Disaster

 

The $3 Million Ghost Student Paradox: Inside the Collapse of a "Rich" Rural School District

1. The Rural Education Mirage

The West Virginia Constitution presents a clear, almost sacred mandate: the Legislature shall provide for a "thorough and efficient" system of free schools. It is a promise that geography should not dictate destiny. Yet, in the mountain hollows of Pocahontas County, that promise has dissolved into a jarring structural tension.

In February 2025, the West Virginia Board of Education (WVBE) declared a state of emergency in the district, pulling back the curtain on a profound paradox. Pocahontas is funded as if it serves 1,400 students, yet its hallways hold only 833. Despite an annual $3 million subsidy for 567 "ghost students," the district has spiraled into a fiscal and academic collapse. The crisis first broke into public view in March 2024, when hundreds of students walked out of Pocahontas County High School (PCHS). Carrying signs that read "Save Science" and "Hands Off My Education," they were protesting proposed cuts to core teachers—a move that seemed inexplicable for a district receiving such a massive per-pupil windfall.

2. The "1400 Rule" and the Illusion of Wealth

The financial engine of the district is the "1400 Rule," a provision of the West Virginia Public School Support Plan (PSSP) designed to protect small, low-density counties from the "diseconomies of scale." In theory, this rule ensures that a geographically vast county has enough professional educator and service positions to function. Because of this artificial floor, Pocahontas is funded for approximately 102 teachers and 73 service personnel—a staffing ratio that, on paper, should make it one of the wealthiest districts in the state.

However, this $3 million annual bonus is a fiscal mirage. In a county this large, the cost of running a bus fleet for 800 students is nearly identical to the cost for 1,400; the buses must still traverse the same winding miles. This "diseconomy" rapidly evaporates the subsidy. Compounding the issue was a culture of "spending without strategy" during the pandemic. The district used one-time ARPA and ESSER federal funds to maintain staffing levels that the state formula could not support long-term. When the "ARPA Cliff" arrived in 2024, the district—which lacks a local excess levy—found itself with no safety net.

"The school system was funded entirely by state and federal sources and... the lack of local support necessitated 'hard decisions.'" — Pocahontas County Board of Education

3. The $39,000 Safe and the Breakdown of Trust

By December 2025, the emergency shifted from a budget deficit to a forensic nightmare. An independent audit of PCHS uncovered a "disturbing lack of data security" and a total abandonment of internal financial controls.

The most symbolic find was a school safe containing $39,000 in un-deposited cash and checks, some of which had been sitting there for months. Investigators found a culture of blatant negligence: on several deposit forms, cash amounts were physically "crossed out," with only the checks sent to the bank. A fundraiser for the FFA Envirothon, for instance, saw $192.65 in cash simply vanish from the records after being struck through.

State Policy Requirement	PCHS Actual Practice
Daily Deposits (Policy 1224.1): All funds over $500 must be deposited daily.	The Safe Backlog: $39,000 in gate receipts and fundraiser cash held for months; referees left unpaid.
Record Integrity: Accurate, un-altered records of all receipts.	Altered Receipts: Cash amounts "crossed out" on forms (e.g., $192.65 FFA funds); $20,250 in carpentry donations missing documentation.
Procurement Law: Purchase Orders (POs) must be issued before goods are ordered.	Systemic Backdating: 294 out of 627 POs were backdated after invoices were already received.
Competitive Bidding: Bids required for all purchases exceeding $5,000.	Bid Violations: Failure to obtain competitive bids, treating public funds as perquisites rather than trusts.

4. When Grades Become Commodities: The Academic Crisis

The administrative rot extended beyond the ledger and into the classroom. The Special Circumstance Review (SCR) uncovered evidence of grade falsification and transcript manipulation, where administrators reportedly pressured staff to change grades to ensure students passed credit recovery programs. This strikes at the heart of the West Virginia Supreme Court’s "Eight Capacities" established in the Recht Decision, which mandates that schools cultivate actual literacy and numeracy. By inflating grades, the district provided a "credential without underlying value."

This failure of oversight was codified by a shocking lack of administrative competence at the building level, where the very tools of management were ignored or inaccessible.

"The school’s principal... lacked basic administrative access to the West Virginia Education Information System (WVEIS), making it impossible for her to manage student transcripts or even view mandated security footage from special education classrooms."

This lack of oversight is particularly devastating given the county's demographics: over half of PCHS students do not live with their biological parents. This high-need population requires intense support, yet the district has been unable to fill a vital high school counselor position for months.

5. The "Snowshoe Effect": Why Tourism is a Double-Edged Sword

Pocahontas County is a premier "tourism leader," home to the luxury Snowshoe Mountain resort. However, this economic engine has created the "Snowshoe effect"—a sanctuary for tourists that has become a "desert" for public servants.

As landlords convert long-term rentals into lucrative Airbnbs, the resulting housing shortage has made it nearly impossible to recruit teachers or counselors. The irony is staggering: a county with a $1.8 million mountain home listing cannot find a single affordable apartment for a school counselor. While visitors enjoy world-class amenities, the high school cannot afford a scoreboard for its baseball field. This economic disparity has turned the district into a place where the "paper wealth" of the tourism industry fails to trickle down to the 833 students left behind.

