Importance Of School Attendance Quotes

Annabeth, thank goodness, would be staying in New York. She'd gotten permission from her parents to attend a boarding school in the city so she could be close to Olympus and oversee the rebuilding efforts. "And close to me?" I asked. "Well, someone's got a big sense of his own importance." But she laced her fingers through mine. I remembered what she'd told me in New York, about building something permanent, and I thought—just maybe—we were off to a good start.

From the earliest age, we must learn to say good-bye to friends and family. We see our parents and siblings off at the station; we visit cousins, attend schools, join the regiment; we marry, or travel abroad. It is part of the human experience that we are constantly gripping a good fellow by the shoulders and wishing him well, taking comfort from the notion that we will hear word of him soon enough. But experience is less likely to teach us how to bid our dearest possessions adieu. And if it were to? We wouldn’t welcome the education. For eventually, we come to hold our dearest possessions more closely than we hold our friends. We carry them from place to place, often at considerable expense and inconvenience; we dust and polish their surfaces and reprimand children for playing too roughly in their vicinity—all the while, allowing memories to invest them with greater and greater importance. This armoire, we are prone to recall, is the very one in which we hid as a boy; and it was these silver candelabra that lined our table on Christmas Eve; and it was with this handkerchief that she once dried her tears, et cetera, et cetera. Until we imagine that these carefully preserved possessions might give us genuine solace in the face of a lost companion.

No, no. She’s a career woman. She has a full-time nanny. I think she just imported a new one from France. She likes European stuff. Renata doesn’t have time to help at the school. She has board meetings to attend. Whenever you talk to her she’s just been to a board meeting, or she’s on her way back from a board meeting, or she’s preparing for a board meeting. I mean, how often do these boards have to meet?

I told her that we go to work to provide for our families, attend school functions that our children are involved in, take a few pieces of cake we just baked over to our neighbor next door, drive our children to school in the morning. “No! No!” She said. “How do you worship?” I said we make love to our spouses, smile and greet someone we pass on the street, help our children with their homework, hold open a door for someone behind us. “Worship! I’m asking about worship!” She exclaimed. I asked her exactly what she had in mind. “You know-Rituals!” She insisted. I answered her that we practice those also and that they are a very important part of Muslim worship. I was not trying to frustrate her, but I answered her in this way in order to emphasize Islam’s comprehensive conception of worship.

Children fail to realize that a mother doesn’t have to provide their “wants”. Her bags are heavy because they are filled by everyone’s “wants”. There isn’t one “want” in the bags a mother is carrying that belongs to her. She looks past her self-fulfillment. She feels as though her wants and needs are not important; therefore, they are never on the list. Children cannot see past their selfish ways. By law, a parent is supposed to provide shelter, food, clothing, make sure their children attend schools and have their annual health checkups. A mother isn’t required to put her children in extracurricular activities; that is a choice. Friends come and go; a marriage may last or fail, but once you’re a mother there is no such thing as divorcing your children. Being a mother is the hardest job ever; it is “till death do you part”. As a mother, you try your best to make sure your children do not make the same mistakes that you did.

The most important school you attend is the university of life.

Tis a funny thing, reflected the Count as he stood ready to abandon his suite. From the earliest age, we must learn to say good-bye to friends and family. We see our parents and siblings off at the station; we visit cousins, attend schools, join the regiment; we marry, or travel abroad. It is part of the human experience that we are constantly gripping a good fellow by the shoulders and wishing him well, taking comfort from the notion that we will hear word of him soon enough. But experience is less likely to teach us how to bid our dearest possessions adieu. And if it were to? We wouldn’t welcome the education. For eventually, we come to hold our dearest possessions more closely than we hold our friends. We carry them from place to place, often at considerable expense and inconvenience; we dust and polish their surfaces and reprimand children for playing too roughly in their vicinity—all the while, allowing memories to invest them with greater and greater importance. This armoire, we are prone to recall, is the very one in which we hid as a boy; and it was these silver candelabra that lined our table on Christmas Eve; and it was with this handkerchief that she once dried her tears, et cetera, et cetera. Until we imagine that these carefully preserved possessions might give us genuine solace in the face of a lost companion. But, of course, a thing is just a thing.

Dear Young Black Males, Make sure that you take your education seriously. You may not understand it right now, but your education is important. If you’re struggling in high school, don’t fail silently. Speak up and ask for the help that you need. If you’re interested in going to college afterwards, start researching the colleges that you’re interested in attending. If college isn’t for you, consider trade schools or programs for high school students such as ROP (Regional Occupation Program). Depending on what state you live in, it may be called something different. Some colleges offer certificate programs if you’re not interested in earning an actual degree. Go to your neighborhood community center and ask questions. Ask your school counselors for leads. The library is also a great place to get helpful information. Just ask the librarian, he/she will be happy to assist you. It’s important to educate yourself, because if not, you’ll most likely be stuck working a dead-end job. Ask questions as much as you need to. Don’t assume anything. Get the facts that you need in order to succeed.

I kind of was beginning to feel like I was being underutilized [as Teen Ambassador to the UN]. I mean, there were a lot more important issues out there for teens that I could have been bringing international attention to than what kids see out their windows. I mean, instead of sitting in the White House press office for three hours after school every Wednesday, or attending International Festival of the Child concerts, I could have been out there alerting the public to the fact that in some countries, it is still perfectly legal for men to take teen brides -- even multiple teen brides! What was that all about? And what about places like Sierra Leone, where teens and even younger kids routinely get their limbs chopped off as "warnings" against messing with the warring gangs that run groups of diamond traffickers? And hello, what about all those kids in countries with unexploded land mines buried in the fields where they'd like to play soccer, but can't because it's too dangerous? And how about a problem a little closer to home? How about all the teenagers right here in America who are taking guns to school and blowing people away? Where are they getting these guns, and how come they think shooting people is a viable solution to their problems? And why isn't anybody doing anything to alleviate some of the pressures that might lead someone to think bringing a gun to school is a good thing? How come nobody is teaching people like Kris Parks to be more tolerant of others, to stop torturing kids whose mothers make them wear long skirts to school?

I believe that the number 1 most important problem in the United States right now, is the fact that kids will go to school and shoot other kids. And that kids get so hurt at school and at home, that they feel the need to do that. And then, the fact that people are not identifying this as the number one problem of greatest importance to attend to, is the second most important problem!

Zhaanat’s knowledge was considered so important that she had been fiercely hidden away, guarded from going to boarding school. She had barely learned to read and write on the intermittent days she had attended reservation day school. She made baskets and beadwork to sell. But Zhaanat’s real job was passing on what she knew. People came from distances, often camped around their house, in order to learn.

