Abroad Education Quotes

Progress just means bad things happen faster.

One of the great failings of the American education system (in our view) is that young people can graduate from university without any understanding of poverty at home or abroad.

You say: "There are persons who lack education" and you turn to the law. But the law is not, in itself, a torch of learning which shines its light abroad. The law extends over a society where some persons have knowledge and others do not; where some citizens need to learn, and others can teach. In this matter of education, the law has only two alternatives: It can permit this transaction of teaching-and-learning to operate freely and without the use of force, or it can force human wills in this matter by taking from some of them enough to pay the teachers who are appointed by government to instruct others, without charge. But in the second case, the law commits legal plunder by violating liberty and property.

From the earliest age, we must learn to say good-bye to friends and family. We see our parents and siblings off at the station; we visit cousins, attend schools, join the regiment; we marry, or travel abroad. It is part of the human experience that we are constantly gripping a good fellow by the shoulders and wishing him well, taking comfort from the notion that we will hear word of him soon enough. But experience is less likely to teach us how to bid our dearest possessions adieu. And if it were to? We wouldn’t welcome the education. For eventually, we come to hold our dearest possessions more closely than we hold our friends. We carry them from place to place, often at considerable expense and inconvenience; we dust and polish their surfaces and reprimand children for playing too roughly in their vicinity—all the while, allowing memories to invest them with greater and greater importance. This armoire, we are prone to recall, is the very one in which we hid as a boy; and it was these silver candelabra that lined our table on Christmas Eve; and it was with this handkerchief that she once dried her tears, et cetera, et cetera. Until we imagine that these carefully preserved possessions might give us genuine solace in the face of a lost companion.

Schoolboy days are no happier than the days of afterlife, but we look back upon them regretfully because we have forgotten our punishments at school and how we grieved when our marbles were lost and our kites destroyed – because we have forgotten all the sorrows and privations of the canonized ethic and remember only its orchard robberies, its wooden-sword pageants, and its fishing holidays.

The nomadic instinct is a human instinct; it was born with Adam and transmitted through the patriarchs, and after thirty centuries of steady effort, civilization has not educated it entirely out of us yet. It

It’s up to us, all citizens, regardless of background, to step up to the plate and address these issues. We need to share our life experiences and offer honest appraisals of the problems we face. We need to do it at kitchen tables all over the nation. In schools, we need to educate our children to celebrate diversity rather than fight or kill over it. We need to promote our core values at home and abroad. That begins with citizens and police officers respecting each other and treating each other as each of us would want to be treated.

The service members who defend our way of life ask very little in return, but they deserve teachers who will be as relentless in teaching their children as the military is in protecting our interests at home and abroad.

Tis a funny thing, reflected the Count as he stood ready to abandon his suite. From the earliest age, we must learn to say good-bye to friends and family. We see our parents and siblings off at the station; we visit cousins, attend schools, join the regiment; we marry, or travel abroad. It is part of the human experience that we are constantly gripping a good fellow by the shoulders and wishing him well, taking comfort from the notion that we will hear word of him soon enough. But experience is less likely to teach us how to bid our dearest possessions adieu. And if it were to? We wouldn’t welcome the education. For eventually, we come to hold our dearest possessions more closely than we hold our friends. We carry them from place to place, often at considerable expense and inconvenience; we dust and polish their surfaces and reprimand children for playing too roughly in their vicinity—all the while, allowing memories to invest them with greater and greater importance. This armoire, we are prone to recall, is the very one in which we hid as a boy; and it was these silver candelabra that lined our table on Christmas Eve; and it was with this handkerchief that she once dried her tears, et cetera, et cetera. Until we imagine that these carefully preserved possessions might give us genuine solace in the face of a lost companion. But, of course, a thing is just a thing.

Though, even if there were no such great advantage to be reaped from it, and if it were only pleasure that is sought from these studies, still I imagine you would consider it a most reasonable and liberal employment of the mind: for other occupations are not suited to every time, nor to every age or place; but these studies are the food of youth, the delight of old age; the ornament of prosperity, the refuge and comfort of adversity; a delight at home, and no hindrance abroad; they are companions by night, and in travel, and in the country.

Every particular society, when it is narrow and unified, is estranged from the all-encompassing society. Every patriot is harsh to foreigners. They arc only men. They arc nothing in his eyes - This is a drawback, inevitable but not compelling. The essential thing is to be good to the people with whom one lives. Abroad, the Spartan was ambitious, avaricious. iniquitous. But disinterestedness, equity, and concord reigned within his walls. Distrust those cosmopolitans who go to great length in their books to discover duties they do not deign to fulfill around them. A philosopher loves the Tartars so as to be spared having to love his neighbors.

It’s so easy for people like me”—a diplomat’s son raised abroad and educated in America—“to be totally off base about this country and what it is ready to accept.

apply not just to underprivileged citizens but to prosperous white college-educated Americans when compared with their socioeconomic equivalents abroad.

One of the great failings of the American education system, in our view, is that young people can graduate from university without any understanding of poverty at home or abroad. Study-abroad

The purpose of the research was to better understand all the stages Japanese international students encounter when studying abroad and to better ascertain their buyer behaviour when selecting foreign education

For example, evangelicals’ discomfort with condoms and sex education has led the administration to policies that are likely to lead to more people dying of AIDS at home and abroad, not to mention more pregnancies and abortions.

