A few new reads from ex Harvard female writers – summer book list?

fishman book cover

The Harvard Uni Grad School for Arts & Sciences is an interesting place to browse through. Their courses and programmes are telling, their alumni often inspiring: the movers and the shakers in most cases.

I was just surfing their pages this evening and fell upon some current reading recommendations of works penned by some female alumni. Thought I’d share for those with any likeminded interests, you know, being female, and looking back over the journeys we’ve made as a gender through the last century (it is still inspiring for some societies and cultures where similar steps forward have yet to be made):

Reading List: August 2017 | Harvard University – The Graduate School of Arts and Sciences<!– !–>

World War II and its aftermath shook up everything, ending the Depression, undermining colonialism, igniting the Cold War, and extruding international bodies like the UN and IMF. Sarah Fishman (PhD ’87, history) analyzes another long-wave change catalyzed by the war. From Vichy to the Sexual Revolution: Gender and Family Life in Postwar France (Oxford University Press, 2017) recounts the profound cultural changes taking place in France during and after WWII. She draws on two main sources: case files of the juvenile courts and advice columns from magazines like Marie Claire and Elle. The Vichy government insisted that women confine themselves to marriage and motherhood. With the Liberation, the nation recoiled from Vichy’s conservative values, granting women the vote in 1944. (Women also found new educational and work opportunities.) By the 1950s, prosperity emerged as a new factor transforming family life and gender roles. The ideas of Sigmund Freud, Simone de Beauvoir, and Alfred Kinsey challenged old assumptions. Rising divorce rates, increased access to contraception, and the first oblique references to homosexuality suggested new paths opening for French women and French families.

Fair Sun (David R. Godine, 2017) is a poetry collection by Susan Barba (AM ’00, Near Eastern languages and civilizations, PhD ’06, comparative literature), Barba often invokes nature, sometimes with dark undertones:

How close they are to one another,
the garden, the fire pit, the dark groves,
. . . the golden orbs of apricots,
the darkness of the dirt that feeds them.

“Andranik,” a dialog between a young girl and her immigrant grandfather (who survived the Armenian genocide), is particularly haunting. Language and history separate the two. Her English is fluent; his, a three-legged race, tied to a stranger. Still, his memories phosphoresce—like old bones on a moonless night—lighting the darkness:

[Torkom and I.] Like brothers . . . all the time together. . . .

[The Turks] want to make fun. They [set out] two guns . . . In one . . . live bullet. In one . . . no bullet. . . . They say, “Go get a gun.” . . . And ordered [us], shoot. I shoot and killed Torkom. . . .

So. . . . They make enjoy.

Regarding the Fishman book, I must confess I’m intrigued to read more. The Amazon summary adds a bit more detail (the crux of the matter seems to rest in the vision of the family…):

At the end of World War II, the vast majority of people in France, living in small towns or rural areas, had suffered through a series of traumas-economic depression, war and occupation, the absence of millions of POWs, deportees and forced laborers, widespread destruction. The resulting disruptions continued to reverberate in families for several years after the Liberation. In the decades following the war, France experienced radical economic and social transformations, becoming an urban, industrial, affluent nation. In less than thirty years, French ideas about gender and family life underwent dramatic changes. This book provides a broad view of changing lives and ideas about love, courtship, marriage, giving birth, parenting, childhood, and adolescence in France from the Vichy regime to the sexual revolution of 1960s.

To understand how such changes influenced ideas about family life, From Vichy to the Sexual Revolution explores inexpensive guide books on marriage, childbirth and parenting, advice columns and popular magazines directed at readers from a variety of backgrounds. Sarah Fishman puts these sources into context, by exploring juvenile court family case studies. She links economic and social changes to the evolution of thinking about gender, the self, and the family, throwing new light on the emergence of a new vision of the family, one based on dynamic relationships rather than a set structure.

