Sports And Academics Quotes

If you want to find the real competition, just look in the mirror. After awhile you'll see your rivals scrambling for second place.

The thing about football - the important thing about football - is that it is not just about football.

Academe, n.: An ancient school where morality and philosophy were taught. Academy, n.: A modern school where football is taught.

In primary school, sports day was the one day of the year when the less academically gifted students could triumph...As if a silver in the egg-and-spoon race was some sort of compensation for not understanding how to use an apostrophe

It is so hard for a queer person to become an adult. Deprived of the markers of life's passage, they lolled about in a neverland dreamworld. They didn't get married. They didn't have children. They didn't buy homes or have job-jobs. The best that could be aimed for was an academic placement and a lover who eventually tired of pansexual sport-fucking and settled down with you to raise a rescue animal in a rent-controlled apartment.

Sport is a mystery to me. In primary school, sports day was the one day of the year when the less academically gifted students could triumph, winning prizes for jumping fastest in a sack, or running from Point A to Point B more quickly than their classmates. How they loved to wear those badges on their blazers the next day! As if a silver in the egg-and-spoon race was some sort of compensation for not understanding how to use an apostrophe.

In many U.S. schools, sports instilled leadership and persistence in one group of kids while draining focus and resources from academics for everyone. The lesson wasn't that sports couldn't coexist with education; it was that sports had nothing to do with education.

Poshlust,” or in a better transliteration poshlost, has many nuances, and evidently I have not described them clearly enough in my little book on Gogol, if you think one can ask anybody if he is tempted by poshlost. Corny trash, vulgar clichés, Philistinism in all its phases, imitations of imitations, bogus profundities, crude, moronic, and dishonest pseudo-literature—these are obvious examples. Now, if we want to pin down poshlost in contemporary writing, we must look for it in Freudian symbolism, moth-eaten mythologies, social comment, humanistic messages, political allegories, overconcern with class or race, and the journalistic generalities we all know. Poshlost speaks in such concepts as “America is no better than Russia” or “We all share in Germany’s guilt.” The flowers of poshlost bloom in such phrases and terms as “the moment of truth,” “charisma,” “existential” (used seriously), “dialogue” (as applied to political talks between nations), and “vocabulary” (as applied to a dauber). Listing in one breath Auschwitz, Hiroshima, and Vietnam is seditious poshlost. Belonging to a very select club (which sports one Jewish name—that of the treasurer) is genteel poshlost. Hack reviews are frequently poshlost, but it also lurks in certain highbrow essays. Poshlost calls Mr. Blank a great poet and Mr. Bluff a great novelist. One of poshlost’s favorite breeding places has always been the Art Exhibition; there it is produced by so-called sculptors working with the tools of wreckers, building crankshaft cretins of stainless steel, Zen stereos, polystyrene stinkbirds, objects trouvés in latrines, cannonballs, canned balls. There we admire the gabinetti wall patterns of so-called abstract artists, Freudian surrealism, roric smudges, and Rorschach blots—all of it as corny in its own right as the academic “September Morns” and “Florentine Flowergirls” of half a century ago. The list is long, and, of course, everybody has his bête noire, his black pet, in the series. Mine is that airline ad: the snack served by an obsequious wench to a young couple—she eyeing ecstatically the cucumber canapé, he admiring wistfully the hostess. And, of course, Death in Venice. You see the range.

AN ACADEMIC DEFINITION of Lynchian might be that the term "refers to a particular kind of irony where the very macabre and the very mundane combine in such a way as to reveal the former's perpetual containment within the latter." But like postmodern or pornographic, Lynchian is one of those Porter Stewart-type words that's ultimately definable only ostensively-i.e., we know it when we see it. Ted Bundy wasn't particularly Lynchian, but good old Jeffrey Dahmer, with his victims' various anatomies neatly separated and stored in his fridge alongside his chocolate milk and Shedd Spread, was thoroughgoingly Lynchian. A recent homicide in Boston, in which the deacon of a South Shore church reportedly gave chase to a vehicle that bad cut him off, forced the car off the road, and shot the driver with a highpowered crossbow, was borderline Lynchian. A Rotary luncheon where everybody's got a comb-over and a polyester sport coat and is eating bland Rotarian chicken and exchanging Republican platitudes with heartfelt sincerity and yet all are either amputees or neurologically damaged or both would be more Lynchian than not.

father is a polymath, a real renaissance man: academic, sporting, at ease in the city, more at ease in the great outdoors. He’d embraced three adopted kids…and I’m the one who didn’t live up to his expectations.

