Awards For Students Quotes

To those of you who received honors, awards , and distinctions, I say, well done. And to the C students I say, you, too, can be president of the United States.

You should win an award or something for most compassionate student. No, wait. I mean the most self-centered dipshit award.” Her

Always make sure there are seven things in your life at all times: laughter, family, adventure, good food, challenge, change, and the quest for knowledge.

We have a large circle—all of them anti-Hitler,” one participant told Inge. “And each of these friends has his own separate circle which is anti-Hitler, and so on and so forth: a great underground network against Hitler. If only someone could get them to act collectively.

When I was in the third grade, I did my very best to fail every class so that the kids would like me and stop calling me a teacher's pet. It did not work out for me, though. My best attempts at failure in school garnered me an A- at best, and at my worst, I won awards for being the student of the month. -Mackenzie

Lessons in “eating American,” it was thought, would not only breed good citizens but also improve the morale, scholarship, and health of the students.

When life hands you questions, answer them. When life hands you mysteries, unravel them. When life hands you enigmas, decipher them. When life hands you tasks, accomplish them. When life hands you problems, tackle them. When life hands you skills, develop them. When life hands you talents, sharpen them. When life hands you friends, cherish them. When life hands you family, value them. When life hands you acquaintances, treasure them. When life hands you opponents, confront them. When life hands you acquaintances, celebrate them. When life hands you allies, support them. When life hands you riches, multiply them. When life hands you possessions, protect them. When life hands you pleasures, ration them. When life hands you experiences, relish them. When life hands you students, instruct them. When life hands you mentors, study them. When life hands you teachers, esteem them. When life hands you disciples, inspire them. When life hands you gurus, honor them. When life hands you lessons, remember them. When life hands you teachings, impart them. When life hands you demands, tackle them. When life hands you obstacles, challenge them. When life hands you troubles, overcome them. When life hands you burdens, conquer them. When life hands you titles, cherish them. When life hands you degrees, employ them. When life hands you medals, welcome them. When life hands you awards, appreciate them. When life hands you blessings, count them.

He is the greatest,’ ” he finally continued, “ ‘whose strength carries up the most hearts by the attraction of his own.’ Without further ado, this year I am very proud to award the Henry Ward Beecher medal to the student whose quiet strength has carried up the most hearts. “So will August Pullman please come up here to receive this award?

How wonderful it would be to live an entire life with such freedom to try new things, experience the unknown, and face our fears. It is hard for many adults to step out there and take those chances, but kids are more willing to release their inhibitions and truly live life. If we can teach them to embrace that feeling when they are young, hopefully it will stay with them for the rest of their lives.

MY FATHER If I have to write a poem about my father it has to be about integrity and kindness — the selfless kind of kindness that is so very rare I am sure there will be many people living somewhere who must be as kind as him but what I mean to say is I have not met one yet and when it comes to helping others he always helps too much and as the saying goes — help someone, you earn a friend. help someone too much, you make an enemy. — so you know the gist of what I’m trying to say here anyways I was talking about the poem about my father it has to be about passion and hard work because you see you cannot separate these things from him they are part of him as his two eyes and two hands and his heart and his soul and his whole being and you cannot separate wind and waves or living and the universe or earth and heavens and although he never got any award from bureaucracy the students he taught ages ago still touch his feet and some of them are the people you have to make an appointment to meet even if it is for two minutes of their time and that’s a reward for him bigger than any other that some of his colleagues got for their flattery and also I have to write about reliability as well because you see as the sun always rises and the snowflakes are always six-folds and the spring always comes and the petals of a sunflower and every flower follows the golden ratio of symmetry my father never fails to keep his promise I have to mention the rage as well that he always carries inside him like a burning fire for wrongdoings for injustice and now he carries a bitterness too for people who used him good and discarded as it always happens with every good man in our world of humans and you must be thinking he has learned his lessons well you go to him — it does not matter who you are if he knows you or you are a stranger from other side of the world — and ask for his help he will be happy to do so as you must know people never change not their soul in any case.

