Relevant Education Quotes

Sir Edwin Chadwick (1800-1890) was an England reformer. His words are true and relevant in 2025. He said, “There is a moral as well as an intellectual objection to the custom, frequent in these times, of making education consist in a mere smattering of twenty different things, instead of in the mastery of five or six.

What is important is to deeply understand things and their relations to each other. This is where intelligence lies. The fact of being quick or slow isn’t really relevant.

If you use a philosophy education well, you can get your foot in the door of any industry you please. Industries are like the blossoms on a tree while philosophy is the trunk - it holds the tree together, but it often goes unnoticed.

There are also those who delusively if not enthusiastically surrender their liberty for the mastermind’s false promises of human and societal perfectibility. He hooks them with financial bribes in the form of ‘entitlements.’ And he makes incredible claims about indefectible health, safety, educational, and environmental policies, the success of which is to be measured not in the here and now but in the distant future. For these reasons and more, some become fanatics for the cause. They take to the streets and, ironically, demand their own demise as they protest against their own self-determination and for ever more autocracy and authoritarianism. When they vote, they vote to enchain not only their fellow citizens but, unwittingly, themselves. Paradoxically, as the utopia metastasizes and the society ossifies, elections become less relevant. More and more decisions are made by the masterminds and their experts, who substitute their self-serving and dogmatic judgments — which are proclaimed righteous and compassionate — for the the individual’s self-interests and best interests.

Grit, persistence, adaptability, financial literacy, interview skills, human relationships, conversation, communication, managing technology, navigating conflicts, preparing healthy food, physical fitness, resilience, self-regulation, time management, basic psychology and mental health practices, arts, and music—all of these would help students and also make school seem much more relevant. Our fixation on college readiness leads our high school curricula toward purely academic subjects and away from life skills. The purpose of education should be to enable a citizen to live a good, positive, socially productive life independent of work.

The future is not simply a continuation of the past, nor should education be. To serve its purpose, education must be relevant to the future, helpful, and fulfilling.

Our current education model threatens irrelevance for those who do not keep up, and it produces a massive number of people who are not keeping up.

Today, when routine cognitive tasks are digitized and automated, and multiple lifetimes worth of information are accessible at our fingertips (much of which rapidly becomes obsolete), the focus of education must shift.

This need for humans to enhance their capabilities to become AAA is relevant in the context of machines learning faster, with increasingly higher-level human functions.

I always carried lawbooks in my car. Sometimes, when a policeman was harassing a citizen, I would stand off a little and read the relevant portions of the penal code in a loud voice to all within hearing distance. In doing this, we were helping to educate those who gathered to observe these incidents. If the policeman arrested the citizen and took him to the station, we would follow and immediately post bail. Many community people could not believe at first that we had only their interest at heart. Nobody had ever given them any support or assistance when the police harassed them, but here we were, proud Black men, armed with guns and a knowledge of the law. Many citizens came right out of jail and into the Party, and the statistics of murder and brutality by policemen in our communities fell sharply.

We learn best when we care about what we are doing, when we have choices. We learn best when the work has meaning to us, when it matters. We learn best when we are using our hands and our minds.We learn best when the work we are doing is real and relevant.

No matter what you do, no matter what you say, someone out there will proclaim how outraged they are, because they think it's their job to be offended by every God damn thing. It makes people feel important. It makes them feel powerful. It makes them feel like their opinion is relevant.

In education the first requirement is the teacher, the second is the student. What should happen between them is learning. How it should happen is through the constant teaching of that which will be relevant to the student. That is education.

It could be said that a liberal education has the nature of a bequest, in that it looks upon the student as the potential heir of a cultural birthright, whereas a practical education has the nature of a commodity to be exchanged for position, status, wealth, etc., in the future. A liberal education rests on the assumption that nature and human nature do not change very much or very fast and that one therefore needs to understand the past. The practical educators assume that human society itself is the only significant context, that change is therefore fundamental, constant, and necessary, that the future will be wholly unlike the past, that the past is outmoded, irrelevant, and an encumbrance upon the future -- the present being only a time for dividing past from future, for getting ready. But these definitions, based on division and opposition, are too simple. It is easy, accepting the viewpoint of either side, to find fault with the other. But the wrong is on neither side; it is in their division... Without the balance of historic value, practical education gives us that most absurd of standards: "relevance," based upon the suppositional needs of a theoretical future. But liberal education, divorced from practicality, gives something no less absurd: the specialist professor of one or another of the liberal arts, the custodian of an inheritance he has learned much about, but nothing from.

One way of looking at the history of the human group is that it has been a continuing struggle against the veneration of “crap.

as the number of messages increases, the amount of information carried decreases. We have more media to communicate fewer significant ideas.

Most people can afford healthcare and education in the age group when both these things are not relevant.

By 2050 a ‘useless’ class might emerge not merely because of an absolute lack of jobs or lack of relevant education, but also because of insufficient mental stamina.

Reflective learning provokes critical thinking, enabling us to pose relevant questions, revealing the profound oceans of ignorance that surround even the most learned scholars in our fields of modern knowledge, invoking us to be active participants in the crusade for equality, representation, and social justice.

Nowadays, being “connected” means 24/7 availability. Emailing, texting, Twittering, calling, keeping one’s website and Facebook status current seem essential to being and remaining relevant in the world. In addition to the positive impact of globally interconnecting humanity, the information era is also contributing to the creation of a high-tech, low-touch society. It is impacting language, the publishing world, education, and social revolts. Neurologists and other pundits, including Nicholas Carr in his Atlantic article, “Is Google Making Us Stupid?”, point out the paradoxical downsides of not setting healthy boundaries or applying discipline to how we engage technology. Some have gone so far as to suggest that it is making us “spiritually stupid” by keeping us too distracted to participate in spiritual practices. But how about this: can using technology with mindfulness lead to beneficial social and spiritual connection?

In a way that I haven’t yet figured out how to fully articulate, I believe that children who get to see bald eagles, coyotes, deer, moose, grouse, and other similar sights each morning will have a certain kind of matrix or fabric or foundation of childhood, the nature and quality of which will be increasing rare and valuable as time goes on, and which will be cherished into adulthood, as well as becoming- and this is a leap of faith by me- a source of strength and knowledge to them somehow. That the daily witnessing of the natural wonders is a kind of education of logic and assurance that cannot be duplicated by any other means, or in other place: unique and significant, and, by God, still somehow relevant, even now, in the twenty-first century. For as long as possible, I want my girls to keep believing that beauty, though not quite commonplace and never to pass unobserved or unappreciated, is nonetheless easily witnessed on any day, in any given moment, around any forthcoming bend. And that the wild world has a lovely order and pattern and logic, even in the shouting, disorderly chaos of breaking-apart May and reassembling May. That if there can be a logic an order even in May, then there can be in all seasons and all things.

There’s an article about Chicago closing dozens of schools and I should probably read it because it seems important and relevant—but to be honest, the headline about the professor in Florida telling students to 'stomp on Jesus' has really got my attention.

Nowadays it seems you learn only what is reasonable and relevant. I went to Rome with a young friend, educated on the latest lines, and who had taken historical honours at Cambridge. The first morning the pats of butter came up stamped with the Twins. “ Good old Romulus and Remus,” said I. “ Good old who? ” said she. She had never heard of the Twins and was much bored when I told her the story; they had no place in “ con¬ stitutional history ”, and for her the old wolf of the Capitol howled in vain: “ Great God! I’d rather be ”!

