International Students Day Quotes

There is no more important homework than reading. Research shows that the highest achieving students are those who devote leisure time to reading, even when the school day and year are only mid-length and homework isn’t excessive. Recently, the largest-ever international study of reading found that the single most important predictor of academic success is the amount of time children spend reading books, more important even than economic or social status. And one of the few predictors of high achievement in math and science is the amount of time children devote to pleasure reading.

I asked Hillary why she had chosen Yale Law School over Harvard. She laughed and said, "Harvard didn't want me." I said I was sorry that Harvard turned her down. She replied, "No, I received letters of acceptance from both schools." She explained that a boyfriend had then invited her to the Harvard Law School Christmas Dance, at which several Harvard Law School professors were in attendance. She asked one for advice about which law school to attend. The professor looked at her and said, "We have about as many woen as we need here. You should go to Yale. The teaching there is more suited to women." I asked who the professor was, and she told me she couldn't remember his name but that she thought it started with a B. A few days later, we met the Clintons at a party. I came prepared with yearbook photos of all the professors from that year whose name began with B. She immediately identified the culprit. He was the same professor who had given my A student a D, because she didn't "think like a lawyer." It turned out, of course, that it was this professor -- and not the two (and no doubt more) brilliant women he was prejudiced against - who didn't think like a lawyer. Lawyers are supposed to act on the evidence, rather than on their prejudgments. The sexist professor ultimately became a judge on the International Court of Justice. I told Hillary that it was too bad I wasn't at that Christmas dance, because I would have urged her to come to Harvard. She laughed, turned to her husband, and said, "But then I wouldn't have met him... and he wouldn't have become President.

Ten books or twenty books are not enough to instill a love of reading in students. They must choose and read many books for themselves in order to catch the reading bug. By setting the requirement as high as I do, I ensure that students must have a book going constantly. Without the need to read a book every single day to stay on top of my requirement, students would read as little as they could. They might not internalize independent reading habits if my requirement expected less from them.

I’d developed the concept over time as a practitioner back in my General Electric and International Paper days, and I’d been teaching the 4C’s to my students at the University of Carolina at Chapel Hill since I’d been appointed to the chair professorship in 1986 as well as expounding on it in executive education programs and consulting work I was doing in the U.S. and Europe during that same time. I was also writing a column for the leading trade magazine “Advertising Age” for a few years and I first wrote about the 4C’s for publication in one of those columns, sometime in the year 1990.

Under the seeming disorder of the old city, wherever the old city is working successfully, is a marvelous order for maintaining the safety of the streets and the freedom of the city. It is a complex order. Its essence is intricacy of sidewalk use, bringing with it a constant succession of eyes. This order is all composed of movement and change, and although it is life, not art, we may fancifully call it the art form of the city and liken it to the dance — not to a simple-minded precision dance with everyone kicking up at the same time, twirling in unison and bowing off en masse, but to an intricate ballet in which the individual dancers and ensembles all have distinctive parts which miraculously reinforce each other and compose an orderly whole. The ballet of the good city sidewalk never repeats itself from place to place, and in any once place is always replete with new improvisations. The stretch of Hudson Street where I live is each day the scene of an intricate sidewalk ballet. I make my own first entrance into it a little after eight when I put out my garbage gcan, surely a prosaic occupation, but I enjoy my part, my little clang, as the junior droves of junior high school students walk by the center of the stage dropping candy wrapper. (How do they eat so much candy so early in the morning?) While I sweep up the wrappers I watch the other rituals of the morning: Mr Halpert unlocking the laundry's handcart from its mooring to a cellar door, Joe Cornacchia's son-in-law stacking out the empty crates from the delicatessen, the barber bringing out his sidewalk folding chair, Mr. Goldstein arranging the coils of wire which proclaim the hardware store is open, the wife of the tenement's super intendent depositing her chunky three-year-old with a toy mandolin on the stoop, the vantage point from which he is learning English his mother cannot speak. Now the primary childrren, heading for St. Luke's, dribble through the south; the children from St. Veronica\s cross, heading to the west, and the children from P.S 41, heading toward the east. Two new entrances are made from the wings: well-dressed and even elegant women and men with brief cases emerge from doorways and side streets. Most of these are heading for the bus and subways, but some hover on the curbs, stopping taxis which have miraculously appeared at the right moment, for the taxis are part of a wider morning ritual: having dropped passengers from midtown in the downtown financial district, they are now bringing downtowners up tow midtown. Simultaneously, numbers of women in housedresses have emerged and as they crisscross with one another they pause for quick conversations that sound with laughter or joint indignation, never, it seems, anything in between. It is time for me to hurry to work too, and I exchange my ritual farewell with Mr. Lofaro, the short, thick bodied, white-aproned fruit man who stands outside his doorway a little up the street, his arms folded, his feet planted, looking solid as the earth itself. We nod; we each glance quickly up and down the street, then look back at eachother and smile. We have done this many a morning for more than ten years, and we both know what it means: all is well. The heart of the day ballet I seldom see, because part off the nature of it is that working people who live there, like me, are mostly gone, filling the roles of strangers on other sidewalks. But from days off, I know enough to know that it becomes more and more intricate. Longshoremen who are not working that day gather at the White Horse or the Ideal or the International for beer and conversation. The executives and business lunchers from the industries just to the west throng the Dorgene restaurant and the Lion's Head coffee house; meat market workers and communication scientists fill the bakery lunchroom.

In their writing on education, Deci and Ryan proceed from the principle that humans are natural learners and children are born creative and curious, “intrinsically motivated for the types of behaviors that foster learning and development.” This idea is complicated, however, by the fact that part of learning anything, be it painting or programming or eighth-grade algebra, involves a lot of repetitive practice, and repetitive practice is usually pretty boring. Deci and Ryan acknowledge that many of the tasks that teachers ask students to complete each day are not inherently fun or satisfying; it is the rare student who feels a deep sense of intrinsic motivation when memorizing her multiplication tables. It is at these moments that extrinsic motivation becomes important: when behaviors must be performed not for the inherent satisfaction of completing them, but for some separate outcome. Deci and Ryan say that when students can be encouraged to internalize those extrinsic motivations, the motivations become increasingly powerful. This is where the psychologists return to their three basic human needs: autonomy, competence, and relatedness. When teachers are able to create an environment that promotes those three feelings, they say, students exhibit much higher levels of motivation. And how does a teacher create that kind of environment? Students experience autonomy in the classroom, Deci and Ryan explain, when their teachers “maximize a sense of choice and volitional engagement” while minimizing students’ feelings of coercion and control. Students feel competent, they say, when their teachers give them tasks that they can succeed at but that aren’t too easy — challenges just a bit beyond their current abilities. And they feel a sense of relatedness when they perceive that their teachers like and value and respect them.

