Accounting Student 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))
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
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
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)
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)
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)
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)
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)
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))
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)
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))
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)
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))
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
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)
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)
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 Langan
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)
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)
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))
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)
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)
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)
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)
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
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)
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)))
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)
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)
What if I’m in Slytherin?” The whisper was for his father alone, and Harry knew that only the moment of departure could have forced Albus to reveal how great and sincere that fear was. Harry crouched down so that Albus’s face was slightly above his own. Alone of Harry’s three children, Albus had inherited Lily’s eyes. “Albus Severus,” Harry said quietly, so that nobody but Ginny could hear, and she was tactful enough to pretend to be waving to Rose, who was now on the train, “you were named for two headmasters of Hogwarts. One of them was a Slytherin and he was probably the bravest man I ever knew.” “But just say--” “--then Slytherin House will have gained an excellent student, won’t it? It doesn’t matter to us, Al. But if it matters to you, you’ll be able to choose Gryffindor over Slytherin. The Sorting Hat takes your choice into account.” “Really?” “It did for me,” said Harry. He had never told any of his children that before, and he saw the wonder in Albus’s face when he said it. But now the doors were slamming all along the scarlet train, and the blurred outlines of parents were swarming forward for final kisses, last-minute reminders. Albus jumped into the carriage and Ginny closed the door behind him. Students were hanging from the windows nearest them. A great number of faces, both on the train and off, seemed to be turned toward Harry. “Why are they all staring?” demanded Albus as he and Rose craned around to look at the other students. “Don’t let it worry you,” said Ron. “It’s me. I’m extremely famous.” Albus, Rose, Hugo, and Lily laughed. The train began to move, and Harry walked alongside it, watching his son’s thin face, already ablaze with excitement.
J.K. Rowling (Harry Potter and the Deathly Hallows (Harry Potter, #7))
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)
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)
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)
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)
This book is fiction and all the characters are my own, but it was inspired by the story of the Dozier School for Boys in Marianna, Florida. I first heard of the place in the summer of 2014 and discovered Ben Montgomery’s exhaustive reporting in the Tampa Bay Times. Check out the newspaper’s archive for a firsthand look. Mr. Montgomery’s articles led me to Dr. Erin Kimmerle and her archaeology students at the University of South Florida. Their forensic studies of the grave sites were invaluable and are collected in their Report on the Investigation into the Deaths and Burials at the Former Arthur G. Dozier School for Boys in Marianna, Florida. It is available at the university’s website. When Elwood reads the school pamphlet in the infirmary, I quote from their report on the school’s day-to-day functions. Officialwhitehouseboys.org is the website of Dozier survivors, and you can go there for the stories of former students in their own words. I quote White House Boy Jack Townsley in chapter four, when Spencer is describing his attitude toward discipline. Roger Dean Kiser’s memoir, The White House Boys: An American Tragedy, and Robin Gaby Fisher’s The Boys of the Dark: A Story of Betrayal and Redemption in the Deep South (written with Michael O’McCarthy and Robert W. Straley) are excellent accounts. Nathaniel Penn’s GQ article “Buried Alive: Stories From Inside Solitary Confinement” contains an interview with an inmate named Danny Johnson in which he says, “The worst thing that’s ever happened to me in solitary confinement happens to me every day. It’s when I wake up.” Mr. Johnson spent twenty-seven years in solitary confinement; I have recast that quote in chapter sixteen. Former prison warden Tom Murton wrote about the Arkansas prison system in his book with Joe Hyams called Accomplices to the Crime: The Arkansas Prison Scandal. It provides a ground’s-eye view of prison corruption and was the basis of the movie Brubaker, which you should see if you haven’t. Julianne Hare’s Historic Frenchtown: Heart and Heritage in Tallahassee is a wonderful history of that African-American community over the years. I quote the Reverend Martin Luther King Jr. a bunch; it was energizing to hear his voice in my head. Elwood cites his “Speech Before the Youth March for Integrated Schools” (1959); the 1962 LP Martin Luther King at Zion Hill, specifically the “Fun Town” section; his “Letter from Birmingham Jail”; and his 1962 speech at Cornell College. The “Negroes are Americans” James Baldwin quote is from “Many Thousands Gone” in Notes of a Native Son. I was trying to see what was on TV on July 3, 1975. The New York Times archive has the TV listings for that night, and I found a good nugget.
Colson Whitehead (The Nickel Boys)
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)
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)
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)
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)
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 E. 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)
English children’s vocabulary increases rapidly during the early school years. Anglin (1993, 62) estimated that first grade English children know approximately 10,000 words, third grade pupils know 19,000 words, and fifth grade pupils know 39,000 words. The annual increase in vocabulary is estimated to be 3,000 words from the first to third grade and 10,000 words from the fourth to the fifth grade. Nagy & Anderson (1984, 20) uphold that there is “the ability to utilize morphological relatedness among words (which) puts a student at a distinct advantage in dealing with unfamiliar words”. In a later work, Nagy (1988, 46) acknowledges that: “there is no doubt that skilled word learners use context and their knowledge of prefixes, roots, and suffixes to deal effectively with new words”. In short, in addition to context, there is awareness of word-formation devices which accounts for such rapid increase in early school age English children’s vocabulary. Such high vocabulary growth would certainly be of great interest in L2 acquisition. Nakayama, N. (2008) tested the role that explicit teaching of affixes (prefixes) plays in vocabulary learning to pre- and upper-intermediate L2 learners. The participants received instructions over the contribution prefixes played in the meaning of the complex word during an academic year. L2 learners’ vocabulary was measured in the beginning and in the end of the academic year. Assisted by the instructions, L2 learners learned easier the new derived words, but, in the end of the academic year they had forgotten the derived words whose meaning they acquired through instructions over the contribution prefixes played in the meaning of the complex word (2008, 70). In the end, Nakayama, N. (2008, 68) concludes that systematic teaching of prefixes does lead to better retention of the derived word, but only with regard to short-term memory. On the other hand, it has been estimated that the only the most advanced L2 learners can acquire 3000 words a year (Bauer, L. & Nation, P. 1993); a figure comparable to that of early school age native children acquiring their L1. Hence, word-formation knowledge leads to high vocabulary growth to L2 learners, but solely to the most advanced L2 learners. We may uphold that word formation devices have to be acquired rather than learned through explixit instructions.
Endri Shqerra (Acquisition of Word Formation Devices in First & Second Languages: Morphological Cross-linguistic Influence)
research university that primarily awards master’s degrees and PhDs, JNU saw the number of seats offered to students wishing to enroll in a master’s or a doctoral program plummet by 84 percent, from 1,234 to 194 in one year.101 Furthermore, admissions committees were made up solely of experts appointed by the JNU vice-chancellor, flouting university statutes and guidelines followed by the University Grants Commission (UGC), which stipulate that academics should be involved.102 This made it possible to hire teachers from Hindu nationalist circles,103 with few qualifications,104 and some facing charges of plagiarism.105 In particular, several former ABVP student activists from JNU have been appointed as assistant professors even after being disqualified by the committee in charge of short-listing applicants.106 The vice-chancellor replaced deans in the School of Social Sciences without following appointment procedures, cutting the number of researchers by 80 percent and ceasing to apply rules JNU had set to ensure diversity through a mechanism taking into account the social background and geographic origin of its applicants.107 The new recruitment procedure strongly disadvantaged Dalits, Adivasis, and OBCs, who used to make up nearly 50 percent of the student intake and who now accounted for a mere 7 percent. The vice-chancellor also issued ad hoc promotions, nominating recently appointed faculty members to the post of full professor. Conversely, the freeze on promotions for “antigovernment” teachers who should have been promoted on the basis of seniority prompted some of the diktat’s victims to take the matter to court.108 However, even after the court—taking note of the illegality of the rejection procedure—ordered a reexamination of the claimants’ promotions, the latter were once again denied.109
Christophe Jaffrelot (Modi's India: Hindu Nationalism and the Rise of Ethnic Democracy)
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)
The students come first... because they are the foundational basis of funding.
Fröderick Frankensteen (System Failure: A First-Hand Account From The Trenches Of A Revolving Door School District)
After graduate students have taken their phd's they must or no account continue with their are PhD work for the remainder of their lives easy and tempting though it is to type up loose ends and wonder down attractive byways.
Peter Medawar (Advice To A Young Scientist)
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)
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)
central characters in the tale, lending it a sense of veracity. Even better if one could give a first-hand account of a ghostly apparition. But one must not discount the multitude of stories penned by writers eager to provide readers with suitably eerie fare for the holiday. Along with Dickens, M. R. James, provost of King’s College, Cambridge, became famous for his stories, which he shared with students and eventually published (Ghost Stories of an Antiquary was his first collection). Mrs. J. H. Riddell, Wilkie Collins
Tasha Alexander (That Silent Night (Lady Emily, #10.5))
(Kana has been talking about her Uncles with her friends at school and her teacher, Mr. Yokoyama, has called her dad in because he’s concerned that it’s not an appropriate topic for school children and that she may be bullied for it in the future because “her situation at home is a bit unusual”) Yaichi: Yokoyama-san, are you concerned that she’s being raised by a single father? Yokoyama: Uhhh… Yaichi: I appreciate your concern, but it’s really unnecessary. You don’t need to be concerned about a single parent household. At least, no more so than for any other student. Yokoyama: No, I meant… Yaichi: Also, about Kana, if there is anything that makes her different, I… wouldn’t make her change on account of other people. As for the foreigner staying with us, he is my brother’s husband, and Kana’s Uncle. I see absolutely no reason to stop her from talking about her beloved uncle to her friends. If Kana is ever bullied for any of this, I would hope that, as her teacher, you would reprimand the bullies, and not the bullied child for being different.
Gengoroh Tagame (My Brother's Husband, Volume 2 (Otouto no Otto, #3-4))
Luke sometimes rearranges the sequence of individual incidents to emphasize his particular themes. Whereas Mark placed Jesus’ rejection at Nazareth midway through the Galilean campaign, Luke sets it at the beginning (4: 16–30). Adding that the Nazarenes attempted to kill Jesus to Mark’s account, he uses the incident to foreshadow his subject’s later death in Jerusalem (see Box 9.1).
Stephen L. Harris (The New Testament: A Student's Introduction)
4. The general who thoroughly understands the advantages that accompany variation of tactics knows how to handle his troops. 5. The general who does not understand these, may be well acquainted with the configuration of the country, yet he will not be able to turn his knowledge to practical account. 6. So, the student of war who is unversed in the art of war of varying his plans, even though he be acquainted with the Five Advantages, will fail to make the best use of his men. 7. Hence in the wise leader’s plans, considerations of advantage and of disadvantage will be blended together. 8. If our expectation of advantage be tempered in this way, we may succeed in accomplishing the essential part of our schemes. 9. If, on the other hand, in the midst of difficulties we are always ready to seize an advantage, we may extricate ourselves from misfortune. 10. Reduce the hostile chiefs by inflicting damage on them; and make trouble for them, and keep them constantly engaged; hold out specious allurements, and make them rush to any given point. 11. The art of war teaches us to rely not on the likelihood of the enemy’s not coming, but on our own readiness to receive him; not on the chance of his not attacking, but rather on the fact that we have made our position unassailable.
Sun Tzu (The Art of War)
The instinctual response today is to sue. This is so ingrained in our culture that our pop media mocked the knee-jerk reaction of litigation decades ago. To call in the sanctioned arbiters of fault and justice is the modern man's immediate response to challenge or a severe offense. No one dares knock down the doors of the offending party and seek immediate justice. That is barbaric. We are a nation of laws forgetting to check the men behind those laws. Men have been domesticated so quickly to shun all instincts and cry barbaric at the thought of beating someone who has wronged them. A child is stomped in school. Out of nowhere and for no reason. Eyewitness accounts from other students support the victim. What were the monitors and teachers on watch doing? The school gives poor excuses for not preventing it or breaking up the assault earlier. Parents are angry and the school-assigned cop even states that the family is making a big deal.