I've come to the conclusion that it's all about fear- fear that your kid won't come out on top, be a success. Forcing him into these brutal encounters will a) make a dame sure he is a success, and b) all you to see evidence of that success with the added bonus of a cheering crowd. This means that sports are supported with an almost desperate enthusiasm. The football team gets catered dinners before a fame. Honor Society is lucky if it gets a cupcake. Academic success-forget it. That requires too much imagination. There's no scoreboard.

Other studies indicate that compared to Western parents, Chinese parents spend approximately ten times as long every day drilling academic activities with their children. By contrast, Western kids are more likely to participate in sports teams. This

Not all journeys have destinations. Power is the ability to effect change, and people who create change ride that tide, with far-reaching effects. For some of us, that’s something we’re born into. Our fathers or mothers instill us with a hunger for it from a very early point in time. We’re raised on it, always striving to be the top, in academics, in sports, in our careers. Then we either run into a dead-end, or we face diminishing returns.” “Less and less results for the same amount of effort,” Grue said. “Others of us are born with nothing. It is hard to get something when you don’t have anything. You can’t make money until you have money. The same applies to contacts, to success, to status. It’s a chasm, and where you start is often very close to where you finish. The vast majority never even move from where they began. Of the few that do make it, many are so exhausted by the time they meet some success that they stop there. And others, a very small few, they make that drive for success, that need to climb becomes a part of themselves. They keep climbing, and when someone like Accord recognizes them and offers them another road to climb, they accept without reservation.

Do right-handed people live longer than lefties? Then again, there are some things about lefties that can't be explained so easily. For whatever reason, whether it's the pressures of living in a world designed for righties, or all the talk of having shorter life spans, lefties have higher rates of depression, drug abuse, allergies, and schizophrenia. But lefties also have an advantage in sports like fencing, tennis and baseball, not to mention greater academic success and higher IQs. Five of America's last eleven presidents were lefties, even though they make up only 10 percent of the American population." (I believe Obama is a leftie as well, making that 6 of the last 12 presidents).

I am remarkably unremarkable at sports, at the arts, at academics.

[LSSU] was the kind of school where students had a lot of pride. Not the raucous strain of sports pride... And not academic pride... It was more of a geographical pride. Kids were proud to live in that tough wilderness setting, and the best way to prove your mettle was through achievements in the wild.

The headmaster of a newly constructed high-altitude sports academy (Watt) becomes neurotically obsessed with litigation over the construction's ancillary damage to a V.A. hospital far below, as a way of diverting himself from his wife's (Heath's) poorly hidden affair with the academically renowned mathematical topologist who is acting as the project's architect ('Rection'). CELLULOID (UNRELEASED)

My personal war against the so-called “soccer menace” probably reached its peak in 1993, when I was nearly fired from a college newspaper for suggesting that soccer was the reason thousands of Brazilians are annually killed at Quiet Riot concerts in Rio de Janeiro, a statement that is—admittedly—only half true. A few weeks after the publication of said piece, a petition to have me removed as the newspaper’s sports editor was circulated by a ridiculously vocal campus organization called the Hispanic American Council, prompting an “academic hearing” where I was accused (with absolute seriousness) of libeling Pelé. If memory serves, I think my criticism of soccer and Quiet Riot was somehow taken as latently racist, although—admittedly—I’m not completely positive, as I was intoxicated for most of the monthlong episode. But the bottom line is that I am still willing to die a painful public death, assuming my execution destroys the game of soccer (or—at the very least—convinces people to shut up about it).

