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Rehoboam went to Shechem,for all Israel had come to Shechem to make him king. 2 When Jeroboam son of Nebat heard of it (for he was still in Egypt, where he had fled from King Solomon), then Jeroboam returned from Egypt. 3 And they sent and called him;and Jeroboam and all the assembly of Israel came and said to Rehoboam,4"Your father made our yoke heavy. Now therefore lighten the hard service of your father and his heavy yoke that he placed on us,and we will serve you. "sHe said to them, "Go away for three days, then come again to me. " So the people went away.

Then King Rehoboam took counsel with the older men who had attended his father Solomon while he was still alive, saying,"How do you advise me to answer this people?" ?They answered him, "If you will be a servant to this people today and serve them,and speak good words to them when you answer

them,then they will be your servants forever, "g But he disregarded the advice that the older men gave him,and consulted with the young men who had grown up with him and now at-tended him. 9He said to them, "What do you advise that we answer this people who have said to me, 'Lighten the yoke that your father put on us'?" loThe young men who had grown up with.him said to him,"Thus you should say to this people who spoke to you, 'Your father made our yoke heavy, but you must lighten it for us'; thus you should say to them, 'My little finger is thicker than my father's loins. llNow, whereas my father laid on you a heavy yoke, I will add to your yoke, My father disciplined you with whips, but I will discipline you with scorpions. '"

So Jeroboam and all the people came to Rehoboam the third day,as the king had said, "Come to me again the third day. " 13 The king answered the people harshly. He disregarded the advice that the older men had given him 14 and spoke to them according to the advice of the young men, "My father made your yoke heavy,but I will add to your yoke;my father disciplined you with whips, but I will discipline you with scorpions. " 15 So the king did not listen to the people,because it was a turn of affairs brought about by the LORD that he might ful¬fill his word, which the LORD had spoken by Ahijah the Shilonite to Jeroboam son of Nebat.

When all Israel saw that the king would not listen to them,the people answered the king,

"What share do we have in David? We have no inheritance in the son of Jesse.

To your tents, O Israel!

Look now to your own house,

O David. "

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Then Joshua son of Nun sent two men secretly from Shittim as spies, saying, "Go, view the land, especially Jericho. " So they went, and entered the house of a prostitute. whose name was Rahab, and spent the night there. 2The king of Jericho was told, "Some Israelites have come here tonight to search out the land. " Then the king of Jericho sent orders to Rahab, "Bring out the men who have come to you, who entered your house, for they have come only to search out the whole land. " But the woman took the two men and hid them. Then she said, "True, the men came to me, but I did not know where they came from. sAnd when it was time to close the gate at dark, the men went out. Where the men went I do not know. Pursue them quickly, for you can overtake them. " She had, however, brought them up to the roof and hidden them with the stalks of flax that she had laid out on the roof. 7So the men pursued them on the way to the Jordan as far as the fords. As soon as the pursuers had gone out, the gate was shut.

Before they went to sleep, she came up to them on the roof 9and said to the men: "I know that the LORD has given you the land, and that dread of you has fallen on us, and that all the inhabitants of the land melt in fear before you. For we have heard how the LORD dried up the water of the Red Sea before you when you came out of Egypt, and what you did to the two kings of the Amorites that were beyond the Jordan, to Sihon and Og, whom you utterly destroyed. 11 As soon as we heard it, our hearts melted, and there was no courage left in any of us because of you. The LORD your God is indeed God in heaven above and on earth below. 12Now then, since I have dealt kindly with you, swear to me by the LORD that you in turn will deal kindly with my family. Give me a sign of good faith that you will spare my father and mother, my brothers and sisters, and all who belong to them, and deliver our lives from death. " 14The men said to her, "Our life for yours If you do not tell this business of ours, then we will deal kindly and faithfully with you when the LORD gives us the land. "

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Many of the most damaging and life - threatening types of weather - torrential rains, severe thunderstorms, and tornadoes - begin quickly, strike suddenly, and dissipate rapidly, devastating small regions while leaving neighboring areas untouched. One-such event, a tornado, struck the northeastern section of Edmonton, Alterta, in July 1987. Total damages from the tornado exceeded $ 250 million, the highest ever for any Canadian storm. Conventional computer models of the atmosphere have limited value in predicting short - lived local storms like the Edmonton tornado, because the available weather data are generally not detailed enough to allow computers to discern the subtle atmospheric changes that precede these storms. In most national weather reports, for example, weather balloon observations are taken just once every twelve hours at locations typically separated by hundreds of miles. With such limited data, conventional forecasting models do a much better job predicting general weather conditions over large regions than they do forecasting specific local events.

