Accountancy Students Quotes

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You can present the material, but you can't make me care.
Bill Watterson (Homicidal Psycho Jungle Cat (Calvin and Hobbes, #9))
If you don't know how to take care of your own needs, when you try to give to others, you are giving from a bankrupt account.
James Dillehay (Overcoming the 7 Devils That Ruin Success: A Sufi Book of a Student’s Experiences)
I've created a monster, haven't I?" said Merlin, staring at the animated figure incredulously. "I think that, technically, I was already a monster," the dragon replied. "Now I am a monster with social networking skills. Or I would be, if I had a Twitter account. And possibly a Facebook. Do I want a Facebook? Is it a book of faces? Is it the same as MySpace? Which of course begs the question: what is MySpace?
FayJay (The Student Prince (The Student Prince, #1))
The most common mistake students of literature make is to go straight for what the poem or novel says, setting aside the way that it says it. To read like this is to set aside the ‘literariness’ of the work – the fact that it is a poem or play or novel, rather than an account of the incidence of soil erosion in Nebraska.
Terry Eagleton (How to Read Literature)
A sense of responsibility in teaching pushes us constantly to think about and promote the best interests of our students. In contrast, the demand for accountability often induces mere compliance.
Nel Noddings
People underestimate the importance of dilligence as a virtue. No doubt it has something to do with how supremely mundane it seems. It is defined as "the constant and earnest effort to accomplish what is undertaken."... Understood, however, as the prerequisite of great accomplishment, diligence stands as one of the most difficult challenges facing any group of people who take on tasks of risk and consequence. It sets a high, seemingly impossible, expectation for performance and human behavior.
Atul Gawande (Better: A Surgeon's Notes on Performance)
The older you get the more you realize that just because someone has an important job doesn't necessarily mean that they do it responsibly, or are even good at it. There are many 'D' students running around with high social status gained from their seemingly important positions. Integrity and proficiency are not a given. These qualities can only be proven over time.
Gary Hopkins
In most books, the I, or first person, is omitted; in this it will be retained; that, in respect to egotism, is the main difference. We commonly do not remember that it is, after all, always the first person that is speaking. I should not talk so much about myself if there were anybody else whom I knew as well. Unfortunately, I am confined to this theme by the narrowness of my experience. Moreover, I, on my side, require of every writer, first or last, a simple and sincere account of his own life, and not merely what he has heard of other men's lives; some such account as he would send to his kindred from a distant land; for if he has lived sincerely, it must have been in a distant land to me. Perhaps these pages are more particularly addressed to poor students. As for the rest of my readers, they will accept such portions as apply to them. I trust that none will stretch the seams in putting on the coat, for it may do good service to him whom it fits.
Henry David Thoreau (Walden)
One problem with test-based accountability, as currently defined and used, is that it removes all responsibility from students and their families for the students' academic performance. NCLB neglected to acknowledge that students share in the responsibility for their academic performance and that they are merely passive recipients of their teachers' influence.
Diane Ravitch (The Death and Life of the Great American School System: How Testing and Choice Are Undermining Education)
Personalization means teachers taking account of these differences in how they teach different students. It also means allowing for flexibility within the curriculum so that in addition to what all students need to learn in common, there are opportunities for them to pursue their individual interests and strengths as well.
Ken Robinson (Creative Schools: The Grassroots Revolution That's Transforming Education)
The indoctrination centers (notably schools) weren’t doing their job properly and so a back-to-basics approach with more rote memorization of meaningless facts and less critical thinking and intellectual development was needed. This was mainly done under the guise of “accountability,” for both students and teachers.
Aaron Swartz (The Boy Who Could Change the World: The Writings of Aaron Swartz)
You cannot write an accurate history of The Holocaust without accounting for the Harvard students and professors that help make the science an acceptable world-wide movement.
A.E. Samaan
As students of military history, Rone and Oz could rattle off examples through the ages of attacks at first light.
Mitchell Zuckoff (13 Hours: The Inside Account of What Really Happened In Benghazi)
We need an engineering friend.” She points a finger at Carin. “Go back to Briar and hook up with an engineering student.” “Okay, but I’ll need to actually have sex with him beforehand, so I won’t be back until,” she pretends to check the time, “ten or so.” “We’re all college graduates,” I proclaim. “We can put this together ourselves.” Clapping my hands, I motion for everyone to get on the floor with me. After three tries of trying to lower myself to the ground and making Hope and Carin nearly pee their pants laughing in the process, D’Andre takes pity on all of us and helps me onto my knees. Which is where Tucker finds us. “Is this some new fertility ritual?” he drawls from the doorway, one shoulder propped against the frame. “Because she’s already pregnant, you know.” “Get yo ass in here, white boy, and put this thing together,” D’Andre snaps. “This is ridiculous.” “What’s ridiculous?” Tucker stops next to me, and I take the opportunity to lean against his legs. Even kneeling is hard when you’re toting around an extra thirty pounds. “We took it apart. How can you not know how to put it back together?” D’Andre repeats his earlier excuse. “I’m an accounting major.” Tucker rolls his eyes. “You got an Allen wrench?” “Are you mocking us right now?” I grumble. “I don’t have any wrenches, let alone ones with names.” He grins. “Leave this to me, darlin’. I’ll get it fixed up.” “I want to help,” Hope volunteers. “This is like surgery, except with wood and not people.” “Lord help us,” D’Andre mutters.
Elle Kennedy (The Goal (Off-Campus, #4))
Our time together is drawing short, my reader. Possibly you will view these pages of mine as a fragile treasure box, to be opened with the utmost care. Possibly you will tear them apart, or burn them: that often happens to words. Perhaps you’ll be a student of history, in which case I hope you’ll make something useful of me: a warts-and-all portrait, a definitive account of my life and times, suitably footnoted; though if you don’t accuse me of bad faith I will be astonished. Or, in fact, not astonished: I will be dead, and the dead are hard to astonish.
Margaret Atwood (The Testaments (The Handmaid's Tale, #2))
This was in [Orwell's] 1946 'Politics and the English Language,' an essay that despite its date (and its title's basic redundancy) remains the definitive SNOOT statement on Academese. Orwell's famous AE translation of the gorgeous 'I saw under the sun that the race is not to the swift' in Ecclesiastes as 'Objective consideration of contemporary phenomena compels the conclusion that success or failure in competitive activities exhibits no tendency to be commensurate with innate capacity, but that a considerable element of the unpredictable must invariably be taken into account' should be tattooed on the left wrist of every grad student in the anglophone world.
David Foster Wallace (Consider the Lobster and Other Essays)
If there’s one place, then, where we can intervene in a way that will pay dividends for society down the road, it’s in the classroom. Yet that’s barely happening. All the big debates in education are about format. About delivery. About didactics. Education is consistently presented as a means of adaptation – as a lubricant to help you glide more effortlessly through life. On the education conference circuit, an endless parade of trend watchers prophesy about the future and essential twenty-first-century skills, the buzzwords being “creative,” “adaptable,” and “flexible.” The focus, invariably, is on competencies, not values. On didactics, not ideals. On “problem-solving ability,” but not which problems need solving. Invariably, it all revolves around the question: Which knowledge and skills do today’s students need to get hired in tomorrow’s job market – the market of 2030? Which is precisely the wrong question. In 2030, there will likely be a high demand for savvy accountants untroubled by a conscience. If current trends hold, countries like Luxembourg, the Netherlands, and Switzerland will become even bigger tax havens, enabling multinationals to dodge taxes even more effectively, leaving developing countries with an even shorter end of the stick. If the aim of education is to roll with these kinds of trends rather than upend them, then egotism is set to be the quintessential twenty-first-century skill. Not
Rutger Bregman (Utopia for Realists: And How We Can Get There)
I was an incurious student that semester. Curiosity is a luxury reserved for the financially secure: my mind was absorbed with more immediate concerns, such as the exact balance of my bank account, who I owed how much, and whether there was anything in my room I could sell for ten or twenty dollars.
Tara Westover (Educated)
The teacher was asking her students what their parents did for a living, and Timmy stood up and said, “My daddy’s a doctor and my mommy’s a doctor too.” And little Sarah stood up and said, “My mommy’s an engineer and my daddy’s an accountant.” And then little Billy stands up and says, “My mommy’s a writer and my daddy plays the piano in a whorehouse.” The teacher was horrified and later she called Billy’s father, and said, “Why would you ever tell your child a thing like that?” And the father said, “Well, actually I’m a defense lawyer. But how do you explain a thing like that to a seven-year-old?
Garrison Keillor (A Prairie Home Companion Pretty Good Joke Book)
This story takes place a half a billion years ago-an inconceivably long time ago, when this planet would be all but recognizable to you. Nothing at all stirred on the land except the wind and the dust. Not a single blade of grass waved in the wind, not a single cricket chirped, not a single bird soared in the sky. All these things were tens of millions of years away in the future. But of course there was an anthropologist on hand. What sort of world would it be without an anthropologist? He was, however a very depressed and disillusioned anthropologist, for he'd been everywhere on the planet looking for someone to interview, and every tape in his knapsack was as blank as the sky. But one day as he was moping alongside the ocean he saw what seemed to be a living creature in the shallows off shore. It was nothing to brag about, just sort of a squishy blob, but it was the only prospect he'd seen in all his journeys, so he waded out to where it was bobbing in the waves. He greeted the creature politely and was greeted in kind, and soon the two of them were good friends. The anthropologist explained as well as he could that he was a student of life-styles and customs, and begged his new friend for information of this sort, which was readily forthcoming. ‘And now’, he said at last, ‘I'd like to get on tape in your own words some of the stories you tell among yourselves.’ ‘Stories?’ the other asked. ‘You know, like your creation myth, if you have one.’ ‘What is a creation myth?’ the creature asked. ‘Oh, you know,’ the anthropologist replied, ‘the fanciful tale you tell your children about the origins of the world.’ Well, at this, the creature drew itself up indignantly- at least as well as a squishy blob can do- and replied that his people had no such fanciful tale. ‘You have no account of creation then?’ ‘Certainly we have an account of creation,’ the other snapped. ‘But its definitely not a myth.’ ‘Oh certainly not,’ the anthropologist said, remembering his training at last. ‘Ill be terribly grateful if you share it with me.’ ‘Very well,’ the creature said. ‘But I want you to understand that, like you, we are a strictly rational people, who accept nothing that is not based on observation, logic, and scientific method.’ ‘"Of course, of course,’ the anthropologist agreed. So at last the creature began its story. ‘The universe,’ it said, ‘was born a long, long time ago, perhaps ten or fifteen billion years ago. Our own solar system-this star, this planet, and all the others- seem to have come into being some two or three billion years ago. For a long time, nothing whatever lived here. But then, after a billion years or so, life appeared.’ ‘Excuse me,’ the anthropologist said. ‘You say that life appeared. Where did that happen, according to your myth- I mean, according to your scientific account.’ The creature seemed baffled by the question and turned a pale lavender. ‘Do you mean in what precise spot?’ ‘No. I mean, did this happen on land or in the sea?’ ‘Land?’ the other asked. ‘What is land?’ ‘Oh, you know,’ he said, waving toward the shore, ‘the expanse of dirt and rocks that begins over there.’ The creature turned a deeper shade of lavender and said, ‘I cant imagine what you're gibbering about. The dirt and rocks over there are simply the lip of the vast bowl that holds the sea.’ ‘Oh yes,’ the anthropologist said, ‘I see what you mean. Quite. Go on.’ ‘Very well,’ the other said. ‘For many millions of centuries the life of the world was merely microorganisms floating helplessly in a chemical broth. But little by little, more complex forms appeared: single-celled creatures, slimes, algae, polyps, and so on.’ ‘But finally,’ the creature said, turning quite pink with pride as he came to the climax of his story, ‘but finally jellyfish appeared!