Debt leveraging is a major reason why the United States and Britain have lost their industrial advantage. Debt-inflated costs for housing, education and other basic needs have priced their labor out of markets abroad and at home.

The most tragic error into which older people can fall is one that is common among educators and politicians. It is to use youth as scapegoats for the sins of their elders. Is the nation wasting its young men and its honor in an unjust war? Never mind — direct your frustration at the long-haired young people who are shouting in the streets that the war must end. Curse them as hippies and immoral, dirty fanatics; after all, we older Americans could not have been wrong about anything important, because our hearts are all in the right place and God is always on our side, so anyone who opposes us must be insane, and probably in the pay of the godless Communists. Youth is in the process of being classed with the dark- skinned minorities as the object of popular scorn and hatred. It    is   as  if  Americans  have  to  have  a  "nigger,"  a  target                             for its hidden frustrations and guilt. Without someone to blame, like the Communists abroad and the young and black at home, middle America would be forced to consider whether all the problems of our time were in any way its own fault. That is the one thing it could never stand to do. Hence, it finds scapegoats. Few adults, I am afraid, will ever break free of the crippling attitudes that have been programmed into their personalities – racism, self-righteousness, lack of concern for the losers of the world, and an excessive regard for property. One reason, as I have noted, is that they do not know they are like this, and that they proclaim ideals that are the reverse of many of their actions. Such hypocrisy, even if it is unconscious, is the real barrier between them and their children.

I am not sure whether you could call this abuse, but when I was (long ago) abroad in the world of dry men, I saw parents, usually upscale and educated and talented and functional and white, patient and loving and supportive and concerned and involved in their children’s lives, profilgate with compliments and diplomatic with constructive criticism, loquacious in their pronouncements of unconditional love for and approval of their children, conforming to every last jot-tittle in any conceivably definition of a good parent, I saw parent after unimpeachable parent who raised kids who were (a) emotionally retarded or (b) lethally self-indulgent or (c) chronically depressed or (d) borderline psychotic or (e) consumed with narcissistic self-loathing or (f) neurotically driven/addicted or (g) variously psychosomatically Disabled or (h) some conjunctive permutation of (a) … (g). Why is this. Why do many parents who seem relentlessly bent on producing children who feel they are good persons deserving of love produce children who grow to feel they are hideous persons not deserving of love who just happen to have lucked into having parents so marvelous that the parents love them even though they are hideous? Is it a sign of abuse if a mother produces a child who believes not that he is innately beautiful and lovable and deserving of magnificent maternal treatment but somehow that he is a hideous unlovable child who has somehow lucked in to having a really magnificent mother? Probably not. But could such a mother then really be all that magnificent, if that’s the child’s view of himself? ...I think, Mrs. Starkly, that I am speaking of Mrs. Avril M.-T. Incandenza, although the woman is so multileveled and indictment-proof that it is difficult to feel comfortable with any sort of univocal accusation of anything. Something just was not right, is the only way to put it. Something creepy, even on the culturally stellar surface.

One of the great failings of the American education system, in our view, is that young people can graduate from university without any understanding of poverty at home or abroad. Study-abroad programs tend to consist of herds of students visiting Oxford or Florence or Paris. We believe that universities should make it a requirement that all graduates spend at least some time in the developing world, either by taking a "gap year" or by studying abroad. If more Americans worked for a summer teaching English at a school like Mukhtar's in Pakistan, or working at a hospital like HEAL Africa in Congo, our entire society would have a richer understanding of the world around us. And the rest of the world might also hold a more positive view of Americans.

You have to have money these days. The roads are falling apart, so you need a Pajero or a Land Cruiser. The phone lines are erratic, so you need a mobile. The colleges are overrun with fundos who have no interest in getting an education, so you have to go abroad. And that’s ten lakhs a year, mind you. Thanks to electricity theft there will always be shortages, so you have to have a generator. The police are corrupt and ineffective, so you need private security guards. It goes on and on. People are pulling their pieces out of the pie, and the pie is getting smaller, so if you love your family, you’d better take your piece now, while there’s still some left. That’s what I’m doing. And if anyone isn’t doing it, it’s because they’re locked out of the kitchen.

apply not just to underprivileged citizens but to prosperous white college-educated Americans when compared with their socioeconomic equivalents abroad. This is all a touch counterintuitive when you consider that America spends more on health care than any other nation—

I believe most Afghan men, on an individual level, are far from extremist or fundamentalist. Hope rests with those men, who control what happens to their daughters. Behind every discreetly ambitious young Afghan woman with budding plans to take on the world, there is an interesting father. And in every successful grown woman who has managed to break new ground and do something women usually do not, there is a determined father, who is redefining honor and society by promoting his daughter. There will always be a small group of elite women with wealthy parents who can choose to go abroad or to take high positions in politics. They will certainly inspire others, but in order for significant numbers of women to take advantage of higher education and participate in the economy on a larger scale, it will take powerful men educating many other men

