Famous Quotes & Sayings

Amanda Ripley Quotes & Sayings

Enjoy the top 69 famous quotes, sayings and quotations by Amanda Ripley.

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Famous Quotes By Amanda Ripley

Amanda Ripley Quotes 1320921

It was interesting to note that higher standards were seen not as an investment in students; they were seen, first and foremost, as a threat to teachers. — Amanda Ripley

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In many U.S. schools, sports instilled leadership and persistence in one group of kids while draining focus and resources from academics for everyone. The lesson wasn't that sports couldn't coexist with education; it was that sports had nothing to do with education. — Amanda Ripley

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Rigor mattered. Koreans understood that mastering difficult academic content was important. They didn't take shortcuts, especially in math. They assumed that performance was mostly a product of hard work - not God-given talent. This attitude meant that all kids tried harder, and it was more valuable to a country than gold or oil. — Amanda Ripley

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Most Americans said teaching was a hard and important job, but many of them, including teachers and teaching professors, didn't seem to believe it required serious intellectual heft. — Amanda Ripley

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If life is really as purposeless, unfair, and uncontrollable ... ,then life is simply too terrifying to be managed. So we search for a redemptive narrative ... That search is a survival mechanism. — Amanda Ripley

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Dread = Uncontrollability + Unfamiliarity + Imaginability + Suffering + Scale of Destruction + Unfairness — Amanda Ripley

Amanda Ripley Quotes 83401

Conscientiousness on a survey seemed like a trifling matter. In life, it was a big deal. Conscientiousness - a tendency to be responsible, hardworking, and organized - mattered at every point in the human life cycle. It even predicted how long people lived - with more accuracy than intelligence or background. — Amanda Ripley

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Women are far more likely to follow orders to evacuate, especially women with children. At the same time, women were much more likely to die during the South Asian tsunami. In some villages it was 3 to 1. And that was party because of the average strength it takes to hold onto something. Also it was cultural; women were less likely to know how to swim, as were children. So much of this is based on how we develop our own survival skills before something goes wrong: Even if nothing goes wrong, it might be good to know how to swim. — Amanda Ripley

Amanda Ripley Quotes 750356

People help way more than we expect, way more than makes sense. But when you talk to people called heroes, they often say they did it for themselves. In one case, a hero said that the cost of not doing it is so great, the sense of shame, when he knew that he was strong enough, that the fear of not doing anything was more frightening than the fear of dying. — Amanda Ripley

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Boredom is the specter that haunts children from kindergarten to graduation on every continent. — Amanda Ripley

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Without a doubt, American teenagers can perform at the top of the world on a sophisticated test of critical thinking. Students at traditional public high schools that took the test in Fairfax, Virginia, also trounced teenagers around the world. — Amanda Ripley

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You could reduce people's fears if you gave them some useful information before things went wrong. It's really important to create a sense of confidence in the public in their own abilities before a disaster because they're the only ones who are going to be there. No one's going to help you for at least 24 to 72 hours. So it would be good to know more about it. — Amanda Ripley

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The more time I spent in Finland, the more I started to worry that the reforms sweeping across the United States had the equation backwards. We were trying to reverse engineer a high-performance teaching culture through dazzlingly complex performance evaluations and value-added data analysis. It made sense to reward, train, and dismiss more teachers based on their performance, but that approach assumed that the worst teachers would be replaced with much better ones, and that the mediocre teachers would improve enough to give students the kind of education they deserved. However, there was not much evidence that either scenario was happening in reality. — Amanda Ripley

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We don't talk about that at all as a country. I think that most people assume that there's nothing they could do if a nuclear bomb went off in their city. And that's just not true. Most people would survive most terrorist nuclear attacks because the bombs would likely be much smaller than those we were dealing with in the Cold War. — Amanda Ripley

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One thing was clear: To give our kids the kind of education they deserved, we had to first agree that rigor mattered most of all; that school existed to help kids learn to think, to work hard, and yes, to fail. That was the core consensus that made everything else possible. — Amanda Ripley

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In most countries, attending some kind of early childhood program (i.e., preschool or prekindergarten) led to real and lasting benefits. On average, kids who did so for more than a year scored much higher in math by age fifteen (more than a year ahead of other students). But in the United States, kids' economic backgrounds overwhelmed this advantage. The quality of the early childhood program seemed to matter more than the quantity. — Amanda Ripley

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A lot of the time you see a warning, in the subway, or in a movie theater, the main thrust of the warning will be to not panic if there is an emergency. To listen to directions. Now that's a waste. They could have given you information, but you can see their expectation that you're going to screw up. — Amanda Ripley