The term ‘political correctness’ has evolved out of the Marxist and Freudian philosophies of the 1930s to become a tool for multicultural-ism, multisexualism, multitheism, and multi-anythingism. It was created to discourage bias and prejudiced thinking that discriminates against an individual or group. It has become society’s way of not offending anyone, whether it is an individual, a group, or a nation. In many instances, however, it is a simple, disarming way of ignoring or deflecting the truth about a situation. Today, the use of political correctness has become so abused that anyone who voices his or her opinion contrary to ‘politically correct think’ is immediately tagged with some form of disparaging label, such as racist and bigot. This exploitation has gotten so out of control that this name-calling accusation is used as a simple and mindless means to manipulate academic, social, or political discussion. The result is a social paranoia which discourages free thought and expression. It’s like living in a totalitarian state in which you are afraid to say what you think. Now who wants to suffer that? So people keep quiet. Their opinions are held captive to fear. How handy for the Islamo-fascists, the American-hating, Jew-killing, Israel-destroying, women-abusing, multireligious-intolerant Muslims. Oh! Excuse me. Did I say something not quite PC? This social paranoia is similar to the attitude that developed in the late 1980s and 1990s, when people became so concerned about children’s self-esteem that failure could not be acknowledged or misbehavior corrected. ‘Now, let’s not hurt their feelings’ was the standard approach. This degree of concern led to teachers giving passing grades for poor performance and youth sport activities where no one kept score. And what has been the fallout of all that psychobabble? High school kids who can’t read their diploma or make change for a dollar, internationally embarrassing scholastic performance scores, and young adults ill equipped to face the competitive lifestyle the world has to offer. They are left watching the television show The Apprentice, not competing to be an apprentice. America got itself into a mess by not upholding the high standards and expectations it once had, instead giving in to mediocrity; and we’re getting into a mess now with political correctness.

It is strange when we expect all students to do well academically and ignore the fact that individuals' abilities vary. If a child/kid/teenager cannot do well in academics and shows signs of distraction, it is an indication that his mind isn't in the strict form and obligations of the school curriculum. His cleverness and creativeness could show in other aspects of life. It could be in arts, sports, photography, computer world, gardening, carpentry, or any other field in life. Judging students' based on their grades and accusing them of failure is an excuse for the limited space the educational system provides to students to succeed in life.

One of the most remarkable properties of our brain is its capacity to change and adapt to our individual world. Neurons and neural networks actually make physical changes when stimulated; this is called neuroplasticity. The way they become stimulated is through our particular experiences: The brain changes in a “use dependent” way. The neural networks involved in piano playing, for example, will make changes when activated by a child practicing her piano. These experience-dependent changes translate into better piano playing. This aspect of neuroplasticity—repetition leads to change—is well known and is why practice in sports, arts, and academics can lead to improvement. A key principle of neuroplasticity is specificity. In order to change any part of the brain, that specific part of the brain must be activated. If you want to learn to play the piano, you can’t simply read about piano playing, or watch and listen to YouTube clips of other people playing piano. You must put your hands on the keys and play; you have to stimulate the parts of the brain involved in piano playing in order to change them. This principle of “specificity” applies to all brain-mediated functions, including the capacity to love. If you have never been loved, the neural networks that allow humans to love will be undeveloped, as in Gloria’s case. The good news is that with use, with practice, these capabilities can emerge. Given love, the unloved can become loving.

Circuitry for self-confidence depends on a child’s ability to locate identity over observable behavior; this comes from growing up in a family that focuses more on what’s “inside” a child (enduring qualities, feelings, ideas) than what is “outside” (accomplishments, outcomes, labels). In regard to your child’s sports team, for example, inside stuff might be her effort in practice, her attitude when winning and losing, and her willingness to try new things; outside stuff might be her number of goals or home runs, or labels like “most valuable player.” When it comes to academics, inside stuff might be willingness to try a bonus math problem, spending time on studying, and showing enthusiasm about a subject; outside stuff might be a grade, a test score, or a label like “smartest kid in class.

It is known that, during the last five years of his life, Dr. James O. Incandenza liquidated his assets and patent-licenses, ceded control over most of the Enfield Tennis Academy’s operations to his wife’s half-brother—a former engineer most recently employed in Amateur Sports Administration at Throppinghamshire Provincial College, New Brunswick, Canada—and devoted his unimpaired hours almost exclusively to the production of documentaries, technically recondite art films, and mordantly obscure and obsessive dramatic cartridges, leaving behind a substantial (given the late age at which he bloomed, creatively) number of completed films and cartridges, some of which have earned a small academic following for their technical feck and for a pathos that was somehow both surreally abstract and CNS-rendingly melodramatic at the same time.