The second thing that can be said with regard to life expectancy is that it is not a good idea to be an American. Compared with your peers in the rest of the industrialized world, even being well-off doesn’t help you here. A randomly selected American aged forty-five to fifty-four is more than twice as likely to die, from any cause, as someone from the same age-group in Sweden. Just consider that. If you are a middle-aged American, your risk of dying before your time is more than double that of a person picked at random off the streets of Uppsala or Stockholm or Linköping. It is much the same when other nationalities are brought in for comparison. For every 400 middle-aged Americans who die each year, just 220 die in Australia, 230 in Britain, 290 in Germany, and 300 in France. These health deficits begin at birth and go right on through life. Children in the United States are 70 percent more likely to die in childhood than children in the rest of the wealthy world. Among rich countries, America is at or near the bottom for virtually every measure of medical well-being—for chronic disease, depression, drug abuse, homicide, teenage pregnancies, HIV prevalence. Even sufferers of cystic fibrosis live ten years longer on average in Canada than in the United States. What is perhaps most surprising is that all these poorer outcomes apply not just to underprivileged citizens but to prosperous white college-educated Americans when compared with their socioeconomic equivalents abroad.

Number me the things that are not yet come- gather me together the dross that are scattered abroad- make me the flowers green again that are withered- Open me the places that are closed, and bring me forth the winds that in them are shut up- shew me the image of a voice: and then I will declare to thee the thing that thou labor to know.

or creed.” These rights included: The right to a useful and remunerative job in the industries or shops or farms or mines of the nation; The right to earn enough to provide adequate food and clothing and recreation; The right of every farmer to raise and sell his products at a return which will give him and his family a decent living; The right of every businessman, large and small, to trade in an atmosphere of freedom from unfair competition and domination by monopolies at home or abroad; The right of every family to a decent home; The right to adequate medical care and the opportunity to achieve and enjoy good health; The right to adequate protection from the economic fears of old age, sickness, accident, and unemployment; The right to a good education. Roosevelt

The perfect immigrant is the rich immigrant. The privileged immigrant. The highly educated immigrant who comes from a wealthy family abroad and align themselves with right wing politics once they’re here – ironically – to stop people like them from coming into England ever again. The only ideal, perfect immigrant is the one that is barely an immigrant at all. An Englishman in brown(ish) wrapping.

Nevertheless, I cannot refrain from expressing to you a certain melancholy upon thinking that this new being in whose veins Filipino blood runs and who will be educated with so much care will afterwards be a lost member for a country that is in need of men. ...he is one French more and one Filipino less. ...if the Philippines loses a son, at least humanity may gain one." (From Jose Rizal's letter to Fernando Canon, commenting on children born to OFWs and who grow up abroad)

Education and international experience play a strong role in developing our level of cultural intelligence, but they don't guarantee success.1 I've met business leaders and government officials who have lived for decades overseas yet they demonstrate very little ability to see beyond their cultural blinders. And I've met other leaders living abroad, sometimes with minimal international experience, who are extremely adept at moving in and out of various cultural contexts and situations while still remaining true to who they are.

If at this moment we were to eliminate the religions by force, the people would unanimously beseech us for a new form of worship. You can imagine our Gauleiters giving up their pranks to play at being saints ! As for our Minister for Religion, according to his own co-religionists, God himself would turn away from his family! I envisage the future, therefore, as follows : First of all, to each man his private creed. Superstition shall not lose its rights. The Party is sheltered from the danger of competing with the religions. These latter must simply be forbidden from interfering in future with temporal matters. From the tenderest age, education will be imparted in such a way that each child will know all that is important to the maintenance of the State. As for the men close to me, who, like me, have escaped from the clutches of dogma, I've no reason to fear that the Church will get its hooks on them. We'll see to it that the Churches cannot spread abroad teachings in conflict with the interests of the State. We shall continue to preach the doctrine of National Socialism, and the young will no longer be taught anything but the truth.

Wilson also made regulating information and speech a top priority. Less than two weeks after his request for a declaration of war, Wilson nationalized the “wireless” industry (radios) in order to control information. He established a Committee of Public Information charged with advancing the correct interpretation of the War for schools, the press, and the public at large and promoting his war aims at home and abroad. A December 1917 executive order established a division to create and distribute motion pictures to troops in Europe for their entertainment and education. Wilson’s propaganda knew no bounds.

The Names, in fact, is a study in American ignorance; then as now, few Americans knew the difference between Sunni and Shiite, or how to pronounce Iran (“E-ron”). DeLillo’s protagonist, Axton, is a risk analyst for an insurance company that counsels multinational corporations on pressing questions about the world. Which country is risky? Where will the next bomb go off? Who creates the risk? Axton is also, as my Turkish friends liked to imagine I was, an unwitting agent for the CIA, the spy who doesn’t know he’s a spy. “Are they killing Americans?” is his main question. Axton and the Americans abroad can’t make sense of the world, can’t grab onto anything. They are not so much arrogant as confused. They perceive their vulnerability, their noses wrinkling at smells in the air: “Wasn’t there a sense, we Americans felt, in which we had it coming?” A Greek man named Eliades, with the aspect of a grumpy sage, says to the Americans: I think it’s only in a crisis that Americans see other people. It has to be an American crisis, of course. If two countries fight that do not supply the Americans with some precious commodity, then the education of the public does not take place. But when the dictator falls, when the oil is threatened, then you turn on the television and they tell you where the country is, what the language is, how to pronounce the names of the leaders, what the religion is all about, and maybe you can cut out recipes in the newspaper of Persian dishes. I will tell you. The whole world takes an interest in this curious way Americans educate themselves.