6. A Systemic Contagion? Comparing Pocahontas to its Neighbors

The crisis in Pocahontas is a symptom of a "systemic contagion" of personnel overages and "word-of-mouth policy-making" across rural West Virginia. The district is now the fifth in five years to face state intervention.

• Roane County: Declared an emergency in July 2025 for maintaining 16.74 personnel over the state formula without the local funds to pay for them.
• Hancock County: Facing a $7.3 million deficit caused by employing 143 more personnel than the state formula funds, costing $10 million in unfunded payroll.
• Upshur County: Underwent a total takeover after federal nutrition funds were used for "summer wages" and unauthorized technology.

Warning Signs of a Systemic Contagion:

• Personnel Over Formula: Maintaining staffing levels that local tax bases cannot support.
• The ARPA Cliff: Failing to plan for the expiration of one-time federal relief funds.
• Word-of-Mouth Governance: A lack of transparency in stipends, contracts, and internal audits.
• Hope Scholarship Erosion: Limited oversight of funds leaving the system as enrollment drops.

7. Conclusion: Beyond the Subsidy

Pocahontas County is currently under a state-mandated corrective action plan, with its emergency status extended through early 2026. The path forward includes a total audit of student credits to fix falsified grades and mandatory financial training for all staff.

The "Ghost Student Paradox" serves as a grim warning: financial subsidies alone cannot compensate for a lack of administrative expertise and ethical oversight. While the "1400 Rule" provided millions in extra aid, it could not prevent a culture where cash was "crossed out" and transcripts were manipulated. As the district enters a three-to-five-year recovery plan, the state must confront a difficult truth: a "rich" funding model can still produce an "impoverished" education. The true measure of the district's recovery will not be a balanced budget, but the restoration of the integrity of the Pocahontas County diploma.

1958

 

The Ghosts of Little Levels: 5 Surprising Truths from the Class of 1958

In the high, rolling plateau of the "Little Levels," Hillsboro, West Virginia, sits as an isolated limestone oasis. In 1958, this geographic cradle served as a unique cultural nexus. Here, the hand-planted trees of earlier generations—meticulously cared for by Principal Frank Johnson—provided shade for a generation of students caught between two worlds.

The Class of 1958 were the beneficiaries of post-war expansion, standing at the doorstep of the Space Age. Yet, their daily lives were rooted in nineteenth-century "Academy" traditions. They were a cohort of transition, graduating into a technocratic future just before the radical social shifts of the late 1960s would forever alter the Appalachian landscape.

The UVA Connection: A Rural Prep School for the Elite

While Hillsboro High School was a public institution by 1958, it carried the DNA of a prestigious private past. The community was originally known as "Academy, West Virginia," a name that reflected its intellectual ambitions. In 1834, long before the state had a formal high school system, the community erected a masonry one-room building with wings to serve as a high-level preparatory school.

This was no ordinary schoolhouse; it was a regional center of learning designed to prepare young men for the University of Virginia. This "Academy tradition" established a legacy of high academic standards that persisted for over a century. When the modern brick edifice was constructed in 1912 to replace the old frame buildings, it wasn't just a new school—it was the evolution of a century-old intellectual identity that drew students from multiple counties to this rural district.

Mentorship in the "6-6" Model: The Heirloom Yearbook

In 1947, Hillsboro adopted a "6-6" instructional plan, integrating 7th and 8th graders into the high school culture. This was more than an administrative move; it was a crucial catalyst for adolescent development. Younger students were mentored within a high-achieving culture, gaining early access to the school library’s 3,500 volumes and modern instructional aids like filmstrips.

This cohesive culture is immortalized in the 1958 edition of The Red Devil yearbook. In a move rare for the era, the publication included individual photos for every student down to the 7th grade, reinforcing a shared identity. Curiously, surviving copies of these yearbooks often lack student signatures or writing. To the families of the Little Levels, these were not mere scrapbooks for scribbling; they were treated as reverent family heirlooms, preserving a formal record of a community's youth.

Fire in the Band Room: A Direct Attack on Community Pride

The stability of the 1958 academic year was shattered one Tuesday morning by a frightening act of arson. An intruder gained entry to the school by removing a screen and climbing through a raised window in the band room. Once inside, the individual set fire to oil-soaked rags, attempting to burn the entire structure to the ground.

The choice of location was particularly stinging. The Hillsboro Band, led by Mrs. Frances Eskridge since 1955, was the heartbeat of local parades and athletic events. The band room housed instruments and uniforms that represented the collective financial investment of local families. This was not just a crime against property; it was an attack on a "deep protective bond" between the community and the cultural assets they had sacrificed to provide.

The McNeel Gymnasium: Hillsboro’s Social Ledger

The McNeel Gymnasium, completed in 1938, was the heart of the county’s social geography. Named for Dr. Winters McNeel, a beloved community physician and member of the Board of Education, the gym functioned as a "social ledger" where the lines between school and civic life vanished.

In 1958, the gym blurred the boundaries between a school facility and a professional arena. It famously hosted the All American Red Heads, a world-renowned professional women’s basketball team. Such events drew crowds from across the region, cementing the school’s role as the primary venue for entertainment and social connectivity in the Greenbrier Valley.

Symbolic Erasure: The Brutality of Consolidation

The Class of 1958 was among the last to experience the school’s local autonomy. In 1970, a county-wide merger consolidated Hillsboro, Green Bank, and Marlinton into a single entity. The transition was marked by what many felt was a form of "symbolic erasure"—the physical demolition of the 1912 main brick building.

