Overall Education Quotes

She says it's too easy to call people evil instead of their choices and that lets people justify making evil choices. Because they convince themselves that it's okay because they're still good people overall inside their own heads. And yes, fine. But I think that after a certain number of evil choices, it's reasonable shorthand to decide that someone's an evil person who oughtn't have the chance to make any more choices. And the more power someone has, the less slack they ought to be given.

There are more good people than bad people, and overall there’s more that’s good in the world than there is that’s bad. We just need to hear about it, we just need to see it.

If we all make systematic mistakes in our decisions, then why not develop new strategies, tools, and methods to help us make better decisions and improve our overall well-being? That's exactly the meaning of free lunches- the idea that there are tools, methods, and policies that can help all of us make better decisions and as a consequence achieve what we desire-pg. 241

She says it’s too easy to call people evil instead of their choices, and that lets people justify making evil choices, because they convince themselves that it’s okay because they’re still good people overall, inside their own heads.

She says it’s too easy to call people evil instead of their choices, and that lets people justify making evil choices, because they convince themselves that it’s okay because they’re still good people overall, inside their own heads. And yes, fine, but I think after a certain number of evil choices, it’s reasonable shorthand to decide that someone’s an evil person who oughtn’t have the chance to make any more choices. And the more power someone has, the less slack they ought to be given. So

it’s too easy to call people evil instead of their choices, and that lets people justify making evil choices, because they convince themselves that it’s okay because they’re still good people overall, inside their own heads.

The level of public education in science and technology is an important sign of the national scientific accomplishment. It is a matter of overall importance in economic development, scientific advance, and the progress of society.

The kid has to learn by his own experience how to learn to balance the short- and long-term pursuit of what he wants.' 'He must be freely enlightened to self.' 'This is the crux of the educational system you find so appalling. Not to teach what to desire. To teach how to be free. To teach how to make knowledgeable choices about pleasure and delay and the kid's overall down-the-road maximal interests.

As we’ve gone along, I’ve pointed out that a warm childhood relationship with his mother—not maternal education—was significantly related to a man’s verbal test scores, to high salary, to class rank at Harvard, and to military rank at the end of World War II. At the men’s twenty-fifth reunion, it looked, to my surprise, as though the quality of a man’s relationship with his mother had little effect on overall midlife adjustment. However, forty-five years later, to my surprise again, the data suggested that there was a significant positive correlation between the quality of one’s maternal relationship and the absence of cognitive decline. At age ninety, 33 percent of the men with poor maternal relationships, and only 13 percent of men with warm relationships, suffered from dementia.

I have watched education become more a privilege of the rich than the basic necessity that it must be if civilized society is to survive. I have watched as convenience, profit, and inertia excused greater and more dangerous environmental degradation. I have watched poverty, hunger, and disease become inevitable for more and more people. Overall, the Pox has had the effect of an installment-plan World War III. In fact, there were several small, bloody shooting wars going on around the world during the Pox. These were stupid affairs—wastes of life and treasure. They were fought, ostensibly, to defend against vicious foreign enemies. All too often, they were actually fought because inadequate leaders did not know what else to do. Such leaders knew that they could depend on fear, suspicion, hatred, need, and greed to arouse patriotic support for war.

New Rule: America must stop bragging it's the greatest country on earth, and start acting like it. I know this is uncomfortable for the "faith over facts" crowd, but the greatness of a country can, to a large degree, be measured. Here are some numbers. Infant mortality rate: America ranks forty-eighth in the world. Overall health: seventy-second. Freedom of the press: forty-fourth. Literacy: fifty-fifth. Do you realize there are twelve-year old kids in this country who can't spell the name of the teacher they're having sex with? America has done many great things. Making the New World democratic. The Marshall Plan. Curing polio. Beating Hitler. The deep-fried Twinkie. But what have we done for us lately? We're not the freest country. That would be Holland, where you can smoke hash in church and Janet Jackson's nipple is on their flag. And sadly, we're no longer a country that can get things done. Not big things. Like building a tunnel under Boston, or running a war with competence. We had six years to fix the voting machines; couldn't get that done. The FBI is just now getting e-mail. Prop 87 out here in California is about lessening our dependence on oil by using alternative fuels, and Bill Clinton comes on at the end of the ad and says, "If Brazil can do it, America can, too!" Since when did America have to buck itself up by saying we could catch up to Brazil? We invented the airplane and the lightbulb, they invented the bikini wax, and now they're ahead? In most of the industrialized world, nearly everyone has health care and hardly anyone doubts evolution--and yes, having to live amid so many superstitious dimwits is also something that affects quality of life. It's why America isn't gonna be the country that gets the inevitable patents in stem cell cures, because Jesus thinks it's too close to cloning. Oh, and did I mention we owe China a trillion dollars? We owe everybody money. America is a debtor nation to Mexico. We're not a bridge to the twenty-first century, we're on a bus to Atlantic City with a roll of quarters. And this is why it bugs me that so many people talk like it's 1955 and we're still number one in everything. We're not, and I take no glee in saying that, because I love my country, and I wish we were, but when you're number fifty-five in this category, and ninety-two in that one, you look a little silly waving the big foam "number one" finger. As long as we believe being "the greatest country in the world" is a birthright, we'll keep coasting on the achievements of earlier generations, and we'll keep losing the moral high ground. Because we may not be the biggest, or the healthiest, or the best educated, but we always did have one thing no other place did: We knew soccer was bullshit. And also we had the Bill of Rights. A great nation doesn't torture people or make them disappear without a trial. Bush keeps saying the terrorist "hate us for our freedom,"" and he's working damn hard to see that pretty soon that won't be a problem.

On a certain level, homeschooling is all about socialization. Whatever the teaching methods used in school or homeschool, it is ultimately the social environment itself that distinguishes homeschooling from conventional school. This social environment includes the nature and quantity of peer interaction; parental proximity; solitude; relationships with adults, siblings, older children, younger children, and the larger community; the ways in which the children are disciplined and by whom; and even the student-teacher ratio and the overall environment where the children spend their time.

In the long run, the best way to reduce inequalities with respect to labor as well as to increase the average productivity of the labor force and the overall growth of the economy is surely to invest in education.

This is apparently a little promotional ¶ where we’re supposed to explain “how and why we came to” the subject of our GD series book (the stuff in quotations is the editor’s words). The overall idea is to humanize the series and make the books and their subjects seem warmer and more accessible. So that people will be more apt to buy the books. I’m pretty sure this is how it works. The obvious objection to such promotional ¶s is that, if the books are any good at all, then the writers’ interest and investment in their subjects will be so resoundingly obvious in the texts themselves that these little pseudo-intimate Why I Cared Enough About Transfinite Math and Where It Came From to Spend a Year Writing a Book About It blurblets are unnecessary; whereas, if the books aren’t any good, it’s hard to see how my telling somebody that as a child I used to cook up what amounted to simplistic versions of Zeno’s Dichotomy and ruminate on them until I literally made myself sick, or that I once almost flunked a basic calc course and have seethed with dislike for conventional higher-math education ever since, or that the ontology and grammar of abstractions have always struck me as one of the most breathtaking problems in human consciousness—how any such stuff will help. The logic of this objection seems airtight to me. In fact, the only way the objection doesn’t apply is if these ¶s are really nothing more than disguised ad copy, in which case I don’t see why anyone reading them should even necessarily believe that the books’ authors actually wrote them—I mean, maybe somebody in the ad-copy department wrote them and all we did was sort of sign off on them. There’d be a kind of twisted integrity about that, though—at least no one would be pretending to pretend.

How you got your college education mattered most.” And two experiences stood out from the poll of more than one million American workers, students, educators, and employers: Successful students had one or more teachers who were mentors and took a real interest in their aspirations, and they had an internship related to what they were learning in school. The most engaged employees, said Busteed, consistently attributed their success in the workplace to having had a professor or professors “who cared about them as a person,” or having had “a mentor who encouraged their goals and dreams,” or having had “an internship where they applied what they were learning.” Those workers, he found, “were twice as likely to be engaged with their work and thriving in their overall well-being.” There’s a message in that bottle.

One problem with most current governments is that they prioritize economic growth (as mismeasured by GDP per capita) over citizens’ happiness, quality of life, efficiency of trait display, and breadth and depth of social networks. The latter outcomes are not actually any harder to measure than GDP per capita. For example, the UN Human Development Index (HDI) measures overall quality of life fairly well by taking into account life expectancy, literacy, and educational attainment; this index puts Iceland, Norway, Australia, and Canada at the top, and the Democratic Republic of the Congo at the bottom.

I believe that design must be integrally wedded to editorial content. Some people read images, others read words, but most of us read both. So the overall design, art, photography, text, and sometimes even the typography should be, in the best of cases, considered “content.” Hence the art director’s content must complement the editor’s content.

I often encounter great hesitancy about, and impatience with, discussing race when talking about the American past. The obvious difficulty with those kinds of complaints is that people in the past—in the overall American context and in the specific context of Texas—talked a lot about, and did a lot about, race. It isn’t some newly discovered fad topic. Race is right there in the documents—official and personal. It would take a concerted effort not to consider and analyze the subject, and I realize that evasion is exactly what happened in many of the textbooks that Americans used in their school social studies and history classes. This, in part, accounts for the pained accusations about “revisionist” history when historians talk about things that people had never been made aware of in their history educations.

All of us believe you belong here,” I’d said to the Elizabeth Garrett Anderson girls as they sat, many of them looking a little awestruck, in the Gothic old-world dining hall at Oxford, surrounded by university professors and students who’d come out for the day to mentor them. I said something similar anytime we had kids visit the White House—teens we invited from the Standing Rock Sioux Reservation; children from local schools who showed up to work in the garden; high schoolers who came for our career days and workshops in fashion, music, and poetry; even kids I only got to give a quick but emphatic hug to in a rope line. The message was always the same. You belong. You matter. I think highly of you. An economist from a British university would later put out a study that looked at the test performances of Elizabeth Garrett Anderson students, finding that their overall scores jumped significantly after I’d started connecting with them—the equivalent of moving from a C average to an A. Any credit for improvement really belonged to the girls, their teachers, and the daily work they did together, but it also affirmed the idea that kids will invest more when they feel they’re being invested in. I understood that there was power in showing children my regard.