Daniel Quinn (Ishmael: An Adventure of the Mind and Spirit (Ishmael, #1))
Owing to the shape of a bell curve, the education system is geared to the mean. Unfortunately, that kind of education is virtually calculated to bore and alienate gifted minds. But instead of making exceptions where it would do the most good, the educational bureaucracy often prefers not to be bothered. In my case, for example, much of the schooling to which I was subjected was probably worse than nothing. It consisted not of real education, but of repetition and oppressive socialization (entirely superfluous given the dose of oppression I was getting away from school). Had I been left alone, preferably with access to a good library and a minimal amount of high-quality instruction, I would at least have been free to learn without useless distractions and gratuitous indoctrination. But alas, no such luck. Let’s try to break the problem down a bit. The education system […] is committed to a warm and fuzzy but scientifically counterfactual form of egalitarianism which attributes all intellectual differences to environmental factors rather than biology, implying that the so-called 'gifted' are just pampered brats who, unless their parents can afford private schooling, should atone for their undeserved good fortune by staying behind and enriching the classroom environments of less privileged students. This approach may appear admirable, but its effects on our educational and intellectual standards, and all that depends on them, have already proven to be overwhelmingly negative. This clearly betrays an ulterior motive, suggesting that it has more to do with social engineering than education. There is an obvious difference between saying that poor students have all of the human dignity and basic rights of better students, and saying that there are no inherent educationally and socially relevant differences among students. The first statement makes sense, while the second does not. The gifted population accounts for a very large part of the world’s intellectual resources. As such, they can obviously be put to better use than smoothing the ruffled feathers of average or below-average students and their parents by decorating classroom environments which prevent the gifted from learning at their natural pace. The higher we go on the scale of intellectual brilliance – and we’re not necessarily talking just about IQ – the less support is offered by the education system, yet the more likely are conceptual syntheses and grand intellectual achievements of the kind seldom produced by any group of markedly less intelligent people. In some cases, the education system is discouraging or blocking such achievements, and thus cheating humanity of their benefits.
Christopher Michael Langan
Writing brief accounts on the main ideas of a text instead of collecting quotes.
Sönke Ahrens (How to Take Smart Notes: One Simple Technique to Boost Writing, Learning and Thinking – for Students, Academics and Nonfiction Book Writers)
When a teacher is a friend/relatable; it creates an invisible layer of accountability. Making the student a better student and in turn the teacher a better teacher.
Ethan Castro
I am a student of migration stories. I am pulled toward accounts of lives rearranged by the journey from one place to another.
Elamin Abdelmahmoud (Son of Elsewhere: A Memoir in Pieces)
In object lessons in elementary education and in laboratory instruction in higher education, the subject is often so treated that the student fails to "see the forest on account of the trees.
John Dewey (How We Think)
I was a straight-A student at a university” does not mean what it did in 1960 or even 1980. A study of two hundred colleges and universities up through 2009 found that A was the most commonly given grade, an increase of nearly 30 percent since 1960 and over 10 percent just since 1988. Grades in the A and B range together now account for more than 80 percent of all grades in all subjects, a trend that continues unabated.17
Thomas M. Nichols (The Death of Expertise: The Campaign against Established Knowledge and Why it Matters)
An incompetent, lazy, arrogant, or corrupt accountant or attorney can cost you a lot of money. I know from personal experience. Just because someone is an "A" student in school does not mean they are competent or honest in real life.
Robert T. Kiyosaki (Rich Dad Education on Tax Secrets)
The extreme rarity of transitional forms in the fossil record persists as the trade secret of paleontology. The evolutionary trees that adorn our text- books have data only at the tips and nodes of their branches; the rest is inference, however reasonable, not the evidence of fossils. Yet Darwin was so wedded to gradualism that he wagered his entire theory on a denial of this literal record: "The geological record is extremely imperfect and this fact will to a large extent explain why we do not find interminable varieties, connecting together all the extinct and existing forms of life by the finest graduated steps, He who rejects these views on the nature of the geological record, will rightly reject my whole theory." Darwin's argument still persists as the favored escape of most paleontologists from the embarrassment of a record that seems to show so little of evolution. In exposing its cultural and methodological roots, I wish in no way to impugn the potential validity of gradualism (for all general views have similar roots). I wish only to point out that it was never -seen- in the rocks. Paleontologists have paid an exorbitant price for Darwin's argument. We fancy ourselves as the only true students of life's history, yet to preserve our favored account of evolution by natural selection we view our data as so bad that we never see the very process we profess to study. [Evolution’s Erratic Pace - "Natural History," May, 1977]
Stephen Jay Gould
A great example of process-driven feedforward is the SE2R feedback model developed by Mark Barnes. Instead of scribbling a grade and some token comments on a piece of student work, Barnes adopts a four-part method that accounts for what students do, not who they are: Summarize Explain Redirect Resubmit
Joe Hirsch (The Feedback Fix: Dump the Past, Embrace the Future, and Lead the Way to Change)
In the workplace, Japanese women have low participation and low pay. Participation declines steeply with increasing level of responsibility. Whereas women account for 49% of Japanese university students and 45% of entry-level job holders, they account for only 14% of university faculty positions (versus 33%–44% in the U.S., United Kingdom, Germany, and France), 11% of middle-level to senior management positions, 2% of positions on boards of directors, 1% of business executive committee members, and less than 1% of CEOs. At those higher levels Japan lags behind all major industrial countries except (again) South Korea.
Jared Diamond (Upheaval: Turning Points for Nations in Crisis)
School leaders need to stop creating schools that attempt to lock in prior achievement and experiences (such as by using tracking), and instead be evidence-informed about the talents and growth of all students by welcoming diversity and being accountable for all (regardless of the teachers’ and schools’ expectations).
John Hattie (Visible Learning for Teachers: Maximizing Impact on Learning)
Your mom bought them for me,” I retorted without breaking my stride. “Tell her I said thanks, the next time you stop at home to breast-feed and pick up your allowance.” Childish, I know. But virtual or not, this was still high school—the more childish an insult, the more effective it was. My jab elicited laughter from a few of his friends and the other students standing nearby. Todd13 scowled and his face actually turned red—a sign that he hadn’t bothered to turn off his account’s real-time emotion feature, which made your avatar mirror your facial expressions and body language. He was about to reply, but I muted him first, so I didn’t hear what he said.
Ernest Cline (Ready Player One (Ready Player One, #1))
MELITO OF SARDIS Melito, bishop of Sardis, died around the year A.D. 180. Until recently, few students of church history paid much attention to him. One of the reasons might be that he ended up on the “wrong side” of the ancient debate over how to determine the date of Easter. Only recently a sermon on the Passover was found, penned by Melito. It provides us with a tremendous insight into the theology of the late second century. I reproduce here just one section, which requires no commentary, only a hearty “Amen!”: And so he was lifted up upon a tree and an inscription was attached indicating who was being killed. Who was it? It is a grievous thing to tell, but a most fearful thing to refrain from telling. But listen, as you tremble before him on whose account the earth trembled! He who hung the earth in place is hanged. He who fixed the heavens in place is fixed in place. He who made all things fast is made fast on a tree. The Sovereign is insulted. God is murdered. The King of Israel is destroyed by an Israelite hand. This is the One who made the heavens and the earth, and formed mankind in the beginning, The One proclaimed by the Law and the Prophets, The One enfleshed in a virgin, The One hanged on a tree, The One buried in the earth, The One raised from the dead and who went up into the heights of heaven, The One sitting at the right hand of the Father, The One having all authority to judge and save, Through Whom the Father made the things which exist from the beginning of time. This One is “the Alpha and the Omega,” This One is “the beginning and the end” . . . the beginning indescribable and the end incomprehensible. This One is the Christ. This One is the King. This One is Jesus. This One is the Leader. This One is the Lord. This One is the One who rose from the dead. This One is the One sitting on the right hand of the Father. He bears the Father and is borne by the Father. “To him be the glory and the power forever. Amen.” The deity of Christ, His two natures, His virgin birth, His being the Creator, His distinction from the Father—all part and parcel of the preaching of the bishop of Sardis near the end of the second century.
James R. White (The Forgotten Trinity: Recovering the Heart of Christian Belief)
There were individuals in every discipline who recognized writing problems but wanted no part of addressing them: some regarded them as outside their expertise or area of responsibility; others thought students should be held more accountable, be better prepared in high school, or not admitted at all if they lacked the requisite language skills for university writing.
Wendy Strachan (Writing-Intensive: Becoming W-Faculty in a New Writing Curriculum)
Virtually every inner city of size in America—New York City, Detroit, Chicago, Baltimore, St. Louis, Cincinnati, Milwaukee, Newark, Atlanta—is 100 percent controlled by the Democrat Party and has been for fifty to a hundred years.5 These cities account for the majority of the homicides and robberies in America, for the lion’s share of urban poverty, welfare dependency, and drug addiction, and for a majority of the failed schools where, year in and year out, 40 percent of the students don’t graduate, and 40 percent of those who do are functionally illiterate. No reforms to remedy this unconscionable situation are possible, moreover, thanks to the iron grip of Democrat teacher unions who run the schools to benefit the adults in the system rather than their student charges.
David Horowitz (BLITZ: Trump Will Smash the Left and Win)
It was also the test that produced the most astounding observation of all. The left, talking brain didn’t seem to miss the right brain, and vice versa. It didn’t just not miss it—it didn’t even remember it or the functions it had performed, as if the right hemisphere had never existed. For me, this phenomenon is the single most important fact students of mind/brain research must take into account.
