Qualities Of A Good Student Quotes

The older you get the more you realize that just because someone has an important job doesn't necessarily mean that they do it responsibly, or are even good at it. There are many 'D' students running around with high social status gained from their seemingly important positions. Integrity and proficiency are not a given. These qualities can only be proven over time.

All good teachers will tell you that the most important quality they bring to their teaching is their love for the children. But what does that mean? It means that before we can teach them, we need to delight in them. Someone once said that children need one thing in order to succeed in life: someone who is crazy about them. We need to find a way to delight in all our students. We may be the only one in their lives to do so. We need to look for the best, expect the best, find something in each child that we can truly treasure.... If children recognize that we have seen their genius, who they really are, they will have the confidence and resilience to take risks in learning. I am convinced that many learning and social difficulties would disappear if we learned to see the genius in each child and then created a learning environment that encourages it to develop.

What rewards and punishments do is induce compliance, and this they do very well indeed. If your objective is to get people to obey an order, to show up on time and do what they’re told, then bribing or threatening them may be sensible strategies. But if your objective is to get long-term quality in the workplace, to help students become careful thinkers and self-directed learners, or to support children in developing good values, then rewards, like punishments, are absolutely useless. In fact, as we are beginning to see, they are worse than useless—they are actually counterproductive.

Over recent years, [there's been] a strong tendency to require assessment of children and teachers so that [teachers] have to teach to tests and the test determines what happens to the child, and what happens to the teacher...that's guaranteed to destroy any meaningful educational process: it means the teacher cannot be creative, imaginative, pay attention to individual students' needs, that a student can't pursue things [...] and the teacher's future depends on it as well as the students'...the people who are sitting in the offices, the bureaucrats designing this - they're not evil people, but they're working within a system of ideology and doctrines, which turns what they're doing into something extremely harmful [...] the assessment itself is completely artificial; it's not ranking teachers in accordance with their ability to help develop children who reach their potential, explore their creative interests and so on [...] you're getting some kind of a 'rank,' but it's a 'rank' that's mostly meaningless, and the very ranking itself is harmful. It's turning us into individuals who devote our lives to achieving a rank, not into doing things that are valuable and important. It's highly destructive...in, say, elementary education, you're training kids this way [...] I can see it with my own children: when my own kids were in elementary school (at what's called a good school, a good-quality suburban school), by the time they were in third grade, they were dividing up their friends into 'dumb' and 'smart.' You had 'dumb' if you were lower-tracked, and 'smart' if you were upper-tracked [...] it's just extremely harmful and has nothing to do with education. Education is developing your own potential and creativity. Maybe you're not going to do well in school, and you'll do great in art; that's fine. It's another way to live a fulfilling and wonderful life, and one that's significant for other people as well as yourself. The whole idea is wrong in itself; it's creating something that's called 'economic man': the 'economic man' is somebody who rationally calculates how to improve his/her own status, and status means (basically) wealth. So you rationally calculate what kind of choices you should make to increase your wealth - don't pay attention to anything else - or maybe maximize the amount of goods you have. What kind of a human being is that? All of these mechanisms like testing, assessing, evaluating, measuring...they force people to develop those characteristics. The ones who don't do it are considered, maybe, 'behavioral problems' or some other deviance [...] these ideas and concepts have consequences. And it's not just that they're ideas, there are huge industries devoted to trying to instill them...the public relations industry, advertising, marketing, and so on. It's a huge industry, and it's a propaganda industry. It's a propaganda industry designed to create a certain type of human being: the one who can maximize consumption and can disregard his actions on others.

Owing to the shape of a bell curve, the education system is geared to the mean. Unfortunately, that kind of education is virtually calculated to bore and alienate gifted minds. But instead of making exceptions where it would do the most good, the educational bureaucracy often prefers not to be bothered. In my case, for example, much of the schooling to which I was subjected was probably worse than nothing. It consisted not of real education, but of repetition and oppressive socialization (entirely superfluous given the dose of oppression I was getting away from school). Had I been left alone, preferably with access to a good library and a minimal amount of high-quality instruction, I would at least have been free to learn without useless distractions and gratuitous indoctrination. But alas, no such luck. Let’s try to break the problem down a bit. The education system […] is committed to a warm and fuzzy but scientifically counterfactual form of egalitarianism which attributes all intellectual differences to environmental factors rather than biology, implying that the so-called 'gifted' are just pampered brats who, unless their parents can afford private schooling, should atone for their undeserved good fortune by staying behind and enriching the classroom environments of less privileged students. This approach may appear admirable, but its effects on our educational and intellectual standards, and all that depends on them, have already proven to be overwhelmingly negative. This clearly betrays an ulterior motive, suggesting that it has more to do with social engineering than education. There is an obvious difference between saying that poor students have all of the human dignity and basic rights of better students, and saying that there are no inherent educationally and socially relevant differences among students. The first statement makes sense, while the second does not. The gifted population accounts for a very large part of the world’s intellectual resources. As such, they can obviously be put to better use than smoothing the ruffled feathers of average or below-average students and their parents by decorating classroom environments which prevent the gifted from learning at their natural pace. The higher we go on the scale of intellectual brilliance – and we’re not necessarily talking just about IQ – the less support is offered by the education system, yet the more likely are conceptual syntheses and grand intellectual achievements of the kind seldom produced by any group of markedly less intelligent people. In some cases, the education system is discouraging or blocking such achievements, and thus cheating humanity of their benefits.

I needed to pass on those secrets to a man I knew well. All my students are terribly virtuous and only show their good qualities. That is dangerous, for virtue often serves to hide vanity, pride and intolerance. That is why I chose the one student I knew really well, the one whose faults I could see most clearly.

He offered a less diabolic likeness of a complex and many-sided personality, and one that is both more plausible and more attractive. He said: Catilina had many excellent qualities, not indeed maturely developed, but at least sketched out roughly in outline.… There was a good deal about him that exercised a corrupting effect on other people; and yet he also undeniably possessed a gift for stimulating his associates into vigorous activity. Catilina was at one and the same time a furnace of inordinate sensual passions and a serious student of military affairs. I do not believe that the world has ever seen such a portent of divergent, contrary, contradictory tastes and appetites.

