Inclusive Learning Quotes

When Europeans arrived on this continent, they blew it with the Native Americans. They plowed over them, taking as much as they could of their land and valuables, and respecting almost nothing about the native cultures. They lost the wisdom of the indigenous peoples-wisdom about the land and connectedness to the great web of life…We have another chance with all these refugees. People come here penniless but not cultureless. They bring us gifts. We can synthesize the best of our traditions with the best of theirs. We can teach and learn from each other to produce a better America…

It was from a weekly visit to the cinema that you learned (or tried to learn) how to strut, to smoke, to kiss, to fight, to grieve. Movies gave you tips about how to be attractive (...). But whatever you took home from the movies was only part of the larger experience of losing yourself in faces, in lives that were not yours - which is the more inclusive form of desire embodied in the movie experience. The strongest experience was simply to surrender to, to be transported by, what was on the screen

And no matter how much the gray people in power despise knowledge, they can’t do anything about historical objectivity; they can slow it down, but they can’t stop it. Despising and fearing knowledge, they will nonetheless inevitably decide to promote it in order to survive. Sooner or later they will be forced to allow universities and scientific societies, to create research centers, observatories, and laboratories, and thus to create a cadre of people of thought and knowledge: people who are completely beyond their control, people with a completely different psychology and with completely different needs. And these people cannot exist and certainly cannot function in the former atmosphere of low self-interest, banal preoccupations, dull self-satisfaction, and purely carnal needs. They need a new atmosphere— an atmosphere of comprehensive and inclusive learning, permeated with creative tension; they need writers, artists, composers— and the gray people in power are forced to make this concession too. The obstinate ones will be swept aside by their more cunning opponents in the struggle for power, but those who make this concession are, inevitably and paradoxically, digging their own graves against their will. For fatal to the ignorant egoists and fanatics is the growth of a full range of culture in the people— from research in the natural sciences to the ability to marvel at great music. And then comes the associated process of the broad intellectualization of society: an era in which grayness fights its last battles with a brutality that takes humanity back to the middle ages, loses these battles, and forever disappears as an actual force.

This desire to learn what the faith is from those who have lived it in the face of being told they are not welcome or worthy is far more than “inclusion.” Actually, inclusion isn’t the right word at all, because it sounds like in our niceness and virtue we are allowing “them” to join “us”—like we are judging another group of people to be worthy of inclusion in a tent that we don’t own.

Some Christians are more offended by the idea of everyone going to heaven than by the idea of everyone going to hell.

Our kids are fighting for a world more just and more righteous than we had ever dared to dream of. The debates we have about gay marriage, transgender bathroom rights, immigration, whether it’s ‘all lives matter’ or ‘black lives matter’ have been largely settled in the social world of our youth and they are looking at us dismayed and perplexed at why we just don’t get it. In the days after the election of Donald Trump, my older son and a few hundred of his classmates walked out of class and marched to city hall. They were angry and frightened. They had been working so hard to build a better, more inclusive world, and we adults had just royally fucked it up for them. My son sent me video of the protest and I posted it online. Quite a few adults commented: “Shouldn’t these kids be learning instead of protesting?” But they had been learning, far more than we apparently had, and that was why they were protesting.

Viewing teaching as a moral endeavor filled with uncertain and inevitable dilemmas positions the teacher always as an inquirer.

Cultural integration doesn't happen by you boasting about your culture, it happens by you coming forward enthusiastically to learn about another culture.

The antidote to feel-good history is not feel-bad history but honest and inclusive history. If textbook authors feel compelled to give good moral instruction, the way origin myths have always done, they could accomplish this aim by allowing students to learn both the "good" and the "bad" sides of the Pilgrim tale. Conflict would then become part of the story, and students might discover that the knowledge they gain has implication for their lives today. Correctly taught, the issues of the era of the first Thanksgiving could help Americans grow more thoughtful and more tolerant, rather than more ethnocentric.

We live in a world where people profile and label each other, size each other up. What if we shifted our focus to our similarities? To welcoming one another, listening to stories, learning from one another? It's time to change the conversation. I believe most social ills can be healed or prevented by the simple act of talking to one another, face-to-face, at a common table.

In our own day anonymity has acquired a far more pregnant significance than is perhaps realized: it has an almost epigrammatic significance. People not only write anonymously, they sign their anonymous works: they even talk anonymously...Nowadays one can talk with any one, and it must be admitted that people's opinions are exceedingly sensible, yet the conversation leaves one with the impression of having talked to an anonymity. The same person will say the most contradictory things and, with the utmost calm, make a remark, which coming from him is a bitter satire on his own life. The remark itself may be sensible enough, and of the kind that sounds well at a meeting, and may serve in a discussion preliminary to coming to a decision, in much the same way that paper is made out of rags. But all these opinions put together do not make one human, personal opinion such as you may hear from quite a simple man who talks about very little but really does talk. People's remarks are so objective, so all all-inclusive, that it is a matter of complete indifference who expresses them, and where human speech is concerned that is the same as acting 'on principle'. And so our talk becomes like the public, a pure abstraction. There is no longer any one who knows how to talk, and instead, objective thought produces an atmosphere, an abstract sound, which makes human speech superfluous, just as machinery makes man superfluous. In Germany they even have phrase-books for the use of lovers, and it will end with lovers sitting together talking anonymously. In fact there are hand-books for everything, and very soon education, all the world over, will consist in learning a greater or lesser number of comments by heart, and people will excel according to their capacity for singling out the various facts like a printer singling out the letters, but completely ignorant of the meaning of anything.

Racial inequity and injustice, and gender inequity, are systemic problems that impede businesses from achieving their greater potential in the global marketplace; in the meantime, society suffers as well. Readers will learn how companies and their boards, together with nonprofits and governments, can drive prosperity by centering equity and sustainability.

A language is a freeway to a culture.

You shouldn’t live for yourself alone but you must also learn to live the Christian life

One small step towards a language is one giant leap towards inclusion.

Learning another language diminishes prejudice towards those who are different

This desire to learn what the faith is from those who have lived it in the face of being told they are not welcome or worthy is far more than “inclusion.” Actually, inclusion isn’t the right word at all, because it sounds like in our niceness and virtue we are allowing “them” to join “us”—like we are judging another group of people to be worthy of inclusion in a tent that we don’t own. I realized in that coffee shop that I need the equivalent of the Ethiopian eunuch to show me the faith. I continually need the stranger, the foreigner, the “other” to show me water in the desert. I need to hear, “here is water in the desert, so what is to keep me, the eunuch, from being baptized?” Or me the queer or me the intersex or me the illiterate or me the neurotic or me the overeducated or me the founder of

But if you start from the idea that Blacks are indeed human, then every commitment to equality after that will be unshakable. And that is the thing to be learned from the 1688 petition. Blacks do not need allies who fight for our inclusion; rather, we need people who are possessed of the basic belief that we are human and that any arguments that depend on rejecting that proposition are tyrannical, unjust, and to be fought.

It's suicide," Doc Holland said, shaking his head. "Fools, all of them. This isn't any conventional war- this is madness." The general let out a weary breath. "No, Doctor-this is fear . . . and fear makes fools of us all.

creating a vision and setting strategy—is to act in the role of social architect and nourish a context in which people are given the respect and permission to (1) feel included, (2) learn, (3) contribute, and (4) innovate.

