Educator Signature Quotes

Who will ever kiss this encyclopedia of a head?

No matter how smart you might appear to be later with your set of diplomas on their fine white parchment, the mistakes you made before the real lessons sunk in never fade. No matter how high you hang those official documents with their official seals and signatures, how shinning and polished the frame, your reflection in the glass will never let you forget how stupid you felt when you didn't know any better.

When we look back, it becomes clear that the acts and accomplishments of human beings are the signatures of history. Human signatures have created an enormous chasm between the joyeous light of the age of the Renaissance to the dark shadow of September 11, 2001. Those of us living on that fateful day experienced the lower depths of mankind. As an author, avid reader, world traveler, and person of enormous curiosity, my life experiences have taught me that discord often erupts from a lack of knowledge and education. To discourage future dark moments, I believe we must nourish the minds of our young with learning that creates understanding between ethnic and religious groups. Perhaps understanding will lead to a marvelous day when we take a last fleeting look at violence so harmful to so many. I sincerely believe that nothing will further the cause of peace more than the education of our young. I would like for readers to know that a percentage of the profits from the sale of this book will be devoted to the cause of education. May all roads lead to peace.

There are, essentially, two compelling reasons why I believe the reading public should care about Fred and his work: First, he recognized the critical importance of learning during the earliest years. No one better understood how essential it is for proper social, emotional, cognitive, and language development to take place in the first few years of life. And no one did more to convince a mass audience in America of the value of early education. Second, he provided, and continues to provide, exemplary moral leadership. Fred Rogers advanced humanistic values because of his belief in Christianity, but his spirituality was completely eclectic; he found merit in all faiths and philosophies. His signature value was human kindness; he lived it and he preached it, to children, to their parents, to their teachers, to all of us everywhere who could take the time to listen.

As of September 2020, the British mandatory curriculum broadened to include same-sex relationships, sexual assault and 'porn literacy,' and parents will no longer be able to opt-out their children once they reach the age of fifteen. A petition with more than 118,000 signatures protested against the change, insisting that it was the parents' 'fundamental right to teach their child' about sex. What these parents are missing is that their children are already being taught about sex, and not by them.

At a swearing-in ceremony for new immigrants in the summer of 2014, the Harvard-educated First Lady Michelle Obama said: “It’s amazing that just a few feet from here where I’m standing are the signatures of the fifty-six Founders who put their names on a Declaration that changed the course of history. And like the fifty of you, none of them were born American—they became American.” That’s if you don’t count the forty-eight of fifty-six who were born in America. The other eight—like the rest of them—were either British or Dutch. Fifty-five were Protestant. Only one was Catholic. There’s a reason King George called the American Revolution “a Presbyterian war.”2

The proper balance of sugar and salt was the key to perfect barbecue sauce. Of course, when it came to barbecue sauce, everybody had an opinion about the combination of acid, aromatics, fruit, and flavorings---the ineffable umami---that made each bite so satisfying. But Margot Salton knew with utter certainty that it all started with sugar and salt. She'd even named her signature product after it: sugar+salt. This sauce was her superpower. Her secret. Her stock-in-trade. When she'd had nothing---no home, no education, no family, no means of support---she had created the powerful alchemy of flavors that made grown men moan with pleasure, cautious women ignore their diets, and skeptical foodies beg for more.

At a swearing-in ceremony for new immigrants in the summer of 2014, the Harvard-educated First Lady Michelle Obama said: “It’s amazing that just a few feet from here where I’m standing are the signatures of the fifty-six Founders who put their names on a Declaration that changed the course of history. And like the fifty of you, none of them were born American—they became American.” That’s if you don’t count the forty-eight of fifty-six who were born in America. The other eight—like the rest of them—were either British or Dutch. Fifty-five were Protestant. Only one was Catholic. There’s a reason King George called the American Revolution “a Presbyterian war.”2 The single document in Nexis’s news archives to report the First Lady’s jaw-droppingly ignorant remark about the signers of America’s Declaration of Independence did so in order to proclaim her “correct.” Yes, Snopes.com said Mrs. Obama was “correct” in the sense that “the Founding Fathers were not born into a fully formed and established America with its own history, customs, culture, and values, as modern American children are.”3 That’s if you don’t count the 85 percent of the Declaration’s signers who were born into a fully formed and established America, with its own history, customs, culture, and values. The American colonies had been around for about 150 years at that point. Not only the signers of the Declaration, but the first seventeen presidents, were all born in one of the original thirteen colonies. The eighteenth was Ulysses Grant, who was born in Ohio.