The “IQ fundamentalist” Arthur Jensen put it thusly in his 1980 book Bias in Mental Testing (p. 113): “The four socially and personally most important threshold regions on the IQ scale are those that differentiate with high probability between persons who, because of their level of general mental ability, can or cannot attend a regular school (about IQ 50), can or cannot master the traditional subject matter of elementary school (about IQ 75), can or cannot succeed in the academic or college preparatory curriculum through high school (about IQ 105), can or cannot graduate from an accredited four-year college with grades that would qualify for admission to a professional or graduate school (about IQ 115). Beyond this, the IQ level becomes relatively unimportant in terms of ordinary occupational aspirations and criteria of success. That is not to say that there are not real differences between the intellectual capabilities represented by IQs of 115 and 150 or even between IQs of 150 and 180. But IQ differences in this upper part of the scale have far less personal implications than the thresholds just described and are generally of lesser importance for success in the popular sense than are certain traits of personality and character.

When my father died we did not have the funds to keep all three of us in school. The tuition is very expensive. My sisters are still in school and I am here to find work so they can stay there. Without a formal education there is no future for girls in Kathmandu. I would like to go back to school myself, but it is unlikely I will be able to. It is more important that my sisters attend school than it is for me.” Sun-jo

Prior to taking up philosophy I had spent half a decade as an art student and I am quite sure that what persuaded me of the importance and veracity of these ancient ideas was my art school education. For art making is all about discerning and creating structures. When later, as a philosophy student, I read Wittgenstein’s instruction to attend to the differences, I heard an echo of the art teacher’s command to look at the gaps between objects and draw them also.

We were perched on the precipice of manhood, drunk on our own importance, our futures promising, the present full of opportunity for seemingly endless firsts and lasts--first drink, first kiss, first love, first lay; last dance, last test, last performance, last season, last game. There were many dance and parties to attend: homecoming at both Steptoe and Yeatman, Steptoe's winter formal, holiday celebrations, and, in the spring, proms and the Tennessee Breeders' Cup. At times, it seemed our education was getting in the way of the events surrounding it.

In this book I contend that even when school appears to be successful, even when it elicits the performances for which it has apparently been designed, it typically fails to achieve its most important missions. Evidence for this startling claim comes from a by now overwhelming body of educational research that has been assembled over the last decades. These investigations document that even students who have been well trained and who exhibit all the overt signs of success—faithful attendance at good schools, high grades and high test scores, accolades from their teachers—typically do not display an adequate understanding of the materials and concepts with which they have been working.

Elsewhere, in schools where teachers had come under the influence of the Moravian reformer Jan Amos Comenius (1592–1670), shafts of sunlight were theoretically able to penetrate. The Klosterschule in Ohrdruf (previously a monastic school) to which Bach moved from Eisenach after his parents’ death and attended for four and a half years, is alleged to have been just such a place, famous in the district for having adopted Comenius’s curricular reforms. His method stressed the importance of cultivating a favourable environment for learning, of encouraging pleasure as well as moral instruction through study, and of helping pupils to learn progressively from concrete examples, stage by stage – from a knowledge of things (including songs and pictures) rather than through words alone.

University, organized on the Soviet system, was just like high school: daily classes from 9-2 p.m., daily written assignments; attendance strictly kept, no choice of courses beside the major. We studied Ukrainian, Russian grammar as well as literature. It sounds ridiculous, but we learned spelling in one lesson and had to read Pushkin, in the original text, next period. The same was repeated with Ukrainian spelling, grammar and also the reading of poetry by Taras Shevchenko. That was similar to learning the verbs to be or to have and read also Shakespeare. (Actually, that was how I learned English in 1938.) The subjects that were most important: History of the Party and Dialectic Materialism. That had to be learned the way they explained it and no questions should be asked; no doubts were permitted.

You don’t mention what you’d like to study, but I assure you there are many ways to fund a graduate education. I know a whole lot of people who did not go broke getting a graduate degree. There is funding for tuition remission at many schools, as well as grants, paid research, and teaching assistantships, and—yes—the offer of more student loans. Perhaps more importantly in your case, there are numerous ways to either cancel portions of your student loan debt or defer payment. Financial difficulty, unemployment, attending school at least half-time (i.e., graduate school!), working in certain professions, and serving in the Peace Corps or other community service jobs are some ways that you would be eligible for debt deferment or cancellation. I encourage you to investigate your options so you can make a plan that brings you peace of mind. There are many websites that will elucidate what I have summarized above.

Many college courses in the humanities focus on discussion over lecture. Students read course material ahead of time and have a discussion in class. Harvard Business School took this to the extreme by pioneering case-based learning more than a hundred years ago, and many business schools have since followed suit. There are no lectures there, not even in subjects like accounting or finance. Students read a ten-to twenty-page description of a particular company’s or person’s circumstance—called a “case”—on their own time and then participate in a discussion/debate in class (where attendance is mandatory). Professors are there to facilitate the discussion, not to dominate it. I can tell you from personal experience that despite there being eighty students in the room, you cannot zone out. Your brain is actively processing what your peers are saying while you try to come to your own conclusions so that you can contribute during the entire eighty-minute session. The time goes by faster than you want it to; students are more engaged than in any traditional classroom I’ve ever been a part of. Most importantly, the ideas that you and your peers collectively generate stick. To this day, comments and ways of thinking about a problem that my peers shared with me (or that I shared during class) nearly ten years ago come back to me as I try to help manage the growth and opportunities surrounding the Khan Academy.

The Raisin meditation2 Set aside five to ten minutes when you can be alone, in a place, and at a time, when you will not be disturbed by the phone, family or friends. Switch off your cell phone, so it doesn’t play on your mind. You will need a few raisins (or other dried fruit or small nuts). You’ll also need a piece of paper and a pen to record your reactions afterward. Your task will be to eat the fruit or nuts in a mindful way, much as you ate the chocolate earlier (see p. 55). Read the instructions below to get an idea of what’s required, and only reread them if you really need to. The spirit in which you do the meditation is more important than covering every instruction in minute detail. You should spend about twenty to thirty seconds on each of the following eight stages: 1. Holding Take one of the raisins (or your choice of dried fruit or nuts) and hold it in the palm of your hand, or between your fingers and thumb. Focusing on it, approach it as if you have never seen anything like it before. Can you feel the weight of it in your hand? Is it casting a shadow on your palm? 2. Seeing Take the time really to see the raisin. Imagine you have never seen one before. Look at it with great care and full attention. Let your eyes explore every part of it. Examine the highlights where the light shines; the darker hollows, the folds and ridges. 3. Touching Turn the raisin over between your fingers, exploring its texture. How does it feel between the forefinger and thumb of the other hand? 4. Smelling Now, holding it beneath your nose, see what you notice with each in-breath. Does it have a scent? Let it fill your awareness. And if there is no scent, or very little, notice this as well. 5. Placing Slowly take the object to your mouth and notice how your hand and arm know exactly where to put it. And then gently place it in your mouth, noticing what the tongue does to “receive” it. Without chewing, simply explore the sensations of having it on your tongue. Gradually begin to explore the object with your tongue, continuing for thirty seconds or more if you choose. 6. Chewing When you’re ready, consciously take a bite into the raisin and notice the effects on the object, and in your mouth. Notice any tastes that it releases. Feel the texture as your teeth bite into it. Continue slowly chewing it, but do not swallow it just yet. Notice what is happening in the mouth. 7. Swallowing See if you can detect the first intention to swallow as it arises in your mind, experiencing it with full awareness before you actually swallow. Notice what the tongue does to prepare it for swallowing. See if you can follow the sensations of swallowing the raisin. If you can, consciously sense it as it moves down into your stomach. And if you don’t swallow it all at one time, consciously notice a second or even a third swallow, until it has all gone. Notice what the tongue does after you have swallowed. 8. Aftereffects Finally, spend a few moments registering the aftermath of this eating. Is there an aftertaste? What does the absence of the raisin feel like? Is there an automatic tendency to look for another? Now take a moment to write down anything that you noticed when you were doing the practice. Here’s what some people who’ve attended our courses said: “The smell for me was amazing; I’d never noticed that before.” “I felt pretty stupid, like I was in art school or something.” “I thought how ugly they looked … small and wrinkled, but the taste was very different from what I would normally have thought it tasted like. It was quite nice actually.” “I tasted this one raisin more than the twenty or so I usually stuff into my mouth without thinking.