Ryan Landry (Masculinity Amidst Madness)
Xiaochen Fu is one of Richard’s former students at the Kennedy School and now a manager at the Bank of China. When she worked at Agricultural Bank of China, the third largest bank worldwide, she used this maxim to help the bank make its transition to the digital era. At a time when clients were increasingly using smartphones to conduct banking transactions, her bank still had more than 300,000 staff working at 25,000 branches around the country. Some branches found that fewer and fewer clients came in person. She and her staff were struggling to decide how they should adjust the number and location of their branches. “Then I remembered Professor Zeckhauser’s maxim. To find the extreme case, we went through regulations and procedures for all the services provided by a full-function bank branch, in order to identify which services would be very difficult or impossible to deliver online. (For example, the government forbids third-party couriers to deliver physical gold, so clients who want to buy physical gold products must go to branches.) After finding all such services, and considering the needs and preferences of clients served at different branches (for example, senior clients and rural area clients still prefer face-to-face financial services), it became much clearer which branches should be closed, and which ones should be saved. The planning project proved to be cost-efficient, and allowed the bank to adapt to the digital age and better meet the needs of our clients. I reckon that the maxim gave me not only the tools but also the courage to deal with such complicated conditions.” Xiaochen’s account identifies two critical benefits a maxim may bring. It can help you focus on how to approach a problem, and it can give you the courage to take action when you determine the best decision. This is true for many other maxims in this book.
Dan Levy (Maxims for Thinking Analytically: The wisdom of legendary Harvard Professor Richard Zeckhauser)
Agricultural education is still overwhelmingly about change and innovation, and "disruption," not what is sustainable and what will work in the long run. From the modernizing perspective, the student in my hay meadow was right. The current economics of farming are such that almost no genuinely sustainable farming is profitable at present. Farming for nature is economic suicide. Produce meat at a greater cost than intensively produced chicken or pork and you are considered an anachronism on the supermarket shelf.     I have to ignore my accounts in this bid for good husbandry and hope the rest of the world comes to its senses someday soon. Of course this is no basis for a sound system, but I decided years ago that if I had to work off the farm to top up our income, to enable me to look after our land properly, than I would. There is nothing new in having to adapt and earn a crust away from the farm. I know that if we are too proud, too stubborn, and too unbending, then we will be finished.
James Rebanks (Pastoral Song: A Farmer’s Journey)
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)
One of the most famous figures to illustrate this skill is the mathematician Abraham Wald (Mangel and Samaniego 1984). During World War II, he was asked to help the Royal Air Force find the areas on their planes that were most often hit by bullets so they could cover them with more armour. But instead of counting the bullet holes on the returned planes, he recommended armouring the spots where none of the planes had taken any hits. The RAF forgot to take into account what was not there to see: All the planes that didn’t make it back. The RAF fell for a common error in thinking called survivorship bias (Taleb 2005). The other planes didn’t make it back because they were hit where they should have had extra protection, like the fuel tank. The returning planes could only show what was less relevant.
Sönke Ahrens (How to Take Smart Notes: One Simple Technique to Boost Writing, Learning and Thinking – for Students, Academics and Nonfiction Book Writers)
As we study the Evangelists’ accounts of Jesus’ life and death, we discover that their main goal is to persuade readers of Jesus’ supreme importance to all humankind and to win their allegiance to a king infinitely superior to any earthly ruler.
Stephen L. Harris (The New Testament: A Student's Introduction)
A disturbing habit has arisen: ordinary white women, neither empowered by the courts nor sanctioned by social services, demand that Black folk give account of their actions, their presence, or their intentions. Such demands (often captured on a video recording) are made to kids selling lemonade on the street, folk barbecuing in the local park, or a student stealing a few moments of shut-eye in an Ivy League university
Michael Eric Dyson (Long Time Coming: Reckoning with Race in America)
As the war drew to a close, Schmitt had no idea what new difficulties he might encounter, though he surely must have suspected that the Allies would hold him accountable for his Nazi collaboration. In April 1945, the Russians oc­cupied Berlin and arrested Schmitt at his home. During several hours of interrogation, Schmitt told the Russians that his relationship with National Socialism could best be understood in reference to the experiments of the German scientist Max von Pettenkofer. Schmitt explained to his baffled interrogators that at the beginning of this century, Pettenkofer had argued that the susceptibility of a person to illness was more important than a bacillus in causing infectious disease. To prove his point, Pettenkofer stood before his students and drank a glass of water containing a culture of cholera bacteria; he remained healthy. "You see," Schmitt concluded, "I have done exactly the same thing: I drank of the Nazi bacillus, but it had not infected me." While it is unknown what effect this story had on the Russians, Schmitt was released and allowed to return home.
Joseph J. Bendersky (Carl Schmitt: Theorist for the Reich)
high schools across the country may vary enormously and we try to take account of this by recommending that students complete the most challenging courses available to them at their particular school. When we talk about challenge and rigor, the signal we’re sending is that while college is a transformative, often life-changing experience, it requires serious preparation. We believe that students are in the best position to maximize their experience at our institution when they complete challenging and rigorous classes that are offered at their high school. Students don’t do themselves any favors by trying to pump up their GPA by completing a non-college-prep curriculum. Avoiding courses that prepare one for college is not an effective strategy
Robin Mamlet (College Admission: From Application to Acceptance, Step by Step)
When we extract ideas from the specific context of a text, we deal with ideas that serve a specific purpose in a particular context, support a specific argument, are part of a theory that isn’t ours or written in a language we wouldn’t use. This is why we have to translate them into our own language to prepare them to be embedded into new contexts of our own thinking, the different context(s) within the slip-box. Translating means to give the truest possible account of the original work, using different words – it does not mean the freedom to make something fit. As well, the mere copying of quotes almost always changes their meaning by stripping them out of context, even though the words aren’t changed. This is a common beginner mistake, which can only lead to a patchwork of ideas, but never a coherent thought.
Sönke Ahrens (How to Take Smart Notes: One Simple Technique to Boost Writing, Learning and Thinking – for Students, Academics and Nonfiction Book Writers)
The most dramatic event is the encounter of Saul (Paul) with the risen Lord on the road to Damascus. The author regards Paul’s experience as crucial and gives no fewer than three separate accounts of the incident (9: 3–8; 22: 6–11; 26: 12–19). Luke clothes the event in supernatural images—a blinding light and heavenly voice—although Paul’s only surviving reports of what happened are much more subdued (cf. Gal. 1: 12, 15–16; 1 Cor. 15: 8–9).
Stephen L. Harris (The New Testament: A Student's Introduction)
…[RVA graduates] have been at the forefront of the “global village” phenomenon…But that role has not always come cheaply. Like their peers of one hundred years ago, today’s RVA students have seen poverty and human suffering virtually unimaginable in the West. Many have had to wrestle with the hosts of crises linked to the trauma of social and cultural transitions. Still others have witnessed disillusioning hypocrisy from the words and actions of their missionary parents or teachers. A few have felt the loneliness and anger that they would have felt in their “home cultures” exacerbated by the boarding experience. And thus, having been deeply damaged by their TCK experience, some have floundered for a lifetime, isolated by their unique experiences from the healing experience of faith and friendship. And yet for many, the difficult experiences of poverty, hypocrisy, separation and cross-cultural interaction have produced dynamic and emotionally healthy individuals…Like membership in a family, whether it is healthy or unhealthy, emotional ties to the RVA community last a lifetime; and the individuals who make it up have the potential to understand and support each other in a way that few others can…Those who have chosen to view the atmosphere of isolation negatively have easily found in RVA an ever-shrinking community, where the sense of cultural claustrophobia is only eclipsed by the feeling of forced conformity. When they have recoiled against the perceived legalistic constraints of the community, they have done so within the confines of a relational and intellectual fishbowl. As a result, they have often had to live with a feeling of self-imposed ostracism, merciless gossip and public judgment – without the hope of escape. The reality is that over its one hundred year history as an institution, RVA has permitted the growth of a culture of gossip and has had to endure more than its share of Phariseeism…Yet…over the years, many have viewed that same atmosphere of isolation in a far more positive light. Where some have felt instrusive judgmentalism, others have found accountability and spiritual encouragement. Where some have found a community of life-minded lemmings, others have thrived and grown because of the deep sense of intimacy and mutual understanding… for some the irony is that that healthy experience has made the transition from RVA to their home culture all the more difficult. p213-216
Phil Dow (School in the Clouds)
Another significant study that was based on the practices of millennials rather than their claims was conducted by sociologists Leslie Picca and Joe Feagin.13 They asked 626 white college students at twenty-eight colleges across the United States to keep journals and record every instance of racial issues, racial images, and racial understanding that they observed or were part of for six to eight weeks. The students recorded more than seventy-five hundred accounts of blatantly racist comments and actions by the white people in their lives (friends, families, acquaintances, strangers). These accounts come from the generation most likely to claim they were taught to see everyone as equal—those who grew up in the age of color-blind ideology after the civil rights movement. Picca and Feagin’s study provides empirical evidence that racism continues to be explicitly expressed by whites, even those who are young and profess to be progressive. Consider these examples from their study: “As I sit in a room with a bunch of frat guys, Phil walks in chanting ‘rotchie, rotchie, rotchie!!’ I ask . . . what that term means and I am answered with a giggle and a quick ‘it’s slang for nigger, like niggerotchie.’ . . . ” [Eileen] “Robby was there telling a joke. . . . He glanced to see if anyone was around. He starts, ‘A black man, a Latin man, and a white guy find a magical lamp on the beach [racist joke ensues].’ I thought it was pretty funny and I wasn’t the only one. But, I’m glad he waited till no one was around to tell it. If you didn’t know Robby you might misunderstand.” [Ashley]14
Robin DiAngelo (White Fragility: Why It's So Hard for White People to Talk About Racism)
States instructed doctors, teachers and social workers to report all persons "believed by them to be feeble minded." Laws in some states authorized the removal of such children from their homes against parents' wishes and put into institutions. The state of Washington made it a crime for a parent to refuse state-ordered institutionalization. Once children were institutionalized, many state laws required parents to waive custody rights. A 1996 General Accounting Office report revealed "serious quality-of-care deficiencies" in institutions "including injury, illness, physical degeneration, and even death." At the Woodward Resource Center, run by the state of Iowa, Larry Tielebein was killed in 2001 by state workers who held him on the kitchen floor and bound his arms and legs in restraints until he suffocated to death. Although the Iowa medical examiner ruled the 45-year-old man's death a homicide, no charges were filed. Tielebein had been kept at the facility for 25 years  -- because he had mental retardation and cerebral palsy. Woodward continued to get federal Medicaid money to "care for," as the euphemism had it, other people like Tielebein  -- over 250 of them. Between 1998 and 2001, at least half of the nation's 50 taxpayer-funded schools for the deaf were embroiled in controversies about sexual and physical abuse. When asked why it didn't investigate, the U.S. Department of Education insisted its job was only to ensure access to education  -- not safety of students. Illinois's Equip for Equality had to get a court order to get its state Department of Human Services to release records of inmates housed in 10 state institutions; when it examined the more than 300 incidents where restraints had been used, over three-fourths of the reports gave no reason for the restraint whatsoever. Sometimes people were tied down simply because they did not cooperate with staff members, or because they'd said something considered insulting to staff.
Mary Johnson (Make Them Go Away: Clint Eastwood, Christopher Reeve & The Case Against Disability Rights)
Islam provides the method by which our hearts can become sound and safe again. This method has been the subject of brilliant and insightful scholarship for centuries in the Islamic tradition. One can say that Islam in essence is a program to restore purity and calm to the heart through the remembrance of God. This present text is based on the poem known as Maṭharat al-Qulūb (literally, Purification of the Hearts), which offers the means by which purification can be achieved. It is a treatise on the “alchemy of the hearts,” namely, a manual on how to transform the heart. It was written by a great scholar and saint, Shaykh Muhammad Mawlud al Ya’qubi al-Musawi al-Muratani, As his name indicates, he was from Mauritania in West Africa. He was a master of all the Islamic sciences, including the inward sciences of the heart. He stated that he wrote this poem because he observed the prevalence of diseased hearts. He saw students of religion spending their time learning abstract sciences that people were not really in need of, to the neglect of those sciences that pertain to what people are accountable for in the next life, namely, the spiritual condition of the heart, In one of his most cited statements, the Prophet said, “Actions are based upon intentions.” All deeds are thus valued according to the intentions behind them, and intentions emanate from the heart. So every action a person intends or performs is rooted in the heart. Imam Mawlud realized that the weakness of society was a matter of weakness of character in the heart, Imam Mawlud based his text on many previous illustrious works, especially Imam al-Ghazali’s great Ihya’ Ulum alDin (The Revivification of the Sciences of the Religion). Each of the 40 books of Ihya‘ Ulum al-Din is basically about rectifying the human heart. If we examine the trials and tribulations, wars and other conflicts, every act of injustice all over earth, we’ll find they are rooted in human hearts.
