Academics Excellence Quotes

I never excelled academically, and took some pride in “not fulfilling my potential,” in part because I was terrified that if I tried my hardest, the world would learn that I didn’t actually have that much potential

I didn't have friends. No one talked to me. I used to go to the Wyndcroft School (nationally recognized for academic excellence) in Pottstown, and when I moved to Wyomissing, I didn't know anybody.

And so this has become Louis' life. Feeling just as much pain as he does pleasure. Excelling academically and maintaining an excellent group of friends and being in love with the one person in the world who is incapable of falling in love.

I never excelled academically, and took some pride in “not fulfilling my potential,” in part because I was terrified that if I tried my hardest, the world would learn I didn’t actually have that much potential.

A graduate can be academically excellent but morally and spiritually bankrupt. We need to consider these dimensions in education as well.

I never excelled academically, and took some pride in “not fulfilling my potential” in part because I was afraid that if I tried my hardest, the world would learn I didn’t have much that much potential.

Genuine spirituality will result in academic excellence.

Hence the vogue for double majors. It isn’t enough anymore to take a bunch of electives in addition to your primary focus, to roam freely across the academic fields, making serendipitous connections and discoveries, the way that American higher education was designed (uniquely, among the world’s systems) to allow you to do.

Meritocracy’s promise of equality—the theory that anyone can succeed simply by excelling, because meritocratic universities admit students based on academic achievement and employers hire workers based on skill—proves false in practice.

It isn’t enough anymore to take a bunch of electives in addition to your primary focus, to roam freely across the academic fields, making serendipitous connections and discoveries, the way that American higher education was designed (uniquely, among the world’s systems) to allow you to do. You have to get that extra certification now, or what has it all been for?

Being bold and adventurous and being sad and cautious seem like opposite personality types. However, these two paths to addiction are actually not mutually exclusive. The third way involves having both kinds of traits, where people alternatively fear and desire novelty and behavior swings from being impulsive and rash to being compulsive, fear driven, and stuck in rigid patterns. This is where some of the contradictions that have long confounded the study of addiction come into play—namely, some aspects seem precisely planned out, while others are obviously related to lack of restraint. My own story spirals around this paradoxical situation: I was driven enough to excel academically and fundamentally scared of change and of other people—yet I was also reckless enough to sell cocaine and shoot heroin.

The commodity traders are arbitragers par excellence, trying to exploit a series of differences in prices. Because they’re doing deals to buy and to sell all the time, they are often indifferent to whether commodity prices overall go up or down. What matters to them is the price disparity – between different locations, different qualities or forms of a product, and different delivery dates. By exploiting these price differences, they help to make markets more efficient, directing resources to their highest value uses in response to price signals. They are, in the words of one academic, the visible manifestation of Adam Smith’s invisible hand.

Life skills such as cooking, cleaning, organizing, gardening and even sewing should be added creatively to the educational systems. It will teach children to be responsible along with seeking academic excellence. A grown-up person is not only by how smart he or she is, it is also by how cooperative and responsible they are.

We can change the NEWS if we can enhance academic excellence,youth leadership,blissful marriages & world peace.

I never excelled academically, and took some pride in “not fulfilling my potential,” in part because I was terrified that if I tried my hardest, the world would lead I didn’t have that much potential.

Peer review was an excellent system by which academics could either anonymously censor others with whom they disagreed, or hide from controversy after they signed off on truth that the public couldn't stomach. 

Fortunately, our colleges and universities are fully cognizant of the problems I have been delineating and take concerted action to address them. Curricula are designed to give coherence to the educational experience and to challenge students to develop a strong degree of moral awareness. Professors, deeply involved with the enterprise of undergraduate instruction, are committed to their students' intellectual growth and insist on maintaining the highest standards of academic rigor. Career services keep themselves informed about the broad range of postgraduate options and make a point of steering students away from conventional choices. A policy of noncooperation with U.S. News has taken hold, depriving the magazine of the data requisite to calculate its rankings. Rather than squandering money on luxurious amenities and exorbitant administrative salaries, schools have rededicated themselves to their core missions of teaching and the liberal arts. I'm kidding, of course.

