Primary School Graduation Quotes

this meant he had reached the end of the track that he had blindly followed from the first year of primary school to graduation.

Postfeminism, as a term, suggests that women have made plenty of progress because of feminism, but that feminism is now irrelevant and even undesirable because it supposedly made millions of women unhappy, unfeminine, childless, hairy, lonely, bitter and prompted them to fill their closets with combat boots and really bad India print skirts. Supposedly women have gotten all they could out of feminism, are now "equal," and so can, by choice, embrace things we used to see as sexist, like a TV show in which some self-satisfied lunk samples the wares of twenty-five women before rejecting twenty-four and keeping the one he likes best, or like the notion that mothers should have primary responsibility for raising the kids. Postfeminism means that you can now work outside the home even in jobs previously restricted to men, go to graduate school, pump iron, and pump your own gas, as long as you remain fashion conscious, slim, nurturing, deferential to men, and become a doting, selfless mother.

(...) But for my part, I did feel very much like i'd just been put against the wall by the most dragonish dinner lady at primary school.

waited, I read that morning’s out-of-date newspaper. Paul the Porter sometimes leaves them for me on my bedside cabinet. I like the local newspapers best—where the rest of the world doesn’t exist, and all that matters is the local primary school’s new nature garden and an old woman who knitted a quilt for charity. Children are turning one year older, teenagers are graduating, and grandparents are being laid to rest. Everything is small and manageable and everybody waits their turn to die. When I’d finished

On average, schools employing a solely oral approach graduate students at eighteen who read at a fourth-grade level; students from Bi-Bi schools often read at grade level. Spoken English is taught as a useful tool, but is not a primary focus.

Not only had Stewart’s mother gone to Vassar, but her sister and her mother were graduates as well. The school was legendary for its skeptical academic mantra, “Go to primary sources,” an outlook that was repeatedly conveyed to Brand through the maternal side of his family.

Anglos dominated the prisoner population in 1977 and did not lose their plurality until 1988. Meanwhile, absolute numbers grew across the board—with the total number of those incarcerated approximately doubling during each interval. African American prisoners surpassed all other groups in 1988, but by 1995, they had been overtaken by Latinos; however, Black people have the highest rate of incarceration of any racial/ethnic grouping in California, or, for that matter, in the United States (see also Bonczar and Beck 1997). TABLE 4 CDC PRISONER POPULATION BY RACE/ETHNICITY The structure of new laws, intersecting with the structure of the burgeoning relative surplus population, and the state’s concentrated use of criminal laws in the Southland, produced a remarkable racial and ethnic shift in the prison population. Los Angeles is the primary county of commitment. Most prisoners are modestly educated men in the prime of life: 88 percent are between 19 and 44 years old. Less than 45 percent graduated from high school or read at the ninth-grade level; one in four is functionally illiterate. And, finally, the percentage of prisoners who worked six months or longer for the same employer immediately before being taken into custody has declined, from 54.5 percent in 1982 to 44 percent in 2000 (CDC, Characteristics of Population, various years). TABLE 5 CDC COMMITMENTS BY CONTROLLING OFFENSE (%) At the bottom of the first and subsequent waves of new criminal legislation lurked a key contradiction. On the one hand, the political rhetoric, produced and reproduced in the media, concentrated on the need for laws and prisons to control violence. “Crime” and “violence” seemed to be identical. However, as table 5 shows, there was a significant shift in the controlling (or most serious) offenses for those committed to the CDC, from a preponderance of violent offenses in 1980 to nonviolent crimes in 1995. More to the point, the controlling offenses for more than half of 1995’s commitments were nonviolent crimes of illness or of illegal income producing activity: drug use, drug sales, burglary, motor vehicle theft. The outcome of the first two years of California’s broadly written “three strikes” law presents a similar picture: in the period March 1994–January 1996, 15 percent of controlling offenses were violent crimes, 31 percent were drug offenses, and 41 percent were crimes against property (N = 15,839) (Christoper Davis et al. 1996). The relative surplus population comes into focus in these numbers. In 1996, 43 percent of third-strike prisoners were Black, 32.4 percent Latino, and 24.6 percent Anglo. The deliberate intensification of surveillance and arrest in certain areas, combined with novel crimes of status, drops the weight of these numbers into particular places. The chair of the State Task Force on Youth Gang Violence expressed the overlap between presumptions of violence and the exigencies of everyday reproduction when he wrote: “We are talking about well-organized, drug-dealing, dangerously armed and profit-motivated young hoodlums who are engaged in the vicious crimes of murder, rape, robbery, extortion and kidnapping as a means of making a living” (Philibosian 1986: ix; emphasis added).