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.

It soon became apparent to me that deniers were a new type of neo-Nazi. Unlike previous generations of neo-Nazis—people who celebrated Hitler’s birthday, sported SS-like uniforms, and hung swastikas at meetings where they would give the Sieg Heil salute—this group eschewed all that.5 They were wolves in sheep’s clothing. They didn’t bother with the physical trappings of Nazism—salutes, songs, and banners—but proclaimed themselves “revisionists”—serious scholars who simply wished to revise “mistakes” in the historical record, to which end they established an impressive-sounding organization—the Institute for Historical Review—and created a benign-sounding publication—the Journal for Historical Review.6 Nothing in these names suggested the revisionists’ real agenda. They held conferences that, at first blush, seemed to be the most mundane academic confabs. But a close inspection of their publications and conference programs revealed the same extremism, adulation of the Third Reich, antisemitism, and racism as the swastika-waving neo-Nazis. This was extremism posing as rational discourse.

There is, in fact, no need to drag politics into literary theory: as with South African sport, it has been there from the beginning. I mean by the political no more than the way we organize our social life together, and the power-relations which this involves; and what I have tried to show throughout this book is that the history of modern literary theory is part of the political and ideological history of our epoch. From Percy Bysshe Shelley to Norman N. Holland, literary theory has been indissociably bound up with political beliefs and ideological values. Indeed literary theory is less an object of intellectual enquiry in its own right than a particular perspective in which to view the history of our times. Nor should this be in the least cause for surprise. For any body of theory concerned with human meaning, value, language, feeling and experience will inevitably engage with broader, deeper beliefs about the nature of human individuals and societies, problems of power and sexuality, interpretations of past history, versions of the present and hopes for the future. It is not a matter of regretting that this is so — of blaming literary theory for being caught up with such questions, as opposed to some 'pure' literary theory which might be absolved from them. Such 'pure' literary theory is an academic myth: some of the theories we have examined in this book are nowhere more clearly ideological than in their attempts to ignore history and politics altogether. Literary theories are not to be upbraided for being political, but for being on the whole covertly or unconsciously so — for the blindness with which they offer as a supposedly 'technical', 'self-evident', 'scientific' or 'universal' truth doctrines which with a little reflection can be seen to relate to and reinforce the particular interests of particular groups of people at particular times.

One reason the findings of Bernstein, Root-Bernstein, and Garnier are striking is that they challenge the belief that intellectual activity and athletic ability are mutually exclusive. Terms like “vita contemplativa” or “life of the mind” don’t exactly conjure up images of physical prowess, and they tap into a medieval belief that cultivation of the mind and spirit requires a denial of the body. Economists’ classifications of “white-collar” versus “blue-collar” jobs, “knowledge work” versus manual labor, and knowledge-based economies versus ones that produce mere stuff, all tell us that work divides into neat, separate categories. In the United States, the notion that integrals and intervals don’t mix is reinforced by American stereotypes about collegiate athletics and the unfortunate willingness of some sports-mad universities to tolerate underprepared student athletes while discouraging bright ones from pursuing academically demanding majors.

Preteen Warning Signs Lack of peer relationships outside the family Difficulty engaging in age-appropriate conversations Social skills difficulty Inability to make and keep friends Obvious anxiety, fear of social situations Afraid of groups Angry outbursts Restlessness Inability to concentrate Temper tantrums—sustained argumentative or “acting-out” behavior Inability to complete projects Clumsiness—not good at sports Poor muscle coordination Poor academic skills Depressed mood, seems withdrawn Stress-related physical symptoms Insecurity Limited tolerance of frustration Fear of new situations Learning disabilities

Family meals are also critical. Research consistently demonstrates that the family meal is a better indicator of academic achievement than participation in sports or the arts.

Naperville Community Unit School District 203 in Illinois, profiled in John J. Ratey’s book Spark, is a particularly inspiring example of how physical movement enhances cognitive ability. School officials implemented a district-wide PE curriculum that focuses on fitness as opposed to sports, and then had students take some of their hardest subjects after exercising. As a result, Naperville students achieved stunning results on the Trends in International Mathematics and Science Study (TIMSS), a standardized test administered every four years to students worldwide. In 1999 it was given in thirty-eight countries31, and Naperville students scored first in the world in science, and sixth in math—behind only math superstars such as Singapore, Korea, Taiwan, Hong Kong, and Japan. This is remarkable, since Naperville students are a cross-sampling of ordinary American students. The stunning results from Naperville echo other studies suggesting a strong link between exercise and learning. Researchers from Harvard32 and other universities reported in 2009 that the more physical fitness tests children passed, the better they did on academic tests.