Michael S. Gazzaniga (The Consciousness Instinct: Unraveling the Mystery of How the Brain Makes the Mind)
I don't believe some teachers consider whether their classroom instruction fosters the development of reading habits in their students. Reflecting on the landslide of crossword puzzles, dioramas, annotations, and reading logs assigned to their students for every book they read, teachers might realize that instead of encouraging students to read, these mindless assignments make kids hate reading. Primarily assigned to generate grades and give teachers a false sense that they are holding students accountable for reading, these counterfeit activities—that no wild reader completes on his or her own—guarantee that their students will avoid reading. If we care about our students' reading lives, we must foster their lifelong reading habits and eliminate or reduce the negative influences of classroom practices that don't align with what wild readers do.
Donalyn Miller (Reading in the Wild: The Book Whisperer's Keys to Cultivating Lifelong Reading Habits)
I admit that my concern for society is in some sense hollow and reminiscent of some goody-two-shoes A-student trying to show off to his teacher, just as you impugn it to be. But part of it also derives from innate compassion that your point fails to take account of. Trying to work out the degree to which my actions arise from sincerity and the degree to which they are merely a pretense to virtue would be a fruitless exercise.
Keiichirō Hirano (A Man)
I was starting to remember the whole problem now: I hate these fucking people [people at Tea Party rallies, ed]. It's never been just political, it's personal. I'm not convinced anyone in this country except the kinds of weenies who thought student council was important really cares about large versus small government or strict constructionalism versus judicial activism. The ostensible issues are just code words in an ugly snarl of class resentment, anti-intellectualism, old-school snobbery, racism, and who knows what else - grudges left over from the Civil War, the sixties, gym class. The Tea Party likes to cite a poll showing that their members are wealthier and better educated than te general populace, but to me they mostly looked like the same people I'd had to listen to in countless dive bars railing against "edjumicated idiots" and explaining exactly how Nostradamus predicted 9/11, the very people I and everyone I know fled our hometowns to get away from. So far all my interactions at the rally were only reinforcing my private theory - I suppose you might call it a prejudice - that liberals are the ones who went to college, moved to the nearest city where no one would call them a fag, and now only go back for holidays; conservatives are the ones who married their high school girlfriends, bought houses in their hometowns, and kept going to church and giving a shit who won the homecoming game. It's the divide between the Got Out and the Stayed Put. This theory also account for the different reactions of these two camps when the opposition party takes power, raising the specter of either fascist or socialist tyranny: the Got Outs always fantasize about fleeing the country for someplace more civilized - Canada, France, New Zealand; the Stayed Put just di further in, hunkering down in compounds, buying up canned goods and ammo.
Tim Kreider (We Learn Nothing)
When students have an emotional problem, it is their female professors, not their male professors they turn to.39 Students are also more likely to request extensions, grade boosts, and rule-bending of female academics.31 In isolation, a request of this kind isn’t likely to take up much time or mental energy – but they add up, and they constitute a cost on female academics’ time that male academics mostly aren’t even aware of, and that universities don’t account for.
Caroline Criado Pérez (Invisible Women: Data Bias in a World Designed for Men)
born and raised in Honolulu but had spent four years of his childhood flying kites and catching crickets in Indonesia. After high school, he’d passed two relatively laid-back years as a student at Occidental College in Los Angeles before transferring to Columbia, where by his own account he’d behaved nothing like a college boy set loose in 1980s Manhattan and instead lived like a sixteenth-century mountain hermit, reading lofty works of literature and philosophy in a grimy apartment on 109th Street, writing bad poetry, and fasting on Sundays. We laughed about all of it, swapping stories about our backgrounds and what led us to the law. Barack was serious without being self-serious. He was breezy in his manner but powerful in his mind. It was a strange, stirring combination. Surprising to me, too, was how well he knew Chicago. Barack was the first person I’d met at Sidley who had spent time in the barbershops, barbecue joints, and Bible-thumping black parishes of the Far South Side. Before going to law school, he’d worked in Chicago for three years as a community organizer, earning $12,000 a year from a nonprofit that bound together a coalition of churches. His task was to help rebuild neighborhoods and bring back jobs. As he described it, it had been two parts frustration to one part reward: He’d spend weeks planning a community meeting, only to have a dozen people show up. His efforts were scoffed at by union leaders and picked apart by black folks and white folks alike. Yet over time, he’d won a few incremental victories, and this seemed to encourage him. He was in law school, he explained, because grassroots organizing had shown him that meaningful societal change required not just the work of the people on the ground but stronger policies and governmental action as well. Despite my resistance to the hype that had preceded him, I found myself admiring Barack for both his self-assuredness and his earnest demeanor. He was refreshing, unconventional, and weirdly elegant.
Michelle Obama (Becoming)
But there's only one other person besides me in the Monterey Bay area who could pick up on spectral sound waves-especially now that Jesse is going to school so far away-and that person happened to be away at a seminarian retreat in New Mexico. I knew because Father Dominic likes to keep his present (and former) students up to date on his daily activities on Facebook. The day my old high school principal started his own Facebook account was the day I swore off social media forever. So far this has worked out fine since I prefer face-to-face interactions. It's easier to tell when people are lying.
Meg Cabot (Proposal (The Mediator, #6.5))
Our schools cannot be improved by the blind worship of data. Data are only as good as the measures used to create the numbers and good as the underlying activities. If the measures are shoddy, then the data will be shoddy. If the data reflect mainly the amount of time invested in test preparation activities, then the data are worthless. If the data are based on dumbed-down state tests, then the data are meaningless. A good accountability system, whether for schools, teachers, or students, must include a variety of measures, not only test scores...our schools should be “data-informed”, “not data driven".
Diane Ravitch
Every few decades a newspaper report about embezzlement or physical abuse at the school initiated an investigation by the state. In their wake came prohibitions against 'spanking,' and the use of dark cells and sweatboxes. The administration instituted a stricter accounting of school supplies, which had a tendency to disappear. The parole of students to local families and businesses was terminated and the medical staff increased... It had been years since there were any allegations against Nickel. On this occasion the school was merely another item on a long list of government facilities due a once-over.
Colson Whitehead (The Nickel Boys)
In his revolutionary work Pedagogy of the Oppressed, published in 1970, Paulo Freire describes what is still the dominant model of teaching today. In this model, students are viewed as empty “bank accounts” to be filled with knowledge by teachers — not as participants who have a say in what and how they learn. This model is not designed to enable students to learn — especially not to learn to think for themselves — but rather to control the learning process, students’ access to information, and their ability to critically analyze it. In this way, the education system perpetuates existing social structures and power hierarchies.
Jez Humble (Lean Enterprise: How High Performance Organizations Innovate at Scale (Lean (O'Reilly)))
Setting boundaries and holding people accountable is a lot more work than shaming and blaming. But it’s also much more effective. Shaming and blaming without accountability is toxic to couples, families, organizations, and communities. First, when we shame and blame, it moves the focus from the original behavior in question to our own behavior. By the time this boss is finished shaming and humiliating his employees in front of their colleagues, the only behavior in question is his. Additionally, if we don’t follow through with appropriate consequences, people learn to dismiss our requests—even if they sound like threats or ultimatums. If we ask our kids to keep their clothes off the floor and they know that the only consequence of not doing it is a few minutes of yelling, it’s fair for them to believe that it’s really not that important to us. It’s hard for us to understand that we can be compassionate and accepting while we hold people accountable for their behaviors. We can, and, in fact, it’s the best way to do it. We can confront someone about their behavior, or fire someone, or fail a student, or discipline a child without berating them or putting them down. The key is to separate people from their behaviors—to address what they’re doing, not who they are.
Brené Brown (The Gifts of Imperfection)
When we talk about building wealth, we ought to refer to one’s entire net worth, meaning the sum of savings and total assets, minus all debt. If you have $50,000 in your TSP and in other savings accounts, but owe $50,000 on credit cards, a car or two, and student loans, have you really built up any “wealth”? While you have saved up a tidy sum in the TSP and in savings accounts, since you owe so much to creditors, your total net worth in this scenario is actually zero.* Consider also that, instead of receiving interest and dividend payments in the TSP, each of your debts is charging you interest—and in many cases considerable interest.
W. Lee Radcliffe (TSP Investing Strategies: Building Wealth While Working for Uncle Sam)
As an avid student of mountaineering history, I knew that Everest had killed more than 130 people since the British first visited the mountain in 1921—approximately one death for every four climbers who’d reached the summit—and that many of those who died had been far stronger and possessed vastly more high-altitude experience than I. But boyhood dreams die hard, I discovered, and good sense be damned. In late February 1996, Bryant called to say that there was a place waiting for me on Rob Hall’s upcoming Everest expedition. When he asked if I was sure I wanted to go through with this, I said yes without even pausing to catch my breath.
Jon Krakauer (Into Thin Air: A Personal Account of the Mount Everest Disaster)
All is not lost, of course. There is still time if we judge teachers, students, and parents, hold them accountable on the same scale, if we truly test teachers, students, and parents, if we make everyone responsible for quality, if we insure that by the end of its sixth year every child in every country can live in libraries to learn almost by osmosis, then our drug, street-gang, rape, and murder scores will suffer themselves near zero. But the Fire Chief, in mid-novel, says it all, predicting the one-minute TV commercial with three images per second and no respite from the bombardment. Listen to him, know what he says, then go sit with your child, open a book, and turn the page.
Ray Bradbury (Fahrenheit 451)
If collaboration is a headache for learning in the workplace, it’s hard to know where to start with schools. First, most schools don’t call it ‘sharing’ anyway – they call it ‘cheating’. Think about it for a moment: the kids who are now in school will be entering a workplace where internal and external collaboration is the work. We prepare them for this interconnected world, by insisting that almost everything they do, every piece of work they submit, is their own work, not the fruits of working with others, because every student has to have an individual, rigorously assessed, accountable grade – if they don’t, the entire examinations system collapses like a deck of cards.  Except it doesn’t.
