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.

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.

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.

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.

Pursue validation, they'll keep rejecting. Pursue excellence, validation comes chasing.

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.

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.

George Brownell. Franklin excelled in writing but failed math, a scholastic deficit he never fully remedied and that, combined with his lack of academic training in the field, would eventually condemn him to be merely the most ingenious scientist of his era rather than transcending into the pantheon of truly profound theorists such as Newton.

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.

We teach every young person the same subjects in mostly the same ways, irrespective of individual talents and preferences. Students who don’t learn best by sitting still at a desk are made to feel somehow inferior, while children who excel on conventional measures like tests and assignments end up defining their identities in terms of this weirdly contrived academic parallel reality.

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.

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

As one grew older, as one established one’s self, one gained a new delight in formality. Her dress for the Garden-party, chosen to combine suitably with full academicals, lay, neatly folded, inside her suitcase. It was long and severe, of plain black georgette, wholly and unimpeachably correct. Beneath it was an evening dress for the Gaudy Dinner, of a rich petunia color, excellently cut on restrained lines, with no unbecoming display of back or breast; it would not affront the portraits of dead Wardens, gazing down from the slowly mellowing oak of the Hall.

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.

As graduate programs are supposed to do, this one stressed excellence: the values that defined it, the quality of work that embodied it. They were inspiring to me. But they came in a package—from my vantage point as a solo black, the package of an all-white program. Thus some of the incidental features of being white academics—the preference for dressing down, the love of seemingly all things European, a preference for dry wines, little knowledge of black life or popular culture—got implicitly associated with excellence. Excellence seemed to have an identity, which I didn’t entirely have and worried that I couldn’t get.

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.

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.

But my point applies to a broader audience. Indulge me in one more thought experiment, a familiar one: You will be stranded on a desert island, and you can take just 10 books and 10 music CDs. What do you choose? My prediction is that even people who don’t listen to classical music regularly will take Bach, Mozart, and Beethoven. Even people who haven’t picked up Shakespeare in years will take the collected works of Shakespeare. When we want something we can go back to again and again, we choose the same giants that the experts choose. My proposition about the literature, music, and visual arts of the last half century is that hardly any of it has enough substance to satisfy, over time. The post-1950 West has unquestionably produced some wonderful entertainments, and I do not mean wonderful slightingly. The Simpsons is wickedly smart, Saving Private Ryan is gripping, Groundhog Day is a brilliant moral fable. The West’s popular culture is for my money the only contemporary culture worth patronizing, with its best stories more compelling and revealing than the ones written by authors who purport to write serious novels, and its best popular music with more energy and charm than anything the academic composers turn out. It is a mixed bag, with the irredeemably vulgar side by side, sometimes intermingled, with the wittiest and most thoughtful work. But the quality is often first-rate—as well it might be. The people producing the best work include some who in another age could have been a Caravaggio or Brahms or Racine, and perhaps dozens of others good enough to have made their way onto the roster of significant figures. Why not be satisfied with wonderful entertainments?

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.

What an indictment that is, of the Ivy League and its peers: that colleges four levels down on the academic totem pole, enrolling students whose SAT scores are hundreds of points lower than theirs, deliver a better education, in the highest sense of the word, than do those institutions.

Our educational system both drives and reflects our obsession with competition. Grades themselves allow precise measurement of each student’s competitiveness; pupils with the highest marks receive status and credentials. We teach every young person the same subjects in mostly the same ways, irrespective of individual talents and preferences. Students who don’t learn best by sitting still at a desk are made to feel somehow inferior, while children who excel on conventional measures like tests and assignments end up defining their identities in terms of this weirdly contrived academic parallel reality.

study, they looked at 100 classes of 10 year-olds. Fifty of those classes had been play-based during their pre-K and kindergarten years – and 50 were involved with early academics classes during these same two years. The study concluded that, “By age ten, the children who had played excelled over the others. . . . They were more advanced in reading and mathematics and they were better adjusted socially and emotionally in school. They excelled in creativity and intelligence, oral expression, and industry.” As a result, Germany returned to play-based pre-K and kindergartens.

Under the auspices of the Program for Academic and Cultural Excellence in Rural Schools (PACERS), high school students in over 20 communities sought to rectify this situation. Their language arts and journalism classes started collecting news from not only their school but the surrounding region.