To be shaken out of the ruts of ordinary perception, to be shown for a few timeless hours the outer and the inner world, not as they appear to an animal obsessed with survival or to a human being obsessed with words and notions, but as they are apprehended, directly and unconditionally, by Mind at Large – thus an experience of inestimable value to everyone and especially to the intellectual. For the intellectual is by definition the man for whom, in Goethe’s phrase, ‘the word is essentially fruitful.’ He is the man who feels that ‘what we perceive by the eye is foreign to us as such and need not impress us deeply.’ And yet, though himself an intellectual and one of the supreme masters of language, Goethe did not always agree with his own evaluation of the word. ‘We talk,’ he wrote in middle life, ‘far too much. We should talk less and draw more. I personally should like to renounce speech altogether and, like organic Nature, communicate everything I have to say in sketches. That fig tree, this little snake, the cocoon on my window sill quietly awaiting its future – all these are momentous signatures. A person able to decipher their meaning properly would soon be able to dispense with the written or the spoken word altogether. The more I think of it, there is something futile, mediocre, even (I am tempted to say) foppish about speech. By contrast, how the gravity of Nature and her silence startle you, when you stand face to face with her, undistracted, before a barren ridge or in the desolation of the ancient hills.’ We can never dispense with language and the other symbol systems; for it is by means of them, and only by their means, that we have raised ourselves above the brutes, to the level of human beings. But we can easily become the victims as well as the beneficiaries of these systems. We must learn how to handle words effectively; but at the same time we must preserve and, if necessary, intensify our ability to look at the world directly and not through that half-opaque medium of concepts, which distorts every given fact into the all too familiar likeness of some generic label or explanatory abstraction. Literary or scientific, liberal or specialist, all our education is predominantly verbal and therefore fails to accomplish what it is supposed to do. Instead of transforming children into fully developed adults, it turns out students of the natural sciences who are completely unaware of Nature as the primary fact of experience, it inflicts upon the world students of the Humanities who know nothing of humanity, their own or anyone else’s. In a world where education is predominantly verbal, highly educated people find it all but impossible to pay serious attention to anything but words and notions. There is always money for, there are always doctrines in, the learned foolery of research into what, for scholars, is the all-important problem: Who influenced whom to say what when? Even in this age of technology the verbal humanities are honoured. The non-verbal humanities, the arts of being directly aware of the given facts of our existence, are almost completely ignored. Every individual is at once the beneficiary and the victim of the linguistic tradition into which he has been born - the beneficiary in as much as language gives access to the accumulated records of other people's experience, the victim in so far as it confirms him in the belief that reduced awareness is the only awareness and as it bedevils his sense of reality, so that he is all too apt to take his concepts for data, his words for actual things. That which, in the language of religion, is called "this world" is the universe of reduced awareness, expressed, and, as it were, petrified by language.

Become a junk mail detective. • Commercial catalogs: Go to CatalogChoice.org (they cancel catalogs for you) or call the catalogs directly. I opted out and I have never been happier with my personal sense of decorating and celebrating. • First-class mail: Do not open the unwanted letter. Its postage includes return service; you can write “Refused—Return to sender” and “Take me off your mailing list” on the front of the unopened envelope. I keep a pen in my mailbox for that specific purpose. • Mail addressed to the previous resident: Fill out a U.S. Postal Service change-of-address card for each previous resident. In lieu of a new address, write: “Moved, no forwarding address.” In the signature area, sign your name and write “Form filled by current resident of home [your name], agent for the above.” Hand the form to your carrier or postal clerk. • For standard/ third-class presorted mail: Do not open those that mention “return service requested,” “forwarding service requested,” “change service requested,” or “address service requested.” These postages also include return service, so here, too, you can write “Refused—Return to sender” and “Take me off your mailing list” on the front of an unopened envelope. Otherwise, open the letter, look for contact info, then call/ email/ write to be taken off the mailing list. These items typically include promotional flyers, brochures, and coupon packs. Make sure to also request that your name or address not be sold, rented, shared, or traded. • Bulk mail: Inexpensive bulk mailing, used for items such as community education catalogs, allows advertisers to mail to all homes in a carrier route. It is not directly addressed to a specific name or address but to “local” or “postal customer,” and is therefore most difficult to stop. A postal supervisor told me that my carrier had to deliver them and that he could take them back when refused, but since the postage does not include return service, the mailman would simply throw the mail away with no further action. The best way to reduce the production of such mailings is to contact the senders directly and convince them to either choose a different type of postage or adopt Internet communication instead. In the case of community-born mailing, one could also persuade his/ her city council to boycott the postage preference. But ideally, the U.S. Postal Service would not even provide this wasteful option.

