Bill Clinton: Never Stop Learning
After leaving the White House, President Clinton established the William J. Clinton Foundation with the mission to improve global health, strengthen economies, promote healthier childhoods, and protect the environment by fostering partnerships among governments, businesses, nongovernmental organizations (NGOs), and private citizens to turn good intentions into measurable results. Throughout the Foundation’s history and growth, Secretary Clinton and Chelsea offered their voice, vision, and counsel. To recognize their past contributions and acknowledge their role in shaping the Foundation’s future, the Foundation was renamed the Bill, Hillary & Chelsea Clinton Foundation.
Today the Foundation has staff and volunteers around the world working to improve lives through several initiatives, including the Clinton Health Access Initiative, which is helping 5 million people living with HIV/AIDS access lifesaving drugs. The Clinton Climate Initiative, the Clinton Development Initiative, and the Clinton Giustra Enterprise Partnership are applying a business-oriented approach to fight climate change worldwide and to promote sustainable economic growth in Africa and Latin America. In the U.S., the Foundation is working to combat the alarming rise in childhood obesity and preventable disease through the Alliance for a Healthier Generation and the Clinton Health Matters Initiative. Established in 2005, the Clinton Global Initiative brings together global leaders to devise and implement innovative solutions to some of the world’s most pressing issues. So far, more than 2,800 Clinton Global Initiative commitments have improved the lives of more than 430 million people in 180 nations.
In addition to his Foundation work, President Clinton has joined with former President George H.W. Bush three times – after the 2004 tsunami in South Asia, Hurricane Katrina in 2005, and Hurricane Ike in 2008, and with President George W. Bush in Haiti in the aftermath of the 2010 earthquake. Today the Clinton Foundation supports economic growth, job creation, and sustainability in Haiti.
President Clinton was born on August 19, 1946, in Hope, Arkansas. He and his wife Secretary Hillary Rodham Clinton have one daughter, Chelsea, and live in Chappaqua, New York.
Bill Clinton: I think the most important thing that I have learned is that there's more to learn. That we should – that we should all be hungry for a lifetime. I mean, for example, at my next birthday I'll be 68. All the great scientific discoveries made by all the great geniuses were largely made when they were in their 20s and 30s. And yet I became, about two years ago, obsessed with particle physics and I was determined to understand it before I died. I could not have done that if I hadn't learned to read when I was young. If I hadn't had the opportunity to study science courses in my high school, and I lived in the second poorest state in the United States, which most people my age in my state did not have. I happened to go to a bigger high school with people who understood we had to get good science and math teachers there.
And if I hadn't gone to, in my case, Georgetown University, which was a Jesuit University, and I hadn't been subject to the kind of rigors that the Jesuits imposed which made me realize that however much I thought I knew and however smart I was I didn't know very much and I wasn't very smart. I had a lot to learn. So that's the most important thing I learned that your brain is a gift. And we now know that people well into their late 60s and 70s can form new neural networks. So that even though your brain begins to shrink in your 30s, and does throughout your life, since none of us ever use even close to half of our brainpower we got a lot left and we will on our last day on earth we'll have a lot left.
So, the idea that we now know, as a scientific measure because of all the brain scanning technology, that we can form these networks and that we form them best, we're most likely to form new neural networks later in life by learning something new. So if I said I was interested in particle physics and also in astrophysics, and I'm trying to figure out what it means that we've located 20 planets outside our solar system in the last five years that seem to have enough density and be far enough away from their sons that they might be able to support life. That may be the answer to the Russia Ukraine problem; an attack from outer space will immediately unite us all.
Members of Congress in the U.S. will immediately start hugging each other and singing "Kumbaya." But anyway, I can form new neural networks doing that because I don't know anything about it, or I didn't when I started. A theoretical physicist would do better going to Suzuki piano lessons with his grandchild or her grandchild and just playing if you knew nothing about music. But this is an incredible thing that the most important thing I learned is that it's important to keep on learning. That you should stay hungry and that the greatest gift can be even as your body begins to fail if your minds still working you need to use it.