It is my opinion that education is a key component to peace and progress. Despite their arrogant claims to have all the answers, world religions cannot account for recent insights and discoveries about the natural world and human history. In this, the most tantalizing argument against religious faith comes forth in the way of science and reason. An ever-growing scientific consensus has resulted in the ever-shrinking populous of religious relevance.

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.

In this age, you must be relentlessly remarkable to stay relevant, if not you will be relegated.

People learn rapidly while working on projects that are relevant and exciting to them.

Old English, the heart and soul of the old regime at Oxford, ceased to be a required course only as of 2002.

Instead of the education system banning ChatGPT from schools, the focus should be geared towards educating students on how to properly use AI tools. Schools should be at the forefront of innovation and technological progress NOT a place for preserving obsolete learning methods and clinging onto archaic practices that are no longer relevant for the world we live in.

It seems so easy now to destroy libraries--mainly by taking away all the books--and to say that books and libraries are not relevant to people's lives. There's a lot of talk about social breakdown and alienation, but how can it be otherwise when our ideas of progress remove the centres that did so much to keep people together? In the North people met in the church, in the pub, in the marketplace, and in those philanthropic buildings where they could continue their education and their interests. Now, maybe, the pub is left--but mainly nothing is left. The library was my door to elsewhere.

Addressing the cultural differences between teachers and students requires what educational researcher Gloria Ladson-Billings describes as culturally relevant pedagogy.7 This approach to teaching advocates for a consideration of the culture of the students in determining the ways in which they are taught. Unfortunately, this approach cannot be implemented unless teachers broaden their scope beyond traditional classroom teaching.

Your identity or potentials need to develop relevance, get education, possess content, technical improvement to be relevant to time and the present context. The anointing of yesterday will not do for the work of today.

The sociopaths’ goal is to wring every last dollar from the system, and any investment that could not be fully realized within Boomer lifetimes was to be avoided. Therefore, the nation’s infrastructure, built by the Boomers’ parents and once the world’s finest, was allowed to decay. Henceforth, state-sponsored research would be radically curtailed. Higher education was neglected; the Boomers had their cost-free diplomas in hand, so meaningful reform and costly subsidies were no longer relevant.

When the training is unchanged for immense periods of time, traditions are passed on intact to the next generation. But when what needs to be learned changes quickly, especially in the course of a single generation, it becomes much harder to know what to teach and how to teach it. Then, students complain about relevance; respect for their elders diminishes. Teachers despair at how educational standards have deteriorated, and how lackadaisical students have become. In a world in transition, students and teachers both need to teach themselves one essential skill - learning how to learn.

Every no is good enough, and that goes for every person. If we believe that people shouldn’t have unwanted sex with strangers and that strangers are not entitled to sex, we should believe that people shouldn’t have unwanted sex with partners and that partners, no matter how loving or good, are not entitled to sex either. As long as people don’t know about asexuality—hell, forget about the label, so long as they don’t know that saying no forever and for any reason and in any context is okay—sex education, sex therapy, and popular depictions of sex are incomplete and people don’t have the relevant information to fully consent.

As leaders, if we ask teachers to use their own time to do anything, what we’re really telling them is: it’s not important. The focus on compliance and implementation of programs in much of today’s professional development does not inspire teachers to be creative, nor does it foster a culture of innovation. Instead, it forces inspired educators to color outside the lines, and even break the rules, to create relevant opportunities for their students. These outliers form pockets of innovation. Their results surprise us. Their students remember them as “great teachers,” not because of the test scores they received but because their lives were touched.

A host of other matters that affect the lives of many LGBTQ people—among them, health care, senior centers, immigration, poverty, homelessness, diet, and education—are currently given short shrift. Even those issues still being partially addressed, like hate crime legislation, are of uncertain relevance (and even potential harm) to much of the queer population.

Progress is like wheels that never stop; they have to keep turning in order to remain relevant to a car and all of its mechanical parts. Stopping is not an option in real time but it is to those that envy progress and upward mobility. Progress never ends because it is infinite but it rebuilds and readjust (s) to take small steps then massive steps if it is hindered.

Progress is like wheels that never stop; they have to keep turning in order to remain relevant to a car and all of its mechanical parts. Stopping is not an option in real time but it is to those that envy progress and upward mobility. Progress never ends because it is infinite but it rebuilds and readjust (s) to take increment steps then massive steps if it is hindered. - Terrance Robinson

Simultaneously, scientists have studied the mental states of people considered to be healthy and normative. However, most relevant researches have been conducted on people from Western, educated, industrialised, rich and democratic (WEIRD) societies, who do not constitute a representative sample of humanity. The study of the human mind has so far assumed that Homo sapiens is Homer Simpson. A

In retrospect, it is evident that highlighting abortion rather than reproductive rights as a whole reflected the class biases of the women who were at the forefront of the movement. While the issue of abortion was and remains relevant to all women, there were other reproductive issues that were just as vital which needed attention and might have served to galvanize masses. These issues ranged from basic sex education, prenatal care, preventive health care that would help females understand how their bodies worked, to forced sterilization, unnecessary cesareans and/or hysterectomies, and the medical complications left in their wake. Of all these issues individual white women with class privilege identified most intimately with the pain of unwanted pregnancy. And they highlighted the abortion issue. They were not by any means the only group in need of access to safe, legal abortions. As already stated, they were far more likely to have the means the to acquire an abortion than poor and working-class women. In those days poor women, black women included, often sought illegal abortions. The right to have an abortion was not a white-women-only issue; it was simply not the only or even most important reproductive concern for masses of American women.

My Stuyvesant students were not satisfied. Why was I telling them stories of women from the Islands and Puerto Ricans and Greeks when the world was going to hell? Because the women from the Islands believe in education. You can demonstrate and shake your fists, burn your draft cards and block the traffic with your bodies, but what do you know in the end? For the ladies from the Islands there is one relevance, education. That is all they know. That is all I know. That is all I need to know.

The people involved in each of these events would have made the understandable but often mistaken assumption that the governor had a clear idea of who they were and what it was they were doing. That’s why high-level politicians need speechwriters: not because they’re so dense they need someone to tell them what to say but because no normal person can be expected to say something interesting that many times a day, on that many subjects, to that many separate groups. Talking points explain what the event is, who will be present, the event’s agenda if there is one, some relevant background, and what we—the speechwriters—believe will be appropriate or interesting for the governor to say. For the unimportant events or the ones he didn’t care much about, he would wait until three or four minutes before the event began to look at the talking points. If the event was in the office or if you were with him on the road, he preferred that you tell him what the event was and what he should say.

