Pioneering Education Quotes

Hindutava's nationalism ignores the rationalist traditions of India, a country in which some of the earliest steps in algebra, geometry, and astronomy were taken, where the decimal system emerged, where early philosophy — secular as well as religious — achieved exceptional sophistication, where people invented games like chess, pioneered sex education, and began the first systematic study of political economy. The Hindu militant chooses instead to present India — explicitly or implicitly — as a country of unquestioning idolaters, delirious fanatics, belligerent devotees, and religious murderers

There were many deficits in our swamp education, but Grandpa Sawtooth, to his credit, taught us the names of whole townships that had been forgotten underwater. Black pioneers, Creek Indians, moonshiners, women, 'disappeared' boy soldiers who deserted their army camps. From Grandpa we learned how to peer beneath the sea-glare of the 'official, historical' Florida records we found in books. "Prejudice," as defined by Sawtooth Bigtree, was a kind of prehistoric arithmetic--a "damn, fool math"--in which some people counted and others did not. It meant white names on white headstones in the big cemetery in Cypress Point, and black and brown bodies buried in swamp water. At ten, I couldn't articulate much but I got the message: to be a true historian, you had to mourn amply and well.

December 29, 1946: Snowing this morning. The year seems to be dying in a light white blanket. Only three more days of this year, then comes a new one. Then, what? No one knows. -- Diary of Bertha Kate Gaddis who passed away 6 months later, age 78, West Lafayette, IN.

The pioneers of modern education made character formation a primary function of education because they accepted the Judeo-Christian ideas

As education pioneer John Dewey put it in Logic, The Theory of Inquiry, “a problem well put is half-solved.

Religion, morality, and knowledge, being necessary to good government and the happiness of mankind, schools and the means of education shall forever be encouraged.

Some historians, in fact, suggest Hartford recruiters may have pioneered strategies that spurred the great migration of Southern rural blacks to Northern cities.

The same theme can be found in Carol Reed's pioneering The Stars Look Down, in which three classic avenue of escape from the working class are posited: crime, football and education.

Like Alan Turing, Zuse was educated in a system that focused on a child's emotional and philosophical life as well as his intellectual life, and at the end of school, like Turing, Zuse found himself to be something of an outsider—to the disappointment of his very conventional parents, he no longer believed in God or religion. (Jane Smiley (2010). The Man Who Invented the Computer)

As the first and only member of his family to pursue so-called higher education, maybe Gordon was prone to hypersensitivity. He had encountered people in graduate school who were eager to declare working-class pedigree, and they maybe had one parent with less education, or the family had been “poor,” but college-educated. Either way, if someone was insisting loudly on their own authentic origin, this was generally taken by Gordon as evidence they weren’t actually working-class. If they were from a background like Gordon’s, they would know to hide it, the way Gordon did, because the fact of his pioneering status was itself proof of just how tenuous his escape

Many of our friends who grew up here now live in Brooklyn, where they are at work on “book-length narratives.” Another contingent has moved to the Bay Area and made a fortune there. Every year or so, these west-coasters travel back to Michigan and call us up for dinner or drinks, occasions they use to educate us on the inner workings of the tech industry. They refer to the companies they work for in the first person plural, a habit I have yet to acculturate to. Occasionally they lapse into the utopian, speaking of robotics ordinances and brain-computer interfaces and the mystical, labyrinthine channels of capital, conveying it all with the fervency of pioneers on a civilizing mission. Being lectured quickly becomes dull, and so my husband and I, to amuse ourselves, will sometimes play the rube. “So what, exactly, is a venture capitalist?” we’ll say. Or: “Gosh, it sounds like science fiction.” I suppose we could tell them the truth—that nothing they’re proclaiming is news; that the boom and bustle of the coastal cities, like the smoke from those California wildfires, liberally wafts over the rest of the country. But that seems a bit rude. We are, after all, Midwesterners. Here, work is work and money is money, and nobody speaks of these things as though they were spiritual movements or expressions of one’s identity.

But why bother with guests at all? The virtual community is larger and less trouble than the relatives and friends upon whom self-fundraisers had been drawing. The pioneers in using the Internet to ask strangers for money patterned themselves on the causes of reputable charity—such as donating toward education or helping the ill—except for designating themselves the sole beneficiaries. A breakthrough was achieved when it was discovered that asking for money for luxuries also brought results. These practices are no less vulgar for having become commonplace. There is no polite way to tell people to give you money or objects, and no polite way to entertain people at their expense. Begging is the last resort of the desperate, not a social form requiring others to help people live beyond their means.