THE VISION EXERCISE Create your future from your future, not your past. WERNER ERHARD Erhard Founder of EST training and the Landmark Forum The following exercise is designed to help you clarify your vision. Start by putting on some relaxing music and sitting quietly in a comfortable environment where you won’t be disturbed. Then, close your eyes and ask your subconscious mind to give you images of what your ideal life would look like if you could have it exactly the way you want it, in each of the following categories: 1. First, focus on the financial area of your life. What is your ideal annual income and monthly cash flow? How much money do you have in savings and investments? What is your total net worth? Next . . . what does your home look like? Where is it located? Does it have a view? What kind of yard and landscaping does it have? Is there a pool or a stable for horses? What does the furniture look like? Are there paintings hanging in the rooms? Walk through your perfect house, filling in all of the details. At this point, don’t worry about how you’ll get that house. Don’t sabotage yourself by saying, “I can’t live in Malibu because I don’t make enough money.” Once you give your mind’s eye the picture, your mind will solve the “not enough money” challenge. Next, visualize what kind of car you are driving and any other important possessions your finances have provided. 2. Next, visualize your ideal job or career. Where are you working? What are you doing? With whom are you working? What kind of clients or customers do you have? What is your compensation like? Is it your own business? 3. Then, focus on your free time, your recreation time. What are you doing with your family and friends in the free time you’ve created for yourself? What hobbies are you pursuing? What kinds of vacations do you take? What do you do for fun? 4. Next, what is your ideal vision of your body and your physical health? Are you free of all disease? Are you pain free? How long do you live? Are you open, relaxed, in an ecstatic state of bliss all day long? Are you full of vitality? Are you flexible as well as strong? Do you exercise, eat good food, and drink lots of water? How much do you weigh? 5. Then, move on to your ideal vision of your relationships with your family and friends. What is your relationship with your spouse and family like? Who are your friends? What do those friendships feel like? Are those relationships loving, supportive, empowering? What kinds of things do you do together? 6. What about the personal arena of your life? Do you see yourself going back to school, getting training, attending personal growth workshops, seeking therapy for a past hurt, or growing spiritually? Do you meditate or go on spiritual retreats with your church? Do you want to learn to play an instrument or write your autobiography? Do you want to run a marathon or take an art class? Do you want to travel to other countries? 7. Finally, focus on the community you’ve chosen to live in. What does it look like when it is operating perfectly? What kinds of community activities take place there? What charitable, philanthropic, or volunteer work? What do you do to help others and make a difference? How often do you participate in these activities? Who are you helping? You can write down your answers as you go, or you can do the whole exercise first and then open your eyes and write them down. In either case, make sure you capture everything in writing as soon as you complete the exercise. Every day, review the vision you have written down. This will keep your conscious and subconscious minds focused on your vision, and as you apply the other principles in this book, you will begin to manifest all the different aspects of your vision.

With the decline of the United States as the world’s leader, I find it important to look around our globe for intelligent people who have the depth of understanding that could perhaps chart a way to the future. One such person is Bernard-Henri Lévy a French philosopher who was born in Béni Saf, French Algeria on November 5, 1948. . The Boston Globe has said that he is "perhaps the most prominent intellectual in France today." Although his published work and political activism has fueled controversies, he invokes thought provoking insight into today’s controversial world and national views. As a young man and Zionist he was a war correspondent for “Combat” newspaper for the French Underground. Following the war Bernard attended Lycée Louis-le-Grand in Paris and in 1968; he graduated with a degree in philosophy from the famous École Normale Supérieure. This was followed by him traveling to India where he joined the International Brigade to aid Bangladeshi freedom fighters. Returning to Paris, Bernard founded the ‘New Philosophers School.’ At that time he wrote books bringing to light the dark side of French history. Although some of his books were criticized for their journalistic character and unbalanced approach to French history, but most respected French academics took a serious look at his position that Marxism was inherently corrupt. Some of his musings include the predicament of the Kurds and the Shame of Aleppo, referring to the plight of the children in Aleppo during the bloody Syrian civil war. Not everyone agrees with Bernard, as pointed out by an article “Why Does Everyone Hate Bernard-Henri Lévy?” However he is credited with nearly single handedly toppling Muammar Gaddafi. His reward was that in 2008 he was targeted for assassination by a Belgium-based Islamist militant group. Looking like a rock star and ladies man, with his signature dark suits and unbuttoned white shirt, he said that “democracies are not run by the truth,” and notes that the American president is not the author of the anti-intellectual movement it, but rather its product. He added that the anti-intellectualism movement that has swept the United States and Europe in the last 12 months has been a long time coming. The responsibility to support verified information and not publicize fake news as equal has been ignored. He said that the president may be the heart of the anti-intellectual movement, but social media is the mechanism! Not everyone agrees with Bernard; however his views require our attention. If we are to preserve our democracy we have to look at the big picture and let go of some of our partisan thinking. We can still save our democracy, but only if we become patriots instead of partisans!

There is no moment more important for educators to attend to than this one between stimulus and response. If we slow down and examine these moments, if we cultivate new responses, we might just transform our schools into places where we all thrive.

