Inclusion School Quotes

I'd shut myself out for so long that I had forgotten how wonderful it felt to be included, to be seen, to be heard.

I blame the Internet. Its inconsiderate inclusion of everything.Success is transparent and accessible, hanging down where it can tease but not touch us. We talk into these scratchy microphones and take extra photographs but I still feel like there are just SO MANY PEOPLE. Every day, 1,035.6 books are published; sixty-six million people update their status each morning. At night, aimlessly scrolling, I remind myself of elementary school murals. One person can make a difference! But the people asking me what I want to be when I grow up don't want me to make a poster anymore. They want me to fill out forms and hand them rectangular cards that say HELLO THIS IS WHAT I DO.

Tradition is not only bending down, or process of benign transmission. It is also a conflict between past genius and present aspiration in which the price is literary survival or canonical inclusion.

Truth is inclusive of all the virtues, is older than sects or schools, and, like charity, more ancient than mankind.

Acknowledgements! My thanks to Hollywood When you showed me John Rambo Stitching up his arm with no anaesthetic And giving them “a war they won’t believe” I knew then my calling, the job for me Thanks also to the recruitment adverts For showing me soldiers whizzing around on skis And for sending sergeants to our school To tell us of the laughs, the great food, the pay The camaraderie I am, dear taxpayer, forever in your debt You paid for my all-inclusive pilgrimage One year basking in the Garden of Eden (I haven’t quite left yet) Thanks to Mum and thanks to Dad Fuck it, Thanks to every parent Flushing with pride for their brave young lads Buying young siblings toy guns and toy tanks Waiting at the airport Waving their flags

It is a painful irony that people who are promoting the make-believe equality of "inclusion" and "diversity" in schools are attacking charter schools that are producing the real equality of educational achievement.

Commerce tends toward rewarding inclusion, broadness, and liberality. Tribal loyalties, ethnic and religious bigotries, and irrational prejudices are bad for business. The merchant class has been conventionally distrusted by tribalist leaders -- from the ancient to the modern world -- precisely because merchantcraft tends to break down barriers between groups.

If you get an opportunity that someone offers you, take it. A business school professor of mine told me this 20 years ago, and it's just as relevant today. There are so many times that being a woman of color counts against you. If it ever gives you an advantage, don't feel guilty about it. Those situations are few and far between, and you should just consider each an opportunity.

There was some awareness back then about hidden gender bias, particularly because of research like the famous “Howard and Heidi” study. Two Columbia Business School professors had taken an HBS case study about a female venture capitalist named Heidi Roizen and, in half the classes they taught, presented exactly the same stories and qualifications but called her Howard. In surveys of the students, they came away believing that Howard was beloved—so competent! such a go-getter!—whereas Heidi was a power-hungry egomaniac. Same person, just a different name.

I have determined from my work pastoring, preaching, and presiding in (Christian) congregations and teaching in college, university, seminary, and divinity school classrooms that people tend to hear neutral or inclusive language through a masculine cultural filter, so that they hear “the Spirit” as “He,” just as they hear “God” as “He,” no matter what I write or say, unless I specify “She.

The conundrum of the twenty-first (century) is that with the best intentions of color blindness, and laws passed in this spirit, we still carry instincts and reactions inherited from our environments and embedded in our being below the level of conscious decision. There is a color line in our heads, and while we could see its effects we couldn’t name it until now. But john powell is also steeped in a new science of “implicit bias,” which gives us a way, finally, even to address this head on. It reveals a challenge that is human in nature, though it can be supported and hastened by policies to create new experiences, which over time create new instincts and lay chemical and physical pathways. This is a helpfully unromantic way to think about what we mean when we aspire, longingly, to a lasting change of heart. And john powell and others are bringing training methodologies based on the new science to city governments and police forces and schools. What we’re finding now in the last 30 years is that much of the work, in terms of our cognitive and emotional response to the world, happens at the unconscious level.

What exactly do people who aren’t white men have that could be more inclusive of white men? We do not have control of our local governments, our national governments, our school boards, our universities, our police forces, our militaries, our workplaces. All we have is our struggle. And yet we are told that our struggle for inclusion and equity—and our celebration of even symbolic steps toward them—is divisive and threatening to those who have far greater access to everything else than we can dream of. If white men are finding that the overwhelmingly white-male-controlled system isn’t meeting their needs, how did we end up being the problem?

More pertinent, however, is that capitalism tends to stultify the worker’s creativity, his human urge for self-expression, freedom, mutually respectful interaction with others, recognition of his self-determined sense of self, recognition of himself as a self rather than an object, a means to an end. Karl Marx called it “alienation.” Capitalism alienates the worker—and the capitalist—from his “fundamental human need” for “self-fulfilling and creative work,” “the exercise of skill and craftsmanship,”8 in addition to his fundamental desire to determine himself (whence comes the desire to dismantle oppressive power-relations and replace them with democracy). Alternative visions of social organization thus arise, including Robert Owen’s communitarian socialism, Charles Fourier’s associationist communalism, Proudhon’s mutualism (a kind of anarchism), Marx’s communism, Bakunin’s collectivist anarchism, Kropotkin’s anarchist communism, Anton Pannekoek’s council communism, and more recently, Murray Bookchin’s libertarian municipalism, Michael Albert’s participatory economics, Takis Fotopoulos’s inclusive democracy, Paul Hirst’s associationalism, and so on. Each of these schools of thought differs from the others in more or less defined ways, but they all have in common the privileging of economic and social cooperation and egalitarianism.

Defining freedom cannot amount to simply substituting it with inclusion. Countering the criminalization of Black girls requires fundamentally altering the relationship between Black girls and the institutions of power that have worked to reinforce their subjugation. History has taught us that civil rights are but one component of a larger movement for this type of social transformation. Civil rights may be at the core of equal justice movements, and they may elevate an equity agenda that protects our children from racial and gender discrimination, but they do not have the capacity to fully redistribute power and eradicate racial inequity. There is only one practice that can do that. Love.

Jim Adkins: ...There was a girl who wrote us, explaining how she felt like an outsider at her school because the punk rock kids wouldn't accept her, even though she liked us and a lot of the really obscure bands we toured with. And I just thought 'It's not worth your time to trip on this. Punk rock is and should be inclusive. That's the one thing I know. No matter what your definition of punk is, everyone would say that it's inclusive, it welcomes outsiders. Freak flags welcome. Wave 'em around. These chicks don't get it at all, don't waste your time trying to get their approval.' That's where the main idea for the lyrics to 'The Middle' came from.

