I guess its different than the interest in singing from the X factor, cooking from the cooking shows, dancing from Britain got talent, Forensic Science from the various pathologist / forensic science TV shows and wave/beach studies from Baywatch, lol.