When I first read The Rebel, this splendid line came leaping from the page like a dolphin from a wave. I memorized it instantly, and from then on Camus was my man. I wanted to write like that, in a prose that sang like poetry. I wanted to look like him. I wanted to wear a Bogart-style trench coat with the collar turned up, have an untipped Gauloise dangling from my lower lip, and die romantically in a car crash. At the time, the crash had only just happened. The wheels of the wrecked Facel Vega were practically still spinning, and at Sydney University I knew exiled French students, spiritually scarred by service in Indochina, who had met Camus in Paris: one of them claimed to have shared a girl with him. Later on, in London, I was able to arrange the trench coat and the Gauloise, although I decided to forgo the car crash until a more propitious moment. Much later, long after having realized that smoking French cigarettes was just an expensive way of inhaling nationalized industrial waste, I learned from Olivier Todd's excellent biography of Camus that the trench coat had been a gift from Arthur Koestler's wife and that the Bogart connection had been, as the academics say, no accident. Camus had wanted to look like Bogart, and Mrs. Koestler knew where to get the kit. Camus was a bit of an actor--he though, in fact, that he was a lot of an actor, although his histrionic talent was the weakest item of his theatrical equipment--and, being a bit of an actor, he was preoccupied by questions of authenticity, as truly authentic people seldom are. But under the posturing agonies about authenticity there was something better than authentic: there was something genuine. He was genuinely poetic. Being that, he could apply two tests simultaneously to his own language: the test of expressiveness, and the test of truth to life. To put it another way, he couldn't not apply them.

Academic training actively deprives you of the qualities that make for good teaching. A good teacher speaks plainly, in vivid, accessible language, because she is addressing what amounts to a general audience. But the kind of jargon academics learn to use is designed to repel the uninitiated. A good teacher ranges widely, making connections among subjects as well as from learning to life. But academics are constrained to specialize, and increasingly, to hyperspecialize, looking neither left nor right as they plow their little corner of the field.

At STR Publication, we specialize in publishing articles in esteemed scholarly journals and conference proceedings. Our mission is to ensure that each article we publish makes a significant contribution to its respective field, adhering to the highest standards of academic excellence.

The three castes were “nucleus” (or “core”), “basic” (or “wavering”), and “hostile.” Three criteria determined your caste: your birth and background, your perceived loyalty to the party, and your connections. Academic achievements had nothing to do with it, no matter how excellent they were. Your whole life was determined by which caste you’d been consigned to. If you were deemed “core,” a rosy future awaited you. But if you were deemed “hostile,” you were the lowest of the low and would remain so for life. No career path. No chance of bettering yourself. No way out.

Some girls who excelled at academics all through elementary school will purposefully start doing poorly around the age of twelve—especially with math, science, engineering, and technology since those have traditionally been considered male-dominated subjects—not wanting to be perceived as smart.

Excuse us for interrupting, M. Weintraub, but you are much more than a teacher. You are a scholar. We are very familiar with your writings on moral hermeneutics. The reasoning therein is flawed but quite challenging. We use it regularly in our courses in doctrinal apologetics. Please proceed.” Sol blinked. His work was almost unknown outside the most rarefied academic circles and this recognition had thrown him. In the five seconds it took him to recover, Sol found it preferable to believe that the Shrike bishop wanted to know with whom he spoke and had an excellent staff. “Your Excellency, my background is immaterial.

Children who read are, yes, likely to excel academically, but there’s much more to the picture. The latest research shows that children who read at home are also better at self-regulation and executive function—those life skills that make us happier and well adjusted: controlling impulses, paying attention, setting goals and figuring out how to achieve them.

In a most literal sense, Goebbels, Himmler, Heydrich, and other leading Nazis were ‘working towards the Führer’, whose authority allowed the realization of their own fantasies. The same was true of countless lesser figures in the racial experiment under way in the occupied territories. Academics – historians at the forefront – excelled themselves in justifying German hegemony in the east. Racial ‘experts’ in the party set to work to construct the ‘scientific’ basis for the inferiority of the Poles. Armies of planners, moved to the east, started to let their imagination run riot in devising megalomaniac schemes for ethnic resettlement and social restructuring. Hitler had to do no more than provide the general licence for barbarism. There was no shortage of ready hands to put it into practice.