These examinations and certificates and so on--what did they matter? And all this efficiency and up-to-dateness--what did that matter, either? Ralston was trying to run Brookfield like a factory--a factory for turning out a snob culture based on money and machines. The old gentlemanly traditions of family and broad acres were changing, as doubtless they were bound to; but instead of widening them to form a genuine inclusive democracy of duke and dustman, Ralston was narrowing them upon the single issue of a fat banking account. There never had been so many rich men's sons at Brookfield. The Speech Day Garden Party was like Ascot. Ralston met these wealthy fellows in London clubs and persuaded them that Brookfield was the coming school, and, since they couldn't buy their way into Eton or Harrow, they greedily swallowed the bait. Awful fellows, some of them--though others were decent enough. Financiers, company promoters, pill manufacturers. One of them gave his son five pounds a week pocket money. Vulgar . . . ostentatious . . . all the hectic rotten-ripeness of the age. . . . And once Chips had got into trouble because of some joke he had made about the name and ancestry of a boy named Isaacstein. The boy wrote home about it, and Isaacstein père sent an angry letter to Ralston. Touchy, no sense of humor, no sense of proportion--that was the matter with them, these new fellows. . . . No sense of proportion. And it was a sense of proportion, above all things, that Brookfield ought to teach--not so much Latin or Greek or Chemistry or Mechanics. And you couldn't expect to test that sense of proportion by setting papers and granting certificates...

In 2010, the dominance of inclusive fitness theory was finally broken. After struggling as a member of the small but still muted contrarian school for a decade, I joined two Harvard mathematicians and theoretical biologists, Martin Nowak and Corina Tarnita, for a top-to-bottom analysis of inclusive fitness. Nowak and Tarnita had independently discovered that the foundational assumptions of inclusive fitness theory were unsound, while I had demonstrated that the field data used to support the theory could be explained equally well, or better, with direct natural selection—as in the sex-allocation case of ants just described. Our joint report was published on August 26, 2010, as the cover article of the prestigious journal Nature. Knowing the controversy involved, the Nature editors had proceeded with unusual caution. One of them familiar with the subject and the mode of mathematical analysis came from London to Harvard to hold a special meeting with Nowak, Tarnita, and myself. He approved, and the manuscript was next examined by three anonymous experts. Its appearance, as we expected, caused a Vesuvian explosion of protest—the kind cherished by journalists. No fewer than 137 biologists committed to inclusive fitness theory in their research or teaching signed a protest in a Nature article published the following year. When I repeated part of my argument as a chapter in the 2012 book The Social Conquest of Earth, Richard Dawkins responded with the indignant fervor of a true believer. In his review for the British magazine Prospect, he urged others not to read what I had written, but instead to cast the entire book away, “with great force,” no less.

If government had declined to build racially separate public housing in cities where segregation hadn’t previously taken root, and instead had scattered integrated developments throughout the community, those cities might have developed in a less racially toxic fashion, with fewer desperate ghettos and more diverse suburbs. If the federal government had not urged suburbs to adopt exclusionary zoning laws, white flight would have been minimized because there would have been fewer racially exclusive suburbs to which frightened homeowners could flee. If the government had told developers that they could have FHA guarantees only if the homes they built were open to all, integrated working-class suburbs would likely have matured with both African Americans and whites sharing the benefits. If state courts had not blessed private discrimination by ordering the eviction of African American homeowners in neighborhoods where association rules and restrictive covenants barred their residence, middle-class African Americans would have been able gradually to integrate previously white communities as they developed the financial means to do so. If churches, universities, and hospitals had faced loss of tax-exempt status for their promotion of restrictive covenants, they most likely would have refrained from such activity. If police had arrested, rather than encouraged, leaders of mob violence when African Americans moved into previously white neighborhoods, racial transitions would have been smoother. If state real estate commissions had denied licenses to brokers who claimed an “ethical” obligation to impose segregation, those brokers might have guided the evolution of interracial neighborhoods. If school boards had not placed schools and drawn attendance boundaries to ensure the separation of black and white pupils, families might not have had to relocate to have access to education for their children. If federal and state highway planners had not used urban interstates to demolish African American neighborhoods and force their residents deeper into urban ghettos, black impoverishment would have lessened, and some displaced families might have accumulated the resources to improve their housing and its location. If government had given African Americans the same labor-market rights that other citizens enjoyed, African American working-class families would not have been trapped in lower-income minority communities, from lack of funds to live elsewhere. If the federal government had not exploited the racial boundaries it had created in metropolitan areas, by spending billions on tax breaks for single-family suburban homeowners, while failing to spend adequate funds on transportation networks that could bring African Americans to job opportunities, the inequality on which segregation feeds would have diminished. If federal programs were not, even to this day, reinforcing racial isolation by disproportionately directing low-income African Americans who receive housing assistance into the segregated neighborhoods that government had previously established, we might see many more inclusive communities. Undoing the effects of de jure segregation will be incomparably difficult. To make a start, we will first have to contemplate what we have collectively done and, on behalf of our government, accept responsibility.

Vocational guidance officers speak about scores necessary to get into university, how to calculate them, what band might be needed to get into various institutions, what countries they can offer information on, what courses are available. The post-school future they outline is entirely about getting into a university. There is nothing on alternative futures. The parents around me seem fine with this. Presumably they have academically successful children and have bought into the notion that raising a child is primarily about getting them to pass exams to enable them to be an economically productive unit in society. All those claims of building better humans, of being the best you can be, of following your passion, of learning to be inclusive and that everyone has something to offer, are all lies. It is simply about being a banker, IT or human resource person, sales manager, accountant, or a supportive spouse.

The Positive Paradigm is: . . . a new, inclusive reality map, one people worldwide can easily comprehend and agree upon. It is equally compatible with scriptures and science, bridging the gap between them. It fulfills Einstein's intuited search for the Unified Field Theory, picturing how all parts of creation are related, interwoven and interdependent. Working with the Positive Paradigm empowers the "substantially new manner of thinking," which, Einstein said, is necessary "if mankind is to survive." For thousands of years, this genesis formula, the very heart of the creative process, was hidden as the secret treasure of initiates. Its knowledge was transmitted exclusively to qualified students in the inner circles of monastic schools. When Einstein intuited the theory of relativity and made it available to the general public, its long-foreseen abuse materialized. To Einstein's horror, it was misused to explode atomic bombs. This context justifies making the positive application of Einstein's inspired vision equally public now. For in its traditional context, this three-part formula is an essential piece of the knowledge puzzle. It has the powerful potential to offset earlier abuse with opposite and equally unifying results. A timely shift to the Positive Paradigm could tip the scales of history in favor of human survival. p. 11.

