School Enrolment Quotes

He’s a senior in high school Bernardo. Jean-Claude is his legal guardian and had to enroll him in school. He comes home with homework and shit and then he wants to cuddle and have sex. It weirds me the fuck out.

Across the country, red states are poorer and have more teen mothers, more divorce, worse health, more obesity, more trauma-related deaths, more low-birth-weight babies, and lower school enrollment. On average, people in red states die five years earlier than people in blue states. Indeed, the gap in life expectancy between Louisiana (75.7) and Connecticut (80.8) is the same as that between the United States and Nicaragua. Red states suffer more in another highly important but little-known way, one that speaks to the very biological self-interest in health and life: industrial pollution.

There have been numerous studies suggesting that one of the most effective ways to reduce poverty is through the education of women and girls. It’s one of the best returns on investment in the developing world, but sixty-six million girls worldwide are not enrolled in school. Educated women spread what they’ve learned to their families and villages and children. Educated girls get pregnant later, have fewer children, and have a far lower infant mortality rate. Educated women and girls have greater power to determine their own fate; earn more; live a rich, fulfilled life; and give back to their communities at a greater level.

Dylan Bennet Klebold was born brilliant. He started school a year early, and by third grade was enrolled in the CHIPS program: Challenging High Intellectual Potential Students. Even among the brains, Dylan stood out as a math prodigy. The early start didn’t impede him intellectually, but strained his shyness further.

Incidentally, I have also learned a bit about the importance of avoiding feminine embarrassment ('Daddy,' wrote Sophia when she enrolled at the New School where I teach, 'people will ask "why is old Christopher Hitchens kissing that girl?"') and shall now cease and desist.

Love is fragile at best and often a burden or something that blinds us. It's fodder for poets and song writers and they build it into something beyond human capacity. Falling in love means enrolling yourself in the school of disappointment. Being human means failing each other often, and no two people fail each other more than two people who pledge to do things for each other that they'll never do because they are just incapable of it...That's why art is enduring. The look of love or hope, or the look of compassion, bravery, whatever, is captured forever. We spend our lives trying to get someone to be as enduring as a painting or a sculpture and we can't because feelings crumble as quickly as the flesh.

If it weren’t for the fact that he’d been flat on his back in a full body cast, then recovering, he probably would be glad he missed finishing the school year since it meant he’s now enrolled at his version of Hogwarts.

So I enrolled at the University of North Florida, which, as you can imagine, is in north Florida. That’s about all I have to say about the school itself, as it’s so bland that if it were a food it would be oatmeal. Cold oatmeal.

Had I ever spent the day in our neighborhood public high school as an invisible woman while my children were still enrolled there, I no doubt would have insisted on home schooling.

Sweetest of all is liberty. This we have chosen and this we pay for. We have embraced the laws of Lykurgus, and they are stern laws. They have schooled us to scorn the life of leisure, which this rich land of ours would bestow upon us if we wished, and instead to enroll ourselves in the academy of discipline and sacrifice. Guided by these laws, our fathers for twenty generations have breathed the blessed air of freedom and have paid the bill in full when it was presented. We, their sons, can do no less.

I'd love to see a new form of social security ... everyone taught how to grow their own; fruit and nut trees planted along every street, parks planted out to edibles, every high rise with a roof garden, every school with at least one fruit tree for every kid enrolled.

Art was not an after-school special. Art was not motivational speaking. Art was not sentimental. It had no responsibility to be hopeful or optimistic or make anyone feel better about the world. It must reflect the world in all its brutality and beauty, not in hopes of changing it but in the mean and selfish desire to not be enrolled in its lie, to not be coopted by the television dreams, to not ignore the great crimes all around us.

Over Christmas break, I took on additional hours and was working late one Saturday night when Wild Bill came sauntering into my department tipsy to pick me up so I wouldn’t have to hitchhike home. I had scarcely seen him since he enrolled me in school, except slumped over the bar at Dave’s or when he would occasionally drop by the Tampico unannounced on the way home to his new family. He’d beach himself on the sofa while I did my homework, and when he sobered up enough to drive home, he would down a can of beer before saying goodbye. To say it made me happy to see him, drunk and all, is an understatement. Seeing my father anywhere besides Dave’s Tavern was akin to spotting a unicorn in the wild. I asked him to meet me out in front of the store, but he insisted on following me through the employees’ exit. On the way out, he stole two poinsettias. He thought it was hilarious to be running out of the JCPenney’s with a poinsettia in each hand.

The Rules For Being Human 1. You will receive a body. You may like it or hate it, but it will be yours for the entire period of this time around. 2. You will learn lessons. You are enrolled in a full-time informal school called Life. Each day in this school you will have the opportunity to learn lessons. You may like the lessons or think them irrelevant and stupid. 3. There are no mistakes, only lessons. Growth is a process of trial and error: Experimentation. The “failed” experiments are as much a part of the process as the experiment that ultimately “works.” 4. A lesson is repeated until learned. A lesson will be presented to you in various forms until you have learned it. When you have learned it, you can then go on to the next lesson. 5. Learning lessons does not end. There is no part of life that does not contain its lessons. If you are alive, there are lessons to be learned. 6. “There” is no better than “here.” When your “there” has become a “here,” you will simply obtain another “there” that will again look better than “here.” 7. Others are merely mirrors of you. You cannot love or hate something about another person unless it reflects something you love or hate about yourself. 8. What you make of your life is up to you. You have all the tools and resources you need. What you do with them is up to you. The choice is yours. 9. Your answers lie inside you. The answers to Life’s questions lie inside you. All you need to do is look, listen and trust. 10. You will forget all this. Chérie Carter-Scott

People who enroll themselves in the schools of pride, eventually graduate with and high degree of fall. Failure employs “prides” scholars. Get rusticated now!

Doing a geographic” is a term alcoholics often use for acting on the impulse to start over by moving to a new town, or state, instead of making any internal changes. It’s the anywhere-but-here part of the disease that says, “Remove yourself from this, go someplace new, and everything will be better.” Two years into our Florida stint, my mother pulled a geographic as radical as the move from Rochester. The new plan was to head for California. She enrolled in the mathematics graduate program at the University of California’s shiny new campus in San Diego, and as soon as our elementary school let out for the summer, she put us into a new Buick station wagon – a gift from her parents – and drove us across the country. You’d think we’d have protested at yet another move. After all, having been duped before, we were in no position to believe that the next move would be any different. But I have no memory of being unhappy about the news. Because that’s what often happens when an alcoholic parent is doing a geographic. She pulls you in and, before you know it, you, too, believe in the promise of the new place.

When Bootsie was old enough to go to high school, Fran got herself a $300 GI loan to enroll at the University of Maine. She got three more loans and graduated with a teaching degree. Because she taught Title I kids—poor kids—all her loans were forgiven. Every member of Franni’s family made it to the middle class. And they did it because of Social Security, Pell Grants, the GI Bill, and Title I of the Elementary and Secondary Education Act. They tell you in this country that you have to pull yourself up by your bootstraps. And we all believe that. But first you’ve got to have the boots. And the federal government gave Franni’s family the boots.

The Night Vale Unified School District indicated that fewer than one in five tarantulas graduate from high school. Indeed, most spiders never even enroll in public education, choosing to instead spin webs and eat smaller insects.

When I was a senior in high school, I was playing in this local band in our town, and I really wanted to be a musician for a living, and it didn’t look like that was going to happen with my band. So, I enrolled in college and stuff. My senior year had ended, and I was going through the anxiety of like, ‘I guess I’m an adult now kind of’ and I was really yearning for a direction. And, I remember like sitting in my back one day, and I was praying alone, and I remember God said, just give up. Just let go of this worry and this need for direction and I will give you direction.

Robert Grant, sixth headmaster at Shore, was fond of making one particular remark to the parents of students newly enrolled at the school. He liked to say, “I hope your child will be severely disappointed during his time at this school.” The parents were often confused. Why would the headmaster wish for my child to be severely disappointed? Grant would explain that if a student does not experience real disappointment at school, then he will be unprepared for disappointment when it comes in real life.

People get educated in different ways; some at home, some in the wilderness, some in playgrounds, some during tragedies, some by the stories of their grandparents, and some at school. It's unfortunate that we only use the tag of 'educated' for those who enrol in factory-like institutions.

I studied philosophy in college and didn’t realize until my senior year that no one would pay me to philosophize when I graduated. My frantic search for a “post-graduation plan” led me to law school mostly because other graduate programs required you to know something about your field of study to enroll; law schools, it seemed, didn’t require you to know anything. At Harvard, I could study law while pursuing a graduate degree in public policy at the Kennedy School of Government, which appealed to me.

If we continue on the present course, with big foundations and the federal government investing heavily in opening more charter schools, the result is predictable. Charter schools in urban centers will enroll the motivated children of the poor, while the regular public schools will become schools of last resort for those who never applied or were rejected.

My parents are, of course, to blame. They taught me to read before I started school, enrolled me at the children's library and filled my childhood with books, for which I am eternally grateful.