Nearly half of all associational memberships are church-religious context. Religious worshipers and people who say religion is very important to them are much more likely than other persons to visit friends, to entertain at home, to attend club meetings, and to belong to sports groups; professional and academic societies; school service groups; youth groups; service clubs; hobby or garden clubs; literary, art, discussion, and study groups; school fraternities and sororities; farm organization; political clubs; nationality groups; and other miscellaneous groups.

There’s something more important, though, than academics or sports. Character is everything.

The Family Educational Rights and Privacy Act of 1974, which was designed to ensure privacy and properly regulated access to student records, has become “the shield behind which higher education hides the academic corruption in college athletics.

Concentration is the key to success in anything in life. You need concentration to carry on a conversation, to raise children, to stay positive, to be able to communicate effectively, to succeed academically, to meditate, to succeed in business, to become good at sports, to achieve the goals you set for yourself, and the list can go on and on.

There are probably as many different definitions of leadership as there are roles for leaders. There are civic leaders, political, religious and academic leaders. There are “captains” of industry and “skippers” of sports teams. There are leaders by achievement, assignment or necessity. Some leaders are official, others just emerge. Some lead by insignia, some by action, some by both. Some lead in public and some, like the head of a family, lead in private. There are at least ten different theories of leadership and ten times ten books on how to lead. Despite this complexity of characterizing leadership, or more precisely effective leadership, there is one indisputable reality, a requirement common to all those who would effect successful action. They have the ability to handle crisis because they possess the necessary skills to remain calm and functional when others are rendered confused or overwhelmed by difficult circumstances.

Productivity, I discovered, is a broad church that tolerates many creeds. Some successful academics write daily, others sporadically; some at home, others at work; some on trains or airplanes or during children’s sports practice, others in distraction-free environments; some on a word processor, others in longhand or using voice-recognition software; some whenever they have a few minutes free, others only when they have cleared hours or days of uninterrupted time. Some map out a detailed topic outline before they start writing; others write to discover what they have to say.

Savannah Sugg stands out as a grad student at Middle Tennessee State University, driven by her passion for sports. Excelling academically and as a dedicated volleyball coach and substitute teacher, her multifaceted profile reflects a fearless pursuit of her dreams and a commitment to impact others positively.

I am obligated to submit myself to the scientific process simply because I require it from others, but no more than that. When I read empirical claims in medicine or other sciences, I like these claims to go through the peer-review mechanism, a fact-checking of sorts, an examination of the rigor of the approach. Logical statements, or those backed by mathematical reasoning, on the other hand, do not require such a mechanism: they can and must stand on their own legs. So I publish technical footnotes for these books in specialized and academic outlets, and nothing more (and limit them to statements that require proofs or more elaborate technical arguments). But for the sake of authenticity and to avoid careerism (the debasing of knowledge by turning it into a competitive sport), I ban myself from publishing anything outside of these footnotes.

This aspect of neuroplasticity—repetition leads to change—is well known and is why practice in sports, arts, and academics can lead to improvement. A key principle of neuroplasticity is specificity. In order to change any part of the brain, that specific part of the brain must be activated. If you want to learn to play the piano, you can’t simply read about piano playing, or watch and listen to YouTube clips of other people playing piano. You must put your hands on the keys and play; you have to stimulate the parts of the brain involved in piano playing in order to change them. This principle of “specificity” applies to all brain-mediated functions, including the capacity to love. If you have never been loved, the neural networks that allow humans to love will be undeveloped, as in Gloria’s case. The good news is that with use, with practice, these capabilities can emerge. Given love, the unloved can become loving.