Year 10 Essay Help: Assessment Paper Surgery 

One of my best lessons this year… 
Was when I had a mixed ability year 10 GCSE English group. We had done a number of in class assessments as topic reviews and exam practice for different scenes in Romeo and Juliet. A few students had made rapid progress over the past 2 terms, rising from an average grade 3 to grade 6 type responses. Some had found it hard to make the shift from 2 to 3. Some were plateauing in grade 4. A minority were soon to be reaching grade 7 but needed a good shove in the right direction. 
Something that had helped progress was making it repetitively and abundantly clear what the differences between different grades was. It was clear to see who the message was getting home to and to whom it wasn’t. 
I decided to facilitate an assessment paper surgery session. I set the classroom up so that those who got grade 6 occupied a table each at the back of the class. Grade 5s on the row in front. 
Then, I had everyone who had achieved a grade 4 or below visit the grade 6 and grade 5 students individually, just like a Dr’s surgery. They swapped and discussed papers to see why each had got the grade they did. Each student with the higher grade had to give 3 tips on how the other student could improve their work next time. 
This served a few purposes. Firstly, it was very output, essay paper, exam question response focussed. The students were becoming increasingly geared up towards their end game and could see goals and aims ever more clearly. Secondly, the ones who were in need of improving began to take this mission more seriously.
One student who had been struggling to jump from grade 2 to 3 could be overheard saying “I guess I just rambled on in a very vague way without using any technical language terms, and didn’t go into context properly – although I did use a few quotes from the text.” The fact that this was put by this student in such an objective way was a huge leap forward. Until then he had just been a bit aimless and not really taken on board any feedback. His follow up essay was low grade 4. Big improvement. 
Also, although the grade 6 students didn’t have any grade 7s or above to give them tips, the process consolidated what they were doing well and helped them to crystallise their own next steps and made it easier to leap forward. 
Everyone gained something. 

Positive Gossiping & Rumour Spreading? #WomenEd

Positive Gossiping & Rumour Spreading: #WomenEd
English language studies has long revealed an assumed covert tendency in the female use of language to gossip and spread rumours. On the other hand, other studies suggested men held overt verbal dominance in communication through interruptions. Undercutting both these ideas is the concept of heterogeneity: both men and women can be guilty of both to greater and lesser degrees. 
But are they both always a bad thing anyway? An old proverb says something like someone sharing a secret is separating those familiar with one another – i.e. people going behind someone’s back and making snipey comments can break current or potential friendships and other relationships. And of course although shared comments may be grounded in some element of truth, they may also just be the jaundiced opinion of one disgruntled person, embellished to suit their own ends, and may be completely unfounded or unreasonably interpreted and spread with malice. So in this context I’d say that gossip and rumour spreading are vile and just serve to ruin people. Close it down. 
So when can rumour spreading and gossiping ever be a good thing? 
In the world of marketing when things go viral by word of mouth it’s worth it’s media coverage weight in gold. 
So what to share?
Is it good, kind, true and will it help someone? Share it!

Will it damage anyone? Don’t share it!

Is it serving a positive end? Share it!

Is someone going out of their way, using time and energy to trash someone? Shut it down! Haven’t you got anything better to be doing? 

Anything negative? Focus on something better! 

Will this separate people? Ignore it!

Will this allow people to get together and build something positive? Share it!

Don’t like it? Forget about it! Move on. Mind your own business. Don’t get wrapped up in the he said she said. 
Small people talk about people. Average people talk about events. Great people talk about great ideas. 
Feel like a good gossip? Focus on saying something positive. Spread the good. Ignore the bad. Accentuate the positive. Eliminate the negative. Let’s see what we can build today and not destroy. 
Congratulate. Celebrate. Be happy for people and share in their joy. 

Call for UN health / refugee funding to develop bilingual health edu videos on YouTube 

I read this piece on the Time website this morning. Briefly, the moving stories told on the one hand show that presumably Arabic spoken Syrian women in refugee camps (e.g. in Greece) are without regular health checks, especially when needed during pregnancy. They are often displaced from usual family support networks and left dangerously floundering, severely hindered by language handicaps.  Even when in good medical hands, sometimes too late, their lack of common language leaves them frightened and disadvantaged. 

On the other hand, what was interesting, was that many of such women have access to mobile phones and YouTube – something they use to educate themselves with. In the absence of their own mothers or other educational outlets, they search for and watch relevant YouTube videos and educate themselves. 

It made me wonder if they could access Arabic to English or English to Arabic pregnancy healthcare education YouTube videos. I did a quick search. Nothing was immediately apparent. There was a nice little video in English helping non Arabic speaking people learn how to say a few nice well wishes to pregnant women in Arabic, but beyond that there was nothing I saw. Nothing that would help women to communicate from Arabic to English and back about their maternity. I did find purely English pregnancy vocabulary videos, and Arabic pregnancy healthcare tips. But there was nothing to fill the void to help those with language barriers in such circumstances. 