In 1894, when Mollie was seven, her parents were informed that they had to enroll her in the St. Louis School, a Catholic boarding institution for girls that had been opened in Pawhuska, which was two days’ journey

My mother delayed my enrollment in the Fascist scouts, the Balilla, as long as possible, firstly because she did not want me to learn how to handle weapons, but also because the meetings that were then held on Sunday mornings (before the Fascist Saturday was instituted) consisted mostly of a Mass in the scouts' chapel. When I had to be enrolled as part of my school duties, she asked that I be excused from the Mass; this was impossible for disciplinary reasons, but my mother saw to it that the chaplain and the commander were aware that I was not a Catholic and that I should not be asked to perform any external acts of devotion in church. In short, I often found myself in situations different from others, looked on as if I were some strange animal. I do not think this harmed me: one gets used to persisting in one's habits, to finding oneself isolated for good reasons, to putting up with the discomfort that this causes, to finding the right way to hold on to positions which are not shared by the majority. But above all I grew up tolerant of others' opinions, particularly in the field of religion, remembering how irksome it was to hear myself mocked because I did not follow the majority's beliefs. And at the same time I have remained totally devoid of that taste for anticlericalism which is so common in those who are educated surrounded by religion. I have insisted on setting down these memories because I see that many non-believing friends let their children have a religious education 'so as not to give them complexes', 'so that they don't feel different from the others.' I believe that this behavior displays a lack of courage which is totally damaging pedagogically. Why should a young child not begin to understand that you can face a small amount of discomfort in order to stay faithful to an idea? And in any case, who said that young people should not have complexes? Complexes arise through a natural attrition with the reality that surrounds us, and when you have complexes you try to overcome them. Life is in fact nothing but this triumphing over one's own complexes, without which the formation of a character and personality does not happen.

God has a university. It’s a small school. Few enroll; even fewer graduate. Very, very few indeed. God has this school because he does not have broken men and women. Instead, he has several other types of people. He has people who claim to have God’s authority . . . and don’t—people who claim to be broken . . . and aren’t. And people who do have God’s authority, but who are mad and unbroken. And he has, regretfully, a great mixture of everything in between.

Then do you find it strange that this remarkable event led the young man not to the throne but to a decade of hellish agony and suffering? On that day, David was enrolled, not into the lineage of royalty but into the school of brokenness.

In Lebanon, home to well over a million Syrian refugees, the UN Refugee Agency (UNHCR) decided to use its limited ‘winterization’ funds to pay cash transfers to vulnerable families living above 500 metres altitude. These were unconditional, although recipients were told they were intended for buying heating supplies. Recipient families were then compared with a control group living just below 500 metres. The researchers found that cash assistance did lead to increased spending on fuel supplies, but it also boosted school enrolment, reduced child labour and increased food security.55 One notable finding was that the basic income tended to increase mutual support between beneficiaries and others in the community, reduced tension within recipient families, and improved relationships with the host community. There were significant multiplier effects, with each dollar of cash assistance generating more than $2 for the Lebanese economy, most of which was spent locally.

Adversity is a school that you need not apply to be enrolled. It has no respect for age, wealth, education, race, power, fame or beauty. It is a school among schools and every human being passes through the school in one format or the other. It is also possible to attend the post graduate department without your consent. You can never attend the school and be the same again. It will change you and purge you of all the things you think that you know. It will bring you to a leveling far beyond all your imaginations. You may also be required to repeat a class with different course or instructors.

I know an American family that spent several years living in England. They had one son, who was an average student: not great, but not terrible. When the family returned home to the United States, the parents enrolled him in the local public school. Mom was startled by the continual drumbeat from teachers and other parents: “Maybe your son has ADHD. Have you considered trying a medication?” She told me, “It was weird, like everybody was in on this conspiracy to medicate my son. In England, none of the kids is on medication. Or if they are, it’s a secret. But I really don’t think many are. Here it seems like almost all the kids are on medication. Especially the boys.

Now this was clearly one of the greatest improvements on the education system since time began and I was greatly looking forward to being enrolled but Aunt Penn said that I didn't have to do much of anything until autumn term, which didn't start until September, and by that time no one was going to school anyway due to the You Know What.

I’m glad we’re in the same school,” I say, and drop a kiss on her head. In London we were enrolled in different schools because Sunny’s so gifted. Here there’s no separate school for extra-smart students, and she’s coming in as a freshman, as they say, while I’ll be a junior. With her around, I’ll be sure to have one set of admiring eyes at least.

Hollywood High School was flipping from the storied institute of legend to the high school of the barrio. Or, as CNN put it in a series of rave reviews for the “predominantly Latino” school: “Hollywood High Now a Diverse High School.” Hollywood High alumni include Cher, Carol Burnett, Lon Chaney, James Garner, Linda Evans, John Huston, Judy Garland, Ricky Nelson, Sarah Jessica Parker, John Ritter, Mickey Rooney, Lana Turner, and Fay Wray, among many others. By the mid-2000s, Hollywood High was more than 70 percent Hispanic,5 and students were less likely to be getting publicity shots than mug shots. Today the school is mostly famous for its stabbings, shootings, child molestations, thefts, and graffiti.6 Around 1990, a California TV producer trying to enroll a German exchange student in a Los Angeles high school asked the principal at Fairfax High if a foreign exchange student would be better served by Fairfax or Hollywood High. Without looking up, the principal replied, “Well, 90% of my students can speak English, and we haven’t had a shooting here in 5 years.

Mohammad, a child of Arab parents was enrolled in a school in New York. On the first day, his teacher asked, ‘What is your name?’ The boy replied, ‘Mohammad’. ‘From now on your name is Harry as you are in America,’ she said. In the evening, when he came back, his mother asked, ‘How was your day Mohammad?’ He said, ‘My name is not Mohammad. I’m in America and my name is Harry.’ His mother slapped him and said angrily: ‘Aren’t you ashamed of trying to dishonour your parents, your heritage, your religion?’ Then she called his father and he also slapped him. The next day when the teacher saw him with his face red and asked what happened, Mohammad said, ‘Madam, four hours after I became American, I was attacked by two Arabs.

Gramps returned from the war never having seen real combat, and the family headed to California, where he enrolled at Berkeley under the GI bill. But the classroom couldn’t contain his ambitions, his restlessness, and so the family moved again, first back to Kansas, then through a series of small Texas towns, then finally to Seattle, where they stayed long enough for my mother to finish high school.

New York City manages expertly, and with marvelous predictability, whatever it considers humanly important. Fax machines, computers, automated telephones and even messengers on bikes convey a million bits of data through Manhattan every day to guarantee that Wall Street brokers get their orders placed, confirmed, delivered, at the moment they demand. But leaking roofs cannot be fixed and books cannot be gotten into Morris High in time to meet the fall enrollment. Efficiency in educational provision for low-income children, as in health care and most other elementals of existence, is secreted and doled out by our municipalities as if it were a scarce resource. Like kindness, cleanliness and promptness of provision, it is not secured by gravity of need but by the cash, skin color and class status of the applicant.

Perhaps to satisfy my curiosity, my mother enrolled me in Sunday school. We were taught by rote, Bible verses and the words of Jesus. Afterward we stood in line and were rewarded with a spoonful of comb honey. There was only one spoon in the jar to serve many coughing children. I instinctively shied from the spoon but I swiftly accepted the notion of God. It pleased me to imagine a presence above us, in continual motion, like liquid stars.

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

As recent data shows, however, much of black progress is a myth. Although some African Americans are doing very well—enrolling in universities and graduate schools at record rates thanks to affirmative action—as a group, in many respects African Americans are doing no better than they were when Martin Luther King Jr. was assassinated and riots swept inner cities across America. The child poverty rate is actually higher today than it was in 1968.

That leaves the allegation that atheists are humourless. There are atheist jokes. Here is a modest example. A Jewish atheist enrols his son in what he is told is the best school in town. The school is Catholic. All starts well. Then, one day, his son comes home and says: ‘Today, I learned about the Father, the Son, and the Holy Ghost.’ The father is furious. ‘Steve, listen carefully. This is very important. There is only one God … and we do not believe in Him!

I bump into a group of girls congregating around a locker. Jessica, Willow (who is notably the only Willow enrolled in our 397-student class and in our 1,579-student school), and Abby. Miney has labeled them in my notebook, in block letters and underlined with a Sharpie:THE POPULAR BITCHES. When she first used this designation, Miney had to give me a long lecture about how this wasn’t an oxymoron, how someone could be both popular, which I presumed meant that lots of people liked you, and at the same time also be a bitch, which I presumed would have the opposite outcome. Apparently popularity in the context of high school has a negative correlation with people actually liking you but a high correlation with people wanting to be your friend. After careful consideration, this makes sense, though in my case, I am both an outlier and a great example of the fact that correlation does not imply causation. I am nice to everyone but without any upside: People neither like me nor want to be my friend.

