Nose cells as the key COVID-19 entry point

Sungnak et al. SARS-CoV-2 entry factors are highly expressed in nasal epithelial cells together with innate immune genes. Nature Medicine, April 2020.

The coronavirus disease 2019 (COVID-19) is caused by severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2). Detection of the virus was first reported in Wuhan, China and has since spread worldwide and emerged as a global pandemic. COVID-19 primarily affects the lungs and airways and has a wide range of symptoms including fever, coughing, and sore throat. One of the scariest aspects of the virus is that some people may not manifest symptoms but can still carry and spread it. In severe cases, the virus causes pneumonia that can ultimately lead to death. Studies suggest that the virus is thought to be spread through respiratory droplets produced when an infected person coughs or sneezes and appears to be easily transmitted within affected areas. COVID-19 has spread to more than 184 countries and claimed more than 190,000 lives so far. One of the major questions scientists around the world are trying to understand is how the virus spreads, how we can prevent transmission, and how we can develop an effective vaccine. To discover the target cells involved in COVID-19 transmission, scientists analyzed the gene expression profiles of thousands of cells from 20 different human tissues including the lung, nasal cavity, eye, gut, heart, kidney, and liver. They specifically looked for individual cell types that expressed both of two key COVID-19 entry proteins – the receptor protein ACE2 and the TMPRSS2 protease. These analyses revealed that mucus-producing goblet cells and ciliated cells on the inner lining of the nose have the highest level of COVID-19 virus proteins of all cells in the airways. While there are many external and internal factors that contribute to the virus’ transmissibility, these findings are consistent with the rapid infection rates of the virus. The location of these cells on the surface of the inside of the nose makes them highly accessible to the virus and also may assist with transmission to other people. Interestingly, ACE2 and TMPRSS2 were also found in cells in the cornea of the eye and in the lining of the intestine. This suggests another possible route of infection via the eye and tear ducts, and also revealed a potential for fecal-oral transmission. These findings have important implications for understanding viral transmissibility and could have critical translational implications. For example, given that nasal carriage is likely to be a key feature of transmission, drugs and vaccines administered intra-nasally could be highly effective in limiting the spread of the virus.

Neutrinos Could Explain Why the Universe Has So Much More Matter Than Antimatter

The T2K Collaboration. Constraint on the matter–antimatter symmetry-violating phase in neutrino oscillations. Nature, April 2020

The current laws of physics propose that 13.8 billion years ago, at the time of the Big Bang, every particle of matter had been created with a counterpart called antimatter. Antimatter is precisely the same as matter but with an opposite physical property such as an electrical charge. The great mystery for physicists is why there is so much more matter than antimatter in the universe. If there had been equal quantities in the beginning then each particle would have wiped each other out in a blaze of energy and left the universe full of just photons and dark matter. To understand the mystery behind this asymmetry, scientists have utilized an experiment known as “T2K.” T2K is a collaboration between 500 international scientists that employs a proton accelerator in Japan that generates beams of subatomic particles called muon neutrinos and antineutrinos which then travel 295 km to the gigantic Super-Kamiokande detector, located in a tank filled with 50,000 tons of water under a mountain in Kamioka on Japan’s west coast. During this trip, the muon neutrinos and antineutrinos change in flight to electron neutrinos and antineutrinos, demonstrating the phenomenon of neutrino oscillations. The team observed for the first time that there is a significant difference between neutrino and antineutrino oscillations. Neutrinos were found to turn into electron neutrinos at a much higher rate than their antineutrino counterparts and, as a result, would propagate regular matter at a higher rate than antimatter. These results show that although matter and antimatter look so similar to each other, they can behave completely different. Previously, scientists have found some differences in behavior between matter and antimatter versions of other subatomic particles called quarks, but the differences observed did not seem to be large enough to account for the dominance of matter in the universe. This new data indicates that subatomic particle neutrinos might be the very reason the universe is dominated by matter. While the scientific community is very excited about these results, most experts suggest collecting a lot more data in order to get the confidence level of their results up over the current ratio of 95%.

Humans Tend To Go With Our “Gut Feelings” Over Evidence-based Decisions

Konovalov& Krajbich. Mouse tracking reveals structure knowledge in the absence of model-based choice. Nature Communications, April 2020.

A new study showed that when faced with a decision, humans prefer to follow their “gut feeling” or habits instead of taking all facts into account. In the study, participants played a simple computer game in which identifying patterns could make them more money. While following the patterns led to success most of the time, there was still a 10-40% chance that it would not give the best outcome. The researchers observed that 56 of the 57 participants were able to identify the pattern to make the decision that gave them the highest chance of success. However, only about 20% of players consistently went with that choice after it failed them. The other 80% of players diverged and made choices based upon their gut feelings. The researchers suggest that participants decided to go with their gut feelings when making in-game decisions because choosing the best pattern only led to a slightly higher chance of success. This study highlights how decision-making works in real life. People can learn what choices lead to the best outcomes; but putting that knowledge into practice can often be difficult as it likely takes a lot of mental and sometimes physical energy to always make decisions based upon your knowledge of your current environment. Moreover, the rewards of following the best strategy aren’t always obvious in real life. Following a familiar strategy may increase your success by only a small percentage. In our decision making, there is always the dilemma – what we should do from a statistical perspective versus what worked out well recently, typically in an anecdotal manner.

For this tree, the seed is intelligence, water is determination, air is patience, and effort is excitement. One thing to consider is that imagination and fantasy are not the same concept. Whereas imagination is the seed of realistic, logical plans and projects designed in accordance with long term goals regarding life and the future, fantasy involves short term projections out of proportion with reality, emotion, and rational thought. In this sense, there is no imagination that does not sprout its roots towards the goal and does not disperse the seeds of excitement to the human soul. This is because imagination is like a pile of emotions that sustain us in the years ahead. It is the energy that powers the heart, the mystery juice which injects excitement into our minds, a framework of desires that bind us to life. It helps us to believe that one man’s expectations for life are as good as his dreams; his earnings will match his excitement. Imagination and the resulting “excitement” is a great blessing that brings out treasures, love, and skills hidden inside us. Above all, imagination can help us to achieve success in all of our endeavors. This is true of science, too.

Defining scientific success can be tricky. It requires effort, hard work, and observation to achieve scientific success. But most importantly, it requires intelligence which is a blessing. Just like a licensed driver controlling a car, the brain’s performance improves with the skill of its driver. To maximize the brain’s potential, it is very important to integrate the heart and conscience with the use of intelligence.

Can we explain the reality that there is only a limited number of scientists because they were born as such or inherited this quality genetically? The reality is thousands of babies are born with brain capacities similar to that of scientists’ in terms of anatomy, histology, physiology, and biochemistry. Even though human intelligence is partly determined by inheritance, there are other factors. If the case was as simple as inheritance, would Einstein say, “I do not have any special skill, but I am passionately curious”? When Thomas Edison said, “1% of genius is inspiration and 99% is sweat,” he captured perfectly that one needs more than just intelligence to achieve success – one also needs to maximize that intelligence through hard work.

Scholar Bediuzzaman Said Nursi summarized the stages of knowledge development of the human mind in seven steps. “One first imagines something (tahayyul), then conceives of it, and clothes it in a form (tasawwur). Afterwards, one reasons and reflects on this thing (taaqqul), then confirms it (tasdiq), and then has full conviction of it (iz’an). Then they fully support it (iltizam); then they become committed or devoted to it (itiqad)” (The Words, Gleams of Truth).

Each of these stages is subject to different rulings. They form the ladder to higher meanings. Thus, if a person is unaware of the step occupied, he/she ends up remaining in the lower stages and acts according to the necessities of that particular level.

Therefore if we do not want to leave our scientific approach at the dimension of “sophistry,” which starts with imagination (tahayyul), we have to continue our intellectual and ideological journey all the way to the end. Imagination, which is often overlooked, bears the seed of intelligence, which is a blessing offered from the infinite ocean of God’s wisdom. Imagination is the unprinted photo of our intellectual aptitudes. How do you like to print and uncover your dreams?