The Measure of America, a report of the Social Science Research Council, ranks every state in the United States on its “human development.” Each rank is based on life expectancy, school enrollment, educational degree attainment, and median personal earnings. Out of the 50 states, Louisiana ranked 49th and in overall health ranked last. According to the 2015 National Report Card, Louisiana ranked 48th out of 50 in eighth-grade reading and 49th out of 50 in eighth-grade math. Only eight out of ten Louisianans have graduated from high school, and only 7 percent have graduate or professional degrees. According to the Kids Count Data Book, compiled by the Annie E. Casey Foundation, Louisiana ranked 49th out of 50 states for child well-being. And the problem transcends race; an average black in Maryland lives four years longer, earns twice as much, and is twice as likely to have a college degree as a black in Louisiana. And whites in Louisiana are worse off than whites in Maryland or anywhere else outside Mississippi. Louisiana has suffered many environmental problems too: there are nearly 400 miles of low, flat, subsiding coastline, and the state loses a football field–size patch of wetland every hour. It is threatened by rising sea levels and severe hurricanes, which the world’s top scientists connect to climate change.

In the long run, the best way to reduce inequalities with respect to labor as well as to increase the average productivity of the labor force and the overall growth of the economy is surely to invest in education. If the purchasing power of wages increased fivefold in a century, it was because the improved skills of the workforce, coupled with technological progress, increased output per head fivefold. Over the long run, education and technology are the decisive determinants of wage levels.

Again and again, the goal of the progressives is to unmoor the individual and society from America’s heritage with populist tirades, prodding, and indoctrination, the purpose of which is to build popular support for a muscular centralized government ruled by a self-aggrandizing intellectual elite through an extraconstitutional and autocratic administrative Leviathan. Moreover, the individual is to be denuded of his personal traits, “primitive nature,” and “old beliefs,” since his true liberty, satisfaction, and realization are said to be tied to the universality of the state. The government, through “science” and administration—unencumbered by ancient and archaic eternal truths—can alter society in ways that supposedly modernize and improve it. Furthermore, the individual’s focus on self rather than community, and his old habits, beliefs, and traditions, must be altered through socializing education and training, thereby making him the kind of person and citizen whose behavior better conforms to the egalitarian purposes and general welfare of the overall society. Of course, this is the death of individualism and republicanism.

On top of everything else, women are not happy. A dramatic 2009 study issued by the National Bureau of Economic Research revealed that women are not growing happier as feminist ideals are embraced. In fact, the opposite is true. In the 1970s, women rated their overall life satisfaction higher than men did, but it has been on the steady decline ever since. The study revealed that “women of all education groups have become less happy over time with declines in happiness having been steepest among those with some college.” The study also concluded that “on average, women are less happy with their marriage than men and women have become less happy with their marriage over time.

He wanted to know what the current trends were. What were people reading? What did I think about the decline in reading overall? I told him that the books aimed at children and teens that were selling were the ones the Ministry of Education had promoted as ‘library recommendations’, and that the decline in reading among children was largely the fault of their parents. ‘Parents these days don’t read books themselves, but they feel they should make their children read. Since they aren’t readers, they have no idea what to give their children. That’s why they cling to the recommendations from the Ministry of Education. Those books are all insufferably boring and, as a result, the kids learn to hate books; it’s a vicious circle, with no end in sight.

..when Anne stopped and talked to me for the first time. I can't remember what we said, maybe our names and where we came from. at the end of the conversation I invited her to dinner at my house that night. It was Christmastime, or nearly, and I made a pizza and bought a bottle of wine. We talked until very late. That was when Anne told me she'd been to Mexico several times. Overall, her adventures were very similar to mine. Anne thought this was because the lives or the youths of any two individuals would be fundamentally alike, in spite of the obvious or even glaring differences. I preferred to think that somehow she and I had both explored the same map, fought the same doomed campaigns, received a common sentimental education. At five in the morning, or perhaps later, we went to med and made love.

Overall, dopaminergic liberals are more likely to respond to messages that offer benefits, like opportunities for more resources, whereas H&N conservatives are more likely to respond to messages that offer security, like the ability to keep the things they currently have. Liberals support programs they believe will lead to a better future, such as subsidized education, urban planning, and government-funded technology initiatives. Conservatives prefer programs that protect their current way of life, such as defense spending, law-and-order initiatives, and limits on immigration. Liberals and conservatives both have their reasons for focusing on threats versus benefits, reasons they believe are rational conclusions resulting from thoughtful weighing of evidence. That’s probably not true. It’s more likely that there is a fundamental difference in the way their brains are wired.

We tried a number of single-threaded efforts to meet the challenge. We rolled out features one after another, such as a recommendation engine for people that our users should meet and a professional Q&A service. None of them worked well enough to solve the problem. We concluded that the problem might require a Swiss Army knife approach with multiple use cases for multiple groups of users. After all, some people might want a news feed, some might want to track their career progress, and some might be keen on continuing education. Fortunately, LinkedIn had grown to the point where the organization could support multiple threads. We reorganized the product team so that each director of product could focus on a different approach to address engagement. Even though none of those efforts alone proved a silver bullet, the overall combination of them significantly improved user engagement.

But all the pressures go the other way, towards learning only what is immediately useful, what is functional. More and more the demand is for people to be educated to function in an almost certainly temporary stage of technology. Educated for the short term. We have to look at the word useful again. In the long run what is useful is what survives, revives, comes to life in different contexts, It may look now as if people educated to use our newest technologies efficiently are the world's elite, but in the long run I believe that people educated to have, as well, that point of view that used to be described as humanistic-- the long-term, over-all, contemplative point of view--will turn out to be more influential. Simply because they understand more of what is going on in the world .It is not that I undervalue the new technicians. On the contrary. It is only that what they know is by definition a temporary necessity.

games. A summary: Exposing children to a violent TV or film clip increases their odds of aggression soon after.41 Interestingly, the effect is stronger in girls (amid their having lower overall levels of aggression). Effects are stronger when kids are younger or when the violence is more realistic and/or is presented as heroic. Such exposure can make kids more accepting of aggression—in one study, watching violent music videos increased adolescent girls’ acceptance of dating violence. The violence is key—aggression isn’t boosted by material that’s merely exciting, arousing, or frustrating. Heavy childhood exposure to media violence predicts higher levels of aggression in young adults of both sexes (“aggression” ranging from behavior in an experimental setting to violent criminality). The effect typically remains after controlling for total media-watching time, maltreatment or neglect, socioeconomic status, levels of neighborhood violence, parental education, psychiatric illness, and IQ. This is a reliable finding of large magnitude. The

[There is] no direct relationship between IQ and economic opportunity. In the supposed interests of fairness and “social justice”, the natural relationship has been all but obliterated. Consider the first necessity of employment, filling out a job application. A generic job application does not ask for information on IQ. If such information is volunteered, this is likely to be interpreted as boastful exaggeration, narcissism, excessive entitlement, exceptionalism [...] and/or a lack of team spirit. None of these interpretations is likely to get you hired. Instead, the application contains questions about job experience and educational background, neither of which necessarily has anything to do with IQ. Universities are in business for profit; they are run like companies, seek as many paying clients as they can get, and therefore routinely accept people with lukewarm IQ’s, especially if they fill a slot in some quota system (in which case they will often be allowed to stay despite substandard performance). Regarding the quotas themselves, these may in fact turn the tables, advantaging members of groups with lower mean IQ’s than other groups [...] sometimes, people with lower IQ’s are expressly advantaged in more ways than one. These days, most decent jobs require a college education. Academia has worked relentlessly to bring this about, as it gains money and power by monopolizing the employment market across the spectrum. Because there is a glut of college-educated applicants for high-paying jobs, there is usually no need for an employer to deviate from general policy and hire an applicant with no degree. What about the civil service? While the civil service was once mostly open to people without college educations, this is no longer the case, and quotas make a very big difference in who gets hired. Back when I was in the New York job market, “minorities” (actually, worldwide majorities) were being spotted 30 (thirty) points on the civil service exam; for example, a Black person with a score as low as 70 was hired ahead of a White person with a score of 100. Obviously, any prior positive correlation between IQ and civil service employment has been reversed. Add to this the fact that many people, including employers, resent or feel threatened by intelligent people [...] and the IQ-parameterized employment function is no longer what it was once cracked up to be. If you doubt it, just look at the people running things these days. They may run a little above average, but you’d better not be expecting to find any Aristotles or Newtons among them. Intelligence has been replaced in the job market with an increasingly poor substitute, possession of a college degree, and given that education has steadily given way to indoctrination and socialization as academic priorities, it would be naive to suppose that this is not dragging down the overall efficiency of society. In short, there are presently many highly intelligent people working very “dumb” jobs, and conversely, many less intelligent people working jobs that would once have been filled by their intellectual superiors. Those sad stories about physics PhD’s flipping burgers at McDonald's are no longer so exceptional. Sorry, folks, but this is not your grandfather’s meritocracy any more.

Because so many people were betting against GameStop —and brick-and-mortar retail in general — the overall short position was enormous, almost comically so. At certain points over the past six months, it had bounced between 50 and even 100 percent of the overall float, meaning nearly all the shares of GameStop in existence had been borrowed and sold by short sellers, all of whom had an obligation to rebuy those shares at some point in the future. So, what if Keith was right, and the stock went up instead of down? It would be like watching investors trying to get out of a burning building, through a single, narrow door. The stock would rocket. As a financial educator, Keith knew that short selling could be one of the riskiest plays on the market. You really needed to be certain a stock was going down, because your upside was limited, but your losses could, theoretically, be infinite. The fact that so many competent investors were short selling GameStop could mean the stock really was a dog; but it also meant the stock was loaded with rocket fuel, and it wouldn't take much to ignite and sent it right to the moon.