... schools in many industrialized nations were not, for the most part, designed to produce innovative thinkers or questioners -- their primary purpose was to produce workers. The author Seth Godin writes, "Our grandfathers and great grandfathers built schools to train people to have a lifetime of productive labor as part of the industrialized economy. And it worked." To create good workers, educations systems put a premium on compliancy and rote memorization of basic knowledge -- excellent qualities in an industrial worker. (Or, as the cartoonist and Simpsons creator Matt Groening puts it, "it seems the main rule that traditional schools teach is how to sit in rows quietly, which is perfect training for grown-up work in a dull office or factory, but not so good for education.") And not so good for questioning: To the extent a school is like a factory, students who inquire about "the way things are" could be seen as insubordinate. It raises, at least in my mind, a question that may seem extreme: If schools were build on a factory model, were they actually designed to squelch questions?

The most important outcome of education is that students have a good quality of life and are productive members of society. Employment is the critical component for a successful quality of life for people with disabilities. Good jobs and/or careers that offer meaningful work, good pay and benefits, and social inclusion provide the key for successful outcomes. Page 3.

a famous 1925 lecture given by Professor Francis Peabody to the Harvard medical student body:             The good physician knows his patients through and through, and his knowledge is bought dearly. Time, sympathy, and understanding must be lavishly dispensed, but the reward is to be found in that personal bond which forms the greatest satisfaction of the practice of medicine. One of the essential qualities of the clinician is interest in humanity, for the secret of the care of the patient is in caring for the patient.

Does affirmative action place minority students in colleges where they're likely to fail while depriving other applicants of the chance to attend the most challenging schools where they are capable of succeeding? Does rent control drive up the cost of housing, depriving property owners of the same opportunity to profit as any other investor while driving down the quality and quantity of the housing stock? Do minimum wage laws reduce the number of entry-level jobs, making it harder to escape from poverty? Because compassion, by its nature, subordinates doing good to feeling good, these are questions the warm-hearted rarely pursue.

So if pundits were throwing up their hands even during the Eisenhower era about schools on the decline and students who could barely read and write, the obvious question is this: When exactly was that golden period distinguished by high standards? The answer, of course, is that it never existed. “The story of declining school quality across the twentieth century is, for the most part, a fable,” says social scientist Richard Rothstein, whose book The Way We Were? cites a series of similar attacks on American education, moving backward one decade at a time.3 Each generation invokes the good old days, during which, we discover, people had been doing exactly the same thing.

Education is an industry that is driven and financially backed by the realities that dark children and their families just survive. It is Teach for America’s mantra: spend two years in an inner city or rural school with poor and/or dark children and help them survive. Individuals with little to no experience are tasked with working in struggling schools that were designed to fail (e.g., they are underfunded, with high teacher burnout, tests that punish students, and low-quality teachers) and given only two years—if they can make it that long—to “make a difference,” when hundreds more qualified have tried and failed before them. These educational parasites need dark children to be underserved and failing, which supports their feel-good, quick-fix, gimmicky narrative and the financial reason for their existence.

Men of this type often had strong mother figures in their childhood. They became good, obedient boys, excellent students at school. Consciously they are attracted to well-educated women, to those who seem good and perfect. But unconsciously they are drawn to women who are imperfect, bad, of dubious character. They secretly crave what is the opposite of themselves. It is the classic split of the mother/whore—they want the mother figure for a wife but feel a much stronger physical attraction to the whore, the Fallen Woman, the type who likes to display her body. They have repressed the playful, sensual, and earthy sides of the character they had as boys. They are too rigid and civilized. The only way they can relate to these qualities is through women who appear to be so different from themselves. Like Swann, they find a way to idealize them with some highbrow reference that has no relation to reality. They project onto such women weakness and vulnerability. They tell themselves they want to help and protect them. But what really attracts them is the danger and naughty pleasures these women seem to promise. Underestimating the strength of such women, they often end up as their pawns. Their anima is passive and masochistic.

ON THE FIRST day of class, Jerry Uelsmann, a professor at the University of Florida, divided his film photography students into two groups. Everyone on the left side of the classroom, he explained, would be in the “quantity” group. They would be graded solely on the amount of work they produced. On the final day of class, he would tally the number of photos submitted by each student. One hundred photos would rate an A, ninety photos a B, eighty photos a C, and so on. Meanwhile, everyone on the right side of the room would be in the “quality” group. They would be graded only on the excellence of their work. They would only need to produce one photo during the semester, but to get an A, it had to be a nearly perfect image. At the end of the term, he was surprised to find that all the best photos were produced by the quantity group. During the semester, these students were busy taking photos, experimenting with composition and lighting, testing out various methods in the darkroom, and learning from their mistakes. In the process of creating hundreds of photos, they honed their skills. Meanwhile, the quality group sat around speculating about perfection. In the end, they had little to show for their efforts other than unverified theories and one mediocre photo.

The third serious problem the culture of customer service as we know it creates is turning every profession into a customer service tool to generate profits. In doing so, we risk the loss of creativity, quality, and critical thinking in many walks of life. Nowhere is this risk clearer and more damaging than viewing students at different educational institutions as customers, and nowhere this trend has been happening more rapidly than at schools, colleges, and universities, especially at private institutions. There is severe damage done to creativity and critical thinking when all students want is an A, and in fact feel entitled to get it since they (or their parents) are paying hundreds of thousands of dollars to attend elite schools. Many educators are under enormous pressure to give students grades they do not deserve in order to avoid receiving bad student evaluations (or to ensure getting good ones). This pressure is intensifying as academic jobs become increasingly contingent and precarious, where teaching staff are hired under short contracts only renewed based on so-called ‘performance,’ which is often measured by student evaluations and enrollment. When this happens, academic and intellectual compromises and corruption increase. Colleagues at elite American universities have been pressured to give students grades no lower than a B, with the explanation that this is what is ‘expected.’ Rampant grade inflation is unethical and unacceptable. Unfortunately, when graduate instructors resist professors’ instructions to fix grades by grading according to independent criteria of intellectual merit, they may be verbally chastised or worse, fired. This humiliation not only reinforces the norm of inflating grades, it also bolsters the power of the tenured professors who instruct their teaching assistants to do it.