First, accurately quantifying youth violence is difficult even for experts; therefore, citizens must become better educated about the different conclusions that can be drawn depending on which crime indicators are used. Second, the media focus on crimes youth commit against others, while often failing to report the thousands of stories of crimes committed against youth by adults. More inclusive information about all kinds of crimes involving youth can help put youth violence into proper perspective. Third, contextual factors, such as types of opportunities or neighborhood conditions in which youth live, must be more widely

Athanasius takes top down approach. His focus is not so much on working up from the bottom – from the separated human condition like Augustine. Instead, Athanasius starts at the answer. His theology starts from the perspective of what Jesus has already accomplished for the entire cosmos. Then he works it down from there into how it trickles out and affects our individual human lives. Athanasius is not so much problem-focused on mankind making a transition. Instead, he starts with what God Himself did to regenerate humanity. Then the rest of the details (such as our acceptance of it, etc.) eventually filter out from there. Our response to the ultimate Truth is not Athanasius’ focus. He starts with the incarnation – Christ absorbing all of humanity into Himself as He took on human flesh. And “if one has died, therefore all have died” (1 Cor. 5:14). So it is not moving from problem to answer for Athanasius. It is not about moving from outsider to insider. For Athanasius, it’s all about, “This is what Christ did …” We’re all insiders whether we know it or not. Christians are those who have come to the point of faith-awareness that we’ve already been included. The Church is comprised of those who are no longer resisting their inclusion but embracing it as they walk with Jesus. Here is a big difference in the two schools of thought. Whenever the New Testament mentions all – which it does a lot – these passages get sidelined in the West. Nobody wants to touch them. But in the Eastern Church, those are actually considered the main texts! There are two sides to the coin. We can’t ignore the strong universalistic pull in the Gospels, but at the same time, salvation is not actualized in an individual life until each comes to faith.

Higher education cannot rapidly or easily rectify the inequalities in preparation that are the result of earlier inequities in schooling. It can, however, get better at recognizing talent when it presents itself in people who have not had certain kinds of advantages that are indicators of relative prosperity and privilege rather than the capacity to learn.

Growing up with migrant workers, I knew that they usually worked harder than we did. Sometimes my dad and my uncles would hire a few of my buddies from school to help with the harvest or the branding; they would last maybe a day or two and were often unreliable. But our Mexican migrant laborers worked hard, and we could count on them. Because of this experience, I have always said that I could never look at these migrants and consider them criminals. They were working to feed their families, and we simply could not have gotten along without them. So when during the 2016 campaign Jeb Bush committed a sin of candor by saying that people crossing the border did it as an act of love, well, that’s exactly how I felt, too. And I said so at the time. Having grown up with migrant labor and with the Hispanic community that was here long before we were, I knew that what Jeb Bush was saying was true. Among those who were raised in rural Arizona, it is much more difficult to summon the vitriol for immigrants that fuels so much of the politics in the age of Trump. Of course, Jeb Bush was savaged for saying what he said, just mocked mercilessly. But then, unlike his critics, he knew what he was talking about and dared to speak truthfully, which is both a rarity and liability these days. We have to return to the politics of comity and inclusion and reject the politics of xenophobia and demonization.

Once you've established a baseline, you need to get more granular and detailed in your conception of diversity. Too often executives take the wrong approach here and begin to try to "collect" an employee from every race. Instead, try the following questions: Is everyone in management able-bodied? Do you have a mix of parents and nonparents? Straight parents and LGBTQ+ parents? Is the majority of your workforce from one generation? What percentage graduated from Ivy League schools? From HBCUs? Maybe you've upped the number of women in the C-suite? But are all of those women white?

Abolitionist Approach Action to Take Abolitionist social-emotional learning is healing centered, transformative, and dialogic. Cultivate an ongoing practice of dialogue and conversation with peers and students.

is healing

But even in its secular incarnation, Thanksgiving is built on lore that does not jibe with the historical facts. The idea of a peaceful breaking of bread where the Pilgrims had nothing but good intentions toward their Native American hosts is a national mythology, not a religious one. Whatever took place between the Wampanoag and the European settlers in Plymouth, it was not the inclusive dinner party we’re told about in school. There’s no evidence a single Native American was present. The only certainty is that it was a prelude to massacres of entire villages and the obliteration of whole societies. So what do we do with this kind of ritual? How do

Naskaristan, The Sonnet Where no one cries of hunger, For neighbor comes before netflix, No one needs bulletproof backpacks, For children come before profits, Where women can pursue their dreams, Without being castrated by masculinity, Where a mother can feed her child, Without attracting prehistoric insecurity, Where love isn't chained to archaic texts, For reform triumphs over rigidity, Where all colors make the rainbow of life, For life isn't chained to no ideology, Where reason outshines all superstition, Heartland beyond hateland is Naskaristan.

Enroll in the Best Hebrew School Atlanta for a Rich Cultural Experience Welcome to Hebrew School Atlanta, where they give a transforming educational path that celebrates Jewish heritage while also providing a rich cultural experience. Their school is committed to instilling a love of the Hebrew language, Jewish traditions, and values in each student while also encouraging individual growth and development. They think that education is about more than just learning; it is about developing a meaningful connection to one's heritage and community. They try to establish an inclusive and supportive environment in which students can explore their Jewish identity, develop a strong sense of belonging, and form lifelong connections. Their school is more than simply a place to learn; it's a thriving community that welcomes families from all walks of life. They encourage family involvement and provide opportunities for families to participate in their children's educational path. They think that fostering a compassionate and supportive atmosphere that promotes holistic growth requires a strong relationship between parents, educators, and students. Enrolling your child in the top Hebrew School in Atlanta means laying the groundwork for a lifetime of Jewish involvement, cultural awareness, and personal development. Join us on this extraordinary trip as we arouse curiosity, create a love of Hebrew, and foster a deep appreciation for Jewish School education. Let us work together to produce a wonderful cultural experience. Contact the head of the department at The Epstein School.