As for the world beyond my family—well, what they would see for most of my teenage years was not a budding leader but rather a lackadaisical student, a passionate basketball player of limited talent, and an incessant, dedicated partyer. No student government for me; no Eagle Scouts or interning at the local congressman’s office. Through high school, my friends and I didn’t discuss much beyond sports, girls, music, and plans for getting loaded. Three of these guys—Bobby Titcomb, Greg Orme, and Mike Ramos—remain some of my closest friends. To this day, we can laugh for hours over stories of our misspent youth. In later years, they would throw themselves into my campaigns with a loyalty for which I will always be grateful, becoming as skilled at defending my record as anyone on MSNBC. But there were also times during my presidency—after they had watched me speak to a big crowd, say, or receive a series of crisp salutes from young Marines during a base tour—when their faces would betray a certain bafflement, as if they were trying to reconcile the graying man in a suit and tie with the ill-defined man-child they’d once known. That guy? they must have said to themselves. How the hell did that happen? And if my friends had ever asked me directly, I’m not sure I’d have had a good answer.

We must become what we wish to teach. As an aside to parents, teachers, psychotherapists, and managers who may be reading this book to gain insight on how to support the self-esteem of others, I want to say that the place to begin is still with oneself. If one does not understand how the dynamics of self-esteem work internally—if one does not know by direct experience what lowers or raises one’s own self-esteem—one will not have that intimate understanding of the subject necessary to make an optimal contribution to others. Also, the unresolved issues within oneself set the limits of one’s effectiveness in helping others. It may be tempting, but it is self-deceiving to believe that what one says can communicate more powerfully than what one manifests in one’s person. We must become what we wish to teach. There is a story I like to tell psychotherapy students. In India, when a family encounters a problem, they are not likely to consult a psychotherapist (hardly any are available); they consult the local guru. In one village there was a wise man who had helped this family more than once. One day the father and mother came to him, bringing their nine-year-old son, and the father said, “Master, our son is a wonderful boy and we love him very much. But he has a terrible problem, a weakness for sweets that is ruining his teeth and health. We have reasoned with him, argued with him, pleaded with him, chastised him—nothing works. He goes on consuming ungodly quantities of sweets. Can you help us?” To the father’s surprise, the guru answered, “Go away and come back in two weeks.” One does not argue with a guru, so the family obeyed. Two weeks later they faced him again, and the guru said, “Good. Now we can proceed.” The father asked, “Won’t you tell us, please, why you sent us away for two weeks. You have never done that before.” And the guru answered, “I needed the two weeks because I, too, have had a lifelong weakness for sweets. Until I had confronted and resolved that issue within myself, I was not ready to deal with your son.” Not all psychotherapists like this story.

in my name to train young women for global leadership. Wellesley’s twelfth and thirteenth presidents, Diana Chapman Walsh and Kim Bottomly, embraced the idea and, over several years, helped put the pieces together. In January 2010, I traveled to Massachusetts for the inaugural session. The Albright Institute was founded on the belief that a student doesn’t have to major in international relations to have a global mind-set. By giving young women the chance to work in partnership with peers from a variety of disciplines and countries, we encourage them to see differences of perspective as a strength and even as a tool to help solve complex problems. To that end, we provide an intense course of study over a three-week period between the fall and spring semesters, complemented by summer internships. Of the hundreds of Wellesley juniors and seniors who apply annually, forty are selected. In the first two weeks of each session, we offer classes run by professors, former government officials, nonprofit leaders, and businesspeople. During the final seven days, the fellows work in teams to analyze and make recommendations regarding a thorny international problem. At the end, they present their findings, which we pick apart and discuss.

Yes,” her boss responded, “one for us and one for the customer.” “I’m sorry, so you are saying that the client is asking for a copy and we need a copy for internal use?” “Actually, I’ll check with the client—they haven’t asked for anything. But I definitely want a copy. That’s just how I do business.” “Absolutely,” she responded. “Thanks for checking with the customer. Where would you like to store the in-house copy? There’s no more space in the file room here.” “It’s fine. You can store it anywhere,” he said, slightly perturbed now. “Anywhere?” she mirrored again, with calm concern. When another person’s tone of voice or body language is inconsistent with his words, a good mirror can be particularly useful. In this case, it caused her boss to take a nice, long pause—something he did not often do. My student sat silent. “As a matter of fact, you can put them in my office,” he said, with more composure than he’d had the whole conversation. “I’ll get the new assistant to print it for me after the project is done. For now, just create two digital backups.” A day later her boss emailed and wrote simply, “The two digital backups will be fine.” Not long after, I received an ecstatic email from this student: “I was shocked! I love mirrors! A week of work avoided!” Mirroring will make you feel awkward as heck when you first try it. That’s the only hard part about it; the technique takes a little practice. Once you get the hang of it, though, it’ll become a conversational Swiss Army knife valuable in just about every professional and social setting.