Simon laughs when I audibly exhale. “Relieved she’s not here yet?” I roll my suitcase into one of the barren bedrooms and then plunk down on the rock-hard, hideous orange sofa in the lounge. Simon takes a swivel chair from my room and slides it in front of me, where he then plants himself. “Why are you so worried?” I cross my arms and look around the concrete room. “I’m not worried at all. She’s probably very nice. I’m sure we’ll become soul mates, and she’ll braid my hair, and we’ll have pillow fights while scantily clad and fall into a deep lesbian love affair.” I squint my eyes at a cobweb and assume there are spider eggs preparing to hatch and invade the room. “Allison?” Simon waits until I look at him. “You can’t do that. You can’t become a lesbian.” “Why not?” “Because then everyone will say that your adoptive gay father magically made you gay, and it’ll be a big thing, and we’ll have to hear about nature versus nurture, and it’ll be soooooo boring.” “You have a point.” I wait for spider eggs to fall from the sky. “Then I’ll go with assuming she’s just a really sweet, normal person with whom I do not want to engage in sexual relations.” “Better,” he concedes. “I’m sure she’ll be nice. This kind of strong liberal arts college attracts quality students. There’re good people here.” He’s trying to reassure me, but it’s not working. “Totally,” I say. My fingers run across the nubby burned-orange fabric covering the couch, which is clearly composed of rock slabs. “Simon?” “Yes, Allison?” I sigh and take a few breaths while I play with the hideous couch threads. “She probably has horns.” He shrugged. “I think that’s unlikely.” Simon pauses. “Although . . .” “Although what?” I ask with horror. There’s a long silence that makes me nervous. Finally, he says very slowly, “She might have one horn.” I jerk my head and stare at him. Simon claps his hands together and tries to coax a smile out of me. “Like a unicorn! Ohmigod! Your roommate might be a unicorn!” “Or a rhinoceros,” I point out. “A beastly, murderous rhino.” “There is that,” he concedes. I sigh. “In good news, if I ever need a back scratcher, I have this entire couch.” I slump back against the rough fabric and hold out my hands before he can protest. “I know. I’m a beacon of positivity.” “That’s not news to me.

The process of receiving teaching depends upon the student giving something in return; some kind of psychological surrender is necessary, a gift of some sort. This is why we must discuss surrendering, opening, giving up expectations, before we can speak of the relationship between teacher and student. It is essential to surrender, to open yourself, to present whatever you are to the guru, rather than trying to present yourself as a worthwhile student. It does not matter how much you are willing to pay, how correctly you behave, how clever you are at saying the right thing to your teacher. It is not like having an interview for a job or buying a new car. Whether or not you will get the job depends upon your credentials, how well you are dressed, how beautifully your shoes are polished, how well you speak, how good your manners are. If you are buying a car, it is a matter of how much money you have and how good your credit is. But when it comes to spirituality, something more is required. It is not a matter of applying for a job, of dressing up to impress our potential employer. Such deception does not apply to an interview with a guru, because he sees right through us. He is amused if we dress up especially for the interview. Making ingratiating gestures is not applicable in this situation; in fact it is futile. We must make a real commitment to being open with our teacher; we must be willing to give up all our preconceptions. Milarepa expected Marpa to be a great scholar and a saintly person, dressed in yogic costume with beads, reciting mantras, meditating. Instead he found Marpa working on his farm, directing the laborers and plowing his land. I am afraid the word guru is overused in the West. It would be better to speak of one’s “spiritual friend,” because the teachings emphasize a mutual meeting of two minds. It is a matter of mutual communication, rather than a master-servant relationship between a highly evolved being and a miserable, confused one. In the master-servant relationship the highly evolved being may appear not even to be sitting on his seat but may seem to be floating, levitating, looking down at us. His voice is penetrating, pervading space. Every word, every cough, every movement that he makes is a gesture of wisdom. But this is a dream. A guru should be a spiritual friend who communicates and presents his qualities to us, as Marpa did with Milarepa and Naropa with Marpa. Marpa presented his quality of being a farmer-yogi. He happened to have seven children and a wife, and he looked after his farm, cultivating the land and supporting himself and his family. But these activities were just an ordinary part of his life. He cared for his students as he cared for his crops and family. He was so thorough, paying attention to every detail of his life, that he was able to be a competent teacher as well as a competent father and farmer. There was no physical or spiritual materialism in Marpa’s lifestyle at all. He did not emphasize spirituality and ignore his family or his physical relationship to the earth. If you are not involved with materialism, either spiritually or physically, then there is no emphasis made on any extreme. Nor is it helpful to choose someone for your guru simply because he is famous, someone who is renowned for having published stacks of books and converted thousands or millions of people. Instead the guideline is whether or not you are able actually to communicate with the person, directly and thoroughly. How much self-deception are you involved in? If you really open yourself to your spiritual friend, then you are bound to work together. Are you able to talk to him thoroughly and properly? Does he know anything about you? Does he know anything about himself, for that matter? Is the guru really able to see through your masks, communicate with you properly, directly? In searching for a teacher, this seems to be the guideline rather than fame or wisdom.