Academic “units” (that is, departments) are seen as “revenue centers”; the ones that can’t pull their weight—much of the liberal arts—are slated for downsizing or outright elimination. Science is king, but not just any science; basic research is suffering, too. The holy grail is technology transfer: scientific investigation, often sponsored directly by corporations, that is capable of being parlayed into profit.

In our lust for academic excellence, we forget the pride and promise of our children’s first day of school. It is not their destiny on that September day to be the smartest or most accomplished children. It is their time to learn. To learn to be their best, not their best impression of what we want them to be. The next parent who Googles “Is my 2-year-old gifted?” should get a curt response: “Your 2-year-old is a gift.

Instead, my heart was pounding like crazy as the driver pulled into the long circular drive that would bring me to the front of the Rosewood Academy for Academic Excellence—my new home for the next ten months. The windows of the car were tinted, so no one could see in, but as I was in one of several limos (mixed in with Range Rovers, Audis, Mercedes' and other cars of the famous and wealthy), no one really paid attention. And,

Soft power is not limited to moral exemplars like Mahatma Gandhi. Consider, for example, the much-ballyhooed excellence of Asians in fields like math and science. Professor Ni defines soft power as “quiet persistence,” and this trait lies at the heart of academic excellence as surely as it does in Gandhi’s political triumphs. Quiet persistence requires sustained attention—in effect restraining one’s reactions to external stimuli.

As with everything she did, Aimi excelled. Academically, she was in the top one percent of students in the state and was in the track team that had just won the nationals. She said she only went in for cheerleading because she liked the physical activity. It made sense though, Sam thought. Because of her bright, cheerful attitude, she was also incredibly popular. At times Sam felt slightly jealous of her, but mostly he was just immensely proud.

Astonishing as such reactions might seem, Dunbar High School faced similar hostility in segments of the black population during the era of its academic excellence.34 In many contexts around the world, egalitarianism as an abstract philosophy has often meant resentment of success as a social reality. More broadly, outstanding achievements of various sorts—whether educational, economic or other—have provoked hostile responses in many countries around the world and in many periods of history.

The same question might be asked about the educational system. In 2016, an American professor and Fulbright scholar named William Doyle, just returned from a semester-long appointment at the University of Eastern Finland, wrote in the Los Angeles Times that for those five months, his family “experienced a stunningly stress-free, and stunningly good, school system.” His seven-year-old son was placed in the youngest class—not because of some developmental delay, but because children younger than seven “don’t receive formal academic training . . . Many are in day care and learn through play, songs, games and conversation.” Once in school, children get a mandated fifteen-minute outdoor recess break for every forty-five minutes of in-class instruction. The educational mantras Doyle remembers hearing the most while there: “‘Let children be children,’ ‘The work of a child is to play,’ and ‘Children learn best through play.’” And as far as outcomes go? Finland consistently ranks at or near the top of educational test score results in the Western world and has been ranked the most literate nation on Earth.[17] “The message that competition is appropriate, desirable, required, and even unavoidable is drummed into us from nursery school to graduate school; it is the subtext of every lesson,” writes educational consultant Alfie Kohn in his excellent book No Contest: The Case Against Competition: Why We Lose in Our Race to Win, which documents the negative impact of competition on genuine learning, and how

Finnish education appears paradoxical to outside observers because it seems to break a lot of the rules. In Finland, “less is more.” Children don’t start academics1 until the year they turn seven. They have a lot of recess (ten to fifteen minutes every forty-five minutes, even through high school), shorter school hours than we do in the United States (Finnish children spend nearly three hundred fewer hours2 in elementary school per year than Americans), and the lightest homework load of any industrialized nation. There are no gifted programs, few private schools, and no high-stakes national standardized tests. Yet over the past decade, Finland has consistently performed at the top on the Program for International Student Assessment (PISA), a standardized test given to fifteen-year-olds in nations around the world. While American children3 usually hover around the middle of the pack on this test, Finland’s excel.