Countries measured their success by the size of their territory, the increase in their population and the growth of their GDP – not by the happiness of their citizens. Industrialised nations such as Germany, France and Japan established gigantic systems of education, health and welfare, yet these systems were aimed to strengthen the nation rather than ensure individual well-being. Schools were founded to produce skilful and obedient citizens who would serve the nation loyally. At eighteen, youths needed to be not only patriotic but also literate, so that they could read the brigadier’s order of the day and draw up tomorrow’s battle plans. They had to know mathematics in order to calculate the shell’s trajectory or crack the enemy’s secret code. They needed a reasonable command of electrics, mechanics and medicine in order to operate wireless sets, drive tanks and take care of wounded comrades. When they left the army they were expected to serve the nation as clerks, teachers and engineers, building a modern economy and paying lots of taxes. The same went for the health system. At the end of the nineteenth century countries such as France, Germany and Japan began providing free health care for the masses. They financed vaccinations for infants, balanced diets for children and physical education for teenagers. They drained festering swamps, exterminated mosquitoes and built centralised sewage systems. The aim wasn’t to make people happy, but to make the nation stronger. The country needed sturdy soldiers and workers, healthy women who would give birth to more soldiers and workers, and bureaucrats who came to the office punctually at 8 a.m. instead of lying sick at home. Even the welfare system was originally planned in the interest of the nation rather than of needy individuals. When Otto von Bismarck pioneered state pensions and social security in late nineteenth-century Germany, his chief aim was to ensure the loyalty of the citizens rather than to increase their well-being. You fought for your country when you were eighteen, and paid your taxes when you were forty, because you counted on the state to take care of you when you were seventy.30 In 1776 the Founding Fathers of the United States established the right to the pursuit of happiness as one of three unalienable human rights, alongside the right to life and the right to liberty. It’s important to note, however, that the American Declaration of Independence guaranteed the right to the pursuit of happiness, not the right to happiness itself. Crucially, Thomas Jefferson did not make the state responsible for its citizens’ happiness. Rather, he sought only to limit the power of the state.

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

A different approach was taken in 1972 by Dr. Walter Mischel, also of Stanford, who analyzed yet another characteristic among children: the ability to delay gratification. He pioneered the use of the “marshmallow test,” that is, would children prefer one marshmallow now, or the prospect of two marsh-mallows twenty minutes later? Six hundred children, aged four to six, participated in this experiment. When Mischel revisited the participants in 1988, he found that those who could delay gratification were more competent than those who could not. In 1990, another study showed a direct correlation between those who could delay gratification and SAT scores. And a study done in 2011 indicated that this characteristic continued throughout a person’s life. The results of these and other studies were eye-opening. The children who exhibited delayed gratification scored higher on almost every measure of success in life: higher-paying jobs, lower rates of drug addiction, higher test scores, higher educational attainment, better social integration, etc. But what was most intriguing was that brain scans of these individuals revealed a definite pattern. They showed a distinct difference in the way the prefrontal cortex interacted with the ventral striatum, a region involved in addiction. (This is not surprising, since the ventral striatum contains the nucleus accumbens, known as the “pleasure center.” So there seems to be a struggle here between the pleasure-seeking part of the brain and the rational part to control temptation, as we saw in Chapter 2.) This difference was no fluke. The result has been tested by many independent groups over the years, with nearly identical results. Other studies have also verified the difference in the frontal-striatal circuitry of the brain, which appears to govern delayed gratification. It seems that the one characteristic most closely correlated with success in life, which has persisted over the decades, is the ability to delay gratification. Although this is a gross simplification, what these brain scans show is that the connection between the prefrontal and parietal lobes seems to be important for mathematical and abstract thought, while the connection between the prefrontal and limbic system (involving the conscious control of our emotions and pleasure center) seems to be essential for success in life. Dr. Richard Davidson, a neuroscientist at the University of Wisconsin–Madison, concludes, “Your grades in school, your scores on the SAT, mean less for life success than your capacity to co-operate, your ability to regulate your emotions, your capacity to delay your gratification, and your capacity to focus your attention. Those skills are far more important—all the data indicate—for life success than your IQ or your grades.

Democracy, the apple of the eye of modern western society, flies the flag of equality, tolerance, and the right of its weaker members to defense and protection. The flag bearers for children's rights adhere to these same values. But should democracy bring about the invalidation of parental authority? Does democracy mean total freedom for children? Is it possible that in the name of democracy, parents are no longer allowed to say no to their children or to punish them? The belief that punishment is harmful to children has long been a part of our culture. It affects each and every one of us and penetrates our awareness via the movies we see and the books we read. It is a concept that has become a kingpin of modern society and helps form the media's attitudes toward parenting, as well as influencing legislation and courtroom decisions. In recent years, the children's rights movement has enjoyed enormous momentum and among the current generation, this movement has become pivotal and is stronger than ever before. Educational systems are embracing psychological concepts in which stern approaches and firm discipline during childhood are said to create emotional problems in adulthood, and liberal concepts have become the order of the day. To prevent parents from abusing their children, the public is constantly being bombarded by messages of clemency and boundless consideration; effectively, children should be forgiven, parents should be understanding, and punishment should be avoided. Out of a desire to protect children from all hardship and unpleasantness, parental authority has become enfeebled and boundaries have been blurred. Nonetheless, at the same time society has seen a worrying rise in violence, from domestic violence to violence at school and on the streets. Sweden, a pioneer in enacting legislation that limits parental authority, is now experiencing a dramatic rise in child and youth violence. The country's lawyers and academics, who have established a committee for human rights, are now protesting that while Swedish children are protected against light physical punishment from their parents (e.g., being spanked on the bottom), they are exposed to much more serious violence from their peers. The committee's position is supported by statistics that indicate a dramatic rise in attacks on children and youths by their peers over the years since the law went into effect (9-1). Is it conceivable, therefore, that a connection exists between legislation that forbids across-the-board physical punishment and a rise in youth violence? We believe so! In Israel, where physical punishment has been forbidden since 2000 (9-2), there has also been a steady and sharp rise in youth violence, which bears an obvious connection to reduced parental authority. Children and adults are subjected to vicious beatings and even murder at the hands of violent youths, while parents, who should by nature be responsible for setting boundaries for their children, are denied the right to do so properly, as they are weakened by the authority of the law. Parents are constantly under suspicion, and the fear that they may act in a punitive manner toward their wayward children has paralyzed them and led to the almost complete transfer of their power into the hands of law-enforcement authorities. Is this what we had hoped for? Are the indifferent and hesitant law-enforcement authorities a suitable substitute for concerned and caring parents? We are well aware of the fact that law-enforcement authorities are not always able to effectively do their jobs, which, in turn, leads to the crumbling of society.