Smart entrepreneurs have grabbed this opportunity with a vengeance. Now online lesson-plan marketplaces such as Gooru Learning, Teachers Pay Teachers, and Share My Lesson allow teachers who want to devote more of their time to other tasks the ability to purchase high-quality (and many lesser-quality) lesson plans, ready to go. With sensors, data, and A.I., we can begin, even today, testing for the learning efficacy of different lectures, styles, and more. And, because humans do a poor job of incorporating massive amounts of information to make iterative decisions, in the very near future, computers will start doing more and more of the lesson planning. They will write the basic lessons and learn what works and what doesn’t for specific students. Creative teachers will continue, though, to be incredibly valuable: they will learn how to steer and curate algorithmic and heuristically updated lesson creation in ways that computers could not necessarily imagine. All of this is, of course, a somewhat bittersweet development. Teaching is an idealistic profession. You probably remember a special teacher who shaped your life, encouraged your interests, and made school exciting. The movies and pop culture are filled with paeans to unselfish, underpaid teachers fighting the good fight and helping their charges. But it is becoming clearer that teaching, like many other white-collar jobs that have resisted robots, is something that robots can do—possibly, in structured curricula, better than humans can. The

Good disciplemaking requires both intentionality and relationality. It means being strategic and being social. Most of us are bent one way or the other. We’re naturally relational, but lacking in intentionality. Or we find it easy to be intentional, but not relational. We typically tip (or sometimes lean) one way or the other as we begin the disciplemaking process. But tipping and leaning won’t cover the full picture of what life-on-life disciplemaking requires. It’s not just friend-to-friend, and it’s not just teacher-to-student. It’s both. There is the sharing of ordinary life (relationship) and seeking to initiate and make the most of teachable moments (intentionality). There are the long walks through Galilee and the sermons on the mount. Disciplemaking is both organic and engineered, relational and intentional, with shared context and shared content, quality and quantity time.

Among the conventional adab anthologies, we encounter a somewhat different organization of the traditional material in the Kitâb Adab ad- dunyâ wa-d-dîn of al-Mâwardî (d. 450/1058).84 The five large chapters of the work deal with 1. the excellence of the intellect and intelligence and the blameworthiness of instinctive desire and blind prejudice (hawâ); 2. the âdâb of knowledge; 3. the âdâb of religion (dealing mainly with the negative aspects of the material world); 4. the âdâb of this world; and 5. the âdâb of the soul. As the plural âdâb indicates, the various ways in which intellectual, religious, practical/material, and spiritual/ethical behavior is to be practised are illustrated by preferably brief and aphoristic statements in prose and, quite often, in verse. As is to be expected, the chapter on knowledge shows no systematic arrangement. It starts out with strong expressions of praise for knowledge and the appropriate Qur- ânic citations and statements by the Prophet and early Muslim authorities. Evidence is presented for the superiority of knowledge over ignorance. The impossibility of attaining complete knowledge is explained, and the need to acquire knowledge of all kinds wherever possible is stressed. The relationship between knowledge and material possessions is explored in the usual manner. It is recommended that the process of studying begin at an early age. Knowledge is dif- cult to acquire. Again, the prevalence of ignorance is discussed. The objectionable character of using knowledge for ulterior purposes comes in for customary mention. There are sayings explaining the best methods of study and instruction, the qualities students ought to possess, the need for long and strenuous study, and the drawbacks of forgetfulness. Then, we read remarks about handwriting, about the usually bad handwriting of scholars, and about their constantly being engaged in writing. Remarks on the qualifi cations of students, the hadîth that “good questions are one half of knowledge,” and sayings about the character qualities of scholars complete the part of the work devoted to knowledge. Its predominantly secular outlook is indicated by the fact that knowledge here continues to precede the discussion of religion and ethics. The basic role conceded to the intellect with respect to both intellectual/educational and religious/ ethical activity is formally acknowledged by placing the chapter on it at the beginning, as was also the case in the work of al-Marzubânî.

What I still find remarkable is that a decision I made at seventeen, with very little information or guidance, has gone on to shape my entire life. Maybe this feels remarkable to me because it’s a lasting characteristic of the first-ten college student identity, which can carry with it the knowledge of a shadow life, one where you’re equally happy having done something or gone somewhere else. Or maybe the decision still feels astonishing to me because I initially chose to attend a completely different u university, its two biggest draws being that it was essentially free and that my best friend would be there—two reasons that seemed good to me and to my family, in part because none of us knew what we could or should expect from the college experience. Perhaps what needs the most consideration when college commitments are being made is not which college, but what you feel you need fro a school, and that’s a tricky set of qualities to recognize (and an even trickier thing to trust) when you’re the first in your family to set off down that path.

What Lempert is saying is that by the only measure that a law school really ought to care about — how well its graduates do in the real world — minority students aren’t less qualified. They’re just as successful as white students. And why? Because even though the academic credentials of minority students at Michigan aren’t as good as those of white students, the quality of students at the law school is high enough that they’re still above the threshold. They are smart enough. Knowledge of a law student’s test scores is of little help if you are faced with a classroom of clever law students.

When astronaut Mike Massimino was a graduate student at MIT, he took a small robotics class. Of the ten people in the class, four became astronauts. If your goal was to make it into space, then that room was about the best culture you could ask for. Similarly, one study found that the higher your best friend’s IQ at age eleven or twelve, the higher your IQ would be at age fifteen, even after controlling for natural levels of intelligence. We soak up the qualities and practices of those around us.

Becoming a tutor is not an easy task- if you do not have enough educational qualification, quality to teach others, good understanding power, you will never become a tutor of good quality. If be a good friend of your students, be a good guide and philosopher, you will never become a good tutor.

Our school wasn’t perceived as a good school, but this was just accepted. No one was disappointed in how we were performing. It was almost like, ‘Hey, you’re doing a good job with what you’ve got.’ It was fine to be what we were. That second year was when we really started to think about what we wanted to be about. We needed to get the kids to the point where they wanted to be here. We spent the whole year developing our mission and vision. That’s when we realized that we needed to get to know these kids. It was a very long process with involvement from teachers, students, business partners, and community members. We organized a parent-teacher organization. I believe a lot of the teachers believed in the kids, but holistically as a school, I don’t think we believed in the kids, and our community didn’t believe in the kids. I think some of the teachers did, because we had some quality teachers there who are still there today, but we didn’t have a big-picture mission.

Good teaching has always focused on the needs of individual students. Today, fortunately, the availability of high-quality online resources and the ubiquity of all kinds of computing devices are making it possible to teach students in ways that can help them achieve the greatest success. Students, to a great degree, are already there. It is up to the education community to learn how to make the best use of all available resources.

