Simplify Education Quotes

What grinds me the most is we're sending kids out into the world who don't know how to balance a checkbook, don't know how to apply for a loan, don't even know how to properly fill out a job application, but because they know the quadratic formula we consider them prepared for the world` With that said, I'll admit even I can see how looking at the equation x -3 = 19 and knowing x =22 can be useful. I'll even say knowing x =7 and y= 8 in a problem like 9x - 6y= 15 can be helpful. But seriously, do we all need to know how to simplify (x-3)(x-3i)?? And the joke is, no one can continue their education unless they do. A student living in California cannot get into a four-year college unless they pass Algebra 2 in high school. A future psychologist can't become a psychologist, a future lawyer can't become a lawyer, and I can't become a journalist unless each of us has a basic understanding of engineering. Of course, engineers and scientists use this shit all the time, and I applaud them! But they don't take years of theater arts appreciation courses, because a scientist or an engineer doesn't need to know that 'The Phantom of the Opoera' was the longest-running Broadway musical of all time. Get my point?

If you're under stress, your life is complex. Simplify your life to reduce the stress.

In Newton's time it was possible for an educated person to have a grasp of the whole of human knowledge, at least in outline. But since then, the pace of the development of science has made this impossible. Because theories are always being changed to account for new observations, they are never properly digested or simplified so that ordinary people can understand them... Further, the rate of progress is so rapid that what one learns at school or university is always a bit out of date.

Perhaps the most basic thing that can be said about human memory, after a century of intensive research, is that unless a detail is placed into a structured pattern, it is rapidly forgotten. Detailed material is conserved in memory by the use of simplified ways of representing it.

The political merchandisers appeal only to the weak­nesses of voters, never to their potential strength. They make no attempt to educate the masses into becoming fit for self-government; they are content merely to manipulate and exploit them. For this pur­pose all the resources of psychology and the social sciences are mobilized and set to work. Carefully se­lected samples of the electorate are given "interviews in depth." These interviews in depth reveal the uncon­scious fears and wishes most prevalent in a given so­ciety at the time of an election. Phrases and images aimed at allaying or, if necessary, enhancing these fears, at satisfying these wishes, at least symbolically, are then chosen by the experts, tried out on readers and audiences, changed or improved in the light of the information thus obtained. After which the political campaign is ready for the mass communicators. All that is now needed is money and a candidate who can be coached to look "sincere." Under the new dispen­sation, political principles and plans for specific action have come to lose most of their importance. The person­ality of the candidate and the way he is projected by the advertising experts are the things that really mat­ter. In one way or another, as vigorous he-man or kindly father, the candidate must be glamorous. He must also be an entertainer who never bores his audience. Inured to television and radio, that audience is accustomed to being distracted and does not like to be asked to con­centrate or make a prolonged intellectual effort. All speeches by the entertainer-candidate must therefore be short and snappy. The great issues of the day must be dealt with in five minutes at the most -- and prefera­bly (since the audience will be eager to pass on to something a little livelier than inflation or the H-bomb) in sixty seconds flat. The nature of oratory is such that there has always been a tendency among politicians and clergymen to over-simplify complex is­sues. From a pulpit or a platform even the most con­scientious of speakers finds it very difficult to tell the whole truth. The methods now being used to merchan­dise the political candidate as though he were a deo­dorant positively guarantee the electorate against ever hearing the truth about anything.

Among us English-speaking peoples especially do the praises of poverty need once more to be boldly sung. We have grown literally afraid to be poor. We despise any one who elects to be poor in order to simplify and save his inner life. If he does not join the general scramble and pant with the money-making street, we deem him spiritless and lacking in ambition. We have lost the power even of imagining what the ancient idealization of poverty could have meant: the liberation from material attachments, the unbribed soul, the manlier indifference, the paying our way by what we are or do and not by what we have, the right to fling away our life at any moment irresponsibly—the more athletic trim, in short, the moral fighting shape. When we of the so-called better classes are scared as men were never scared in history at material ugliness and hardship; when we put off marriage until our house can be artistic, and quake at the thought of having a child without a bank-account and doomed to manual labor, it is time for thinking men to protest against so unmanly and irreligious a state of opinion. It is true that so far as wealth gives time for ideal ends and exercise to ideal energies, wealth is better than poverty and ought to be chosen. But wealth does this in only a portion of the actual cases. Elsewhere the desire to gain wealth and the fear to lose it are our chief breeders of cowardice and propagators of corruption. There are thousands of conjunctures in which a wealth-bound man must be a slave, whilst a man for whom poverty has no terrors becomes a freeman. Think of the strength which personal indifference to poverty would give us if we were devoted to unpopular causes. We need no longer hold our tongues or fear to vote the revolutionary or reformatory ticket. Our stocks might fall, our hopes of promotion vanish, our salaries stop, our club doors close in our faces; yet, while we lived, we would imperturbably bear witness to the spirit, and our example would help to set free our generation. The cause would need its funds, but we its servants would be potent in proportion as we personally were contented with our poverty. I recommend this matter to your serious pondering, for it is certain that the prevalent fear of poverty among the educated classes is the worst moral disease from which our civilization suffers.