Nora Ephron is a screenwriter whose scripts for Silkwood, When Harry Met Sally, and Sleepless in Seattle have all been nominated for Academy Awards. Ephron started her career as a journalist for the New York Post and Esquire. She became a journalist because of her high school journalism teacher. Ephron still remembers the first day of her journalism class. Although the students had no journalism experience, they walked into their first class with a sense of what a journalist does: A journalists gets the facts and reports them. To get the facts, you track down the five Ws—who, what, where, when, and why. As students sat in front of their manual typewriters, Ephron’s teacher announced the first assignment. They would write the lead of a newspaper story. The teacher reeled off the facts: “Kenneth L. Peters, the principal of Beverly Hills High School, announced today that the entire high school faculty will travel to Sacramento next Thursday for a colloquium in new teaching methods. Among the speakers will be anthropologist Margaret Mead, college president Dr. Robert Maynard Hutchins, and California governor Edmund ‘Pat’ Brown.” The budding journalists sat at their typewriters and pecked away at the first lead of their careers. According to Ephron, she and most of the other students produced leads that reordered the facts and condensed them into a single sentence: “Governor Pat Brown, Margaret Mead, and Robert Maynard Hutchins will address the Beverly Hills High School faculty Thursday in Sacramento. . .blah, blah, blah.” The teacher collected the leads and scanned them rapidly. Then he laid them aside and paused for a moment. Finally, he said, “The lead to the story is ‘There will be no school next Thursday.’” “It was a breathtaking moment,” Ephron recalls. “In that instant I realized that journalism was not just about regurgitating the facts but about figuring out the point. It wasn’t enough to know the who, what, when, and where; you had to understand what it meant. And why it mattered.” For the rest of the year, she says, every assignment had a secret—a hidden point that the students had to figure out in order to produce a good story.

in 2010, foreign students received more than 50 percent of all Ph.D.’s awarded in every subject in the United States. In the sciences, that figure is closer to 75 percent. Half of all Silicon Valley start-ups have one founder who is an immigrant or first-generation American. America’s potential new burst of productivity, its edge in nanotechnology, biotechnology, its ability to invent the future—all rest on its immigration policies.

As chairman of the physics department, Professor Max Born nurtured the work of Heisenberg, Eugene Wigner, Wolfgang Pauli and Enrico Fermi. It was Born who in 1924 coined the term “quantum mechanics,” and it was Born who suggested that the outcome of any interaction in the quantum world is determined by chance. In 1954 he would be awarded the Nobel Prize for physics. A pacifist and a Jew, Born was regarded by his students as an unusually warm and patient teacher. He was the ideal mentor for a young student with Robert’s delicate temperament.

Elie Wiesel warned us that there may be times when we are powerless to prevent injustice, but there must never be a time when we fail to protest. Maria’s legacy will be felt for generations—because she never failed to protest, to try to bend the arc of history toward justice. And when young Filipino students study history, they will find that the first Filipino person ever to be awarded the Nobel Peace Prize was a courageous journalist determined to tell the truth. I hope that, for the sake of future generations, they will be inspired by her example.

I would not be among you to-night (being awarded the 1964 Nobel Prize in Physiology or Medicine) but for the mentors, colleagues and students who have guided and aided me throughout my scientific life. I wish I could name them all and tell you their contributions. More, however, than anyone else it was the late Rudolf Schoenheimer, a brilliant scholar and a man of infectious enthusiasm, who introduced me to the wonders of Biochemistry. Ever since, I have been happy to have chosen science as my career, and, to borrow a phrase of Jacques Barzun, have felt that 'Science is, in the best and strictest sense, glorious entertainment'.

Probably my favorite method of funding school, other than saving for it, is scholarships. There is a dispute as to how many scholarships go unclaimed every year. Certainly there are people on the Web who will hype you on this subject. However, legitimately there are hundreds of millions of dollars in scholarships given out every year. These scholarships are not academic or athletic scholarships either. They are of small- to medium-sized dollar amounts from organizations like community clubs. The Rotary Club, the Lions Club, or the Jaycees many times have $250 or $500 per year they award to some good young citizen. Some of these scholarships are based on race or sex or religion. For instance, they might be designed to help someone with Native American heritage get an education. The lists of these scholarships can be bought online, and there are even a few software programs you can purchase. Denise, a listener to my show, took my advice, bought one of the software programs, and worked the system. That particular software covered more than 300,000 available scholarships. She narrowed the database search until she had 1,000 scholarships to apply for. She spent the whole summer filling out applications and writing essays. She literally applied for 1,000 scholarships. Denise was turned down by 970, but she got 30, and those 30 scholarships paid her $38,000. She went to school for free while her next-door neighbor sat and whined that no money was available for school and eventually got a student loan.