When a father’s inquisitive daughter asks him, “Why he is God invisible?” he thinks he’s getting off with an easy question. But the answer is far more complex, and wise, than he could have imagined.

Having an adolescent at home is a challenge, but answering their questions without triggering other question is a totally different one. And I should know this, because what else can you expect from the curious daughter of a researcher-father? Almost every day, she unloads a question on me, and the rest of my day is buried into deep thoughts over the answer.

Well, this time, I thought her question was an easy one. She asked, “Dad, why is God invisible?” Wow, that was easy. I felt like a child who knows the answer to the question the teacher asked:

“Our eyes are not capable of seeing Him. There are other things, too, that are invisible for us; like love or intelligence.” That was it. I was smiling in celebration of my effortless success. But my daughter, she wasn’t smiling:

“I didn’t ask why we can’t see Him. I said why is He invisible; that is why did He choose to be invisible to us?”

Good grief! How in the world should I know? I just tried to save the moment by giving the most straight forward answer: “Well, this life is an examination for humans. God invites us to find Him, and choose to submit to Him without seeing. That’s the rule of the game, or the challenge of the exam.”

She didn’t look satisfied with what I said. After a few seconds of silence, she blurted out: “Ok, it is part of what I am looking for, but not exactly.”

“If you can define what you are after, we can search for it, you know.”

“Dad! I remember you telling me that you can ask the perfect question only if, and when, you know the answer. If I don’t know the answer, how can I perfectly ask about it?”

Right there, I was shot with my own gun. I had used those words a few times to escape a mental fight or to avoid getting caught with an insufficient explanation. But, being daddy’s girl, she picked it up too quickly and she was expecting me to figure out what in her mind without her telling me. So this was something I was used to. All I needed was to focus: “Why is God invisible? Why did He choose to be invisible?”

Being invisible while being there… Things are better understood when juxtaposed with their opposites. So, I started thinking about being visible but not being there. This sounded like the people who shake hands with you while talking to somebody else, or those who can’t help looking at a computer or cell phone screen while talking with you. Then I remembered the cliche father depiction in the movies: a person who exists but no more – and the rest of the movie is focused on filling that void from lack of a father’s love! I realized that my brainstorm was taking me far far away… But the concept of parenthood? Maybe there was help in it.

Being good parents… I recalled the examples in the books and seminars about parenting. “Helicopter” parents would help their child in everything to the point that they would not let the child enjoy the feeling of success. Such kids would have difficulty in developing self confidence and entrepreneurship. “Absentee parents,” on the other hand, would not bother themselves, even if their kids were crushed under incessant failure. Such kids would have difficulty in developing trust and establishing long-term commitment. But what about these musings? Were they of help to probe into my daughter’s curious mind?

I remembered that parents were extremely important because the relationship between them and the child was the framework for the relationship between the individual and God. And conversely, God’s lordship was a model for parenting. So, if God chose to be invisible, was it a lesson for me as a parent?

For example, He was invisible, but He was not absent. People discovered God best when they were in their most desperate situations. And in normal times, He was enabling us to enjoy success and self-confidence by helping and guiding us in our actions without overriding our egos. Had this help and guidance been substituted by His infinite Will and Power always, we could not have controlled our actions, and so, we could not have developed even the notion of self.

I felt like I found a great gift for my daughter. But was this enough? Was this what she was looking for? Or part of it? Who knows? Perhaps, I should keep thinking. After all, I was her hero; I should not ruin her dreams.

I remembered how I was disappointed by some of my superheroes. In my childhood, superheroes were depicted as people who were there only in times of danger and emergencies. So, they were never put into contexts that would reveal a lack of character or a need to be cared for. But in recent times, superheroes were likely to be depicted with defects in their personalities. Even sometimes, they were shown trying to cover up those defects with their powers, making the picture even worse.

I did not want to disappoint my daughter. But as much as I was her hero, I was a human: a regular human with insufficiencies and mistakes. And, so was she. In any case, I didn’t want to be remembered through my negatives. Wasn’t I educated not to hit people in the face with their mistakes – but on the contrary, to cover them, if possible? Right at that moment, I saw that being invisible was the perfect way God did this for us. If He revealed His presence every time we did something wrong, how shameful would that be?

But, whether covering a flaw or doing a favor, what crowned those good deeds was when the person who committed them didn’t expect anything back. The best help was described as “done by the right hand without the left hand being aware of it.” Doing favors while being invisible like angels was the ideal. So, the other person only knows that they have been covered, and that’s it. They can’t see anyone who is going to ask for a return by reminding them of the favor; they can’t remember a face whose appearance would rekindle the regrets of the past mistakes. Their pride is not wounded, and their dignity is intact. They are left with a gratitude that can only be paid forward by doing the same for others. I thought, in this context, being invisible was another way by which God taught us benevolence and magnanimity by example.

Having gone through all these thoughts, I was guessing that I had found enough answers for my daughter. But since I had not figured out a way to deliver those answers without being visible, I was expecting her to have enough of me after a minute, and without much listening, to produce another question. I was wrong, and I was correct. She listened to me completely and attentively. Then she added:

“Today, during the exam, the teacher stood beside me for a minute. You cannot imagine what a stressful minute it was. Not that I was doing anything wrong, but seeing her made me so nervous. I remembered that you had told me that we were in an exam in this life. Then it dawned upon me that God being invisible was not only a part of the exam, but also a part of the help to success.”

This time, we both smiled… until she reloaded me with:

“Then why did God give the need for self-confidence and success, if they potentially lead to arrogance?”

Fred (not his real name) is 21 years old, living in a university community. Last year, he did a project to “stretch into infinity”, i.e. he attempted suicide. Fortunately, his project failed. After his return to the normal life, he found an alternative way to infinity. I wanted to interview him as soon as I learned about his story, which he accepted.

“I am doing a double major in mathematics and biology. Unlike the regular biology students who are educated to think traditionally and memorize constantly, my way of thinking is rather mathematical and rational.”

I wanted to punch a hole in this super confident young boy’s claims about himself. “So, you never fell in love, but instead, rationally proved some girl to be the one meant for you?”

He chuckled. “I guess, I did fall in love, but suppressed my feelings since they were irrational.”

“Then you must have a strong will. How do you rationally explain the human will? I mean, we are talking about a young man whose hormones are keeping him at the verge of love. And how do you think your will fights against these molecules that pervade your body?”

“My thoughts on this are different now, but at the time, I was trying to express everything in terms of testable, concrete concepts. There is so much research on the effects of genes and the environmental conditions on human behavior. So, my will had to be some proteins synthesized from my DNA.”

“So do you think, or did you think that one day people could use love pills for keeping up their love for their partners, and to have compassion for their children?”

“Why not? Actually, it is not just that. I had many thoughts that engulfed my mind and motivated my actions, including my attempt to suicide. I couldn’t receive rationally satisfactory alternatives to my conclusions.”

Then Fred took me on a tour d’horizon of his view of life and people. There were many elements in his views that you could hear from other people, but this one was unique and noteworthy:

“This is a bit irrelevant, but I can tell you a funny one too. If the speeding tickets are issued not due to an actual harm but due to the increased risk of harm, then people who drink more than a minimal amount should be given drinking tickets. Statistically speaking, the number of crimes linked to speeding is nowhere close to the number of crimes linked to drinking. So, if I am getting a ticket for speeding, although I haven’t harmed anyone, then why isn’t my friend for whom I am the designated driver, getting a ticket for his increased potential to harm someone?”

Speechless, I tried to steer him back to his conclusions that led him to what he did.

“You know, I was never hospitalized for depression. Nobody thought that I was in deep trouble, including me. I was considered to be an intellectual, an extraordinary friend. I don’t know how it goes with other people, but when the idea came, it wasn’t like a freaky idea to entertain myself for a minute. It came as an irrefutable theory. It only made sense. Really.”