I wish I had asked myself when I was younger. My path was so tracked that in my 8th-grade yearbook, one of my friends predicted— accurately— that four years later I would enter Stanford as a sophomore. And after a conventionally successful undergraduate career, I enrolled at Stanford Law School, where I competed even harder for the standard badges of success. The highest prize in a law student’s world is unambiguous: out of tens of thousands of graduates each year, only a few dozen get a Supreme Court clerkship. After clerking on a federal appeals court for a year, I was invited to interview for clerkships with Justices Kennedy and Scalia. My meetings with the Justices went well. I was so close to winning this last competition. If only I got the clerkship, I thought, I would be set for life. But I didn’t. At the time, I was devastated. In 2004, after I had built and sold PayPal, I ran into an old friend from law school who had helped me prepare my failed clerkship applications. We hadn’t spoken in nearly a decade. His first question wasn’t “How are you doing?” or “Can you believe it’s been so long?” Instead, he grinned and asked: “So, Peter, aren’t you glad you didn’t get that clerkship?” With the benefit of hindsight, we both knew that winning that ultimate competition would have changed my life for the worse. Had I actually clerked on the Supreme Court, I probably would have spent my entire career taking depositions or drafting other people’s business deals instead of creating anything new. It’s hard to say how much would be different, but the opportunity costs were enormous. All Rhodes Scholars had a great future in their past. the best paths are new and untried. will this business still be around a decade from now? business is like chess. Grandmaster José Raúl Capablanca put it well: to succeed, “you must study the endgame before everything else. The few who knew what might be learned, Foolish enough to put their whole heart on show, And reveal their feelings to the crowd below, Mankind has always crucified and burned. Above all, don’t overestimate your own power as an individual. Founders are important not because they are the only ones whose work has value, but rather because a great founder can bring out the best work from everybody at his company. That we need individual founders in all their peculiarity does not mean that we are called to worship Ayn Randian “prime movers” who claim to be independent of everybody around them. In this respect, Rand was a merely half-great writer: her villains were real, but her heroes were fake. There is no Galt’s Gulch. There is no secession from society. To believe yourself invested with divine self-sufficiency is not the mark of a strong individual, but of a person who has mistaken the crowd’s worship—or jeering—for the truth. The single greatest danger for a founder is to become so certain of his own myth that he loses his mind. But an equally insidious danger for every business is to lose all sense of myth and mistake disenchantment for wisdom.

Prior to my second stint in Perpignan, I was a fine diner and as I saw it, food was art. At vocational school, I was being taught how to cook, but I was frustrated by how basic the dishes were. I was like a kid who had grown up listening to Chopin, then showed up at music school, never having actually played an instrument. I mean, when you listen to Chopin all the time, you want to become Chopin. And then you go to music school and all you're doing is plunking out do...re... mi for hours at a time. It's boring as hell, and not why you enrolled. I was impatient to create great meals and not so excited about starting with the basics. Why were we spending hours learning how to hold a knife or mine a shallot when we could be making nouvelle cuisine? True, I didn't know how to cut a chicken in eight pieces or make a bechamel. But in the two- and three-start restaurants I had been to, they were way over the bechamel. Still, there I was, in school, making the most basic of dishes--salade Nicoise, potato-leek soup, an omelette.

Kaufman learned English only after her arrival in New York City. At twelve years of age, she was enrolled in the first grade of public school because of her lack of knowledge of English. With the help of a sympathetic teacher, she soon caught up and flourished. After a year at New York University, Kaufman was admitted to Hunter College in New York City and graduated magna cum laude three and a half years later. She then obtained a master’s degree in literature from Columbia University, graduating with high honors.

The following year, enrollment at Mizzou was down sharply, especially of Black students. This isn’t because Black prospective students disagreed with the protests. Black students who decided not to attend the previously well-respected school said that the racism highlighted on campus had turned them off. Some Jewish prospective students said that hearing about swastikas being painted on walls kept them away. And some white prospective students said they didn’t want to be associated with a university so widely known to be racist.

Remember, we are calling people not merely to accept a set of beliefs about Jesus that will somehow trip the divine lever and get them into heaven when they die. Oh, no! We are calling people to turn to Jesus as their life. We are inviting people to believe in Jesus by becoming his disciples, and as his disciples (or apprentices) to enroll in his school of living. Thus people become trained in the Way, increasingly taking into themselves Jesus’ hopes, dreams, longings, habits, and abilities. This is how they learn “to obey everything that I have commanded you.” There simply is no other way.

In September 2019, actress Felicity Huffman was sentenced to fourteen days in jail for shelling out $15,000 to rig her daughter’s SAT scores so she could get into a top university. In 2011, Kelley Williams-Bolar, a single black mother living in public housing in Akron, Ohio, was charged with multiple felonies and sentenced to two five-year sentences for using her father’s address to enroll her daughters in a better public school. That same year, Tanya McDowell, a homeless black mother living in Bridgeport, Connecticut, was sentenced to five years in prison for enrolling her five-year-old son in a neighboring public school.

Welcome to part one of my author’s note: the inspiration behind this book. Just a few years ago, the wildest thing ever happened to me. During my senior year, Tom Holland secretly enrolled in my high school, the Bronx High School of Science, as an undercover student to learn more about American high schools for his upcoming role as Spider-Man. I was lucky enough to meet and talk to him during his time there (literally still reeling in shock if we’re being honest because w h a t), and I’ve always treasured that experience. Since then, an idea has lingered in the back of my head—wouldn’t this be such an incredible concept for a book?

thanks to their support, and the eldest was praised for being the responsible first-born son who brought honor to the family through his own success and provided for his family. Oh Misook and her sister realized only then that their turn would not come; their loving family would not be giving them the chance and support to make something of themselves. The two sisters belatedly enrolled in the company-affiliated school. They worked days and studied nights to earn their middle-school diploma. Oh Misook studied for her high-school certificate on her own and received her diploma the same year her younger brother became a high-school teacher. When Kim Jiyoung was in elementary school, her mother was reading a one-line comment her homeroom teacher had made on her journal assignment and said, “I wanted to be a teacher, too.” Jiyoung burst into laughter. She found the idea outrageous because she’d thought until then that mothers could only be mothers. “It’s true. In elementary, I got the best grades out of all five of us. I was better than your eldest uncle.” “So why didn’t you become a teacher?” “I had to work to send my brothers to school. That’s how it was with everyone. All women lived like that back then.” “Why don’t you become a teacher now?” “Now I have to work to send you kids to school. That’s how it is with everyone. All mothers live like this these days.

We've reached a point in human history where higher education no longer works. As a result of technology, higher education in its traditional college setting no longer works. It will never be effective or progressive enough to keep up with the growing needs of employers who look to college institutions for their future employees. I can appreciate the good intent the college system set out to achieve. For previous generations, the formula actually worked. Students enrolled into universities that were affordable, they gained marketable skills and they earned good jobs. Since there was a proven track record of success, parents instilled the value of college in their children thinking they would achieve the same success story they did, but unfortunately Wall Street was watching. Wall Street, the federal government and the college system ganged up and skyrocketed the cost of tuition to record highs. This was easy to do because not only did they have posters blanketing high schools showing kids what a loser they would be if they didn't go to college, they also had Mom and Dad at home telling them the same thing. This system - spending 4+ years pursuing a college education when the world is changing at the speed of light - no longer works and it's not fixable. We now have the biggest employer's market in human history, where employers have their pick of the litter, and because of this employees will get paid less and less and benefits will continue to erode.

All A players have six common denominators. They have a scoreboard that tells them if they are winning or losing and what needs to be done to change their performance. They will not play if they can’t see the scoreboard. They have a high internal, emotional need to succeed. They do not need to be externally motivated or begged to do their job. They want to succeed because it is who they are . . . winners. People often ask me how I motivate my employees. My response is, “I hire them.” Motivation is for amateurs. Pros never need motivating. (Inspiration is another story.) Instead of trying to design a pep talk to motivate your people, why not create a challenge for them? A players love being tested and challenged. They love to be measured and held accountable for their results. Like the straight-A classmate in your high school geometry class, an A player can hardly wait for report card day. C players dread report card day because they are reminded of how average or deficient they are. To an A player, a report card with a B or a C is devastating and a call for renewed commitment and remedial actions. They have the technical chops to do the job. This is not their first rodeo. They have been there, done that, and they are technically very good at what they do. They are humble enough to ask for coaching. The three most important questions an employee can ask are: What else can I do? Where can I get better? What do I need to do or learn so that I continue to grow? If you have someone on your team asking all three of these questions, you have an A player in the making. If you agree these three questions would fundamentally change the game for your team, why not enroll them in asking these questions? They see opportunities. C players see only problems. Every situation is asking a very simple question: Do you want me to be a problem or an opportunity? Your choice. You know the job has outgrown the person when all you hear are problems. The cost of a bad employee is never the salary. My rules for hiring and retaining A players are: Interview rigorously. (Who by Geoff Smart is a spectacular resource on this subject.) Compensate generously. Onboard effectively. Measure consistently. Coach continuously.

From the time I was about five, my parents began to feel real pressure to teach me the rules. They were never abusive or violent or unkind about it, but I was a smart, more-emotionally-intelligent-than-average kid, so they didn’t have to be. All it took to curtail my feminine behavior was the slightest look of disappointment when I reached for the “wrong” item of clothing in the dress-up bin, or the subtlest hesitancy when I asked if I could get another Barbie set for Christmas. The smallest gestures and emotions became significant currency. As soon as I was old enough to perceive gender policing, I began to abide by what it told me to do. When I enrolled in preschool, things got worse. While my parents policed my gender gently, my peers at school were ruthless.