Put yourself in the shoes of a pregnant Syrian refugee living in a camp. You’ve got a phone with YouTube access but not much else. You’ve got time. You’ve got no regular health care visits or prenatal care. How great would it be if there was a UN maternal healthcare educational YouTube channel that provided Arabic and Arabic to English (and vice versa) instruction. How great would it also be to provide a two way communication channel for such women, who could connect with UN maternity nurses in lieu of regular ante natal care. 

There’s obviously a need for this gap to be filled. If it’s already filled then it needs promoting better. I hope these women get the help they need. 

The rise and fall of edu fads: just ebb and flow of well intentioned chatter and action and what it means to be human?

Hands up if you were ever guilty of applying learning styles in your lesson planning? Or if you thought the idea of right brain left brain thinking was appealing? Or if growth mindset science has helped steer your edu action? Or if you’ve seen the light through the curtain into the chamber of mindfulness?

Now hands up if you’ve then felt a twinge of disappointment when you’ve read critical evaluations, debunking polemics or scathing rants against any of these or any other neatly packaged ideas? 
I’m going to say that these and other such edu fads emerge through well intentioned thinking, conversation and action of teaching professionals who want to make an impact on their students, in their practice and in their schools and classrooms. I’m going to say that they become popular through obvious publishing channels such as books, papers, blogs, social media, conferences, and then find their way into practice and policy through a variety of routes. And I’m going to say their emergence demonstrates patterns of marketing such as early adoption of innovation loving practitioners, copy cat followers and disciples, then making it into the popularity of mainstream, before eventually even conservative types decide to follow suit, at which time the phenomena starts to dwindle in popularity while in the background another new fad emerges. 
So how to spot a fad? I guess an edu fad might be anything in teaching and learning practice that extends beyond a teacher, a variant of a blackboard and chalk, student slates, and testing. 
Do we mind? Edu critics thrive and become popular on the back of spotting the fads and ranting about them. For the rest of us perhaps they may in part be what keeps us going. We are only flesh and blood in need of motivation after all. 
Perhaps our interest in and adoption of edu fads is like edutainment, buying a new item of fashionable clothing or reinvigorating our interest in life through the uptake of a new hobby or pursuing and examining a religious belief. Perhaps it’s like going on holiday in search of a refreshing change and coming back fresher and motivated to start a new. Perhaps this is symptomatic of our materialistic consumerism and pseudo fetishism, translated from a primitive urge to deify and worship to find spiritual satisfaction within a group or on an individual level. There are certainly those who like to convert and those who like to join. 
So is there any harm in getting swept up in the wave of a new fad? On the downside there’s money involved that might be spent more wisely elsewhere. Rather than investing money, time, energy and opportunity on a fad, perhaps we could be just doing things well stripped bare of unnecessary bells and whistles. But would we be us and human if we did that? Can we all do that?
I mean, the same would be true of housing decor and clothing. We would save a lot of time, money, energy and opportunity if we all never went shopping again and just did away with worldly materialism. But would we enjoy life? Do most of us find some sort of satisfaction in the material fripperies? If we didn’t have them and our world was more ascetic would we be the same? 
Perhaps we don’t need fads to learn, but perhaps we look for them because we’re human. 

Comparing Best Practice Global Education Case Studies: All Just Apples and Oranges?


“Don’t tell me how brilliant they are at education in Finland or Singapore! We don’t live there! It’s not the same! What works well there is based on their context, not ours! It works well because it’s there. Don’t compare us to them or try to make us do things their way!”

So react many when told about amazing results the education systems of those countries bring in general (Finland – dedicated students with great teacher working conditions) or in reference to particular subject areas (Singapore – maths, reading and science – see PISA 2015 results).

I do believe that you can’t necessarily implement what works well in one cultural setting into another and expect it to automatically work well in the different locale as well. There is more to it than that. If that is true, is there any benefit to looking at ‘best practice’ case studies at all? Are other people’s and countries’ lessons learned entirely unique to their own setting, or might there be transferable relevance?

I guess it might be similar to seeking help from an agony aunt or a counsellor. You might think that if you are going through a particular problem, issue or challenging situation that there could be benefit from seeking advice from someone else who has been through something similar or at least has studied how to help those in such situations as yours.