The idea of suicide making sense? That didn’t make sense to me! Seeing my blurred gaze at him, he picked up again.

“If motivation is essential to accomplish your ideals, how come things that bring motivation are considered harmful?”

He was talking about drugs.

“If success is all about hard work, then why is it forbidden to pave your way to success rather than leave it to luck?”

That is fortifying hard work through taking drugs.

“If my mental activity is nothing but complex dynamics of molecules in my brain, then shouldn’t I take drugs that are the embodiment of rejuvenating and exhilarating inspirations leading to innovations?”

After a second of pause, he concluded:

“If happiness is all about certain molecules in my body, then what is wrong about getting it directly rather than mining it through the thorny relationships with people?”

How would you answer these questions, knowing that they are asked by an individual in the making who is trying to make sense of life but who is bewildered by the discrepancies of the mature people?

“My line of thought and other people’s line of thought in this matter are similar to the graph of 1/x. We are both aiming for the same point, i.e. zero. But our distinct approaches take us to opposite directions. The two couldn’t be more divergent than this.”

In mathematical elegance, Fred was describing the state that nurtured his suicidal thoughts. He could not establish ties with the rest of us. With an intention to never come back, Fred used drugs to become a zero in our world, and to stretch into unknown infinity. Did he succeed?

“But you know, like a sad love story, 1/x never converges to zero. I failed, too, in that sense. The way I conceived it, death was going to be a culmination of motivation, success, and happiness. I aimed for it head on. According to my conviction, I was supposed to have achieved all of those. When I opened my eyes in the hospital, I realized that I had neither success nor happiness.”

You don’t have to be a sage in order to understand that suicide is not a key to success or happiness. But a brief journey to death made Fred a sage.

“It is possible in this life that one receives death while perfectly healthy. It is also possible that one can survive despite a miserable health. In other words, just like being healthy doesn’t necessarily mean you can’t die, there isn’t a mechanic relationship between being unhealthy and arriving at death. My own failure to die despite what happened to me is a living proof of this.”

I noted in my mind that this was a good example of learning from your failures.

“The moment I realized that death is given, just like life is, my suicide attempt transformed from being a story of failure to a story of success, because that’s when I started believing in the unseen.”

Believing in the unseen was a quality that Fred did not have before, but why and how had it been the elixir that changed his failure into success?

“It is so ironic and controversial. In the beginning, what I was missing was my acceptance of self-deficiency in grasping the existence. In the end, by admitting to be incomplete, I was becoming complete; being completed by God.”

Suicide is one of the most severe sins one can commit according to the monotheistic religions. Yet, this young man found God in the very sin that could throw him light years away from God.

“I don’t define myself anymore as an outstanding, perfect intellectual as my friends used to call me. Instead, I am a story in progress. No matter how severe the calamities or how satisfying the joys are, I don’t come to an end unless my author ends the story.”

I think we all are aware that God has taken each of us-while we were wandering here and there-and made contact at a particular point with His holy grace and favor. This is an undeniable fact, and that we have existed under this blessing should be well comprehended. Throughout the past, certain groups of people have assumed services of education, charity, and relief with profound sincerity. Now, the task that falls on our shoulders is to proceed with carrying the flag inherited from them with the same good intentions. It may be useful to state the following points so that the favor pouring down upon us will not cease:

1. We have to persuade ourselves that we have had no role to claim within these services. It must be accepted that all takes place because of God’s holy grace, benediction and favor; due to this, we must not claim partnership with Him and commit a grave sin, and must stay away from the egotistical delusions perpetrated by our carnal self.

2. We should conceive that if we were not involved in these good works, it probably would be done by far better people, and much further distances would have been covered than those covered so far. And we should say, “God’s holy favor does not reflect the service as it comes from its fountain, instead it hits the evils of our egotism and corporeality and is fractured; because of this, our acts of service stay far behind the point they should have reached.” Long ago, our elders used to say, when someone comes to a devotee of truth: “So, my friend, how many souls have you killed?”that is, “How many people have been nipped by you and could not find the truth?” Today’s devotees, too, should bear this concern in their souls, so that God’s holy favor might not cease.

3. Our spiritual meekness and worship should multiply as much as our worldly activities and success, so that we do not become overwhelmed by our own egos. Imam Rabbani does not show himself even the deference of a dog; moreover, he even states that he doesn’t have the worth of a donkey. This consideration should be fastened to our souls, become our everyday state. The Prophet Muhammad, peace be upon him, used to say, during his day-and-night prayers with his forehead on the ground in repentance: “O! The All-Living! The Self-Subsisting! I beg for Your grace! Please do amend all my states, and do not leave me alone with my carnal self, for even as long as a blink!” We, too, must repeat this prayer often, and should strive to leave behind the brutality of our carnal selves.

4. We should attribute any sort of deficiency to ourselves, see our egos as an obstacle to service, and attribute every single success as a divine favor. Korah attributed the blessings bestowed upon him to himself and said, “All this has been given to me only by virtue of a certain knowledge that I have” (Qur’an 28:78). All kinds of Korahs and Pharaohs have said such things. In contrast, all saints and Prophets have said, “I can neither bring benefit to, nor avert harm from, even myself” (Qur’an 7:188). Thus, the thought “I have known/ I have done/ I have held/ I have constructed” is the arrogant thought of Pharaohs. The account of the Qur’an on this issue is crystal clear: “It is God Who has created you and all that you do” (37:96). So, what is our share in goodness? Only our inability and poverty. If we turn to His might through our helplessness, to His wealth through our neediness, we are further motivated with gratitude, and serve with enthusiasm, divine blessings will progress ever after.

5. The awareness and comprehension of the fact that all goodness and success come from God shall be exposed by our resolution and vigilance to talk of Him with others. But there are implicit forms of Pharisaism, as well. For instance, people sometimes say, “We have been blessed with this success; God has made us do this, for we are so unable,” with secret sanctimoniousness. Some people slyly talk of their own selves all the time, “We’ve read this and that with many friends, many intellectuals attend our programs.” But we are called to communicate about God Almighty, and must be ever so vigilant on this point. For example, children are greatly loved. When children are mentioned somewhere, we too would like to mention our own kids, and remain on the lookout for the opportunity. Likewise, people sometimes feel that way about the eloquence of their writing or speech. But these kinds of attitudes are surely indecent, perhaps even inconsiderate. We must speak of God at every single opportunity. When fidelity or loyalty among friends is mentioned somewhere, we should say, “is there a friend more loyal than God?” When rights are spoken of, we should say, “if there is someone Whose right has to be given, it is surely God Himself who has raised us from non-existence to existence, then not abandoned there and animated us; then not left alone and raised us up to humanity, then honored us with faith, moreover made us involved in good deeds.” That is, we should feel jealous if someone other than our Lord is given credit somewhere. When someone says something like, “I’ve given a speech, and people were exuberant and offered this and that,” we should feel uneasy enough to become ill, and writhe with pain, thinking, “Have a look at him; he is talking about himself instead of my Lord.”

Yes, if we wish to learn our state with God, we should look at the state of God with ourselves. How much interest do we have for Him, what kind of association do we have with Him? We should ceaselessly remember, and be always on the alert. As a matter of fact, if our contact with Him is firm, we will find a way toward Him, to communicate with others about Him. In consequence, we will see only Him, know only Him, think only about Him, move with Him, blink our eyes only for Him, and close all other considerations except Him.

6. Another major inducement for divine guidance and assistance is sincere cooperation and alliance. To reach this requires to conserve cooperation and alliance, and to avoid disunity and dissociation. If we are unified and together, we may be bestowed favors that exceed the human imagination, and we may become able to carry loads heavier than a mountain. In contrast, if our unions and alliances are destroyed, and we remain alone or with only a few friends, we will have detonated our essential force and caused the discontinuation of divine assistance. No matter how hard we try, it will not mean much, if we are without helpers. To this end, we must use all our resolution and effort to conserve the quality of being as strong as a building made of steel. Indeed, Qur’an decrees “God’s hand is over their hands” (48:10). I believe that the favors bestowed upon a congregation belong to a far-distant dimension, that even some of the holiest individuals, with the aptitude to guide all of humanity, may not be granted.