Social science now tells us that if we can take indigent girls between the ages of 10 and 14 and give them a basic education, we can change the fabric of an entire community. If we can capture them in that fleeting window, great social advances can be achieved. Give enough young girls an education and per capita income will go up; infant mortality will go down; the rate of economic growth will increase; the rate of HIV/AIDS infection will fall. Child marriages will be less common; child labor, too. Better farming practices will be put into place, which means better nutrition will follow, and overall family health in that community will climb. Educated girls, as former World Bank official Barbara Herz has written, tend to insist that their children be educated. And when a nation has smaller, healthier, better-educated families, economic productivity shoots up, environmental pressures ease, and everyone is better-off. As Lawrence Summers, a former Harvard University president, put it: “Educating girls may be the single highest return investment available in the developing world.” Why is that? Well, you can make all the interpretations you like; you can posit the gendered arguments; but the numbers do not lie.

It is a truism today, in this highly technologically-developed culture, that students need technical computer skills. Equally truistic (and, not incidentally, true) is that the workplace has become highly technological. Even more truistic – and far more disturbing – are the shifts in education over the last two decades as public elementary schools, public and private high schools, and colleges and universities have invested scores of billions of dollars on “digital infrastructure,” computers, monitors and printers, “smart classrooms,” all to “meet the demands” of this new technological workplace. "We won’t dwell on the fact – an inconvenient truth? – that those technological investments have coincided with a decline in American reading behaviors, in reading and reading comprehension scores, in overall academic achievement, in the phenomenon – all too familiar to us in academia – of “grade inflation,” in an alarming collapse of our students’ understanding of their own history (to say nothing of the history of the rest of the world), rising ignorance of world and American geography, with an abandonment of the idea of objectivity, and with an increasingly subjective, even solipsistic, emphasis on personal experience. Ignore all this. Or, if we find it impossible to ignore, then let’s blame the teachers...

The institutionalized practices of excluding women from the ideological work of society are the reason we have a history constructed largely from the perspective of men, and largely about men. This is why we have so few women poets and why the records of those who survived the hazards of attempting poetry are so imperfect.40 This is why we know so little of women visionaries, thinkers, and political organizers.41 This is why we have an anthropology that tells us about other societies from the perspective of men and hence has so distorted the cross-cultural record that it may now be impossible to learn what we might have known about how women lived in other forms of society. This is why we have a sociology that is written from the perspective of positions in a male-dominated ruling class and is set up in terms of the relevances of the institutional power structures that constitute those positions.42 This is why in English literature there is a corner called “women in literature” or “women novelists” and an overall critical approach to literature that assumes it is written by men and perhaps even largely for men. This is why the assumptions of psychological research43 and of educational research and philosophy take for granted male experience, orientation, and concerns and treat as normative masculine modes of being.

Liberals stand up for victims of oppression and exclusion. They fight to break down arbitrary barriers (such as those based on race, and more recently on sexual orientation). But their zeal to help victims, combined with their low scores on the Loyalty, Authority, and Sanctity foundations, often lead them to push for changes that weaken groups, traditions, institutions, and moral capital. For example, the urge to help the inner-city poor led to welfare programs in the 1960s that reduced the value of marriage, increased out-of-wedlock births, and weakened African American families.72 The urge to empower students by giving them the right to sue their teachers and schools in the 1970s has eroded authority and moral capital in schools, creating disorderly environments that harm the poor above all.73 The urge to help Hispanic immigrants in the 1980s led to multicultural education programs that emphasized the differences among Americans rather than their shared values and identity. Emphasizing differences makes many people more racist, not less.74 On issue after issue, it’s as though liberals are trying to help a subset of bees (which really does need help) even if doing so damages the hive. Such “reforms” may lower the overall welfare of a society, and sometimes they even hurt the very victims liberals were trying to help.

In March 2002, the National Academy of Sciences, a private, nonprofit society of scholars, released a high-profile report documenting the unequivocal existence of racial bias in medical care, which many thought would mark a real turning point. Unequal Treatment: Confronting Racial and Ethnic Disparities in Health Care was so brutal and damning that it would seem impossible to turn away. The report, authored by a committee of mostly white medical educators, nurses, behavioral scientists, economists, health lawyers, sociologists, and policy experts, took an exhaustive plunge into more than 480 previous studies. Because of the knee-jerk tendency to assume that health disparities were the end result of differences in class, not race, they were careful to compare subjects with similar income and insurance coverage. The report found rampant, widespread racial bias, including that people of color were less likely to be given appropriate heart medications or to undergo bypass surgery or receive kidney dialysis or transplants. Several studies revealed significant racial differences in who receives appropriate cancer diagnostic tests and treatments, and people of color were also less likely to receive the most sophisticated treatments for HIV/AIDS. These inequities, the report concluded, contribute to higher death rates overall for Black people and other people of color and lower survival rates compared with whites suffering from comparable illnesses of similar severity.

CYBERPOWER is now a fundamental fact of global life. In political, economic, and military affairs, information and information technology provide and support crucial elements of operational activities. U.S. national security efforts have begun to incorporate cyber into strategic calculations. Those efforts, however, are only a beginning. The critical conclusion...is that the United States must create an effective national and international strategic framework for the development and use of cyber as part of an overall national security strategy. Such a strategic framework will have both structural and geopolitical elements. Structural activities will focus on those parts of cyber that enhance capabilities for use in general. Those categories include heightened security, expanded development of research and human capital, improved governance, and more effective organization. Geopolitical activities will focus on more traditional national security and defense efforts. Included in this group are sophisticated development of network-centric operations; appropriate integrated planning of computer network attack capabilities; establishment of deterrence doctrine that incorporates cyber; expansion of effective cyber influence capabilities; carefully planned incorporation of cyber into military planning (particularly stability operations); establishment of appropriate doctrine, education, and training regarding cyber by the Services and nonmilitary elements so that cyber can be used effectively in a joint and/or multinational context; and generation of all those efforts at an international level, since cyber is inherently international and cannot be most effectively accomplished without international partners.

Learn how to critique. The value of exercises is very much a product of the quality of the critique, because it is in the critique that lessons can be drawn for all to see. Today, many critiques are poor quality. Often, they are not a critique at all, but just a narrative of who shot whom. At other times, the critique is stifled by an etiquette that demands no one be criticized and nothing negative be said. Too often, critiques can be summarized as “The comm was fouled up but we all did great.” There are a number of things you can do locally to improve the quality of critiques: First, the commanding officer can set a ground rule that demands frankness in critiquing. A good way to encourage this is for the CO to give a trenchant self-critique of his own actions and encourage others to do the same. Beginning a critique with the most junior officers and ending up with the most senior can also help encourage frankness. Second, a critique should be defined as something that looks beyond what happened to why it happened as it did. It may be helpful to look for instances where key decisions were made and ask the man who made them such questions as, “What options did you have here? What other options did you have that you failed to see? How quickly were you able to see, decide and act? If you were too slow, why? Why did you do what you did? Was your reasoning process sound, and if not, why not?” Third, the unit commander can attempt to identify individuals who are good critiquers and have them lead the critique. Not everyone can do it well; it takes a certain natural ability. Finally, the unit can hold a class on critiquing and from it develop some critique SOPs. These can help exercise participants look for key points during the exercise, points that can later serve to frame the critique. These actions are not substitutes for an overall reform of Marine Corps training. But they are concrete ways you can improve your own training. And just as individual self-education will be important after the schools are reformed, so these actions will help you train even after overall training is improved.

Manhattan Prep started out as one lone tutor in a Starbucks coffee shop. Less than ten years later, it was a leading national education and publishing business that employed over one hundred people and was acquired by a public company for millions of dollars. How did that happen? We delivered a service that customers liked more than what was otherwise available. They sought us out and rewarded us with their business. We hired more people, grew, and kept improving. This process—a new company filling a need and flourishing as a result—is an example of value creation. It’s the fuel of economic growth, and what our country has been seeking a formula for. It’s the process that leads to new businesses and jobs. Value creation has a polar opposite: rent-seeking. In the 1980s, economists began noticing that countries with ample natural resources experienced lower economic growth rates than others. From 1965 to 1998 in the OPEC (oil-producing) countries, gross domestic product per capita decreased on average by 1.3 percent, while in the rest of the developed world, per capita growth increased by 2.2 percent (for an overall difference of 3.5 percent). This was a surprise—if you had lots of oil in the ground, wouldn’t that give you more wealth to invest and thus spur more rapid growth? Economists cited a number of factors to explain this “resource curse,” including internal and external conflict, corruption, lower monitoring of government, lack of diversification, and being subject to higher price volatility. One other possible explanation on offer was that a country’s smart people will wind up going to work in whatever industry is throwing off money (like the oil industry in Saudi Arabia). Thus fewer talented people are innovating in other industries, dragging down the growth rate over time. This makes sense—it’s a lot easier for a gifted Saudi to plug into the Ministry of Petroleum and Mineral Resources and extract economic value than to come up with a new business or industry. Does this sort of thing happen in the United States? Yes, you can make money through rent-seeking as opposed to value or wealth creation.

The modern educational system provides numerous other examples of reality bowing down to written records. When measuring the width of my desk, the yardstick I am using matters little. My desk remains the same width regardless of whether I say it is 200 centimetres or 78.74 inches. However, when bureaucracies measure people, the yardsticks they choose make all the difference. When schools began assessing people according to precise marks, the lives of millions of students and teachers changed dramatically. Marks are a relatively new invention. Hunter-gatherers were never marked for their achievements, and even thousands of years after the Agricultural Revolution, few educational establishments used precise marks. A medieval apprentice cobbler did not receive at the end of the year a piece of paper saying he has got an A on shoelaces but a C minus on buckles. An undergraduate in Shakespeare’s day left Oxford with one of only two possible results – with a degree, or without one. Nobody thought of giving one student a final mark of 74 and another student 88.6 Credit 1.24 24. A European map of Africa from the mid-nineteenth century. The Europeans knew very little about the African interior, which did not prevent them from dividing the continent and drawing its borders. Only the mass educational systems of the industrial age began using precise marks on a regular basis. Since both factories and government ministries became accustomed to thinking in the language of numbers, schools followed suit. They started to gauge the worth of each student according to his or her average mark, whereas the worth of each teacher and principal was judged according to the school’s overall average. Once bureaucrats adopted this yardstick, reality was transformed. Originally, schools were supposed to focus on enlightening and educating students, and marks were merely a means of measuring success. But naturally enough, schools soon began focusing on getting high marks. As every child, teacher and inspector knows, the skills required to get high marks in an exam are not the same as a true understanding of literature, biology or mathematics. Every child, teacher and inspector also knows that when forced to choose between the two, most schools will go for the marks.