As the heart of the Academy was torn down, the community was left with a complex mixture of optimism and grief. Principal Charles Moore, who led the school for sixteen of his twenty-three years there, understood the weight of the loss. He reflected that while a new, broader curriculum might better serve a modern society, the "experiences of the Hillsboro years were irreplaceable." The removal of the brick-and-mortar landmark felt like a jagged end to a century of localized tradition.

Legacy Beyond the Bricks

The true measure of Hillsboro High School is not found in the ruins of the 1912 building, but in the "useful and distinguished citizens" it produced. The Class of 1958 sent leaders into the world who carried the Academy spirit with them—men like Captain Tucker Reynolds and Lt. William Gay, who rose through the military ranks, and graduates like Margie Kershner, who pursued professional paths in the region's growing economy.

Today, the physical school is gone, yet the Class of 1958 lives on through the Pocahontas Public Library’s digital archives, where over 98,000 pages of history preserve their story. Their legacy invites a haunting question for the modern era: in our rush toward large, centralized consolidation, have we lost the ability to replicate the deep-rooted community identity that once flourished in the Little Levels?

2000

 

The Wired Renaissance: 5 Surprising Lessons from the "Quiet Zone" Class of 2000

1. Introduction: The Paradox of the Allegheny Highlands

In the spring of 2000, the American cultural consciousness was fixated on a digital horizon that promised to erase distance. The "dot-com" bubble was reaching its distended peak, and the world was bracing for a future defined by wireless hyper-connectivity. Yet, in the rugged folds of the Allegheny Highlands, the graduates of Pocahontas County High School (PCHS) were coming of age in a different sort of reality. This was the National Radio Quiet Zone—a 13,000-square-mile sanctuary where radio transmissions are strictly policed to protect the sensitive "ears" of the National Radio Astronomy Observatory (NRAO).

While their peers elsewhere were the first generation to lose themselves in the blue light of early mobile devices, the PCHS Class of 2000—the school’s twenty-ninth graduating class—navigated a world defined by wired communication and the necessity of physical presence. Far from being a handicap, this technological isolation fostered a unique educational experiment. By examining the archives of this period, we find a cohort that thrived by bridging rural heritage with a sophisticated, global competency. Their story offers a masterclass in resilience, suggesting that in our age of constant noise, there is a profound, productive power in being "unplugged."

2. The Silicon Valley of the Woods: Why "Silence" Bred Success

Geography is often destiny, and for the Class of 2000, the geography of the Quiet Zone acted as a silent tutor. The restriction on wireless frequencies eliminated the early digital distractions that were beginning to permeate teenage life elsewhere. This environmental constraint allowed for a rare level of academic focus, resulting in the unlikely sight of mountain teenagers mastering the nuances of French and Spanish in a county without a single cell tower.

A cornerstone of this success was the "Gold Star" partnership between PCHS and the NRAO, recognized in late 1999. This wasn't merely a formal agreement; it was an intellectual bridge that transformed the "isolation" of the mountains into a front-row seat for global astronomy. The school’s pedagogical philosophy was clear: a rural zip code should never be a sentence for provincialism.

"The educational and social development of rural student populations represents a complex interplay between localized community values and the broader demands of a globalized economy... the PCHS curriculum successfully mitigated the potential for provincialism by fostering multilingualism and cross-cultural understanding."

The fruits of this focus were evident. By the spring of 2000, PCHS students were not only winning accolades at the Bethany College Foreign Language Day but were also proving their command of the world beyond the ridges, as Jonathan Wilkins placed second in the State Geography Bee.

3. The "Faithful Attendance" Metric: Resilience as a Primary Value

In a county that ranks as the third-largest in West Virginia but remains among the most sparsely populated, simply getting to school is an act of grit. For the Class of 2000, "faithful attendance"—defined as missing five or fewer days in a school year—was more than a record; it was a vital cultural metric.

Archival records from their middle school years in 1994 show that students like Caleb Smith, Erin Wimer, Marie Mellinger, and Nathan Flaim were already establishing this standard. In the context of the Allegheny Highlands, where harsh winters turn the long bus commutes from remote settlements like Durbin and Hillsboro into grueling tests of endurance, this metric serves as a powerful proxy for family stability and institutional trust. It suggests a community that viewed education as a collective responsibility—a reliability that would serve as the foundation for the graduates' later professional lives.

4. Economic Whiplash and the Shadow of the Past

The year 2000 served as a definitive pivot point for the local economy, a moment of "economic whiplash" where the past and future collided. For a century, the county’s lifeblood was extraction—timber and tanning. But as the Class of 2000 prepared for their June commencement, those industries were becoming ghosts.

The diverging realities were stark:

• The Dying Industrial Legacy: The ghostly silence of the old tannery site in Marlinton, sold to a single bidder in early 2000 for a mere $100,000, signaling the final closure of the region’s industrial chapter.
• The Rising Service Economy: The upscale bustle of the Snowshoe Mountain Resort, which saw the sale of 38 units in its new "Highland House" development that same year, signaling a shift toward hospitality and property management.