Instead of trying to manage relationships – which is impossible actually – if you just learn to include the other as a part of yourself, your life becomes an expression of joyfulness not a pursuit of happiness. Then you will see, relationships have various colors, but every color could be enjoyed. Every color of it, every color and hue that it takes on, could be just fine. In this inclusion, all the differences are okay. Differences add color and dimension to our lives. Fortunately, nobody else is like you. But that is what you are complaining about – that they are different. What is adding color and dimension to your life, that is what you are complaining about, because there is no sense of inclusiveness. If you have included the other as a part of yourself, you could enjoy all these differences. Then even if you do not understand what the hell is happening with the other person, still it is okay.

We also wish warmly to affirm those sisters and brothers, already in membership with orthodox churches, who - while experiencing same-sex desires and feelings - nevertheless battle with the rest of us, in repentance and faith, for a lifestyle that affirms marriage [between a man and woman] and celibacy as the two given norms for sexual expression. There is room for every kind of background and past sinful experience among members of Christ's flock as we learn the way of repentance and renewed lives, for "such were some of you. But you were washed, you were sanctified, you were justified in the name of the Lord Jesus Christ and by the Spirit of our God" (1 Corinthians 6:11). This is true inclusivity.

As the leader of the international Human Genome Project, which had labored mightily over more than a decade to reveal this DNA sequence, I stood beside President Bill Clinton in the East Room of the White House... Clinton's speech began by comparing this human sequence map to the map that Meriwether Lewis had unfolded in front of President Thomas Jefferson in that very room nearly two hundred years earlier. Clinton said, "Without a doubt, this is the most important, most wondrous map ever produced by humankind." But the part of his speech that most attracted public attention jumped from the scientific perspective to the spiritual. "Today," he said, "we are learning the language in which God created life. We are gaining ever more awe for the complexity, the beauty, and the wonder of God's most divine and sacred gift." Was I, a rigorously trained scientist, taken aback at such a blatantly religious reference by the leader of the free world at a moment such as this? Was I tempted to scowl or look at the floor in embarrassment? No, not at all. In fact I had worked closely with the president's speechwriter in the frantic days just prior to this announcement, and had strongly endorsed the inclusion of this paragraph. When it came time for me to add a few words of my own, I echoed this sentiment: "It's a happy day for the world. It is humbling for me, and awe-inspiring, to realize that we have caught the first glimpse of our own instruction book, previously known only to God." What was going on here? Why would a president and a scientist, charged with announcing a milestone in biology and medicine, feel compelled to invoke a connection with God? Aren't the scientific and spiritual worldviews antithetical, or shouldn't they at least avoid appearing in the East Room together? What were the reasons for invoking God in these two speeches? Was this poetry? Hypocrisy? A cynical attempt to curry favor from believers, or to disarm those who might criticize this study of the human genome as reducing humankind to machinery? No. Not for me. Quite the contrary, for me the experience of sequencing the human genome, and uncovering this most remarkable of all texts, was both a stunning scientific achievement and an occasion of worship.

I think gender can take a lesson from sadomasochism (S/M): gender needs to be safe, sane, and consensual. Gender is not safe. If i change my gender, I'm at risk of homocide, suicide or a life devoid of half my responsibilities. If I'm born with a body that gives mixed gender signals, I'm at risk of being butchered - fixed, mutilated. Gender is not safe. And gender is not sane. It's not sane to call a rainbow black and white. It's not sane to demand we fit into one or the other only. It's not sane that we classify people in order to oppress them as women or glorify them as men. Gender is not sane. And gender is not consensual. We're born: a doctor assigns us a gender. It's documented by the state, enforced by the legal profession, sanctified by the church, and it's bought and sold in the media. We have no say in our gender - we're not allowed to question it, play with it, work it out with our friends, lovers or family. Gender is not consensual. Safe gender is being who and what we want to be when we want to be that, with no threat censure or violence. Safe gender is going as far in an direction as we wish with not threats to our health, or to anyone else's. Safe gender is not being pressured into passing, not having to lie, not having to hide. Sane gender is asking questions about gender - talking to people who do gender and opening up about our gender histories and our gender desires. Sane gender is probably very, very funny. Consensual gender is respecting each others definitions of gender , and respecting the intentions of others to be inclusive in their own time. Consensual gender is non violent in that it doesn't force its way in on anyone. Consensual gender opens its arms and welcomes all people as gender outcasts - whoever is willing to admit to it. Gender has a lot to learn from S/M.

The debates we have about gay marriage, transgender bathroom rights, immigration, whether it’s “all lives matter” or “black lives matter” have been largely settled in the social world of our youth and they are looking at us dismayed and perplexed at why we just don’t get it. In the days after the election of Donald Trump, my older son and a few hundred of his classmates walked out of class and marched to city hall. They were angry and frightened. They had been working so hard to build a better, more inclusive world, and we adults had just royally fucked it up for them. My son sent me video of the protest and I posted it online. Quite a few adults commented: “Shouldn’t these kids be learning instead of protesting?” But they had been learning, far more than we apparently had, and that was why they were protesting.

It is good we have variation of colors to make this world more colorful and beautiful. We can learn to appreciate the variations within ourselves, then accept and enjoy all the various colorations making me and you, uniquely different and similar, making this globe glows beautifully colorful as intended to be.

We must be models for our children. We must treat people well on every level. We can no longer complain or judge people around us; our children learn from this. We have to promote inclusion, rather than competition. No more complaining about, criticizing, or judging others in front of our kids. It starts with us.

Jesus’ ministry was not to the upper class, the educated, the elite or the most influential social figures. Jesus came and ministered among those who were poor, with the poor and as a poor man. His ministry was to the children, those who were begging, victims of leprosy, the woman at the well, the woman caught in the act of adultery, the tax collectors, the fishermen communities and those on the margins. Jesus came to the common people and lived alongside them. As a church, we must learn new ways to celebrate our faith inclusively so that those on the margins of society will feel welcome–and so that our love and acceptance of the other will aid in our paths to holiness. Jesus’ ministry was marked with a distinctive compassion for the oppressed poor.

I understand that this work is demanding, complicated, and exhausting, but I also know that there is no better feeling than to see yourself and the world as they really are. When you have an awakening, the dance of discomfort in cross-cultural relationships begins to dissipate. You begin to shake the fear of truly being seen, and you learn to embrace not only your strengths but your humanness.

We thrive in environments that respect us and allow us to (1) feel included, (2) feel safe to learn, (3) feel safe to contribute, and (4) feel safe to challenge the status quo. If we can’t do these things, if it’s emotionally expensive, fear shuts us down. We’re not happy and we’re not reaching our potential. But when the environment nurtures psychological safety, there’s an explosion of confidence, engagement, and performance. Ask yourself if you feel included, safe to learn, safe to contribute, and safe to challenge the status quo. Finally, ask yourself if you’re creating an environment where others can do these four things. In the process, look around and see others with respect and fresh amazement, find deeper communion in your relationships, and more happiness and satisfaction in your own life.

Inclusion safety: Are you prepared to cross the threshold of inclusion, bridge differences, and invite others into your society? 2. Learner safety: Are you prepared to encourage others to learn? 3. Contributor safety: Are you prepared to give others the autonomy to contribute and deliver results? 4. Challenger safety: And finally, are you prepared to cross the threshold of innovation and provide air cover for others to challenge the status quo and innovate?