Hamza Yusuf (Purification of the Heart: Signs, Symptoms and Cures of the Spiritual Diseases of the Heart)
As a physics major, before getting her hands dirty in New York, she had assumed that money is printed by a nation’s central bank, from where it is distributed to commercial banks. But while this is indeed how cash is created, cash accounts for only 3 per cent of all money. What of the remaining 97 per cent? Surprise and then foreboding were the reactions of every student to whom she had explained how the missing 97 per cent was created – and by whom: not by central banks but by commercial and investment bankers. At this point, her students would ask, ‘Without access to state-sanctioned printing presses, how do private bankers create money?’ ‘Simple,’ she would reply. ‘Every time a banker approves a loan of, say, one million dollars for Jack, a typical business customer, the banker just types 1,000,000 on Jack’s bank statement. However incredible it may seem, that’s all it takes. Bankers create money by granting loans by typing in some numbers!’ The crucial thing, she would explain, is that these numbers are typed into a shared database – or ledger – to which only the bankers have access. When their customers transfer this ‘money’ between them – when Jack transfers numbers from his account to the account of a supplier, say Jill, or of a builder, say Bob, or of a worker, say Kate, and when in turn, Jill, Bob and Kate transfer their numbers on, in the same way, to others to whom they owe money – these numbers simply migrate from one cell in the database to another. For this system to be sustainable, and not merely a pyramid scheme, there is a single condition: that, somewhere down the line, the one million dollars which some banker typed into existence on Jack’s behalf results in new goods and services whose total market value exceeds one million dollars. It is from this surplus that the banker takes his interest and Jack his profit. This is what Iris was referring to as a fool’s wager when she said that bankers plundered value from the future, or when Costa had once claimed that capitalism, like science fiction, trades in future assets using fictitious currency. It is in their nature that the wealthier bankers become by creating money, the more money they tend to create. The danger of such a system, of course, is that the banks end up typing into existence sums of money vastly larger than the market value of the goods and services created as a result of Jack, Jill, Bob and Kate’s endeavours. At the point when the bankers have collectively created money sums greater than the resulting values, the present can no longer repay the future for the money it borrowed from it. The moment Jack, Jill, Bob and Kate get a whiff of this, they may demand their bank balances in cash, sensing that the total value on the bankers’ database is lower than the actual value of their customers’ assets. ‘At that point, a bank run sets in,’ Eva would tell her students, ‘and that’s when the system comes crashing down.
Yanis Varoufakis (Another Now: Dispatches from an Alternative Present)
Why the us government Should Maintain students Healthcare Claims education and learning is probably the finest ventures in ensuring the people stay a greater existence from the contemporary setting. Over time, education and learning methods have transformed to guarantee individuals gain access to it in the very best ways. Besides, the adjustment can be a purposeful relocate making sure that learning meets pupils distinct needs nowadays. Consequently, any country that is focused on establishing in the current technical period must be ready to devote in schooling no matter what. We appreciate that lots of claims have was able to meet the most affordable threshold in offering secondary and basic education. It is actually commendable for schooling is focused and attends on the needs in the present environment. In addition to, we certainly have observed reduced rates of dropouts due to correct education and learning systems into position. Nevertheless, it is not enough because there are many other factors that, in turn, lower the superiority of education. We appreciate the reality that educational costs is mainly purchased and virtually totally given through the express or low-successful businesses. Sadly, small is defined in range to be sure the unique treatment of learners. It has led to the indiscriminate govt accountability. Apart from putting everything in place, the government must also provide the proper healthcare of a learner because it' s the foundation of excellent learning. The arranged provision of health care to students is defined around the periphery, plus it is amongst the essential things that degrade the grade of training. Standard attendance is actually a necessity for pupils to acquire much more and carry out greater. For that reason, government entities need to ensure an original set up of arranged healthcare to pupils to ensure they are certainly not stored away from university because of health care problems. Re-Analyzing the goal of Government in mastering It can be only by re-dealing with government entitiesAnd#039; s role in supplying primary and secondary education and learning that people can completely set up the skewed the outdoors of learner’s health care and the desire to influence the state to reconsider it. The cause of why the government must pay for the student’s healthcare is that its responsibility is unbalanced. It provides maintained to purchase basic training effectively but has did not shield the health-related requirements of any learner. Aside from, it is suitably interested in increasing the size of young menAnd#039; s and ladiesAnd#039; s chances in obtaining technical and professional education. But it has not searched for has and aims unacceptable method of achieving the medical care requirements of any learner. As a result, education require is not met because its services are skewed. The possible lack of equilibrium in government activities replicates the malfunction to discrete primarily sharply amid the steps right for authorities financing and activities to become implemented. Financing healthcare for students, which is equally essential, is neglected, though Financing education is largely accepted. For that reason, this is a deliberate demand government entities to perform the circle by paying for student' s health care. When there is stability in federal government commitments in education and learning, its requirements will probably be fulfilled. So, the state should pay for pupil' s medical care. If they are healthful, they find out better. In addition to, a large stress will probably be lifted, and will also unquestionably raise enrolment in professional coachingcenters and colleges, along with other studying companies.
Sandy Miles
The events in Vietnam and the protests against the draft, led by college students, increased the growing influence of the youth culture, who made Vonnegut their literary hero in questioning the accepted wisdom of the status quo. Kurt was as surprised as anyone and had never wanted to be a “spokesman” of the young. He was very leery of the hippie phenomenon and wrote a searing account of one of their heroes, Maharishi Mahesh Yogi, guru to the Beatles and assorted movie stars (“Yes, We Have No Nirvanas,” published in Esquire and collected in his book Wampeters, Foma & Granfalloons). He satirized the stylish popularity of Eastern meditation, saying we had the same thing in the West—reading short stories, which also lowered your heart rate and freed your mind from other concerns. He said short stories were “Buddhist catnaps.” He thought the Maharishi was a phony but he loved the music of the Beatles, spoke up for Abbie Hoffman, and admired Allen Ginsberg. When
Kurt Vonnegut Jr. (Kurt Vonnegut: Letters)
At Yale, a top choice of IvyWise students, the median household income of parents was nearly $193,000 with 69 percent of the student body hailing from the country’s richest 20 percent of households. Students in the least affluent 20 percent of households account for just 2.1 percent of Yale’s class. To put it another way, a child born into the one percent is 77 times more likely to attend an Ivy League college than a child born into the bottom fifth of American households.
Nelson D. Schwartz (The Velvet Rope Economy: How Inequality Became Big Business)
Buchanan tried to whip the devil out of me. “Find your tongue, lad!” Forgive this regression, but the man hated English. He may have hated everything by then, including me, but he was uncommon prickly when it came to English. You could tell by the way he bullied it. “The bastarde English,” the old man roared. “The verie whoore of a tongue.” We did our best to mimic him note for note, gesture for gesture. He hated that, too. The verie whoore. Old Greek before Breakfast Latin by Noon himself. The point is, what English I had was beaten or twisted into me. We were orphaned and crowned before we could speak or take our first step. No father. No mother. Too many uncles. Hounds for baying. Buchanan was the most religious of my keepers, and the unkindest of spirits among them. We have been told the young queen of Scots was once his student, and that he loved her. Just before giving her over to wreckage, methinks. Pious frauds. Their wicked Jesus. Then occasion smil’d. We were thirteen. The affection of Esme Stuart was one thing, lavished, as it was, so liberally upon us, but the music of his voice was another. We empowered our cousin, gave him name, station, a new sense of gravity, height, and reach, all the toys of privilege. We were told he spoke our mother’s French, the way it flutters about your neck like a small bird. But it was his English that moved us. For the first time, there was kindness in it, charity, heat and light. We didn’t know language could do such things, that could charm with such violence, make such a disturbance in us. Our cousin was our excess, our vice, our great transgression according to some, treason according to others. They came one night and stole him from us, that is, from me. They tore me out of his arms, called me wanton. Better that bairns should weepe, they said. Barking curs. We never saw our cousin again and were never the same after. But the charm was wound up. If we say we can taste words, we are not trying to be clever. And we are an insatiable king. Try now, if you can, to understand the nature of our thoughts touching the translation, its want of a poet. We will consult with Sir Francis. He is closer to the man, some say, than a brother. English is mistress between them. There, Bacon says, is empire. There, a great Britain. Where it is dull, where the glow . . . gleam . . . where the gleam of Majestie is absent or mute . . . When occasion smiles again, we will send for the man, Shakespere. Majestie has left its print on his art. After that hideous Scottish play, his best, darkest, and most complicated characters are . . . us. Lear. Antony. Othello. Fools all. All. The English language must be the best that is in us . . . We are but names, titles, antiquities, forgotten speeches, an accident of blood and historical memory. Aye . . . but this marvelously unexceptional little man. No more of this. By the unfortunate title of this history we must, it seems, prepare ourselves for a tragedy. Some will escape. Some will not. For bully Ben can never suffer a true rival. He killed an actor once for botching his lines. Actors. Southampton waits in our chambers. We will let him. First, to our thoughts. Only then to our Lord of Southampton.
David Teems (I RIDDE MY SOULE OF THEE AT LASTE: The Final Days of William Shakespere Including the Accounte of His Cruelle and Pitielesse Murder by Friend Fellow Poet ... Ben Jonson. (ASK FOR ME TOMORROW Book 1))
In other words, the majority of extra money, if not all, will disappear as it slowly funnels through the chain of bureaucracy over at the district office.
Fröderick Frankensteen (System Failure: A First-Hand Account From The Trenches Of A Revolving Door School District)
A humbling but reluctantly honest reason many of us continue to use the zero on a 100-point scale may be because the zero satisfies a psychological need. While Reeves sardonically recognizes teachers’ need to “punish the little miscreants who fail to complete our assignments” (2004), this need among us to feel satisfaction, to “hold students accountable” for not following our directions, is real and powerful. Guskey (2004) suggests that teachers, particularly at the secondary grades, assign a zero because they recognize that their power over students is relatively limited, and want students to really “feel” the consequences for not performing.
Joe Feldman (Grading for Equity: What It Is, Why It Matters, and How It Can Transform Schools and Classrooms)
Fifty years ago, if you were asked to describe a typical Christian in the world, you could confidently assert that person to be an upper middle-class, white male, living in an affluent and comfortable Midwest suburb. If you were to ask the same question today, that answer would more likely be a young Nigerian mother on the outskirts of Lagos, a university student in Seoul, South Korea, or a teenage boy in Mexico City. European and North American Christianity continue to decline, while African, Asian, and Latin-American Christianity continue to increase dramatically. In the year 1900, Europe and North America comprised 82 percent of the world's Christian population. In 2005, Europe and North America comprised 39% of the world's Christian population with African, Asian, and Latin American Christians making up 60 percent of the world's Christian population. By 2050, African, Asian, and Latin American Christians will constitute 71 percent of the world's Christian population. These numbers do not account for the fact that the majority of Christians in North America will be nonwhite. Global Christianity is clearly non-white.
Soong-Chan Rah (The Next Evangelicalism: Freeing the Church from Western Cultural Captivity)
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)
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)
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))
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
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)
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 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
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)
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)
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 (Psy 660 Clinical Assessment and Decision Making))
CA student is composition of a Compassionate, Cheerful, and Cool aspirant. I will be a Chartered Accountant.
Vikrmn: CA Vikram Verma (Guru with Guitar)
As the KGB rezident at Leningrad State University and as an employee of the Leningrad Fifth Chief Directorate, where he worked as a member of the active reserves after returning from East Germany, Putin would certainly have had access to the lists of agents and informants who worked for the KGB during the Soviet period. He also would have been tasked to monitor political activity among faculty and students at the university. Lieutenant Colonel Andrey Zykov,XVII the lead Russian investigator in St. Petersburg for especially important cases, who was assigned to examine Putin’s activities for criminal behavior, even went so far as to allege that two of Putin’s later associates, Anatoliy Sobchak and Dmitriy Medvedev, both of whom were teaching law at Leningrad State University at the time, had provided Putin with information (“I Anatoliy Sobchak, i Dmitriy Medvedev byli ego stykachkami”).127 Thus Putin would not have been the only person interested in “cleansing” his own file of damaging materials. Eastern Europe at this time was awash with exposés as high-ranking politicians were unmasked as agents of either the KGB or local security services. No one in Russia wanted a repeat of this, and indeed there has never been such a period in post-Soviet Russia. Clearly the KGB got there first, and files, lots of files, were burned. As mentioned earlier, Putin himself admits that in Dresden, after the Berlin Wall came down in November 1989, he burned so many files that the furnace exploded. But also the entire mood in Russia, the heart of the Soviet Empire, was quite different compared to the rest of the Soviet Bloc—it was one thing to unmask someone in Poland who had worked for the Russians; it was quite another to reveal that a Russian son had been spying on his father, for example.128 Russians as a whole sensed that such a settling of accounts would be divisive, ruinous, and pointless. And those tens of thousands of people coming out of the collapsed CPSU and KGB had other tasks in mind—most notably making a living in new conditions. The elites from these two organizations knew where the money was and how to use it. They had more lucrative assignments in mind than revenge.