This transition was underscored by a deep sense of historical consciousness. In February 2000, the county was gripped by the retrial of Jacob Beard for the 1980 "Rainbow Murders." The resolution of this decades-old communal trauma provided the seniors with a real-world lesson in the enduring nature of local history. They graduated in a year where the community was simultaneously selling off its industrial ruins and grappling with its oldest shadows, even as it built a new $100,000 library to house its future stories.

5. The Return Migration: Why Success Means Coming Home

One of the most profound lessons from the PCHS legacy is the "return migration" phenomenon. While the standard rural narrative focuses on "brain drain," a significant portion of this community’s talent felt the pull of the mountains. Many who sought work in urban centers found those environments poorly suited to their values, leading to a reinvestment of skill back into local soil.

This cycle of return is best seen in the narrative arcs of those who followed the 2000 cohort’s path. Caitlin Jewell Barnes, a PCHS alumna who followed the scientific tradition of the 2000 era, became a McMurran Scholar in 2020. She leveraged her rural environmental knowledge to excel in global biosurveillance, co-authoring studies on the invasive Spotted Lanternfly. Similarly, Jessica Dean, a 2006 graduate who entered the PCHS system just as the 2000 class was leaving, returned to her alma mater to serve as a teacher of special education.

The most poignant example of this service ethic is found in Casondra "Casey" Griffith. Part of a family network deeply rooted in the school—Keri A. Griffith was among the 2000 honor students—Casey stepped in to save the PCHS band program when a vacancy threatened its existence.

Griffith’s dedication to her alma mater gained national attention from The Washington Post and Good Morning America, illustrating how alumni can become the primary guardians of their community’s institutional health.

6. Nature’s Mountain Classroom: Stewardship as the Final Curriculum

The Class of 2000 was among the first to be fully shaped by "Nature’s Mountain Classroom." This initiative utilized the county’s state parks and national forests as living laboratories, ensuring that biology and ecology lessons were conducted in the field rather than behind a desk.

This fostered a culture of environmental stewardship that defined their civic identity. Programs like "Make It Shine" and the "County Heritage Celebration" demonstrate that for these graduates, the environment was not a backdrop to be exploited, but a heritage to be protected. This sense of stewardship has become a professional asset, as alumni transition into roles that balance conservation with the region's burgeoning tourism industry.

7. Conclusion: The Legacy of the Twenty-Ninth Class

The story of the Class of 2000 is the story of a "Wired Renaissance"—a group of individuals who learned to be deeply rooted in local soil while reaching toward global scientific and academic communities. They proved that a "Quiet Zone" upbringing was not a limitation, but a laboratory for focus and reliability.

As we look toward the future of rural education, we must ask: does the Pocahontas model—one that embraces environmental pedagogy, strong school-business partnerships, and a culture of "faithful attendance"—offer the ultimate blueprint for 21st-century resilience? The graduates of the twenty-ninth class, now leaders in their fields and anchors of their community, suggest that the answer is a resounding yes.

2022

 

Beyond the Brain Drain: How a Lone Appalachian High School is Engineering a New Rural Reality

The national narrative surrounding rural education is often a tired obituary of decline: crumbling infrastructure, dwindling enrollments, and a relentless "brain drain" to urban centers. Yet, deep in the mountains of West Virginia, Pocahontas County High School (PCHS) is drafting a different script. Standing as the sole high school for an expansive, geographically rugged district, this institution in Dunmore—adorned in its signature maroon and gold—serves as a vital laboratory for resilience.

The Class of 2022, a unique "post-pandemic cohort," navigated their formative years amidst unprecedented global and structural shifts. Their journey suggests that the very constraints of rural life can be leveraged into competitive advantages. By examining the "Dunmore Blueprint," we find a model of high-investment, community-integrated education that turns traditional rural scarcity on its head.

The Luxury of the 10.39:1 Ratio

In many urban and suburban districts, overcrowded classrooms are a chronic ailment. In contrast, PCHS offers an environment characterized by high-density academic intervention. With a student-to-teacher ratio of 10.39:1 and a per-pupil expenditure of $18,585.46, the school provides a level of intimacy typically reserved for elite private academies.

This investment is not merely a byproduct of rural logistics; it is a necessary response to them. The high per-pupil cost reflects the reality of providing services across a sparsely populated landscape, but PCHS leverages this into a significant educational edge. This ratio allows the school to function as the epicenter for adolescent development, providing the personalized vocational guidance and informal mentorship that keeps students from falling through the cracks. In Dunmore, small scale is not an indicator of decline, but a luxury of attention.

Coding in the National Forest

Pocahontas County is historically anchored in its agrarian and timber roots, yet the Class of 2022 is pivoting toward a "dual economy." The school is successfully merging digital literacy with the county’s natural heritage. A standout example is graduate Makayla Ervine, who secured dual credentials in Information Technology as well as Gaming and Coding.

This integration is epitomized by the "Nature’s Mountain Classroom" program, a partnership that recently earned the West Virginia School-Business Partnership of the Year award. Rather than teaching coding in a vacuum, PCHS connects technology to the local environmental economy—specifically the tourism and resource management sectors centered around Snowshoe Mountain and the surrounding national forest. This ensures that a student learning to script code isn't just preparing for a job in a distant city, but is gaining the skills to innovate within the industry of their own backyard.