The European reception of Greek philosophy has been dominated by a model in which Plato and Aristotle are seen as the centers and others such as Sextus Empiricus—whose extant works are comparable both in extent and in importance to those of Plato and Aristotle and as representative of the Greek philosophical tradition—are not heard of. In fact, Plato too is censored, in that the Parmenides, which Plotinus regarded as the essential Platonic work, is regarded as a joke or a game, and passages such as “destroying the hypotheses” in the Republic are either edited out of the text or interpreted out of the commentary. The fact that Greek philosophy from the very beginning was characterized by critical dialectic and by the ethics of retreat that often attends it is not studied in our schools. When attention is occasionally paid to, say, Pyrrhonic skepticism, it is seen as outrageous and inhuman. Greek philosophy has, in effect, been forced into the mold of European philosophy, when in fact it had a great deal more in common with its contemporaneous Indian thought.

One of the most important functions of monasteries was as schools. Monastic schools were well attended (mostly by boys). Some of the students were treated as foster children by the monks, living in the care of another family until they were ready to return to their homes and adult responsibilities. Many noble warrior fathers seem to have thought that their sons would be safer in a monastery than at home. Students had to find and prepare food for the monks and help out with the business of running the monastery. But most of their time was spent studying and working.

States of higher consciousness are, of course, desperately short-lived. We shouldn’t in any case aspire to make them permanent, because they don’t sit so well with the many important practical tasks we all need to attend to. But we should make the most of them when they arise, and harvest their insights for the time when we require them most.

A study indicates that whether or not a department has a mathematics or a statistics requirement is the most important single determinant of where a woman will attend graduate school to study political science.

Top 10 ideas from No More Meltdowns: 1. Each day for several months, have your child imagine the sensations of anger and rehearse the calming strategy, such as: holding a squeeze ball, counting to 10, taking deep breaths, taking a walk and swinging on the swing set. He will be able to do the calming strategy without too much conscious effort (42) 2. Create a schedule of routines that involves visual reminders of their schedule to provide comfort in understanding what to expect next (40) 3. Praise their effort when they are working on a project or attempting a new activity. Those concentrating on their ability get frustrated more easily. In contrast, those attending their level of effort respond to frustration with more motivation and positive feelings. Praise their continued efforts rather than simply praise their current ability (28) 4. Avoid meltdowns by anticipating and preparing for triggering events. Use the Prevention Plan Form (20, 147) 5. Self-calming strategies: Getting a hug, swinging on the swing set, taking a walk, taking deep breaths, counting to 10, holding a favorite toy (a pup) and a squeeze ball. (42) When using humor, ask “Is it okay if I try to make you laugh to get your mind off of this?”(39) 6. Creating rules and consequences is an important starting point. Without rules and consequences, our lives would be chaotic (5) 7. Gradually expose your child to new foods by asking him first to just look at the foods. Next, ask him to smell them, taste them and eventually eat a small piece. Begin with sweet items (even candy) to allow your child to be open to trying new things. Exercise just prior to trying a new food can increase appetite (77, 78, 80) 8. A child’s passion can be the most effective distraction. Suggestions: Getting hugs, stuffed animals, favorite toys, books and looking out the window (38) 9. Give your child a sticker for each night he sleeps in his own bed. Most importantly, praise him so that he can take pride in his independence (143) 10. Set a time to do homework soon after school, before he gets too tired, and right after as snack, so he’s not hungry. Break down the homework into small steps and ask him to do one tiny part of it. Once started, he will likely be willing to do other parts as well (70) When children feel accepted and appreciated by us, they are more likely to listen to us (9)

How to Pass 10th & 12th Class from Nios Open school in gurugram, sohna, manesar To pass 10th and 12th class from an open school, you can follow these general steps: Choose a recognized open school: Research and identify a recognized open school or board in your country or region that offers the 10th and 12th class examinations. Some well-known open school boards include the National Institute of Open Schooling (NIOS) in India and the Open Schooling System in many countries. Enroll in the open school: Contact the open school or board and inquire about the enrollment process. They will provide you with the necessary information and forms to complete the registration. Typically, you will need to submit personal details, educational history, and any required documentation. Understand the curriculum: Obtain the curriculum and syllabus provided by the open school for the 10th and 12th classes. Familiarize yourself with the subjects and topics that you will be studying. It’s important to understand the course requirements to plan your studies effectively. Self-study and prepare: Since open schools provide flexibility, you will primarily be responsible for self-studying. Create a study schedule and allocate sufficient time to each subject. Utilize textbooks, online resources, and study materials provided by the open school. Take advantage of any tutoring or coaching options available to you. Attend contact classes (if available): Some open schools offer optional contact classes or tutorials to provide additional support to students. These classes are conducted by experienced teachers who can clarify doubts and provide guidance. If such classes are available, consider attending them to enhance your understanding of the subjects. Complete assignments and practicals: Open schools often require students to complete assignments, projects, and practical examinations alongside the theoretical exams. Pay attention to the guidelines provided by the open school and complete these tasks within the given deadlines. Take the examinations: Open schools have their own examination schedules. Register for the exams as per the instructions provided by the open school. Adhere to the examination timetable and make sure to reach the examination center on time. Prepare well and give your best during the exams. Results and certification: After the completion of exams, the open school will announce the results within a specific timeframe. Once you pass the exams, you will receive a passing certificate or mark sheet from the open school board. This certificate is recognized and holds the same value as certificates obtained from traditional schools. Remember, the specific process may vary depending on the open school or board you choose. It is important to closely follow the guidelines and instructions provided by the open school throughout the process. Contact for Admission: For more information for admission & and guidance please contact us on +91 9716451127, 9560957631

Thinking that a demonstration of the New Psychology’s practical applications might make it less threatening to traditionalists, Hall delivered a series of lectures on education in Boston (arranged by Charles Eliot). The lectures drew on the work of a man named Francis Parker, who had become famous as the superintendent of schools in Quincy, Massachusetts, and the founder of a theory of pedagogy known as “the Quincy system.” Parker had served as a colonel in the Union Army (he retained the title ever after); after the war, he had spent several years in Europe, returning with a philosophy of education derived from Kantian and Fichtean ideas of mental growth, and emphasizing the importance of experience in acquiring knowledge. Hall expressed the germ of the theory in recapitulationist language: “The pupil should, and in fact naturally does, repeat the course of the development of the race, and education is simply the expediting and shortening of this course.”24 The lectures, attended mostly by teachers, were hugely successful. Hall still couldn’t get a job. He started to think about going to medical school.

In their turn, these Buddhas became the focus for devotional cults. This practice was present from the earliest period of the Mahāyāna, and is witnessed and exemplified by those sūtras dedicated to the exposition of the Pure Land of Amitābha (see below). The nature of these ‘visionary’ Buddhas was later systematized in the Trikāya doctrine of the Yogācārin School. Most important among the archetypal Buddhas were Amitābha and Aksobhya, who formed a triad with Śākyamuni, and to whom were attributed three attendant Bodhisattvas, Avalokiteśvara, Vajrapāṇi, and Mañjuśrī respectively.