[Professor Greene's] reaction to GAMAY, as published in the Yale Daily News, fairly took one's breath away. He fondled the word "fascist" as though he had come up with a Dead Sea Scroll vouchsafing the key word to the understanding of God and Man at Yale. In a few sentences he used the term thrice. "Mr. Buckley has done Yale a great service" (how I would tire of this pedestrian rhetorical device), "and he may well do the cause of liberal education in America an even greater service, by stating the fascist alternative to liberalism. This fascist thesis . . . This . . . pure fascism . . . What more could Hitler, Mussolini, or Stalin ask for . . . ?" (They asked for, and got, a great deal more.) What survives, from such stuff as this, is ne-plus-ultra relativism, idiot nihlism. "What is required," Professor Greene spoke, "is more, not less tolerance--not the tolerance of indifference, but the tolerance of honest respect for divergent convictions and the determination of all that such divergent opinions be heard without administrative censorship. I try my best in the classroom to expound and defend my faith, when it is relevant, as honestly and persuasively as I can. But I can do so only because many of my colleagues are expounding and defending their contrasting faiths, or skepticisms, as openly and honestly as I am mine." A professor of philosophy! Question: What is the 1) ethical, 2) philosophical, or 3) epistemological argument for requiring continued tolerance of ideas whose discrediting it is the purpose of education to effect? What ethical code (in the Bible? in Plato? Kant? Hume?) requires "honest respect" for any divergent conviction?

Had she been able to listen to her body, the true Virginia would certainly have spoken up. In order to do so, however, she needed someone to say to her: “Open your eyes! They didn’t protect you when you were in danger of losing your health and your mind, and now they refuse to see what has been done to you. How can you love them so much after all that?” No one offered that kind of support. Nor can anyone stand up to that kind of abuse alone, not even Virginia Woolf. Malcolm Ingram, the noted lecturer in psychological medicine, believed that Woolf’s “mental illness” had nothing to do with her childhood experiences, and her illness was genetically inherited from her family. Here is his opinion as quoted on the Virginia Woolf Web site: As a child she was sexually abused, but the extent and duration is difficult to establish. At worst she may have been sexually harassed and abused from the age of twelve to twenty-one by her [half-]brother George Duckworth, [fourteen] years her senior, and sexually exploited as early as six by her other [half-] brother… It is unlikely that the sexual abuse and her manic-depressive illness are related. However tempting it may be to relate the two, it must be more likely that, whatever her upbringing, her family history and genetic makeup were the determining factors in her mood swings rather than her unhappy childhood [italics added]. More relevant in her childhood experience is the long history of bereavements that punctuated her adolescence and precipitated her first depressions.3 Ingram’s text goes against my own interpretation and ignores a large volume of literature that deals with trauma and the effects of childhood abuse. Here we see how people minimize the importance of information that might cause pain or discomfort—such as childhood abuse—and blame psychiatric disorders on family history instead. Woolf must have felt keen frustration when seemingly intelligent and well-educated people attributed her condition to her mental history, denying the effects of significant childhood experiences. In the eyes of many she remained a woman possessed by “madness.” Nevertheless, the key to her condition lay tantalizingly close to the surface, so easily attainable, and yet neglected. I think that Woolf’s suicide could have been prevented if she had had an enlightened witness with whom she could have shared her feelings about the horrors inflicted on her at such an early age. But there was no one to turn to, and she considered Freud to be the expert on psychic disorders. Here she made a tragic mistake. His writings cast her into a state of severe uncertainty, and she preferred to despair of her own self rather than doubt the great father figure Sigmund Freud, who represented, as did her family, the system of values upheld by society, especially at the time.   UNFORTUNATELY,

At one point he said "Some may not believe it, but I spent hours perfecting whatever I did." He worked not only on sculpting the body but at shaping his mind, educating himself, evolving his practices, developing his potential. He also worked at the little things, like having beautiful handwriting, writing and speaking grammatically well, developing a colloquial understanding of English through joke-telling, learning how to direct a film - the list goes on and on. And as a result, he created a legacy that continues to be relevant forty-seven years after his death.

Learning is not about accumulation but about accommodation of knowledge. Learning is the art of creating space so that the learner can see the movement of knowledge in space and time. Knowledge of yesterday may not be relevant today. Knowledge of the past may not be relevant to the future. Knowledge used properly and appropriately, is learning. Knowledge should never be hoarded. It should rather be used like a disposable tissue. The movement of open source learning across the world today tells us that learning like love cannot be divided. Learning can only be multiplied and shared.

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

grandes rues afin d’y établir des villages, transférer à Versailles le siège du gouvernement, mettre à Bourges les écoles, supprimer les bibliothèques, confier tout aux généraux de division ; - et on exaltait les campagnes, l’homme illettré ayant naturellement plus de sens que les autres ! Les haines foisonnaient : haine contre les instituteurs primaires et contre les marchands de vin, contre les classes de philosophie, contre les cours d’histoire, contre les romans, les gilets rouges, les barbes longues, contre toute indépendance, toute manifestation individuelle ; car il fallait » relever le principe d’autorité », qu’elle s’exerçât au nom de n’importe qui, qu’elle vînt de n’importe où, pourvu que ce fût la Force, l’Autorité !

When Dr Sarabhai gave shape to a vision to develop rockets in India, he was questioned, along with the political leadership, on the relevance of such a programme when a vast majority in the country was battling the demons of hunger and poverty. Yet, he was in agreement with Jawaharlal Nehru that India could only play a meaningful role in the affairs of the world if the country was self-reliant in every manner, and should be able to apply advanced technologies to alleviate real-life problems. Thus our space programme was never simply a desire to be one among an elite group of nations, neither was it a matter of playing catch-up with other countries. Rather, it was an expression of the need for developing indigenous capabilities in telecommunications, meteorology and education.

I appear to be embarked on the turbid waters of poetry and scholarship. And a career in poetry and knowledge is as hard to guide as Plato's horses. On the one hand I must range about discovering the fundamentals of knowledge, dipping into science, politics and other arcana, forever seeking an education that is both profound and practical; on the other, I must keep spiritually alive and brilliantly alive, for poetry is, as the moral Milton conceded in practice and precept, a sensuous, passionate, brutal thing. I put in the last adjective because I am modern and angry and puritanical. ...The relevance of such schedule to poetry is obvious. I cannot think it a pedantry that a man desiring to speak (or sing) something important should also desire to speak with certainty. Also if he lack scope, such as an acquaintance with science and an acquaintance with other languages, he will be romantic and an anachronism.

Page 141: Group Polarization Patterns Political anger and demands for privileges are, of course, not limited to the less privileged. Indeed, even when demands are made in the name of less privileged racial or ethnic groups, often it is the more privileged members of such groups who make the demands and who benefit from policies designed to meet such demands. These demands may erupt suddenly in the wake of the creation (or sharp enlargement) of a newly educated class which sees its path to coveted middle-class professions blocked by competition of other groups--as in India, French Canada, or Lithuania, for example. * * * A rapid expansion of education is thus a factor in producing inter-group conflict, especially where the education is of a kind which produces diplomas rather than skills that have significant economic value in the marketplace. Education of a sort useful only for being a clerk, bureaucrat, school teacher--jobs whose numbers are relatively fixed in the short run and politically determined in the long run--tend to increase politicized inter-group strife. Yet newly emerging groups, whether in their own countries or abroad, tend to specialize precisely in such undemanding fields. Malay students, for example, have tended to specialize in Malay studies and Islamic studies, which provide them with no skills with which compete with the Chinese in the marketplace, either as businessmen, independent professionals, or technicians. Blacks and Hispanics in the United States follow a very similar pattern of specializing disproportionately in easier fields which offer less in the way of marketable skills. Such groups then have little choice but to turn to the government, not just for jobs but also for group preferences to be imposed in the market place, and for symbolic recognition in various forms. *** While economic interests are sometimes significant in explaining political decisions, they are by no means universally valid explanations. Educated elites from less advanced groups may have ample economic incentives to promote polarization and preferential treatment policies, but the real question is why the uneducated masses from such groups give them the political support without which they would be impotent. Indeed, it is often the less educated masses who unleash the mob violence from which their elite compatriots ultimately benefit--as in Malaysia, Sri Lanka, or parts of India, Africa, or the United States, where such violence has led to group preference policies in employment, educational institutions, and elsewhere. The common denominator in these highly disparate societies seems to be not only resentment of other groups' success but also fear of an inability to compete with them, combined with a painful embarrassment at being so visibly "under-represented"--or missing entirely—in prestigious occupations and institutions. To remedy this within apolitically relevant time horizon requires not simply increased opportunities but earmarked benefits directly given on a racial or ethnic basis.