Nasser's ‘Arabism’ was thus almost unprecedented in Egypt's long history. Nasser did not even invent Arab nationalism as a political identity. The easternists led the way towards the ‘Arabic East’. Michel Afleq, the Sorbonne-educated Arab Christian political philosopher who founded the Al-Baath (Rebirth) party in 1941, pioneered the call for an Arab political front.

Every person receives two educations in life; one they receive from others, and; more importantly, the one they give themselves.

Doing brings happiness. Too much time for discussion - discord.

She was an autocrat, didn't really believe in democracy. The benefit of her approach was that, if you work with twenty people and ask everybody's opinion, you would never achieve what she did.

The quality of students wasn’t an issue; Tsinghua and nearby Peking University attracted the highest-scoring students from each year’s national examinations. But the SEM’s curriculum and teaching methods were dated, and new faculty members were needed. To be a world-class school required world-class professors, but many instructors, holdovers from a bygone era, knew little about markets or modern business practices. The school’s teaching was largely confined to economic theory, which wasn’t very practical. China needed corporate leaders, not Marxist theoreticians, and Tsinghua’s curriculum placed too little emphasis on such critical areas as finance, marketing, strategy, and organization. The way I see it, a business education should be as much vocational as academic. Teaching business is like teaching medicine: theory is important, but hands-on practice is essential. Medical students learn from cadavers and hospital rounds; business students learn from case studies—a method pioneered more than a century ago by Harvard Business School that engages students in analyzing complex real-life dilemmas faced by actual companies and executives. Tsinghua’s method of instruction, like too much of China’s educational system, relied on rote learning—lectures, memorization, and written tests—and did not foster innovative, interactive approaches to problem solving. Students needed to know how to work as part of a team—a critical lesson in China, where getting people to work collaboratively can be difficult. At Harvard Business School we weren’t told the “right” or “wrong” answers but were encouraged to think for ourselves and defend our ideas before our peers and our at-times-intimidating professors. This helped hone my analytical skills and confidence, and I believed a similar approach would help Chinese students.

Consider a guess-the-number game in which players must guess a number between 0 and 100. The person whose guess comes closest to two-thirds of the average guess of all contestants wins. That’s it. And imagine there is a prize: the reader who comes closest to the correct answer wins a pair of business-class tickets for a flight between London and New York. The Financial Times actually held this contest in 1997, at the urging of Richard Thaler, a pioneer of behavioral economics. If I were reading the Financial Times in 1997, how would I win those tickets? I might start by thinking that because anyone can guess anything between 0 and 100 the guesses will be scattered randomly. That would make the average guess 50. And two-thirds of 50 is 33. So I should guess 33. At this point, I’m feeling pretty pleased with myself. I’m sure I’ve nailed it. But before I say “final answer,” I pause, think about the other contestants, and it dawns on me that they went through the same thought process as I did. Which means they all guessed 33 too. Which means the average guess is not 50. It’s 33. And two-thirds of 33 is 22. So my first conclusion was actually wrong. I should guess 22. Now I’m feeling very clever indeed. But wait! The other contestants also thought about the other contestants, just as I did. Which means they would have all guessed 22. Which means the average guess is actually 22. And two-thirds of 22 is about 15. So I should … See where this is going? Because the contestants are aware of each other, and aware that they are aware, the number is going to keep shrinking until it hits the point where it can no longer shrink. That point is 0. So that’s my final answer. And I will surely win. My logic is airtight. And I happen to be one of those highly educated people who is familiar with game theory, so I know 0 is called the Nash equilibrium solution. QED. The only question is who will come with me to London. Guess what? I’m wrong. In the actual contest, some people did guess 0, but not many, and 0 was not the right answer. It wasn’t even close to right. The average guess of all the contestants was 18.91, so the winning guess was 13. How did I get this so wrong? It wasn’t my logic, which was sound. I failed because I only looked at the problem from one perspective—the perspective of logic. Who are the other contestants? Are they all the sort of people who would think about this carefully, spot the logic, and pursue it relentlessly to the final answer of 0?

American ideals in a way nothing yet had, and was passed even before the Constitution. It guaranteed, in the first article, freedom of religion. The third article stated the need for education, and in the sixth article, most important of all, it declared there would be no slavery. Until then, despite the claim that “all men are created equal,” slavery continued throughout all of the thirteen states. Now, in five new states, a territory as large as the original thirteen, there was to be no slavery.

Portuguese peasants made them,” replied Miss Morrison, shaking her head. “Once I had six. Now the set numbers five. A Pioneer of Female Education, who came to lecture to the Institute, ate one. She was very old and noble-looking and, I suppose, shortsighted. I was just thinking how well the green plums matched the rest of the effect, when to my horror I perceived her cutting up plum and mat together with a good sharp fruit-knife. Her niece noticed presently, and said, ‘Aunt Harriott, you cannot eat Miss Morrison’s mat!’ The dear old thing was frightfully distressed, and started tearing shreds from her jaws

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As much as the Christian right of the twenty-first century is now fixated on abortion and sexual politics, the backlash against the efforts of the federal government to desegregate tax-exempt private schools is embedded in the movement’s DNA. The white evangelical attraction to Trump was not in spite of his extended birther crusade against Barack Obama, his racist outbursts in tweets and rallies, and his administration’s plans to eviscerate federal protection of racial minorities from discrimination in housing and education by eliminating their ability to show discrimination based on the disparate impact of a policy, as opposed to having to prove discriminatory intent. The Christian right movement was born out of grievance against civil rights gains for blacks, and a backlash against the government’s efforts to ensure those gains could endure. When Trump offers paeans to “religious freedom”—the very clarion call of the Bob Jones University defenders—or sloganeers “Make America Great Again,” he is sending a message that rings true for a movement driven by the rhetoric and organizing pioneered by Weyrich and Billings. Trump’s white evangelical admirers do not just see a leader who is making it safe to say Merry Christmas again, or holding the IRS back from penalizing pastors who endorse him from the pulpit. In Trump’s words and deeds, they see an idealized white Christian America before civil rights for people of color—and a meddling government—ruined it.