As she explained to her students, patients often awoke from very bad illnesses or cardiac arrests, talking about how they had been floating over their bodies. “Mm-hmmm,” Norma would reply, sometimes thinking, Yeah, yeah, I know, you were on the ceiling. Such stories were recounted so frequently that they hardly jolted medical personnel. Norma at the time had mostly chalked it up to some kind of drug reaction or brain malfunction, something like that. “No, really,” said a woman who’d recently come out of a coma. “I can prove it.” The woman had been in a car accident and been pronounced dead on arrival when she was brought into the emergency room. Medical students and interns had begun working on her and managed to get her heartbeat going, but then she had coded again. They’d kept on trying, jump-starting her heart again, this time stabilizing it. She’d remained in a coma for months, unresponsive. Then one day she awoke, talking about the brilliant light and how she remembered floating over her body. Norma thought she could have been dreaming about all kinds of things in those months when she was unconscious. But the woman told them she had obsessive-compulsive disorder and had a habit of memorizing numbers. While she was floating above her body, she had read the serial number on top of the respirator machine. And she remembered it. Norma looked at the machine. It was big and clunky, and this one stood about seven feet high. There was no way to see on top of the machine without a stepladder. “Okay, what’s the number?” Another nurse took out a piece of paper to jot it down. The woman rattled off twelve digits. A few days later, the nurses called maintenance to take the ventilator machine out of the room. The woman had recovered so well, she no longer needed it. When the worker arrived, the nurses asked if he wouldn’t mind climbing to the top to see if there was a serial number up there. He gave them a puzzled look and grabbed his ladder. When he made it up there, he told them that indeed there was a serial number. The nurses looked at each other. Could he read it to them? Norma watched him brush off a layer of dust to get a better look. He read the number. It was twelve digits long: the exact number that the woman had recited. The professor would later come to find out that her patient’s story was not unique. One of Norma’s colleagues at the University of Virginia Medical Center at the time, Dr. Raymond Moody, had published a book in 1975 called Life After Life, for which he had conducted the first large-scale study of people who had been declared clinically dead and been revived, interviewing 150 people from across the country. Some had been gone for as long as twenty minutes with no brain waves or pulse. In her lectures, Norma sometimes shared pieces of his research with her own students. Since Moody had begun looking into the near-death experiences, researchers from around the world had collected data on thousands and thousands of people who had gone through them—children, the blind, and people of all belief systems and cultures—publishing the findings in medical and research journals and books. Still, no one has been able to definitively account for the common experience all of Moody’s interviewees described. The inevitable question always followed: Is there life after death? Everyone had to answer that question based on his or her own beliefs, the professor said. For some of her students, that absence of scientific evidence of an afterlife did little to change their feelings about their faith. For others,

Seeking a compelling example of the company’s poor purchasing habits, Stegner assigned a summer student intern to investigate a single item—work gloves, which workers in most of the company’s factories wore. The student embarked on a mission to identify all the types of gloves used in all the company’s factories and then trace back what the company was paying for them. The intrepid intern soon reported that the factories were purchasing 424 different kinds of gloves! Furthermore, they were using different glove suppliers, and they were all negotiating their own prices. The same pair of gloves that cost $5 at one factory might cost $17 at another. At Stegner’s request, the student collected a specimen of every one of the 424 different types of gloves and tagged each with the price paid. Then all the gloves were gathered up, brought to the boardroom, and piled up on the conference table. Stegner invited all the division presidents to come visit the Glove Shrine. He recalled the scene: What they saw was a large expensive table, normally clean or with a few papers, now stacked high with gloves. Each of our executives stared at this display for a minute. Then each said something like, “We really buy all these different kinds of gloves?” Well, as a matter of fact, yes we do. “Really?” Yes, really. Then they walked around the table…. They could see the prices. They looked at two gloves that seemed exactly alike, yet one was marked $3.22 and the other $10.55. It’s a rare event when these people don’t have anything to say. But that day, they just stood with their mouths gaping. The gloves exhibit soon became a traveling road show, visiting dozens of plants. The reaction was visceral: This is crazy. We’re crazy. And we’ve got to make sure this stops happening.

In the following days, the first opposition party was founded and my parents revealed the truth, their truth. They said that my country had been an open-air prison for almost half a century. That the universities which had haunted my family were, yes, educational institutions, but of a peculiar kind. That when my family spoke of the graduation of relatives, what they really meant was their recent release from prison. That completing a degree was coded language for completing a sentence. That what had been referred to as the initials of university towns were actually the initials of various prisons and deportation sites: B. for Burrel, M. for Maliq, S. for Spaç. That the different subjects of study corresponded to different official charges: to study international relations meant to be charged with treason; literature stood for 'agitation and propaganda'; and a degree in economics entailed a more minor crime, such as 'hiding gold'. That students who become teachers were former prisoners who converted to being spies, like our cousin Ahmet and his late wife. Sonia. That a harsh professor was an official at whose hands many people had lost their lives, like Haki, with whom my grandfather had shaken hands after serving his sentence. That f someone had achieved excellent results, it meant the stint had been brief and straightforward; but being expelled meant a death sentence; and dropping out voluntarily meant committing suicide.

We approach the 4 wheeler driving program with a standard and a professional training formula. This formula of coaching our students are being set with accordance to international systems being followed around the world. One basic difference we offer from other driving institutes is the ‘One person one car’ individual training sessions that are designed to bring out the best out of a student. Our 15 day enhanced training course ensures that our students get maximum benefit by learning a new concept every single day for 15 days.

Poet Ayoade, the first African immigrant to serve as a nuclear missile operator in the United States Air Force, debuts with an inspirational memoir chronicling his childhood in Nigeria and journey to become a doctor and American citizen. Ayoade, who at the age of seven promised his mother “One day, I will take you far away from here,” details his upbringing with an abusive father and the many family tragedies he endured—along with his dedication to creating a different life: “Underground is my unusual journey from childhood poverty to where I am today. How the impossible became a reality.” Readers will be swept into Ayoade’s vivid recollections of his early years, including his strict education, brushes with death, and a strained relationship with his father. He recounts the family’s passion for American movies that made “America seem like the perfect place,” sparking his desire for a better future, and details his decision to become a veterinarian and eventually pursue a career in the U.S. military to ensure the best life for his family (and future generations). Ayoade’s story is moving, particularly his reconciliation with his father and hard-earned American citizenship, and his message that it’s never too late to chase your dreams resonates. That message will evoke strong emotions for readers as Ayoade highlights the importance of hard work and the benefit of a committed support system, alongside his constant “wishing, praying, and fighting to be free from all the sadness and injustice around me”—a theme that echoes through much of the book, including in his acknowledgement that the fear he experienced as a nuclear missile operator was a “cost of this freedom.” Ayoade’s poetry and personal photographs are sprinkled throughout, illuminating his deep love for family and his ultimate belief in liberty as “The reason for it all./ A foundation for a new generation,/ The best gift to any child.” Takeaway: This stirring memoir documents an immigrant’s fight for the American dream. Great for fans of: Ashley C. Ford’s Somebody's Daughter, Maria Hinojosa’s Once I Was You. Production grades Cover: A- Design and typography: A Illustrations: A Editing: A Marketing copy: A

For better or worse, it is the “three wrong” that sticks in one’s memory after the math test is returned, not the “seventeen right.” I wonder what happens when a child hears a recitation of his failures day after day, year after year? Do you have a strong negative internal voice that is critical of yourself and others? Where did that voice come from? It is the result of our own upbringings that tracked our failures rather than our successes.