David Price (Open: How We’ll Work, Live and Learn In The Future)
There is a moment in the tractate Menahot when the Rabbis imagine what takes place when Moses ascends Mount Sinai to receive the Torah. In this account (there are several) Moses ascends to heaven, where he finds God busily adding crownlike ornaments to the letters of the Torah. Moses asks God what He is doing and God explains that in the future there will be a man named Akiva, son of Joseph, who will base a huge mountain of Jewish law on these very orthographic ornaments. Intrigued, Moses asks God to show this man to him. Moses is told to 'go back eighteen rows,' and suddenly, as in a dream, Moses is in a classroom, class is in session and the teacher is none other than Rabbi Akiva. Moses has been told to go to the back of the study house because that is where the youngest and least educated students sit. Akiva, the great first-century sage, is explaining Torah to his disciples, but Moses is completely unable to follow the lesson. It is far too complicated for him. He is filled with sadness when, suddenly, one of the disciples asks Akiva how he knows something is true and Akiva answers: 'It is derived from a law given to Moses on Mount Sinai.' Upon hearing this answer, Moses is satisfied - though he can't resist asking why, if such brilliant men as Akiva exist, Moses needs to be the one to deliver the Torah. At this point God loses patience and tells Moses, 'Silence, it's my will.
Jonathan Rosen (The Talmud and the Internet: A Journey between Worlds)
is difficult, from a present-day standpoint, to appreciate the intoxicating effect of Hegel’s thought on a generation of educated Prussians. It was not a question of Hegel’s pedagogical charisma – he was notorious for standing hunched over the lectern reading out his text in a halting and scarcely audible mumble. According to an account by his student Hotho, who attended Hegel’s lectures at the University of Berlin, ‘his features hung pale and loose upon him as if he were already dead.’ ‘He sat there morosely with his head wearily bowed down in front of him, constantly leafing back and forth through his compendious notes, even as he continued to speak.’ Another student, the future Hegel-biographer Karl Rosenkranz, recalled laborious paragraphs punctuated by constant coughing and snuff-taking.
Christopher Clark (Iron Kingdom: The Rise and Downfall of Prussia, 1600–1947)
The facts of physics do not oblige us to accept one philosophy rather than the other...the laws of physics in any one reference frame account for all physical phenomena, including the observations of moving observers. And it is often simplest to work in a single frame, rather than to hurry after each moving object in turn...You can pretend that whatever inertial frame you have chosen is the ether of the 19th century physicists, and in that frame you can confidently apply the ideas of the FitzGerald contraction....It is a great pity that students don't understand this. Very often they are led to believe that Einstein somehow swept away all that went before. This is not true. Much of what went before survived the theory of relativity, with the added freedom that you can choose any inertial frame of reference in which to apply all those ideas.
John S. Bell
While they sorted us out for transportation I had a chance to look around. In the light of the dying sun the image glimpsed earlier through the crack in the box car seemed to have changed, grown more eery and menacing. One object immediately caught my eye: an immense square chimney, built of red bricks, tapering towards the summit. It towered above a two-story building and looked like a strange factory chimney. I was especially struck by the enormous tongues of flame rising between the lightning rods, which were set at angles on the square tops of the chimney. I tried to imagine what hellish cooking would require such a tremendous fire. Suddenly I realized that we were in Germany, the land of the crematory ovens. I had spent ten years in this country, first as a student, later as a doctor, and knew that even the smallest city had its crematorium.
Miklós Nyiszli (Auschwitz: A Doctor's Eyewitness Account)
The view that many well-established theoretical positions in psychology cannot be as widely generalized as their authors assume was given a boost by a carefully argued paper published in 2010. Joe Henrich and colleagues challenged the very foundations of the discipline in arguing that psychologists fail to account for the influence of culture or nurture on human behavior. From a large-scale survey they determined that the vast majority of research in psychology is carried out with citizens – especially college students – of Western, Educated, Industrialized, Rich, Democracies (WEIRD). They note that, where comparative data are available “people in [WEIRD] societies consistently occupy the extreme end of the … distribution [making them] one of the worst subpopulations one could study for generalizing about Homo sapiens” (Henrich et al. 2010: 63, 65, 79).
David F. Lancy (The Anthropology of Childhood: Cherubs, Chattel, Changelings)
As I finished my rice, I sketched out the plot of a pornographic adventure film called The Massage Room. Sirien, a young girl from northern Thailand, falls hopelessly in love with Bob, an American student who winds up in the massage parlor by accident, dragged there by his buddies after a fatefully boozy evening. Bob doesn't touch her, he's happy just to look at her with his lovely, pale-blue eyes and tell her about his hometown - in North Carolina, or somewhere like that. They see each other several more times, whenever Sirien isn't working, but, sadly, Bob must leave to finish his senior year at Yale. Ellipsis. Sirien waits expectantly while continuing to satisfy the needs of her numerous clients. Though pure at heart, she fervently jerks off and sucks paunchy, mustached Frenchmen (supporting role for Gerard Jugnot), corpulent, bald Germans (supporting role for some German actor). Finally, Bob returns and tries to free her from her hell - but the Chinese mafia doesn't see things in quite the same light. Bob persuades the American ambassador and the president of some humanitarian organization opposed to the exploitation of young girls to intervene (supporting role for Jane Fonda). What with the Chinese mafia (hint at the Triads) and the collusion of Thai generals (political angle, appeal to democratic values), there would be a lot of fight scenes and chase sequences through the streets of Bangkok. At the end of the day, Bob carries her off. But in the penultimate scene, Sirien gives, for the first time, an honest account of the extent of her sexual experience. All the cocks she has sucked as a humble massage parlor employee, she has sucked in the anticipation, in the hope of sucking Bob's cock, into which all the others were subsumed - well, I'd have to work on the dialogue. Cross fade between the two rivers (the Chao Phraya, the Delaware). Closing credits. For the European market, I already had line in mind, along the lines of "If you liked The Music Room, you'll love The Massage Room.
Michel Houellebecq (Platform)
Lieutenant Thomas R. Gilligan, thirty-seven, was off duty and out of uniform, checking out TVs in an electronics store. He went to investigate the commotion and stopped James Powell, a ninth grader who had joined the mob of angry students. Powell was unarmed, according to witnesses. Gilligan maintained that the boy flashed a knife. He shot him three times. Two days later, Harlem erupted. Pierce told Carney, "You have the people who are angry. Justifably so. And then there's the police force. How are they going to defend this shit? Again! And city hall and the activists. And in the way back of the room, you can barely hear a little voice, and that's the family. They've lost a son. Somebody has to speak for them." "They're going to sue?" "Sue and win. You know they ain't going to fire the bastard." Sermon crept into his voice here. "What kind of message will that send--that their police force is accountable? We'll sue, and it will take years, and the city will pay because millions and millions are still cheaper than putting a true price on killing a black boy.
Colson Whitehead (Harlem Shuffle (Ray Carney, #1))
The second arena is vocation, that powerful, often ignored intersection of faith and calling. Millions of Christ-following teens and young adults are interested in serving in mainstream professions, such as science, law, media, technology, education, law enforcement, military, the arts, business, marketing and advertising, health care, accounting, psychology, and dozens of others. Yet most receive little guidance from their church communities for how to connect these vocational dreams deeply with their faith in Christ. This is especially true for the majority of students who are drawn to careers in the fields of science, including health care, engineering, education, research, computer programming, and so on. These young Christians learn very little in their faith communities about how to live honestly and faithfully in a world dominated by science—much less how to excel in their chosen scientific vocation. Can the Christian community summon the courage to prepare a new generation of professionals to be excellent in their calling and craft, yet humble and faithful where God has asked them to serve?
David Kinnaman (You Lost Me)
Unlike Kate, by then I’d had a job. In fact, I’d had sixteen jobs, not including the years I worked as a babysitter before I could legally be anyone’s employee. They were janitor’s assistant (humiliatingly, at my high school), fast-food restaurant worker, laborer at a wildlife refuge, administrative assistant to a Realtor, English as a Second Language tutor, lemonade cart attendant, small town newspaper reporter, canvasser for a lefty nonprofit, waitress at a Japanese restaurant, volunteer coordinator for a reproductive rights organization, berry picker on a farm, waitress at a vegetarian restaurant, “coffee girl” at an accounting firm, student-faculty conflict mediator, teacher’s assistant for a women’s studies class, and office temp at a half a dozen places that by and large did not resemble offices and did not engage me in work that struck me as remotely “officey,” but rather involved things such as standing on a concrete floor wearing a hairnet, a paper mask and gown, goggles, and plastic gloves and—with a pair of tweezers—placing two pipe cleaners into a sterile box that came to me down a slow conveyor belt for eight excruciating hours a day.
Cheryl Strayed (Tiny Beautiful Things: Advice on Love and Life from Someone Who's Been There)
Literacy was to be developed in a socially constructed environment so that new ideas and information learned from texts could be shared and spread among one another and those in the community. Members of all ages and experiences with reading would assemble to teach one another. Although individual literacy was valued, these societies were highly collaborative and prompted social responsibility to share knowledge gained from acts of literacy rather than keep education to one’s self. This collaboration for literacy learning built the foundation of the “chain letter of instruction” model, which embodied a shared accountability for knowledge (Fisher, 2004). If one person, for example, acquired knowledge, it was then his or her responsibility to pass it on to others to create a flame-like effect. To keep knowledge to one’s self was seen as a selfish act, and each person therefore was responsible to elevate others through education in the immediate and larger community. This ideal of collectivism is in direct conflict with schools today, as schools are largely grounded in competition and individualism. This is perhaps one major reason why students of color often do not reach their full potential in schools—because schools are in disharmony with their histories and identities.
Gholdy Muhammad (Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy)
all teachers in the content-based French immersion classes they observed used recasts more than any other type of feedback. Indeed, recasts accounted for more than half of the total feedback provided in the four classes. Repetition of error was the least frequent feedback type provided. The other types of corrective feedback fell in between. Student uptake was least likely to occur after recasts and more likely to occur after clarification requests, metalinguistic feedback, and repetitions. Furthermore, elicitations and metalinguistic feedback not only resulted in more uptake, they were also more likely to lead to a corrected form of the original utterance. Lyster (1998) has argued that students receiving content-based language teaching (where the emphasis is on meaning not form) are less likely to notice recasts than other forms of corrective feedback, because they may assume that the teacher is responding to the content rather than the form of their speech. Indeed, the double challenge of making the subject-matter comprehensible and enhancing knowledge of the second language itself within content-based language teaching has led Merrill Swain (1988) and others to conclude that ‘not all content teaching is necessarily good language teaching’ (p. 68). The challenges of content-based language teaching will be discussed further in Chapter 6.
