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Since most sexual abuse begins well before puberty, preventive education, if it is to have any effect at all, should begin early in grade school. Ideally, information on sexual abuse should be integrated into a general curriculum of sex education. In those communities where the experiment has been tried, it has been shown conclusively that children can learn what they most need to know about sexual abuse, without becoming unduly frightened or developing generally negative sexual attitudes.
In Minneapolis, Minnesota, for example, the Hennepin County Attorney's office developed an education program on sexual assault for elementary school children. The program was presented to all age groups in four different schools, some eight hundred children in all. The presentation opened with a performance by a children’s theater group, illustrating the
difference between affectionate touching, and exploitative touching. The children’s responses to the skits indicated that they understood the distinction very well indeed. Following the presentation, about one child in six disclosed a sexual experience with an adult, ranging from an encounter with an exhibitionist to involvement in incest. Most of the children,
both boys and girls, had not told anyone prior to the classroom discussion. In addition to basic information on sexual relations and sexual assault, children need to know that they have the right to their own bodily integity.
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Judith Lewis Herman (Father-Daughter Incest (with a new Afterword))
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What shapes the best in us dies when the best education dies! The best in us shall always be undermined when they that are responsible for shaping the best in us are always undermined!
I stand for a different education: a different education where students will not just learn books but life!
I stand for a different education: a different education where students will not just learn moral principles, but they shall be living examples of moral principles.
I stand for a different education: a different education where students don’t just understand what they learn, but practice what they learn with understanding!
I stand for a different education: a different education where students will not just learn about people of different beliefs, culture and backgrounds, but how to live with people who don’t share common perspective with them and know how to show their emotions of bitterness and misunderstanding rightly!
I stand for a different education: a different education where students will be perfect ambassadors’ of God on earth and live their daily lives with all due diligence!
I stand for a different education: a different education where students will understand why we all breathe the same air, sleep and wake up each day in the same manner to continue the journey of life!
I stand for a different education: a different education where students will learn with inspiration even in their desperations!
I stand for a different education: a different education where teachers are seen as true epitome of education!
I stand for a different education: a different education in which the value of the teacher is well understood and the teacher is well valued as a treasure!
I stand for a different education: a different education where students will not just learn, but they will reproduce great and noble things with what they learn!
I stand for a different education: a different education where students will understand the real meaning of integrity and responsibility and with true courage and humility be that as such!
I stand for a different education: a different education where education means creativity!
Education is the spine of every nation! The better the education, the better the nation! The mediocre the education, the mediocre the nation! A good nation is good because of how education has shaped the perspective and understanding of the populace! A nation that does not know where it is heading towards must ask the machine that produces the populace who drive the nation: education! Until we fix our education, we shall always have a wrong education and we shall always see a wrong nation!
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Ernest Agyemang Yeboah
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While the universality of the creative process has been noticed, it has not been noticed universally. Not enough people recognize the preverbal, pre-mathematical elements of the creative process. Not enough recognize the cross-disciplinary nature of intuitive tools for thinking. Such a myopic view of cognition is shared not only by philosophers and psychologists but, in consequence, by educators, too. Just look at how the curriculum, at every educational level from kindergarten to graduate school, is divided into disciplines defined by products rather than processes. From the outset, students are given separate classes in literature, in mathematics, in science, in history, in music, in art, as if each of these disciplines were distinct and exclusive. Despite the current lip service paid to “integrating the curriculum,” truly interdisciplinary courses are rare, and transdisciplinary curricula that span the breadth of human knowledge are almost unknown. Moreover, at the level of creative process, where it really counts, the intuitive tools for thinking that tie one discipline to another are entirely ignored. Mathematicians are supposed to think only “in mathematics,” writers only “in words,” musicians only “in notes,” and so forth. Our schools and universities insist on cooking with only half the necessary ingredients. By half-understanding the nature of thinking, teachers only half-understand how to teach, and students only half-understand how to learn.
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Robert Root-Bernstein (Sparks of Genius: The 13 Thinking Tools of the World's Most Creative People)
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The intellectual climate has become increasingly unfavorable to the study of the relations between religion and culture in the modern world and the modern university. For theology has long since lost its position as a dominant faculty in the university and as an integral part of the general educational curriculum. It continues to exist on sufferance only as a specialized ecclesiastical study designed for the clergy. Consequently the student in a modern university may be totally ignorant of religion.