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If parents simply read for pleasure at home on their own, their children were more likely to enjoy reading, too. That pattern held fast across very different countries and different levels of family income. Kids could see what parents valued, and it mattered more than what parents said. — Amanda Ripley

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The human brain works by identifying patterns. It uses information from the past to understand what is happening in the present and to anticipate the future. This strategy works elegantly in most situations. But we inevitably see patterns where they don't exist. In other words, we are slow to recognize exceptions. There is also the peer-pressure factor. All of us have been in situations that looked ominous, and they almost always turn out to be innocuous. If we behave otherwise, we risk social embarrassment by overreacting. So we err on the side of underreacting. — Amanda Ripley

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Tom was not good at math. He'd started to lose his way in middle school, as so many American kids did. It had happened gradually; first he hadn't understood one lesson, and then another and another. — Amanda Ripley

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Parents who read to their children weekly or daily when they were young raised children who scored twenty-five points higher on PISA by the time they were fifteen years old. That was almost a full year of learning. More affluent parents were more likely to read to their children almost everywhere, but even among families within the same socioeconomic group, parents who read to their children tended to raise kids who scored fourteen points higher on PISA. By contrast, parents who regularly played with alphabet toys with their young children saw no such benefit. — Amanda Ripley

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Success," as Winston Churchill once said, "is going from failure to failure without losing your enthusiasm. — Amanda Ripley

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The Korean private market had unbundled education down to the one in-school variable that mattered most: the teacher. It was about as close to a pure meritocracy as it could be, and just as ruthless. In hagwons, teachers were free agents. They did not need to be certified. They didm;t have benefits or even guaranteed base salary; their pay was determined by how many students signed up for their classes, by their students' test-score growth, and, in many hagwons, by the results of satisfaction surveys given to students and parents. — Amanda Ripley

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Interestingly, the only class that Eric actually enjoyed in Korea was math. He noticed it on his first day of school. Something was very different about how math was taught in Korea. Something that not even Minnesota had figured out. — Amanda Ripley

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Wealth had made rigor unnecessary in the United States, historically speaking. Kids didn't need to master complex material to succeed in life - not until recently, anyway. Other — Amanda Ripley

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The evil genius of terrorism is that that maximizes unfamiliarity, imaginability, suffering, scale of destruction, unfairness. It's really important to understand why terrorism is so frightening because it is a psychological war and until you understand it and try to reduce the dread, until then you become like a force multiplier for the terrorists inadvertently because you'll tend to overreact to terrorist attacks because the dread factor is so high. — Amanda Ripley

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The question then was not what other countries were doing, but why. Why did these countries have this consensus around rigor? In the education superpowers, every child knew the importance of an education. These countries had experienced national failure in recent memory; they knew what an existential crisis felt like. In many U.S. schools, however, the priorities were muddled beyond recognition. Sports were central to American students' lives and school cultures in a way in which they were not in most education superpowers. Exchange students agreed almost universally on this point. Nine out of ten international students I surveyed said that U.S. kids placed a higher priority on sports, and six out of ten American exchange students agreed with them. Even in middle school, other researchers had found, American students spent double the amount of time playing sports as Koreans. — Amanda Ripley

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Tracking in elementary school was a uniquely American policy. The sorting began at a very young age, and it came in the form of magnet schools, honors classes, Advanced Placement courses, or International Baccalaureate programs. In fact, the United States was one of the few countries where schools not only divided younger children by ability, but actually taught different content to the more advanced track. In other countries, including Germany and Singapore, all kids were meant to learn the same challenging core content; the most advanced kids just went deeper into the material. — Amanda Ripley

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The health of your family or your office or your city directly affects the health of it after. The better you are at handling high-stress situations with little information, those skills lead to resilience and the ability to recover afterward. — Amanda Ripley

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Economists had found an almost one-to-one match between PISA scores and a nation's long term economic growth. Many other things influenced economic growth, of course, but the ability of a workforce to learn, think and adapt was the ultimate stimulus package ... For students, PISA scores were a better predictor of who would go to college than report cards ... PISA wasn't measuring memorization; it was measuring aspiration. — Amanda Ripley

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In Korea, math moved fluidly. When the teacher asked questions, the kids answered as if math were a language that they knew by heart. As in Tom's class in Poland, calculators weren't allowed, so kids had learned mental tricks to manipulate numbers quickly. — Amanda Ripley

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Most serious plane crashes are survivable. There's a sense that, 'Oh, if we go down, that's it, it's out of my hands.' And that's just statistically not true. I have more optimism and more faith that my own actions can make a difference. — Amanda Ripley

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We had the schools we wanted, in a way. Parents did not tend to show up at schools demanding that their kids be assigned more challenging reading or that their kindergarteners learn math while they still loved numbers. They did show up to complain about bad grades, however. And they came in droves, with video cameras and lawn chairs and full hearts, to watch their children play sports. — Amanda Ripley