Patsy M. Lightbown (How Languages are Learned)
Our time together is drawing short, my reader. Possibly you will view these pages of mine as a fragile treasure box, to be opened with the utmost care. Possibly you will tear them apart, or burn them: that often happens to words. Perhaps you’ll be a student of history, in which case I hope you’ll make something useful of me: a warts-and-all portrait, a definitive account of my life and times, suitably footnoted; though if you don’t accuse me of bad faith I will be astonished. Or, in fact, not astonished: I will be dead, and the dead are hard to astonish. I picture you as a young woman, bright, ambitious. You’ll be looking to make a niche for yourself in whatever dim, echoing caverns of academia may still exist by your time. I situate you at your desk, your hair tucked back behind your ears, your nail polish chipped—for nail polish will have returned, it always does. You’re frowning slightly, a habit that will increase as you age. I hover behind you, peering over your shoulder: your muse, your unseen inspiration, urging you on. You’ll labour over this manuscript of mine, reading and rereading, picking nits as you go, developing the fascinated but also bored hatred biographers so often come to feel for their subjects. How can I have behaved so badly, so cruelly, so stupidly? you will ask. You yourself would never have done such things! But you yourself will never have had to.
Margaret Atwood (The Testaments (The Handmaid's Tale, #2))
The Sputnik moment for the Open Classroom movement came in 1983, when a blue-ribbon commission appointed by Ronald Reagan’s Secretary of Education, T. H. Bell, delivered a scathing report, entitled, A Nation at Risk, whose famously ominous conclusion warned that “the educational foundations of our society are presently being eroded by a rising tide of mediocrity that threatens our very future as a Nation and a people.” The response this time was a fervent and growing bipartisan campaign for more accountability from schools, mostly in the form of more of those standardized tests. And by 2001, “accountability” had become a buzzword. Under President George W. Bush that year, the “No Child Left Behind” Act tied federal funding to students’ performance on tests. Eight years later, President Barack Obama’s “Race to the Top” program sought similar results, although this time using carrots instead of sticks. However the federal policy was constructed, the message was becoming clear: for schools to survive, their students would have to score high on mandated tests. Teachers consequently understood that to preserve their own jobs, they’d have to spend more time and energy on memorization and drills. The classrooms of the so-called Third Industrial Revolution began to look ever more like the dreary common schools of the turn of the twentieth century, and the spirit of Emile retreated once again.
Tom Little (Loving Learning: How Progressive Education Can Save America's Schools)
Many college courses in the humanities focus on discussion over lecture. Students read course material ahead of time and have a discussion in class. Harvard Business School took this to the extreme by pioneering case-based learning more than a hundred years ago, and many business schools have since followed suit. There are no lectures there, not even in subjects like accounting or finance. Students read a ten-to twenty-page description of a particular company’s or person’s circumstance—called a “case”—on their own time and then participate in a discussion/debate in class (where attendance is mandatory). Professors are there to facilitate the discussion, not to dominate it. I can tell you from personal experience that despite there being eighty students in the room, you cannot zone out. Your brain is actively processing what your peers are saying while you try to come to your own conclusions so that you can contribute during the entire eighty-minute session. The time goes by faster than you want it to; students are more engaged than in any traditional classroom I’ve ever been a part of. Most importantly, the ideas that you and your peers collectively generate stick. To this day, comments and ways of thinking about a problem that my peers shared with me (or that I shared during class) nearly ten years ago come back to me as I try to help manage the growth and opportunities surrounding the Khan Academy.
Salman Khan (The One World Schoolhouse: Education Reimagined)
The erosion of trust in public school systems has had catastrophic consequences, and will take decades to put right. As we’ve seen, attempts to make schools ‘more accountable’ for their test scores leave teachers torn between what psychologist Barry Schwartz calls ‘doing the right thing and doing the required thing’. The right thing is to teach students through personalised, flexible methods, according to their needs, interests and aspirations; the required thing is to ‘turnaround’ test scores, by ‘teaching to the test’ or, worse, ‘gaming’ the system.  Successive US federal administrations have sought to improve school standards through high accountability. The pressure this puts upon schools at risk of closure and teachers – with test scores linked to pay rates – is intense. During 2011/12 a series of allegations emerged of inner-city schools in New York, Washington DC, Atlanta and Philadelphia ‘cheating’ on student test scores in order to hit accountability targets. Undoubtedly a case of fear producing wrong figures. The result of doing the required thing, above the right thing, is what Schwartz describes as a ‘de-moral-ised’ profession. The double tragedy is that, in addition to the pressure put on teachers – 50 percent of new teachers in the US leave the profession within their first five years – there’s growing evidence that the over-reliance on standardised testing fails to improve academic learning anyway.
David Price (Open: How We’ll Work, Live and Learn In The Future)
Even worse, traditional grading that penalizes students for mistakes often isn’t just limited to a student’s academic work. Teachers often assign grades based on mistakes in students’ behaviors as well: downgrading a score if an assignment is late, subtracting points from a daily participation grade if a student is tardy to class, or lowering a group’s grade if the group becomes too noisy while they work. In this environment, every mistake is penalized and incorporated into the final grade. Even if just a few points are docked for forgetting to bring a notebook to class or losing a few points for not heading a paper correctly, the message is clear: All mistakes result in penalties. While some might argue that this is simply accountability—“I asked the students to do something, so it has to count”—it’s missing the forest for the trees. The more assignments and behaviors a teacher grades, the less willing a student will be to reveal her weaknesses and vulnerability. With no zones of learning that are “grade free,” it becomes nearly impossible to build an effective teacher–student relationship and positive learning environment in which students try new things, venture into unfamiliar learning territory, or feel comfortable making errors, and grow. When everything a student does is graded, and every mistake counts against her grade, that student can perceive that to receive a good grade she has to be perfect all of the time. Students don’t feel trust in their teachers, only the pressure to conceal weaknesses and avoid errors.
Joe Feldman (Grading for Equity: What It Is, Why It Matters, and How It Can Transform Schools and Classrooms)
But I haven’t mentioned the cheer relentlessness of modern life, the crowdedness, the incessant thumping music and braying voices, the near impossibility of finding solitude and silence and time to reflect. I haven’t mentioned the commercial pressures, the forces urging us to buy and discard and buy again. When everything in public life has a logo attached to it, when every public space is disfigured with advertisements, when nothing of public value and importance can take place without commercial sponsorship, when schools and hospitals have to act as if their guiding principle were market forces rather than human need, when adults and children alike are tempted to wear t-shirts with obscene words on them by the smirking little devices spelling the words wrongly, when citizens become consumers and clients; patients and guests, students and passengers are all flattened into customers, what price the school of morals? The answer is: what it would fetch in the market. And not a penny more. I haven’t mentioned the obsession with targets, and testing and tables; the management-driven and politics corrupted and all the clotted rubbish that so deforms the true work of schools. I haven’t mentioned something that might seem trivial but I think its importance is profound and rarely understood: that’s the difference between reading a story in a book and watching a story on a screen. It’s a psychological difference, not just a technical one. We need to take account of it and I fear we are not doing it, and the school of morals is suffering in result.
Philip Pullman (Daemon Voices)
student and perhaps a student’s first-year success in college or in a professional program—which says that the tests could be helpful for students after they are admitted, to assess who needs extra assistance the first year. And so, on October 12, 1977, a White male sat before the Supreme Court requesting slight changes in UC Davis’s admissions policies to open sixteen seats for him—and not a poor Black woman requesting standardized tests to be dropped as an admissions criterion to open eighty-four seats for her. It was yet another case of racists v. racists that antiracists had no chance of winning.3 With four justices solidly for the Regents, and four for Bakke, the former Virginia corporate lawyer whose firm had defended Virginia segregationists in Brown decided Regents v. Bakke. On June 28, 1978, Justice Lewis F. Powell sided with four justices in viewing UC Davis’s set-asides as “discrimination against members of the white ‘majority,’” allowing Bakke to be admitted. Powell also sided with the four other justices in allowing universities to “take race into account” in choosing students, so long as it was not “decisive” in the decision. Crucially, Powell framed affirmative action as “race-conscious” policies, while standardized test scores were not, despite common knowledge about the racial disparities in those scores.4 The leading proponents of “race-conscious” policies to maintain the status quo of racial disparities in the late 1950s had refashioned themselves as the leading opponents of “race-conscious” policies in the late 1970s to maintain the status quo of racial disparities. “Whatever it takes” to defend discriminators had always been the marching orders of the producers of racist ideas. Allan Bakke, his legal team, the organizations behind them, the justices who backed him, and his millions of American supporters were all in the mode of proving that the
Ibram X. Kendi (Stamped from the Beginning: The Definitive History of Racist Ideas in America)
The terrible thing happened when the Board of Regents were being shown through the campus. The Regents were the supreme rulers of the University; they were bankers and manufacturers and pastors of large churches; to them even the president was humble. Nothing gave them more interesting thrills than the dissecting-room of the medical school. The preachers spoke morally of the effect of alcohol on paupers, and the bankers of the disrespect for savings-accounts which is always to be seen in the kind of men who insist on becoming cadavers. In the midst of the tour, led by Dr. Stout and the umbrella-carrying secretary of the University, the plumpest and most educational of all the bankers stopped near Clif Clawson's dissecting-table, with his derby hat reverently held behind him, and into that hat Clif dropped a pancreas. Now a pancreas is a damp and disgusting thing to find in your new hat, and when the banker did so find one, he threw down the hat and said that the students of Winnemac had gone to the devil. Dr. Stout and the secretary comforted him; they cleaned the derby and assured him that vengeance should be done on the man who could put a pancreas in a banker's hat. Dr. Stout summoned Clif, as president of the Freshmen. Clif was pained. He assembled the class, he lamented that any Winnemac Man could place a pancreas in a banker's hat, and he demanded that the criminal be manly enough to stand up and confess. Unfortunately the Reverend Ira Hinkley, who sat between Martin and Angus Duer, had seen Clif drop the pancreas. He growled, "This is outrageous! I'm going to expose Clawson, even if he is a frat-brother of mine." Martin protested, "Cut it out. You don't want to get him fired?" "He ought to be!" Angus Duer turned in his seat, looked at Ira, and suggested, "Will you kindly shut up?" and, as Ira subsided, Angus became to Martin more admirable and more hateful than ever.