I was good. My brother was bad. My brother knew that the teachers and school cops treated us differently because of our oversized clothes and natural hair. He defended himself in defied them. They responded with repeated punishment through suspensions. I decided I would prove the teachers wrong by earning good grades and becoming a lawyer one day. After I scored high on gifted and talented tests, everything changed. Our home filled with my laminated citizenship certificates, academic awards, sports trophies, and medals. The celebration of my obedience increased my brother's justifiable defiance and the school's punishment. I wish we would have both known then how to organize. Maybe I would have resisted the urge to be respectable.

Schools also tend to minimize powerful healing and resilience-building activities like sports, music, and art. These are often viewed as elective or enrichment activities, when in fact they can be the very bedrock of academic learning, thanks to their regulatory and relational elements. Patterned, repetitive, rhythmic activity makes the overactive and overly reactive core regulatory networks (see Figure 2) get back “in balance.” Music falls into this category—both playing and listening. All sports involve doses of it. Dance, too. And, of course, each of these activities also has very important relational elements. You learn when to pass the ball to your teammate; you learn how to move with your dance partner; you synchronize playing your violin with other members of the orchestra. Finally, there are cognitive elements to sports, music, and other arts; they engage, activate, and synchronize activity throughout the brain, from the bottom up and from the top down. These are whole-brain healthy activities. Now imagine thirty children, sitting in rows in a classroom, passively listening to the teacher

Schools may be famous for many things: academics, graduates, sports teams. They are not supposed to be famous for murders.

Keyserling said that sport puts an exceptional valuation on the body. Look at how rich sports stars are, and look, by contrast, at how poor academics are. No one puts value on the mind, on intellect. It’s not held in esteem in our society. A society that worships moronic sports stars and loathes intelligent people is finished. The greatest and most powerful nation on earth is the one that assigns more value to intelligence than anything else. Sports stars don’t land men on the moon. Clever people do. Sports stars are just entertainers who are good at performing absurd, arbitrary games, with absurd, arbitrary rules, invented by bored humans, and usually involving a ball, a field and posts.

Over the years, Bill has seen hundreds of kids who had relatively low academic motivation but were extremely motivated about something else—crafting, music, sports, or making Star Wars replicas. What he says to the parents of these kids is that so long as they are working hard at something they really enjoy doing, he’s not worried, because he knows they’re shaping a brain that will eventually enable them to be successful.

For some students their passion can keep them motivated to do what’s required for their academic achievements.

Pre-school students can see life differently through adventure, play, and fun.

The great cricket Virat Kohli said in an interview that he does not try for excellence in cricket. Rather he tries to believe in a concept called 'betterment' - to become better each day than your former self. I believe there depth behind his words. The philosophy is simple yet profound . If you stay focussed in any field, then you would eventually become adept in your skills in that field. By consistently doing your work better each day, you would go closer to achieving your best or excellence. Whether your field may be sports, theatre, business, politics or teaching - one day you become a legend

It is entirely possible to unconsciously indoctrinate our children into our broken view of the world, that life is fundamentally about what we can accomplish and there isn’t time for much else. This may be in the academics we push them to or in the sports schedules we try to keep. But if we find that life is too busy for them to have downtime to engage with the world, then something is wrong.

Up ahead, a shadowy building loomed. It looked more like a gothic cathedral than a school, with grossly elongated black spires jutting into the night sky. They unnerved Tony. Somehow, they resembled horns silhouetted against the moon. He counted ten of these protuberances, each with an arrowhead as its tip. Tony found the structure difficult to make his mind up about. It was beautiful, that was for sure, but its beauty was intermingled with an ill-masked sense of horror. The black exterior had a pair of peculiar projections on either side of the building resembling a bat's wings. His feet on concrete now, he pulled up to a webbed gate— also reminiscent of a bats with the hind, bone-like array supporting an oily black, translucent texture. He saw some girls a few dozen feet from the gate at the entrance of the building. They were garbed in black sailor fuku skirts too high above the knees to facilitate concentration upon anything academic. The males were also dressed in black corduroy pants and black dress shirt. A throng by the massive doors stared holes through them as they approached. Up close, he noted some of the girls were quite pale, sporting piercings and tattoos on their necks and hands. He even saw one with a spider web inked on the side of her face. When he followed Silver Man into the building— his toes squeaking in his soaked shoes—he was awed by the aesthetics. There was a rather large gathering in the hall that looked more like large shadows with all the children in black. Tony felt out of place in his brown pants and long sleeved white shirt. The hall was bleak; the only source of illumination was a pair of horizontal cylindrical lamps set upon wooden rafters near the ceiling. Silver Man proceeded toward the platform where Tony could just make out the form of a thin man donning a monocle. He looked like an old scientist. He was sitting cross-legged, stroking his chest-length pearl white beard. The man appeared to be watching them as they progressed through the hall. Then he stood as they neared the stage, now caressing his bald head. He had a monkish appearance. His black robe— quite similar to the one Silver Man wore— was tied at the waist by a red cloth. The bald, monocled man extended a spindly hand which Silver Man gave a firm tug before leaning in and whispering something. The man nodded, turning to Tony. Tony flinched as he regarded him through his peculiar eyewear: a single gold-rimmed, circular lens. He now folded himself into an accentuated bow. "Listen up folks!" he shouted. Tony saw the students rushing inside the castle pell-mell, summoned by the voice of the bespectacled man. “We have a late recruit ladies and gentlemen,” the man said. His voice was much stronger than his thin frame suggested. “Join me as I induct him into the hallowed spirit of Imajinaereum.