The "Simulated Workplace" and the Drug-Free Edge

For the Innovation Journalist, the most compelling laboratory at PCHS is the West Virginia Department of Education’s "Simulated Workplace." This initiative transforms classrooms into professional hubs that mirror industry standards. In the welding shop, for instance, students aren't just learning a trade; they are earning SMAW (Shielded Metal Arc Welding) and GMAW (Gas Metal Arc Welding) certifications that translate directly into high-wage industrial roles.

A key component of this professional environment is the "Drug-Free Certification." Students like Alexander Rexrode and Marcus Phillips earned this credential by passing random drug tests—a protocol that mirrors safety-sensitive employment in forestry and heavy machinery. It is important to note that this is not a graduation requirement, but a strategic vocational milestone. By reframing drug testing as a professional asset rather than a punitive measure, PCHS gives its graduates a "critical bridge" to employment in sectors where liability and safety are paramount.

A Safety Net Woven from Memory

The transition from the mountains of Dunmore to higher education is often a steep financial climb, but the Class of 2022 was buoyed by a remarkable philanthropic safety net. Managed largely by the Greenbrier Valley Community Foundation (GVCF), the community utilizes a "proliferation of memorial scholarships" to fund its future, essentially using its collective memory to underwrite the ambitions of its youth.

These are not generic grants. They are niche awards with rigorous standards:

• The Beulah Moore Memorial Scholarship: Awarded to students like Nathaniel Evans, this requires the recipient to be in the top third of their class with a demonstrated interest in business or finance.
• The Mary Tibitha Moore Shinaberry Public Trust: Provides essential support for students entering public service.

This sociological phenomenon creates a localized endowment, ensuring that the legacy of past residents directly enables the next generation to attend institutions like West Virginia University and Marshall University.

"Growing Their Own" to Combat Scarcity

To address the chronic shortage of rural educators, PCHS has embraced a "Grow Your Own" strategy. Chloe Hardesty, a 2022 graduate, was one of only 25 students statewide selected as an Underwood-Smith Teaching Scholar. This prestigious honor provides significant financial support for her education at West Virginia University, provided she commits to returning to teach in a West Virginia classroom for five years.

By incentivizing its best and brightest to return, the district is turning alumni into future institutional pillars. This "Warrior" spirit—a blend of resilience and community loyalty—is seen across the cohort as they transition into critical roles in healthcare, the military, and education, ensuring the county’s long-term sustainability.

The Resilience of the Warrior Spirit

The success of the Pocahontas County High School Class of 2022 was forged in the crucible of a global pandemic, yet they emerged with technical certifications, academic honors, and robust community backing. Interestingly, their success was achieved despite institutional gaps; a 2022 "Special Circumstance Review" by the state pointed to a need for more formalized counseling structures. This suggests that the achievements of students like Sarah Warder, Macaden Taylor, and Nathaniel Evans were driven by immense personal initiative and the informal mentorship of a dedicated faculty.

As these graduates enter the modern workforce, they leave us with a provocative question: Is the Dunmore Blueprint—high-density intervention, technical specialization, and localized philanthropy—the scalable solution for rural districts nationwide? For the Warriors of Pocahontas County, the results suggest that even in the face of isolation and scarcity, a community that invests in its own can redefine the meaning of success.

The Man Who Wanted Seven Wives

The title "The Man Who Wanted Seven Wives" refers to a real-life murder case that happened in 1897 in Greenbrier County, West Virginia. The victim, Zona Shue, was allegedly murdered by her husband, Trout Shue, who had a reputation for wanting multiple wives.

The case gained notoriety due to the legend that Zona's ghost appeared to her mother, Mary Jane Heaster, revealing that Trout had poisoned her. This supernatural testimony supposedly led to the reopening of the investigation, Zona's body being exhumed, and ultimately Trout's conviction for murder.

Here's a breakdown of the story:

    The Crime: Zona Shue dies under suspicious circumstances in 1897.
    The Suspect: Trout Shue, Zona's husband, known for his desire to have multiple wives.
    The Twist: Zona's ghost appears to her mother, accusing Trout of murder.
    The Investigation: The ghost's story leads to a renewed investigation and exhumation of Zona's body.
    The Outcome: Trout Shue is convicted of murder.

The truth behind the ghost's testimony remains debated. Some believe it was a genuine haunting, while others see it as a product of collective grief and suspicion surrounding Trout.

Here are some additional points to consider:

    The case highlights the cultural and social beliefs of the time, where the supernatural realm held more sway.
    The story raises questions about the role of circumstantial evidence and the influence of public opinion in legal proceedings.

If you're interested in learning more, you can search for books like "The Man Who Wanted Seven Wives" by Katie Letcher Lyle, which explores the case in detail.

Choices

 A Jealous God

 In the legal system, remorse is a considered factor, but it's a bit trickier than in everyday life. Here's the breakdown:

    Definition: Similar to everyday remorse, legal remorse involves regret and acknowledging responsibility for wrongdoing. However, it's often phrased as a defendant showing remorse for their crime and its impact on the victim.

    Impact:  Remorse can be a mitigating factor during sentencing. This means a judge might consider it when deciding on a punishment and potentially offer a lighter sentence if the defendant seems genuinely remorseful.

    Challenges:  Since remorse is an internal feeling, it can be difficult to prove in court.  Apologies, taking responsibility, and attempts to make amends (restitution) can be indicators, but judges have to be cautious about insincere expressions.

    Debates:  There's ongoing debate about the role of remorse. Some argue it's unreliable and shouldn't influence sentencing.  Others believe it shows a desire for rehabilitation and deserves consideration.