When you add in the US immigration processes encouraging a “brain drain” of elites from countries like China and India, the vast majority of the “academic success” we see when we think of Asian Americans is only available to wealthy, highly skilled immigrants who already have a high level of education, and their offspring—while only 17 percent of Pacific Islanders, 14 percent of Cambodian Americans, and 13 percent of Laotian and Hmong Americans have four-year college degrees,4 compared to 22 percent of black Americans and 15 percent of Hispanic Americans.5 The stereotype that Asian Americans naturally excel at math and science also discourages Asian American students from pursuing careers in the arts and humanities and keeps those who do pursue those careers from being taken seriously in their fields. A 2009 census report showed that under 15 percent of Asian American degree holders majored in the arts and humanities, less than any other racial or ethnic group in America.6

Eliot's own reflections on the primitive mind as a model for nondualistic thinking and on the nature and consequences of different modes of consciousness were informed by an excellent education in the social sciences and philosophy. As a prelude to our guided tour of the text of The Waste Land, we now turn to a brief survey of some of his intellectual preoccupations in the decade before he wrote it, preoccupations which in our view are enormously helpful in understanding the form of the poem. Eliot entered Harvard as a freshman in 1906 and finished his doctoral dissertation in 1916, with one of the academic years spent at the Sorbonne and one at Oxford. At Harvard and Oxford, he had as teachers some of modern philosophy's most distinguished individuals, including George Santayana, Josiah Royce, Bertrand Russell, and Harold Joachim; and while at the Sorbonne, he attended the lectures of Henri Bergson, a philosophic star in Paris in 1910-11. Under the supervision of Royce, Eliot wrote his dissertation on the epistemology of F. H. Bradley, a major voice in the late-nineteenth-, early-twentieth-century crisis in philosophy. Eliot extended this period of concentration on philosophical problems by devoting much of his time between 1915 and the early twenties to book reviewing. His education and early book reviewing occurred during the period of epistemological disorientation described in our first chapter, the period of "betweenness" described by Heidegger and Ortega y Gasset, the period of the revolt against dualism described by Lovejoy. 2 Eliot's personal awareness of the contemporary epistemological crisis was intensified by the fact that while he was writing his dissertation on Bradley he and his new wife were actually living with Bertrand Russell. Russell as the representative of neorealism and Bradley as the representative of neoidealism were perhaps the leading expositors of opposite responses to the crisis discussed in our first chapter. Eliot's situation was extraordinary. He was a close student of both Bradley and Russell; he had studied with Bradley's friend and disciple Harold Joachim and with Russell himself. And in 1915-16, while writing a dissertation explaining and in general defending Bradley against Russell, Eliot found himself face to face with Russell across the breakfast table. Moreover, as the husband of a fragile wife to whom both men (each in his own way) were devoted, Eliot must have found life to be a kaleidoscope of brilliant and fluctuating patterns.