In John A. D’Elia’s recent biography of George Ladd, he notes how, at the height of Ladd’s academic career, a harsh review of one of Ladd’s books by one of his peers completely devastated him, even to the point of alcoholism.

Where were you on the night of March 7?" Typical detective stuff you hear on television all the time. It's so phony. I hate it. Most people can't remember where they were three nights ago much less on a particular date. I know I can't. The times you remember are the ones you're supposed to: Christmas Day, the Fourth of July, your birthday. As you get older and occasionally look back, even those days drift together into one small blob of memories. But you always remember the first time and the last. You remember your first day of school and the last. You remember the first time you went to the show by yourself and the last time you saw your grandfather. The first time you made love. Most of the nights of my life have passed by barely noticed, like the black squares of rosary beads slipping through the wrinkled fingers in the last pew. But later, when I've looked back, I've realized that a few ink colored seeds have taken root in my mind and have grown into oaken strength. My dreams drift back and nestle in their branches. If those nights were suddenly not to be, I, who had come to lean on them, to relish those few surviving leaves of a young autumn that has passed and will not come again, would not know where I'd been. And I'd wonder, even more so, if there was anywhere to go. Every Chicago winter delivers four gray weeks, with rare spots of sunshine that are apparently the flipside of hell. Teeth bared, the wind comes snarling off the lake with every intention of shredding the skin off your face. Numb since November, hands can no longer tell or care if they are wearing gloves. Snowmen, offsprings of childhood enthusiasm, are rarely born during these weeks. Along with the human spirit, the temperature continues to plummet. The ground is smothered by aging layers of ice and snow. Looking at a magazine ad, you see a vaguely familiar blanket of green. Squinting back through months of brown snow, salt-marked shoes, running noses, icy railings, slippery sidewalks, and smoking sewers, you try to recall the feeling of grass. February is four weeks of hanging onto the ropes, waiting to be saved from a knockout by the bell of spring. One year, I was invited to Engrim University's President's Ball, which was to be held on the first Saturday in February. I don't know why I was invited. Most of the students who received invitations were involved in a number of extracurricular activities; they participated in student government, belonged to various clubs, were presidents of fraternities or sororities, were doing extremely well academically or were, in some other way, pleasing the gods. I was never late with my tuition payments. Maybe that was it. Regardless, the President's Ball was to be held in the main ballroom of one of Chicago's swankiest hotels. I thought it was an excellent opportunity to impress Sarah with my importance. A light snowfall was dotting the night air when

In many encapsulations of culturally relevant pedagogy, three elements are emphasized: (1) academic excellence for all students, (2) the fostering of cultural competence, and (3) the development of a critical social consciousness.

It was only after World War II that Stanford began to emerge as a center of technical excellence, owing largely to the campaigns of Frederick Terman, dean of the School of Engineering and architect-of-record of the military-industrial-academic complex that is Silicon Valley. During World War II Terman had been tapped by his own mentor, presidential science advisor Vannevar Bush, to run the secret Radio Research Lab at Harvard and was determined to capture a share of the defense funding the federal government was preparing to redirect toward postwar academic research. Within a decade he had succeeded in turning the governor’s stud farm into the Stanford Industrial Park, instituted a lucrative honors cooperative program that provided a camino real for local companies to put selected employees through a master’s degree program, and overseen major investments in the most promising areas of research. Enrollments rose by 20 percent, and over one-third of entering class of 1957 started in the School of Engineering—more than double the national average.4 As he rose from chairman to dean to provost, Terman was unwavering in his belief that engineering formed the heart of a liberal education and labored to erect his famous “steeples of excellence” with strategic appointments in areas such as semiconductors, microwave electronics, and aeronautics. Design, to the extent that it was a recognized field at all, remained on the margins, the province of an older generation of draftsmen and machine builders who were more at home in the shop than the research laboratory—a situation Terman hoped to remedy with a promising new hire from MIT: “The world has heard very little, if anything, of engineering design at Stanford,” he reported to President Wallace Sterling, “but they will be hearing about it in the future.