    Not a guarantee: Remorse alone won't necessarily lead to a lighter sentence. The severity of the crime and the defendant's background will also play a major role.
    Not for all crimes: Remorse might be less relevant in some cases, like very serious crimes or those with no clear victim.

2 Kings 1

The LORD’s Judgment on Ahaziah

1 After Ahab’s death, Moab rebelled against Israel.

2 Now Ahaziah had fallen through the lattice of his upper room in Samaria and injured himself. So he sent messengers, saying to them, “Go and consult Baal-Zebub, the god of Ekron, to see if I will recover from this injury.”

3 But the angel of the LORD said to Elijah the Tishbite, “Go up and meet the messengers of the king of Samaria and ask them, ‘Is it because there is no God in Israel that you are going off to consult Baal-Zebub, the god of Ekron?’

4 Therefore this is what the LORD says: ‘You will not leave the bed you are lying on. You will certainly die!’ ” So Elijah went.

5 When the messengers returned to the king, he asked them, “Why have you come back?”

6 “A man came to meet us,” they replied. “And he said to us, ‘Go back to the king who sent you and tell him, “This is what the LORD says: Is it because there is no God in Israel that you are sending messengers to consult Baal-Zebub, the god of Ekron? Therefore you will not leave the bed you are lying on. You will certainly die!” ’ ”

7 The king asked them, “What kind of man was it who came to meet you and told you this?”

8 They replied, “He had a garment of hair^[a] and had a leather belt around his waist.” The king said, “That was Elijah the Tishbite.”

9 Then he sent to Elijah a captain with his company of fifty men. The captain went up to Elijah, who was sitting on the top of a hill, and said to him, “Man of God, the king says, ‘Come down!’ ”

10 Elijah answered the captain, “If I am a man of God, may fire come down from heaven and consume you and your fifty men!” Then fire fell from heaven and consumed the captain and his men.

11 At this the king sent to Elijah another captain with his fifty men. The captain said to him, “Man of God, this is what the king says, ‘Come down at once!’ ”

12 “If I am a man of God,” Elijah replied, “may fire come down from heaven and consume you and your fifty men!” Then the fire of God fell from heaven and consumed him and his fifty men.

13 So the king sent a third captain with his fifty men. This third captain went up and fell on his knees before Elijah. “Man of God,” he begged, “please have respect for my life and the lives of these fifty men, your servants!

14 See, fire has fallen from heaven and consumed the first two captains and all their men. But now have respect for my life!”

15 The angel of the LORD said to Elijah, “Go down with him; do not be afraid of him.” So Elijah got up and went down with him to the king.

16 He told the king, “This is what the LORD says: Is it because there is no God in Israel for you to consult that you have sent messengers to consult Baal-Zebub, the god of Ekron? Because you have done this, you will never leave the bed you are lying on. You will certainly die!”

17 So he died, according to the word of the LORD that Elijah had spoken. Because Ahaziah had no son, Joram^[b] succeeded him as king in the second year of Jehoram son of Jehoshaphat king of Judah.

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Baal-Zebub, also spelled Beelzebub or Beelzebul, has two main interpretations:

• Philistine God: Originally, Baal-Zebub was a god worshipped by the Philistines, a civilization inhabiting ancient Canaan. The name likely translates to "Lord of the Flies" (or possibly "Lord of the Dwelling"). His association with flies could stem from their connection with filth and disease, or perhaps he was seen as a god who could control these pests. The city of Ekron was known for its temple dedicated to Baal-Zebub [Christian Answers].

• Demonic Figure: In later Abrahamic religions, particularly Judaism and Christianity, Baal-Zebub evolved into a demonic figure. The Bible mentions him as an entity opposing the Judeo-Christian God, sometimes used as a synonym for Satan. This depiction likely arose from the negative view the Israelites held of the Philistine gods. By using their god's name as a demon, they aimed to delegitimize him [GotQuestions.org].

  --------------------------------

 The concept of God being jealous is a complex idea that has been debated for centuries. Here's how some religious traditions view it:

    The Bible: In the Old Testament, there are passages where God describes himself as a "jealous God" ([Exodus 20:5]). This jealousy isn't like human jealousy out of insecurity. It's described as God desiring exclusive worship and a relationship with his people. He sees following other gods (idols) as a betrayal of that relationship.

    Interpretation: Theologians often interpret this jealousy as God's love and protectiveness for his people. They argue a jealous God wants what's best for them and doesn't want them to be led astray.

    Other Religions: Not all religions portray God as jealous. Many emphasize God's love and acceptance.

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The Bible doesn't directly say God cries with physical tears,

 but it does talk about God's emotions in a way that relates to human feelings. Here are two key points:

    Emotions: The Bible describes God experiencing a range of emotions, including anger, sorrow, and love. For instance, Psalms talk about God's anger towards wickedness, while passages like Zephaniah 3:17 highlight God's joy over his people.

    Jesus Wept:  Jesus, who is God incarnate (God in human form), is depicted crying in the Gospels. For example, John 11:35 tells us "Jesus wept" when Lazarus died. This shows God's capacity for deep empathy and sorrow.

So, while there's no mention of God crying tears, the concept of God's emotional response to suffering and humanity's choices is present in the Bible.