Karen Dawisha (Putin's Kleptocracy: Who Owns Russia?)
1. Having blurry or movable boundary lines of accountability is ineffective and unfair to children and causes tension in the classroom. 2. Once your consequences are in place and have been communicated clearly to your students, never waver. 3. When a student breaks a rule, especially in a dramatic way, don’t react immediately. Slow down your response and don’t let it affect you emotionally. 4. You have a responsibility to your students to enforce your consequences every time and to the letter. 5. Don’t make personal judgments or give lectures to individual students. Simply let the consequences do their job. 6. Never argue with students. Nothing good ever comes of it.
Michael Linsin (Dream Class: How To Transform Any Group Of Students Into The Class You've Always Wanted)
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)
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)
But a mountain of recent evidence suggests that teacher skill has less influence on a student’s performance than a completely different set of factors: namely, how much kids have learned from their parents, how hard they work at home, and whether the parents have instilled an appetite for education. If these home-based inputs are lacking, there is only so much a school can do. Schools have your kid for only seven hours a day, 180 days a year, or about 22 percent of the child’s waking hours. Nor is all that time devoted to learning, once you account for socializing and eating and getting to and from class. And for many kids, the first three or four years of life is all parents and no school.
Steven D. Levitt (Think Like a Freak)
The worst performers and the best performers are givers; takers and matchers are more likely to land in the middle. This pattern holds up across the board. The Belgian medical students with the lowest grades have unusually high giver scores, but so do the students with the highest grades. Over the course of medical school, being a giver accounts for 11 percent higher grades. Even in sales, I found that the least productive salespeople had 25 percent higher giver scores than average performers—but so did the most productive salespeople. The top performers were givers, and they averaged 50 percent more annual revenue than the takers and matchers. Givers dominate the bottom and the top of the success ladder. Across occupations, if you examine the link between reciprocity styles and success, the givers are more likely to become champs—not only chumps.
Adam M. Grant (Give and Take: A Revolutionary Approach to Success)
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
Another central finding of this study is that boys tend to elicit the pedagogy they need. This point was brought into high relief in the accounts of many teachers who reported that their best lesson was conceived as a result of prior failures to engage boys productively. Boys’ responses to ineffective teaching—disengagement, inattention, disruption, unsatisfactory performance—are intolerable to a conscientious teacher. Such teachers adjust course content, pedagogy, and relational style until student responses improve. Improved responses over time tend to reinforce the adjustments the teacher has made. Or to put it even more simply, resistant student behavior elicits changes in teacher behavior, and when students respond positively to those changes, the teacher retains them as standard practice. From this observation, it follows that when boys succeed in revealing their learning preferences, responsive teachers adjust in a dynamic of continuous improvement.
Michael C. Reichert (Reaching Boys, Teaching Boys: Strategies that Work -- and Why)
In the boys’ accounts of being emotionally and intellectually engaged by their teachers, they convey a sense of being transported, exploring new territory, and feeling newly effective, interested, and powerful. Experienced this way, school is not an institution or an imposition of any kind; it is instead the locus of a particular, often quite personal, learning relationship in which the boy is not so much a “student” as he is fully himself, only incidentally at school.
Michael C. Reichert (Reaching Boys, Teaching Boys: Strategies that Work -- and Why)
Finding Three: Boys Are Relational Learners Perhaps the most revealing and promising finding in our study was one that appeared without our seeking it. We had asked both boys and teachers not to discuss, mention, or name individual persons when they recounted an especially effective scholastic experience. And not a single teacher named or even profiled an individual student. By contrast, almost all of the boys named or profiled teachers. In many cases, boys veered away from discussing the nature of the lesson into deeply feeling responses to the impact a specific teacher had made. There was no single quality or even pattern of qualities singled out in the boys’ responses; they appreciated especially attentive and nurturing teachers in equal measure with daunting taskmasters who displayed an impressive command of their subjects. They celebrated teachers who found ways to be genuinely funny, as well as teachers who freely disclosed their own personal experiences and struggles. Common to all of the accounts in this chorus of praise and appreciation from students was a sense that the teacher in question had somehow seen and known the writer as a distinctive individual. Especially touching were the boys who identified themselves as frustrated and unsuccessful in their studies but experienced a transformation in understanding and motivation as a result of a teacher’s reaching out to him.
Michael C. Reichert (Reaching Boys, Teaching Boys: Strategies that Work -- and Why)
had a girl in this class,” Corcoran said. “She was a horrible math student in fifth grade. She cried every Saturday when we did remedial stuff. Huge tears and tears.” At the memory, Corcoran got a little emotional himself. He looked down. “She just e-mailed us a couple weeks ago. She’s in college now. She’s an accounting major.
Malcolm Gladwell (Outliers: The Story of Success)
Anyone who is not a continual student of Jesus, and who nevertheless reads the great promises of the Bible as if they were for him or her, is like someone trying to cash a check on another person’s account. At best, it succeeds only sporadically.
Dallas Willard (The Divine Conspiracy: Rediscovering Our Hidden Life In God)
It should be obvious but I’ve never met anyone that is able to perceive incompetent managers and lack of corporate integrity as the main causes for incompetent workers and poor results in productivity. And by the way, the exact same principles apply to Universities, but I've also never met students capable of questioning their teachers as they should, or teachers that aren't afraid to be questioned regarding their own integrity. It's really easy to talk bullshit in a classroom using social status, certificates and books as backbone for credibility but hard to face accountability for the words one vomits out of his brain without ever trying to digest them with a stomach for confrontation with realism. If anything useful I learned in college, as both student and lecturer, is that my teachers and coworkers were a bunch of arrogant cocksuckers feeding on the illusion that their reputation makes them who they are. Their self-delusion makes them pathetic. And the only thing they ever produced were pathetic students.
Robin Sacredfire
On March 31, 2016, Securities and Exchange Commission chair Mary Jo White said this to the students of Stanford Law School: Nearly all venture valuations are highly subjective. But, one must wonder whether the publicity and pressure to achieve the unicorn benchmark is analogous to that felt by public companies to meet projections they make to the market with the attendant risk of financial reporting problems. And, yes that remains a problem. We continue to see instances of public companies and their senior executives manipulating their accounting to meet various expectations and projections.1 We have reached a point in the world of technology startups where the fervor for building a company with a billion-dollar valuation — the elusive startup unicorn — is overshadowing the creation of real value. It is not the first time we have been here; the world of startups and venture capital has always run in cycles, from optimistic zeal to caution to post-catastrophe introspection and back again. But perhaps it is time that entrepreneurs and investors alike begin waking up to the fact that the “valuation-at-all-costs” model, with its relentless pressure, remote odds of success, and human cost, is not only unsustainable but bad business. At this point in the current cycle, the radically overvalued startup appears to be headed for the endangered species list. That is a good thing. While billion-dollar behemoths will always exist, and the high-wire act of chasing scale while also chasing the cash to fund that scale will occasionally produce a solid company, there are other ways to build a business. There are better ways to build a business.
Brian de Haaff (Lovability: How to Build a Business That People Love and Be Happy Doing It)
It was a misalliance. Gargi’s diet was literary sarson ka saag; Jeannie was American apple pie. Gargi wanted appreciation for what he wrote; Jeannie never bothered to learn Punjabi and was therefore unable to become a part of her husband’s claque. Gargi was gregarious, open-hearted in his hospitality, with not much in his kitty to be open-hearted about; Jeannie cherished the privacy of her home and could not stomach people dropping in at all hours. She also had an enormous appetite for food, which embarrassed Gargi for the simple reason that his friends might think he did not give her enough to eat at home. It was Gargi who took the irrevocable step to break up the marriage by committing adultery. Gargi wrote an emotionally charged account of his lustful encounter with one of his girl students in a garage, through the window of which could see his wife and children. It was a detailed and lusty account of the love-making, describing even the size of her breasts and her nipples. And that was the end of his marriage with the beautiful Jeannie. In
Khushwant Singh (The Good, the Bad and the Ridiculous)
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Eduparna
Do not assume that a source agrees with a writer when the source summarizes that writer’s line of reasoning. Quote only what a source believes, not its account of someone else’s beliefs, unless that account is relevant. 2.  Record why sources agree, because why they agree can be as important as why they don’t. Two psychologists might agree that teenage drinking is caused by social influences, but one might cite family background, the other peer pressure. 3.  Record the context of a quotation. When you note an important conclusion, record the author’s line of reasoning: Not Bartolli (p. 123): The war was caused … by Z. But    Bartolli: The war was caused by Y and Z (p. 123), but the most important was Z (p. 123), for two reasons: First,… (pp. 124–26); Second,… (p. 126) Even if you care only about a conclusion, you’ll use it more accurately if you record how a writer reached it. 4.  Record the scope and confidence of each statement. Do not make a source seem more certain or expansive than it is. The second sentence below doesn’t report the first fairly or accurately. One study on the perception of risk (Wilson 1988) suggests a correlation between high-stakes gambling and single-parent families. Wilson (1988) says single-parent families cause high-stakes gambling. 5.  Record how a source uses a statement. Note whether it’s an important claim, a minor point, a qualification or concession, and so on. Such distinctions help you avoid mistakes like this: Original by Jones: We cannot conclude that one event causes another because the second follows the first. Nor can statistical correlation prove causation. But no one who has studied the data doubts that smoking is a causal factor in lung cancer. Misleading report: Jones claims “we cannot conclude that one event causes another because the second follows the first. Nor can statistical correlation prove causation.” Therefore, statistical evidence is not a reliable indicator that smoking causes lung cancer.
Kate L. Turabian (A Manual for Writers of Research Papers, Theses, and Dissertations: Chicago Style for Students and Researchers)
Save Ideas offers a service for anyone - students, artists, designers, small businesses and the discerning innovators who have created something or have an idea but don’t have the time or money to copyright their work, nor hunt for interested investors and customers. Simply by uploading their intellectual works to the Save Ideas site, submitters will automatically receive a Time Certificate™, which will state the exact date and time of submission, which in turn can be used to prove their ownership and protect their Intellectual Property. The aim is to create an online community where anyone is encouraged to Exchange ideas, dialogue, interest and communication; Save/Protect submitted intellectual works; has the chance for works to get Exposed on a global platform, and finally Connect the creators to interested customers, promoters and investors to help realize their potential. Want to take part? Then… Sign up for a free account.
Save Ideas
...insisting that you control the topic of behavioral conversation ensures accountability by students...
Doug Lemov
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)
The endowment would make a second serendipitous investment when Robert Noyce, a Grinnell trustee and alumnus, offered Grinnell stock in his then-private start-up, NM Electronics.22 Noyce had almost been expelled from Grinnell for stealing a pig and roasting it at a campus luau.23 He would have been expelled but for the intervention of his physics professor who felt that Noyce was the best student he’d ever taught. 24 The professor managed to persuade the school to reduce the expulsion to a one-semester suspension.25 Noyce never forgot the favor, and made the stock available to the school if it wanted it.26 Rosenfield told Noyce that the endowment would take all the stock he’d let it have.27 Grinnell’s endowment took 10 percent of the $3 million private placement (Grinnell put up $100,000, and Rosenfield and another trustee put up $100,000 each).28 Shortly thereafter the company, then renamed Intel, went public in 1971. Grinnell started selling the stake in 1974, at which time it was worth $14 million, more than half the value of the $27 million endowment. Noyce was concerned that Grinnell should have so much exposure to a single name associated with him, and cajoled Rosenfield to sell. He recalls, “Bob [Noyce] was trembling about it. He’d say, ‘I don’t want the college to lose any money on account of me.’ But I’d say, “We’ll worry about that, Bob. We’ll take the risk.”29 Noyce eventually wore Rosenfield down, however, and Grinnell fully exited the stake by 1980. On its sale, the Intel investment had generated a profit of 4,583 percent. Rosenfield told Zweig, “I wish we’d kept it. That was the biggest mistake we ever made. Selling must have cost us $50 million, maybe more.”30 Zweig didn’t have the heart to tell the then 96-year-old Rosenfield that the shares he sold would have been worth several billion dollars in 2000. Perhaps this is why Rosenfield “considers selling to be indistinguishable from error.