In a longitudinal study of college students, freshmen were evaluated for fixed mindsets or growth mindsets and then followed across their four years of enrollment. When the students with fixed mindsets encountered academic challenges such as daunting projects or low grades, they gave up, while the students with growth mindsets responded by working harder or trying new strategies. Rather than strengthening their skills and toughening their resolve, four years of college left the students with fixed mindsets feeling less confident. The feelings they most associated with school were distress, shame, and upset. Those with growth mindsets performed better in school overall and, at graduation time, they reported feeling confident, determined, enthusiastic, inspired, and strong.

The principal reason that districts within states often differ markedly in per-pupil expenditures is that school funding is almost always tied to property taxes, which are in turn a direct function of local wealth. Having school funding depend on local wealth creates a situation in which poor districts must tax themselves far more heavily than wealthy ones, yet still may not be able to generate adequate income. For example, Baltimore City is one of the poorest jurisdictions in Maryland, and the Baltimore City Public Schools have the lowest per-pupil instructional expenses of any of Maryland's 24 districts. Yet Baltimore's property tax rate is twice that of the next highest jurisdiction.(FN2) Before the funding equity decision in New Jersey, the impoverished East Orange district had one of the highest tax rates in the state, but spent only $3,000 per pupil, one of the lowest per-pupil expenditures in the state.(FN3) A similar story could be told in almost any state in the U.S.(FN4) Funding formulas work systematically against children who happen to be located in high-poverty districts, but also reflect idiosyncratic local circumstances. For example, a factory closing can bankrupt a small school district. What sense does it make for children's education to suffer based on local accidents of geography or economics? To my knowledge, the U.S. is the only nation to fund elementary and secondary education based on local wealth. Other developed countries either equalize funding or provide extra funding for individuals or groups felt to need it. In the Netherlands, for example, national funding is provided to all schools based on the number of pupils enrolled, but for every guilder allocated to a middle-class Dutch child, 1.25 guilders are allocated for a lower-class child and 1.9 guilders for a minority child, exactly the opposite of the situation in the U.S. where lower-class and minority children typically receive less than middle-class white children.(FN5) Regional differences in per-pupil costs may exist in other countries, but the situation in which underfunded urban or rural districts exist in close proximity to wealthy suburban districts is probably uniquely American. Of course, even equality in per-pupil costs in no way ensures equality in educational services. Not only do poor districts typically have fewer funds, they also have greater needs.

Rashid Bey Beydoun, a stylish Shia notable who wore his fez at a rakish angle and seemed free of the timidity of his people, set out to give himself and his sect a place in the city. He built a secondary school and a mosque for his people in West Beirut; he established a philanthropic association. The ambitious politician knew his city. He assembled a group of qabadayat, street toughs, who were ready to do his bidding. Such were the rules of the city: if Basta, the Sunni quarter, had its qabadayat, so would Rashid Beydoun and his people. He gave his men a grand name: talaya, the vanguard. They had more bark than bite, the boys of the talaya. But the timid men and women of the hinterland saw in Beydoun and his men and his school the beginning of their emancipation. It was in the school established by Rashid Bey Beydoun that Abbas was to enroll.

This kind of parenting was typical in much of Asia—and among Asian immigrant parents living in the United States. Contrary to the stereotype, it did not necessarily make children miserable. In fact, children raised in this way in the United States tended not only to do better in school but to actually enjoy reading and school more than their Caucasian peers enrolled in the same schools. While American parents gave their kids placemats with numbers on them and called it a day, Asian parents taught their children to add before they could read. They did it systematically and directly, say, from six-thirty to seven each night, with a workbook—not organically, the way many American parents preferred their children to learn math. The coach parent did not necessarily have to earn a lot of money or be highly educated. Nor did a coach parent have to be Asian, needless to say. The research showed that European-American parents who acted more like coaches tended to raise smarter kids, too. Parents who read to their children weekly or daily when they were young raised children who scored twenty-five points higher on PISA by the time they were fifteen years old. That was almost a full year of learning. More affluent parents were more likely to read to their children almost everywhere, but even among families within the same socioeconomic group, parents who read to their children tended to raise kids who scored fourteen points higher on PISA. By contrast, parents who regularly played with alphabet toys with their young children saw no such benefit. And at least one high-impact form of parental involvement did not actually involve kids or schools at all: If parents simply read for pleasure at home on their own, their children were more likely to enjoy reading, too. That pattern held fast across very different countries and different levels of family income. Kids could see what parents valued, and it mattered more than what parents said. Only four in ten parents in the PISA survey regularly read at home for enjoyment. What if they knew that this one change—which they might even vaguely enjoy—would help their children become better readers themselves? What if schools, instead of pleading with parents to donate time, muffins, or money, loaned books and magazines to parents and urged them to read on their own and talk about what they’d read in order to help their kids? The evidence suggested that every parent could do things that helped create strong readers and thinkers, once they knew what those things were. Parents could go too far with the drills and practice in academics, just as they could in sports, and many, many Korean parents did go too far. The opposite was also true. A coddled, moon bounce of a childhood could lead to young adults who had never experienced failure or developed self-control or endurance—experiences that mattered as much or more than academic skills. The evidence suggested that many American parents treated their children as if they were delicate flowers. In one Columbia University study, 85 percent of American parents surveyed said that they thought they needed to praise their children’s intelligence in order to assure them they were smart. However, the actual research on praise suggested the opposite was true. Praise that was vague, insincere, or excessive tended to discourage kids from working hard and trying new things. It had a toxic effect, the opposite of what parents intended. To work, praise had to be specific, authentic, and rare. Yet the same culture of self-esteem boosting extended to many U.S. classrooms.

A great paradox...red states are poorere and have more teen mothers, more divorce, worse health, more obesity, more trauma-related deaths, more low-birth-weight babies, and lower school enrollment....The gap in life expectancey between Louisiana (75.7) and Connecticut (80.8) is the same as that between the U.S. and Nicaragua....And the problem transcends race; an average black in Maryland lives four years longer, earns twice as much, and is twice as likely to have a college degree as a black in Louisiana. And whites in Louisiana are wrose off than whites in Maryland or anywhere else outside Mississippi. Louisiana has suffered many environmental problems too: there are nearly 400 miles of low, flat, subsiding coastline, adn the state loses a football field-size patch of wetland every hour. It is threatened by rising sea levels and severe hurricanes, which the world's top scientists connect to climate change.

Once they’re admitted, we instill our students with hope, and we promise them challenging academics, close student-teacher relationships, and a nurturing and supportive environment—and we mean it. Further, with their admission, we extend a seemingly equitable opportunity for a diploma, itself an implied “passport to a better life.” This is the parents’ and students’ aspiration, and it’s the aspiration for which we, as overseers of these schools, have pledged our support and have dedicated our careers. However, when our young students actually enroll, against our best intentions but driven by our own fears, we overschedule, overwork, and sometimes overwhelm them. We set them up for frustration and failure when we expect them to think and act like adults long before they have actually developed those capacities. We reward high achievement over effort, and most of all, we overfocus on the college process almost from the moment they arrive.

No one can or will ever replace the love Andy, you, and I shared, but life goes on and we have to flow with it. I completed my postgraduate fashion design at the Royal College of Art, London in 1977; I then worked for Liberty of London for a few years before venturing into designing my own bridal wear collections for several major London department stores. In 1979, the Hong Kong Polytechnic now a university invited me to teach fashion design at their clothing and textile institute. Andy and I separated in 1970. He left for New Zealand to pursue engineering while I stayed in London to complete my fashion studies. Those early years of our separation were extremely difficult for the both of us. As you are well aware, we were very close at boarding school. After your departure to Vienna, Andy and I were inseparable. He asked me to join him permanently in Christchurch, but I was determined to enroll in a London fashion school. We corresponded for a couple of years before mutually deciding that it was best to severe ties and start afresh.

Many Southern communities developed two school systems: an underfunded public system mostly attended by black students, and private schools set up for white children. Within a decade, these segregation academies would be an accepted part of the Southern landscape. By 1969, three hundred thousand students were enrolled in all-white schools across eleven Southern states. And twenty years after Brown, in 1974, 10 percent of the South's white school-age children were attending private schools, only a fraction of which had been open before Brown. The region's 3,500 academies enrolled 750,000 white children,a number that reflected a migration from public to private schools that was linked to the movement of black children into formerly all-white public schools. In Jackson, Mississippi, white enrollment in the public schools fell by twelve thousand students, from more than half of the student body in 1969 to less than a third eight years later. The proliferation of segregation academies threatened to create all-black public school systems in the rural South, particularly in communities with majority black populations. The effect of these private schools would be felt decades later.