There are times to teach and train and times not to teach. When relationships are strained and charged with emotion, attempts to teach or train are often perceived as a form of judgment and rejection. A better approach is to be alone with the person and to discuss the principle privately. But again, this requires patience and internal control—in short, emotional maturity. BORROWING STRENGTH BUILDS WEAKNESS In addition to parents, many employers, leaders, and others in positions of authority may be competent, knowledgeable, and skillful (at day six) but are emotionally and spiritually immature (at day two). They, too, may attempt to compensate for this deficiency, or gap, by borrowing strength from their position or their authority. How do immature people react to pressure? How does the boss react when subordinates don’t do things his way? The teacher when the students challenge her viewpoint? How would an immature parent treat a teenage daughter when she interrupts with her problems? How does this parent discipline a bothersome younger child? How does this person handle a difference with a spouse on an emotionally explosive matter? How does the person handle challenges at work? An emotionally immature person will tend to borrow strength from position, size, strength, experience, intellect, or emotions to make up for a character imbalance. And what are the consequences? Eventually this person will build weakness in three places: First, he builds weakness in himself. Borrowing strength from position or authority reinforces his own dependence upon external factors to get things done in the future. Second, he builds weakness in the other people. Others learn to act or react in terms of fear or conformity, thus stunting their own reasoning, freedom, growth, and internal discipline. Third, he builds weakness in the relationship. It becomes strained. Fear replaces cooperation. Each person involved becomes a little more arbitrary, a little more agitated, a little more defensive. To win an argument or a contest, an emotionally immature person may use his strengths and abilities to back people into a corner. Even though he wins the argument, he loses. Everyone loses. His

If you’re like most people, a string of nerve-racking incidents keeps you in fight-or-flight response—and out of homeostasis—a large part of the time. Maybe the car cutting you off is the only actual life-threatening situation you encounter all day, but the traffic on the way to work, the pressure of preparing for a big presentation, the argument you had with your spouse, the credit-card bill that came in the mail, the crashing of your computer hard drive, and the new gray hair you noticed in the mirror keep the stress hormones circulating in your body on a near-constant basis. Between remembering stressful experiences from the past and anticipating stressful situations coming up in your future, all these repetitive short-term stresses blur together into long-term stress. Welcome to the 21st-century version of living in survival mode. In fight-or-flight mode, life-sustaining energy is mobilized so that the body can either run or fight. But when there isn’t a return to homeostasis (because you keep perceiving a threat), vital energy is lost in the system. You have less energy in your internal environment for cell growth and repair, long-term building projects on a cellular level, and healing when that energy is being channeled elsewhere. The cells shut down, they no longer communicate with one another, and they become “selfish.” It’s not time for routine maintenance (let alone for making improvements); it’s time for defense. It’s every cell for itself, so the collective community of cells working together becomes fractured. The immune and endocrine systems (among others) become weakened as genes in those related cells are compromised when informational signals from outside the cells are turned off. It’s like living in a country where 98 percent of the resources go toward defense, and nothing is left for schools, libraries, road building and repair, communication systems, growing of food, and so on. Roads develop potholes that aren’t fixed. Schools suffer budget cuts, so students wind up learning less. Social welfare programs that took care of the poor and the elderly have to close down. And there’s not enough food to feed the masses. Not surprisingly, then, long-term stress has been linked to anxiety, depression, digestive problems, memory loss, insomnia, hypertension, heart disease, strokes, cancer, ulcers, rheumatoid arthritis, colds, flu, aging acceleration, allergies, body pain, chronic fatigue, infertility, impotence, asthma, hormonal issues, skin rashes, hair loss, muscle spasms, and diabetes, to name just a few conditions (all of which, by the way, are the result of epigenetic changes). No organism in nature is designed to withstand the effects of long-term stress.

Jerzy,” said I, turning to the Dean of Students, who was nearby, “You’re experienced in these things, and I’m not. Will you tell me whether it is an unalterable rule in this school for a teacher to lose himself in the middle of the night scrambling to find what he cannot see and what is probably not there?” “Isn’t that what we do in the classroom every day?” said Witskoc. “Yes, I’m afraid that’s how it is. I’d like to see how you can construct a pedagogical context made up of nothing but security and certainties.

Adolph Berle, Jr., former Undersecretary of State conducted the symposium, which consisted of three panels. I was on the military panel. After I had expressed my views, he asked me whether I would hand him in an exposé, in writing, which I did. On the same panel was a student, originally from Yaffa, in Israel. After talking about world problems and whether there were military solutions for international grievances, he said to me: If I were in Yaffa and you were there, too, we would be deadly enemies. Yet, as we are sitting here, discussing the problem, we can be good friends. - Thinking about the same problem to-day, the situation has not changed one bit, after 37 years. In 1949, war was raging in Israel. To-day, the situation has still no solution, the enmity remained the same.