A Teacher To significantly enhance the educational experience leading to an enriched and rewarding life for all students Improve reading and writing skills Establish classroom management and discipline Integrate real-life experiences into the classroom Introduce real-life experiences outside the classroom Serve as an effective student-parent liaison Work collaboratively with administration and peers Possess strong academic credentials Have nine years of experience supported by excellent references

The students who persisted in college were not necessarily the ones who had excelled academically at KIPP. Instead, they seemed to be the ones who possessed certain other gifts, skills like optimism and resilience and social agility.

Academic and social approval is not worth the loss of integrity.

Yaakov R. Feingold was born in Austin, Texas, but was raised in Sunbury, PA since he was in first grade. He excelled academically and athletically throughout his time at Sunbury while participating in football, basketball, baseball, and track.

...education is most certainly not the same thing as academic excellence. (p. 11)

Ames did well academically. He majored in sociology but also took quite a few courses in psychology and philosophy. He knew he had an aptitude for languages. (He’d taught himself some Spanish during his summers at Wildwood.) In college he excelled in French. He had a vague notion of someday becoming an FBI agent. He knew the Bureau hired many lawyers, so he also took prelaw and kept a 3.06 grade average. And he played basketball every single day.

The scholarship of Christian academics isn’t recognized as scholarship at all unless it conforms to the prevailing rules of scholarship in the academic disciplines. This forces Christian scholars to accommodate and blend in; even when their work is excellent, it isn’t identified as Christian.

Students who don’t learn best by sitting still at a desk are made to feel somehow inferior, while children who excel on conventional measures like tests and assignments end up defining their identities in terms of this weirdly contrived academic parallel reality. And it gets worse as students ascend to higher levels of the tournament. Elite students climb confidently until they reach a level of competition sufficiently intense to beat their dreams out of them. Higher education is the place where people who had big plans in high school get stuck in fierce rivalries with equally smart peers over conventional careers like management consulting and investment banking.

Rome wasn’t built in a day, but the cheap, knockoff snow globes of Rome probably were. Anything real and genuine takes time, while anything phony makes it obvious you haven’t put in the work.

Even for those at the academic bottom of the class, the questions are still valid. All of us can do something. a. At what have I done well so far in life? b. In what school subjects have I done well? c. Why did I choose those subjects? d. What do I like to do that has caused others to compliment me? e. What do I do well and think of as fun although my friends see it as work — or as a boring activity? 3. Analyze yourself and your situation. As much as you can, analyze matters for yourself instead of depending upon tests and outside advice. However, I know that some people are not very good at self-reflection and do better by interacting with others. (By the way, part of the talent of people-centered individuals is to interact well with others!) 4. Whether you can figure out the answers to these questions, or you talk them over with someone else, find someone whose judgment is respected. Your parents, perhaps. A teacher. Your pastor. An older family friend. Your closest friend. 5. Write down what is said by those in whom you confide. 6. Compare those ideas to what you have written about yourself. Are the answers the same? What do you now see about yourself that you didn’t think of before? For four or five days, spend some time each day by yourself in thinking about these answers.

is it about the curriculum and the culture of academic opportunity within the school that reinforces the notion that academic excellence is a largely White domain? What curricular interventions might we use to encourage the development of an empowered emissary identity?