In the same way, perhaps doing a bit of research to see how problems and challenges have been approached by others could be useful. At least by understanding their cases perhaps something could be gleaned to apply in your own setting. Of course, I’m not advocating the seeking out and establishing of one-size-fits-all prescriptive methodologies. Rather, synthesising insights from elsewhere with a view to contextualising intelligent application in your own setting.

With that in mind, if we think education needs reforming, where do we look? Where should policy makers look? Can anything be learned by analysing and seeking to understand the dynamics and challenges of educational reforms in different places around the world in a comparative way? Might there be some common patterns that emerge that make such studies worthwhile? By engaging in comparative educational reform studies might we understand the influences that shape process in general in our time in the 21st century, right now? If we understand those influences would it help us get better leverage on policy making and outcomes from leadership where we are locally? How would leadership roles change? What impact would it make on policy? What would we do differently?

It seems perhaps that as a base assumption and starting point we need to accept that the interest governments have in education tend to relate directly to the future sustainability of the economy. In addition, there is usually some interplay between central government and local governments (or municipalities as they are widely referred to in many countries) as to how educational policy is implemented and education is administratively delivered. So it could be worthwhile to ask in what ways are different national government models related to different local government approaches to providing education services? As we know, in England, local authority control over schools is currently practically out of the window. If we compared the English case of academisation and the rise of free schools with the ways local government in other countries still plays a large role in improving access, equity and learning at various levels of education, would we find that more effective models of policy framing and development have led to better outcomes in the longer term elsewhere?  What do they do differently and how? How are tasks divided and what coordination mechanisms exist between central government and local government in these different countries? What works well, how and why?

It seems reasonable to assume that unpicking these finer details may lead to beneficial insights. As to whether they were then of practical value in different local settings would need to be analysed on a case by case basis – at the end of the day you’ve got to admit there are lots of apples and oranges in all this. 

Then of course there’s the cost. In England’s case, it seems funding is being slashed right, left and centre. Is there any money left to do anything anymore? 

Perhaps educational social entrepreneurship is the answer after all…


The Economics of Education: Can We Do Anything About It?


If someone told you that a child was sitting exams in subjects that would earn them collectively two thirds less income maximum than the child sitting next to them in the same class, what would your reaction be? Might you say that perhaps earned income wasn’t a fair measure for the value of education and that perhaps said child might be ‘rich’ in other ways? Perhaps you might say that the said child didn’t want a career in the subject area the child next to them did, or that they had qualities and strengths that made them excellent in a trade that just didn’t give the same financial rewards as the other child’s area of interest. Should it matter?

What if we also looked at the child’s future down the line to see their own future offspring’s opportunities. Might we see an eventual poverty gap between the family where less financially savvy choices had been made and the other family whose key earners had followed more lucrative paths? What then? C’est la vie?

What if we weren’t actually talking about just one child versus the child sitting next to them. What if we were talking about children going to school in one local authority area versus another? If you knew the future of your children would be more financially secure just by sending them to a school in a different area, would you send them there? Many would and do.

What if we weren’t talking about schools in one local authority versus another? What if we were talking about a whole country where it became known through evidence based analysis that educational attainment of children in that entire country showed lower levels of potential earned income than other countries? Would you send your child abroad? What if you couldn’t? Would you start lobbying parliament for change? Or would it not matter?

Does education that leads to eventual impoverishment and economic decline matter? Would you mind paying your taxes for that? Or should we not make comparisons about such end outcomes? Maybe we should stop comparing. Or would that make us ostriches with our heads in the sand? “But we are just different! We don’t need to be measured by those parameters!” I hear the defiant objectionist say.

What if you were able to use your high school algebra and geometry to analyse data pertaining to the economics of education that clearly showed that, for example, educational attainment and earned income were inextricably linked, and that you could make decisions based on this data to ensure that the financial futures of those impacted by those decisions would be made to be the best that they could be for generations to come? Would you have a punt and tweak things? Or would you leave things as they were, protectionist style? “As long as they are happy, that’s all that matters…”

One way you could explore the data is through microeconomics. Microeconomics focuses on the behaviour of individuals and organisations in making decisions about how resources are shared out and used, and the way those individuals and organisations interact.  Microeconomics is used to show conditions that lead to positive outcomes, and failures (failures meaning where the desired results aren’t reached). So, based on this kind of data then surely policy makers would’ve got it all right by now? Right? Wrong! Why? Because the individuals in the system aren’t all making rational decisions. Their choices are influenced by so many values that can change as quickly as their environments. Therefore, to really make the data meaningful, policy makers have to not only understand what or how individuals make choices, but also why they make them.