The Very Difference Between Game Design & 3D Game Development You Always Want to Know Getting into the gaming industry is a dream for many people. In addition to the fact that this area is always relevant, dynamic, alive and impenetrable for problems inherent in other areas, it will become a real paradise for those who love games. Turning your hobby into work is probably the best thing that can happen in your career. What is Game Designing? A 3D Game Designer is a creative person who dreams up the overall design of a video game. Game design is a large field, drawing from the fields of computer science/programming, creative writing, and graphic design. Game designers take the creative lead in imagining and bringing to life video game worlds. Game designers discuss the following issues: • the target audience; • genre; • main plot; • alternative scenarios; • maps; • levels; • characters; • game process; • user interface; • rules and restrictions; • the primary and secondary goals, etc Without this information, further work on the game is impossible. Once the concept has been chosen, the game designers work closely with the artists and developers to ensure that the overall picture of the game is harmonized and that the implementation is in line with the original ideas. As such, the skills of a game designer are drawn from the fields of computer science and programming, creative writing and graphic design. Game designers take the creative lead in imagining and bringing to life video game stories, characters, gameplay, rules, interfaces, dialogue and environments. A game designer's role on a game development outsourcing team differs from the specialized roles of graphic designers and programmers. Graphic designers and game programmers have specific tasks to accomplish in the division of labor that goes into creating a video game, international students can major in those specific disciplines if desired. The game designer generates ideas and concepts for games. They define the layout and overall functionality of the Game Animation Studio. In short, they are responsible for creating the vision for the game. These geniuses produce innovative ideas for games. Game designers should have a knack for extraordinary and creative vision so that their game may survive in the competitive market. The field of game design is always in need of artists of all types who may be drawn to multiple art forms, original game design and computer animation. The game designer is the artist who uses his/her talents to bring the characters and plot to life. Who is a Game Development? Games developers use their creative talent and skills to create the games that keep us glued to the screen for hours and even days or make us play them by erasing every other thought from our minds. They are responsible for turning the vision into a reality, i.e., they convert the ideas or design into the actual game. Thus, they convert all the layouts and sketches into the actual product. It may involve concept generation, design, build, test and release. While you create a game, it is important to think about the game mechanics, rewards, player engagement and level design. 3D Game development involves bringing these ideas to life. Developers take games from the conceptual phase, through *development*, and into reality. The Game Development Services side of games typically involves the programming, coding, rendering, engineering, and testing of the game (and all of its elements: sound, levels, characters, and other assets, etc.). Here are the following stages of 3D Game Development Service, and the best ways of learning game development (step by step). • High Concept • Pitch • Concept • Game Design Document • Prototype • Production • Design • Level Creation • Programming

In a now-famous experiment, he and his colleagues compared three groups of expert violinists at the elite Music Academy in West Berlin. The researchers asked the professors to divide the students into three groups: the “best violinists,” who had the potential for careers as international soloists; the “good violinists”; and a third group training to be violin teachers rather than performers. Then they interviewed the musicians and asked them to keep detailed diaries of their time. They found a striking difference among the groups. All three groups spent the same amount of time—over fifty hours a week— participating in music-related activities. All three had similar classroom requirements making demands on their time. But the two best groups spent most of their music-related time practicing in solitude: 24.3 hours a week, or 3.5 hours a day, for the best group, compared with only 9.3 hours a week, or 1.3 hours a day, for the worst group. The best violinists rated “practice alone” as the most important of all their music-related activities. Elite musicians—even those who perform in groups—describe practice sessions with their chamber group as “leisure” compared with solo practice, where the real work gets done. Ericsson and his cohorts found similar effects of solitude when they studied other kinds of expert performers. “Serious study alone” is the strongest predictor of skill for tournament-rated chess players, for example; grandmasters typically spend a whopping five thousand hours—almost five times as many hours as intermediatelevel players—studying the game by themselves during their first ten years of learning to play. College students who tend to study alone learn more over time than those who work in groups. Even elite athletes in team sports often spend unusual amounts of time in solitary practice. What’s so magical about solitude? In many fields, Ericsson told me, it’s only when you’re alone that you can engage in Deliberate Practice, which he has identified as the key to exceptional achievement. When you practice deliberately, you identify the tasks or knowledge that are just out of your reach, strive to upgrade your performance, monitor your progress, and revise accordingly. Practice sessions that fall short of this standard are not only less useful—they’re counterproductive. They reinforce existing cognitive mechanisms instead of improving them. Deliberate Practice is best conducted alone for several reasons. It takes intense concentration, and other people can be distracting. It requires deep motivation, often self-generated. But most important, it involves working on the task that’s most challenging to you personally. Only when you’re alone, Ericsson told me, can you “go directly to the part that’s challenging to you. If you want to improve what you’re doing, you have to be the one who generates the move. Imagine a group class—you’re the one generating the move only a small percentage of the time.” To see Deliberate Practice in action, we need look no further than the story of Stephen Wozniak. The Homebrew meeting was the catalyst that inspired him to build that first PC, but the knowledge base and work habits that made it possible came from another place entirely: Woz had deliberately practiced engineering ever since he was a little kid. (Ericsson says that it takes approximately ten thousand hours of Deliberate Practice to gain true expertise, so it helps to start young.)

Thirteen hundred years ago, an ancient Tantric text, the Shiva Swarodaya, described how one nostril will open to let breath in as the other will softly close throughout the day. Some days, the right nostril yawns awake to greet the sun; other days, the left awakens to the fullness of the moon. According to the text, these rhythms are the same throughout every month and they’re shared by all humanity. It’s a method our bodies use to stay balanced and grounded to the rhythms of the cosmos, and each other. In 2004, an Indian surgeon named Dr. Ananda Balayogi Bhavanani attempted to scientifically test the Shiva Swarodaya patterns on an international group of subjects. Over the course of a month, he found that when the influence of the sun and moon on the Earth was at its strongest—during a full or new moon—the students consistently shared the Shiva Swarodaya pattern. Bhavanani admitted the data were anecdotal and much more research would be needed to prove that all humans shared in this pattern. Still, scientists have known for more than a century that the nostrils do pulse to their own beat, that they do open and close like flowers throughout the day and night.

The world projects possibilities and restrictions onto people based on identity variables (age, race, gender, etc.). We need to explore the sneaky ways we’ve internalized those stories. Internalized identity rules sound like “Because I am X, I cannot also be/do Y.” For example: • Because I am a mother, I cannot take a pole dancing class. • Because I am forty years old, I cannot become a student. • Because I am well-known in my community, I cannot go to therapy. • Because I do CrossFit, I cannot do Zumba. • Because I am a man, I cannot ask my partner to hold me.