Sonnet of Languages Turkish is the language of love, Spanish is the language of revolution. Swedish is the language of resilience, English is the language of translation. Portuguese is the language of adventure, German is the language of discipline. French is the language of passion, Italian is the language of cuisine. With over 7000 languages in the world, Handful of tongues fall short in a sonnet. But you can rest assured of one thing, Every language does something the very best. Each language is profoundly unique in its own way. When they come together, they light the human way.

The antidote to feel-good history is not feel-bad history but honest and inclusive history. If textbook authors feel compelled to give moral instruction, the way origin myths have always done, they could accomplish this aim by allowing students to learn both the “good” and the “bad” sides of the Pilgrim tale. Conflict would then become part of the story, and students might discover that the knowledge they gain has implications for their lives today. Correctly taught, the issues of the era of the first Thanksgiving could help Americans grow more thoughtful and more tolerant, rather than more ethnocentric.

I hope I have now made it clear why I thought it best, in speaking of the dissonances between fiction and reality in our own time, to concentrate on Sartre. His hesitations, retractations, inconsistencies, all proceed from his consciousness of the problems: how do novelistic differ from existential fictions? How far is it inevitable that a novel give a novel-shaped account of the world? How can one control, and how make profitable, the dissonances between that account and the account given by the mind working independently of the novel? For Sartre it was ultimately, like most or all problems, one of freedom. For Miss Murdoch it is a problem of love, the power by which we apprehend the opacity of persons to the degree that we will not limit them by forcing them into selfish patterns. Both of them are talking, when they speak of freedom and love, about the imagination. The imagination, we recall, is a form-giving power, an esemplastic power; it may require, to use Simone Weil's words, to be preceded by a 'decreative' act, but it is certainly a maker of orders and concords. We apply it to all forces which satisfy the variety of human needs that are met by apparently gratuitous forms. These forms console; if they mitigate our existential anguish it is because we weakly collaborate with them, as we collaborate with language in order to communicate. Whether or no we are predisposed towards acceptance of them, we learn them as we learn a language. On one view they are 'the heroic children whom time breeds / Against the first idea,' but on another they destroy by falsehood the heroic anguish of our present loneliness. If they appear in shapes preposterously false we will reject them; but they change with us, and every act of reading or writing a novel is a tacit acceptance of them. If they ruin our innocence, we have to remember that the innocent eye sees nothing. If they make us guilty, they enable us, in a manner nothing else can duplicate, to submit, as we must, the show of things to the desires of the mind. I shall end by saying a little more about La Nausée, the book I chose because, although it is a novel, it reflects a philosophy it must, in so far as it possesses novel form, belie. Under one aspect it is what Philip Thody calls 'an extensive illustration' of the world's contingency and the absurdity of the human situation. Mr. Thody adds that it is the novelist's task to 'overcome contingency'; so that if the illustration were too extensive the novel would be a bad one. Sartre himself provides a more inclusive formula when he says that 'the final aim of art is to reclaim the world by revealing it as it is, but as if it had its source in human liberty.' This statement does two things. First, it links the fictions of art with those of living and choosing. Secondly, it means that the humanizing of the world's contingency cannot be achieved without a representation of that contingency. This representation must be such that it induces the proper sense of horror at the utter difference, the utter shapelessness, and the utter inhumanity of what must be humanized. And it has to occur simultaneously with the as if, the act of form, of humanization, which assuages the horror. This recognition, that form must not regress into myth, and that contingency must be formalized, makes La Nausée something of a model of the conflicts in the modern theory of the novel. How to do justice to a chaotic, viscously contingent reality, and yet redeem it? How to justify the fictive beginnings, crises, ends; the atavism of character, which we cannot prevent from growing, in Yeats's figure, like ash on a burning stick? The novel will end; a full close may be avoided, but there will be a close: a fake fullstop, an 'exhaustion of aspects,' as Ford calls it, an ironic return to the origin, as in Finnegans Wake and Comment c'est. Perhaps the book will end by saying that it has provided the clues for another, in which contingency will be defeated, ...

But how does God speak within us? And how does He enable us to understand His word and to answer it with ours. His voice and our hearing and answering we call “conscience.” This is a wonderful thing. Constantly, we are touched by the call which comes to us from the good, the right, that which is worthy of being and should be. This good is all-inclusive and yet quite simple. It constantly urges us, “Do me. Realize me. Carry me into the world so that the kingdom of the good may come into being.” And let us assume that a voice within us, our conscience, replies, “Yes, I will, but how shall I do this?” And thereupon follows a silence, for the good is as unlimited in content as it is simple in form, and so it cannot simply be “done.

The Ten Humanitarian Commandments 1. First you are human, then everything else. 2. No one is the authority of your life, but you. 3. Impose nobody on nobody. 4. Don't be rigid about anybody's ideas - expand on them. 5. Take a thinker as a mental companion if you need, but not the only companion. 6. Always have some healthy respect for fiction, and never glorify facts at the expense of humanity. 7. Booze, smoke and others, try all for experience if you desire, so long as they don't end up owning you. 8. Learn from everything and everyone, but pledge allegiance to no one. 9. No weapons, period - except in intensely exceptional circumstances like the Ukraine invasion. 10. Love is the supreme religion, love is the supreme law, love is the supreme science.

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 teaching conundrum had been solved. Teaching evolves where the costs are outweighed by the inclusive fitness benefits that result from the tutor's relatives being more likely to acquire the valuable information. Teaching is not favored when the pupil can easily acquire the information on their own or through copying others. Nor is it favored when imparting traits that are difficult to learn, as teachers generally do not possess the information to pass on to their relatives. These restrictions typically lead to few circumstances under which teaching would be efficacious. Models that allow for cumulative cultural knowledge gain, however, suggest that teaching evolved in humans despite, rather than because of, our strong imitative capabilities, and primarily because cumulative culture renders otherwise difficult-to-acquire valuable information available to teach. The analyses suggest that human teaching and cumulative culture evolved together, through mutual reinforcement.

Instead of concentrating on how we can include the “other,” too often in American Christianity the focus becomes on when, how, and finding the right justifications for excluding the “other.” When I truly begin to appreciate the inclusive nature of Jesus, my heart laments at all the exclusiveness I see and experience. I think of my female friends; women of wisdom, peace, discernment, and character who should be emulated by the rest of us. When I listen and learn from these women, I realize what an amazing leaders they would be in church—but many never will be leaders in that way because they are lacking one thing: male genitals. Wise and godly women have been excluded, not because of a lack of gifting, education, or ability, but because they were born with the wrong private parts. I also think of a man who attended my former church who has an intellectual disability. He was friendly, faithful, and could always be counted on for a good laugh because he had absolutely no filter— yelling out at least six times during each sermon. One time in church my daughter quietly leaned over to tell me she had to go to the bathroom—and, in true form so that everyone heard, he shouted out, “Hey! Pipe it down back there!” It was hilarious. However, our friend has been asked to leave several churches because of his “disruptiveness.” Instead of being loved and embraced for who he is, he has been repeatedly excluded from the people of God because of a disability. We find plenty of other reasons to exclude people. We exclude because people have been divorced, exclude them for not signing on to our 18-page statements of faith, exclude them because of their mode of baptism, exclude them because of their sexual orientation, exclude them for rejecting predestination…we have become a religious culture focused on exclusion of the “other,” instead of following the example of Jesus that focuses on finding ways for the radical inclusion of the “other.” Every day I drive by churches that proudly have “All Are Welcome” plastered across their signs; however, I rarely believe it—and I don’t think others believe it either. Far too often, instead of church being something that exists for the “other,” church becomes something that exists for the “like us” and the “willing to become like us.” And so, Christianity in America is dying.