Allen C. Benello (Concentrated Investing: Strategies of the World's Greatest Concentrated Value Investors)
Victory is the beautiful, bright-coloured flower. Transport is the stem without which it could never have blossomed. Yet even the military student, in his zeal to master the fascinating combinations of the actual conflict, often forgets the far more intricate complications of supply.
Winston S. Churchill (The River War An Account of the Reconquest of the Sudan)
Sadly, though, millions of people watched. And in my view, the “Commander in Chief Forum” was representative of how many in the press covered the campaign as a whole. According again to Harvard’s Shorenstein Center, discussion of public policy accounted for just 10 percent of all campaign news coverage in the general election. Nearly all the rest was taken up by obsessive coverage of controversies such as email. Health care, taxes, trade, immigration, national security—all of it crammed into just 10 percent of the press coverage. The Shorenstein Center found that not a single one of my many detailed policy plans received more than a blip of press coverage. “If she had a policy agenda, it was not apparent in the news,” it concluded. “Her lengthy record of public service also received scant attention.” None of Trump’s scandals, from scamming students at Trump University, to stiffing small businesses in Atlantic City, to exploiting his foundation, to refusing to release his taxes as every presidential candidate since 1976 has done—and on and on—generated the kind of sustained, campaign-defining coverage that my emails did. The decline of serious reporting on policy has been going on for a while, but it got much worse in 2016. In 2008, the major networks’ nightly newscasts spent a total of 220 minutes on policy. In 2012, it was 114 minutes. In 2016, it was just 32 minutes. (That stat is from two weeks before the election, but it didn’t change much in the final stretch.) By contrast, 100 minutes were spent covering my emails. In other words, the political press was telling voters that my emails were three times more important than all the other issues combined.
Hillary Rodham Clinton (What Happened)
Few facts are so encouraging to the student of human development as the desire, which most men and all communities manifest at all times, to associate with their actions at least the appearance of moral right.
Winston S. Churchill (The River War An Account of the Reconquest of the Sudan)
What advice would you give to a smart, driven college student about to enter the “real world”? Work harder than everyone else. Of course, that is easy when you love your job. But you might not love your first, or second, or even third job. That doesn’t matter. Work harder than everyone else. In order to get the job you love or start the company you want, you have to build your résumé, your reputation, and your bank account. The best way to do that: Outwork them all.
Timothy Ferriss (Tribe of Mentors: Short Life Advice from the Best in the World)
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. But
Clark Aldrich (Unschooling Rules: 55 Ways to Unlearn What We Know About Schools and Rediscover Education)
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)
Liked Following Message More Contact Us .. Status Photo / VideoOffer, Event + . Write something... . 1 Draft Created Saturday, November 5 at 4:05pm. See draft. . The Year of “Alphabetization In the Cuban post revolution era it was at “Che” Guevara who promoted educational and health reforms. 1961 became the “Year of Cuban Literacy” or the “Campaña Nacional de Alfabetización en Cuba,” meaning the “Year of Alphabetization in Cuba.” The illiteracy rate had increased throughout Cuba after the revolution. Fidel Castro in a speech told prospective literacy teachers, “You will teach, and you will learn,” meaning that this educational program would become a two-way street. Both public and private schools were closed two months earlier, for the summer than usual, so that both teachers and students could voluntarily participate in this special ambitious endeavor. A newly uniformed army of young teachers went out into the countryside, to help educate those in need of literacy education. It was the first time that a sexually commingled group would spend the summer together, raising the anxiety of many that had only known a more Victorian lifestyle. For the first time boys and girls, just coming of age, would be sharing living conditions together. This tended to make young people more self-sufficient and thought to give them a better understanding of the Revolution. It is estimated that a million Cubans took part in this educational program. Aside from the primary purpose of decreasing illiteracy, it gave the young people from urban areas an opportunity to see firsthand what conditions were like in the rural parts of Cuba. Since it was the government that provided books and supplies, as well as blankets, hammocks and uniforms, it is no surprise that the educational curriculum included the history of the Cuban Revolution, however it made Cuba the most literate countries in the world with a UNESCO literacy rate in 2015, of 99.7%. By Captain Hank Bracker, author of the award winning book “The Exciting Story of Cuba,” Follow Captain Hank Bracker on Facebook, Goodreads, his Website account and Twitter.
Hank Bracker
Another potential reason for BGLO's better treatment of women is that at predominately whites colleges, black fraternity members feel more accountable. "Black fraternity men, and many black students, cannot overcome the reputational constraints of the small black student population..... White fraternity men can be anonymous, while black fraternity men perceive themselves as being constantly visible and therefore continuously held accountable by their treatment of women," Ray wrote in the Journal of African American Studies.
Alexandra Robbins (Fraternity: An Inside Look at a Year of College Boys Becoming Men)
When low-income persons seek public assistance, they are regularly told: “put your children in childcare/student care and get a job.” In the abstract, it is hard to quibble with this advice. But once we take into account the detailed picture—poor quality wage work (low pay, lack of control over schedules, high stress); regular and persistent care gaps; children’s happiness and well-being; the intensity of school work and the huge importance accorded to school examinations—we see more clearly why many women in low-income circumstances decide against employment.
You Yenn Teo (This Is What Inequality Looks Like)
I’ve been over every inch of what happened. The NRA had nothing to do with it. This happened in a Democrat county with a Democrat sheriff, a Democrat superintendent, and a Democrat school board, implementing Democrat ideas on criminal justice, Democrat ideas on special education, and Democrat ideas on school discipline. And after Democrat voters gave all these Democrats a resounding vote of confidence in the school board election, the Democrat teachers union president, Anna Fusco, wrote in a Facebook group about our campaign for accountability: “Now you can all shut up!” Meanwhile, at the national level, Democrat organizers swooped in and weaponized my daughter’s murder for their Democrat agenda and to fund-raise to elect more Democrats.
Andrew Pollack (Why Meadow Died: The People and Policies That Created The Parkland Shooter and Endanger America's Students)
Free” has an incredible power that no other pricing does. The Duke behavioral economist Dan Ariely wrote about the power of free in his excellent book Predictably Irrational, describing an experiment in which he offered research subjects the choice of a Lindt chocolate truffle for 15 cents or a Hershey’s Kiss for a mere penny. Nearly three-fourths of the subjects chose the premium truffle rather than the humble Kiss. But when Ariely changed the pricing so that the truffle cost 14 cents and the Kiss was free—the same price differential—more than two-thirds of the subjects chose the inferior (but free) Kisses. The incredible power of free makes it a valuable tool for distribution and virality. It also plays an important role in jump-starting network effects by helping a product achieve the critical mass of users that is required for those effects to kick in. At LinkedIn, we knew that our basic accounts had to be free if we wanted to get to the million users we theorized represented critical mass. Sometimes you can offer a product for free and still be profitable; in the advertising-driven business model, a large enough mass of free users can be valuable even if they never pay for your service. Facebook, for example, doesn’t charge its users a dime, but it is able to generate large amounts of high-gross-margin revenue by selling targeted advertising. But sometimes a product doesn’t lend itself to the advertising model, as is the case with many services used by students and educators. Without third-party revenue, the problem with offering your product to users for free is that you can’t offset your lack of sales by “making it up in volume.
Reid Hoffman (Blitzscaling: The Lightning-Fast Path to Building Massively Valuable Companies)
also knows I teach my students to move past their baggage by becoming accountable. I teach them responsibility for their own actions and behaviors, to follow the rules and live up to expectations.
Kimberly Belle (The Marriage Lie)
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: A New Edition of the Classic Devotional Based on The Holy Bible, English Standard Version)
The author concedes that the body of Christ may often judge wrongly , but he says that the judgment of the body as a whole is more sound that is one's ability to judge self objectively.
Charles Haddon Spurgeon (Lectures to My Students)
A few years after Shawn took the job with the cabinet company, he decided to go back to school to get his teaching degree. He wanted to do more good in the world. Sitting behind an accounting desk wouldn’t accomplish that. Now, he teaches high school math, a subject most teachers shrink from. He wanted to influence the lives of children, and he is. His students respect him and so do I.
M. Weidenbenner (Fractured Not Broken: a Memoir)
Set foot in his classroom, and you’ll see that he hasn’t quite given up on these dreams. True to his compulsive nature and eclectic taste, he punctuates his courses with entertaining routines to keep his students engaged, playing four songs at the start of each class and tossing candy bars to the first students who shout out the correct answers to music trivia. This is how a poster of a rapper ended up on his wall. “If you want to engage your audience, if you really want to grab their attention, you have to know the world they live in, the music they listen to, the movies they watch,” he explains. “To most of these kids, accounting is like a root canal. But when they hear me quote Usher or Cee Lo Green, they say to themselves, ‘Whoa, did that fat old white-haired guy just say what I thought he said?’ And then you’ve got ’em.
Adam M. Grant (Give and Take: A Revolutionary Approach to Success)
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
I HAVE WRITTEN LARGELY with reference to students spending an unreasonably long time in gaining an education; but I hope I shall not be misunderstood in regard to what is essential education. I do not mean that a superficial work should be done, that may be illustrated by the way in which some portions of the land are worked in Australia. The plow was put into the soil to the depth of only a few inches, the ground was not prepared for the seed, and the harvest was meager, corresponding to the superficial preparation that was given to the land. God has given inquiring minds to youth and children. Their reasoning powers are entrusted to them as precious talents. It is the duty of parents to keep the matter of their education before them in its true meaning: for it comprehends many lines. They should be used in the service of Christ for the uplifting of fallen humanity. Our schools are the Lord’s special instrumentality to fit up the children and the youth for missionary work. Parents should understand their responsibility, and help their children to appreciate the great blessings and privileges that God has provided for them in educational advantages. But their domestic education should keep pace with their education in literary lines. In childhood and youth, practical and literary training should be combined, and the mind stored with knowledge. Parents should feel that they have solemn work to do, and should take hold of it earnestly. They are to train and mold the characters of their children. They should not be satisfied with doing a surface work. Before every child is opened up a life involved with highest interests; for they are to be made complete in Christ through the instrumentalities which God has furnished. The soil in the heart should be preoccupied, the seeds of truth should be sown there in the earliest years. If parents are careless in this matter, they will be called to account for their unfaithful stewardship. Children should be dealt with tenderly and lovingly, and taught that Christ is {10} their personal Saviour, and that by the simple process of giving their hearts and minds to Him, they become His disciples.
Ellen Gould White (Spalding and Magan's Unpublished Manuscript Testimonies of Ellen G. White)
Moreover, an archetype exists in the nation’s consciousness that connects student loan debt with irresponsibility. This is a result of well-publicized accounts of loan defaults in decades past in which students took out loans with no intention of ever paying them back and simply filed for bankruptcy after graduation. This perception was sufficiently strong that in the 1970s, Congress was convinced to remove bankruptcy protections from student loans. However, according to a March 2007 paper by John A. E. Pottow of the University of Michigan, this perception had a fatal flaw: “The fatal problem is that there are no empirical data to buttress the myth that students defraud creditors any more than other debtors.”1 In fact, it was shown that when student loans were dischargeable in bankruptcy, there was a less than 1 percent bankruptcy rate among student debtors.2 Nevertheless, this misconception has been so often repeated that it is now indelibly etched in the public’s mind.
Alan Collinge (The Student Loan Scam: The Most Oppressive Debt in U.S. History - and How We Can Fight Back)
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)
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: A Revolutionary Approach to Success)
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.