MY FATHER If I have to write a poem about my father it has to be about integrity and kindness — the selfless kind of kindness that is so very rare I am sure there will be many people living somewhere who must be as kind as him but what I mean to say is I have not met one yet and when it comes to helping others he always helps too much and as the saying goes — help someone, you earn a friend. help someone too much, you make an enemy. — so you know the gist of what I’m trying to say here anyways I was talking about the poem about my father it has to be about passion and hard work because you see you cannot separate these things from him they are part of him as his two eyes and two hands and his heart and his soul and his whole being and you cannot separate wind and waves or living and the universe or earth and heavens and although he never got any award from bureaucracy the students he taught ages ago still touch his feet and some of them are the people you have to make an appointment to meet even if it is for two minutes of their time and that’s a reward for him bigger than any other that some of his colleagues got for their flattery and also I have to write about reliability as well because you see as the sun always rises and the snowflakes are always six-folds and the spring always comes and the petals of a sunflower and every flower follows the golden ratio of symmetry my father never fails to keep his promise I have to mention the rage as well that he always carries inside him like a burning fire for wrongdoings for injustice and now he carries a bitterness too for people who used him good and discarded as it always happens with every good man in our world of humans and you must be thinking he has learned his lessons well you go to him — it does not matter who you are if he knows you or you are a stranger from other side of the world — and ask for his help he will be happy to do so as you must know people never change not their soul in any case.

In short, it was entirely natural that the newts stopped being a sensation, even though there were now as many as a hundred million of them; the public interest they had excited had been the interest of a novelty. They still appeared now and then in films (Sally and Andy, the Two Good Salamanders) and on the cabaret stage where singers endowed with an especially bad voice came on in the role of newts with rasping voices and atrocious grammar, but as soon as the newts had become a familiar and large-scale phenomenon the problems they presented, so to speak, were of a different character. (13) Although the great newt sensation quickly evaporated it was replaced with something that was somewhat more solid - the Newt Question. Not for the first time in the history of mankind, the most vigorous activist in the Newt Question was of course a woman. This was Mme. Louise Zimmermann, the manager of a guest house for girls in Lausanne, who, with exceptional and boundless energy, propagated this noble maxim around the world: Give the newts a proper education! She would tirelessly draw attention both to the newts' natural abilities and to the danger that might arise for human civilisation if the salamanders weren't carefully taught to reason and to understand morals, but it was long before she met with anything but incomprehension from the public. (14) "Just as the Roman culture disappeared under the onslaught of the barbarians our own educated civilisation will disappear if it is allowed to become no more than an island in a sea of beings that are spiritually enslaved, our noble ideals cannot be allowed to become dependent on them," she prophesied at six thousand three hundred and fifty seven lectures that she delivered at women's institutes all over Europe, America, Japan, China, Turkey and elsewhere. "If our culture is to survive there must be education for all. We cannot have any peace to enjoy the gifts of our civilisation nor the fruits of our culture while all around us there are millions and millions of wretched and inferior beings artificially held down in the state of animals. Just as the slogan of the nineteenth century was 'Freedom for Women', so the slogan of our own age must be 'GIVE THE NEWTS A PROPER EDUCATION!'" And on she went. Thanks to her eloquence and her incredible persistence, Mme. Louise Zimmermann mobilised women all round the world and gathered sufficient funds to enable her to found the First Newt Lyceum at Beaulieu (near Nice), where the tadpoles of salamanders working in Marseilles and Toulon were instructed in French language and literature, rhetoric, public behaviour, mathematics and cultural history. (15) The Girls' School for Newts in Menton was slightly less successful, as the staple courses in music, diet and cookery and fine handwork (which Mme. Zimmermann insisted on for primarily pedagogical reasons) met with a remarkable lack of enthusiasm, if not with a stubborn hostility among its young students. In contrast with this, though, the first public examinations for young newts was such an instant and startling success that they were quickly followed by the establishment of the Marine Polytechnic for Newts at Cannes and the Newts' University at Marseilles with the support of the society for the care and protection of animals; it was at this university that the first newt was awarded a doctorate of law.

This was the greatest day ever. This morning as you walked to school, you saved a child’s life by pulling him out of the way of an oncoming bus. Then you got an A-plus on a huge biology test even though you studied for only forty-five seconds. Then you were named Student of the Millennium in your school. With the award you were given a brand-new sports car, an all-expenses-paid trip to the moon, and a statue of yourself that will grace the courtyard at your school for all eternity. Then you hit the game-winning home run for your school’s baseball team. There happened to be a major-league scout in the stands, and he wants you to be the new cleanup hitter for the New York Yankees. Your starting salary will be eight billion dollars. What a day! It was so good that you went home that night, sat on your bed, and told . . . no one. Of course not! If you had a day like that, you would tell everyone! You’d throw a party for six hundred of your closest friends to announce what happened. Right? Well, becoming a Christian is actually way better than all of those things. The statue and the eight billion dollars will fade away some day. But the decision to follow Jesus will mean something for all eternity.