To be shaken out of the ruts of ordinary perception, to be shown for a few timeless hours the outer and the inner world, not as they appear to an animal obsessed with survival or to a human being obsessed with words and notions, but as they are apprehended, directly and unconditionally, by Mind at Large – thus an experience of inestimable value to everyone and especially to the intellectual. For the intellectual is by definition the man for whom, in Goethe’s phrase, ‘the word is essentially fruitful.’ He is the man who feels that ‘what we perceive by the eye is foreign to us as such and need not impress us deeply.’ And yet, though himself an intellectual and one of the supreme masters of language, Goethe did not always agree with his own evaluation of the word. ‘We talk,’ he wrote in middle life, ‘far too much. We should talk less and draw more. I personally should like to renounce speech altogether and, like organic Nature, communicate everything I have to say in sketches. That fig tree, this little snake, the cocoon on my window sill quietly awaiting its future – all these are momentous signatures. A person able to decipher their meaning properly would soon be able to dispense with the written or the spoken word altogether. The more I think of it, there is something futile, mediocre, even (I am tempted to say) foppish about speech. By contrast, how the gravity of Nature and her silence startle you, when you stand face to face with her, undistracted, before a barren ridge or in the desolation of the ancient hills.’ We can never dispense with language and the other symbol systems; for it is by means of them, and only by their means, that we have raised ourselves above the brutes, to the level of human beings. But we can easily become the victims as well as the beneficiaries of these systems. We must learn how to handle words effectively; but at the same time we must preserve and, if necessary, intensify our ability to look at the world directly and not through that half-opaque medium of concepts, which distorts every given fact into the all too familiar likeness of some generic label or explanatory abstraction. Literary or scientific, liberal or specialist, all our education is predominantly verbal and therefore fails to accomplish what it is supposed to do. Instead of transforming children into fully developed adults, it turns out students of the natural sciences who are completely unaware of Nature as the primary fact of experience, it inflicts upon the world students of the Humanities who know nothing of humanity, their own or anyone else’s.

A story bank can also help website visitors find the most helpful stories. Skype, for example, has put stories into 15 compartments including acting, art/design, beauty, education and food. And Skype for Business has its own set of over 130 signature stories that can be searched by industry, product or language.

At no point in history has a bright young girl with plenty of food and a good constitution perished from too much learning.

Single-issue voting on abortion makes white evangelicals complicit on a whole range of policies that would be anathema to nineteenth-century evangelical reformers, not to mention the Bible itself. How is a ruthless exclusionary policy toward immigrants and refugees in any way consistent with scriptural mandates to welcome the stranger and treat the foreigner as one of your own? How does environmental destruction and indifference to climate change honor God’s creation? One of evangelicals’ signature issues in the nineteenth century was support for “common schools” because they provided a boost for the children of those less fortunate; Trump’s secretary of education (who professes to be an evangelical) spent her adult life seeking systematically to undermine, if not destroy, public education.

The Nagari Pracharini Sabha sought to popularize the Nagari script through its magazine Nagari Pracharini Patrika and the literary journal Saraswati founded in 1900. In 1897, when Madan Mohan Malaviya presented Sir Antony MacDonnell, lieutenant governor of the North-Western Provinces and Oudh, with the Nagari Pracharini Sabha’s petition Court Character and Primary Education in N-W P. and Oudh accompanied by 60,000 signatures, the response was non-committal.6 Therefore, MacDonnell’s order in 1900 on the use of Nagari as a court script came as a surprise. It was a battle very smoothly won, from which a bruised Urdu would never recover. The division—Hindi for Hindus, Urdu for Muslims7—had more or less been completed, exemplifying

we have discovered the data signature of what we consider the best type of team member. Some might call these individuals “natural leaders.” We call them “charismatic connectors.” Badge data show that these people circulate actively, engaging people in short, high-energy conversations. They are democratic with their time—communicating with everyone equally and making sure all team members get a chance to contribute. They’re not necessarily extroverts, although they feel comfortable approaching other people. They listen as much as or more than they talk and are usually very engaged with whomever they’re listening to. We call it “energized but focused listening.” The best team players also connect their teammates with one another and spread ideas around. And they are appropriately exploratory, seeking ideas from outside the group but not at the expense of group engagement. In a study of executives attending an intensive one-week executive education class at MIT, we found that the more of these charismatic connectors a team had, the more successful it was.