Mark sitting next to me proves it. I'm moving on. Getting on with my life. Staying in school. Enrolling in college. Cooking chicken instead of fish. Dating other people. And with enough luck, I'll be kissing other people by the end of this date. Even if it doesn't mean anything. "Is everything okay?" Mark asks as we turn onto the interstate. "Sure. Why?" But we both know why he'd ask. Mark's obviously too much of a gentleman to point out that I'm getting more space time than an astronaut. He says, "You just seem quiet tonight. I hope I didn't already do something to screw this up." I laugh. "That's exactly what I was just thinking. That I didn't want to screw it up, I mean." He nods, gives a knowing smile. "What?" I say. He shrugs. "No. You gave me a look," I say, crossing my arms. "No I didn't." "I don't date liars." Anymore. He laughs. "Fine. If you must know, I don't think there's anything you could possibly do to screw this up." I can't help but smile. "Oh, you shouldn't have said that out loud." Good-looking, smart, funny. And now sweet. So quit waiting for your purse to ring, stupid. "You might remember that you forced me to say it out loud. But don't worry. I'm not superstitious." "I'm not either.

One year later the society claimed victory in another case which again did not fit within the parameters of the syndrome, nor did the court find on the issue. Fiona Reay, a 33 year old care assistant, accused her father of systematic sexual abuse during her childhood. The facts of her childhood were not in dispute: she had run away from home on a number of occasions and there was evidence that she had never been enrolled in secondary school. Her father said it was because she was ‘young and stupid’. He had physically assaulted Fiona on a number of occasions, one of which occurred when she was sixteen. The police had been called to the house by her boyfriend; after he had dropped her home, he heard her screaming as her father beat her with a dog chain. As before there was no evidence of repression of memory in this case. Fiona Reay had been telling the same story to different health professionals for years. Her medical records document her consistent reference to family problems from the age of 14. She finally made a clear statement in 1982 when she asked a gynaecologist if her need for a hysterectomy could be related to the fact that she had been sexually abused by her father. Five years later she was admitted to psychiatric hospital stating that one of the precipitant factors causing her breakdown had been an unexpected visit from her father. She found him stroking her daughter. There had been no therapy, no regression and no hypnosis prior to the allegations being made public. The jury took 27 minutes to find Fiona Reay’s father not guilty of rape and indecent assault. As before, the court did not hear evidence from expert witnesses stating that Fiona was suffering from false memory syndrome. The only suggestion of this was by the defence counsel, Toby Hed­worth. In his closing remarks he referred to the ‘worrying phenomenon of people coming to believe in phantom memories’. The next case which was claimed as a triumph for false memory was heard in March 1995. A father was aquitted of raping his daughter. The claims of the BFMS followed the familiar pattern of not fitting within the parameters of false memory at all. The daughter made the allegations to staff members whom she had befriended during her stay in psychiatric hospital. As before there was no evidence of memory repression or recovery during therapy and again the case failed due to lack of corrobo­rating evidence. Yet the society picked up on the defence solicitor’s statements that the daughter was a prone to ‘fantasise’ about sexual matters and had been sexually promiscuous with other patients in the hospital. ~ Trouble and Strife, Issues 37-43

Hiya, cutie! How was your first day of school?" She pops the oven shut with her hip. He shakes his head and pulls up a bar stool next to Rayna, who's sitting at the counter painting her nails the color of a red snapper. "This won't work. I don't know what I'm doing," he says. "Sweet pea, what happened? Can't be that bad." He nods. "It is. I knocked Emma unconscious." Rachel spits the wine back in her glass. "Oh, sweetie, uh...that sort of thing's been frowned upon for years now." "Good. You owed her one," Rayna snickers. "She shoved him at the beach," she explains to Rachel. "Oh?" Rachel says. "That how she got your attention?" "She didn't shove me; she tripped into me," he says. "And I didn't knock her out on purpose. She ran from me, so I chased her and-" Rachel holds up her hand. "Okay. Stop right there. Are the cops coming by? You know that makes me nervous." "No," Galen says, rolling his eyes. If the cops haven't found Rachel by now, they're not going to. Besides, after all this time, the cops wouldn't still be looking. And the other people who want to find her think she's dead. "Okay, good. Now, back up there, sweet pea. Why did she run from you?" "A misunderstanding." Rachel clasps her hands together. "I know, sweet pea. I do. But in order for me to help you, I need to know the specifics. Us girls are tricky creatures." He runs a hand through his hair. "Tell me about it. First she's being nice and cooperative, and then she's yelling in my face." Rayna gasps. "She yelled at you?" She slams the polish bottle on the counter and points at Rachel. "I want you to be my mother, too. I want to be enrolled in school." "No way. You step one foot outside this house, and I'll arrest you myself," Galen says. "And don't even think about getting in the water with that human paint on your fingers." "Don't worry. I'm not getting in the water at all." Galen opens his mouth to contradict that, to tell her to go home tomorrow and stay there, but then he sees her exasperated expression. He grins. "He found you." Rayna crosses her arms and nods. "Why can't he just leave me alone? And why do you think it's so funny? You're my brother! You're supposed to protect me!" He laughs. "From Toraf? Why would I do that?" She shakes her head. "I was trying to catch some fish for Rachel, and I sensed him in the water. Close. I got out as fast as I could, but probably he knows that's what I did. How does he always find me?" "Oops," Rachel says. They both turn to her. She smiles apologetically at Rayna. "I didn't realize you two were at odds. He showed up on the back porch looking for you this morning and...I invited him to dinner. Sorry." As Galen says, "Rachel, what if someone sees him?" Rayna is saying, "No. No, no, no, he is not coming to dinner." Rachel clears her throat and nods behind them. "Rayna, that's very hurtful. After all we've been through," Toraf says. Rayna bristles on the stool, growling at the sound of his voice. She sends an icy glare to Rachel, who pretends not to notice as she squeezes a lemon slice over the fillets. Galen hops down and greets his friend with a strong punch to the arm. "Hey there, tadpole. I see you found a pair of my swimming trunks. Good to see your tracking skills are still intact after the accident and all." Toraf stares at Rayna's back. "Accident, yes. Next time, I'll keep my eyes open when I kiss her. That way, I won't accidentally bust my nose on a rock again. Foolish me, right?" Galen grins.

Obama’s father had studied in a missionary school and was working as a clerk in Nairobi. He was encouraged to come to America for further study by two missionary women, Helen Roberts and Elizabeth Mooney, who were living at the time in Kenya. In Obama’s Selma narrative, this was made possible by the Kennedy family. “What happened in Selma, Alabama, and Birmingham also, stirred the conscience of the nation. It worried folks in the White House,” he said. “The Kennedys decided we’re going to do an airlift. We’re going to go to Africa and start bringing young Africans over to this country and give them scholarships to study so they can learn what a wonderful country America is. This young man named Barack Obama got one of those tickets and came over to this country.” Soon after that Obama got married and “Barack Obama Jr. was born.... So I’m here because somebody marched. I’m here because you all sacrificed for me.” Except that the Kennedys had nothing to do with Obama’s father coming to America. As Obama’s staff eventually acknowledged, Obama Sr. arrived here in 1959. John F. Kennedy was elected president the following year.1 The two American teachers who had encouraged Obama Sr. to make the trip paid his travel costs and the bulk of his expenses. There was an airlift, organized by the Kenyan labor leader Tom Mboya with financial support from a number of American philanthropists. It brought several dozen African students to America to study, but Barack Obama Sr. did not come on that plane. Rather, he came on his own and enrolled at the University of Hawaii at Manoa.2 Moreover, the march in Selma occurred in March 1965, while Obama Jr. was born in August 1961; Selma had nothing to do with the circumstances of Obama’s birth.

It’s not like I wasn’t busy. I was an officer in good standing of my kids’ PTA. I owned a car that put my comfort ahead of the health and future of the planet. I had an IRA and a 401(k) and I went on vacations and swam with dolphins and taught my kids to ski. I contributed to the school’s annual fund. I flossed twice a day; I saw a dentist twice a year. I got Pap smears and had my moles checked. I read books about oppressed minorities with my book club. I did physical therapy for an old knee injury, forgoing the other things I’d like to do to ensure I didn’t end up with a repeat injury. I made breakfast. I went on endless moms’ nights out, where I put on tight jeans and trendy blouses and high heels like it mattered and went to the restaurant that was right next to the restaurant we went to with our families. (There were no dads’ nights out for my husband, because the supposition was that the men got to live life all the time, whereas we were caged animals who were sometimes allowed to prowl our local town bar and drink the blood of the free people.) I took polls on whether the Y or the JCC had better swimming lessons. I signed up for soccer leagues in time for the season cutoff, which was months before you’d even think of enrolling a child in soccer, and then organized their attendant carpools. I planned playdates and barbecues and pediatric dental checkups and adult dental checkups and plain old internists and plain old pediatricians and hair salon treatments and educational testing and cleats-buying and art class attendance and pediatric ophthalmologist and adult ophthalmologist and now, suddenly, mammograms. I made lunch. I made dinner. I made breakfast. I made lunch. I made dinner. I made breakfast. I made lunch. I made dinner.

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.