NIOS OPEN SCHOOLING ADMISSION BENEFITS FOR 10TH & 12TH CLASS IN GURGAON, BASAI, PATAUDI, BHIWADI NIOS (National Institute of Open Schooling) Open School Education offers numerous benefits that contribute to a flexible and inclusive learning environment. Here are 20 key advantages of NIOS Open School Education: Flexibility: NIOS provides a flexible education system that allows learners to study at their own pace and convenience, accommodating individual needs and circumstances. Alternative Learning: It offers an alternative path to education for those who couldn’t complete formal schooling or wish to pursue education alongside other commitments. Accreditation: NIOS is a recognized board of education in India, ensuring that its certificates and diplomas hold equal value as those obtained from other traditional boards. Recognition of Prior Learning: NIOS acknowledges the knowledge and skills gained through life experiences, allowing learners to obtain credits for their existing expertise. Inclusive Education: NIOS embraces inclusivity by providing educational opportunities to differently-abled individuals, dropouts, and those in remote areas, enabling them to access quality education. ADMISSION OPEN FROM 1st ARPIL 2023-24 For more information for admission & and guidance please contact us on +91 9716451127, 9560957631

Downplaying sociocultural determinations, [D. T.] Suzuki argued that Zen consciousness and Christian consciousness are the same (Suzuki 1949–1953, 2: 304). In fact, he believed that, although a posterior interpretations of the mystical experience may differ, all "mysticisms" are fundamentally the same. Using the notion of mysticism as "the common denominator by virtue of which various traditions may be called religious" (Fader 1976, 184), Suzuki was able to compare Zen monks with Meister Eckhart or Zen passivity with Christian quietism: "Eckhart, Zen, and Shin thus can be grouped together as belonging to the great school of mysticism" (Suzuki 1969, xix). This inclusive comparativism, however, has a hidden agenda—namely to prove that Zen is "mystically" superior to Christianity.

The Alamo is a story we've learned to tell ourselves to justify violence, both real and imagined, first against Mexicans, then Tejanos, then Mexican-Americans, and eventually the Vietcong and al-Qaeda. "Remember the Alamo" was the battle cry that we recycle long past the fight's utility. How Mexican-Americans were shamed in Texas History classes, how politicians and bureaucrats have changed that history over the years, and any number of other episodes that make up the back half of this book tell us more about who we are now than what we thought we knew about what happened over thirteen days in 1836. That is the history that we need to learn, because we are repeating it ceaselessly. Maybe it's time to forget the Alamo, or at least the whitewashed story, and start telling the history that includes everyone. Problems arise when there's an official version of events. Texas is big enough to tell an expansive, inclusive story about the Alamo, what really happened before, how it really went down, how we wrestled over who had the right to tell the story, and why we're still fighting about it today. We do not and will not agree completely on the events. It'd be a strange place if we did and one we're sure we wouldn't like. From a practical perspective, we must do something with Alamo Plaza. It desperately needs a refresh. But spending $450 million to build a monument to white supremacy as personified by Bowie, Travis, and Crockett would be a grave injustice to a city that desperately needs better schools, jobs, and services. If Phil Collins wants to "Remember the Alamo," he is welcom to do so in the privacy of this own home. The rest of us need to forget what we learned about the Alamo, embrace the truth, and celebrate all Texans.

The Next Generation of Women Leaders: What You Need to Lead but Won’t Learn in Business School and Pushback: How Smart Women Ask—and Stand Up—for What They Want. As the same time, Rezvani created Women’s Roadmap, which engages in women’s leadership development and helps companies to create inclusive workplaces.

Several years after Typhoon Yolanda struck the Philippines, international development organizations remained to help in the recovery and rehabilitation process. In my mind, it was difficult to talk about sustainable development when students had to risk their lives just to go to school, when farmers and fishers had to take whatever the middlemen were willing to give because transportation of their produce proved too difficult. A number of municipalities could only be accessed through boats. Whenever it rained, families would have to make a decision whether to risk their lives or lose their income. It was at this point that I realized that if we were to achieve real and inclusive economic growth, then a good infrastructure network was necessary. I would have never thought that in a matter of years I would join the Build, Build, Build team.” - Anna Mae Yu Lamentillo , Night Owl: A Nationbuilder’s Manual 2nd Edition (p. 10, Why do I support Build, Build, Build? )

As the driving force behind schools, administrators exhibit strong leadership skills and a commitment to fostering positive and inclusive learning environments.

In an inclusive classroom environment, every student feels valued, respected, and capable of reaching their full potential.

Queer Activists welcome recruits into a “safe” and “inclusive” environment where they feel like they are the most important people in the world and in which they are protected from ideas that might challenge cult doctrine, something experts in cult psychology call milieu control.

single or index variables. As an example, consider the dependent variable “high school violence,” discussed in Chapter 2. We ask: “What are the most important, distinct factors affecting or causing high school violence?” Some plausible factors are (1) student access to weapons, (2) student isolation from others, (3) peer groups that are prone to violence, (4) lack of enforcement of school nonviolence policies, (5) participation in anger management programs, and (6) familiarity with warning signals (among teachers and staff). Perhaps you can think of other factors. Then, following the strategies discussed in Chapter 3—conceptualization, operationalization, and index variable construction—we use either single variables or index measures as independent variables to measure each of these factors. This approach provides for the inclusion of programs or policies as independent variables, as well as variables that measure salient rival hypotheses. The strategy of full model specification requires that analysts not overlook important factors. Thus, analysts do well to carefully justify their model and to consult past studies and interview those who have direct experience with, or other opinions about, the research subject. Doing so might lead analysts to include additional variables, such as the socioeconomic status of students’ parents. Then, after a fully specified model has been identified, analysts often include additional variables of interest. These may be variables of lesser relevance, speculative consequences, or variables that analysts want to test for their lack of impact, such as rival hypotheses. Demographic variables, such as the age of students, might be added. When additional variables are included, analysts should identify which independent variables constitute the nomothetic explanation, and which serve some other purpose. Remember, all variables included in models must be theoretically justified. Analysts must argue how each variable could plausibly affect their dependent variable. The second part of “all of the variables that affect the dependent variable” acknowledges all of the other variables that are not identified (or included) in the model. They are omitted; these variables are not among “the most important factors” that affect the dependent variable. The cumulative effect of these other variables is, by definition, contained in the error term, described later in this chapter. The assumption of full model specification is that these other variables are justifiably omitted only when their cumulative effect on the dependent variable is zero. This approach is plausible because each of these many unknown variables may have a different magnitude, thus making it possible that their effects cancel each other out. The argument, quite clearly, is not that each of these other factors has no impact on the dependent variable—but only that their cumulative effect is zero. The validity of multiple regression models centers on examining the behavior of the error term in this regard. If the cumulative effect of all the other variables is not zero, then additional independent variables may have to be considered. The specification of the multiple regression model is as follows:

When you’re attempting to discover what you do best and what you enjoy most, it’s important to realize that these two things aren’t necessarily mutually inclusive. You may get lots of positive feedback about something you’re very good at but not truly enjoy it. Conversely, you can love doing something but have no gift for it, so that achieving success requires much more energy than it makes sense to invest.