Postscript, 2005 From the Publisher ON APRIL 7, 2004, the Mid-Hudson Highland Post carried an article about an appearance that John Gatto made at Highland High School. Headlined “Rendered Speechless,” the report was subtitled “Advocate for education reform brings controversy to Highland.” The article relates the events of March 25 evening of that year when the second half of John Gatto’s presentation was canceled by the School Superintendent, “following complaints from the Highland Teachers Association that the presentation was too controversial.” On the surface, the cancellation was in response to a video presentation that showed some violence. But retired student counselor Paul Jankiewicz begged to differ, pointing out that none of the dozens of students he talked to afterwards were inspired to violence. In his opinion, few people opposing Gatto had seen the video presentation. Rather, “They were taking the lead from the teacher’s union who were upset at the whole tone of the presentation.” He continued, “Mr. Gatto basically told them that they were not serving kids well and that students needed to be told the truth, be given real-life learning experiences, and be responsible for their own education. [Gatto] questioned the validity and relevance of standardized tests, the prison atmosphere of school, and the lack of relevant experience given students.” He added that Gatto also had an important message for parents: “That you have to take control of your children’s education.” Highland High School senior Chris Hart commended the school board for bringing Gatto to speak, and wished that more students had heard his message. Senior Katie Hanley liked the lecture for its “new perspective,” adding that ”it was important because it started a new exchange and got students to think for themselves.” High School junior Qing Guo found Gatto “inspiring.” Highland teacher Aliza Driller-Colangelo was also inspired by Gatto, and commended the “risk-takers,” saying that, following the talk, her class had an exciting exchange about ideas. Concluded Jankiewicz, the students “were eager to discuss the issues raised. Unfortunately, our school did not allow that dialogue to happen, except for a few teachers who had the courage to engage the students.” What was not reported in the newspaper is the fact that the school authorities called the police to intervene and ‘restore the peace’ which, ironically enough, was never in the slightest jeopardy as the student audience was well-behaved and attentive throughout. A scheduled evening meeting at the school between Gatto and the Parents Association was peremptorily forbidden by school district authorities in a final assault on the principles of free speech and free assembly… There could be no better way of demonstrating the lasting importance of John Taylor Gatto’s work, and of this small book, than this sorry tale. It is a measure of the power of Gatto’s ideas, their urgency, and their continuing relevance that school authorities are still trying to shut them out 12 years after their initial publication, afraid even to debate them. — May the crusade continue! Chris Plant Gabriola Island, B.C. February, 2005

How to Buy LinkedIn Accounts Safely and Effectively 4 Trusted Sources Are you looking to boost your LinkedIn presence quickly and effectively? Buying verified LinkedIn accounts might be the shortcut you need. Contact smmitzone 24/7: Email: infosmmitzone@gmail.com Telegram: @smmitzone_official WhatsApp: +1 (740) 810-3871 These accounts come with aged and professional profiles, giving you instant credibility and access to a wider network. Imagine skipping months of building connections and jumping straight into trusted conversations. Keep reading to discover how buying verified LinkedIn accounts can open doors for your career or business and why choosing aged, professional profiles makes all the difference. Your next big opportunity could be just one verified account away. Buy Verified Linkedin Accounts – Aged & Professional Profiles Verified LinkedIn accounts offer real, aged profiles for professional use. These accounts help build trust and connect easily with others. Buying verified profiles saves time and boosts your online presence quickly. Buying verified LinkedIn accounts offers a shortcut to an established professional presence. These aged profiles come with history, connections, and trust already built in. They can save time and boost credibility fast. Benefits of Aged LinkedIn Accounts Aged LinkedIn accounts carry several advantages that new profiles lack. Contact smmitzone 24/7: Email: infosmmitzone@gmail.com Telegram: @smmitzone_official WhatsApp: +1 (740) 810-3871 Here are some key points: - Established credibility: Older accounts have a history that builds trust. - Pre-existing network: Connections are already in place, saving outreach effort. - Higher visibility: Older profiles often rank better in LinkedIn searches. - Reduced risk of restrictions: Verified aged accounts face fewer limitations. Features of Professional LinkedIn Profiles Professional LinkedIn accounts show signs of real, active users. They include: - Complete profile details: Work history, skills, and education filled out. - Verified email and phone: Ensures authenticity and security. - Regular activity: Posts, comments, and endorsements reflect engagement. - Industry relevance: Profiles tailored to specific professional fields. How Verified Accounts Improve Trust Trust is vital on LinkedIn. Verified accounts help build it naturally. - Signal authenticity: Verification proves the account belongs to a real person. - Boost profile views: Users prefer connecting with verified profiles. - Increase message response: Verified status encourages replies and interactions. - Support professional reputation: Verified badges add authority to the profile. Ideal Uses for Verified Aged Profiles These accounts serve many professional needs. Typical uses include: - Lead generation: Access decision-makers with trusted profiles. - Recruitment: Engage candidates with credible hiring profiles. - Networking: Connect with industry peers instantly. - Marketing: Promote services via established, active accounts. Risks Of Account Inactivity Or Suspension Purchased accounts may face inactivity or suspension risks due to various reasons. Some common issues include: Risk Description Impact Previous Warnings Account may already have warnings for suspicious activity. Higher chance of suspension soon after purchase. Unverified Usage History Unknown past activities can affect account credibility. Potential for sudden restrictions or bans. Inactivity Periods Long inactive accounts might be flagged by LinkedIn. Risk of account deactivation or reduced visibility. Maintaining regular activity and consistent profile updates helps lower suspension risks. Gradual changes to profile details avoid triggering LinkedIn’s automated systems. Adhering to LinkedIn’s rules and guidelines is critical to keep the account safe. How Smmitzone.com Ensures Account Security And Compliance