To be a human being is hard, but servitude is a still harder. The obligation of performing a great mission, in the end times of the world, is perhaps the most difficult one of all. And we have applied for the hardest duties. We have taken a difficulty upon ourselves by assuming the self and willpower that the mountains and heavens have abstained from. Therefore, we will enhance our sense of self and willpower in a transcendent way, by sheltering under God’s divine might and supremacy, in order to overcome those difficulties.

The United States and many other developed countries are becoming more multi cultural, multi ethnic, and multi racial than ever before. This may to a certain extent cause less communication, interconnectedness or dialogue between diverse individuals. This lack of communication and dialogue, especially in education, manifests itself as less participation and involvement, which negatively affects educational success. Since educational success is highly associated with parental and community involvement, social capital plays a critical role in improving overall successes in education. Educators and policy makers should seek new ways and strategies to improve social capital with greater efficacy. This also includes reexamining leadership styles, practices and setting exemplary leadership frameworks.

1. Social capital

Due to the abstract nature of the concept, social capital is mostly defined by its functions or manifestations. In other words, definitions mostly answer the question of what social capital does rather than what it is. Don Cohen and Laurence Prusak (2001) refer to social capital as a dynamic and even organic phenomenon. Their approach also emphasizes social capital’s role and function, rather than social capital itself. They underline (1) how social capital works in organizations, (2) how investments are made in social capital, and (3) the return that these organizations and individuals experience from these investments (p. 3). In this framework, Cohen and Prusak (2001) offer the working definition of social capital as “the stock of active connections among people.” Yet, there seems to be a more concrete definition offered by The World Bank Social Capital Initiative (1998). According to The World Bank Social Capital Initiative, social capital is the “internal, social and cultural coherence of society, the norms and values that govern interactions among people and the institutions in which they are embedded” (p. iii). Thus, social capital is seen as the glue that holds societies together. Consequently. without social capital, society at large will collapse. Due to its importance, researchers from different fields, such including political science, economics and education, investigate social capital, as many people see social capital as a solution to persistent social problems.

2. Social capital and education

In the world of education, social capital is formed by social networks connecting families, schools and communities. In other words, parental and community involvement are the forms of social capital which are most associated with academic success. The World Bank (1998) argues that there is evidence that schools are more successful when parents and community members are actively involved. Discussions about school issues, parental monitoring, active tutoring, providing encouragement, attending school events, responding to school obligations, etc are all examples of parental involvement. Less effective community involvement examples include (1) supporting schools financially, (2) participating in school events, and (3) involving schools in community meetings. Community involvements render teachers more committed. Furthermore, it effects students’ general achievement, including achievement in reading, math, or other specific curricular areas, as well as IQ scores and an array of attitudinal and behavioral outcomes.

3. Education and leadership

Even a cursory review of the leadership literature reveals that there are multiple definitions of leadership, and these all arise from mainly different perceptions and specific disciplinary conceptualizations. For example, some authors choose to treat leadership as a psychological fact while others see it as sociological (Pierce & Newstrom, 2008). In different disciplines, such as education or health, the definitions are based upon the references of that particular discipline. Therefore, a wide range of definitions of leadership are offered, but not a single model or term given. Accordingly, while some leadership approaches focus on the different characteristics between the followers and the leaders, others look at internal or external variables such as representation and effectiveness.

In education, leadership is mostly represented in schools by school administrations. Specifically, principals and teachers are expected to possess the leadership skills necessary to run their schools. Leadership practices are not only expectations but also obligations and requirements as part of the profession. This is especially true for principals. Since they form school policies, they’re considered critical for academic and disciplinary success.

Kouzes and Posner (2007) see the concept of leadership as a practice rather than as a personality type. After several case analyses, surveys and questionnaires, they uncovered five leadership practices common to personal-best leadership experiences as guidance for all leaders. These five practices of exemplary leadership are essentials and applicable for all leaders who want ot get extraordinary things done in organizations, including educational institutions. The five practices are: (1) modeling the way, (2) inspiring a shared vision, (3) challenging the process, (4) enabling others to act, and (5) encouraging the heart.

4. Exemplary leadership, K-12 education, and social capital

To improve and benefit from the existing social capital in a family, school and community, the five practices of leadership proposed by Kouzes and Posner may be implemented in K-12 institutions. Accordingly, this model may improve academic and disciplinary success in K-12 education. The following titles will focus on possible actions, attitudes or procedures to improve social capital as conducted by school principals and teachers.

a. Model the way

Behaviors are more important than the title that people carry in organizations. It is through behavior that people win the respect of other members of an organization. If leaders want to gain commitment and better standards, they must be models of the behavior they expect from others. Overall, leaders model the way (Kouzes & Posner, 2007). School principals and teachers should act and behave in the best way possible, as exemplary models, towards colleagues, parents and community members if they wish to utilize and improve social capital. Modeling the way can be done by more involvement and participation in the activities organized in and out school. However, principals and teachers should prioritize their needs when they are choosing activities and events. For instance, different ethnic and cultural groups in a community can isolate themselves, since other members of the community may not want to communicate. Although these different groups may open their activities to all community members, lack of communication and dialogue creates isolation and, as explained before, cause lack of trust, reciprocal respect, interaction and safety, all of which are essential to building social capital. Thus, principals and teachers should prioritize communication and dialogue rather than basic social needs such as entertainment. Modeling the way can also include mutual family visits, joining social organizations and participating in community workshops, conferences and diversity meetings. In short, principals and teachers should represent – model the way – rather than present what social capital requires as a discourse.

b. Inspire a shared vision

Keenness, interest, diligence, inspiration, enthusiasm, dreams and imagination are essential factors for leaders in an organization (Kouzes & Posner, 2007). When leaders are visionary, and if their visions are realistic and if they have confidence in their capacity and skill, remarkable achievement can be realized. According to Kouzes and Posner (2007), every organization and social movement begins with a dream. Dream is a force which helps shape the future. However, dreams cannot work alone and must be shared. Leaders with dreams, or even leaders with more tangible projects, may not initiate an organized movement or substantive change. People will not follow leaders unless they accept the vision or dream as their own. To do so, leaders need to inspire people to share their vision.

A shared vision is as important as modeling the way in the process to utilize and improve social capital. People need to be convinced about the benefits of social capital in academic and disciplinary success in schools. Since many studies (Dika & Singh, 2002) show positive links between high social capital and overall success in K-12 education, making people believe in its benefits may not prove a difficult task for principals and teachers. However, a simple belief does not help much with improving social capital. Kouzes and Posner’s (2007) second practice of exemplary leadership, which is inspire a shared vision, might help leaders, principals and teachers achieve sufficient utilization and improvement in education. The visions and dreams may include (1) high involvement in activities and events, (2) strong connections with parents and community members, and (3) moral and financial support. The first step towards realizing such visions is telling them to the targeted individuals. The second is paralleling the visions with people’s expectations, hopes, and dreams. To do so, principals and teachers should engage in dialogue, not only with their colleagues, but also with parents and community members. The third involves further interaction and dialogue with people to amend or modify the vision for more effective utilization, if needed. Thus, plans and preparations for the planned goal or for the better utilization and improvement of social capital can be improved, and thus become more appealing.

c. Challenge the process

Leadership cases mostly involve a case of change or are perceived to be a challenge to the status quo. Studies done by Kouzes and Posner (2007) confirm this. For example, leaders may challenge a system, its processes or procedures so that they obtain new or better products, processes, services, systems, or outcomes. Challenge might involve an innovative product, a cutting-edge service, a revolutionary piece of legislation, or a reformed cadre of different personnel.