Admission Open in Nios Board 10th & 12th April & October Session in Dwarka, Uttam nagar, Palam, Kapashera Here’s some key information about NIOS board exams for 10th & 12th class: Eligibility: NIOS exams are open to a wide range of learners, including school dropouts, working professionals, and those who want to complete their secondary or senior secondary education through distance learning. Subjects: NIOS offers a variety of subjects at both the secondary (Class 10) and senior secondary (Class 12) levels. Students can choose subjects based on their interests and career goals. Examination Schedule: NIOS conducts examinations twice a year: April-May and October-November. Students can choose the exam session that suits them best. Examination Centers: NIOS has examination centers across India and some international locations to accommodate the diverse needs of its students. Examination Format: NIOS board exams are typically conducted in a written format, where students have to answer questions on paper. The question papers are sent to the examination centers, and students are required to appear in person to take the exams. Admit Card: NIOS issues admit cards to registered students, which contain essential information about the exam schedule, center details, and instructions for candidates. Results: After the exams are conducted, NIOS releases the results after 45 days, and students can check their results on nios official website and download the passing mark sheet. Certification: Upon successfully passing the NIOS board exams, students receive a secondary or senior secondary certificate, which is equivalent to certificates issued by other recognized educational boards in India. Apply Nios Admission through J.P INSTITUTE OF EDUCATION, DELHI Disclaimer: Note requirement of document and fee change be as per the direction of NIOS We at J.P INSTITUTE OF EDUCATION Provide NIOS Admission for the OCTOBER 2023-2024 session For more detail about the course you can visit our Institute.

A memoir in which the author shares his impressive journey of emigrating to the United States to escape a difficult life in an impoverished Nigerian village. Born into an extremely poor family in Nigeria, ‘Deji Ayoade had early memories of wanting to come to America to do better for himself. For years, he dreamed about having a bright future in the United States. At seven, he promised his mother that one day he would be a doctor in America and take her and his siblings away from their dangerous and impoverished existence. By the age of thirty-three, ‘Deji had been in the United States for five years and was living his dream. He had earned a master’s degree, married and had a child, been recruited into the Navy, and become a US citizen. He makes good on the promise to his mother and brings her, his sister, and his sister’s baby to the United States. UNDERGROUND: A Memoir of Hope, Faith, and the American Dream is a well-structured, compelling memoir written by a determined man with big dreams, ambitious goals, and the strength to never lose sight of where he is headed. Commitment, intelligence, and drive contribute to his fulfilling what he deems to be his purpose in life. His accomplishments in the armed services are nothing short of admirable. Ayoade draws readers into the 1980s culture of the poorer regions of Nigeria with vivid descriptions of the sights, sounds, and smells of areas in which they lived. His credible recreation of scenes reveals insight into the civilization that had considerable influence on him. Family dynamics also play a significant role in Ayoade’s life. His recollection of his father’s contradictory behaviors both confuse and enlighten him. His fond memories of his grandmother—the family member he trusted the most—are heartfelt and touching. While coming to the United States offers many positive experiences for Ayoade, it doesn’t come without problems, and one that the author talks about with deep emotion and candidness is racism. Thoughtful in the way he acknowledges possible differences of perspectives, he describes how it feels to be looked at differently. One scene in particular demonstrates just how prejudiced and insensitive people can be when it comes to racial biases. Ayoade writes from the heart with emotion and honesty that demonstrate his passion for what he does in life. His ability to weave together a cohesive story from so many disparate fragments is remarkable. His religious faith and commitment to never-ending improvement for himself are inspiring and a basis for being a role model for others. UNDERGROUND: A Memoir of Hope, Faith, and the American Dream–author ‘Deji Ayoade’s reflections on overcoming enormous obstacles and emigrating from Nigeria to the United States–is candid, heartwarming, and inspirational.

ONE OF THOSE WE TEACH SHALL PICK THE GUN ONE DAY. TEACH HIM FORGIVENESS TODAY. SHOW YOUR FORGIVENESS TO STUDENTS. हमारे छात्रों में से कोई कल हथियार उठाएगा। उसे आज क्षमा सिखाइए। National forgiveness day (last Saturday of October) 26 Oct 2019 International forgiveness day (first sunday of August) 2 August 2020 Global forgiveness day 7 July

I will never forget that day. It was in Europe, what... seven years ago now? It was molecular gastronomy's most prestigious international competition. As famous name after famous name received their awards... ... imagine my shock when I saw a young girl less than ten years of age step forward to receive one of her own!" "Cooking is art. The more it is honed, the more beautiful and elegant the result. I look forward to showing you all... the beautiful worlds the art of cooking can create." She went on to receive almost all the awards there were to win. By the time she was ten years old, she had successfully obtained forty-five patents and was contracted with over twenty different restaurants for research into new menu items. She is heaven's gift to molecular gastronomy, a certified genius! Of all the first-year students in the institute, no one can refute that she is the one closest to being named to the Council of Ten!

Sandy Ridge is an outdoor holding facility where the Fish and Wildlife Service keeps a few captive red wolves beneath a dense canopy of hardwood trees. Wild wolves are brought here temporarily to recuperate from wounds or sickness. The cabin houses a rotating cadre of barely paid interns, usually students seeking wildlife management experience. They live here for twelve weeks at a time with no potable water, plumbing, or electricity and a stipend of a few hundred dollars a month for groceries. They also get access to a government truck. Given the ruggedness of the surrounding woods, the remoteness of the location, and the lack of communications, access to a truck is a huge selling point - as is working directly with the red wolves. The interns feed the wolves of Sandy Ridge and clean their pens. They also administer medicine to its wild visitors. The current caretaker is taking a rare day off, and one of the red wolf biologists, Ryan Nordsven, is tending the animals this morning. I can’t see the holding pens from the clearing by the cabin, but the woods are so dense, they may be only thirty feet past the tree line and I wouldn’t know. I walk down a dirt road leading from the cabin to the wolf pens. Deer flies dart around my bare legs. As I approach a ten-foot-high chain-link fence, a man waves and opens the gate from the inside. As I pass through, I notice a second chain-link fence about six feet inside the perimeter of the first. “I’m Ryan,” the man says. “So you’re the writer who’s here to learn about red wolves?” “Yes, as much as I can,” I reply. He shakes my hand while holding a shovel in his other hand. Ryan has sandy brown hair, a closely trimmed goatee, and blue eyes set in Scandinavian features. He’s six feet tall, well muscled, and looks like he could wrestle a wolf to the ground with each hand and still have strength left over.