If you have a chronic problem in any area. Like sports failure, or unrequited love, or academic failure which is stuck in your mind. Please don’t provide attention to such thoughts. Every time, you worry, or feel inadequate, these thoughts gain more and failure becomes big. Ignorance is best to remove such thoughts. Ignore them, and they lose their power over you and slowly vanish it out.

In 2017, three academics—Christian Deutscher, Eugen Dimant, and Brad Humphreys—caused uproar in the German parliament when they published a working paper claiming to have statistical evidence that there were irregular betting patterns associated with two Bundesliga referees officiating between 2011 and 2015.

Yet somehow, in recent years educational theory has come to reject repetition as a good educational tool when it comes to mastering our multiplication tables or identifying geographic locations or learning the correct spelling of words. We accept that to be good at sports or music you must practice over and over until your fine motor skills become your gross motor skills, meaning that you can play Tchaikovsky in your sleep! Over-practice implies enough repetition to make new skills seem easy and natural. Yet contemporary educational philosophies consider large amounts of rote practice to be unnecessary in academics. And so our modern educational system is weak. The purpose of a classical education is to strengthen one’s mind, body, and character in order to develop the ability to learn anything.

Over the years, Bill has seen hundreds of kids who had relatively low academic motivation but were extremely motivated about something else—crafting, music, sports, or making Star Wars replicas. What he says to the parents of these kids is that so long as they are working hard at something they really enjoy doing, he’s not worried, because he knows they’re shaping a brain that will eventually enable them to be successful. And Bill tells kids, “Working hard to get better and better at something that’s important to you is one of the best things you can do for your brain.” (An exception here may be video games, which aren’t all bad, but require more nuance.

The extraordinary successful fitness motivation coach Michelle Segar uses this dynamic to turn even the most stubborn couch potatoes into exercise aficionados (Segar, 2015). She brings those who really don’t like exercise but know they have to do it into a sustainable workout routine by focusing on one thing: Creating satisfying, repeatable experiences with sports. It doesn’t matter what her clients are doing – running, walking, team sports, gym workouts or bicycling to work. The only thing that matters is that they discover something that gives them a good experience that they would like to have again.

Second, Gregory reminded his audience that the knowledge of God is a gift to be reverently received and sweetly guarded. The Eunomians, by changing exegesis and theology into a kind of recreational sport practiced within any context, paraded holy things before people who could not hope to understand them. To use Jesus’ terms, they threw pearls to swine. Behind this critique was Gregory’s deep awareness that theology is a type of worship, a holy endeavor, one that blossoms in a context of prayer, devotion and adoration, but withers when transformed into an academic, speculative mind game.