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on patrol with the study police — Amanda Ripley

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We gauge risk literally hundreds of times per day, usually well and often subconsciously. We start assessing risk before the disaster even happens. We are doing is right now. We decide where to live and what kind of insurance to buy, just like we process all kinds of everyday risks: we wear bike helmets, or not. We buckle our seatbelts, smoke cigarettes, and let our kids stay out until midnight. Or not. — Amanda Ripley

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PISA was developed by a kind of think tank for the developed world, called the Organization for Economic Co-operation and Development, and the scientist at the center of the experiment was Andreas Schleicher. — Amanda Ripley

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Narrative is the beginning of recovery. — Amanda Ripley

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I'd been looking around the world for clues as to what other countries were doing right, but the important distinctions were not about spending or local control or curriculum; none of that mattered very much. Policies mostly worked in the margins. The fundamental difference was a psychological one. The education superpowers believed in rigor. People in these countries agreed on the purpose of school: School existed to help students master complex academic material. Other things mattered, too, but nothing mattered as much. — Amanda Ripley

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The public totally discounts low-probability high-consequence events. The individual says, it's not going to be this plane, this bus, this time. — Amanda Ripley

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He'd experienced it as a private trauma. Failure in American schools was demoralizing and to be avoided at all costs. American kids could not handle routine failure, or so adults thought. — Amanda Ripley

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Paralysis seems to happen on the steepest slope of the survival arc - where almost all hope is lost, when escape seems impossible, and when the situation is unfamiliar to the extreme. — Amanda Ripley

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In a series of experiments, safety officials ran regular people through mock evacuations from planes. The trials weren't nearly as stressful as real evacuations, of course, but it didn't matter. People, especially women, hesitated for a surprisingly long time before jumping onto the slide. That pause slowed the evacuation for everyone. But there was a way to get people to move faster. If a flight attendant stood at the exit and screamed at people to jump, the pause all but disappeared, the researchers found. In fact, if flight attendants did not aggressively direct the evacuation, they might as well have not been there at all. A study by the Cranfield University Aviation Safety Centre found that people moved just as slowly for polite and calm flight attendants as they did when there were no flight attendants present. — Amanda Ripley

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We're socialized to believe that warmth and strictness are opposites," Doug Lemov writes in his book Teach Like a Champion. "The fact is, the degree to which you are warm has no bearing on the degree to which you are strict, and vice versa." Parents and teachers who manage to be both warm and strict seem to strike a resonance with children, gaining their trust along with their respect. — Amanda Ripley

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People will help each other because there is a sense of camaraderie that springs up, which is a survival tactic. You help them because you know you might need their help later. And that is incredibly reassuring. — Amanda Ripley

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Statistically speaking, tracking tended to diminish learning and boost inequality wherever it was tried. In general, the younger tracking happened, the worse the entire country did on PISA. There seemed to be some kind of ghetto effect: once kids were labeled and segregated into the lower track, their learning slowed down. — Amanda Ripley

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Whether they are at an airline or at a command center, experts will err on the side of excluding the public, as we have seen. If they can avoid enrolling regular people in their emergency plans, they will. Life is easier that way, until something goes wrong. — Amanda Ripley

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Finally, it was clear that the real innovation in Korea was not happening in the government or the public schools. It was happening in Korea's shadow education system - the multimillion-dollar afterschool tutoring complex that Lee was trying to undermine. I realized that, if I wanted to see what a truly free-market education system looked like, I would have — Amanda Ripley

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Why do we procrastinate leaving? The denial phase is a humbling one. It takes a while to come to terms with our miserable luck. Rowley puts it this way: 'Fires only happen to other people.' We have a tendency to believe that everything is OK because, well, it almost always has been before. — Amanda Ripley

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Playing with numbers was still considered taboo, a subject best left to the later years, despite America's obvious and enduring math handicap. For too long, what American — Amanda Ripley

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Well, there isn't any one profile of a survivor, but there are profiles. Depending on the disaster you have certain advantages and disadvantages just based on who you are. Women are more likely to survive hurricanes. In hurricanes the deaths come from floods and people driving through high water. That's much more likely to be a man who dies that way. — Amanda Ripley

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In river rescues, members of the Kansas City Fire Department rescue squad yell profanity-laced threats at victims before they get to them. If they don't, the victim will grab on to them and push them under the water in a mad scramble to stay afloat. "We try to get their attention. And we don't always use the prettiest language," says Larry Young, a captain in the rescue division. "I hope I don't offend you by saying this. But if I approach Mrs. Suburban Housewife and say, 'When I get to you, do not fucking touch me! I will leave you if you touch me!' she tends to listen. — Amanda Ripley