The study findings show that genetics has a similar role in acquiring financial wealth, explaining about one-third of the decisions, as found in the twin studies. The role of genetics is very high (over 50 percent) in educational level attained, but plays no role in the equity portion of the portfolio. The genetic role for stock market participation is nearly 14 percent. Overall, the study illustrates that a person’s genes has an impact on their financial decisions.

We wanted to highlight the importance of exposing children to the arts, showing that it’s not a luxury but a necessity to their overall educational experience.

A Guaranteed Way To Find A Great Skin Care Specialist In One Day You should always be as honest and communicative as possible when explaining health conditions to your doctor; in response, they are going to offer effective alternatives during your visit. In order to communicate effectively with your Skincare specialist, you need to interact by asking educated questions. If you're unhappy with your Skincare specialist, follow our recommendations to help find a much better one. When your healthcare professional practitioner announces their retirement, immediately request a referral for a new New York City Dermatologist. Searching for a new New York City Dermatologist is difficult even when you set aside the time to start your search. Do not delay in asking for referrals from your healthcare professional practitioner or his or her personnel members. It's advisable to have a list of several health care providers you could select from. Everyone looks for a Skincare specialist with knowledge, particular skills, and a lot of experience practicing medicine, as well as an appealing manner. Many patients believe that their New York City Dermatologist's age is also an important factor. Older Skincare specialists are regarded as more experienced, although they might be too old school to simply accept new technologies. In contrast, people see younger Skincare specialists as more open-minded and technologically-experienced. In every state, there is a Healthcare professional Board that exists to handle patients' complaints about health care professionals. It is within your legal rights to contact the board if you certainly are a victim of malpractice or poor treatment. The healthcare professional board handles and investigates all cases against a Skincare specialist about malpractice or negligence claims. Legally, healthcare professional records have to be maintained for a certain amount of time because it's vital to your overall health care. You ought to be aware of where your healthcare professional records are being held and how long they'll be there in the event you need to access them. It's suggested that you retain your own information, so make sure to request duplicates of your healthcare professional history, even though you are required to pay a fee in order to receive them. Some New York City Dermatologists will charge a fee for making copies of your records. Truly dedicated healthcare staff make an effort to improve the physical and emotional state of each and every person they meet by treating them with compassion and respect. A qualified healthcare professional professional can provide you with the best treatments to improve your health. Taking the time to listen to concerns and afterwards to find the best possible treatment options are two things that every great New York City Dermatologist does. If your healthcare professional professional does not fit these general rules, you should seek a new one immediately. Bobby Buka, MD For more information, Visit us at : Best Dermatologist in NYC Address : 220 Front St New York, NY 10038 Phone : (212) 385-3700

Where did all of these Pell Grant–eligible students go to school? Mostly they went to community and for-profit colleges. The number of Pell Grant recipients at community colleges increased by 2.7 million between 1980 and 2011, a figure that is about equal to the overall increase in enrollment at those two-year colleges. The share of Pell Grant recipients attending

The education profession cannot bear but success. Failing in it is just a proof of poor visions, or lack of educational efficiencies. Both should be excluded from the educational work that should be protected from any barrier that would block its way, and would deprive the generation from getting the overall upbringing that should build a solid relationship between the students and knowledge.

This shift in levels of educational attainment was guaranteed to make the GOP a more populist party. Whites without college degrees had been integral to GOP majorities since the “hard hats” who backed Nixon, but these voters were growing in size and importance within the party (even as their numbers in the overall population diminished). And they neither belonged to the conservative intellectual movement nor felt represented in Washington, DC.

The “feeling of being stared at” is the focus of a subset of distant-mental-interaction studies. This is a particularly interesting belief to investigate because it is related to one of the oldest known superstitions in the Western world, the “evil eye,” and to one of the oldest known blessings in the Eastern world, the darshan, or gaze of an enlightened master. Most ancient peoples feared the evil eye and took measures to deflect the attraction of the eye, often by wearing shiny or attractive amulets around the neck. Today, most fears about the evil eye have subsided, at least among educated peoples. And yet many people still report the “feeling of being stared at” from a distance. Is this visceral feeling what it appears to be—a distant mental influence of the nervous system—or can it be better understood in more prosaic ways? In the laboratory today, the question is studied by separating two people and monitoring the first person’s nervous system (usually electrodermal activity) while the second person stares at the first at random times over a one-way closed-circuit video system. The stared-at person has no idea when the starer is looking at him or her. Figure 9.2. Effect sizes for studies testing the “feeling of being stared at,” where 50 percent is chance expectation. Confidence intervals are 95 percent. Figure 9.2 shows the results for staring studies conducted over eight decades.34 Similar to William Braud’s electrodermal studies but conducted in a context that more closely matched common descriptions of “feeling stared at,” these studies resulted in an overall effect of 63 percent where chance expectation is 50 percent. This is remarkably robust for a phenomenon that—according to conventional scientific models—is not supposed to exist. The combined studies result in odds against chance of 3.8 million to 1. Summary Given the evidence for psi perception and mind-matter interaction effects discussed so far, we could have expected that experiments involving living systems would also be successful. The studies discussed here show that our expectations are confirmed. The implications for distant healing are clear. All the experiments discussed so far have been replicated in the laboratory dozens to hundreds of times. They demonstrate that some of the “psychic” experiences people report probably do involve genuine psi. Now we move outside the laboratory to examine a new type of experiment, one that explores mind-matter interaction effects apparently associated with the collective attention of groups.

I woke up every morning at six to study—because it was easier to focus in the mornings, before I was worn out from scrapping. Although I was still fearful of God’s wrath, I reasoned with myself that my passing the ACT was so unlikely, it would take an act of God. And if God acted, then surely my going to school was His will. The ACT was composed of four sections: math, English, science and reading. My math skills were improving but they were not strong. While I could answer most of the questions on the practice exam, I was slow, needing double or triple the allotted time. I lacked even a basic knowledge of grammar, though I was learning, beginning with nouns and moving on to prepositions and gerunds. Science was a mystery, perhaps because the only science book I’d ever read had had detachable pages for coloring. Of the four sections, reading was the only one about which I felt confident. BYU was a competitive school. I’d need a high score—a twenty-seven at least, which meant the top fifteen percent of my cohort. I was sixteen, had never taken an exam, and had only recently undertaken anything like a systematic education; still I registered for the test. It felt like throwing dice, like the roll was out of my hands. God would score the toss. I didn’t sleep the night before. My brain conjured so many scenes of disaster, it burned as if with a fever. At five I got out of bed, ate breakfast, and drove the forty miles to Utah State University. I was led into a white classroom with thirty other students, who took their seats and placed their pencils on their desks. A middle-aged woman handed out tests and strange pink sheets I’d never seen before. “Excuse me,” I said when she gave me mine. “What is this?” “It’s a bubble sheet. To mark your answers.” “How does it work?” I said. “It’s the same as any other bubble sheet.” She began to move away from me, visibly irritated, as if I were playing a prank. “I’ve never used one before.” She appraised me for a moment. “Fill in the bubble of the correct answer,” she said. “Blacken it completely. Understand?” The test began. I’d never sat at a desk for four hours in a room full of people. The noise was unbelievable, yet I seemed to be the only person who heard it, who couldn’t divert her attention from the rustle of turning pages and the scratch of pencils on paper. When it was over I suspected that I’d failed the math, and I was positive that I’d failed the science. My answers for the science portion couldn’t even be called guesses. They were random, just patterns of dots on that strange pink sheet. I drove home. I felt stupid, but more than stupid I felt ridiculous. Now that I’d seen the other students—watched them march into the classroom in neat rows, claim their seats and calmly fill in their answers, as if they were performing a practiced routine—it seemed absurd that I had thought I could score in the top fifteen percent. That was their world. I stepped into overalls and returned to mine.

Mary, however in typical matter of fact fashion, does not see any conflict in her multiple roles. “You know, rescue people often ask why breeders keep breeding dogs when there are so many unwanted dogs that have to be put down every year. My answer is that responsible breeders produce the best puppies for a long and healthy life, creating an opportunity for a fabulous human/canine bond that is based on a breeds particular attributes.” Mary loves the breed and enjoys all the time she spends with them, but she also takes her role as a breeder very seriously. “Do not over produce, do health testing and breed to improve the overall quality of the dog,” she implores. “And educate a potential dog owner about your breed so that you and they can be sure the dog is right for them.” Mary Remer, in the essay 'What a Good Dog!

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Schwager thinks like me that we need to see a spontaneous scapegoat phenomenon behind the crucifixion, as well as behind the myths. The whole difference rests on the recognition of this phenomenon, that cannot be found in myths, but is there in the Gospels. But the most extraordinary thing in the Gospels is that this recognition comes from Christ himself, rather than the evangelists, who do everything they can in order to follow Christ, and overall they accomplished it. I would like to write a total Christian interpretation of the history of religion that would really be the history of sacrifice. It would show that archaic religions are the real educators of mankind, which they lead out of archaic violence. Then God becomes victim in order to free man of the illusion of a violent God, which must be abolished in favour of Christ’s knowledge of his Father. One can regard archaic religions as a prior moment in a progressive revelation that culminates in Christ. Thus, to those who say that the Eucharist is rooted in archaic cannibalism, instead of saying ‘no’, we have to say ‘yes!’. The

In plain English, the immense investment of tax dollars in a vast government-run educational infrastructure is buying young people a poor education. The data demonstrate there is no overall correlation between the dramatic spending increases in public education during the last several decades and academic achievement.