The declining age of learning and of mankind is marked, however, by the rise and rapid progress of the new Platonists. The school of Alexandria silenced those of Athens; and the ancient sects enrolled themselves under the banners of the more fashionable teachers, who recommended their system by the novelty of their method and the austerity of their manners. Several of these masters—Ammonius, Plotinus, Amelius, and Porphyry—were men of profound thought and intense application; but, by mistaking the true object of philosophy, their labors contributed much less to improve than to corrupt human understanding. The knowledge that is suited to our situation and powers, the whole compass of moral, natural and mathematical science, was neglected by the new Platonists; whilst they exhausted their strength in the verbal disputes of metaphysics, attempted to explore the secrets of the invisible world, and studied to reconcile Aristotle with Plato, on subjects of which both of these philosophers were as ignorant as the rest of mankind. Consuming their reason in these deep but unsubstantial meditations, their minds were exposed to illusions of fancy. They flattered themselves that they possessed the secret of disengaging the soul from its corporeal prison, claimed a familiar intercourse withe dæmons and spirits; and, by a very singular revolution, converted the study of philosophy into that of magic. The ancient sages had derided the popular superstition; after disguising its extravagance by the this pretense of allegory, the disciples of Plotinus and Porphyry becomes its most zealous defenders. As they agreed with the Christians in a few mysterious points of faith, they attacked the remainder of their theological system with all the fury of civil war. The new Platonists would scarcely deserve a place in the history of science, but in that of the church the mention of them will very frequently occur.

Sometimes i feel that i am unlucky due to couldn't enroll in the Harvard Business School but at least by this encouragement that i enrolled in MBA in Human resource management program whereas i grown as a leader and build the team in the field of HRM through motivation.

Schools are available. In most countries, they are free, at least at the primary level. Most children are enrolled. And yet in the various surveys that we have conducted around the world, child absentee rates vary between 14 percent and 50 percent

Violet told Hector about the dreadful day at the beach when she and her siblings learned from Mr. Poe that their parents had been killed in the fire that had destroyed their home, and Klaus told Hector about the days they spent in Count Olaf’s care. Sunny—with some help from Klaus and Violet, who translated for her—told him about poor Uncle Monty, and about the terrible things that had happened to Aunt Josephine. Violet told Hector about working at Lucky Smells Lumbermill, and Klaus told him about enrolling at Prufrock Preparatory School, and Sunny related the dismal time they had living with Jerome and Esmé Squalor at 667 Dark Avenue. Violet told Hector all about Count Olaf’s various disguises, and about each and every one of his nefarious associates, including the hook-handed man, the two powder-faced women, the bald man with the long nose, and the one who looked like neither a man nor a woman,

After the Accident Before we run out of pages, I want to tell you a little of what happened to my family after the accident. My mother moved to a small house in Western Shore. Her first concern was finding a way to support herself and Ricky. Being an ex-dancer, motorcycle rider, and treasure-hunter was not likely to open any doors, so she decided to go back to school. She enrolled in a business course in Bridgewater and began her first studies since she was 12 years old. Soon she earned a diploma in typing, shorthand, and accounting, and was hired to work in a medical clinic. Ricky had been on the island from age nine to 14, mostly in the company of adults--family members and visiting tourists--but hardly ever with anyone his own age. Life on the mainland, with the give and take and bumps and bruises of high-school life was a challenge. But he survived. In time he became a carpenter, and is alive and well and living in Ottawa. My mother made a new life for herself. She remained fiercely independent, but between a job she loved and her neighbors, she formed friendships that were deep and lasting. Of course, she missed Dad and Bobby terribly. My mother and dad had been a perfect match, and my mother and brother had always shared a special bond. Bobby’s death was especially hard on her. My mother felt responsible. One day, before the accident, Bobby had taken all he could of Oak Island. After a heated argument with Dad, Bobby packed up and left. My mother had gone after him and convinced him to return--his dad needed him. She rarely spoke of it, but that weighed heavily on her for the rest of her years. My mother never left the east coast. She was 90 years old when she died. For the last 38 years of her life, she lived in a small house on a hill, in the community of Western Shore, where, from her living room window, she could look out and see Oak Island.

Despite indications of affection, a strong Anti-Semitic bias remained. In an 1878 campaign speech Senator John T. Morgan of Alabama referred to a candidate as a 'Jew-dog,' and the following year Senator Morgan opposed the appointment of a postmaster in Montgomery because he had been endorsed 'by a parcel of Jews.' In Nashville, Tennessee, in 1878, Christian mothers threatened to withdraw their children from a private school for girls after two Jews had been accepted. The principal yielded to the pressure and rescinded the enrollments. And in a Rome, Georgia, courtroom in 1873, the plaintiff's attorney declared that one cannot accept the word of a Jew 'even under oath.' Louisiana had anti-Semitic demonstrations in the late 1880s. Then, in 1893, farmers in the Bayou state wrecked Jewish stores in a particularly harsh outburst. That same year Mississippi night riders burned Jewish farmhouses, and a Baltimore minister preached: 'Of all the dirty creatures who have befouled this earth, the Jew is the slimiest.

Anything acquired without effort, and without cost is generally unappreciated, often discredited; perhaps this is why we get so little from our marvelous opportunity in public schools. The SELF-DISCIPLINE one receives from a definite programme of specialized study makes up to some extent, for the wasted opportunity when knowledge was available without cost. Correspondence schools are highly organized business institutions. Their tuition fees are so low that they are forced to insist upon prompt payments. Being asked to pay, whether the student makes good grades or poor, has the effect of causing one to follow through with the course when he would otherwise drop it. The correspondence schools have not stressed this point sufficiently, for the truth is that their collection departments constitute the very finest sort of training on DECISION, PROMPTNESS, ACTION and THE HABIT OF FINISHING THAT WHICH ONE BEGINS. I learned this from experience, more than twenty-five years ago. I enrolled for a home study course in Advertising. After completing eight or ten lessons I stopped studying, but the school did not stop sending me bills. Moreover, it insisted upon payment, whether I kept up my studies or not. I decided that if I had to pay for the course (which I had legally obligated myself to do), I should complete the lessons and get my money's worth. I felt, at the time, that the collection system of the school was somewhat too well organized, but I learned later in life that it was a valuable part of my training for which no charge had been made. Being forced to pay, I went ahead and completed the course. Later in life I discovered that the efficient collection system of that school had been worth much in the form of money earned, because of the training in advertising I had so reluctantly taken.

Cantor was born to a family of Russian immigrants, Jan. 31, 1892, in New York’s Lower East Side. His mother died soon after his birth; his father died of pneumonia a year later. His given name was either Isadore Itzkowitz or Edward Israel Iskowitz (he claimed both during his life). He was raised by a grandmother who was 60 when he was born. In his autobiography he describes a childhood filled with tenement-life hardship, “poverty, misery, and disease.” At 6, when he entered public school, his Grandma Esther enrolled him under her name, Kantrowitz, which the registrar wrote down as “Kanter.” When he was older, he changed it to “Cantor.” He began calling himself “Eddie” because his girlfriend Ida Tobias, the “belle of Henry Street,” liked the way it sounded on him. In his own words, he was “truant from school, pilferer of pushcarts, hooligan, street fighter, liar.” He slept on rooftops and sang for change on street corners. For years he remembered wearing shoes “pulpy with wet cardboard” and clothes that held the damp of snow all day long.

Anything acquired without effort, and without cost is generally unappreciated, often discredited; perhaps this is why we get so little from our marvelous opportunity in public schools. The SELF-DISCIPLINE one receives from a definite programme of specialized study makes up to some extent, for the wasted opportunity when knowledge was available without cost. Correspondence schools are highly organized business institutions. Their tuition fees are so low that they are forced to insist upon prompt payments. Being asked to pay, whether the student makes good grades or poor, has the effect of causing one to follow through with the course when he would otherwise drop it. The correspondence schools have not stressed this point sufficiently, for the truth is that their collection departments constitute the very finest sort of training on DECISION, PROMPTNESS, ACTION and THE HABIT OF FINISHING THAT WHICH ONE BEGINS. I learned this from experience, more than twenty-five years ago. I enrolled for a home study course in Advertising. After completing eight or ten lessons I stopped studying, but the school did not stop sending me bills. Moreover, it insisted upon payment, whether I kept up my studies or not. I decided that if I had to pay for the course (which I had legally obligated myself to do), I should complete the lessons and get my money's worth. I felt, at the time, that the collection system of the school was somewhat too well organized, but I learned later in life that it was a valuable part of my training for which no charge had been made. Being forced to pay, I went ahead and completed the course. Later in life I discovered that the efficient collection system of that school had been worth much in the form of money earned, because of the training in advertising I had so reluctantly taken. We have in this country what is said to be the greatest public school system in the world. We have invested fabulous sums for fine buildings, we have provided convenient transportation for children living in the rural districts, so they may attend the best schools, but there is one astounding weakness to this marvelous system-IT IS FREE! One of the strange things about human beings is that they value only that which has a price. The free schools of America, and the free public libraries, do not impress people because they are free. This is the

Tax-Deferred does not mean Tax-Free It never ceases to amaze me when I meet with people who do not know that tax-deferred does not mean tax-free. You mean I have to pay taxes when I take this money!? This is not all mine!? These are common remarks I hear as we are looking at their most recent retirement account statement. Somehow this consideration was missed when they enrolled in the savings plan and each year when they postponed the tax when filing their tax return. I am not a tax professional but I can understand how an accountant or tax preparer wouldn’t think to make sure the client understands that they are postponing taxes and the tax calculation during their working years. I met an accountant that expressed how difficult it is when he gets the client that believed they were ready to leave work only to find out that because of taxes they are coming up a little or a lot short. This happened to one of my relatives that worked at least 30 years as an x-ray technician and then supervisor at a very large hospital. While working, they always had the nice houses, the nice cars, and a nice upper-middle class lifestyle, nothing fancy. After he retired and even though his wife still worked as a school principal, he had to take a sales clerk job at a nearby liquor store so that his family could maintain their lifestyle. I will never forget other relatives joking and laughing about him miscalculating his retirement. I’m certain that his unsuccessful retirement and that of other relatives influenced my interest in retirement planning if for no one else but me. With a limited amount of retirement income, most retirees would prefer to keep their dollars rather than give them to Uncle Sam. Even those with an unlimited source of funds don’t want to pay more taxes than necessary. Fortunately, there are some ways to decrease your tax burden once you’ve done the obvious work of ensuring you’ve taken all the deductions and credits to which you’re entitled when you file your taxes.