Mother made sure her little kids were subjected to a strict routine. We were given a timetable which covered our every waking moment, copies of which were posted by our bedside, in the sitting room and in the kitchen. Story hour meant that mother would read us novels and short stories by Guy de Maupassant, Oscar Wilde and Edmondo de Amicis. Soon we graduated to Tolstoy, Gogol and Turgenev. She read them to us in Chinese and I never realised until much later that the writers wrote them in different European languages. Comics were absolutely forbidden and so were Enid Blyton adventures and pop music. . .Lee Cyn and I soon went to a primary school nearby. . .After mother’s rigorous timetable, school became fun and easy-going.

On the other hand, the shortage of primary care physicians is so severe that 43.7 percent of the 21,885 residency positions in internal medicine in 2005 were filled by graduates of foreign medical schools30—because most of those coming out of American medical schools opt for training as specialists. This

For students to succeed, they'll need to become consummate lifelong learners. The term lifelong learner is certainly not a new one, and yet there is a lasting quality to it. Its conciseness, its implications, and its universal use all lend credence to its importance. It can define the difference between a life of mediocrity and one of success. One of the primary benefits of learning for life is acquiring the ability to grow and meet the changes and challenges that are ever present at any age. This type of lifelong learning begins now—not after graduation from high school or college, but now. When a student employs the four drivers just listed, he or she will enjoy present academic success as well as success later in life.

And then there’s Jenny. My little sister—my best friend. But I know she’s not the source of my emptiness. She’s the primary source of my happiness, even though we’re complete opposites. She’s outgoing, spontaneous, and loud and has a laugh I’d kill for. I’m quieter than she is, and more often than not, my laughter is forced. It’s a running joke between us that we are so different, if we weren’t sisters, we would hate each other. She’d find me boring and I’d find her annoying, but because we’re sisters, and only twelve months apart, our differences somehow work. We have our moments of tension, but we never let an argument end without a resolution. And the older we get, the less we argue and the more we hang out. Especially now that she’s dating Chris’s best friend, Jonah. The four of us have spent almost every waking hour together as a group since Chris and Jonah graduated high school last month. My mother could be the source of my recent mood, but that wouldn’t make sense. Her absence isn’t anything new. In fact, I’m more used to it now than I used to be, so if anything, I’ve become more accepting of the fact that Jenny and I got the short end of the stick in the parent department. She’s been inactive in our lives since our father died five years ago. I was more bitter about having to parent Jenny back then than I am now. And the older I get, the less it bothers me that she’s not the type of mother to meddle in our lives, or give us a curfew,

COL Nicholas Young Retires from the United States Army after More than Thirty -Six Years of Distinguished Service to our Nation 2 September 2020 The United States Army War College is pleased to announce the retirement of United States Army War College on September 1, 2020. COL Young’s recent officer evaluation calls him “one of the finest Colonel’s in the United States Army who should be promoted to Brigadier General. COL Young has had a long and distinguished career in the United States Army, culminating in a final assignment as a faculty member at the United States Army War College since 2015. COL Young served until his mandatory retirement date set by federal statue. His long career encompassed just shy of seven years enlisted time before serving for thirty years as a commissioned officer.He first joined the military in 1984, serving as an enlisted soldier in the New Hampshire National Guard before completing a tour of active duty in the U.S, Army Infantry as a non-commissioned officer with the 101st Airborne (Air Assault). He graduated from Officer Candidate School in 1990, was commissioned in the Infantry, and then served as a platoon leader and executive officer in the Massachusetts Army National Guard before assuming as assignment as the executive officer of HHD, 3/18th Infantry in the U.S. Army Reserves. He made a branch transfer to the Medical Service Corps in 1996. COL Young has since served as a health services officer, company executive officer, hospital medical operations officer, hospital adjutant, Commander of the 287th Medical Company (DS), Commander of the 455th Area Support Dental, Chief of Staff of the 804th Medical Brigade, Hospital Commander of the 405th Combat Support Hospital and Hospital Commander of the 399th Combat Support Hospital. He was activated to the 94th Regional Support Command in support of the New York City terrorist attacks in 2001. COL Young is currently a faculty instructor at the U.S. Army War College. He is a graduate of basic training, advanced individual infantry training, Air Assault School, the primary leadership development course, the infantry officer basic course, the medical officer basic course, the advanced medical officer course, the joint medical officer planning course, the company commander leadership course, the battalion/brigade commander leadership course, the U.S. Air War College (with academic honors), the U.S. Army War College and the U.S. Naval War College (with academic distinction).