Of the Russian exiles, Lenin is the last I should have picked as a man of destiny. [Angelica] Balabanoff says that she cannot remember where she first met Lenin and that even when she became conscious of his existence he made no impression upon her. Many others would say the same, but I remember vividly my first meeting with him. It was at dinner in a small Greek restaurant in Soho, not far from the house which bears the tablet commemorating the fact that Karl Marx once lived there. I met him again at Stuttgart, [at the International Socialist Congress] in 1907. In the meantime he had acquired the reputation of being a brilliant student of Marxian economics, a dangerous antagonist in all intra-party controversies and a master of revolutionary tactics and sectarian conspiracies. At the conference he was usually surrounded by a small group of whispering disciples. … Some of Lenin's enemies believed that he was a paid emissary of the Russian police. His tactics and the dissensions which he promoted among the Russian socialists aroused suspicion. He was a fanatic, a disorganizer, a sectarian, who gave no indication in pre-war days of having the qualities of a national leader. He won his battles but they were always directed against his comrades.

[T]wenty-three years ago in Berkeley, California, a group of college students, history majors, threw a party with a medieval theme. Everyone who came had to dress medievally and behave chivalrously. They did their research, learned some authentic dances which they danced to authentic music, served a feast with authentic recipes. And some of the guys put on a display of foot jousting with wooden swords. The winner was crowned king, and he knighted some of the the other fighters. Everyone had so much fun, they did it again. And again. Pretty soon they were a club--and now we're a non-profit, educational, international organization of people who research and selectively recreate the Middle Ages. By selectively, I mean we leave out fleas, dirt, and intolerance.

Influential educational school in Abu Dhabi: Reach British School Selecting schools that speak about the type of education you want to impart to your kid is an important decision. Like all other difficult decisions that parenthood brings with it, this one too cannot be decided based on one impulsive thought. School is an important part of any child's growth. They learn, they giggle, and grow into beautiful individuals. Thus, schools build them into responsible beings. However, finding the right school can be research-heavy and hectic. International education in the United Arab Emirates is not cheap, and this adds to an extra load of pressure on deciding parents. Yet, Abu Dhabi is known to host an excellent range of international schools that are somewhat budget-friendly. The British International School is one such example, they surely secure a place in the list of best schools in Abu Dhabi. Why choose Reach British School? Reading through different curriculums, and googling into millions of school websites is a part of this decision-making. You look for that spark, one that you look for in any relationship. Yes, choosing a school is the beginning of a life-long relationship, an important part of your child’s life. This article will push you towards decision making, as it lists the points on why you should choose Reach British School. The following reasons will convince you that it fits into the best schools in Abu Dhabi. English proficiency The staff is filled with native English-speaking teachers. Thus, they bring with them, years of experience in the language field and absolute English proficiency. Being native English speakers, they can showcase experience in the UK or other international schools. Excellent facilities Schooling is a part of a child's overall growth, and there is more to it than just academics. Being one of the best schools in Abu Dhabi, they support an exciting curriculum. It includes sports, arts, academic subjects, and a bunch of other extra-curricular activities. High Academic standards and behavioral expectations A child grows into a successful human being, who is also a responsible citizen. Thus, the school sets a strong focus on the academic depth and the behavioral patterns of the child. They ensure that your child reaches their fullest potential in a safe and secure environment. Student progress tracking You will get a chance to be deeply involved in your child's progress. The school will provide regular reports on your child's growth that will give you a fair idea about their needs, likes, and dislikes. Thus, you can take an active part in their academic progress, social and emotional well-being. Secondary scholarships The school funds a scholarship program to motivate students to achieve their dreams. The program attracts bright minds and pushes them to reach their potential in the fields they are passionate about. Amazing learning Not just the staff, but also the environment of the school will enable your child to go through an amazing learning experience. Your child will be motivated and encouraged to perform better as that is the base for amazing learning. Endnotes Reach British School wants to let your child shine, in the truest sense possible. Keeping the tag of being one of the best schools in Abu Dhabi, is difficult. Thus, they aspire to be better every day and sculpt new souls into responsible adults, while protecting their innocence and childhood.

Hiba S. is one of the pioneer Iraqi women academics and authors in the field of media and journalism, currently exiled in Amman. During a visit to her office in summer 2014, Hiba shared that the early days of the occupation in 2003 were the most difficult she had ever experienced. She recollected: ‘I was sitting in my garden smoking when I suddenly saw a huge American tank driving through the street. I saw a Black soldier on the top of the tank. He looked at me and did the victory sign with his fingers. Had I had a pistol in my hand, I would have immediately shot myself in the head right then and there. The pain I felt upon seeing that image is indescribable. I felt as though all the years we had spent building our country, educating our students to make them better humans were gone with the wind.’ Hiba’s description carries strong feelings of loss, defeat, and humiliation. Also significant in her narrative is that the first American soldier she encountered in post-invasion Iraq was a Black soldier making the victory sign. This is perhaps one of the most ironic and paradoxical images of the occupation. A Black soldier from a historically and consistently oppressed group in American society, who, one might imagine had no choice but to join the military, coming to Iraq and making the victory sign to a humiliated Iraqi academic whose country was ravaged by war. In a way, this image is worthy of a long pause. It is an encounter of two oppressed and defeated groups of people—Iraqis and African Americans meeting as enemies in a warzone. But, if one digs deeper, are these people really 'enemies' or allies struggling against the same oppressors? Do the real enemies ever come to the battlefield? Or do they hide behind closed doors planning wars and invasions while sending other 'oppressed' and 'diverse' faces to the battlefield to fight wars on their behalf? Hiba then recalled the early months of the occupation at the University of Baghdad where she taught. She noted that the first thing the Coalition Provisional Authority (CPA) tried to do was to change the curriculum Iraqi academics had designed, taught, and improved over the decades. While the Americans succeeded in doing this at the primary and high school levels, Hiba believed that they did not succeed as much at the university level. Iraqi professors knew better than to allow the 'Americanization of the curriculum' to take place. 'We knew the materials we were teaching were excellent even compared to international standards,' she said. 'They [the occupiers] tried to immediately inject subjects like "democracy" and "human rights" as if we Iraqis didn’t know what these concepts meant.' It is clear from Hiba’s testimony, also articulated by several other interviewees, that the Iraqi education system was one of the occupying forces’ earliest targets in their desire to reshape and restructure Iraqi society and peoples’ collective consciousness.