I earned my GED at the Gig Pit at jump school. My AA was earned at HAAF in RIP's Gig Pit. MY BA was awarded back at Benning's Ranger School Gig Pit. My MA was bestowed upon me down South in a Moatengator Gig Pit. Finally, I received my PHD from the USAJFKSWCS's grand Gig Pit. I worked hard at all my degrees, but I was a very bad student!

suffice it to say that after accidently setting the Walden woods ablaze—some estimates hold that more than three hundred acres were consumed—our First Naturalist repaired to the top of Fair Haven Hill to admire his own private conflagration. I thought folks ought to know about this. You see, as a student I was force-fed Walden and much of it disagreed with me. I will admit that never has the Luddite point of view been advanced quite so eloquently. And while I agree that simplicity can be a virtue and that cultivation of one’s inner resources is necessary for the good life, it seems clear to me that the habit of thought which Thoreau urges on us is antithetical to the enterprise of science fiction.

the school leadership team should specifically: • Build consensus for the school’s mission of collective responsibility • Create a master schedule that provides sufficient time for team collaboration, core instruction, supplemental interventions, and intensive interventions • Coordinate schoolwide human resources to best support core instruction and interventions, including the site counselor, psychologist, speech and language pathologist, special education teacher, librarian, health services, subject specialists, instructional aides, and other classified staff • Allocate the school’s fiscal resources to best support core instruction and interventions, including school categorical funding • Assist with articulating essential learning outcomes across grade levels and subjects • Lead the school’s universal screening efforts to identify students in need of Tier 3 intensive interventions before they fail • Lead the school’s efforts at Tier 1 for schoolwide behavior expectations, including attendance policies and awards and recognitions (the team may create a separate behavior team to oversee these behavioral policies) • Ensure that all students have access to grade-level core instruction • Ensure that sufficient, effective resources are available to provide Tier 2 interventions for students in need of supplemental support in motivation, attendance, and behavior • Ensure that sufficient, effective resources are available to provide Tier 3 interventions for students in need of intensive support in the universal skills of reading, writing, number sense, English language, motivation, attendance, and behavior • Continually monitor schoolwide evidence of student learning

female members of the student body are still called Willing Girls. You’d think someone in the seventies would have objected to that and changed it. But Willing has survived the seventies of two different centuries. They’ll probably still be calling us Willing Girls in 2075. It’s a school that believes in Tradition, sometimes regardless of how stupid that Tradition is. I eat lunch under the plaque that tells me for three years running, 1948–1950, Gertrude Wharton was Willing Oral Girl of the Year. And the one memorializing 1919, when eight girls were given the award for Willing Service to Soldiers of the Great War.

And I got the “Most Shocking Turnaround of Any Student, Ever” award.

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.

Jewish intellectual prominence is striking. As we have said, Ashkenazi Jews are vastly overrepresented in science. Their numbers among prominent scientists are roughly ten times greater than you’d expect from their share of the population in the United States and Europe. Over the past two generations they have won more than a quarter of all Nobel science prizes, although they make up less than one-six-hundredth of the world’s population. Although they represent less than 3 percent of the U.S. population, they won 27 percent of the U.S. Nobel Prizes in science during that period3 and 25 percent of the A. M. Turing Awards (given annually by the Association for Computing Machinery).4 Ashkenazi Jews account for half of twentieth-century world chess champions. American Jews are also overrepresented in other areas, such as business (where they account for about a fifth of CEOs5) and academia (where they make up about 22 percent of Ivy League students6). Although

Registrations for NRI of the Year Awards 2016 are OPEN! Calling all students, cultural doyennes, businessmen, philanthropists and successful professionals! Your most-loved NRI of the Year Awards is back with its third season! These awards are all about you – to partake of, savour and conquer. So, allow us the privilege of honouring you for being the trailblazers in your chosen field – be it academics, art and culture, entrepreneurship, philanthropy or professionals. There are four geographies viz. North America, UK, Middle-East & Asia Pacific and five awards in each category. Thus there are 20 spanking new awards to be at NRI of the Year Awards 2016! So, if you are part of the constellation of Indian stars shining bright on foreign skies, these awards are yours to claim!

Dissidents are subjected to academic shunning. Their books and articles are not recommended for publication or are ignored if published, and are certainly not assigned to students. Many librarians not only will not order them, but will refuse to accept them as gifts. Such authors are not invited to participate in conferences or deliver guest lectures, are not awarded grants or academic appointments, and even their correspondence goes unanswered. . . This de facto blacklisting easily carries the day in newspapers and on television-radio talk shows, scooping out an ever widening chasm between popular opinion and science. It is a scenario that has been repeatedly played out in academia in the past. Galileo ultimately wins out over the Inquisition, but that can be a very lengthy process

The principal gave another lighthouse award for Outstanding Service to Ms. Hackett for organizing field trips, fundraisers, and the goodbye luncheon. “She always gives 500%,” said Ms. Henderson. “She works well with our exceptional students and is a liaison with our partners.

