Empowering Graduation Quotes

Washington University found that adding a single extra gene dramatically boosted a mouse’s memory and ability. These “smart mice” could navigate mazes faster, remember events better, and outperform other mice in a wide variety of tests. They were dubbed “Doogie mice,” after the precocious character on the TV show Doogie Howser, M.D. Dr. Tsien began by analyzing the gene NR2B, which acts like a switch controlling the brain’s ability to associate one event with another. (Scientists know this because when the gene is silenced or rendered inactive, mice lose this ability.) All learning depends on NR2B, because it controls the communication between memory cells of the hippocampus. First Dr. Tsien created a strain of mice that lacked NR2B, and they showed impaired memory and learning disabilities. Then he created a strain of mice that had more copies of NR2B than normal, and found that the new mice had superior mental capabilities. Placed in a shallow pan of water and forced to swim, normal mice would swim randomly about. They had forgotten from just a few days before that there was a hidden underwater platform. The smart mice, however, went straight to the hidden platform on the first try. Since then, researchers have been able to confirm these results in other labs and create even smarter strains of mice. In 2009, Dr. Tsien published a paper announcing yet another strain of smart mice, dubbed “Hobbie-J” (named after a character in Chinese cartoons). Hobbie-J was able to remember novel facts (such as the location of toys) three times longer than the genetically modified strain of mouse previously thought to be the smartest. “This adds to the notion that NR2B is a universal switch for memory formation,” remarked Dr. Tsien. “It’s like taking Michael Jordon and making him a super Michael Jordan,” said graduate student Deheng Wang. There are limits, however, even to this new mice strain. When these mice were given a choice to take a left or right turn to get a chocolate reward, Hobbie-J was able to remember the correct path for much longer than the normal mice, but after five minutes he, too, forgot. “We can never turn it into a mathematician. They are rats, after all,” says Dr. Tsien. It should also be pointed out that some of the strains of smart mice were exceptionally timid compared to normal mice. Some suspect that, if your memory becomes too great, you also remember all the failures and hurts as well, perhaps making you hesitant. So there is also a potential downside to remembering too much.

Dr. Sperry, after detailed studies of split-brain patients, finally concluded that there could be two distinct minds operating in a single brain. He wrote that each hemisphere is “indeed a conscious system in its own right, perceiving, thinking, remembering, reasoning, willing, and emoting, all at a characteristically human level, and … both the left and right hemisphere may be conscious simultaneously in different, even in mutually conflicting, mental experiences that run along in parallel.” When I interviewed Dr. Michael Gazzaniga of the University of California, Santa Barbara, an authority on split-brain patients, I asked him how experiments can be done to test this theory. There are a variety of ways to communicate separately to each hemisphere without the knowledge of the other hemisphere. One can, for example, have the subject wear special glasses on which questions can be shown to each eye separately, so that directing questions to each hemisphere is easy. The hard part is trying to get an answer from each hemisphere. Since the right brain cannot speak (the speech centers are located only in the left brain), it is difficult to get answers from the right brain. Dr. Gazzaniga told me that to find out what the right brain was thinking, he created an experiment in which the (mute) right brain could “talk” by using Scrabble letters. He began by asking the patient’s left brain what he would do after graduation. The patient replied that he wanted to become a draftsman. But things got interesting when the (mute) right brain was asked the same question. The right brain spelled out the words: “automobile racer.” Unknown to the dominant left brain, the right brain secretly had a completely different agenda for the future. The right brain literally had a mind of its own. Rita Carter writes, “The possible implications of this are mind-boggling. It suggests that we might all be carrying around in our skulls a mute prisoner with a personality, ambition, and self-awareness quite different from the day-to-day entity we believe ourselves to be.” Perhaps there is truth to the oft-heard statement that “inside him, there is someone yearning to be free.” This means that the two hemispheres may even have different beliefs. For example, the neurologist V. S. Ramanchandran describes one split-brain patient who, when asked if he was a believer or not, said he was an atheist, but his right brain declared he was a believer. Apparently, it is possible to have two opposing religious beliefs residing in the same brain. Ramachandran continues: “If that person dies, what happens? Does one hemisphere go to heaven and the other go to hell? I don’t know the answer to that.