Microeconomics also sheds light on any monopolies, i.e. where there is a single supplier of a particular commodity (e.g. there’s only one Eton that sells Etonian education in the entire world – Eton have the monopoly on that). There’s only one, stable supplier, with no competition, and therefore there are high profits, leading to super profits over time. In educational terms, we could also compare this to Insead Business School in France, The London Business School in England, and other well-known and highly esteemed institutions globally. Their reputation has grown and the end outcomes have become so self-reinforcing over time (extremely high return on investment for those paying to be educated there) that it would take earth-shattering changes to knock them from their monopolistic peak.

Microeconomics also reveals oligopolies: where a market is dominated by a small number of sellers that create incentives for groups of similar organisations or suppliers to collude and for cartels that reduce competition. This then leads to higher prices for buyers and less market output (i.e. controlling and limiting supply to increase demand). The end result is that due to less competition there is massive profit. Any competition that does exist tends towards rapid product/service development innovation to gain market advantage through consumer driven, trending fads.  So, in the field of education you might get a global university ranking system where the highest ranked institutions become known as the ‘best’ and these collude to create a ‘rigorous’ set of ranking criteria and highly selective entrance criteria for students, making massive profits along the way. The massive profits lead to self-perpetuating greatness due to being able to attract the best staff and create the best facilities, attracting the best students and therefore delivering amazing outcomes in terms of attainment and student destinations. Those institutions lower down the ranking scale are left to compete largely via edu-fads, consumer driven trends and pricing. Poor Joe edu-consumer doesn’t stand a chance – he or she is destined to a life already clearly visible in the crystal ball of educational economics.

If you’ve got money, you go to the best places that money can buy, and you get a high return on your investment. If you don’t have money, you don’t. The poverty gap widens. It’s a feature of a market based capitalist system. The only way to solve this problem entirely is to get rid of any competition: hence socialist projects that have state controlled institutions. Maybe the United Nations could propose a global education framework that all countries have to subscribe to in order to try to bring the capitalist driven nature of market based education under control in order to reduce inequalities and close the gap.

If, as educational consumers, we were able to globally turn the tables on the suppliers and join forces as a consumer based ‘monopsony’ (where there is only one buyer in the market), maybe we would stand a chance against the global educational cartels and monopolies. But I guess those with money might not find this in their best interests. They’d probably prefer to keep the current system going where the rich get richer and the poor get poorer…


Are You an Educational Social Entrepreneur?


Who has the opportunity for education? Who doesn’t? What opportunities does that include? Who is left out? To whose and what detriment?

We could use those questions as a starting point for an interesting discussion at a variety of social levels: the family, locally, regionally, nationally and internationally.

A key assumption would be that individual educational achievement and success impacts on the good of society as a whole, and therefore it is a matter of social responsibility that we help all individuals, at every level, to access education and achieve in it.

Beyond the values and motivations of the individual, their family and immediate community, it seems to be down to policy makers, consultants and social entrepreneurs to improve educational opportunity in general. I’m not including teachers or schools/colleges/universities/training centres themselves, as in this context they seem to be merely cogs in the machine (important cogs, but cogs nonetheless). 

Social entrepreneurs are an interesting one: in the UK it is exciting to see how many ‘free schools’ have been set up and sponsored to deliver education that parents and the community deem of importance and relevance – are those who set up free schools in the category of social entrepreneurs? I would argue yes. They are innovating educationally, based on seen and conceptually recognised opportunities. At the heart of their endeavours they believe that their enterprises will achieve some social good. Some of these social entrepreneurs are or have been teachers by the way, but not all. Some haven’t even got a background in education. Do they need one? I guess it would help, but…

Close your eyes and think for a moment: in your family, locally, regionally, nationally or globally, who are those without access to a ‘decent education’? What is a decent education? We’d have to assume it was at least being in full time education until the late teens, and being able to leave with excellent chances of continuing into a chosen profession/trade or further/higher education. But beyond that, why not level up the playing field even more? Of those that you just imagined in your family, locally, regionally, nationally or globally, what is stopping them from not just getting a decent education, but an amazing education that would open up everybody’s chances of reaching out to the most amazing opportunities globally for everyone? Why not? What is stopping that from happening? Not just to the poor and marginalised who have trouble staying in school until 16.