Over time, I decided many different data sets merited inclusion: sports team and stadium names, city names, product names, chat slang, abbreviations, and more. The autocorrection dictionary was less an academic linguistics exercise and more a catalog of contemporary life. My Purple colleagues wanted to type the words that came up in their typical day, in their typical speech, and in their typical texting taunts of friends while watching ballgames on TV:

Influential educational school in Abu Dhabi: Reach British School Selecting schools that speak about the type of education you want to impart to your kid is an important decision. Like all other difficult decisions that parenthood brings with it, this one too cannot be decided based on one impulsive thought. School is an important part of any child's growth. They learn, they giggle, and grow into beautiful individuals. Thus, schools build them into responsible beings. However, finding the right school can be research-heavy and hectic. International education in the United Arab Emirates is not cheap, and this adds to an extra load of pressure on deciding parents. Yet, Abu Dhabi is known to host an excellent range of international schools that are somewhat budget-friendly. The British International School is one such example, they surely secure a place in the list of best schools in Abu Dhabi. Why choose Reach British School? Reading through different curriculums, and googling into millions of school websites is a part of this decision-making. You look for that spark, one that you look for in any relationship. Yes, choosing a school is the beginning of a life-long relationship, an important part of your child’s life. This article will push you towards decision making, as it lists the points on why you should choose Reach British School. The following reasons will convince you that it fits into the best schools in Abu Dhabi. English proficiency The staff is filled with native English-speaking teachers. Thus, they bring with them, years of experience in the language field and absolute English proficiency. Being native English speakers, they can showcase experience in the UK or other international schools. Excellent facilities Schooling is a part of a child's overall growth, and there is more to it than just academics. Being one of the best schools in Abu Dhabi, they support an exciting curriculum. It includes sports, arts, academic subjects, and a bunch of other extra-curricular activities. High Academic standards and behavioral expectations A child grows into a successful human being, who is also a responsible citizen. Thus, the school sets a strong focus on the academic depth and the behavioral patterns of the child. They ensure that your child reaches their fullest potential in a safe and secure environment. Student progress tracking You will get a chance to be deeply involved in your child's progress. The school will provide regular reports on your child's growth that will give you a fair idea about their needs, likes, and dislikes. Thus, you can take an active part in their academic progress, social and emotional well-being. Secondary scholarships The school funds a scholarship program to motivate students to achieve their dreams. The program attracts bright minds and pushes them to reach their potential in the fields they are passionate about. Amazing learning Not just the staff, but also the environment of the school will enable your child to go through an amazing learning experience. Your child will be motivated and encouraged to perform better as that is the base for amazing learning. Endnotes Reach British School wants to let your child shine, in the truest sense possible. Keeping the tag of being one of the best schools in Abu Dhabi, is difficult. Thus, they aspire to be better every day and sculpt new souls into responsible adults, while protecting their innocence and childhood.

Mandelbrot appended this statement to his entry in Who’s Who: “Science would be ruined if (like sports) it were to put competition above everything else, and if it were to clarify the rules of competition by withdrawing entirely into narrowly defined specialties. The rare scholars who are nomads-by–choice are essential to the intellectual welfare of the settled disciplines.” This nomad-by–choice, who also called himself a pioneer-by–necessity, withdrew from academe when he withdrew from France, accepting the shelter of IBM’s Thomas J. Watson Research Center.

Each one was from a club, sport, or academic team my mother made me sign up for. “Ballet?” “I hated it,” I replied, frowning when I remembered the tight buns and overbearing moms. “Debate team?” “I’m non-confrontational.” “Softball?” “Terrible hand-eye coordination,” I replied with a chuckle. “Chess?” he asked, his voice light. “I did actually like that. A sport that lets you sit and be quiet for hours on end? Sign me up.

Sports programs are an important part of young people’s lives but should never over-shadow the true purpose of high school and that is to earn a diploma. So often today sports have become more important than an education. This must be remedied because the true focus must always be toward the student’s academic development.

Suppose a top politician, entertainment figure, or sports star said it didn't really matter who shot Lincoln or why, who attacked Pearl Harbor, the Alamo or the USS Liberty. Imagine the derision. Imagine the ridicule. Imagine the loss in credibility and marketing revenue. Now imagine if a well-respected academic 'who should know better' said exactly the same thing. It doesn't really matter who committed a great crime; history had nothing to teach us; we should never waste precious time trying to apprehend the perpetrators, nor understand their motives but focus only on the outcome of their foul deeds. Well, that is exactly what Noam Chomsky appears to believe. Do not focus on the plot or the plotters or the clever planning of any crime but only the aftermath. Strangely, I had always thought linguistics was the scientific study of language rather than a lame attempt at disinformation.