To their surprise, they found that dopamine actively regulates both the formation and the forgetting of new memories. In the process of creating new memories, the dCA1 receptor was activated. By contrast, forgetting was initiated by the activation of the DAMB receptor. Previously, it was thought that forgetting might be simply the degradation of memories with time, which happens passively by itself. This new study shows that forgetting is an active process, requiring intervention by dopamine. To prove their point, they showed that by interfering with the action of the dCA1 and DAMB receptors, they could, at will, increase or decrease the ability of fruit flies to remember and forget. A mutation in the dCA1 receptor, for example, impaired the ability of the fruit flies to remember. A mutation in the DAMB receptor decreased their ability to forget. The researchers speculate that this effect, in turn, may be partially responsible for savants’ skills. Perhaps there is a deficiency in their ability to forget. One of the graduate students involved in the study, Jacob Berry, says, “Savants have a high capacity for memory. But maybe it isn’t memory that gives them this capacity; maybe they have a bad forgetting mechanism. This might also be the strategy for developing drugs to promote cognition and memory—what about drugs that inhibit forgetting as a cognitive enhancers?” Assuming that this result holds up in human experiments as well, it could encourage scientists to develop new drugs and neurotransmitters that are able to dampen the forgetting process. One might thus be able to selectively turn on photographic memories when needed by neutralizing the forgetting process. In this way, we wouldn’t have the continuous overflow of extraneous, useless information, which hinders the thinking of people with savant syndrome. What is also exciting is the possibility that the BRAIN project, which is being championed by the Obama administration, might be able to identify the specific pathways involved with acquired savant syndrome. Transcranial magnetic fields are still too crude to pin down the handful of neurons that may be involved. But using nanoprobes and the latest in scanning technologies, the BRAIN project might be able to isolate the precise neural pathways that make possible photographic memory and incredible computational, artistic, and musical skills. Billions of research dollars will be channeled into identifying the specific neural pathways involved with mental disease and other afflictions of the brain, and the secret of savant skills may be revealed in the process. Then it might be possible to take normal individuals and make savants out of them. This has happened many times in the past because of random accidents. In the future, this may become a precise medical process.

Educational institutions that foster a culture of accessibility not only empower persons with disabilities to graduate and earn a livelihood, but also play a crucial role in enlightening other students about the significance of accessibility.

Congress went beyond merely enacting an income tax law and repealed Article IV of the Bill of Rights, by empowering the tax collector to do the very things from which that article says we were to be secure. It opened up our homes, our papers and our effects to the prying eyes of government agents and set the stage for searches of our books and vaults and for inquiries into our private affairs whenever the tax men might decide, even though there might not be any justification beyond mere cynical suspicion.      “The income tax is bad because it has robbed you and me of the guarantee of privacy and the respect for our property that were given to us in Article IV of the Bill of Rights. This invasion is absolute and complete as far as the amount of tax that can be assessed is concerned. Please remember that under the Sixteenth Amendment, Congress can take 100 percent of our income anytime it wants to. As a matter of fact, right now it is imposing a tax as high as 91 percent. This is downright confiscation and cannot be defended on any other grounds.      “The income tax is bad because it was conceived in class hatred, is an instrument of vengeance and plays right into the hands of the communists. It employs the vicious communist principle of taking from each according to his accumulation of the fruits of his labor and giving to others according to their needs, regardless of whether those needs are the result of indolence or lack of pride, self-respect, personal dignity or other attributes of men.      “The income tax is fulfilling the Marxist prophecy that the surest way to destroy a capitalist society is by steeply graduated taxes on income and heavy levies upon the estates of people when they die.      “As matters now stand, if our children make the most of their capabilities and training, they will have to give most of it to the tax collector and so become slaves of the government. People cannot pull themselves up by the bootstraps anymore because the tax collector gets the boots and the straps as well.      “The income tax is bad because it is oppressive to all and discriminates particularly against those people who prove themselves most adept at keeping the wheels of business turning and creating maximum employment and a high standard of living for their fellow men.      “I believe that a better way to raise revenue not only can be found but must be found because I am convinced that the present system is leading us right back to the very tyranny from which those, who established this land of freedom, risked their lives, their fortunes and their sacred honor to forever free themselves….” T. Coleman Andrews Commissioner of Internal Revenue, 1953–1955