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Christopher Henry Dawson (The Formation of Christendom)
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Spiritual disciplines more easily introduced into daily activities ▪ School calendar formulated to dates that work best for our family’s needs ▪ Free time in our days for relaxation, family fun and bonding (instead of time spent driving from school to school) ▪ Strong parent-child bonds and sibling-to-sibling bonds more easily developed ▪ Removal from negative influences and peer pressure during the early impressionable years ▪ Difficult subjects discussed at the appropriate age for each individual child ▪ Difficult subject matter presented from a biblical worldview and within the context of our strong parent-child bond. ▪ Real world learning incorporated into lesson plans and practiced in daily routines ▪ Field trips and “outside the book” learning available as we see fit What We Hope to Give Our Kids: ▪ A close relationship with Christ and a complete picture of what it means to be a Christ-follower ▪ A strong moral character rooted in biblical integrity, perseverance and humility ▪ A direction and purpose for where God has called them in life ▪ A deep relationship and connection with us, their parents ▪ Rich, ever-growing relationships with their siblings ▪ Real-world knowledge in everything from how to cook and do laundry to how to resolve conflicts and work with those that are “different” from them ▪ A comprehensive, well-rounded education in the traditional school subjects
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Alicia Kazsuk (Plan to Be Flexible: Designing a Homeschool Rhythm and Curriculum Plan That Works for Your Family)
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Wild animals enjoying one another and taking pleasure in their world is so immediate and so real, yet this reality is utterly absent from textbooks and academic papers about animals and ecology. There is a truth revealed here, absurd in its simplicity.
This insight is not that science is wrong or bad. On the contrary: science, done well, deepens our intimacy with the world. But there is a danger in an exclusively scientific way of thinking. The forest is turned into a diagram; animals become mere mechanisms; nature's workings become clever graphs. Today's conviviality of squirrels seems a refutation of such narrowness. Nature is not a machine. These animals feel. They are alive; they are our cousins, with the shared experience kinship implies.
And they appear to enjoy the sun, a phenomenon that occurs nowhere in the curriculum of modern biology.
Sadly, modern science is too often unable or unwilling to visualize or feel what others experience. Certainly science's "objective" gambit can be helpful in understanding parts of nature and in freeing us from some cultural preconceptions. Our modern scientific taste for dispassion when analyzing animal behaviour formed in reaction to the Victorian naturalists and their predecessors who saw all nature as an allegory confirming their cultural values. But a gambit is just an opening move, not a coherent vision of the whole game. Science's objectivity sheds some assumptions but takes on others that, dressed up in academic rigor, can produce hubris and callousness about the world. The danger comes when we confuse the limited scope of our scientific methods with the true scope of the world. It may be useful or expedient to describe nature as a flow diagram or an animal as a machine, but such utility should not be confused with a confirmation that our limited assumptions reflect the shape of the world.
Not coincidentally, the hubris of narrowly applied science serves the needs of the industrial economy. Machines are bought, sold, and discarded; joyful cousins are not. Two days ago, on Christmas Eve, the U.S. Forest Service opened to commercial logging three hundred thousand acres of old growth in the Tongass National Forest, more than a billion square-meter mandalas. Arrows moved on a flowchart, graphs of quantified timber shifted. Modern forest science integrated seamlessly with global commodity markets—language and values needed no translation.
Scientific models and metaphors of machines are helpful but limited. They cannot tell us all that we need to know. What lies beyond the theories we impose on nature? This year I have tried to put down scientific tools and to listen: to come to nature without a hypothesis, without a scheme for data extraction, without a lesson plan to convey answers to students, without machines or probes. I have glimpsed how rich science is but simultaneously how limited in scope and in spirit. It is unfortunate that the practice of listening generally has no place in the formal training of scientists. In this absence science needlessly fails. We are poorer for this, and possibly more hurtful. What Christmas Eve gifts might a listening culture give its forests?
What was the insight that brushed past me as the squirrels basked? It was not to turn away from science. My experience of animals is richer for knowing their stories, and science is a powerful way to deepen this understanding. Rather, I realized that all stories are partly wrapped in fiction—the fiction of simplifying assumptions, of cultural myopia and of storytellers' pride. I learned to revel in the stories but not to mistake them for the bright, ineffable nature of the world.