In a school environments, change and challenge occurs in and through the existing policies, internal culture and the status quo. To achieve a significant or better organized transformation, school leaders, primarily principals, happen to take risks. Change might be perceived as a challenge in different forms to the existing attitudes, means, methods and personnel. It might not be seen within the framework or practice of the existing action-plans that allege to benefit social capital within a community. By and large, attempts to improve or further utilize social capital can be perceived as a challenge if there is already some resistance to and confrontation with the rank-and-file towards the process of change and development in any community. As for schools, school leaders can challenge the attitudes and processes that are not effective and valuable for better social capital. Their action plans need to include overall participation, steady attendance, constant involvement, frequent visits and positive relations which would invoke further responses, participation, and contribution from individual families or lager communities. Challenging stagnant, unpromising, unproductive methods, means, or processes with a positive attitude is usually acknowledged as a needed form of action and practice towards achieving objectives.

d. Enable others to act

Leadership is about team work, and cannot be restricted to a small group of loyalists. It must include peers, managers, customers, clients, and citizens – all those who have a stake in the vision. The command-and-control techniques of the Industrial Revolution are no longer applicable. Leaders must work to make people feel strong, capable, and committed. They need to enable others to act and to participate in team efforts in order to accomplish either an organized movement or significant change (Kouzes & Posner, 2007).

Kouzes and Posner’s fourth practice of exemplary leadership is an essential instrument, especially when a single person leads an activity or a project in an organization. This is true for schools principals. At schools, principals give direct orders to realize internal and external procedures. In many cases, teachers, parents, and community members fulfill or complete these orders without becoming a part of them. Teachers, parents, and community members need to be inspired and encouraged to feel like team members who can actively participate in utilizing and improving social capital for their schools. For instance, teachers should be able to contribute to an event organization not only as guests but also as team members who arrange the event. Parents and community members should also be enabled to work as team members working towards improvements or success. Rather than simply participate, they can get involved in the events and organizations, at least to a certain extent, as controllers, coordinators, sponsors, or organizers. This simple involvement naturally attracts and increases the level of interest in school and overall education by society at large, and of course results in the improvement and utilization of social capital accordingly.

e. Encourage the heart

Encouraging the heart is another practice of exemplary leadership offered by Kouzes and Posner (2007). It is essential for leaders, because people get exhausted, frustrated, disenchanted, and often temped to give up. Leaders encourage the hearts of their constituents to carry on. Encouragement may come in many forms, ranging from dramatic gestures to simple actions. For instance, in recognition of performance of the constituents, a simply participating in their celebrations encourages people’s hearts. Such simple actions show that their performance is recognized and appreciated by the leader (Kouzes & Posner, 2007). .

Similar to principals, teachers, as leaders, also should encourage the hearts of their students and students’ parents. Teacher-parent contacts, interactions and dialogues should be accommodated between individuals for academic success and educational progress.

Conclusion

As argued, there are several factors that promote academic and disciplinary success in K-12 education. Educators, in most cases, have the initiative and inherent power to utilize and modify these factors. Social capital is one of these factors and has a critical role for the overall success in schools, especially in K-12 education. Statistics and research show positive links between improved social capital and educational success in the US and elsewhere.

Environments with improved social capital have better educational success, whereas low social capital environments have lower educational success, with high dropout rates and lower tests scores. Although studies clearly support the importance of developing social capital, further proposals, action plans, or practices are still needed to improve and utilize the social capital in K12 education. These proposals can be set by specific disciplines and also by interdisciplinary approaches, such as sociology, psychology, and education.

Erkan Acar is a PhD candidate in education at Marywood University, Pennsylvania.

References

• Cohen, D. & Prusak, L. (2001). In good company. How social capital makes organizations work. Boston, MA: Harvard Business School Press.
• Coleman, S., J., (1988). Social capital in the creation of human capital. The American Journal of Sociology, 94, (supplement) 95-120.
• Dika, S.L. & Singh, K., (2002). Applications of social capital in educational literature: A critical synthesis. Review of Educational Research, 72(1), 31-60.
• Fukuyama, F., (1999). Social capital and civil society. Retrieved September, 1, 2008, from http://www.imf.org/external/pubs/ft/seminar/1999/reforms/fukuyama.html
• Kao, G., (2004). Social capital and its relevance to minority and immigrant populations.
• Sociology of Education, 77(2), 172-175.
• Kouzes, J. M. & Posner, B. Z., (2007). Leadership the challenge (5rd Ed.). San Francisco: John Wiley and Sons, Inc.
• Pierce, J., L. & Newstrom, J.,W., (2008). Leadership & the leadership process: Readings, self-assessments & applications (International Ed.). New York: McGraw-Hill.
• The World Bank Social Capital Initiative, (1998). The initiative on defining, monitoring and measuring social capital. Social Capital Working Paper, 1.

“Everybody talks about the weather, but nobody does anything about it.” – Mark Twain

Time is illusive, for it is hard to define, capture, or imagine. Just like the weather, we talk about it but cannot comprehend it or affect its passage. We complain about how quickly time passes, how modern life puts us into a permanent state of urgency, and how we cannot find time for such (usually indefinitely) postponed activities as reading a particular book, spending quality time with our family members, building new social or business relationships, or starting an exercise program. Yet nobody seems to be able to stop or even slow down time. Will better self-management lead to better time-management? Is managing time even important? What exactly is time? The General Conference of Weights and Measures defines one second of time as the interval needed for 9,192,631,770 oscillations of the Cesium atom.¹ A minute is 60 times that, and an hour is 60 times the latter. Thus we know what time is … or do we? Such definitions give no insight into time’s true nature. And there are further, more complex questions: Why do we seem to be unable to go back in time? What does it mean for one event to happen after another event? What do present and future mean?

Time-Management Is Really Self-Management

Even though we do not have a precise definition for time, we still try to manage it. Bookstores and libraries are full of books on time-management, and time-management seminars enjoy wide popularity within the business community. After becoming familiar with the field, one fact stands out: The subject being discussed is actually self-management with respect to time. To be more precise, we can manage ourselves only with respect to what we are doing as the rest of the universe continues to move.²

A successful self-management regimen requires a series of practical techniques, principles, approaches, methods, steps, tools, and strategies arranged in a way designed to construct a realistic framework. Erecting such a structure allows us to understand exactly what our goals are, how they will be reached, and how to begin internalizing the entire system. To make this a long-term program, we need to bring this new outlook from our forebrains to our hindbrains, thereby transforming them from abstract concepts into actual reflexs and habits.

A holistic approach to self-management with respect to time can help us accomplish this goal, for it is built around each person’s self. Incorporating the self’s physical, psychological, and sociological aspects allows a complete and coherent framework to emerge. And, moreover, it reflects the integrity of our existence because it is based on all of the various aspects of our existence.

Holistic Time-Management

The holistic approach to self-management is distinguished by its emphasis on self-knowledge. After all, both logic and common sense dictate that only that which is understood can be managed and led. If a business manager knew nothing about human psychology, behavior, or sociology, would it be logical to assume that he or she could manage a department successfully? Of course not. Using the same analogy, how can a person manage and lead his or her self without understanding its underlying dynamics and structure?

Both Western and Eastern schools of thought have developed definitions for “I,” the term we commonly use to distinguish ourselves from all others. They have many points in common. 

For example, both state that each person has:

A physical aspect to his or her existence (the body), as well as features in common with animals and others that are unique to him or her.

Various non-physiological aspects, such as a soul, mind, consciousness, conscience, ego, willpower, sixth sense, and so on. These indicate the existence of a non-material existence tightly connected to our physical existence. Sufism teaches us about constituents of our spiritual existence: the carnal self, the ego, the soul, the heart, the divine receiver, the evil receiver, and the mind, among others.³

Other people in his or her life with whom he or she has some kind of relationship.

Holistic Self-Management

The holistic approach to self-management requires that we understand the physiological, psychological and spiritual, and sociological aspects of our existence.