Weaknesses in claims about self-esteem have been evident for a long time. In California in the late 1980s, the state governor set up a special taskforce to examine politician John Vasconcellos’s claim that boosting young people’s self-esteem would prevent a range of societal problems (see chapter 1). One of its briefs was to review the relevant literature and assess whether there was support for this new approach. An author of the resulting report wrote in the introduction that ‘one of the disappointing aspects of every chapter in this volume … is how low the associations between self-esteem and its [presumed] consequences are in research to date.’1 Unfortunately, this early expression of concern was largely ignored. Carol Craig reviews more recent warnings about the self-esteem movement in an online article ‘A short history of self-esteem’, citing the research of five professors of psychology. Craig’s article and related documents are worth reading if you are interested in exploring this issue in depth.2 The following is my summary of her key conclusions about self-esteem:        •   There is no evidence that self-image enhancing techniques, aimed at boosting self-esteem directly, foster improvements in objectively measured ‘performance’.        •   Many people who consider themselves to have high self-esteem tend to grossly overestimate their own abilities, as assessed by objective tests of their performance, and may be insulted and threatened whenever anyone asserts otherwise.        •   Low self-esteem is not a risk factor for educational problems, or problems such as violence, bullying, delinquency, racism, drug-taking or alcohol abuse.        •   Obsession with self-esteem has contributed to an ‘epidemic of depression’ and is undermining the life skills and resilience of young people.        •   Attempts to boost self-esteem are encouraging narcissism and a sense of entitlement.        •   The pursuit of self-esteem has considerable costs and may undermine the wellbeing of both individuals and societies. Some of these findings were brought to wider public attention in an article entitled ‘The trouble with self-esteem’, written by psychologist Lauren Slater, which appeared in The New York Times in 2002.3 Related articles, far too many to mention individually in this book, have emerged, alongside many books in which authors express their concerns about various aspects of the myth of self-esteem.4 There is particular concern about what we are doing to our children.

This is a good moment to remember one of Mansfield’s Manly Maxims: “Manly men tend their fields.” It means that we take care of the lives and property entrusted to us. It means that we take responsibility for everything in the “field assigned to us.” We cannot do this without knowledge. We cannot do it if we are ignorant of our times, blind to the trends shaping our lives, and oblivious to the basic knowledge that allows us to do what we are called to do as men. We must know enough about law, health, science, economics, politics, and technology to fulfill our roles. We should also know enough about our faith to stand our ground in a secular age, resist heresies, and teach our families. We also shouldn’t be without the benefits of literature and poetry, of good novels and stirring stories, all of which make us more relevant and more effective. We need all of this, and no one is going to force it upon us. Nor will we acquire what we need from a degree program or a study group alone, as valuable as these can be. The truth is that men who aspire to be genuine men and serve well have no choice: they must devote themselves to an aggressive program of self-education. They have to read books, stay current with websites and periodicals, consult experts, and put themselves in a position to know. It isn’t as hard as it sounds, particularly in our Internet age. Much of what a man needs to know can land in his iPad while he is sleeping, but he has to know enough to value this power in the first place. To ignore this duty can mean disaster. How many men have lost jobs because they did not see massive trends on the horizon? How many men have failed to stay intellectually sharp and so gave up ground in their professions to others with more active minds? How many have lost money through uninformed investments or have not taken opportunities in expanding fields or have missed promotions because they had not bothered to learn about new technologies or what changes social media, for example, would bring to their jobs? I do not want to be negative. Learning is a joy. Reading is one of the great pleasures of life. A man ought to invest in knowledge because it is part of living in this world fully engaged and glorifying God. Yet our times also make it essential. The amount of knowledge in the world is increasing. Technology is transforming our lives. New trends can rise like floodwaters and sweep devastation into our homes. Men committed to tending their fields learn, study, research, dig out facts, and test theories. They know how to safeguard their families. They serve well because they serve as informed men.

That being said, it must be admitted that many scientists today take little interest in philosophy of science, and know little about it. While this is unfortunate, it is not an indication that philosophical issues are no longer relevant. Rather it is a consequence of the increasingly specialized nature of science, and of the polarization between the sciences and the humanities that characterizes much modern education.

A Gospel that does not speak to one’s total needs—e.g. need for work, education, food, housing, clothes, clean water, respect, and love—is surely no Gospel.

May I remark that all we possess of Aristotle is what amounts to the school notebooks of his disciples, written in one of the most crabbed technical jargons in the history of the world, and totally unintelligible to any contemporary Greek who had not been through the discipline of the Lyceum? That this jargon has been sanctified by history, so that it has become itself an object of classical education, is not relevant; for this happened after Aristotle, not contemporaneously with him.

By stripping King and Parks of the breadth of their politics—which interwove economic justice, desegregation, criminal justice, educational justice, and global justice—many of these national tributes render Parks and King meek and dreamy, not angry, intrepid, and relentless, and thus not relevant or, even worse, at odds with a new generation of young activists.

I am not saying that the path I have chosen will work for everyone, and I am also not saying that the formal schooling system has no successes. The prevalence of such arrogance is what has led us to adopt a uniform approach that has taken advantage of taxpayers, caused children to feel insufficient because they couldn't meet an absurd standard that held no relevance to their future success, and produced grown-ups lacking fundamental abilities required to sustain oneself, which is the ultimate benchmark of maturity.

I used to firmly believe that prestigious schools, which encompasses both private schools and top-tier quantile 5 public schools with impressive graduation rates, held a clear advantage over lower-quality no fee public schools. That was, until Dr Thomas Sowell introduced me to the sorting function of the formal schooling system and the unfair advantage prestigious schools have since they can pick and choose who they admit. From the outset they can choose to admit students of a certain intellect thus increasing the chances of these students performing favourably relative to no fee public schools that have an obligation to admit everyone. Parents who can afford to send their child to private school are usually more involved and provide more resources for their child to succeed. The ability of parents to afford the prohibitively high costs of the schools is also an indicator of the child’s abilities since his parents had it in them to work hard enough to earn what enabled to afford a prestigious school. Once you have factored those aspects as a minimum, the prestigious school’s performance doesn’t seem that great. As long as the parents have resources to support the child’s learning environment, the type of school a child attends becomes less relevant. This is why the quantile 5 public schools perform at the level of private schools. As the level of the parent’s material wealth increases such that more educational resources can be availed to the child, so does the performance of a child. This, off course happens to a certain level as the law of diminishing return eventually kicks in.

The public education system—the one found in schools all across the Earth—is broken. The brightest are held back, while those needing extra support are left behind. Teachers have given up, and have stopped believing in the value of their vocation.” She sighed. “This is what we need to change. While they have the relevant qualifications to be able to teach, many of the candidates have come from the public education systems around the world. Their mindset is what we need to retrain. We need to help them rediscover the reason they chose to teach in the first place, before the system knocked their ideals and enthusiasm out of them.

Because it had not been part of my medical education, I failed to see how the subjective experience of dying could be relevant to my role as a doctor.

Stay true to your cultural roots; however, be relevant to your changing world.

Curriculum creation involves detailed planning and adaptation to meet the unique needs of each student, ensuring that the curriculum is relevant, effective, and inclusive.

Signs of revenge, manipulation, superiority, desires, entitlement, criticism, depression etc. are signs of false ego. Wrong education, wrong conditioning, motivations of amassing wealth, trying to be socially relevant and escaping FOMO are the biggest contributors to building up false ego.

Never take advice, trust, or rely on a hungry person. Hunger has made people kill each other and sell each other. Hunger has made people turn against each other. We have no shame , morals, values, or principles anymore. We don’t have back bone or stand for something, because of hunger we fall for everything. Hunger controls lot of people. Hunger for success or for attention. Hunger to be rich. Hunger for being relevant or to trend. Hunger for being famous. Hunger for power or to be in control. Hunger for being noticed or liked. Hunger for sex or pleasure. Hunger for being loved. Hunger for money. Hunger for being cool, hunger for being credited, Hunger for being looked at as the smartest, wisest, or educated. Hunger for more followers or promos. Hunger for being right. Hunger for being in the circle or table. Hunger for being admired and hunger for friends. A starving person will say and do anything as long it is feeding their hunger. They can mislead, say wrong things, misinform, manipulate, abuse, lie, provoke, insult, intimidate, black mail, rage farm, influence, instigate people if it will feed their hunger. I hate poverty. It has made lot us break the law, support criminals, bad people, bad leaders , bad parties, bad things, bad behavior because whatever we support feeds our hunger.