In his pioneering research on moral development in children, Lawrence Kohlberg argued that teaching students to obey rules in order to avoid punishment was far less effective than helping students to develop the ability to make reasoned ethical judgments about their behavior. Rather than punishing students by sending them home for fighting, educators should teach students how to resolve conflicts peacefully; discipline should always teach a moral lesson.

The two friends enjoyed wandering through this place. It was small. Only a city block. Unobtrusive. This was where some of the pioneer workers of Seattle were laid to rest. Laborers who worked in sawmills. Regular folk born when Seattle was a mill town. Regular working class, now buried under ground stones. These folk had to fight to simply survive. Remembered by their children and grandchildren, they worked for a better tomorrow for those they loved. These people had smiled, and danced, and hoped. They had lived. Now buried, most had no fancy education to show for their troubles. They were not part of the elite, yet those who lay here were great. These souls were not the most renowned or powerful, but were, in truth, the best of the world. As Zin and Obia wandered through, they saw various headstones were flat, unobtrusive, and resting in the grass. Right in the ground, without any markers.

Role Modeling and Meaningful Mentors Given the importance of socialization in leadership education and the power of analogue to organize people's approaches, one important facet of training the next generation of impact investors is to celebrate role models. Historically business schools have exposed students to leading businesspeople who have exemplified a model life in which their business success was followed by a retirement enriched by charity work. Now the increasing popularity on business school campuses of impact investing pioneers is offering an alternative model for students to follow. Schools that recognize the importance of mentoring and role modeling will need to identify additional opportunities to expose students to similarly forward-looking role models. Beyond the charismatic entrepreneurs, role models can also come from the leaders of networks, standard-setting bodies and other industry-builders who will increasingly represent high-leverage leadership in the impact investing industry's next phase.

The American real-estate industry believed segregation to be a moral principle. As late as 1950, the National Association of Real Estate Boards' code of ethics warned that "a Realtor should never be instrumental in introducing into a neighborhood ... any race or nationality, or any individuals whose presence will clearly be detrimental to property values." A 1943 brochure specified that such potential undesireables might include madams, bootleggers, gangsters - and "a colored man of means who was giving his children a college education and thought they were entitled to live among whites." The federal government concurred. It was the How Owners' Loan Corporation, not a private trade association, that pioneered the practice of redlining, selectively granting loans and insisting that any property it insured be covered by a restrictive covenant - a clause in the deed forbidding the sale of the property to anyone other than whites. Millions of dollars flowed from tax coffers into segregated white neighborhoods. "For perhaps the first time, the federal government embraced the discriminatory attitudes of the marketplace," the historian Kenneth R. Jackson wrote in his 1985 book, Crabgrass Frontier, a history of suburbanization. "Previously, prejudices were personalized and individualized; FHA exhorted segregation and enshrined it as public policy. Whole areas of cities were declared ineligible for loan guarantees." Redlining was not officially outlawed until 1968, by the Fair Housing Act. By then the damage was done - and reports of redlining by banks have continued.

The Calm Classroom (CC) program is based on the work of Herbert Benson, the Harvard Medical School professor and pioneer in mind-body medicine who developed the relaxation response (RR) method in the 1970s (Benson & Klipper, 2009).

And where do we begin to search for our minds' copies, if they still exist? They must be hidden somewhere on Mars, maybe in one of the factories, or down there in those ghostly suites where the pioneers lived. I hope Hector comes home soon. It's very lonely here without him. That sounds pathetic, being lonely for a robot. But it's true. The thing is, with Shala gone, I don't have any real friends. And knowing Evan has been a thorough education in what false friends can be. So while I'm the President, it won't be wise to trust anyone who wants to become my friend. Power, like lasers, can do a lot of damage.

Both through his paternal education and natural make-up, he treated his patients not as ‘cases’ but as friends. He never hesitated to take them for a walk arm in arm, or to invite them for a cup of coffee at his house.