There was a time when Indians who had been abroad and picked up some simple degree or skill said that they had become displaced and were neither of the East nor West. In this they were absurd and self-dramatizing: they carried India with them, Indian ways of perceiving. Now, with the great migrant rush, little is hard of that displacement. Instead, Indians say that they have become too educated for India. The opposite is usually true: they are not educated enough; they only want to repeat their lessons. The imported skills are rooted in nothing; they are skills separate from principles ... To match technology to the needs of a poor country calls for the highest skills, the clearest vision. Old India, with all its encouragements to the instinctive, non-intellectual life, limits vision.

All over the world for a hundred years, almost, there have been people reading Dickens. In town and in country, at home and abroad, in winter with the candles lighted and the outside world forgotten; in summer beneath a shadowing tree or in a sheltered corner of the beach; in garret bedrooms, in frontier cabins, in the light of the camp fire and in the long vigil of the sickroom — people reading Dickens. And everywhere the mind enthralled, absorbed, uplifted; the anxieties of life, the grind of poverty, the loneliness of bereavement, and the longings of exile, forgotten, conjured away, as there arises from the magic page the inner vision of the lanes and fields of England, and on the ear the murmured sounds of London, the tide washing up the Thames, and the fog falling upon Lincoln's Inn.

In England, it becomes every day more and more the custom to send young people to travel in foreign countries immediately upon their leaving school, and without sending them to any university. Our young people, it is said, generally return home much improved by their travels. A young man, who goes abroad at seventeen or eighteen, and returns home at one-and-twenty, returns three or four years older than he was when he went abroad; and at that age it is very difficult not to improve a good deal in three or four years. In the course of his travels, he generally acquires some knowledge of one or two foreign languages; a knowledge, however, which is seldom sufficient to enable him either to speak or write them with propriety. In other respects, he commonly returns home more conceited, more unprincipled, more dissipated, and more incapable of my serious application, either to study or to business, than he could well have become in so short a time had he lived at home. By travelling so very young, by spending in the most frivolous dissipation the most previous years of his life, at a distance from the inspection and control of his parents and relations, every useful habit, which the earlier parts of his education might have had some tendency to form in him, instead of being riveted and confirmed, is almost necessarily either weakened or effaced. Nothing but the discredit into which the universities are allowing themselves to fall, could ever have brought into repute so very absurd a practice as that of travelling at this early period of life. By sending his son abroad, a father delivers himself, at least for some time, from so disagreeable an object as that of a son unemployed, neglected, and going to ruin before his eyes. Such have been the effects of some of the modern institutions for education. Different plans and different institutions for education seem to have taken place in other ages and nations.

For the future it will, I think, be essential to introduce a threeyear period of military service ; only by so doing can we ensure efficiency in the handling of new technical weapons. A threeyear period will be a great advantage to those who later propose to adopt a learned profession, for it will give them ample time to forget all the muck that was jammed into their heads at school; they will have time to discard everything which will not be of future use to them, and that, in itself, is most valuable. Everybody, for example, learns two or three foreign languages, which is a complete waste of time. The little one learns is not of the slightest use when one goes abroad. Everybody, I agree, should receive a basic education. But the whole method of instruction in secondary and higher schools is just so much nonsense. Instead of receiving a sound basic education, the student finds his head crammed with a mass of useless learning, and in the end is still ill-equipped to face life. Lucky are those who have the happy knack of being able to forget most of what they have been taught. Those who cannot forget are ripe to become professors—a race apart. And that is not intended as a compliment!

The Personal Job Advertisement These two activities are likely to have encouraged some clearer ideas about genuine career possibilities, but you should not assume that you are necessarily the best judge of what might offer you fulfilment. Writing a Personal Job Advertisement allows you to seek the advice of other people. The concept behind this task is the opposite of a standard career search: imagine that newspapers didn’t advertise jobs, but rather advertised people who were looking for jobs. You do it in two steps. First, write a half-page job advertisement that tells the world who you are and what you care about in life. Put down your talents (e.g. you speak Mongolian, can play the bass guitar), your passions (e.g. ikebana, scuba diving), and the core values and causes you believe in (e.g. wildlife preservation, women’s rights). Include your personal qualities (e.g. you are quick-witted, impatient, lacking self-confidence). And record anything else that is important to you – a minimum salary or that you want to work abroad. Make sure you don’t include any particular job you are keen on, or your educational qualifications or career background. Keep it at the level of underlying motivations and interests. Here comes the intriguing part. Make a list of ten people you know from different walks of life and who have a range of careers – maybe a policeman uncle or a cartoonist friend – and email them your Personal Job Advertisement, asking them to recommend two or three careers that might fit with what you have written. Tell them to be specific – for example, not replying ‘you should work with children’ but ‘you should do charity work with street kids in Rio de Janeiro’. You will probably end up with an eclectic list of careers, many of which you would never have thought of yourself. The purpose is not only to give you surprising ideas for future careers, but also to help you see your many possible selves. After doing these three activities, and having explored the various dimensions of meaning, you should feel more confident about making a list of potential careers that offer the promise of meaningful work. What should you do next? Certainly not begin sending out your CV. Rather, as the following chapter explains, the key to finding a fulfilling career is to experiment with these possibilities in that rather frightening place called the real world. It’s time to take a ‘radical sabbatical’.