That would be a tad on the unrealistic side. Instead, use the SMART filters. Make your goal clearer and attainable: Specific: “I’m going to learn music theory for piano and get to the point where I can understand and play basic sheet music.” Measurable: “I’m going to learn how to play 10 pieces on piano.” Achievable: “They’re going to be somewhat uncomplicated pieces, not overly complex classical pieces, but something I think I can manage before I decide to take the next step.” Relevant: “I’m doing this because I’m a fan of music and I really want to transfer my passion into making art.” Time-based: “I’m giving myself a year from now, practicing and learning at least 10 hours a week.

Governments, churches, and educational institutes, once the keepers of order and social enlightenment, are now scrambling to remain relevant as our collective consciousness and connectivity grows.

Some people are ignorant of the world but educated in Scripture, and are therefore prone to missing the relevance of Scripture - these sometimes, later, amidst life's challenges and doubts, turn from the faith; other people are ignorant of Scripture but educated in the world, and are therefore prone to missing the truth of Scripture - they are often those who ridicule the faith. The apologist stands somewhere in the center. He articulates where some are prone to understanding the truth in beauty, others the beauty in truth - that of a spiritual Creator in relation to his scientific creation.

They found that the crowd assembled around Innocentive was able to solve forty-nine of them, for a success rate of nearly 30 percent. They also found that people whose expertise was far away from the apparent domain of the problem were more likely to submit winning solutions. In other words, it seemed to actually help a solver to be ‘marginal’—to have education, training, and experience that were not obviously relevant for the problem. Jeppesen and Lakhani provide vivid examples of this: [There were] different winning solutions to the same scientific challenge of identifying a food-grade polymer delivery system by an aerospace physicist, a small agribusiness owner, a transdermal drug delivery specialist, and an industrial scientist. . . . All four submissions successfully achieved the required challenge objectives with differing scientific mechanisms. . . . [Another case involved] an R&D lab that, even after consulting with internal and external specialists, did not understand the toxicological significance of a particular pathology that had been observed in an ongoing research program. . . . It was eventually solved, using methods common in her field, by a scientist with a Ph.D. in protein crystallography who would not normally be exposed to toxicology problems or solve such problems on a routine basis.

Peace will only come about through understanding and a relevant education.

We’re all “storytellers.” We don’t call ourselves storytellers, but it’s what we do every day. Although we’ve been sharing stories for thousands of years, the skills we needed to succeed in the industrial age were very different from those required today. The ability to sell our ideas in the form of story is more important than ever. Ideas are the currency of the twenty-first century. In the information age, the knowledge economy, you are only as valuable as your ideas. Story is the means by which we transfer those ideas to one another. Your ability to package your ideas with emotion, context, and relevancy is the one skill that will make you more valuable in the next decade. Storytelling is the act of framing an idea as a narrative to inform, illuminate, and inspire. The Storyteller’s Secret is about the stories you tell to advance your career, build a company, pitch an idea, and to take your dreams from imagination to reality. When you pitch your product or service to a new customer, you’re telling a story. When you deliver instructions to a team or educate a class, you’re telling a story. When you build a PowerPoint presentation for your next sales meeting, you’re telling a story. When you sit down for a job interview and the recruiter asks about your previous experience, you’re telling a story. When you craft an e-mail, write a blog or Facebook post, or record a video for your company’s YouTube channel, you’re telling a story. But there’s a difference between a story, a good story, and a transformative story that builds trust, boosts sales, and inspires people to dream bigger.

A college student who wants to file a complaint of sexual assault within the campus disciplinary system informs a university employee such as an assistant dean for student life, or perhaps the Title IX coordinator. That person eventually forwards the complaint to a university disciplinary panel that may be composed of, for example, an associate dean with a master's degree in English literature, a professor of chemistry, and a senior majoring in anthropology. Unlike criminal prosecutors, members of the disciplinary panels do not have access to subpoena powers or to crime labs. They often have no experience in fact-finding, arbitration, conflict resolution, or any other relevant skill set. There is, to put it mildly, little reason to expect such panels to have the experience, expertise, and resources necessary to adjudicate a contested claim of sexual assault. Making matters worse, most campus tribunals ban attorneys for the parties (even in an advisory capacity), rules of procedure and evidence are typically ad hoc, and no one can consult precedents because records of previous disputes are sealed due to privacy considerations. Campus "courts" therefore have an inherently kangoorish nature. Even trained police officers and prosecutors too often mishandle sexual assault cases, so it's not surprising that the amateurs running the show at universities tend to have a poor record. And indeed, some victims' advocacy groups, such as the Rape, Abuse and Incest National Network (RAINN), oppose having the government further encourage the campus judicial system to primarily handle campus sexual assault claims, because that means not treating rape as a serious crime. A logical solution, if federal intervention is indeed necessary, would be for OCR [US Department of Education's Office of Civil Rights] to mandate that universities encourage students who complain of sexual assault to report the assault immediately to the police, and that universities develop procedures to cooperate with police investigations. Concerns about victims' well-being when prosecutors decline to pursue a case could also be adjudicated in a real court, as a student could seek a civil protective order against her alleged assailant. OCR could have mandated or encouraged universities to cooperate with those civil proceedings, which in some cases might warrant excluding an alleged assailant from campus.

Education does more than prepare us for careers and expand our minds. It enlarges our world—the number of people with whom we can connect. Because education covers so much ground, it helps us find more of the ground that is common to others whom we meet. The more you learn, the more people you can engage. All education is relevant, all education is practical, all education helps us grow. Keep reading, keep listening, keep learning.

Useful learning needs to begin where the student is at that time and then builds on what that person knows. The biggest challenge to an educator is what to forgo from the ‘old’ curriculum in favour of something more relevant. Then

Less happily, many who are capable of exhibiting significant understanding appear deficient, simply because they cannot readily traffic in the commonly accepted coin of the educational realm. For instance, there is a significant population that lacks facility with formal examinations but can display relevant understanding when problems arise in natural contexts.