The Physiology Front. The logical place to start is learning how our body functions. One important aspect of this is familiarizing ourselves with its many rhythms, which can last anywhere from an hour to several weeks, as well as its timed release of the hormones secreted in our bodies.⁴ A realistic scheduling of our daily activities depends upon knowing which periods are conducive to what activities. For instance, it makes sense to schedule mentally taxing and difficult problems during the early morning, as that is a period of active energy hormones and mental clarity. On the other hand, afternoons are ideal for socializing and building relationships and long-term memory.

We experience mental lows during the day. Usually, we attribute these to the food we have consumed, a lack of sufficient sleep, or other external factors. While such assumptions might be correct, there is a more fundamental cause: our body’s circadian rhythm. This biorhythm, lasting for approximately 90 minutes, is the body’s way of asking for a short break. The most common manifestations of this are yawning, daydreaming, or loosing concentration. Listening to and honoring these signals allows our body to re-energize and achieve a peak during the next hour. Eliminating these signals with caffeine or other stimulants may bring a temporary rise in mental alertness, but also makes it impossible for us to obtain a natural mental peak. This need for a break does not go away; it either returns more strongly in the next period or causes us to experience stress during the rest of the day.

The type and amount of food we consume also affects our self-management. Just consider how much time we spend preparing, consuming, and digesting food, not to mention the time we spend in the restroom and what we do after the meal is finished. Furthermore, certain foods may energize or slow down our mental functions,⁵ and can even affect our sleep patterns. Another important element of our physiological life is regular exercise, for this helps us maintain good health. Certain exercises help reduce stress and increase energy levels throughout the day.

Establishing a suitable program of self-management with respect to time requires that we understand our body and treat it accordingly.

The Psychological Front. A correct understanding of those metaphysical inner faculties that affect our behavior helps us control that behavior. The self consists of such inner faculties as the carnal self, the intellect, and the heart. Each of these have different roles and tendencies in affecting our behavior. For example, the carnal self has the vital role of preserving our physical existence. If it is not disciplined, it can lead us to gluttony and other harmful habits that ultimately destroy our self-control and self-esteem. The key to controlling it is to exercise our willpower when experiencing moments of weakness or temptation.

Turning desirable behaviors into habits also allows us to take advantage of the resulting benefits. For instance, if we make it a habit to wake up early and do lightweight exercises or meditate, we reap the benefits of early morning energy hormones. Even if we cannot achieve all of our targets for that day, at least we will have the satisfaction of accomplishing one of our daily goals: spending time on self-improvement and spiritual advancement.

Another essential human trait is our need for simplicity. The best way to achieve this is to use only one planner and concentrate on one task at a time, thereby eliminating lost notes, misplaced contact information, and missed meetings. Concentrating on one task at a time and minimizing interruptions allows the brain to use less time when beginning to concentrate on a difficult task (start-up time). An interruption of only a couple of minutes can have a negative impact upon this start-up time. Most experts agree that the best way to overcome this is to establish, and then inform your co-workers and friends of, a personal “interrupt-free period.” Other methods are changing your location, turning off your telephone and cell phone, and posting “do not disturb” signs.

Such time robbers as procrastination can be overcome by determining their root causes. For example, procrastination is often caused by a fear of failure. But this is a self-defeating behavior, for procrastination does not make the task go away; it only makes it harder to deal with and causes us to miss an opportunity. One easy way to beat it is to break the task into smaller segments and begin working on it segment by segment. Such an approach takes away our fear of failure, because we can see how success in one segment leads to success in the next. Other root causes of procrastination, such as a fear of success, negative associations, perfectionism, and disorganization, can be overcome in the same way.

As we are by nature visual beings, most of our mental capability is devoted to visual processing. About 80 percent of all input to our brains arrives through our eyes. Our visual memory is also far superior to our auditory and tactile memories. Thus, as time is invisible, we find it hard to imagine and fit it into our overall plan. One way to deal with this difficulty is to make time visible through a time map (also known as a time budget or a time policy). For example, using a calendar as our sole scheduling tool allows us to map every piece of time we have for the next several months. Writing down our activities, tasks, appointments, and other commitments makes time visible. Drawing borders, as well as putting signs, cushion periods, and other visible indicators, allows us to budget our time effectively. It becomes just like a blueprint to our house.

The Sociological Front. Finally, we have to acquire an understanding of how other people think and behave, how they respond to our actions, and why they need to communicate with us, for such things have to be factored into our time-management policy. Since our relationships with others can affect our emotional state, and hence our ability to manage ourselves with respect to time, we need to learn how others may help or hinder our efforts to reach our goals. We need to learn how to support our willpower by cooperating with others, to delegate effectively so that other people can help us achieve our goals as well as their own, to set up and run meetings, and to communicate effectively in order to minimize potential misunderstandings.

Some tools designed to help us manage our time are now on the market: MSProject, day planners, cell phones, and a whole host of computer-related gadgets and software packages. Choosing and then using them wisely and efficiently can make or break our time-management program.⁶

Conclusion

In summary, time-management is really self-management and deciding what to do and when to do it. Success requires self-discipline and self-management. Therefore time-management is actually self-management with respect to a schedule. Effective self-management is predicated upon a correct understanding of the self’s physiological, psychological and spiritual, and sociological aspects. The better we know ourselves, the easier it is to manage and control ourselves. The absence of such control invites failure.

The comprehensive approach envisaged by a holistic self-management program makes successful and effective self-management possible by showing us how to manage the different aspects of our existence effectively and efficiently

Footnotes 

1. “International System of Units (SI).” Online at: www3.sk.sympatico.ca/gregtami/si-base.html; also see www.bipm.fr/enus/2_Committees/cgpm.html.
2. Harold L. Taylor, Making Time Work for You (Ontario, Canada: Harold Taylor Time Consultants Inc., 1998).
3. M. Fethullah Gulen, General Concepts in the Practice of Sufism (Fairfax, VA: The Fountain, 1999).
4. Michael Smolensky and Lynne Lamberg, Body Clock Guide to Better Health (New York: Henry Holt and Co., 2001).
5. Michael D. Chafetz, Smart for Life (New York: Penguin Books, 1992).
6. Jan Jasper, Take Back Your Time (New York: St. Martin’s Press, 1999).

If you find something hard to grasp, do you immediately conclude that you have reached the limit of your cognitive ability and give up? Do you usually associate successful outcomes with smartness and failures with lack of intelligence? Do you consider intellectual ability an indispensable component of every accomplishment, or it is the effort-plain, sweaty hard work-that brings about the desired outcome?

The above questions tackle the dilemma of effort versus ability. Although it can be relevant to more than one topic and domain, this article will elaborate on the dimension of intelligence. Is intelligence a fixed, innate talent bestowed by heredity? Is it an accumulated, cognitive reservoir constructed through such personal factors as effort and motivation, and such environmental factors as held in common by family and community members?

A Historical View

The effort/ability dilemma has been very controversial in the West. It has not been a mere academic debate, but one with political and social implications and a very eager public interest. The publication of Darwin’s The Origin of Species (1859) had a major impact on biology and other fields.

Francis Galton, a cousin of Darwin, advocated applying Darwinian principles to human society and coined the term eugenics, from the Greek words of “good in birth.” In his Hereditary Genius (1869),(1) he argued that mental features are as hereditary as physical features, and that a selective breeding of human beings (similar to horse breeding) could raise the proportion of people with a better-than-average genetic endowment. This new approach helped Darwin extend his evolution theory in The Descent of Man (1871).(2)

Galton believed that intelligence and ability are fixed, innate, and determined by heredity. This idea is proven by accomplishments in competitive careers.(3) He proposed the encouragement of good marriages as a way to create a superior human race, not so much as a way of “unwanted” ones. Gregor Mendel’s work on genetically transmitted dominant and recessive traits increased interest in eugenics.

The first half of the twentieth century witnessed an overwhelming belief in eugenics in academia and among intellectuals, politicians, and businessmen.(4) It became “an established fact” that single-unit genes determined such traits as alcoholism and mental incompetence.