Page 141: Group Polarization Patterns Political anger and demands for privileges are, of course, not limited to the less privileged. Indeed, even when demands are made in the name of less privileged racial or ethnic groups, often it is the more privileged members of such groups who make the demands and who benefit from policies designed to meet such demands. These demands may erupt suddenly in the wake of the creation (or sharp enlargement) of a newly educated class which sees its path to coveted middle-class professions blocked by competition of other groups--as in India, French Canada, or Lithuania, for example. * * * A rapid expansion of education is thus a factor in producing inter-group conflict, especially where the education is of a kind which produces diplomas rather than skills that have significant economic value in the marketplace. Education of a sort useful only for being a clerk, bureaucrat, school teacher--jobs whose numbers are relatively fixed in the short run and politically determined in the long run--tend to increase politicized inter-group strife. Yet newly emerging groups, whether in their own countries or abroad, tend to specialize precisely in such undemanding fields. Malay students, for example, have tended to specialize in Malay studies and Islamic studies, which provide them with no skills with which compete with the Chinese in the marketplace, either as businessmen, independent professionals, or technicians. Blacks and Hispanics in the United States follow a very similar pattern of specializing disproportionately in easier fields which offer less in the way of marketable skills. Such groups then have little choice but to turn to the government, not just for jobs but also for group preferences to be imposed in the market place, and for symbolic recognition in various forms. *** While economic interests are sometimes significant in explaining political decisions, they are by no means universally valid explanations. Educated elites from less advanced groups may have ample economic incentives to promote polarization and preferential treatment policies, but the real question is why the uneducated masses from such groups give them the political support without which they would be impotent. Indeed, it is often the less educated masses who unleash the mob violence from which their elite compatriots ultimately benefit--as in Malaysia, Sri Lanka, or parts of India, Africa, or the United States, where such violence has led to group preference policies in employment, educational institutions, and elsewhere. The common denominator in these highly disparate societies seems to be not only resentment of other groups' success but also fear of an inability to compete with them, combined with a painful embarrassment at being so visibly "under-represented"--or missing entirely—in prestigious occupations and institutions. To remedy this within apolitically relevant time horizon requires not simply increased opportunities but earmarked benefits directly given on a racial or ethnic basis.

I first traveled to Germany when I was twenty years old on a train from Paris, where I was studying abroad. I still had the memory of falling asleep on the train in France and waking up to the sound of the German language being spoken over the loudspeaker, a conductor calling out the names of the next stops. Hearing these incomprehensible sounds evoked the secular New York Jewish education that I had received from my mother: The Holocaust was the central event of the twentieth century; you had family that was killed in the Holocaust; the Germans, the most civilized of people, did this. Still, on this trip, and on all the trips to come in the years ahead, there was little space for personal reflection. Instead, my energy—emotional and mental—would be channeled into the work I had to do.

You're going to be a writer," he repeated, "and you need more education. That's plain. But college isn't the only place to get an education. I have a 'snoggestion.'" That was what Mr. Ray always called a particularly good suggestion. "I've sounded Mamma out and she approves. How would you like a year abroad?

Tolstoy twice travelled abroad, visiting Germany, France, and England, and studying the educational systems, which seemed to him very bad. Children born with different tastes and capacities are put through the same course of lessons, just as coffee beans of different sizes are ground to the same grade. And this is done, not because it is best for them, but because it is easiest for the teachers, and because the parents lead artificial lives and neglect their own children.

During his tenure as king, from 2005 to 2015, Abdullah did promote women’s education with the royal scholarship program that offered full scholarships to women, as well as men, to travel abroad for university degrees. However, he did not end the prohibition against women driving or relax many other restrictions on women. Only two and a half years after King Abdullah’s death, his brother, King Salman, assisted by his 32-year-old son, Crown Prince Mohammad bin Salman, decreed that Saudi women would be permitted to obtain driver’s licenses starting in June 2018. Other restrictions that hindered women from accessing government services without a guardian’s permission were also relaxed a few months earlier.

Established in 2006, Clear Perceptions – a GMAT Classes in Mumbai , GRE, SAT, ACT and PSAT Coaching center and Overseas Education Consultant is the brainchild of Mrs. R. Saraswathi. The coaching wing of the institute is headed by the founder –Mrs. R. Saraswathi. She brings to the table a wealth of experience in coaching students for GRE, SAT, ACT, PSAT and GMAT Classes in Mumbai in both India and abroad.

We confront individuals, here at home and abroad, who seek to steal life. They seek to inflict great harm, and no one is immune. No race, no religion, no ethnicity, no way of life. And so we must do everything in our power—in government, in law enforcement, and in society—to stop them. We must do everything in our power to educate people about diversity and the strength that comes from our differences. And we must do everything in our power to bring those who act on such hatred to justice.