Anonymous
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)
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)
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)
In 2008, Box had a good way for companies to store their data safely and accessibly in the cloud. But people didn’t know they needed such a thing—cloud computing hadn’t caught on yet. That summer, Blake was hired as Box’s third salesperson to help change that. Starting with small groups of users who had the most acute file sharing problems, Box’s sales reps built relationships with more and more users in each client company. In 2009, Blake sold a small Box account to the Stanford Sleep Clinic, where researchers needed an easy, secure way to store experimental data logs. Today the university offers a Stanford-branded Box account to every one of its students and faculty members, and Stanford Hospital runs on Box. If it had started off by trying to sell the president of the university on an enterprise-wide solution, Box would have sold nothing. A complex sales approach would have made Box a forgotten startup failure; instead, personal sales made it a multibillion-dollar business.
Peter Thiel (Zero to One: Notes on Startups, or How to Build the Future)
Students have never been shy of a strike The institute remained closed for most part of the academic year, forcing Agashe to step down from the post on his own. Gajendra Chauhan also urged for a meeting with the students to “sit and talk over” the matter before coming to any conclusions. atikh rashid | 204 words Protests and political activism is not new to students of FTII. For long, students have been vocal and proactive about the way the institute is run. According to student accounts, whenever there has been any effort by the I&B Ministry to encroach upon the institute’s autonomy, they have stood up and put up a resistance.
Anonymous
The point is to always go back to the original student and hold them accountable for an answer. Letting the student go without answering—even once or twice—signals to him (and the rest of the class) that 1) they aren’t required to listen actively and vigilantly; and 2) they can remain uninvolved, or only involved sporadically. On the other hand, consistently going back to the student cultivates the expectation that all students need to contribute. Repeating, rephrasing, and building off are great K–12 strategies professors can use to help the unresponsive.
Norman Eng (Teaching College: The Ultimate Guide to Lecturing, Presenting, and Engaging Students)
Another significant study that was based on the practices of millennials rather than their claims was conducted by sociologists Leslie Picca and Joe Feagin.13 They asked 626 white college students at twenty-eight colleges across the United States to keep journals and record every instance of racial issues, racial images, and racial understanding that they observed or were part of for six to eight weeks. The students recorded more than seventy-five hundred accounts of blatantly racist comments and actions by the white people in their lives (friends, families, acquaintances, strangers). These accounts come from the generation most likely to claim they were taught to see everyone as equal—those who grew up in the age of color-blind ideology after the civil rights movement. Picca and Feagin’s study provides empirical evidence that racism continues to be explicitly expressed by whites, even those who are young and profess to be progressive.
Robin DiAngelo (White Fragility: Why It's So Hard for White People to Talk About Racism)
How to become the President of Liberia from “Liberia & Beyond” In 1973, Charles Taylor enrolled as a student at Bentley University, in Waltham, Massachusetts. A year later Taylor became chairman of the Union of Liberian Associations in America, which he founded on July 4, 1974. The mission of ULAA was meant to advance the just causes of Liberians and Liberia at home and abroad. In 1977 Taylor graduated from Bentley University with a Bachelor of Arts degree in economics. Returning to Liberia he supported the violent coup, led by Samuel Doe, and became the Director General of the General Services Agency most likely because of his supposed loyalty. His newly acquired elevated position put him in charge of all the purchases made for the Liberian government. Taylor couldn’t resist the urge of stealing from the till, and in May of 1983, he was found out and fired for embezzling nearly a million dollars in State funds. During this time he transferred his ill-gotten money to a private bank account in the United States. On May 21, 1984, seizing the opportunity, Taylor fled to America where he was soon apprehended and charged with embezzlement by United States Federal Marshals in Somerville, Massachusetts. Taylor was held in the Plymouth, County jail until September 15, 1985, when he escaped with two of his cohorts, by sawing through the steel bars covering a window in his cell. He precariously lowered himself down 20 feet of knotted sheets and then deftly escaped into the nearby woodlands. He most likely had accomplices, since his wife Jewel Taylor conveniently met him with a car, which they then drove to Staten Island in New York City.
Hank Bracker
Zero Line Spender, Saver, Wealth Creator Your financial personality type determines your financial position in life. Let’s say there is a zero financial line that represents a position where you owe nothing and have nothing. Perhaps you can remember those days getting started on your own. So, let us assume you just graduated from college and you’re one of the lucky few who graduated at the zero line, you owe nothing. Pretty amazing considering that in 2013, the debt on student loans exceeded all credit card debt owed in America. But fortunately, you made it out free and clear to the zero line. You’re a “Spender” so you go to the showroom and pick one out. With your job and the car as collateral, you get a car loan and you drop below the zero line. You lifestyle gets more and more expensive and since you are a ‘Spender” you probably take on credit card debt to help finance your lifestyle desires. You are constantly working your way back to becoming a zero, financially speaking. Then, you get married and now there are two in debt working their way back to zero. Eventually, children come along, and the odds of being able to put away enough money to pay your debt and interest and live on the top side of the zero line are becoming virtually impossible. Unfortunately, many Americans live in this position with little or no chance of ever living debt free. When something comes along that requires their savings, they must deplete their funds in order to avoid paying interest and then they must start saving again for their next expense. They are constantly returning to the zero line. The money they have accumulated is compounding interest, giving them uninterrupted growth. Having access to capital allows them to negotiate more favorable loans by collateralizing against their accounts rather than depleting them. They make payments to the lending institution with dollars from their current cash flow, protecting the growth of the money they have saved and invested for their future. Saving and investing with uninterrupted compounding is an important wealth concept for moving further and further away from the zero line.
Annette Wise
Asians are still a small minority—14.5 million (including about one million identified as part Asian) or 4.7 percent of the population—but their impact is vastly disproportionate to their numbers. Forty-four percent of Asian-American adults have a college degree or higher, as opposed to 24 percent of the general population. Asian men have median earnings 10 percent higher than non Asian men, and that of Asian women is 15 percent higher than non-Asian women. Forty-five percent of Asians are employed in professional or management jobs as opposed to 34 percent for the country as a whole, and the figure is no less than 60 percent for Asian Indians. The Information Technology Association of America estimates that in the high-tech workforce Asians are represented at three times their proportion of the population. Asians are more likely than the American average to own homes rather than be renters. These successes are especially remarkable because no fewer than 69 percent of Asians are foreign-born, and immigrant groups have traditionally taken several generations to reach their full economic potential. Asians are vastly overrepresented at the best American universities. Although less than 5 percent of the population they account for the following percentages of the students at these universities: Harvard: 17 percent, Yale: 13 percent, Princeton: 12 percent, Columbia: 14 percent, Stanford: 25 percent. In California, the state with the largest number of Asians, they made up 14 percent of the 2005 high school graduating class but 42 percent of the freshmen on the campuses of the University of California system. At Berkeley, the most selective of all the campuses, the 2005 freshman class was an astonishing 48 percent Asian. Asians are also the least likely of any racial or ethnic group to commit crimes. In every category, whether violent crime, white-collar crime, alcohol, or sex offenses, they are arrested at about one-quarter to one-third the rate of whites, who are the next most law-abiding group. It would be a mistake, however, to paint all Asians with the same brush, as different nationalities can have distinctive profiles. For example, 40 percent of the manicurists in the United States are of Vietnamese origin and half the motel rooms in the country are owned by Asian Indians. Chinese (24 percent of all Asians) and Indians (16 percent), are extremely successful, as are Japanese and Koreans. Filipinos (18 percent) are somewhat less so, while the Hmong face considerable difficulties. Hmong earn 30 percent less than the national average, and 60 percent drop out of high school. In the Seattle public schools, 80 percent of Japanese-American students passed Washington state’s standardized math test for 10th-graders—the highest pass rate for any ethnic group. The group with the lowest pass rate—14 percent—was another “Asian/Pacific Islanders” category: Samoans. On the whole, Asians have a well-deserved reputation for high achievement.
Jared Taylor (White Identity: Racial Consciousness in the 21st Century)
Teachers of philosophy tie their dewy-eyed students in knots attempting to answer the elusive riddle, ‘What is the meaning of life?’ It is a classic example of the trick question since there is no pat answer to this timeless paradox that we colloquially refer to as 'life.' No man, woman, or child is identical. Similar to other animals, we each are the product of our entire womb of bodily cravings and comprised of the communal filament of the human mind’s eccentric gyrations. In order to take stock of who we are we must take into account the sensory ingredients of innumerable occurrences that create the tapestry of interwoven sensations making up a rooted way of living. Life is a chummed collection of eclectic personal incidents.
Kilroy J. Oldster (Dead Toad Scrolls)
Successful leaders don’t spend their days battling with their bottom third. They lead them appropriately, hold them accountable to basic expectations, and then spend their energy and focus on the people committed to moving the organization forward.
T.J. Sullivan (Motivating the Middle: Fighting Apathy in College Student Organizations)
His account of the approach to the monastery of the Grande Chartreuse high in the mountains of Savoy inspired generations of artists and students to head for the wild landscapes of the south: It is six miles to the top; the road runs winding up it, commonly not six feet broad; on one hand is the rock, with woods of pine trees hanging over head; on the other, a monstrous precipice, almost perpendicular, at the bottom of which rolls a torrent, that sometimes tumbling among the fragments of stone that have fallen from on high, and sometimes precipitating itself down vast descents with a noise like thunder, which is still made greater by the echo from the mountains on each side, concurs to form one of the most solemn, the most romantic, and the most astonishing scenes I ever beheld.17 This is a highly influential early usage of the word ‘romantic’ to describe mountain scenery. It is also a classic instance of what Edmund Burke classified as a ‘sublime’ as opposed to a ‘beautiful’ scene, the distinction being that the sublime creates a reaction of awe with an element of fear, in this case created by the raging torrent, the noise resembling thunder, the echo from the mountain walls. For Wordsworth and Jones, as for Gray and Walpole before them, the approach to the Grande Chartreuse was one of the most ‘astonishing’ scenes that they ever beheld. Astonishment – being struck dumb with awe – was the hallmark of the sublime.
Jonathan Bate (Radical Wordsworth: The Poet Who Changed the World)
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)
But he also knows I teach my students to move past their baggage by becoming accountable. I teach them responsibility for their own actions and behaviors, to follow the rules and live up to expectations.
Kimberly Belle (The Marriage Lie)
Business Administration MBA Online Master’s Degree The Business Administration MBA Online Master’s Degree enables students to advance their knowledge and skills in the field of business. Specialty electives include accounting, e-marketing, healthcare administration, human resource management, information technology management, international business management, operations and configuration management, and project and process management.
Dr.Ronald
Rob, by all accounts, had never thought much about race. While he had painstakingly devised methods to navigate the different groups of people in his life, almost all of those people had been black. Uncharacteristically for the average black student coming to Yale, he’d never contemplated, let alone practiced, the fine intricacies of living in a socioeconomic atmosphere not his own. New friendships with people who railed against those intricacies—loudly, profanely—had him thinking about race very much. Typical of Rob Peace, though not of Sherman and the others, he did so intellectually rather than angrily. “Say a white boy takes a wrong turn and comes to my hood,” he once said. “Now he’s in the minority—nobody wants him there, unless it’s to rob his ass—and more than anything he has to think about how to protect himself, how to get out. There’s no weaker situation to be in than that, and this boy isn’t getting anything productive done until he’s out, back among his own people. But we take a wrong turn and end up at Yale, for the first time in our lives we don’t have to worry about protecting ourselves. And we were all able to get enough shit done to be accepted here—so imagine what we can do when you take all the crazy hood shit out of the equation and we can just focus on the business at hand. So what if it’s annoying as hell? Instead of sitting around here bitching about it, maybe we just accept that it is what it is, and know that we have the capacity to get way more from them than they’ll ever get from us.
Jeff Hobbs (The Short and Tragic Life of Robert Peace: A Brilliant Young Man Who Left Newark for the Ivy League)
Without divine revelation, human beings have no capacity to have true premises with which to conclude anything about what they observe. Schools instead are teaching students that they merely need to agree on the premises. They don’t need to prove that the premises are true since they can’t possibly prove that the premises are true without divine revelation. They teach students to base all their thinking on made-up stuff.
Petros Scientia (Exposing the REAL Creation-Evolution Debate: The Absolute Proof of the Biblical Account (Real Faith & Reason Library Book 4))
One of the most famous figures to illustrate this skill is the mathematician Abraham Wald (Mangel and Samaniego 1984). During World War II, he was asked to help the Royal Air Force find the areas on their planes that were most often hit by bullets so they could cover them with more armour. But instead of counting the bullet holes on the returned planes, he recommended armouring the spots where none of the planes had taken any hits. The RAF forgot to take into account what was not there to see: All the planes that didn’t make it back. The RAF fell for a common error in thinking called survivorship bias (Taleb 2005).