Yet only one highly trained black combat force landed on Omaha and Utah Beaches. They would struggle to stay alive and get their balloons aloft, under withering German fire. The 320th medics would see glory, credited with saving scores of men wounded in the early hours of the invasion. One of them, a college student twice hit by shrapnel named Waverly Woodson, was recommended for the Medal of Honor, the United States’ highest decoration for valor. It was an award he would never receive, and I wanted to know why.

So let’s summarize: (1) these schools are being recognized as “excellent” for having students with high test scores; (2) to get into such a school, one must have high test scores. This is the logical equivalent of giving an award to the basketball team for doing such an excellent job of producing tall students.

That is a profound finding: when awarding a college scholarship—a task that should be completely nonpolitical —Republicans and Democrats cared more about the political party of the student than the student’s GPA. As Iyengar and Westwood wrote, “Partisanship simply trumped academic excellence.

College student Dave MacPherson was the very first guest to enter Disneyland. He didn't ride a single attraction that time because he had to get back to school. However, he was awarded a life-long ticket to Disneyland with up to three guests. The ticket was later extended to include Disney parks around the world.

The winners are awarded medals, but no prize money. The top three finishers in each event receive a medal and a diploma. The next five finishers get only a diploma. Each first-place winner receives a gold medal, which is actually made of silver and coated with gold. The second-place medal is made of silver and the third-place medal is made of bronze. The design for the medal changes for each Olympics. All members of a winning relay team get a medal. In team sports, all the members of a winning team who have played in at least one of the games during the competition receive a medal.

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.

Tips to Manage your student loan by The Student Loan Help Center Managing Your Student Loans Apply these responsible financial management principles, as you repay your student loans: Consider the advantages of loan forgiveness programs. These programs are available to students who agree to work in high-need fields like nursing and education. Enrolling in the military often makes you eligible for loan forgiveness. Essentially, you commit to work or serve for a designated period of time, in exchange for complete or partial loan forgiveness. Make student loan payments on time. In some cases, your interest rate may qualify for reduction after you make a certain number of consecutive on-time payments. If you have a cosigner, he or she may also be released from responsibility for the loan, once you have exhibited a required level of consistency with your repayments. Defaulting on your student loans has far-reaching consequences, so it should never be an option. Manage your loan repayment schedule using online calculators. If you are considering a consolidation loan, use these tools to quickly determine your total loan repayment obligation. Take advantage of federal education tax incentives, like the student loan interest deduction and Hope Scholarship Credit. Student Loan Tips: Use student loans to supplement other financial aid awards, like grants and scholarships. Make sure to start a college savings plan as early as possible. College accounts like the 529 savings plans allow you to save pre-tax money for college. Understand the terms of your federal and private student loans, before you sign on. You will be bound to the conditions of your loans for many years. Don’t miss payments. Be proactive in protecting your credit, by contacting your lender before you default. You can consider consolidation loans, deferments and other accommodations of the available options, to keep your repayment schedule on track. For more Questions you can contact The Student Loan Help Center.

Mom also believed that there is such a thing as a good secret. Maybe something kind you did for someone but didn’t want that person to know, because you didn’t want him to be embarrassed or feel as though he owed you anything. I thought back to a Harvard student of Mom’s, an aspiring playwright who won an award to travel in Europe—but the award didn’t exist. Mom had simply paid, anonymously, for him to have enough money to go on what turned out to be a life-changing trip. I write about this only because I was told that years later this fellow figured it all out, when he went to research who else had won this lucrative traveling fellowship and discovered that the answer was no one. As

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

They had learned a lot in those lean times. Brilliant, gifted students, both of them, cosseted and given awards and appreciated; it had come as a rude shock. It had taught them to woo audiences, to ignore their surroundings, to welcome their listeners, however few; and to please them.

People shouldn't be afraid to learn about other people and other cultures --1996, Tatewin Means, Dakota high school student, on her award as a teen leader

Karina Goussev is an experienced dancer who has performed in shows such as the Chita Rivera Awards, Impressions NYC, and Dancin' Downtown at the Joyce. For many years, Karina Goussev has helped others to learn how to dance as well as teaching yoga at a high level.