Let’s find out where your shame came from by taking a look at your past. But before we do that, I want to address a common misconception people have about looking at their past. I have heard many people misinterpret the apostle Paul’s words: I am focusing all my energies on this one thing: Forgetting the past and looking forward to what lies ahead…Philippians 3:13 People use this verse to teach that a person should never reflect on their past to resolve their present problems. They think looking to your past is a sign of doubt and weak faith. “Good Christians” should forget about their past, they say, and focus on who they are as a believer in Jesus. That might sound good, but I couldn't disagree more. That kind of thinking is both unbiblical and illogical. It is unbiblical because Paul wasn’t telling people to forget past problems. He was simply referring to his former life when he sought to please God through religious works like praying, giving money, or fasting. He boasted about these religious habits as if they got him closer to God. But he stopped that kind of foolish thinking when he came to learn what Jesus had done for him. Paul wasn’t making an all-inclusive statement telling people to forget everything about their past. He was simply telling his personal story and encouraging people to find their acceptance from God based on his love, not on their good works. To read more into his words is to twist the meaning.

The call for justice was a protest as fierce as those of the biblical prophets and of Jesus, and the similarity of the call was no coincidence. As with early Judaism and early Christianity, early Islam would be rooted in opposition to a corrupt status quo. Its protest of inequity would be an integral part of the demand for inclusiveness, for unity and equality under the umbrella of the one god regardless of lineage, wealth, age, or gender. This is what would make it so appealing to the disenfranchised, those who didn't matter in the grand Meccan scheme of things, like slaves and freedmen, widows and orphans, all those cut out of the elite by birth or circumstance. And it spoke equally to the young and idealistic, those who had not yet learned to knuckle under to the way things were and who responded to the deeply egalitarian strain of the verses. All were equal before God, the thirteen-year-old Ali as important as the most respected graybeard, the daughter as much as the son, the African slave as much as the highborn noble. It was a potent and potentially radical re-envisioning of society. This was a matter of politics as much as of faith. The scriptures of all three of the great monotheisms show that they began similarly as popular movements in protest against the privilege and arrogance of power, whether that of kings as in the Hebrew bible, or the Roman Empire as in the Gospels, or a tribal elite as in the Quran. All three, that is, were originally driven by ideals of justice and egalitarianism, rejecting the inequities of human power in favor of a higher and more just one. No matter how far they might have strayed from their origins as they became institutionalized over time, the historical record clearly indicates that what we now call the drive for social justice was the idealistic underpinning of monotheistic faith.

The moment you get strongly identified, you lose your perspective on life! Ideas of good and bad, right and wrong are all your mental constructs. They have nothing to do with life as such. What was considered to be moral a hundred years ago is intolerable today. What you think is very good, your children despise. Your ideas of good and bad are just a certain level of prejudice against life. The moment you get identified with your limited ideas of morality you become completely twisted. Your intellect functions around these identifications in such a way that you never see the world as it is. If you want an element of spirituality to enter your life, the first thing you must do is drop these rigid ideas of virtue and vice, and learn to look at life just the way it is. One of the biggest problems in the world today is that right from a person’s childhood, an inflexible system of morality has been imposed on the mind. Whatever you consider good, you naturally get identified with it. Whatever you consider bad, you are naturally repelled by. This attraction and aversion is the basis of all strong identification. The nature of your mind is that whatever you are averse to dominates it. Moralists and preachers have for generations told humanity to eschew “evil thoughts.” That is a surefire strategy to achieve the reverse! Now, if you try to resist that supposedly “evil thought,” it becomes a full-time job. There is nothing else going on in your head. The idea of moral superiority has been the source of too many inhuman acts to be ignored. Most people who believe they are virtuous are hard to live with. Besides, they spend most of their lives trying to avoid what they consider “wrong” or “sinful.” That usually means they are constantly thinking about it. Avoiding something is not freedom from it. Such morality is based on exclusion. Spirituality, on the other hand, is born of inclusion

Ellen Braun, an accomplished agile manager, noticed that different behaviors emerge over time as telltale signs of a team’s emotional maturity, a key component in their ability to adjust as things happen to them and to get to the tipping point when “an individual’s self interest shifts to alignment with the behaviors that support team achievement” (Braun 2010). It is better to know some of the questions than all of the answers. —James Thurber Team Dynamics Survey Ellen created a list of survey questions she first used as personal reflection while she observed teams in action. Using these questions the same way, as a pathway to reflection, an agile coach can gain insight into potential team problems or areas for emotional growth. Using them with the team will be more insightful, perhaps as material for a retrospective where the team has the time and space to chew on the ideas that come up. While the team sprints, though, mull them over on your own, and notice what they tell you about team dynamics (Braun 2010). • How much does humor come into day-to-day interaction within the team? • What are the initial behaviors that the team shows in times of difficulty and stress? • How often are contradictory views raised by team members (including junior team members)? • When contradictory views are raised by team members, how often are they fully discussed? • Based on the norms of the team, how often do team members compromise in the course of usual team interactions (when not forced by circumstances)? • To what extent can any team member provide feedback to any other team member (think about negative and positive feedback)? • To what extent does any team member actually provide feedback to any other team member? • How likely would it be that a team member would discuss issues with your performance or behavior with another team member without giving feedback to you directly (triangulating)? • To what extent do you as an individual get support from your team on your personal career goals (such as learning a new skill from a team member)? • How likely would you be to ask team members for help if it required your admission that you were struggling with a work issue? • How likely would you be to share personal information with the team that made you feel vulnerable? • To what extent is the team likely to bring into team discussions an issue that may create conflict or disagreement within the team? • How likely or willing are you to bring into a team discussion an issue that is likely to have many different conflicting points of view? • If you bring an item into a team discussion that is likely to have many different conflicting points of view, how often does the team reach a consensus that takes into consideration all points of view and feels workable to you? • Can you identify an instance in the past two work days when you felt a sense of warmth or inclusion within the context of your team? • Can you identify an instance in the past two days when you felt a sense of disdain or exclusion within the context of your team? • How much does the team make you feel accountable for your work? Mulling over these questions solo or posing them to the team will likely generate a lot of raw material to consider. When you step back from the many answers, perhaps one or two themes jump out at you, signaling the “big things” to address.

having completed this enterprise, I remain convinced that learning is intrinsic to human living and that we will never completely understand the process until we understand life itself – our approach to learning has, therefore, to be inclusive.

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.

safely connected world: inclusiveness, willingness to repair, scaffolding, and support in struggling. This model allows people to develop security, flexibility, and coherent working models of attachment, through inclusiveness (responding to the entire range of their experience, and staying curious about internal needs, wants, desires, and beliefs, which fosters a relaxed approach to psychological exploration); a willingness to repair disruptions (as we as therapists take ownership of our own parts, while being appropriately transparent, which allows the client to learn and expect that disruption doesn’t disrupt the underlying solid therapeutic connection); scaffolding (helping the client to find the necessary baby steps in accessing their inner world, translating that into words, linking what’s going on inside their self-system with the intersubjective presence of the therapist); and support the client in a willingness to struggle (actively engaging, setting limits, making room for protest, all while staying connected through the conflict).

Wilson’s hypothesis of the helpful, nepotistic homosexual uncle increasing his inclusive fitness by looking after his nieces and nephews does not, then, find any ethnographic support, and his ideas are in fact completely uninformed speculation.