Sinclair Lewis (Arrowsmith)
But as soon as you enter a university, we witness a radical and communal face of Communism. Here, they propagate the weaknesses and evils of Hindu culture. They manipulate and twist ancient books to misrepresent them and provoke students. For example, they use Tulsidas’ chaupai, without mentioning the rest of the Ramcharitmanas, which is the real context. “ढोल गंवार शूद्र पशु नारी, सकल ताडना के अधिकारी.” Dhol ganvar shudra pashu nari, sakal tadana ke adhikari. ‘The above lines are spoken by the Sea Deity Samudra to Ram. When Lord Ram got angry and took out his weapon in order to evaporate the whole sea, the deity appeared and said the above lines in the context of boundaries that are created by God himself in order to hold his creations.  ‘What Leftists do is that they very cleverly translate it literally in Hindi, ignoring the fact that Ramcharitmanas is written in Awadhi and the same word means one thing in Hindi and another in Awadhi. While the literal meaning of the line in Hindi is ‘Drums, the illiterate, lower caste, animals and women deserve a beating to straighten up and get the acts together’, its real meaning in Awadhi is different. In Awadhi, tadna means to take care, to protect. Whereas, in Hindi, the same word means punishment, torture, oppression. Samudra meant that like drums, the illiterate, Shudra, animals and women need special care and need to be protected in the boundary of a social safety net. In the same way, the sea also needs to reside within the boundaries created by God. And hence, Samudra gave the suggestion to create the iconic Ram Setu. ‘Here, Shudra doesn’t mean lower caste or today’s Dalit. It meant people employed in cottage industries.’ I remember there is a book by R.C. Dutta, Economic Interpretation of History, in which he has said that when the Indian economy was based on the principles of Varna, handicrafts accounted for over twenty-five percent of the economy. Artisans and labour who were involved in the handicraft business were called ‘Shudra’. If there was so much caste-based discrimination, why would Brahmins use their produce? Both Dutta and Dadabhai Naoroji have written that the terminology of ‘caste discrimination’ was used by the British to divide Indian society on those lines.
Vivek Agnihotri (Urban Naxals: The Making of Buddha in a Traffic Jam)
Less is more. “A few extremely well-chosen objectives,” Grove wrote, “impart a clear message about what we say ‘yes’ to and what we say ‘no’ to.” A limit of three to five OKRs per cycle leads companies, teams, and individuals to choose what matters most. In general, each objective should be tied to five or fewer key results. (See chapter 4, “Superpower #1: Focus and Commit to Priorities.”) Set goals from the bottom up. To promote engagement, teams and individuals should be encouraged to create roughly half of their own OKRs, in consultation with managers. When all goals are set top-down, motivation is corroded. (See chapter 7, “Superpower #2: Align and Connect for Teamwork.”) No dictating. OKRs are a cooperative social contract to establish priorities and define how progress will be measured. Even after company objectives are closed to debate, their key results continue to be negotiated. Collective agreement is essential to maximum goal achievement. (See chapter 7, “Superpower #2: Align and Connect for Teamwork.”) Stay flexible. If the climate has changed and an objective no longer seems practical or relevant as written, key results can be modified or even discarded mid-cycle. (See chapter 10, “Superpower #3: Track for Accountability.”) Dare to fail. “Output will tend to be greater,” Grove wrote, “when everybody strives for a level of achievement beyond [their] immediate grasp. . . . Such goal-setting is extremely important if what you want is peak performance from yourself and your subordinates.” While certain operational objectives must be met in full, aspirational OKRs should be uncomfortable and possibly unattainable. “Stretched goals,” as Grove called them, push organizations to new heights. (See chapter 12, “Superpower #4: Stretch for Amazing.”) A tool, not a weapon. The OKR system, Grove wrote, “is meant to pace a person—to put a stopwatch in his own hand so he can gauge his own performance. It is not a legal document upon which to base a performance review.” To encourage risk taking and prevent sandbagging, OKRs and bonuses are best kept separate. (See chapter 15, “Continuous Performance Management: OKRs and CFRs.”) Be patient; be resolute. Every process requires trial and error. As Grove told his iOPEC students, Intel “stumbled a lot of times” after adopting OKRs: “We didn’t fully understand the principal purpose of it. And we are kind of doing better with it as time goes on.” An organization may need up to four or five quarterly cycles to fully embrace the system, and even more than that to build mature goal muscle.
John Doerr (Measure What Matters: How Google, Bono, and the Gates Foundation Rock the World with OKRs)
As she explained to her students, patients often awoke from very bad illnesses or cardiac arrests, talking about how they had been floating over their bodies. “Mm-hmmm,” Norma would reply, sometimes thinking, Yeah, yeah, I know, you were on the ceiling. Such stories were recounted so frequently that they hardly jolted medical personnel. Norma at the time had mostly chalked it up to some kind of drug reaction or brain malfunction, something like that. “No, really,” said a woman who’d recently come out of a coma. “I can prove it.” The woman had been in a car accident and been pronounced dead on arrival when she was brought into the emergency room. Medical students and interns had begun working on her and managed to get her heartbeat going, but then she had coded again. They’d kept on trying, jump-starting her heart again, this time stabilizing it. She’d remained in a coma for months, unresponsive. Then one day she awoke, talking about the brilliant light and how she remembered floating over her body. Norma thought she could have been dreaming about all kinds of things in those months when she was unconscious. But the woman told them she had obsessive-compulsive disorder and had a habit of memorizing numbers. While she was floating above her body, she had read the serial number on top of the respirator machine. And she remembered it. Norma looked at the machine. It was big and clunky, and this one stood about seven feet high. There was no way to see on top of the machine without a stepladder. “Okay, what’s the number?” Another nurse took out a piece of paper to jot it down. The woman rattled off twelve digits. A few days later, the nurses called maintenance to take the ventilator machine out of the room. The woman had recovered so well, she no longer needed it. When the worker arrived, the nurses asked if he wouldn’t mind climbing to the top to see if there was a serial number up there. He gave them a puzzled look and grabbed his ladder. When he made it up there, he told them that indeed there was a serial number. The nurses looked at each other. Could he read it to them? Norma watched him brush off a layer of dust to get a better look. He read the number. It was twelve digits long: the exact number that the woman had recited. The professor would later come to find out that her patient’s story was not unique. One of Norma’s colleagues at the University of Virginia Medical Center at the time, Dr. Raymond Moody, had published a book in 1975 called Life After Life, for which he had conducted the first large-scale study of people who had been declared clinically dead and been revived, interviewing 150 people from across the country. Some had been gone for as long as twenty minutes with no brain waves or pulse. In her lectures, Norma sometimes shared pieces of his research with her own students. Since Moody had begun looking into the near-death experiences, researchers from around the world had collected data on thousands and thousands of people who had gone through them—children, the blind, and people of all belief systems and cultures—publishing the findings in medical and research journals and books. Still, no one has been able to definitively account for the common experience all of Moody’s interviewees described. The inevitable question always followed: Is there life after death? Everyone had to answer that question based on his or her own beliefs, the professor said. For some of her students, that absence of scientific evidence of an afterlife did little to change their feelings about their faith. For others,
Erika Hayasaki (The Death Class: A True Story About Life)
Take heed to yourselves,” says Baxter, “because the tempter will make his first and sharpest onset upon you. If you will be the leaders against him, he will spare you no further than God restraineth him. He beareth you the greatest malice that are engaged to do him the greatest mischief. As he hateth Christ more than any of us, because he is the General of the field, and the ‘Captain of our salvation,’ and doth more than all the world besides against the kingdom of darkness; so doth he note the leaders under him more than the common soldiers, on the like account, in their proportion. He knows what a rout he may make among the rest, if the leaders fall before their eyes. He hath long tried that way of fighting, ‘neither with small nor great,’ comparatively, but these; and of ‘smiting the shepherds, that he may scatter the flock.’ And so great has been his success this way, that he will follow it on as far as he is able. Take heed, therefore, brethren, for the enemy hath a special eye upon you. You shall have his most subtle insinuations, and incessant solicitations, and violent assaults. As wise and learned as you are, take heed to yourselves lest he overwit you. The devil is a greater scholar than you, and a nimbler disputant; he can ‘transform himself into an angel of light’ to deceive. He will get within you and trip up your heels before you are aware; he will play the juggler with you undiscerned, and cheat you of your faith or innocency, and you shall not know that you have lost it; nay, he will make you believe it is multiplied or increased when it is lost. You shall see neither hook nor line, much less the subtle angler himself, while he is offering you his bait. And his baits shall be so fitted to your temper and disposition, that he will be sure to find advantages within you, and make your own principles and inclinations to betray you; and whenever he ruineth you, he will make you the instrument of your own ruin.
Charles Haddon Spurgeon (Lectures to My Students)
is imperative that WAC scholars account for the complex ways in which all students learn to write across the curriculum
Anonymous
sobered, nodded awkwardly, and acted like he wanted to speak, but didn’t. He turned to a laptop, gave it a command. The screens on the wall displayed what looked at first glance like a collage of images. At center was a photograph Acadia had recently taken of Alex Cross’s house from across Fifth Street. Dotted lines traveled from various windows in the house out to pictures of Dr. Alex, his wife, his grandmother, his daughter, and his younger son. Set off to one side was a framed picture of Damon, Alex Cross’s older son, seventeen and a student at a prep school in western Massachusetts. Digital lines went out from each portrait, linked to images of schools, police stations, churches, grocery stores, and various friends. There were also lines connecting each member of Cross’s family to calendar and clock icons. “He uses mind-mapping software and an Xbox 360 with Kinect to make it work,” Acadia explained. “It’s interactive, Marcus. Just stand in front of the camera and point to what you want.” Intrigued now, Sunday stepped in front of the screens and the Kinect camera. He pointed at the photograph of Cross. The screen instantly jumped to a virtual diary of the detective’s recent life, everything from photographs of Bree Stone, to his kids, to his white Chevy sedan and his best friend, John Sampson, and Sampson’s wife, Billie. Sunday pointed at the calendar, and the screens showed a chronological account of everything he had seen Cross do in the prior month.
James Patterson (Cross My Heart (Alex Cross, #21))
Race to the Top was only marginally different from No Child Left Behind. In fact, it was worse, because it gave full-throated Democratic endorsement to the long-standing Republican agenda of testing, accountability, and choice. Race to the Top abandoned equity as the driving principle of federal aid. From the initiation of federal aid to local school districts in 1965, Democratic administrations had insisted on formula grants, which distributed federal money to schools and districts based on the proportion of students who were poor, not on a competition among states.
Diane Ravitch (Reign of Error: The Hoax of the Privatization Movement and the Danger to America's Public Schools)
Reformers have argued loudly and aggressively that our schools and students are failing. But the language they use is by necessity obscure and technocratic, because no matter how emphatically they argue that America’s students are falling behind their international counterparts, the data repeatedly show that when studies control for the effects of poverty, American students are competitive with the top percentile of students in the world. And a 2011 Stanford University study found that family income continues to be far and away the biggest determining factor of student achievement. Make your way through the jargon about achievement gaps and teacher accountability, and the problem becomes clear. Nearly a quarter of all children in the US live in poverty, among the highest rates in the developed world. Combine this with the fact that in America, poor students receive less educational funding than rich ones and you have a real civil rights issue: the U.S. government discriminates against poor children.