As computers gained new status and exploded in popularity, hacker conferences and computer clubs sprang up across the San Francisco Bay Area, and enrollment in computer science classes surged at universities across the country. Demand became so great that some departments began turning students away. There was an overall peak in bachelor’s degrees awarded in computer science in the mid-1980s, and a peak in the percentage of women receiving those degrees at nearly 40 percent. And then there was a steep decline in both. It wasn’t that students were inexplicably abandoning this exciting field. It was that universities couldn’t attract enough faculty to meet growing demand. They increased class size and retrained teachers—even brought in staff from other departments—but when that wasn’t enough, they started restricting admission to students based on grades. At Berkeley, only students with a 4.0 GPA were allowed to major in electrical engineering and computer science. Across the country, the number of degrees granted started to fall.

In schools, where inclusion matters, competition is not equal. A focus on competition inevitably results in an overemphasis on rewards. I have sat in on too many awards ceremonies, year after year, where 1% of the students get 100% of the recognition. Olympic values are great, but introducing intense competition in a school means that the children who are going to lose know they are going to lose before they even hear the starting gun.

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the School Report (SR) and the high school profile. The SR includes information about curriculum, the number of students attending four-year colleges, and GPA, as well as a counselor evaluation that rates the rigor of a student’s course work and academic achievement. Some schools also provide the college with a profile that describes the curriculum, faculty, student body characteristics such as size and ethnicity, class rank, GPA ranges, awards, and even grade distributions for the class in every offered subject.

/If there was a single experience behind the Commandments, it was the insight that I had as I walked into the stadium for the student awards ceremony at the end of my senior year at my high school. It occurred to me at that moment that I was so happy about what I had done that year, and I felt so good about what I had learned and whom I had helped, that I didn’t need any awards. I had already been rewarded. I already had the sense of meaning and satisfaction that came from doing a good job. The meaning and satisfaction were mine, whether or not anybody gave me an award. That realization was a major breakthrough for me. I felt completely liberated and completely at peace. I knew that if I did what was right and good and true, my actions would have their own intrinsic value. I would always find meaning. I didn’t need to have glory.

If she [English literature teacher Mrs. Ratliff] had been evaluated by the grades she gave, she would have been in deep trouble., because she did not award many A grades. An observer might have concluded that she was a very ineffective teacher who had no measurable gains to show for her work.

Cole Corey spent time in Tecumseh when he was studying at a nearby university. He graduated with a 4.0, an award for being the highest performing student, and a degree in philosophy. Cole Corey also broke the state record for kick-off return touchdowns in one game.

Wilde was a bright and bookish child. He attended the Portora Royal School at Enniskillen where he fell in love with Greek and Roman studies. He won the school's prize for the top classics student in each of his last two years, as well as second prize in drawing during his final year. Upon graduating in 1871, Wilde was awarded the Royal School Scholarship to attend Trinity College in Dublin.

Much is at stake. In giving Hochschild its Theodore Roosevelt-Woodrow Wilson Award in 2008, the American Historical Association claimed that King Leopold’s Ghost “broke through one of the most impenetrable silences of history” by revealing the “mass death” and “rampant atrocities” in the EIC. Be reminded that the AHA is the representative of professional historians in the United States, not the editorial board of Dissent magazine. The AHA went on to call the book “a key text in the historiography of colonial Africa for college and graduate students.” The AHA and Hochschild are also agreed on the really excellent quality of the 1619 Project, which Hochschild calls (micro-aggression notwithstanding) “masterful.” He has described the writing of history as uncovering “shame.” The AHA, warming to the idea, praised Hochschild’s “humanist agenda” with its mission “to combat inhumanity.” History should have no agenda other than uncovering the truth. It should combat only ignorance about the past. If this is the state of public history in the West, we are in a very bad place indeed.

Though Grant’s productivity depends on many factors, there’s one idea in particular that seems central to his method: the batching of hard but important intellectual work into long, uninterrupted stretches. Grant performs this batching at multiple levels. Within the year, he stacks his teaching into the fall semester, during which he can turn all of his attention to teaching well and being available to his students. (This method seems to work, as Grant is currently the highest-rated teacher at Wharton and the winner of multiple teaching awards.) By batching his teaching in the fall, Grant can then turn his attention fully to research in the spring and summer, and tackle this work with less distraction.

I will never forget that day. It was in Europe, what... seven years ago now? It was molecular gastronomy's most prestigious international competition. As famous name after famous name received their awards... ... imagine my shock when I saw a young girl less than ten years of age step forward to receive one of her own!" "Cooking is art. The more it is honed, the more beautiful and elegant the result. I look forward to showing you all... the beautiful worlds the art of cooking can create." She went on to receive almost all the awards there were to win. By the time she was ten years old, she had successfully obtained forty-five patents and was contracted with over twenty different restaurants for research into new menu items. She is heaven's gift to molecular gastronomy, a certified genius! Of all the first-year students in the institute, no one can refute that she is the one closest to being named to the Council of Ten!