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By sort of combining the research of a lot of smart people, I came up with an equation for dread [dread=uncontrollability+unfamiliarity+imaginability+suffering+scale of destruction+unfairness]. The dread equation is a simplification, but it's a way to explain why we fear something so much when it is so unlikely. Part of it is the lack of control. That's why we're more scared of plane crashes than car crashes even though we know rationally which is more dangerous. — Amanda Ripley

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My anxiety about disasters is lower. The more you know, the less scary any of this stuff is. And that's my hope for the book. I want to get people's attention and tell them very valuable and ultimately hopeful information, and you find out nothing is as scary as your imagination. — Amanda Ripley

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People with military experience seem to do very well in these situations. They've been taught that they can control their destiny, which is half the battle. They also have some experience in getting out of bad situations even if just through training. They know they have to make a plan and follow it and execute it. — Amanda Ripley

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Resilience is a precious skill. People who have it tend to also have three underlying advantages: a believe that they can influence life events; a tendency to find meaningful purpose in life's turmoil; and a conviction that they can learn from both positive and negative experiences. — Amanda Ripley

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It was hard to explain, but there just seemed to be something in the air here. Whatever it was, it made everyone more serious about learning, even the kids who had not bought into other adult dictates. — Amanda Ripley

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Citizens are not prepared for attacks because there is a bias against the public by nearly every expert and government official. In emergency preparedness, there is this belief that public will panic, that the public is not to be trusted, that there will be looting. — Amanda Ripley

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In Oklahoma, the CEO of the company that makes McDonald's apple pies told me that she had trouble finding enough Americans to handle modern factory jobs-during a recession. The days of rolling out dough and packing pies in a box were over. She needed people who could read, solve problems and communicate what had happened on their shift, and there weren't enough of them coming out of Oklahoma's high schools and community colleges. — Amanda Ripley

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Wealth had made rigor optional in America. But everything had changed. In an automated, global economy, kids needed to be driven; then need to know how to adapt, since they would be doing it all their lives. They needed a culture of rigor. — Amanda Ripley

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Everywhere I went, in every country, people complained about their education system. It was a universal truth and a strangely reassuring one. No one was content, and rightly so. Educating all kids to high levels was hard, and every country - every one - still had work to do. — Amanda Ripley

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Why did math matter so much? Some reasons were practical: More and more jobs required familiarity with probability, statistics, and geometry. The other reason was that math was not just math. Math is a language of logic. It is a disciplined, organized way of thinking. There is a right answer; there are rules that must be followed. More than any other subject, math is rigor distilled. Mastering the language of logic helps to embed higher-order habits in kids' minds: the ability to reason, for example, to detect patterns and to make informed guesses. Those kinds of skills had rising value in a — Amanda Ripley

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Most Korean parents saw themselves as coaches, while American parents tended to act more like cheerleaders. — Amanda Ripley

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This strange new test called PISA, which stood for the Program for International Student Assessment. Instead of a typical test question, which might ask which combination of coins you needed to buy something, PISA asked you to design your own coins, right there in the test booklet. — Amanda Ripley

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The one thread that was most surprising and most consistent was the lack of fear that people felt at the worst moment. They felt a lot of fear in early stages, when they're just realizing what's happening. But then things really seemed to be at their peak of terror, the fear went away. You can imagine why that's useful. At that moment your brain needs to focus all its attention on surviving, so people will feel a sense of calm as their brain tries to sort out a plan. — Amanda Ripley

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Women in particular seem to say things like, "I'm sure I'd be the one screaming and not moving in an emergency." I don't think that's the case. People who've been through really horrible life-or-death situations say that nobody behaves the way they would have expected. But that said, there are predictors. — Amanda Ripley

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I can't tell you how many times I've been with very smart, knowledgeable Homeland Security experts who are essentially tasked with saving your life who do not trust you with information. They just don't. They kind of dismiss the media and the public in one fell swoop. — Amanda Ripley

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Was it possible to hammer 3.6 million American teachers into becoming master educators if their SAT scores were below average? — Amanda Ripley

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The Iron Child culture was contagious; it was hard for kids and parents to resist the pressure to study more and more. But all the while, they complained that the fixation on rankings and test scores was crushing their spirit, depriving them not just of sleep but of sanity. — Amanda Ripley

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Why were American kids consistently underestimated in math? In middle school, Kim and Tom had both decided that math was something you were either good at, or you weren't, and they weren't. Interestingly, that was not the kind of thing that most Americans said about reading. If you weren't good at reading, you could, most people assumed, get better through hard work and good teaching. But in the United States, math was, for some reason, considered more of an innate ability, like being double-jointed. — Amanda Ripley