After you’ve decided on a place to study MBBS abroad, the following step is to choose the best medical university. MBBS abroad offers its students a plethora of alternatives and chances. Here are some pointers to help you choose the top medical university in the world to study MBBS. Learn about the university’s rating. The university’s experience in teaching MBBS The university’s recognition Fees for tuition and living expenses Whether or if the university provides FMGE coaching Indian cuisine is available at the hostel canteen. Examine the number of Indian students enrolled at the university. Admission Procedures for MBBS Programs Abroad MBBS overseas is increasingly a popular option for thousands of students. It does not necessitate any difficult procedures or fees. Admission to medical schools in other countries is a pretty straightforward procedure. MBBS abroad offers a plethora of chances to its students. The student must send the necessary paperwork to us, and we will begin the admissions process right away. The admission letter is issued once the following papers are submitted: Results of the 12th grade with eligibility matching according to the university. Passport photocopy Following the submission of the required papers, the student will get an invitation from the Ministry of Education of the particular nation. A representative is on hand at the airport to meet the students, and another is on hand at the destination airport to greet them, The University provides lodging for its students. The Cost of a Medical Degree in Abroad MBBS overseas offers a viable option for medical education studies. The cost of MBBS in Russia, Ukraine, Kyrgyzstan, China, Bangladesh, Guyana, and other such nations is substantially lower than that of private medical institutions in India. Furthermore, the cost of living in these nations is quite low for international students. These colleges also provide scholarships to deserving students. Criteria for Eligibility to Study medical Abroad: The following admission requirements are reserved for Indian candidates seeking admission to MBBS programs at any of the Best Medical Universities in the World: Firtly, A non-reserved Indian medical candidate must have obtained a minimum of 50% in their 12th grade in Physics, Chemistry, and Biology. Secondly, Medical aspirants from the restricted categories (SC/ST/OBC) can apply with a minimum of 40% marks in Physics, Chemistry, and Biology, according to NMC/MCI criteria (Medical Council of India). Medical students must take the NEET (National Eligibility and Entrance Test) starting in 2019.

Page 36-38: Many, perhaps most, biblical verses prescribing religious acts and obligations are ‘understood’ by classical Judaism, and by present-day Orthodoxy, in a sense which is quite distinct from, or even contrary to, their literal meaning as understood by Christian or other readers of the Old Testament, who only see the plain text. … Apologetics of Judaism claim that the interpretation of the Bible, originated by the Pharisees and fixed in the Talmud, is always more liberal than the literal sense. But some of the examples below show that this is far from being the case. … In numerous cases general terms such as ‘thy fellow’, ‘stranger’, or even ‘man’ are taken to have an exclusivist chauvinistic meaning. The famous verse ‘thou shalt love thy fellow as thyself’ (Leviticus, 19:18) is understood by classical (and present-day Orthodox) Judaism as an injunction to love one’s fellow Jew, not any fellow human. Similarly, the verse ‘neither shalt thou stand against the blood of thy fellow’ (ibid., 16) is supposed to mean that one must not stand idly by when the life (‘blood’) of a fellow Jew is in danger; but, as will be seen in Chapter 5, a Jew is in general forbidden to save the life of a Gentile, because ‘he is not thy fellow’. The generous injunction to leave the gleanings of one’s field and vineyard ‘for the poor and the stranger’ (ibid., 9-10) is interpreted as referring exclusively to the Jewish poor and to converts to Judaism. … It is quite clear even from these examples that when Orthodox Jews today (or all Jews before about 1780) read the Bible, they are reading a very different book, with a totally different meaning, from the Bible as read by non-Jews or non-Orthodox Jews. … If such a communication gap exists in Israel, where people read Hebrew and can readily obtain correct information if they wish, one can imagine how deep is the misconception abroad, say among people educated in the Christian tradition. In fact, the more such a person reads the Bible, the less he or she knows about Orthodox Judaism.

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Why do I say we’re in the gutter? Perhaps I should speak for myself. I am a Westerner, and I benefit from a global system of trade that keeps the majority of the world’s population in poverty. I am an educated white resident of one the world’s leading economic giants, and I benefit from a social system that privileges me and my dependents in almost every conceivable way, at the expense of other cultural and ethnic groups. Until recently I was living in a country that props up numerous tyrants abroad and whose militarism costs the lives of civilians around the world every day. I am a man, and participate in a gender system that has perennially denied women full flourishing and, in most cases, still does. I am a twenty-first century citizen of the developed world, and I take for granted that my country and my generation gets to consume up the vast majority of the world’s non-renewable resources even though it is other countries and other generations that will likely bear the consequences; and I cannot imagine things any other way.5

Whether they are relatively healthy or relatively sick, the patients who come to my office are highly motivated to take responsibility for their own health. Motivated patients are a pleasure to work with. They are seeking information, which they will act on once they obtain it. Such patients tend to be intelligent and well educated, attributes consistent with the findings of surveys here and abroad of people who go to alternative practitioners.