Castine is a quiet town with a population of about 1,500 people in Western Hancock County, Maine, named after John Hancock, when Maine was a part of the Commonwealth of Massachusetts. He was the famous statesman, merchant and smuggler who signed the “Declaration of Independence” with a signature large enough so that the English monarch, King George, could read it without glasses. Every child in New England knows that John Hancock was a prominent activist and patriot during the colonial history of the United States and not just the name of a well-known Insurance Company. Just below the earthen remains of Fort George, on both sides of Pleasant Street, lays the campus of Maine Maritime Academy. Prior to World War II, this location was the home of the Eastern State Normal School, whose purpose was to train grade school teachers. Maine Maritime Academy has significantly grown over the years and is now a four-year college that graduates officers and engineers for the United States Merchant Marine, as well as educating students in marine-related industries such as yacht and small craft management. Bachelor Degrees are offered in Engineering, International Business and Logistics, Marine Transportation, and Ocean Studies. Graduate studies are offered in Global Logistics and Maritime Management, as well as in International Logistics Management. Presently there are approximately 1,030 students enrolled at the Academy. Maine Maritime Academy's ranking was 7th in the 2016 edition of Best Northern Regional Colleges by U.S. News and World Report. The school was named the Number One public college in the United States by Money Magazine. Photo Caption: Castine, Maine

The sheep don’t need to be instructed by a zoologist to seek escape if a tiger approaches; it knows by its signature and without argumentation that it is its enemy. Is it not much more important for the sheep to know the ferocious character of the tiger than to be informed that the latter belongs to the genus Felis? If, by some miracle, a sheep should become intellectual, it might learn so much about the external form, anatomy, physiology, and genealogy of the tiger that it would lose sight of its internal character and be devoured by it. Absurd as this example may appear, it is nevertheless the true representation of what is done in your schools daily. There the rising generation receives what they call a scientific education. They are taught all about the external form of humans and how that form may be comfortably fed, lodged, and housed. However, the sight of the real human who occupies that form is entirely lost. Their needs are neglected, starved, ill-treated, and tortured, and some of your ‘great lights of science’ have become so short-sighted that they even deny they exist.

Nios 10th class Eligibility Criteria: • Students must be at the complete age of 14. • Candidate have the last qualification Certificate. • Students must have a recent passport size photo. • Signature • Students must have address proof of residence (aadhar card) Students who didn’t go to the school or don’t have a last qualification certificate of education, they can also enroll for their Nios 10th admission. They can enroll for their admission with the two government documents like Aadhar Card, Pan Card, Birth Certificate, and any other government identity. In Secondary class (10th) you have an option to choose subjects according to your choice. Above all, students have the facility to choose their subjects frequently. In Nios, if students are weak in study, he/she can also get pass with their efforts. Above all, total marks depend on Assignment, Practical and Theory. JP INSTITUTE helps you with the study, making of Assignment properly, about the Practical’s and all the information regarding Nios Admission procedure.

The relationship between an artist’s biography and his writing is always a difficult subject,” concedes Worden, “but there can be no other important writer since the invention of printing for whom we are unable to demonstrate any relationship at all.” Why didn’t Shakespeare bother to educate his children? His daughters couldn’t write. One signed with what Sir Edward Maunde Thompson, paleographer and director of the British Museum, called a “painfully formed signature, which was probably the most that she was capable of doing with the pen.” The other, he concluded, “could not write at all, for she signed with a mark.” How could a writer—any writer, let alone the greatest writer in the English language—be indifferent to the literacy of his children?

Bell’s activism did not come at the cost of his writing. A few years later he published two law review articles of startling originality that won him widespread attention in the law school world. The first was “Serving Two Masters: Integration Ideals and Client Interests in School Desegregation Litigation,” published in Yale Law Journal in 1976. Bell had became convinced that the black community did not need—or, in many cases, want—busing, the school desegregation remedy that civil rights lawyers had been pursuing for at least a dozen years. Instead, they wanted better schools. This kind of talk was heresy within the NAACP, which at that time was staunchly committed to enforcing the mandate of Brown v. Board of Education, their great legal breakthrough. Bell sounded what turned out to be one of his signature themes: the conflict of interest inherent in much public interest litigation. American law requires a flesh-and-blood plaintiff, usually an ordinary person, with “standing”—a specific, concrete grievance with a specific actor or defendant. Much public interest litigation, however, is maintained by specialized litigation centers, like the NAACP Legal Defense Fund or the National Organization of Women. These litigators must represent victims of the policies they want to change. The idea is to file a case challenging the unjust policy, determined to take it to the Supreme Court in the hope that it will announce new law. In all this,

At the same time, you must seek guidance from those who share your talents and partner with people who you feel can help you better utilize them. Make a list of resources—coaches, colleagues, books, tools—that will deepen your understanding of your signature strengths. Consider joining others in a strengths mastermind group. Commit to an attitude of lifetime learning, whether it’s through self-study, coaching, mastermind groups, or higher education. I recommend a combination of all four.