Technology can do a great deal to make information gathering easier, but it can do little to simplify the gathering of wisdom.

The trillion-dollar pharmaceutical industry puts its research money into the search for magic bullets in the form of chemicals because pills mean money. If energy healing could be made into tablet form, drug manufacturers would get interested quickly. Instead, they identify deviations in physiology and behavior that vary from some hypothetical norm as unique disorders or dysfunctions, and then they educate the public about the dangers of these menacing disorders. Of course, the over-simplified symptomology used in defining the dysfunctions prevalent in drug company advertisements has viewers convinced they are afflicted by that particular malady. “Do you worry? Worry is a primary symptom of ‘medical condition’ called anxiety disorder. Stop your worry. Tell your doctor you want Addictazac, the new passion-pink drug.

I thought if I knew more my problem would be simplified, and maybe I should complete my formal education. But since I’ve been working for Robey I have reached the conclusion that I couldn’t utilize even ten percent of what I already knew. I’ll give you an example. I read about King Arthur’s Round Table when I was a kid, but what am I ever going to do about it? My heart was touched by sacrifice and pure attempts, so what should I do? Or take the Gospels. How are you supposed to put them to use? Why, they’re not utilizable! And then you go and pile on top of that more advice and information. Anything that just adds information that you can’t use is plain dangerous. Anyway, there’s too much of everything of this kind, that’s come home to me, too much history and culture to keep track of, too many details, too much news, too much example, too much influence, too many guys who tell you to be as they are, and all this hugeness, abundance, turbulence, Niagara Falls torrent. Which who is supposed to interpret? Me? I haven’t got that much head to master it all. I get carried away. It doesn’t give my feelings enough of a chance if I have to store up and become like an encyclopedia. Why, just as a question of time spent in getting prepared for life, look! a man could spend forty, fifty, sixty years like that inside the walls of his own being. And all great experience would only take place within the walls of his being. And all high conversation would take place within those walls. And all achievement would stay within those walls. And all glamour too. And even hate, monstrousness, enviousness, murder, would be inside them. This would be only a terrible, hideous dream about existing. It’s better to dig ditches and hit other guys with your shovel than die in the walls.

Universities are turning out highly skilled barbarians because we don’t provide a framework of values to young people, who more and more are searching for it. – Steven Muller, President, Johns Hopkins University True education is training of both the head and the heart. It is better to be uneducated than ill-educated. An uneducated thief may steal goods from the train but an educated one may steal the entire train. We need to compete for knowledge and wisdom, not for grades. Knowledge is piling up facts, wisdom is simplifying them. One could have good grades and a degree and still not learn much. The most important thing one can learn is to ‘learn to learn’. People confuse education with the ability to memorise facts. Educating the mind without morals creates a menace in society.

The process of simplifying man's environment and rendering it increasingly elemental and crude has a cultural as well as a physical dimension. The need to manipulate immense urban populations—to transport, feed, employ, educate and somehow entertain millions of densely concentrated people—leads to a crucial decline in civic and social standards. A mass concept of human relations—totalitarian, centralistic and regimented in orientation—tends to dominate the more individuated concepts of the past. Bureaucratic techniques of social management tend to replace humanistic approaches. All that is spontaneous, creative and individuated is circumscribed by the standardized, the regulated and the massified. The space of the individual is steadily narrowed by restrictions imposed upon him by a faceless, impersonal social apparatus. Any recognition of unique personal qualities is increasingly surrendered to the manipulation of the lowest common denominator of the mass. A quantitative, statistical approach, a beehive manner of dealing with man, tends to triumph over the precious individualized and qualitative approach which places the strongest emphasis on personal uniqueness, free expression and cultural complexity.