Product immediately after exercise insurance solutions No investment insurance purchase in a very simple Prostatis action, even though he is trained only exception in the industry. There are many new threats that can lure the unwary with remote media policy is clearly insufficient for your needs. It is important to do your due diligence and scientific evidence, ask yourself just before the market does not provide a sound purchasing decisions. This short article will help you, just accept, shoulders that decisive action must begin with knowledge. Those most critical factors giving a positive self basically want to cover the first edition. That's pretty strong earnings, unemployment, and some cannot Prostatis even be informed. Talk to your employer and give generally positive, they are not. Relevance Tab justified confidence that the business aspects, really, that this, after all, attractive to employers incentives, long-term employees, and where the only specialized services for industry and again the other for employees of highest quality that are more difficult problem to treat, made only more secure, since it is to find a person. Although the direction of transmission of buying Prostatis insurance on their own, more attention is considerable, certainly in the sense that the plan to "complete" and "renewable insurance." This suggests that other, as you continue to receive payment of costs should not be fully covered by commercial insurance. Not even know that the level of demand in the economy Although in good condition I, and the company has taken the right path, and then joined a vague clause to complete the plan in principle and in its way through, you can also apply safeguards Generally they produce, the plan rescission period is 10 days during the working sets, make sure it's perfect, then throw the cards, if not immediately. The scenario is especially the Prostatis fact that it contains the option to change the terms and other demanding applications. Currently, for many years a large number of hits includes hands. As "absolutely certain legal requirements" specialized insurance services for investment in more selective inside to be taken, especially in the stop position of education on the basis of a different plan that incorporates the experience, regardless evaluation or situations require the exercise includes products and services for the same price evaluation face to face selling. Similarly, principles and manipulated so as the experience of many destructive aspect of the current market containing the entire industry. An insurance company to a higher potential, to ensure that purchasers or plans worth more to feel a little pressure, the result is inevitable that insurance is available against people who have contact to practice for a few days . Basically it is to maintain the power to print money to unrealistic levels.

This was true of any and every aspect of knowledge; you figured out how to learn it, and you exposed yourself to people who were willing to make their understanding public if you thought it could be a worthwhile part of your endeavor. That is the basis for the formation of universities in the Middle Ages—places where thinkers were willing to spend their time making their thoughts public. The only ones who got to stay were the ones whom other people (“students”) found relevant enough to their own personal quests to make listening to them worthwhile. By the way, this attitude toward teaching has not disappeared. When quantum theory was being developed in the second quarter of the twentieth century, aspiring atomic physicists traveled to the various places where different theorists were developing their thoughts, often in radically different directions. Students traveled to Bohr’s institute to find out how he viewed quantum theory, then to Heisenberg, to Einstein, to Schrodinger, to Dirac, and so on. What was true of physics was equally true of art, architecture...you name it. It is still true today. One does not go to Pei to learn “architecture”; one goes to learn how he does it—that is, to see him “teach” by telling and showing you his approach. Schools should enable people to go where they want to go, not where others want them to. The

The sociopaths’ goal is to wring every last dollar from the system, and any investment that could not be fully realized within Boomer lifetimes was to be avoided. Therefore, the nation’s infrastructure, built by the Boomers’ parents and once the world’s finest, was allowed to decay. Henceforth, state-sponsored research would be radically curtailed. Higher education was neglected; the Boomers had their cost-free diplomas in hand, so meaningful reform and costly subsidies were no longer relevant. Public tuition, formerly zero, could rise dramatically. Even better, the loans taken out to meet those new educational bills, including those produced by the Boomer-created plague of for-profit colleges, could be converted into today’s $1.3 trillion of student loans, profits on which the Boomers harvest and shall so forever, thanks to a modification of the bankruptcy code in 2005 that makes student debt nearly impossible to discharge. The Flower Child of Berkeley would become the Merchant of Midtown. Just

(prof.) Augustus était de nouveau sur moi ; tandis que sa bouche emplie de mots m’enserrait le cou avec sa puissance d’un lasso, ma voix parlait intérieurement. Dans l’air ambiant, ses mains ont pénétré les choses. J’étais seule, élue entre tous. J’avais accepté de relever le défi. Sérieux, dominant, Augustus a traversé l’estrade. Ses yeux, véritables planètes en orbite, ont décrit une révolution autour de moi. Il a lâché une question à laquelle aurait pu répondre avec flaccidité n’importe quelle taupe sortie du tunnel peu profond de lectures hégéliennes que nous explorions. Il a promené son regard sur des rares doigts levés, prêts à se risquer, comme s’il cherchait quelqu’un « en particulier ».

Education is effective only at the time of felt need and clear relevance.

An association with a strong educational position has an immediate opportunity when a new regulation is instituted. Members need to know how to comply efficiently to minimize the potentially negative costs or stress implications, such as a CPA society’s addressing changes in the tax law or a manufacturing trade association’s explaining a new environmental regulation.

Intuition is educated by experience and employed by curiosity.

Even if we grant that digital natives think and learn somewhat differently than older generations, we may be doing them a disservice to de-emphasize 'legacy' content such as reading, writing, and logical thinking, or to say that the methodologies we have used in the past are no longer relevant... Digital immigrants and natives alike are bombarded with vast volumes of information in today's electronic society, which... calls for an even greater emphasis on critical thinking and research skills -- the very sort of 'legacy' content that teachers have focused on since classical times

People are drawn across the bridge of belief by their anticipation of a better experience and a better life. Effective leaders ignite people’s imaginations by painting vivid, compelling, and personally relevant pictures—ones that move them. As John Quincy Adams made clear, “If your actions inspire others to dream more, learn more, do more and become more, you are a leader.

Teaching is not only about places, things, and concepts; teaching is totally encompassed within the confines of humanity. It's about people and interaction. It's all about caring and sharing!" "Teaching is not merely about taking the top off the bottle of ignorance and filling it to the brim with knowledge. Meaningful lessons and relevant teaching can only happen through the sharing of lives from a human perspective.

When she’s in a courtroom, Wendy Patrick, a deputy district attorney for San Diego, uses some of the roughest words in the English language. She has to, given that she prosecutes sex crimes. Yet just repeating the words is a challenge for a woman who not only holds a law degree but also degrees in theology and is an ordained Baptist minister. “I have to say (a particularly vulgar expletive) in court when I’m quoting other people, usually the defendants,” she admitted. There’s an important reason Patrick has to repeat vile language in court. “My job is to prove a case, to prove that a crime occurred,” she explained. “There’s often an element of coercion, of threat, (and) of fear. Colorful language and context is very relevant to proving the kind of emotional persuasion, the menacing, a flavor of how scary these guys are. The jury has to be made aware of how bad the situation was. Those words are disgusting.” It’s so bad, Patrick said, that on occasion a judge will ask her to tone things down, fearing a jury’s emotions will be improperly swayed. And yet Patrick continues to be surprised when she heads over to San Diego State University for her part-time work of teaching business ethics. “My students have no qualms about dropping the ‘F-bomb’ in class,” she said. “The culture in college campuses is that unless they’re disruptive or violating the rules, that’s (just) the way kids talk.” Experts say people swear for impact, but the widespread use of strong language may in fact lessen that impact, as well as lessen society’s ability to set apart certain ideas and words as sacred. . . . [C]onsider the now-conversational use of the texting abbreviation “OMG,” for “Oh, My God,” and how the full phrase often shows up in settings as benign as home-design shows without any recognition of its meaning by the speakers. . . . Diane Gottsman, an etiquette expert in San Antonio, in a blog about workers cleaning up their language, cited a 2012 Career Builder survey in which 57 percent of employers say they wouldn’t hire a candidate who used profanity. . . . She added, “It all comes down to respect: if you wouldn’t say it to your grandmother, you shouldn’t say it to your client, your boss, your girlfriend or your wife.” And what about Hollywood, which is often blamed for coarsening the language? According to Barbara Nicolosi, a Hollywood script consultant and film professor at Azusa Pacific University, an evangelical Christian school, lazy script writing is part of the explanation for the blue tide on television and in the movies. . . . By contrast, she said, “Bad writers go for the emotional punch of crass language,” hence the fire-hose spray of obscenities [in] some modern films, almost regardless of whether or not the subject demands it. . . . Nicolosi, who noted that “nobody misses the bad language” when it’s omitted from a script, said any change in the industry has to come from among its ranks: “Writers need to have a conversation among themselves and in the industry where we popularize much more responsible methods in storytelling,” she said. . . . That change can’t come quickly enough for Melissa Henson, director of grass-roots education and advocacy for the Parents Television Council, a pro-decency group. While conceding there is a market for “adult-themed” films and language, Henson said it may be smaller than some in the industry want to admit. “The volume of R-rated stuff that we’re seeing probably far outpaces what the market would support,” she said. By contrast, she added, “the rate of G-rated stuff is hardly sufficient to meet market demands.” . . . Henson believes arguments about an “artistic need” for profanity are disingenuous. “You often hear people try to make the argument that art reflects life,” Henson said. “I don’t hold to that. More often than not, ‘art’ shapes the way we live our lives, and it skews our perceptions of the kind of life we're supposed to live." [DN, Apr. 13, 2014]