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Empathy:

 Jesus weeps not just for Lazarus' death, but for the pain of those who loved him, especially Mary and Martha. This highlights Jesus' deep compassion and ability to connect with human suffering.

Humanity of Jesus: Though Jesus is God incarnate, this verse emphasizes his human side. He feels emotions in a way we can understand.

foreshadowing:  Some theologians see Jesus' tears as a foreshadowing of his own future suffering and death.

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You're absolutely right! You perfectly point out John 11:35, where it says "Jesus wept"  after encountering Lazarus' mourners. This verse is a powerful image because it portrays Jesus, the divine Son of God, experiencing a very human emotion – grief.

Here are some interpretations of this verse:

    Empathy: Jesus weeps not just for Lazarus' death, but for the pain of those who loved him, especially Mary and Martha. This highlights Jesus' deep compassion and ability to connect with human suffering.

    Humanity of Jesus: Though Jesus is God incarnate, this verse emphasizes his human side. He feels emotions in a way we can understand.

    foreshadowing:  Some theologians see Jesus' tears as a foreshadowing of his own future suffering and death.

John 11:35 is a significant verse because it showcases  both the divine and human aspects of Jesus. He is fully God, yet capable of experiencing emotions like sadness and empathy.
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compare empathy and sympathy
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Empathy and sympathy are both about understanding and responding to other people's feelings, but there's a key difference in how deeply you connect with their experience.

Empathy is like stepping into someone else's shoes. You try to see the world from their perspective, feel what they feel, and understand their unique situation. It's a more active process that requires imagination and emotional connection.

Sympathy is acknowledging and understanding someone's misfortune. You feel sorry for them and recognize their pain, but you don't necessarily experience it yourself. It's a more passive response based on compassion.

Here's an analogy:

    Empathy: If your friend broke their leg, you might imagine the pain they're in, how it limits their mobility, and the frustration they might feel. You might even feel a pang of discomfort yourself as you think about it.
    Sympathy: With sympathy, you'd acknowledge their situation sucks and say, "I'm so sorry to hear about your leg. That must be really painful."

Here's a table summarizing the key differences:
Feature    Empathy    Sympathy
Feeling    Sharing the other person's emotions    Understanding and acknowledging their emotions
Depth of connection    Deeper, more personal connection    Recognition and concern from a distance
Perspective    Trying to see things from their point of view    Observing their situation
Example    "I feel so frustrated for you, having to miss the game."    "That's awful news about your job. I'm so sorry."

In a nutshell:

    Empathy allows you to connect and truly understand what someone else is going through.
    Sympathy shows you care and acknowledge their situation.

Both empathy and sympathy are valuable responses in different situations. Empathy can be more powerful for building strong relationships and offering support, while sympathy can be a good starting point for showing you care.

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Christians believe the Holy Spirit can be grieved,

 but it's not quite like grieving a person you loved who has passed away. Here's how to understand it:

    The Holy Spirit in Christianity:  The Holy Spirit is the third person of the Trinity, alongside God the Father and Jesus Christ. It's seen as the presence and power of God at work in the world.

    Grieving the Holy Spirit: The concept comes from Ephesians 4:30 which says "Do not grieve the Holy Spirit of God, with whom you were sealed for the day of redemption."  Grieving here refers to quenching or hindering the Holy Spirit's work in your life.

    How We Grieve the Holy Spirit:  This happens through actions and choices that go against the Holy Spirit's influence.  Examples include harboring bitterness, living immorally, or resisting God's will.  These actions are seen as pushing away the Holy Spirit's guidance and positive influence.

    Hope and Forgiveness:  The good news is the verse doesn't imply a permanent state.  If you realize you've been grieving the Holy Spirit, you can repent (turn away from those actions) and ask for forgiveness. The Holy Spirit is always ready to welcome you back.

Here's an analogy: Imagine the Holy Spirit as a gentle breeze trying to guide you.  If you clench your fists and resist the wind, you're grieving its influence. But you can always open your arms and let the breeze guide you again.

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 Christians believe the Holy Spirit can be grieved, but it's not quite like grieving a person you loved who has passed away. Here's how to understand it:

    The Holy Spirit in Christianity:  The Holy Spirit is the third person of the Trinity, alongside God the Father and Jesus Christ. It's seen as the presence and power of God at work in the world.

    Grieving the Holy Spirit: The concept comes from Ephesians 4:30 which says "Do not grieve the Holy Spirit of God, with whom you were sealed for the day of redemption."  Grieving here refers to quenching or hindering the Holy Spirit's work in your life.

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The term "crocodile tears" refers to  insincere expressions of sadness or remorse. It describes someone who fakes tears or pretends to be sympathetic when they really don't care.

Here's the origin of the expression:

    In ancient times, there was a misconception that crocodiles cry while eating their prey.
    This fable led people to believe crocodiles felt sorry for their victims, which of course wasn't true.

So, the term uses this false image of a crocodile crying to describe a similar situation with humans - someone appearing sad but not being genuine.

It's important to note that real crocodiles do have tear ducts, but their tears are for lubricating their eyes, especially when they're on land for a long time.

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You've got the exact meaning of "crocodile tears" down!

 Here are some other ways to describe insincere expressions of sadness or remorse:

    False sympathy: This emphasizes the lack of true feeling behind the words.
    Feigning sadness: This highlights the act of pretending to be sad.
    Putting on a show: This implies the person is deliberately trying to create a specific impression.
    Hypocritical sorrow: This points out the contradiction between someone's actions and their words.
    Empty platitudes: This refers to meaningless or insincere expressions of condolence.