My identity as Jewish cannot be reduced to a religious affiliation. Professor Said quoted Gramsci, an author that I’m familiar with, that, and I quote, ‘to know thyself is to understand that we are a product of the historical process to date which has deposited an infinity of traces, without leaving an inventory’. Let’s apply this pithy observation to Jewish identity. While it is tempting to equate Judaism with Jewishness, I submit to you that my identity as someone who is Jewish is far more complex than my religious affiliation. The collective inventory of the Jewish people rests on my shoulders. This inventory shapes and defines my understanding of what it means to be Jewish. The narrative of my people is a story of extraordinary achievement as well as unimaginable horror. For millennia, the Jewish people have left their fate in the hands of others. Our history is filled with extraordinary achievements as well as unimaginable violence. Our centuries-long Diaspora defined our existential identity in ways that cannot be reduced to simple labels. It was the portability of our religion that bound us together as a people, but it was our struggle to fit in; to be accepted that identified us as unique. Despite the fact that we excelled academically, professionally, industrially, we were never looked upon as anything other than Jewish. Professor Said in his book, Orientalism, examined how Europe looked upon the Orient as a dehumanized sea of amorphous otherness. If we accept this point of view, then my question is: How do you explain Western attitudes towards the Jews? We have always been a convenient object of hatred and violent retribution whenever it became convenient. If Europe reduced the Orient to an essentialist other, to borrow Professor Said’s eloquent language, then how do we explain the dehumanizing treatment of Jews who lived in the heart of Europe? We did not live in a distant, exotic land where the West had discursive power over us. We thought of ourselves as assimilated. We studied Western philosophy, literature, music, and internalized the same culture as our dominant Christian brethren. Despite our contribution to every conceivable field of human endeavor, we were never fully accepted as equals. On the contrary, we were always the first to be blamed for the ills of Western Europe. Two hundred thousand Jews were forcibly removed from Spain in 1492 and thousands more were forcibly converted to Christianity in Portugal four years later. By the time we get to the Holocaust, our worst fears were realized. Jewish history and consciousness will be dominated by the traumatic memories of this unspeakable event. No people in history have undergone an experience of such violence and depth. Israel’s obsession with physical security; the sharp Jewish reaction to movements of discrimination and prejudice; an intoxicated awareness of life, not as something to be taken for granted but as a treasure to be fostered and nourished with eager vitality, a residual distrust of what lies beyond the Jewish wall, a mystical belief in the undying forces of Jewish history, which ensure survival when all appears lost; all these, together with the intimacy of more personal pains and agonies, are the legacy which the Holocaust transmits to the generation of Jews who have grown up under its shadow. -Fictional debate between Edward Said and Abba Eban.

Robert Rosenthal found a way. He approached a California public elementary school and offered to test the school’s students with a newly developed intelligence-identification tool, called the Harvard Test of Inflected Acquisition, which could accurately predict which children would excel academically in the coming year. The school naturally agreed, and the test was administered to the entire student body. A few weeks later, teachers were provided with the names of the children (about 20 percent of the student body) who had tested as high-potentials. These particular children, the teachers were informed, were special. Though they might not have performed well in the past, the test indicated that they possessed “unusual potential for intellectual growth.” (The students were not informed of the test results.) The following year Rosenthal returned to measure how the high-potential students had performed. Exactly as the test had predicted, the first- and second-grade high-potentials had succeeded to a remarkable degree: The first-graders gained 27 IQ points (versus 12 points for the rest of the class); and the second-graders gained 17 points (versus 7 points). In addition, the high-potentials thrived in ways that went beyond measurement. They were described by their teachers as being more curious, happier, better adjusted, and more likely to experience success as adults. What’s more, the teachers reported that they had enjoyed teaching that year more than any year in the past. Here’s the twist: the Harvard Test of Inflected Acquisition was complete baloney. In fact, the “high-potentials” had been selected at random. The real subject of the test was not the students but the narratives that drive the relationship between the teachers and the students. What happened, Rosenthal discovered, was replacing one story—These are average kids—with a new one—These are special kids, destined to succeed—served as a locator beacon that reoriented the teachers, creating a cascade of behaviors that guided the student toward that future. It didn’t matter that the story was false, or that the children were, in fact, randomly selected. The simple, glowing idea—This child has unusual potential for intellectual growth—aligned motivations, awareness, and behaviors.