Anonymous
Ultimately, neither the standards themselves nor the new accountability tests designed to measure student progress toward those standards will do anything to improve student learning. The leverage advantage of standards will only be realized if students—not only teachers—are empowered to use standards to guide their efforts.
Tony Frontier (Five Levers to Improve Learning: How to Prioritize for Powerful Results in Your School)
The most volatile current debate among American school administrators, teachers, parents, and students concerns “high-stakes” testing. The stakes are considered high because instead of simply testing students to measure their progress, schools are increasingly held accountable for the results.
Anonymous
HAILED AS the twentieth century’s ‘prince of expositors’, G. Campbell Morgan was a messenger widely used by God. However, he wrestled with the integrity of Scripture early in his life. He concluded that if there were errors in the biblical message, it could not be honestly proclaimed in public as God’s holy, inerrant Word. Here is the account of how young Campbell Morgan finally concluded that the Bible was surely God’s Word. At last the crisis came when he admitted to himself his total lack of assurance that the Bible was the authoritative Word of God to man. He immediately cancelled all preaching engagements. Then, taking all his books, both those attacking and defending the Bible, he put them all in a corner cupboard. Relating this afterwards, as he did many times in preaching, he told of turning the key in the lock of the door. ‘I can hear the click of that lock now,’ he used to say. He went out of the house, and down the street to a bookshop. He bought a new Bible and, returning to his room with it, he said to himself: ‘I am no longer sure that this is what my father claims it to be – the Word of God. But of this I am sure. If it be the Word of God, and if I come to it with an unprejudiced and open mind, it will bring assurance to my soul of itself.’ ‘That Bible found me,’ he said, ‘I began to read and study it then, in 1883. I have been a student ever since, and I still am (in 1938).’1
Richard L. Mayhue (How to Study the Bible)
A Hard Left For High-School History The College Board version of our national story BY STANLEY KURTZ | 1215 words AT the height of the “culture wars” of the late 1980s and early 1990s, conservatives were alive to the dangers of a leftist takeover of American higher education. Today, with the coup all but complete, conservatives take the loss of the academy for granted and largely ignore it. Meanwhile, America’s college-educated Millennial generation drifts ever farther leftward. Now, however, an ambitious attempt to force a leftist tilt onto high-school U.S.-history courses has the potential to shake conservatives out of their lethargy, pulling them back into the education wars, perhaps to retake some lost ground. The College Board, the private company that develops the SAT and Advanced Placement (AP) exams, recently ignited a firestorm by releasing, with little public notice, a lengthy, highly directive, and radically revisionist “framework” for teaching AP U.S. history. The new framework replaces brief guidelines that once allowed states, school districts, and teachers to present U.S. history as they saw fit. The College Board has promised to generate detailed guidelines for the entire range of AP courses (including government and politics, world history, and European history), and in doing so it has effectively set itself up as a national school board. Dictating curricula for its AP courses allows the College Board to circumvent state standards, virtually nationalizing America’s high schools, in violation of cherished principles of local control. Unchecked, this will result in a high-school curriculum every bit as biased and politicized as the curriculum now dominant in America’s colleges. Not coincidentally, David Coleman, the new head of the College Board, is also the architect of the Common Core, another effort to effectively nationalize American K–12 education, focusing on English and math skills. As president of the College Board, Coleman has found a way to take control of history, social studies, and civics as well, pushing them far to the left without exposing himself to direct public accountability. Although the College Board has steadfastly denied that its new AP U.S. history (APUSH) guidelines are politically biased, the intellectual background of the effort indicates otherwise. The early stages of the APUSH redesign overlapped with a collaborative venture between the College Board and the Organization of American Historians to rework U.S.-history survey courses along “internationalist” lines. The goal was to undercut anything that smacked of American exceptionalism, the notion that, as a nation uniquely constituted around principles of liberty and equality, America stands as a model of self-government for the world. Accordingly, the College Board’s new framework for AP U.S. history eliminates the traditional emphasis on Puritan leader John Winthrop’s “City upon a Hill” sermon and its echoes in American history. The Founding itself is demoted and dissolved within a broader focus on transcontinental developments, chiefly the birth of an exploitative international capitalism grounded in the slave trade. The Founders’ commitment to republican principles is dismissed as evidence of a benighted belief in European cultural superiority. Thomas Bender, the NYU historian who leads the Organization of American Historians’ effort to globalize and denationalize American history, collaborated with the high-school and college teachers who eventually came to lead the College Board’s APUSH redesign effort. Bender frames his movement as a counterpoint to the exceptionalist perspective that dominated American foreign policy during the George W. Bush ad ministration. Bender also openly hopes that students exposed to his approach will sympathize with Supreme Court justice Ruth Bader Ginsburg’s willingness to use foreign law to interpret the U.S. Constitution rather than with Justice Antonin Scalia�
Anonymous
The A is now the most common mark given out on college campuses nationwide, accounting for 43 percent of all grades. (In 1988, the A represented less than one-third of all grades.)3 With little sense of what to make of grades anymore, graduate schools and employers have stopped using them as the leading indicator of success. Even within schools, there is little consensus on what a particular grade means.
Jeffrey J. Selingo (College Unbound: The Future of Higher Education and What It Means for Students)
Business Processes Business processes are the operational activities performed by your organization, such as taking an order, processing an insurance claim, registering students for a class, or snapshotting every account each month. Business process events generate or capture performance metrics that translate into facts in a fact table. Most fact tables focus on the results of a single business process. Choosing the process is important because it defines a specific design target and allows the grain, dimensions, and facts to be declared. Each business process corresponds to a row in the enterprise data warehouse bus matrix.
Ralph Kimball (The Data Warehouse Toolkit: The Definitive Guide to Dimensional Modeling)
de-emphasize state accountability reports and instead consistently promote (1) using common formative assessments to measure student performance on key targets and (2) designing and then using interventions when students struggle.
Austin Buffum (Simplifying Response to Intervention: Four Essential Guiding Principles (What Principals Need to Know))
If teachers systematically examine their professional practice and their impact on student achievement, the results of such reflective analysis will finally transform educational accountability from a destructive and unedifying mess to a constructive and transformative force in education. (Reeves, 2004, p. 6)
Austin Buffum (Simplifying Response to Intervention: Four Essential Guiding Principles (What Principals Need to Know))
Complaining     “I am not saying this because I am in need, for I have learned to be content whatever the circumstances” (Philippians 4:11).     God hates complaining. In the Old Testament, God rescued the Israelites from 400 years of slavery in Egypt. They had a miraculous escape through the Red Sea and were on their way to the Promised Land. Yet only two of the original group actually arrived at the final destination. The rest perished in the desert. Why? One contributing factor was their complaining.   First, they complained that they had no food so God graciously provided manna. This was food that miraculously appeared each morning for them to collect for their families for the day. However, it wasn’t long before they complained about the manna. They even went so far as to say that they preferred their lives of slavery in Egypt to another day of eating manna.   I’m disgusted by their ungratefulness. They were a complaining, grumbling bunch that couldn’t see how good they actually had it. They were constantly looking for the bad in their situation instead of focusing on how God had favoured them, heard their cries, saved them from slavery, and provided for them on their way to the Promised Land.   However, it’s easy for me to pass judgment on them as I read about their story in the Bible. It’s obvious to me what they did wrong. But I was recently convicted of my own behaviour. Some days I am no better than those complainers.   I can think specifically of a job I received. This job was a miracle from God in itself. My two co-workers had been waiting over three years to get this job – I had just applied a month before. It was only part-time hours so it allowed me to continue to pursue my other interests and hobbies. It was close to my home, within the hours that my children were at school and doing what I love to do – teach.   However, when I was first offered the job I complained about the topic I would be teaching – accounting. It was not my first love. I would have preferred to teach creative writing or marketing – something fun. But accounting? I balked. Then I complained about the cost of parking. Then I complained that I had to share an office. Then I complained that my mailbox was too high, the water was too cold, the photocopier was too far away, the computer was too slow – well, you get the point. Instead of focusing on the answer to prayer, I focused on the little irritants about which to complain.   Finally, I started to complain about the students – one particular student. She would come to class with a snarl and sit in the back of the classroom with her arms crossed, feet up and a scowl that would scare crows away. It seemed to me that she not only hated the topic I was teaching, but she also hated the teacher.   Each day, I returned home and complained to my husband about this particular student. Things didn’t improve. She became more and more despondent and even poisoned the entire class with her sickly attitude. I complained more. I complained to other teachers and my friends; anyone who dared to ask the question, “How do you enjoy teaching?”  
Kimberley Payne (Feed Your Spirit: A Collection of Devotionals on Prayer (Meeting Faith Book 2))
focus (and change majors) in college to account for newfound interests, even graduate students can venture into uncharted territory. Students can sometimes achieve a sharper focus of academic interests and career goals while discovering postgraduate options. Internships, jobs, and careers Creating a “storyline” of your interests and how they are linked together can be a great tool when writing out job applications in college. Demonstrate your knowledge of how you fit into the role you’re seeking. Be prepared for a rigorous job application process: spending hours preparing for interviews, going through several rounds of interviews, and
Jason L. Ma (Young Leaders 3.0: Stories, Insights, and Tips for Next-Generation Achievers)
The over-reliance on high-stakes standardized testing in state and federal accountability systems is undermining educational quality and equity in U.S. public schools by hampering educators’ efforts to focus on the broad range of learning experiences that promote the innovation, creativity, problem solving, collaboration, communication, critical thinking, and deep subject-matter knowledge that will allow students to thrive in a democracy and an increasingly global society and economy,” the organization states.5
Ken Robinson (Creative Schools: The Grassroots Revolution That's Transforming Education)
If your feeding on the Word of God is only happening when the pastor preaches, then you will suffer from malnourishment. When people become so focused on teaching lessons rather than teaching students, churches can become places where lessons are delivered, but no real change comes about. When members are taught how to budget and manage their money wisely they are more capable of supporting the church’s ministries. When individuals take on leadership roles, they need to be accountable, not only to God, but also to others at the church. The success or failure of your ministry depends on this. So many people would have a better opinion of Christians if they felt that the believers did not have a “holier than thou” attitude. Attract unbelievers; be honest and open. If you have experienced tough problems, and you know that God made a way for you, don’t keep this good news to yourself. Share your testimony; it just might change someone’s life. People like to know that others care about them. You may never know how much a kind word, a discussion, a visit, a brief note, a birthday card or some much needed friendship can influence someone who is not used to thoughtful gestures. It is hard to motivate people to act if they do not see the person leading them setting the proper example. Whenever only one person is responsible for making all of the major decisions for an organization, problems can arise; this is true of churches as well.