Look, I have always said this; in the history of my country only two governors of very small states have ever been elected president. A man named Franklin Pierce, the governor of New Hampshire in 1852 who was picked just because he was the most inoffensive person around as we headed toward the Civil War. He was a very good man by the way and underrated as a person but his presidency was a failure because he couldn't hold the country together, and me. And I always told people that I considered the fact that I was the governor of a very small state and the last generation, part of the last generation of Americans to grow up without a television to be one of the reasons that I did get elected president. We didn't get a TV until I was almost ten years old. And we didn't get a computer till my daughter was about four years old.
So, I grew up in an oral culture of storytelling and I was raised by highly intelligent people, most of whom had very limited formal education. But they were highly intelligent. And I was taught to listen and to observe and to pay attention and to listen to other people's stories. I was taught that everybody's got a story. I was taught that every life had some inherently interesting part of it but that most people can't get it out. And if they could get it out, if everybody could tell their story it would be interesting. And around the dinner table at my great uncle's house, for example, who spent a lot of time raising me when my mother was widowed by the time I was born, and my great uncle was the smartest guy in our family. I bet his IQ was 185 and he had like no formal education but he could literally have you in tears in three minutes talking about some totally otherwise non-descript person in our hometown and telling the story of their lives. Just laughing, crying, he was a genius.
So, before--if you were a kid around the table--before you could tell a story you had to be able to listen to one. And we would be asked, the children after somebody told a story at lunch or dinner, did you understand the story? And if you said yes then you would be asked okay what did you hear? After you proved that you could listen and recount what you heard then you could tell a story, but not until. And I think that you can teach people first the big fact. Our differences are important. They make life interesting. But since nobody is capable of being in possession of the whole truth about anything, our common humanity matters more. So you owe everybody a certain presumption of respect until they do something to forfeit it, and you should be listening. And we should teach people that. We should teach people how other people view the world differently from us, how other people have experienced life differently from us. It's a discipline. It's a learned gift and it's part of some cultures and not part of others. I grew up in a highly segregated, racially segregated southern town with a grandfather who ran a grocery store where most of his customers were African-Americans. So I grew up knowing people that most white kids didn't know. And I learned, just - nobody had to tell me, I learned that intelligence was evenly distributed. I learned that dignity was something shared by all people. I just learned it. I deserve no credit for it. I was raised in a certain way.
I think that all that can be taught. I also think that I agree with what you said, but I think there's another skill that needs to be taught. That you can't necessarily learn even if you're a computer whiz or if you're a news or political junkie and you read 50 blogs a day. And that is how to organize all that you know. I mean one of the reasons--I should be interviewing you today. One of the reasons that I love your columns and I love your commentary is that you help people to synthesize things that they know, sort of, that is you may write a column or do a commentary and not state one single fact that most of your listeners or readers don't already know, but they haven't put it together as you have. And we live in a time where an eight-year-old can get on the computer and find out in 30 seconds things that I had to go to university to learn, right? It's pretty scary, but it's true. That doesn't mean that the eight-year-old understands the significance that whatever that is in terms of 15 other things. So I think getting along with other people is important, but I also think sympathizing ability is important. Otherwise you could take everything you read – I mean just look at what's on the news every day or what's in the newspaper it's like the political equivalent of chaos theory in physics. How do you connect the dots? So I think learning to deal with other people and then learning to connect the dots are the two great mega educational skills we need to impart in every country at every level of development.
Bill Clinton on the most important lesson he's learned.
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Humans are particularly prone to shiver when a group does or thinks the same thing at the same time.
A few years ago, I proposed that the feeling of cold in one's spine, while for example watching a film or listening to music, corresponds to an event when our vital need for cognition is satisfied.
Certain colors are globally linked to certain feelings, the study reveals.
- Color psychology is often used in marketing to alter your perception of products and services.
- Various studies and experiments across multiple years have given us more insight into the link between personality and color.
- The results of a new study spanning 6 continents (30 nations) shows universal correlations between colors and emotions around the globe.