The transmission of the meaning of an institution is based on the social recognition of that institution as a “permanent” solution to a “permanent” problem of the given collectivity. Therefore, potential actors of institutionalized actions must be systematically acquainted with these meanings. This necessitates some form of “educational” process. The institutional meanings must be impressed powerfully and unforgettably upon the consciousness of the individual. Since human beings are frequently sluggish and forgetful, there must also be procedures by which these meanings can be reimpressed? and rememorized, if necessary by coercive and generally unpleasant means. Furthermore, since human beings are frequently stupid, institutional meanings tend to become simplified in the process of transmission, so that the given collection of institutional “formulae” can be readily learned and memorized by successive generations. The “formula” character of institutional meanings ensures their memorability. We have here on the level of sedimented meanings the same processes of routinization and trivialization that we have already noted in the discussion of institutionalization. Again, the stylized form in which heroic feats enter a tradition is a useful illustration.

Yet the deepest and most enduring forms of cultural change nearly always occurs from the “top down.” In other words, the work of world-making and world-changing are, by and large, the work of elites: gatekeepers who provide creative direction and management within spheres of social life. Even where the impetus for change draws from popular agitation, it does not gain traction until it is embraced and propagated by elites. The reason for this, as I have said, is that culture is about how societies define reality—what is good, bad, right, wrong, real, unreal, important, unimportant, and so on. This capacity is not evenly distributed in a society, but is concentrated in certain institutions and among certain leadership groups who have a lopsided access to the means of cultural production. These elites operate in well-developed networks and powerful institutions. Over time, cultural innovation is translated and diffused. Deep-rooted cultural change tends to begin with those whose work is most conceptual and invisible and it moves through to those whose work is most concrete and visible. In a very crude formulation, the process begins with theorists who generate ideas and knowledge; moves to researchers who explore, revise, expand, and validate ideas; moves on to teachers and educators who pass those ideas on to others, then passes on to popularizers who simplify ideas and practitioners who apply those ideas. All of this, of course, transpires through networks and structures of cultural production. Cultural change is most enduring when it penetrates the structure of our imagination, frameworks of knowledge and discussion, the perception of everyday reality. This rarely if ever happens through grassroots political mobilization though grassroots mobilization can be a manifestation of deeper cultural transformation.

It is worth nothing that their neologisms, pronounciations and simplified grammar was quickly adopted by both the simplest people in the ports and by the so-called best people; and from the ports this way of speaking spread out into the newspapers and was soon in general use. Even many humans stopped attending to grammatical gender, word endings were dropped, declinations disappeared; our golden youth neglected to say r properly and learned to lisp; few educated people were any longer certain what was meant by 'indeterminism' or 'transcendent', simply because these words, even for human beings, were too long and too hard to pronounce. In short, for good or for ill, the newts became able to speak almost every language of the world according to what coast they lived on. About this time, some of the Czech national newspapers began to complain bitterly, no doubt with good reason, that none of the newts could speak their language. If there were salamanders who could speak Portuguese, Dutch and the languages of other small nations why were there none that could speak Czech? It was true, they conceded in regretful and learned terms, that Czechoslovakia had no sea coasts, and that means there will be no marine newts here, but that does not mean that Czechs should not play the same part in the culture of the world as many of the other nations whose language was being taught to thousands of newts, or perhaps even a greater part. It was only right and proper that the newts should also have some knowledge of Czech culture; but how were they to be informed about it if none of them knew the Czech language? It was not likely that someone somewhere in the world would acknowledge this cultural debt and found a chair in Czech and Czechoslovak literature at one of the newt universities. As the poet puts it, 'Trust no-one in the whole wide world, we have no friends out there'.