There is a well-known name for this detachment from reality that strikes the less agile side: the fog of war. Boyd’s observations on the effects of agility boil down to the conclusion that by becoming more agile than your competitors, you can cause the fog of war to grow in their minds, thereby decreasing the quality of their decisions and eventually attacking their abilities to make effective decisions altogether. A similar effect, a breakdown in the quality of energy, is well known to students of physics as “entropy.” The energy is still there, but it isn’t available for doing work. The insidious thing about entropy is that within a closed system, it always increases. In other words, closed systems run down. In a competitive situation, the less agile competitor will begin to act like a closed system and the fog of war, or the fog of business, for that matter, begins to grow within. And fog plus menace, as Boyd often noted, is a good formula for generating frustration and eventually, panic.

If the desired system state is good education, measuring that goal by the amount of money spent per student will ensure money spent per student. If the quality of education is measured by performance on standardized tests, the system will produce performance on standardized tests. Whether either of these measures is correlated with good education is at least worth thinking about.

Could it be that God has been trying to form the quality of patience in us by putting difficulties, obstacles, and obstinate people in our lives? God’s curriculum for all of us includes several courses on Patience 101, 201, and 301. Will we try to skip school, or will we be good students and learn our lessons?

Usually, the student’s own response to a particular educational setting is the best guide to the quality of its fit. In good-fitting environments, children with dyslexia are challenged, but the challenges are matched to their individual needs, abilities, and states of development, and they’re increased one small step at a time so that goals remain obtainable.

The loss of political diversity among professor, particularly in fields that deal with politicized content, can undermine the quality and rigor of scholarly research... when a field lacks political diversity, researchers tend to congregate around questions and research methods that generally confirm their shared narrative, while ignoring questions and methods that don't offer such support. The loss of political diversity among the faculty has negative consequences for students, too, in three ways. First, there's the problem that many college students have little or no exposure to professors from half of the political spectrum. Many students graduate with an inaccurate understanding of conservatives, politics, and much of the United States... Second, the loss of viewpoint diversity among the faculty means that what students learn about politically controversial topics will often be "left shifted" from the truth. [The third problem] is the risk that some academic communities- particularly those in the most progressive parts of the country- may attain such high levels of political homogeneity and solidarity that they undergo a phase change, taking on properties of a collective entity that are antithetical to the normal aims of a university... Politically homogenous communities are more susceptible to witch hunts

In every subject, the student experience should be summed up by ‘3Es’: exciting, engaging and enjoyable. The extent to which this holds true will be determined by the quality of teaching.

Project house is a warehouse of more than 100+ projects in all platforms focused on effectively helping understudies with quality, well-informed, dependable and project ideas and task materials that helps the final year projects for computer science students to make a good academic project and improving their project ideas.This website not only helps you to choose a project but also provides step by step instructions on how to make it happen by providing abstract, demo videos and screenshots and also an option to upload your individual project. The top project categories are python, unity, machine learning, android, .net, java and php. All software projects are exploring IEEE Papers. We provide all the documents regarding the projects. And the code deployment will also be given to you. All the software needed to the project will be given by us. You just do one thing; Pick a project that matches your interest and then you can request to the administrator for that project then administrator group will reach you for further procedures. We help you to identify the best project for you. Project house also helps to identify free internship for final year Computer science and Information science and job training facility. Register now site link is in my profile

Want to be a Freelancer? Do You want to be a Freelancer? If so, first of all - You need to be well-versed in the subject you want to freelance on. If you can be good at a few things, you will get more work as a freelancer. Most of the clients on this platform are foreigners. So to communicate with them you have to master the English language very well. How to Start Freelancing? To start working as a freelancer you need to work step by step from the very beginning. Find a specific task or skill that you want to excel at. Must practice speaking or communication in English. Create your own freelancing account. You have to decide how much money you will take in exchange for the work. Choose the Topic that Suits You - There are many types of jobs that can be done on the freelancing marketplace. Both fairly easy and difficult jobs are available on this platform. Easy jobs include data entry, article writing, and jobs for which a large number of bids are received due to which these jobs have to be rushed and competition is high. Difficult jobs include high-quality expensive jobs like web development, web design, graphics design, and software development. Which have higher remuneration. Now you have to decide what kind of work you will do in freelancing. Everything You Need to Train - The first thing you need to train is patience. Without patience, you can never survive on this platform. There are quite a number of freelancing service providers in our country who provide coaching through various courses. You can complete your training through coaching if you want. You will need a good laptop or computer with an internet connection for regular practice. A minimum of basic computer knowledge is essential for learning the job, along with the ability to speak English. You have to focus hard on the subject you want to master and develop a mindset to stick with it. Incorporate what you have learned and done into your portfolio, gain an understanding of the marketplaces, be disciplined, and work on time. Work to Gain Experience - Your path to freelancing may not be smooth. But it should not stop there. Just as in life, there are various problems, pains, and dangers, so it is in the case of freelancing. At first, you may not get job offers or get results as expected. So don't be impatient, you have to strengthen yourself mentally. Because you are in the first step of gaining your experience. Don't just think of yourself as a freelancer, think of yourself as a student who needs experience, not money. So if you make a mistake at work, try to learn from it. You can Reduce the Unemployment rate by Teaching others to Work - Apart from earning income by teaching others to work, you can reduce the unemployment rate by contributing to the economic development of the country. Day by day the country's job market is deteriorating due to which the number of unemployed is increasing every year. Many youths have lost their whole lives, lost precious time of their lives in the pursuit of government jobs. If you are thinking of making your career permanently as a freelancer then you can train those youngsters and form a team of yours. By doing this you can help create employment for millions of youth and increase your income. Please Visit Our Blogging Website to read more Articles related to Freelancing and Outsourcing, Thank You.

High schools routinely classified students who quit high school as transferring to another school, returning to their native country, or leaving to pursue a General Equivalency Diploma (GED)—none of which count as dropping out in the official statistics. Houston reported a citywide dropout rate of 1.5 percent in the year that was examined; 60 Minutes calculated that the true dropout rate was between 25 and 50 percent. The statistical chicanery with test scores was every bit as impressive. One way to improve test scores (in Houston or anywhere else) is to improve the quality of education so that students learn more and test better. This is a good thing. Another (less virtuous) way to improve test scores is to prevent the worst students from taking the test. If the scores of the lowest-performing students are eliminated, the average test score for the school or district will go up, even if all the rest of the students show no improvement at all. In Texas, the statewide achievement test is given in tenth grade. There was evidence that Houston schools were trying to keep the weakest students from reaching tenth grade. In one particularly egregious example, a student spent three years in ninth grade and then was promoted straight to eleventh grade—a deviously clever way of keeping a weak student from taking a tenth-grade benchmark exam without forcing him to drop out (which would have showed up on a different statistic).