There is an irony of history that completely escapes Harris and other new atheists in their evangelical quest for a global morality rooted in scientific truth. As philosopher John Gray of the London School of Economics convincingly argues, it is universal forms of monotheism, such as Christianity and Islam, that merged Hebrew tribal belief in one God with Greek faith in universal laws applicable to the whole of creation that originated the inclusive concept of Humanity in the first place. Universal monotheisms created two new concepts in human thought: individual free choice and collective humanity. People not born into these religions could, in principle, choose to belong (or remain outside) without regard to ethnicity, tribe or territory. The mission of these religions was to extend moral salvation to all peoples, whether they liked it or not. Secularized by the European Enlightenment, the great quasi-religious isms of modern history—colonialism, socialism, anarchism, fascism, communism, democratic liberalism and accompanying forms of messianic atheism—have all tried to harness industry and science to continue on a global scale the Stone Age human imperative “cooperate to compete” (against the other-isms, that is). These great secular isms, often relying on the science of the day to justify their moral values, have produced both massive killing to save the mass of humanity as well as great progress in human rights

A basic premise of restorative practices is that the increasingly inappropriate behavior in schools is a direct consequence of the overall loss of connectedness in our society. By fostering inclusion, community, accountability, responsibility, support, nurturing and cooperation, circles restore these qualities to a community or classroom and facilitate the development of character. As a consequence of fostering relationships and a sense of belonging, academic performance, too, flourishes.

Place- and community-based education has much in common with other contemporary efforts to link schools more firmly to their communities—efforts such as civic education, contextual education, service learning, environmental education, and workplace education. We have chosen to hang our hats on place- and community-based education because it is the only term that allows for the inclusion of both the human and the more-than-human, something we believe is essential if educators are to help students grapple with the messy and cross-disciplinary nature of humankind’s current dilemmas.

The best and most beautiful things in the world cannot be seen or even touched. They must be felt within the heart” (p. 6).

Putnam, echoing Charles Murray, points out that America has become rigorously segregated. The functional insulate themselves and their children from the dysfunctional. Imbued with a therapeutic ethos that softens the rigors they impose on themselves and their children, and often cowed by multiculturalism, today’s rich won’t speak up for a common culture that imposes standards on personal behavior. They won’t support the traditional common culture that helped Jesse’s parents achieve their goal of raising a dignified man. Instead, they quietly and covertly pass on social capital to their children. Their kids go to schools that, for all their celebration of “diversity” and “inclusion,” are ruthlessly segregated by social class, ensuring that no “unhealthy” or “anti-social” attitudes infect their charmed world of pleasures without penalties and permissions without punishments. In this controlled, segregated environment, rich kids are prepared for success in today’s hypercompetitive meritocracy. C

All children have something to say about their experiences of life and school. Top leaders tap into this when considering the inclusion agenda. They ask children what they think about the following: how they are getting on, what sort of help do they think they would need, what would they like to do in the future, what do they enjoy doing outside of school, who do they enjoy helping, when do they feel at their best, most fulfilled, what would they like to do to help the school be even better.

Material adverse effect" is a standard that is often employed in the softening of contract provisions. It is often used in more than one provision in a contract, and as a result may be separately defined: "Material adverse effect" means any material adverse effect on the Borrower’s business, assets, liabilities, prospects or condition (financial or otherwise). In order to fall within the ambit of this definition, the matter in question must be both material and adverse to the party. Materiality is a subjective concept; a change that would be reasonably likely to affect the other party’s evaluation of the transaction will generally be viewed as material. The change must also be adverse. Obviously, if it’s a change for the better, it isn’t covered. The definition refers to the areas where the material adverse effect has occurred: the party’s business, assets, liabilities, financial condition and prospects. Let’s look at examples of each of these. The loss of a customer that represented 40% of the borrower’s earnings would have a material adverse effect on its business. An uninsured casualty loss in respect of the borrower’s primary manufacturing plant would have a material adverse effect on its assets. The entering of a judgment against the borrower for damages in an amount equal to its total annual sales would have a material adverse effect on its liabilities. A loss of sales resulting in a diminution in cash flow that impairs the borrower’s ability to pay its operating expenses would have a material adverse effect on its financial condition. Lastly, the development of proprietary technology by a competitor that allows it to produce goods at a more favorable price may have a material adverse effect on the borrower’s prospects, because it may be forced to reduce its profit margins. Inclusion of the word "prospects" as a component of the definition of material adverse effect is almost always a point of contention. The party to whom the material adverse effect standard is applicable will argue that the use of prospects gives the other party too much room to speculate about the future impact of an event. The other party will argue that its counterparty’s future condition and performance is important to it, and the party should not be required to wait until a reasonably foreseeable bad result has occurred before having any remedies. Closely related to material adverse effect is material adverse change, referred to colloquially as "MAC.

As the driving force behind schools, administrators exhibit strong leadership skills and a commitment to fostering positive and inclusive learning environments.

Screenplay is a company that provides music videos to businesses. Music and video screens are such common attractions in city businesses that court sexual minorities that many of them subscribe to this service. Via disc-based or direct-to-system download, Screenplay subscribers pay for access to a service called “VJ Pro,” where they choose from different genres of music videos that loosely resemble radio formats: HitsVision, a Top 40 mix that promises subscribers “nothing but the hits from every source”; DanceVision, featuring “exclusive remixes, hard to find imports and popular mainstream hits and everything in between designed expressly for the fast paced dance environment”; UrbanVision, a rhythm and blues/hip-hop hybrid that purports “to be all inclusive”; RockVision, rock music featuring songs “from Classic . . . to Disco, New Wave to Old School”; CountryVision, “an upbeat mix of current hits and classic favorites”; and LatinVision, “designed specifically for the sophisticated Latin dance crowd that demands only the hottest and best in tropical, Caribbean, merengue dance and Latin pop.”48 Many gay bars subscribe to ClubVision, which features a mix of “techno, trance and euro-flavored . . . tracks.”49 For dance-themed bars, this subscription features “an extended autoplay feature and individual chapter stops for single track selection.

Universal healthcare ensures that all individuals have access to necessary medical services regardless of their ability to pay. This policy addresses the gaps and inequities in the current healthcare system, where millions of Americans remain uninsured or underinsured. Countries such as Canada and the United Kingdom provide successful examples of universal healthcare systems that deliver better health outcomes at lower costs compared to the U.S. system. Education policy is another area where progressive alternatives can counteract Project 2025’s agenda. Investing in public education, increasing funding for schools in underserved communities, and promoting inclusive curricula that reflect the diversity of American society are essential steps toward achieving educational equity. Progressive education policies prioritize the needs of students and educators over privatization efforts and standardized testing, ensuring that all children have access to a high-quality education.