Why doesn’t everyone have the chance to go to Oxford and Cambridge in the UK? Or Stanford, Berkeley, Harvard, Yale or MIT in the USA? Or Insead in France or The London Business School in England?

If you had the magic wand that would give everyone in your family, and everyone locally, regionally, nationally and globally the opportunity to engage in all the opportunities that exist in those educational institutions and beyond (because, after all, those who go to those places have amazing prospects afterwards), what would you do? What needs to change to allow that to happen? What would need to happen to people’s mindsets, values, motivations and financial situations to allow that to happen?


Do you see a stepping stone that would allow that change to happen? What is that stepping stone? Can you formulate that stepping stone into a mission and a set of objectives and tasks? Can you visualise the end outcomes? What support would you need to put this plan into action?

If you have answers to all these questions, then maybe you are a social entrepreneur. So, what ideas do you have?




Just the facts? 

Questions for Debate

Who selects the facts?

If we didn’t have facts, would we have opinions?

If we didn’t have opinions, would we need to go back to the facts?

Are facts open to interpretation?

Do we ever have all the facts?

How do we know when a fact is a fact?

Is a fact a fact only until we can prove it wrong?

To ensure something is a fact must we be able to test it?

Is this the nature of science?

Can we make the teaching of English scientific?

Should we have a sub-discipline of English language and literature called English facts? Or are English language and literature a sub-discipline of English facts?

If English is a testable science, is English science fiction just for movies, hobbies and interests?

Are humans who swallow and regurgitate facts just robots in denial of what it means to be human?

Who has the hegemony on facts?

If we question the facts, whose authority are we undermining?

If we decide that the facts are unpleasant, what change would we wish to initiate to make it not so?

Can we just use the facts to change the facts or do we need more?

A UAE 600ft tall outdoor climbing wall – but what to call it?

climbing wall

While I’m travelling through the UAE desert between Dubai and Abu Dhabi at the speed of light on the ‘Desert Bullet’ and I whiz past the 300m high Golden Camel while drones the size of hot air balloons lift sightseers on top to have their souvenir photos taken, my mind drifts to what else the UAE needs to start breaking more world records.

One thing that came to mind was a climbing wall. So I googled that and it turns out that Abu Dhabi is actually all set to have the world’s tallest indoor climbing wall, ‘Clymb’, which is due to open next to Yas Mall next year. It’s going to be 43 meters, beating the world’s current tallest climbing wall by 6 meters: the Excalibur in The Netherlands presently stands at 37 meters (121 feet). But the Excalibur is outdoor, and the Clymb will be indoor.

But then, upon further research, I found that actually there are several other (outdoor) climbing walls that exceed the above records. Firstly, is Georgia USA’s 140ft ‘Historic Banning Mills’ (in the December 2011 Guinness Book of World Records, that one). Then, at 164ft ‘Comm Row Hotel’s Base Camp’ (Reno, USA). And then at a blisteringly dizzying 540ft there’s the ‘Diga di Luzzone’ on the side of a dam in Switzerland – THE current tallest, outdoor climbing wall in the whole world.

I guess therefore what I’m needing is a 600ft outdoor climbing wall to put the UAE well ahead of all the rest. I’m thinking as a first thought somewhere near Ras Al Khaimah’s Via Ferrata by the side of the UAE’s tallest mountain, the Jebel Jais. The Jebel Jais is 1934m high (6345ft). Therefore, a 600ft (183m) tall outdoor climbing wall wouldn’t look out of place there. Also, it’d be in the right spot for climbing enthusiasts and lovers of the UAEs longest zip slide (Via Ferrata).

Alternatively, if the thought arose that perhaps such an outdoor climbing wall might impinge on the natural beauty of the mountain range there, then it could just be put near the 300m high Golden Camel in the middle of the desert between Dubai and Abu Dhabi. In fact, the world’s largest drones serving tourists at the camel could also drop people off at the top of the climbing wall and let them just go down instead of having to go up as well. Quite convenient in all that heat. It would also be something else to look out of the window at fleetingly from the comfort of the Desert Bullet. Let it be called, ‘Desert High’.