A marketing professor asked his students, “If you were going to open a hotdog stand, and you could only have one advantage over your competitors . . . which would it be . . . ?” “Location! ….Quality! …. Low prices! ….Best taste!” The students kept going until eventually they had run out of answers. They looked at each other waiting for the professor to speak. The room finally fell quiet. The professor smiled and replied, “A starving crowd.

Cast-Off Material The unlikely selection of Gideon, not to mention his stunning victory, sets a pattern that will be repeated throughout the book of Judges. At a time when women are regarded as second-class citizens (see 9:54; 19:24), God chooses Deborah to lead his people. Jephthah, another judge whom God taps for leadership, has been a social outcast, the leader of a gang of outlaws. Throughout the Bible, in fact, God uses cast-off material. The tribe of Israel itself—a slave people, uncultured, with a short memory for God’s kindness—was not chosen for any of its impressive qualities. Time and again the Israelites prove themselves faulty, as do their leaders. God does not seek the most outwardly capable people nor the most naturally “good.” From unlikely material, God does great things so the world can see that the glory belongs to God and God alone. Paul took up this theme when he wrote, over a thousand years later, “Brothers and sisters, think of what you were when you were called. Not many of you were wise by human standards; not many were influential; not many were of noble birth. But God chose the foolish things of the world to shame the wise; God chose the weak things of the world to shame the strong. Therefore, as it is written: ‘Let the one who boasts boast in the Lord’” (1 Corinthians 1:26–27, 31).

In studies by Claudia Mueller and Carol Dweck, fifth-grade students were given a problem-solving task engineered to guarantee high performance, and the students were praised for their success.11 Some students were praised for their intelligence (“person praise”: “You must be smart at these problems”), some were praised for their effort (“process praise”: “You must have worked hard at these problems”), and the remaining students, the control group, were simply told their scores were very high. Later, on a subsequent set of harder problems, those praised for being smart performed significantly worse than the other groups, while those praised for their effort significantly outperformed the other groups. Being praised for being smart is bad for you. The explanation offered by researchers in these and related studies is that when a person is given person praise, it reinforces a “fixed mind-set,” or the belief that our success is due to fixed traits that are a given. People in this mind-set worry about their traits. They also worry about how adequate or inadequate they might be. When they fail, they attribute it to personal inadequacy. They are afraid to take risks when failure may show them to be inadequate. In contrast, when a person is given process praise, it reinforces a “growth mind-set,” or the belief that our qualities can be developed through dedication and effort, and therefore that success comes from dedication and effort. This creates a love of learning and resilience that is essential for great accomplishment.12 Thus, when giving feedback, it is best to do so in a way that encourages a growth mind-set. It is better to structure feedback around effort and growth than by labeling the person. Simply put, it’s better to praise people for working hard than for being smart. Oh, and thank you for reading this book. You must have worked hard at it. Good effort!

Men of this type often had strong mother figures in their childhood. They became good, obedient boys, excellent students at school. Consciously they are attracted to well-educated women, to those who seem good and perfect. But unconsciously they are drawn to women who are imperfect, bad, of dubious character. They secretly crave what is the opposite of themselves. It is the classic split of the mother/whore—they want the mother figure for a wife but feel a much stronger physical attraction to the whore, the Fallen Woman, the type who likes to display her body. They have repressed the playful, sensual, and earthy sides of the character they had as boys. They are too rigid and civilized. The only way they can relate to these qualities is through women who appear to be so different from themselves. Like Swann, they find a way to idealize them with some highbrow reference that has no relation to reality. They project onto such women weakness and vulnerability. They tell themselves they want to help and protect them. But what really attracts them is the danger and naughty pleasures these women seem to promise. Underestimating the strength of such women, they often end up as their pawns. Their anima is passive and masochistic. Men who engage in this kind of projection need to develop the less conventional sides of their character. They need to move outside their comfort zone and try new experiences on their own. They require more challenges, and even a bit of danger that will help loosen them up. Perhaps they need to take more risks at work. They also need to develop the more physical and sensual side of their character. Not having to get what they crave by looking for the Fallen Woman type, they can actually begin to satisfy their urges with any type of woman, not passively waiting for her to lead them astray but actively initiating the guilty pleasures.

In criticizing Chomsky, Morgenthau made the point that his moral absolutism was simply the mirror image of the moralism that dominated the thinking of the policymakers in Washington. Both divided the world into good and evil nations; the difference was in the countries they chose to label good and evil. For the student demonstrators, the United States now fell into the “evil” category. Kissinger said much the same thing about the students from a different position on the political map. The young protesters had passion but no analysis and were unable to formulate any responsible policy for Vietnam. They had allowed morality, or more accurately moralism, to do their thinking for them. Kissinger observed that at the start of the war, the supporters “did so in the name of morality. Before the war was over, many opposed it in the name of morality.” What was once good was now evil, but even if positions had changed, the thinking had not—it never lost its Manichean quality. This, Kissinger said, was “American exceptionalism turned on itself” and had nothing in common with the Realpolitik principles of both Morgenthau and Kissinger.