They don’t talk royalty. They talk journey. An inclusive, learning-filled, rollicking journey.

Maury and I spent more than one month in Pakistan, talking with AID personnel and their Pakistani counterparts and learning about the conduct of the projects over the six-year period. Most importantly, we focused on the dialogue between senior U.S. embassy and mission personnel and those in the Pakistani government responsible for economic policy formulation. One day, he and I were asked to attend a “brown bag luncheon” with the senior mission staff. The idea was to be totally informal, put our feet on the desks and just chat about our impressions. Everyone was eager to learn what Maury thought about the program. Three important things emerged for me out of that discussion. 1. The mission director explained that he had held some very successful consultations and brainstorming sessions with senior Pakistani government leaders. He said the Pakistanis were open to his ideas for needed reform, listened carefully and took extensive notes during these meetings. Although there had been little concrete action to implement these recommendations to date, he was confident they were seriously considering them. Maury smiled and responded, “Yeah. They used to jerk me around the same way when I was in your position. The Paks are masters at that game. They know how to make you feel good. I doubt that they are serious. This is a government of inaction.” The mission director was crestfallen. 2. Then the program officer asked what Maury thought about the mix of projects that had been selected by the government of Pakistan and the mission for inclusion in the program for funding. Maury responded that the projects selected were “old friends” of his. He too, had focused on the same areas i.e. agriculture, health, and power generation and supply. That said, the development problems had not gone away. He gave the new program credit for identifying the same obstacles to economic development that had existed twenty years earlier. 3. Finally, the mission director asked Maury for his impressions of any major changes he sensed had occurred in Pakistan since his departure. Maury thought about that for a while. Then he offered perhaps the most prescient observation of the entire review. He said, when he served in Pakistan in the 1960s, he had found that the educated Pakistani visualized himself and his society as being an important part of the South-Asian subcontinent. “Today” he said, “after having lost East Pakistan, they seem to perceive themselves as being the eastern anchor of the Middle-East.” One wonders whether the Indian government understands this significant shift in its neighbor’s outlook and how important it is to work to reverse that world view among the Pakistanis for India’s own security andwell-being.

Maury and I spent more than one month in Pakistan, talking with AID personnel and their Pakistani counterparts and learning about the conduct of the projects over the six-year period. Most importantly, we focused on the dialogue between senior U.S. embassy and mission personnel and those in the Pakistani government responsible for economic policy formulation. One day, he and I were asked to attend a “brown bag luncheon” with the senior mission staff. The idea was to be totally informal, put our feet on the desks and just chat about our impressions. Everyone was eager to learn what Maury thought about the program. Three important things emerged for me out of that discussion. 1. The mission director explained that he had held some very successful consultations and brainstorming sessions with senior Pakistani government leaders. He said the Pakistanis were open to his ideas for needed reform, listened carefully and took extensive notes during these meetings. Although there had been little concrete action to implement these recommendations to date, he was confident they were seriously considering them. Maury smiled and responded, “Yeah. They used to jerk me around the same way when I was in your position. The Paks are masters at that game. They know how to make you feel good. I doubt that they are serious. This is a government of inaction.” The mission director was crestfallen. 2. Then the program officer asked what Maury thought about the mix of projects that had been selected by the government of Pakistan and the mission for inclusion in the program for funding. Maury responded that the projects selected were “old friends” of his. He too, had focused on the same areas i.e. agriculture, health, and power generation and supply. That said, the development problems had not gone away. He gave the new program credit for identifying the same obstacles to economic development that had existed twenty years earlier. 3. Finally, the mission director asked Maury for his impressions of any major changes he sensed had occurred in Pakistan since his departure. Maury thought about that for a while. Then he offered perhaps the most prescient observation of the entire review. He said, when he served in Pakistan in the 1960s, he had found that the educated Pakistani visualized himself and his society as being an important part of the South-Asian subcontinent. “Today” he said, “after having lost East Pakistan, they seem to perceive themselves as being the eastern anchor of the Middle-East.” One wonders whether the Indian government understands this significant shift in its neighbor’s outlook and how important it is to work to reverse that world view among the Pakistanis for India’s own security andwell-being.

I also learned that I was antidisestablishmentarianistically motivated since I was more “work with what you got and build from there” type of an attitude. Let’s leave antidisenfranchisementarianism, which is just another big word meaning all-inclusive, out of this discussion shall we?

Learning something new or hearing a different perspective doesn’t mean someone else has “won,” but all parties win when we walk away with a new idea or a new perspective.

The mantra of ‘diversity and inclusion’ can be understood as part of a normative project that seeks to present the superficial appearance of racial diversity while leaving white supremacist institutions and structures fundamentally unchallenged (Ahmed 2012).

I’ve learned that there’s a lot of good intention out there when we say “diversity and inclusion,” but our societies and workplaces often operate on the principle that if we mean well, then even the worst of behaviors can be excused. It’s why most well-meaning people get so defensive when you call them discriminatory. There are few phrases that would get someone more angry than if you called their behavior racist or misogynist. Many people will retort with some version of, “But I don’t see color” or “I didn’t say that because you’re a woman.

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.

This book is a compilation of interesting ideas that have strongly influenced my thoughts and I want to share them in a compressed form. That ideas can change your worldview and bring inspiration and the excitement of discovering something new. The emphasis is not on the technology because it is constantly changing. It is much more difficult to change the accompanying circumstances that affect the way technological solutions are realized. The chef did not invent salt, pepper and other spices. He just chooses good ingredients and uses them skilfully, so others can enjoy his art. If I’ve been successful, the book creates a new perspective for which the selection of ingredients is important, as well as the way they are smoothly and efficiently arranged together. In the first part of the book, we follow the natural flow needed to create the stimulating environment necessary for the survival of a modern company. It begins with challenges that corporations are facing, changes they are, more or less successfully, trying to make, and the culture they are trying to establish. After that, we discuss how to be creative, as well as what to look for in the innovation process. The book continues with a chapter that talks about importance of inclusion and purpose. This idea of inclusion – across ages, genders, geographies, cultures, sexual orientation, and all the other areas in which new ways of thinking can manifest – is essential for solving new problems as well as integral in finding new solutions to old problems. Purpose motivates people for reaching their full potential. This is The second and third parts of the book describes the areas that are important to support what is expressed in the first part. A flexible organization is based on IT alignment with business strategy. As a result of acceleration in the rate of innovation and technological changes, markets evolve rapidly, products’ life cycles get shorter and innovation becomes the main source of competitive advantage. Business Process Management (BPM) goes from task-based automation, to process-based automation, so automating a number of tasks in a process, and then to functional automation across multiple processes andeven moves towards automation at the business ecosystem level. Analytics brought us information and insight; AI turns that insight into superhuman knowledge and real-time action, unleashing new business models, new ways to build, dream, and experience the world, and new geniuses to advance humanity faster than ever before. Companies and industries are transforming our everyday experiences and the services we depend upon, from self-driving cars, to healthcare, to personal assistants. It is a central tenet for the disruptive changes of the 4th Industrial Revolution; a revolution that will likely challenge our ideas about what it means to be a human and just might be more transformative than any other industrial revolution we have seen yet. Another important disruptor is the blockchain - a distributed decentralized digital ledger of transactions with the promise of liberating information and making the economy more democratic. You no longer need to trust anyone but an algorithm. It brings reliability, transparency, and security to all manner of data exchanges: financial transactions, contractual and legal agreements, changes of ownership, and certifications. A quantum computer can simulate efficiently any physical process that occurs in Nature. Potential (long-term) applications include pharmaceuticals, solar power collection, efficient power transmission, catalysts for nitrogen fixation, carbon capture, etc. Perhaps we can build quantum algorithms for improving computational tasks within artificial intelligence, including sub-fields like machine learning. Perhaps a quantum deep learning network can be trained more efficiently, e.g. using a smaller training set. This is still in conceptual research domain.