Sönke Ahrens (How to Take Smart Notes: One Simple Technique to Boost Writing, Learning and Thinking – for Students, Academics and Nonfiction Book Writers)
If she was to plan this again – which by definition she wouldn't be – she would have taken geography into account more. In particular, she would have selected a virginity-removal partner who came from down the country, or better yet, abroad. That way, they would have their own student digs. Matt, like herself, came from Dublin and hence lived at home. This meant the only venue open to them had been his mother's car.
Caimh McDonnell (The Day That Never Comes (Dublin Trilogy, #2))
The biggest controversy in immigrant education involves students with limited English, who account for about 10 percent of the K–12 population. About three-quarters are Latino, and most are low income.
Jason DeParle (A Good Provider Is One Who Leaves: One Family and Migration in the 21st Century)
Sell your art, crafts, or any handcrafted item on etsy.com Develop a travel concierge service to help people when they miss their flights Offer online tutoring services in your field of expertise Host a networking event (charge a low ticket price and get sponsors to provide food) Create and sell a visitors’ guide to your town or city, or build a web resource for tourists, supported by advertisers Create an online (or offline) course in some quirky subject you happen to know a lot about Publish a blog with a new lesson on a specific topic every day Start a podcast and sell sponsorship Visit yard sales or thrift shops and buy items to resell Offer a simple freelance service—anything from fact-checking to tech support or something else entirely Become a home, office, or life organizer Manage P.R. or social media accounts for small businesses Buy and sell used textbooks to college students Sell your musings on business, art, or culture as a freelance writer Start a membership website, where people pay a monthly or annual fee to access useful information about a specific topic Write and publish a book (if I can do it, you can too!)
Chris Guillebeau (Side Hustle: From Idea to Income in 27 Days)
Why do subject and verb become separated? My guess is that occasionally we all tend to get tangled up in the maze of our own thinking. How else can you account for some of the monstrosities you see in print? Here’s an example from a student manuscript: “The girl, in spite of her confusion and the hazard offered by the razor-edged shards of glass from the shattered window, somehow broke free.” Girl is the subject in the above sentence; broke the verb. Yet they’re separated by twenty words of modification, and the separation renders the sentence distracting and confusing. Is the separation needed? Or could our reader perhaps survive a different version: “Confusion seemed to overwhelm her in that moment. The razor-edged shards of glass from the shattered window offered an added hazard. Yet somehow, the girl broke free.
Dwight V. Swain (Techniques of the Selling Writer)
Asian students systematically have higher academic and extracurricular ratings, but lower personality ratings, and once we account for that they are no less likely to be admitted than white students.
Abhijit V. Banerjee (Good Economics for Hard Times: Better Answers to Our Biggest Problems)
An administrator at a middle school in New Haven, Connecticut, began a professional development activity by writing the reasons teachers gave for sending a student to the office on the blackboard. He then went down the list with the group and asked whether they felt the infractions listed were legitimate reasons for referring a student to the principal’s office for punishment. In a public setting with their colleagues present, no one would defend sending a student to the office for chewing gum, wearing a hat, or forgetting to bring a pencil. Yet, these and other minor infractions were the reasons given on the bulk of the referrals. He pointed out that Black and Latino boys received over 80 percent of these referrals; and he engaged the staff in a discussion of the implications of these practices. Holding educators accountable for racial imbalances in discipline need not result in finger-pointing or recriminations about racist intentions that cannot be proved. However, if educators are going to reduce the disproportionate discipline meted out to poor children of color, they must accept responsibility for racial disparities in discipline patterns. Analyzing their approaches to maintaining order can help educators to identify alternative methods for producing positive learning environments. Alternatives are essential if schools are to stop using discipline as a strategy for weeding out those they deem undesirable or difficult to teach and instead to use discipline to reconnect students to learning.
Pedro A. Noguera
THE POOR FORGIVE YOUR WEALTHINESS. YOU OWE THEM KINDNESS. The poor have forgiven you for the advantage you took on account of wealthiness. You do owe them some kindness. They do look in you for signs of goodness.
Vineet Raj Kapoor
After fifteen minutes in the air, Sharko started leafing through the book on mass hysteria. As Dr. Taha Abou Zeid had briefly explained, this phenomenon had cut across time periods, nationalities, and religions. The author based his thesis on photos, eyewitness accounts, and interviews with specialists. In France, for instance, witch hunts in the Middle Ages had provoked an inordinate fear of the devil and mass acts of insanity: screaming crowds hungry for blood, mothers and children who cheered to see “witches” burning alive. The cases in the book were astounding. India, 2001: hundreds of individuals from different parts of New Delhi swear they were attacked by a fictional being, half man, half monkey, “with metal claws and red eyes.” Certain “victims” even leap from the window to flee this creature, who’d surged right out of the collective imagination. Belgium, 1990: the Belgian Society for the Study of Space Phenomena suddenly receives several thousand sightings of UFOs. The most likely cause was held to be sociopsychological. A sudden mania for looking for flying objects, exacerbated by the media: when you want to see something, you end up seeing it. Dakar: ninety high school students go into a trance and are brought to the hospital. Some speak of a curse; there are purification rituals and sacrifices to remedy the situation. Sharko turned the pages—it went on forever. Sects committing group suicide, panicked crowds, haunted house syndrome like the Amityville Horror, collective fainting spells at concerts…There was even a chapter on genocides, a “criminal mass hysteria,” according to the terms of certain psychiatrists: organizers who plan coldly, calculatingly, while those who execute sink into a frenzy of wholesale destruction and butchery.
Franck Thilliez (Syndrome E)
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)
Where people were once dazzled to be online, now their expectations had soared, and they did not bother to hide their contempt for those who sought to curtail their freedom on the Web. Nobody was more despised than a computer science professor in his fifties named Fang Binxing. Fang had played a central role in designing the architecture of censorship, and the state media wrote admiringly of him as the “father of the Great Firewall.” But when Fang opened his own social media account, a user exhorted others, “Quick, throw bricks at Fang Binxing!” Another chimed in, “Enemies of the people will eventually face trial.” Censors removed the insults as fast as possible, but they couldn’t keep up, and the lacerating comments poured in. People called Fang a “eunuch” and a “running dog.” Someone Photoshopped his head onto a voodoo doll with a pin in its forehead. In digital terms, Fang had stepped into the hands of a frenzied mob. Less than three hours after Web users spotted him, the Father of the Great Firewall shut down his account and recoiled from the digital world that he had helped create. A few months later, in May 2011, Fang was lecturing at Wuhan University when a student threw an egg at him, followed by a shoe, hitting the professor in the chest. Teachers tried to detain the shoe thrower, a science student from a nearby college, but other students shielded him and led him to safety. He was instantly famous online. People offered him cash and vacations in Hong Kong and Singapore. A female blogger offered to sleep with him.
Evan Osnos (Age of Ambition: Chasing Fortune, Truth, and Faith in the New China)
Bizarre and Surprising Insights—Consumer Behavior Insight Organization Suggested Explanation7 Guys literally drool over sports cars. Male college student subjects produce measurably more saliva when presented with images of sports cars or money. Northwestern University Kellogg School of Management Consumer impulses are physiological cousins of hunger. If you buy diapers, you are more likely to also buy beer. A pharmacy chain found this across 90 days of evening shopping across dozens of outlets (urban myth to some, but based on reported results). Osco Drug Daddy needs a beer. Dolls and candy bars. Sixty percent of customers who buy a Barbie doll buy one of three types of candy bars. Walmart Kids come along for errands. Pop-Tarts before a hurricane. Prehurricane, Strawberry Pop-Tart sales increased about sevenfold. Walmart In preparation before an act of nature, people stock up on comfort or nonperishable foods. Staplers reveal hires. The purchase of a stapler often accompanies the purchase of paper, waste baskets, scissors, paper clips, folders, and so on. A large retailer Stapler purchases are often a part of a complete office kit for a new employee. Higher crime, more Uber rides. In San Francisco, the areas with the most prostitution, alcohol, theft, and burglary are most positively correlated with Uber trips. Uber “We hypothesized that crime should be a proxy for nonresidential population.…Uber riders are not causing more crime. Right, guys?” Mac users book more expensive hotels. Orbitz users on an Apple Mac spend up to 30 percent more than Windows users when booking a hotel reservation. Orbitz applies this insight, altering displayed options according to your operating system. Orbitz Macs are often more expensive than Windows computers, so Mac users may on average have greater financial resources. Your inclination to buy varies by time of day. For retail websites, the peak is 8:00 PM; for dating, late at night; for finance, around 1:00 PM; for travel, just after 10:00 AM. This is not the amount of website traffic, but the propensity to buy of those who are already on the website. Survey of websites The impetus to complete certain kinds of transactions is higher during certain times of day. Your e-mail address reveals your level of commitment. Customers who register for a free account with an Earthlink.com e-mail address are almost five times more likely to convert to a paid, premium-level membership than those with a Hotmail.com e-mail address. An online dating website Disclosing permanent or primary e-mail accounts reveals a longer-term intention. Banner ads affect you more than you think. Although you may feel you've learned to ignore them, people who see a merchant's banner ad are 61 percent more likely to subsequently perform a related search, and this drives a 249 percent increase in clicks on the merchant's paid textual ads in the search results. Yahoo! Advertising exerts a subconscious effect. Companies win by not prompting customers to think. Contacting actively engaged customers can backfire—direct mailing financial service customers who have already opened several accounts decreases the chances they will open more accounts (more details in Chapter 7).
Eric Siegel (Predictive Analytics: The Power to Predict Who Will Click, Buy, Lie, or Die)
Polanyi describes the informal and tacit elements essential to science. These include transmission of skills from master to apprentice, the development of “connoisseurship,” and the inculcation in a student of a disciplinary tradition and interpretive framework. These tacit components of knowing account for the process of problem solving or discovery: the art of understanding the whole by intuitively combining an internalized subsidiary awareness of particular things with a focus on a question to be solved about external objects. Common experiences that give us a sense of this tacit knowledge, which cannot be articulated by rote rules, are the achievements of riding a bicycle or playing the piano or discriminating a fine wine (49–50, 54).
Michael Polanyi (Personal Knowledge: Towards a Post-Critical Philosophy)
Like a delicatessen owner who sells rancid meat and then blames his business failure on the vulgarization of customer taste, humanities professors account for their plight by faulting their students. “All they care about is money.” “Twitter
Gary Saul Morson (Cents and Sensibility: What Economics Can Learn from the Humanities)
He reaches out and trails his finger along a poster that says STAR in bubble letters. Safe, Tolerant, Accountable, Respectful-all the things teachers wish students were, but we can't always be because we're human beings and not robots.
Jill Hathaway (Slide (Slide, #1))
According again to Harvard’s Shorenstein Center, discussion of public policy accounted for just 10 percent of all campaign news coverage in the general election. Nearly all the rest was taken up by obsessive coverage of controversies such as email. Health care, taxes, trade, immigration, national security—all of it crammed into just 10 percent of the press coverage. The Shorenstein Center found that not a single one of my many detailed policy plans received more than a blip of press coverage. “If she had a policy agenda, it was not apparent in the news,” it concluded. “Her lengthy record of public service also received scant attention.” None of Trump’s scandals, from scamming students at Trump University, to stiffing small businesses in Atlantic City, to exploiting his foundation, to refusing to release his taxes as every presidential candidate since 1976 has done—and on and on—generated the kind of sustained, campaign-defining coverage that my emails did.
Hillary Rodham Clinton (What Happened)
Paris became the center for twelfth-century philosophy because of the decision to allow any qualified master to set up a school there, on payment of a fee to the cathedral authorities.4 By the 1130s, as John of Salisbury’s account of his education there shows (Metalogicon II.10), the student could choose among a great variety of masters – rather than being constrained to a single one, however illustrious – and the work of each teacher was stimulated by contact and competition with the others. Outstanding thinkers of the 1130s and 40s, such as Peter Abaelard, Alberic of Paris, and Gilbert of Poitiers explicitly or implicitly adapt and criticize the others’ logical and metaphysical ideas.