The psychologists on the review panel, which included Baumeister, sifted through thousands of studies looking for the ones that met high standards of research quality. The panel found several hundred, like the one that tracked high school students for several years in order to understand the correlation between self-esteem and good grades. Yes, students with higher self-esteem did have higher grades. But which came first? Did students’ self-esteem lead to good grades, or did good grades lead to self-esteem? It turned out that grades in tenth grade predicted self-esteem in twelfth grade, but self-esteem in tenth grade failed to predict grades in twelfth grade. Thus, it

I was greatly impressed by Geshe-la's qualities-his personal solidity, the sharpness of his mind, his obvious mastery of his tradition-which were manifest in the crystal-clear teachings he gave.' I was also impressed by his confidence in the validity of his tradition, displayed in a readiness to discuss any question. Students could raise many questions, and Geshe-la always had an answer, usually a very good one, which he proposed on its own merits, not relying on the authority of the tradition or himself. Moreover, students, like grown-ups, were given the freedom to think for themselves. When they encountered difficult topics, such as reincarnation and karma, Geshe-la would advocate that they provisionally suspend judgment: "You will be able to form a better judgment later through more study and practice. For now, it does not matter; just go on studying and practicing." This attitude, which reflected a view that belief was not a precondition of religious engagement but rather derived from a reasoned inquiry into the tradition, contrasted favorably in my mind with the religious traditions I had been exposed to earlier.

As public schools in the United States began desegregating and students of different skin tones were photographed for yearbooks in the same frame, the technical fixes that could be employed when a Black child was photographed alone were not useful. In particular, Black parents, objecting to the fact that their children’s facial features were rendered blurry, demanded higher-quality images.20 But the photographic industry did not fully take notice until companies that manufactured brown products like chocolate and wooden furniture began complaining that photographs did not depict their goods with enough subtlety, showcasing the varieties of chocolate and of grains in wood.

Different regions evoke different images in the minds of high school students, often depending on where they grew up. In the age of cyberspace, college is still synonymous with a quaint New England town featuring the traditional red brick, white columns, and ivy all around. That enduring mental picture combines with the seemingly inborn cultural snobbery of the East Coast to produce millions of students who think that civilization ends at the western edge of Pennsylvania—if not the Hudson River. For Midwesterners, the situation is just the opposite: a century-old cultural inferiority complex. Many applicants from those states will do anything to get the heck out, even though there are more good colleges per capita in states like Iowa, Minnesota, and Ohio than anywhere else in the nation. The West Coast fades in and out as a trendy place for college, depending on earthquakes, the regional economy, and the overcrowding and tuition increases that plague the University of California system. Among those seeking warmer weather, the South has become a popular place, especially since Southerners themselves are more likely to stay close to home. Collective perceptions of the various regions have some practical consequences. First, most of the elite schools in the Northeast are more selective than ever. In addition, a lot of mediocre schools in the Northeast, notably Boston, are being deluged with applicants simply because they are lucky enough to be in a hot location. In the Midwest, many equally good or superior schools are much less difficult to get into, especially the fine liberal arts colleges in Ohio. In the South, the booming popularity of some schools is out of proportion to their quality. The weather may be nice and the football top-notch, but students who come from far away should be prepared for culture shock.

Claude Steele, this time joined by Geoffrey Cohen, offers important insights. To investigate how a teacher might gain the trust of a student when giving feedback across racial lines, they created a scenario in which Black and White Stanford University students were asked to write essays about a favorite teacher. The students were told that the essays would be considered for publication in a journal about teaching and that they would receive feedback from a reviewer who they were led to believe was White. A Polaroid snapshot was taken of each student and attached to the essay as it was turned in, signaling to the students that the reviewer would be able to identify the race of the essay writer. Several days later the students returned to receive the reviewer’s comments, with the opportunity to “revise and resubmit” the essay. What was varied in the experiment was how the feedback was delivered. When the feedback was given in a constructive but critical manner, Black students were more suspicious than white students that the feedback was racially biased, and consequently, the Black students were less likely than the White students to rewrite the essay for further consideration. The same was true when the critical feedback was buffered by an opening statement praising the essay, such as “There were many good things about your essay.” However, when the feedback was introduced by a statement that conveyed a high standard (reminding the writer that the essay had to be of publishable quality) and high expectations (assuring the student of the reviewer’s belief that with effort and attention to the feedback, the standard could be met), the Black students not only responded positively by revising the essays and resubmitting them, but they did so at a higher rate than the White students in the study.66

In his poems and in his teaching of other poets, Bashō set forth a simple, deeply useful reminder: that if you see for yourself, hear for yourself, and enter deeply enough this seeing and hearing, all things will speak with and through you. “To learn about the pine tree,” he told his students, “go to the pine tree; to learn from the bamboo, study bamboo.” He found in every life and object an equal potential for insight and expansion. A good subject for haiku, he suggested, is a crow picking mud-snails from between a rice paddy’s plants. Seen truly, he taught, there is nothing that does not become a flower, a moon. “But unless things are seen with fresh eyes,” he added, “nothing’s worth writing down.” A wanderer all his life both in body and spirit, Bashō concerned himself less with destination than with the quality of the traveller’s attention. A poem, he comments, only exists while it’s on the writing desk; by the time its ink has dried, it should be recognized as just a scrap of paper. In poetry as in life, he saw each moment as gate-latch. Permeability mattered more in this process than product or will: “If we were to gain mastery over things, we would find their lives would vanish under us without a trace.

Best Tips for Govt Interview Jobs In Pakistan for 2020 Doing Practice Interviews to Succeed in Government Jobs in Pakistan is first on our list: You really have a lot of opportunities to do these things. When I was a college student, in my four years, every year when I entered the career fair town, there were real recruiters coming to CareerCentrendrand, giving their time for interview jobs with any student who signed up. One. Now, these interviews are not real interviews, but are they real conversations with people who hire managers or HR people at companies that are going to be at a career fair? So in addition to good practice for real interviews in the future, they are a good networking experience with people who make decisions in the future. But the main advantage of these types of interviews is that they are great learning for the real thing, because the interview is inherently a nerve-wracking experience. Tip number two to everyone you interact with any institution or company cesukovaliippudu friendly and engaged, or they talk to people who do not seem dirty secretary instityutlaloki trip and they are saying to the people, but a lot of students go to an institution or firm, and p If a little more time to wait before the interview for jobs kistanlo. They sit in the waiting room and stare at their phones. As I can tell you from experience, people who are not hiring managers notice the behavior of potential candidates, and then they talk to those hiring managers. In most companies, hiring decisions don't just come to the public you interview. They are going to ask anyone who has spoken to a potential candidate if they have any objections. So if you come into any institute or company, take some time to talk to the person at the front desk, a few minutes before the interview. Or if they are busy, at least be polite, greet them, ask them how their day is going, and then sit down and do your waiting. Do not. Continues. In addition, come to the interview with your own questions and tell the interviewer that you are engaged, that you are 'interested in this position and you have made some preparations for an interview for government jobs in Pakistan. You may think that you are all too familiar with any questions, and that's a good thing, in fact it does what it does if the interviewer is apathetic towards you and is doing it for the money. One question you definitely need to keep in your back pocket is whether I am going to make progress or additional opportunities in this company. The great thing about this type of question is that it tells your interviewer that you are comfortable and comfortable and ready to learn new things, and this is a great quality to have if you are a business owner and someone you are working with. My third tip is about asking questions during the interview. Tip number is to research the company before you walk into that interview room: once again, it shows preparation and dedication that most other candidates don't