The root of color psychology<span style="display:block;position:relative;padding-top:56.25%;" class="rm-shortcode" data-rm-shortcode-id="9e40cf62fa8922fcca6c57e2fcb215b6"><iframe type="lazy-iframe" data-runner-src="https://www.youtube.com/embed/OM4fXB23pCQ?rel=0" width="100%" height="auto" frameborder="0" scrolling="no" style="position:absolute;top:0;left:0;width:100%;height:100%;"></iframe></span><p>There is a very likely chance you've even been "fooled" by color marketing in the past, or you've chosen one product over another subconsciously due to colors that were designed to influence your emotions.<br></p><p>Companies that want to be known for being dependable often use blue in their logos, for example (Dell, HP, IBM). Companies that want to be perceived as fun and exciting go for a splash of orange (Fanta, Nickelodeon, even Amazon). Green is associated with natural, peaceful emotions and is often used by companies like Whole Foods and Tropicana. </p><p><strong>Your favorite color says a lot about your personality. </strong></p><p>Various studies and experiments across multiple years (<a href="https://www.researchgate.net/publication/49595886_Personality_Traits_and_Colour_Preferences" target="_blank">2010</a>, <a href="https://onlinelibrary.wiley.com/doi/abs/10.1111/jopy.12087" target="_blank" rel="noopener noreferrer">2014</a>, <a href="http://oaji.net/articles/2015/1170-1448038739.pdf" target="_blank" rel="noopener noreferrer">2015</a>, and more recently in <a href="https://www.verywellmind.com/color-psychology-2795824#modern-research-on-color-psychology" target="_blank" rel="noopener noreferrer">2019</a>) have given us more insight into the link between your personality and your favorite color.</p><p>Red, for example, is considered a bold color and is associated with feelings such as excitement, passion, anger, danger, energy, and love. The personality traits of this color might be someone who is bold, a little impulsive, and who loves adventure. </p><p>Orange, on the other hand, is considered representative of creativity, happiness, and freedom. The personality traits of this color can be fun, playful, cheerful, nurturing, and productive. Read more about color psychology and personalities <a href="https://bigthink.com/mind-brain/color-personality-psychology?rebelltitem=2#rebelltitem2" target="_self">here</a>.</p>
Study reveals which colors best suit which emotions around the globe<img type="lazy-image" data-runner-src="https://assets.rebelmouse.io/eyJhbGciOiJIUzI1NiIsInR5cCI6IkpXVCJ9.eyJpbWFnZSI6Imh0dHBzOi8vYXNzZXRzLnJibC5tcy8yNDYzMTk5OS9vcmlnaW4uanBnIiwiZXhwaXJlc19hdCI6MTYyODc4OTg5OH0.bY-pu-MFNivdJLDJuBp9TBKrhwuy7hngUa1aIWxQMVw/img.jpg?width=1245&coordinates=0%2C93%2C0%2C94&height=700" id="33fff" class="rm-shortcode" data-rm-shortcode-id="1a5d7bb00dac94bd6201616789fb4882" data-rm-shortcode-name="rebelmouse-image" alt="concept of color psychology how colors make us feel color emotions" />
Certain colors are globally ties to certain emotions, the study reveals.
Image by agsandrew on Shutterstock<p>In this particular survey, participants were asked to fill out an online questionnaire which involved assigning 20 emotions to 12 different color terms. They were also asked to specify the intensity with which they associated the color term with the emotion.</p><p><strong>Certain colors are globally linked to certain emotions, the study reveals.</strong></p><p>The results of this study showed a few definite correlations between colors and emotions throughout the globe. Red, for example, is the only color that is strongly associated with both negative (anger) and positive (love) feelings. Brown, on the other end of the spectrum, is the color that triggers the fewest emotions globally.<br></p><p>The color white is closely associated with sadness in China, while purple is what is closely associated with sadness in Greece. This can be traced back to the roots of each culture, with white being worn at funerals in China and dark purple being the Greek Orthodox Church's color of mourning. </p><p>Yellow is more associated with joy, specifically in countries that see less sunshine. Meanwhile, its association with joy is weaker in areas that have greater exposure to sunshine. </p><p><a href="https://www.sciencedaily.com/releases/2020/09/200910150247.htm" target="_blank">According to Dr. Oberfeld-Twistel</a>, it is difficult to say exactly what the causes for global similarities and differences are. "There is a range of possible influencing factors: language, culture, religion, climate, the history of human development, the human perceptual system."</p>
The team caught a glimpse of a process that takes 18,000,000,000,000,000,000,000 years.