Hiba S. is one of the pioneer Iraqi women academics and authors in the field of media and journalism, currently exiled in Amman. During a visit to her office in summer 2014, Hiba shared that the early days of the occupation in 2003 were the most difficult she had ever experienced. She recollected: ‘I was sitting in my garden smoking when I suddenly saw a huge American tank driving through the street. I saw a Black soldier on the top of the tank. He looked at me and did the victory sign with his fingers. Had I had a pistol in my hand, I would have immediately shot myself in the head right then and there. The pain I felt upon seeing that image is indescribable. I felt as though all the years we had spent building our country, educating our students to make them better humans were gone with the wind.’ Hiba’s description carries strong feelings of loss, defeat, and humiliation. Also significant in her narrative is that the first American soldier she encountered in post-invasion Iraq was a Black soldier making the victory sign. This is perhaps one of the most ironic and paradoxical images of the occupation. A Black soldier from a historically and consistently oppressed group in American society, who, one might imagine had no choice but to join the military, coming to Iraq and making the victory sign to a humiliated Iraqi academic whose country was ravaged by war. In a way, this image is worthy of a long pause. It is an encounter of two oppressed and defeated groups of people—Iraqis and African Americans meeting as enemies in a warzone. But, if one digs deeper, are these people really 'enemies' or allies struggling against the same oppressors? Do the real enemies ever come to the battlefield? Or do they hide behind closed doors planning wars and invasions while sending other 'oppressed' and 'diverse' faces to the battlefield to fight wars on their behalf? Hiba then recalled the early months of the occupation at the University of Baghdad where she taught. She noted that the first thing the Coalition Provisional Authority (CPA) tried to do was to change the curriculum Iraqi academics had designed, taught, and improved over the decades. While the Americans succeeded in doing this at the primary and high school levels, Hiba believed that they did not succeed as much at the university level. Iraqi professors knew better than to allow the 'Americanization of the curriculum' to take place. 'We knew the materials we were teaching were excellent even compared to international standards,' she said. 'They [the occupiers] tried to immediately inject subjects like "democracy" and "human rights" as if we Iraqis didn’t know what these concepts meant.' It is clear from Hiba’s testimony, also articulated by several other interviewees, that the Iraqi education system was one of the occupying forces’ earliest targets in their desire to reshape and restructure Iraqi society and peoples’ collective consciousness.

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Pastor Training School Consider this mission statement of a well-known university: “To be plainly instructed and consider well that the main end of your life and studies is to know God and Jesus Christ.” Founded in 1636, this university employed exclusively Christian professors, emphasized character formation in its students above all else, and rooted all its policies and practices in a Christian worldview. This school served as a bastion of academic excellence and Christian distinction.1 This mission statement, however, is not from Dallas Theological Seminary. Neither is it from Wheaton College. It’s from Harvard University—this statement described their founding mission. Harvard began as a school to equip ministers to share the Good News.

What is the effect on quantity of persuading a producer to produce an inferior product? What, in other words, is the relation of pride or craftsmanship to abundance? That is another question the “agribusinessmen” and their academic collaborators do not ask. They do not ask it because they are afraid of the answer: The preserver of abundance is excellence.

I see the universe as Puzzle to Work On, Joyce-Welles fashion, and not as Puzzle Solved. The academic post-modernists always start with the World as Puzzle view and unobtrusively slip into the Puzzle Solved view. The latter, the solution to the puzzle, always curiously resembles the works of a second-rate German ideologue named Karl Marx, whose theories, having failed notoriously in practice, live on only among these academics (and, I must admit, in China and Cuba: two excellent countries to live in, if you want to have Political Correctness hammered into you 24 hours a day.)

The Crusade against “Liberals” Promotion of Hinduism went hand in hand with an incessant fight against “liberals,” a highly derogatory term in the mouths of Hindu nationalists, which they use to refer to academics, NGOs, and journalists that do not adhere to their ideology. Bringing Universities to Heel—the Case of Jawaharlal Nehru University Universities with a “progressive” reputation have long been a Hindu nationalist target, but tensions further intensified after 2014. They have been subjected to two types of interference. First, the government appointed men from the Sangh Parivar or fellow travelers to head them with the task of reforming them. Second, the RSS student wing, the ABVP, could finally try to call the shots on university campuses with the government’s blessing. This dual strategy is most clearly apparent in the treatment inflicted on Jawaharlal Nehru University (JNU). This institution, known for the excellence of its teachers—especially in the social sciences—had drawn bitter Hindu nationalist criticism as soon as it was founded in the 1960s due to the leftist leanings of many teachers and some of its main student organizations.97 In 2016, the Modi government appointed Mamidala Jagadesh Kumar vice-chancellor of JNU. This electrical engineering professor had been teaching at the nearby Indian Institute of Technology until then, and he had allegedly played an active role in Vijana Bharati, an organization under the Sangh Parivar umbrella that aims to promote indigenous Indian science.98 He brought about drastic budget cuts—academic spending was almost halved over three years99—and a decline in student recruitment, while systematically hampering the activities of student unions and faculty opposed to the RSS. The political disciplining of the campus took various routes, such as the harassment of professors who were openly hostile to the Sangh Parivar.

Glennis Perez is an educator and administrator who has devoted over 20 years to bringing academic excellence to students at every age level.