Team Leader’s Checklist Learn: Strengthen the team both cognitively and affectively. Design well: Set distinct goals with defined and varied tasks for team members. Build identity: Share experience and strengthen camaraderie to create a set of norms and values. Dynamic: As the market changes, evolve the team’s expectations and tasks. Diverse and inclusive: Optimize variety in the members’ backgrounds and experiences, and engage all in the team’s work and achievements. Size right: Not too large, not too small. Set compelling direction, strong structure, supportive context, and shared mindset. Create a team agenda, inner scaffolding, outer backing, and aligned thinking for members to row together in the right direction.

Our survey measure rated three behavioral attributes of leadership inclusiveness: one, leaders were approachable and accessible; two, leaders acknowledged their fallibility; and three, leaders proactively invited input from other staff, physicians, and nurses. The concept of leadership inclusiveness thus captures situational humility coupled with proactive inquiry (discussed in the next section).

Peace is not a matter of learning harmony, it's about unlearning division.

Would-be writers often ask me, do I ever get writer's block! I tell them, you get writer's block when you're imprisoned in one language and culture. Like the wind, I think, feel and live in numerous languages and cultures, which keeps me ever-ripe with more ideas than I could put down on pages. Whether you are a writer or not, learn a language - it not only expands your head, it expands your heart, and makes you more humane. Porque, un idioma es una autopista a una cultura. A language is a freeway to a culture. Thus, learning a language is one of the tangible endeavors to help eliminate hate from the world.

Learning a language is one of the tangible endeavors to help eliminate hate from the world.

The machine takes all of these multitudinous pulls and forces which are fed in as data, and quickly computes the course of action which would be the most economical vector of need satisfaction in this existential situation. This is the behavior of our hypothetical person. The defects which in most of us make this process untrustworthy are the inclusion of information which does not belong to this present situation, or the exclusion of information which does. It is when memories and previous learnings are fed into the computations as if they were this reality, and not memories and learnings, that erroneous behavioral answers arise. Or when certain threatening experiences are inhibited from awareness, and hence are withheld from the computation or fed into it in distorted form, this too produces error. But our hypothetical person would find his organism thoroughly trustworthy, because all of the available data would be used, and it would be present in accurate rather than distorted form. Hence his behavior would come as close as possible to satisfying all his needs—for enhancement, for affiliation with others, and the like.

The inclusive atmosphere of the class was the key driver of allowing the class to be eager to learn. The focus really shifted away from grades and points, and towards understanding concepts and learning.” The key link is between inclusivity and the shift of focus away from test scores. When students are given the responsibility to support each other, their own score falls down the list of priorities.

The vision of the Center for Progressive Christianity is to encourage churches to focus their attention on those for whom organized religion has proven to be “ineffectual, irrelevant, or repressive.” They define progressive Christians as individuals who: (ProgressiveChristianity.org, “The 8 Points.” Accessed June 24, 2012) Believe that following the path and teachings of Jesus can lead to an awareness and experience of the Sacred and the Oneness and Unity of all life; Affirm that the teachings of Jesus provide but one of many ways to experience the Sacredness and Oneness of life, and that we can draw from diverse sources of wisdom in our spiritual journey; Seek community that is inclusive of ALL people, including but not limited to: a. Conventional Christians and questioning skeptics, b. Believers and agnostics, c. Women and men, d. Those of all sexual orientations and gender identities, e. Those of all classes and abilities; Know that the way we behave towards one another is the fullest expression of what we believe; Find grace in the search for understanding and believe there is more value in questioning than in absolutes; Strive for peace and justice among all people; Strive to protect and restore the integrity of our earth; and Commit to a path of life-long learning, compassion, and selfless love. To these guidelines, Borg adds two more key aspects of Progressive Christianity: Focus on this life more than on the next life; Accept a non-literal reading of the Bible.

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.

Belonging doesn't have to be earned or strived for. It is an inner journey to love all aspects of myself. I am learning there is no exclusion. Only inclusion.

Belonging doesn't have to be earned or strived for. It is an inner journey to love all aspects of myself. I am learning that there is no exclusion. Only inclusion

Diversity in L&D is not just about varied content. It's about ensuring that learning experiences resonate with a global and diverse audience.

From Karbala to Kurukshetra, from Jerusalem to Chanakkale, light of truth has never submitted to the howling audacity of divisive animality - then why should you? Remember, there is a karbala in each of you, there is a kurukshetra in each of you, there is a jerusalem and chanakkale in each of you. And till you accept defeat out of your own free will, not a force in the world can dampen the daring advances of love and reason. So, get up - get out - and get lost! Wanna lead the world? First learn about the world - get so lost in the struggles of each and every people of planet earth, that you forget where you came from altogether - get so lost in the struggles of the people of earth, that for the first time in life you start to breathe as a whole human being - get so lost, that for the first time you see the light of dawn not as a puny slave to puny borders, but as the civilized maker of a civilized world.

Wanna lead the world? First learn about the world - get so lost in the struggles of each and every people of planet earth, that you forget where you came from altogether - get so lost in the struggles of the people of earth, that for the first time in life you start to breathe as a whole human being - get so lost, that for the first time you see the light of dawn not as a puny slave to puny borders, but as the civilized maker of a civilized world.

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.

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

By integrating humanistic theories, inclusive education principles, and feminist pedagogy into transformative teaching practices, educators can create learning environments that honour the unique identities and experiences of every student, fostering a culture of respect, empathy, and social justice.

By incorporating humanistic, inclusive, and feminist pedagogical principles into transformative teaching practices, educators can create learning environments that prioritize student well-being, equity, and empowerment, fostering meaningful connections and transformative growth for all learners.

Inclusive education principles advocate for learning environments that embrace and celebrate diversity and foster a sense of belonging and equity among all students.

List of Human Needs* Subsistence Physical sustenance Air, Food, Water Shelter Health, Medicine Physical Safety Rest /Sleep Movement Security Consistency Stability Order/Structure Safety (emotional) Trust Freedom Autonomy Choice Ease Independence Power Space Spontaneity Leisure/Relaxation Adventure Humor Joy Play Pleasure Connection Affection Appreciation Attention Companionship Harmony Intimacy Love Sexual Expression Support Tenderness Warmth Touch To Matter Acceptance Care Compassion Consideration Empathy Kindness Mutual Recognition Respect To be seen or heard To be understood To be trusted Community Belonging Celebration Cooperation Equality Inclusion Mutuality Participation Self-expression Sharing Meaning Sense of Self Authenticity Competence Confidence Creativity Dignity Growth Healing Honesty Integrity Self-acceptance Self-care Self-connection Self-knowledge Self-realization Understanding Awareness Clarity Discovery Learning Making sense of life Meaning Aliveness Challenge Contribution Creativity Effectiveness Exploration Integration Purpose Transcendence Beauty Communion Faith Hope Inspiration Mourning Peace (inner) Presence

Dead Men's Tale (The Sonnet) They say, time and tide wait for none, Lest the bird learns it can fly. The best way to control apes is, To make them feel guilty for their light. They say, dead men tell no tale, and yet, We live our lives based on dead men's tale. It is okay to tell tales if it enhances sight, But not the kind that produces a walking hell. There is no divide when we are alive, Divisions exist only in kingdom of the dead. We are divided because we are dead, Come to life, and all divides will be deleted. Let us write a new tale with the spirit of life. Instead of celebrating death, let's celebrate each other's light.