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David George Haskell (The Forest Unseen: A Year’s Watch in Nature)
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Bruno Bettelheim, a psychologist and educator at the University of Chicago, wrote one of the most perceptive articles about education in the aftermath of Sputnik. He observed that while liberal policymakers urged racial integration they simultaneously favored intellectual segregation. Writing in Commentary in 1958, he said that northern white liberals wanted to obliterate the color line while replacing it with a hierarchical caste system based on intelligence. The movement to the suburbs was one way to ensure that their own children had a leg up on everyone. But gifted programs (and the new Advanced Placement programs in high school) promised middle- and upper-class whites (and some blacks who made it out of poverty) greater access to the highest-quality education. Despite all the Jeffersonian talk about how talented inhered in all classes, the poor were unlikely to benefit from gifted programs or the new curriculum projects. A new caste system was in the making, parodied so brilliantly in Michael Young's 1958 fantasy, The Rise of the Meritocracy. Bettelheim sarcastically asked why elite liberals were so worried. "Have these so-called gifted been winding up in the coal mines, have so few of them managed to enter Harvard, Yale, City College, or the University of Chicago?
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William J. Reese (America's Public Schools: From the Common School to "No Child Left Behind" (The American Moment))
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Financial literacy lessons should be introduced at an early stage of schooling. Basic concepts like budgeting, saving, and the importance of credit should be integrated into the curriculum. This approach ensures that young minds absorb essential financial knowledge at the right time.
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Linsey Mills (Teach Your Child About Money Through Play: 110+ Games/Activities, Tips, and Resources to Teach Kids Financial Literacy at an Early Age)
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Educators’ lives are filled with opportunities to develop their own social awareness during student and adult interactions. They participate in work groups, such as co-teaching, professional learning programs, faculty meetings, team meetings, data analysis teams, developing common assessments, lesson-study groups, and curriculum development committees. The checklist in the figure below can be modified to fit any type of group activity. It can be reviewed by the supervisor or coach and the educator prior to the activity. After the activity, the educator can be asked to confidentially self-assess his or skills, thereby increasing self-awareness of his/her relationship skills and self-management skills.
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William Ribas (Social-Emotional Learning in the Classroom second edition: Practice Guide for Integrating All SEL Skills into Instruction and Classroom Management)
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Fourth, we must integrate the curriculum by using a common descriptive language for innovation. There is no point in teaching a liberal arts and sciences curriculum that continues to fragment knowledge and creates specialists who cannot communicate across disciplinary lines. Education must focus on the trunk of the tree of knowledge, revealing the ways in which the branches, twigs, and leaves all emerge from a common core. Tools for thinking stem from this core, providing a common language with which practitioners in different fields may share their experience of the process of innovation and discover links between their creative activities. When the same terms are employed across the curriculum, students begin to link different subjects and classes.
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Robert Root-Bernstein (Sparks of Genius: The 13 Thinking Tools of the World's Most Creative People)
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Integrating technology into education opens doors to new opportunities, empowering students to become creators, collaborators, and critical thinkers in an ever-evolving digital landscape.
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Asuni LadyZeal
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Educational technology integration is not just about using gadgets in the classroom; it's about preparing students for the digital age.
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Asuni LadyZeal
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Theists of course are deeply critical of those aspects of Marxism that issue in Marxist atheism. And theists of different standpoints have leveled a variety of particular criticisms against particular Marxist theses. Nonetheless they have had to recognize that Marxism is a theory or a set of theories with the same scope as their own and that in responding to it they are responding
to a theoretical atheism that is in some ways intellectually more congenial than the practical atheism of contemporary American universities. For by either eliminating mention of God from the curriculum altogether (departments of religious studies concern themselves with various types of belief in God, not with God), or by restricting reference to God to departments of theology, such universities render their secular curriculum Godless. And this Godlessness is, as I already noted, not just a matter of the subtraction of God from the range of objects studied, but also and quite as much the absence of any integrated and overall view of things.
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Alasdair MacIntyre (God, Philosophy, Universities: A Selective History of the Catholic Philosophical Tradition)
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A classroom library containing both fiction and non-fiction books should be located centrally, and include newspapers, magazines, telephone books, restaurant menus, etc. Teachers should also integrate literacy across the curriculum by reading and assigning texts that support their learning units in subjects such as mathematics, sciences, and social studies.