Long thought to have been eradicated from American society, antisemitism is back when Jewish college students are reluctant to affiliate with Jewish student organizations because they don’t want to spend their university years fighting Israel-bashing or confronting Jew-hatred.8 Whether it comes from those on the political left or political right, from Christians or, as is the case in many European countries, from Muslims, it is antisemitism when Jews are attacked—verbally or physically—because they are Jews. Antisemitism exists when parents are afraid to enroll their children in a Jewish preschool because they fear for their safety. Is this fear on the same level as that of the African American mother who sends her teenage son off to school in the morning and wonders if he will come back that afternoon? No, but why does this have to be some sort of macabre competition? Why can’t they both be considered terrible by-products of senseless hatred?

Residents of Rosedale created a separate Chinese school in 1933. In 1937 a similar school was erected in nearby Cleveland. Due to limited enrollment, the schools remained open only a few years. Greenville became the last school to shutter its doors, in 1947.

What is the school like? First, let me set the stage. The school enrolls students from the age of 4 up. No one is too old, although most of our students are 19 or younger. The people in the school, no matter what age they are, are each doing what they want to do. Usually that means that some people are doing things with others, who can be of the most various of ages, and some people are doing things alone. Usually it means that most people are doing things not done in most other schools, and some are doing things that are done in other schools with a very unusual intensity and concentration. It more often means that children are teaching adults than that adults are teaching children, but most often people are learning and unconscious that “learning” is taking place. Doing what they choose to do is the common theme; learning is the by-product. It is first and foremost a place where students are free to follow their inner dictates. They are free to do what we all do when we have the time to, and what we all find to be most satisfactory—they play. Play is the most serious pursuit at Sudbury Valley. Some people play at games, and some play at things we who have more traditional educations are more comfortable with—writing or art or mathematics or music. But we are quite clear at Sudbury Valley that it is doing what you want to that counts! We have no curriculum and place no value on one pursuit over another. The reason that we are secure in feeling this way is that we constantly see that people play more and more sophisticated “games,” explore more and more deeply, that they constantly expand their knowledge of the world, and their ability to handle themselves in it. Children who play constantly do not draw an artificial line between work and play. In fact, you could say that they are working constantly if you did not see the joy in the place, a joy most usually identified with the pursuit of avocations. I

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

Given the opportunity of 'Earth-School' enrollment - some are humble enough to learn and grow, stubborn enough to fail and repeat, and wise enough to graduate and never return.

Many people think that designers are lone geniuses, working in solitude and waiting for a flash of inspiration to show them the solution to their design problem. Nothing could be further from the truth. There may be some problems, such as the design of a stool or a new set of children’s blocks, that are simple enough to be tackled by an individual, but in today’s highly technical world, almost every problem requires a design team. Design thinking takes this idea even further and suggests that the best results come from radical collaboration. Radical collaboration works on the principle that people with very different backgrounds will bring their idiosyncratic technical and human experiences to the team. This increases the chance that the team will have empathy for those who will use what they are designing, and that the collision of different backgrounds will generate truly unique solutions. This is proved over and over again in d.school classes at Stanford, where graduate students create teams of business, law, engineering, education, and medical students that come up with breakthrough innovations all the time. The glue that holds these teams together is design thinking, the human-centered approach to design that takes advantage of their different backgrounds to spur collaboration and creativity. Typically, none of the students have any design background when they enroll in our classes, and all of the teams struggle at first to be productive. They have to learn the mind-sets of a designer—especially radical collaboration and being mindful of process. But once that happens, they discover that their abilities as a team far exceed what any individual can do, and their creative confidence explodes.

After you’ve decided on a place to study MBBS abroad, the following step is to choose the best medical university. MBBS abroad offers its students a plethora of alternatives and chances. Here are some pointers to help you choose the top medical university in the world to study MBBS. Learn about the university’s rating. The university’s experience in teaching MBBS The university’s recognition Fees for tuition and living expenses Whether or if the university provides FMGE coaching Indian cuisine is available at the hostel canteen. Examine the number of Indian students enrolled at the university. Admission Procedures for MBBS Programs Abroad MBBS overseas is increasingly a popular option for thousands of students. It does not necessitate any difficult procedures or fees. Admission to medical schools in other countries is a pretty straightforward procedure. MBBS abroad offers a plethora of chances to its students. The student must send the necessary paperwork to us, and we will begin the admissions process right away. The admission letter is issued once the following papers are submitted: Results of the 12th grade with eligibility matching according to the university. Passport photocopy Following the submission of the required papers, the student will get an invitation from the Ministry of Education of the particular nation. A representative is on hand at the airport to meet the students, and another is on hand at the destination airport to greet them, The University provides lodging for its students. The Cost of a Medical Degree in Abroad MBBS overseas offers a viable option for medical education studies. The cost of MBBS in Russia, Ukraine, Kyrgyzstan, China, Bangladesh, Guyana, and other such nations is substantially lower than that of private medical institutions in India. Furthermore, the cost of living in these nations is quite low for international students. These colleges also provide scholarships to deserving students. Criteria for Eligibility to Study medical Abroad: The following admission requirements are reserved for Indian candidates seeking admission to MBBS programs at any of the Best Medical Universities in the World: Firtly, A non-reserved Indian medical candidate must have obtained a minimum of 50% in their 12th grade in Physics, Chemistry, and Biology. Secondly, Medical aspirants from the restricted categories (SC/ST/OBC) can apply with a minimum of 40% marks in Physics, Chemistry, and Biology, according to NMC/MCI criteria (Medical Council of India). Medical students must take the NEET (National Eligibility and Entrance Test) starting in 2019.

But during the 1930s, many American medical programs had established quotas on the number of Jewish students who could be enrolled. By the mid-1930s, more than 60 percent of applicants to American medical schools were Jewish, and this perceived imbalance prompted sharp restrictions.

In addition to this crude notion of karma, and my sympathy for imagined babies and their imagined families, there also lurks something else: an illusion of control. There is so much in my life that I cannot hope to control. I can't control all my nights of broken sleep. I can't control the terrors that my mind chooses to review just as I close my eyes - the repetitive carousel of meningitis, comas, cars swept into oceans, house fires, or paedophiles. I can't control out landlord's whims, whether - or when - his voracity might lead to us moving house again. I can't control my children's chances of securing a place in the local primary school, whose enrollment policy (like most Irish schools) is predicated upon membership of the Catholic Church. I can, however, control the ritual of milk production: the sterilisation of the bottles, the components of the pump slotted in their correct order, the painstaking necessity of record-keeping, every procedure that I choose to perform carefully and correctly.

In the book, If Life Is a Game, These Are the Rules, Cherie Carter-Scott presents 10 rules for life.64 You will receive a body. You will receive lessons—you are enrolled in a full-time informal school called “life.” There are no mistakes, only lessons. Lessons are repeated until they are learned. Learning lessons does not end—if you’re alive, that means there is still lessons to be learned. “There” is no better than “here.” Other people are merely mirrors of you—you cannot love or hate something about someone unless it reflects to you something you love or hate about yourself. What you make of life is up to you—you have all the tools and resources you need, what you do with them is up to you. The answers to life’s questions lie within you—all you need to do is look, listen, and trust. You will forget all of this at birth.

Vilnius University, which rivaled the University of Oxford in enrollment for some time, was closed in 1832. The government had no more patience with a school it considered a hotbed of Polish nationalism. Other Polish-run educational institutions in the region also shut their doors, among them a lyceum in the town of Kremianets in Volhynia. The government transferred the lyceum’s rich library, collection of sculptures, and trees and shrubs from the botanical garden to Kyiv, where it created a new imperial center of learning to replace Vilnius University in 1834. The Polish language was banned there; Russian was the only language of instruction. The new university was named after Prince Volodymyr (Vladimir) the Great—the first Orthodox autocrat and a Russian to boot, as far as official historiography was concerned.

every single day was an opportunity. You didn’t have to be in school to strive to learn more. You didn’t have to be enrolled to always be a student. Life was for living, learning, and growing.

That was the day I decided I needed to make a move in my life. I had to do something. I thought, heck with it, I’ll get the doubt of being drafted off the table. In my mind, it was better to have served than not. So, the scales were tipped, and I chose to volunteer. Although I was not enrolling in medical school, I was at least doing something to go forward. So, my decision launched me into a chapter of American history known as the Vietnam war. Some believed it was a dumb decision. “Why not just wait to see if you get drafted, some would say; however, there were psychological factors. It had to do with both my heritage and my generation.