While graduation rates at the top 50 schools approach 90 percent, overall graduation rates hover around 55 percent for four-year institutions and 29 percent for two-year colleges.

Zarqawi insisted that his group was behaving in a strictly Islamic manner: “the Mujahideen carry out their operations under strict adherence to the rules of engagement as set forth by Allah, His messenger, our prophet Muhammad, and his companions.” His followers’ Islam-approved methods followed from their overall goal as jihad warriors: “And why not? After all, the Mujahideen took to the battle fields only to establish the Deen [religion] of Allah (Islam), to make the word of Allah high above any others, and to gain the pleasure of Allah.” This statement is noteworthy in light of the fact that Western analysts universally ascribe the roots of jihad terror to poverty, lack of educational or economic opportunity—anything other than an endeavor to “establish the Deen of Allah” and “to make the word of Allah high above any others, and to gain the pleasure of Allah.

The Map of Choices The first, called the Map of Choices, is designed to enable you to reflect on where you’ve come from, before you focus on where you’re going. You start by spending ten minutes drawing a map of your career path so far. It can take any form – a zigzagging line, a branching tree or maybe a labyrinth. On this map you should indicate not only the jobs you have done, but the different motivations and forces that have shaped your route. If a major career decision was influenced by the prospect of more money or status, show it on your map – similarly if you were driven by your talents, passions or values. You should also add other factors that might have guided you, such as the role played by your educational choices, parental expectations, professional career advice or chance. Even if you’ve only ever held one job, try mapping out what drew you into it. Having created your artwork, now spend another ten minutes looking at it and thinking about these three questions. • What does your map reveal about your overall approach to your working life so far? There may be general patterns you can see, such as the way you never stay in a position for more than a couple of years, or that you seem to have fallen into most jobs rather than really choosing them. • Which of the following motivations have you given greatest priority to in your career choices: money, status, respect, passions, talents or making a difference? (rank them from greatest to least priority) • Which two of the motivations mentioned above do you most want to shape your career choices in the future, and why? Make a note of your responses, ready for the next activity.

Assessment has several roles. The first is diagnostic, to help teachers understand students’ aptitude and levels of development. The second is formative, to gather information on students’ work and activities and to support their progress. The third is summative, which is about making judgments on overall performance at the end of a program of work.

The first three decisions made by New Labour were highly symbolic, designed to show the City of London that this was not an old-style Labour regime. They had made their peace with free-market values: the Bank of England would be detached from government control and given full authority to determine monetary policy. A second determining act on entering office was to cut eleven pounds a week in welfare benefits to single mothers. The savings for the state were minimal. The aim was ideological: a show of contempt for the ‘weaknesses’ of the old welfare state, and an assertion of ‘family values’. The third measure was to charge tuition fees to all university students. This was a proposal that had been rejected more than once by the preceding Conservative government, on the grounds that it was unfair and discriminated against students from poor families. New Labour apologists were quick to point out that students in real need would not be charged, but the overall effect has been to discourage working-class children from aspiring to higher education.

Fred Hirsch observed that education had already become a resource-hungry activity aimed more at providing individuals with saleable credentials, than at improving society’s overall levels of wisdom and skill. Hirsch

Immerse yourself in good books. Read one to two hours per week if you can, more if time permits. Become acquainted with the literary classics. Read as much as you can on personal improvement (self help), history, people, business, and finances. Study the great works of the philosophers. Study scriptures and read about religions and anything that adds value to religious beliefs. Invest in yourself! Learn as much as you can and become a student of life. You can learn a great deal from the experiences of others, from their great successes and also from their failures. Everything you read becomes part of you. Carefully choose what you read on a daily basis. Be very careful with what you choose to read. The words you choose to read play an important role in your personal development and overall outlook on life. Be open-minded about what you read and often take what you read with a grain of salt. Much of what we read is written through colored lenses and is the summation of someone else’s thought, habit, education, beliefs, and past and present life experiences.

t o improve the physical capacity of the horse, a trainer must learn to value its qualities and to compensate for its flaws. Physical training of an athlete, particularly a human athlete, requires a deep understanding of the sporting discipline in question. It is in this same spirit that the chapters in this book describing the biomechanics and physical training of the horse as an athlete have been developed. The presentation of these concepts begins with a series of simplified and educational reminders on the biomechanics of the muscles underlying overall movement. The primary body system involved in active physical exercise is the muscular system and the first three chapters focus on the muscular groups and actions of the forelimb, the hindlimb and the neck and trunk, and this leads to a chapter discussing the biomechanics of lowering of the neck. To evaluate the usefulness of an exercise and to understand its mode of action, including its advantages and disadvantages, it is essential to have a basic understanding of musculotendinous functional anatomy. An understanding of these fundamental ideas is directly applicable to the later chapters, which focus on training and the core exercises for a horse. Training a horse for every discipline brings together two specific but complementary areas, which are often worked on at the same time: conditioning and strengthening. The aim of conditioning is to develop respiratory capacity and to improve cardiovascular function. This results in a greater ability to perform with prolonged effort, while also improving the recovery time after this effort. Strengthening of the horse has two main goals: (1) to improve the flexibility of joints secondary to the action of ligaments and muscles (these structures have an intrinsic role in the control and stability of joints) and (2) to develop effective muscular contraction and coordination, making movements more fluid, lighter and confident (1, 2).

Many students described their parents’ support in nonacademic activities as being equal to their support in school. Importantly, they felt this support was instrumental in helping them do well academically because it was viewed as a general interest in their life overall

Thinking of stuff is not innovation. Tinkering with stuff is not innovation. Even inventing stuff is not innovation. Innovation instead, when it’s done right, makes us go “wow, of course, why didn’t I think of that?” It creates complete experiences that we want to engage in. It eliminates inconveniences and hassles and improves our overall experiences. At its most dramatic, it creates entire categories of offerings, so new that we find it hard to name them at first.

Develop flourishing schools … The purpose of the education system should be to create capable and emotionally well-rounded young people who are happy and motivated. At its heart, education policy must acknowledge that the best way of enabling people to realize their potential is to value them for who they are rather than their measuring their performance against exams and targets. Children have multiple intelligences and all schools should have a strategy to develop pupils’ overall well-being. The curriculum needs to be broadened to include more opportunities around sports, arts, creativity and other engaging activities. An education system which promotes flourishing would lead to higher productivity, a more entrepreneurial society and greater active citizenship.

What are the benefits of a Consolidation Loan? Direct Consolidation Loans allow borrowers to combine one or more of their Federal education loans into a new loan that offers several advantages. One Lender and One Monthly Payment With only one lender and one monthly bill, it is easier than ever for borrowers to manage their debt. Borrowers have only one lender, the U.S. Department of Education, for all loans included in a Direct Consolidation Loan. Flexible Repayment Options Borrowers can choose from multiple plans to repay their Direct Consolidation Loan, including an Income Contingent Repayment Plan. These plans are designed to be flexible to meet the different and changing needs of borrowers. With a Direct Consolidation Loan, borrowers can switch repayment plans at anytime. No Minimum or Maximum Loan Amounts There is no minimum amount required to qualify for a Direct Consolidation Loan! Varied Deferment Options Borrowers with Direct Consolidation Loans may qualify for renewed deferment benefits. If borrowers have exhausted the deferment options on their current Federal education loans, a Direct Consolidation Loan may renew many of those deferment options. In addition, borrowers may be eligible for additional deferment options if they have an outstanding balance on a FFEL Program loan made before July 1, 1993, when they obtain their first Direct Loan. Reduced Monthly Payments A Direct Consolidation Loan may ease the strain on a borrower’s budget by lowering the borrower’s overall monthly payment. The minimum monthly payment on a Direct Consolidation Loan may be lower than the combined payments charged on a borrower’s Federal education loans. Retention of Subsidy Benefits There are two (2) possible portions to a Direct Consolidation Loan: Subsidized and Unsubsidized. Borrowers retain their subsidy benefits on loans that are consolidated into the subsidized portion of a Direct Consolidation Loan. Temporary In-School Consolidation Authority During a one (1) year period, borrowers who meet certain requirements may consolidate loans that are in an in-school status into a Direct Consolidation Loan. Direct Consolidation Loans may be made under this temporary provision to borrowers whose consolidation applications are received on or after July 1, 2010 and before July 1, 2011. Borrowers will lose the grace period on a FFEL Subsidized/Unsubsidized Stafford Loan or Direct Subsidized/Unsubsidized Loan by consolidating the loan while it is in an in-school status. Similarly, PLUS borrowers who consolidate a Federal PLUS Loan or Direct PLUS Loan that was first disbursed on or after July 1, 2008 will lose the six (6) month post-enrollment deferment period. Parent PLUS borrowers who consolidate a Federal PLUS Loan or Direct PLUS Loan that was first disbursed on or after July 1, 2008 will lose eligibility to defer repayment while the student for whom the loan was obtained is in school. Click here for information on the eligibility requirements for this temporary provision. For more Questions you can contact The Student Loan Help Center.

Clever, concise but honest messaging and education efforts are needed to improve overall awareness of the realities and problems held within supply chains with which consumers interact every day in order to gather support for their solutions.