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MTEL Exam Secrets Test Prep Team (MTEL Foundations of Reading (90) Exam Secrets Study Guide: MTEL Test Review for the Massachusetts Tests for Educator Licensure)
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Ray Honeyford was an upright, conscientious teacher, who believed it to be his duty to prepare children for responsible life in society, and who was confronted with the question of how to do this, when the children are the offspring of Muslim peasants from Pakistan, and the society is that of England. Honeyford’s article honestly conveyed the problem, together with his proposed solution, which was to integrate the children into the surrounding secular culture, while protecting them from the punishments administered in their pre-school classes in the local madrasah, meanwhile opposing their parents’ plans to take them away whenever it suited them to Pakistan. He saw no sense in the doctrine of multiculturalism, and believed that the future of our country depends upon our ability to integrate its recently arrived minorities, through a shared curriculum in the schools and a secular rule of law that could protect women and girls from the kind of abuse to which he was a distressed witness. Everything Ray Honeyford said is now the official doctrine of our major political parties: too late, of course, to achieve the results that he hoped for, but nevertheless not too late to point out that those who persecuted him and who surrounded his school with their inane chants of ‘Ray-cist’ have never suffered, as he suffered, for their part in the conflict. Notwithstanding his frequently exasperated tone, Ray Honeyford was a profoundly gentle man, who was prepared to pay the price of truthfulness at a time of lies. But he was sacked from his job, and the teaching profession lost one of its most humane and public-spirited representatives. This was one example of a prolonged Stalinist purge by the educational establishment, designed to remove all signs of patriotism from our schools and to erase the memory of England from the cultural record. Henceforth the Salisbury Review was branded as a ‘racist’ publication, and my own academic career thrown into doubt.
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Roger Scruton (How to Be a Conservative)
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For by either eliminating mention of God from the curriculum altogether (departments of religious studies concern themselves with various types of belief in God, not with God), or by restricting reference to God to departments of theology, such universities render their secular curriculum Godless. And this Godlessness is, as I already noted, not just a matter of the subtraction of God from the range of objects studied, but also and quite as much the absence of any integrated and overall view of things.
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Alasdair MacIntyre (God, Philosophy, Universities: A Selective History of the Catholic Philosophical Tradition)
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These programs have been successfully integrated into schools in the US, Canada, and/or the UK; have a clearly articulated curriculum that can be easily accessed and replicated; are based in developmentally appropriate practice; and have some preliminary evidence of efficacy that has been published in a peer-reviewed journal.
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Tish Jennings (Mindfulness for Teachers: Simple Skills for Peace and Productivity in the Classroom (The Norton Series on the Social Neuroscience of Education))
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Integrating digital tools and online learning platforms into the curriculum expands educational opportunities beyond the confines of the traditional classroom.
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Asuni LadyZeal
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Integrating arts into the curriculum cultivates creativity, self-expression, and emotional intelligence, enriching the learning experience and nurturing well-rounded individuals capable of making meaningful contributions to society.
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Asuni LadyZeal
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This technocratic–instrumental perspective on teaching and teacher learning has advocated deference to so-called educational experts, a teacher-proofing of the curriculum, and a devaluing of teachers’ own innovations and decisionmaking in their classrooms (Herrera & Murry, 2016; Jackson, 2015; Leopard, 2013).
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Socorro G. Herrera (Accelerating Literacy for Diverse Learners: Classroom Strategies That Integrate Social/Emotional Engagement and Academic Achievement, K–8)
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Asoka World School is a reputed international school in Kochi affiliated with CBSE. We have a student-friendly environment and has a very interesting syllabus. The STEM enriched curriculum helps to provide an in-depth learning experience for the students. We have a wide range of extracurricular activities for nurturing and developing a child’s creativity and imagination. Asoka World School can be an ideal option for your child. Here are some key reasons why Asoka World School is the best for your kid.
Individualized attention in classes:
Our student-teacher ratio arrangement is standardised in such a way that teachers are able to give individual attention to each child. Our teachers are well educated, experienced and constantly inspires their students. We follow the golden teacher-student ratio of 1:20. This helps students to gain the concepts of each subject easily hence they become more confident. This also enriches their knowledge, and they get more quality time to interact with their teachers.
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Child Safe Environment:
At Asoka World School, you will find your child is in extremely safe hands. Our classrooms are aesthetically designed and technologically equipped to disseminate learning through very many fun ways. Asoka World School has a world-class building design, infrastructure, fully integrated wireless network, climate-controlled smart classrooms, security features and no compromise hygiene and safeguarding policy that offers everything you have been dreaming for your child.
Updated Curriculums:
We have 4 levels of programmes prepared for our children.
Foundational - KG - IInd
Preparatory - IIIrd - Vth
Middle School - VIth - VIIIth
Senior School - IXth - XIIth
These programs are framed by our school to focus on developing various vital skills in the students. Our teachers adopt a customised teaching approach that can help students of every category. Our flexible curriculum enhances the communication between the teachers and students to a great extent. Our school has result-oriented teaching methods, qualified and responsible teaching staff to help facilitate a learning environment that is both safe and nurturing. As the best CBSE school in Kochi, Asoka World School is a leader in its sector and we hope to continue rising and come out as the best school in Kochi.