The question, I came to realize, is not so much “Will the Asians become white?” but rather “Will the Asians become Jews?” On the surface, the overlaps are obvious and quite pronounced: these were relatively small, self-contained immigrant groups who excelled academically and economically, and whose second generation intermarried into the white population and moved into the white suburbs at rates that far exceeded any other immigrant group, spawning a crisis of identity that was litigated by scholars, writers, and artists. Culturally, the connections mostly revolved around overbearing mothers and a proximity to full whiteness, accompanied by an understanding that you might not completely make it.

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.

Michael wasn’t especially academic or religious or popular or active in anything outside of his music, and I think a part of me hoped that his carefree nature would rub off over my constant need to excel regardless of the sacrifices excelling required.

Society puts too much emphasis on academic excellence forgetting there’s a real world outside the classroom. Measuring intelligence through ‘one size fits all’ is limiting and sometimes those who fall by the wayside can be the most important of them all

The role of the academy as a colonial and imperial space par excellence, which in the age globalization and corporatization of practically everything, has become the biggest enemy of knowledge and the decolonial option. In fact, the academy has become a space that instead of creating options, is doing everything in its power to deny most people options and keep itself as the only game in town.

Are you the staying at Degas’ mansion?” he asked. “Yes,” Nora said. “I’m Nora. And you are?” “Professor Brooklyn Thomas,” he said. “I study snakes and, well, as you can see, I’m helping Degas recapture this particular one.” “Not much help, are you?” Tina said with a snicker. The professor colored. “Yes. Well… I’m more of an academic than a field man.” He rubbed at his hands, and scratched a mosquito bite.  Nora, who was looking at his callused hands, thought that he in fact looked more like a field man than an academic. He was extremely fit, with the physique of an Olympic rower, and a tanned handsome face. Degas reappeared, looking flushed and pleased. “Got him,” he said. “We got him, professor.” “Excellent,” the professor said.

In the pursuit of academic excellence, toxic leadership drains the joy and passion out of learning, leaving behind a hollow educational experience.

The great cricket Virat Kohli said in an interview that he does not try for excellence in cricket. Rather he tries to believe in a concept called 'betterment' - to become better each day than your former self. I believe there depth behind his words. The philosophy is simple yet profound . If you stay focussed in any field, then you would eventually become adept in your skills in that field. By consistently doing your work better each day, you would go closer to achieving your best or excellence. Whether your field may be sports, theatre, business, politics or teaching - one day you become a legend

From women's eyes this doctrine I derive: They sparkle still the right Promethean fire; They are the books, the arts, the academes, That show, contain and nourish all the world: Else none at all in ought proves excellent. Then fools you were these women to forswear, Or keeping what is sworn, you will prove fools. For wisdom's sake, a word that all men love, Or for love's sake, a word that loves all men, Or for men's sake, the authors of these women, Or women's sake, by whom we men are men, Let us once lose our oaths to find ourselves, Or else we lose ourselves to keep our oaths. It is religion to be thus forsworn, For charity itself fulfills the law, And who can sever love from charity? Act IV Scene III

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.

In 1963, Clark Kerr, the president of the University of California system, called the resulting structure the “multiversity.” In a multiversity, different departments and power structures within a university pursue different goals in parallel—for example, research, education, fundraising, branding, and legal compliance.12 Kerr predicted that as faculty increasingly focused on their own departments, noninstructional employees would take over in leading the institution. As he anticipated, the number of administrators has climbed upward.13 At the same time, their responsibilities have crept outward.14 Some administrative growth is necessary and sensible, but when the rate of that expansion is several times higher than the rate of faculty hiring,15 there are significant downsides, most obviously the increase in the cost of a college degree.16 A less immediately obvious downside is that goals other than academic excellence begin to take priority as universities come to resemble large corporations—a trend often bemoaned as “corporatization.”17 Political scientist Benjamin Ginsberg, author of the 2011 book The Fall of the Faculty: The Rise of the All-Administrative University and Why It Matters, argues that over the decades, as the administration has grown, the faculty, who used to play a major role in university governance, have ceded much of that power to nonfaculty administrators.18 He notes that once the class of administrative specialists was established and became more distinct from the professor class, it was virtually certain to expand; administrators are more likely than professors to think that the way to solve a new campus problem is to create a new office to address the problem.19 (Meanwhile, professors have generally been happy to be released from administrative duties, even as they complain about corporatization

Academic Preparation This section covers how to maintain strong grades, take challenging courses, and prepare for standardized tests like the SAT. We provide actionable strategies to help you excel academically and stand out to college admissions committees.