A part war drama, part coming-of-age story, part spiritual pilgrimage, Surviving Hitler, Evading Stalin is the story of a young woman who experienced more hardships before graduating high school than most people do in a lifetime. Yet her heartaches are only half the story; the other half is a story of resilience, of leaving her lifelong home in Germany to find a new home, a new life, and a new love in America. Mildred Schindler Janzen has given us a time capsule of World War II and the years following it, filled with pristinely preserved memories of a bygone era. Ken Gire New York Times bestselling author of All the Gallant Men The memoir of Mildred Schindler Janzen will inform and inspire all who read it. This is a work that pays tribute to the power and resiliency of the human spirit to endure, survive, and overcome in pursuit of the freedom and liberty that all too many take for granted. Kirk Ford, Jr., Professor Emeritus, History Mississippi College Author of OSS and the Yugoslav Resistance, 1943-1945 A compelling first-person account of life in Germany during the rise of Adolph Hitler and the Nazi Party. A well written, true story of a young woman overcoming the odds and rising above the tragedies of loss of family and friends during a savage and brutal war, culminating in her triumph in life through sheer determination and will. A life lesson for us all. Col. Frank Janotta (Retired), Mississippi Army National Guard Mildred Schindler Janzen’s touching memoir is a testimony to God’s power to deliver us from the worst evil that men can devise. The vivid details of Janzen’s amazing life have been lovingly mined and beautifully wrought by Sherye Green into a tender story of love, gratitude, and immeasurable hope. Janzen’s rich, post-war life in Kansas serves as a powerful reminder of the great promise of America. Troy Matthew Carnes, Author of Rasputin’s Legacy and Dudgeons and Daggers World War II was horrific, and we must never forget. Surviving Hitler, Evading Stalin is a must-read that sheds light on the pain the Nazis and then the Russians inflicted on the German Jews and the German people. Mildred Schindler Janzen’s story, of how she and her mother and brother survived the war and of the special document that allowed Mildred to come to America, is compelling. Mildred’s faith sustained her during the war's horrors and being away from her family, as her faith still sustains her today. Surviving Hitler, Evading Stalin is a book worth buying for your library, so we never forget. Cynthia Akagi, Ph.D. Northcentral University I wish all in the world could read Mildred’s story about this loving steel magnolia of a woman who survived life under Hitler’s reign. Mildred never gave up, but with each suffering, grew stronger in God’s strength and eternal hope. Beautifully written, this life story will captivate, encourage, and empower its readers to stretch themselves in life, in love, and with God, regardless of their circumstances. I will certainly recommend this book. Renae Brame, Author of Daily Devotions with Our Beloved, God’s Peaceful Waters Flow, and Snow and the Eternal Hope How utterly inspiring to read the life story of a woman whose every season reflects God’s safe protection and unfailing love. When young Mildred Schindler escaped Nazi Germany, only to have her father taken by Russians and her mother and brother hidden behind Eastern Europe’s Iron Curtain, she courageously found a new life in America. Surviving Hitler, Evading Stalin is her personal witness to God’s guidance and provision at every step of that perilous journey. How refreshing to view a full life from beginning to remarkable end – always validating that nothing is impossible with God. Read this book and you will discover the author’s secret to life: “My story is a declaration that choosing joy and thankfulness over bitterness and anger, even amid difficult circumsta