When the fugitives arrived in Lawrence, most had only the clothes on their backs, and in many cases those were rags. “They were strong and industrious,” Rev. Cordley wrote, “and by a little effort, work was found for them and very few, if any of them, became objects of charity.” But while they were eager to make their new lives in freedom, they needed help translating their industriousness into livelihoods. Nearly all were illiterate because most slaveholding states had strict laws making it illegal to teach slaves to read or write. Fugitives arriving in Lawrence equated learning with liberty, so their thirst for education was overwhelming. But the town’s fine educational system was not able to accommodate the number of eager new students. Mr. S. N. Simpson, one of the town’s 1855 pioneers, had started the first Sunday schools in town when he arrived, and he conceived a system of education for the fugitives based on his Sunday school model. Classes would be taught by volunteers in the evenings, and the curriculum would include basic reading, writing, and arithmetic, along with lectures designed to help them establish themselves in the community. The people of Lawrence were as excited to teach as their students were excited to learn, and enough volunteers were available to split the first class of about one hundred men and women into groups of six or eight.214 Josiah C. Trask, the editor of the Lawrence State Journal, spent an evening in January 1862 visiting the school and devoted an article to his observations. Eighty-three students, taught by twenty-seven teachers, met in the courthouse. “One young man who had been to the school only five nights,” Trask wrote, “began with the alphabet, [and] now spells in words of two syllables.” He observed that there was a class of little girls, “eager and restless,” a class of grown men, “solemn and earnest,” a class of “maidens in their teens,” and “another of elderly women.” Trask observed that the students were “straining forward with all their might, as if they could not learn fast enough.” He concluded, observing that all eighty-three students came to class each evening “after working hard all day to earn their bread,” while the twenty-seven teachers, “some of them our most cultivated and refined ladies and gentlemen,” labored night after night, “voluntarily and without compensation.” It was “a sight not often seen.”215

Facing this undesirable result, the highly educated Negro often grows sour. He becomes too pessimistic to be a constructive force and usually develops into a chronic fault-finder or a complainant at the bar of public opinion. Often when he sees that the fault lies at the door of the white oppressor whom he is afraid to attack, he turns upon the pioneering Negro who is at work doing the best he can to extricate himself from an uncomfortable predicament.

These implicit biases shape their behavior in ways they are not even aware of. The research suggests that about 70 to 80 percent of whites fall into this category.” These autonomic responses contribute to disparities in hiring, in housing, in education, and in medical treatment for the lowest-caste people compared to their dominant-caste counterparts and, as with other aspects of the caste system, often go against logic. For example, a pioneering study by the sociologist Devah Pager found that white felons applying for a job were more likely to get hired than African-Americans with no criminal record.

Contrary to popular belief, the performers who emerged from the southern hills to become the pioneers of country music and bluegrass were not from an exclusively aural folk tradition. Formal musical education, albeit rudimentary, was available each summer in towns like Rosine in the form of “singing schools!

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

Among the various reformist crusades that characterized the years between 1890 and 1920 in America—the Progressive Era, as it is known—was a movement to overhaul the badly outdated school systems in rural districts throughout the Midwest. While city children were being educated to compete and succeed in a world of rapid industrial, technological, and scientific change, youngsters in country towns like Bath were being schooled in much the same way as their pioneer grandparents. Though a warm nostalgic glow surrounded the one-room schoolhouses of their childhoods in the minds of many older residents of farm communities, that “type of education,” as one newspaper editorialized, was “antiquated and must go.”4 Throughout the nation, and particularly in the Midwest, large, modern “consolidated schools” providing education from first through twelfth grades began to replace the old-time “little red schoolhouses.

The Story of Yamada Waka: From Prostitute to Feminist Pioneer, and also Twice Sold, Twice Ransomed, the autobiography of Mrs. L. P. Ray (a former slave who ministered to the homeless in Seattle), it’s clear that there’s no definitive answer. But instead a rogue’s gallery of societal pressures that contributed in varying proportions to the difficulty of simply being born without a Y chromosome in the early twentieth century—abject poverty, lack of education, an appalling age of consent (as low as ten years old), religious condemnation, tribal shaming toward unmarried women who dared to (gasp) be sexually active, illegality of information pertaining to birth control, vicious wage gaps. Oh, and racism.

we’re all glad that female emancipation has moved on, and let me tell you, in the 1980s we girls really were the pioneers, the first generation of educated women to put a foot – or should I say a stiletto – firmly in the male-dominated workplace. But I think that what we did simply offered choice to the women who followed us. In other words, enabled them to be who they wanted to be.

Finally, we must forge a pioneering education, whose purpose is to produce the imaginative generalists who can take us into the uncharted future. Every novel idea takes us into new territory, and creative people are, by necessity, pioneers. The tools and skills that pioneers take to the frontiers are not specialized or narrow. They are basic, general-purpose tools that can be adapted to the need at hand. Pioneers of the creative imagination must have adaptable minds, too, and all-purpose toolboxes of inventive skills that enable them to make new knowledge.

The perpetual nature of colleges and universities makes endowment management one of the investment world’s most fascinating endeavors. Balancing the tension between preserving long-run asset purchasing power and providing substantial current operating support provides a rich set of challenges, posing problems unique to endowed educational institutions.

If this is so, then the placement of the Mishkan at the heart of the camp suggests that societies need, in the public domain, a constant reminder of the presence of God. That, after all, is why the Mishkan appears in Exodus, not Genesis. Genesis is about individuals, Exodus about societies. Significant thinkers believed likewise. John Locke, the pioneer of toleration, thought so. He considered that atheists were ineligible for English citizenship since membership was gained by swearing an oath of allegiance, and an oath, being a vow to God, could not be sworn by an atheist.[10] In his farewell address, George Washington said: Of all the dispositions and habits which lead to political prosperity, religion and morality are indispensable supports…let us with caution indulge the supposition that morality can be maintained without religion. Whatever may be conceded to the influence of refined education on minds of peculiar structure, reason and experience both forbid us to expect that national morality can prevail in exclusion of religious principle.[11