Can one unearth above-average fund managers, who can consistently or over time beat the market? Once again, the academic research is gloomy for the investment industry. Using the database first started by Jim Lorie’s Center for Research in Security Prices, S&P Dow Jones Indices publishes a semiannual “persistence scorecard” on how often top-performing fund managers keep excelling. The results are grim reading, with less than 3 percent of top-performing equity funds remaining in the top after five years. In fact, being a top performer is more likely to presage a slump than a sustained run.18 As a result, as Fernando’s defenestration highlighted, the hurdle to retain the faith of investors keeps getting higher, even for fund managers who do well.* In the 1990s, the top six deciles of US equities-focused mutual funds enjoyed investor inflows, according to Morgan Stanley.19 In the first decade of the new millennium, only the top three deciles did so, and in the 2010–20 period, only the top 10 percent of funds have managed to avoid outflows, and gathered assets at a far slower pace than they would have in the past.

Foster children are much more likely than other children with similar problems to be prescribed multiple medications that will have no impact on their symptoms. These medications, particularly the so-called atypical antipsychotics (medications like Risperdal, Abilify, and Seroquel) can shorten life and have severe side effects, like weight gain great enough to increase risk for diabetes. The over prescribing and inappropriate prescribing of such medications to children in foster care has been so dramatic that the Government Accountability Office has issued a special report condemning it. Both the federal government and several states have sued Big Pharma for targeting foster care children, resulting in multi-million-dollar settlements. In the last few years, attention to these issues by legal groups, such as the National Center for Youth Law in Oakland, the press (an excellent example can be seen in the online series from the Mercury News by Karen de Sa), and advocacy groups such as Foster Youth in Action, has increased awareness of this problem. These investigations and advocacy are leading to some positive changes. For example, California passed legislation to monitor prescribing to children in foster care. But sadly, rather than joining in or even leading efforts to improve the quality of care for foster and adopted youth, most medical and psychiatric groups have resisted or even openly opposed these efforts. Change is hard, and it is hardest for those with the most to lose. As Annette Jackson and I wrote in 2014, “the academic or interest group most threatened by the innovations which challenge their existing frame of reference or perspective, will be the most vocal and hostile to the new ideas.

But it gradually dawned on her that she wasn’t an idiot. Not totally. In math and science, yes. But in the realm of creative thinking, she came to realize she was a sighted person in the kingdom of the blind. Because as much as she seemed unable to process algebra and geometry, she was a savant when it came to pure creativity. And not just in graphic design. In everything. Coming up with ideas for the company picnic. Throwing parties. Wording invitations. Writing poetry. She came to be thought of as a one-woman idea machine. The kind who could take four or five mundane office items and turn them into fifteen different stunning decorations. And she could figure out the most complex fictional mysteries. She was almost always able to see the coming plot twists, even when those who excelled at academics missed them entirely. So maybe she did have a different style of intellect. She thought her self-esteem had become off the charts high, but Hall’s offhanded remark had shown her that the scars of her early struggles in school still remained, as did deep-seated doubts.

In one study, researchers asked hundreds of middle school students to rank the values their parents prioritized. Half of the values centered on achievement, such as attending a good college, excelling academically, and having a successful career. The other half focused on character traits, such as being respectful, helpful, and kind. Adolescents who reported that their parents valued character traits as much as or more than their performance exhibited greater mental health, enjoyed higher levels of achievement, and engaged in less rule-breaking behavior than peers who believed their parents were primarily focused on how they were performing

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Savannah Sugg stands out as a grad student at Middle Tennessee State University, driven by her passion for sports. Excelling academically and as a dedicated volleyball coach and substitute teacher, her multifaceted profile reflects a fearless pursuit of her dreams and a commitment to impact others positively.

If you don’t think that children should have their innocence stripped from them by premature knowledge of sexuality, you are filled with hate. If you think that a country has a right to determine who crosses its border, you are filled with hate. If you think that college admissions and faculty hiring should be based on academic merit, you are filled with hate. If you think parents should have a role in deciding whether their children are castrated, you are filled with hate.