The white middle-class kids were looking forward to high school, academically and socially. The black kids and the white working-class kids had mixed feelings about the transition. For them high school meant an end to the one big happy family they had experienced in their grammar school. Because these students were a minority, they spent some time hanging out within their groups, building identity, and part of the time with the majority kids, building bridges. In high school, though, as they had heard from older siblings and friends, the black kids hung out with the black kids, the Asian kids with the Asian kids, and so on. There were big enough groups in each of these categories that identity politics often took precedence over friendship. Friendships across those lines weren’t impossible, but they were much harder.

In practice, it’s about innovating and offering new products and services that improve lives and heal the planet. Or about helping employees find their purpose and improve their health and well-being, while building a diverse, inclusive company. Or helping suppliers make their businesses more efficient and sustainable, which builds tighter relationships and spurs joint innovation. Or helping communities thrive, going beyond the old argument that companies do enough by providing jobs and paying taxes (global communities may need much more than that, including support for local schools or building water and energy infrastructure).

First, private schools and universities should lose their tax-exempt status unless they draw at least half of their students from families in the bottom two-thirds of the income distribution. And second, schools should be encouraged (including through public subsidies) to meet this requirement by expanding enrollments. Together, these reforms would exchange meritocracy’s exclusive, narrow, and profligately educated elite for an inclusive, broad, and yet still well-educated replacement. The reforms would spread the wealth that the meritocratic inheritance now concentrates, distributing “elite” education across a wider population and at the same time improving education generally by reducing the strain on resources outside the elite. In this way, they would dramatically shrink the educational gap between the rich and the rest.

First, education—now concentrated in the extravagantly trained children of rich parents—must become open and inclusive. Admissions must become less competitive, and training less all-consuming, even at the best schools and universities. Second, work—now divided into gloomy and glossy jobs—must return mid-skilled labor to the center of economic production. Industry that is now concentrated in a superordinate working class must be dispersed widely across a broad middle class.

Honor He Wrote Sonnet 96 Only a few understand the language of intellect, Then most of them arrogantly boast and trod. But from the tallest mountain to tiniest grass, Everyone understands the language of love. I've practiced all faith 'n ideology for a brief period, And I accept all of them to be equally human. That is why everyone thinks of me as their very own, Everyone thinks, I am their own school’s person. I have no sect of my own, yet I am in every sect, I have no school of my own, yet I am in every school. One who loves, loves all no matter their label, And finds a reflection in all beings including the fool. There is no two, but only One that there ever is. All separation is the sign of a spirit selfish.

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

Hypnosis has been around a long time. It’s a phenomenon that has been used as a form of therapy. The term hypnosis was coined by a man named Dr. James Braid back in the nineteenth century. The field of clinical hypnotherapy has been developing ever since. In the late 1950s, the American Medical Association approved hypnosis instruction for inclusion in medical schools. And hypnosis is considered by clinicians to be a serious topic in the healing arts.

Another school which benefited from Dr. Rush’s influence was Franklin College (today called Franklin-Marshall College). The original founders of that college were a distinguished group, including not only Dr. Rush but also Thomas McKean (signer of the Declaration), Thomas Mifflin (signer of the Constitution), and George Clymer, Robert Morris, and Dr. Franklin (signers of both the Declaration and the Constitution). All of them believed that the inclusion of religious education was fundamental to a sound education.

Even with boring old punishment, the natural creativity of schools cannot be suppressed. The names for isolation rooms bear this out beautifully. We casually refer to it as isolation, seclusion (like a secluded beach resort!), the hole, the growth mindset room, respite, the grade room, challenge!, the time-out room and, unbelievably, the inclusion room. I can think of nothing less inclusive than a cell. Heaping punishment on damaged children is not right.

Speaking of the movements I know something about, I can say this: On the democratic socialist left, we favor social policies that are inclusive and caring—universal public health care, well-funded public schools, decarceration, and rights for migrants. But left movements often behave in ways that are neither inclusive nor caring. And in contrast to Bannon’s courting of disaffected Democrats, we also don’t put enough thought into how to build alliances with people who aren’t already in our movements. Sure, we pay lip service to reaching out, but in practice most of us (even many who claim to be staunchly anti-police) spend a lot of time policing our movements’ borders, turning on people who see themselves as on our side, making our ranks smaller, not larger.

On the democratic socialist left, we favor social policies that are inclusive and caring—universal public health care, well-funded public schools, decarceration, and rights for migrants. But left movements often behave in ways that are neither inclusive nor caring. And in contrast to Bannon’s courting of disaffected Democrats, we also don’t put enough thought into how to build alliances with people who aren’t already in our movements. Sure, we pay lip service to reaching out, but in practice most of us (even many who claim to be staunchly anti-police) spend a lot of time policing our movements’ borders, turning on people who see themselves as on our side, making our ranks smaller, not larger.

The all-inclusive school fee structure simplifies financial planning for parents by covering tuition, textbooks, extracurricular activities, and more under a single fee.

Choosing the right enrolment and admissions processes for your school requires careful consideration of the school's values, goals, and commitment to diversity and inclusivity.

An inclusive admissions process considers various factors beyond academic performance, recognizing the unique strengths and potential of each applicant.

When used thoughtfully and purposefully, technology can amplify the impact of teaching and learning, making education more engaging, accessible, and inclusive for all students.

The pursuit of quality education requires a collective effort from governments, educators, parents, and communities, working together to create inclusive, equitable, and accessible learning environments.

Curriculum creation involves detailed planning and adaptation to meet the unique needs of each student, ensuring that the curriculum is relevant, effective, and inclusive.

How cool could it have been if, when my parents received news of my blindness, their first gut reaction could have been something like, “Oh, then she’ll be just like my old friend from high school!” Instead of facing gloomy scenarios or the pitying comments of others, my parents would have been prepared, with positive associations to someone who shared my disability.

Women are poetry, Men are philosophy. Entire school of thought, finds a voice undistraught, in one little poetry.