Such conclusions naturally had political and social implications. For example, beginning in 1911, the United States tested arriving immigrants to assess their “worthiness.” Since many of those tested did not speak English and had just endured a long and difficult sea voyage, scores were low, and particularly lower for certain ethnic groups.(5) As a result, the US Congress passed the Immigration Restriction Act of 1924, which enforced quotas for unfit ethnic groups. Many American states also passed laws mandating sterilization of inmates judged to be genetically inferior.(6)

The fiercest implementation of eugenics happened in Nazi Germany. The 1933 Eugenic Sterilization Law required compulsory sterilization of all German citizens deemed to be suffering from presumably hereditary defects, including offensive physical deformities. Sterilization of the unfit was later transformed into many of the war crimes committed during World War II.

Eugenics’ association with World War II era war crimes and genocide ruined its popularity and reputation. However, some parts of its principles are still considered valid by some scientists in various fields. Two examples are the nature and causes of difference in human intelligence, and whether intelligence is hereditary or not. In other words, people are not identical to each other in the areas of comprehending complicated material, reasoning, learning, and solving problems. Researchers do not agree on the sources of these differences, and hence ask: “Is there a general mental ability called ‘intelligence’ that causes these differences, or is the underlying cause something else?”

Theories about Intelligence

Presented below are some contemporary theories about intelligence and its determinants.

The Psychometric View: This view claims that individual differences in human cognition or mental ability can be measured adequately by intelligence tests.(7) Many widely used tests seek to measure some closely related criteria, such as scholastic aptitude and academic success-not intelligence itself. Examples of such tests in the Unites States are the SAT or ACT (college admission), GRE (graduate school), and GMAT (graduate business school) exams. Although test administrators try to distance themselves from testing one’s actual intelligence (namely, one’s I.Q.), it is generally accepted by the research community that one’s IQ and the above tests are closely related.(8)

IQ tests are offered in many verbal and non-verbal forms. The general practice for IQ scores is to scale them around 100 in such a way that 95 percent of the population falls between 70 and 130.

Psychometricians assert that people are born with unequal intellectual potentials, just as they are born with different physical potentials, such as height and eye color. They also state that no amount of social engineering can make individuals with different mental competences into intellectual equals.(9)

One American social engineering program is Affirmative Action. This program encourages underrepresented minority groups in society to pursue education and business through required quotas. For example, state universities are required to accept a certain percentage of minority freshmen. If the psychometric view is true, these programs will fail and amount to discrimination against the capable. In their controversial book, Hernstein and Murray maintained this view together with the heredity of intelligence and genetic IQ differences between races.(10)

In short, this view states that a single factor known as “intelligence” can be measured with IQ tests and predict success in life.

The Cognitive-Psychology View: Adherents of this theory view intelligence as a process, not an innate ability. The process consists of creating a mental representation of problems encountered, retrieving apparently related information, and devising a solution. In short, it emphasizes experience for success in life, but does not completely eliminate the relation between general intelligence and experience.

Gardner’s Multiple Intelligence Theory: In his Frames of Mind, Gardner argues that psychometric tests ignore several aspects of intelligence. He also claims that the tests’ paper-and-pencil format rule out many kinds of intelligence performances that are important for success in life.

Sternberg’s Triarchic Theory: This view asserts three dimensions of intelligence: Analytic intelligence (similar to the psychometric, IQ-based view); creative intelligence (involves insight, synthesis, and intuition); and practical intelligence (the ability to grasp, understand, and solve real-life problems).(11) Although Sternberg does not reject some heredity in intelligence, he strongly believes that all three aspects of intelligence can be developed.

Problems with the Psychometric View

The psychometric view claims that intelligence is the single best predictor for individual performance at school and on the job, as well as for chances of divorce, dropping out of school, unemployment, or having illegitimate children.(12) However, the interactions and correlations of various factors in social studies make it very difficult to draw such conclusions. One cannot know for sure if intelligence is the cause or the result of the above-mentioned factors. It may very well be the case that some other criteria contribute to both the outcomes outlined above, and to the high scores as measured by IQ tests. Here are some remarks on the psychometric view of intelligence and its relation to success in life:

• Many people with high IQ scores fail to become successful due to a lack of motivation, personality, laziness, or short attention span. In contrast, some people with low IQ results succeed due to personal dedication, vision, systematic effort, and motivation. A low IQ score can be changed through conscious choice and effort. As an analogy, consider a gifted athlete. Some athletes have special talents for a particular sport. However, they fail to perform as well as those without those talents, for the latter depend on systematic effort. Readers familiar with sports can name several specific examples of this phenomenon. • An IQ test may be a speed issue. That is, it may measure only how quickly people learn or solve complex problems. It is a well-known fact that once something is learned, the performance of a person with a lower IQ is not significantly different from that of a person with a higher IQ.

• A certain amount of intelligence seems to be needed to gain entry into an intellectually demanding field. However, beyond that point, success is determined by the effort put into the job, social support, and experience.

• Average IQ test scores have been increasing in the West for several decades. However, school performance has remained almost constant, if they did not actually decrease. This clearly indicates that success in life is not directly related to IQ scores.

• People can improve their test scores by becoming familiar with the test. This implies that expending the necessary effort can affect the outcome.

• Cultural and family environments (e.g., beliefs, oppression, poverty, fear, and lack of health care) together with such biological factors as nutrition and exposure to toxic substances (e.g., alcohol), affect IQ scores. Flynn analyzed Asian Americans’ IQ test scores and found that they were always around 97 or 98. However, their academic and professional achievements were remarkable; equivalent in achievement to people with IQ scores of over 120! This can be attributed to a cultural belief in learning, as summarized in Gorner.(13) According to Claxton, Western cultures focus on ability as the major determinant of success. If you fail, it is probably because you were not smart enough. Asian cultures, however, emphasize effort and generally consider failure the result of a lack of effort.

• A common error is to assume that something heritable is unchangeable. Infants adopted into advantaged families tend to have higher IQs in childhood than would have been expected, had they been raised by their birth parents.(14) This is further proof that how a child is raised and what he or she is exposed to have very long-lasting effects. Further, and individual’s personal choice has considerably more impact on one’s life than usually thought. A recent initiative at the University of Chicago, the RealAge Program led by Michael F. Roizen, stresses the importance of an individual’s choice on how long and how well they will live. He claims that 70 percent of this is determined by one’s personal choice.(15) So even if heritability is high, intervention is possible.

• Some claim that IQ tests measure nothing more than cultural conditioning, education, and language fluency. As these are not inherited in the same way as eye color and other physical factors, they can be modified.

Conclusion

Considering the above remarks, it is very difficult to conclude that intelligence can in any way be a fixed, innate ability that determines success in life. If the very few exceptionally gifted and mentally retarded people are left out, most people have an almost equal potential for success in life. Men and women were created for the purpose of learning. This lifelong learning process and its outcome are closely tied with the effort expended. Anybody can become better at anything, provided that they strive for it with the means available to them. Encountering difficulties should not prevent people from trying harder. Learning to learn is possible, and depends upon the willingness to stay engaged when faced with uncertainty. Without rejecting the effect of genetic factors, we can have a significant effect on our own well-being and success in life through conscious choice and effort.