Of equal importance, when bright young lads from Jamaica and Barbados were away at school in England, their contemporaries from Boston and New York were attending Harvard and King’s College in their hometowns and forming the intercolonial friendships that would be so important when their colonies decided to strike for freedom. In retrospect, it would become clear that the West Indies paid a frightful penalty for the ephemeral advantages they enjoyed in the period from 1710 through the 1770s.

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.

Nearly half of all associational memberships are church-religious context. Religious worshipers and people who say religion is very important to them are much more likely than other persons to visit friends, to entertain at home, to attend club meetings, and to belong to sports groups; professional and academic societies; school service groups; youth groups; service clubs; hobby or garden clubs; literary, art, discussion, and study groups; school fraternities and sororities; farm organization; political clubs; nationality groups; and other miscellaneous groups.

For example, in many developing countries, children, and in particular girls, do not spend enough time at school, even when school is free, to learn as they should. To change this, the following strategies have been suggested: •Unconditional cash transfers for girls; •Cash transfers for girls, conditional on attendance; •Merit scholarships for girls; •Free primary school uniforms; •Deworming through primary schools; •Providing information to parents about the increased wages of those who stay at school. All of these strategies look plausible. When resources for education are scarce, as they always are, especially in developing countries, which one should be tried? In the absence of randomized testing, it would be impossible to know. But the Jameel Poverty Action Lab has tested them and found that the last one on the list is by far the most cost-effective. Every $100 spent on providing information to parents about the increased wages of those who stay at school results in an amazing 20.7 additional years spent at school! Deworming through primary schools is also highly cost-effective, leading to 13.9 additional years spent at school per $100 spent. Of the remaining interventions, the first two are relatively ineffective, both gaining less than 1 additional year per $100, and the cash transfers, whether conditional or unconditional, gain less than one-tenth of an additional year per $100.8 The most effective method thus results in more than two hundred times the benefits of the two least effective methods, which means that for every $100 spent on one of the least effective methods, $99.50 is wasted. When resources are limited and education is so important to the future of children, that waste means that many human beings do not achieve their full potential.

Every single one of us spends 24 hours a day in search of happiness. Everything we do, every action we take, is intended to take us closer to happiness, and away from pain. Think about it. Our lives are dedicated to the quest of being happy. In fact, it’s so important that those very words are honored in the USA constitution, which enshrines the right to "life, liberty, and the pursuit of happiness." But when was the last time you took a course on happiness? Did they teach you how to be happy at school or college? Have you ever attended a seminar on the topic? In fact, when was the last time you even consciously THOUGHT about your own happiness?

Data on children, in particular, show the auspicious results of religion on their well-being. According to sociologist John Bartkowski, professor at the University of Texas at San Antonio, the children of parents who regularly attend religious services exhibit better self-control, social skills, and approaches to learning. He found that religious networks allow moms and dads to improve their parenting skills; the social support they find from other religious parents helps to bolster their efforts. The values that inhere in religious congregations, such as self-sacrifice, also help. And, of course, religious communities imbue parenting with sacred meaning and significance. When asked about these findings, another sociologist, W. Bradford Wilcox of the University of Virginia, put it succinctly when he said that at least for religious parents, “getting their kids into heaven is more important than getting their kids into Harvard.”58 Amen. More recently, Baylor sociologist Rodney Stark found that religious Americans, when compared to secularists, are more likely to marry and stay married; less likely to cheat on their spouse; less likely to abuse their spouse or children; and more likely to be successful in their career. Their average life expectancy is more than seven years longer, and their children are more likely to do well in school. Furthermore, 40 percent of those who attend church weekly report they are “very happy,” as compared to 25 percent of those who never attend church.

An accurate budget must be built on a base of thorough research. You must do research on your community to find out what it will cost to get a church off the ground. You need to solidly answer questions such as:, What will the cost of living in this community be?, What will my salary be? How about salaries for additional staff?, How much will it cost to rent space for the church to meet in?, How much will it cost to operate a business in this city (office rent, phones, computer equipment, copy equipment, and so on)? Talk with other pastors in the community. Find out what their start-up costs were and what they are currently spending to maintain and operate the church. Other pastors can be a valuable resource for you on many levels. The worst mistake you can make is to start the budget process by viewing economic realities through a rose-colored lens. If you speculate too much or cut corners in this area, you’ll end up paying dearly down the road. Remember, God never intended for you to go it alone. There are people and resources out there to help you prepare. Ask others for help. God receives no glory when you are scraping the bottom to do His work. So don’t think too small. Church planting is an all or nothing venture. You can’t just partially commit. You have to fully commit, and often that means with your wallet. Don’t underestimate the importance of having a base of prayer partners. You need prayers as desperately as you need money. You need prayers as desperately as you need money. An unhealthy launch may occur when a new church begins as the result of a church split, when a planter is disobedient in following God, or when there is a lack of funding or solid strategy. Finding the right teammates to help you on this journey is serious business. The people you bring on to your staff will either propel you down the road toward fulfilling the vision for your church or serve as speed bumps along the way. You should never be afraid to ask potential staff members to join you—even if it means a salary cut, a drastic position change or a significant new challenge for them. When you ask someone to join your staff, you are not asking that person to make a sacrifice. (If you have that mentality, you need to work to change it.) Instead, you are offering that person the opportunity of a lifetime. There are three things that every new church must have before it can be a real church: (1) a lead pastor, (2) a start date, and (3) a worship leader. Hire a person at the part-time level before bringing him or her on full time. When hiring a new staff person, make sure he or she possesses the three C's: Character, Chemistry & Competency Hiring staff precedes growth, not vice versa. Hire slow, fire fast. Never hire staff when you can find a volunteer. Launch as publicly as possible, with as many people as possible. There are two things you are looking for in a start date: (1) a date on which you have the potential to reach as many people as possible, and (2) a date that precedes a period of time in which people, in general, are unlikely to be traveling out of town. You need steppingstones to get you from where you are to your launch date. Monthly services are real services that you begin holding three to six months prior to your launch date. They are the absolute best strategic precursor to your launch. Monthly services give you the invaluable opportunity to test-drive your systems, your staff and, to an extent, even your service style. At the same time, you are doing real ministry with the people in attendance. These services should mirror as closely as possible what your service will look like on the launch date. Let your target demographic group be the strongest deciding factor in settling on a location: Hotel ballrooms, Movie theaters, Comedy clubs, Public-school auditoriums, Performing-arts theaters, Available church meeting spaces, College auditoriums, Corporate conference space.

6. Don’t be the worst critic of your own self Give yourself a break. Do not beat yourself up if you make mistakes because everybody makes mistakes, dyslexic or not. The most important thing is to remember your mistakes so you may not repeat them in the future. When you fail to understand something, just breathe, relax yourself and tell yourself you can do it. 7. Be confident Most of the time, dyslexics who attend regular schools or educational institutes tend to lose their social confidence during their years in school. However, you must not make this have a way with you. Improving your self-confidence is probably the best thing anyone with dyslexia can do for themselves. 8.