...fascism was a latecomer among political movements. It was simply inconceivable before a number of basic preconditions had been put in place. One necessary precondition was mass politics. As a mass movement directed against the Left, fascism could not really exist before the citizenry had become involved in politics. Some of the first switches on the tracks leading to fascism were thrown with the first enduring European experiments with manhood suffrage following the revolutions of 1848. Up to that time, both conservatives and liberals had generally tried to limit the electorate to the wealthy and the educated—“responsible” citizens, capable of choosing among issues of broad principle. After the revolutions of 1848, while most conservatives and cautious liberals were trying to restore limits to the right to vote, a few bold and innovative conservative politicians chose instead to gamble on accepting a mass electorate and trying to manage it. The adventurer Louis Napoleon was elected president of the Second French Republic in December 1848 by manhood suffrage, using simple imagery and what is called today “name recognition” (his uncle was the world-shaking Emperor Napoleon Bonaparte). Confronted with a liberal (in the nineteenth century meaning of the term) legislature that tried in 1850 to disenfranchise poor and itinerant citizens, President Louis Napoleon boldly championed manhood suffrage. Even after he had made himself Emperor Napoleon III in a military coup d’état in December 1851, he let all male citizens vote for a phantom parliament. Against the liberals’ preference for a restricted, educated electorate, the emperor pioneered the skillful use of simple slogans and symbols to appeal to the poor and little educated.

Literacy, then, was a key factor in the rise of nationalism, and in particular the literacy of the ‘middle class’ of poorer nobles (the magnates still tended to be cosmopolitan), junior civil servants, officers, seminarists and poorer clergy. Jacobinism had attracted elements of the same groups. Indeed Ferenc Kazinczy, one of Martinovics’s co-conspirators, was to assume a pioneering role in the creation of a Hungarian literary language once he was released from gaol.[29] The size of this nascent intelligentsia continued to increase, for the Emperor Francis, determined though he was to keep revolutionary forces at bay, continued to promote education.

I do not know if my mother broke off her studies at Charles University only because her parents’ money had run out. How far was she pushed to emigrate to Palestine by the violent hatred of Jews that filled the streets of Europe in the mid-1930s and spread to the universities, or to what extent did she come here as the result of her education in a Tar-buth school and her membership in a Zionist youth movement? What did she hope to find here, what did she find, what did she not find? What did Tel Aviv and Jerusalem look like to someone who had grown up in a mansion in Rovno and arrived straight from the Gothic beauty of Prague? What did spoken Hebrew sound like to the sensitive ears of a young lady coming with the refined, booklearned Hebrew of the Tar-buth school and possessing a finely tuned linguistic sensibility? How did my young mother respond to the sand dunes, the motor pumps in the citrus groves, the rocky hillsides, the archaeology field trips, the biblical ruins and remains of the Second Temple period, the headlines in the newspapers and the cooperative dairy produce, the wadis, the hamsins, the domes of the walled convents, the ice-cold water from the jarra, the cultural evenings with accordion and harmonica music, the cooperative bus drivers in their khaki shorts, the sounds of English (the language of the rulers of the country), the dark orchards, the minarets, strings of camels carrying building sand, Hebrew watchmen, suntanned pioneers from the kibbutz, construction workers in shabby caps? How much was she repelled, or attracted, by tempestuous nights of arguments, ideological conflicts, and courtships, Saturday afternoon outings, the fire of party politics, the secret intrigues of the various underground groups and their sympathizers, the enlisting of volunteers for agricultural tasks, the dark blue nights punctuated by howls of jackals and echoes of distant gunfire?

Hopkins is best known to literary critics and historians for her novel Contending Forces: A Romance Illustrative of Negro Life North and South (Colored Co-operative, 1900). The book, an example of the eighteenth-century literary genre known as sentimentalism, addressed racial issues in society by influencing readers’ emotions. This was a common characteristic of abolitionist writing and the work of African American activists and allies during and after Reconstruction. Sentimentalists would offer noble and morally strong protagonists and build readers’ compassion for characters who worked to better their financial standing and achieve education. These writers also strove to build sympathy for characters who were victims of abuse, such as young women whose virtue was under siege by unsavory villains.

In recent years, Continuous Glucose Monitoring (CGM) devices have emerged as a game-changer in diabetes management, offering patients a real-time view of their glucose levels and revolutionizing the way they monitor their condition. Among the pioneers in providing these life-changing devices, Med Supply US stands out as a reliable source, offering CGMs from various renowned brands like Abbott, Dexcom, and more. This article explores the significance of CGM devices and highlights the contribution of Med Supply US in making them accessible to those in need. Understanding CGM Devices: For individuals living with diabetes, maintaining optimal blood glucose levels is crucial to prevent serious health complications. Traditionally, this involved frequent finger-prick tests, which could be inconvenient and sometimes inaccurate. CGM devices, however, have transformed this process by providing continuous and real-time glucose level readings. These devices consist of a small sensor inserted under the skin that measures glucose levels in the interstitial fluid. The data collected is then transmitted to a receiver or a smartphone app, allowing users to track their glucose levels throughout the day and night. Benefits of CGM Devices: The introduction of CGM devices has brought about a paradigm shift in diabetes management due to their numerous benefits: Real-time Monitoring: CGM devices offer a real-time insight into glucose trends, enabling users to make informed decisions about their diet, exercise, and insulin dosages. This real-time feedback empowers individuals to take timely action to maintain their glucose levels within a healthy range. Reduced Hypoglycemia and Hyperglycemia: By providing alerts for both low and high glucose levels, CGMs help users avoid dangerous hypoglycemic episodes and hyperglycemic spikes. This is particularly beneficial during sleep when such episodes might otherwise go unnoticed. Data-Driven Insights: CGM devices generate a wealth of data, including glucose trends, patterns, and even predictive alerts for potential issues. This information can be shared with healthcare providers to tailor treatment plans for optimal diabetes management. Enhanced Quality of Life: The convenience of CGM devices reduces the need for frequent finger pricks, leading to an improved quality of life for individuals managing diabetes. The constant insights also alleviate anxiety related to unpredictable glucose fluctuations. Med Supply US: Bringing Hope to Diabetes Management: Med Supply US has emerged as a prominent supplier of CGM devices, offering a range of options from reputable brands such as Abbott and Dexcom. The availability of CGMs through Med Supply US has made these cutting-edge devices accessible to a wider demographic, bridging the gap between technology and healthcare. Med Supply US not only provides access to CGM devices but also plays a crucial role in educating individuals about their benefits. Through informative resources, they empower users to make informed choices based on their specific needs and preferences. Furthermore, their commitment to customer support ensures that users can seamlessly integrate CGM devices into their daily routines.

