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Anti-Time Management: Reclaim Your Time and Revolutionize Your Results with the Power of Time Tipping

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Richie Norton

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“Interest and enthusiasm are the wellspring of continually evolving community life: they create bonds which unite us whether we are young or old, nearby or far from each other; they allow human warmth and love to be the formative forces in personal and community life and striving.”

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Book:Education for special needs: Principles and practice in Camphill Schools
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“Of course genes are not directly visible to selection. Obviously they are selected by virtue of their phenotypic effects, and certainly they can only be said to have phenotypic effects in concert with hundreds of other genes. But it is the thesis of this book that we should not be trapped into assuming that those phenotypic effects are best regarded as being neatly wrapped up in discrete bodies (or other discrete vehicles). The doctrine of the extended phenotype is that the phenotypic effect of a gene (genetic replicator) is best seen as an effect upon the world at large, and only incidentally upon the individual organism—or any other vehicle—in which it happens to sit.”

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Book:The Extended Phenotype: The Long Reach of the Gene
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“It was not until 1986 that the Department of Health and Human Services (HHS) began to draft laws requiring immigrants to be tested for and found free of HIV. This legislation was sponsored in the Senate by Senator Jesse Helms and was approved - unanimously - in June 1987. "This Senate action was extraordinary," notes a legal opinion, "in that it assumed a responsibility, previously entrusted to the HHS, to determine which communicable diseases would be grounds for excluding aliens.”

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Book:Pathologies of Power: Health, Human Rights, and the New War on the Poor
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“The solution which I am urging is to eradicate the fatal disconnection of subjects which kills the vitality of our modern curriculum. There is only one subject-matter for education, and that is LIfe in all its manifestations. Instead of this single unity, we offer children--Algebra, from which nothing follows; Geometry, from which nothing follows; Science, from which nothing follows; History, from which nothing follows; a Couple of Languages, never mastered; and lastly, most dreary of all, Literature, represented by plays of Shakespeare, with philological notes and short analyses of plot and character to be in substance committed to memory. Can such a list be said to represent Life, as it is known in the midst of living it? The best that can be said of it is, that it is a rapid table of contents which a deity might run over in his mind while he was thinking of creating a world, and has not yet determined how to put it together”

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Book:The Aims of Education and Other Essays
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