Choosing an “Away School” There was a time when this section would have been easy. We simply would have said, “Find the nearest Catholic school and send your child to it.” Unfortunately, it is no longer possible to make such blanket statements in an age where in some places teachers and staff are often either openly hostile or passively dismissive toward their own mission to be a Catholic school. It is our opinion that these schools do so at their own peril, because once you take the “Catholic” out of a Catholic school, you end up with a hobbled institution. Fortunately, these inferior institutions remain in the minority of Catholic schools. In fact, we are still very heavily biased in favor of Catholic schools, and we strongly recommend that you consider any and all available Catholic schools before considering other conventional schooling options (e.g., public or non-sectarian private schools). Generally speaking, they have been shown to be more effective than their public counterparts; they typically have smaller, more orderly classes; they support the values and prayers you are trying to teach at home; and they help your child appreciate the importance of the Eucharist by attending Mass during the school week.

Taking a preponderance of courses capped at fifteen or so undergraduates is important. Studying with faculty who are well treated by the institution and incentivized to work with you is important. Having the opportunity to be mentored by professors is important. Knowing an institution's pedagogical philosophy is important. Attending a school with a genuine culture of teaching is most important of all.

Taking a preponderance of courses capped at fifteen or so undergraduates is important. Studying with faculty who are well treated by the institution and incentivized to work with you is important. Having the opportunity to be mentored by professors is important. Knowing an institution's pedagogical philosophy is important. Attending a school with a genuine culture of teaching is most important of all.

BERNARDINE QUINN: We’re calling marriage equality ‘equality’ as if the day that there’s a bill stamped saying lesbian and gay people can get married that we’ll have full equality. Yet in Meath, there isn’t one single support service for a young lesbian or gay person to attend; there isn’t one qualified full-time youth worker to work with young LGBT people; there is absolutely zero trans services, where the trans services in Dublin are mediocre at best. There’s something about ‘marriage equality’ – that we’ll all be equal when marriage comes in, when a kid in west Kerry doesn’t even have a telephone number of a helpline that he can ring for support. This was raised by our young people to Mairead McGuinness and to Mary Lou McDonald when they were here, just to say, thinking that your work around marriage equality – that that’s not all. The allocation of finances to LGBT work in this country is tiny compared to what is given to most other services. There’s something about calling it ‘equality’. It’s another step on the ladder and it’s a hugely important step … But it isn’t all. There’s another battle after that, and that is to get services to west Donegal, to Mayo, into the Midlands, to get real, solid support in these areas so that a young LGBT person has something in every county, trained qualified people to talk to. In some areas where those services aren’t available, where there isn’t training for schools, where there’s nobody that a kid can talk to, to say that they think they’re transgender – I don’t want to sound negative – I think marriage equality is going to be fantastic for a lot of lesbian and gay people. I think if you were 14 and coming out today, your story is going to be so much more different than when I was 14. The prospects of you considering yourself what every other young person considers themselves of 14 when you think about your future and what you’re going to do: you’re going to meet the person that you love, you’re going to get married, going to have kids, going to have the house and the picket fence. That will be an option for a kid. When I came out, those dreams were put very firmly away. I was never going to get married, I was never going to have children, I was never going to make my family proud, my dad was never going to walk me up the aisle. All of those kinds of things were not even an option when I came out. As a matter of fact, there was a better chance that I was going to have to go to London, I was going to bring huge shame on my family, I probably would end up not speaking to half my siblings and my parents, having to go away and fend for myself. That was my option. I think that option has dramatically changed. People can live in their home towns easier now … Anything that makes a young person’s life easier, and gives them more opportunities, is fantastic. I think that a young person, 14, 15, only starting to discover themselves, they’ve got a whole other suite of options. They can talk about, ‘I’ll eventually marry my partner.’ I think I’m only after saying that for the first time in my life, that there will be an option to marry my partner.

From the earliest age, we must learn to say good-bye to friends and family. We see our parents and siblings off at the station; we visit cousins, attend schools, join the regiment; we marry, or travel abroad. It is part of the human experience that we are constantly gripping a good fellow by the shoulders and wishing him well, taking comfort from the notion that we will hear word of him soon enough. But experience is less likely to teach us how to bid our dearest possessions adieu. And if it were to? We wouldn’t welcome the education. For eventually, we come to hold our dearest possessions more closely than we hold our friends. We carry them from place to place, often at considerable expense and inconvenience; we dust and polish their surfaces and reprimand children for playing too roughly in their vicinity—all the while, allowing memories to invest them with greater and greater importance. This armoire, we are prone to recall, is the very one in which we hid as a boy; and it was these silver candelabra that lined our table on Christmas Eve; and it was with this handkerchief that she once dried her tears, et cetera, et cetera. Until we imagine that these carefully preserved possessions might give us genuine solace in the face of a lost companion. But, of course, a thing is just a thing. And so, slipping his sister’s scissors into his pocket, the Count looked once more at what heirlooms remained and then expunged them from his heartache forever.

Ripping my hands from hers as her words soothed my jagged, broken soul, I stepped back a few feet, unwilling to accept the kindness she was bestowing upon me. I needed to breathe without her in my space and shifted the topic back to what was truly important. “What would you expect of me if I attended your school?

Discussions about how blacks and whites were to be brought together came to be known as 'contact theory,' and its most prominent spokesman was Gordon Allport. In his 1953 book, The Nature of Prejudice, he wrote that prejudice 'may be reduced by equal status contact between majority and minority groups in the pursuit of common goals. The effect is greatly enhanced if this contact is sanctioned by institutional supports [...]' Schools were the best setting for contact. White children, whose prejudices had not yet hardened, would mix with black children under conditions of equality and strict institutional supervision. Many believed that integration for children was so important that the opposition of parents should be ignored. James S. Liebman of Columbia law school wrote that in order to protect children from the 'tyranny' of their parents they should be required to attend 'schools that are not entirely controlled by parents,' where they could be exposed to 'a broader range of [...] value options than their parents could hope to provide.' Integrated education was the best way to reform 'the malignant hearts and minds of racist white citizens.' Jennifer Hochschild of Princeton agreed that the stakes were so great they justified limiting the will of the public. Because a majority of Americans did not understand the benefits of integration, democracy should be set aside and Americans 'must permit elites to make their choices for them.' She believed parents should be banned from sending children to private schools. The assumptions of the 1950s were that white adults might not integrate willingly, but their children who went to school with blacks would grow up with enlightened views, and the racial problem would be solved.