Until recently, the observation - intensive approach needed for accurate, very short - range forecasts, or "Nowcasts", was not feasible. The cost of equipping and operating many thousands of conventional weather stations was prohibitively high, and the difficulties involved in rapidly collecting and processing the raw weather data from such a network were insurmountable. Fortunately , scientific and technological advances have overcome most of these problems. Radar systems , automated weather instruments, and satellites are all capable of making detailed, nearly continuous observations over large regions at a relatively low cost. Communications satellites can transmit data around the world cheaply and instantaneously, and modern computers can quickly compile and analyze this large volume of weather information. Meteorologists and computer scientists now work together to design computer programs and video equipment capable of transforming raw weather data into words, symbols, and vivid graphic displays that forecasters can interpret easily and quickly.

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If you ask me the most important accomplishments of my life,the fact that I've made $ 100,000 in the stock market won't top the list. I'm a wife, a mother and a grandmother first. I'm also a public servant: I've been president of the Minnesota Federation of Women's Clubs, head of the City Council

in Hastings,Minnesota (where my husband,Dick,and I have lived since we married in 1950), and the mayor of our town for ten years. I'm retired from politics now, but I still invest in stocks. Investing has been crucial to my self-esteem. Twenty years ago,most married women spent their time doing volunteer work and taking care of their kids — they didn't think about making money on Wall Street. I was like that, too. But then I began to change.

•• It all started with a telephone call. The year was 1973,and I was standing in the kitchen when the phone rang. Delores Ray,a very pleasant, enthusiastic-sounding woman a few years younger than me, said she was from Merrill Lynch and offered to sell me some stock. In fact, I'd already been an investor. Eight years earlier, the company for whick Dick distributed beer — Hamm — was acquired by the liquor company Heublein.

Dick was thrilled: He thought the takeover would propel Hamm, a regional outfit, into national distribution. To cele-brate, I'd driven up to Merrill Lynch in St. Paul and bought five shares of Heublein (all I could afford) for him as a present. I still have the sales receipt; the stock cost $ 165.

Dick thanked me for his gift. Unfortunately, though, like many people who are unfamiliar with the market , he felt that owning stocks was a bad idea. The market was too risky to put your money into, he said; you'd probably lose it. Heublein dropped in price several months later,and Dick sold. I was a lit-tle hurt,but I understood. I never shared his perspective, how-ever. Instead, I was tempted by what Dee Ray had to say.

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In our population, which is now about 167 million, it is estimated there are more than 33 million people with IQ' s below 90; it is a disturbing thought that these people will never, at any age, read much more than comic hooks, newspaper headlines, and the simplest of best-sellers, nor will they be able to make intelligent judgments on any complicated, important national or international problem.

The intellectuals, ofcourse, are at the other end of the scale, they are people with IQ' s of 130 or more, and there are slightly more than five million. From 130 to the top of the scale, there are only 2. 1 million people. Careful tests have shown that at least half of these high-IQ people are never discovered, do not go to college, and live out their lives in humble, even though usually respected, occupations. The identified intellectual, therefore, will at best be only one person in 46, and is more likely to be one person in 150. It is not surprising that he feels a little queer, and is regarded by others as even more so.