University, where she is an adjunct professor of education and serves on the Veterans Committee, among about a thousand other things. That’s heroism. I have taken the kernel of her story and do what I do, which is dramatize, romanticize, exaggerate, and open fire. Hence, Game of Snipers. Now, on to apologies, excuses, and evasions. Let me offer the first to Tel Aviv; Dearborn, Michigan; Greenville, Ohio; Wichita, Kansas; Rock Springs, Wyoming; and Anacostia, D.C. I generally go to places I write about to check the lay of streets, the fall of shadows, the color of police cars, and the taste of local beer. At seventy-three, such ordeals-by-airport are no longer fun, not even the beer part; I only go where there’s beaches. For this book, I worked from maps and Google, and any geographical mistakes emerge out of that practice. Is the cathedral three hundred yards from the courthouse in Wichita? Hmm, seems about right, and that’s good enough for me on this. On the other hand, I finally got Bob’s wife’s name correct. It’s Julie, right? I’ve called her Jen more than once, but I’m pretty sure Jen was Bud Pewtie’s wife in Dirty White Boys. For some reason, this mistake seemed to trigger certain Amazon reviewers into psychotic episodes. Folks, calm down, have a drink, hug someone soft. It’ll be all right. As for the shooting, my account of the difficulties of hitting at over a mile is more or less accurate (snipers have done it at least eight times). I have simplified, because it is so arcane it would put all but the most dedicated in a coma. I have also been quite accurate about the ballistics app FirstShot, because I made it up and can make it do anything I want. The other shot, the three hundred, benefits from the wisdom of Craig Boddington, the great hunter and writer, who looked it over and sent me a detailed email, from which I have borrowed much. Naturally, any errors are mine, not Craig’s. I met Craig when shooting something (on film!) for another boon companion, Michael Bane, and his Outdoor Channel Gun Stories crew. For some reason, he finds it amusing when I start jabbering away and likes to turn the camera on. Don’t ask me why. On the same trip, I also met the great firearms historian and all-around movie guy (he knows more than I do) Garry James, who has become

In a study in 1995, Betty Hart and Todd Risley of the University of Kansas found that children in professional families heard on average 2,100 words an hour. Working-class kids heard 1,200; those whose families lived on welfare heard only 600. By the age of three, a doctor’s or lawyer’s child has probably heard 30m more words than a poor child has. Well-off parents talk to their school-age children for three more hours each week than low-income parents, according to Meredith Phillips of the University of California, Los Angeles. They put their toddlers and babies in stimulating places such as parks and churches for four-and-a-half more hours. And highly educated mothers are better at giving their children the right kind of stimulation for their age, according to Ariel Kalil of the University of Chicago. To simplify, they play with their toddlers more and organise their teenagers.

novels [4]. It follows that authentic text—text written for native speakers—is inappropriate for unassisted ER by all but the most advanced learners. For this reason, many educators advocate the use of learner literature, that is, stories written specifically for L2 learners, or adapted from authentic text [5]. For learners of English, there are over 40 graded reader series, consisting of over 1650 books with a variety of difficulty levels and genres [6].However, the time and expense in producing graded readers results in high purchase costs and limited availability in languages other than English and common L2‘s like Spanish and French. At a cost of £2.50 for a short English reader in 2001 [7] purchasing several thousand readers to cater for a school wide ER program requires a significant monetary investment. More affordable options are required, especially for schools in developing nations. Day and Bamford [8] recommend several alternatives when learner literature is not available. These include children's and young adult books, stories written by learners, newspapers, magazines and comic books. Some educators advocate the use of authentic texts in preference to simplified texts. Berardo [9] claims that the language in learner literature is ―artificial and unvaried‖, ―unlike anything that the learner will encounter in the real world‖ and often ―do not reflect how the language is really used‖. Berardo does concede that simplified texts are ―useful for preparing learners for reading 'real' texts. ‖ 2. ASSISTED READING Due to the large proportion of unknown vocabulary, beginner and intermediate learners require assistance when using authentic text for ER. Two popular forms of assistance are dictionaries and glossing. There are pros and cons of each approach. 1 A group of words that share the same root word, e.g. , run, ran, runner, runs, running. Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee.NZCSRSC’11, April 18-21, 2011, Palmerston North, New Zealand

t o improve the physical capacity of the horse, a trainer must learn to value its qualities and to compensate for its flaws. Physical training of an athlete, particularly a human athlete, requires a deep understanding of the sporting discipline in question. It is in this same spirit that the chapters in this book describing the biomechanics and physical training of the horse as an athlete have been developed. The presentation of these concepts begins with a series of simplified and educational reminders on the biomechanics of the muscles underlying overall movement. The primary body system involved in active physical exercise is the muscular system and the first three chapters focus on the muscular groups and actions of the forelimb, the hindlimb and the neck and trunk, and this leads to a chapter discussing the biomechanics of lowering of the neck. To evaluate the usefulness of an exercise and to understand its mode of action, including its advantages and disadvantages, it is essential to have a basic understanding of musculotendinous functional anatomy. An understanding of these fundamental ideas is directly applicable to the later chapters, which focus on training and the core exercises for a horse. Training a horse for every discipline brings together two specific but complementary areas, which are often worked on at the same time: conditioning and strengthening. The aim of conditioning is to develop respiratory capacity and to improve cardiovascular function. This results in a greater ability to perform with prolonged effort, while also improving the recovery time after this effort. Strengthening of the horse has two main goals: (1) to improve the flexibility of joints secondary to the action of ligaments and muscles (these structures have an intrinsic role in the control and stability of joints) and (2) to develop effective muscular contraction and coordination, making movements more fluid, lighter and confident (1, 2).