The story demonstrates Bowen’s flair for injecting life into a tired horror plot by putting women in dangerous situations that are rooted in the real world, with details like abusive spouses and the isolation that comes with a lack of access to education.

For more Americans, the political system surrounds us in much the same way water surrounds fish. It's just what we know. It's normal. And while we complain about its performance, we don't question its nature because we don't believe it can change. We accept dysfunction, gridlock, and government in action - even in the face of national adversity - as normal. And when we return to our polling places on election day and yet again see only two choices on our balance - neither of which we really like - we accept that as normal, too. Here's what else has become normal for far too many Americans over the last 50 years: A quality-of-life downturn so significant that, when compared with the thirty-six other peer democratic countries with advanced economies, we Americans are near the bottom across numerous dimensions we once pioneered. We are thirty-third and access to quality education, thirty-third and child mortality, twenty-sixth and discrimination and the violence against minorities, and thirty-first and the clean drinking water - just to name a few. The actual water in America is getting bad now.

For more Americans, the political system surrounds us in much the same way water surrounds fish. It's just what we know. It's normal. And while we complain about its performance, we don't question its nature because we don't believe it can change. We accept dysfunction, gridlock, and government in action - even in the face of national adversity - as normal. And when we return to our polling places on election day and yet again see only two choices on our balance - neither of which we really like - we accept that as normal, too. Here's what else has become normal for far too many Americans over the last 50 years: A quality-of-life downturn so significant that, when compared with the thirty-six other peer democratic countries with advanced economies, we Americans are near the bottom across numerous dimensions we once pioneered. We are thirty-third and access to quality education, thirty-third and child mortality, twenty-sixth and discrimination and the violence against minorities, and thirty-first and the clean drinking water - just to name a few. The actual water in America is getting bad now.

Farmers are not looking for special favors. They ask only an even chance as compared with other workers. But people don't understand. Perhaps the many books on pioneer life with the usual successful and happy outcome have helped to give a wrong impression and perpetuate the idea that country people live on wild game and fish and fruits and in general on the free bounty of heaven. Many people have no idea of the cash expense of operating a farm to-day, or the work and planning required to keep the wheels going round, to say nothing of a decent living or suitable education for the children.

The lack of entrenched craft unions, however, allowed the garment industry to pioneer some of the earliest industrial unions in manufacturing, based on solidarity across skill levels, gender, and ethnicity rather than control of the training process.

The First Industrial Revolution (1700s–1800s) Beginning in the UK in the 1700s, freeing people to be inventive and productive and providing them with capital led many societies to shift to new machine-based manufacturing processes, creating the first sustained and widespread period of productivity improvement in thousands of years. These improvements began with agricultural inventions that increased productivity, which led to a population boom and a secular shift toward urbanization as the labor intensity of farming declined. As people flocked to cities, industry benefited from the steadily increasing supply of labor, creating a virtuous cycle and leading to shifts in wealth and power both within and between nations. The new urban populations needed new types of goods and services, which required the government to get bigger and spend money on things like housing, sanitation, and education, as well as on the infrastructure for the new industrial capitalist system, such as courts, regulators, and central banks. Power moved into the hands of central government bureaucrats and the capitalists who controlled the means of production. Geopolitically, these developments most helped the UK, which pioneered many of the most important innovations. The UK caught up to the Netherlands in output per capita around 1800, before overtaking them in the mid-19th century, when the British Empire approached its peak share of world output (around 20 percent).

Abhijit The Useless (A Sonnet) At school I didn't even know the term neuroscience, Yet today I'm a symbol of neuroscience and psychology. As a kid I never even dreamed of becoming a scientist, I just wanted to observe the underpinnings of reality. After high school I failed my medical entrance exam, Yet to the world I am a vessel of ethics in medicine. I chose CS Engineering instead but soon dropped out, Yet today I am the epitome of responsible engineering. Failure and success are eternally entangled, Masses fear them while legends feast on failure. I never felt the urge for academic validation, Yet today I'm regularly cited in Springer. I never studied science in the pursuit of grades, I accidentally became a scientist by doing science. Grades and degrees are shortcut to social validation, But when you are a pioneer pushing the frontiers, all mortal validation turns null and void.

It would be up to FBI profilers and the investigative support unit at Quantico, Virginia, to penetrate this criminal’s mind. John Douglas pioneered behavioral profiling for the FBI. He and others developed the investigative tool from over 25 years of interviews with convicted killers, arsonists, rapists, and bombers. John Douglas: “When someone asks for a profile, what they are looking for are characteristics which include a gender, age, race, sometimes body typing, educational level, and occupational type.