To maximize pleasure and to minimize pain - in that order - were characteristic Enlightenment concerns. This generally more receptive attitude toward good feeling and pleasure would have significant long-term consequences. It is a critical difference separating Enlightenment views on happiness from those of the ancients. There is another, however, of equal importance: that of ambition and scale. Although the philosophers of the principal classical schools sought valiantly to minimize the role of chance as a determinant of human happiness, they were never in a position to abolish it entirely. Neither, for that matter, were the philosophers of the eighteenth century, who, like men and women at all times, were forced to grapple with apparently random upheavals and terrible reversals of forture. The Lisbon earthquake of 1755 is an awful case in point. Striking on All Saints' Day while the majority of Lisbon's inhabitants were attending mass, the earthquake was followed by a tidal wave and terrible fires that destroyed much of the city and took the lives of tens of thousands of men and women. 'Quel triste jeu de hasard que le jeu de la vie humaine,' Voltaire was moved to reflect shortly thereafter: 'What a sad game of chance is this game of human life.' He was not alone in reexamining his more sanguine assumptions of earlier in the century, doubting the natural harmony of the universe and the possibilities of 'paradise on earth'; the catastrophe provoked widespread reflection on the apparent 'fatality of evil' and the random occurrence of senseless suffering. It was shortly thereafter that Voltaire produced his dark masterpiece, Candide, which mocks the pretension that this is the best of all possible worlds. And yet, in many ways, the incredulity expressed by educated Europeans in the earthquake's aftermath is a more interesting index of received assumptions, for it demonstrates the degree to which such random disasters were becoming, if not less common, at least less expected. Their power to shock was magnified accordingly, but only because the predictability and security of daily existence were increasing, along with the ability to control the consequences of unforeseen disaster. When the Enlightened Marquis of Pombal, the First Minister of Portugal, set about rebuilding Lisbon after the earthquake, he paid great attention to modern principles of architecture and central planning to help ensure that if such a calamity were to strike again, the effects would be less severe. To this day, the rebuilt Lisbon of Pombal stands as an embodiment of Enlightened ideas. Thus, although eighteenth-century minds did not - and could not - succeed in mastering the random occurrences of the universe, they could - and did - conceive of exerting much greater control over nature and human affairs. Encouraged by the examples of Newtonian physics, they dreamed of understanding not only the laws of the physical universe but the moral and human laws as well, hoping one day to lay out with precision what the Italian scholar Giambattista Vico described as a 'new science' of society and man. It was in the eighteenth century, accordingly, that the human and social sciences were born, and so it is hardly surprising that observers turned their attention to studying happiness in similar terms. Whereas classical sages had aimed to cultivate a rarified ethical elite - attempting to bring happiness to a select circle of disciples, or at most to the active citizens of the polis - Enlightenment visionaries dreamed of bringing happiness to entire societies and even to humanity as a whole.

This theme of the rise of populism around the West is crucial. Are you concerned that we’re seeing the rise of the kind of demagogues the Founders feared? RBG: Yes. JR: Social media is part of that? RBG: Yes, and an important part is the discontent seen among people who feel that our institutions of government pay no attention to them, as illustrated by J. D. Vance’s Hillbilly Elegy. JR: Fixing democracy is a task bigger than any of us. But what are some things that could be done? RBG: One key thing is to teach children about democracy. They don’t learn about it in school as they did in civics classes when I was young. By the way, did you see the show What the Constitution Means to Me? JR: Not yet, but I know you did see it. What did you think? RBG: I loved it. At the end of the second act, a teenager comes on stage to take part in the conversation about the Constitution. Two young women alternate in that role. The older one, age eighteen, played the role the night I attended. She just graduated from high school, and I will stay in touch with her. I was uplifted by those young women. JR: What is uplifting about them? What’s the message of the play? RBG: The play begins with a young woman who wins American Legion competitions, by spouting rosy things about the Constitution. Then, she questions whether the Constitution is as protective as she portrayed it in her youth. At the end, she puts the question to the audience: Should we keep it or should we do it over? Our audience voted overwhelmingly to keep it, and it’s been overwhelmingly that way for most audiences. JR: Why are people moved to keep it? And why should we keep it? RBG: What reason is there to think we would do better if we started over from scratch?

From the earliest age, we must learn to say good-bye to friends and family. We see our parents and siblings off at the station; we visit cousins, attend schools, join the regiment; we marry, or travel abroad. It is part of the human experience that we are constantly gripping a good fellow by the shoulders and wishing him well, taking comfort from the notion that we will hear word of him soon enough. But experience is less likely to teach us how to bid our dearest possessions adieu. And if it were to? We wouldn’t welcome the education. For eventually, we come to hold our dearest possessions more closely than we hold our friends. We carry them from place to place, often at considerable expense and inconvenience; we dust and polish their surfaces and reprimand children for playing too roughly in their vicinity—all the while, allowing memories to invest them with greater and greater importance.

From kindergarten through senior year of high school, Evan attended Crossroads, an elite, coed private school in Santa Monica known for its progressive attitudes. Tuition at Crossroads runs north of $ 22,000 a year, and seemingly rises annually. Students address teachers by their first names, and classrooms are named after important historical figures, like Albert Einstein and George Mead, rather than numbered. The school devotes as significant a chunk of time to math and history as to Human Development, a curriculum meant to teach students maturity, tolerance, and confidence. Crossroads emphasizes creativity, personal communication, well-being, mental health, and the liberal arts. The school focuses on the arts much more than athletics; some of the school’s varsity games have fewer than a dozen spectators. 2 In 2005, when Evan was a high school freshman, Vanity Fair ran an exhaustive feature about the school titled “School for Cool.” 3 The school, named for Robert Frost’s poem “The Road Not Taken,” unsurprisingly attracts a large contingent of Hollywood types, counting among its alumni Emily and Zooey Deschanel, Gwyneth Paltrow, Jack Black, Kate Hudson, Jonah Hill, Michael Bay, Maya Rudolph, and Spencer Pratt. And that’s just the alumni—the parents of students fill out another page or two of who’s who A-listers. Actor Denzel Washington once served as the assistant eighth grade basketball coach, screenwriter Robert Towne spoke in a film class, and cellist Yo-Yo Ma talked shop with the school’s chamber orchestra.

Tis a funny thing, reflected the Count as he stood ready to abandon his suite. From the earliest age, we must learn to say good-bye to friends and family. We see our parents and siblings off at the station; we visit cousins, attend schools, join the regiment; we marry, or travel abroad. It is part of the human experience that we are constantly gripping a good fellow by the shoulders and wishing him well, taking comfort from the notion that we will hear word of him soon enough. But experience is less likely to teach us how to bid our dearest possessions adieu. And if it were to? We wouldn’t welcome the education. For eventually, we come to hold our dearest possessions more closely than we hold our friends. We carry them from place to place, often at considerable expense and inconvenience; we dust and polish their surfaces and reprimand children for playing too roughly in their vicinity—all the while, allowing memories to invest them with greater and greater importance. This armoire, we are prone to recall, is the very one in which we hid as a boy; and it was these silver candelabra that lined our table on Christmas Eve; and it was with this handkerchief that she once dried her tears, et cetera, et cetera. Until we imagine that these carefully preserved possessions might give us genuine solace in the face of a lost companion. But, of course, a thing is just a thing. And so, slipping his sister’s scissors into his pocket, the Count looked once more at what heirlooms remained and then expunged them from his heartache forever.