A culture of collective responsibility is based on two fundamental beliefs: 1. The first assumption is that we, as educators, must accept responsibility to ensure high levels of learning for every child. While parental, societal, and economic forces impact student learning, the actions of the educators will ultimately determine each child’s success in school. 2. The second assumption is that all students can learn at high levels. We define “high” levels of learning as “high school plus,” meaning every child will graduate from high school with the skills and knowledge required to continue to learn.

the school leadership team should specifically: • Build consensus for the school’s mission of collective responsibility • Create a master schedule that provides sufficient time for team collaboration, core instruction, supplemental interventions, and intensive interventions • Coordinate schoolwide human resources to best support core instruction and interventions, including the site counselor, psychologist, speech and language pathologist, special education teacher, librarian, health services, subject specialists, instructional aides, and other classified staff • Allocate the school’s fiscal resources to best support core instruction and interventions, including school categorical funding • Assist with articulating essential learning outcomes across grade levels and subjects • Lead the school’s universal screening efforts to identify students in need of Tier 3 intensive interventions before they fail • Lead the school’s efforts at Tier 1 for schoolwide behavior expectations, including attendance policies and awards and recognitions (the team may create a separate behavior team to oversee these behavioral policies) • Ensure that all students have access to grade-level core instruction • Ensure that sufficient, effective resources are available to provide Tier 2 interventions for students in need of supplemental support in motivation, attendance, and behavior • Ensure that sufficient, effective resources are available to provide Tier 3 interventions for students in need of intensive support in the universal skills of reading, writing, number sense, English language, motivation, attendance, and behavior • Continually monitor schoolwide evidence of student learning

the primary responsibilities of the site intervention team are to: • Determine the specific learning needs of each student in need of intensive support • Diagnose the cause(s) of the student’s struggles in Tier 1 and Tier 2 • Determine the most appropriate intervention(s) to address the student’s needs • Frequently monitor the student’s progress to see if interventions are achieving the desired outcomes • Revise the student’s intervention(s) when they are not achieving the desired outcomes • Determine when special education identification is appropriate

If teachers systematically examine their professional practice and their impact on student achievement, the results of such reflective analysis will finally transform educational accountability from a destructive and unedifying mess to a constructive and transformative force in education. (Reeves, 2004, p. 6)

Collaborative teacher teams are teams of educators whose classes share essential student learning outcomes; these teachers work collaboratively to ensure that their students master these critical standards. The structure for teacher teams could include grade-level, subject/course-specific, vertical, and/or interdisciplinary teams.

Why Are We Here? As Judith Bardwick recommends, “the most important question in any organization has to be ‘‘what is the business of our business?’ Answering this question is the first step in setting priorities” (Bardwick, 1996, p. 134). If this is the case, educators must begin by asking, why are we here?

What Knowledge and Skills Will Our Children Need to Be Successful Adults? If the fundamental purpose of school is to prepare our children to be successful adults and citizens, this is logically the next question we should ask. To be sure, the world for which we are preparing our students today is not the world most educators entered when we transitioned from childhood to adulthood.

How Effectively Are We Preparing Students for These Future Challenges? Because our traditional educational system was designed to prepare students for an economy driven by farms and factories, it was assumed that only a small percentage of students would learn beyond high school. Consequently, schools did not expect all students to learn at high levels, but instead ranked and sorted kids along a bell-shaped curve, identifying those few expected to reach higher education.

the bell curve serves as both a model and a fitting symbol of an archaic public education system. It describes a broad swath of mediocrity flanked by a sliver of excellence and a ribbon of failure” (Wallace & Graves, 1995, p. 24).

response to intervention (RTI) is our best hope to provide every child with the additional time and support needed to learn at high levels. RTI’s underlying premise is that schools should not delay providing help for struggling students until they fall far enough behind to qualify for special education, but instead should provide timely, targeted, systematic interventions to all students who demonstrate the need. To achieve this goal, we remain equally convinced that the only way for an organization to successfully implement RTI practices is within the professional learning community (PLC) model.