Footnotes

1. Francis Galton, Hereditary Genius, reprint (Peter Smith Pub., 1990).
2. Encyclopedia Britannica, “Sir Galton Francis.”
3. Leslie Jones, “Social Darwinism Revisited,” History Today (August 1998).
4. Paul Gray, “Cursed by Eugenics,” Time, 11 January 1999.
5. Rawat Rajiv, “The Return of Determinism,” Cornell Science and Technology Magazine (summer 1995).
6. Sterilization is defined by American Heritage dictionary as follows: “To deprive (a person or an animal) of the ability to produce offspring, as by removing the reproductive organs.”
7. Earl Hunt “The Role of Intelligence in Modern Society,”American Scientist (July-August 1995); Report of a Task Force established by the Board of Scientific Affairs of the American Psychological Association (APA), 7 August 1995.
8. For historical reasons, intelligence tests are termed IQ, which stands for “Intelligence Quotient.”
9. Linda S Gottfredson, “The General Intelligence Factor,” Scientific American, (November 1998).
10. Richard Hernstein, and Charles Murray, The Bell Curve: Intelligence and Class Structure in American Life (Simon & Schuster, 1995).
11. Frank Miele, “Interview with Robert Sternberg on The-Bell Curve book”, Skeptic Magazine, 3, no. 3 (1995).
12. Guy Claxton, “Wise Up,” Bloomsbury (September 1999), 26.
13. Peter Gorner, “Interview with Dr. Richard F. Roizen,” Chicago Tribune (Perspective section), 28 November 1999.
14. Report of a Task Force established by the Board of Scientific Affairs of the American Psychological Association (APA), 7 August 1995.
15. Gorner, “Interview.”

Even though today’s viewers consider Frankenstein too pedestrian, viewers in 1931 found it so frightening and disgusting that Whale was criticized quite harshly. Earlier fantastic horror films that served as early examples of this genre, such as Frankenstein, Dracula, and Dr. Jekyll and Mr. Hyde, were adaptations of literature and did not have much cinematographic merit.

In the 1930s, with the appearance of sound pictures, the movie industry could no longer remain indifferent to horror movies-especially the big success of Dracula, directed by Todd Browning and starring Bela Lugosi.

Up until World War II, many horror movies were released one after the other. As the war intensified, the genre’s theme shifted to psychological distress, and gradually toward European themes.

Violence and Blood

In England, near the end of 1950s, traditional horror films continued to be produced: Dracula, Revenge of Frankenstein, The Mummy, and The Two Faces of Dr. Jekyll. However, the genre’s content changed somewhat. As color movies emerged, such movies as Paranoiac, Nightmare, Evil of Frankenstein, and Hysteria contained more violence, blood, massacres, and impalings, rather than fantastic themes. As viewer interest increased, the genre was accepted by the world’s leading cinema industries, including those in Asia, and horror films were shown around the world. In Italy, movies like the very successful The Mask of Satan acquired cult status.

Hollywood Begins To Rule

The American movie industry of the 1970s, the heart and soul of the global movie industry, gave considerable room to this genre, especially in the case of small-budget productions. However, the fantastic heroes of classical horror movies were replaced almost completely by exaggerated and “real” horror. Movie screens turned into pools of blood and depicted shoving needles into people’s eyes, cannibalism, dismembering bodies with chainsaws, and devil possession. Many movies had to be toned down before their release, among them Tobe Hooper’s The Exorcist (1973); David Cronenberg’s They Came From Within, The Parasite Murders, and Shivers (1975); John Carpenter’s Halloween (1978); and Sam Raimi’s The Evil Dead (1983).

Additionally, movies like Ridley Scott’s Alien (1979) and Wes Craven’s A Nightmare on Elm Street (1984) blended science fiction and horror or comedy and horror. More importantly, they were big hits with moviegoers.

In contemporary horror movies, which produce sequels proportional to the interest stirred, we observe harsh criticism of society and the system, as well as a blending of comedy and horror or an accentuation of metaphysics. In recent years, movies produced by Wes Craven and John Carpenter, whose names are now forever linked with this genre, were warmly welcomed by moviegoers.

Giovanni Scognamillo: “Horror” lost its credibility

In recent years, the horror genre has suffered several traumas. The main problems are its diminishing credibility and marketability concerns. Giovanni Scagnamillo, the famous Italian director, says: “We can assure horror movies a type of popular cinema. Despite this, many famous directors show interest in this genre. Undoubtedly, there are really bad horror productions of this type. We can even say that most of them are substandard, second class.

“However, there also are many unpromising movies in other genres. In my opinion, we should talk about the cinematographic value of the movies. As a pro of the horror genre, I am in favor of fantastic horror. It can cover more topics and different dimensions. You can do anything as long as you use your imagination. Other horror types have to confirm to specific restrictions. In horror movies, credibility is rather hard to find, because Hollywood is producing movies for a relatively young audience, regardless of budget. Grown-ups do not go to movies very often. Hence to attract young people, producers accentuate effects and go for the shock effect.” (Asik, 2)

A movie released on July 30, 1999, has overcome these problems via the newest form of media: the Internet. It also signals a new era in horror movie genre.

The Blair Witch Project

Two young men and a women go into the forests of Maryland to shoot a documentary. They end up filming The Blair Witch Legend, which has somehow survived until today. They interview area residents, talk to historians, and produce a documentary film by synthesizing the gathered data. Mysteriously, nothing is heard of them for a year. Then the following year, deep in the forest in which they were lost, their footage is found. In the scenes shot with one color and one black-and-white camera, their research and horrifying nights spent in the forest are recorded. This is a very brief summary of the movie. If you think you have a fine topic, a fascinating novel, and enough material to produce an impressive horror movie, all you have to do is create a proper fiction. This is what Daniel Myrick and Eduardo Sanchez, two university pals, did. Their movie, The Blair Witch Project, has already made $150 million in box office sales just in the United States. Another astounding aspect is that it cost only about $30,000 to make. After El Mariachi, which carried Robert Rodriguez to Hollywood in 1993 and cost only $7,000, The Blair Witch Project is another exemplar of a low-budget film becoming a box office success.

A Fake Documentary

The planning stage of The Blair Witch Project is as interesting as its theme. In 1992, two University of Central Florida (Orlando) students decide to shoot a documentary movie in a television-series style. They call their production a documentary, although most of it is made up. First, they devise The Blair Witch Legend and backdate it to 1785. The plot features a woman who, accused of witchcraft and sorcery, is left in the middle of a forest to die. To support their story, they fabricate historians, police, and townspeople, as well as some footage of the witch’s house, which was allegedly found later in the forest. When they relate their idea to a professor in the Theatrical Arts department, they are told it is “the most ridiculous and nonsensical project I’ve ever heard of,” and are shown the door. Ignoring this comment, in 1994 they send three young people to a desolate forest in Maryland with Hi-8 cameras. As the scenario necessitates, while they are going around the woods and shooting, more activity is brought to the movie by means of special messages received every morning in boxes. During the nights, the directors scare the actors by making strange noises. In six tiring days, they shoot 20 hours of raw film. Daniel Myrick and Eduardo Sanchez start working to make the material usable. They release the first version of the movie, which is 2.5 hours long, at the end of 1997.

The New Market: Virtual Environment

The film is now complete, yet there still is a problem: skyrocketing distribution and advertising costs. Besides, a box-office failure is not totally unlikely. To solve this problem, they come up with a brilliant idea: spreading the legend over the Internet. In 1998 the producers, who build a related Web-site, do something different from similar sites: They spread the legend to the masses instead of advertising the movie. After a television spot broadcast by the Independent Movie Channel, a fan circle begins to emerge. The number of interested people continues to increase, until it numbers in the millions. The famous Web-site, to which mostly young people are attracted, spreads among the public, who await the movie’s release with great curiosity.

Negative Criticisms

At the 1999 Sundance Film Festival, the movie receives harsh, mocking, sarcastic, and derisive criticism, especially from movie critics. After the festival, producers decide to budget $15 million for marketing and distribution. At this introductory stage, they put brochures about the movie inside books, make special programs for television channels, and arrange campaigns at school campuses. These efforts bear fruit, and the film enjoys great success in theaters. The Blair Witch Project, which was mocked at Sundance Film Festival and regarded as a nonsensical movie, is now accepted as a herald of a new era in the horror genre. Perhaps the reason for its success can best be explained by what Scognamillo talks about: its realism and documentary style, which gave it a great deal of credibility.

References

• Asik, Fatih. “Horror Genre.” Zaman, North American edition (27 September 1999).
• http://movies.yahoo.com/shop?d=hv&id=1800019506&cf=info
• http://www.blairwitch.com/2
• http://www.film.com/reviews/features/99blairwitch/