Wayne J. Vaughan
Let me describe how that same thought applies to the world of education. I recently joined a federal committee on incentives and accountability in public education. This is one aspect of social and market norms that I would like to explore in the years to come. Our task is to reexamine the “No Child Left Behind” policy, and to help find ways to motivate students, teachers, administrators, and parents. My feeling so far is that standardized testing and performance-based salaries are likely to push education from social norms to market norms. The United States already spends more money per student than any other Western society. Would it be wise to add more money? The same consideration applies to testing: we are already testing very frequently, and more testing is unlikely to improve the quality of education. I suspect that one answer lies in the realm of social norms. As we learned in our experiments, cash will take you only so far—social norms are the forces that can make a difference in the long run. Instead of focusing the attention of the teachers, parents, and kids on test scores, salaries, and competition, it might be better to instill in all of us a sense of purpose, mission, and pride in education. To do this we certainly can't take the path of market norms. The Beatles proclaimed some time ago that you “Can't Buy Me Love” and this also applies to the love of learning—you can't buy it; and if you try, you might chase it away. So how can we improve the educational system? We should probably first rethink school curricula, and link them in more obvious ways to social goals (elimination of poverty and crime, elevation of human rights, etc.), technological goals (boosting energy conservation, space exploration, nanotechnology, etc.), and medical goals (cures for cancer, diabetes, obesity, etc.) that we care about as a society. This way the students, teachers, and parents might see the larger point in education and become more enthusiastic and motivated about it. We should also work hard on making education a goal in itself, and stop confusing the number of hours students spend in school with the quality of the education they get. Kids can get excited about many things (baseball, for example), and it is our challenge as a society to make them want to know as much about Nobel laureates as they now know about baseball players. I am not suggesting that igniting a social passion for education is simple; but if we succeed in doing so, the value could be immense.
Dan Ariely (Predictably Irrational: The Hidden Forces That Shape Our Decisions)
His name is C. J. Skender, and he is a living legend. Skender teaches accounting, but to call him an accounting professor doesn’t do him justice. He’s a unique character, known for his trademark bow ties and his ability to recite the words to thousands of songs and movies on command. He may well be the only fifty-eight-year-old man with fair skin and white hair who displays a poster of the rapper 50 Cent in his office. And while he’s a genuine numbers whiz, his impact in the classroom is impossible to quantify. Skender is one of a few professors for whom Duke University and the University of North Carolina look past their rivalry to cooperate: he is in such high demand that he has permission to teach simultaneously at both schools. He has earned more than two dozen major teaching awards, including fourteen at UNC, six at Duke, and five at North Carolina State. Across his career, he has now taught close to six hundred classes and evaluated more than thirty-five thousand students. Because of the time that he invests in his students, he has developed what may be his single most impressive skill: a remarkable eye for talent. In 2004, Reggie Love enrolled in C. J. Skender’s accounting class at Duke. It was a summer course that Love needed to graduate, and while many professors would have written him off as a jock, Skender recognized Love’s potential beyond athletics. “For some reason, Duke football players have never flocked to my class,” Skender explains, “but I knew Reggie had what it took to succeed.” Skender went out of his way to engage Love in class, and his intuition was right that it would pay dividends. “I knew nothing about accounting before I took C. J.’s class,” Love says, “and the fundamental base of knowledge from that course helped guide me down the road to the White House.” In Obama’s mailroom, Love used the knowledge of inventory that he learned in Skender’s class to develop a more efficient process for organizing and digitizing a huge backlog of mail. “It was the number-one thing I implemented,” Love says, and it impressed Obama’s chief of staff, putting Love on the radar. In 2011, Love left the White House to study at Wharton. He sent a note to Skender: “I’m on the train to Philly to start the executive MBA program and one of the first classes is financial accounting—and I just wanted to say thanks for sticking with me when I was in your class.
Adam M. Grant (Give and Take: Why Helping Others Drives Our Success)
Scripture requires searching--much of it can only be learned by careful study. There is milk for babes, but also meat for strong men. The rabbis wisely say that a mountain of matter hangs upon every word, yea, upon every title of Scripture. Tertullian exclaims, "I adore the fulness of the Scriptures." No man who merely skims the book of God can profit thereby; we must dig and mine until we obtain the hid treasure. The door of the word only opens to the key of diligence. The Scriptures claim searching. They are the writings of God, bearing the divine stamp and imprimatur--who shall dare to treat them with levity? He who despises them despises the God who wrote them. God forbid that any of us should leave our Bibles to become swift witnesses against us in the great day of account. The word of God will repay searching. God does not bid us sift a mountain of chaff with here and there a grain of wheat in it, but the Bible is winnowed corn--we have but to open the granary door and find it. Scripture grows upon the student. It is full of surprises. Under the teaching of the Holy Spirit, to the searching eye it glows with splendour of revelation, like a vast temple paved with wrought gold, and roofed with rubies, emeralds, and all manner of gems. No merchandise is like the merchandise of Scripture truth. Lastly, the Scriptures reveal Jesus: "They are they which testify of me." No more powerful motive can be urged upon Bible readers than this: he who finds Jesus finds life, heaven, all things. Happy he who, searching his Bible, discovers his Saviour. __________________________________________________________________   Morning, June 10   [506]Go To Evening Reading   "We live unto the Lord."  
Charles Haddon Spurgeon (Morning And Evening)
Sentness is not just for missionaries to foreign lands. The shift is for all of us—students and workers, parents and kids, professionals and laborers, artists and accountants, moms and mechanics. We are all sent into our world.
Kim Hammond (Sentness: Six Postures of Missional Christians)
One of Brown’s best monograph sketches, for example, narrates the tragedy of Charles Stull, a deaf and mute man from Philadelphia who decided to cross the Oregon Trail, alone and on foot, during the peak emigration year of 1852. Stull died of cholera at Castle Creek, just west of Ash Hollow. He was found by the members of a passing wagon train, who examined his body and found $2.75 in his pockets, along with a certificate attesting to his graduation from the Pennsylvania School for the Deaf and Dumb in Philadelphia. I learned from Brown’s account how crowded the trail was that year, and new details about the cholera plagues. Brown also portrayed how early-nineteenth-century educators and philanthropists founded schools for the deaf and circulated beautifully illustrated pamphlets on sign language. Stull was an exemplary product of that era. He was one of the first students at the Philadelphia school for the deaf, and he and his brother, an engraver, published one of the first sign-language manuals, an illustrated broadsheet titled An Alphabet for the Instruction of the Deaf and Dumb. The
Rinker Buck (The Oregon Trail: A New American Journey)
you wake up to find you’ve been kidnapped and hooked up to an unconscious violinist who can be detached from you in nine months and no sooner. If you detach yourself before then, he will die because he needs use of your liver, kidneys, and other organs. I split the class into two groups, and they debated on whether detaching oneself from the violinist is ethically permissible. They did not know where the anecdote came from, and I gave them no context. At the end of the debate, I asked, “Does anyone know what this debate is actually about?” There were a few guesses, but there was mostly silence. “It’s about abortion,” I said. “You know… nine months… if you detach yourself, the violinist, or fetus, dies…” There was a flurry of squeals and exclamations. Students who were personally opposed to abortion but who had argued contrary to their beliefs displayed looks of shock. Hysteria ensued. And I loved every moment.
Andrew Gillmore (The Red Fish Project: A uniquely honest account of living abroad)
The education-industrial system is addicted to homework. From a “business” perspective, it meets the needs of a K-12 school perfectly: It reduces the responsibility and accountability of the existing teachers and school processes. It makes parents accountable to the school, instead of the other way around. It keeps the student feeling guilty and unempowered. It maintains the illusion that there is so much to teach and the school mission is so important that they are worth consuming all aspects of a child’s life.
Clark Aldrich (Unschooling Rules: 55 Ways to Unlearn What We Know About Schools and Rediscover Education)
Jewish intellectual prominence is striking. As we have said, Ashkenazi Jews are vastly overrepresented in science. Their numbers among prominent scientists are roughly ten times greater than you’d expect from their share of the population in the United States and Europe. Over the past two generations they have won more than a quarter of all Nobel science prizes, although they make up less than one-six-hundredth of the world’s population. Although they represent less than 3 percent of the U.S. population, they won 27 percent of the U.S. Nobel Prizes in science during that period3 and 25 percent of the A. M. Turing Awards (given annually by the Association for Computing Machinery).4 Ashkenazi Jews account for half of twentieth-century world chess champions. American Jews are also overrepresented in other areas, such as business (where they account for about a fifth of CEOs5) and academia (where they make up about 22 percent of Ivy League students6). Although
Gregory Cochran (The 10,000 Year Explosion: How Civilization Accelerated Human Evolution)
Wherever these countries fall on this list, one thing is universal. Unlike the Common Core and its predecessor, NCLB, these other countries absolutely do not count their special needs students in any accountability rankings, i.e. national exams, etc. That is an airtight fact. This is contrasted to another fact that in the United States, “Two-thirds of students with disabilities are performing well below grade level in reading and math. By eighth grade, that figure rises to 90 percent.
Terry Marselle (Perfectly Incorrect: Why The Common Core Is Psychologically And Cognitively Unsound)
problem with age and grade equivalent scores is that instruments will vary in the scoring. One publisher’s test could give a child a sixth grade, eighth month score (6.8), and another publisher’s instrument could result in a score of 7.1. Although the two scores may be related to small differences between the instruments, consumers of the scores may have very different interpretations of scores that are really not all that discrepant. Another problem with age or grade equivalent scores is that teachers or administrators may expect all students to perform at or above their respective age or grade level. For example, teachers have been reprimanded because students have had scores below grade level. These misconceptions fail to take into account that the instruments are norm-referenced; thus, the expectations are that 50% of the students will fall above the appropriate age or grade score and 50% will fall below this score. Therefore, in most classrooms, expecting all students to fall above the mean is unrealistic as well as inappropriate given norm-referenced testing. 36 Section I Principles of Assessment Copyright 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial
Susan C. Whiston (Principles and Applications of Assessment in Counseling)
When our investigators specifically requested the BSBDA and banks acknowledged the existence of this account, this was usually followed by misrepresentation of the customer’s eligibility as well as strong verbal disincentives to open such an account. For instance, bank officers would tell the investigators: “The zero balance account may be offered……. only for exceptional cases like students, delivery cases (of government welfare schemes). Then for “ATP”4, blind persons, deaf persons, other special categories.
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