We know one thing for certain: we are never going to get there doing what we have always done. Our traditional school system was created in a time when the typical educator worked in a one-room schoolhouse and served as the only teacher for an entire town. Today it is virtually impossible for a single teacher to possess all the skills and knowledge necessary to meet the unique needs of every child in the classroom.

How Do We Raise Our Test Scores? This is the most pervasive misguided (and misguiding) question. While high-stakes testing is an undeniable reality in public education, this fatally flawed initial question leads to the wrong answers for achieving deep levels of student learning.

If there is one thing that traditional special education has taught us, it is that staying compliant does not necessarily lead to improved student learning; in fact, the opposite is more often the case.

Response to intervention is built on a polar-opposite philosophy from traditional special education. When a student struggles, rather than assume there is something wrong with the student, we first assume that we are not teaching the child correctly.

We recommend that teacher input be solicited at least every three to four weeks. Participation from all site educators must be required. If even one teacher is permitted to be excused from the process, then the students who are assigned to this teacher are much less likely to receive additional time and support. Consequently, a school would not be able to tell parents that it does not matter which teacher their child has—because it would matter.

Secret Marketing Techniques For Your Carpet Cleaning Business In Oklahoma Is Here Building a profitable carpet cleaning service business is a big feat for a sole proprietor. Carpet cleaning business in Oklahoma proprietors rarely is in the position to find the most appropriate method for market share improvement and development. Be sure to put your new marketing plans in place as soon as you validate their worth. The following recommendations are designed to help you put together an effective marketing plan. Industry experts are all in agreement; the very best carpet cleaning service business education you receive is usually via personal experience. Experts often say that it is best to learn by doing things in order to get places and do more in general. The resources and techniques you could absorb while in employment could later serve you when you take the step towards finally owning and managing your business. While picking up some business skills could be done through literature, in reality, you may only gain the proper skills through a strong work ethic while under employment. Ensure legal problems won't harm your carpet cleaning service business by making sure that you file all appropriate government forms and also have a general understanding of business laws before you really open your doors. Without an understanding of the fundamentals of business law, you should discuss it with a lawyer who is an expert on this subject. It's recommended to keep in mind that many a successful business have been put out of carpet cleaning service business by only one court case. Prior to you find yourself with legal issues, it's an excellent idea to garner a strong relationship with a business attorney ahead of time. Should you find yourself needing to make hard carpet cleaning service business decisions, discussing it with workers could be a good way to simplify your thoughts. A successful way of cleaning up your planning process is to create a simple list of some pros and cons. This list will help to reveal the very best options for your business, as history has shown. It is advised that you consult with a business development professional if you're unsure just what the next move ought to be for your business. Successful businesses depend on an army of loyal customers. Businesses who certainly have very satisfied staff members will find that their staff members will stay with them for a while, even though the carpet cleaning company is handed down from generations prior to. Effective companies will do whatever it requires to guard and develop their online reputation at every chance. You need to use good online reputation management tools in order to keep negative reviews from being more of a threat than needed. Master Clean Carpet Cleaning

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Every private person should be educated in cash management and investing to develop an additional source of income that will help achieve financial freedom

You are best suited to be the educators of the world. You must study, prove, test, and organize facts. So that you can write, teach, or show your knowledge to others. Your life would be an interesting one bringing you many experiences and significant associations. Your search for knowledge will guide