Give Me A Keyboard, I'll Give You Revolution (The Sonnet) I just want to write - that's all I ever want - to write, write and write! The day the words stop coming, will be my last corporeal night. Either I shall die by an assassin's bullet, or I shall die on my keyboard, but I refuse to die of old-age and disease. Death scares those who are scared of life, I have already lived my life in service. I live on keyboard, I'll die on keyboard, Keyboard is my instrument of illumination. Nothing short could satisfy my palate - Give me a keyboard, I'll give you revolution. With my keyboard I've defended the meek, With my keyboard I've castrated the pricks. With my keyboard I've brought down dictators, With my keyboard I've schooled bigoted pigs. With my keyboard I've raised Gods by hundreds, With my keyboard I've delivered world-builders. With my keyboard I've produced hatebusters, With my keyboard I've raised bulldozers. Death is but a myth - body dies, not bulldozer; Body is merely a vessel for the mission. If you want your ideas to live forever, You gotta sacrifice your life for a vision. I never lived as body, but only as a dream - My life is testament to the dream of united earth. I don't have a message, for I am the message - Sacrifice is beacon, that illuminates the universe.

mind and breath (or life energy) are closely connected. Influencing the one means influencing the other. When we are upset, we breathe faster. When we are calm, our breathing slows down. Yogins understood this early on and invented a battery of techniques for controlling the breath in order to control the mind. These techniques are called prānāyāma, which is widely translated as “breath control.” The literal meaning of this Sanskrit term is “lengthening of the life energy.” This is accomplished through breathing rhythmically and slowly and through the special yogic practice of prolonged retention of the breath, either before or after inhalation. In Patanjali’s eightfold path, breath control constitutes the fourth limb. He did not describe or prescribe any specific technique, and elaboration was left to the adepts of Hatha-Yoga many centuries later. They, like most other Tantric adepts, were eager to explore the prāna-maya-kosha, or the “etheric body,” and its subtle energetic environment. By contrast, most contemporary schools of Hatha-Yoga ignore prāna and prānāyāma, just as they ignore the mental disciplines and spiritual goals, and instead promote a plethora of physical postures (āsana). This emphasis is problematical, as it has led to an unfortunate reductionism and distortion of the traditional yogic heritage. The gradual re-inclusion of prānāyāma into contemporary Hatha-Yoga, however, is very promising, because this practice sooner or later leads to an experiential encounter with prāna, which is distinct from mere oxygen. According to Yoga, we are meant to live a full 120 years. Since we take 21,600 breaths every day, the total number of breath in our lifetime will be 946,080,000 breaths. This may seem like a lot, but we also know that life goes by very quickly. Therefore it makes sense to want our every breath count, and Yoga makes this possible. 53 Cultivating Wisdom WISDOM ARISES IN US whenever the quality of sattva grows stronger in the mind. Sattva, which literally means “being-ness,” is one of three primary qualities (guna) of creation. The other two qualities are rajas (the dynamic principle) and tamas (the principle of inertia). These primary qualities underlie absolutely everything that is other than the superconscious Spirit, which is pure Awareness. According to Yoga and Sāmkhya, they are the behavioral modes of prakriti, often translated as “Nature” but standing for the universe in all its dimensions. Together, in various mixtures, they shape all forms at whatever level of existence, material and mental. Only at the transcendental level of prakriti—which is called prakriti-pradhāna or “creatrix foundation”—do the three qualities exist in perfect balance. As soon as this primordial balance is disturbed, the process of creation sets in, beginning with the most subtle (mental) manifestations and terminating with the material realm. Sattva represents the principle of lucidity or transparency, as it manifests in and through wisdom. Just as the moon, which has no atmosphere, oceans, or vegetation, reflects the light of the sun, so sattva reflects the super-conscious Spirit

The Canadian researchers also found that green school grounds enhanced learning, compared with conventional turf and asphalt school grounds; that the more varied green play spaces suited a wider array of students and promoted social inclusion, regardless of gender, race, class, or intellectual ability; and they were safer.

Several years after Typhoon Yolanda struck the Philippines, international development organizations remained to help in the recovery and rehabilitation process. In my mind, it was difficult to talk about sustainable development when students had to risk their lives just to go to school, when farmers and fishers had to take whatever the middlemen were willing to give because transportation of their produce proved too difficult. A number of municipalities could only be accessed through boats. Whenever it rained, families would have to make a decision whether to risk their lives or lose their income. It was at this point that I realized that if we were to achieve real and inclusive economic growth, then a good infrastructure network was necessary. I would have never thought that in a matter of years I would join President Rodrigo Duterte's Build, Build, Build team.

Focusing on criminalization, rather than just incarceration, would enable greater understanding of how institutions impact girls and facilitate important shifts in our thinking and decision-making processes. We could see women and girls in their shared spaces with men and boys, and develop strategies that are responsive to the conditions that threaten the futures of female and male children. Being more inclusive would save us from a lot of head-scratching about why it is so hard to break harmful cycles, the negative patterns in student outcomes, and contact with the criminal legal system. Our nationwide culture of surveillance and criminalization is much more pervasive and life-threatening than even the largest prison. Its reach into our schools and our classrooms has reinforced latent ideas of Black inferiority and cast our girls as angry little women who are too self-absorbed and consumed by themselves and their faults to participate in school communities. We know it’s more complicated than that. A

I am a living representation of my species - I am not owned by any one culture, but all cultures live through me - I am not owned by any one belief system, but all belief systems are part of me - I am not owned by any one school of thought, but all schools of thought are born in me. However, at the same time I must admit, I have more ignorance than knowledge - I have had more failures than successes - I have had more impediments than aids - but my sight has always been wider than my abilities permit - and that's the reason why I exist as a beacon of universalism on the face of earth.

the creation of economic value is a collective process. Businesses do not create wealth on their own. No business today can operate without the fundamental services provided by the state: schools and higher education institutions, health and social care services, housing provision, social security, policing and defence, the core infrastructures of transport, energy, water and waste systems. These services, the level of resources allocated to them and the type of investments made in them, are crucial to the productivity of private enterprises. The private sector does not ‘create wealth’ while taxpayer-funded public services ‘consume’ it. The state does not simply ‘regulate’ private economic activity. Rather, economic output is co-produced by the interaction of public and private actors—and both are shaped by, and in turn help to shape, wider social and environmental conditions.

If America stands today as a free country, it's because of those Americans who sacrificed their lives fighting against the redcoats. But there is another side of American history which is not taught in schools. And it's the bitter side of the story, so brace for it. The only reason the country called America even exists is because the native americans who were living in the land for a long time before the pilgrims arrived here from Europe, couldn't organize a large and strong enough uprising to fight them away from their land. This is more reason for each person of this sweet land of liberty to practice assimilation not segregation - this is more reason for each of us to come to the aid of the oppressed and segregated - this is more reason for each of us to stand upright against discrimination, narcissism, prejudice and sectarianism.

There is only one child in the world and the child's name is ALL children. —Carl Sandburg

We learn best when we use several different senses—hearing, seeing, and, perhaps especially, being able to feel with our hands. At deep levels in your brain, you see and hear. You see and smell. You hear and touch. When your brain creates its impressions of the world, you want as many senses involved as possible. So whenever you’re learning anything, try to take advantage of all your senses. Don’t think of yourself as having a preferred learning style. Think of yourself as an “all-inclusive” learner. If you imagine hearing a famous person from history speaking to you, or you visualize a chemical, that counts as multisensory learning, which is the most effective kind. For everyone.