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capital expenditures required in Clean Technology are so incredibly high,” says Pritzker, “that I didn’t feel that I could do anything to make an impact, so I became interested in digital media, and established General Assembly in January 2010, along with Jake Schwartz, Brad Hargreaves and Matthew Brimer.” In less than two years GA had to double its space. In June 2012, they opened a second office in a nearby building. Since then, GA’s courses been attended by 15,000 students, the school has 70 full-time employees in New York, and it has begun to export its formula abroad—first to London and Berlin—with the ambitious goal of creating a global network of campuses “for technology, business and design.” In each location, Pritzker and his associates seek cooperation from the municipal administration, “because the projects need to be understood and supported also by the local authorities in a public-private partnership.” In fact, the New York launch was awarded a $200,000 grant from Mayor Bloomberg. “The humanistic education that we get in our universities teaches people to think critically and creatively, but it does not provide the skills to thrive in the work force in the 21st century,” continues Pritzker. “It’s also true that the college experience is valuable. The majority of your learning does not happen in the classroom. It happens in your dorm room or at dinner with friends. Even geniuses such as Mark Zuckerberg or Bill Gates, who both left Harvard to start their companies, came up with their ideas and met their co-founders in college.” Just as a college campus, GA has classrooms, whiteboard walls, a library, open spaces for casual meetings and discussions, bicycle parking, and lockers for personal belongings. But the emphasis is on “learning by doing” and gaining knowledge from those who are already working. Lectures can run the gamut from a single evening to a 16-week course, on subjects covering every conceivable matter relevant to technology startups— from how to create a web site to how to draw a logo, from seeking funding to hiring employees. But adjacent to the lecture halls, there is an area that hosts about 30 active startups in their infancy. “This is the core of our community,” says Pritzker, showing the open space that houses the startups. “Statistically, not all of these companies are going to do well. I do believe, though, that all these people will. The cost of building technology is dropping so low that people can actually afford to take the risk to learn by doing something that, in our minds, is a much more effective way to learn than anything else. It’s entrepreneurs who are in the field, learning by doing, putting journey before destination.” “Studying and working side by side is important, because from the interaction among people and the exchange of ideas, even informal, you learn, and other ideas are born,” Pritzker emphasizes: “The Internet has not rendered in-person meetings obsolete and useless. We chose these offices just to be easily accessible by all—close to Union Square where almost every subway line stops—in particular those coming from Brooklyn, where many of our students live.

The student with whom Hal shared a bedroom, Englishman John Abel Smith, bore educational credentials that Hal could only dimly conceive. John was the namesake of a renowned merchant banker and British Member of Parliament. He had attended Eton, one of the world’s most famous preparatory schools, before entering Cambridge, where he had “read” under the personal tutelage of English scholars. Hal began to understand the difference between his public-school education and the background of his roommates when he surveyed them relative to a reading list he came across. It was titled, “One Hundred Books Every Educated Person Ought to Have Read.” George Montgomery and Powell Cabot had read approximately seventy and eighty, respectively. John Abel Smith had read all but four. Hal had read (though not necessarily finished) six. Hal also felt his social inferiority. He had long known that his parents weren’t fashionable. His mother never had her hair done in a beauty parlor. His father owned only one pair of dress shoes at a time and frequently took long trips abroad with nothing but his briefcase and a single change of underwear, washing his clothes—including a “wash-and-wear” suit—in hotel sinks at night. That was part of the reason why Hal took an expensive tailored suit—a broad-shouldered pinstripe—and a new fedora hat to Boston. He knew that he needed to rise to a new level, fashion-wise. But he realized that his fashion statement had failed when Powell Cabot asked, late in October, to borrow his suit and hat. Hal’s swell of pride turned to chagrin when Powell explained his purpose—he had been invited to a Halloween costume party, and he wanted to go as a gangster.

A purely technocentric view of innovation is less sustainable now than ever, and a management philosophy based only on selecting from existing strategies is likely to be overwhelmed by new developments at home or abroad. What we need are new choices—new products that balance the needs of individuals and of society as a whole; new ideas that tackle the global challenges of health, poverty, and education; new strategies that result in differences that matter and a sense of purpose that engages everyone affected by them.

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Under the policy of the present government, tourists are only allowed into the country for one week at a time. This goes some way towards keeping out foreign influences and, compared with most South-east Asian countries, Burma has done a much better job of preserving its own culture and traditions. The country is to some extent isolated from the rest of the world through restrictions on Burmese wishing to travel abroad as well as on foreigners wishing to come to Burma. This enforced isolation has resulted in giving things foreign the appeal of ‘forbidden fruit’ for some Burmese. It also means that in many areas of scientific and technological education, Burma has fallen behind modern developments. Whatever

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The progressives are right that there is no way Gates can spend $50 billion on himself. He can only eat three meals a day and wear one set of clothes at a time. Even his heirs can be provided for with a fraction of that amount. Gates actually knows this. He has vowed to give away most of his fortune to charity. Nor is he waiting for death to do this. He has already given away billions. He buys mosquito nets for people in poor countries so that they don’t get malaria. He invests in medical research. He funds educational projects in America and abroad.