My only other church experience had happened at age six. My parents had never spoken about religion before, but strangely and out of the blue I was forced to attend Sunday school. We sat in a circle for story time, the stern teacher lady brandishing an ominous-looking black book, telling us, “This is the best book ever written!” I was wide open to all manner of story and myth, and ready to rock the best one ever. The stories were interesting, but every time she got rolling, she stopped to explain everything like we were a bunch of idiots, sucking the magic out by trying to prove that it was all so real and important. Boring.

There can also be a particular problem with couples in a group. Sometimes a couple will form a faction splinter group. Then if they are upset about something going on in the group, they will collapse into collusion and gossip with each other, instead of airing their concerns with the whole group. Other times the factions are created along political lines or gender lines. With gender lines frequently the men think the women are “too sensitive” and controlling. The women think the men are “too insensitive” and domineering. When these judgments are shared by people without Nonviolent Communication skills, they most often create painful unresolved conflict. When they are thought and not shared it creates a tense depressed feeling in the group. 7. Remember that after you have shared something of yourself in front of a group you almost always need some kind of honest feedback in response. If you don’t ask for this feedback your mind will often project, onto the blank screen, nightmarish self-judgments which will serve to shut you down in the future. Example: You have just shared with the Committee to Create an Alternative School that you are afraid that the school will not be created in time for your five year old to attend and you will have to enroll her in public schools. You find yourself crying as you explain how important it is for you to protect her from the many kinds of violence found in public schools. Having cried, you feel vulnerable. You might ask: “I feel a bit vulnerable, having cried in public. I would like to know how people are feeling about what I have shared.” Then be prepared to empathize with the worst. Take a moment now to write down the three things that would be the most scary to hear after you have made yourself vulnerable and then asked for feedback. Here is what I came up with when I asked myself what would be scary feedback to receive and some possible empathic responses. So I have cried in front of the Committee to Create an Alternative School and asked for feedback and heard back:

Guardians of the Vote: History, Heroes, and the Legacy of Voting Rights—1960s v. Today” by Jet Thomas, Ed.S., a retired educator, is an essential text covering all aspects of voting in the United States of America. It focuses on how Black Americans, along with other minority groups, have suffered from unequal and often biased circumstances that have suppressed their participation in this cornerstone of democracy. Thomas covers the history of voting with particular emphasis on the events that led to the Civil Rights movement of the 1960s; he features both well-known and more obscure figures who were leaders in creating change – whom he refers to as “Guardians of the Vote;” and the concerns we are facing today due to decisions by the Supreme Court that have weakened the Voting Rights Act. He exposes and explains the current tactics of political maneuvering to circumvent the rights of citizens who are exercising their right to cast votes. Journalist Tavis Smiley contributed the foreword, which describes how the individual reader can become a guardian of the vote by increasing their involvement in the process, with education and training from supportive organizations, making every effort to vote in every election, and then instructing children on the importance of voting and the history of civil rights empowerment. The foreword functions as an outline for what the reader will encounter in the body of the book, as discussed in its nine chapters. Many readers will realize that much of the material that Thomas presents was never covered in their own educational experience, at least not in-depth, and depending on the era of their school attendance, in discussions of current events – this reader/reviewer can attest to very little, even though the Voting Rights Act of 1965 was passed less than a decade before my own high school graduation. In retrospect, and with consideration of my memories of the coverage presented on the major network news broadcasts of the time, that seems quite shocking. The Introduction offers an excellent overview of the history of key events related to voting in the United States. Thomas then offers nine highly detailed yet very readable chapters covering topics that include discrimination methods found in communication, voter intimidation and restrictions, political manipulation, a study of pertinent legislation, a survey of key voter advocacy groups, and profiles of leading figures in the Civil Rights Movement. The text is amplified with graphic introductions to each chapter that provide a timeline of historical events. There are also numerous photos of pertinent materials, important historic and well-recognized figures such as Dr. Martin Luther King, Jr., Supreme Court Justice Thurgood Marshall, and Congressman John Lewis, along with the individuals he profiles as “Guardians of the Vote.” These visuals provide additional interest and context to the narrative. The author has compiled and organized a vast trove of information to educate and inform readers on the importance of making their voices heard through voting. He also strives to acquaint them with the obstacles Black Americans and other minorities face when attempting to vote, and solutions for remedying this very large problem facing our democracy. His in-depth research and careful documentation are highly evident. In addition, he provides a helpful glossary and references to assist his audience. Readers from high school age onward will come away with new information that will aid them in becoming “Guardians of the Vote” in their own right. Knowledge truly is power when the goal is positive change. “Guardians of the Vote” by Jet Thomas, Ed.S. is a book that should be used to teach history and current events in every high school classroom, in college courses, in community study groups, and in political organizations. It is an important book, and I recommend it to every current and prospective citizen of this country.

Do we need to ask each other before making purchases of a particular size? Will we talk about our finances on a weekly or monthly basis, or will one person mostly “handle it”? When will we start saving or investing, and how will we learn about it? Do you want a prenup? 5. Do you want to have kids? If so, how many and at what ages do you imagine having them? Do you see yourself being an older or younger parent? Do you want to start trying to have kids soon following marriage, or do you want to wait awhile? Would you ever want to become a foster parent or adopt a child? 6. What do you think of our sex life? What’s working for you and not working for you? Is there anything you want to try or know you will never want to try? Which is a better fit for you: monogamy or polyamory? Do you watch porn and, if so, how often? Would you be willing or able to stop if I asked you to? How important is sex to you in a relationship? How often would you like to have sex? What should we do if our interest in sex starts to change? 7. Do we share the same political ideals? If not, do we care? 8. What do you want your career to look like? What are your short-term and long-term professional goals? Do you plan to work full-time or part-time? If we both work, will one person’s job be more important than the other; if so, whose and why? Are you willing to move for my job? How will work change after we have kids? Will one of us work less? How will we decide who that is? 9. How traditional are you when it comes to gender roles? How much are your answers to these questions informed by gendered assumptions? What were the gender roles in your home growing up, and how does that influence your thinking about work and family? 10. What kind of parent do you want to be? How involved do you want to be in our kids’ upbringing? How much maternity or paternity leave might you like to take? Will you change diapers? When the kids are young, will one or both of us stay home somehow, or will our kids use day care or a nanny? After the kids start school, will someone be home to help with afternoons, and, if so, who? Will you help with homework and attend teacher conferences? Will you shop for birthday and holiday gifts? Will you drive carpool to sports or other activities? How involved were your mom and/or dad in your days and nights when you were a kid, and is this something you want to do similarly or differently?