But do they really love the Lord?" Harry posited timidly. "If they do; then why do they worship statues?" "Dark days are coming," Dumbledore replied earnestly. "We need to be inclusive. If there were only Gryffindor Hats at Hogwarts; then there would not be many people left." "I see," Harry conceded uncertainly as he walked back to Ronald's overcrowded table. He was getting nervous about this Hat business; but he supposed he did have to trust Dumbledore. After all, grownups know best, right?

We must challenge the assumption that having our children succeed in a white supremacist school system is the best we can hope for, for kids of any race. We need to ask for truly diverse and inclusive education for all of our kids.

[T]he education system in America is designed to keep wealth and resources for the privileged and to keep the poor and the crushed folks at the bottom, with rare exceptions usually amplified and promoted for PR purposes. If education’s primary purpose is to save people through knowledge and social mobility, then the millions of Americans, including many Black people, who don’t have access to good education as do the rich and privileged children getting prepped up early on for ivy league schools, is a clear indication that the American education is a huge failure.

We can’t just push troubled students into classrooms where they won’t get the help they need and celebrate ourselves for being “inclusive.” The idea that all students with disabilities must be taught in the “least restrictive environment” ends up just becoming a way for school district bureaucrats to save money and congratulate themselves for being politically correct even as they do things to students that teachers know are wrong.

As Robert Kegan, of the Harvard Graduate School of Education, put it, “I know of no better way to summarize development than that the subject of one stage becomes the object of the subject of the next stage.

Finding a fine British International school can be a challenge if you live in a place like Dubai. Known as a melting pot of cultures, Dubai offers many choices when it comes to curriculum preferences. Digging the web for valuable options can leave in you bind as well. But, to find the right and affordable British school in Dubai you must have a clear picture of the options available. To make your work easier, here is a list to help you pick the best British curriculum school in Dubai. The best British International schools in Dubai Listed below are the top picks of English Schools in Dubai: The Winchester School This English school in Dubai is the right example of high-quality education at affordable rates. The Winchester School is an ideal pick as it maintains the desired level of British curriculum standards and has a KHDA rating as ‘good’. Admission: This school is fully inclusive for kids aged 1-13 and it conducts no entrance exam for foundation level. However, for other phases, necessary entrance tests are taken according to the standard. Also, admissions here do not follow the concept of waiting lists, which can depend on the vacant seats and disability criteria. Fees: AED 12,996- AED 22,996 Curriculum: National Curriculum of England-EYFS(Early Years Foundation Stage), IGCSE, International A-Level, and International AS Level. Location: The Gardens, Jebel Ali Village, Jebel Ali Contact: +971 (0)4 8820444, principal_win@gemsedu.com Website: The Winchester School - Jebel Ali GEMS Wellington Internation School GEMS Wellington Internation School is yet another renowned institute titled the best British curriculum school in Dubai. It has set a record of holding this title for nine years straight which reveals its commendable standards. Admission: For entrance into this school, an online registration process must be completed. A non-refundable fee of AED 500 is applicable for registration. Students of all gender and all stages can enroll in any class from Preschool to 12th Grade. Fees: AED 43,050- AED 93,658 Curriculum: GCSE, IB, IGCSE, BTEC, and IB DP Location: Al South Area Contact: +971 (0)4 3073000, reception_wis@gemsedu.com Website: Outstanding British School in Dubai - GEMS Wellington International School Dubai British School Dubai British School is yet another prestigious institute that is also a member of the ‘Taaleem’ group. It is also one of the first English schools to open and get a KHDA rating of ‘Outstanding’. Thus, it can be easily relied on to provide the curriculum of guaranteed quality. Admission: Here, the application here can be initiated by filling up an online form. Next, the verification requires documents such as copies of UAE Residence Visa, Identification card, Medical Form, Educational Psychologist’s reports, Vaccination report, and TC. Also, students of all genders and ages between 3-18 can apply here. Fees: AED 46,096- AED 69,145 Curriculum: UK National Curriculum, BTEC, GCSE, A LEVEL Location: Behind Spinneys, Springs Town Centre, near Jumeirah Islands. Contact: +971 (0)4 3619361 Website: Dubai British School Emirates Hills | Taaleem School Final takeaways The above-listed schools are some of the best English schools in Dubai that you can find. Apart from these, you can also check King’s School Dubai, Dubai College School, Dubai English Speaking School, etc. These offer the best British curriculum school in Dubai and can be the right picks for you. So, go on and find the right school for your kid.

A host of scholars – many of whom, like Deloria, have aided petitioning tribes – support the ‘small pie’ theory. They believe that government definitions of Indians and tribes are simply part of the old colonial order, set to ‘divide and conquer’ Native peoples. These scholars see these government definitions as overreliant on nonindigenous models of tribalism, blood quantum, government rolls and censuses. Many of them call upon tribes and Native peoples to undertake decolonization projects, imploring Indian leaders to pursue a new acknowledgment agenda, on that is more inclusive and less based on national imperatives and Western epistemologies of race, history, empiricism, and science. The most accepted scholarly position, which has been called the ‘liberal-inclusive’ model for identifying tribes and Indian individuals, implies that the vast majority of unrecognized Indian groups and individuals are worthy of acknowledgment. This acknowledgment is not forthcoming, they say, due to a host of factors, including federal neglect, inadequate Euro-American recordkeeping, racism, and opposition from established tribes. Scholars who take this position find it shameful that marginal, unacknowledged aboriginal peoples are languishing today. Certain individuals within this loosely defined ideological school argue that officials should rely not on the current restrictive policy, but upon self-identification, community acceptance, and state recognition.

When students are taught, their minds expand and open. When students are indoctrinated, their minds narrow and close. Friedersdorf quotes a parent of a child in the program—a parent who was generally supportive of the school’s “BLM week”: They present every issue with such moral certainty—like there is no other viewpoint. And we’re definitely seeing this in my daughter. She can make the case for defunding the police, but when I tried to explain to her why someone might have a Blue Lives Matter sign, why some families support the police, she wasn’t open to considering that view. She had a blinding certainty that troubled me. She thinks that even raising the question is racist. If she even hears a squeak of criticism of BLM, or of an idea that’s presented as supporting equity, she’s quick to call out racism.109 The problem in all these cases is not the inclusion of SJF ideas in a student’s education—it’s the teaching of those ideas as if they’re Bible verses in a religious school, not to be challenged or questioned.

Schools that prioritise mental health create a more inclusive and positive learning atmosphere, reducing the risk of chronic mental health issues.