First let me thank all of you for your honesty,” Chang Weisi said, and then turned to Zhang Beihai. “Excellent, Comrade Zhang. Tell us, on what do you base your confidence?” Zhang Beihai stood up, but Chang Weisi motioned for him to sit down. “This is not a formal meeting,” he said. “It’s just a heart-to-heart chat.” Still standing at attention, Zhang Beihai said, “Commander, I can’t answer your question sufficiently in just a few words, because building faith is a long and complicated process. First of all, I’d like to make note of the mistaken thinking among the troops at the present time. We all know that prior to the Trisolar Crisis, we had been advocating for the examination of the future of war from scientific and rational perspectives, and a powerful inertia has sustained this mentality to the present day. This is particularly the case in the present space force, where it has been exacerbated by the influx of a large number of academics and scientists. If we use this mentality to contemplate an interstellar war four centuries in the future, we’ll never be able to establish faith in a victory.” “What Comrade Zhang Beihai says is peculiar,” a colonel said. “Is steadfast faith not built upon science and reason? No faith is solid that is not founded on objective fact.” “Then let’s take another look at science and reason. Our own science and reason, remember. The Trisolarans’ advanced development tells us that our science is no more than a child collecting shells on the beach who hasn’t even seen the ocean of truth. The facts we see under the guidance of our science and reason may not be the true, objective facts. And since that’s the case, we need to learn how to selectively ignore them. We should see how things change as they develop, and we shouldn’t write off the future through technological determinism and mechanical materialism.” “Excellent,” Chang Weisi said, and nodded at him to continue. “We must establish faith in victory, a faith that is the foundation of military duty and dignity! When the Chinese military once faced a powerful enemy under extremely poor conditions, it established a firm faith in victory through a sense of responsibility to the people and the motherland. I believe that today, a sense of responsibility to the human race and to Earth civilization can encourage the same faith.

10 Practical Strategies to Improve Your Critical Thinking Skills and Unleash Your Creativity In today's rapidly changing world, the ability to think critically and creatively has become more important than ever. Whether you're a student looking to excel academically, a professional striving for success in your career, or simply someone who wants to navigate life's challenges with confidence, developing strong critical thinking skills is crucial. In this blog post, we will explore ten practical strategies to help you improve your critical thinking abilities and unleash your creative potential. 1. Embrace open-mindedness: One of the cornerstones of critical thinking is being open to different viewpoints and perspectives. Cultivate a willingness to listen to others, consider alternative opinions, and challenge your own beliefs. This practice expands your thinking and encourages creative problem-solving. 2. Ask thought-provoking questions: Asking insightful questions is a powerful way to stimulate critical thinking. By questioning assumptions, seeking clarity, and exploring deeper meanings, you can uncover new insights and perspectives. Challenge yourself to ask thought-provoking questions regularly. 3. Practice active listening: Listening actively involves not just hearing, but also understanding, interpreting, and empathizing with the speaker. By honing your active listening skills, you can better grasp complex ideas, identify underlying assumptions, and engage in more meaningful discussions. 4. Seek diverse sources of information: Expand your knowledge base by seeking information from a wide range of sources. Engage with diverse perspectives, opinions, and ideas through books, articles, podcasts, and documentaries. This habit broadens your understanding and encourages critical thinking by exposing you to different viewpoints. 5. Develop analytical thinking skills: Analytical thinking involves breaking down complex problems into smaller components, examining relationships and patterns, and drawing logical conclusions. Enhance your analytical skills by practicing activities like puzzles, riddles, and brain teasers. This will sharpen your ability to analyze information and think critically. 6. Foster a growth mindset: A growth mindset is the belief that your abilities can be developed through dedication and hard work. Embracing this mindset encourages you to view challenges as opportunities for growth, rather than obstacles. By persisting through difficulties, you build resilience and enhance your critical thinking abilities. 7. Engage in collaborative problem-solving: Collaborating with others on problem-solving tasks can spark creativity and strengthen critical thinking skills. Seek out group projects, brainstorming sessions, or online forums where you can exchange ideas, challenge each other's thinking, and find innovative solutions together. 8. Practice reflective thinking: Taking time to reflect on your thoughts, actions, and experiences allows you to gain deeper insights and learn from past mistakes. Regularly engage in activities like journaling, meditation, or self-reflection exercises to develop your reflective thinking skills. This practice enhances your critical thinking abilities by promoting self-awareness and self-improvement. 9. Encourage creativity through experimentation: Creativity and critical thinking often go hand in hand. Give yourself permission to experiment and explore new ideas without fear of failure. Embrace a "what if" mindset and push the boundaries of your thinking. This willingness to take risks and think outside the box can lead to breakthroughs in critical thinking. 10. Continuously learn and adapt: Critical thinking is a skill that can be honed throughout your life. Commit to lifelong learning and seek opportunities to expand your knowledge and skills. Stay curious, be open to new experiences, and embrace change.