Depending on the context, you might also use more informal terms like:

    Phony tears
    Fake crying
    A crocodile act

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You could use metaphors like "a wolf in sheep's clothing" or "a snake shedding its skin" to describe someone who appears remorseful but isn't.

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Remorse is a complex emotion that combines feelings of regret, sadness, and guilt about something wrong you've done.

 It's a deep sorrow for a mistake or bad action, often accompanied by a desire to make amends or take it back.

Here's a breakdown of remorse:

    Regret: You wish you hadn't done something.
    Sadness: You feel bad about the consequences of your actions.
    Guilt: You blame yourself for the wrongdoing.

Remorse goes beyond simply feeling sorry for yourself. It's about acknowledging that you've caused harm and wanting to do something about it.Someone who feels remorse might:

    Apologize to the person they hurt.
    Try to fix the damage they caused.
    Learn from their mistake to avoid repeating it.

Remorse can be a powerful motivator for positive change. It shows that you have a conscience and that you care about the impact of your actions on others.

Here are some contrasts to help understand remorse better:

    Remorse vs. Regret: Regret is a simpler emotion, just wishing you'd done something differently. Remorse has the additional elements of guilt and sadness.
    Remorse vs. Self-Condemnation: Remorse is accompanied by a desire to improve, while self-condemnation is just dwelling on your mistakes and feeling bad about yourself.

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When I think how Jesus died
And for my sins was crucified
Oh, a love such as this
I just can't comprehend
Then I think how He must feel
To have suffered thru that ordeal
Yet His love has been rejected
By so many through the years

I wonder if He ever cries
When He thinks of how He bled and died
Does the memory remain
Can He still feel the pain
Of sin and shame He bore for me
And every timе He sees His scars
Does it bring a tear into His еyes
When many never serve Him
Not caring how He loved them
I wonder does it make Him cry

And when I think about the blood
That Jesus shed through love
And all the pain that He suffered
In dying agony
Yet in the midst of all this grief
He had mercy on one thief
Who simply asked for mercy
And salvation He received
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I wonder if He ever cries
When He thinks of how He bled and died
Does the memory remain
Can He still feel the pain
Of sin and shame He bore for me
And every time He sees His scars
Does it bring a tear into His eyes
When many never serve Him
Not caring how He loved them
I wonder does it make Him cry

When many never serve Him
Not caring how He loved them
I wonder does it make Him cry

Old Newspapers

 

Science Percent Proficient (WV)

 

 

4 Year Analysis of WV Science Data

The graph you sent appears to show the percentage of students proficient in science in grades 5, 8, and 11, across four assessment years. It likely depicts proficiency based on a standardized science assessment. Here are some observations about the data:

• Proficiency appears to decline across all grades between 2019 and 2021. There is a slight uptick in proficiency in 2022 and 2023 for some grades.
• Grade 5 shows the highest proficiency rates throughout the four years. In 2023, 33% of grade 5 students were proficient.
• Proficiency drops significantly between grade 5 and grade 8. In 2023, only 27% of grade 8 students were proficient.
• Proficiency remains relatively flat between grade 8 and 11. In 2023, 27% of grade 11 students were proficient.

It is important to consider that these are just a few data points and don't tell the whole story. There could be many reasons why proficiency might decline and then begin to recover.

Title 2

 

Analyze

The image you sent is from the West Virginia Department of Education [WV Department of Education]. It shows a line graph for the overall percent proficient in math, ELA, and science on the West Virginia Statewide Summative Assessment for the years 2019, 2021, and 2022 [WV Department of Education].

Here’s a breakdown of the results:

• Math: In 2019, 39% of students were proficient. This number decreased to 28% in 2021. In 2022, it went up slightly to 33%.
• ELA: In 2019, 46% of students were proficient. This number decreased to 33% in 2021. In 2022, it went up slightly to 33%.
• Science: In 2019, 42% of students were proficient. This number decreased to 27% in 2021. In 2022, it went up slightly to 28%.

Overall, there was a decrease in performance in all three subjects between 2019 and 2021. In 2022, there was a small increase in proficiency in all three subjects, but none of them reached pre-pandemic levels.

It’s important to note that there was no statewide assessment in 2020 due to the COVID-19 pandemic. The small gains in 2022 may be indicative of a start to recovery from the pandemic’s learning disruptions.

make a table of this data

Sure! Here is a table of the data

Subject	2019	2021	2022
Math	39	28	33
ELA	46	33	38
Science	42	27	28

Show the code behind this result

make a chart of this data

West Virginia Statewide Summative AssessmentProficiency RatesMathELAScience2019202020212022253035404550YearProficiency Rate (%)

Year	Math	ELA	Science
2019	39
2021	28
2022	33
2019		46
2021		33
2022		38
2019			42
2021			27
2022			28

Show the code behind this result

Provide a descriptive analysis

Sure, here is the graph:

West Virginia Statewide Summative AssessmentProficiency RatesMathELAScience2019202020212022253035404550YearProficiency Rate (%)

Year	Math	ELA	Science
2019	39
2021	28
2022	33
2019		46
2021		33
2022		38
2019			42
2021			27
2022			28