The fact that there are divisions between groups along the IQ scale is an intricate matter. For one thing, the people at any given level show a curious tendency to disapprove of the men-tal activities of the people at every other level, above or below. The scorn of the highbrow when he sees a comic book reader is equal to the contempt of the vigorous, median-IQ football player for the genius who pities oneself, reading poetry when he could be getting a good work-

out in the gym. It is a curious fact that high intelligence is rarely associated with the excess adrenal activity necessary for success in the hard, competitive world of business; the highbrow comes rather low on the pecking order( 5M§§J'Mff) of humans. Each group sublimates its hostility, the intellectual often by writing something cutting about the businessman, the latter by driving a remarkably more expensive car than the former can afford.

A complicatingfactor is the rise of the mass media of communication—television, radio, the movies, and magazines with multimillion circulations. Many observers have pointed out hat while all of these, to succeed, must be aimed at the median IQ, the creative efforts involved have to be made at a much higher level: this situation frequently stultifies the creative intelligence of those who earn their livings through mass communication.

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The sight of Barney Clark—alive and conscious after trading his diseased heart for a metal-and-plastic pump—convinced press, the public and many doctors that the future had arrived. It hadn' t. After morning production of the Jarvik-7, and reviewing its effects on the 150 or so patients (most of whom got the device as a temporary measure) the U. S. Food and Drug Administration concluded that the machine was doing more to endanger lives than to save them. Last week the agency concealed its earlier approval, effectively banning the device.

The recall may hurt Symbion Inc. Maker of the Jarvik-7, but it won' t end the request for an artificial heart. One problem with the banned model is that the tubes connecting it to an external power source created a passage for infection. Inventors are BOW working on new de-vices that would be fully placed, along with a tiny power pack, in the patient' s chest. The first sample products aren' t expected for another 10 or 20 years. But some people are already worrying that they" 11 work—and that America' s overextended health-care programs will lose a precious $2.5 billion to S 5 billion a year providing them for a relatively few dying patients. If such expenditures cut into funding for more basic care, the net effect could actually be a decline in the nation' s health.

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Increasing numbers of parents in the U.S. are choosing to teach their kids at home. In fact, the U.S. Department of Education estimated that, in 1999, around 850,000 children were being homeschooled. Some educational experts say the real figure is about double this estimate, and the ranks1 of homeschooled children appear to be growing at a rate of about 11 percent annually.

At one time, there was a stigma associated with homeschooling; it was traditionally used for students who could not attend school because of behavioral or learning difficulties. Today, however, more parents are 10 taking on the responsibility of educating their children at home due to dissatisfaction with the educational system. Many parents are unhappy about class size, as well as problems inside the classroom. Teacher shortages and lack of funding mean that, in many schools, one teacher is responsible for thirty or forty pupils. The result is often that children are deprived of the attention they need. Escalating classroom violence has also motivated some parents to remove their children from school.

Advocates2 of homeschooling believe that children learn better when they are in a secure, loving environment. Many psychologists see the home as the most natural learning environment, and originally the home was the classroom, long before schools were established. Parents who homeschool argue that they can monitor their children's education and give them the attention that is lacking in a traditional school setting. Students can also pick and choose what to study and when to study, thus enabling them to learn at their own pace.

In contrast, critics3 of homeschooling say that children who are not in the classroom miss out on learning important social skills because they have little interaction with their peers. Several studies, though, have shown that the home-educated appear to do just as well in terms of social and emotional development as other students, having spent more time in the comfort and security of their home, with guidance from parents who care about their welfare. In spite of this, many critics of homeschooling have raised concerns about the ability of parents to teach their kids effectively. Many parents who homeschool have no teacher training and are not competent educators of all the subjects taught in schools. In terms of academic achievement, however, homeschooled children do just as well as those who have been in the classroom, and many walk the campuses of Harvard and Stanford alongside the conventionally educated.

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College gives people the chance to learn and make friendships that will last a lifetime. Many people in North America begin college at the age of eighteen. Many students go to school and work part-time to help pay for their education.

In the United States, the cost of a college education can be quite expensive. Undergraduate1 tuition2 at a public3 university can cost between $2,000 and $10,000 a year. That amount rises to between $14,000 and $24,000 a year at a private4 university. Students must also pay for textbooks and stationery.5 These can cost $500 to $800 per year. Students who live in campus6 housing pay between $3,500 and $9,000 per year for room and board.7 Add money for clothes, travel, and other personal expenses, and one year at a university can cost as much as $35,000!