Let’s take this line of thinking one step further. Let’s assume you want your child to be a hard worker, but if you’re continuously belittling them for falling short, not working hard enough, or failing to meet your standard of what defines a hard worker, they will likely only become discouraged. Rather, consider speaking to your child as if they are already a hard worker (the way you want them to be), even if they aren’t yet there. Use language such as “you are a 100% effort person,” essentially willing their hardworking-ness into life. Even if your child has not yet achieved this point, you can vocalize the positive version of what’s to come, providing your child with a visual of who they want to become and a path to follow. When this is done, your child will be clear on the goal of who they should be striving to be. In her book Mindset, Dr. Carol Dweck,2 a professor at Stanford University and one of the globally recognized leading researchers in personality, social psychology, and developmental psychology, discusses another crucial element of providing effective feedback. Dr. Dweck discusses how praising a student for getting good grades by attributing this success to their natural abilities is actually detrimental feedback. Similarly, telling a child they did a great job, even if they really didn’t, can set them back, giving them a false sense of confidence. The more effective alternative is to focus on their effort during the project and not the results. If they get a good grade but didn’t work hard for the grade, then the feedback should focus on their effort. The goal is not just good grades. The goal is to instill good habits in learning. So, it’s important that the feedback you provide reflects this goal. A 2020 analysis3 explored the role of feedback in education and found that valuable feedback is critical to a child’s overall success and development. Specifically, feedback was shown to have a higher impact on academic achievement and the development of motor skills.

A list of true wealth assets would likely include family, friends, education, talents, experience, connection to community, self-esteem, the ability to help others, and good health. All of these wealth assets contribute to an overall personal sense of well-being. It also includes the ability to earn more money and to be at peace with you inner self.

Parents, as surprising as it seems, and as the best evidence on the topic suggests, have only small effects on: Life expectancy Overall health Education Religiosity Adult income They do have moderate effects on: Religious affiliation Drug and alcohol use and sexual behavior, particularly during the teens How kids feel about their parents

by engaging in a process of journaling in which individual write/comment on the experiences either as diary entries of via social media platforms. Research shows that such practices enhances learning, development, and overall well-being (Phelan, 2018).

The Success to the Successful dynamic was spotted long before Monopoly and Sugarscape came along. Two thousand years ago, the notion that ‘the rich get richer and the poor get poorer’ was noted in the Bible and hence came to be known as ‘the Matthew Effect’. Its tell-tale pattern of accumulative advantage, coupled with spiralling disadvantage, can be seen in children’s educational outcomes, in adults’ employment opportunities, and of course in terms of income and wealth. And that financial dynamic is certainly alive today. Between 1988 and 2008, the majority of countries worldwide saw rising inequality within their borders, resulting in a hollowing out of their middle classes. Over those same 20 years, global inequality fell slightly overall (mostly thanks to falling poverty rates in China), but it increased significantly at the extremes. More than 50 percent of the total increase in global income over that period was captured by just the richest 5 percent of the world’s population, while the poorest 50 percent of people gained only 11 percent of it.38

There is perhaps no more heartening proof of the role of environment in human intelligence than the Flynn effect, the worldwide phenomenon of upwardly trending IQ, named for the New Zealand psychologist who first described it. Since the early years of the twentieth century, gains have ranged between nine and twenty points per generation in the United States, Britain, and other industrialized nations for which reliable data-sets are available. With our knowledge of evolutionary processes, we can be sure of one thing: we are not seeing wholesale genetic change in the global population. No, these changes must be recognized as largely the fruits of improvement in overall standards both of education and of health and nutrition. Other factors as yet not understood doubtless play a role, but the Flynn effect serves nicely to make the point that even a trait whose variation is largely determined by genetic differences is in the end significantly malleable. We are not mere puppets upon whose strings our genes alone tug.

Dr. Todd P. Briscoe, DDS, is a dedicated and compassionate dentist known for his commitment to exceptional oral care. With a wealth of experience, Dr. Briscoe combines technical expertise with a gentle touch, ensuring patients receive top-notch dental services in a comfortable environment. Specializing in general and cosmetic dentistry, he is passionate about enhancing smiles and promoting overall oral health. Dr. Briscoe earned his Doctor of Dental Surgery (DDS) degree from a reputable institution and continues to stay abreast of the latest advancements in dental science. His unwavering dedication to continuing education enables him to offer cutting-edge treatments and personalized solutions for each patient's unique needs.

1)Insufficient research and knowledge: Many beginners dive into investing without fully understanding the fundamentals or conducting thorough research. It's crucial to educate yourself about different investment options, financial markets, and investment strategies before getting started. 2)Failure to establish clear investment goals: Investing without clear goals can lead to haphazard decision-making and poor portfolio management. Beginners should define their investment objectives, such as saving for retirement, buying a home, or funding education, and then align their investment strategy accordingly. 3)Lack of diversification: Beginners sometimes make the mistake of investing all their money in a single investment or asset class. This lack of diversification can expose them to significant risks. It's important to spread investments across different asset classes, industries, and geographies to reduce the impact of any individual investment's performance on the overall portfolio. 4)Emotion-driven decision-making: Emotions can often cloud investment decisions. Beginners may get swayed by market hype, fear, or short-term fluctuations, leading to impulsive buying or selling. It's essential to make investment decisions based on rational analysis and a long-term perspective rather than reacting to short-term market movements. 5)Chasing quick profits: Beginner investors may be tempted by get-rich-quick schemes or investments promising high returns in a short period. Such investments often involve higher risks, and pursuing quick profits can lead to significant losses. It's important to have realistic return expectations and focus on long-term, sustainable investment strategies.

The Agile project manager plays a crucial role in ensuring the successful delivery of projects using Agile methodologies. They act as facilitators, coaches, and leaders, guiding the team through the iterative development process. Here are some key responsibilities of an Agile project manager: Orchestrating the project's lifecycle: This involves planning and breakdown of work into sprints, facilitating ceremonies like daily stand-ups, sprint planning, and retrospectives, and ensuring the project progresses smoothly towards its goals. Promoting collaboration and communication: Agile thrives on open communication and collaboration. The project manager fosters an environment where team members feel comfortable sharing ideas, concerns, and updates. They actively remove roadblocks and ensure everyone is aligned with the project vision and goals. Empowering the team: Agile teams are self-organizing and empowered to make decisions. The project manager provides guidance and support but avoids micromanaging. They trust the team's expertise and encourage them to take ownership of their work. Stakeholder management: The project manager acts as a bridge between the development team and stakeholders, including clients, sponsors, and other interested parties. They keep stakeholders informed of project progress, manage expectations, and address their concerns. Continuous improvement: Agile is an iterative process that emphasizes continuous improvement. The project manager actively seeks feedback from team members and stakeholders, analyzes project data, and identifies areas for improvement. They implement changes to the process and tools to enhance efficiency and effectiveness. Overall, the Agile project manager plays a vital role in driving successful project delivery through Agile methodologies. They wear multiple hats, acting as facilitators, coaches, leaders, and problem-solvers, ensuring the team has the resources, support, and environment they need to thrive.

The act of breathing is immensely advantageous for my overall well-being, and there should never be a need for legislation to enforce such a crucial practice, just like with eating. I know this, animals know this as do all plants with no legislative enforcement. Indeed, there have been more cases of authorities limiting where individuals can breathe, rather than widespread fatalities resulting from people refusing to do so. Why would people need to be forced to do something that is supposedly good for them, unless there are malicious reasons behind it?

Whereas the analytic-synthetic distinction considers some statements absolutely certain and others merely probable, with a rigid barrier between these two categories, it seems more accurate to say there are degrees of belief and certainty throughout one's worldview. Some beliefs are held more firmly than others; some beliefs are held more passionately than others. But the firmly held beliefs are not necessarily the so-called analytic ones, in that they are not trivial, nor are they necessarily self-evident (though they will at least seem to be self-evident to the one who holds them at the center of his network). What determines the strength of a belief is far more complex than the analytic-synthetic distinction will allow. Such factors as past experience, upbringing, self protection, cultural and social background, intelligence level, educational training, stubbornness, pride, prejudice, religious convictions, and so on, can all influence the way we hold our beliefs and the way we revise them. It may be said that our belief system is regulated and controlled by our most basic beliefs, or presuppositions, which are neither trivial analytic truths nor purely observational synthetic truths. Or, to put it another way, everyone will end up treating some beliefs with the authority and certainty of 'analytic' judgements, but give them the significance of 'synthetic' judgements...In other words, not all beliefs are of equal importance to us. Some beliefs are granted virtual immunity from revision while others are held quite loosely. Some are at the center of the web, others on the periphery. But the strength of any given belief is not determined automictically; it is determined in the overall context of one's beliefs...Of course, this does not drive us to a form of relativism. To construe it as such would be to ignore the fact that not all presuppositional networks are equally valid. Some worldviews, or webs, are philosophically stronger than others. Some clearly destroy the intelligibility of human predication and experience and therefore must be rejected.

LINGUISTIC DIFFERENCES Phonological: BASL signers are more likely to produce two-handed signs, use an overall larger signing space, and tend to produce more signs on the lower half of the face. Syntactical: A higher incidence of syntactic repetition appears in multiple studies of BASL signers. A study documented in 2011 also showed more frequent use of constructed dialogue and constructed action among Black signers. Lexical Variation: Some signs developed at Black Deaf schools diverge completely from standard ASL signs, mostly for everyday objects and activities discussed frequently by students. Linguists have also noticed an increase in lexical borrowing of words and idioms from African American Vernacular English (AAVE) among younger Black signers. Due to the prevalence of the oral method in white deaf education after the Milan Conference, many white deaf children were denied access to American Sign Language, and ASL was subjugated by spoken English. However, significantly fewer resources were dedicated to Black deaf education, leaving many Black Deaf schools to pursue manual language. As such, scholars note that some variations common in BASL, like a higher incidence of two-handed signs, are actually a preservation of the linguistic qualities of early ASL. (Jump to “ASL, origins of.”) NOTABLE PEOPLE Platt H. Skinner, abolitionist and founder of The School for Colored Deaf Dumb and Blind Children, circa 1858. (Jump to “Directory of U.S. Black Deaf Schools.”) Carl Croneberg, a Swedish-American Deaf linguist, was the first person to note differences between ASL and BASL in writing, as coauthor of the 1965 Dictionary of American Sign Language on its Linguistic Principles (see also: William Stokoe). Dr. Carolyn McCaskill’s 2011 book, The Hidden Treasure of Black ASL: Its History and Structure, features data from a series of studies performed by McCaskill and her team, and is considered a foundational work in the field.