- In Italy, a team of scientists is using a highly sophisticated detector to hunt for dark matter.
- The team observed an ultra-rare particle interaction that reveals the half-life of a xenon-124 atom to be 18 sextillion years.
- The half-life of a process is how long it takes for half of the radioactive nuclei present in a sample to decay.
A growing body of research suggests COVID-19 can cause neurological damage in some patients.
- The study examined data of cognitive performance collected from more than 84,000 people, more than 12,000 of whom had likely contracted and recovered from COVID-19.
- Compared to healthy participants, the COVID-19 group performed significantly worse on cognitive tests.
- Mental decline in the worst cases were the equivalent of ageing by 10 years.
The effect size of cognitive deficits varied across three cognitive domains, which were estimated by applying principal component analysis with varimax rotation to the nine test summary scores.
Hampshire et al.<p>Participants who suffered the most severe cases of COVID-19, and had to be put on a respirator, showed cognitive "equivalent to the average 10-year decline in global performance between the ages of 20 to 70." For comparison, the study notes that the difference in cognitive performance between this group and the control "equates to an 8.5-point difference in IQ."<br></p><p>The COVID-19 group scored particularly low on tests measuring semantic problem solving and visual selective attention.</p><p style="margin-left: 20px;">"People who have recovered from COVID-19 infection show particularly pronounced problems in multiple aspects of higher cognitive or 'executive' function, an observation that accords with preliminary reports of executive dysfunction in some patients at hospital discharge," the researchers wrote.</p><p>Considering that all participants had recovered from the disease when they completed the cognitive tests, the results suggest that "COVID-19 infection likely has consequences for cognitive function that persist into the recovery phase," the researchers wrote.</p><p>Still, it's unclear whether these deficits (if indeed caused by COVID-19) are permanent, or how long they may last. But there is evidence suggesting that severe respiratory conditions can cause neurological damage. A <a href="https://link.springer.com/article/10.1186/s13054-019-2626-z" target="_blank">2011 study</a>, for example, found that people who'd been hospitalized with acute respiratory distress syndrome can suffer cognitive deficits that persist up to five years after discharge.</p>
The Block Rearrange test [featured in the Great British Intelligence Test] measures spatial problem solving.
Credit: Hampshire et al.<p>It's worth noting the study is limited, mainly because it didn't compare before-and-after cognitive performance of the COVID-19 group. Another possible limitation: People with lower cognitive abilities may be more likely to contract COVID-19 because they're more likely to put themselves in harm's way.</p><p style="margin-left: 20px;">"We consider such a relationship plausible; however, it would not explain why the observed deficits varied in scale with respiratory symptom severity," the researchers wrote. "We also note that the large and socioeconomically diverse nature of the cohort enabled us to include many potentially confounding variables in our analysis."</p>
San Diego-area hospitals treat coronavirus patients during COVID-19 pandemic
Credit: Mario Tama/Getty Images<p>Only time and further research will tell whether COVID-19 leaves people with lasting cognitive deficits. Scientists are already establishing long-term research projects to answer these questions, such as the <a href="https://www.cambridgebrainsciences.com/studies/covid-brain-study" target="_blank" rel="noopener noreferrer">COVID-19 Brain Study</a>, which aims to monitor the long-term health of 50,000 participants who have tested positive for the disease.</p><p>If you've been diagnosed with COVID-19 and want to enroll in the study, visit <a href="https://www.cambridgebrainsciences.com/studies/covid-brain-study" target="_blank" rel="noopener noreferrer">cambridgebrainsciences.com/studies/covid-brain-study</a>.</p>