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To all Ethiopians – Black men at home and abroad who desire to live on equality with all men: Know the truth and the truth will make you free. Then, take your place in the ranks of all men – Brown, Yellow, White and Black. This is your God-given Right. Nothing more, nothing less. A Race without the knowledge of its history is like a tree without roots. It is the inspiring influence of that knowledge which makes men want to go forward. The whole future of man is bound up in the doings of the past. Know it well and no one will be able to deceive or make you afraid. Your historic records prove that you are the greatest benefactors of the whole human race; this knowledge should encourage you and cause you to put the mighty force within you to work. Then no man will have need to call you to labour. Come! Beloved, take up your cross, take your place in the ranks once more, you are delaying the caravan.

The great expansion of public institutions in America began in the early years of the twentieth century, when progressive reformers championed the idea that we all benefit from public goods. Excellent schools, roads, parks, playgrounds, and transit systems were meant to knit the new industrial society together, create better citizens, and generate widespread prosperity. Education, for example, was less a personal investment than a public good, improving the entire community and ultimately the nation. This logic was expanded upon in subsequent decades—through the Great Depression, World War II, and the Cold War. The “greatest generation” was bound together by mutual needs and common threats. It invested in strong public institutions as bulwarks against, in turn, mass poverty, fascism, and communism. Yet increasingly over the past three decades, “we’re all in it together” has been replaced by “you’re on your own.” Global capital has outsourced American jobs abroad. As I’ve noted, the very rich have taken home almost unprecedented portions of total earnings while paying lower and lower tax rates. A new wave of immigrants has hit our shores, only to be condemned by demagogues who forget we are mostly a nation of immigrants. Not even Democrats any longer use the phrase “the public good.” Public goods are now, at best, “public investments.” Public institutions have morphed into “public-private partnerships,” or, for Republicans, “vouchers.

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And how do we know that?” I riposted. “Because they’ve screwed up so many of them! Secrecy they have plenty of. What they are crucially short of are competence and reliability. If a Soviet Premier were to order a nuclear mine built, he’d be delivered something the size of a Sherman tank, that worked one time out of four… and sure as God made little green horseflies, somebody on the very first penetration team would defect. That’s the problem they’ll never crack: if a man is intelligent enough to be worth sending abroad, they don’t dare let him out of the country.” “They build very good missiles,” she argued. “That suggests they can produce good technology if they want to badly enough.” “Says who? How often do they ever fire one at a target anyone else can monitor? I told you: esoteric weapons are one of my hobbies.” “Well, very good spaceships—that’s the same thing.” “They build shitty spaceships. Ever seen the inside of one? They look like something out of Flash Gordon, or the cab of a steam locomotive. Big knife-switches and levers and dials that’d look natural in a Nikola Tesla exhibit. No computers worth mentioning. After the Apollo-Soyuz linkup, our guys came back raving at the courage of anyone who would ride a piece of junk like that into space.” “The Soviet space program is much more substantial than America’s! It has been since long before Apollo.” “With shitty spaceships. It’s just that they don’t stop building them, the way this stupid country has. Did you ever hear the story about the first Soviet space station crew?” “Died on reentry, didn’t they? Something about an air leak?” “Leonov, the first man ever to walk in space, has been in the identical model reentry vehicle many times. He’s been quoted assaying that the crew of that mission had to have heard the air whistling out, and that any of the three of them could easily have reached out and plugged the leak with a finger. They died of a combination of bad technology and lousy education. You wait and see: if the Soviets ever open the books and let us compare duds and destructs, you’ll find out they had a failure rate much higher than ours. You know those rockets they’ve got now, that everybody admires so much, the ‘big dumb boosters’? They could have beat us to the Moon with those. But of the first eight to leave the launch pad, the most successful survived for seventeen seconds. So they used a different booster for the Moon project, and it didn’t make the nut.

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The Church and learning had formed the main channels through which Scotland's links with Europe - in both directions - had run. In 1560 or 1638 as much as in 1450, students went abroad to pursue a second degree: in the fifteenth and early sixteenth centuries, their most usual destinations were the universities of Louvain and Cologne; Paris was the favourite resort of promising Scots scholars for the two generations either side of the Reformation of 1560; by the 1580s the Calvinist University of Heidelberg and the Huguenot academies had taken over from Beza's Geneva; and by 1625 Leiden in the Netherlands had become a Mecca for the two rising professions, the ministry and the law.

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Tourists enter Tehran from the south on a carriageway built by order of the Shah. On the city’s outskirts they pass through the green belt he envisioned would protect Tehran from the twin scourges of desert wind and dust. In the central city visitors pass by the government ministries, hospitals, universities, schools, concert halls, monuments, bridges, sports complexes, hotels, museums, galleries, and gleaming underground metro that were among his many pet projects. … He championed the social welfare state that today provides Iranians with access to state-run health care and education. He raised the scholarship money that allowed hundreds of thousands of Iranian university students, including many luminaries of the Islamic Republic, to study abroad at leading American and European universities. The Shah ordered the fighter jets that made Iran’s air force the most powerful in southwestern Asia. He established the first national parks and state forests and ordered strict water, animal, and conservation measures. Perhaps it is no surprise that Iran today has the look and feel of a haunted house. The man who built modern Iran is nowhere to be seen but his presence is felt everywhere. The revolutionaries who replaced the Shah may not like to hear it, but Iran today is as much his country as it is theirs.

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