Even before the first Soviet tanks crossed into Afghanistan in 1979, a movement of Islamists had sprung up nationwide in opposition to the Communist state. They were, at first, city-bound intellectuals, university students and professors with limited countryside appeal. But under unrelenting Soviet brutality they began to forge alliances with rural tribal leaders and clerics. The resulting Islamist insurgents—the mujahedeen—became proxies in a Cold War battle, with the Soviet Union on one side and the United States, Pakistan, and Saudi Arabia on the other. As the Soviets propped up the Afghan government, the CIA and other intelligence agencies funneled millions of dollars in aid to the mujahedeen, along with crate after crate of weaponry. In the process, traditional hierarchies came radically undone. When the Communists killed hundreds of tribal leaders and landlords, young men of more humble backgrounds used CIA money and arms to form a new warrior elite in their place. In the West, we would call such men “warlords.” In Afghanistan they are usually labeled “commanders.” Whatever the term, they represented a phenomenon previously unknown in Afghan history. Now, each valley and district had its own mujahedeen commanders, all fighting to free the country from Soviet rule but ultimately subservient to the CIA’s guns and money. The war revolutionized the very core of rural culture. With Afghan schools destroyed, millions of boys were instead educated across the border in Pakistani madrassas, or religious seminaries, where they were fed an extreme, violence-laden version of Islam. Looking to keep the war fueled, Washington—where the prevailing ethos was to bleed the Russians until the last Afghan—financed textbooks for schoolchildren in refugee camps festooned with illustrations of Kalashnikovs, swords, and overturned tanks. One edition declared: Jihad is a kind of war that Muslims fight in the name of God to free Muslims.… If infidels invade, jihad is the obligation of every Muslim. An American text designed to teach children Farsi: Tey [is for] Tofang (rifle); Javed obtains rifles for the mujahedeen Jeem [is for] Jihad; Jihad is an obligation. My mom went to the jihad. The cult of martyrdom, the veneration of jihad, the casting of music and cinema as sinful—once heard only from the pulpits of a few zealots—now became the common vocabulary of resistance nationwide. The US-backed mujahedeen branded those supporting the Communist government, or even simply refusing to pick sides, as “infidels,” and justified the killing of civilians by labeling them apostates. They waged assassination campaigns against professors and civil servants, bombed movie theaters, and kidnapped humanitarian workers. They sabotaged basic infrastructure and even razed schools and clinics. With foreign backing, the Afghan resistance eventually proved too much for the Russians. The last Soviet troops withdrew in 1989, leaving a battered nation, a tottering government that was Communist in name only, and a countryside in the sway of the commanders. For three long years following the withdrawal, the CIA kept the weapons and money flowing to the mujahedeen, while working to block any peace deal between them and the Soviet-funded government. The CIA and Pakistan’s spy agency pushed the rebels to shell Afghan cities still under government control, including a major assault on the eastern city of Jalalabad that flattened whole neighborhoods. As long as Soviet patronage continued though, the government withstood the onslaught. With the collapse of the Soviet Union in late 1991, however, Moscow and Washington agreed to cease all aid to their respective proxies. Within months, the Afghan government crumbled. The question of who would fill the vacuum, who would build a new state, has not been fully resolved to this day.

In times of strife, taliban have usually mobilized in defense of tradition. British documents from as early as 1901 decry taliban opposition to colonialism in present-day Pakistan. However, as with so much else, it was the Soviet invasion and the US response that sent the transformative shock. In the 1980s, as guns and money coursed through the ranks of the Kandahar mujahedeen, squabbling over resources grew so frequent that many increasingly turned to religious law to settle their disputes. Small, informal bands of taliban, who were also battling against the Russians, established religious courts that heard cases from feuding fighters from across the south. Seemingly impervious to the lure of foreign riches, the taliban courts were in many eyes the last refuge of tradition in a world in upheaval. ... Thousands of talibs rallied to the cause, and an informal, centuries-old phenomenon of the Pashtun countryside morphed into a formal political and military movement, the Taliban. As a group of judges and legal-minded students, the Taliban applied themselves to the problem of anarchy with an unforgiving platform of law and order. The mujahedeen had lost their way, abandoned their religious principles, and dragged society into a lawless pit. So unlike most revolutionary movements, Islamic or otherwise, the Taliban did not seek to overthrow an existing state and substitute it with one to their liking. Rather, they sought to build a new state where none existed. This called for “eliminating the arbitrary rule of the gun and replacing it with the rule of law—and for countryside judges who had arisen as an alternative to a broken tribal system, this could only mean religious law. Jurisprudence is thus part of the Taliban’s DNA, but its single-minded pursuit was carried out to the exclusion of all other aspects of basic governance. It was an approach that flirted dangerously with the wrong kind of innovation: in the countryside, the choice was traditionally yours whether to seek justice in religious or in tribal courts, yet now the Taliban mandated religious law as the compulsory law of the land. It is true that, given the nature of the civil war, any law was better than none at all—but as soon as things settled down, fresh problems arose. The Taliban’s jurisprudence was syncretic, mixing elements from disparate schools of Islam along with heavy doses of traditional countryside Pashtun practice that had little to do with religion. As a result, once the Taliban marched beyond the rural Pashtun belt and into cities like Kabul or the ethnic minority regions of northern Afghanistan, they encountered a resentment that rapidly bred opposition.