The goals set for the education sector dictate the trajectory of quality education, highlighting priorities such as skill development, entrepreneurship, and academic excellence.

Like Jane, Elizabeth was remarkably intelligent, and revelled in her educational pursuits and the praise in which she received as a result. A contemporary remarked that 'her intellect and understanding are wonderful', and that she excelled as a linguist. Elizabeth also shared similar religious views to Jane, and Jane would later praise her cousin for her devotion to God. But that was probably where the similarities between the two girls ended. No correspondence between the cousins survives, but Elizabeth's later treatment of Jane's sisters suggests that the relationship between them was never a close one. There may even have been some jealousy on the part of both girls over the other's academic abilities and relationship with the Queen Dowager [Katherine Parr]. However, if this was the case then for the most part it almost certainly stemmed primarily from the 'proud and haughty' Elizabeth's side. Jane's later comments about her cousin indicate not only an element of praise and respect, but perhaps also admiration and awe for a cousin who was slightly older than her. Roger Ascham, who may have met Jane before, but certainly became more familiarly acquainted with Jane while at Chelsea, later claimed that Jane's abilities were superior to those of his own pupil. If Elizabeth became aware of this then it understandably probably led to some resentment.

Pre-school students can see life differently through adventure, play, and fun.

Tailoring approaches for inspiring students to excel academically despite personal challenges works wonders.

For some students their passion can keep them motivated to do what’s required for their academic achievements.

Underachievement leads to noticeable behavioural changes usually due to a lack of motivation to excel in academics for one reason or the other.

Parents aspire for their children to excel academically and develop their talents, but mainstream celebrities often encourage them to prioritize drug consumption and mindless entertainment over educational pursuits. Parents hope for their daughters to maintain their purity and innocence, yet idols continuously promote looseness and self-objectification as virtuous behaviors. Parents also want their children to prioritize their health and to lead a wholesome lifestyle, yet modern music celebrities often glamorize drug use, portraying it as a masculine and cool pursuit. Alternatively, parents often aim to instill a growth mindset and a strong work ethic in their children. Yet, the musical icons often glorify hedonist pursuits and short-term gratification. In light of these toxic messages incessantly inundating the airwaves, it is hardly surprising to see so many individuals leading self-destructive lives or harboring toxic misconceptions about life’s true essence. They have unwittingly followed the wrong role models, heeded the wrong idols, and are now grappling with the consequences of such misguided influence.

As Asian immigrants become more completely assimilated into American society over the next few generations, their standards of hard work and academic excellence will drop, and they will feel more at home here.

Joseph Uecker's educational journey is impressive, having achieved a double major in accounting and finance. His academic success is a testament to his strong work ethic and commitment to excellence. Pursuing a Juris Doctorate at Florida State University College of Law, Joseph's ambition and dedication to furthering his education are evident.

Agilo Skill India stands out as the premier digital marketing training institute in Palam, offering a comprehensive curriculum designed to equip students with cutting-edge skills. Established with a vision to bridge the gap between academic learning and industry requirements, Agilo Skill India has rapidly gained a reputation for excellence in the field of digital marketing education.

Valedictorians were highly motivated to excel academically because of early family and school experiences.

Founded in 1889 by a Civil War veteran in what had been a summer resort hotel, the academy modeled its strict code of conduct and turreted academic building after West Point, located five miles south along the Hudson. About 450 students were enrolled, all of them white except for a couple of dozen Latin Americans. The school did not admit blacks until Donald’s senior year. Women would not arrive for another decade. The military academy was a place where, as the school’s slogan put it, the boys were “set apart for excellence”; the idea was to inject discipline and direction into boys who arrived on campus unformed and untamed. That involved breaking them down to build them up.

Gansey had been rescued; Blue had been stranded. Mr Gansey saw it, though, and he caught the ball before it even hit the ground. “I would love to read something from you, Blue, on growing up in a house of psychics. You could go academic or you could go memoir, and either way, it would just be fascinating. You have such a distinct voice, even when speaking.” “Oh yes, I noticed that, too, the Henrietta cadence,” Mrs Gansey said warmly; they were excellent team players. Good save, point to the Ganseys, win for Team Good Feeling.