A meaningful contribution one can make to education is make it simpler

I feel that the government should uphold the concept that it is there for us, “We the People.” That it does what we alone cannot do. By standing unified and proud, we have strength because of our numbers and the power to do what is right. That we always remain on the right side of history and care for and respect our less fortunate. Now, you may think that I’m just spouting out a lot of patriotic nonsense, which you are entitled to do, however I did serve my country actively in both the Navy and Army for a total of forty years, six months and seven days as a reservist and feel that I have an equal vested interest in these United States. If we don’t like what is happening we have responsible ways and means to change things. We have Constitutional, “First Amendment Rights to Freedom of Speech.” There are many things I would like to see change and there are ways that we can do this. To start with we have to protect our First Amendment Rights and protect the media from government interference…. I also believe in protecting our individual freedom…. I believe in one person, one vote…. Corporations are not people, for one they have no human feelings…. That although our government may be misdirected it is not the enemy…. I want reasonable regulations to protect us from harm…. That we not privatize everything in sight such as prisons, schools, roads, social security, Medicare, libraries etc.….. Entitlements that have been earned should not be tampered with…. That college education should be free or at least reasonable…. That health care becomes free or very reasonable priced for all…. That lobbyist be limited in how they can manipulate our lawmakers…. That people, not corporations or political action committees (PAC’s), can only give limited amounts of money to candidates…. That our taxes be simplified, fair and on a graduated scale without loop holes….That government stays out of our personal lives, unless our actions affect others…. That our government stays out of women’s issues, other than to insure equal rights…. That the law (police) respects all people and treats them with the dignity they deserve…. That we no longer have a death penalty…. That our military observe the Geneva Conventions and never resort to any form of torture…. That the Police, FBI, CIA or other government entities be limited in their actions, and that they never bully or disrespect people that are in their charge or care…. That we never harbor prisoners overseas to avoid their protection by American law…. That everyone, without exception, is equal…. And, in a general way, that we constantly strive for a more perfect Union and consider ourselves members of a greater American family, or at the very least, as guests in our country. As Americans we are better than what we have witnessed lately. The idea that we will go beyond our rights is insane and should be discouraged and outlawed. As a country let us look forward to a bright and productive future, and let us find common ground, pulling in the same direction. We all deserve to feel safe from persecution and/or our enemies. We should also be open minded enough to see what works in other countries. If we are going to “Make America Great Again” we should start by being more civil and kinder to each other. Now this is all just a thought, but it’s a start…. “We’re Still Here!

Robert Kennedy explained the problem beautifully. He said GDP doesn’t register “the health of our children, the quality of their education, or the joy of their play. It does not include the beauty of our poetry or the strength of our marriages; the intelligence of our public debate or the integrity of our public officials. It measures neither our wit nor our courage; neither our wisdom nor our learning; neither our compassion nor our devotion to our country; it measures everything, in short, except that which makes life worthwhile.

The Ultimate Guide to Student Loans by Bruce Mesnekoff With the cost of college rising and governmental/private funding declining, it is no wonder that most Americans are concerned about their ability to finance a post-secondary education. Tuition prices are rising at Community Colleges, State Schools, Private and Technical colleges, leaving most Americans wondering how they are going to afford to pay for their education. This book educates parents, grandparents, young adults and students of all ages how to optimize the educational payment process. The Ultimate Guide To Student Loans is the collaboration of two financial experts who guide you through the confusing maze of investing for education and the student loan world from beginning to end. Jordan Goodman, America’s Money Answers Man, personal finance expert and frequent guest on radio and TV shows, and Bruce Mesnekoff, CEO of The Student Loan Help Center, student loan management and consolidation expert, share their knowledge and simplify the complicated process and maze of government and private rules and regulations about student loans. They also guide you through all of your investment choices to finance college education. This book helps you understand student loans by explaining: ways to invest so that you can avoid taking on student loans in the first place the optimum ways to get the best student loans paying off your loans as quickly as possible The book provides extensive information and resources to help you no matter where you are in the student loan financing process. These resources include contact information and descriptions for: federal regulatory organizations educational associations websites loan repayment programs The book also offers an appendix with abbreviations, acronyms and a glossary of student loan related terms. Also you can consult with The Student Loan Help Center for all kind of your consolidation problems. Use this book to improve your entire educational financing experience!

Nothing in this world can take the place of persistence. Talent will not; nothing is more common than unsuccessful people with talent. Genius will not; unrewarded genius is almost a proverb. Education will not; the world is full of educated failures. Persistence and determination alone are omnipotent.” ― Calvin Coolidge It’s

Fitzgerald to Zelda's DR. Oct. 1932 "Why can't I sell my short stories?" she says. "Because you're not putting yourself in them. Do you think the Post pays me for nothing?" (She wants to make money but she wants to save her good stuff for books so her stories are simply casually observed, unfelt phenomena, while mine are sectiobs, debased, over- simplified, if you like, of my own soul. That is our bread and butter and her health and Scotty's education.) p. 221