The study demonstrated that the IQ scores or academic achievement of students while enrolled in school had between zero and 5 percent predictive power in explaining the variation in their long-term outcomes. At the same time, emotional and attitudinal success attributes (the authors named six: self-awareness, perseverance, proactivity, emotional stability, goal setting, and social support systems) explained 49 to 75 percent of the variance in the students’ long-term outcomes. Put another way, academic achievement and IQ score predicted next to nothing about the future of these dyslexic students. What mattered most was their ability to bounce back, get help from others, and take action.

Sunstein was particularly interested in what was now being called “choice architecture.” The decisions people made were driven by the way they were presented. People didn’t simply know what they wanted; they took cues from their environment. They constructed their preferences. And they followed paths of least resistance, even when they paid a heavy price for it. Millions of U.S. corporate and government employees had woken up one day during the 2000s and found they no longer needed to enroll themselves in retirement plans but instead were automatically enrolled. They probably never noticed the change. But that alone caused the participation in retirement plans to rise by roughly 30 percentage points. Such was the power of choice architecture. One tweak to the society’s choice architecture made by Sunstein, once he’d gone to work in the U.S. government, was to smooth the path between homeless children and free school meals. In the school year after he left the White House, about 40 percent more poor kids ate free school lunches than had done so before, back when they or some adult acting on their behalf had to take action and make choices to get them.

Brittney, our firstborn, is married with three children. My husband and I are extroverts, and Brittney is an introvert. At first, I wasn’t sure what to do with her. She was shy, and I wondered how much to push her socially. My instincts told me she would eventually grow out of her shyness, and I wasn’t going to make a problem out of something that really wasn’t one. I regularly engaged her in conversation, encouraged her to talk about her ideas, her interests, her feelings, and what was going on inside, but I tried not to push. We did the things that happened naturally for our family. She attended classes once a week at a homeschool co-op, we went to church, and we got together with friends. I modeled what good conversation looks like, but I never really made it a topic of conversation because I felt it might make her self-conscious. Brittney made friends along the way. She loved drama class, and one of the reasons she enrolled in it was because she wanted to challenge herself to grow. When she was fifteen, she auditioned for and got the lead role in the spring play. Suddenly, she blossomed and took on a leadership role that defied all evidence she was an introvert at heart. She’s never been the same. She continued to grow in confidence and is a strong, gracious soul who isn’t afraid to say what she thinks when the situation calls for it. As a thirty-year-old mom who is homeschooling her kids, she tells me that pushing an introvert is the worst thing a parent can do. She believes she would never have grown so naturally into her own skin if we had not given her permission to do so at her own pace. After high school, she worked as a receptionist at a doctor’s office, and the patients there loved her. Not only can Brittney easily talk with people her own age, but with anyone she meets regardless of their age.

Enroll in the Best Hebrew School Atlanta for a Rich Cultural Experience Welcome to Hebrew School Atlanta, where they give a transforming educational path that celebrates Jewish heritage while also providing a rich cultural experience. Their school is committed to instilling a love of the Hebrew language, Jewish traditions, and values in each student while also encouraging individual growth and development. They think that education is about more than just learning; it is about developing a meaningful connection to one's heritage and community. They try to establish an inclusive and supportive environment in which students can explore their Jewish identity, develop a strong sense of belonging, and form lifelong connections. Their school is more than simply a place to learn; it's a thriving community that welcomes families from all walks of life. They encourage family involvement and provide opportunities for families to participate in their children's educational path. They think that fostering a compassionate and supportive atmosphere that promotes holistic growth requires a strong relationship between parents, educators, and students. Enrolling your child in the top Hebrew School in Atlanta means laying the groundwork for a lifetime of Jewish involvement, cultural awareness, and personal development. Join us on this extraordinary trip as we arouse curiosity, create a love of Hebrew, and foster a deep appreciation for Jewish School education. Let us work together to produce a wonderful cultural experience. Contact the head of the department at The Epstein School.

How to Pass 10th & 12th Class from Nios Open school in gurugram, sohna, manesar To pass 10th and 12th class from an open school, you can follow these general steps: Choose a recognized open school: Research and identify a recognized open school or board in your country or region that offers the 10th and 12th class examinations. Some well-known open school boards include the National Institute of Open Schooling (NIOS) in India and the Open Schooling System in many countries. Enroll in the open school: Contact the open school or board and inquire about the enrollment process. They will provide you with the necessary information and forms to complete the registration. Typically, you will need to submit personal details, educational history, and any required documentation. Understand the curriculum: Obtain the curriculum and syllabus provided by the open school for the 10th and 12th classes. Familiarize yourself with the subjects and topics that you will be studying. It’s important to understand the course requirements to plan your studies effectively. Self-study and prepare: Since open schools provide flexibility, you will primarily be responsible for self-studying. Create a study schedule and allocate sufficient time to each subject. Utilize textbooks, online resources, and study materials provided by the open school. Take advantage of any tutoring or coaching options available to you. Attend contact classes (if available): Some open schools offer optional contact classes or tutorials to provide additional support to students. These classes are conducted by experienced teachers who can clarify doubts and provide guidance. If such classes are available, consider attending them to enhance your understanding of the subjects. Complete assignments and practicals: Open schools often require students to complete assignments, projects, and practical examinations alongside the theoretical exams. Pay attention to the guidelines provided by the open school and complete these tasks within the given deadlines. Take the examinations: Open schools have their own examination schedules. Register for the exams as per the instructions provided by the open school. Adhere to the examination timetable and make sure to reach the examination center on time. Prepare well and give your best during the exams. Results and certification: After the completion of exams, the open school will announce the results within a specific timeframe. Once you pass the exams, you will receive a passing certificate or mark sheet from the open school board. This certificate is recognized and holds the same value as certificates obtained from traditional schools. Remember, the specific process may vary depending on the open school or board you choose. It is important to closely follow the guidelines and instructions provided by the open school throughout the process. Contact for Admission: For more information for admission & and guidance please contact us on +91 9716451127, 9560957631

Autistic students are about twice as likely to enroll in a community college than in a university, according to a May 2014 study in the Journal of Autism and Developmental Disorders, which found that 81 percent of college students with ASD were enrolled in community college at some point after secondary school. But the authors also found that students who studied science, technology, engineering, and mathematics (STEM) were twice as likely to transfer to a four-year university than those who studied non-STEM subjects.

Unveiling the Benefits of Numerology Certification Courses in Mumbai | Occult Science Numerology Certification Courses in Mumbai, Offer people the chance to study and practice numerology, an old metaphysical science that looks at the meaning of numbers in our life, much like in many other regions of the world. These Courses offer Various Advantages: Awareness of Numerology: The principles of numerology, including the significance of numbers, their vibrations, and how they connect to various facets of life, are covered in a systematic curriculum offered by certification schools. The basis for advanced studies is this understanding. Enhancing your personal growth: journey of self-discovery can be achieved while learning numerology. People can learn more about their own personality traits, strengths, weaknesses, and life path thanks to this. A deeper understanding of oneself and personal improvement can result from this self-awareness. Choosing a career: As a professional numerologist, you may have more employment options after earning a certification in numerology. To clients looking for guidance regarding their lives, relationships, and job decisions, you can provide readings, consultations, and counsel. This can be a fulfilling and possibly lucrative career. Improved Decision-Making: Making vital choices in life can benefit from the use of numerology. By comprehending the energies connected to particular numbers and their compatibility with individual vibrations, it can assist people in making informed decisions about their job, relationships, and other parts of life. Compatibility in relationships: Numerology can be utilized for determining a pair's compatibility in a relationship. Understanding one other's numerical compatibility can enhance communication and reduce tension. Integrative Health: Numerologists who hold this viewpoint consider it to be complementary to other forms of holistic medicine. Based on a person's data, it can offer insights into their health difficulties and possible treatments. Growth spiritually: Numerology has been described as a form of spirituality. It may improve a person's awareness of spirituality and offer a structure for exploring into queries about the soul's journey. The Self-Employed: Numerologists have the option to work for themselves, giving them the freedom to set their own hours. Those looking for independence and a work-life balance may find this particularly appealing. Helping others: Many people find satisfaction in using numerology readings to help others. Giving customers advice and insight can be a satisfying way to make a difference in their life. Personal hobbies and interests: Certification programmes can be an interesting hobby and a way to further your personal development, even if you don't want to follow numerology as a career. It's important to do some research about a numerology certification course's subject matter, an organization or instructor who teaches it, and the certification's standing in the industry before enrolling. Additionally, while numerology can be an original and unique topic of study, think about whether it fits with your personal interests and objectives. For More Details: Click Here

When she wasn’t driving her wing mobile, babysitting for us, sexting on Tinder, or lying to her mother that she was still enrolled in nursing school, Marina was hustling. Her most ingenious way of obtaining extra cash was by scheming her way into focus groups for anything from pharmaceuticals to breakfast cereals.

Branding lays the foundation for a school's reputation and credibility, while marketing drives visibility and engagement, propelling the school towards its enrolment and retention goals.

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