In response, BEA launched an innovative program to put the company’s experts at the heart of its best customers’ IT organizations. BEA created Global Service Executives (GSEs) who were responsible for all services across education, consulting, and support. A portion of their compensation was based on customers’ ongoing success and full utilization of all purchased products. In addition, a client architect was placed on-site at strategic accounts, reporting to the customer’s CIO. These roles were in position to see customers’ needs from the inside and to help customers create strategy and road maps. Use proactive services to extend

The process of anarchist transformation in Africa might prove comparatively easy, given that Africa lacks a strong capitalist foundation, well-developed class formations and relations of production, and a stable, entrenched state system. What is required for now is a long-term program of class consciousness building, relevant education, and increased individual participation in social struggles. Meanwhile, the crises and mutations in capitalism, marxist socialism, and the state system, individually and collectively, cannot but accelerate. For Africa in particular, long-term development is possible only if there is a radical break with both capitalism and the state system — the principal instruments of our arrested development and stagnation. Anarchism is Africa’s way out.

In 2000 Martin Seligman took on the presidency of the American Psychological Association. For his presidential address he challenged the profession to shift its focus away from simply describing, studying, and diagnosing the negative aspects of the human condition and to begin devoting more attention to the positive aspects of what it means to be human. Of course, his message was simply a more mainstream embodiment of Abraham Maslow’s ideas from the mid-twentieth century of personal fulfillment as the richest arena of psychology. But since Seligman’s call to action, positive psychology has blossomed into a full-fledged component of the field. The research generated by this change in perspective has been conducted at both the basic and applied levels. It has added to our understanding of a myriad of psychological constructs and has been used to improve the lives of many. Positive psychology is a vast discipline, but a sampling of its relevant aspects includes happiness, psychological well-being, flow/optimal experience, meaning, passion, purpose, authentic leadership, strengths, values, character, and virtue. Graduate education programs in these areas have emerged across the world and continue to expand. How

A big part of what separates childhood from adulthood is discernment - the apprehension of the world's dizziness, the channeling of its everythingness into sensible categories. This goes for intake and output alike, with a large part of growing up being an education in behavioral propriety and conversational relevance. The sort of transmodality by which a person becomes a bag of groceries (as in "Dead") makes much less sense to a well-adjusted, reasoning adult than to a child, who has encountered few models that explain either where people ultimately go or where grocery bags really come from. This plays into why the band's music always strikes adult reviewers as quirky, but can seem unremarkably factual to young kids... ...They Might Be Giants provide a particularly safe sort of rebelliousness - one that is more invested in negating boundaries than breaking through them. It allows for individuality without getting dangerous. And, if we're being honest, this is part of what makes it ideal music for the middle school 'gifted' set, a group of variously outcast kids who, nevertheless, don't actually want to piss off their parents.

If they are looking for a rewarding long term business with a plumber to perform tasks There are many companies who are working to decide what kind of vocational schools, replacement or installation of higher education institutions. For your education initiative must be the only option that is able to provide intensive plumber work relevant by the classic Nationwide Plumbing Code. After completing the program, each providing accreditation to another relevant effort and hard work as a plumber. The program includes training in the relevant programs to install and configure resources. It also includes mechanical design, troubleshooting, piping plans and key ingredients. Bacteriology and sanitation is also part of an important program for plumbers exercise. Although few plumbing works carried out in the classroom, the most important part of the class exercise is comfortable on the stage. The most important bands in principle were supposed to be a plumber in the direction of the company to do the exercises. It is organized in such a way that the student really easy, because you need a plumber's apprentice as an assistant purchasing palms running plumbing parts training. The student gets serious compensated despite the hour discovery replacement rate. He always takes four-year students to get the name of the certificate. In this position, the plumber will be held against the craftsman marketing consultant. When the full study plumbing, plumber charges may choose the next action plan for the office or a plumber, or may be may decide to acquire its own plumber in person in the office. System officeholder has more tasks and also includes all However, more flexibility. He came to power to decide employment opportunities for leadership simply do not want to take, and it can also maintain services in other management plumbers enough to have a lot less work if you need a cute hat.

Where once an educated person might have assumed she was at least conversant with the relevant knowledge on a particular field of study, the explosion of information has rendered that assumption laughable. One solution to information overload is to increase a leader’s access to information, fitting him with two smartphones, multiple computer screens, and weekend updates. But the leader’s access to information is not the problem. We can work harder, but how much can we actually take in? Attention studies have shown that most people can thoughtfully consider only one thing at a time, and that multitasking dramatically degrades our ability to accomplish tasks requiring cognitive concentration. Given these limitations, the idea that a “heroic leader” enabled with an über-network of connectivity can simultaneously control a thousand marionettes on as many stages is unrealistic.

Cultivating an atmosphere of respect through caring relationships is particularly significant for Latino and Latina students (Garza 2008) as it is a critical source of motivation for Latino and Latina students who may feel marginalized by the schooling process (Perez 2000). Ladson-Billings (2009) found that the ability to form positive relationships between students and teacher was one of the most important criteria for identifying exemplary CRP educators. Gay (2000) emphasizes that the actual sites for determining successful learning resides in the interactions between learners—and between learners and their teacher. The fact that this positive student-teacher relationship was missing adds another dimension to the explanation of student nonperformance.

The African Challenge - We must end conflict in Africa. We must lead to allow the Africans to enjoy the benefits from their natural resources. We must end poverty in Africa. Every African must be educated, have access to health care and a fair chance to fulfil their dream. Preventable sickness and disease must not reduce life expectancy or rob pregnant women of a chance to continue living. Africa must develop. Africa must not depend on foreign aid. Africa must be united and governed more effectively. Africa must customize her leadership culture and philosophy in a way that gives her global relevance and respect but still remain true and authentic to herself. Will you accept the challenge? Will you be that Africa?

Shake up the embodied discursive world of teacher education so we don’t produce the same repressed, rigid teachers who will move on to K– 12 settings and construct similarly repressive spaces.

Perhaps the postponement in modern culture of the historically relevant challenges of adolescents,

committee consisting of teachers, administrators, local agency or business partners, and other community members. Through regular meetings, this steering committee can maintain connections with relevant community groups, scope out potential community needs that