A Man with a Barren Head is like Soil with No Aspiration

So I lived in their midst, always on the fringes, insignificant, and they spoke freely in my presence. I saw how little regard they had for us, how much they held us in low esteem. They did not know us, and were not really interested in knowing us either. By virtue of their faith, their mission, and their biases, they did not have to: they knew better than us, both what we needed and how we should live. I cannot discount the unparalleled work they did in education and healthcare. I would not have had a formal education had it not been part of their plan. The free dispensary was always full, rolling back childhood diseases in the region. I saw them clean the most putrid wounds with a straight face. Yet, their mission required locals to forfeit ancestral practices, including our indigenous languages, which we were forbidden from using in their presence. The essence of our being in the world, its core tenet, ingrained in us across generations, was being violently questioned. Their work demanded allegiance, utter surrender, from us. I did not realise this then, but these demands threw us off balance, divided us, made us doubt ourselves and weakened us. They birthed a cruel conflict in us, putting our loyalty to the test. We were inhabited by this childish and conflicting desire to please and resist them all at the same time. Our people claimed neither detachment from the world nor dominion over it. We did not have the universe and its mysteries, meant to be conquered, subjugated on one side, and humankind, the mighty owner of it all, on the other. We were the world and the world was us: water, wind, sand, the past, the future, the living, the dead... we were all woven into the fabric of the world. They, however, had appropriated it, simplified it to make it intelligible and malleable. They had invented words and concepts that dismissed our more complex and comprehensive intuitive understanding of reality. There is no denying that, seen through their eyes, conceptualised in their terms, the world was unmistakeably coherent, logical. For those of us who embraced the mysteries of the world, the encounter was a matter of course, and a tragedy. I doubt we will ever fully grasp the exact extent of our distress. Today, I believe Western knowledge is both simple and despotic. There is only one God and he is present in church. Education is found only in textbooks. Art is separate from spirituality, confined to specific spaces. The law applies equally to everyone and all values have a price. The sole measure of success is material. Our paths in life are already charted, marked out, and you can choose to follow... the path assigned to you. A promise of comfort, a ready-made life so enticing it warrants universalisation; a dream no human should be denied. Masters, gurus travel the world to guide lost peoples towards this path of salvation, readily resorting to violence to crush every resistance, driven by the firm conviction that their philosophy is the philosophy and their religion the religion. Perhaps it spread so far and wide due to the active proselytism inherent to the Western vision of the world, or maybe it was so easy to replicate because it was the most simplistic doctrine ever developed by humans—it did a better job of dismissing our diversity and disregarding the complexity of our being. Our material realities would become more bearable, that was the promise. It mattered not that this would devastate nature and leave our inner beings shuddering with anxiety.

Know yourself, develop good habits, focus, network, or educate yourself, and you will inch yourself towards success every day.

Or to put it another way: Should “the people” be raised up through education and literacy so that they were full participants in the Revolutionary experiment? Or should music, writing, painting, and drama be simplified to the point where anyone could understand them?

Become a junk mail detective. • Commercial catalogs: Go to CatalogChoice.org (they cancel catalogs for you) or call the catalogs directly. I opted out and I have never been happier with my personal sense of decorating and celebrating. • First-class mail: Do not open the unwanted letter. Its postage includes return service; you can write “Refused—Return to sender” and “Take me off your mailing list” on the front of the unopened envelope. I keep a pen in my mailbox for that specific purpose. • Mail addressed to the previous resident: Fill out a U.S. Postal Service change-of-address card for each previous resident. In lieu of a new address, write: “Moved, no forwarding address.” In the signature area, sign your name and write “Form filled by current resident of home [your name], agent for the above.” Hand the form to your carrier or postal clerk. • For standard/ third-class presorted mail: Do not open those that mention “return service requested,” “forwarding service requested,” “change service requested,” or “address service requested.” These postages also include return service, so here, too, you can write “Refused—Return to sender” and “Take me off your mailing list” on the front of an unopened envelope. Otherwise, open the letter, look for contact info, then call/ email/ write to be taken off the mailing list. These items typically include promotional flyers, brochures, and coupon packs. Make sure to also request that your name or address not be sold, rented, shared, or traded. • Bulk mail: Inexpensive bulk mailing, used for items such as community education catalogs, allows advertisers to mail to all homes in a carrier route. It is not directly addressed to a specific name or address but to “local” or “postal customer,” and is therefore most difficult to stop. A postal supervisor told me that my carrier had to deliver them and that he could take them back when refused, but since the postage does not include return service, the mailman would simply throw the mail away with no further action. The best way to reduce the production of such mailings is to contact the senders directly and convince them to either choose a different type of postage or adopt Internet communication instead. In the case of community-born mailing, one could also persuade his/ her city council to boycott the postage preference. But ideally, the U.S. Postal Service would not even provide this wasteful option.

Technology can do a great deal to make information gathering easier, but it can do little to simplify the gathering of wisdom. Information washes over us like a sea, and recedes without leaving its traces behind. Wrestling with truth, as the story of Jacob warns us, is a time-consuming process that marks us forever.