We all carry unseen stories under our skin. We hold identities around ethnicity, gender, ability, or religion that remain invisible and are discounted by the world around us. We wish for a sense of belonging without negotiation, explanation, or being required to somehow prove our validity. In a world of separation and division, we need to learn to be better at seeing (and believing) each other.

BARTON CENTRE, 912, 9th Floor, Mahatma Gandhi Rd, Bengaluru, Karnataka - 560 001 Phone Number +91 8884400919 London Tour Package From Bangalore with Surfnxt Do you long to see the famous landmarks of London, learn about the city's fascinating past, and experience the vibrant culture of one of the world's greatest cities? Your ideal vacation is just a booking away with the London Tour Package from Bangalore offered by Surfnxt! From the bustling streets of London to the heart of India, this carefully curated package ensures that every aspect of your trip is taken care of. Why Should You Take Your Next Vacation to London? London, the UK's capital, is a place where tradition meets modernity. From Buckingham Palace to the Tower of London, the British Museum to Covent Garden's bustling streets, London has something for everyone traveling there. This city has it all, whether you're interested in history, art, and culture, or modern attractions like the London Eye and West End theaters. Your Travel Partner for a London Adventure: Surfnxt Surfnxt is known for creating tour packages that place a high value on comfort, ease of use, and engaging experiences. Their Bangalore-based London Tour Package is designed to let travelers see all of London's famous landmarks and sample the city's diverse culture. Highlights of the London Tour Package from Surfnxt: Flying directly from Bangalore: The hassle-free and comfortable journey from Bangalore to London is made possible by Surfnxt's direct or one-stop flights. With top carriers, you can have confidence of a smooth travel insight. Comprehensive Travel Route: Visits to all of London's must-see attractions are included in the package. You'll get a tour of the Tower of London, Westminster Abbey, Big Ben, and Houses of Parliament with a guide. Additionally, you will tour Camden's bustling markets, visit beautiful parks, and take a scenic river cruise. Places to Stay in the Best Areas: Choose from a selection of hotels in the heart of London. Surfnxt ensures that your accommodation offers comfort and easy access to key attractions, whether it's a modern stay near Piccadilly Circus or a boutique hotel near Hyde Park. Options for Customizable Tours: Surfnxt offers adaptable itineraries that can be tailored to your interests, whether you want to include a day trip to nearby Oxford or Windsor or explore London's lively neighborhoods. You can also include guided museum tours, shopping trips, or a night out at a West End theater. Transfers and assistance with travel are seamless: Surfnxt takes care of all the details, from airport transfers in Bangalore and London to local transportation within the city, so you can focus on having fun. Throughout your stay, they also offer assistance with transportation. Assistance for Visas: Concerned about visa documentation? The travel specialists at Surfnxt provide travelers with complete visa assistance, guiding you through the application process for a stress-free experience. Pricing All-Inclusive: The price of the package is all-inclusive, covering everything from airfare to lodging to guided tours to entry fees to local transportation. Why Select Surfnxt? Your London Tour Package From Bangalore is sure to be one to remember thanks to Surfnxt's expertise and attention to detail. They put a strong emphasis on providing services that are tailored to each customer, ensuring that your travel experience is trouble-free, pleasurable, and full of memorable moments. Conclusion Surfnxt's London Tour Package from Bangalore offers the ideal combination of convenience, adventure, and cultural immersion, whether this is your first trip to London or your second. Surfnxt takes care of everything, from booking your flights to making sure you see the best of London, so you don't have to worry about anything. With Surfnxt, you can begin planning your trip to London right away!

The same way others become people we select for inclusion in our lives: We learn enough about them, they pass several of our tests, they lose their anonymity, and we discover an acceptable degree of shared values. The

In Turkey there is a clear combination of Greek / Roman / Mediterranean and Middle Eastern cuisine, and this is because of the cultural mesh between the East and the West that occurred as a result of the inclusive nature of the Ottomans.

To that, I say this: a few may not agree, but one of the greatest men to have walked the earth in my lifetime is Nelson Mandela. He and his people suffered tremendously under the apartheid regime, but when he took over the mantle of governing South Africa, he did not vindictively return the favour to the opposition, which would probably have sent South Africa into chaos and terminal decline. Instead he charted a way forward that started with forgiveness and inclusiveness, bringing about a smooth transition instead of possible revenge and bloodshed. Maybe some folk in cricket administration can learn something from the great man.

Dear friends and enemies, Season’s greetings! It’s me, Serge! Don’t you just hate these form letters people stuff in Christmas cards? Nothing screams “you’re close to my heart” like a once-a-year Xerox. Plus, all the lame jazz that’s going on in their lives. “Had a great time in Memphis.” “Bobby lost his retainer down a storm drain.” “I think the neighbors are dealing drugs.” But this letter is different. You are special to me. I’m just forced to use a copy machine and gloves because of advancements in forensics. I love those TV shows! Has a whole year already flown by? Much to report! Let’s get to it! Number one: I ended a war. You guessed correct, the War on Christmas! When I first heard about it, I said to Coleman, “That’s just not right! We must enlist!” I rushed to the front lines, running downtown yelling “Merry Christmas” at everyone I saw. And they’re all saying “Merry Christmas” back. Hmmm. That’s odd: Nobody’s stopping us from saying “Merry Christmas.” Then I did some research, and it turns out the real war is against people saying “Happy holidays.” The nerve: trying to be inclusive. So, everyone … Merry Christmas! Happy Hannukah! Good times! Soul Train! Purple mountain majesties! The Pompatus of Love! There. War over. And just before it became a quagmire. Next: Decline of Florida Roundup. —They tore down the Big Bamboo Lounge near Orlando. Where was everybody on that one? —Remember the old “Big Daddy’s” lounges around Florida with the logo of that bearded guy? They’re now Flannery’s or something. —They closed 20,000 Leagues. And opened Buzz Lightyear. I offered to bring my own submarine. Okay, actually threatened, but they only wanted to discuss it in the security office. I’ve been doing a lot of running lately at theme parks. —Here’s a warm-and-fuzzy. Anyone who grew up down here knows this one, and everyone else won’t have any idea what I’m talking about: that schoolyard rumor of the girl bitten by a rattlesnake on the Steeplechase at Pirate’s World (now condos). I’ve started dropping it into all conversations with mixed results. —In John Mellencamp’s megahit “Pink Houses,” the guy compliments his wife’s beauty by saying her face could “stop a clock.” Doesn’t that mean she was butt ugly? Nothing to do with Florida. Just been bugging me. Good news alert! I’ve decided to become a children’s author! Instilling state pride in the youngest residents may be the only way to save the future. The book’s almost finished. I’ve only completed the first page, but the rest just flows after that. It’s called Shrimp Boat Surprise. Coleman asked what the title meant, and I said life is like sailing on one big, happy shrimp boat. He asked what the surprise was, and I said you grow up and learn that life bones you up the ass ten ways to Tuesday. He started reading and asked if a children’s book should have the word “motherfucker” eight times on the first page. I say, absolutely. They’re little kids, after all. If you want a lesson to stick, you have to hammer it home through repetition…In advance: Happy New Year! (Unlike 2008—ouch!)