Students need to spend their money carefully. At Eastern Michigan 15 University, advisors8 help students to plan and stick to a budget. They suggest this: At the start of a school semester, write down your income, for example, money you will get from your family

or a part-time job. Then, list all of your expenses. Put your expenses into two groups: those that change (food, phone, books, travel), and those that will stay the same (tuition, room and board). Add together all of your expenses. Then, subtract9 these from your income. Do you have enough money, or do you need more?

Learning to stick to a budget is not always easy. But for many, it is easier than borrowing money from family or friends in the middle of a semester.

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Examining a culture's tools and technology can tell us about the group's history and way of life. Similarly, research into the material culture of music can help us to understand the music-culture. The most vivid body of "things" in it, of course, are musical instruments. We cannot hear for ourselves the actual sound of any musical performance before the 1870s when the phonograph (li^tt) was invented, so we rely on instruments for important information about music-cultures in the remote past and their development. Here we have two kinds of evidence; instruments well preserved and instruments pictured in art. Through the study of instruments, as well as paintings, written documents, and so on, we can explore the movements of music from the Near East to China over a thousand years ago, or we can outline the spread of Near Eastern influence to Europe that resulted in the development of most of the instruments in the symphony orchestra.

Sheet music or printed music, too, is material culture. Scholars once defined folk music-cultures as those in which people learn and sing music by ear rather than from print, but research shows mutual influence among oral and written sources during the past few centuries in Europe, Britain, and America. Printed versions limit variety because they tend to standardize any song, yet they stimulate people to create new and different songs. Besides, the ability to read music notation (5UH) has a far-reaching effect on musicians and, when it becomes widespread, on the music-culture as a whole.

One more important part of music's material culture should be single out; the influence of the electronic media—radio, record player, tape recorder, television, and videocassette, with the future promising talking and singing computers and other developments. This is all part of the "information revolution", a twentieth-century phenomenon as important as the industrial revolution was in the nineteenth. These electronic media are not just limited to modern nations ( they have affected music-cultures all over the globe.

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That's why, despite the obvious need for them, big pay rises have not been awarded to teachers across the board. The latest pay rise was 3. 6 per cent—mad in the present situation. That's why, as well, the long battle over performance-related pay was fought as teacher numbers slid.

The idea is that some kind of year zero can eventually be achieved whereby all the bad teachers are gone and only the good teachers remain. That is why the government's attempts to relieve the teacher shortage have been so focused on offering incentives to get a new generation of teachers into training. The assumption is that so many of the teachers we have already are bad, that only by starting again can standards be raised.

But the teacher shortage is not caused only because of a lack of new teachers coming into the profession. It is also because teaching has a retention problem, with many leaving the profession. These people have their reasons for doing so, which cannot be purely about wanting irresponsibly to "abandon" pupils more permanently. Such an exodus suggests that even beyond the hated union grandstanding, teachers are not happy.

Unions and government appear to be in broad agreement that the shortage of teachers is a parlous state of affairs. Oddly, though, they don't seem entirely to agree that the reasons for this may lie in features of the profession itself and the way it is run. Instead, the government is so suspicious of the idea that teachers may be able to represent themselves, that they have set up the General Teaching Council, a body that will represent teachers whether they want it to or not, and to which they have to pay £ 25 a year whether they want to or not.

The attitudes of both sides promise to exacerbate rather than solve the problem. Teachers are certainly exacerbating the problem by stressing just how bad things are. Quite a few potential teachers must be put off. And while the government has made quite a success of convincing the public that bad education is almost exclusively linked to bad teachers represented by destructive unions, it also seems appalling that in a survey last year, working hours for primary teachers averaged 53 hours per week, while secondary teachers clocked up 51 hours.

At their spring conferences, the four major teaching unions intend to ballot their members on demanding from government an independent inquiry into working conditions. This follows the McCrone report in Scotland, which produced an agreement to limit hours to 35 per week, with a maximum class contact-time of 22 and a half hours. That sounds most attractive.

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