As I looked, other names started to leap out. People I knew from school, but also from the Mid-Night. Courtney Howard had received some kind of student journalism award. Yvonne’s named showed up on a plaque for something called the Student Business Alliance. All these awards, squeezed together on a shelf, literally under glass like pinned butterflies. Youth caught in mid-wing beat.

found you on the CRISP website. I was looking for someone at UCSF with an R01 doing research in kidney disease,” I said. CRISP, now called the NIH RePORTER, was the National Institutes of Health’s searchable database of all federally funded biomedical research projects. I knew that the NIH’s R01 grant mechanism, which was awarded to researchers who no longer needed a research mentor, allowed the researcher to apply for smaller research grants to support someone from backgrounds underrepresented in medicine—Blacks, Hispanics, or Native Americans, individuals with a physical or mental disability, or those who grew up in poverty—at every level of education, from a high school student to a college student, a medical student, resident, or fellow.

In 2001, Dr. D.A. Graham received the Chaplain of the Year award from the Military Chaplain Association for the United States Marine Corps. He is a certified facilitator for Development Dimensions International as well as a certified facilitator in nonviolent communications. Dr. Graham served as Founding President of the Alabama Student Society of Communication Arts. He is the proud parent of his daughter, Diedre, who graduated from the University of Alabama.

The best student portfolios must feature these attributes, among others, if they are to be of most value: The collections of work will cover years, even decades. Only over time can the threads of passions and other themes be drawn. They will be multimedia, using words, photographs, and video clips. They will include external validation, where appropriate. This may include awards, references in local papers, and letters of thanks from recipients.

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

Our biggest difference, besides our sexes, is simple: she is a successful millionaire with more money, awards, and fans than she can count, and I’m just a college student who clears his search history more than he cleans his room.

To digress, in the last 15 years or so, policymakers in America have decided that our country’s results on PISA tests are a valid barometer of our country’s future. That is, instead of engaging in rational thought, they have chosen to authenticate our country’s educational system, and seemingly our entire nation, by statistically comparing ourselves to how well international students perform on this test given to 15 year olds. Not by looking at ourselves and comparing ourselves to other countries according to the number of patents and copyrights granted, or space exploration, or the number of Nobel Prizes awarded (89 in the last 15 years), or the number of blockbuster pharmaceuticals that have been invented, or the Genome Project, or the advances in fighting diseases, or its second-to-none military, or its incredibly creative entertainment industry. Nope. Policymakers have instead decided what matters most are the results of a test given to a wildly erratic and unrepresentative sampling of teenagers in member countries every three years. That is, a test which is so deeply flawed in its methodologies and comparisons, it is difficult to overstate.

I think of Baghdad years ago, when I met Professor Al-Rawi for the first time to discuss The Adventures of Huckleberry Finn, his favorite book by his favorite American. He awarded me the task of reading it in the off-term, when the other students of English relaxed at home. Each day, I went to his office on the Karada campus and he explained to me things which I could not have possibly understood then. Truly, I did not comprehend a single thing at first. How Mark Twain wrote. How these Americans spoke, so ignorant and rough. Why Americans today thought of this story of terribly behaved children as high art. "Kateb, you must understand the context," Professor Al-Rawi said. "What the American reader knew then, what Americans today do not remember, and what you certainly cannot understand. These were not just boys making silly plans in caves. These were boys growing up just in time for their war. Sitting there, making plans to start this robber's gang, this was quite humorous to Americans reading the book in the nineteenth century." "But not Americans of today?" He lit a cigarette. "Humorous, yes. But for other reasons. You see, Americans today...forget. Ten years after these boys met to scheme in caves, their civil war fell upon them. These boys, these Missouri boys, they would have cut each other's throats in that war. And the sides they would pick? This was determined in their youth, you see." We were silent for a moment as I considered this. "Have you thought about Huck Finn cutting Tom Sawyer's throat?" he asked. "No." "You should, Kateb. You should think about that." Then he smiled, like he knew all along what would come for us.