Some items from your home that you might consider your child having access to include.   Cheese grater.  A good starting activity for a four or five year-old is grating bars of soap. Real scissors. Children’s safety scissors are often clumsy to handle and can be difficult to maneuver. Teaching a child to cut with pointed scissors allows them to more quickly master fine motor skills. Utensils for cutting soft fruit and a cutting board. Make sure they are not too sharp, but not so dull that they are ineffective. Always supervise your child. Pots and pans, dishes, etc. for pretend play. Cleaning supplies such as a gentle vinegar and water (50/50) cleaning solution, sponges, dish soap, towels, short broom, dust pan, etc. Plants for daily care. Coat hanging racks placed at shoulder level of the child allow them to not only take responsibility for their own outerwear but to offer to take care of others as well. Sturdy, non-skid step stool or a handy learning tower (the one in the picture actually folds for easy storage). Accessible linens, including those that can be used for play. Encourage your child to make their own bed, even if it might be a bit messy by your standards. Always keep a few towels and washcloths where they can reach them as needed. A big basket that holds a few blankets and pillows allows a child to take some responsibility for their own level of comfort.     This list is by no means all-inclusive, nor are you required to use what is on it. The point is to take a look around your home and think about ways to implement many of your own household items into your routine. It is also meant to point out that even the youngest of children are often ready for a bit more responsibility than we give them credit for.

The unintentional learning that occurs as the result of these three mistakes makes us think about strategy in terms of using same frames. The incidental learning that results from such inclusion and exclusion is that expressing contrary views, challenging authority, or testing tradition is punished, while conformity of thinking is rewarded. Yet challenge and testing are essential for shifting and shattering frames and for learning to think in innovative and adaptive ways.

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.

Dame Nature, as the learned show,Provides each animal its foe;Hounds hunt the hare, the wily foxDevours your geese, the wolf your flocks.Thus envy pleads a natural claim,To persecute the muse’s fame,On poets in all times abusive,From Homer down to Pope inclusive.Swift’sMiscellanies.2. Containing

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.

India is a country where universality and inclusiveness are widely practised. We have one of the best advantages very few countries have, including China. Just the sheer diversity of religion, language, practices and ethnicity ... and if we can learn to live in peace, if we can accommodate each other, then we can build a model for the world on how to cope with diversity.

Caffeine Use Disorder: Dependence on caffeine [This is not yet categorized as a formal disorder but is proposed for inclusion in Section III of DSM-5 as a condition requiring further research.27]

The inclusion or absence of technology has increasingly become the mistaken indicator of innovation, the practice of students and teachers – the evidence of actual learning – less so.

We help all children learn healthy ways of relating when we create environments that reflect real life. In contrast, we re doing the child with disability as well as the typically developing peer a disservice if we aren't looking for opportunities to facilitate their interaction. And as Christians, I would add that the church is naturally set up to adopt an inclusion mindset, because we follow Jesus and know He modeled love and value for all children.

(from a prayer for inclusiveness): O god whose face changes as we move and learn and change, whose image becomes less like ours and more like that of the stranger we treat as a friend; the god whom we create from the sum of all we know that is wonderful, generous, true and wise: May we see ourselves in the god-ness of others and ourselves in their image of you.

Acknowledging the principles of individual differences, such as Howard Gardner's Multiple Intelligences theory and the recognition of diverse learning styles, allows transformative teaching to cater to the varied strengths and preferences of students, fostering a more inclusive and effective learning environment.

Utilizing collaborative learning strategies creates an inclusive and dynamic classroom environment where students actively engage with course material, exchange ideas, and learn from one another, enhancing both academic achievement and interpersonal skills.

The great wisdom traditions are trying to teach us that grief isn’t something from which to run. It’s a liminal space, a time of transformation. In fact, we can’t risk getting rid of our pain until we’ve learned what it has to teach us, and it—grief, suffering, loss, pain—always has something to teach us! Unfortunately, many of us have been taught that grief and sadness are something to repress, deny, or avoid. We would much rather be angry than sad. Perhaps the simplest and most inclusive definition of grief is “unfinished hurt.” It feels like a demon spinning around inside of us and it hurts too much, so we immediately look for someone else to blame. We have to learn to remain open to our grief, to wait in patient expectation for what it has to teach us. When we close in too tightly around our sadness or grief, when we try to fix it, control it, or understand it, we only deny ourselves its lessons.

But it seems to me that Hedy, her history, and her creation may have even greater symbolic importance. The manner in which her contribution to this world-changing device was largely lost—or ignored—for decades reflects the pervasive marginalization of women’s contributions, a problem that is both historical and modern. Whether Hedy’s work in spread-spectrum technology was purposefully disregarded or unconsciously forgotten, it appears that imbedded in that oversight were misconceptions about her abilities—about all women, really. Faulty assumptions about women’s capabilities, stemming in part from the conscripted roles into which they’d been slotted, has caused many to think more narrowly about the manner in which the past has been shaped. But unless we begin to view historical women through a broader, more inclusive lens—and rewrite them back into the narrative—we will continue to view the past more restrictively than it likely was, and we risk carrying those perspectives over into the present. Perhaps if Hedy’s society had viewed her not simply as a blindingly beautiful creature, but as a human being with a sharp mind capable of significant contributions, they might have learned that her interior life was more interesting and fruitful than her exterior. Her invention might have been accepted by the navy when she offered it, and who knows what impact that might have had on the war? If only people had been willing to look behind “the only woman in the room” to examine the person she was beneath, they might have seen a woman capable of greatness, and not only on the screen.

Life in the Spirit is also life in community. The vision of Jesus is not individualistic, even though of course individuals mattered to him. Like the Jewish tradition in which he stood, he saw the covenant with God as not simply about our relationship to God, but also about our relationship with one another. The community that gathered around him, enacted in his open meal practice, was both symbol and reality: it embodied his inclusive social vision, even as it also met genuine human needs for sustenance and belonging. For us today, life in the community of Jesus nourishes life in the Spirit. Our worship together celebrates and mediates the reality of God, our learning together draws us deeper into the way of Jesus, and our acting together seeks to incarnate “the dream of God,” namely, compassion and justice in the world of the everyday.

People in this land come from many others, and it shows in sheen of skin and kink of hair and plumpness of lip and hip. If one wanders the streets where the workers and artisans do their work, there are slightly more people with dark skin; if one strolls the corridors of the executive tower, there are a few extra done in pale. There is history rather than malice in this, and it is still being actively, intentionally corrected—because the people of Um-Helat are not naive believers in good intentions as the solution to all ills. No, there are no worshippers of mere tolerance here, nor desperate grovelers for that grudging pittance of respect which is diversity. Um-Helatians are learned enough to understand what must be done to make the world better, and pragmatic enough to actually enact it. Does that seem wrong to you? It should not. The trouble is that we have a bad habit, encouraged by those concealing ill intent, of insisting that people already suffering should be afflicted with further, unnecessary pain. This is the paradox of tolerance, the treason of free speech: We hesitate to admit that some people are just fucking evil and need to be stopped. This is Um-Helat, after all, and not that barbaric America.