John Marenbon
academic chair the following year. In his account of what happened, Lessing acknowledged he could do nothing to prevent being “shouted down, threatened and denigrated” by student activists. He was helpless, he said, “against the murderous bellowing of youngsters who accept no individual responsibilities but pose as spokesman for a group or an impersonal ideal, always talking in the royal ‘we’ while hurling personal insults . . . and claiming that everything is happening in the name of what’s true, good and beautiful.”11 This was fascism, German style, in the 1920s. In March 2017, the eminent political scientist Charles Murray—a former colleague of mine at the American Enterprise Institute—showed up to give a lecture on class divisions in American society at a progressive bastion, Middlebury College in Vermont. Hundreds of protesters gathered outside McCullough Student Center where Murray was scheduled to speak and engage in dialogue with Middlebury political scientist Allison Stanger. Murray is a libertarian who
Dinesh D'Souza (The Big Lie: Exposing the Nazi Roots of the American Left)
Higher education is an institution where you to take the responsibility of your own learning and your instructors will only lend you the knowledge. You should understand as a student in higher education that your instructors will not be held accountable for your failure because you are considered as a grown adult to make the decision whether or not you will take pride in your education and pursue career opportunities.
Saaif Alam
The search for knowledge demands foregoing the pleasures of companionship, but this is usually understood to mean frivolous and unprofi table human relations. Knowledge is rather something to be shared. It is restricted to an elite, since the ignorant are not only proverbially hostile to knowledge and those who possess knowledge, but they also greatly outnumber the learned and always will. This makes scholars always gravitate toward each other. Learned men never fi nd themselves strangers anywhere. They alone recognize each other, since the ignorant are unable to perceive the worth of learning, never having possessed any learning before. And they enjoy only the company of their peers. There is nothing to be pitied more than men of knowledge who have to put up with ignoramuses. This often expressed view appears also in the form of a witty anecdote told of one of the Persian kings. He imprisoned a scholar who had angered him together with an ignorant man in the same room, as the worst punishment he could think of. Thus, in defense against the world as well as on account of the intrinsic nature of knowledge, scholars must band together, in order to insure the persistence of knowledge in the world by communicating with each other and, above all, by transmitting their knowledge to others, if they are deserving. Nothing is more sterile than uncommunicated knowledge. Nothing is more signifi cant for society at large than the small groupings of teachers and students. Nothing, in short, has greater basic value for society than knowledge.
Franz Rosenthal (Knowledge Triumphant: The Concept of Knowledge in Medieval Islam)
Knowledge is only the first step. It is the foundation of further learning processes.” – Inez De Florio, Effective Teaching and Successful Learning, p. 102 “Students engage in learning when two conditions are fulfilled. The goals, standards, or objectives must be of value for them. But it is not sufficient that they attribute personal value to the goal: They must be convinced that they can reach it.” – Inez De Florio, Effective Teaching and Successful Learning, p. 108 “The expertise of a teacher does not consist only of his ability to plan a lesson or a comprehensive teaching unit and put it into practice; at least as important as these basic tools of the teaching profession are knowledge and flexibility regarding how to surmount unexpected difficulties.” – Inez De Florio, Effective Teaching and Successful Learning, p. 119 “When planning a teaching intervention, the most important question often remains unasked: In what ways does the chosen learning content or skill refer to the needs and interests of the students?” – Inez De Florio, Effective Teaching and Successful Learning, p. 122 “Teaching is more effective and learning more successful when students participate in planning and starting the lesson.” – Inez De Florio, Effective Teaching and Successful Learning, p. 136 “What is a good explanation? Explanations should be clear and well-structured. They should take students’ age and their prior knowledge into account. They are supposed to correspond to the interests of the learners.” – Inez De Florio, Effective Teaching and Successful Learning, p. 144 “There is an unjustified differentiation between tasks for learning and tasks for testing. • First, all tasks should be meaningful and motivating, not only those destined for classroom practice. … • Second, all tasks have to contribute to an improvement of learning.” – Inez De Florio, Effective Teaching and Successful Learning, p. 159 “Deepening the learning processes during independent practice should at least prepare the transfer of new concepts or schemata to other situations than those in which the new content first occurred.” – Inez De Florio, Effective Teaching and Successful Learning, p. 172 “Cooperative learning and problem-/project-based approaches aim at further deepening the new learning content. They offer the learners multiple and motivating opportunities to lead to automaticity of knowledge and skills, and to promote the desired attitudes.” – Inez De Florio, Effective Teaching and Successful Learning, p. 176 “During the lesson, feedback should have three directions: from teachers to students, among the learners, and from students to teachers.” – Inez De Florio, Effective Teaching and Successful Learning, p. 199 “During work in small groups, teachers cannot eliminate peer feedback. It occurs as such because feedback is frequent in the life contexts of children, adolescents and adults. Therefore adequate training is of utmost importance not only for classroom learning but also with regard to future professional and private requirements.” – Inez De Florio, Effective Teaching and Successful Learning, p. 210
Inez De Florio (Effective Teaching and Successful Learning: Bridging the Gap between Research and Practice)
Simpler smaller stages: Breakdown all your plans into simpler smaller stages and you shall be able to achieve them. Don’t just have a holistic plan; break them down into daily targets, weekly targets and monthly targets. For example, a student should not just have “I want to pass my accountancy exams by 75% in June sitting”. Break this down into stages like “I shall study 2 hours at dawn, 3 days in a week and study 5 hours on weekends”.
Siegfried Silverman (18 LAWS OF PERSONAL DEVELOPMENT: The Perspective of a Savvy Chartered Certified Accountant)
It was our responsibility to provide a detailed assessment of our treatment during our residence at each Household. These recorded accounts were documented and archived in the school's extensive security vault. The school authorities made sure that each Household complied with the E.R.O.S. rules and regulations. The same applied to each student and his or her guardian. Any complaints filed by any of the three parties would be investigated fully. The E.R.O.S. organization ran smoothly and efficiently, on every level. There were many checks and balances.
Young (Initiation (A Harem Boy's Saga Book 1))
Clark often used chess as a means of fellowship with other students and professors, even if the matches were generally one-sided. One account of Clark’s chess prowess, given by family friend Tom Jones, is worth quoting at length: I bumped into Dr. Clark back in the late sixties when he was visiting his daughter Betsy on Lookout Mountain, Tennessee, where Betsy taught at Covenant College. I knew he was a chess champion and suggested that it would be fun to play with him sometime. He was eager to do so, and later that week he dropped by our home for an evening of chess. My wife had gone shopping and left me at home with our two small children. We played two games. In the first game I thought I did reasonably well for about a half an hour but then, rather abruptly, the entire left side of my board seemed to collapse and Dr. Clark swept me away. So, we played a second game in which he defeated me unceremoniously in about ten minutes. Feeling properly humiliated I asked a question, “Dr. Clark, I want to learn from you. So, tell me if you will, in that first game I thought I did fairly well for a while but then you just clobbered me at the end. Can you remember anything about where I made my mistakes?” With that Dr. Clark proceeded to set up that first game and replay the entire thing. He reached a point where he said, “Now, at this point, I expected that you would move your queen thus so, at which point I was prepared to counter with my knight, like so, and then . . . ” (with this he made about six hypothetical moves which he had anticipated), “but you didn’t do that” (he said as he put all the pieces back in place). “Instead, you moved your rook over here” (and with that he finished the game, explaining each move in the swift demise of my game). It was by now at least forty-five minutes after the first game had been played and he had remembered every single move in that game! I was amazed and thoroughly in submission to the master by now. But the thing that humiliated me the most was that the entire time that we had been playing he was holding my four-year-old son, Bradley, on his lap and was reading a story book to him. He would glance up after my moves, take a brief look at the board, make his move nonchalantly, and go back to reading the story. HE HAD NOT EVEN BEEN PAYING ATTENTION! Or so it seemed. What a mind!
Douglas J. Douma (The Presbyterian Philosopher: The Authorized Biography of Gordon H. Clark)
Some of you may consider my teaching techniques rather casual. Others will wonder how I arrive at your proper grade. There is no mystery here. I grade partly from examination results, partly from a subjective, or even subconscious, evaluation. I must admit that beautiful girls face a special handicap; I must constantly guard against giving these delicious creatures all that they want and more. I might add that ugly girls fare no better, since then I must take into account my kindly pangs of guilt and pity." Ottillie Veder said: “I am a girl. How will I know whether my bad grade is because you admire me or because you find me disgusting and repulsive?” “Nothing could be simpler. Arrange to meet me out on the beach with a blanket and a bottle of good wine. If I do not appear, your most pessimistic fears will be confirmed.
Jack Vance (Araminta Station (Cadwal Chronicles, #1))
Penance (Scripture selection — Joel 2:12-13) The name of Gene Hamilton may be new to you if you are not from the archdiocese of New York or have not read A Priest Forever by Father Benedict Groeschel (published by Our Sunday Visitor in 1998). Gene was a seminarian for that archdiocese at St. Joseph’s Seminary, Dunwoodie. From all accounts he was a fine student, a friendly, sincere young man, eager to be a priest. He was diagnosed with cancer, and the final years of his life were a real cross for him — pain, decline, hopes way up after surgery and treatment only to have them dashed with another outbreak. In his brave struggle a saint emerged, and I use that word purposefully. In his pain, agony, and dwindling strength, a man of deep faith, indomitable hope, and genuine love arose; a seminarian of prayer, who never complained, thought more of the needs and difficulties of others than his own. A man driven by one desire: to be united with Jesus in his passion and death, hopefully, yearning to do so as a priest. There was a lot of longing for a miracle by his family, brother seminarians, friends and admirers; many, including doctors and other medical personnel, told the young man, “You’re going to beat this, Gene.” Dozens who just knew he was too good, too innocent, too pure and holy to die so young and painfully, prayed for his recovery. In January of 1997, Gene Hamilton was too ill to come on the pilgrimage here to Rome with the men from Dunwoodie. Bishop Edwin O’Brien, realistic and thoughtful man that he is, with the late Cardinal John O’Connor, approached the prefect of the Congregation for Catholic Education, the dicastery of the Holy See under which seminaries come, for permission to ordain
Timothy M. Dolan (Priests for the Third Millennium)
President Kennedy was not so sure. He was appalled that Diem and Nhu had been killed. Three days later, he dictated his own rueful account of the coup and his concerns for the future. Monday, November 4, 1963. Over the weekend the coup in Saigon took place. It culminated three months of conversation which divided the government here and in Saigon….I feel that we [at the White House] must bear a good deal of responsibility for it, beginning with our cable of…August in which we suggested the coup. In my judgment that wire was badly drafted. It should never have been sent on a Saturday. I should not have given consent to it without a roundtable conference at which McNamara and Taylor could have presented their views. While we did redress that in later wires, that first wire encouraged Lodge along a course to which he was in any case inclined. I was shocked by the deaths of Diem and Nhu. I’d met Diem…many years ago. He was an extraordinary character. While he became increasingly difficult in the last months, nevertheless over a ten-year period, he’d held his country together, maintained its independence under very adverse conditions. The way he was killed made it particularly abhorrent. The question now is whether the generals can stay together and build a stable government or whether…public opinion in Saigon—the intellectuals, students, etc.—will turn on this government as repressive and undemocratic in the not too distant future.
Geoffrey C. Ward (The Vietnam War: An Intimate History)
Research and practice have repeatedly shown that we can improve a child’s education by elevating the teaching profession and ensuring that every child has a quality teacher in his or her classroom; empowering parents with information and a role in the direction of their child’s education; and creating accountable governance systems and fair and sustainable sources of education funding.
Michelle Rhee (Radical: Fighting to Put Students First)
Mistakes to Avoid While it is always a good thing to draw students into the story, we must do it in ways that won’t distract from the point. In a story such as this one, it might be tempting to ask, “How do you think Peter felt as he got out of the boat?” or “Do you think that you would have gotten out of the boat?” But such questions focus too much on Peter’s particular experience, when the focus needs to be on Jesus. Attempting to make an analogy between the disciples’ boat and the students’ various forms of earthly security is also to miss the point. While it is important to encourage students to live a life of faith and take radical steps of faith, the point is recognizing who Jesus is so as to inspire our faith. Consequently, we must also avoid applications such as, “When we take our eyes off Jesus, we sink,” or, “Jesus can keep us safe, and when we call on him to save us, he will.” We miss the point if we rely on allegory and talk about the waves as our problems and the boat as our security. Finally, though all three Gospel accounts indicate that Jesus went into the hills to be alone, only Matthew mentions that he was praying. Since the others neglect to note that, we must conclude that prayer is not the point of the lesson.
John H. Walton (The Bible Story Handbook: A Resource for Teaching 175 Stories from the Bible)