her imperative to “think dialectically”—a maxim drawn from her study of the philosopher G. W. F. Hegel. Because reality is constantly changing, we must constantly detect and analyze the emerging contradictions that are driving this change. And if reality is changing around us, we cannot expect good ideas to hatch within an ivory tower. They instead emerge and develop through daily life and struggle, through collective study and debate among diverse entities, and through trial and error within multiple contexts. Grace often attributes her “having been born female and Chinese” to her sense of being an outsider to mainstream society. Over the past decade she has sharpened this analysis considerably. Reflecting on the limits of her prior encounters with radicalism, Grace fully embraces the feminist critique not only of gender discrimination and inequality but also of the masculinist tendencies that too often come to define a certain brand of movement organizing—one driven by militant posturing, a charismatic form of hierarchical leadership, and a static notion of power seen as a scarce commodity to be acquired and possessed. Grace has struck up a whole new dialogue and built relationships with Asian American activists and intellectuals since the 1998 release of her autobiography, Living for Change. Her reflections on these encounters have reinforced her repeated observation that marginalization serves as a form of liberation. Thus, she has come away impressed with the particular ability of movement-oriented Asian Americans to dissect U.S. society in new ways that transcend the mind-sets of blacks and whites, to draw on their transnational experiences to rethink the nature of the global order, and to enact new propositions free of the constraints and baggage weighing down those embedded in the status quo. Still, Grace’s practical connection to a constantly changing reality for most of her adult life has stemmed from an intimate relationship with the African American community—so much so that informants from the Cointelpro days surmised she was probably Afro-Chinese.3 This connection to black America (and to a lesser degree the pan-African world) has made her a source of intrigue for younger generations grappling with the rising complexities of race and diversity. It has been sustained through both political commitments and personal relationships. Living in Detroit for more than a half century, Grace has developed a stature as one of Motown’s most cherished citizens: penning a weekly column for the city’s largest-circulation black community newspaper; regularly profiled in the mainstream and independent media; frequently receiving awards and honors through no solicitation of her own; constantly visited by students, intellectuals, and activists from around the world; and even speaking on behalf of her friend Rosa Parks after the civil rights icon became too frail for public appearances.

Young children in grades K-3 should study at least 30 to 45 minutes per school night (which should include 15 minutes of reading out loud to a parent and 15 minutes of practicing math skills). Students in grades 4-5 should study at least 1 hour per school night with occasional projects and essays on the weekend. Middle school students should study 2 or more hours per school night with extra hours on the weekend for projects and essays. Top high school students should expect to study 3 or more hours per night on weeknights and 4 or more hours per day on weekends.

And Sophie wrote: “We carry all our standards within ourselves, only we don’t look for them closely enough. Perhaps because they are the severest standards.

Western Governors University—is slowly gaining traction with an innovative approach to measure learning and award credentials. The idea behind this institution is simple and practical: Degrees should be based on how much students know, not how much time they spend in a classroom.

College students often ask me why anyone should pay for professional journalism when there are plenty of people out there, like themselves, willing to write blogs for free? One answer is that government and corporations are investing millions of dollars into their professional communications campaigns. We deserve at least a few professionals working full-time to evaluate all this messaging and doing so with some level of expertise in ascertaining the truth. Young people are not alone in their skepticism about the value of professional journalism. A 2010 Gallup Poll showed Americans at an under 25 percent confidence in newspapers and television news—a record low. Pew Research shows faith in traditional news media spiking downward as Internet use spikes upward, and that a full 42 percent believe that news organizations hurt democracy. This is twice the percentage who believed that in the mid-1980s, before the proliferation of the net. As cultural philosopher Jürgen Habermas offered during his acceptance speech of a humanitarian award in 2006, "The price we pay for the growth in egalitarianism offered by the Internet is the decentralized access to unedited stories. In this medium, contributions by intellectuals lose their power to create a focus." To be sure, the rise of citizen journalism brings us information that the mainstream media lacks either the budget for or fortitude to cover. Initial reports of damage during Hurricane Katrina came from bloggers and amateur videographers. However, these reports also inflated body counts and spread rumors about rape and violence in the Superdome that were later revealed not to have occurred.

Along with data from other research studies, these findings make it clear that when we’re trying to solicit cooperation from other people—be they coworkers, clients, students, or acquaintances—we should offer help to them in a way that’s unconditional and no-strings-attached. Approaching the potentially cooperative relationship in this way should not only increase the likelihood that you’ll secure their cooperation in the first place, but also ensure that the cooperation you do receive is built on a solid foundation of trust and mutual appreciation, rather than on a much weaker incentive system. You’ll also find this approach to be much longer lasting. Otherwise, the moment the incentive you’ve been promising or awarding can no longer be offered or is no longer desired by the other person, the brittle foundation of the relationship may crack, and the cooperative bridge you’ve built up may come crashing down.

In her will, McDaniel left her Oscar to Howard University, where the drama department had once warmly welcomed her for a luncheon. There it stood, for a time, under glass. Sometime in the late sixties—likely in the heat of campus protests, as students at the historically Black university agitated for a curriculum that more accurately reflected their history—the award went missing and was never seen again.