Our band set up a little platform and people gathered around to see what we might be doing. Little did they know that each of us would invite one of them to dance with us as our partners. What a wonderful way to meet people! We went on to Odessa, Leningrad (not yet re-named St. Petersburg), and Riga. The Soviets allowed us only 36 hours in Riga, but we made the most of them.
Of course, both the USSR and Czechoslovakia ceased to exist very soon after I visited, but I think it is safe to have me visit as a scholar or scientist. It is only as a dancer that my visits appear to coincide with regime change.
Diamond, A. (Dec. 24, 2010). Invited Valedictory Address, Conference on Science, Spirituality, and Education, presided over by the Dalai Lama, to advise the Government of Sikkim in its endeavor to overhaul the provincial education system so that they educate not only the head but also the heart, Gangtok, Sikkim, India.
Thinks what n'er was, nor is, nor e'er shall be. In every work regard the writer's end,Since none can compass more than they intend; And if the means be just, the conduct true, Applause, in spite of trivial faults, is due. As men of breeding, sometimes men of wit, T'avoid great errors must the less commit; Neglect the rules each verbal critic lays, For not to know some trifles is a praise. Most critics, fond of some subservient art,Still make the whole depend upon a part: They talk of Principles, but Notions prize, And all to one lov'd folly sacrifice. A certain bard encount'ring on the way, Discours'd in terms as just, with looks as sage, As e'er could Dennis, of the Grecian State; Concluding all were desperate sots and fools.
Diamond, A. (Dec. 23, 2010). Insights from neuroscience, psychology, and teaching into how to educate the heart, & not only the head. Invited Address, Conference on Science, Spirituality, and Education, presided over by the Dalai Lama, to advise the Government of Sikkim in its endeavor to overhaul the provincial education system so that they educate not only the head but also the heart, Gangtok, Sikkim, India.
Diamond, A. (Oct. 20, 2008). Neuroscience and education: Direct relevance of scientific discoveries to educational practice. Invited public address in day-long celebration of the 20th Anniversary of the journal, Neuron. A free public symposium, “The Impact of Neuroscience on Society,” organized by Cell Press, Fondation Ipsen, and Massachusetts General Hospital, held at the Collège de France, Paris.
Rome's ancient genius, o'er its ruins spread, Shakes off the dust, and rears his rev'rend head. Then sculpture and her sister arts revive;Stones leap'd to form, and rocks began to live; With sweeter notes each rising temple rung; A Raphael painted and a Vida sung; Immortal Vida! on whose honour'd brow. The poet's bays and critics ivy grow: Cremona now shall ever boast they name, As next in place to Mantua, next in fame!Their ancient bounds the banish'd Muses pass'd; Thence arts o'er all the northern world advance, But critic learning flourish'd most in France; The rules a nation born to serve obeys, And Boileau still in right of Horace sways. But we, brave Britons, foreign laws despised, And kept unconquer'd and uncivilized;Fierce for the liberties of wit, and bold, We still defied the Romans, as of old. Yet some there were, among the sounder few. Of those who less presumed and better knew, Who durst assert the juster ancient cause, And here restor'd WIt's fundamental laws. Such was the Muse whose rules and practice tell. ``Nature's chief masterpiece is writing well.'' Such was Roscommon, not more learn'd than good, With manners gen'rous as his noble blood; To him the wit of Greece and Rome was known,
Diamond, A. (Nov. 5, 2009). Interrelations between creativity and executive functions: Lessons from Psychology and Neuroscience for cultivating giftedness in young people. Invited talk in a speaker series at Evergreen, hosted by the Evergreen School and the UW Psychology Dept., University of Washington, Seattle.
Diamond, A. (Nov. 13, 2009). Cognitive control and self-regulation in young children: Ways to improve that and why. Keynote. Conference on “School Readiness and School Success: From research to policy and practice,” co-sponsored by the Strategic Knowledge Cluster on Early Child Development and the Centre of Excellence for Early Childhood Development, Quebec City, QC. Continuing Education credits provided.
What crowds of these, impenitently bold, In sounds and jingling syllables grown old, Still run on poets, in a raging vein, Ev'n to the the dregs and squeezings of the brain,Strain out the last dull droppings of their sense, And rhyme with all the rage of impotence! There are as mad abandon'd critics too. The bookful blockhead ignorantly read, With loads of learned lumber in his head, With his own tongue still edifies his ears, And always list'ning to himself appears. All books he reads, and all he reads assails, From Dryden's Fables down to Durfey's Tales. With him most authors steal their works, or buy;Garth did not write his own Dispensary. Name a new play, and he's the poet's friend; Nay, show'd his faults--but when would poets mend?
Diamond, A. (July 19-24, 2009). Prefrontal cortex executive functions: Genetic and environmental influences and clinical implications. A week-long invited course at the Center for Cognitive Science, New Bulgarian University, Sofia, Bulgaria.
Diamond, A. (Feb. 26, 2010). Prefrontal cortex and education: Direct relevance of scientific discoveries to educational practice. Invited talk. The Curry Education Research Lectureship Series, University of Virginia, Charlottesville, VA. Continuing Education credits provided.