Everybody brainstorms; therefore, brainstorming is good. But does it work? Claims about the success of brainstorming rest on easily tested assumptions. One assumption is that groups produce more ideas than individuals. Researchers in Minnesota tested this with scientists and advertising executives from the 3M Company. Half the subjects worked in groups of four. The other half worked alone, and then their results were randomly combined as if they had worked in a group, with duplicate ideas counted only once. In every case, four people working individually generated between 30 to 40 percent more ideas than four people working in a group. Their results were of a higher quality, too: independent judges assessed the work and found that the individuals produced better ideas than the groups. Follow-up research tested whether larger groups performed any better. In one study, 168 people were either divided into teams of five, seven, or nine or asked to work individually. The research confirmed that working individually is more productive than working in groups. It also showed that productivity decreases as group size increases. The conclusion: “Group brainstorming, over a wide range of group sizes, inhibits rather than facilitates creative thinking.” The groups produced fewer and worse results because they were more likely to get fixated on one idea and because, despite all exhortations to the contrary, some members felt inhibited and refrained from full participation. Another assumption of brainstorming is that suspending judgment is better than assessing ideas as they appear. Researchers in Indiana tested this by asking groups of students to think of brand names for three different products. Half of the groups were told to refrain from criticism and half were told to criticize as they went along. Once again, independent judges assessed the quality of each idea. The groups that did not stop to criticize produced more ideas, but both groups produced the same number of good ideas. Deferring criticism added only bad ideas. Subsequent studies have reinforced this. Research into brainstorming has a clear conclusion. The best way to create is to work alone and evaluate solutions as they occur. The worst way to create is to work in large groups and defer criticism. Steve Wozniak, Steve Jobs’s cofounder at Apple and the inventor of its first computer, offers the same advice: “Work alone. You’re going to be best able to design revolutionary products and features if you’re working on your own. Not on a committee. Not on a team.

Finding a fine British International school can be a challenge if you live in a place like Dubai. Known as a melting pot of cultures, Dubai offers many choices when it comes to curriculum preferences. Digging the web for valuable options can leave in you bind as well. But, to find the right and affordable British school in Dubai you must have a clear picture of the options available. To make your work easier, here is a list to help you pick the best British curriculum school in Dubai. The best British International schools in Dubai Listed below are the top picks of English Schools in Dubai: The Winchester School This English school in Dubai is the right example of high-quality education at affordable rates. The Winchester School is an ideal pick as it maintains the desired level of British curriculum standards and has a KHDA rating as ‘good’. Admission: This school is fully inclusive for kids aged 1-13 and it conducts no entrance exam for foundation level. However, for other phases, necessary entrance tests are taken according to the standard. Also, admissions here do not follow the concept of waiting lists, which can depend on the vacant seats and disability criteria. Fees: AED 12,996- AED 22,996 Curriculum: National Curriculum of England-EYFS(Early Years Foundation Stage), IGCSE, International A-Level, and International AS Level. Location: The Gardens, Jebel Ali Village, Jebel Ali Contact: +971 (0)4 8820444, principal_win@gemsedu.com Website: The Winchester School - Jebel Ali GEMS Wellington Internation School GEMS Wellington Internation School is yet another renowned institute titled the best British curriculum school in Dubai. It has set a record of holding this title for nine years straight which reveals its commendable standards. Admission: For entrance into this school, an online registration process must be completed. A non-refundable fee of AED 500 is applicable for registration. Students of all gender and all stages can enroll in any class from Preschool to 12th Grade. Fees: AED 43,050- AED 93,658 Curriculum: GCSE, IB, IGCSE, BTEC, and IB DP Location: Al South Area Contact: +971 (0)4 3073000, reception_wis@gemsedu.com Website: Outstanding British School in Dubai - GEMS Wellington International School Dubai British School Dubai British School is yet another prestigious institute that is also a member of the ‘Taaleem’ group. It is also one of the first English schools to open and get a KHDA rating of ‘Outstanding’. Thus, it can be easily relied on to provide the curriculum of guaranteed quality. Admission: Here, the application here can be initiated by filling up an online form. Next, the verification requires documents such as copies of UAE Residence Visa, Identification card, Medical Form, Educational Psychologist’s reports, Vaccination report, and TC. Also, students of all genders and ages between 3-18 can apply here. Fees: AED 46,096- AED 69,145 Curriculum: UK National Curriculum, BTEC, GCSE, A LEVEL Location: Behind Spinneys, Springs Town Centre, near Jumeirah Islands. Contact: +971 (0)4 3619361 Website: Dubai British School Emirates Hills | Taaleem School Final takeaways The above-listed schools are some of the best English schools in Dubai that you can find. Apart from these, you can also check King’s School Dubai, Dubai College School, Dubai English Speaking School, etc. These offer the best British curriculum school in Dubai and can be the right picks for you. So, go on and find the right school for your kid.

At the end of the term, he was surprised to find that all the best photos were produced by the quantity group. During the semester, these students were busy taking photos, experimenting with composition and lighting, testing out various methods in the darkroom, and learning from their mistakes. In the process of creating hundreds of photos, they honed their skills. Meanwhile, the quality group sat around speculating about perfection. In the end, they had little to show for their efforts other than unverified theories and one mediocre photo.

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