An informative tale, told with buoyancy, poignancy, anger, and love - Kirkus Reviews Kochan offers reflections on life in the Old Country and the upheaval of World War II that led to his 1948 immigration to Canada. This posthumously published memoir, compiled and edited by his daughter, Christine Kochan Foster, and collaborator Mark Collins Jenkins, is both a personal tale and a story of generations of Ukrainians longing for national independence. The author was born in 1923 in the small village of Tudorkovychi, then part of eastern Poland; nearly all the roughly 1,200 inhabitants were Ukrainians. To the east was Ukraine, then part of the Soviet Union. During his early years, Kochan was raised by his paternal grandparents; he later learned that his parents had divorced. His father lived in another town and was a member of the Polish Parliament; his mother had returned to her parents’ farm, close to Kochan’s home. In the fall of 1930, the then-7-year-old author witnessed his first example of the endemic ethnic and political conflicts in Eastern Europe: Polish troops marched through his village hunting for members of the more violent of two Ukrainian Separatist groups. The narrative is packed with lavish imagery of the Ukrainian countryside and is encyclopedic in its detailing of local culinary, social, and religious customs. It’s also a tale of the author’s hair-raising adventures as he moved from town to town, and country to country, trying to continue his education as Europe moved closer to war. Overall, this is not only an engaging portrait of World War II from the perspective of European civilians caught in its midst, but also a timely one; in 2015, when Russia annexed Crimea, Kochan’s daughter asked her elderly father whether he thought Russia would stop with that acquisition: “They’ll be back,” he replied, presciently. “They always come back.

In 1884, Edward H. Clarke, a physician and one of Pickering’s Harvard colleagues, published Sex and Education. In this book, Clarke maintained that both physical and educational exertion came with a heavy price for women, including, but not limited to, uterine disease, hysteria, chorea (an involuntary movement disorder), increased menstrual cramps and hemorrhaging, along with “a dropping out of maternal instincts, and an appearance of Amazonian coarseness and force.” For that reason alone, Clarke contended that women should be kept inside. His reasoning was twofold. First, from a physiological perspective, Clarke—whose medical specialty was in hearing disorders and the physiology of the ear—argued that women have wider pelvises, which when mounted with the weight of the body cause their thighs to splay out, making standing and walking more difficult (and thus more taxing) than it is for men. Second, he maintained that the development of a woman’s ovaries and uterus, particularly during her teens and twenties, was such an exhausting physical feat unto itself that the body could not tolerate any additional stress, particularly when it came to exercise and “outdoor pursuits.” As a result, Clarke advocated fewer physical and intellectual demands for women overall and total bed rest during the weeks of their periods. A failure to do so, he concluded, would undoubtedly cause a woman to lose “her feminine attractions, and probably also her chief feminine functions.

knitted web in the Common is based on various pacifist yarn-bombings around the U.S. and the U.K., while the ice children in Nashville have their seeds in the surprise overnight installations of statues, such as the nude Donald Trump statues created by INDECLINE to protest his policies, and the haunting depictions of caged children that were planted by the Refugee and Immigrant Center for Education and Legal Services (RAICES) to draw attention to migrant family separations at the U.S.-Mexico border. In particular, the nonviolent protests of the Serbian Otpor! movement, Syrian anti-Assad protestors, and other groups, especially as described so vividly in Blueprint for Revolution, by Srdja Popović, sparked the ideas for the cement block and crowbar in Austin, the ping-pong balls in Memphis, and Margaret’s bottle caps, as well as influencing the overall spirit of all the art protests. The struggles of prodemocracy Hong Kongers, particularly against the recent China-imposed “national security” legislation, were always on

It was as if the town’s worst traits—religious judgment, disapproval of the girls who went boy crazy, lack of sexual education, and low expectations for girls overall—had crystallized in her pregnancy and then quietly buried themselves within her body, a weight to carry for the rest of her life.

Briefly, the book’s central arguments are these: 1. Rapid productivity growth in the modern economy has led to cost trends that divide its output into two sectors, which I call “the stagnant sector” and “the progressive sector.” In this book, productivity growth is defined as a labor-saving change in a production process so that the output supplied by an hour of labor increases, presumably significantly (Chapter 2). 2. Over time, the goods and services supplied by the stagnant sector will grow increasingly unaffordable relative to those supplied by the progressive sector. The rapidly increasing cost of a hospital stay and rising college tuition fees are prime examples of persistently rising costs in two key stagnant-sector services, health care and education (Chapters 2 and 3). 3. Despite their ever increasing costs, stagnant-sector services will never become unaffordable to society. This is because the economy’s constantly growing productivity simultaneously increases the community’s overall purchasing power and makes for ever improving overall living standards (Chapter 4). 4. The other side of the coin is the increasing affordability and the declining relative costs of the products of the progressive sector, including some products we may wish were less affordable and therefore less prevalent, such as weapons of all kinds, automobiles, and other mass-manufactured products that contribute to environmental pollution (Chapter 5). 5. The declining affordability of stagnant-sector products makes them politically contentious and a source of disquiet for average citizens. But paradoxically, it is the developments in the progressive sector that pose the greater threat to the general welfare by stimulating such threatening problems as terrorism and climate change. This book will argue that some of the gravest threats to humanity’s future stem from the falling costs of these products, rather than from the rising costs of services like health care and education (Chapter 5). The central purpose of this book is to explain why the costs of some labor-intensive services—notably health care and education—increase at persistently above-average rates. As long as productivity continues to increase, these cost increases will persist. But even more important, as the economist Joan Robinson rightly pointed out so many years ago, as productivity grows, so too will our ability to pay for all of these ever more expensive services.

Jack’s secret is not just to reward people for their profit contribution in the “great game of business.” It’s to put real numbers right in workers’ faces so they make better decisions every minute, every day, for every customer. I would go one step further, and maybe Jack already has. I would give employees a minor share in the overall company, but I would also then use software to measure each individual’s or team’s contributions after fair overhead allocations and direct costs. This would mean the back-line “servers” have fair revenue recognition of their efforts on behalf of the front-line “browsers” who actually serve the end customers. Is this not possible in a light-speed world of software and business metrics? We need more real business leaders and visionaries like Jack Stack, not BS Wall Street leverage artists or old-line corporate managers who merely streamline their top-down management systems while their workers wait for their unfunded retirement and death. And we need real educators, like Neil deGrasse Tyson, who can make science understandable to everyday people. Most of all, we need people to love what they do so much that they won’t even think of retiring at age 63 or 65 or even 75. They’re so productive and happy that they don’t worry about a retirement that doesn’t make sense to them anymore, though it’s there if they have health challenges. They’re too busy satisfying their customers and creating new businesses to contemplate life without that fulfillment. They’re so focused on what they do that they’re like the champion basketball player who’s totally “in state” and one with his process. They’re certainly not bored or waiting to retire and do nothing!

Our hearts can be our greatest enemies. They can push us toward or to things that disrupt everything we’ve built, things that make us question everything we’ve known prior, and not always to our overall benefit. They can drag us to places we never wanted to be. Maybe your heart feels that a wild business venture is more profitable than finishing your education. Or maybe your heart tells you the man you’ve committed your life to isn’t the man you’re meant to be with. Maybe your heart is right but… what if it isn’t? What if your heart is wrong? There are only three things any of us can actually control; what we think, what we say, and what we do. As such one could argue that our only real responsibility in this life is to garner a deep understanding of ourselves and be responsible for whom we are; what we allow ourselves to become. Your life, your heart and mind, are yours and no one else’s. No one can save you or change you unless you let them unless you chose to be changed. Take responsibility for yourself. So, follow your heart, but maybe let your head step in and have a say once in a while. ------------------------------------------------------------ “Sometimes your mind and your heart want different things, and you know your heart is a liar.

The proliferation of technology has coincided with overall lower levels of literacy.

The most effective interventions, Davis found, were those that had some interactive component—role-play, discussion groups, case solving, hands-on training, and the like. Such activities actually did improve both the doctors’ performance and their patients’ outcomes, although the overall improvement was small. By contrast, the least effective activities were “didactic” interventions—that is, those educational activities that essentially consisted of doctors listening to a lecture—which, sadly enough, are by far the most common types of activities in continuing medical education. Davis concluded that this sort of passive listening to lectures had no significant effect at all on either doctors’ performance or on how well their patients fared.

This suggested that when we understand our bias we can adjust our behavior and act more fairly. Overall research indicates that we are able to reduce or eliminate implicit bias through counter-stereotypic training and exposure, education and awareness about bias, having contact with people outside our "in" group, and examining and incorporating other view points.

Learners continue to weigh their interest in the subject matter, their ability to succeed, and the overall opinion of the educational experience against the expense.

Trust How risky is the world? How readily might we survive a challenge in the form of a speech we must give, a romantic rejection, a bout of financial trouble, a journey to another country or a common cold? How close are we, at any time, to catastrophe? Of what material do we feel we are made? Will new acquaintances like or wound us? If we are a touch assertive, will they take it or collapse? Will unfamiliar situations end in a debacle? Around love, how tightly do we need to cling? If they are distant for a while, will they return? How controlling do we need to be? Can we approach an interesting-looking stranger? Or move on from an unsatisfying one? Do we, overall, feel the world to be wide, safe and reasonable enough for us to have a legitimate shot at a measure of contentment – or must we settle, resentfully, for inauthenticity and misunderstanding?