Outcome Based Education The first time you read this poem I need you to remember something They do not teach you in school Like Doctor’s, Lawyers, Soldiers, Teachers don’t have an oath, not at all Yet, students aren’t footballs They aren’t The student aren’t born dull or bright Teachers make them that way, a plight Obe comes for rescue to make learning, a delight Yet, is content about Obe too abstract to understand? Is the material about Obe too tough to grasp and comprehend? Do a new way to be adopted to explain and define Obe? Its an easy concept once you agree Outcomes are not scores, averages or grade point Only needs is to look education from a new viewpoint Obe is holistic way of enlightening and empowering learners It is a paradigm shift to make them achievers Obe is what they’ll be able to know and do Skills and knowledge they need to have at debut Course Outcome(CO) is what they’ll know after each course This is the skill they will acquire without any force Program Specific Outcomes(PSO) are specific to program, USPs of department, its hologram What they’ll be able to do at time of graduation accomplishment, achievement, acclamations Program Educational Objectives(PEOs) are the achievements they’ll have in their career Indicates what they’ll achieve and how they perform during first few years Program Outcomes (POs) is what they’ll be able to know and do upon graduation Skills, knowledge and behaviour they’ll acquire, will give their career acceleration. Obe wants all learner to learn and be successful 1 paradigm 2 purpose 3 premises 4 principles 5 Practices of obe makes you accountable 1 paradigm what and whether students learn successfully is more important than how and when they learn 2 Purpose maximize condition of success for all students, send fully equipped student into world to make their dreams unfurl 3 Premises All students can succeed and learn maybe not on same day and same way, Success breads success , colleges control condition of success 4 principles clarity of focus on outcomes, expended opportunity to all, high expectation from all, designing curriculum to attain outcome 5 practices define outcome, design curriculum, deliver instruction, document result, determine advancement These are 1 paradigm 2 purpose 3 premises 4 principles 5 Practices for Obe accomplishment ----------------By Dr. Kshitij Shinghal Special thanks to Dr. William Spady and references from his book “ Outcome Based Education: Critical Issues

Outcome Based Education The first time you read this poem I need you to remember something They do not teach you in school Like Doctor’s, Lawyers, Soldiers, Teachers don’t have an oath, not at all Yet, students aren’t footballs They aren’t The student aren’t born dull or bright Teachers make them that way, a plight Obe comes for rescue to make learning, a delight Yet, is content about Obe too abstract to understand? Is the material about Obe too tough to grasp and comprehend? Do a new way to be adopted to explain and define Obe? Its an easy concept once you agree Outcomes are not scores, averages or grade point Only needs is to look education from a new viewpoint Obe is holistic way of enlightening and empowering learners It is a paradigm shift to make them achievers Obe is what they’ll be able to know and do Skills and knowledge they need to have at debut Course Outcome(CO) is what they’ll know after each course This is the skill they will acquire without any force Program Specific Outcomes(PSO) are specific to program, USPs of department, its hologram What they’ll be able to do at time of graduation accomplishment, achievement, acclamations Program Educational Objectives(PEOs) are the achievements they’ll have in their career Indicates what they’ll achieve and how they perform during first few years Program Outcomes (POs) is what they’ll be able to know and do upon graduation Skills, knowledge and behaviour they’ll acquire, will give their career acceleration. Obe wants all learner to learn and be successful 1 paradigm 2 purpose 3 premises 4 principles 5 Practices of obe makes you accountable ----------------By Dr. Kshitij Shinghal Special thanks to Dr. William Spady and references from his book “ Outcome Based Education: Critical Issues

When you are asking for solutions to tough problems, treat any advice you receive—especially when it is simple or optimistic—with a healthy dose of skepticism. Just because advice comes from smart people with fancy graduate degrees does not make it ethical or even likely to promote the long-term health of your organization.

A women must be more empowered at work, men must be more empowered at home.

The application of academic knowledge to the socioeconomic development of an industry, is empowered by the acquired intellectual capacity to understand the principles that define the functionality of a given concept at hand.

The effects of migration on poverty reduction dwarf those of free trade. Migrants who succeed in moving from poor countries to rich countries become better off than they were at home, and their remittances help their families do better at home. Remittances have very different effects than aid, and they can empower recipients to demand more from their governments, improving governance rather than undermining it. Of course, the politics of migration is even tougher than the politics of free trade, even in countries where the urge to help is most strongly developed. A helpful type of temporary migration is to provide undergraduate and graduate scholarships to the West, especially for Africans. With luck, these students will develop in a way that is independent of aid agencies or of their domestic regimes. Even if they do not return home, at least at once, the African diaspora is a fertile (and internal) source of development projects at home.