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AWS Kochi
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Next, I went undercover—really!—in Dothan, Alabama, to expose segregated schools that were trying to evade integration. Posing as the young wife of a businessman who had just been transferred to the area, I visited the all-white private school that had just opened in town and received tax-exempt status. When I started asking questions about the student body and curriculum, I was assured that no black students would be enrolled. Marian used the evidence that I and other activists gathered in the field to pressure the Nixon administration to crack down on these so-called segregated academies.
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Hillary Rodham Clinton (What Happened)
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Integrating local and real-world examples into the curriculum delivery process enhances students' understanding and engagement, fostering meaningful connections between their learning and the world around them.
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Asuni LadyZeal
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The important point here is that music for the Greeks and the wider classical tradition was not so much understood as something performed, composed, practiced, or played; rather, music was interpreted as a mathematical discipline that sought to discover and formalize the symmetrical relations between sounds.6 It was an integral component to the mathematical disciplines that comprised the quadrivium: arithmetic, geometry, music, and astronomy. For the classical mind, arithmetic revealed “number in itself,” geometry revealed “number in space,” music revealed “number in time,” and astronomy revealed “number in space and time.” In this sense, music was an integral part of the Greek educational curriculum which functioned as a metaphor for this whole cosmic chain of interrelationships and harmonies. Indeed, Plato could say: “The whole choral art is also in our view the whole of education” (Laws, Bk II). The Greeks understood the nature of reality and its systems of relations in musical terms.
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Stephen Turley (Echoes of Eternity: A Classical Guide to Music (Giants in the History of Education))
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2019 Thesis:
Enhancing Place-Based Learning; Integrating Local Cultural Heritage into the Primary School Curriculum using Digital Technologies
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Dwayne Mulcahy
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Prosperous non-white nations such as Japan, Taiwan, and South Korea would be very desirable destinations for Third-World immigrants, and if those countries opened their borders, they would quickly be filled with foreigners. They keep their borders closed because they know they cannot have the same Japan or Taiwan with different people. Israel, likewise, is determined to remain a Jewish state because Israelis know they cannot have the same Israel with different people. In 2010, Prime Minister Benjamin Netanyahu approved tough measures to deport illegal immigrants, calling them a “threat to the character of the country.”
Linguistically, culturally, and racially, Japan is homogeneous. This means Japanese never even think about a host of problems that torment Americans. Since Japan has only one race, no one worries about racism. There was no civil rights movement, no integration struggle, and no court-ordered busing. There is no bilingual education, and no affirmative action. There is no tyranny of “political correctness,” and no one is clamoring for a “multi-cultural curriculum.” When a company needs to hire someone, it doesn’t give a thought to “ethnic balance;” it just hires the best person. No Japanese are sent to reeducation seminars because of “insensitivity.”
Japan has no Civil Rights Commission or Equal Employment Opportunity Commission. It has no Equal Housing Act or Voting Rights Act. No one worries about drawing up voting districts to make sure minorities are elected. There are no noisy ethnic groups trying to influence foreign policy. Japanese do not know what a “hate crime” would be. And they know that an American-style immigration policy would change everything. They want Japan to remain Japanese. This is a universal view among non-whites. Those countries that send the largest numbers of emigrants to the United States—Mexico, India, China—permit essentially no immigration at all. For them, their nations are exclusive homelands for their own people.
Most people refuse to share their homelands. Robert Pape, a leading expert on suicide bombing, explains that its motive is almost always nationalism, not religious fanaticism. Whether in Sri Lanka, Lebanon, Chechnya, Kashmir, the West Bank, Iraq, or Afghanistan, its main objective is to drive out occupying aliens.
It is only Western nations—and only within the last few decades—that have ever voluntarily accepted large-scale immigration that could reduce the inhabitants to a racial minority. What the United States and other European-derived nations are doing is without historical precedent.
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Jared Taylor (White Identity: Racial Consciousness in the 21st Century)
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The AICTE-approved 2-year Great Lakes Online PGDM program is designed to address today's dynamic business landscape. It offers agility and expertise in navigating ever-changing technologies and best practices to gain strong management skills. Recognized as one of the leading online MBA courses in India, it equips you with future-ready concepts through a flexible and industry-aligned curriculum. The program's convenient format allows you to seamlessly integrate your studies with your current career.