By the time Elizabeth was seven, she was fluent in French, capable at Spanish and could speak and read Latin and Greek. When William Grindal—supervised by the great Ascham—took over her education in 1544, she had added Italian and German to that list. While Grindal managed her day-to-day lessons, it was Ascham who always loomed in the background, the grand architect of her overall schooling. He stepped in when major subjects were taught: languages, mathematics, and history, both ancient and recent. A vocal advocate of the benefits of regular outdoor activity, he even taught her archery in the grounds of Hatfield

In 1965, Daniel Patrick Moynihan, then an official in the U.S. Department of Labor, called the inner cities after the arrival of the southern migrants “a tangle of pathology.” He argued that what had attracted southerners like Ida Mae, George, and Robert was welfare: “the differential in payments between jurisdictions has to encourage some migration toward urban centers in the North,” he wrote, adding his own italics. Their reputation had preceded them. It had not been good. Neither was it accurate. The general laws of migration hold that the greater the obstacles and the farther the distance traveled, the more ambitious the migrants. “It is the higher status segments of a population which are most residentially mobile,” the sociologists Karl and Alma Taeuber wrote in a 1965 analysis of census data on the migrants, published the same year as the Moynihan Report. “As the distance of migration increases,” wrote the migration scholar Everett Lee, “the migrants become an increasingly superior group.” Any migration takes some measure of energy, planning, and forethought. It requires not only the desire for something better but the willingness to act on that desire to achieve it. Thus the people who undertake such a journey are more likely to be either among the better educated of their homes of origin or those most motivated to make it in the New World, researchers have found. “Migrants who overcome a considerable set of intervening obstacles do so for compelling reasons, and such migrations are not taken lightly,” Lee wrote. “Intervening obstacles serve to weed out some of the weak or the incapable.” The South had erected some of the highest barriers to migration of any people seeking to leave one place for another in this country. By the time the migrants made it out, they were likely willing to do whatever it took to make it, so as not to have to return south and admit defeat. It would be decades before census data could be further analyzed and bear out these observations. One myth they had to overcome was that they were bedraggled hayseeds just off the plantation. Census figures paint a different picture. By the 1930s, nearly two out of every three colored migrants to the big cities of the North and West were coming from towns or cities in the South, as did George Starling and Robert Foster, rather than straight from the field. “The move to northern cities was dominated by urban southerners,” wrote the scholar J. Trent Alexander. Thus the latter wave of migrants brought a higher level of sophistication than was assumed at the time. “Most Negro migrants to northern metropolitan areas have had considerable previous experience with urban living,” the Taeuber study observed. Overall, southern migrants represented the most educated segment of the southern black population they left, the sociologist Stewart Tolnay wrote in 1998. In 1940 and 1950, colored people who left the South “averaged nearly two more years of completed schooling than those who remained in the South.” That middle wave of migrants found themselves, on average, more than two years behind the blacks they encountered

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.

There was a watered-down version in the Senate Health and Education Committee bill, requiring any government-run insurer to charge the same rates as private insurers, but of course that would have defeated the whole purpose of a public option. My team and I thought a possible compromise might involve offering a public option only in those parts of the country where there were too few insurers to provide real competition and a public entity could help drive down premium prices overall. But even that was too much for the more conservative members of the Democratic caucus to swallow, including Joe Lieberman of Connecticut, who announced shortly before Thanksgiving that under no circumstances would he vote for a package that contained a public option. When word got out that the public option had been removed from the Senate bill, activists on the left went ballistic.

It’’s very hard to know who is going to commit an act of violence. But... prevention does not require prediction. It does require, however, that we increase overall access to brain health interventions. ... A... tiered system is already working in some schools. At the tier-one level, everyone should have access to brain health screenings and first aid, to conflict resolution programs, and to suicide prevention education. Peer intervention programs teach kids to seek help from trained adults for friends they’re worried about without fear of repercussion. A second tier of attention is trained on kids going through a hard time—a student grieving a lost parent, one who has suffered teasing or bullying, or those in known high-risk populations. For instance, gay, lesbian, bisexual, and transgender kids are at disproportionate risk for bullying, so special efforts might be made to connect those kids to resources. The third level of intervention comes into play when a child has emerged as a particular concern. Perhaps he or she has an ongoing emotional disorder, has talked about suicide, or—as Dylan did— has turned in a paper with violent or disturbing subject matter. The student is then referred to a team of specially trained teachers and other professionals who will interview him or her, look at the student's social media and other evidence, and speak to friends, parents, local law enforcement, counselors, and teachers. The real beauty of these measures is not that they catch potential school shooters, but how effectively they help schools to identify teens struggling with all different kinds of issues: bullying, eating disorders, cutting, undiagnosed learning disorders, addiction, abuse at home, and partner violence — just to name a few. In rare cases, a team may discover that the student has made a concrete plan to hurt himself or others, at which point law enforcement may become involved. In the overwhelming majority of these cases, though, simply getting a kid help is enough.

Talk about the bigger picture; store owners seek business continuity. With the adoption of eCommerce software, it is easy to maintain the less friction your customers' experience would be when they receive their orders. It implies that consumers like to keep doing business with you. As the traditional approach to brick-and-mortar retail continues to decline in efficiency, brick-and-mortar retail overall is now moving to the digital world. The competition is high but needs a strategic way to survive in it. Be Online!

NIFT is a country wide-degree entrance examination that gives both undergraduate and postgraduate packages. Here, the creativity, writing capabilities, visualization, and commentary capacity of students are tested. Depending on this, the scholars need to prepare for the doorway examination. As there are extended competition to seem for the entrance, getting help from BRDS will improve your chance. Its years of instructional overall performance in NIFT are proof of its education method and the scholar lecture group to assist the scholars. Our guides are unique and cling to today's examination syllabus and sample so one can assist teach college students better, helping them perform well in the front exam. Our instructional excellence shows that we're one of the most popular picks for NIFT Institute In Kolkata. So, for any doubt of students' weaknesses, our academics provide them steering and assist them to get back their self-assurance in it. If you need to recognize extra approximately NIFT Institute In Kolkata before enrolling with BRDS, get in touch with our expert crew, who're available spherical the clock.

Old people vote. You know who votes in the swing states where this election will be fought? Really old people. Instead of high-profile videos with Cardi B (no disrespect to Cardi, who famously once threatened to dog-walk the egregious Tomi Lahren), maybe focus on registering and reaching more of those old-fart voters in counties in swing states. If your celebrity and music-industry friends want to flood social media with GOTV messages, let them. It makes them feel important and it’s the cheapest outsourcing you can get. Just don’t build your models on the idea that you’re going to spike young voter turnout beyond 20 percent. The problem with chasing the youth vote is threefold: First, they’re unlikely to be registered. You have to devote a lot of work to going out, grabbing them, registering them, educating them, and motivating them to go out and vote. If they were established but less active voters, you’d have voter history and other data to work with. There are lower-effort, lower-cost ways to make this work. Second, they’re not conditioned to vote; that November morning is much more likely to involve regret at not finishing a paper than missing a vote. Third, and finally, a meaningful fraction of the national youth vote overall is located in California. Its gigantic population skews the number, and since the Golden State’s Electoral College outcome is never in doubt, it doesn’t matter. What’s our motto, kids? “The Electoral College is the only game in town.” This year, the Democrats have been racing to win the Free Shit election with young voters by promising to make college “free” (a word that makes any economic conservative lower their glasses, put down the brandy snifter, and arch an eyebrow) and to forgive $1.53 trillion gazillion dollars of student loan debt. Set aside that the rising price of college is what happens to everything subsidized or guaranteed by the government.17 Set aside that those subsidies cause college costs to wildly exceed the rate of inflation across the board, and that it sucks to have $200k in student loan debt for your degree in Intersectional Yodeling. Set aside that the college loan system is run by predatory asswipes. The big miss here is a massive policy disconnect—a student-loan jubilee would be a massive subsidy to white, upper-middle-class people in their mid-thirties to late forties. I’m not saying Democrats shouldn’t try to appeal to young voters on some level, but I want them to have a realistic expectation about just how hard it is to move those numbers in sufficient volume in the key Electoral College states. When I asked one of the smartest electoral modeling brains in the business about this issue, he flooded me with an inbox of spreadsheets and data points. But the key answer he gave me was this: “The EC states in play are mostly old as fuck. If your models assume young voter magic, you’re gonna have a bad day.

Good teachers aren't simply born, they perfect their craft over time. Teachers need a chance to practice and improve, especially now as the American education system lags behind international standards. If education in the United States is to raise its standards, we need to nurture our teachers through a combination of accountability and development methods. Actionable advice: Don't discipline children too harshly. It's certainly tempting to punish or suspend children that behave badly. That might fix the problem in the short term, but it actually inhibits a child’s overall learning. It's much more effective to solve conflicts through social problem solving. When children can engage with a problem in a safe environment, their behavior is more likely to change for the good.

When you tap into your inner strength and dare to challenge your limits, you gain the ability to take control of your life in a truly empowering way. This entails acknowledging and embracing your own capabilities, pushing yourself outside of your comfort zone, and discovering the immense heights you can reach. By making choices that prioritize your security, purpose, and overall well-being, you not only secure a better future for yourself but also nurture the most essential aspects of who you are. This may involve actively seeking opportunities for personal growth, such as pursuing further education or honing new skills. It could also mean surrounding yourself with a supportive network of friends and mentors who constantly motivate and uplift you. Remember, it's perfectly fine to prioritize yourself; you deserve to flourish. By putting your own needs and aspirations first, you have the power to create a life that is both fulfilling and meaningful, while also positively influencing those around you. Embrace the incredible power that lies within you and embrace the boundless possibilities that await you in the future.

The aversion to knowledge and education is deeply rooted in Brazilian culture and is not exclusive to the elites. The pursuit of knowledge arises from the need to organize economic activity, protect the territory, propagate faith, and foster a national spirit, rather than as a quest to improve the general conditions of humanity. It serves merely as an effort to keep up with overall human progress and to favor the accumulation of wealth and exploitation. Here, knowledge is perceived as something unnatural and contrary to the eternal truths of faith, consolidated through the actions of the Church over the centuries of the country's development. The act of knowing is essentially regarded as a sin, seen as an escape from this Baroque Eden, maintained as a symbol of distinction, much like the whip's force was once used to indoctrinate. Distinction through knowledge is the exception; what truly holds value here is the "man-made-by-others": crude, ignorant, and violent, who enriched or distinguished himself through the efforts of others.