While Margaret Sanger was an avid eugenicist, today Planned Parenthood celebrates her as a champion of “choice.” One is hard pressed to find references to eugenics in Planned Parenthood brochures featuring Sanger’s pioneering role in the organization. This is all part of the big lie; the real Sanger opposed choice. As we have seen, she demanded that rich, educated, and “fit” populations must have more children and poor, uneducated, and “unfit” populations must have fewer children. Sanger, like Hitler, believed that reproductive choices must serve the larger interests of society and the species. If

From Binet, the idea of measuring imagination with inkblots spread to a string of American intelligence-testing pioneers and educators—Dearborn, Sharp, Whipple, Kirkpatrick. It reached Russia as well, where a psychology professor named Fyodor Rybakov, unaware of the Americans’ work, included a series of eight blots in his Atlas of the Experimental-Psychology Study of Personality (1910). It was an American, Guy Montrose Whipple, who called his version an “ink-blot test” in his Manual of Mental and Physical Tests (also 1910)—this is why the Rorschach cards would come to be called “inkblots” when American psychologists took them

If you don't become the pioneer of your education, you'll be the slave of someone else's dream.

education pioneers including Horace Mann and the never-married Catharine Beecher “explicitly conceived of teaching as a job for spinsters,” an occupation that could “ease the stigma of being unwed”27 and permit unmarried women to nurture young children and thus fulfill their domestic calling, even without offspring of their own.

It took a lot of practice to be this magnificently awkward. Dude, I was awkward before awkward was col. I'm a pioneer for the movement.

Answering this question has been the life’s work of Samuel and Pearl Oliner, a sociologist and an education researcher. They conducted a pioneering study of non-Jews who risked their lives to save Jews during the Holocaust, comparing these heroic individuals with a group of neighbors who lived in the same towns but did not extend help to Jews. The rescuers had much in common with the bystanders: similar educational backgrounds, occupations, homes, neighborhoods, and political and religious beliefs. They were also equally rebellious in their childhoods—the rescuers were just as likely as the bystanders to be disciplined by their parents for disobeying, stealing, lying, cheating, aggressing, and failing to do what they were told. What differentiated the rescuers was how their parents disciplined bad behavior and praised good behavior.

The former medical director of Planned Parenthood, Calderone had come up with the idea for her organization, the Sex Information and Education Council of the United States, at a 1961 conference of the National Association of Churches. By the 1964–65 school year SIECUS’s “Guidelines for Sexuality Education: Kindergarten through 12th Grade” had been requested by over a thousand school districts. A typical exercise for kindergarten was watching eggs hatch in an incubator. Her supporters saw themselves as the opposite of subversives. “The churches have to take the lead,” Dr. Calderone, herself a Quaker, would say, “home, school, church, and community all working cooperatively.” The American Medical Association, the National Education Association, and the American Association of School Administrators all published resolutions in support of the vision. Her theory was that citizens would be more sexually responsible if they learned the facts of life frankly and in the open, otherwise the vacuum would be filled by the kind of talk that children picked up in the streets. An Illinois school district argued that her program would fight “‘situation ethics’ and an emerging, but not yet widely accepted standard of premarital sex.” Even Billy Graham’s magazine, Christianity Today, gave the movement a cautious seal of approval. They didn’t see it as “liberal.” But it was liberal. The SIECUS curriculum encouraged children to ask questions. In her speeches Calderone said her favorite four-letter word ended with a k: T-A-L-K. She advised ministers to tell congregants who asked them about premarital sex, “Nobody can judge that but yourself, but here are the facts about it.” She taught that people “are being moral when they are being true to themselves,” that “it’s the highest morality to live up to the best in yourself, whether you call it God or whatever.” Which, simply, was a subversive message to those who believed such judgments came from God—or at least from parental authority. The anti-sex-education movement was also intimately related to a crusade against “sensitivity training”: children talking about their feelings, about their home lives, another pollution of prerogatives that properly belonged to family and church. “SOCIALISTS USE SEX WEDGE in Public School to Separate Children from Parental Authority,” one of their pamphlets put it. Maybe not socialists, but at the very least someone was separating children from parental authority. More and more, it looked like the Establishment. And, given that the explosion issued from liberals obliviously blundering into the most explosive questions of where moral authority came from, thinking themselves advancing an unquestionable moral good, it is appropriate that the powder keg came in one of America’s most conservative suburbs: Anaheim, the home of Disneyland, in Orange County, California, where officials had, ironically enough, established a pioneering flagship sex education program four years earlier.

Yin Lan-lan had written, “As one of its victims, I denounce the revisionist educational system. Being from a working-class family, I have to do a lot more housework than students from rich families. So I have difficulty passing exams. I was forced to repeat grades three times. And I was not allowed to be a Young Pioneer or to participate in the school choir. The teachers think only of grades when evaluating a student. They forget that we, the working class, are the masters of our socialist country.

The main substantive achievement of neoliberalization … has been to redistribute, rather than to generate, wealth and income. [By] ‘accumulation by dispossession’ I mean … the commodification and privatization of land and the forceful expulsion of peasant populations; conversion of various forms of property rights (common, collective, state, etc.) into exclusive private property rights; suppression of rights to the commons; … colonial, neocolonial, and imperial processes of appropriation of assets (including natural resources); …and usury, the national debt and, most devastating of all, the use of the credit system as a radical means of accumulation by dispossession. … To this list of mechanisms we may now add a raft of techniques such as the extraction of rents from patents and intellectual property rights and the diminution or erasure of various forms of common property rights (such as state pensions, paid vacations, and access to education and health care) won through a generation or more of class struggle. The proposal to privatize all state pension rights (pioneered in Chile under the dictatorship) is, for example, one of the cherished objectives of the Republicans in the US.