The course curriculum equivalent to an online MBA combines the unparalleled academic rigor of Great Lakes with a supportive learning environment. Live virtual classes and recorded lectures offer a blend of challenging experiences and practical knowledge. You will gain valuable guidance from industry experts and develop the skills to make impactful decisions in real-world scenarios. Unlike most online MBA programs in India, this PGDM offers dedicated career support through Great Learning, which empowers you to explore potential professional opportunities. This program will transform you into the modern management professional sought after by leading organizations.
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Great Lakes Institute of Management
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Looking back, anyone could’ve predicted what happened next. The erosion of lines between corporation and government. People clamoring for Caerus’s CEO to replace the governor. An election with questionable democratic integrity. Schools that used to be state-run dissolved and replaced with a new standard curriculum created by Caerus.
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Ava Reid (Fable for the End of the World)
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V信83113305:The Mayo Clinic Alix School of Medicine, located in Rochester, Minnesota, is a prestigious institution renowned for its innovative approach to medical education and patient-centered care. Established in 1972, it is part of the world-famous Mayo Clinic, a leader in healthcare, research, and education. The school emphasizes a unique curriculum that integrates clinical experience with cutting-edge research from day one, fostering a collaborative and interdisciplinary learning environment. Students benefit from small class sizes, personalized mentorship, and access to Mayo Clinic’s vast network of experts and resources. The school’s focus on teamwork, empathy, and evidence-based medicine prepares graduates to excel as compassionate physicians and leaders in healthcare. With a strong commitment to diversity and inclusion, the Mayo Clinic Alix School of Medicine continues to shape the future of medicine by training the next generation of outstanding clinicians and researchers.,出售证书-哪里能购买毕业证, 一比一原版梅奥临床医学院毕业证购买, 办理美国MCCOMAS本科学历, MCCOMAS毕业证文凭-梅奥临床医学院毕业证, 购买梅奥临床医学院文凭, 办理梅奥临床医学院毕业证成绩单办理, 高仿梅奥临床医学院文凭, 办理Mayo Clinic College of Medicine and Science梅奥临床医学院成绩单高质量保密的个性化服务, Mayo Clinic College of Medicine and Science文凭制作流程确保学历真实性
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美国学历认证梅奥临床医学院毕业证制作|办理MCCOMAS文凭成绩单
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V信83113305:Northwood University is a private institution in the United States known for its strong emphasis on business education and entrepreneurial leadership. Founded in 1959, it offers undergraduate and graduate programs with a focus on management, marketing, and free-market principles. The university operates campuses in Michigan, Florida, and Texas, providing students with diverse learning environments. Northwood’s unique "Northwood Idea" philosophy encourages individual freedom, responsibility, and ethical business practices. Its curriculum blends classroom learning with real-world experience, fostering practical skills for future leaders. The university also hosts events like the annual Auto Show and debates on economic policies, enriching student life. With small class sizes and dedicated faculty, Northwood prepares graduates to thrive in a competitive global economy while upholding values of integrity and innovation.,在线办理诺斯伍徳大学毕业证成绩单, 美国大学文凭购买, 诺斯伍徳大学-多少钱, 办理诺斯伍徳大学毕业证-NU毕业证书-毕业证, 美国本科毕业证, 诺斯伍徳大学文凭-Northwood University, 正版-美国Northwood University毕业证文凭学历证书, 办诺斯伍徳大学毕业证Northwood University-university, NU毕业证学历认证
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2025年NU毕业证学位证办理诺斯伍徳大学文凭学历美国
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With a student-to-faculty ratio of 11:1, Providence College fosters close mentorship and personalized learning. The Friars, its NCAA Division I athletic teams, enjoy a spirited following, particularly in basketball. The campus blends historic architecture with modern facilities, creating an inspiring environment. Committed to service and intellectual growth, Providence College prepares graduates to lead with integrity in a global society. Its tight-knit community and values-driven education make it a standout choice for students seeking both academic excellence and personal development.,如何获取普罗维登斯学院-PC-毕业证本科学位证书, 办理美国Providence College本科学历, 高仿原版普罗维登斯学院毕业证-PC毕业证书-外壳-offer制作, Providence College普罗维登斯学院挂科了怎么办?, PC本科毕业证, 普罗维登斯学院电子版毕业证与美国Providence College学位证书纸质版价格, 办普罗维登斯学院毕业证认证学历认证使馆认证
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美国学历认证普罗维登斯学院毕业证制作|办理PC文凭成绩单
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